Sheltered Instruction Observation Protocol (SIOP) Model to Improve the Students' Writing Skill (Pre Experimental Research at the Eight Grade Students of MTs Muhammadiyah Lempangan)", under the supervision of H. Based on the results of the research, he concludes that the Sheltered Instruction Observation Protocol (SIOP) ) The model can improve students' writing skills. Using the ShelteredInstruction Observation Protocol (SIOP) model to improve the writing skills of eighth grade students at MTs Muhammadiyah Lempangang.
The objective of this research is to find out whether or not using SIOP as a model improves the writing ability of the eighth grade students of MTs Muhammadiyah Lempangan.
INTRODUCTION
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
To clearly see the score percentage of the students in the pre-test and the post-test of the students. Table 4.3 above shows the percentage and frequency of the final score of the students' writing skills in the pre- and post-test. The result of the students' writing during the pre-test is low, especially in terms of content organization and vocabulary.
Students' writing ability prior to instruction using the Protected Instruction Observation Protocol (SIOP) model is poor.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
- The Definition of Narrative Text
- Generic Structure of Narrative Text
- Writing Related to the Curriculum
- Sheltered Instruction Observation Protocol
Johnstone, et.al in Javed (2013) said that writing is one of the basic skills of the English language. It is generally considered to be one of the most difficult skills for foreign language students. Once students have recreated a concept, they can consider revising the content and organization of their ideas.
Lesson Delivery, Teacher focuses on the teaching content and language goals and actively involves the students in meeting the goals.
Research Method and Design
Before the treatment was done, the students were pre-tested to find out the students' skill in writing. In this case, the author gave topic and asked the students to write a narrative text. The activities were started by giving information about the Model and the procedures of the activities.
The students were given treatment where components of sheltered teaching are observation protocol as a strategy in writing narrative. Content objective describes what the students will learn during the lesson Language objectives describe how the students will learn the content of the lesson. This component focuses on connecting the students' knowledge with previous experience about the material, researcher using vocabulary that the students easily understand and giving some questions about the material to know the students' basic knowledge about narrative text.
Students are provided with support such as prediction guides and other learning materials and media (book, film and picture based on narrative text). Instructional strategies included student placement techniques that provided the right amount of support and assistance to move students to the next level. The researcher provided constant opportunities for students to make a piece of narrative text and interact with peers or create a small group where each student has the opportunity to speak (tell me more about this or can you tell us why you think that?) and do a project together.
Researcher focuses on the content and language objectives of the lesson and actively involves the students to achieve the objectives. Researcher provides the appropriate feedback so that the students can continue to grow, review the concepts to ensure long-lasting learning, and provide assessment to track student progress.
Population and Sample
The data in table 4.1 above shows the rate percentage and frequency of the students' pre-test and post-test score in written paragraph in content classification. The data in table 4.1 also shows the rate percentage and frequency in post-test of the students' score in content classification. The figure shows that the percentage of the students score in content that is classified in.
The data in Table 4.2 above shows the rate percentage and frequency of the students' pretest and posttest scores in the written section in organizational classification. The data in Table 4.2 also show the rate percentage and frequency in the posttest of the students' scores in organization classification. Figure 4.2 above shows the percentage of the students' organization scores, and there were different percentages between the pretest and posttest.
After calculating the result of the students' pre- and post-test, the writer presents the average score and the improvement of the students' writing. It means that the average score of the students writing the post-test was higher than the average score of the pre-test. The Sheltered Instruction Observation Protocol (SIOP) model is very helpful for the students and the teacher in the classroom.
This means that students' achievement in writing before being taught using the Protected Instruction Observation Protocol (SIOP) model is not good. The importance of different students' ability to develop written ideas for students before and after instruction using the Protected Instruction Observation Protocol (SIOP) model.
Research Variable
Instrument of the Research
The rate percentage and frequency in Table 4.1 showed that students can develop their ideas in paragraph writing based on content evaluation. Figure 4.1 shows the percentage of the content score of the students, where there was a significant difference in the percentages between the pre-exam and the post-exam. The research findings relate to the classification of the pretest and posttest scoring organization of students, these findings are described as follows.
The percentage level and frequency in Table 4.1 showed that students can develop their ideas in writing a paragraph. For the organizational variable, the average score of students before the test was 48.14 and after the test was 72.71 with an improvement of 51.03%. Thus, we can conclude that the use of a sheltered lesson observation protocol is effective for the improvement of students.
Research findings show that students' writing achievement using the Protected Instruction Observation Protocol (SIOP) model shows improvement in students' writing ability in terms of content and organization. There were some significant differences in students' writing ability in terms of content and organization before and after using the model. This means that the Protected Instructional Observation Protocol (SIOP) model motivates students to get ideas, teaching, feelings and express them in writing.
The researcher found that there was a difference between the students' ability to develop ideas in writing before and after the researcher taught using the sheltered teaching observation protocol (SIOP) Model. This means that the sheltered teaching observation protocol (SIOP) model can help the students to improve their skill in writing.
Procedure of Data Collection
Technique of Data Analysis
The data from the English writing test will give a score based on the two-score classification of English writing ability. Finding the significant difference between pre-test and post-test by shocking the value of the test.
FINDINGS AND DISCUSSION
Discussion
Based on the above problem, the investigator delivered the treatment using the sheltered instruction-observation protocol so that the students could demonstrate the improvement in the post-test. In the pre-test, only an exercise (written test) was given to know their prior knowledge before using the sheltered instruction-observation protocol. Using the sheltered instruction observation protocol during the writing process, the researcher found that the average score of students' performance after the test is greater.
In table 4.4 shows that the content score where mean score of pretest is 49.14 and after using protected instruction observation protocol mean score of posttest is 82.38. Therefore, the researcher indicated that there is significant improvement in student performance after using protected instructional observation protocol. This research has a line with Echevarria in Gregory (2012) that the ELL students who received SIOP instruction made greater gains on posttests, leading the researchers to assert the effectiveness of the instructional model.
After comparing the results of this research and previewing the research findings, the researcher concludes that using the Protected Instruction Observation Protocol (SIOP) model is effective to use. Based on the findings and the researcher's experience in the classroom, the researcher identified some advantages of the SIOP model, such as guiding students to think quickly about their task, and students can write whatever comes to mind. In addition, students can easily connect all the ideas they have in their heads.
Students and teachers can implement this model without spending a lot of money and time. Using the Protected Instruction Observation Protocol (SIOP) model, the teacher can create a representative and interesting learning process in the classroom, because students can freely develop their own ideas.
Suggestion
To motivate the students to learn, the teacher must pay more attention to their profession as a teacher in this case the teacher must pay more attention to the students' interest and understanding of the students' need. The teacher should be more creative and innovative in choosing strategy in teaching English, especially in developing ideas in writing paragraph, so that the students will be more interested and motivated to study English. SIOP literature review. Retrieved from http://www.edu/etap/files/SIOP_STEM_Research_on_ELLs.pdf.
Mengajar pelajar bahasa Inggris dengan cara SIOP. Diperoleh dari http://www.prel.org/products/paced/fall06/siop.pdf Haynes, Judie. Pengajaran teks narasi dalam meningkatkan menulis kepada siswa kelas sepuluh di SMA Negeri 1 Petarukan, Pemalang. Mensyukuri kesempatan mempelajari bahasa Inggris sebagai bahasa komunikasi internasional yang diwujudkan dalam semangat belajar.
Siswa menunjukkan rasa syukur atas kesempatan mempelajari bahasa Inggris sebagai bahasa komunikasi internasional yang diwujudkan dalam semangat belajar. Resolusi: menunjukkan bagaimana partisipan dalam cerita menyelesaikan krisis, baik atau buruk. Kemudian bos buaya memanggil semua temannya dan meminta mereka membuat garis secara berurutan dari satu sisi ke sisi sungai yang berurutan.
