Yusuf, Ahmad Rendy (2013) Ilustrasi karya komunitas corat coret ditinjau dari proses dan bentuk penciptaannya / Ahmad Rendy Yusuf. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Keywords genius learning strategies the ability to write a narrative essay personal experience. Writing is the ability to be controlled by the primary students / madrasah (MI) as mandated in the curriculum of the students were able to write an essay based on the experience with respect to the use of word choice and spelling. But in fact based on the results of preliminary studies it is known that most of the average value of the ability to write a narrative essay based on personal experience Grade V MI Darut Taqwa is low. 23 of 38 students received grades known under KKM (75) while 15 students have not been able to complete the task of writing. It is marked (1) the enthusiasm of students in participating learning in writing personal experience (2) the response and interest of the students are very less (3) lack of initiative and imagination of students learning in writing personal experience (4) students are less active in providing ideas and lack of cooperation with his friend in an essay and (5) students are less able to develop a narrative essay. The cause of the lack of ability to write a narrative essay based on personal experience is the implementation of the strategy in learning how to write personal experience is centered on the teacher (teacher centered) monotonous and less varied. To solve the problem one effective strategy to improve the quality of the process is the ability to write a narrative essay that strategies genius learning. This strategy uses students learning styles (modalities) visual auditory and kinesthetic applied consists of three stages pre-writing when writing and post-writing. This study uses a qualitative approach /critical to the design of classroom action research through the four stages of (1) a plan of action (2) the implementation of the action (3) observation and (4) reflection. The data of this study consist of data genius learning process learning strategies and data results narrative essay writing skills. The data process are obtained from student learning activities in the pre-writing stage when writing and post-writing. The data obtained from the results of student essays. The main instrument in this study was a collaborator with researchers helped the teachers use student activity sheets observation assessment rubric guidelines fabricated. The success criteria of learning to write in this study was 75% of students scored in accordance with the KKM is 75. According to research the application of genius learning strategies to enhance the ability to write a narrative essay based on personal experience with the steps (1) the pre-writing (a) condition the atmosphere (b) connect the material to the experience (c) make the big picture (mind mapping) and (d) establishing learning objectives (2) the current stage of writing (a) to enter information (b) to enable knowledge (c) demonstrate and (3) the post writes that repeats and anchor. The results of this study indicate that the application of genius learning strategies can improve the process and quality of the ability to write a narrative essay in class V MI Darut Taqwa Pasuruan. Improving the quality of the process is evidenced by the average percentage increase of the cycle I-II. In general the four aspects of the category of very good (86-100) which aspects of the response (97%) motivation (98%) active (92%) and collaboration (90%). Aspect of the response is characterized by a very pleased expression many questions and show beaming with joy when students take learning to write personal experience. Motivational aspects marked by very excited and immediately perform any tasks that the teacher while teaching. Aspects of the activity is characterized by a very active student activity found actively provide ideas on friends and always involved when conducting observations. Aspects of cooperation is characterized by the activity students were able to work very well with other members of the group while learning to write personal experience. The results were proved the ability to write a narrative essay increases known mean value judgment aspect of narrative essay writing skills at the pre-action 22% to 76% in the first cycle and to 89% in the second cycle. The detailed aspects of the narrative cycle I mostly (56%) either (76-85) the rest (41%) is sufficient (66-75) and (3%) less (56-65) increased again in the second cycle portion large (62%) either (76-85) and (22%) were excellent (86-100) the rest (16%) enough. The majority aspects of the use of language in the first cycle (61%) sufficient (66-75) the rest (37%) either (76-85) and (2%) less most of the second cycle (66%) good (76 - 85) and (7%) were excellent (86-100) the rest (25%) is sufficient (66-75). Mechanical aspects of the first cycle the majority (68%) Good (76-100) and (12%) is very good the rest (24%) is sufficient (66-75) and (3%) less the majority of the second cycle (54 %) excellent (86-100) and (38%) either (76-85) the rest (6%) enough (66-75) and (1%) less. Based on the research findings it is suggested that elementary teachers genius learning strategy as an alternative to improve the ability to write a narrative essay or any other essay. based on personal experience classroom conditions by carrying out brain exercises students with a friendly welcome so that students feel enjoy and comfortable to be more ready to learn and use of instructional media utilization based on student learning styles such as visual auditory and kinesthetic (modalities).
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Seni dan Desain (SED) > S1 Pendidikan Seni Rupa |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 18 Jan 2013 04:29 |
| Last Modified: | 09 Sep 2013 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/12689 |
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