Improving Genre Based Writing Skill of Grade VII A Students of SMPN 5 Depok Sleman through A Five-Stage Teaching Learning Method in the Academic Year of 2012/2013
Listiyarini, Listiyarini · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
This study aimed at improving the genre based writing skill of grade VII A students of SMP N 5 Depok Sleman through A Five Stage Teaching Learning Method. The study was held because the students’ writing skill was low.
This study was a collaborative classroom action research, and the subjects were grade VII A students of SMPN 5 Depok Sl;eman in the Academic Year of 2012/2013 and English teacher who teaches grade seven of SMPN 5 Depok Sleman. This study was held in 2 cycles. The method of Pine was used in this research, consisting of four steps: (1) reflect, (2) plan, which prepared components of the cycle in A Five-Stage Teaching Learning Method, covering Building Knowledge of Context, Modeling of Text, Joint Construction of Text, Independent Construction of Text, and Linking to Related Text; (3) act, (4) observe The research instruments were students observation guide, teacher observation guide, interview guide, questionnaire guide and writing assessment guide. The data were qualitative and quantitative. The qualitative data were obtained from the results of classroom observations and interviews, and the quantitative data were students’ pre-assessment scores, scores in the independent construction of text in each cycle, and post-assessment The reliability of the data was obtained by using the triangulation technique which combined the result of the observations, interviews, questionnaires and the result of students’ writing.
The results show that (1) the writing teaching and learning process became more manageable, since it followed the lesson plan in five- stage teaching learning method (2) the students’ skill in writing English text increased. The quality of the students’ writing skill improved in each cycle. In building knowledge of context, the students build vocabulary, in modeling of text, the students were able to identify the schematic structure of text, in joint construction of text, the students were able to collaborate with peer and the teacher to construct a text, in independent construction of text, the students were able to compose a text without the teacher’ s guide and friends’ help, and in linking to related text students did networking. The result of improvement can be seen from the comparison of the pre-assessment result, the cycle I result, and post-assessment result in the cycle II. The mean of the students pre-assessment is 60.05, the mean of the cycle I is 77.9, and the mean of post -assessment is 84,2. From those results, it can be concluded that the Five-Stage Teaching Learning Method can improve the students’ writing skill and the process of learning writing.
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