Background of the Research
Problem Identification
Students are unsure about writing an argumentative text because they are afraid of making a mistake in a sentence.
Problem Limitation
Problem Formulation
According to Murcia in the magazine Australian International Academic Center said that writing is a system of expressing thoughts to other people.4 The ability to write effectively is a tedious process that requires a lot of effort that even many native speakers of English are not. able to master the skill of writing. good. At the end of the meeting, the researcher gave feedback to the students about the learning process. It was intended to know the students' ability to write the argumentative text before and after the treatment.
From the result of pre-test and post-test I, we knew that there was an improvement from the students' result score. From the above table, it could be seen that the students' average score in post-test II was 75.7. The researcher indicated that the learning process in cycle II was successful because all the students' activity got a percentage ≥60%.
Based on the results of the students' scores from post-test II, it could be concluded that there were improved scores. Based on the result of pre . knew that there was a positive significant improvement in the students' . score, it could be seen from the average. From the graph above, it can be deduced that the fishbone strategy could improve the students' written argumentative text.
In addition, in cycle II there were 24 students who passed the test. The result of cycle II already reached the indicator of success, which was that 80% of students meet the standard criteria, and the minimum score was 72.
Objective and Benefit of the Rsearch
Theoretical Review
Concept of Writing
Writers can periodically review what they are writing, edit it, and then continue writing.13 Thus, editing is not limited to taking place after all writing has been completed. The following stages are some stages of writing offered by Brown, namely prewriting while writing (drafting) and postwriting (revision). 1) Prescription. Prewriting is an essential step in the writing process that is done before the writer has to write.
The concept of Argumentative writing
Based on the result of the pre-test result, the researcher has identified and found the problems after taking the students.
The Concept of fishbone strategy
Hypothesis Formulation
RESEARCH METHODOLOGY
Object of the Reearch
Setting of the Research
So it was why the researcher used Fisbone Strategy to improve the writing skills of the students. The researcher motivated and informed the students about the activities in the next meeting. Based on the result of pre-test, post-test I and post .. it is known that there was a positive significant improvement of the students. score, it was seen from the average 60.4 to 67.7 was 75.8.
Subject of the study
Research procedure
Classroom Action Research (CAR) is a method of improving and adapting the work system of a school classroom.25 This means that action research is a study used to examine and evaluate their work in teaching and learning with the aim of purpose of collecting information about what they want. From some of the opinions above, it can be concluded that Classroom Action Research (CAR) is an obvious research that is used to examine and evaluate their work in the teaching and learning process in the classroom. It means that classroom action research is a form of research that allows practitioners around the world to examine and evaluate their work in the classroom. This research is a collaborative study.
Here is a step of classroom action research activities in CAR, adapted from McTaggart's draft). In this study, the researcher wants to keep the research in two: observing and reflecting. The researcher used the Classroom Action Research (CAR) cycle by Taggart. Here is a step of Classroom Action Research activities in CAR, adapted from McTaggart's design)27.
The researcher prepares the lesson plan related to the material to be implemented using the Fishbone strategy with guidance and consideration from the seventh grade English teacher (VII1) in MT. In this step, the researcher observes the learning activity of the students in the classroom, such as classroom situation, learning process, activity. By reflecting, the researcher will recognize the strength and weakness of the action that the researcher compares the distribution of pretest and posttest scores.
If the result is satisfied in the second cycle, the researcher will not proceed to the third cycle.
Data Collection Method
The researcher will review and reflect on the students' . activity and teacher effort, regardless of whether it is positive or negative. Whereas, if in the second cycle is unsatisfied, the researcher will continue it. variable).29 The researcher will give the students a pretest at the first meeting. Post-test is performed to assess the effectiveness of the independent variable.30 The post-test will be performed after the treatment, after receiving the treatment; the student must have a postal test.
Observation plays an important role in any type of data collection and most action research projects use this as an instrument.31 In this research, the researcher will directly organize observation in field research; the researcher looking for the information related to the writings of the students in that school and the researcher will get the data of class VII1. Documentation is a means of collecting some information in the form of a written or documentary source such as books, journals, diaries, etc. In addition, the researcher uses the documentation for the planning of the archives of the learning activity and the results of the students' activity, and uses the document in the figures formed to validate the picture of the students during the learning process.
In classroom action research, the researcher needs a field note to see the action and the student's development in the learning process. It is important to record the type of researcher's action and the student's response to the action in each cycle.
Data Analysis Technique
To obtain the percentage of the class passing the minimum mastery criteria (MMC) is 72, the formula is: 34.
Indicator of succes
The learning process of English was successful in the first cycle, but the students . the average score was low, while the students' pain in the post-test.
RESULT OF THE RESEARCH AND INTERPRETATION
Interpretation
From the result of the students' scores in pre-test and post-test I there was an improvement from the students' result scores, This could be seen from the average in pre-test 60.4 and post-test I 67.7. Although there was an improvement in student performance, cycle I was not yet successful because only 14 students (40%) reached in post-test I, This means that in cycle I, student performance could increase enough, but it was not succeeded because the indicator of success had not yet been reached. After analyzing the students' scores in the posttest of cycle I, the researcher had to complete the next cycle because only 14 students reached a score ≥72.
Therefore, the researcher concluded that the study was successful because the indicator of success was met in this study. The viewfinder showed the graph of the result of pre-test, post-test .. test I and Post-test II. The students can use the . problem. . by improving the students' score from pre-test to post-test I to post-test II. The student can brainstorm about all possible causes of the .. problem to create the argumentative text. . test to post-test I and from.
Based on the above data, it can be concluded that the students felt comfortable and active in the learning process as most of the students showed good progress in learning activities when. Based on the explanation of Cycle I and Cycle II, it could be concluded that the use of Fishbone strategy could improve the students. From the graph3, we could see that there was an increase in the mean score and total of the students who passed the test from pre-test, post-test I to post-test II. In the graphs above, the average score in the pre-test was 63.4 and only 8 students (22.85%) passed the test.
Furthermore, in the post-test I and II there were 15 students (42.85%) who passed the test with an average of 67.9 and 24 students or (85.71%) who passed the test with an average of 76.1. the explanation the researcher came to the conclusion that the research was successful and it could be stopped in the cycle II because the success indicator (80% of students have score ≥ 72) was reached.
CONCLUSION AND SUGGESTION
Suggestion
Tingkat pencapaian fungsi sosial teks adalah teks argumentatif tentang kegiatan, peristiwa dan kejadian, pendek dan sederhana. Tingkat kelengkapan dan koherensi penyebutan dan pertanyaan tentang kegiatan, peristiwa, dan kejadian dalam teks argumentatif. Siswa secara bersama-sama mencari dan mengumpulkan teks tentang kegiatan, peristiwa dan kejadian, pendek dan sederhana, dari berbagai sumber, antara lain dari internet, film, koran, majalah, buku teks, dll.
Siswa membaca referensi dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan teks tentang kegiatan, peristiwa, dan kejadian, pendek dan sederhana. Siswa membaca semua teks tentang kegiatan, peristiwa dan kejadian, pendek dan sederhana yang telah dikumpulkan, dengan cara yang lebih cermat. tata bahasa, kosa kata, pelafalan, penekanan kata, intonasi, ejaan, tanda baca, kerapihan tulisan tangan. Sikap tanggung jawab, kerjasama, cinta damai dan percaya diri yang mengiringi tindakan menamai dan menanyakan tentang kegiatan, peristiwa dan kejadian dalam teks narrative.
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 argumentatif tentang kegiatan, kejadian, dan kejadian, pendek dan sederhana, dikumpulkan dari berbagai sumber yang tercantum di atas. Observasi tindakan siswa menggunakan bahasa Inggris for. sebutkan dan tanyakan tentang kegiatan, insiden dan insiden, ketika peluang muncul, di dalam dan di luar kelas.
Siswa membuat berbagai teks pendek dan sederhana tentang kegiatan, kejadian dan peristiwa dalam kehidupan siswa di rumah, kelas, sekolah dan lingkungan dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial yang sebenarnya ingin dicapai (melaporkan, meniru , membual, berbagi pengalaman, dll.). Membaca dan menulis teks yang membutuhkan pemahaman dan keterampilan teks tentang kegiatan, peristiwa, dan peristiwa. Kumpulan karya teks argumentatif pendek dan sederhana tentang kegiatan, kejadian dan kejadian yang dibuat.
