TY  - UNPB
ID  - eprints11672
UR  - http://digilib.unila.ac.id/11672/
A1  - 0613042054, Yuliana Widiyanti
Y1  - 2012/10/14/
N2  - 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. 
PB  - Universitas Lampung
M1  - other
TI  - TEACHING WRITING NARRATIVE TEXT THROUGH
LEARNING COMMUNITY AT THE SECOND GRADE OF 
SMAN 8 BANDAR LAMPUNG 
AV  - restricted
ER  -