The aim of this research is to show that the use of character, setting, goal, action, conclusion, emotion (C-SPACE) strategy improves the writing skills of the students and their learning activities in the tenth grade of SMA N 1 Punggur Central Lampung in the academic year 2019/2020. And in post-test I there are 53% of students who can fulfill MMC and the average score of post-test was 66. Then the resultant post-test II was 76% students who can fulfill MMC with the average score was 78 It means that using the C-SPACE strategy in writing can improve the writing skills of the tenth grade student of SMA N 1 Punggur Central Lampung.
Tujuan dari penelitian ini adalah untuk menunjukkan bahwa penggunaan strategi character, setting, purpose, action, closure, emotion (C-SPACE) dapat meningkatkan keterampilan menulis dan aktivitas belajar siswa kelas X SMA N 1 Punggur Lampung Tengah di tahun ajaran 2019/2020. Dapat disimpulkan bahwa penggunaan strategi character, setting, purpose, action, closure, emotion (C-SPACE) dalam menulis dapat meningkatkan keterampilan menulis siswa kelas X SMA N 1 Punggur Lampung Tengah. KETERAMPILAN MENULIS MENGGUNAKAN STRATEGI KARAKTER, SETTING, TUJUAN, AKSI, KESIMPULAN, EMOSI (C-SPACE) PADA KELAS X SMA N 1 PUNGGUR LAMPUNG TENGAH”.
Comparison of grades in the pretest, after test I in cycle I and after test II in cycle II.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefits of Study
- Prior Research
Pre-Survey Data on Writing Ability of Tenth Grade Students in SMAN 1 Punggur Central Lampung. Categorization of pre-survey results in writing ability among tenth grade students in SMAN 1 Punggur Central Lampung. Based on the above illustrations, the researcher aims to improve the writing ability of the tenth grade students of SMAN 1 Punggur Central Lampung.
How does the C-SPACE strategy improve the writing skills of students in the tenth grade of SMAN 1 Punggur Central Lampung. To find out how the C-SPACE strategy improves the writing skills of students in the tenth grade of SMAN 1 Punggur Central Lampung. This research has been conducted on the basis of previous studies regarding the application of the C-SPACE strategy in teaching writing. The first previous research was done by Almadani, this research was done in SMP N 1 Kampar Kiri Hilir Kampar Regency.
1Almadani, "Effect of Pick Organize Write (POW)+C-Space Strategy Toward The Ability in Writing Text Narrative at the Second Year Students Of SMP N 1 Kampar Kiri Hilir Kampar Regency", Journal English Education Faculty of Education and Training State of Teachers Islamic University of Sultan Syarif Kasim Riau Pekanbaru, 2013, 6.
REVIEW OF RELATED THEORIES
- The Concept of Writing Ability
- Writing Process
- Writing Assessment
- The Concept of C-SPACE
- The Definition of C-SPACE
- Teaching Writing Using C-SPACE
- Figure of C-SPACE
- Advantage and Disadvantage of C-SPACE
- Action Hypothesis
It can also be used to help students write personal narrative text.14 In addition, C-SPACE strategy is a mnemonic strategy that provides learners with a graphic organizer for writing a text.15 This means that C- SPACE strategy a mnemonic strategy used to organize and develop ideas in writing a narrative or story paragraph. According to Chapman, C-SPACE is kind of mnemonic strategy steps that have six components such as; character, environment, purpose, action, conclusion, emotion.16 This means that C-SPACE strategy is one of mnemonic strategy used to introduce and help the students to six component steps of strategies to write a text. remember. In addition, C-SPACE characters, environment, purpose, action, closure, emotions, developed for older students, includes explicit instruction for planning and self-regulation and for pair feedback.19 This means that C-SPACE strategy is a strategy that has six components that students can help plan and develop an idea into an article unlike students getting feedback from a partner.
Meanwhile, according to Brown et al, the C-SPACE strategy is a planning sheet, the purpose of the C-SPACE strategy is to give students a structure in planning a story.20 This means that the C-SPACE strategy is a strategy that facilitates students by using planning sheets so that students can write in a structured way before producing a piece of writing or story. This means that the C-SPACE strategy can help students remember six elements of the story, such as C characters, S setting, P problem, A action, C conclusion, E feeling, before writing text. This means that the C-SPACE strategy provides peer feedback so that students can discuss with a peer in the process of writing that it is positive for students.
The action hypothesis of this research is "C-SPACE strategy can improve students' writing ability and learning activity among tenth grade at SMAN 1 Punggur Central Lampung."
RESEACH METHOD
- Research Location
- Subject and Object of study
- Action Plan
- Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
- Data Collecting Instrument
- Writing Test
- Observation Sheet
- Documentation Sheet
- Field Note Sheet
- Data Analysis Technique
- Indicator of Success
To identify the students' writing ability of the tenth grade of SMAN 1 Punggur, the researcher applied a writing test. The researcher answered, "the example of the narrative text such as legends, fables, myths, etc". The result of the students' test in post-test 1 was better than test in pre-test before.
Comparison of students' completion grade percentage in pre-test and post-test I. Furthermore, in cycle II, the average grade of students was higher than that of cycle I. Below is the grade chart illustrated in cycle I and cycle II. Almadani, Fadhli. "Effect of Pick Organize Write (Pow)+C-Space Strategy Toward The Ability In Writing Text Narrative At The Second Year Students of SMP N 1 Kampar Kiri Hilir Kampar Regency", English Education Thesis Faculty of Education and Teacher Training of the State Islamic University of Sultan Syarif Kasiam Riau Pekanbaru.
Painter, Diane D., "The Computer-Based Writing Program: A Clinical Teaching Experience for Educational Interns to Develop Professional Knowledge and Skills in Effective Instructional Writing Practice", A Journal of the Association of Teacher Educators Virginia, Volume 9, 2016.
RESEARCH RESULT AND DISCUSSION
Description of Research Location
Thus, the learning teaching activity in SMAN 1 Punggur Central Lampung was started in the academic year 2003/2004. Initially, the management and development of SMAN 1 Punggur was implemented by the head of SMAN 1 Kotagajah (Drs.Syatbi Tahmid, M.M). Therefore, the head of SMAN 1 Kotagajah assigned the deputy head of SMAN 1 Kotagajah (Drs. Sontang Simanjuntak) to manage SMAN 1 Punggur Central Lampung.
Die hoeveelheid studente van SMAN 1 Punggur Central Lampung Daar is 863 student van SMAN 1 Punggur Central Lampung.
Description of Research Data
The researcher also planned to provide an evaluation to measure the students' mastery of the given materials. The students in pairs evaluated the identification result in the C-SPACE mnemonic chart before developing the idea of writing a narrative text. Then, in pairs, the students developed the idea from the C-SPACE memory card into simple narrative writing.
The researcher started the lesson with a prayer, greeting, checking the attendance list and asking questions of the students. In pairs, students evaluated the identification result in the C-SPACE mnemonic table before developing an idea for writing a narrative text. Then, in pairs, students developed the idea from the C-SPACE mnemonic card into a simple narrative.
The researcher also planned to give evaluation to measure the students' mastery on the given material. The researcher started greeting the lesson, prayed, checked the attendance list and asked the students' condition. Next, in pairs, the students developed the idea provided in the C-SPACE mnemonic chart in a.
The researcher started the lesson with a prayer, greeting, checking the attendance list and asking about the condition of the students. Then, in pairs, students developed the idea from the C-SPACE mnemonic card into simple narrative writing. In this session, the students were excited about writing a narrative text.
Based on the result above, the researcher indicated that the learning process in cycle II was successful because the students'. From the table above it could be seen that the grade of the students in post-test II was varied.
INTERPRETATION
In this phase, the researcher presented the pre-test to measure students' abilities before implementing the treatment. From the result of pre-test showed that most of the students found it difficult to do the test. In order to know the students' writing ability after implementing the treatment, the researcher in this research conducted posttest I.
Based on the table of 21 students, the average was 78, it showed that most of the students scored MMC at least 75. Comparison of the percentage of written marks of students in pre-exam, class after exam I in the first cycle and after exam II. class in II. Based on the results of the pre-test, post-test I and post-test II, it was known that there was a positive significant increase in the written score of the students.
The percentage of students' writing grade in pre-test 18%, and in post-test I 53%, meanwhile the percentage of students' writing grade in post-test II is 76%. Based on the graph above, it can be concluded that C-SPACE strategy can improve the students' writing ability. This is supported by the improvement of the grade of the students from pre-test to post-test I and from post-test I to post-test II.
The result of the learning activities of the students in Cycle I and Cycle II The data on the learning activities of the students are obtained from the learning activities of all students on the observation form. The students' attention to the teacher's explanations from the first meeting to the next meeting was increased. Subsequently, based on the explanation of cycle I and cycle II, it could be deduced that using the C-SPACE strategy improves the writing skills of the students.
From the graph 27 it is concluded that there was an improvement on the average grade and total of the students who passed the test from pre-test, post-test I to post-test II. Based on the explanation of cycle I and cycle II, it can be shown that the use of C-SPACE strategy can improve the students' writing ability. It is investigated that there is improvement in the students' complete grade and total grade of the students who passed the least from pre-test, post-test I to post-test II.
Based on the result of the learning process in two cycles, the researcher would like to describe the conclusion that students' writing ability and learning activities could be improved through C-SPACE strategy in the tenth grade of SMAN 1 Punggur Central Lampung. The percentage of students' writing grade in the pretest 18%, and in the posttest I 53%, meanwhile, the percentage of students. The teacher must motivate students to be active in the learning process.
