This research aimed to find out how the use of the Group Inquiry Method is able to improve students' ability for content and organization in writing a recount text. This meant that there was a significant difference in students' ability to write the recount text before and after it was taught through group inquiry method in the first grade of SMA Muhammadiyah Limbung. Appendix D: Student score on the organization and content of the recount text at pre-test and post-test.
Appendix E : Students evaluate the organization and content of the repetitive text in the pre-test and post-test. Appendix F: Student assessment of narrative text organization at pre-test and post-test. Appendix G: Student assessment of text recount content in the pre-test and post-test.
INTRODUCTION
- Problem Statement
- Objective of the Study
- Significance of the Study
- The Scope of the Study
In learning English, there were four skills that students learned and mastered in equal measure. Based on the above background, the researcher wanted to conduct a research and deeply investigate "Using Group Inquiry Method to Improve Students' Ability in Writing Recounting Text (An Experimental Study in First Class of SMA Muhammadiyah Limbung)" . How is the improvement of students' writing recount text in terms of content and organization through group inquiry (GI) method in the first year of SMA Muhammadiyah Limbung.
The improvement of the students' ability to write retelling text in terms of content and organization through group study method in the first year of SMA Muhammadiyah Limbung. The result of this research was expected to be information for teachers and students of Senior High School in learning English, especially to develop students' writing skills. This study was limited to the use of the group study method to improve students' ability to write retelling text in the first year of SMA Muhammadiyah Limbung.
REVIEW OF RELATED LITERATURE
The Concept of Writing
Byrne (1984:1) points out that writing is clearly much more than the production of graphic symbols just as speech is more than the production of sounds. Similarly, Good in Yuharniaty (2002:6) points out that writing is the graphic representation of a language that follows a systematic order; graphic figures or symbols are not considered a form of writing unless they form a part of the system that can be grasped by the reader familiar with the system. From some thoughts above, it can be concluded that writing is an act or process of building a large unit of ideas, thinking and feeling that is expressed through graphic symbols, to form words, sentences and paragraphs.
Writing is a part of language skill, which requires elliptical skills to construct a short and good sentence. Good writing reflects the ability of writers to organize material into a coherent whole so that it flows logically from a sentence, the main idea to supporting points, and finally to a coherent conclusion, conveying the meaning of a plan in a logical way. well thought out. Therefore, readers can understand the message in the text and get information from it.
In writing, the writer should know what kind of paragraph he wants to write and what topic he wants to tell the readers. Webster states in Nahdiah (2010:7) that vocabulary is the list of words and sometimes also mostly arranged in alphabetical order, ending with distal, moody. Byrne argues that vocabulary is an area that presents students with various types of learning difficulties, including spelling.
Cole, et al in Yuharniaty (2002:15) state that language use in written description and other forms of writing involves correct usage and grammar. Heaton states that mechanics is about the ability to use words correctly for the written language, such as capitalization, punctuation, spelling. It is very important to make the readers understand or recognize what the written means to express.
Using favorable mechanisms in writing will make it easy for readers to convey ideas or a written message.
Text
A narrative is a piece of text that recounts events for the purpose of informing or entertaining. A debate is a piece of text that presents (at least) two points of view on an issue. An explanation is a part of a text that explains the processes involved in the creation or functioning of natural or socio-cultural phenomena, e.g.
Exposition is the part of the text that convinces the reader or listener that something must attract attention. Exposition is the part of the text that convinces the reader or listener that something must or must not be so. News is a piece of text that informs readers, listeners, and viewers about events of the day that are considered newsworthy or important.
Anecdote is a piece of text that shares an account of an unusual or amusing incident with others. Narrative is a piece of text that amuses, entertains and deals with real or vicarious experience in different ways. A procedure is a piece of text that describes how something is achieved through a series of actions or steps.
Foo, et al (2008: vi) say that a recount is a piece of writing that tells events in a chronological sequence. Foo, et al (2008: VI) say that a recount text consists of three main parts Orientation, Events and Reorientation. The use of an adverbial or adverbial phrase indicates specific times and places of the recount text.
From the chart above, the process can be explained as follows, this research is that the author will teach students about writing in retelling text.
Research Design
This chapter consisted of research design, research variables and indicators, research hypothesis, population and sample, research instrument, data collection technique and data analysis technique. All the students identified the whole topic that was given by the teacher, the students discussed with each other and the teacher helped the students to gather some information. Students gathered information, analyzed data, and drew conclusions, each member contributed to their group, and students shared, discussed, clarified, and synthesized all of their thinking.
The group members decided on their outcome of the discussion and the group members planned what to communicate. Its purpose is to determine the value of the treatment, regardless of whether the posttest result is better than the pretest or not.
Research Variables and Indicators
Research Hypothesis
Population and Sample
Research Instrument
Technique of Data Collection
Technique of Data Analysis
3 The subject is complete and clear, but the details almost relate to the subject. 2 The topic is complete and clear, but the details are unrelated to the topic. When the t-test value was found to be greater than the t-table value, it meant that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted because there was a significant difference between the pre-test and the post-test before and after being taught to write a narrative text using a group research technique.
Meanwhile, when it was found that the value of t-test was lower than the value of t-table, it meant that Null.
FINDINGS AND DISCUSSION
Discussion
The result of the findings also represents the students' performance in writing ability covering narrative text. The discussion aims to describe the students' writing skills in terms of content and organization after being taught through the use of Group Inquiry Method. The use of group investigation method to improve the students' writing skill in terms of content can be seen by the difference between the students' result of average score in pre-test and post-test.
The use of group study method to improve students' writing skills in terms of organization can be seen by the difference between students' result of mean score in pre-test and post-test. The result of the mean score in the pretest and posttest, where the students' mean score for content and organization in the pretest is 3.38 and classified as poor and 3.5 classified as poor and the students'. From the above data, it can also be seen that the development of the students' writing ability in terms of content and organization after being taught using the group survey method is 100% and 78.5% respectively.
From the calculation, it explains that the students at SMA Muhammadiyah Limbung have a better development in writing both for content and organization through group study method. These results are supported by the score analysis, which was shown by the average scores of the students in both text (pre-test and post-test), which developed. The results show that teaching and learning through group inquiry at X Grade of SMA Muhammadiyah Limbung is effective in improving students' ability to write retelling text, especially in teaching about content and organization.
The students' writing-narrative text in terms of content and organization can improve after being taught by Group investigation method, which the average score of content in pre-test is 3.38 and the average score of organization is 3.5 and post-test of content is 6.75 and post-test of organization is 6.25 in which the development is 100% and 78.5%. The students' writing narrative text in terms of content and organization can improve after being taught by Group Inquiry Method, which the average score of content and organization in pre-test is 6.88 and post-test is 13. The students' writing narrative text in term of content and organization can improve after being taught by Group investigation method, which the t-test is higher (9.58) than t-table (1.729) which is 9.58 1.729.
It is suitable to apply in teaching and learning in the classroom as the students' development can be achieved.
CONCLUSION AND SUGGESTION
Suggestion
It is suggested to the English teachers that they use the group study method as one of the alternative methods in the teaching and learning process. Students are suggested to study hard and more actively to develop their English writing skills. It is suggested to the next researchers that they try to use the group survey method for teaching English.
Enhancing students' sentence writing ability through chain card game in the eight year students of SMP Guppi Samata Gowa.Thesis.
