Electronic Resource

Improving Students Writing Skill Using Bubble Diagram For SMP NU Syamsudin Malang

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English is an international language that is used for communication among people. There are four skills in English language (speaking, listening, reading and writing) but among the skills, writing is the complex skill that needs sources from listening and reading to find idea or authentic resources. For students in junior high school especially for SMP NU Syamsudin Malang junior high school, writing is the most difficult subject because they never learned before. It was showed in preliminary study that the students were only giving attention to the teacher when translating words. The students were always writing down the translation by the teacher but they could not remember the translation when the teacher asked them to make a new sentence. The students also could not find idea in writing sentence. Realizing those problems, the researcher used bubble diagram which was selected to be implemented in the teaching and learning process.
For supporting the research, the researcher needed some theories of writing and teaching methodology, such as: element of writing, the process of writing and Bubble Diagram in teaching narrative text theories. In this research, the researcher used classroom action research. There were four steps in conducting this research: Planning, implementation, observation, and reflection. This research was done in one cycle because of limited of time which was elaborated in 4 meeting. In the first meeting, the aim was to build student background knowledge of narrative text. The second meeting was drawing the bubble diagram in order to make a new narrative story. The third meeting was about writing the first draft of narrative story and the last meeting was submit the final draft of narrative text.
After the implementation of the action which was conducted in four meeting, the research showed unsuccessful result in improving student’s writing ability. It can be seen in the result of the first draft from cycle 1 the mean was 8,3 and 40,2 for the final draft of students’ narrative text. The improvement could not achieve the Minimum Learning Mastery (KKM) required by the school which was 75. The researcher could not continue the research because of limited of time that was given by the teacher.
In conclusion, the implementation of Bubble Diagram was helpful the students in improving their writing skill but unsuccessful to achieve the minimum Learning Mastery (KKM). In order to achieve the maximum result of students’ writing skill, it must be supported by other things, such as the teacher’s role in the class, students’ activeness, mastering grammatical structure, mastering vocabulary and so on.

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Ketersediaan

2118809/SB/2015

KKI 420 ARI i/s

Perpustakaan Unikama

Tersedia

Informasi Detail

Judul Seri

-

No. Panggil

KKI 420 ARI i/s

Penerbit

Malang : Pendidikan Bahasa Inggris., 2014

Deskripsi Fisik

ix, 83

Bahasa

English

ISBN/ISSN

-

Klasifikasi

420

Tipe Isi

text

Tipe Media

PDF

Tipe Pembawa

-

Edisi

1

Subjek

Improving
Writing Skill
Skripsi
Bubble Diagram

Info Detail Spesifik

-

Pernyataan Tanggungjawab

-

Versi lain/terkait

Lampiran Berkas

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