Juwariyah, Siti (2010) Using picturtes and word-webs to improve students' skill in writing A recount text at SMPN 2 Lumajang / Siti Juwariyah. Diploma thesis, Universitas Negeri Malang.
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ABSTRACT Juwariyah Siti. 2010. Using Pictures and Word-Webs to Improve Students Skill in Writing a Recount Text at SMPN 2 Lumajang. Thesis English Department Faculty of Letters State University of Malang. Advisor Niamika El Khoiri S.Pd. M.A. Key words writing pictures word-webs writing process recount One of the objectives of the teaching English in junior high school particularly in the eight grades is that students are expected to be able to write a recount text. However writing is often considered a difficult skill to teach and to master. In SMPN 2 Lumajang even though the teacher had tried to teach the four skills proportionally and even though the students were confident enough in writing the result of students writing products was still poor or could not meet the SKM. The questionnaires revealed that students faced some different problems in writing but considered generating and organizing ideas the most difficult problems. The interview with the teacher also revealed that students were not introduced to writing process. Thus the use of pictures and word-webs in writing process was proposed to be implemented in the teaching of writing especially a recount text to help students solve the problems. The technique was chosen because it was simple and relatively easy to apply particularly for students in junior high school level. Indeed some previous studies also proved that the use of pictures and word-webs was quite effective and suitable to help students generate and organize ideas in writing compositions. Using the technique the students could relate the pictures they saw to their own personal experience and then answer WH-questions in the word-webs to finally be organized according to the generic structure of a recount text (orientation events and reorientation). This study aimed at improving students writing ability in writing a recount text particularly in generating and organizing their ideas through writing process. Classroom action research was used in this study. Since the researcher did not have her own class the research was done collaboratively with the English teacher responsible for the particular class. With the assistance of the classroom English teacher the researcher designed the lesson plans and set the criteria of success. The classroom English teacher acted as the observer during the teaching and learning process while the researcher acted as the teacher. The research was conducted in two cycles each of which covered planning the action implementing the action observing the action and reflecting on the observation. The students who were considered the subject of this study were those who were always present during the research i.e. the subjects of this study were 30 students of VIII-G in SMPN 2 Lumajang in 2009/2010 academic year. The data comprised the students attitudes during the teaching and learning process and students writing scores. The data were collected through interview guides questionnaires observation checklists field notes and the students final writings. Conducted in two cycles the research reached the criteria of success successfully and satisfactorily. In terms of product students writing scores were improved and better compared to their scores in the preliminary study. Indeed students attitudes during the teaching and learning process were also better during the implementation of the technique. Students paid attention to the teacher were active in participating such as asking questions and answering questions and were encouraged to bring their own dictionaries so that they did not have to rely on their friends dictionaries. In addition from both cycles it seemed to be best distributing the prepared handouts to students after the teacher s explanation so that students would not be distracted or busy reading the handout themselves during the teacher s explanation. It could also make students understand the technique and how to apply the technique better since they focused on each activity. Besides students could be first given feedback either from the teacher or their pairs in writing the recount text during the revising stage. However the aid in the form of feedback could then be eliminated so that the students could learn to use the pictures and word-webs in writing process independently without any feedback from either the teacher or their pairs. Based on the result of this study it is suggested that English teachers apply the use of pictures and word-webs through writing process in their teaching writing recount in particular and other text types in general. Besides they are also expected to recommend that students use pictures to relate to their own experience and make word-webs in generating and organizing their ideas in writing a recount text independently. Indeed further researchers are also expected to explore the use of pictures and word-webs in writing process for different text types and different levels of education to see whether or not the technique can be implemented effectively and successfully in helping students writing an English composition regarding their problems in generating and organizing ideas.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Bahasa dan Sastra Inggris |
| Depositing User: | library UM |
| Date Deposited: | 29 Jun 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/10965 |
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