IMPROVING THE WRITING LEARNING PROCESS THROUGH THE COOPERATIVE LEARNING AT GRADE X IN SMA N 1 PLERET IN THE ACADEMIC YEAR 2010/2011
Hidayat, Arya · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
IMPROVING WRITING TEACHING-LEARNING PROCESS THROUGH
THE COOPERATIVE LEARNING AT GRADE X IN SMA N 1 PLERET
IN THE ACADEMIC YEAR 2010/ 2011
ARYA HIDAYAT
04202244016
ABSTRACT
This study is action research, the objective of which is to improve
students’ motivation and interest in the writing teaching-learning process at Grade
X in SMA N 1 Pleret through cooperative learning in the academic year of 2010/
2011.
The research was carried out at the first semester from September 20th to
October 13rd, 2010. It involved the English teacher and the students of Grade X
B. The steps were reconnaissance, planning and observations, and reflections. The
research was conducted in two cycles. The problems of this research were the
Students’ passiveness in the writing teaching-learning process, the teacher does
not pay much attention to the students, the students’ lack of vocabulary, the
students’ tendency to copy their friends’ work to finish the task, and the materials
given are uninteresting. The actions were implemented the CIRC (Cooperative
Integrated Reading and Composition) method and The Text-Based Approach,
namely BKOF, MOT, JCOT, and ICOT. The researcher also gave interesting
materials. The data were obtained by interviewing the English teacher, and the
students of Grade X B, observing the writing teaching-learning process and taking
pictures in the teaching-learning process. The key instrument was the researcher.
The data were in the forms of interview transcripts, field notes and photographs.
The implementation of the method and technique were obviously effective
to improve the students’ motivation and interest in the writing teaching-learning
process. The improvement covers (1) the students’ interest toward the writing
teaching-learning process, (2) the students’ enthusiasm in reading, (3) the
students’ involvement in the writing teaching-learning process, (4) the students’
concentration during the writing teaching-learning process, and (5) the students’
cooperation during the writing teaching-learning process.
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