IMPLEMENTING SEQUENCE PICTURES TO IMPROVE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT FOR GRADE X OF MAN LAB UIN IN THE ACADEMIC YEAR OF 2013/2014
Faizah, Noor · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
This study is aimed at improving the process of writing narrative texts by using sequence pictures for Grade X students of MAN LAB UIN Yogyakarta in the academic year of 2013/2014
This study was an action research study consisting of two cycles and used qualitative methods. The researcher worked collaboratively with the English teacher, the collaborator, and the students. The subjects of this research were 30 students of X class of MAN LAB UIN Yogyakarta in the academic year of 2013/2014. The data of this study were qualitative. The qualitative data were obtained by observing the teaching and learning process during the implementation of the actions and interviewing the students and the collaborator about the implemented actions. The qualitative data were in the form of field notes and interview transcripts. The qualitative data were analyzed in four steps. The first step was by collecting all the data such as interview transcripts and field notes. The second step was data reduction. In this step, the researcher selected limited, simplified, and transformed the data by summarizing or paraphrasing the interview transcripts and field notes. The next step was data display. The data that had been reduced were then organized and compressed. The data display of this research was in the form of text; field notes and interview transcripts. Then, the last step was making conclusion drawing and verification. The conclusion was gained based on the results of the students’ performance, field notes and interview transcript. Meanwhile, in making conclusion, the researcher worked with the other researcher in the field to obtain the valid finding.
The results of Cycle I showed that the implementation of sequence pictures and other accompanying actions (i.e. using classroom English, giving rewards, using many kinds of media, and giving feedback) were successful in improving the students’ writing ability in narrative texts and their involvement during the teaching and learning process. Meanwhile, it was shown in Cycle II that the implementation of discussions and other accompanying actions (i.e. using classroom English, giving rewards, using many kinds of media, and giving feedback) were successful in improving the students’ writing ability and involvement in the English teaching and learning process.
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Literatur Lain dari Universitas Negeri Yogyakarta
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Literatur Terbaru yang Relevan
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