ASNI, 2017 This graduation project is about using Jeopardy Game to improve writing descriptive texts. This study was designed to find out whether using Jeopardy Game improves students' writing in descriptive texts. The result of the study showed that the percentage improvement in writing descriptive text in terms of content and mechanism was 79.39.
Based on the results, it was found that the student improved in writing a descriptive text by using the Jeopardy Game. Guidance, blessing for the researcher to finally write her thesis titled “Using Jeopardy Game to Improve Expository Writing”. The thesis is submitted as a partial fulfillment of the requirement for education in the English language.
Ummi Khaerati Syam, S.Pd,.M.Pd., the first advisor who had given her guidance, advice, suggestions and encouragement for the completion of this thesis.
INTRODUCTION
Problem Statement
Sukarti (2012) found in her research "The use of Jeopardy Game to Develop Students' Ability in Writing DescriptiveText" that the students' writing can improve by using this game. Moreover, a good description is like a "word picture", the reader can picture the object, place or person in his or her mind. The Post-test was given to find out the students' progress of content and menchanics in writing descriptive text after the treatment.
Pre-test and post-test score in descriptive text writing in terms of content. Pre-test and post-test score on descriptive text writing in terms of mechanics. Descriptive data collected through the writing test, as explained, show that the use of risk play can improve students' descriptive text writing.
Based on the result of this research, it was concluded that the use of Jeopardy Game improves students' writing, especially in writing descriptive text.
Objective of the Research
Scope of the Research
REVIEW OF RELATED LITERATURE
Concept of Writing Skill
- Writing
- Descriptive text
- Jeopardy game
One thing happens and another happens and the events are told in the same order. Country description is a text that describes the appearance of the country, such as condition and situation. The item description is text that describes the item's appearance, such as state and function.
For example, it is the largest of the oceans and the Answer "what is the Pacific Ocean?". Answer type is an important feature to identify correct answers to questions and the value of students' score. The teacher provides table Jeopardy Game on a piece of paper, write the category and the point for each category.
The teacher forms teams of three to six students and gives each team an answer card.
Conceptual Framework
In this study, the strategy of Jeopardy Game assumed that the table to improve the content and mechanics of writing descriptive text. In addition to the interesting, the game also has a surplus production that motivates students and makes it easier for students to absorb the given material, so that it can increase content and mechanics students in writing descriptive text. Related to this, the researcher wants to intervene use jeopardy game to improve writing descriptive text to the way students experiment (experimental research) this research used Jeopardy Game which can be used in the teaching of writing descriptive text and useful for teachers and students.
By applying the Jeopardy game in this experimental research, the content and mechanics of descriptive text writing were improved. In line with the problem discussed in the previous paragraph, it was very interesting to find out which strategy is good for learning writing. Furthermore, in this research, the researcher tried to find out how Game Jeopardy can improve students' ability in writing descriptive texts for class VIII in MTS.
Research Design
Operational Defenition of Variables
- Independent Variable
- Dependent Variable
Research Hypothesis
Population and Sample
- Population
- Sample
ResearchInstrument
In this part, the students are asked to write descriptive text by choosing one topic given by the researcher. In the post-test, the researcher gave the student a writing material and evaluates it by choosing one topic to know if the students writing descriptive text is improved by using jeopardy Game. Classify the score of the students' answer in the following criterion: Table 3.1 Rubric of written content assessment.
The results consist of the rate percentage of the students' score, mean score, t-test value and hypothesis testing. In the mechanics variable, the mean score of the students pretest was 40.75 and posttest was 69.6 with the improvement 70.80%. This means that students' written performance was better after teaching by using Jeopardy Game, so H1 is accepted.
During the treatment, the students were explained about the definition of descriptive text, the social function of descriptive text and language characteristics of descriptive text. The researcher discovered some errors in student writing before applying Jeopardy Game. The students made many mistakes in terms of content and mechanics. The mean pre-test score is 33 and the post-test mean score is 59.2. In other words, Jeopardy game can help the students develop their ideas because we can see the difference between pre-test and post-test in terms of content.
From the result of the average grade, we can see that the average grade of the students on the pre-exam is 40.75, and the average grade after the exam is 69.6. From a comparison of the students' pre-test and post-test in each writing component, the researcher found that the students' writing improved after the treatment. The description of the data collected from the writing test, as discussed in the previous section, shows that the use of the Jeopardy Game in the descriptive text improved the students' writing.
Improving students' writing skills through the method of integrated reading and collaborative composition (A drive in the second year students of SMP Muhammadiyah 1 Makassar). Students' Writing Ability through Dictation Method (Classroom Action Research on XI Program Students of SMA Negeri 2 Bantaeng).
Tecnique Collecting Data
Technique of Data Analysis
FINDINGS AND DISCUSSION
Discussions
The main purpose of this study was to find out if the use of Jeopardy Game improves students' writing of descriptive text. Jeopardy Game can help students improve their writing to write descriptive text, although only two components of writing that are more influenced by this game are content and mechanics, because the purpose of this game is to help students develop their ideas , this game will be the exercise for them how to produce the idea and start writing with good content and organization. Patreese (2007:2) states that this Jeopardy style is designed not only to test students' knowledge but also to help them learn about the topics that the questions raise.
In this case, the researcher applied jeopardy during the treatment as a strategy to improve students' writing in class. This game can help the students to improve their ideas and help the students to think creatively because the rule of this game was that the participants had to think about the question that fits from the clues. First, before doing the teaching and learning process in the class, the researcher conducted pre-test to measure students' previous knowledge in writing descriptive text and second, after doing the teaching and learning process in the class is, the researcher gave a post-test to students' improvement in writing descriptive text.
Then the students gave an example of Jeopardy Game. The researcher explained how to make descriptive text by looking at the picture with a clue and the students explored their ideas by identifying the clue and making them question and then arrange them to be a paragraph. At the end of this meeting, the researcher asked the students' understanding about descriptive text, and then most of them gave positive feedback saying that they already got a clear explanation about it. The researcher found that students' writing was not communicated; the information was very limited and boring.
The researcher found that students' writing improved, their writing was communicated and their information was not limited and boring. This condition may be due to less teaching methods and less writing process, so students cannot improve their writing achievement. Some students still have trouble with spelling and punctuation, while some have trouble with punctuation and capitalization but are good at spelling, students need more activity in writing paragraphs.
In addition, the students wrote their paragraph in the present tense using strong verbs, asking a question based on the clue. Jeopardy Game can help the learners improve their writing to write descriptive text, although there are only two components of writing that are more influential in this game: content and mechanics, because the purpose of this game was to help the learners develop their develop ideas, this game the practice them to produce the idea and start writing with good content and mechanics.
CONCLUSION AND SUGGESTION
Suggestion
The high school English teacher should implement the Jeopardy Game in writing descriptive text as one of the writing teaching techniques in the classroom. Improving descriptive text writing skill through brainstorming technique for students of group VII of SMPN 1 piyungan. Ideas are incomplete in the essay and do not reflect college-level work: no apparent attempt to carefully consider the subject.
Correct use of English writing conventions: left and right margins, all necessary capitalization, paragraph punctuation and very neat spelling. Some problems with writing conventions or punctuation: occasional spelling errors: the left margin is correct: the paper is clean and legible. Butterflies have large eyes on both sides of their heads, three pairs of legs and two pairs of wings in the middle of their bodies.
Ideas are inadequately drafted and do not reflect university-level work: no apparent attempt to consider the topic carefully. Correct use of English writing conventions: left and right margins, all necessary capital letters, paragraph indentation punctuation and spelling very neatly. Some problem with writing conventions or punctuation: occasional spelling mistakes: left margin correct: paper is neat and legible.
Uses general writing conventions but has errors: spelling problems distract the reader:. Punctuation errors interfere with ideas.
