Amalyasari, Maya Rizki (2012) Using chunk technique to improve the ability of the eleventh graders in producing hortatory exposition text at SMAN 2 Malang / Maya Rizki Amalyasari. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Graduate Program in English Language Teaching. State University of Malang. Advisors (1) Prof. Ali Saukah M.A. Ph.D. (2) Dr. Mirjam Anugerahwati M.A. Keywords writing Chunk technique hortatory exposition classroom action research. Writing is a thinking process of putting ideas down on papers to transform thoughts into words to sharpen main ideas to give them structure and coherent organization (Brown 2001 336). Writing is placed as an essential part together with the other three skills in the Teaching English as a Foreign Language (TEFL) Curriculum. Writing becomes the most difficult and complicated aspect in learning English. According to the questionnaires given to the students in the preliminary study it was found that most of them have difficulties in remembering the generic structure of hortatory exposition text due to the many text types they learned and remembered including their social function and generic structure. In addition they also found difficulties in remembering some conjunctions which take important roles in connecting and organizing arguments supporting the issue discussed and also giving recommendations dealing with the issue discussed in hortatory exposition text. The use of chunk technique through Genre Based Approach is proposed to be applied in the teaching of writing in the classroom In order to solve students problems in writing activity. The strategy is chosen under the consideration since chunk is the technique of taking smaller objects and grouping them into larger objects so they can be more easily remembered. Chunk refers to a strategy for making more efficient use of short-term memory by recoding information. The research design implemented in this study is Classroom Action Research (CAR) because it deals with the classroom setting and is intended to develop a strategy to solve problems found by the teacher and students in the classroom. This study consists of four stages namely planning the action implementing the action observing the implementation of the action and reflection. The subjects of this study are the students of XI D1 students of SMAN 2 Malang in 2011-2012 academic year. The instruments used in collecting the data are questionnaire and the interview guide through the classroom teacher the observation checklist field notes and the writing test at the ICoT stage. The main activities during the teaching and learning process based on process-genre based approach are Building Knowledge of Field (BKoF) Modelling of Text (MoT) Joint Construction of Text (JCoT) and Independent Construction of Text (ICoT). After practicing how to use chunk technique in producing hortatory exposition text collaboratively the students wrote hortatory exposition text independently in ICoT stage. Their final writing is then assessed using scoring rubric and as their final products. This study was conducted through 1 cycle since based on the findings of the study 96.96% of the students could achieve the score at least 70 as the minimum passing grade in their final products. It meant that the criteria of success obtained have been achieved. Thus the researcher did not need to continue the action to the next cycle. In addition from the findings of the study it was found that (1) the students were actively and enthusiastically involved in the teaching and learning activities through the implementation of chunk technique in writing hortatory exposition text the students percentage in the involvement of the teaching and learning process gained 92.5% point (2) the number of the students who achieved the score below the minimum passing grade decreased from 27 students (81.82%) in the preliminary study to 1 student (3.03%) in Cycle 1. Meanwhile the number of the students who could obtain the score at least 70 as required by the minimum passing grade greatly increased from 6 students (18.18 %) in the preliminary study to 32 students (96.96%) in Cycle 1 (3) all the students had positive responses towards the implementation of the use of Chunk technique features to help them write hortatory exposition text in terms of its practicality in helping them in understanding and remembering conjunctions and also in organizing ideas. Based on the findings of the study it is suggested that it can be used as one of the references to conduct the teaching of writing more meaningfully by giving students chance to experience writing process to produce a piece of writing. For other English teachers the findings of this study can be used as one of the alternatives to solve the same problems they have related to the teaching of hortatory exposition text. In addition they can use this study as a reference to vary the activities in teaching writing so that the students will be more motivated and excited. Furthermore English teachers can also integrate the use of Chunk technique in any part of the process of teaching and learning English (reading writing and listening) as the media to make learning and teaching English more interesting.
| 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: | 20 Jul 2012 04:29 |
| Last Modified: | 09 Sep 2012 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58624 |
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