Skills Students for Two Variable Linear Equation Systems Material

The communication skills of eighth grade junior high school students are catergorized as low. The purpose of this study is to analyze and describe aspects of mathematical communication skill, the research subjects consisted of 10 class students in one of the private schools located in Cimahi. The research method with data collection techniques. From the descript test regarding the two variabel linear equation system of 4 question. The results of this study indicated that students mathematical communication skill are categorized as moderate with a percentage of 42.5 % with the percentage of each item, number one 47.5 %, question number two 60 %, and question number four 32.5 %.


Mathematics Education Journals
http://ejournal.umm.ac.id/index.php/MEJ mathematics learning. The indicators of mathematical communication skills include: (1) Connecting reals objects, draw state of mathematical symbols (2) State everyday conditions in mathematical modeling (3) Explain ideas, draw symbols with writing(4) Listen and write about mathematic, (5) Making conjectures, formulating definitions and generalization, according Sumarmo (Yuniarti et al., 2018) Based on the results of observations and interviews of reserchers in the field with one of the mathematics teachers in Cimahi city SMP revealed that students mathematical communication skills are still categorized as low, students still feel difficulties and make mistakes when expressing modeling in mathematics with story problems, seen from the results of daily tests of students on SPLDV grade VII material, revealed that the level of students ability to understand and express mathematical modeling into situation. Based on Rahmawati, et. al (2018) research results show that students communication skills are still low, seen from the results of communication skills test answers, students still make mistakes explaining ideas or situation into mathematical modeling, picture or graphics, and expressing it into everyday situation, the percentage obtained from the situation is less than 33%.
According to Farida (Hajar & Zanthy, 2008), when solving math problems errors can occur which can be used in detecting mathematics learning difficulties so students can find ways to solve when solving mathematical story problems. As Abdurrahman's (putri, 2018) opinion learning achievement is influenced by two factors, namely internal and external factors. The internal factors are the lack of selfsupport such as interests and talents while the external factors can be from the environment where students associate with the teacher and curriculum. In line with what was revealed by Sukardi (Rahayu, Purnomo, & Sukidin, 2014), the guidelines that need to be considered by the teacher in compiling questions given to students are the problems or problems stated in the form of statements and making and making alternative answers to four alternatives, where there is one correct answer as the key to this answer due to because teachers only use the usual approach or general approach, the lack of understanding of communication in students. According to Djemari Mardapi (Wijayanto, Fajriah & Anita, 2018) that efforts to improve the quality of education can be pursued through improving the quality of learning and assessment systems. Vol. 4 No. 1 February 2020ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ stage, researchers collect and process data and prepare reports. Data collection techniques on scoring mathematical communication skills of students according to Soemarmo (Rahmawati, Bernard & Akbar, 2018):  Based on the ability scoring table and its category the researcher is able to provide an assessment properly and correctly in accordance with the ability indicators possessed by students

RESULTS AND DISCUSSION
Based on the results of the analysis of student answers carried out againt VII grade students as many 10 students we can see in the

Picture 1 Student Answer question number 1
Based on students answers on number one, students already understand the problems asked by changing the story into the form of mathematical modeling equations but students have difficulty when using elimination methods on the linear equation system so that the result of what the question does not provide the right.

Picture 2 Student Answer question number 2
Mathematics Education Journals Vol. 4 No. 1 February 2020ISSN : 2579-5724 ISSN : 2579 http://ejournal.umm.ac.id/index.php/MEJ Based on the students answers to question number two, it shows that the students responses are good, it can be seen from the students taking the kites and hats with variables, this is the process of changing a normal problem into a mathematical model. But students are lacking in working on the problem / incomplete, because in questions other than changing the story into a mathematical model students must be able to determine the price / value of kites and hats

Picture 3 Student Answer question number 3
In question number three, students are asked to determine the values of x and y and change the equation into the form of story questions, but based on students answers, students do not look for the values of x and y in accordance with the questions asked and students change the equation into the form of story questions, but story questions that students have arranged fairly train students in copying and making problems, the lack of students in compiling the story problems there are no problems or are asked. So the question of the story arranged by students is just an ordinary

Picture 4 Student Answer question number 4
Based on problem number 4 students are asked to make a story problem from a predetermined equation, and seen from the students' answers, students have responded and worked on it according to the instructions, but students did not add what they asked.

CONCLUSION
Based on the results of the analysis of the mathematical communication skills of Grade VIII Middle School students are categorized as moderate with a percentage of 42.5% obtained from the overall results of the percentage of each item divided by the number of questions worked on. Mathematical communication skills of students of the ten students observed, it turns out that the ability of students is very homogeneous starting from students who respond and communication is inefficient and answers are empty / not working, students with good response and communication criteria, and less complete in answering problems, students who response, communication and answer questions well but the presentation is lacking and not writing examples there are also students who respond, communicate, and present completely but students do not write examples. To