1. Efforts to Improve Students' Ability to Write Text in the Form of
Procedures Through Learning Models Make a Match in Class IX.4 SMP
Negeri 1 Batang Anai
EndaLusia1
(Teacher SMP Negeri 1 Batang Anai)
2016
ABSTRACT
This study aims to obtain information and find out about Efforts to
Improve Students' Ability to Write Text in the Form of Procedure
through the Make a Match Learning Model in Class IX.4 of SMP
Negeri 1 Batang Anai. This type of research is classroom action
research with research subjects being grade IX.4 students of SMP
Negeri 1 Batang Anai with a total of 32 students. This study consisted
of two cycles, where the first cycle was carried out at meetings 1 and
2 and the second cycle was carried out at meetings 3 and 4. Each cycle
consisted of four stages of research, namely planning, implementing
actions, observing and reflecting. To obtain research data three
instruments were used, namely observation sheets, field notes, and
test sheets, which were analyzed qualitatively using percentages.
Based on the results of the study showed that the learning activities
of class IX.4 students using the make a match learning model
increased from initial conditions, cycle I and cycle II
Keywords: Learning Activities, Learning Model Make A Match
INTRODUCTION
Language has a central role in the intellectual, social and emotional
development of students and is a supporter of success in learning all fields of
study. Language learning is expected to help students get to know
themselves, their culture, and the culture of others. In addition, discussing
learning also helps students be able to express ideas and feelings, participate
in society, and even discover and use the analytical and imaginative abilities
that are in them.

2. English is a tool to communicate verbally and in writing.
Communicating is understanding and expressing information, thinking,
feeling, and developing science, technology, and culture. The ability to
communicate in a complete sense is the ability to discourse, namely the
ability to understand and / or produce oral and / or written texts that are
realized in four language skills, namely listening, speaking, reading and
writing. These four skills are used to respond or create discourse in social life.
Therefore, English subjects are directed to develop these skills so that
graduates are able to communicate and talk in English at a certain level of
literacy. From the description above, it can be concluded that education is
important in shaping students' attitudes, especially in communicating and
developing the potential of students.
English learning in SMP / MTS is targeted so that students can reach
the functional level that is communicating verbally and in writing to solve
everyday problems, while for the high school / MA level it is expected to
reach the informational level because they are prepared to continue their
education to college. The epistemic literacy level is considered too high to be
achieved by high school / MA students because English in Indonesia
functions as a foreign language.
In junior high school English subjects, students are required to be
able to understand and create a variety of short functional texts and
monologues and essays in the form of procedures, descriptive, recount,
narrative, and report. Each type of text has its own rhetorical steps.
Descriptive form text differs in rhetorical steps when compared to procedure,
recount, narrative, or report text. Thus, the way to understand these texts will
also be different.
In the Education Unit Level Curriculum (KTSP) of English subjects in
class IX Semester 1 it is stated that the reading competency standard is to
understand the meaning of functional written texts and very simple short
essays in the form of descriptive and recount relating to the immediate
environment. Functional text can be in the form of invitation cards,
announcements, short messages and greeting cards.
Students often encounter difficulties in writing text. This is due to
various aspects including the students do not have the strategy to write and
compile the right sentences, the lack of mastery of vocabulary, lack of interest

3. in reading, the lack of available reading materials in accordance with the
needs and development of students, monotonous teaching methods, and
learning media (Ruston , 2006).
Another factor that makes students difficult to write English texts is
the lack of knowledge about the steps of rhetoric for each type of text.
Provision of knowledge to students about the steps of rhetoric is very
effective before given reading comprehension activities. Besides that, it is also
necessary to be equipped with other supporting factors such as vocabulary,
phrases, and sentence structures that are commonly used in certain texts.
But based on the reality in the field, for most students there are many
who think that English subjects are subjects that are difficult to understand.
This is evident from the learning activities of students in classes that are less
active, only 10 of the students who dare to ask from 32 students.
Another thing is also marked by students' daily test data, there are
still many students who get grades below the KKM. Based on the value of the
daily review, with KKM 82, only 7 people (21%) were completed, and as
many as 25 people (79%) others had not reached completion or were still
below KKM.
In connection with the above background, the researcher wishes to
conduct a class action research and at the same time as the background of the
author's research title, "Efforts to Improve Students' Ability to Write Text in
the Form of Procedure Through the Make a Match Learning Model in Class
IX.4 of SMP Negeri 1 Batang Anai".
LITERATURE REVIEW
Learning is an activity of interaction between individuals and their
environment that aims to make changes in a person including changes in
behavior, attitudes, habits, science, skills, and so on which are constant
(Makmun Khairani, 2014: 5). Learning is a psychological process that takes
place in the interaction of individuals with their environment so as to
produce a change that is new and improvements to things that have been
learned.
Learning as a process carried out by individuals with their
environment through experience or training to obtain new behavioral
changes (Aunurrahman, 2010: 35). In essence, learning is a process of change

4. in a person including skills, skills, and intelligence. The changes that occur
are permanent or permanent. Someone will produce change after
participating in the training and experience done through interaction with the
environment.
Learning is the process of a person from the unknown to know. From
the knowledge process that is obtained then a person will experience changes
in both attitudes, skills, and other changes. This means that a student
interacts with the teacher at school when the learning process takes place.
From the learning process students will obtain various important information
conveyed by the teacher. With the information that has been obtained,
students will produce changes in knowledge. Students who at first did not
understand the learning material came to know and understand the learning
delivered.
Learning activities are supporting the success of students and see the
activities of students during the learning process. According to Uno (2011: 78)
learning activities are when children are active, involved, and participants
who care about their own education. Students must be encouraged to think,
analyze, form opinions, practice, and apply their learning and not just be a
passive listener of what the teacher has to say, but the teacher really directs
the atmosphere of learning so that students really share the treats.
Meanwhile, according to Oemar (2009: 9) Activities are a set of
activities carried out by students in learning, for example writing, drawing,
and mental emotional activities. According to Dimyati (2009: 114) the
activeness of students in learning has a variety of forms, from physical
activities that are easily observed to psychological activities that are difficult
to observe. Physical activities that can be observed include activities in the
form of reading, listening, writing, demonstrating, and measuring. While
examples of psychic activities such as recalling the contents of the subject
matter in the previous invention, using the treasury of knowledge possessed
to solve problems, inferring experimental results, comparing one concept
with another concept, and others.
According to Rusman (2010: 223) Model Make A Match (making a
pair) is one type of method in cooperative learning. This method was
developed by Lorna Curran (1994). One of the advantages of this technique is

5. that students look for partners while learning about a concept or topic, in a
pleasant atmosphere.
Anita Lie (2008: 56) states that the learning model type Make A Match
or exchanging partners is a learning technique that gives students the
opportunity to work together with others. This technique can be used in all
subjects and for all levels of age of students. Therefore, we as educators can
make students work together to solve a problem and this will have a positive
impact on students because in students there will be mutual cooperation. .
According to Hamruni (2009: 290) the Make A Match learning model
is another fun active way to review subject matter by giving students the
opportunity to pair up and play quizzes with classmates.
RESEARCH METHODOLOGY
This type of research is a classroom action research (CAR). This study
was conducted at Batang Anai Middle School which will be carried out in the
July-December 2016 Academic Year. . This research was conducted in the
2016/2017 academic year I semester, from September to October 2016. The
research procedure consisted of planning, implementing, observing and
reflecting. Data collection techniques such as observation, instrument filling,
interviews, documentation. Data analysis technique with a percentage.
RESEARCH RESULTS AND DISCUSSION
Cycle I
a. Planning
The application of the make a match learning model to improve
student learning activities is guided by the research steps formulated in the
research procedure. Activities undertaken include: Preparing student activity
observation sheets, Preparing the syllabus, Preparing the lesson plan
(Learning Implementation Plan) cycle I which is characterized by learning
using the Make a Match learning model, Preparing the learning media to be
used.
b. Implementation
The first meeting of the first cycle was held on Tuesday, September 6,
2016. This activity was carried out during lesson 1-2 with the material
"Writing Text Procedure". held on Wednesday 7 September 2016. This activity
was carried out at class 3-4 with the material "Writing Text Procedure". The

6. first meeting was preceded by preliminary activities, core activities and final
activities.
c. Observation
From the table 1 it can be explained that by applying the make a
match learning method in the first cycle, the average percentage of students
completeness is only 75% (24 students are complete) while 25% (8 students
are still under KKM). These results indicate that in the first cycle classically
students have begun to increase, because there are 24 students who scored
≥82 or only 25% who met the minimum completeness criteria (MCC).
Table 1. Recapitulation of Formative Test Results on Cycless I
No. Description Cycle Results I
1.
The number of students who have finished
learning
24 orang
2. Percentage of mastery learning 75 %
d. Reflection
Based on the results of observations of collaborators on the
implementation of the learning process through the Make a Match model in
the first cycle, and the results of data analysis conducted by the author, the
teacher has not maximally carried out the learning process using the Make a
Match learning model that the teacher still dominates the learning time and
the students do not understand about the learning model carried out by the
teacher. For this reason, improvements need to be made that are carried out
in the second cycle is to explain and provide understanding to students that
the learning process using the Make a Match model is a learning process
centered on activities, especially in writing.
Cycle II
a. Planning
The application of the make a match learning model to improve
student learning activities is guided by the research steps formulated in the
research procedure. Activities undertaken include: Preparing student activity
observation sheets, Preparing syllabi, Preparing lesson cycle (Learning
Implementation Plan) cycle II which is characterized by learning by using the

7. Make a Match learning model, Preparing learning media to be used,
Preparing pictures related to Theory.
b. Implementation
The first meeting of the second cycle was held on Wednesday,
September 14, 2016. This activity was carried out during class 3-4 with the
material "Writing Text Procedure". It was held on Tuesday, September 20,
2016. The activity was carried out during lesson 1-2 with the material
"Writing Text Procedure". The first meeting began with preliminary activities,
core activities and final activities.
c. Observation
Table 2 Recapitulation of Formative Test Results in Cycles II
No. Description
Pre Cycle
Results
1.
The number of students who have finished
learning
29 student
2. Percentage of mastery learning 90 %
From the table above it can be explained that by applying the make a
match learning method in Cycle II the average percentage of students
completeness is only 90% (29 students are complete) while 10% (3 students
are still below the KKM). These results indicate that in the second cycle
classically students have understood, because 29 students who have scored
nilai82 or only 10% have reached the minimum completeness criteria
(MCC).
d. Reflection
Based on the results of observations of collaborators on the
implementation of the learning process through the Make a Match model in
the second cycle, and the results of data analysis conducted by the author, the
teacher has maximally carried out the learning process by using the Make a
Match learning model ie the teacher still dominates the learning time and
students already understand about the learning model carried out by the
teacher. For this reason, because the achievement target has been achieved,
this cycle does not need to be continued.
Discussion

8. Based on observations and discussions with collaborators and a
written test. It can be seen that there is an increase in learning outcomes in
class IX.4 students using the Make a Match learning model in English
learning. Using the Make a Match learning model can improve learning
outcomes and activities ie from the average before the cycle is 21%. After that,
the first cycle is done with a 65% completeness percentage, because it has not
reached the target, then continued with the second cycle with a 9%
completeness percentage. Make a Match learning model is one way of
educating those who try to solve the problem at hand.
CONCLUSIONS
In accordance with the formulation of the problem and research
objectives that have been raised, how to increase learning activities in
learning English through the Make a Match learning model for class IX.4
students at SMPN 1 Batang Anai, it can be concluded based on research
findings. Improvement of student learning outcomes in class IX.4 at SMPN 1
Batang Anai in learning English using the Make a Match learning model, can
be proven based on the actions taken. This can be proven from the analysis of
student learning outcomes before silkus is obtained learning completeness by
21% in the first cycle obtained a percentage of 74% and in the second cycle
with a 90% completeness percentage.
Based on the conclusions of learning English in writing procedural
text using the Make a Match learning model, several suggestions can be made
including: To English class teachers it is recommended that they be able to
understand and design learning using innovative learning models. To class
teachers English is suggested to be able to carry out the learning process of
English by using the Make a Match learning model, because this model can
improve student learning activities and outcomes. To related institutions
through fostering Basic Education, it is suggested that the results of this study
can be used as alternatives to improve the learning process and guidelines to
continue further research, in order to achieve maximum results.
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