ppt sempro ttg the Effect of focus group.

Sempro ppt

1. 1 SEMINAR PROPOSAL THE EFFECT OF FOCUS GROUP DISCUSION ON WRIRITING RECOUNT TEXT ABILITY OF GRADE 8 STUDENT AT SMP SWASTA KARTIKA 1-4 PEMATANGSIANTAR By: Name : Harsella Sembirng NPM: 1801030183

2. Chapter 1 Introduction Research Background 2 Writing Writing is a manner of elaborating text in accordance with what the writer can reasonably assume that the reader knows and expects. Recount text Recount text is on of kind of text gender that contains the experience have done in the past. Problem : The students had low-confidence in English writing and are lazy to create writing a text Students are difficult to generate their ideas in writing recount text. Most of students lack of vocabulary and grammar understanding Focus group Discussion Language Language is a communication tool used by humans.

3. Formulation of Problem Based on the background of the research question can be formulated as follow : What is the effect of using Focus Group Discussion on Writing Recount Text Ability at grade VIII SMP Swasta Kartika 1-4 Pematangsiantar ? Scope of the research The researcher focused on writing recount text with the type is Personal recount by using mini focused discussion at eight grade of SMP Swasta Kartika 1-4 Pematangsiantar . Purpose of Research The purpose of the research is to describe the effect of using Focus Group Discussion on Writing Recount Text Ability at grade VIII SMP Swasta Kartika 1-4 Pematangsiantar . 3

4. 4 The Hypothesis of Study Ha : The use of focus group discussion significantly affects the students' ability in writing recount text at grade eight in SMP Swasta Kartika 1-4 Pematangsiantar Ho : The use of focus group does not significantly affect the students' ability in writing recount text at grade eight in SMP Swasta Kartika 1-4 Pematangsiantar .  

5. Significant of Research 5 Theoretically Practically Theoretically , the findings of the present study are expected to add more explanation in theories of learning. Teacher can be easier to teach students about writing recount text through focus group discussion. . Students The study could help student to understand and comprehend the material of teaching in recount text. The study could help student to develop their idea b. Teachers It can help teachers to use this technique in teaching recount text to the student. c. Researchers The researcher hopes that this study will give significant input to the student, to know and understand the teaching material. It can help the researcher to find out the best method or media that can helpful in teaching writing.

6. C hapter II Review of Literature Writing According to Nystrand (2005:75), writing is a manner of elaborating text in accordance with what the writer can reasonably assume that the reader knows and expects . Purpose of Writing Mc Mahan, 1996:8 mentions the purposes of writing as follows: To express the writer’s feeling To entertain the readers To inform the readers To persuade the readers 6

7. Process of Writing Harmer (2004:4) suggest the process of writing into four main elements, the are: Problem in Writing According to Nurgiantoro , (2001:298) there are many problems in writing, they are: Lack of Vocabulary Grammatical Mistake Organizing idea Component of Writing According to Jacob et al.(2019:115) there are five components in writing. They are: C ontent Organization Vocabulary Structure Mechanism 7 Pl aning g Drafting Editing Final version

8. Definition Recount text is one of common text type that use in writing, recount is a piece of text retells past events, usually it the order in which they happened. It has purpose in which it gives the audience a description of what curated and when it accreted. G eneric Structure Orientation Event Re-orientation R ecount Text Language Features Pardiyono (2007:57) stated there are grammatical pattern is used in recount text. They are : Using of predicate followed by past tense, past perfect tense and past continuous tense Using verb doing, such as; went, took, saw, got, etc. Using of adjective to show the personal attitude, such as; it was wonderful, it was fun, it was happy, etc. Using sequence markers, such as; first, second, after that, finally, etc. 8

9. FOCUS GROUP DISCUSION Focus Group Discussion According to Gibbs (in Morgan, 2013), Focus Group is the form of group interviewing but it is important to distinguish between the two groups that asked and those who answered in the discussion. Group interviewing involves interviewing a number of people at the same time, the emphasis being on question and responses between the researcher and participants. However, Focus group relies on interaction within the group based on are supplied by the researcher . 9

10. Steps of Focus Group Discussion Focus group discussion has many steps to be done for making this method easier (2007). According to Ernest, there are some procedures of focus group discussion: introduction, directing the discussion, summarizing the discussion. Introduction In this activity, the teachers explain more to the students about recount text so the students have basis. Directing the discussion In this activity, the students are to discuss the topic about recount text in group discussion. Summarizing the discussion After discussion activities, the students and the teacher make a summary about the topic has been discussed. 10

11. Advantages Focus Group Discussion Focus group discussion is one of kind discussion method. According to (Krueger, 1994), the advantages and of focus group discussion are: FGD is a socially oriented research, humans are social creatures they are influenced by people's opinions others and make decisions after listening to the advice of those around them. The format of the FGD is in the hands of the moderator, everything that happens in the FGD is in the hands of the moderator. Therefore, the person chosen as the moderator is the person who really has the ability to control the respondents and can work together with members of the facilitator group and students . FGD has high validity, the technique is easy to understand and the results are reliable, because the FGD method the data obtained are really real according to the circumstances of the respondents being studied. FGD only requires low cost. 11

12. Disadvantages of Focus Group Discusion According to Krueger, (1994:154) FGDs have weaknesses, namely : Discussions can be dominated by a few people, because there are some people who are very active in responding to the topics presented by the moderator, but there are people who do not have the courage to express their opinions for fear of being wrong or not used to speaking in public. A little information can only be obtained from each respondent, this happens when the respondent is passive and it is difficult to express an opinion. There is an uneven coverage of each topic of conversation. The point of view of members of a minority group can be ignored or not 12

13. Conceptual Framework 13 Student writing problem Quasi experiment Focus Group Discussion Writing Problem And Solved

14. Chapter 3 Research Methodology 14 Research design Research setting Population & sample The research design of this study is quantitative research with quasi experimental design. This research will be held in SMP Swasta Kartika 1-4 Pematangsiantar at grade VIII which is located at Jl. Kartini No.4, Timbang Galung , Kec.Siantar Barat, Pematangsiantar . The population in this research is eight grade students of SMP Swasta Kartika 1-4 Pematangsiantar . And sample of research, the researcher took two classes as a sample by using purposive sampling or selection group . The researcher choose VIII B with 38 students for experiment class and VIIIA with 37 students for control class.

15. Variable of Research This study has two variables: - Independent variable (Y) : Focus Group Discussion Dependent variable (X) : Students’ ability in writing Recount text Instrument of Research In this research, the researcher uses writing test as instrument of research. 15 Validity of Instrument The validity in the research uses the rubric valid. Criterion validity measures how well one measure predicts an outcome for another measure. A test has this type of validity if it is useful for predicting performance or behavior in another situation (past, present, or future). Reliability of Instrument The reliability is used to know whether the instrument is reliable (consistent and dependable) or not and can be used as a device to collect the data.

16. Technique of Data Collection 1. Pre-test The pre-test used to find out the initial skill or ability before focus group discussion had implemented. 2. Treatment The treatment held after pre-test had given in the classroom. Treatment was given to both the experimental and control class by using the same materials but different teaching model. 3. Post-test Post-test had given after the researcher doing treatment. This post-test was administrated after the treatments have been finished. 16

17. Technique Of Data Analysis After, the researcher collects the data, and then the researcher analyzes the data by following steps : 1. Scoring Test S = = 100 2. Finding mean score of each group =   17 𝑆 = Score T = Correct answer n = number of students 𝑋 = the average score ∑ fx = sum of the raw score N = number of students

18. 3 . Finding standard deviation of each group S = 4. Finding standard error of difference of mean 𝑆𝐸 (𝜒𝑒 − 𝜒𝑐) =   18 S = standard deviation ∑𝑑 2 = sum of mean deviation N = number of students 1 = constant number 𝑆𝐸 (𝜒𝑒 − 𝜒𝑐) = standard error 𝑠𝑒 = standard deviation of experimental 𝑠𝑐 = standard deviation of control N1 = number of students of experimental N2 = number of students of control

19. 5. Testing Hypothesis t test =   19 𝑒 = Mean of Post Test in Experimental 𝑐 = Mean of Post Test in Control 𝑆𝐸 (𝜒𝑒 − 𝜒𝑐) = standard error