Thank you for all your suggestions, recommendations and support for this research proposal from start to finish. Thank you for all your suggestions, recommendations and support for this research from start to finish.
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefits of Study 1. Objective of Study
This is because with this strategy, students work more independently, students can practice critical practice that reflects their understanding of comprehension content in writing, and practice writing independently. Teachers should feel more motivated to perform. As a result of this research, the teaching and learning process has been improved descriptions for students so that students can be more proficient in writing.
Prior Research
Also, the other previous research was done by Dunn.3 The research examined 12 fourth grade students at United State. The skill of writing is complex and sometimes difficult to teach because it requires mastery of both grammatical and rhetorical devices as well as conceptual and mental elements.8 The ability to write is a person's ability to use a sequence of good and accurate writing to convey a thought. or idea.
The Concept of ART Strategy
The strategy referred to the treatment teaching a strategy for planning and text generation: participants ask themselves WWW, W = 2, H = 2 questions, then think about what they wanted to include in their answers while creating their own aesthetic representation of their answers to the WWW, W=2, H=2 questions, and finally use this story plan to generate their text. ART strategy refers to the treatment teaching a strategy for planning and text generation: participants ask themselves WWW, W = 2, H = 2 questions, then think about what they wanted to include in their answers while creating their own aesthetic representation of their answers created to the WWW, W=2, H=2 questions, and finally use this story plan to generate their text.
Hypothesis
Students ask themselves the key questions WWW, W=2, H=2 to start thinking about what they would like to include in the topic of their story.
RESEARCH METHOD RESEARCH METHOD
Variables of Research
Operational Definition of Variable
According to O'Leary, the dependent variable is the things you are trying to study or what you are trying to measure.23 The dependent variable is one that affects and increases the independent variable. According to Flannelly, an independent variable is a variable that is thought to have an effect on another variable (a dependent variable).24.
Research Location
Subject and Object of the Research
Action Plan
In this stage, the researcher acts as a teacher and a teacher who is actually an observer. In the third step, the students generate sentences for their story's text using their aesthetic story plans.. a) The researcher draws conclusions about the text.
Data Collecting Strategy
CAR by adapting new strategies in action, on students' reactions to the media, on increasing students' reading skills and on analyzing the results after CAR in cycle 1 to after CAR in cycle 2. 2) Then make the researcher and the teacher reach an agreement, if the target is not met, the action will continue until cycle 3, but if the target is met, the action will be stopped. The purpose of the post-test is to determine the success of the learning process. Observation is a systematic method of data collection that is based on the ability of the researcher to collect data through his senses.
Afterwards, the researcher observed the students directly in class and got an overview of students' activities in learning to write. The actual teacher also observes the researcher teaching the class and the implementation of CAR based on the observation notes made previously.
Data Collecting Instrument
Documentation is a method of collecting data obtained from existing documents or stored records, in the form of transcripts, books, journals, and more.
Data Analysis Strategy
The formula to find out the percentage of students passing the Minimum Mastery Criteria (MMC) in each cycle as follows: 30. To be sure of the result, the researcher also compared the results of the pre- and post-tests. If from cycle 1, there are some students who are not successful, so the researcher conducted cycle II.
The minimum cycle in CAR is two cycles if from cycle II the students have been successful, the cycle can only be stopped until cycle II.
Indicator of Success
They said that writing is difficult because most of them were confused to choose the right words and organize it into a sentence and paragraph with good structure. The reason why most students are insecure when writing invitation cards. In this session, the researcher obtained the results of the students' posttest I in cycle II. Students' post-test I score in cycle I. Percentage of students' scores in post-test I of cycle I No interval frequency Percentage explanation.
The result of the learning process to increase students. the skill of writing according to the ART strategy in the cycle increased more than before. can be seen in the results before and after the test. However, the students' test score was better than the pre-treatment students' test.
Discussion
Meanwhile, in the post-test 2 results, the students' writing skills have reached the success indicators, namely 71% of the students have achieved a passing grade, so these results show that they have achieved the success indicators. Therefore, based on the above description, it can be concluded that the ART strategy of question, reflect text is an effective strategy for learning to write, because the use of this strategy can improve students' writing skills through this action research in the classroom. Based on the results of the implementation of sentence writing skill using the ART strategy in two cycles of action research in the classroom, the researcher would like to conclude as follows;.
Using ART strategy to learn English can improve the sentence writing skill of eighth grade MTs. It is clear that ART Strategy will be able to improve the sentence writing skill and the use of ART can be effective Strategy in writing skill and it can be used as an alternative choice in learning activity because this strategy was so easy to implement in writing skill.
Suggestion
The students should improve their writing skills by using ART because this strategy can help the student enrich his vocabulary and generate his idea so that he can answer the teacher's question by using English. It is also good to do further research on how to use ART Strategy to improve sentence writing skills. Children's struggles with the writing process Exploring storytelling: visual arts and keyboards to promote narrative storytelling.
APPENDIXES
Core Competencies
Value and live honest behavior, discipline, responsibility, care (tolerance, mutual cooperation), polite, safe in effective interaction with the social and natural environment within the possibilities of the association and its existence. Exemplary teacher speech and actions using any interpersonal/. Competency Dasar Materi Pokok/Subject. Mention detailed information of personal invitations and greeting cards. .. commonly used in invitations and greetings from authentic sources.
In the third step, students use their aesthetic narrative plans to create sentences for the text of their narrative. To attempt, process and present in accordance with the concrete domain (use, parsing, composition, modification and creation) and the abstract domain (writing, reading, counting, drawing and composing) according to what is taught in school and others sources in the same field.
Basic Competencies and Indicators
Learning Objectives
Learning Materials 1. Social function
Learning Method 1. Ask Reflect Text
Langkah-langkah Kegiatan Pembelajaran Learning
They used art materials such as markers and paint to demonstrate their theories with watercolor paints, or play dough. l). In the third step, the students use their aesthetic narrative plans to make sentences for the text of their story. e) Provide conclusions about the text. f) Close the class. The actual activities for teaching and learning of teacher observers in the classroom, such as classroom situations, teacher performance and student responses. h).
Identifying student performance in learning to read reading comprehension by giving post-CAR tests in Cycle 1. i) Calculates the student's value increase from the pre-CAR test to the post-CAR test in Cycle 1, whether it increases or not. 4 Prepare lesson plans for the next cycle as well as for the test after the second cycle of CAR to determine the increase in student scores and to resolve open questions.
Instrument Test
- Assessment Criteria
Mention the expressions for giving and asking for information about the personal invitation card and their answers in English. Expressions for providing and requesting information about the personal invitation card and their responses according to the context of their use. Expressions for providing and requesting information about the personal invitation card and their responses according to the context of their use.
Respond to expressions for giving and asking for information related to personal invitation card and their responses according to the context of their use. Expressions of giving and asking for information related to personal invitation card and their responses according to the context of their use and also through expressions of congratulations, well done, good job, etc. The first step the students ask themselves the WWW, W = 2, H = 2 ask them a series of questions to make them think about what they want to include in their topic's subject. o) The second step, the Students consider their answers.
In the third step, students use their aesthetic storytelling plans to create sentences for the text of their story. g) Provides conclusions about the text. h) Close the class. j) The actual teaching and learning activities of teacher observers in the classroom, such as classroom situations, teacher performance and student responses. k) Identifies student performance in reading comprehension by administering tests after the CAR in cycle 1. l) Calculates the student's increase in value from the test before the CAR to the test after the CAR in cycle 1, regardless of whether it increases or not.
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