Title: Enhancing Students' Writing Ability to Write a Descriptive Paragraph Using POWER (Planning, Organizing, Writing, Editing and Revising) Strategy in Second Grade SMP Negeri 2 Barombong (Classroom Action Research). Judul Skripsi : Increasing the Students' Writing Ability to Write Descriptive Paragraph through POWER (Palan. Organize, Edit & Revise) Strategy (A Classroom Action Research at the Eighth Grade of SMP Negeri 2 Barombong). Enhancing Students' Descriptive Paragraph Writing Skills Using the POWER (Plan, Organize, Write, Edit, and Revise) Strategy (Classroom Action Research in Grade Eight of SMP Negeri Barombong), under the thesis of the Department of English Education, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar.
This research aimed to find out the improvement of students' descriptive paragraph writing ability through POWER Strategy (Plan, Organize, Write, Edit and Revise) in the eighth grade of SMP Negeri Barombong. The research instrument was observation and the written test showed that students have high results in writing. Improving students' ability to write descriptive paragraph first from grammar and organization through POWER Strategy (Plan, Organize, Write, Edit and Revise) was introducing descriptive paragraph material in grade VIII.E of SMP Negeri 2 Barombong, improve students' ability significantly.
Arfa as an English teacher and all the students of SMP Negeri 2 Barombong especially the second grade students who spared their time and activities to be the subject of this research. Title: Enhancing students' descriptive paragraph writing skill through POWER (Plan, organize, write, edit and revise) (a classroom action research in the eighth grade of SMP Negeri 2 Barombong).
INTRODUCTION
- Problem Statement
- Objective of the research
- Significance of the research
- Scope of the research
From the above explanation, the researcher conducts a research entitled “Increasing students' descriptive paragraph writing skills using POWER (plan, organize, write, edit and revise) strategy in the seventh grade of SMP Negeri 2 barombong. How POWER (Plan, Organize, Write, Edit, and Revise) Strategy Improves Students' Descriptive Paragraph Writing Ability Seen From Its Grammar to Grade Eight SMP Negeri 2 Barombong. How the POWER (Plan, Organize, Write, Edit, and Revise) strategy improves students' descriptive paragraph writing ability as seen from its organization in the eighth grade of SMP Negeri 2 Barombong.
Enhancing students' ability to write descriptive paragraph views from his grammar using POWER (Plan, Organize, Write, Edit and Revise) in the eleventh grade of SMP Negeri 2 Barombong. Enhancing students' ability to write descriptive paragraph views of their organization using POWER (Plan, Organize, Write, Edit, and Revise) in the eleventh grade of SMP Negeri 2 Barombong. For the student, the researcher expects that it can be beneficial to improve the student's ability to master the writing skill, especially in the descriptive paragraph.
REVIEW OF RELATED LITERATURE
Concept of Writing
Conceptual Framework
The POWER (Plan, Organize, Write, Edit, and Revise) strategy can make the learning process more interesting for writing the descriptive paragraph.
Research Design
Where the students' score in the diagnostic test differs from the students' test in Cycle I. Therefore, there has been an improvement in the students' content and the goal can be achieved. According to the percentages above, there were significant improvements in students using the STRENGTHS strategy.
To clearly see the improvement in students' writing organization, the following diagram is presented. The above chart shows that the improvement of students' organization from cycle I to cycle II (45.32%). Therefore, there is an improvement in the students' organization and the goal can be reached.
The table above indicates that there is improvement in the students' writing ability from the first cycle and the second cycle is different. There was also significant improvement in the students' writing ability from the first cycle to the second cycle. They were: 1) How does POWER strategy improve the students' writing ability in descriptive paragraph seen from Grammar?.
The application of POWER Strategy in Class VIII.B of SMP Negeri 2 Barombong can improve students' writing ability. Improving students' ability to write good descriptive paragraphs through the POWER Strategy had an effective effect. After taking an action in the first cycle through the POWER strategy, the percentage of student retention is 10 students (40%).
In the second cycle, the percentage of the student organization is 18 students (56.25%) get very good.
Research Variables and Indicators
Research instrument
Observation is the notes on the interaction between teacher and students, and also between students and students in the teaching and learning process.
Data Collection
6 Excellent If the grammars of the composition are all correct in tenses, punctuation, capitalization, pronouns 5 Very good If the composition contains few grammatical errors 4 Good If the composition contains some grammatical errors 3 Fair If the composition is dominated by grammatical errors 2 Poor If the grammar of the composition is all wrong.
Procedure of Data Analysis
This chapter specifically presents the research cover finding describing students' improvement in grammar and organization. Improving students' descriptive paragraph writing based on grammaticality using the POWER method in D-Test. cycle I and cycle II will be described in the table below. The data in the table above show the students' writing ability in grammar as a result of the calculation of the diagnostic test and the students' test in the students.
Based on the percentages above, there are significant improvements in students using the POWER strategy. To clearly see the improvement in the content of students' writing, the following chart is presented. The data in the table above shows the students' writing ability in the organization as a result of the calculation of cycle I and cycle II among students. After the assessment in the first cycle, the students' writing ability is (56.44%) and categorized as good and the second cycle (82.41%).
The table above shows that the percentage of students' grammar in the written diagnostic test shows that 15 students (60. %) are correct. The above result also proves that the use of POWER strategy is able to improve the content of students where the result of the second cycle is higher than that of the first cycle and the diagnostic test (Cycle II>Cycle I>Diagnostic test). The above result also proves that the use of POWER Strategy is able to improve the content of students where the result of the second cycle is higher than the first cycle and the diagnostic test (Cycle II>Cycle I>Diagnostic test).
In the first cycle, the students' answers are low, but in the second cycle, the students' answers are classified as good. Based on the result of the study, the researcher found that the students' . attendance at each meeting of the two cycles usually improves. The students' writing ability can be improved through the POWER Strategy, because in this method they can come up with the new ideas.
Technique of Data Analysis
FINDINGS AND DISCUSSION
Discussion
In this part, the discussion covering the interpretation of findings derived from the result of the findings was based on the problem statement. They were: 1) How does the POWER strategy improve students' writing ability in descriptive paragraphs from the perspective of grammar? 2) How does the POWER strategy improve students' writing ability in descriptive paragraphs from the perspective of Organization. Where the teacher found in the diagnostic test of grammar that the students just got a score of about 43.70%. This means that it was far from the target, but after the POWER strategy implies; the students got an average score of about 56.26 in the first cycle and 82.36 in the second cycle.
The researcher observes the activity of the students in evaluating the implementation of the POWER strategy in the teaching-learning process to improve the writing ability of the students of SMP Negeri 2 Barombong in grade VIII.E, which took place in 2 cycles during 8 sessions conducted by the observer. via the observation sheet. Problems in determining the generic structure of a descriptive text. The teacher then thought about the teaching material that should be changed in order to achieve a significant improvement in the students' activity in the teaching and learning process in the next cycle. The students were active in learning, and some were also very active in performing tasks.
From the first meeting in the second cycle, the students' activity has increased, which was 55, 14% to 94, 85% with the average of the students. This result indicates whether the students' activity has met the teacher's expectation of achieving significant improvement 68, 30% from the first cycle and the second cycle. Student progress from the diagnostic test to Cycle I is 25.35%, Cycle I to Cycle II is 46.
Applying the POWER strategy also gives students the freedom to organize their ideas so that they can decide on the content they want to write and write the content under the guidance of the teacher. It is suggested that English teachers apply the POWER strategy as one of the alternative ways of writing skill. It is suggested that English teachers apply the POWER strategy in instructing students in the process of learning and teaching writing.
A Study of Present Simple Tense Use in Esp Course Reading Material from a Glencoe Genre-Based Perspective.
CONCLUSION AND SUGGESTION
Suggestion
The writer hopes that future writers will use the four-by-four technique in improving other language skills such as: reading, speaking, writing and listening. Ahmadi, Jaber .2011. Evaluation of integrative grammar teaching in the case of English two-word verbs and adjective /verb + preposition for Iranian EFL learners. Descriptive paragraph lesson: A creative activity to improve writing that shows, doesn't tell. Suite101, (OnLine), Vol.2, no.
The internet available online at: http://en.wikipedia.org/wiki/paragraph accessed on 5 July 2012 at 21:00 pm.
