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IMPROVING THE QUALITY OF THE STUDENTS’ EXPLANATION TEXT THROUGH DYADIC ESSAY TECHNIQUE AT SMAN 2 MAROS MENINGKATKAN KUALITAS MENULIS EXPLANATION TEKS SISWA MELALUI DYADIC ESSAY TECHNIQUE DI SMAN 2 MAROS THESIS BY: RADIAH NIM: 105.07.01.039.16 GRADUATE PROGRAM MAGISTER OF ENGLISH LANGUAGE EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2018 IMPROVING THE QUALITY OF THE STUDENTS’ EXPLANATION TEXT THROUGH DYADIC ESSAY TECHNIQUE AT SMAN 2 MAROS A THESIS In Partial Fulfillment of the Requirement for Magister Degree Study Program Magister of English Language Education Written and Submitted by RADIAH NIM: 105.07.01.039.16 To GRADUATE PROGRAM MAGISTER OF ENGLISH LANGUAGE EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR THESIS PERNYATAAN KEASLIAN TESIS Yang bertanda tangan di bawah ini: Nama : RADIAH Nomor Pokok : 105 07 01 039 16 Program Studi : Magister Pendidikan Bahasa Inggris Menyatakan dengan sebenarnya bahwa tesis yang saya tulis ini benar-benar merupakan hasil karya saya sendiri, bukan merupakan pengambilalihan tulisan atau pemikiran orang lain. Apabila dikemudian hari terbukti atau dapat dibuktikan bahwa sebagian atau keseluruhan tesis ini hasil karya orang lain, saya bersedia menerima sanksi atas perbuatan tersebut. Makassar, 2021 Yang Menyatakan, RADIAH 105 07 01 039 16 MOTTO AND DEDICATION “Tahajjud is the prayer of those seek success” “Tahajjud is a simple act of meeting your lord, and getting all your prayer answer” “Tahajjud prayer is cry out to the almighty in darkest hour of the night and see his mercy touch you miraculously” This thesis is dedicated to my beloved parents and my beloved family. Who always pray, support, and love me. ABSTRACT RADIAH , 2021. Improving the Quality of the Students’ Explanation Text through Dyadic Essay Technique at SMAN 2 MAROS. Graduate Program of Muhammadiyah University of Makassar, Supervised by Dr. Ratna Dewi, S.S., M.Hum.and Dr. H. Bahrun Amin, M.Hum. Keyword: Dyadic Essay Technique, Writing, Explanation Text This research aimed to improve the students‟ quality in writing explanation text through Dyadic Essay Technique, this research was conducted in SMAN 2 Maros. The data had been counted by the researcher, then the researcher consider about the improvement of the students. In conducted this research, the researcher gave the students reading text and the students work collaboratively. The data were got using the test for the students, then the data counted by researcher by using quantitative method of data collection technique, and also through documentation with 32 students in the classroom. The Results of this research showed that Dyadic essay technique can improve the students‟ writing, especially in content and organization, it proven by the results of the test, where the students‟ achievement in writing content and organization was shown by the students‟ scores in D-test (50 and 55.7), Cycle I (60.3 and 60), and Cycle II (81.1 and 71.). Hopefully, the result of this research is able to be replicated by SMA teachers and students in solving similar problems faced in writing explanation text. 5. Drs. H. A. Munir, L M. Pd, the head master of SMAN 2 Maros and Dahriani, S.Pd, the teacher of English and all students in class XI MiPA 1 who had become my object in conducting research in academic year 2019/2020. 6. Special thanks to my friends in B class Magister of English Language Education Study Program. Finally, alhamdulillahi robbil alamin and I would like to thank everybody who was important to the successful realization of this thesis. This thesis is far from perfect, but it is expected that it will be useful not only for the researcher, but also for the readers. For this reason, constructive thought full suggestion and critics are welcomed. Makassar, 2021 Radiah TABLE OF CONTENTS Page ABSTRACT ................................................................................................ vi ABSTRAK ................................................................................................... vii ACKNOWLEDMENT .................................................................................. viii TABLE OF CONTENTS ............................................................................. x LIST OF TABLE ......................................................................................... xii LIST OF GRAPHIC ..................................................................................... xiii LIST OF APPENDICES .............................................................................. xiv CHAPTER I Introduction A. Background ..................................................................................... 1 B. Research Questions ....................................................................... 5 C. Objective of the Study ...................................................................... 6 D. Significance of the Study ................................................................. 6 E. Scope of the Study ........................................................................... 7 CHAPTER II Review of Related Literature A. The Concept of Writing .................................................................... 11 B. The Concept of Dyadic Essay Technique ...................................... 14 C. Conceptual Framework ................................................................... 18 CHAPTER III Research Method A. Research Design ............................................................................. 19 B. Research Setting And Subject ........................................................ 19 C. Techniques of collecting Data ......................................................... 20 D. Research Procedure ........................................................................ 20 E. Data Analysis ................................................................................... 25 CHAPTER IV Findings and Discussion A. Findings ........................................................................................... 28 B. Discussion ...................................................................................... 33 CHAPTER V Conclusion and Suggestion A. Conclusion ...................................................................................... 41 B. Suggestion ...................................................................................... 42 REFERENCES ........................................................................................... 43 APPENDICES ............................................................................................. 46 CURRICULUM VITAE CHAPTER I INTRODUCTION A. Background Writing is a complex activity since it requires students‟ comprehensive abilities such as mastering grammar, vocabulary, and punctuation. Besides to write well, the students are expected to be able to present their ideas meaningfully. Widodo, (2008:101) and Masyitha (2015:11) further adds that writing is an activity to express ideas or feelings in written form by selecting appropriate words to make the message clear. It is a skill which is used to explore the idea and other communication activities (Saputri, 2014:2). Thus, learning how to write well is very important for the students. According to Saputri (2014), having good ability in writing is needed in this modern communication or high- technology era. It must be learned by students to communicate and to face the competition with other people in this global era. Writing is a complete series of activities. Writing is not just an activity of arranging words, but it focuses the reader on understanding what the content of the writing is. Many things support why someone wrote. Raimes (1983: 3) sees in terms of content and how to compose sentences so that it makes it easier for readers to know the essence of the writing. Writing is a complex process. In the writing process, it is as if the writer communicates with the reader through the resulting writing. The author pours all ideas and experiences into a series of writings which are then transferred to the reader in a written form so that they are easily seen and understood by the readers. Making good writing is not an easy skill to master because it takes several skills. Therefore, writing is not just composing words, sentences and paragraphs. The classroom action research was conducted in SMAN 2 Maros. There were some reasons why the researcher chooses SMAN 2 Maros such as;, this school has a good administration and infrastructures in teaching learning process. SMAN 2 Maros has good facilities to support teaching learning process such as; a science laboratory, a computer laboratory, a multipurpose hall and library. The second reason is the headmaster and the English teacher of SMAN 2 Maros allowed and supported the researcher to do a research in this school to know the students‟ English problems and finding the solution to solve the students‟ problems in writing ability. They also supported the research that can increase students‟ Englsih abilities. The students' low writing ability also occurred at SMAN 2 Maros. This was based on the information collected by researchers from the English teacher at the school. The students face many problems with writing. Many things affect students so the students are lazy to write. The students have difficulty finding ideas. Ideas become obstacles when the students cannot find them even though ideas become life in writing. When they did not find an idea it would be their classic reason not to write. In addition the students also do not know how to arrange good paragraphs. From the preliminary study, the researcher also found some causes that makes the students„ writing accuracy low. (1) the students do not like to write a text based on their own idea. The students are lazy to write with their own ideas and they just copy some texts from the internet when they get writing assignment from the teacher; (2) Sometimes the students do not pay attention to the teacher, some of them just talk to their friends, and there also some students who are busy with their own activity. Furthermore, the teacher does not have numerous techniques in teaching writing. She just gives the traditional technique and she does not give the students opportunity to write. The teacher seldom conducts writing activity, so that it influences the students„ ability in writing. Most of the students organize paragraphs in a way that is not good and confusing. This was because students found it difficult to come up with ideas and some of them don't even have ideas. Even some of them found it difficult to distinguish between the main idea and the supporting idea. This became a serious problem when there was no guidance and direction from the teacher. They kept repeating these mistakes. Besides that, the problem that still often found was that there were still many students who still found it difficult to develop their ideas. Especially if the problem related to the learning process, media, techniques, and learning materials. The learning media used very influential on student achievement. The techniques and learning materials provided to students also influence students' motivation to be actively involved in the learning process. Some studies about dyadic essay technique in teaching writing have been conducted. Dyadic essay technique and its relation to writing skill; the researchers found that the students with high creativity can make a good writing than the students‟ with low creativity. The creativity of the students can be seen from verbal creativity that is the ability to think creatively and to measure one‟s fluency, flexibility, and originality of a verbal form which deals with words and sentence. Fluency is to think many words starting with certain letters as possible in two minutes; flexibility is the ability to find variant ideas in two minutes to arrange and the originality is the student needs to think beyond what a device is used in everyday life such us an individual‟s ability to generate original and unconscious solution. (Gufran, 2012; Rahmawaty, 2016 and Putri, 2015). Marginingsih (2014) studied dyadic essay technique in teaching writing especially in the structure of the expository text. Dyadic Essay Technique gives the students the opportunity to develop their idea. They look for the data/ information/fact from books, internet or other source. The students were required to collaborate in collecting and sharing information as a basis for their composition. Besides that Dyadic Essay Technique also improve classroom situation. This can be seen from observation in every cycle described that during the implementation of Dyadic Essay technique, when the lecturer gave writing assignment, all members of a group work This research was focused on improving the students writing explanation text through Dyadic Essay Technique at the second grade students of SMAN 2 Maros which covers: the students focused to their skill in writing content and organization. CHAPTER II REVIEW OF RELATED LITERATURE Writing is one of the main ingredients so that reading worship can be done. So, making writing as material for reading is also a good deed. So important and the role of the pen and what is written by humans, Allah even swears to use the pen name in the Al-Quran Surat Al- Qalam (68) verse 1. “Nun, demi kalam dan apa yang mereka tulis.” Allah the Most Holy made writing work as one of the main parts in disciplining his creatures and making documentation as evidence when He judged all of His servants. The two main angels of Allah have the task of recording all the actions of a servant. The notes written by the angels turned out to be a reminder to mankind when their notes were opened on the Judgment Day by Allah Who Knows. During the time of the Prophet sallallaahu 'Alaihi Wasallam, the companions were prohibited from writing his words, because it was feared that there was an overlap between the verses of the Al-Quran and the words of the Prophet, so that the companions only wrote verses of the Al-Quran on various objects. However, Rasulullah Sallallahu 'Alaihi Wasallam actually applies specifically to the young friend of worship expert Abdullah bin Amr, son of war strategist Amr bin Ash radhiyallahu' anhu. When most people were still illiterate, the friend Abdullah bin Amr radhiyallahu 'anhu was already proficient in reading and writing. He had a habit that was not commonly practiced by the companions, he was very fond of recording the sayings of the Prophet Sallallahu 'Alaihi Wasallam. When Rasulullah Sallallahu 'Alaihi Wasallam died, he was 17 years old. When Abdullah bin Amr was complained by other friends because he liked to write the sayings of Rasululllah Sallallahu 'Alaihi Wasallam, he went to the Prophet for consultation.Abdullah bin Amr bin Ash radhiyallahu 'anhu was then ordered by the Prophet Sallallahu' Alaihi Wasallam, "Write! By the One whose soul is in His hands, it does not come out of my mouth except the truth. " At the time of the Prophet Sallallahu 'Alaihi Wasallam, reliance on memorization was more than relying on writing, because the memorization of the companions of radiallahu' anhum was very strong and fast, in addition to the few people who could read and write and the ingredients. Therefore, whoever from among them hears a verse, he will immediately memorize it or write it down with the makeshift means on the palm leaves, pieces of skin, rock faces or camel shoulder blades. The number of Al-Quran memorizers is very large. However, in order to maintain the existence of the Koran after the war, Yamamah killed many of his Quran memorizers, Umar bin Khaththab radhiyallahu 'anhu urged Caliph Abu Bakr Ash-Shiddiq radhiyallahu' anhu to collect Al-Quran records. In Sahih Bukhari it is stated that at first Abu Bakr did not want to do it because he was afraid of sin, so Umar continued to express his views until Allah Subhanahu wa Ta'ala opened the door to Abu Bakr's heart for that. Abu Bakr then called Zaid bin Thabit radhiyallahu 'anhu. Accompanied by Umar, Abu Bakr said to Zaid, "Actually you are a young and intelligent person, we do not doubt you, you once wrote a revelation to Rasulullah Sallallahu 'Alaihi Wasallam, so now look for the Koran and collect it!" Zaid said, "So I also searched and collected the Koran from the palm fronds, the surface of the rock and from people's memorization. The manuscripts were in the hands of Abu Bakr until he died, then held by Umar until his death, and then held by Hafsah Binti Umar radhiyallahu 'anhuma. " Hammond in Nunan (1991-86) believes that understanding in using spoken and written language is needed in the development of good lessons. All students are required to be able to speak and write, especially to write because there are several books written in English. Another opinion from Paul and Goione (1973: 3) states that there is nothing to be afraid of in writing activities. the teacher will assist students in the writing process and will support students in writing. The teacher will also provide opportunities for students to express their thoughts into writing because most of the people will find it difficult to express what they think. As said by Reid (1993: 236-237) writing is an activity that requires writers to explore their thoughts in a good order so that it can be understood by readers. The structure consists of written content, vocabulary use, language use and organization. Similar to what was said by Angelo (1980: 1) there are many things that we can get from writing because writing can improve thinking skills, can understand someone's thoughts from the point of view of writing and dig deeper information so that writing can be understood by readers. This is the reason why writing is needed in the world of education. Byrne (1995: 5) states that one of the requirements to graduate from college is to write. good writing results will produce good grades. By getting good results from writing, it will increase opportunities in the career world as it is said (1965-40) that writing is needed in getting a job. A lot of things can be understood by those who read it. Apart from that the writer must also consider things that can affect the writing process, for example a teacher must make his own efforts in writing. 3. Element of writing Heaton (1988-135) divides the stages of writing into 5 stages, namely: a. Contents The message in biased writing is clearly understood by the reader as a form of information b. Organization Compilation of information must be systematic in accordance with the events so as to create a good writing organization c. Grammar The use of good grammar is very necessary in the writing process. Therefore, expressing ideas must be organized and clear d. Vocabulary Choosing the right vocabulary can make it easier for writers to arrange them into sentences and paragraphs e. Mechanical After the writer puts his ideas into writing, the writer must also pay attention to punctuation. 4. Writing Explanation Text Text that explains why and how an event is happen. Anderson and Anderson (1997: 81) show that explanatory texts are able to tell the process steps of natural phenomena, scientific processes, and events related to socio-cultural life. Explanatory text aims to describe how and why something can happen. According to Anderson and Anderson (1997: 82), explanatory text aims to tell how a natural or socio-cultural phenomenon can occur. Explanation text is often used in telling about how and why an event happened. For example, why could this be different, how could this be, why could this be happening, how to find a way out, etc. General structure a. Introductory paragraph as a general statement b. A statement of why and how something happened c. The closing declaration B. The Concept of Dyadic Essay Technique 1. Description and Purpose of Dyadic Essay Dyadic Essay is an adaptation of Dyadic Essay Confrontation (DEC) developed by Sherman. Dyadic essay is one of collaborative learning technique. Dyadic essay technique is a technique that focuses on writing, Barkey, et al (2005 : 246). This technique guides the students to write through the process of reading and the students make question to explore their idea and they provide answers for the questions and then they improve in a good writing. Dyadic Essay is conditioned to activate students and to give opportunities for students to improve their understanding of the learning material. Millis, et al., (1993) states that dyadic essay is a technique where the instructor assigns the students to read or to watch video. The students formulate an essay question and model response to their own question, and then the students exchange their essay question but the model answer that they have done is not include. After exchange essay question, the students write a model answer to the question. After that the students discuss their writing and make it into perfect writing. (Patricia K) argue that dyadic essay technique leads students to make questions and answer them by themselves before being exchanged for pairs. The students in pairs help each other in writing. The point is that dyadic essay technique is a collaborative technique that groups or the student pair with their friends to work together in writing. They start by reading the text, making questions, and then answering questions. After that they exchanged to answer their friend's question. After they finished answering, they then compared their answers and discussed them. Barkley, Cross and Major (2005: 246) in writing based on the Dyadic Essay, students read the text based on the material being taught then students make questions about what C. Conceptual Framework This research was examined the students‟ writing process in explanation text using dyadic essay technique. After the students finished in writing, the researcher was focused to know the improvement of students writing content in explanation text and the improvement of the students writing organization in explanation text. The researcher analyzed the students‟ work and found the problem of the students in writing. After that, the researcher was solved the students‟ problem. Observation Planning Cycle II Observation Reflection Action Planning Cycle I Action Reflection BAB III RESEARCH METHOD A. Research Design This research was classroom action research. The researcher implemented dyadic essay technique as a way to find solution on the students‟ content and organization in writing explanation text. This research focused on the improvement of teaching-learning quality, particularly the students‟ writing skill. Because this research also called collaborative research, it conducted collaboratively and involved some cycles in its implementation. The researcher worked collaboratively with the English teacher to identify some urgent and practical problems that will be found in the class, took some actions for the problems, and evaluated the effectiveness of the actions. The actions were focused on the result of the students writing explanation text through Dyadic Essay Technique. When the result of the actions was not satisfying, the quality of the action to be implemented in the next action should be refined. B. Research Setting And Subject This classroom action conducted at the eleventh grade students of SMAN 2 Maros. The eleventh grade consists of 6 classes. Each class consisted of 30-32 students. The subject of the researcher was the students of XI IPA 1 SMAN 2 Maros which is consist of 32 students. C. Techniques of Collecting Data To get those data, the researcher collected the data by using the similar data collection techniques as a writing test was used to know the students‟ writing achievement after the implementation of Dyadic Essay Technique. Then, it also used to know whether there was an improvement of the students‟ writing skill or not. D. Research Procedure 1. Preliminary Study In this step, the researcher interviewed the English teacher to find the problems faced by the students during writing lesson. The researcher also observed the teaching learning process happened in the class. After that, the researcher gave D-test about explanation text to the students. The D-test score 52.85 was the parameter of the students„ ability in writing explanation text. After finding the problems faced by the students during the writing lesson and knowing the class situation, the researcher and the English teacher discussed and selected some problems which urgent and feasible to solve so that the students can meet 70 as the KKM of English subject. Based on the preliminary research data, the researcher and English teacher did some actions having three steps: planning, implementation and observation, and reflection. a. Cycle 1 The technique to teach writing to the students was Dyadic Essay Technique. The material was explanation text. The procedures are as follows: 1) Plan a) Prepared the lesson plan b) Prepared the material of teaching The researcher start from learning and teaching process based on the lesson plan. The researcher introduced the students about Dyadic Essay Technique to the students. The phases of learning and teaching process were as follow: a) The teacher gave a reading text then the students make some questions based on the text they b) They answer the question made by themselves which become model answers. c) The students exchanged their question in pairs but the answer they have made not included d) The students wrote the answer from their friend questions e) The students discussed and compared with their friends about question and answer f) And then, the students started to write an essay by developing answer they have discussed g) The students discussed with their friend again about their writing and then revised. The students share the rough draft and the students revise on the basis of feedback. h) After the students revised their writing, the students edited their writing such as took a distance from their writing and the students corrected the errors. i) The students have written and published their writing in front of the class and then the teacher conducted general discussion and gave feedback to the students‟ work. 3) Observe. The observation was to check of the first cycle: a) Some students activities in their learning on writing b) Some response of the students in the process of learning and teaching. c) The activity of teacher during Dyadic Essay Technique and learning teaching process. 4) Reflect From the first cycle, the researcher got some data from the test and also observation. a) Evaluate some activities which has been finished b) Analyzed all the data what to repaired, and also to improve c) Made a temporary conclusion to the classroom action research in every cycle. d) Decided any action in further, either for do further cycles or not. e) If the students were not get good score in the first cycle, the researcher will do the next cycle. E. Data Analysis The researcher analyzed the students„ writing progress based on the result of analytic scoring rubric. In scoring students„ works, there were two elements to score. They are content and organization. The distribution score of writing elements was illustrated by the table: 1. Content In the content component the researcher used scale 0-100 scoring rate as follows: Classification Score Indicator Excellent to Very Good 100-90 Knowledgeable – substantive- etc. Good to Average 89-73 Some knowledge of subject-adequate range- etc. Fair to Poor 72-56 Limited knowledge of subject- little Heaton (1989:146) 2. Organization In organization component, the researcher used scale 0-100 scoring rate as follows: Classification Score Indicator Excellent to Very Good 100-90 Fluent expression-ideas clearly stated- etc Good to Average 89-70 Somewhat choppy- loosely organized but main idea stand out-etc Fair to Poor 69-50 Non-fluent- ideas confused or disconnected- etc Very Poor 49-35 Does not communicate- no organization-etc. Heaton (1989:146) substance-etc. Very Poor 55-43 Does not show knowledge of subject- non substantive-etc CHAPTER IV FINDINGS AND DISCUSSION A. Findings The findings of this research cover with the description of the students‟ improvement in content and organization and the students writing process. 1. Improvement of the Students’ Content in Writing Explanation Text In the first cycle, the students were asked to write a topic based on the researcher given. The topic was natural disaster. The students write explanation text by using their own words. They were asked to write the topic with length of 100 words minimally. The researcher checked the students writing by using Heaton J.B (1989) band score in term of content and organization. The students‟ evaluation score in writing content can be seen in Table 4.1. Table 4.1 The Mean Score of the Students Evaluation in Content Mean Score D T 50 Cycle I 60.3 Cycle II 81.1 The data in Table 4.1 shows the students skill in content as the result of calculating of the diagnostic test and the students writing skill by using Dyadic Essay Technique. The mean score in diagnostic test was different from the students in cycle I. The mean score in diagnostic test was 50, in cycle I was 60.3 and in cycle II was 81.1. The assessment of cycle II was greater than cycle I and diagnostic test. Based on the percentages above there were improvements of the students writing explanation text by using Dyadic Essay Technique. To see clearly the improvement of the students writing content, the following graphic was presented. Graphic 4.1 The Students Improvement in Content Graphic 4.1 showed the improvement in D-Test to the cycle I and from Cycle I to Cycle II. The students mean score D-Test is 50 while the students mean score in cycle I is 60.3 and 81.1 in cycle II. 2. Improvement of the Students’ Organization in Writing Explanation Text The implementation of Dyadic Essay Technique could assess the students‟ progress writing organization. The students‟ evaluation score in writing organization can be seen in Table 4.2. Table 4.2 The Mean Score of the Students Evaluation in Organization 50 60.3 81.1 0 10 20 30 40 50 60 70 80 90 content D-T cycle I cycle II Mean Score D T 55.7 Cycle I 60 Cycle II 70.2 The data in Table 4.2 shows the students skill in organization as the result of calculating of the diagnostic test and the students writing skill by using Dyadic Essay Technique. The mean score in D-Test is different from the students in cycle I. The mean score in D-Test is 55.7, in cycle I is 60 and in cycle II is 70.2. The assessment of cycle II is greater than cycle I and diagnostic test. Based on the percentages above there were improvements of the students writing explanation text by using Dyadic Essay Technique. To see clearly the improvement of the students writing organization, the following graphic was presented. Based on the research results obtained, the researcher described several interpretations of the research results in detail. In the writing test, it was measured two components of writing namely: content and organization. 1. Improvement of the Students’ Content in Writing Explanation Text The researcher used Dyadic essay technique to improving the students writing ability. It was indicated by the improvement of mean scores in D-Test from (50) to (60.3) in cycle I and (81.1) in cycle II. It was recognized that in D-Test, the students in score 50 were failed to create good explanation text. They could not describe the event clearly because the event was explained shortly and the central purpose of their writing was confusing. The results shown are not satisfactory. Students cannot make well-organized writing. Most of them have difficulty in determining ideas, use of punctuation, use of spelling, grammar, vocabulary, tenses, and sentence construction. This is very influential on the content of the writing produced. Flood Flood is disaster the community and result many financial lost. Flood happens in big city and solid community. There is two factor that is natural and unnatural. Flood in natural happens by swift rain until volume water in river full loaded and until water flow on housing community. While flood in a unnatural happens by people throw many rubbish on the river until current water stop up. Detriment happen by flooding so many like the water carry people, house, bridge, vehicle and etc. (S13) From the examples above, it can be concluded that students in class XI MIPA 1 of SMA N 2 Maros were still confused to write an explanation text. Most of them did not know how to write explanation text and they were confused to choose appropriate words and tenses in their writing. The students still do not show knowledge of subject. They need to pay attention of how to write the words correct so that the reader can understand the content of the text. In cycle I, the students in score 60.3 showed the positive improvement in the students writing Tsunami Tsunami is literally meaning big waves in the post. In terms of the tsunami in general it can be interpreted as the displacement of water caused by a change in the surface of the sea vertically and extending suddenly. Tsunami occurs because during underwater landslide that not only trigger earthquake and underwater sponsored volcanoes are caused due to the presence of colliding slabs which can also conge. The characteristic of tsunami namely the water conditions around the coast suddenly recede, there was a roar and distant sound that was quite loud, strange animal behavior such us birds heading into the middle of the ocean, there were unusual waves , electricity is lit even though there is no electricity due to electromagnetic waves. The cause of the tsunami is that are arrivals of a tsunami wave to the mainland can get an earthquake. So it is no surprising than an earthquake with the scabbed center of the local government will call away from the coast so that the tsunami warning is safe. And volcanic eruptions that trigger tsunami will cause volcanic earthquakes and meteor strikes that occur on the sea trigger tsunami.(S17) From the example above, it can be conclude that the student in writing explanation text still have limited knowledge of subject. The students still need to write more and make the content of the text well. They have to pay attention in write the correct words and make a space in writing because the meaning of the text will unclear so that the content of text cannot be understood by the reader. However, here it can be seen from the increase in the ability to write their explanatory text. Therefore, the researcher continues his research to cycle II to solve problems so that students' writing skills can improve significantly. In cycle II, the students score 81.1 showed good improvement in describing event, the students were able to create a good story by providing the readers enough information in their writing. This proves that the given learning techniques can improve students' ability in writing explanatory text. That is, the ability to write explanatory text for second grade students of MIPA 1 increases Earthquakes Earthquakes are vibration or vibration that occurs on the surface of the earth due to the sudden release of energy that creates seism etic waves. Earthquakes are caused by the movement of the earth‟s crust or earth place. The frequency of an area, referring to the type and size of earthquakes experienced over a period of time. The impact of the earthquakes which was so severe was further aggravated by the brunt of the tsunami which moved rapidly from the sea to the share and finally swept away parts of the city . suffering and sorrow cannot be prevented, but as humans. We are obliged to study disasters as bad as any impact that occur. The same thing also needs to city apply to earthquakes that occur in palu, south-east Sulawesi. In the earthquake that occurred in the palu, central Sulawesi was the result of the koro island fault activity. The earthquakes arose as a result of horizontal plate shifting. This collision between. The plate causes the release of large amounts of energy and causes earthquakes vibrations to feel to the surface. Besides, because of this nature in the from an earthquakes , that impact of earthquakes vibration is felt on the surface, even causing a tsunami. The number of death due to the earthquake and tsunami that- occurred in the palu city, until 13:00 WIB, there were 384 people. In addition to hundrers of death. according to BNPB data, there were 29 people missing and 540 seriously injured in the palu city. The earthquakes that hit the palu area was indeed on the biggest earthquake that hit the archipelago in the near future, after the earthquake that struck the earth in Lombok, NTB. This event taught us how important disaster mitigation is especially to avoid the number of victims many.(S19) From the example above, the students make some improvement in writing because the students show some knowledge of subject of the text. The students write much about the tsunami. The students have less correct words in writing so that the content of the text deliver clear to the reader. This statement is in line with the research results (Aghbar :1992) which states that by writing together the students can share ideas and exchange information to improve the quality of written content. Natural events often occur in areas dose to volcanoes and also areas surrounded by vast oceans. Earthquakes occur due to shifts the layers of the earth and euruptions of the mountains. In addition, earthquakes occur so fast with such great effects. Therefore, the consequences cause are extraordinary. Earthquakes can be classified into two namely tectonic earthquakes and volcanic earthquakes. Tectonic earthquakes occur because the layers of the earth‟s crust become precarious or soft so they experience movement. The theory of “Tectonic Plate” contains an explanation that our earth consists of several layers of rock. Most of this crustal layer will float and float in layers. Like snow. This layer moves slowly that in breaks and collides with one another. That is why earthquakes occur. Meanwhile, a volcanic earthquakes occurred due to a very powerful volcanic eruption. This volcanic earthquakes is less common than tectonic earthquakes. Earthquakes can occur at any time, without knowing the leason. However earthquakes concentrations tend to occur in certain places, such as at the pacific plate boundary. This place is know as the circle of fire because of the many volcanoes.(S24) From the example above, the introduction, development ideas and conclusion were effective composition. In this cycle, the students succeeded in making explanation text well. The students have been able to put their ideas into writing well. Choosing words and arranging sentences into good paragraphs. So that writing is formed that is easily understood by the readers. That is, the dyadic essay technique given to students succeeded in improving students' abilities in writing explanatory text. In addition, the learning techniques used can improve students' organizational abilities in making explanatory text at the second grade students of MIPA 1. As mentioned in (Marginingsih, 2014) that the ability of the students to write collaboratively gives the students the opportunity to arrange their writing according to what they think until it becomes a continuous paragraph. From the description above, the implementation of the dyadic essay technique from the beginning was applied to the end after seeing the student's score on writing the explanation text. As a main research is how to improve writing explanation text on content and organization. The researcher and the teacher have succeeded in becoming communicators and conducting good learning to make students interested and motivated in writing. CHAPTER V CONCLUSION AND SUGGESTION A. CONCLUSION 1. The results of the students‟ content in writing explanation text were 50 in D-Test, and in cycle I become 60.3 and 81.1 in cycle II. The total increase was 60.2%. This improvement was obtained by using the Dyadic Essay Technique which was applied to help the students write collaboratively. In pairs the students can exchange ideas to reproduce information and ideas in writing explanation texts. So it can be said that the Dyadic Essay technique can improve students' content writing skills. 2. The results of the student‟ organizations on writing explanation text were 55.7 in D-Test, and become 60 in cycle I and become 70.2 in cycle II. The total increase was 26%. From these results it can be said that the Dyadic Essay technique can improve the results of writing student organizations. This is obtained by providing the opportunity for students to write and discuss with their partners regarding the preparation of paragraph explanation texts. Nunan, D. 1998. Desiigning Task for the Communicative Classroom. Cambridge: Cambridge University Press. O„Malley, J. 1996. Authentic Assessment for English Language Learners, Reading, Mass: Addison-Wesley Publishing Company. Oshima, A, & Houge, A. 2006. Writing Academic English (Third Edotion). London: Longman. Putri, D.I. M., 2015 Improving Students‟ Writing Accuracy In Writing Explanation Text Through Dyadic Essay Technique. Surakarta: UNS. Rahmawati, O.I. 2016 The Effectiveness Of Dyadic Essay Technique In Teaching Writing Viewed From Students’ Creativity. Masters thesis, Universitas Sebelas Maret. Raimes, A.1983. Techniques in Teaching Writing. Oxford: Oxford University Press. Reid, J. M. 1993. Teaching ESL Writing. London: Prentice Hall Englewood Cliffs. Rockler, M.J. 1998. Innovative Teaching Strategies. Arizona: Gorsuch Scarisbrick Publisher Saputri, I. W. 2014. Improving The Writing Skills Of Recount Texts By Using Picture Series For The Eighth Grade Students Of SMP Muhammadiyah 2 KalasanIn The Academic Year Of 2013/2014. S1Thesis. English education Department, Faculty of Language and Arts: UniversitasNegeri Yogyakarta. Retrieved from http://eprints.uny. ac.id/ 18441/1/Intan%20Wahyu%20Saputri%2010202244066.pdf Sherman. 1998. A Post Modern, Constructivist Pedagogy for Teaching Educational Psychology, Assisted by Computer Mediated Communications. Available at: http://www.users.muohio.edu/shermalw/aera91aa.html#dec Widodo, H.P. 2008. Process – Based Academic Essay Writing Instruction in An EFL Context. JurnalBahasa Dan Seni, 36 (1): 101-111. (in http://www.meadecomm.com/ clustering.html) (http://www.writing2.richmond.edu/writing/wweb/ cluster.html) http://nadanbs.tripod. com/teachingwriting.htm, LEMBAR OBSERVASI AKTIVITAS MENULIS SISWA MENGGUNAKAN TEKNIK DYADIC ESSAY SATUAN PENDIDIKAN : KELAS/ SEMESTER : NAMA GURU : HARI/TANGGAL : NO TAHAP MENULIS ITEMS PLAN Explanation 1 Planning How the students make a plan in planning their writing? a. The students reading explanation text? b. The students make questions from reading text? c. The students answer their questions? d. The students exchange their question with their partner? In cycle I, the researcher gave the students reading text. The students read the text about tsunami and then the students made questions from reading text such us “what is tsunami? Why does the tsunami happen?” after the students wrote their question. The students exchanged their question with their partner. And they answered their friend‟s question. In cycle II, the researcher gave the students reading text. It is about social phenomena. After the students read the text, the students made some questions such us “what is thunderstorm?, why does happened?, what does negative effect from thunderstorm?” after the students made the questions, the students answered their question by their selves. And then the students exchanged their questions with their friend but the answered they have made is not included. It aims to help the students in writing explanation text. After that, the students discussed with their friend about topic that they want to write. The students generated idea what we‟re going to write. The students did not have to look at previous writing. The students write some idea of their writing. 2 Drafting How the students make a draft for their explanation text? a. The students develop their general In cycle I, The students began to write. The students use the information that they have got friends. The students concerned the content of the text. The students shared their rough draft to their friend and they discussed their work. Then, the researcher asked the students whether there were some difficult words or not. The students still found some difficult word like crust, slopes, and drowning. Then the researcher mentioned the meaning of those words in bahasa. In this cycle, the students still shared and discussed their work with their seatmates. It can help the students to know their mistakes in writing process. In cycle I, The researcher asked the students to check their writing. The students took a distance from their 4 Editing How the students edit their writing? a. The students take a distance from their writing b. The students correct the beginning by marking errors? c. The students correct errors? writing because there was some students did not take a space in writing. The students corrected the errors from their writing like the students usually wrote the wrong word such us “ eart quake, disaste,. The students also made some wrong sentence like, “tsunami is one of genre disaster world be paid a fee facet ocean intense large”. In cycle II, The researcher asked the students to check their writing. Besides that, the students also paid attention to the punctuation and capitalization. They put the correct punctuation in each sentence that they create. The students looked at their main idea or concept and develop their topic even more, or add and or delete information. They also looked at their sentence structure and make sure it flew. They added transition words and switch paragraphs to make sense. They look at their writing piece and edit it for any errors of grammar, spelling, and punctuation In cycle I, In this step, the researcher asked to the students to read their writing in front of the class. The other students listened their friend‟ work. The researcher made general discussion about the students writing and the researcher gave suggestion about the students task. In cycle II, the researcher asked to the students to read their writing in front of the class. The other students listened their friend‟ work. The researcher made general discussion about the 5 Publishing The students publish the result of their writing through activities? Natural phenomena Instruction Make a group with your chair mate. a. Planning The students read the texts that have been given by researchers and make questions related to the contents of the text. 1. Have you ever experienced about tsunami? 2. Where does it happen? 3. How the tsunamis happen? 4. Who are the victims? 5. When does it happen? b. Drafting 1. Develop your idea into general statement in introduction! ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... ....................................................................................................... 2. Structured your explanation text in sequence of explanation ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………. 3. Make your conclusion ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………… c. Revising Discuss your draft with your group to get feedback, responses, comment and suggestion! Feedback: 1. …………………………………………………………………………………………………………………………… 2. …………………………………………………………………………………………………………………………… 3. …………………………………………………………………………………………………………………………… 4. …………………………………………………………………………………………………………………………… d. Editing Check your writing e. Publishing Read your final writing in front of the class! Appendix IV The Students Writing Explanation Text in content NO Name D-Test cycle 1 cycle 2 1 Andi Tenri Sessu Akhmad 40 45 55 2 Abyan khayri 45 50 70 3 Ahmad Abdillah 40 45 75 4 Ahmad ihsan 45 50 75 5 Aisyah Mansur 50 55 85 6 Al fathana Hanafi 50 55 90 7 Arfiansyah Mansur 40 50 65 8 Ayu anti padlia 40 50 80 9 Citra fuji astute 45 60 85 10 Dinar jamaluddin 45 60 80 11 Efitra 35 50 75 12 Fidyan syahwal arsyad putra 55 55 85 13 Fitrah hafiz 40 50 80 14 Indriani 55 65 90 15 Jum ma‟ruf bilna lilhaslam 55 70 90 16 Muh. Iman ahsanul qa‟ail 45 65 80 17 Muhammad taufik iman 45 60 80 18 Mustabsyirah 45 60 80 19 Nahira 55 70 90 20 Nuralyah afriliah 50 65 90 21 Nur fadilah 60 65 85 22 Nurkhalizah 60 70 90 23 Rahmaniar 55 70 85 24 Rismayani 55 70 85 25 Risky ikhwan 60 70 80 26 Sri wahyuni amaliyah 60 65 75 27 St. Fatimah azzahra 55 65 85 28 Syahrul 55 65 85 29 Tri indah wahyuni 55 70 85 30 Wahyu erdiansyah 55 65 80 31 Winda amaliya 60 65 80 Total 1550 1870 2515 Mean 50 60.3226 81.129 B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi Kompetensi Dasar Indikator (Pertemuan 1 dan 3 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks explanation lisan dan tulis dengan memberi dan meminta informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI, sesuai dengan konteks penggunaannya  Mengidentifikasi persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks explanation  Memahami struktur teks explanation dalam memberi dan meminta informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI  Memahami unsur kebahasaan dari teks explanation dalam memberi dan meminta informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI 4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI  Membuat planning untuk penulisan sebuah text explanation  Membuat drafting untuk penulisan text explanation Kompetensi Dasar Indikator (Pertemuan 2 dan 4 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks explanation lisan dan tulis dengan memberi dan meminta  Mengidentifikasi persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks explanation  Memahami struktur teks explanation dalam informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI, sesuai dengan konteks penggunaannya memberi dan meminta informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI  Memahami unsur kebahasaan dari teks explanation dalam memberi dan meminta informasi terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI 4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI  Merevisi hasil penulisan  Mengedit hasil revisi  Membacakan sebuah text explanation sebagai hasil akhir penulisan C. Tujuan Pembelajaran Pertemuan 1 dan 3 Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat: • Siswa dapat mengetahui fungsi social, struktur teks dan unsur kebahasaan dari teks explanation • Membuat planning untuk penulisan sebuah text explanation • Membuat drafting untuk penulisan text explanation • Merevisi hasil penulisan sebagai bahan acuan untuk menyempurnakan hasil tulisan • Mengedit tulisan yang telah direvisi • Membacakan sebuah text explanation sebagai hasil akhir penulisan Pertemuan 2 dan 4 Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat: • Merevisi hasil penulisan sebagai bahan acuan untuk menyempurnakan hasil tulisan • Mengedit tulisan yang telah direvisi • Membacakan sebuah text explanation sebagai hasil akhir penulisan D. Materi Pembelajaran  Fungsi Sosial Menjelaskan, memberi gambaran alasan terjadinya suatu fenomena  Struktur Teks Dapat mencakup: - fenomena - identitas gejala - rangkaian penjelasan  Unsur Kebahasaan - Guru menayakan pertanyaan tentang kegiatan pada pelajaran sebelumnya  Kegiatan inti (70 Menit) - Guru meminta siswa berdiskusi dengan teman sebangkunya tentang hal-hal yang perlu mereka revisi pada tulisannya - Guru memonitor siswa pada saat bekerja berpasangan - Guru meminta siswa mengedit tulisannya berdasarkan apa yang mereka revisi - Guru meinta siswa membaca baik-baik teks explanation yang telah siswa buat - Guru meminta siswa membacakan hasil tulisan mereka di depan kelas - Guru meminta siswa memperhatikan siswa yang sedang mebacakan teks explanation - Guru meminta siswa memberikan feedback tentang hasil penulisan dari siswa yang lain  Kegiatan penutup (10 Menit) - Guru meminta siswa mengumpulkan hasil kerjanya - Guru memberikan umpan balik terhadap proses dan hasil pembelajaran - Guru menutup pelajaran I. Evaluasi Menulis J. Penilaian dan Rubric Penilaian Bentuk penilaian: tulisan (written test) a) Content In the content component the researcher used scale 0-100 scoring rate as follows: Classification Score Indicator Excellent to Very Good 30-27 Knowledgeable – substantive- etc. Good to Average 26-26 Some knowledge of subject-adequate range- etc. Fair to Poor 21-17 Limited knowledge of subject- little substance-etc. Very Poor 16-13 Does not show knowledge of subject- non substantive-etc Heaton (1989:146) b) Organization In organization component, the researcher used scale 0-100 scoring rate as follows: Classification Score Indicator Excellent to Very Good 20-18 Fluent expression-ideas clearly stated- etc Good to Average 17-14 Somewhat choppy- loosely organized but main idea stand out-etc Fair to Poor 13-10 Non-fluent- ideas confused or disconnected- etc Very Poor 9-7 Does not communicate- no organization-etc. Heaton (1989:146) Calculating the mean score of each total score of the group, the following formula used: X = Where: X = Mean score ∑x = The total score N = The total number of students Calculating the percentage, the following formula used: P = X 100 Where : P = percentage F = frequency N = the total number of students (Gay. 1987) Skor maksimal = 100 Nilai Peserta didik = Skor perolehan X 100 %= . . . . Skor maksimal RENCANA PELAKSANAAN PEMBELAJARAN Satuan Pendidikan : SMAN 2 Maros Mata Pelajaran : Bahasa Inggris Kelas / Semester : XI MIPA 1 / Genap Materi Pokok : Teks explanation tentang gejala alam dan sosial Alokasi Waktu : 9 x 45 menit Pertemuan : 5-8 K. Kompetensi Inti  KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.  KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah  KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan M. Tujuan Pembelajaran Pertemuan 1 dan 3 Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat: • Siswa dapat mengetahui fungsi social, struktur teks dan unsur kebahasaan dari teks explanation • Membuat planning untuk penulisan sebuah text explanation • Membuat drafting untuk penulisan text explanation • Merevisi hasil penulisan sebagai bahan acuan untuk menyempurnakan hasil tulisan • Mengedit tulisan yang telah direvisi • Membacakan sebuah text explanation sebagai hasil akhir penulisan Pertemuan 2 dan 4 Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat: • Merevisi hasil penulisan sebagai bahan acuan untuk menyempurnakan hasil tulisan • Mengedit tulisan yang telah direvisi • Membacakan sebuah text explanation sebagai hasil akhir penulisan N. Materi Pembelajaran  Fungsi Sosial Menjelaskan, memberi gambaran alasan terjadinya suatu fenomena  Struktur Teks Dapat mencakup: - fenomena - identitas gejala - rangkaian penjelasan  Unsur Kebahasaan - Adverbia first, then, following, finally - Hubungan sebab-akibat (if –then, so, as a consequence, since, due to, because of, thanks to - Kalimat pasif, dalamtenses yang present - Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan  Topik Benda-benda non manusia, seperti air, penguapan, hujan dengan paparan yang menumbuhkan perilaku yang termuat dalam KI O. Metode Pembelajaran Dyadic Essay Technique P. Media Pembelajaran 3. Media  Worksheet atau lembar kerja (siswa)  Lembar penilaian 4. Alat/Bahan  Penggaris, spidol, papan tulis  Laptop Q. Sumber Belajar  Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas XI, Kemendikbud, Revisi Tahun 2016  Kamus Bahasa Inggris R. Langkah – Langkah Kegiatan Pembelajaran Pertemuan 1 &3 (2 x 45 Menit) Planning, Drafting  Kegiatan awal(10 menit) - Guru memberi salam kepada siswa - Guru menyakan hal-hal terkait keadaan siswa - Checking attendant list - Apersipsi dan motivasi  Kegiatan inti (70 Menit) - Guru menjelaskan materi explanation text - Guru menjelaskan tentang langkah-langkah dalam menulis (writing process) - Guru meminta siswa untuk bekerja berpasangan dengan teman sebangkunya - Guru memberikan teks bacaan tentang natural disaster - Guru meminta siswa membuat pertanyaan sesuai teks yang telah mereka baca - Guru meminta siswa menjawab pertanyaan yang telah mereka buat - Guru meminta siswa menukar pertanyaan mereka kemudian menjawab pertanyaan dari pasangannya - Guru meminta siswa mendiskusikan dan membandingkan pertanyaan dan jawaban mereka - Guru meminta siswa mengembangkan hasil diskusi mereka dalam bentuk teks explanation  Kegiatan penutup (10 Menit) - Guru meminta siswa mengumpulkan hasil kerjanya - Guru melakukan Tanya jawab tentang explanation text - Guru mengucapkan salam kepada siswa ketika hendak keluar dari ruang kelas Pertemuan 2&4 Revising, editing, publishing  Kegiatan awal(10 menit) - Guru memberi salam kepada siswa - Guru menyakan hal-hal terkait keadaan siswa - Checking attendant list - Apersipsi dan motivasi