IMPROVING STUDENTS’ WRITING SKILL USING ESTAFET WRITING METHOD IN DESCRIPTIVE TEXT AT THE TENTH GRADE OF SMAN 1 KAUMAN PONOROGO IN THE ACADEMIC YEAR OF 2014/2015
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Institusion
Universitas Muhammadiyah Ponorogo
Author
KRISTIAN, DAVID
Subject
PE English
Datestamp
2015-04-01 03:59:07
Abstract :
Key Words: Writing Skill, Estafet Writing Writing is a communicative act; it is a way of sharing information, thoughts, experience, or ideas, between ourselves and others. To be master in writing, the students need to have writing desire and they should try to train and to write intensively and continually. In teaching writing, the researcher can apply various strategies to improve students? writing skill. One of those strategies is Estafet Writing Method. Identification of problem in this research is How can estafet writing method improve students writing ability at the tenth grade of SMA N 1 Kauman Ponorogo. The purpose of this research is to know the implementation of Estafet Writing method in teaching writing to improve the students? writing skill at the Tenth Grade of SMA Negeri 1 Kauman Ponorogo in the academic year of 2014/2015. The subject of this research was the students of the tenth grade class X MIAI of SMAN 1 Kauman Ponorogo in the 2014/2015 academic year, which consisted of 21 students. The research was started on September 18th, 2014 until October 9th, 2014. This classroom action research was conducted in two cycles. There are two meetings for each cycle. The researcher used three research instruments. They were: observation check list, questionnaire, and test. Based on the result of this research, the implementation of Estafet Writing Method can improve students? writing at the tenth grade students of SMA Negeri 1 Kauman Ponorogo. It was seen from the improvement score of the students who got pass from 38% in cycle I up to 100% in cycle II. The questionnaire and observation checklist also got improvement. The questionnaire in cycle I was 61,9% up to 81,99% in cycle II, while the observation was 57,82% in cycle I increased to 89,1% in cycle II. It showed that students enjoyed and became active during teaching and learning process by using Estafet Writing Method. Finally, the researcher gives suggestions to the English teachers that they can use Estafet Writing Method as alternative strategy in teaching writing. The next researcher can develop this strategy by using various kinds of the media or combining this strategy with other strategy to get better result in teaching learning process especially in teaching writing.
Key Words: Writing Skill, Estafet Writing Writing is a communicative act; it is a way of sharing information, thoughts, experience, or ideas, between ourselves and others. To be master in writing, the students need to have writing desire and they should try to train and to write intensively and continually. In teaching writing, the researcher can apply various strategies to improve students? writing skill. One of those strategies is Estafet Writing Method. Identification of problem in this research is How can estafet writing method improve students writing ability at the tenth grade of SMA N 1 Kauman Ponorogo. The purpose of this research is to know the implementation of Estafet Writing method in teaching writing to improve the students? writing skill at the Tenth Grade of SMA Negeri 1 Kauman Ponorogo in the academic year of 2014/2015. The subject of this research was the students of the tenth grade class X MIAI of SMAN 1 Kauman Ponorogo in the 2014/2015 academic year, which consisted of 21 students. The research was started on September 18th, 2014 until October 9th, 2014. This classroom action research was conducted in two cycles. There are two meetings for each cycle. The researcher used three research instruments. They were: observation check list, questionnaire, and test. Based on the result of this research, the implementation of Estafet Writing Method can improve students? writing at the tenth grade students of SMA Negeri 1 Kauman Ponorogo. It was seen from the improvement score of the students who got pass from 38% in cycle I up to 100% in cycle II. The questionnaire and observation checklist also got improvement. The questionnaire in cycle I was 61,9% up to 81,99% in cycle II, while the observation was 57,82% in cycle I increased to 89,1% in cycle II. It showed that students enjoyed and became active during teaching and learning process by using Estafet Writing Method. Finally, the researcher gives suggestions to the English teachers that they can use Estafet Writing Method as alternative strategy in teaching writing. The next researcher can develop this strategy by using various kinds of the media or combining this strategy with other strategy to get better result in teaching learning process especially in teaching writing.
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