SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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The Use of Crossword Puzzle to Improve Students’ Vocabulary Mastery at Seventh at SMPN 2 Maron
No full textABSTRAK This research was a Classroom Action Research (CAR) which aimed to improve students’ vocabulary mastery by using a crossword puzzle game. The research study was conducted at SMPN 2 Maron. Based on the results of the preliminary study, in the form of a vocabulary test for students and an interview to the English teacher, it was found that students had difficulty acquiring new vocabulary in English. 30 students of grade 7A were treated as subjects of this study.The research study was conducted in three meetings. This form of research is a collaborative classroom action researchwhich was aimed at solving problems that were experienced by English teachers in vocabulary mastery of the students. In this research, the English teacher acted as a collaborator which observed the use of crossword puzzle game in the classroom. This classroom action research consisted of several activities incorporated in the cycle consisting of planning, implementing, observing and reflecting. Researcher only had one cycle of research because the results of students’ learning has met the criteria of success.Based on the results of the application of learning strategies using crossword puzzle game, this game had a positive impact on students’ vocabulary mastery. At the first meeting students were given areading text according to the topic.Students were then asked to ask a difficult vocabulary and were given a crossword puzzle game, 20 questions. In the second meeting, students were asked to mention 20 vocabulary that had been learned in the previous meeting. After that students were given crossword puzzles totaling 20 questions. At the last meeting, students were asked to name 40 vocabulary that were learned at the previous meeting. Finally students were given a vocabulary test of what they had learned in the previous meetings. The result of the students’ test had reached the standard score that had been set that is 76. All the students (30 people) had reached the standard score or above, or if 100% students had reached the standard score. In addition, a questionnaire about students' opinions on the use of crossword puzzle game showed positive results on students’ vocabulary mastery in English. Based on the findings, researchergave some suggestions to minimize problems in vocabulary mastery. Suggestions for English teachers, the researcher suggested to English teachers to use crossword puzzle game, since this game helps students improve students’ vocabulary mastery. In addition, teachers were also encouraged to motivate students so that they could improve their own vocabulary using this game. For other researchers,they are able to do research using this game in higher student levels and different scopes so as to know the power of this game in improving vocabulary mastery
The Implementation of Online Learning Approach in Teaching English at “SMA Terbuka Jarak Jauh Kepanjen”.
No full textABSTRAK Yunita, M.K. 2017. The Implementation of Online Learning Approach in Teaching English at “SMA Terbuka Jarak Jauh Kepanjen”. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (1) Francisca Maria Ivone, M.A., Ph.D, (2) Dr. Sintha Tresnadewi, M.Pd. Keywords: online learning, online language learning, Open and Distance Senior High SchoolStudies on online learning has grown significantly in the past decades, but not many of the studies examine online learning at senior high school level. Moreover, there is an absence of ‘close’ research to investigate what distance language teachers and learners actually do. Therefore, the objective of this study is to describe the implementation of online learning at Open and Distance Senior High School Kepanjen by highlighting three aspects: course design, teacher’s roles, and teacher-student and student-student interactions in online class.The researcher used qualitative research method for the case study. The data were collected by conducting interview, observation, and analyzing relevant documents. The instruments were the researcher, interview guides, and observation protocol. The instruments were validated by the advisors of the researcher. Then, data triangulation and iterative process were used to validate the data and findings.The researcher found that in the implementation of online English learning at Open and Distance Senior High School Kepanjen, the course design included planning, independent learning, teaching and learning process, and assessment. Then, the teacher’s roles in the online class were planning, teaching, assessing, and motivating. Next, there were no teacher-student and student-student interactions, such as discussion forum, in the online learning and teaching activities. Furthermore, the strengths of online learning in this school was that it was supported by the government so that the facilities were sufficient. The weaknesses were that students participation was low, the digital literacy was also low, the lesson plan was not suitable for online language learning, and the language skills were not really taught nor learned.Some conclusions that can be drawn are the following. First, the course design should include administration process, instructional planning, teaching and learning activities, assessment, and learning supervision. Second, there are three ctitical components of teaching presence, which are design and organization, facilitating discourse, and direct instruction (Anderson, 2004). Third, interaction is an important aspect for students’ social and emotional development (Picciano & Seaman, 2007), that is why face-to-face meeting should be improved by adding the number of the English tutors. In other words, blended learning is more suitable for students in senior high school level. This research is beneficial for the government, online English teachers and students, and future researchers because it gives a comprehensive overview and evaluation of online learning implementation at senior high school level. It enriches the theories on the course design, teacher’s roles, and interactions in online English learning
analisis konten relasi budaya terhadap buku bahasa inggris kelas X
No full textABSTRAK ABSTRAK Maghfirah, Silvia, 2017, An Analysis of The Culture-Related Content of The English Textbook For The Tenth Graders thesis, English Department faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Mirjam Anugerahwati, M.A., (II) Dr. Emilia Iragiliati, M.Pd. Keywords : culture, textbook analysis Pemerintah telah menerbitkan buku Bahasa inggris untuk sekolah menengah atas (SMA) sesuai dengan kurikulum 2013. Kompetensi inti di bidang social untuk tingkat SMA adalah untuk menjadikan siswa untuk act locally and think globally. Pernyataan tersebut telah mendorong peneliti untuk menganalisa buku tersebut berbasis tentang konten kebudayaan. Tujuan dari penelitian iini adalah untuk menganalisis Bahasa Inggris dan budi pekerti SMA/SMK/MA/MAK KELAS X perihal 1. Dimension of culture dan 2.categories of culture. Penelitian ini menggunakan metode peneliatian deskriptif kualitatif konten analisis.Dalam pengumpulan data, peneliti mengitu prosedur dengan sistematik. Yaitu (1) menggunakan teori dimension of culture dan categories of culture sebagai bagian dari instrument, (2) memvalidasi instrument, (3) mengevaluasi buku tersebut menggunakan instrument yang sudah di validasi, (4) menyampaikan hasil. Pengumpulan data tersebut menggunakan instrument dalam bentuk checklist. Dalam analisis data, setiap diemensi di bagi menjadi beberapa aspek dan setiap aspek berisi lima pertanyaan, lalu peneliti akan menjumlahkan total skor dari setiap aspek di bagi dengan jumlah skor dari semua dimensi. Kemudian, jumlahnya akan di kalikan 100% sebagai hasil kriteria dari setiap dimensi. Dari data yang telah dikumpulkan, ditemukan bahwa untuk product dikategorikan sebagai excellent 85%, practices dikategorikan sebagai good 70%, perspectives dikategorikan sebagai good 75%, communities dikategorikan sebagai fair 50% dan person dikategorikan sebagai fair 60%. Temuan penelitian ini menunjukkan bahwa buku tersebut mencakup dimension of culture dari berbagai negara, namun, content buku tersebut menunjukkan bahwa hamper semua dari content buku tersebut meliput content local culture dan target culture. Penelitian ini menemukan bahwa buku tersebut tidak di menyajikan penjelasan tentang konten kebudayaan yang tersedia. kesimpulannya, buku bahasa Inggris dan budi pekerti SMA/SMK/MA/MAK KELAS X telah mencakup semua dimension of culture. Namun, content dari buku tersebut lebih condong dengan local culture dan target culture, mungkin akan lebih baik jika memuat konten kebudayaan dari berbagai negara agar siswa dapat mempelajari berbagai macam kebudayaan dari belahan dunia. Sebagai tambahan, menambahkan penjelasan tentang kebudayaan di dalam buku adalah sebuah ide yang bagus dari pada hanya menyebutkannya saja. Teruntuk peneliti selanjutnya boleh meneliti penelitian yang sama dengan menggunakan buku yang berbeda juga dengan tingkatan berbeda
ABSTRACT Mahanani , Maya Puspita . 2016. Dictionary Training For Choosing The Right Meaning Of Particular Words Contextually At Smp N 13 Malang
No full textABSTRAK Vocabulary is one of language components that should be acquired by the learner in learning a language. Vocabulary mastery supports the development of language skill especially reading. The problem in vocabulary mastery, therefore, will also influence the language skill mastery. The students of VIII F class at SMP 13 Malang had learning problem related to their vocabulary mastery. Th e preliminary study conducted showed that the students could not choose the sufficient meaning from the context of the text. The observation also revealed that the teacher only used drilling technique in teaching vocabulary that made students forget the ta ught words easily. To solve this problem, the researcher and teacher used dictionary training to choose the sufficient meaning of particular words contextually to improve the students’ vocabulary mastery. The technique helps students to be able to choose the right meaning and synonym contextually. In addition, the researcher used English dictionary in teaching and learning process. The researcher uses Collaborative Action Research (CAR) which was conducted in one cycle. The subjects of the study were 31 students of VIII F class at SMP 13 Malang. The data in this study were collected using an interview guide, questionnaire, an observation sheet, and field notes. After the data was analyzed, this study was considered successful since the criteria of succ ess had been achieved. In addition, the students can guess the new words based on the context. The students’ vocabulary test score had shown the improvement from 22.6% to 77.4%. The students who got 75 or above are also increase from 7 to 24 students. Th e students also gave positive feedback toward the implementation of the strategy. The strategy was conducted in several steps; the first is preparing the text and selecting the words to learn as the teaching materials. The topics of the text are about stud ents’ daily life. The second is teaching students to choose the right meaning from context. The researcher asks them to read the whole text to find the main idea of the text. After that, they focused on bold type selected words. To guess the meaning of bol d type words they have to read the words before and after the bold type words. To make sure they understood, they should do the exercises about the synonym and the meaning of the selected words in recount text. in addition, the students allow looking at th e dictionary to deal with the sufficient meaning of particular words. Before the lesson ended, the students got the teachers’ explanation of the appropriate meaning and synonym based on the context in recount text. This study proposes some suggestions for the English teachers and further researchers. Both of the teacher and researchers should follow some steps to implement the technique in teaching vocabulary. The steps should consider on selecting the texts and words; and how to implement the strategy. Tho se indicators will help to get a good result in teaching vocabulary
Implementing Jigsaw Technique to Improve the 11th Graders' Reading Comprehension of Report Text
No full textABSTRAK Reading comprehension is a process of understanding the meaning or content that is written in the text. Based on the result of preliminary study conducted in SMA Negeri 10 Malang, it was found that students in XI MIPA G4 class was at a ‘poor’ level in reading comprehension especially in report text. The problem might be caused by their lack of vocabulary in reading. In addition, students were not actively participating during reading activity. Jigsaw technique was decided to be used to improve students’ reading comprehension in report text. Jigsaw technique was considered appropriate to address the problems as it allows the students to discuss in small group which helps them comprehend the texts.The research design used in this research was Classroom Action Research. This research was done in one cycle that involved four stages namely planning, implementing, observing, and reflecting. The research was conducted in four meetings. The instruments used to collect data on the implementation of the technique, the students’ responses and active participation, and the students’ scores include questionnaire, observation checklist, field note and also reading comprehension test.The result of this research showed that the use of jigsaw technique was successful in improving students’ reading comprehension. The criteria of success had been achieved. All students passed the minimum passing grade. Based on the observation checklist, more than 80% of the students were actively participating during the implementation of the study. Moreover, students gave positive responses toward the use of jigsaw technique in report text. They also agreed that jigsaw technique helps them comprehend the report text. It can be concluded that Jigsaw can improve the students’ reading comprehension in report text. The successful procedure in using jigsaw technique as found in the study involves: (1) grouping, (2) choosing materials, and (3) the role of the teacher as a facilitator. Based on the result of the findings, it is suggested that English teachers used jigsaw technique in the learning process which has been proven in improving students’ reading comprehension. For the future researchers, it is suggested that they use other type of texts and implement it using jigsaw technique. Students will be more active in the learning process if they work in small groups. This research also can be a reference to conduct similar study using different text types
The Use of Figurative Language in Fast Food Advertising Slogans
No full textABSTRAK In this modern era, the use of advertisements as a means of public communication is highly inevitable, especially in the field of business. Fast food corporation is one of the most reputable businesses which depends much on advertising sector. A lot of major fast food companies have been creating advertisements, including slogans. Fast food advertising slogans are believed to be different from others since they often involve the use of figurative language. Therefore, this research aims to investigate the types of figurative language commonly used in fast food advertising slogans and the people’s perceptions towards the effectiveness of figurative language in fast food advertising slogans.A descriptive qualitative approach was used as a research design. Data of this study were derived from two main sources. The first data source was fast food advertising slogans obtained from several websites. The slogans chosen are based on the list of America’s favorite fast food restaurants in 2016. The total number of slogans successfully collected were 62 pieces. The second data source was drawn from the questionnaire survey. The researcher had asked 70 respondents to fill out the questionnaire. All of them are the current eighth-semester students of English Language and Literature, Faculty of Letters, State University of Malang. To support the analysis of the data, the researcher used the theoretical concept of figurative language by McQuarrie and Mick (1996) and the concept of AIDA (Attention, Interest, Desire, and Action).From the results of this study, each of the fast food advertising slogans comprising at least one or even many types of figurative language. Ellipsis is the most dominant type of figurative language (21%), followed by metaphor in the second rank (15%), metonymy in the third rank (14%), hyperbole in the fourth rank (13%), rhyme and simile in the fifth rank (5%), anaphora, epistrophe, parison, and rhetorical question in the sixth rank (4%), alliteration, chime, personification, and imagery in the seventh rank (3%), and allusion in the last rank (1%). Furthermore, based on the results of the questionnaire, most of the respondents agree that figurative language can effectively attract attention, maintain interest, create desire, and lead to an action. The researcher recommends this study for students, specifically for Linguistic students, that they can broaden their understanding of figurative language by using this study as a reference. For future researchers, they are expected to conduct a further and deeper research concerning the use of figurative language in advertisements. For advertisers, they should pay attention to figurative language used in advertisements.AIn this modern era, the use of advertisements as a means of public communication is highly inevitable, especially in the field of business. Fast food corporation is one of the most reputable businesses which depends much on advertising sector. A lot of major fast food companies have been creating advertisements, including slogans. Fast food advertising slogans are believed to be different from others since they often involve the use of figurative language. Therefore, this research aims to investigate the types of figurative language commonly used in fast food advertising slogans and the people’s perceptions towards the effectiveness of figurative language in fast food advertising slogans. A descriptive qualitative approach was used as a research design. Data of this study were derived from two main sources. The first data source was fast food advertising slogans obtained from several websites. The slogans chosen are based on the list of America’s favorite fast food restaurants in 2016. The total number of slogans successfully collected were 62 pieces. The second data source was drawn from the questionnaire survey. The researcher had asked 70 respondents to fill out the questionnaire. All of them are the current eighth-semester students of English Language and Literature, Faculty of Letters, State University of Malang. To support the analysis of the data, the researcher used the theoretical concept of figurative language by McQuarrie and Mick (1996) and the concept of AIDA (Attention, Interest, Desire, and Action). From the results of this study, each of the fast food advertising slogans comprising at least one or even many types of figurative language. Ellipsis is the most dominant type of figurative language (21%), followed by metaphor in the second rank (15%), metonymy in the third rank (14%), hyperbole in the fourth rank (13%), rhyme and simile in the fifth rank (5%), anaphora, epistrophe, parison, and rhetorical question in the sixth rank (4%), alliteration, chime, personification, and imagery in the seventh rank (3%), and allusion in the last rank (1%). Furthermore, based on the results of the questionnaire, most of the respondents agree that figurative language can effectively attract attention, maintain interest, create desire, and lead to an action. The researcher recommends this study for students, specifically for Linguistic students, that they can broaden their understanding of figurative language by using this study as a reference. For future researchers, they are expected to conduct a further and deeper research concerning the use of figurative language in advertisements. For advertisers, they should pay attention to figurative language used in advertisements
Developing Educational Digital Simulation Game for 10TH Grade Students’ Reading Activities
No full textABSTRAK Ini adalah riset Penelitian dan Pengembangan yang bertujuan untuk meningkatkan pemahaman siswa terhadap teks berbahasa Inggris Riset ini dilaksanakan di SMA Negeri 1 Lawang. Berdasarkan hasil analisa kebutuhan, siswa lebih suka membaca novel berbahasa Indonesia daripada buku teks berbahasa Inggris. Kurangnya paparan teks berbahasa Inggris mengakibatkan rendahnya penguasaan kosakata siswa dan mengakibatkan kurangnya motivasi serta lemahnya pemahaman siswa pada sebuah teks. Pada saat wawancara dengan guru Bahasa Inggris di sekolah tersebut, ditemukan bahwa memasukkan gambar pada teks berbahasa Inggris terbukti meningkatkan motivasi siswa untuk membaca.Riset ini dilaksanakan dengan memodifikasi sepuluh langkah riset Pengembangan Borg and Gall menjadi tujuh langkah. Peneliti melaksanakan pengambilan data sebanyak dua kali. Pengambilan data pertama untuk analisa kebutuhan dan pengambilan data kedua dilakukan saat uji coba produk ke siswa. Analisa kebutuhan ini mengambil sampel siswa kelas X IBB yang berjumlah 27 anak. Tahap uji coba dilaksanakan di kelas X MIA 2 yang berjumlah 29 anak.Berdasarkan hasil uji coba, game edukasi ini menerima umpan balik yang memuaskan dari siswa. Dua puluh tiga siswa (79.30%) mengatakan bahwa My Glossary Sheet membantu mereka mendapatkan kosakata baru dan dua puluh enam (89.64%) mengatakan bahwa penggunaan highlights pada kalimat mendeskripsikan orang memudahkan mereka untuk mengingat kosakata baru. Sebagai tambahan, komentar siswa di dalam kuisioner menunjukkan bahwa mereka merespon positif dalam penguasan kosakata berbahasa Inggris. Siswa juga bisa menjawab semua pertanyaan yang ada di lembar kerja siswa, menandakan bahwa siswa paham terhadap jalan cerita di dalam game edukasi tersebut.Produk akhir dari produk ini adalah sebuah aplikasi berbentuk kubus biru yang dapat diekstrak. Hanya ada satu halaman utama di game edukasi yang memuat tiga opsi: ‘new game’, ‘load game’, dan ‘exit game’. Murid dapat memainkan dan melanjutkan game edukasi, dan juga dapat memainkan game edukasi ini secara berkelompok atau individu. Walaupun game edukasi ini sangat mudah dijalankan, namun ada beberapa kekurangan yaitu dalam aspek durasi dan teknis. Karena berbasis dialog, game edukasi ini memerlukan waktu lebih dari 60 menit untuk diselesaikan dan harus menggunakan laptop atau komputer untuk memainkannya. Berdasarkan hasil temuan, peneliti menyarankan agar meminimalisir masalah yang sekiranya bisa muncul dalam penggunaan game edukasi simulasi berbasis digital. Untuk guru, peneliti menyarankan untuk menggunakan game edukasi ini dalam beberapa pertemuan agar penggunaan game edukasi bisa dimaksimalkan. Disarankan juga untuk menyuruh siswa membawa laptop. Jika tidak memungkinkan, guru bisa menggunakan lab komputer untuk memainkan game edukasi. Para peneliti bisa menggunakan riset ini sebagai referensi untuk mengembangkan game edukasi di tingkat yang berbeda. Diharapkan para peneliti memperhatikan panjang durasi game edukasi ketika mengembangkan game edukasi berbasis digital
Developing ‘Guessing Vocabulary’ Board Game to Enrich Vocabulary of Junior High School
No full textThe study was conducted to develop ‘Guessing Vocabulary’ learning package as a medium to teach vocabulary for 7th grade of junior high school. The aim of this study is to make students interested in learning vocabulary. It also helps them in memorizing new words. The material in the learning package was chosen from 7th graders’ syllabus, covering the vocabulary of things found in the house. This study used research and development design. It consisted of seven stages. They are (1) need analysis (2) product development, (3) expert validation, (4) product revision, (5) product try-out, (6) final product revision, (7) final product. The research instruments which were used to collect data were a field note, an interview guide for the teacher, and student questionnaires. The data collected were used as guide to develop the product of vocabulary learning package and to find out whether the product was already good or not. The learning package consisted of two learning books, a snake-ladder board game, challenge cards, an answer key, a dice, tokens, stars, direction sheet and teachers’ guide. The product was validated by an expert in media development, and an English teacher. The product was validated using validation sheets. Based on the data collected from validation sheets, the researcher needed to revise the product because there were some language mistakes in the challenge cards and in exercises books. The revised product was tried-out in 7F class on MTSn 1 Malang. To collect the data in the try-out process, the instruments used were field note, student questionnaires, and teacher questionnaire. Based on the try-out process, the ‘Guessing Vocabulary’ learning package didn’t need to be revised because it could fulfill the students’ need for enrichment. The final product of the ‘Guessing Vocabulary’ learning package had several strengths which could help students learn vocabulary more easily. First, the pictures used in the product were colorful and interesting. Second, the language used was communicative. Third, the medium gave the students enough opportunities to use the new words in order to help them remember the new words. Fourth, the package created competitive atmosphere that motivated students to study by playing with their friends. The last strength, the snake-ladder board game in ‘Guessing Vocabulary’ learning package can be used for various topics. The teacher just needs to provide learning material and challenge cards for the new topic.Penelitian ini dilakukan untuk mengembangkan paket pembelajaran Guessing Vocabulary sebagai sebuah media pembelajaran untuk mengajarkan kosakata kepada siswa kelas 7 SMP. Tujuan dari penelitian ini adalah untuk memotivasi siswa dalam memperkaya pembendaharaan kosakata mereka dan untuk membantu mereka dalam mengingat kosakata baru tersebut. Materi pembelajaran yang diajarkan di paket pembelajaran ini dipilih dari silabus kelas 7 yang topiknya adalah mengenai kosakata yang bisa ditemukan disekitar rumah.Penelitian ini menggunakan desain penelitian dan pengembangan oleh Borg and Gall (2003). Desain ini terdiri dari 7 tahap, yaitu (1) analisis kebutuhan, (2) pengembangan media, (3) validasiahli, (4) revisiproduk, (5) ujicobaproduk, (6) revisiprodukakhir, (7) produkakhir. Instrumen yang digunakan pada tahap analisis kebutuhan adalah catatan lapangan, panduan wawancara guru, dan kuisioner siswa. Data yang didapat dari analisis kebutuhan digunakan sebagai dasar untuk mengembangkan produk pembelajaran kosa kata. Paket pembelajaran ini terdiri atas dua buku pembelajaran, sebuah papan permain anular tangga, kunci jawaban, petunjuk penggunaan dan pedoman guru.Paket pembelajaran ini kemudian divalidasi oleh seorang ahli di bidang pengembangan media, dan seorang guru Bahasa Inggris. Produk divalidasi menggunakan lembar validasi. Berdasarkan data yang terkumpul, peneliti butuh merevisi produk karena erdapat beberapa kesalahan dalam penggunaan Bahasa di kartu tantangan dan di latihan yang terdapat dalam buku.Produk yang telah direvisi selanjutnya di uji cobakan di MTSn 1 Malang kelas 7F. Instrumen yang digunakan untuk mendapatkan data adalah catatan lapangan, kuisionersiswa, dan kuisioner guru. Berdasarkan informasi yang didapatkan, paket pembelajaran Guessing Vocabulary tidak butuh direvisi karena produk sudah bisa membantu siswa dalam menambah pembendaharaan kosakata. Produk akhir dari paket pembelajaran Guessing Vocabulary mempunyai beberapa kelebihan yang dapat mempermudah sswa dalam mempelajari kosakata. Pertama, produk menyediakan gambar yang penuh warna dan dapat menarik minat siswa. Kedua, komponen bahasa yang digunakan komunikatif. Ketiga, produk memberikan siswa cukup kesempatan dalam menggunakan kosa kata baru nuntuk membantu siswa dalam mengingat kosakata baru tersebut. Keempat dan kelima, paket pembelajaran ini menciptakan atmosfer persaingan dimana siswa dapat belajar sambil bermain dengan teman mereka.Kelebihan yang terakhir, papan permainan ular tangga di paket pembelajaran Guessing Vocabulary bisa digunakan untuk berbagai macam topik. Guru hanya butuh menyediakan materi pembelajaran dan kartu tantangan sesuai dengan topik yang akan diajarkan
Using Concept Mapping Technique to Improve the Quality of the Descriptive Texts Written by the First Graders of SMP Laboratorium UM.
No full textABSTRAK Writing is one of the important skills in English language that needs to be mastered by students. However, the writing skill is considered as a difficult skill. Based on the result of preliminary study on the students of grade 7H SMP Laboratorium UM, the students had problem in writing, especially in developing and organizing the idea into readable text.They also still had poor vocabulary that made it difficult for them to write. In addition, they still had low confidence in writing. Therefore, most of them got low score in the writing test.This research focused on solving the students’ problem in writing. To address the problem, the researcher used concept-mapping technique to improve the students’ writing quality in descriptive text. The concept mapping is used as pre-writing activity that helped the students to develop and organize the idea before they write the text.The concept mapping technique is the activity of making ideas or concepts in circles or squares that linked to the others indicating the relationship among them. The procedures in this study consisted of four steps. First is introducing the concept mapping technique and the descriptive text. Second is giving examples and demonstrating the use of concept maps and descriptive texts. Third is defining some words related to the topic and writing it in the circles or squares. Four is writing the sentences based on the concept maps and arranging it into text.The design of the study was Classroom Action Research that consisted of four steps. The steps were planning, implementing, observing, and reflecting. There were two cycles, which consisted of two meetings on each cycle. The data was collected used six instruments,namely writing task, questionnaire, interview guide,observation checklist, field notes, and scoring rubric. The researcher acted as the researcher and the English teacher. The subjects of the research were 26 students of 7H SMP Laboratorium UM year 2016/2017.The criteria of success of this research was (1) 100% students of the lower group,middle group, and upper group achieved the target score that have been decided. The target score for lower group was 50, for the middle group was 70, and for the upper group was 90, (2) 75% students actively participated during the implementation of the technique.After analising the data, the finding reveals that the concept mapping technique improves the students’ writing qualityin descriptive text. The students’ final scores have met the target score that have been decided for three groups: lower, middle, and upper. All students (100%) in each group achievedthe target score. In addition, 77.82% students were actively participated in the teaching and learning process. Moreover, the English teacher and the students gave positive feedback toward the implementation of the concept mapping. Finally, the researcher gave suggestions to the English teacher and the future researchers. The English teacher is suggested to implement a technique in teaching writing that is suitable with the students’ need. The concept mapping technique can be implemented as a pre-writing activity that helps students in developing and organizing the idea before they write a text. This technique is effective in improving the students’ writing quality. For the future researchers who will conduct the similar study, it is suggested to use this research as a reference. Besides, the researcher also suggests the future researchers to explore more the use of concept mapping in other level such as senior high school
Improving Senior High School Students' Ability in Writing through the Implementation of Self-Regulated Strategy Development Method and Argument Map
No full textThis study is aimed to develop effective teaching model on analytical exposition text in order to improve students’ ability in writing. The method applied in the study is Self-Regulated Strategy Development (SRSD) method combined with argument map. The research design employed in the study is collaborative Classroom Action Research comprising four stages, namely planning, action, observation, and reflection. The instruments utilised are questionnaire, scoring rubric, observation checklist, and field note. The result of the study is that the implementation of Self-Regulated Strategy Development (SRSD) method and argument map has successfully improved students’ ability in writing as well as their involvement in the classroom.ABSTRAK This study is aimed to develop effective teaching model on analytical exposition text in order to improve students' ability in writing. The method applied in the study is Self-Regulated Strategy Development (SRSD) method combined with argument map. The research design employed in the study is collaborative Classroom Action Research comprising four stages, namely planning, action, observation, and reflection. The instruments utilised are questionnaire, scoring rubric, observation checklist, and field note. The result of the study is that the implementation of Self-Regulated Strategy Development (SRSD) method and argument map has successfully improved students' ability in writing as well as their involvement in the classroom