PENGGUNAAN STRATEGI PREDICT-O-GRAM UNTUK MENINGKATKAN KETERAMPILAN MENULIS DESKRIPTIF KELAS VII SMP MUHAMMADIYAH 4 METRO TAHUN PELAJARAN 2019. Kesimpulan bahwa penggunaan strategi predict-o-gram dapat meningkatkan kemampuan deskriptif dan daya deskriptif siswa. kegiatan belajar siswa kelas VII SMP Muhammadiyah 4 Metro. Hasil penelitian ini membuktikan bahwa penggunaan strategi predict-o-gram dapat meningkatkan kemampuan siswa dalam menulis teks deskriptif.
Background of Study
The data on students' pre-survey writing skills of seventh graders at Junior High School Muhammadiyah 4 Metro. Based on the description above, the researcher conducted a classroom action research to improve writing skills of Grade VII students at Junior High School Muhammadiyah 4 Metro. Therefore, the researcher conducted a study under the title “Improving Students' Descriptive Writing Skill Using Predict-O-Gram Strategy in Junior High School Muhammadiyah 4 Metro”.
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefit of the Study 1. Objective of the study
Benefit of the Study
Prior Researchers
- The Definition of Descriptive Writing Skill
- The Component of Writing
- The Writing Process
- Writing Skill Assessment
- The Definition of Descriptive Text
- Types of Descriptive Writing Paragraph
- The Example of Descriptive Writing Skill
- The Generic Structure of Descriptive Text
- The Language Feature of Desciptive Text
According to the Oxford Advanced Learner’s Dictionary, a skill is “the ability to do something well.”6 In other words, a skill is intended to be an action that is useful and good. Cornbleet and Carter argue that writing something with such knowledge that virtually anyone could write presents a problem that could affect the language that is used.11 This means that writing is one of the skills in English that is essentially very important and the influence of the language used is used. In order to accurately describe the object, it was necessary to provide the physical characteristics of the object such as color, shape, form, etc.
Concept of Independent Variable
- The Definition of Predict-O-Gram Strategy
- Example of predict-o-gram column
- The Benefit of Predict-O-Gram
- The Implementation of Predict-O-Gram
Based on the statement above, it is concluded that predict-o-gram is the strategy that can make to predict a story in writing. When the students have finished writing the paragraph, the teacher asks the students to read it. 28 Rizka Silvia Arizona, "Teaching to Write Descriptive Text Using the Combination of Predicting O Gram and Describing Strategies for Ix Grade At Junior High School" no.
Action Hypothesis
RESEARCH METHOD RESEARCH METHOD
- Variable of the Research
- The Definition of Operational Variable
- Research Location
- Subject and Object of Study
- Action Plan
The subjects of this research are the students of the seventh grade of the Junior High School Muhammadiyah 4 Metro. Meanwhile, the purpose of this research is the students' descriptive text writing skill at class VII of Junior High School Muhammadiyah 4 Metro. Moreover, Creswell claims that action research is the most applied, practical design.33 This means that action research has a practical design.
Plan
Action
Observe
Reflect
Observe Reflect
- The Procedure of Cycle 1 a. Planning
- The Procedure of Cycle 2 a. Re-Planning
- Data Collection Technique
- Data Analysis Technique
- Indicator of Success
- Description of Research Location
- Description of the Research Data
When the students have finished writing the paragraph, the teacher asks the students to read it. f) The teacher asked the other students to listen and guess who or what it is that is described in the paragraph. The pre-test was given in the first meeting before doing treatments to know the students' skills before doing the action research Post-Test. The action of this study was to use predict-o-gram strategy to improve students' writing skills.
Pre-test
Acting
At this stage, the classroom situation was effective because the collaborator handed over to the researcher to ensure the effectiveness of the students before the researcher did research in the classroom. At the beginning, the researcher started to introduce the procedure of the method that was used in the teaching process, then he started to distribute the material. The researcher explained that the text used in the instructional teaching was organized in descriptive form.
The researcher instructed the students to write the words on paper after distributing copies of the predictive o-gram to the students. Next, the researcher asked the students to choose a word to include in the setting, characters, problem, action, and solution to predict the use of each word in the paragraph. When the students have finished writing the paragraph, the teacher asks them to read it.
The teacher asked the other students to listen and guess who or what that paragraph describes. The investigator began the lesson with prayers, greetings, checking the attendance list, and asking about the students' condition. The activity continues by explaining a bit more about descriptive text how to apply predict-o-gram to comprehension.
Then, at the end of this meeting the researcher gave the first post-test cycle with a similar task in the pre-test before.
Post-test 1
Observing
The researcher as a teacher gave material on writing text, especially descriptive text using predict-o-gram strategy. While the treatment was carried out, the student activities during the learning process were also observed by the observer. In this research, the observer is the English teacher of the seventh grade Junior High School Muhammadiyah 4 Metro whose name is Abidin.
The observer helps the researcher observe the learning activities of the students while the researcher touches the students. Source: Learning activities of students in the 1st cycle of seven graders of Muhamadiyah 4 Metro High School.
Reflecting
The Student's activity
Planning
The researcher and collaborator prepared the lesson plan, observation sheet of the students' activities, identified the problem and found the causes of problem at the first and the last of learning activities. The researcher also planned to give evaluation to measure the students' mastery on the given material. The researcher started greeting the lesson, prayed, checked the attendance list and asked the students' condition.
The researcher continued the material in the last meeting, explained the general structure in descriptive text. The good condition of the classroom environment has helped a lot in the teaching learning process. Then, the researcher gave all the students an explanation about the writing skill problem that the students often encounter through the effective strategy, the predict-o-gram strategy.
This meeting was used to post test II at the end of cycle II, for 2x45 minutes after the students were given the activity. Percentage of Completion Grade of Students in Post-test II Based on the above result, it can be concluded that 17 students (85%) were successful and other 3 students (15%) were not successful. In the learning process, four indicators were also used to recognize the students' activities as in the learning process before.
Based on the result of the observation sheet in cycle II, the researcher indicated the learning process.
Post-test 2
Source: The Students' Learning Activities in Cycle II at grade seven of Junior High School Muhamadiyah 4 Metro. The students' activity that had a high percentage was the students paying attention to the teacher's explanation 90%, then, the students asking/answering the teacher's question 80% and the students being active in the class 85%, and the last what the students could do the task 85%. Based on the result above, the researcher indicated that the learning process in cycle II was successful because the students' activity percentage got.
From the result of the learning process in cycle II, the researcher analyzed that generally using the prediction-o-gram strategy, the writing skill would improve. At the end of this cycle, the researcher and the collaborator analyzed and calculated all the processes such as the post-test of the class II of the student and the observation of the learning activities of the students. The comparison between students after class I test and after class II test can be compared in the table below.
Learning activities
Interpretation
- Result of Students Learning a. Result of students Pre-Test Grade
- Comparison of Grade in Pre-Test, Post-Test I in cycle I, and Post-Test II in Cycle II
- The Result of Students’ Learning Activities in Cycle II
At this stage, to know the writing ability of the students after the implementation of the treatment, the researcher conducted the post-test I. It can be concluded that most of the students have failed to achieve the material. c. The result of students after the test Class II. In the post-test II the mean of the students was 82, this showed that most of the students achieved MMC of at least 80.
Comparison of grade in pre-test, post-test I in cycle I and post-test II in cycle II. The comparison of writing skills in 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 grade in cycle I and post-test II grade in cycle II.
Based on the result of pre-test, post-test I and post-test II, it was known that there was a positive significant increase in students' grades. The comparative grade for students writing skills pre-test, post-test I in cycle I and post-test II in cycle I. It is supported by improving the grade of students from pre-test to post-test I and from post-test test I for post-test II. 3. The result of the students' learning activities in cycle II.
From Figure 2, we could see that there was an improvement in the average grade and the total of the students who passed the test from pre-test, post-test I to post-test II.
Discussion
Then, based on the explanation of cycle I and cycle II, it can be concluded that the use of predict-o-gram strategy improves the students' writing skills. Moreover, in the post-test I there were 13 students or (65%) passed the test, the indicator students get grade >80 with an average of 73. And in the post-test II there were 17 students or (85%) passed the test the indicator students get grade >80 with an average of 82.
We can see that there is an improvement in the total grade of the students and the total grade of the students who passed less from pre-test, post-test I to post-test II. Moreover, the minimum mastery criteria was 80 in this research, in the post-test I there are 13 students or 65% passed the test with an average of 73 and in the post-test II there are 17 students or 85% who passed the test with an average. 82. Pay attention to the teacher's explanation from 60% to 90%, students' question/answers from 43% to 80%, of students.
The result of the students' activities in cycle I and cycle II, there are improvements in the learning activities of the students. The percentage of students' writing proficiency obtained from the cycle II post-test is 85% of students achieving the minimum mastery criteria (MMC). This is because the predict-o-gram strategy consists of effective teaching procedures that significantly enhance and enhance students' writing skills.
It is caused that the use of all the teaching procedures in the predict-o-gram strategy can effectively support the researcher in increasing the learning activities of the students.
Suggestion
Teaching Writing Deskriptive Text By Using Combining Predict O Gram and Describe Strategies For Ix Grade At Junior High School” 2013. Teaching Writing Comprehension By Combining Partner Prediction with Predict –O-Gram Strategies at Senior High School” 2013. Teaching Reading In Narrative Text Avtor Uporaba strategije Predict-Ogram v kombinaciji s strategijo Jigsaw v osmem razredu srednje šole« 2013.
Science and Language Special Issue: Challenges in Preparing Preservice Teachers to Teach Science as a Second Language' 2016.
APPENDIXES
