Using spider bew to improve EFL students' ability in writing descriptive text at the seventh grade of MTs Nurul Huda Malang / Yulia Rahmah

DDCRs 808.042 RAH u
AuthorRahmah, Yulia
Year2010
Languageeng

Abstract


ABSTRACT

Rahmah, Yulia. 2010. Using Spider Web to Improve EFL Studentsí Ability in

Writing Descriptive Text at the Seventh Grade of MTs Nurul Huda

Malang. Thesis, Department of English, Faculty of Letters, State

University of Malang. Advisor: Fachrurrazy, Drs. M.A., Ph.D

Key Words: writing, spider web, descriptive text.

Writing is one of the four language skills. Writing provides students with

the chance to express themselves and their ideas. In junior high school level,

students face some problems in writing. Based on the researcherís interview with

the students, the major problems faced by them are how to generate ideas and how

to organize the ideas well. To overcome the problems, a spider web technique is

proposed to be applied in teaching writing. The technique is chosen because it is

simple and good for junior high students. To generate and organize their ideas

well, students have to answer questions in the spider web. The objective of the

study is to improve studentsí writing ability in generating and organizing their

ideas in writing descriptive text using spider web.

Classroom Action Research (CAR) design is used in this study. The

research is conducted in two cycles; each cycle consists of planning an action,

implementing the action, observing the action, and reflecting on the observation.

The subjects were the students of class VII of MTs Nurul Huda Malang which

consisted of 26 students. There were three kinds of data gained: the studentsí

scores, the result of interviews, and field notes. The data gained from the

interviews were converted into a description of the studentsí responses toward the

implementation of the technique. The field notes were presented into an

explanation describing the studentsí attitudes and the condition of the classroom.

The result of the research showed that the spider web effectively increased

the studentsí writing ability in generating and organizing ideas of writing

descriptive text. The research began with a preliminary study as the problem

identification. There were some procedures, in preliminary study the researcher

observed the class, gave pre-test and analyzed/identified the problem. In Cycle I,

the researcher planned an action namely planning teaching schedule, preparing

research instruments, designing lesson plans and preparing the criteria of success.

Then, she implemented the action namely teaching writing using spider web and

the topics were given by the teacher. Next, she observed the action and collected

the data. Besides, she reflected on the observation, whether or not the result had

met the criteria of success. Since she had not met the criteria of success in Cycle I,

she continued the research in Cycle II. She revised the previous action, let the

students chose their own topic, gave more time to revise their draft. Moreover, she

observed, reflected the observation, and stopped the research because the result

had met the criteria of success.

The score of the studentsí writing in cycle 2 significantly increased

compared to the scores of the students writing in the preliminary study. The

significant improvement of the studentsí scores might also have been influenced

by the following additional factors: more time provided to think and practice

writing descriptive compositions and an opportunity for students to choose their

own topic.

Based on the result of the study, it is suggested that English teachers

should apply the spider web in teaching of writing descriptive to improve

studentsí writing ability in generating and organizing their ideas well. In addition,

other researchers are suggested to use more respondents in different setting and

conditions to see whether the technique can be implemented effectively in

different situations.


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