Hudri, Muhammad (2011) Implementing wheel model of genre-based approach to improve the tenth graders' writing skill at MA Darul Qur'an Bengkel - West Lombok / Muhammad Hudri. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
A thesis Graduate Program in English Language Teaching State University of Malang. Advisors (I) A. Effendi Kadarisman M.A. Ph.D. (II) Fachrurrazy M.A. Ph.D. Keywords Writing Ability Descriptive Paragraph Genre-Based Approach Writing is one of complicated language skills that should be mastered by students especially the students of MA. Darul Qur an Bengkel West Lombok. As a matter of fact most of the students in the tenth grade still have difficulties to master it. Based on the preliminary study performed on August 23rd 2010 it was found that there were four problems faced by the students i.e. students low motivation the teacher monotonous teaching technique and teacher-dominated the class the students inability to write and the students insufficient mastery of vocabulary. Of the four problems found in the preliminary study the researcher wanted to solve the second and the third problems namely the teacher monotonous teaching technique and the students inability to write using the Genre-Based Approach. Genre-based approach is an approach where teaching and learning focuses on the understanding and production of selected genres of texts. This approach consists of four stages i.e. building knowledge of field (BKOF) Modeling of Text (MOT) Joint Construction of Text (JCOT) and Independent Construction of Text (ICOT). The design of this study was collaborative classroom action research in which the researcher acted as a teacher and his collaborator acted as an observer working collaboratively in the procedures of the study i.e. planning implementing the action observing the action and reflecting the result of the action. The subjects of the study were 23 (twenty) students of class X-A of MA Darul Qur an Bengkel West Lombok. The study was conducted in two cycles where each cycle consisted of four meetings three meetings for teaching and learning using the procedures of GBA and one meeting for evaluating the students achievement in writing descriptive paragraphs. In addition the instruments used in this study were observation checklists field notes and writing test. The findings of the study revealed that an appropriate model of GBA in teaching writing descriptive paragraphs consisted of the following activities (1) in BKOF activating the students schemata concerning the text explaining the generic structure and language features existing in the text (2) in MOT giving a model text to the students displaying a picture of figure and ask them to make several sentences regarding the figure asking the students to revise and edit the sentences and finally ask them to arrange the sentences into a well-organized paragraph (3) in JCOT asking the students to sit in group giving each group a picture to be described based on the procedures given in the modeling asking each group to exchange their work with another group to be revised and edited later on asking the representative of each group to read his/her group s work in front of the class (4) in ICOT asking each student to compose a descriptive paragraph based on the picture given ask all students to conduct peer revising and editing at last ask some of them to present his/her work in front of the class. Based on the findings of the study the GBA is worthy in improving the students writing ability and able to increase the students participation in the teaching and learning process of writing. The students average scores gradually developed from 51.3 in the preliminary study to 58.91 in Cycle 1 and to 71.39 in Cycle 2. Moreover the percentages of the students writing achievement increased in the preliminary study 30.43% of 23 students met the criteria of success in Cycle 1 60.87% of them did and in Cycle 2 82.61% of the students achieved the minimum passing grade (60). Dealing with the findings above some suggestions for English teachers and future researchers were made as follows (1) for English teachers the GBA can be used as an alternative approach in solving the teaching of writing problems yet for a better result we should combine it with another strategy in this case is process approach (2) future researchers are suggested to conduct the study using this approach on different level of education with a different setting subjects and other text types i.e. expository report recount narrative etc. to see whether or not the GBA is effective in improving the students writing ability.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 04 Aug 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58516 |
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