IMPROVING THE WRITING LEARNING PROCESS OF GRADE XI STUDENTS OF SMK NEGERI 1 TEMPEL BY IMPLEMENTING TIERED TASKS
Izati, Asna · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
This study was action research which aimed at improving the writing learning process of Grade XI students of SMK Negeri 1 Tempel. Based on the preliminary observations, interviews, and questionnaire, it was found out that the students? learning motivation was low and the class interactions were dominated by high-ability students. The learning tasks were not appropriately challenging for all students who learnt in a big mixed-ability class. Principally, the writing learning process was not well-conducted.
This study was done collaboratively with the English teacher by focusing on the implementation of tiered tasks to deal with the problems of teaching and learning of writing in the mixed-ability class. This study was qualitative in nature. The data of this study were obtained by observing the teaching-learning process during the implementation of the actions. The actions included tiering the task supports and varying the task settings. Some interviews with the students and some discussions with the teacher were done to evaluate the effectiveness of the actions. Questionnaire was also used to find out the improvement of the students? writing learning process after the implementation of the actions. The data were in the form of field notes, interview transcripts, and the results of the questionnaire. The students? writing scores were also provided to support the data. The data validity was obtained by applying process and democratic validity.
The implementation of the actions was started by diagnosing the students? level of ability and then grouping them into three levels, i.e. bottom tier, middle tier, and up tier. Each tier was exposed to the same kind of tasks with different task supports. The low-ability students received more task supports than the high-ability ones to help them do the tasks. In the implementation of tiered tasks, the teacher?s role to control the students? participation during the teaching-learning process was very important. The teacher was also required to do continuous evaluation towards the students? learning development. The result of this study shows that the implementation of tiered tasks was effective to improve the students? writing learning process in the mixed-ability class. It could improve the students learning motivation and involvement because they were provided with appropriate supports according to their level of ability to do the tasks. This condition stimulated the students to work based on their actual ability. Thus, the students could experience learning and their writing achievement improved.
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