Ability of Writing Recount Text Ability of the Eighth Grade Students of SMP 2 Bae Kudus in Academic Year 2012/2013 Taught by Using Five-Minutes Activities.
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Institusion
Universitas Muria Kudus
Author
Permatasari, Dian
Subject
Pembelajaran bahasa
Datestamp
2013-09-11 06:38:34
Abstract :
Five-Minutes Activities are “the activities that may support to realize the expected situation.†The activities are similar to language games but designed, as its name to be completed in about five minutes of the lesson time that can be applied at the beginning, middle or during the lesson, and at the end of the lesson. The objectives of this study are the ability of writing recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2012/ 2013 taught by using Five-Minute Activities, the ability of writing a recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2012/ 2013 taught by using Direct Instruction and to know whether there is any significant difference between the ability of writing recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2011/2012 taught by using Five-Minute Activities and those taught by using Direct Instruction. In order to achieve the objectives of this research, I used experimental research. The population of the study was the eight grade students of SMP 2 Bae Kudus consists of 8 classes (248 students). They were grouped into two groups based on cluster random sampling, 24 students were chosen as the experimental group (VIII H) and 23 students were as the control group (VIII G). The experimental group was taught by using Five-Minute Activities, whereas the control group was taught by using Direct Instruction. To obtain the objectives of the research, the quantitative experimental used to design this research. Whereas, the data of this research are the dependent is writing ability, and independent is Five-Minutes Activities. Based on data analysis, it can be indicated that there are the ability of writing recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2012/ 2013 taught by using Five-Minutes Activities, the ability of writing a recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2012/ 2013 taught by using Direct Instruction a significant difference between the writing ability of the eight grade students of SMP 2 Bae Kudus in academic year 2012/2013 taught by using Five-Minutes Activities and taught by using Direct Instruction. The t-observation is higher than t-table (t_o3.02 > t-table t_t 2.000). The result of the research showed that Five-Minutes Activities can be used as an alternative method in teaching writing recount text because it really helps students to learn writing optimally, moreover, the students’ ability in writing recount text while they were using Five-Minutes Activities as the alternative method in learning writing recount text. According to the result of the data analysis of this research, so the writer would like to give some suggestions for English teachers and the researchers. Suggestion for English teachers are teachers can use Five-Minutes as an alternative method in teaching writing, particularly in writing recount text and the teachers had better use Five-Minute Activities because this method bring the various learning, the instructional process also becomes more attractive and interesting. It affects the students’ enthusiasm in engaging themselves on the instructional activities. Suggestions for researchers are the next researchers can use Five-Minutes for this research not only result in teaching writing, but also in teaching reading, speaking and listening and the next researchers can use some variations in Five-Minute Activities steps, depend on their creativities for the next research.
Five-Minutes Activities are “the activities that may support to realize the expected situation.†The activities are similar to language games but designed, as its name to be completed in about five minutes of the lesson time that can be applied at the beginning, middle or during the lesson, and at the end of the lesson. The objectives of this study are the ability of writing recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2012/ 2013 taught by using Five-Minute Activities, the ability of writing a recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2012/ 2013 taught by using Direct Instruction and to know whether there is any significant difference between the ability of writing recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2011/2012 taught by using Five-Minute Activities and those taught by using Direct Instruction. In order to achieve the objectives of this research, I used experimental research. The population of the study was the eight grade students of SMP 2 Bae Kudus consists of 8 classes (248 students). They were grouped into two groups based on cluster random sampling, 24 students were chosen as the experimental group (VIII H) and 23 students were as the control group (VIII G). The experimental group was taught by using Five-Minute Activities, whereas the control group was taught by using Direct Instruction. To obtain the objectives of the research, the quantitative experimental used to design this research. Whereas, the data of this research are the dependent is writing ability, and independent is Five-Minutes Activities. Based on data analysis, it can be indicated that there are the ability of writing recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2012/ 2013 taught by using Five-Minutes Activities, the ability of writing a recount text of the eighth grade students of SMP 2 Bae Kudus in academic year 2012/ 2013 taught by using Direct Instruction a significant difference between the writing ability of the eight grade students of SMP 2 Bae Kudus in academic year 2012/2013 taught by using Five-Minutes Activities and taught by using Direct Instruction. The t-observation is higher than t-table (t_o3.02 > t-table t_t 2.000). The result of the research showed that Five-Minutes Activities can be used as an alternative method in teaching writing recount text because it really helps students to learn writing optimally, moreover, the students’ ability in writing recount text while they were using Five-Minutes Activities as the alternative method in learning writing recount text. According to the result of the data analysis of this research, so the writer would like to give some suggestions for English teachers and the researchers. Suggestion for English teachers are teachers can use Five-Minutes as an alternative method in teaching writing, particularly in writing recount text and the teachers had better use Five-Minute Activities because this method bring the various learning, the instructional process also becomes more attractive and interesting. It affects the students’ enthusiasm in engaging themselves on the instructional activities. Suggestions for researchers are the next researchers can use Five-Minutes for this research not only result in teaching writing, but also in teaching reading, speaking and listening and the next researchers can use some variations in Five-Minute Activities steps, depend on their creativities for the next research.
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