IMPROVING THE EIGHTH GRADE STUDENTS’ DESCRIPTIVE TEXT WRITING ACHIEVEMENT BY USING REALIA AT SMPN 1 BESUKI SITUBONDO
DANTRI, DWI PRASETYA DASA
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This classroom action research focused on the use of realia to improve VIII-D students’ participation and their writing achievement. The research was conducted from March 31st until April 9th, 2015 at SMPN 1 Besuki Situbondo. VIII-D students were chosen as the research subject because it was found that the students had some difficulties in learning English especially in writing descriptive text. Moreover, according to the English teacher, some students had difficulties in finding and developing their ideas, expanding their vocabulary and tense mastery in the written form. It could be proved when the students were asked to write a descriptive text, they often did not know how to begin. Consequently, they focused on finding the meaning of the word in the dictionary and concerned with how to finish their writing rather than to make a good composition in writing a descriptive text. In this research, the data was divided into two kinds. Primary data were collected from the writing test gained and the observation result. The secondary data were obtained from the interview and documentation. The process evaluation, the students’ descriptive text writing was corrected in order that the students know their mistakes in their descriptive text writing such as grammar, vocabulary, mechanic, content, and organization were. The observation of this research used a checklist containing the students’ participation in the teaching and learning process of writing descriptive text by using realia. The interview was conducted with the eighth year English teacher of SMPN 1 Besuki Situbondo to get the secondary data that included the names of the research subjects and the students’ previous writing score of VIII-D SMPN 1 Besuki Situbondo. xv In analyzing the data, this research used both descriptive qualitative analysis and quantitative analysis method. The descriptive qualitative analysis was used to analyze the data gathered from interview, observation, and documentation. The result of students’ activeness in the observation checklist was analyzed to find the percentage of the students’ active participation. The result of writing test in the form of the students’ score of writing test was analyzed quantitatively to know the 70% of the students who got score at least 70 and it was analyzed quantitatively to find mean score. The research was held into two cycles. Meeting I and Meeting II were used to conduct a teaching learning process of writing achievement by using realia. Meanwhile, Meeting III was carried out to conduct writing achievement test to the students. Based on the observation in Cycle 1, the result showed that the average percentage of the students who actively participated during the teaching learning process of writing achievement was 41.93% and it could not achieve the criteria of success yet. The students mean score and the number of students who got standard score of writing achievement test which was done in Meeting III also could not meet the target. The students’ mean score was 67.16 with 48.38% students got score 70 or higher. Based on the research results of Cycle 1, the researcher decided to conduct Cycle 2 by revising some needed aspects. Further, the research results of Cycle 2 showed improvement. Both the observation results and the students’ score of writing achievement test achieved the target of criteria of success. The average percentage of the students who participated actively was 79.03%. Moreover, the students’ mean score was 82% with 83.87% students got the score 70 or higher. Based on the explanation above, it could be concluded that the research hypothesis were accepted. The use of realia could improve VIII-D students’ participation during the teaching learning of writing achievement and it also could improve VIII-D students writing achievement at SMPN 1 Besuki Situbondo.