Using Storyboard through Process Genre Based Approach to Enhance Students’ Narrative Genre Writing Skill at SMP Negeri 1 Berbah.

Zulfa, Puspa Fortuna (2018) Using Storyboard through Process Genre Based Approach to Enhance Students’ Narrative Genre Writing Skill at SMP Negeri 1 Berbah. S2 thesis, UNY.

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Abstract

This research was aimed to enhance the Narrative genre writing skill of the students of SMP Negeri 1 Berbah Yogyakarta by using Storyboard through Process Genre Based Approach as the instructional media and approach. This research was a classroom action research carried out in two cycles from 1st March up to 19th April 2018. Each cycle had three meetings with the steps of the research consisting of planning, action, observation and reflection. The subjects were 26 students of class VIII C. The data were collected by observing the instructional process, conducting a pre-test and a post-test, conducting interviews, and taking photographs. The instruments for collecting the data were observation checklists, answer sheet, and interview guides. The data were analyzed qualitatively. The observation checklists and interview transcripts were analyzed qualitatively through data collection, data reduction, data display, and drawing conclusion. The validity of the research was through process validity, democratic validity, dialogic validity, catalytic validity and outcome validity. The result showed that storyboard effectively enhanced the students’ writing, especially in writing Narrative genre. The use of storyboards was through Process Genre Based Approach showing the improvement that the students were accustomed to having writing practice with the process of writing within. It made quite much improvement on the students’ writing learning process in terms of participation, involvement, and achievement. The improvement was 96.15% quantitatively and 91.03% qualitatively after the implementation, higher than the success criterion. In terms of participation, the students tended to actively answer the questions (from 19.23% to 80.77%) and students followed and involved the learning process (from 42.31% to 92.31%). Subsequently, in terms of involvement, the students had willingness to involve with their group when conducting discussion in Joint Construction of the Text stage (from 38.46% to 100%). Based on the enhancement result, the researcher suggested that the teacher could implement storyboard and Process Genre Based Approach simultaneously as an effort to enhance students’ writing skill especially in writing Narrative genre.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	writing skill, narrative genre, learning process, storyboard, process genre based approach
Subjects:	Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions:	Sekolah Pascasarjana (SPS) > Program Pascasarjana > Linguistik Terapan
Depositing User:	Perpustakaan Pascasarjana
Date Deposited:	13 Nov 2018 06:12
Last Modified:	09 May 2019 09:07
URI:	http://eprints.uny.ac.id/id/eprint/61245

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