THE USE OF GUIDED PICTURE WORKING TECHNIQUE TO IMPROVE THE RECALL WRITING SKILLS AMONG THE EIGHTH GRADE OF STATE JUNIOR HIGH SCHOOL 3 METRO IN ACADEMIC YEAR. The result of this research shows that Guided Image Technique plays a positive role in improving the retelling writing skill among the eighth graders of State Junior High School 3 Metro. This means that the use of Guided Imagery technique can improve the oral writing skill among the students.
MOTTO
Background of Study
Moreover, recount text is the text with the difficulties faced by the students. Based on the data preliminary survey conducted on Friday, November 3, 2017 in State Junior High School 3 Metro among eighth graders, the writing skills of the students are not yet satisfied, especially when writing recount texts. So in this study, the writer helped the students to solve their problem in writing especially in recount text using guided imagery technique.
Problem Identification
Almost all students just wrote the text from the internet, which was not their own experience, because they had a hard time getting an idea. Therefore, the writer is interested to conduct the research titled “The use of guided imagery technique to improve recount writing skills among eighth graders of State Junior High School 3 Metro in academic year.
Problem Limitation
Problem Formulation
Objective and Benefit of Study 1. Objective of Study
By using the guided imagery technique as one of the techniques applied in the learning process, it would be hoped that it can make students easily develop the idea when they want to write the text and feel interesting in learning English, especially in writing of the narrated text. . We hope it can help the teacher to solve the problem in teaching English, especially in writing the recount text. We hope it can be a positive contribution and as information to improve the quality of English learning especially in narrative text writing in State High School 3 Metro.
Concept of Writing Recount Text Skill 1) The Concept of Writing 1) The Concept of Writing
- Narrative
- Recount
- Report
- Procedure
- Exposition
- Explanatory
- Discussion
- Concept of Recount Text Skill
- Factual Recount
- Personal Recount
- Imaginative Recount
- Procedural Recount
- Biographical Recount
In this context, the writer chooses narrative text as the type of writing skill that will become the subject of research. A narrative is a text that talks about past experiences or events that happened in real life. In addition, the skill of narrative writing is a productive skill that is demonstrated by writing non-fiction text that tells about events, experiences, etc.
Guided Imagery Technique
- Advantages of Guided Imagery
- Disadvantages of Guided Imagery
Advantages and disadvantages were found in the students' writing skills and the situation in the teaching and learning process. Related to students' writing skills, there are some improvements obtained from the implementation of Guided Imagery in the teaching of writing. Besides being related to students' writing skills, the benefits of guided imagery could be found in improving the classroom situation.
Action Hypothesis
Besides having the advantages, the application of teaching with the help of guided images in the teaching of writing also has disadvantages. The disadvantages exist in the students' writing skills and the classification in the teaching and learning process. The disadvantages of guided images in the students' writing skills, such as that not all students could follow the steps of guided images.
The Variable and Operational Definition of Variable
- Dependent Variable (Y)
The measuring instrument is a written test and the score starts from 1-4 to assess and measure the students' writing-recounting text.
Setting
Object of the Study
Action Plan
- Cycle 1 a. Planning
- Cycle 2 a. Planning
The researcher hopes that this action research can improve students' writing skill in narrating a text using the guided imagery technique. In this measure, the researcher would administer a pretest, treatment, and posttest to the students. The researcher analyzed and discussed the observation sheet and the result of the teaching and learning process.
Data Collecting Method
- Test
- Observation
- Documentation
The researcher and collaborator discussed and analyzed all the results to know the strength and weakness of the action by comparing the score of pre-test and post-test. The test was similar to the pre-test where the students were asked to write a recount text. In this study, the researcher used observation to see the state in the teaching-learning process.
In this research, the researcher would observe the activities of the students in the teaching and learning process to know how the teaching and learning process is maintained. While conducting the observation, the researcher made the observation sheet containing the list of students' activities. The documentation is the way to get more information about the search environment.
In this research, the researcher takes the data of the school about the total of the students, teachers, condition of the school, structural organization, sketch of location and facilities of the school.
Data Analysis Technique
In the eighth graders of State Junior High School 3 Metro, the minimum standard for English subject is 75. If there were some students who were not successful in Cycle 1, it meant that the examiner had to conduct Cycle 2. there were some students who failed, cycle 3 must be performed, and so on.
But in cycle 2, if all students were successful, the cycles could be stopped because in classroom action research (CAR) the minimum cycle to be performed is two cycles. Urdan states that the average score or mean of pre-test and post-test is calculated using the following formula:46.
Indicator of Success
Result of the Research
- Description of Research Location
- Description of Research Result
- Acting
- Observing
- Reflecting
- Planning
The researcher has a pre-test for the. students to see how far the students' narrative writing skills had advanced before the treatment. In the pretest, the researcher found the students' problem, such as they are still confused about how to create a retelling text. The problem could be seen by the students' score in pre-test.. retelling writing skill was still low.
The researcher provided some topics with some relational vocabulary to guide the students in writing the recount text. In the teaching process, four are used and mentioned to recognize the students' activity. This could be seen from the pre-test and post-test score I scores.. the students' score had improved even though the state of the learning process was quite uncontrolled.
From the pre-test and post-test I score, we knew that there was an improvement from the score of the students' scores. The researcher then asked the students to point out the linguistic features of the recount text. The researcher then asked the students if they had any questions about the material.
Based on the table above, the average score of the students in post-test II was 76.
Interpretation
- The Result of Pre-Test
- The Result of Post-Test Cycle I
- The Result of Post-Test Cycle II
- Students’ Score in Pre-test, Post-test Cycle I and Post-test Cycle II English learning process was successfully in cycle I but the
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was gotten from the
It means that in cycle I the performance of the students could increase sufficiently, but was not successful because the indicator of success had not yet been reached. After analyzing the students' score in the cycle I post-test, the investigator had to run the next cycle because only 12 students (40%) passed the test and achieved a score ≤ 75. test II it could be concluded that there were improving scores.
Because the students' achievement had increased enough and the success indicator had been reached, the research was successful and could be stopped in cycle II. The results of the students in the first cycle of the pre-test, the cycle of the post-test and the cycle of the post-test The process of learning English was successful in the cycle I, but the process of learning English was successful in the cycle I, but the average score of the students was low. Based on the result of the pre-test, post-test I and post-test II, it was revealed that there has been a significant positive improvement of the students.
Based on the graph above, it can be concluded that the guided imagery technique can improve students' recounting writing ability. It is supported by the improvement in student scores from pre-test to post-test I and from post-test I to post-test II. Pre-test Post-test 1 Post-test 2 Pre-test, post-test I and Post-test score graph.
The result of the students' learning activities in cycle I and cycle II The students' learning activities data were obtained from the Students' learning activities data were obtained from all the students' learning activities on observation sheets.
I Increasing F Percentage F Percentage
- The Comparison of Pre-test and Post-test
- Conclusion
- Suggestion
- Profil Sekolah
- Riwayat Berdirinya Sekolah
- Identitas Sekolah
- Letak Geografi
- Tujuan Sekolah
- Kondisi Sekolah
- Keadaan Sarana Prasarana
- Data Siswa
The students pay attention to the explanations of the teacher The attention of the students to the explanations of the teacher from the first meeting to the next had improved. The students who asked or answered the teacher's questions improved from the first meeting to the next. 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 Guided Imagery Technique was applied in the learning process from Cycle I to Cycle II.
Based on the explanation of cycle I and cycle II, it could be concluded that the use of Guided Imagery Technique could improve the writing skills of the students. From graph 1, 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. Based on the result of using Guided Imagery Technique in writing recounting, it could be concluded that the use of Guided Imagery Technique in eighth graders of State Junior High School 3 Metro improved students' writing skills.
This made it easier for the students to understand the material so that it could improve the students' narrative writing skills. It was clear that Guided Image Technique can be used to improve the students' narrative writing skills. It is suggested that the English teacher uses Guided Image Technique as an alternative technique in the classroom because this technique is effective in improving the students' writing skills in the teaching and learning process.
From the class observation, the students will be more active after the teacher has given motivation to the students.
MODEL SILABUS MATA PELAJARAN SEKOLAH MENENGAH PERTAMA/MADRASAH TSANAWIYAH (SMP/MTs)
MATA PELAJARAN
BAHASA INGGRIS
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN JAKARTA, 2017
Kompetensi inti
Kompetensi Dasar
Tujuan Pembelajaran
Materi Pembelajaran
- Fungsi Sosial
- Struktur Teks
- Unsur Kebahasaan
Teknik Pembelajaran
- Pendahuluan
- Kegiatan Inti a. Mengamati
- Penutup
Kosakata: kata kerja yang menunjukkan tindakan atau kegiatan c. Keterangan menghubungkan waktu: ketika, pertama, kemudian, setelah, sebelum, di . terakhir, akhirnya, dll. D. Dengan bimbingan dan arahan guru, siswa bertanya tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut.
Kompetensi inti
Kompetensi Dasar
Tujuan Pembelajaran
Materi Pembelajaran
- Fungsi Sosial
- Struktur Teks
- Unsur Kebahasaan
Teknik Pembelajaran
- Pendahuluan
- Kegiatan Inti f. Mengamati
- Penutup
Dengan bimbingan dan arahan guru, siswa mengajukan pertanyaan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut. . H.
