CHAPTER
I
INTRODUCTION
A. Problem Background
English
is one of the languages used as a tool of universal communication. Therefore, the effort of government in teaching English
can be felt in all aspects of formal education. The uniqueness and
characteristics contained in the English language, which differs from other
languages provides its nuances of own difficulties, so many things that should
be studied and understood in order to achieve the good
mastery in English.
Good
mastery of the language, illustrates how far the insights that have the
discussion. “Good or bad
mastery of language is one of the imagery than
the writer”. From the statement above, the writer conclude that how deep
insight or knowledge someone can saw how to his language. Thus, talk about how to be mastery of good English
of course very important. Because it is symbolic to master English well means we have overcome the world.
English as an international language is learned by
every people to catch up with the development of the world, especially on
education, science, and technology. Therefore, it is very important to
communication with other people from other countries. But in this era, tourists
are free to do marketing in Indonesia, it
force people of Indonesia to be able to communicate in English.
The
important purpose from teaching English is student can increase their skill to use English. The qualities of
someone language can be seen by Speaking, reading, listening and writing. But
in fact, based on the research, writing skill of student eleventh grade of SMKN 2 Metro year
academic 2012/2013 is low. It
caused by several factor such as: 1) The method is
not interesting for the students at SMKN 2 Metro, 2) The supporting facilities of English
at school are still lack, you know why as we know that facilities
are also give influence for the qualities of learning. 3) The students have poor motivation in English
writing, 4) the students’ writing ability are limited.
Table I: Table of students’ writing
ability at eleventh grade SMKN 2
Metro years academic 2012/2013
No
|
Degree
|
Quality
|
Frequency
|
Students
|
1
|
Excellent
|
80-100
|
10%
|
20
|
2
|
Good
|
70-79
|
20%
|
30
|
3
|
Fair
|
55-69
|
20%
|
20
|
4
|
Error
|
<50
|
50%
|
70
|
Total
|
100%
|
140
|
||
Source: The score of students’ pretest achievement
by the researcher
Based
on the pre-survey data above, there are 70
students get error score in writing ability. then, it makes the researcher interest to use practice method toward
writing ability at the Eleventh Grade of SMKN 2
Metro.
Therefore, one of the
efforts to increase writing skill student at eleventh grade of SMKN 2 Metro is by using the learning method.
Realizing the importance of English, the government of Indonesia has declared
English as the first foreign language which is taught in Indonesia, starting
from elementary school, junior high school, senior high school until university
levels, especially for student of SMKN 2 METRO has learnt English
previously, their writing ability is low. It’s happen because of ineffectiveness teaching
method which used by teacher. So the researchers recommend a method that can meet the
learning objectives writing of practice method. Finally, from the problem above the researcher take a
study entitled “The Effort to Improve students Writing Ability by Using Practice Method at the Eleventh Grade of SMKN 2
Metro Academic Year 2012/2013”.
A. Problem
Identification
The problem which
are identified as follow:
1.
Writing ability of student SMKN 2 Metro is low.
2.
the method
is not interesting
3.
The supporting facilities of
English at SMKN 2 Metro are still lack
4.
Low Learning Motivation
B.
Problem Limitation
In order to
solve the problem comprehensively only some problem will be elaborated. They are as follow:
1.
Low writing ability
2.
The method is not interesting
3.
Low learning motivation
Problem
Formulation
Based on the background above, the issues raised in this
research are:
1. How to plan an instructional using Practice method?
2. How to implement an instructional using Practice method?
3. How to evaluate an instructional using Practice method?
4. How to describe the Improving of writing ability?
5. How to describe the improving of learning motivation?
Research
Objective
The
objects of this research are as follow:
1. To describe the plan of an instructional
using practice method.
2. To describe the implementation of an
instructional using practice
method.
3. To describe the evaluation of an
instructional using practice
method.
4. To describe the improving of writing ability.
5. To describe the improving of an instructional using
learning motivation.
F. Hypothesis
1. By using practice method it can increasing writing ability by learning
motivation.
G.
Research Scope
1. The
research is Class Action Research (CAR) study.
2. The
subject of the research is the students at the eleventh grade of SMKN 2 Metro, the total number of
the students are
30 students.
3. The
object of the research is about writing ability.
4. The
place of the research is in SMKN 2 Metro.
5. The
time of this research is conducted in even semester 2012/2013.
Research Benefit
After doing this research, the
researcher hopes that it will useful:
a. For Researcher
1.
Can Develop learning models more effective, efficient and fun to
involve students actively in the process of learning English to improve students'
writing ability.
2.
Can improve and Increase the learning process.
b. For Students
1.
Improving students' ability to write simple short essays
using a variety of written language accurately and fluently
2.
Increase the sense of fun and motivation to learn.
3.
Increase the confidence of students in writing.
4.
Improve writing ability and achievements in English.
c. For School
1.
Through
practice methods can
help to
improve learning English in SMKN 2 Metro.
BAB II
LIBRARY STUDY
A.
Concept of Achievement
Terminologies
of achievement originate from Netherland language “prestatie”, and in the
literature achievement have linked with activated. Adapted Ibnu Abdullah
(2008:2) “each process will ever be available usufruct that real and gets to be
measured for as a result someone achievement”
According to Yasa (2008: 1)
Achievement study used to mean as, “Result that reached by after individual
experiences a process study over a particular period. Learned achievement also
comprehended as ability maximal that reached by someone in effort that result
science or efficiency points”.
Student’s intellectual ability
really determines student success in gets achievement. To know successful don't
it someone in learned, therefore needs to be done an evaluation. Its aim is to
know acquired achievement student after teaching and learning process happens.
Effective studying can be help student to increase expected aught ability to
instructional what does want to be reached. To increase good studying
achievement needs to be noticed by condition internal and external. Condition of internal is condition or aught
situation on self student, as: health, skill, ability and etc. Condition of
external is aught condition outside self man person, e.g.: clear learned room,
media and etc.
According to Ahmadi and Supriyono
(2003: 138) declare for that: “Learned achievement that reached by someone constitutes
interaction result various factor that regards it is good deep self (internal
factor) and also extern factor self (external factor) individual. Recognition
to factor that regard studying achievement is of important once it’s mean in
order to help student in achieving studying achievement that all the best”.
From that opinion get to be
concluded that achievement is one reached by after student do effort in
processes measurable learning via essays or evaluation. Changing happening
ability on student constitutes indicator to know achievement result studies
student. Achievement test as essays that is arranged by design for shows
formation subject in gain control material or chastened material.
According to Ahmadi and Supriyono
(2003: 138) there is 4 internal factors that regard to study which is:
- Physical factor (physiology).
- Psychological factor.
- Physical maturity factor.
- Spiritual's environmental factor or security.
That factor is interacting
straightforward or even indirect in achieving studying achievements.
B.
Concept of writing ability
The terms of writing have several
meanings. Many experts have proposed the definition and explanation of writing.
Writing is a way of
communicating a message to a reader for a purpose. The purposes of writing are
to express someone
to provide information for one’s reader, to persuade one’s reader, and to
create a literary work. The
term of ability is defined as skill or power. Concisely, writing ability is the
skill to express ideas, thoughts, and feelings to other people in written
symbols to make other people or readers understand the ideas conveyed.
C. Concept
of Practice
Method
Harmer (1991) Practice
is the act of rehearsing a behavior over and over, or engaging in an activity
again and again, for the purpose of improving or mastering it, as in the phrase
"practice makes perfect". And
practice
method is a method of teaching where students are directly
invited to place skills training or instrumental, for what is, and what its
benefits. Besides practice
methods instead to obtain ready dexterity or skill to the subject, because only
by doing a practice an excess of knowledge can be perfect and this method the
students are can acquire motorist skill to write. Training method is a
method of teaching where students are directly invited to place skills training
or instrumental, for what is, and what its benefits. Besides training methods
instead to obtain ready dexterity or skill to the subject, because only by
doing a practice an excess of knowledge can be perfect and this method the
students are can acquire motorist skill to write.
D.
Advantages of Practice Method
1. Can be used with large numbers of
students making it a time-efficient way of conveying knowledge.
2. Good drill and practice provides
feedback to students, explains how to get the correct answer, and contains a
management system to keep track of student progress.
3. They can be used to build confidence as
more answers are correctly provided.
E. Disadvantages of Practice Method
1. For most students, it's boring,
uninteresting, and unappealing.
2. Without perpetual reinforcement, the
'knowledge' obtained through drill and practice is quickly lost (most students
only learn for the amount of time required to do well on the examination).
3. It has not application in the student's
real-world, i.e. rarely will the student make the connection with why these
things are important.
4. Can encourage competition, which many
Western Educators frown upon.
CHAPTER III
RESEARCH METHOD
A.
Research Method
According to Kemmis and Taggart explain an activities start from plan,
action, observation, and reflect using spiral method. More explain look this
steps:
B. Research Place
The
research was
conducted in SMKN 2
Metro, located in the
Ganjaragung
Metro city. Researchers chose SMKN 2
Metro as
the research setting, because
the researcher
was one of the
first teachers at
SMK 2
Metro, and
researchers want to solve their
own problems
in teaching. Subjects
were sophomore
SMKN 2
Metro. The reason
to choose
them as a subject
is that they have
trouble writing.
The research was conducted in
a class that
is the lowest level among the
other classes.
This was done on
the basis that
if the
strategy is successfully
implemented at a
lower grade
level, can
be applied in other classes
that have higher
levels of
English proficiency. This
class was selected
as the
implementation of
the strategy took
place. In
this study, researchers
act as teachers implement an
interim planning
collaborators observe the
progress of
the students during
the learning process.
That's because researchers assumed
to have a better
mastery of
the proposed strategy
and collaborators who want
to learn to
make observations on
it.
C.
Time and Indicator Success
This research will be done up to 3
months and this research is said successful and discontinued if 75% student
average value reach 75 or more.
D. Structure of Action Research
The
research design of this study was classroom action research which focuses on a
particular group of students in a certain classroom. The classroom action
research employed in this study followed Kemmi and Mc Taggart’s model. Each
cycle consists of four stages: (1) planning, (2) acting, (3) observing, and (4) reflecting. The
cycle will continue when there are still some defects in the first cycle or the
criteria of success are not achieved and there will be re-planning, acting,
observing, and reflecting (Kemmis and Mc Taggart 1988).
In
the planning stage, the researcher planned the model of instruction, lesson
plan, facilities needed outside the classroom, observation sheets, and
criterion of success. In implementing, the researcher applied the strategy. The
collaborator collected the data in the process of teaching and learning. In
reflecting, the researcher made decision whether the cycle was stopped or
researcher revised and continued the plan to the next cycle.
The
classroom action research was employed since it was directed to develop a
strategy in order to solve the classroom problems and to find out the most
suitable method
in the teaching of writing.
In this research, the researcher collaborated with one of the English teachers
at school who help the researcher in preparing several activities such as
designing a plan of action, observing and monitoring the action process. In
this study, the researcher acted as a teacher the collaborator acted as an
observer.
1. Planning:
Planning was the first step of the
research procedure. This activity covered the problem identification. This was
the most important step in conducting action research as by knowing the
problems, the researcher and collaborator could find a good solution to solve
the problem arose.
2. Acting
After recognizing the possible
cause of problems faced by the students of SMKN 2 Metro the chosen class has low score
of written test, the action was
decided in advance. The action was aimed to solve the problem.
3. Observing
Observing was the activity of
collecting data to supervise to what extent the result of “acting” reach the
objective. The data being taken were qualitative and quantitative data. The
quantitative data covered the students’ progress (the students’ score) while
the qualitative data comprised students’ interest, class management. In short,
in this phase, the researcher or collaborator elaborated kinds of data, the
procedure of collecting data and instruments (observation, questionnaire, and
so forth).
4.
Reflection
Reflecting
was the activity of evaluating critically about the progress or change of the students,
class, and also the teacher. In this step, the researcher and collaborator
could observe whether the “acting” activity had resulted any progress, what
progress happened, and also about the positives and negatives, and so on. In
the planning, the writer wanted to improve the students’ writing ability. The researcher would use the practice method for improving the
students’ achievement in writing.
There would be some steps like a pre-test, the teaching-learning activities,
and post-test.
E.
Definition of Conceptual and Operational
1. Definition of Conceptual
Practice is the act of
rehearsing a behavior over and over, or engaging in an activity again and
again, for the purpose of improving or mastering it, as in the phrase
"practice makes perfect". Practice means to do something over and
over, out of habit, because it has become an accepted custom, or on purpose to
try to get better at the task
2. Definition of Operational
Practice
means to use an idea or actually put it into place. It also refers to the act
of continually doing something in order to get better at it. To give lessons or
repeated instructions to drill practiced the students in handwriting. So in this reasearch the operational definition of
practice method includes; 1) Preparing the practice
material. 2) Write with own words.
F.
Grille of Instrument
1.
Specification Table Instrument of writing ability
Based
on the operational definition of writing
ability above, then the researcher can arrange the specification table of speaking
as follow:
Table 2:
Table Specification Instrument of writing
ability
No
|
Material/
Aspects
|
Indicator
|
Domain
|
Item
|
1
|
Content
|
1.1 The students are able to use variety of ideas or argument,
independent and through interpretation of the topic: content relevant to the
topic, accurate detail.
|
C1
|
1
|
2
|
Organization
|
2.1
The students are able to use ideas clearly and Then
make organization paragraph well.
|
C1
|
1
|
3
|
Vocabulary
|
3.1 The students are able to use word or idiom well
|
C1
|
1
|
4
|
Language
|
4.1 the
students are confident
handling of appropriate structure hardly of any errors of agreement tense,
number, word order, articles, pronoun, and preposition.
|
C1
|
1
|
5
|
Mechanic
|
5.1 The students are able to demostrate full command of
spelling, punctuation,capitalization, and lay out.
|
C1
|
1
|
2.
Specification Table Instrument of motivation
Based
on the operational definition of motivation above, then the researcher can arrange
the specification table of motivation as follow:
Table 3:
Table Specification Instrument of motivation
No
|
Materials
|
Indicator
|
Domain
|
Item
|
1
|
Questionnaire
|
1.1 to
know that with the questionnaire would be used to measure the students’ writing ability
improvement
|
C2
|
2,4,5,6
|
1. Test
items
In this research consists of four
activities, there are two activities were teaching-learning process, and the
second activity, the writer applied practice
method in teaching-learning process with the material “report text”. The students practiced to make report text based on their own ideas.
In the third activity, the writer still used practice method in teaching-learning process
with same material just the same
as previous activities the students still practiced
to make report text based on their own ideas but different title.
In the last activity, the students did the post-test and fill in the
questionnaire. The purpose of which was to measure the students’ progress and
result of the teaching-learning activities. In this study, the writer used a written test as the
instruments for collecting data. According to the statement above, the writer
assumed that in her research, he would like to conduct an achievement test.
2.
Observation
It would be used to note finding
and improvement during action step in each cycle. The guideline of the field
notes encompassed:
a. Observation towards the students
Observed
students’ activities
- Observation towards the teachers’ way of teaching.
3.
Questionnaire
The alternative questions of
questionnaire would be used in this research is the closed question. The writer
wanted to know that with the questionnaire would be used to measure the
students’ writing ability improvement.
The writer tries to construct the questionnaire which contains ten items.
H. Data Collecting
Technique
(1) Questionnaire
The writer uses this method to
measure how practice
method influences the students’ writing
ability improvement.
(2) Observation
This method would be used to
observe the teaching-learning process and the Students’ activities.
(3) Test
This
research would be carried out through five
criteria. the form of writing test is essay;
this test is follow to know the student writing
ability. The student’s are asked to make a
text minimally 3 paragraphs or more than 100 words to develop the titles. Then, There are some questionnaire to measure student writing ability.
Table 4:
Table of scoring criteria
Area
|
score
|
Descriptor
|
Content
|
20-17
|
Excellent to very good:
excellent to very good treatment of the subject, considerable variety of
ideas or argument, independent and through interpretation of the topic:
content relevant to the topic, accurate detail.
|
16-12
|
Good to average: adequate
treatment of topic: some independence of interpretation of the topic: most content
relevant to the topic: reasonably accurate detail.
|
|
7-5
|
Very poor: in adequate treatment: no variety
of ideas or argument: content irrelevant: or very restricted, almost no
useful detail.
|
|
4-0
|
Inadequate: fails to address
the task with any effectiveness.
|
|
Organization
|
20-12
|
Excellent to very good: fluent
expression, ideas clearly stated and supported; appropriately organization
paragraph or section, logically sequenced (coherence) connectives
appropriately used (cohesion).
|
16-12
|
Good to average: uneven
expression but main idea stand out; paragraphing or section organization
evident: logically sequenced (coherence); some connectives used (cohesion).
|
|
Vocabulary
|
20-17
|
Excellent to very good: wide
range of vocabulary; accurate word/idiom choice and usage; appropriate
selection to match register.
|
14-18
|
Fair to poor: limited range of
vocabulary, a notice able number of mistake in word / idiom choice and usage;
register not always, appropriate.
|
|
Language
|
30-20
|
Excellent to very good: confident
handling of appropriate structure hardly of any errors of agreement tense,
number, word order, articles, pronoun, preposition, meaning never obscured.
|
17-10
|
Far to poor: in sufficient
range of students’ with control only shown in descriptive sentence frequent
errors of agreement, number word order articles, pronoun, prepositions,
meaning sometime obscured
|
|
Mechanics
|
10-8
|
Excellent to very good:
demonstrates full command of spelling, punctuation, capitalization, lay out.
|
7-5
|
Good to average: occasional
errors in spelling, punctuation, capitalization, lay out.
|
|
4-2
|
Fair to poor: frequent error in
spelling, punctuation capitalization, lay out.
|
|
-10
|
Very poor: fails to address
this aspect of the task with any effectiveness.
|
I.
Data Analysis Technique
To find the scores of the test, the
writer counted up all score from the five
indicators of the students. To facilitate the computation, the writer composed
the data which are needed in the computation using this following formula:
MD : Mean of differences; the
average score from the differences gained scores
between I variable and II variable,
which are calculated with the formula;
ΣD : Total score between I variable
(X variable) and II variable (Y variable).
And D is gained with formula; D =
X-Y
N : Number of cases
SDD : The standard deviation from
differences between score of X variable and
Y variable, which is gained with
the formula;
df : Degree of
freedom with formula: N-1
1. Data Analysis of
Achievement
To
know the achievement of student after used practice
method, get a data from formative test in every cycle.
a.
Data Analysis the student get > 75
If
the students get score 75, therefore the student achievement is well or complete.
To account percentage of student gets > 75 therefore utilized by
formulas:
SN % =
×100
%
Where:
SN 100% : Percentage the student gets score > 75
SN 100% : Percentage the student gets score > 75
Sn :
Total student gets score > 75
∑S : Total student
b.
Data Analysis Student Achievement Average Value
To
account student achievement average value, use formula:
Where:
X = Achievement Average Value
∑N =
Total student achievement
∑S =
Total student
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