PARAGRAPH DEVELOPMENT BY APPLYING LEARNING EXPERIENCE APPROACH TO ENHENCE STUDENT’S WRITING ABILITY

The objective of the research was to find out and describe the improvement in writing skills through the Experience-based Learning Approach. The method of this research was classroom action research which was conducted in two cycles. The subject of this research was students of the 4th semester of English Education Study Program Faculty of Teacher Training and Education of UNIHAZ 2016/2017. The research instruments were the observation sheet, interview guidelines, questionnaire and test form. Based on the results of data analysis of pretest and post-test shown the significant improvement. The student average increased by 13.7 points with an increase of 20%. Meanwhile, from cycle I to cycle II, the average writing ability of students increased by 2.4 points with a percentage increase of 80%. Based on the learning activities which have occurred the enhancing from the first to second cycles from this research findings, it showed that LEA could improve the students’ writing ability.


INTRODUCTION
English has become a global language for international communication (Crystal, 2003). Most multilingual societies use it as the official language in all fields, law, administration, education, etc. In connection with these facts, Minha (2005) states that as an international language, the role of English in the era of globalization is very important. The need for English proficiency has increased significantly. This can be seen through job requirements where English language skills are placed as the first priority in employee recruitment. In addition, good English proficiency is not only proposed by foreign companies, but also by local companies, because English is also used both orally and in communications written by local companies, for example in receiving foreign guests and conducting transactions.
In learning English, there are 4 main skills that students must master. The four skills are listening, speaking, reading and writing. In addition, students must also master grammar (structure) which is also an important element of language learning. The process of learning language in humans begins when humans start hearing when they are babies, then continue with speaking. Learning writing is obtained when someone learns reading, this also shows that writing skills require prior experiences obtained from reading material, observation and experience.
Among the 4 skills above, writing is considered the most difficult skill for students to learn and master from basic to advanced levels. As explained above, it is because in order to master writing skills, students must first master listening, speaking, reading, and structure skills according to their level. In addition, of course, students must master vocabulary according to their level. So having to master other language skills is one of the assumptions that writing skills are considered the most difficult.

In the English Education Study
Program curriculum which is prepared based on KKNI, writing courses are given as many as 8 credits divided by 2 credits for writing I offered in semester 2, writing II 2 credits offered in semester 3, writing III 2 credits offered in semester 4 and last writing IV 2 credits offered in semester 5. This research will be conducted on students who take writing III courses in semester 4 (even) of the 2016-2017 academic year.
In the description of the writing III course in accordance with the curriculum of the English Language Education Study Program, FKIP UNIHAZ, it is stated that, "This course is a continuation of the writing II course, namely learning how to develop paragraphs (continued) correctly through the paragraph writing process, using strategies and methods of developing paragraphs. , students are expected to be skilled in developing paragraphs properly and correctly through exercises in the paragraph writing process using strategies and methods to develop them and mastering the application of paragraph development concepts well. From the description above, the final result of this writing III course is the existence of a good paragraph product that will be produced by students after passing this course.
One of the requirements for a student to be able to produce an essay (essay) either science or fiction is the ability to develop the main sentence (topic sentence) into a paragraph. From the paragraphs will produce an essay text and in the end produce an essay composition. So students' skills in paragraph development are very important so that they can express their thoughts in producing a writing. This writing skill becomes more of a concern because students must be prepared from the start to be able to produce a paper (thesis) at the end of their study period. As a lecturer who is given the task of fostering students in writing courses according to the author's homebased course, the writer feels responsible for guiding them from the start so that they can produce good writing according to scientific writing rules.
In the writing course II, which the author is able to in the 3rd semester of the English Language Education study program, FKIP UNIHAZ, the writer finds the fact that students are hampered by writing when they are asked to develop paragraphs. When the main sentence or the main idea of the paragraph is given or obtained, it is still difficult for them to develop it into several sentences to produce one paragraph. So that the results of student writing have not been able to develop and are still not very good.
Meanwhile, paragraph development is very important in the process of producing writing (essays), because sentences produce paragraphs, and paragraphs produce essays or text.
On the basis of the problems, the writer who is also a writing subject teacher feels it is very necessary to find the approach that is felt to be the most appropriate and applicable to overcome these difficulties. One of them is by applying the experience-based writing learning approach (LEA). The assumption is that students will be younger in writing what they have experienced alone or in groups in their language than they are asked to fantasize and write. This will be the initial way for them to share their thoughts in developing the paragraphs they plan. This approach was used in the 1920s. This approach to early literacy has now been (1) planning, (2) implementing the action or action, (3) observing, and (4) reflecting.
From this cycle, it is hoped that the data collected can be obtained in response to research problems. This research will be conducted in three cycles consisting of 4 stages, namely 1) Planning, 2) Actiing, 3) Observing, and 4) Reflecting.

FINDINGS AND DISCUSSION
Based on the pre-test score, the data shows that the pre-test mean score was 12.52 with a standard deviation of 1.517. The lowest score obtained by students is 10, the highest score is 14. From the data analysis, it can be seen that students' writing skills are still very low. Based on the results of observations of students in cycle 1, students and lecturers were less alert in forming groups. There are some students who feel unsuitable with their group friends. So that the course of the teaching and learning process has not gone as planned because the class is also very noisy.
Students are also not all enthusiastic when the lecturer gives practice questions to work on. Based on the learning results in cycle 1, the following conclusions can be drawn: