Tujuan dari penelitian ini adalah untuk menunjukkan bahwa penggunaan Strategi Diskusi Kelompok Kecil berpengaruh terhadap keterampilan menulis siswa. Hasil tersebut menggambarkan bahwa strategi Small Group Discussion dapat meningkatkan kemampuan siswa dalam menulis paragraf deskriptif.
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
- The benefit of the study a. For the students
- The Definition of Writing Skill
- Process of Writing
- The Measurement Rubrics of Writing Text
- The Definition of Paragraph
- Kinds of Paragraph
- The Concept of a Descriptive Paragraph
Writing is critical because it clarifies a person's feeling as one of four fundamental skills of language. It is one of the productive abilities to master in the use of a language, because it means improving a communicative skill in language learning.
Concept of Small Group Discussion Strategy 1. Definition of Small Group Discussion
- Advantages and Disadvantages of Small Group Discussion strategy One of kind strategies of discussion is small group discussion
- The procedure of Teaching Descriptive Paragraph Using Small Group Discussion
A small group discussion about their work, both inside classrooms and outside classrooms, brings students more knowledge and experience. Based on the above explanation, it can be concluded that small group discussions are an informative way for students to work in small groups to solve the problem using discussion.
RESEARCH METHOD RESEARCH METHOD
- Independent Variable (X)
- Dependent Variable (Y)
- The Research Location
- The Subject and Object of Study
- Research Procedure
- Classroom Action Research
Action research could be conducted by the author or the teacher as the leader of the teaching program. This research is of the Classroom Action Research (CAR) type and the subjects of this research are the students of the eight classes of Mts.
1. Planning
Acting
Plan
Plan
- Observing
- Reflecting
The writer tried to implement the small group discussion strategy in the teaching-learning process. The writer gave a test to the students to write a simple paragraph based on the topic of the group.
1. Planning
Data Collection Technique
Here, the observation method focused on the whole process of the teaching-learning descriptive section through error buster technique. In this step, the writer observed the process of teaching-learning by using format observation and the contours of observation in this step, such as the student's skills in question-answering, the teacher's participation in the learning process, writing the student's good participant and the student's mistakes. Also, authors use observation as data collection method to know how descriptive teaching paragraph through buster technique works in class, how students respond to the method or media and they can increase writing skill, and how small group discussion strategy can help students learn descriptive paragraph.
The type of pretest is an objective test, the writer uses the objective test in the form of multiple choice using this test, to be easier to measure. Field notes refer to qualitative notes recorded by scientists or writers during the course of field research during or after completion. The notes are intended to be read as evidence that gives meaning and helps to understand the phenomenon.
Data Collecting Instrument
The writer used content validity for an instrument that has good quality and the instrument will be relevant to the focus of the research. Therefore, the writer used content validity based on the curriculum and materials of eight MT classes. In MTs Manbaul' Ulum eighth grader, the minimum standard in English subject is 70.
But if some students were not successful and got 70 out of 70% of all students then the survey should be continued in the next cycle. In classroom action research, there is a minimum cycle that must be carried out in two cycles. The performance indicator in this survey is based on both the process and the outcome of the survey.
CHAPTER IV
Description of the Research Location
Vision
The writer told the students that the writer would conduct the research in their class so that he would know their ability to write descriptive paragraphs before doing the action research activity in the class. In about 60 minutes, the writer gave a small explanation of the material that would be discussed at the next meeting. It was the reason why the writer used the small group discussion method to enhance students' ability to write descriptive paragraphs.
Therefore, the writer and collaborator made a plan to carry out the action or treatment that consisted of planning, action, observation and reflection to rectify the students' weaknesses. In this step, the writer prepared the lesson plan, materials and media that would be used in the teaching learning process. In addition, the writer has prepared an observation sheet consisting of a list of student names and a list of students.
Acting
Furthermore, the writer explained the characteristics of the paragraph and how to make a good paragraph. The writer then invited the students to divide into five groups of 5 students to discuss the topic. The writer then invited the students to divide into five groups of 5 students to discuss the topic.
The writer gave a topic to each group and the students had to discuss with him. At the end of the meeting, the writer gave motivation to the students and stimulated the students to finish the material. Then, at the end of this meeting the writer gave cycle 1 post-test with the similar task in the pre-test before.
Observing
Reflecting
From the observation of the results in the learning process in the 1st cycle, it can be concluded that he has not yet achieved good to average measurements in the learning process when writing research results. At the end of this cycle, the writer analyzed and calculated all the processes such as students' pre-test score and students' post-test score I. result. In posttest I, it could be concluded that 48% or 12 students among the interval > 70 students scored good to average on the written measure.
There was increase between pre-test and post-test I, but did not meet the success indicator. Regarding the result of student's post-test I score and the observation of student's activities in cycle I that caused it, a subject material did not perform well, so some students could not understand the material. So, the writer had to continue in cycle II which consisted of planning, acting, observing and reflecting.
Planning
The comparison between Post-Test I scores in Cycle I and Post-Test II scores in Cycle II. The comparison of the students' Post-Test I scores in Cycle I and Post-Test II scores in Cycle II. The comparison of students writing descriptive paragraphs Post-Test I scores and Post-Test II scores in cycle II.
Comparison of scores in pre-test, post-test I in cycle I and post-test II in cycle II. Writing grade Descriptive paragraph of pretest, post-test I in cycle I and post-test II in cycle II. Comparison of students' pre-test results, post-test I results in the first cycle and post-test II results in the second cycle.
Students respond teacher’s questions
Students ask questions
Students comprehend the material
From the reasoning, the writer concluded that the research was successful and that it can be discontinued in II. cycle, as the performance indicator of 70% of students was achieved, which reached a grade of .70.
Discussion
49 Putri, Suparman and Suka, "USING THE SMALL GROUP DISCUSSION TECHNIQUE TO INCREASE STUDENTS' READING COMPREHENSION." 50 Nur Elmi Hidayati and Batdal Niati, "THE EFFECT OF USING THE SMALL GROUP DISCUSSION TECHNIQUE ON STUDENTS' SPEAKING SKILLS AT XI GRADE OF MAS KEPENUHAN" 5, no. Furthermore, the results above successfully proved some stated theories in this research, which believe that the implementation of Small Group Discussion Strategy can be a suitable solution for students who participated in the class.
Overall, it can be concluded that the increase in cycle I and cycle II is the result of the implementation of the Small Group Discussion strategy. Consistent with the above conclusion, small group discussion strategy can significantly increase students' writing scores. THE EFFECT OF USING THE SMALL GROUP DISCUSSION TECHNIQUE ON STUDENTS' SPEAKING SKILLS AT XI CLASS MAS KEPENUHAN‖ 5, no.
APPENDICES
YULIATI SWASTININGSIH, S
Salin dengan tulisan tangan yang rapi. beberapa teks deskriptif tentang manusia, hewan dan benda, sangat pendek dan sederhana. Tuturan dan keteladanan guru menggunakan setiap tindakan komunikasi antar pribadi. menyatakan dan menanyakan tentang deskripsi singkat dan sederhana tentang orang, binatang, dan benda, sesuai dengan konteks penggunaannya. Membaca referensi dari berbagai sumber, termasuk buku teks, untuk menemukan fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif tentang orang, binatang, dan benda.
Bacalah semua teks deskriptif tentang orang, hewan, dan benda yang telah dikumpulkan, dengan lebih cermat melalui alat. Salin contoh yang ada secara kolaboratif untuk membuat teks deskriptif yang sangat singkat dan sederhana tentang orang, hewan, dan benda. Penilaian portofolio melalui karya siswa berupa teks deskriptif sangat pendek dan sederhana tentang orang, binatang, benda yang dibuat melalui tahapan drafting, study,. perbaikan untuk menghasilkan karya terbaik yang sesuai. teks deskriptif tentang orang, hewan, benda dan tuliskan dalam jurnal belajar sederhana dalam bahasa Indonesia.
Kompetensi Inti (KI) KI-1 dan KI-2
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Materi Pembelajaran
- Kegiatan Inti Eksplorasi
- Kegiatan Penutup
Memungkinkan siswa untuk berinteraksi dan bertukar pikiran tentang paragraf deskriptif dengan teman-temannya. Memfasilitasi siswa dengan memberikan soal evaluasi pada paragraf deskriptif yang diberikan oleh guru melalui diskusi kelompok kecil yang terdiri dari 4-5 orang per kelompok. Pada saat siswa mendiskusikan pertanyaan yang diajukan, guru mengelilingi siswa untuk memastikan bahwa semua siswa berpartisipasi aktif dalam diskusi kelompok.
Memberikan umpan balik kepada siswa dengan memberikan penguatan secara verbal kepada siswa yang mampu menyelesaikan tugasnya. Memberikan motivasi dan nasehat kepada siswa yang kurang mampu dan tidak mampu mengikuti materi dalam paragraf deskriptif. Berikan umpan balik pada proses pembelajaran: Baiklah, Anda melakukan pekerjaan dengan sangat baik hari ini.
Penilaian
- Orientasi Penilaian
The teacher divided the students into the group discussion, after which the teacher asks the students to put the difficulty level in writing and the teacher helps them. The teacher made the students active in the class with the answer question one by one in front of the class. The teacher divided the students into the group discussion, after which the teacher asked the students to put the difficulty level in writing and the teacher helped them.
The writer gave the students post-test I on the topic about the descriptive paragraph to discuss in each group. Then the teacher divided the students into several groups and the teacher clearly explained the material. The students were able to ask the questions given by the teacher in front of the class.
The students were understanding the material given by the teacher in front of the class. And in the end, the teacher gave motivation and spirit to the students to study more diligently.
