The purpose of this study is to demonstrate that the Questioning Technique can improve recounting skills among eighth grade students of Junior High School 8 Metro. But there are some problems that the eighth grade students of Junior High School 8 Metro faced when writing recount texts. The result of this research shows that Questioning Technique plays a positive role in improving the writing ability of the eighth grade of Junior High School 8 Metro.
It can be concluded that the Question Technique can improve the writing skill of recounting among Junior High School 8 Metro students. This university thesis is titled “Using the flip technique to enhance descriptive writing ability among the eighth grade students of SMP N 02 Purbolinggo East Lampung.
INTRODUCTION
- Background of the Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study
Students have little vocabulary and grammar knowledge to make a good Recount text. The result of the written repetition of the text of students in the eighth grade of SMP N 8 Metro in the academic year 2018/2019. Based on the above problem, it can be concluded that the written text of the students, especially the repetition of the SMP N 8 Metro text in the academic year 2018/2019, is classified as low.
Based on this problem, the researcher will improve students' writing of retelling text by using Question technique to make it easier for students to develop their idea. Therefore, the author limits the problem only to the use of Questioning Technique to improve the students' writing ability in retelling text of SMP N 8 Metro in academic year.
THE REVIEW OF RELATED THEORIES
Concept of Writing Ability in Recount Text
- Definition of Writing Ability in Recount Text
- The Features of Recount Text
- The Ability to Write Recount Text
- The Assessment to Evaluate Writing Score
A narrative text is a text that tells about past experiences or events that happened in real life. In addition, narrative text is one of the easier non-fiction text types, because this text focuses on telling what happened. The text that recalls and creates events, experiences, achievements from the past in the logical structure called recount text.
The purpose of narrative text is to give the audience a description of what happened and when it happened. The chosen topic can be based on the students' activity, as the narrative text tells a specific event that highlights the sequences.
Concept of Questioning Technique
- Definition of Questioning Technique
- The Purpose of Questioning Technique
- Kinds of Questioning Technique
- The Use of Questioning Technique to Improve Recount
- Steps of Questioning Technique
In this action, the writer did a pre-test, treatment, and post-test for the students. Based on the above result, the author indicates that the learning process in Cycle II is successful because the activity percentage of the students is >70%. The table above shows that the students' scores on post-test II are diverse.
From the graph above, it can be deduced that the Questioning Technique can increase students' ability to write retelling text. The result of the students' activities in cycle I and cycle II is an increase in the students' learning activities.
Action Hypotheses
RESEARCH METHOD
- Setting
- Object of the Study
- Action Plan
- Data Collection Method
- Data Analysis Technique
- Indicator of Success
From the result of the pre-test, it appears that most of the students found it difficult to perform the test. Based on the result of the pre-test, post-test I and post-test II, it is known that there is a significant positive increase in the scores of the students. Based on the above table, it can be concluded that the question technique can improve students' recount writing skills.
RESULT OF THE RESEARCH
Result of the Research
- Description of Research Location
- Description of Research Result
The student result of writing retelling text is gains through test which consisted of pre-test and post-test given to the students in the beginning research and at the end of each cycle, while the students' activity is obtained from the observation of the students ' learning activities. First, the associate opened the class by greeting, praying, checking the attendance list and asking the students' condition. Furthermore, the author made an observation sheet consisting of a list of students' names and list of the students' activities that will be observed during the teaching-learning process.
After 2x45 minutes the bell rings and the author closes the lesson and reminds the students that it must be discussed in the next meeting. b.). In the observation, the author analyzes the learning process, the students' activities, the material and the result of actions based on observation paper arranged. Then the students who did not complete the minimum standard criteria were 92% or 23 students below the interval <70.
In addition, the author created an observation sheet that consists of a list of students' names and a list of student activities that he will observe while teaching the learning process. After the explanation is finished, the teacher asks the students about the material to make sure the students understand. Later, if students still have problems, they can ask the teacher.
It is 84% of the students who scored at least 70 for the minimum standard criteria and on the other hand cycle II was successful. The indicators of the students' activities were: .. e) The students' attention to the teacher's explanation. f) The students and teacher's interaction. g). The students' activity which has a high percentage is the students' ability to do the task 84%, the first high percentage is the students' attention to the teacher's explanation 80% and the students'.
Interpretation
- Result of Students Learning
- The Comparison of Score in Pre Test, Post Test I and
- The Result Of Students Learning Activities in Cycle I and
Based on table 7, the average of the students was 41, which shows that the majority of students have not yet passed in achieving the minimum standard criteria of at least 70. In this research, in order to know that the students have mastered the written narrative test after conducting the treatment, the writer must pass the posttest I. On based on table 10, the average of the students is 6. It was shown that the majority of students have not yet passed the minimum standard criteria of at least 70.
Based on table 16, the student average was 75, it showed that most of the students achieved the Minimum Standard ceiteria (MSC) at least 70. Comparison of score in Pre-Test, Post-Test I in Cycle I and Post-Test II in Cycle II. Moreover, the students' average score in cycle II is higher than cycle I. the following has the table with illustration scores in cycle I and cycle II.
The comparison of writing Retell text from Pre-Test, Post-Test I in Cycle I and Post-Test II in Cycle II. The comparison of the students' pre-test, post-test I scores in cycle I and post-test II scores in cycle II. The pupils' attention to the teacher's explanation from the first meeting to the next has increased.
From the data above, it can be concluded that the students felt comfortable and active with the learning process because most of the students. Then, based on the explanation of cycle I and cycle II, it can be concluded that using the Question Technique increases students' skills in writing the recount text. From graph 10, it can be seen that there is an increase in the average grade and the total number of students who passed the test from the pre-test, post-test I to post-test II.
Discussion
2. Menyusun teks naratif lisan dan tulis sangat pendek dan sederhana, terkait pengalaman pribadi di masa lampau dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks. Dengan bimbingan dan arahan guru, siswa bertanya dan bertanya tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari masing-masing teks tersebut. Siswa membaca semua teks retelling terkait pengalaman pribadi masa lalu yang telah dikumpulkan.
Siswa membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan dari beberapa teks naratif yang berkaitan dengan pengalaman masa lalu pribadi yang telah dikumpulkan dari berbagai sumber yang telah disebutkan di atas. Siswa membuat beberapa teks naratif yang sangat pendek dan sederhana tentang pengalaman pribadi masa lalu yang pernah ada dalam kehidupan siswa di rumah, di kelas, di sekolah dan di sekitarnya dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial yang nyata. untuk mencapai (untuk dibanggakan, untuk menyajikan, untuk mengidentifikasi, memuji, mengkritik, dll.). Secara kolaboratif, siswa mencari dan mengumpulkan beberapa teks naratif yang berkaitan dengan pengalaman pribadinya di masa lampau, sangat pendek dan sederhana dari berbagai sumber, antara lain dari internet, film, koran, majalah, buku pelajaran, dll.
Setiap anggota kelompok bergiliran memberikan pertanyaan untuk menyusun beberapa teks naratif yang sangat pendek dan sederhana terkait dengan pengalaman pribadi masa lalu yang ditemukan dalam kehidupan siswa di rumah, kelas, sekolah dan lingkungan dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai dengan fungsi sosial harus dicapai (membanggakan, memperkenalkan, mengidentifikasi, memuji, mengkritik, dll.). Siswa membaca dan mendengarkan beberapa teks retelling yang berkaitan dengan pengalaman pribadi di masa lalu dari berbagai sumber, mis. Bekerja sama, siswa membaca referensi dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif tentang orang, binatang, dan benda.
Secara kolaboratif, siswa meniru contoh yang ada untuk membuat teks naratif yang sangat pendek dan menghubungkan pengalaman pribadi masa lalu untuk mencapai fungsi sosial yang berbeda, dengan struktur teks dan unsur kebahasaan yang sesuai dengan konteks. Siswa mendiskusikan kesulitan yang dihadapi saat membaca, menyimak dan menulis teks naratif dengan fokus pada tujuan komunikasi, struktur dan unsur kebahasaan. Siswa mendapatkan umpan balik dari guru dan teman tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks deskriptif yang mereka hasilkan.
CONCLUSION AND SUGGESTION
Conclusion
It can be seen on the progress from pretest to cycle I and cycle II.
Suggestion
- Profile of State Junior High School 8 Metro
- Structure Organization of State Junior High School 3 Metro
- Condition of State Junior High School 8 Metro
- Attendance List of Student
- Observation Sheet of Teacher
- Observation Sheet of Students Activities
- Instrument Test of Students
- Answer Sheet of Students
- Rpp & Silabus
- Documentation of Research
Bagi siswa yang memiliki nilai di atas 70 diberikan pengayaan berupa tugas mandiri membuat teks recount. Dengan bimbingan guru, siswa mengidentifikasi fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci), dan unsur kebahasaan dari masing-masing teks tersebut. Siswa membaca semua teks tentang peristiwa pendek dan peristiwa sederhana yang telah dikumpulkan dan mengidentifikasi teks tersebut.
Surat Balasan Izin Prasurvey
Sk Bimbingan Skripsi
Surat Tugas
Surat Izin Research
Surat Balasan Research
Surat Keterangan Bebas Prodi
Surat Keterangan Bebas Pustaka
Kartu Konsultasi Bimbingan Skripsi
Curriculum Vitae
