Wibowo, Joko (2013) Improving the ability of second graders of SMAN 9 Malang in writing report text thrugh iso text modeling (idea structure organization) / Joko Wobowo. Masters thesis, Universitas Negeri Malang.
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Wibowo Joko. 2013. Improving the Ability of Second Graders of SMAN 9 Malang in Writing Report Texts through ISO Text Modeling (Idea Structure Organization). Thesis Graduate Program in English Education State University of Malang. Advisors (1) Dr. Suharmanto M.Pd. and (2) Dr. Monica Djoehana D. Oka M.A. Key Words writing ability ISO Text Modeling 12288 12288 12288 12288 Based on the findings of the preliminary study the idea or content quality grammar and organization of Report texts of second graders of SMAN 9 Malang was unsatisfactory. It was discovered that the causes of the problems were first the students lack a reading habit thus they have insufficient background knowledge or schemata to compose paragraphs second the students are not familiar with English sentence structures commonly used in genre-based texts and third the students are unfamiliar with the text organization of genre-based texts. The researcher planned to solve the problems by implementing a strategy under the scope of reading-writing connection namely ISO Text Modeling (Idea Structure Organization) to improve the content grammar and organization of the students Report texts. 12288 12288 12288 12288 The research utilized a Collaborative Classroom Action Research design. The researcher collaborated with the class teacher as a collaborator in designing the lesson plans implementing the action observing the action and making reflection. The research was conducted in one cycle. The cycle consisted of four meetings. The focus of the first and the second meeting was pre-writing activities. The third meeting focused on drafting. Finally the fourth meeting focused on revising editing and publishing. 12288 12288 12288 12288 The subjects of the research were 20 second graders of SMA 9 Malang. The data of the research were taken from the observation checklists field notes and the students final product on writing Report text. 12288 12288 12288 12288 The research revealed that the implementation of ISO Text Modeling improved the content quality organization and grammar of the students Report texts. The expected results for content and organization were at least 81% of the students got the score of 75 (level GOOD) or higher. While for grammar the expectation was at least 81% of the students obtained the score of 83.34 (level STRONG COMMAND) or higher. In the preliminary study for content quality 70% of the students got the score of 75 and 30% obtained the score of 50 (level FAIR). The final scores revealed that 25% of the students got the score 100 (level EXCELENT) 70% got the score of 75 and 5% got the score of 50. The organization discovered the same thing. It was found that 25% of the students got the score of 100 25% got the score of 75 and 50% obtained the score of 50. Then in the final score it increased to 15% of the students got the score of 100 75% obtained the score of 75 and 10% got the score of 50. Finally the grammar presented the improvement as well. The data in the preliminary study revealed that 75% of the students got the score of 83.34 and 25% obtained the score of 66.68 (level ADEQUATE COMMAND). The increase was that 85% of the students got the score of 83.34 10% got the score of 66.68 and 5% obtained the score of 50.02 (level PARTIAL COMMAND). 12288 12288 12288 12288 The implementation of ISO Text Modeling strategy was also expected to increase the students active involvement in the teaching-learning process. In the preliminary study the average percentage of the students active involvement was 60% or 12 students. It is also expected that at least 17 students or 81% of the students involve actively in teaching-learning process. After implementing ISO Text Modeling strategy the average percentage of the students active involvement increased to 92.29% or 18 students. In brief ISO Text Modeling strategy also improved the students active involvement in the teaching-learning process. 12288 12288 12288 12288 On the basis of the findings the research showed that the appropriate procedure of ISO Text Modeling used the following steps (1) explaining Report texts in general with its communicative purpose (2) giving examples of various Report texts (3) comparing and contrasting Report and Descriptive text (4) explaining the text structures and characteristics of the text (5) assigning the students to read some Report texts with the analysis of the text structures and characteristics (6) introducing ISO Text Modeling and explaining the functions and implementation (7) providing the example of the process or steps of how to develop a Report text through ISO Text Modeling (8) deciding the topic and assigning the students to collect articles and pictures related to it from many sources (9) assigning the students to attach pictures inside the ISO Text Modeling blank form of Pictures (Appendix 10a) (10) asking and guiding the students to read silently the collected sources about the topic (11) asking the students to choose three comprehensive article(s) among the collection of them and asking them to attach the article(s) inside the ISO Text Modeling blank form of Sample Materials (Appendix 10b) (12) assigning the students to reread the selected articles and make brief notes of any important information obtained (The brief notes are written on the provided ISO Text Modeling blank form of Brief Notes Appendix 10c) (13) During the reading activity and the writing brief notes guiding checking and helping the students with their notes by sorting and selecting only the important points of their notes (14) approving the students brief notes asking and guiding the students to put the information from brief notes into the appropriate boxes inside the ISO Text Modeling blank form of Idea and Organization (Appendix 10d) (15) asking the students to write a new Report text through the completed ISO Text Modeling form of Idea and Organization (16) not allowing the students to reread the previous selected article(s) in order to build the students creativity and collecting scoring and revising the students works (17) distributing the results after scored and revised (The scoring and revision are in scope of idea and organization. The revision includes adding necessary information deleting unnecessary information suggesting rearranging the organization if necessary) (18) asking the students to have final revision based on the teacher s notes (19) asking the students to do peer checking on grammar or lexicogrammatical features (20) distributing the results of peer checking after approved by the teacher. 12288 12288 12288 12288 It can be concluded that of the previous twenty steps the most effective ones that can improve the students writing skills and active involvement in the teaching and learning. First the step number 10 that appointed the students to read the collected sources about the topic. This activity is aimed at exposing the students to read as many articles as possible in order to enrich their background knowledge or schemata that later can assist them in composing a text. Second the step number 12 that assigned the students to make brief notes of any important information. This step focuses on training the students to be accustomed to selecting and sorting only the important information of the articles read. Third the step number 14 that asked the students to placed the information from brief notes into the appropriate boxes inside the ISO Text Modeling blank form of Idea and Organization. This is to train the students to have organized and systematic way of thinking. 12288 12288 12288 12288 Related to the research findings some suggestions are addressed to English teachers and future researchers. The first suggestion goes to English teachers. The English teachers who want to improve the students writing skills are suggested to apply ISO Text Modeling strategy as it is able to improve the students skills and the level of participation in the teaching-learning process. The English teachers should also pay attention on the stages of writing pre-writing drafting revising editing and publishing. In short this strategy should be performed in groups of two three or small groups as the students have a chance to work together and help each other. The second suggestion is delivered to future researchers. It is suggested that they use the findings of this research as a reference in conducting similar studies in writing using different settings such as levels of the students or difficulties of the writing materials. Finally for the English teachers who want to apply the strategy and future researchers who want to use the findings for certain purposes it can be applied successfully if the criteria are similar with this research. The criteria include the level of the students achievement the number of the students the situation and condition of the school and classroom etc.
| 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: | 24 Jul 2013 04:29 |
| Last Modified: | 09 Sep 2013 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58661 |
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