Improving the Students’ Ability to write Descriptive Paragraph through Estafet Writing Method at the Second Grade of SMP Negeri 2 Pomalaa
1Venirwana 2Karimuddin 3Karman
This reserach was designed to improve the students’ ability to writea descriptive paragraph through estafet writing method. Estafet writing method was selected because it provided a clear description about something described in the context or illustration more vividly than words. The problem of the research is “How can estafet writing method improve the students’ ability to write descriptive paragraph through estafet writing method at the second grade of SMP Negeri 2 Pomalaa”.
This reserach was focused on the using of estafet writing to writedescriptive paragraph. The design of the reserach was collaborative Classroom Action Research (CAR). It means that when doing the research, the reseracher collaborated with one of the English teachers of SMP Negeri 2 Pomalaa. The subject of this research was class VIIIA in academic year of 2016-2017. It consists of 20 students. The instruments used in the reserach were writing test and observation sheets. In collecting data, the researcher gave test in the cycle one until cycle two.
The result of this research showed that estafet writing method could improve the students’ ability to write descriptive paragraph through estafet writing method at the second grade of SMP Negeri 2 Pomalaa. It could be seen the result of wriitng test in each cycle and result of observation sheets (non test) in each meeting from the average score of improving of the students’ ability in writing descriptive paragraph by estafet writing method. In cycle one the average score was 51 or 25% there were 5 of 20 students’ achieved the criteria of success. This average score increased to be 71.55 or 80% in the cycle two. There were 16 of 20 students who achieved the criteria of success. It means that they had achieved the criteria of success. While the result of students’ activities (non test) average score in cycle one was 3.8 (low) in the first meeting, 4.1 (average) in the second meeting and 4.8 (average) in the third meeting. The cycle two was 5.7 (average) in the first meeting, 7.7 (good) in the second meeting and 10.9 (good) in the third meeting. The result of teacher activities average score in cycle one were 5.6 (average) in the first meeting, 8 (average) in the second meeting and 8.6 (good) in the third meeting. And the result of the teacher activities average in cycle two were 8.6 (good) in the first meeting, 10 (good) in the second meeting and 12 (very good) in the third meeting. From the average score above, there was increasing in every meeting, so it is recommended that this method could be used either in writing skill or other skills.
Keywords : Writing, Ability, Descriptive Paragraph, and Estafet Writing Method