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IMPROVING THE WRITING LEARNING PROCESS BY USING TIERED TASKS OF THE EIGHTH GRADE STUDENTS AT SMP N 1 NGEMPLAK IN THE ACADEMIC YEAR OF 2012/2013
This research aims at improving the writing learning process by using tiered tasks of class VIII A at SMP N 1 Ngemplak in the first and second semester of the academic year of 2012/2013. This research was categorized as classroom action research. The research procedure followed the model proposed by Kemmis and McTaggart i.e. planning, action and observation, and reflection. There were two kinds of data in this research, namely qualitative and quantitative data. The qualitative data were obtained by conducting classroom observations and interviews. Then, the quantitative data were obtained by conducting a pre–test at the beginning of the research and a post-test at the end of the research to measure the students’ writing skills. The qualitative data were analyzed through data collection, data reduction, data display, and conclusion drawing and verification. The validity of the qualitative data was gained through the five criteria of validity. Those were democratic validity, outcome validity, process validity, dialogic validity, and catalytic validity. Then, the quantitative data were analyzed by measuring the means of the students’ writing scores. The researcher also performed a paired-samples t-test to find out the difference between the means of the pre-test and post-test. The results of this research show that tiered tasks were effective to improve the students’ writing learning process in the mixed-ability class. In reference to the qualitative data, tiered tasks could improve their learning motivation and involvement because they were provided with tasks which were appropriate for their level of ability. It also stimulated them to be aware of their actual ability. Based on the quantitative data, it could improve the students’ writing achievement. The means of the students’ writing scores from the pre-test and post-test are compared to the ideal mean, namely 67.00. The means are 62.82 and 76.00 respectively. The t-test reveals that the t value is -7.78 and the significance level of the difference is 0.00. This indicates that the difference between the means is significant.
Pendidikan Bahasa Inggris, Universitas Negeri Yogyakarta
IMPROVING THE WRITING LEARNING PROCESS BY USING TIERED TASKS OF THE EIGHTH GRADE STUDENTS AT SMP N 1 NGEMPLAK IN THE ACADEMIC YEAR OF 2012/2013 (Text)
Kurnia Ariyanti Solichah 08202241069.pdf
IMPROVING THE WRITING LEARNING PROCESS BY USING TIERED TASKS OF THE EIGHTH GRADE STUDENTS AT SMP N 1 NGEMPLAK IN THE ACADEMIC YEAR OF 2012/2013 (Other)
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Bahasa dan Sastra Inggris