The aim of the research was to determine whether the use of the flowchart method is effective for improving students' speaking ability in terms of organization and vocabulary. During treatment, the researcher provided learning materials and gave students the opportunity to write down their ideas. The research findings showed that the flowchart method was effective in improving students' writing ability in terms of organization and vocabulary.
This meant that there was a significant difference in students' writing ability before and after being taught the Flowchart Method.
INTRODUCTION. INTRODUCTION
Background
Based on the preliminary observation of the writer, teachers in SMA Perguruan Islam Makassar have been teaching English using some techniques suitable for the writing skills. In general, the teacher assessed the characteristics of the text, the text structure and the vocabulary. The teacher then asked the students to individually write a simple essay based on the image they had provided. This is reflected in the following symptoms: Some students take a long time to express their idea, some students use inappropriate vocabulary when writing texts, and their vocabulary score is still low based on the average vocabulary score before the test. 2.4 and some students are not focused on the topic of their writing, especially regarding the organization, or the relationship between the sentences was irrelevant based on the average score before the test in the organization was 4.12.
Based on the above explanation, the writer conducts the research under the title "Using Flow Chart Method to Improve Students' Narrative Paragraph Writing Ability (A Pre-Experimental Research of Second Year Students in SMAPerguruan Islam Makassar)".
Problem Statement
Objective of the Research
Significance of the Research
Scope of the Research
Previous Related Research Findings
- Paragraph
- Concept of Flowchart
According to this concept, one of the most important tasks of a writer is to master the principles of writing and thinking that will help to achieve his goal. All the research results above discuss the writing skills with different methods and the other problems in the writing skills of the students. As one of the language skills in English, writing is used to express students' ideas, opinions or comments that are conveyed in written form.
A piece of writing is called unity if each sentence in a paragraph develops or supports the main idea of the paragraph and connects in some way to all sentences that are the same before and after it. This expression is usually known as unity and completeness, which become the hallmarks of good writing. Revision should be done better after the completion of the first draft so that it will not interrupt the writing flow.
In the final stage of the writing process, students publish their writing and share it with an appropriate audience. The order of information in a paragraph depends on the subject, the purpose of the writing and the preferences of the writer. The topic sentence gives only the main idea, so it is the most general statement in the paragraph.
The closing sentence heralds the end of the paragraph and leaves readers with important points to remember. In fact, the flowchart has been used for so long that no one has named the father of the flowchart. The flowchart is a visual representation of the square of the content of your plan (Parr, 2006:24).
Each of the different types of flowcharts tends to give a different aspect6 to a process or task.
Theoretical Framework
Proper documentation: program flow diagrams serve as a good program documentation which is needed for various purposes. It seems that the students were more interested and more stimulated to write about something related to the students' lives. By using flowchart, they will be able to express their ideas, vocabulary and sentences easily to write.
Hypothesis
Research Design
Population and Sample 1. Population
- Sample
Instruments of the Research
This meant that the writer selected only one class, namely XI class IPA students with 24 students consisting of 14 girls and 10 boys. Socialization: The writer socialized the way the research was conducted to the students. 10 Highly organized; a clear progression of .. well-connected ideas; as an educated native writer.. 8,1-9 Material well organized; connections may occasionally be clearer, but communication is not disrupted. . 6,1-8 Some disorganization; re-reading required to clarify ideas.
Technique of Data Analysis
D: The sum of the total score of difference D: The square of the sum score of different N: The total number of students. This chapter discusses the findings of the investigation and discusses the findings. The findings of the study show that students' writing achievements in terms of vocabulary and organization move in the direction of using the flowchart method.
Findings
- The Improvement of Students’ Writing Ability related to Vocabulary Furthermore, the result of data analysis from pretest and posttest of the
- The Improvement of Students’ Writing Ability related to Organization The result of data analysis from pre-test and posttest of the students’
- The Rate Percentage and Frequency of Pretest and Posttest
- The Mean Score of Pretest and Posttest
- T- Test Value
- Hypothesis Testing
From the analysis of the data in the table above, the researcher found that there is a significant difference between the pre-test and the post-test in improving students' writing ability. Improving the writing ability of students associated with the organization. The result of the data analysis from the pre-test and post-test of the students. The result of the data analysis from the pretest and posttest of the students. In addition, based on the above table, the researcher found that there is a significant difference between the pre-test and the post-test in the students' improvement.
Based on the table 4.3 above, pre-testing shows that there are 3 (10%) of the 30 students classified in good score, there were of them classified in fair score, 13 (43.3%) of them were classified in poor score, and there none of them were classified into very good and very poor score. From the result, it can be concluded that most of the students' writing ability in pre-test was fair. In the post-test there were 2 (6.7%) of the students who were classified in a very good score, there were 24 (80%) out of the 30 students who were classified in a good score, there were 4 (13.3%) in a fair score, and none of them were classified in poor and very poor score.
Based on the result, it can be concluded that most of the students' writing ability after the treatment (post-testing) was good. The average score of the student's post-test was higher than the average score of the student's pre-test. It can therefore be concluded that there is significant difference between the results of the student's pre-test and post-test.
It means that the hypothesis "Using the flow diagram method effectively improves students' writing ability" is accepted. From the above analysis, the researcher concluded that there is a significant difference between pre-test and post-test in the use of Flowchart Method in improving writing skill.
Discussion
- Students’ Writing Vocabulary
- The students’ Writing Organization
- Writing Skill and Flowchart Method
Most students had sufficient vocabulary to use in writing, but they were influenced by their written organization. In addition, the low performance of the students' writing organization is sometimes caused by topics that are unfamiliar to them. During the pre-test, the researcher found that most of the students could not write fluently as they had not prepared for the discussion on the topic.
It can be concluded that the use of the Flowchart method in teaching and learning processes can help students to write relax and more cheerfully. The flowchart method is used for students to work in cooperative groups to help the teacher overcome the problem of teaching English. In addition, we can see the type of learning and teaching activities in the class by using the Flowchart method as follows that students can participate in various group discussions, such as small group discussion of a topic that will be presented to students after discussion.
Students' vocabulary in writing involving acceptable pronunciation, correct grammar and appropriate word choice was significantly developed by using the flowchart method. This method makes learning fun for students and can improve their skills where they can express their ideas and share. It is supported by the data analysis in writing test students to improve their writing ability.
The result of the data analysis through the Writing Test showed that the students' writing performance improved significantly according to the Flowchart method. Flowchart method has been proven to be a good way to be used to improve students' ability to write English.
Conclusions
The first part is the conclusion based on the data analysis and findings in the previous chapter.
Suggestions
Developing the writing ability of the second year students of the MAN model Makassar through the Community Language Learning (CLL) method. Using students' mistakes in teaching in improving the writing skills of fourth semester students of the English Department of Tarbiyah and Alauddin State Islamic University Makassar. Using synergistic teaching strategy to improve the writing ability of the third year students of MAN 1 Makassar.
Singapore: Banwash Press Ptc., Ltd. 2007) Improving students' ability to write descriptive paragraphs using photographs. The Writing Ability of Sixth Semester Students of English Department of Tarbiyah Faculty of IAIN Alauddin Ujung Pandang. Development of the students' ability to write paragraphs through Quickwriting by third-year students at MA Syekh Yusuf Sungguminasa.
Using questions to guide SLTPN 2 Makassar sophomores in writing simple paragraphs. Oshima states in Kuswandi (1981:6) that a paragraph is a group of related statements that a writer develops on a subject. A narrative paragraph is a paragraph length story. It could be a story about you or something that happened to you, but it could also be a story that doesn't directly involve you.
Narrative can be based on a real experience, it can be totally imaginary, or it can be a mixture of both reality and imagination. A narrative paragraph begins with a general statement such as topic sentence - which tells the reader what the story will be about.
