The use of student visit to a historical place to improve their descriptive text writing ability of tenth grade students of SMAN 2 Wajo in the academic year 2018/2019. Therefore, it can be concluded that the teacher effectively uses the students' visit to increase the students' ability in writing descriptive text, especially for the students of SMAN 2 Wajo. Ummi Khaerati SyamS.Pd., M.Sc. Pd., Head of English Education Department FKIP UNISMUH Makassar, her first advisor who carefully spent her precious time to guide and give great suggestions for which she also thanked me especially Go to.
INTRODUCTION INTRODUCTION
Research Problem
Based on the background of the problems described above, the formulation of the problem in this research is whether students' visit to a historical place can increase students' ability in writing descriptive text.
Objective of Research
Significance of research 1. For students
Scope of research
Using the students' visit to increase students' ability to write descriptive text, scoring will be five elements: content, organization, vocabulary, grammar, and mechanic.
Preview of Research
- Step in Doing students’ visit
Using student visit makes students improve their idea because they can see the real situation and get inspiration through outdoor classroom teaching. Visiting students can make learning more effective as they will be able to gain broad ideas and especially students have enjoyable learning experience (Markhamah, 2013). Visiting students is one of the techniques that the teacher can use in the teaching process in the classroom.
Concept of Writing 1. Definition of writing
- Writing Component
- Step of Writing Process
- How to Improve Students’ Writing Skill
Word reference In Isriana (2017), writing is one of the ways to convey an idea or message that is in written form on a piece of paper or another area. Writing is such a process that what we write is often greatly influenced by the constraints of genre and then these elements must be presented in the learning activity. Thus, based on some definitions given by the above expert, the researcher can conclude that writing is a process when students provide extended information through writing by conveying ideas, feelings and emotions in the form of written text.
- Generic Structure of Descriptive Text
- Identification
- Description
- Conclusion or evaluation
In this case, the researcher will describe the student's skill in writing a descriptive text based on the results of the writing test (Husna, 2013). The generic structure of a descriptive text is divided into three parts, which are identification, description and conclusion or evaluation. In relation to the above explanation, we can understand that there is a three-part generic structure of descriptive text.
Conceptual Framework
First, the identification part is the part in which the researcher introduces something about the phenomena to be described. The last part is the conclusion or evaluation. In this section, the researcher can provide a final comment on the phenomena or review their writing (Efrianti, 2015). At a historical site, the researcher instructs students to write descriptive text based on what they see and to record their new experiences about the site.
Hypotheses
As a result in this research, the researcher teaches English in outdoor classroom and indoor classroom.
RESEARCH METHOD RESEARCH METHOD
Population and Sample
The population of this study was conducted among the tenth grade students of SMA 2 Wajo in the year 2018/2019. There were 6 classes for the tenth grade students of SMA 2 Wajo in the year 2018/2019 and the researcher attended two classes in the tenth grade. The researcher was chosen two classes which were X IPA 3 and X IPA 4 based on the average power both have.
Instrument Research
Technique of Collect Data
Technique of Data Analysis The steps to analyze data follow : The steps to analyze data follow
The information is very clear, the idea of the development of the problem is very clear, the development of the idea is complete, very relevant to the problem and thorough. The information is clear but there is some confusion, good content, development of a complete idea, relevant to the problem and thorough. There is almost enough information, there is enough content, the development of the thesis is very limited, less relevant to the problem, but not complete.
Research Findings
- The Score of Pre-Test in experimental class
This chapter provides some findings and discussion about the use of students' historical site visit to enhance their skill in writing descriptive text in tenth grade students of SMAN 2 WAJO. Based on the table, the students' test was taken from the writing components, which are content, organization, grammar, mechanics and vocabulary. Based on the Pre-Test score data in the Experimental class above, the researcher found that the total pre-test score in the Experimental class.
The analysis of the score data in the table showed that the students' pre-test scores range from 64 to 70 and the students' post-test scores range from 72 to 80. The control class is the class that was taught using conventional methods in learning descriptive text. . Based on the pre-test score data in the upper control class, the researcher determined that the overall pre-test score was in the control class.
The table shows that the student's pre-test score started from 56 to 70 and the student's post-test score started from 67 to 79.
Data Analysis
From the table above, the result of the normality test in the pre-test control and the experimental class is shown. It can be concluded that the sample in the pre-test control class is normal. It can be concluded that the sample in the experimental class after testing is normal.
This research Null Hypothesis (H0) states that there is no significant effect of visiting students in teaching writing skill on the descriptive writing of tenth grade students of SMAN 2 Wajo in the academic years 2018/2019. While the alternative hypothesis (Ha) states that there is a significant effect of the method of visiting students to teach writing skills on the descriptive text of students of SMAN 2 Wajo common classes in the academic years 2018/2019. The basic reading of the significant T-test: if the value of significant or sig.(2.tailed) is higher than 0.05, H0 is accepted and Ha is rejected.
The result provides that sig.(2-tailed) is lower than level significant, so the alternative hypothesis (Ha) is rejected. This means that there is a significant effect between the students who are taught by using students' visit historical place to write descriptive text and using the lecture method.
Discussion
It can be concluded that the students' score between pre-test and post-test has a difference. The result showed that the students' writing skills increased especially in content and vocabulary after applied students' visit in the experimental classroom. So it can be concluded that the use of students' visit historical place in experimental class increases students' ability in writing skill.
In addition, teaching descriptive writing using outdoor activities, such as visiting students, increases students' motivation and achievement in descriptive writing. The writing results of students taught using the student visit to a historical site and the lecture method (Conventional Method) differ. Students were taught using a student visit to a historical site, and in teaching descriptive text writing, they achieved a better result than the lecture method.
The aim of this research is to determine whether the students' visit to a historical site is a result of the writing of descriptive texts by tenth grade students of SMAN 2 Wajo in academic year 2018/2019. It means that there is a significant effect of the students getting to know the historical place and teaching method of the students. So it proves that using the historical places of students is effective to increase the number of students.
The school should support the students learning in outdoor classes, especially the students' visit to historical places for the learning process of teaching English.
APPENDICES
The Score of Pre-Test in experimental class
The Score of Post-Test in experimental class No
SKOR SISWA KELAS KONTROL Nilai Pretest dan Posttest Kelas Kontrol. K2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleransi, damai), santun, responsif dan proaktif serta menunjukkan sikap sebagai bagian dari solusi berbagai permasalahan dalam interaksi yang efektif dengan lingkungan sosial dan alam sebagai serta menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KOMPETENSI DASAR DAN INDIKATOR
TUJUAN PEMBELAJARAN
MATERI PEMBELAJARAN Text Descriptive
MEDIA PEMBELAJARAN
SUMBER BELAJAR
LANGKAH-LANGKAH PEMBELAJARAN PENDAHULUAN (10 menit)
100% menggunakan tata bahasa yang benar 20 80% menggunakan tata bahasa yang benar 15 60% menggunakan tata bahasa yang benar 11 40% menggunakan tata bahasa yang benar 6 20% menggunakan tata bahasa yang benar 5 80% menulis ide Anda sendiri 4 60% menulis ide Anda sendiri 3 40% menulis ide Anda sendiri 2 20% menulis ide sendiri 1. Mampu menulis kosakata tentang tempat wisata dan bangunan bersejarah dengan benar setelah diberi contoh oleh guru. Mampu menulis teks deskriptif dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar sesuai konteks setelah diberi contoh dari guru.
Memberikan informasi tentang masyarakat, tempat wisata dan bangunan bersejarah yang terkenal melalui ciri-cirinya.
METODE PEMBELAJARAN
Siswa mengidentifikasi fungsi sosial, struktur teks, dan ciri kebahasaan dalam teks deskriptif yang diberikan. Guru menjelaskan fungsi sosial, struktur teks, dan ciri kebahasaan teks deskriptif yang diberikan. Eksperimen - Siswa menyusun teks deskriptif sederhana tentang tempat wisata dan bangunan bersejarah terkenal secara berkelompok.
80% menggunakan tata bahasa yang benar 15 60% menggunakan tata bahasa yang benar 11 40% menggunakan tata bahasa yang benar 6 20% menggunakan tata bahasa yang benar 5 80% menuliskan idenya 4. Eksperimen - Siswa membuat teks deskriptif sederhana tentang tempat wisata dan bangunan bersejarah yang diketahui individu. 80% menggunakan tata bahasa yang benar 15 60% menggunakan tata bahasa yang benar 11 40% menggunakan tata bahasa yang benar 6 20% menggunakan tata bahasa yang benar 5 80% menulis gagasannya sendiri 4 60% menulis gagasannya sendiri 3 40% menulis gagasannya sendiri 2 20 % menulis gagasannya sendiri pikiran 1.
LESSON PLAN OF CONTROL
CLASS
2 Kalimat tersusun 100% tersusun 20 80% kalimat tersusun 15 60% kalimat tersusun 11 40% kalimat tersusun 6 20% kalimat tersusun 5 3 Kalimat terpadu 100% kalimat terpadu dan runtut 20. 40% kalimat terpadu dan runtut 6 20% terpadu dan runtut kalimat Koheren 5 4 Menulis kosakata 100% Menulis kosakata akurat 20. K4 : Mengolah, berpikir dan menyajikan dalam bidang konkrit dan abstrak berkaitan dengan pengembangan yang dipelajari secara mandiri di sekolah dan kemampuan menggunakan metode sesuai kaidah keilmuan.
MATERI PEMBELAJARAN
- PENILAIAN Rubrik Penilaian
Asosiasi - Siswa membuat kesimpulan tentatif tentang gambar tempat bersejarah berdasarkan apa yang telah diperlihatkan sebelumnya. Eksperimen - Siswa menyusun teks deskriptif sederhana tentang bangunan bersejarah terkenal berdasarkan gambar yang ditampilkan.
DOCUMENTATION
The writer completed her primary school in 2008 SDN 315 Lamiku, and continued her studies at SMP 4 Majauleng for 3 years and successfully completed it in 2011. She attended Muhammadiyah University of Makassar majoring in the Faculty of English Department for teacher training and education. And at the end of the study, she was able to use her titled thesis to visit the historical site of the students to increase their ability in writing descriptive texts.
