USING A GENRE-BASED APPROACH TO IMPROVE THE ENGLISH WRITING COMPETENCE OF VIIIA STUDENTS OF SMPN 3 METRO LAMPUNG IN THE ACADEMIC YEAR 2011/2012

ARIA SEPTI , ANGGAIRA (2012) USING A GENRE-BASED APPROACH TO IMPROVE THE ENGLISH WRITING COMPETENCE OF VIIIA STUDENTS OF SMPN 3 METRO LAMPUNG IN THE ACADEMIC YEAR 2011/2012. S2 thesis, UNIVERSITAS NEGERI YOGYAKARTA.

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Abstract

This research is a collaborative classroom action research, and the subject is VIIIA students of SMPN 3 Metro–Lampung in the academic year 2011/2012 and English teacher who teaches the eight grade of SMPN 3 Metro Lampung. The method of Kemmis & McTaggart was used in this research, consisting four steps: (1) planning, which prepared components of the cycle in genre-based approach including building knowledge of the field, modeling of text, joint construction of text, and independent construction of text; (2) action, which was the implementation of each cycle in the genre-based approach; (3) observation, observing which implemented the genre-based approach; and (4) reflection, which was a discussion between the researcher and collaborator about the findings in the observation and action phases. The research instruments were students observation guide, field note guide, and writing assessment guide. The data were qualitative and quantitative. The qualitative data were obtained from the results of classroom observation and field notes, and the quantitative data were the students’ pretest scores, scores in the independent construction of text in each cycle, and posttest scores. The reliability of the data was obtained by using the triangulation technique which combined the result of the observation, field note, and the result of the students’ writing. The result of the research shows that the improvement was achieved in every cycle. At the building knowledge of the field phase, the students competence in expressing vocabulary improved, at modeling of text phase, the students were able to understand the teachers’ explanation about genre, at the joint construction of text phase, the students were able to interact with their peers, and at the independent construction of text phase, the students were able to compose a text without the teacher’s guide and friends’ help. The result of the improvement can be seen from the comparation of the pretest result, each cycle result, and posttest result. The mean score of the students pretest result is 55.05, the result of the first cycle is 70.08, and the second cycle is 74.63, while the posttest result is 76.1. From those results, it can be concluded that the genre-based approach can improve the students’ writing competence. Keywords: genre-based approach, writing, cycle

Item Type: Thesis (S2)
Uncontrolled Keywords: genre-based approach, writing, cycle
Subjects: Pasca Sarjana
Perpustakaan
Divisions: Perpustakaan
Program Pasca Sarjana
Depositing User: Eprints
Date Deposited: 04 Dec 2012 03:02
Last Modified: 09 Jan 2013 05:29
URI: http://eprints.uny.ac.id/id/eprint/8132

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