This research is supposed to show that dyadic essay technique improves students' writing skill among eighth grade students of MTs Miftahul Huda Seputih Raman in the academic year 2018/2019. In conclusion, the use of the dyadic essay technique can improve students' writing skills among the eighth graders of MTs Miftahul Huda Seputih Raman in the academic year 2018/2019. In addition, the students of MTs Miftahul Huda Seputih Raman Central Lampung have difficulty in writing English, especially in repeating the text.
The author conducts the research entitled: The use of Dyadic essay technique to improve the students' narrative writing skills among the eighth grade students of MTs Miftahul Huda Seputih Raman Central Lampung in the academic year 2018/2019.
Problem Identification
Learning model is to guide students in an integrated approach through the reading process and then throw in written form to make questions to explore the main idea of a specific matter and give a response to the specific material. The author believes that learning the use of Dyadic essay is one of the techniques that is most suitable to be applied and students can be motivated in the process of learning retelling text. In short, Dyadic essay technique is necessary to apply to improve the students' writing-narrative skill.
Based on the above reasons, the writer makes an appropriate technique so that the students are more interested and active in the class.
Problem Limitation
Problem Formulation
- The Definition of Recount Writing Skills
- The Feature of Recount Writing
- The Types of Recount Writing
- Skills to Write Recount Writing
- The component of Writing Measurement Skill Table 2.1 13Table 2.113
- The Principles of Dyadic Essay Technique
- The Use of Dyadic Essay Technique to Improve Recount Writing Skills Skills
Kaisa, Collaborating towards Coherence: Lexical Cohesion in English Discourse, (Philadelphia: John Benjamins Publishing, 2006), p. 7. a) Students must be able to understand the word order. 26-22 Good Students are able to express knowledge which fit of the title in content widely and fully understand, although it is not effective. 20-18 Excellent Students are really able to organize the generic structure of writing clearly and effectively.
Through dyadic essay technique, they will be able to focus on key information and easily develop their ideas, vocabulary and sentences during the writing process.
Action Hypothesis
The researcher conducted the study with eighth grade students of MTs Miftahul Huda Seputih Raman Central Lampung. This research was of Classroom Action Research type and was conducted on the eighth grade students of MTs Miftahul Huda Seputih Raman Central Lampung, where the location was at Seputih Raman Central Lampung Village, Seputih Raman Central Lampung, in academic year 2018/2019 .
Subject of The Study
Classroom Action Research
This phase involves the development of a viable plan of action for collecting data, and the consideration and selection of a range of appropriate research methods. The plan aims to test a particular action plan and collect data on the outcomes of this action.25 Without the planning, the researcher would find it difficult to apply this research and would still not focus. In this section, the researcher conducted pre-test, treatment and post-test to the students.
Observation has functioned to document the action to know the influence of the study.26 The observation acted during the learning process. Observing has the main lines such as the ability of the student to answer the question, the participants of the student, repetition assignment, the writing error etc. It can be the fun participation of students, the ability of students to answer the questions, also the cooperation of students when discussing the answer.
Thus, a positive relationship was needed between the teacher as researcher and the observer as collaborator to discuss next steps in the second cycle. In Kemmis and McTaggart's model, analysis is not treated as a separate component of action research. The researcher analyzes and discusses the result during the teaching learning process to find the difficulties from the acting stage.
This reflection is to set the focus of the next cycle on the weaknesses of the previous cycle.
The researcher observed the learning process using field note and observation format to collect the data on cycle two. Reflection and evaluation of cycle two was being done because the researcher was not satisfied enough about the result and how the problem was solved.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
It allows researchers to document and systematically reflect on interactions and events in the classroom as they actually happen rather than as we think they happen.28 In this study, the researcher gets the data observation about the learning process, such as the ability of students to write errors to provide answers. the question, student participant and other. Documents are an easily accessible source of data in action research as many already exist in the institutional system. There is a wide range of documents that may be relevant to the research focus, including student portfolios of written work, student files and profiles, lesson plans, materials, letters, class memos and newsletters, and past test or exam papers.29 It meant that the researcher takes the documentation informing the total student about MTs Miftahul Huda Seputih Raman Central Lampung, teacher, building, facilities etc.
Field notes are notes made by the researcher or research participants to observe the object or subject of the research. Usually notes are made about the events that happen, and they are such a journal and journal. The researcher takes field notes about the classroom situation, classroom management, classroom interactions between teacher and students or students with students, etc.
Field notes provide a current description of a character child ready to be analyzed and used in case study.
Data Analysis Method
MTs Miftahul Huda Seputih Raman is geleë op Jl. Rama Gunawan, Rama Gunawan Village, Seputih Raman en Central Lampung.
Pd Head of Library
- zulfatuFitria, S.Pd.I
- Description of the Research Result
- Acting
- Observing
- Reflecting
- Observing
- Reflecting
The observation sheet was filled out by a colleague, an English teacher, to monitor the students' activities in the learning process. The researcher said that this is knowing the students' writing skills before the action started. According to the table above, we can say that the students' narrative writing skill was still poor.
It was the best reason for the researcher to improve students' skills using the Dyadic Essay technique. In the second meeting, students were given post-test 1. The topic of post-test 1 was "Holidays". Distribution of students' scores on the posttest 1. The score explained that it was higher than the pretest score, but it was not improving much.
There were thus 8 students who would not be randomly paired. d) The students were rarely read, compared and discussed the answers. Compared to the result of cycle 1, the average of the students' scores on retelling improved, namely from 62.47 in the pre-test to 68.46 in post-test 1. The researcher taught as a teacher and partner followed the class by observing the students' activities.
In cycle 2, the researcher still worked with the collaborator to observe the students' activities during the learning process. As the cycle 2 was done, the researcher decided not to proceed to the further cycle because the result showed that the students' score gradually improved more.
Interpretations
Cycle 1
In the 1st cycle, based on the table above, there was an improvement especially in the average score of 28 pupils in VIII. class, where the average in the pretest was 62.47, and in the posttest 1 was 68.46. There were 17 students whose scores improved in the post-test 1, and 11 were able to pass the minimum passing grade (MPG).
Cycle 2
AVERAGE SCORE
Result of the Study
The data in the table above showed the result of the students' improvement in the ability to recount writing.
Suggestion
Teks naratif pendek dan sederhana tentang kegiatan, peristiwa dan melakukan fungsi sosial teks recount dengan menyatakan dan menanyakan tentang kegiatan, peristiwa dan peristiwa, pendek dan sederhana, sesuai dengan konteksnya. teks naratif tulis dan lisan, pendek dan sederhana, tentang kegiatan, peristiwa Siswa membaca referensi dari berbagai sumber, termasuk buku teks, untuk menemukan fungsi sosial, struktur teks, dan unsur kebahasaan teks tentang kegiatan, peristiwa dan peristiwa, pendek dan sederhana. Siswa membaca lebih cermat semua teks pendek dan sederhana tentang kegiatan, kejadian dan peristiwa yang telah dikumpulkan.
Analisis tugas dan. kegiatan, insiden dan kejadian nyata di lingkungan. penilaian yang bertujuan untuk memberikan umpan balik yang lebih cepat). english.briti shcouncil.or g/en/. 5) Penggunaan yang benar dari nominal tunggal dan jamak, dengan atau tanpa a, itu, ini, itu, saya, mereka, dll dalam kalimat nominal. Secara kolektif, siswa meniru contoh-contoh yang ada untuk membuat teks pendek dan sederhana tentang kegiatan, kejadian, dan peristiwa untuk mencapai fungsi sosial yang berbeda, dengan struktur teks dan unsur kebahasaan yang sesuai dengan konteks. Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari berbagai teks recount tentang kegiatan, kejadian, dan kejadian secara ringkas.
Mengamati tindakan siswa menggunakan bahasa Inggris untuk menyebutkan dan menanyakan tentang kegiatan, peristiwa dan kejadian, ketika muncul kesempatan, di dalam dan di luar kelas. Siswa mendapatkan umpan balik dari guru dan teman tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks yang mereka hasilkan. Siswa membuat beberapa teks pendek dan sederhana tentang kegiatan, kejadian dan kejadian dalam kehidupan siswa di rumah, kelas, sekolah dan lingkungan dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial nyata yang ingin dicapai (melaporkan, meniru , membual, berbagi pengalaman, dll.).
Pernyataan tertulis siswa dalam jurnal pembelajaran bahasa Indonesia sederhana tentang pengalaman belajar dalam memahami dan membuat teks narasi tentang. Kumpulan teks narrative pendek dan sederhana tentang kegiatan, kejadian dan kejadian yang terjadi.
Kompetensi Inti
Kompetensi Dasar dan Indikator
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran
Langkah – langkah Kegiatan Pembelajaran
Mengolah, memberi dan menalar dalam ranah konkrit (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sepaham/teori. Siswa mampu memahami, mengutip dan mengajukan pertanyaan dari teks lisan dan tulis, menyatakan dan meminta tindakan/peristiwa yang dilakukan/terjadi di masa lalu, melaporkan, menceritakan, menjelaskan, dll, menggunakan ungkapan dengan struktur teks yang koheren dengan unsur bahasa yang benar sesuai konteks, cukup disiplin, percaya diri, tanggung jawab, peduli, gotong royong dan damai (sikap, pengetahuan, keterampilan). Menyatakan teks lisan dan tulis dan mengajukan pertanyaan tentang unsur kebahasaan dan struktur teks dalam teks naratif.
Menyemak perenggan yang dibuat mengikut carta atau jadual yang dibuat atau tidak.
Kompetensi Inti
- Kompetensi Dasar dan Indikator
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran
Langkah – langkah Kegiatan Pembelajaran
Directions
Daily Activity
