The main purpose of this research was to determine if there was any positive and significant influence of the use of POWER strategy on students' writing of descriptive text in the tenth grade of SMA Ma'arif 05 Padang Ratu. Regarding these results, it can be concluded that there was a positive and significant influence of the use of POWER strategy on the writing of descriptive text in the tenth graders of SMA Ma'arif 05 Padang Ratu. Akla, M.Pd., the dean of Tarbiyah and Teacher Training Faculty State Institute of Islamic Studies of Metro.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of The Study
- Prior Research
The first previous study was done by Saraswati, Yunus and Fiftinovi entitled "Improving Descriptive Copywriting Performance by Using POWER Strategy". Consistent with the first prior study above, it could be deduced that the similarities between this study and the first prior study were the use of the POWER strategy as a learning method for writing descriptive text and the similarity of case study. Based on the third previous study, one could understand that this study and the third previous study have similarities in the use of the POWER strategy as a strategy in teaching writing.
THEORETICAL REVIEW
Writing Descriptive Text
- Concept of Writing
Mursyid states that descriptive text is a type of text intended to provide information. It can be concluded that descriptive text is a text that describes the object based on their senses (sight, touch, feel, hear and smell). 17 Dorothy E Zemach and Lisa A Rumisek, College Writing: from Paragraph to Essay, (Oxford: Macmillan, 2003), p. c. Linguistic features of descriptive text.
Prepare, Organize, Write, Edit, Rewrite (POWER) Strategy
- The Definition of Prepare, Organize, Write, Edit, Rewrite
- The Procedure of Prepare, Organize, Write, Edit, Rewrite
- The Advantages of Prepare, Organize, Write, Edit, Rewrite
The POWER strategy has systematic processes: preparing, organizing, writing, editing, and rewriting that enhance and develop a student's writing ability. Based on the above definitions, we can conclude that the Prepare, Organize, Write, Edit, Rewrite (POWER) strategy is a strategy in teaching writing that helps students improve their writing ability through several steps of the writing process; Prepare, organize, write, edit and rewrite. According to Englert et.al, the steps in the Prepare, Organize, Write, Edit, Rewrite (POWER) strategy in the writing process are: 23.
Research Hypothesis
- Ha (alternative hypothesis)
- Ho (null hypothesis)
RESEARCH METHODOLOGY
- Research Design
- Variable and Operational Definition of Variable
- Variable
- Operational Definition of Variables
- Population, Sample, and Sampling Technique
- Population
- Sample
- Sampling Technique
- Data Collection Technique
- Test
- Documentation
- Observation
- Research Instrument
- Instrument Blueprint
- Instrument Calibration
- Data Analysis Technique
Source: pre-test result of descriptive text writing ability of the treatment group on January 23, 2020. Source: pre-test result of descriptive text writing ability of the control group on January 22, 2020. This research observed in the writing of descriptive text of students in the tenth grade of SMA Ma'arif 05 Padang Ratu.
RESULT OF THE RESEARCH
Description of the Research
- The Description of Research Data
The researcher conducted a pre-test of Treatment Group on January 23, 2020 and Control Group on January 22, 2020. The researcher used the pre-test to find out the students' prior knowledge of Descriptive text. Based on the table frequency above, it can be concluded that most students got score <61 or as much as 71% of the total students in Treatment group.
Based on the graph 4.1 above, it could be deduced that from 31 students as Treatment group for the research only 9 students students who had got a score between 61-70. In summary, the researcher found out from the result of the pretest between the treatment group and the control group that most of the students in the treatment group had problems writing descriptive text. Based on the above table, it could be interpreted that the score for the Treatment Group's post-test increased.
According to graph 4.3 of the Treatment Group's post-test above, it could be interpreted that out of 31 students as the sample of the Treatment Group, there were 5 students who got the highest score between 81-100. From the above table, it could be understood that the score on the control group's post-test is good enough, the students who scored >60 were 86% of the total students in the control group. According to the data frequency distribution of the control group's post-test above, it could be interpreted that from 29 students as the sample in the control group, there were 4 students who got a score between 0-60.
In summary, the Treatment Group that was taught the concept of the POWER Strategy could be categorized into sufficient categories although there were some students who still lacked the application of the POWER Strategy in writing descriptive text.
The Influence of Using Prepare, Organize, Write, Edit, Rewrite
- Prerequisite Test
Normality test is a test performed to determine whether the distribution of the data was normally distributed or not. Homogeneity test is a test performed to know whether the variances of two or more groups of the data were homogeneity or heterogeneity. Therefore, it could be understood that the variant data of the Post-Test Treatment Group and the Post-Test Control Group were homogeneous.
The paired sample test is a test that used to know if there was a difference between two paired samples. It was used to answer the formulation of the problem of this research "Is there any positive and significant impact of the use of Prepare, Organize, Write, Change, Rewrite (POWER) strategy in the writing of descriptive text in tenth grade students of SMA Ma'arif 05 Padang Ratu ?”. From the table above, pair 1 (Pre-test treatment group and post-test treatment group) received Sig.
It could be concluded that there is a positive and significant influence of the use of POWER Strategy on the writing of descriptive text in tenth graders of SMA Ma'arif 05 Padang Ratu. An independent sample t-test was used to determine whether there were independent sample differences.
Discussion
The post-test score showed that the highest score was 83, while the lowest score was 59, and the mean score was 72. On the other hand, the pre-test score of the Control Group showed that the lowest score was 58, average score. was 63, and the highest score was 67. Furthermore, the post-test score of the Control Group showed that the highest score was 77, the lowest score was 54, and the average score was 67.
Based on the discussion above, the researcher concluded that Prepare, Organize, Write, Edit, Rewrite (POWER) Strategy can be a new solution for the teacher to apply this strategy in teaching and learning process, especially in writing subject, namely in writing descriptive text because the steps in this strategy are appropriate and useful for the students to write descriptive text, and this was proven by the average score of pre-test which built up from 60 before treatment, to 72 after treatment.
Limitation
Analisis fungsi sosial, struktur teks, dan unsur kebahasaan teks presentasi identitas sesuai konteks. Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam ungkapan pujian dan tanggapan, sesuai dengan konteks penggunaannya. Menyusun teks lisan dan tulis untuk melafalkan dan menanggapi pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Analisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan yang menunjukkan kepedulian, serta tanggapannya, sesuai dengan konteks penggunaannya. Menyusun teks lisan dan tulis untuk mengungkapkan dan menanggapi keprihatinan, dengan memperhatikan fungsi sosial, struktur dan unsur teks. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi yang menunjukkan perhatian. fungsi sosial, struktur teks dan unsur-unsurnya. bahasa).
Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tujuan melakukan sesuatu, sesuai dengan konteks penggunaannya 4.4. Penyuntingan teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan secara tepat dan sesuai konteks. Siswa menyampaikan pemberitahuan tertulis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar dan sesuai konteks.
Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks naratif sederhana berbentuk cerita rakyat, sesuai dengan konteks penggunaannya.
CONCLUSION AND SUGGESTION
Conclusion
Regarding the outcome of the learning process, the researcher would like to describe the conclusion of this research. It was proved by the result of the post-test score of the treatment group being higher than the control group. On the other hand, the mean score for the control group's pre-test was 63 and 67 for the post-test score.
Normality test of this research showed that the data that has been collected was normally distributed. It could be understood that there is some positive and significant influence of using the POWER strategy to write descriptive text in the tenth graders of SMA Ma'arif 05 Padang Ratu. Based on the results above, it could be concluded that the implementation of the POWER strategy had some positive and significant influence on the students' writing descriptive text of the tenth graders in SMA Ma'arif 05 Padang Ratu.
Suggestion
Menyusun teks lisan dan tulis sederhana, misalnya. menjelaskan dengan benar dan sesuai dengan konteks, mengajukan pertanyaan dan menanggapi ungkapan diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan. dengan guru, teman dan lain-lain. Siswa menerima umpan balik dari guru dan teman tentang ciri sosial dan unsur kebahasaan yang disampaikan dalam kerja kelompok. Siswa mendemonstrasikan penggunaan penyajian identitas secara lisan dan tulisan di kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur-unsurnya.
Siswa membandingkan ucapan selamat yang berbeda mengenai tujuan, struktur teks dan unsur kebahasaan, dalam hal akurasi, efisiensi. Ketepatan dan ketepatan penggunaan unsur struktur dan linguistik dalam menyampaikan ucapan selamat bersayap dan tanggapannya. Akurasi elemen linguistik: tata bahasa, kosa kata, pengucapan, penekanan kata, intonasi, ejaan, dan tulisan tangan. http://americanenglish.state.gov/files/ae/resource_files. sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal tergantung pada konteks penggunaannya.
Dalam kerja kelompok terbimbing, siswa menganalisis dan membandingkan berbagai teks yang mendeskripsikan orang, tempat wisata, bangunan bersejarah terkenal dengan fokus pada struktur dan elemen teks. tentang deskripsi orang, tempat wisata, bangunan bersejarah terkenal di depan kelas/berpasangan. Siswa membuat teks recount sederhana tentang contoh dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan. Secara berpasangan, siswa menganalisis beberapa teks legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan.
Siswa menceritakan kembali teks legenda sederhana yang dibacakan dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
