DESCRIPTIVE TEXT WRITING SKILLS THROUGH SLOW CAPITAL LETTERS WRITING STRATEGY AMONG TENTH GRADER MA DARUL AMAL METRO BARAT. Judul Proposal: IMPROVING STUDENTS' DESCRIPTIVE TEXT WRITING SKILLS THROUGH SLOW CAPITAL LETTERS STRATEGY AMONG TENTH GRADE STUDENTS MA DARUL AMAL METRO BARAT. TEXT WRITING SKILL THROUGH SLOW CAPITAL LETTERS WRITING STRATEGY AMONG TENTH GRADE STUDENTS MA DARUL AMAL METRO BARAT.
An undergraduate thesis topic entitled: Improving students' skills in writing descriptive text through SOW Caps strategy among tenth grade students of MA Darul Amal Metro Barat.
MOTTO
Thank you for all the generosity, finances and encouragement, and also thank you for your love, trust and eternal prayer. My beloved and my special Mahfud Fazri, thank you for your care, effort and love. Thank you for all your suggestions, recommendations and support for this research proposal from beginning to end.
My beloved friends Afif, Rialita, Riska, Fiya, Eva, Diaz and who cannot be mentioned one by one, thank you for your care, help and support.
ACKNOWLEDGEMENT
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Benefits of The Study
- The Measurement of Writing Descriptive Text Sill
- The Purpose of SLOW CaPS Strategy
- The Steps to Teach Writing Descriptive Text Using SLOW CaPS Strategy Strategy
- The Advantages and Disadvantages of SLOW CaPS Strategy Here are the various benefits of SLOW CaPS technique 30
- Action Hypothesis
According to Johnson, he says that "the writing process is divided into five steps",4 which are as follows. Furthermore, according to Russel, Turner, and Stewart, they state that "students can follow the SLOW CaPS mnemonic for paragraph-specific writing strategies".24. 25 Khosrow Mehdi, Pour, Encyclopedia of Information Science and Technology, (USA: Idea Group Inc, 2005), p. 3. The steps to learn to write descriptive text using SLOW CaPS strategy strategy strategy.
They just plan the best way to organize their ideas by making a simple outline on a piece of paper. d) Then the teacher asks the students to write their first sentence about their topic, such as "My sphynx cat is funny cat" . e) Next, the teacher instructs the students to provide the supporting sentences in their paragraph with the ideas they have collected. f) The last, the teacher reminds the students to finish and evaluate their writing.
RESEARCH METHOD RESEARCH METHOD
- Definition of Operational Variables
- Time
- Cycle
This strategy could be used as a strategy in writing descriptive text process to find key words and ideas. The strategy was implemented by writing descriptive text, starting from the teacher gave the rules for doing the test, distributing the written descriptive text through SLOW CaPS strategy and then asking the students to finish the question. When measuring this variable, the researcher used observation sheets to observe the use of the SLOW CaPS strategy.
The dependent variable in this research was writing descriptive text that can be defined as the knowledge of students in finding the key word in a subject like us; character, place, time and so on. In measuring this variable, the researcher used written test as a tool to measure students' writing descriptive text skill. The students came from different places and they have to live in a dormitory because this school is a boarding school.
Sometimes the students felt boring for the old strategy when studying English in the classroom, so the researcher chose this school to apply SLOW CaPS strategy to improve students' writing skill in descriptive. The basic competence was to arrange the interaction text, short and simple spoken and written, transactionally in an activity related to asking and giving information about self involves social function, text structure, and useful with context in language. Because the researcher chose classroom action research (CAR), the researcher therefore used two cycles to determine the success of the strategy used.
If the success criterion has already been met in another cycle, the cycle can be aborted.
Research Subject
Research Procedure
- Planning
- Acting
- Observing
- Reflecting
This is why the students need appropriate strategy and technique to help them improve their writing skill score. classroom action research, the researcher conducted the research in two cycles. And the last, the researcher organized the lesson plan, the materials and the objectives of the learning process in the classroom. In the acting phase, teaching and learning activity in the lesson plan was applied by researcher and teacher.
Because the researcher also used collaborative classroom action research, so the observational activity is performed at the same time as the acting activity in the learning process. During the observation process, it was important for the researcher to observe and collect data about the conditions and problems they faced in the classroom. After completing the three steps of action research in the classroom before, finally .. the collaborator and the researcher discussed and analyzed together the resulting data.
The teacher greeted the students and tried to motivate them about the goals of their study so that they can get the point in the learning process. If the students completed the post-test, the researcher had a discussion with the student about the answer. The researcher observed the condition in the classroom and evaluates the result of the test. a) Usually, students in the first cycle were still unable to understand in answering the test on writing descriptive text using SLOW CaPS strategy.
The researcher observed the condition in the classroom and evaluated the result of the test after doing the second cycle. Subsequently, the researcher and the teacher made an agreement that if the goal is not achieved, the action will.
Data Collecting Technique
- Observation
- Test
- Documentation
- Field Note
The researcher gave pre-test in the first meeting before the treatments were done to know the ability of students before the action research was done. The post-test, it was given by the researcher after the treatments were done to find out whether the treatment made any contribution to the students' performance in the class or not. The improvement can be seen if the mean score of post-test is higher than pre-test.
In this research, the researcher used field notes to focus on a particular issue or learning behavior over a period of time. In addition, the researcher took a field note about the classroom situation, classroom management, classroom interaction between teacher and students or student with students, etc.
Research Instrument
The instrument used by the researcher in the observation method was observation guide as follows;.
Data Analysis Technique
Indicator of Success
- Description of Research Setting
- The Description of Research Data a. First Condition
- Cycle I a) Planning
- Cycle II
The number of students at MA Darul A'mal Metro Barat in academic year 2017/2018 can be identified as follows;. The researcher used SLOW CaPS as a strategy to improve the writing skills of students because based on the result of the previous research, the researcher had information that the tenth graders of MA Darul A'mal Metro Barat had low writing skills. The researcher told the students that the researcher would conduct the research in their class.
This is the reason why the researcher used the SLOW CaPS strategy to improve students' descriptive text writing skill. In this meeting, to measure students' writing skills, the researcher tested the students with a written test after using the SLOW CaPS strategy. In this session, the researcher got the result of student post test I in cycle II.
But the results of the students' test were better than students' test before they gave treatment. When the researcher has explained, the students join more actively in the learning process and also pay attention to the explanation. At this meeting to measure the students' writing skills after using the SLOW CaPS Strategy, the researcher tested the students through a written test.
Student activity that had a high percentage There are 22 students (88%) who pay attention to the teacher's explanation, 20 students (80%) Active in the classroom, 18 students (72%) can list and order the details that their plan yes, 19 students (76%) can write complete sentences in a paragraph and 17 students (68%) ask or answer the question from the teacher. In the second cycle, the students were satisfied and also active to perform the task than before.
Discussion
- Interpretation and Learning Result in Cycle I and Cycle II
- Interpretation and Result of Students’ Learning Proccess
- The Implementation of Improving Writing Skill Through SLOW CaPS Strategy
- Conclusion
- Suggestion
The overall result of the students in the pre-exam, after exam I and after exam II. Based on the pre-test and post-test results, it was evident that the SLOW CaPS strategy was able to improve the students' writing skill compared to the average of the students before and after the treatment. Based on the above explanation, the researcher concluded that the research was successful because of the results of the students.
Outcome of student activities in Cycle I & Cycle II No student activity Cycle I Cycle II Increasing. Based on the above data, it can be concluded that the students felt comfortable and active when following the education and. Most students showed good progress in learning activities when the SLOW CaPS strategy was applied in the teaching and learning process from Cycle I to Cycle II.
Based on the graphic above, it could be concluded that there was an improvement in students' learning activity during the study period by using the SLOW CaPS strategy to improve students' writing skills. Based on the result of research, it showed that the action hypothesis was proven in the sense that using the SLOW CaPS strategy could improve students' writing skills. Based on the explanation above, it can be concluded that SLOW CaPS as a strategy could improve the result of students' scores and also students' activity in the learning process of tenth grade writing skills in MA Darul A'mal Metro Barat.
The use of SLOW Caps Strategy in teaching English, especially material descriptive text can improve students' writing skills in the tenth grade of MA Darul Amal Metro Barat. The principal should support another teacher's use of the SLOW Caps Strategy because it can improve writing skills and make students more active.
BIBLIOGRAPHY
APPENDIXES
Basic Competence
Indicators
Learning Aims
Teaching Method
Sources of Material 1. Text book
Teaching Material
Learning Activities
The teacher allows the students to ask questions if they still confuse the text with the specific information. The students themselves try to identify the function, purpose and idea from the descriptive text.
Test
- Write the descriptive paragraphs consisting of 5 sentences!
Core Competence
The students can understand the meaning of the text, can make sentences that fit the topic and content in relation to descriptive text.
Sources of Material 3. Text book
Teaching Material
- Learning Activities
- Test
- Write your name on your answer sheet!
- Read the instruction before and answer the question carefully!
- You may not cheat with your friends!
- Check your answer before submitting!
The teacher placed the student in a group based on the placement test and performed the following activities according to the SLOW CaPS procedure. The student discusses the topic, learns using the student worksheet and captures specific information.
GOOD LUCK !!!
