0613042054, Yuliana Widiyanti (2012) TEACHING WRITING NARRATIVE TEXT THROUGH LEARNING COMMUNITY AT THE SECOND GRADE OF SMAN 8 BANDAR LAMPUNG. Other thesis, Universitas Lampung.
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Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)
Writ ing, due to its complexit y, is not an easy language skill to master. What makes writ ing very complex, according to Weigle (2002), is that the abilit y to write effectively comprises a number of aspects: content dealing with the main idea, organization related to arrangement of ideas, vocabulary dealing with choosing words, language use concerning grammatical accuracy, and mechanic concerned wit h arrangement of letters, words and paragraphs. Therefore, the objective of this classroom-action research is to improve the qualit y o f the teaching-learning process of writing skill and the students’ writing achievement, particularly in terms of narrative text, through the application of learning communit y. The participants of this research were a class of grade-two students (Class XI IPS 2) of SMAN 8 Bandar Lampung, consisting of 32 students with 20 females and 12 males. The students were of mediocre level among the second- graders in the school in terms of their scores in narrative writ ing. The researcher acted as the observer, assisted by two English language teachers of the school who took the roles as the teacher and the observer’s collaborator, respectively. The collaborator’s task was mainly to help the researcher/observer observe specifically the teacher’s teaching performance. Three cycles were carried out until the determined minimum target scores for writ ing task (75% students with score 66), students’ activit y (75% students categorized as active), and teacher’s performance (75) were achieved. Increases for the three categories of the three target scores were observed throughout the three cycles, but only after the third cycle the targets were achieved. After the third cycle, 76.66% students obtained 66 or more in their writ ing task, 86.67% students were observed active during teaching-learning process, and the teacher scored 81.76 for her performance. Referring to the results, it would not be exaggerating to conclude that learning communit y is applicable to improve students’ achievement on writ ing skill, students’ classroom learning activit ies and teacher’s teaching performance. Further research is recommended for the other skills of the English language to see the implication of learning communit y for teaching-learning process and product across the language skills.
| Jenis Karya Akhir: | Tesis (Other) |
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| Subyek: | |
| Program Studi: | FKIP > Prodi Magister Teknologi Pendidikan |
| Pengguna Deposit: | . . Yulianti |
| Date Deposited: | 14 Aug 2015 03:48 |
| Terakhir diubah: | 14 Aug 2015 03:48 |
| URI: | http://digilib.unila.ac.id/id/eprint/11672 |
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