Shodikin, Zainus (2016) Improving The Tenth Grade Students’ Writing Skill By Using Guiding Questions Technique And Direct Feedback At Ma Ibrahimy Walisongo Situbondo. Sarjana thesis, Universitas Brawijaya.
Abstract
Di Indonesia, bahasa Inggris merupakan mata pelajaran pokok yang harus diajarkan dari tingkat sekolah dasar hingga tingkat universitas. Menulis memiliki peranan penting dalam pembelajaran bahasa Inggris karena menulis merupakan salah satu ‘productive skill’ yang membuat siswa mampu membuat bentuk tulisan untuk berkomunikasi dengan orang lain dalam bahasa Inggris. Berdasarkan penelitian awal yang dilakukan oleh peneliti, membuktikan bahwa hampir seluruh siswa kelas X-4 menemukan kesulitan dalam menulis. Mereka medapatkan kesulitan dalam tata bahasa dan menemukan ide untuk membuat teks recount. Berdasarkan permasalahan tersebut, peneliti mengusulkan teknik mengajar bernama guiding questions dan direct feedback guna meningkatkan kemampuan siswa dalam menulis. Dengan menggunakan penelitian tindakan kelas sebagai desain penelitian, peneliti mengaplikasikan teknik guiding questions dan direct feedback untuk mengatasi masalah siswa dalam menguasai kemampuan menulis dalam Bahasa Inggris. Peneliti menggunakan beberapa perangkat diantaranya angket, panduan wawancara, lembar observasi, dan catatan lapang. Penelitian ini dilaksanakan dalam satu siklus yang terdiri dari empat pertemuan. Penelitian ini dianggap berhasil jika nilai rata-rata dari seluruh siswa di post-test meningkat 5 poin dari nilai rata-rata dari seluruh siswa di pre-test untuk tiap elemen, pengembangan ide dan penggunaan tata bahasa dalam menulis teks recount. Hasil penelitian ini menunjukkan adanya peningkatan yang signifikan setelah pengaplikasian teknik guiding questions dan direct feedback. Nilai rata-rata siswa meningkat 14,04 poin pada penggunaan tata bahasa dan nilai rata-rata siswa meningkat 21,95 poin. Berdasarkan hasil dari post-test tersebut, dapat disimpulkan bahwa teknik guiding questions dan direct feedback mampu meningkatkan kemampuan menulis siswa dalam menulis teks recount. Berdasarkan hasil dari penelitian tersebut, peneliti memberikan saran kepada guru agar memiliki beberapa teknik mengajar untuk membuat siswa tertarik dalam belajar bahasa inggris. Untuk peneliti di masa depan, disarankan untuk mengaplikasikan teknik guiding questions dan direct feedback pada subjek yang berbeda, keterampilan yang berbeda, dan jenis teks yang berbeda tergantung pada masalah yang dihadapi siswa.
English Abstract
In Indonesia, English has become a main subject which should be taught since junior high school to universities. Writing is one of the skills which plays an important role in teaching English because it is one of productive skills in which students are able to produce written form of communication with others in English. Based on the preliminary study that was conducted by the researcher, it confirmed that most of X-4 students of MA Ibrahimy Walisongo Situbondo found difficulties in writing. They got difficulties in using grammar and idea to write recount texts. Regarding the phenomena, the researcher proposed a teaching technique namely guiding questions and direct feedback to improve students’ writing skill. By using classroom action research design, the researcher implemented guiding questions technique and direct feedback to solve the students’ problem in writing skill, paticularly in teaching recount texts. During the research, some instruments were used to collect necessary data. Those instruments were questionnaire, interview guide, observation checklist and field note. This research was conducted in one cycle which consisted of four meetings. This research was considered successful if the mean score of whole students’ post-test improve 5 points from the mean score of whole students’ pre-test for each element, development of idea and grammar usage in writing recount texts. The results of the research showed that there was a significant improvement of students’ writing skill after the implementation of guiding questions technique and direct feedback. The improvement can be seen from the achievement of the criteria of success. The students’ mean score of grammar usage in writing recount texts in post-test was 14,04 points and the students’ mean score of idea development in post-test was 21,95 points. Based on the result of the post-test, it can be concluded that guiding questions technique and direct feedback could improve students’ writing skill in writing recount texts. Based on the results of the research, some suggestions were made for English teacher and further researchers. For English teacher, he must have various teaching techniques in order to make the students interested in learning English. For further researchers, the researcher suggested to apply guiding questions technique and direct feedback at different subject, different skill, and different genre of text depends on the students’ problem.
| Item Type: | Thesis (Sarjana) |
|---|---|
| Identification Number: | SKR/FBS/2016/118/ 051601254 |
| Subjects: | 400 Language > 420 English and Old English (Anglo-Saxon) |
| Divisions: | Fakultas Ilmu Budaya > Bahasa dan Sastra Inggris |
| Depositing User: | Kustati |
| Date Deposited: | 07 Mar 2016 09:15 |
| Last Modified: | 07 Mar 2016 09:15 |
| URI: | http://repository.ub.ac.id/id/eprint/101975 |
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