Presentation on theme: "BAYU PAMUNGKAS TINAWATI, 2201403527 DEVELOPING STUDENTS NARRATIVE WRITING SKILL THROUGH SEQUENTIAL PICTURES (An Action Research of the Second Year Students."— Presentation transcript:
BAYU PAMUNGKAS TINAWATI, 2201403527 DEVELOPING STUDENTS NARRATIVE WRITING SKILL THROUGH SEQUENTIAL PICTURES (An Action Research of the Second Year Students at SMUN I Demak in the Academic Year of 2007/2008)
Identitas Mahasiswa - NAMA : BAYU PAMUNGKAS TINAWATI - NIM : 2201403527 - PRODI : Pendidikan Bahasa Inggris - JURUSAN : BAHASA & SASTRA INGGRIS - FAKULTAS : Bahasa dan Seni - EMAIL : pie2qu pada domain yahoo.com - PEMBIMBING 1 : Drs. J. Mujiyanto, M.Hum - PEMBIMBING 2 : Drs. La Ode M - TGL UJIAN : 2009-02-23
Judul DEVELOPING STUDENTS NARRATIVE WRITING SKILL THROUGH SEQUENTIAL PICTURES (An Action Research of the Second Year Students at SMUN I Demak in the Academic Year of 2007/2008)
Abstrak This final project is an action research study that answers the research question: how effective can pictures be materials for teaching narrative writing? The answer was proven through the research. In this research, the subject of the study was the second year students of SMUN I Demak in the academic year of 2008/2009. There was only one group used in this research. The group was taught narrative writing by using sequential pictures. The data were collected through an essay test. The test was to gain the validity and reliability. The reliability and validity was calculated by using SPSS version 12.0 (Statistical Package for the Social Science) then compared them with r value in the Product Moment table. To obtain the data, the writer carried out three steps: pre-test, cycle I (exercise), and cycle II (post-test). In the pre test, the mean score was 63,350. After receiving the treatments in the cycle I, there was an improvement. The mean score in cycle I was 65,275. Then, the mean score in cycle II (post-test) was improved that was 70,450. The significant difference between the three steps showed that the use of sequential pictures in teaching writing narrative text was effective. The conclusion taken from the research is that the sequential pictures were effective in teaching narrative writing to the second year students of Senior High School. The sequential pictures can motivate the students in writing a narrative paragraph. They can also guide the students in composing a text. Thus, it is suggested that in teaching writing narrative text to second year students of Senior High School, teachers use the sequential pictures to motivate and guide students in composing a text.
Kata Kunci narrative, writing, picture, senior high school
Referensi Amstrong, D. 1983. Secondary Education in Introduction. New York: McMillan Publishing Co., Inc. Anderson, M and A. Kathy. 1997. Text Types in English 2. Australia: McMillan Education Australia Pty. Ltd. Brown, H.D. 2004. Language Assesment: Principles and Classroom Practices. New Yoek: Pearson Eduction. Inc Brown, H. D. 1980. Principles of Language Learning and Teaching. New Jersey: Prentice-Hall, Inc.. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education, Inc. Cahyono, Y.B.. 1997. Pengajaran Bahasa Inggris: Teknik, strategi, dan Hasil Penelitian. Malang: IKIP Malang. Callahan, J, F. And Clark, L, H. 1997. Teaching in the Middle and Secondary Schools. New York: McMillan Education Australia Pty. Ltd. Cohen, L. 1978. Educational Research in Classrooms and Schools: A Manual of Materials and Methods. London: Harper and Row Ltd. Depdiknas. 2006. Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Depdiknas. Derewianka, B. 1990. Exploring How Text Works. NSW: Primary English Teaching Association. Finocchiaro, M. 1974. English as Second Language from Theory to Practice. New York: Regent Publishing Company, Inc. Gerlach, V.S, D.P, Elly. 1980. Teaching and Media: A Systematic approach. New Jersey: Prentice Hall. Harmer, J. 2001. The Practice of English Language Teaching. New Jersey: Longman. Hartono, R. 2005. Genre Based Writing. Semarang: Semarang State University. Hylland, K. 2004. Genre and Second Language Writing. Michigan: The University of Michigan Press. Heaton, JB. 1975. Writing English Language Test. London: Longman, Group,Ltd. Keidler, C.J. 1965. Visual Aids for Teaching English to Speakers of Other Languages. Washington: Center For Applied Linguistic. Kern, R. 2000. Literacy and Language Testing: The Conduction and Use of Foreign Language Text. London: Longman Group Limited. McNiff, J.1992. Action Research Principies and Practice. New York: Macmillan Education Ltd. Nunan, D. 1992. English Language Teaching. London Sangam Books Ltd.. 1993. Action Research in the Langauage Classroom. In Richard and Nunan (ed). Second Language Teacher Education. Cambridge: Cambridge University Press. Pemerintah Republik Indonesia. 2005. Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Jakarta: Departemen Hukum dan HAM. Priyono, A. 1999. Action Research sebagai Strategi Pengembangan Guru. Semarang: Kanwil Depdikbud. http://www.physicsed. Buffalostate.edu/danowner/actionrsch.html http://www.alliance.brown.edu/pubs/themes_ed/act_researh.pdf