The aim of the study is to investigate whether the implementation of the Process approach increases student descriptive text through the use of appropriate words and correct grammar in the tenth grade of Islamic Senior High School (MA) Tri Bakti Attaqwa East Lampung. The analysis in the pre-test and post-test of cycle 1 showed an increase in the student's result score. Furthermore, based on the result score from pre-test to post-test 2, it can be concluded that process approach can increase students' writing skills.
Writing is one of the skills in English that must be mastered by the student. The table from the pra-survey below proved that the students especially experienced the difficulties in writing. Data from the pre-survey writing descriptive text in the tenth grade students of MA Tri Bakti Attaqwa East Lampung.
So it will make the students easy to understand in learning to write, especially in writing descriptive text. Descriptive Text Student of MA Tri Bakti Attaqwa In The Tenth Grade In Academic Year 2015/2016 East Lampung.
Problem Identificaton
Problem Formulation
Objective and Benefit of The Study 1. Objective of the study
Give contribution about the effort to increase teaching learning process in writing to increase the students especially in descriptive text.
Theoretical Review
- The Concept of Writing
- Narration
- Description
- Argumentation
- Persuasion
- Topic Sentence
- Supporting Sentences
- Concluding Sentence
- The Concept Of Descriptive Text a. The Definition of Descriptive Text
- The Concept of Process Approach a. The Definition of Process approach
- Planning (Pre-writing)
- Editing
- Revising
Siahaan assumed that "writing is a psychological activity of the language user to put information into the written text. 3. Moreover, Sanggam Siahaan in his book "The English Paragraph" stated: "The written productive language skill is called writing". The good researcher can read their own writing from the perspective of the target audience.
The description of the object can be done according to different angels such as size, length, strength, color, height, condition of the location etc. Further, Galuh stated that the process approach emphasizes “the researcher as creator of original discourse, with particular regard to his or her procedures for producing and revising text”. The core of the process approach is a recursive process consisting of several stages of rehearsing, drafting, editing and revising.17.
In bubbling (main web), students write their topic in the center of the page, students will circle it and connect related ideas depending on how much detail they include. Outlining is the most directed and specific of the three methods of pre-writing. In comics, especially in the early grades and for students with new organizational skills, it can be helpful to write in the form of picture-by-picture comics.
It means that writing in the first draft is the same as writing in the general plan of the essay.
Action Hypothesis
- Cycle 1 a. Planning
- While Teaching Process Activities a) Exploration
- Post Teaching Activity
- Cycle II
- While Teaching Process Activities a) Exploration
In this study, the researcher would apply the Classroom Action Research (CAR) because CAR is a treatment to increase the quality of the learning process in the classroom. Action research can be done by the researcher or teacher as manager of the educational program. In the action research in the classroom, the researcher wants to conduct the research in two cycles.
In classroom action research, the researcher would like to conduct the research in two cycles. This section talks about the steps and activities that the researcher would take. The teacher explains to the students how to write a descriptive text using a process approach.
Give students feedback by evaluating for all the groups that have been presented with the material. The teacher asks the students questions about the material presented and the students must answer the question. With reflection, the researcher will know the strength and weakness from the action the researcher has taken.
The researcher applies the action plan II 1) Pre-teaching activities .. a) Greet the students kindly when they come to class. In this step, the researcher observes the process of teaching learning by using format of observation to collect data in action plan I. The researcher uses pre-test to know how far ability of the students to make descriptive text.
In this research, the researcher also used documentation to know all the data about the history of the school, the sum of the teacher, official staff and organization structure, location sketch of datapra study and the activities of the students in the classroom. To collect the data more accurately, the researcher used field note to make it easy to analyze the data.
Result of The Research
The Profile of the Research Setting
Result of the Research
In order to determine the students' writing ability before the treatment, the researcher conducted a pre-test. The results of the pretest show that most students find it difficult to explore their thoughts. Therefore, researchers want to use a process approach to increase students' descriptive text writing.
The meeting started with prayer and greeting, checking the attendance list and asking about the condition of the students. First, the researcher provided the material for students on definition, generic structure, language features, and the example of descriptive text. The researcher gave different material for each group and gave the researcher several minutes to read and understand the researcher's material.
During the presentation, the researcher gave guidance to the presenter on how to present the material well using English, and asked the audience to make a contribution to the discussion, such as asking some questions. After finishing the discussion, the researcher gave clarification and appreciation to each group because they could present the material well. At the end of the meeting, the researcher asked some students about the material that has been discussed and asked to finish the material that has been discussed, after which the researcher ended the meeting.
This meeting started with prayers and greetings, checking the attendance list and asking about the condition of the students. The researcher wrote the example of writing descriptive text in the whiteboard using the steps explained (handbook). The students practiced writing descriptive texts in class using the steps (handbook). c) The third encounter.
The third session was used to posttest students after treatment in the previous session. The researcher distributed answer sheets to the students that contained some of the topics of the descriptive text. After that, the researcher gave the students 70 minutes to complete their writing using their own words.
Student’s activities
Teachers Note
Evaluation
Reflection
Based on the result above, it can be seen that most students did not meet the standard minimum criteria. Furthermore, the researcher conducted cycle 2 to get the students to reach the Standard Minimum Criteria.
Cycle 2
The first meeting was used to give treatment and the second meeting was used to give post-test 2. This meeting was opened by praying, greeting, asking the students' condition and checking the attendance list. In this encounter, the researcher again asked about descriptive text and they mostly understood about descriptive text.
Thus, the researcher only explained again how to write a descriptive text using the steps of writing in the process approach. At this meeting, the researcher conducted a posttest 2 at the end of the 2nd cycle of 2 x 45 minutes. Most of the students knew how to write a descriptive text very well and were able to choose the appropriate word to compose a descriptive text based on their own words.
The result of students Post-test in cycle 2 in eighth grade A of Islamic Senior High School (MA) Tri Bakti Attaqwa East Lampung in the academic year. It can be seen that most of the students were successful and they were able to write more descriptive texts. In this phase, the observation was made by the researcher and the employee during the learning process.
There were some observations such as; an observation sheet of student activity, a teacher's note and an observation about the evaluation result.
Teacher’s note
The implementation of the process approach to increase the students' writing skills in descriptive text in cycle 2 was better than in cycle 1. This was reflected in the activities of the students and the score of the students was higher than in cycle 1. In cycle 2 were the activities can also increase from the first meeting to the last meeting.
From the result, it can be concluded that the teaching learning process was successful because the result of the students according to the minimum standard criteria was only 3 students. From the score of post-test 1 and post-test 2, we know that there has been improvement from the score of the students' scores. While the students' activities were observed by the English teacher as a collaborator to help the researcher in the learning process.
Interpretation
The Result of the students Learning
Based on the line of the graph, it can be concluded that there is an increase in the result of pre-test, post-test 1 and post-test 2.
The result of The Students’ Observation Sheet
Based on the result, it can be seen that the student's activity in cycle 1 to cycle 2 improved from 70% to 86%. Therefore, this research considered completion at cycle 2 and it was proven from the result score from pre-test to post-test 2. So it can be concluded that Process Approach can increase students' writing ability in descriptive text in the tenth grade of MA Tri Bakti Attaqwa.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
- For English Teacher
- For Students
The teacher should apply the process approach in teaching writing, especially in descriptive text, because it can be an alternative teaching model. Students should actively learn English in writing descriptive text, because descriptive text is a type of text that must be mastered how to write. In the future, the researcher can improve the result of this research by further applying the process approach not only in writing descriptive text but also in other texts.
APPENDICES
