Informasi Dokumen
- Penulis:
- Nur Anggraini Saputra
- Pengajar:
- Mrs. Sri Rejeki Murtiningsih, Ph.D.
- Sekolah: Universitas Muhammadiyah Yogyakarta
- Mata Pelajaran: English Education Department
- Topik: The Implementation of Picture-Cued Tasks in Writing Class: An Action Research at SMA Muhammadiyah 4 Yogyakarta
- Tipe: skripsi
- Tahun: 2016
- Kota: Yogyakarta
Ringkasan Dokumen
I. Introduction
This section introduces the background of the study, emphasizing the importance of mastering writing as a language skill. It highlights the challenges students face in writing, including lack of motivation, ideas, and grammar knowledge. The necessity for effective teaching strategies to address these challenges is discussed, with a focus on the use of picture-cued tasks as a potential solution.
II. Literature Review
This chapter provides a theoretical framework for the study, discussing writing skills, the writing process, and the common problems students encounter in writing. It elaborates on various types of texts, particularly narrative texts, and introduces picture-cued tasks as an innovative teaching strategy. The review of previous studies supports the effectiveness of picture-cued tasks in enhancing students' writing abilities.
2.1 Writing Skill
Writing is identified as a productive skill that requires mastery of linguistic, cognitive, and sociocultural competencies. The challenges associated with writing, such as organization and coherence, highlight the complexity of this skill.
2.2 Process of Writing
The writing process is outlined in stages: planning, drafting, editing, and final version. Each stage is crucial for producing effective writing, emphasizing the need for structured approaches in teaching writing.
2.3 Problems in Writing
Common challenges in writing include lack of motivation, grammar knowledge, vocabulary, and practice. These issues hinder students' ability to express their ideas effectively, necessitating innovative teaching strategies.
2.4 Types of Text
The chapter categorizes various text types, with a focus on narrative texts, which are familiar to students and suitable for the implementation of picture-cued tasks.
2.5 Picture-Cued Tasks
Picture-cued tasks are introduced as a teaching strategy that utilizes visual stimuli to encourage written responses. The effectiveness of these tasks in stimulating students' creativity and engagement in writing is emphasized.
III. Research Methodology
This chapter outlines the research design, setting, subjects, procedures, data collection methods, instruments, and data analysis techniques used in the study. The action research approach is detailed, highlighting the cyclical nature of planning, acting, observing, and reflecting.
3.1 Design of the Study
The study employs qualitative action research to address the writing challenges faced by students. The cyclical model of action research allows for continuous improvement and adaptation of teaching strategies.
3.2 Setting of the Study
The research is conducted at SMA Muhammadiyah 4 Yogyakarta, chosen for its accessibility and the researcher's prior observations in the English classes.
3.3 Subject of the Study
The participants consist of 29 students from the 11 IPS 3 class, selected based on the teacher's recommendation, ensuring a relevant sample for the study.
3.4 Procedure of the Study
The research follows a structured procedure across three cycles, focusing on pre-writing, writing, and revising, to effectively implement picture-cued tasks.
IV. Findings and Discussion
This chapter presents the findings from the implementation of picture-cued tasks in the writing class, including students' responses and the effectiveness of the tasks in addressing writing challenges. The discussion contextualizes the findings within the existing literature, highlighting the practical implications for teaching.
4.1 The Implementation of Picture-Cued Tasks
The findings indicate that picture-cued tasks significantly enhance students' ability to generate ideas and improve vocabulary usage, although challenges remain with grammar application.
4.2 The Students’ Responses on the Use of Picture-Cued Tasks
Students express positive responses towards the use of picture-cued tasks, noting increased engagement and motivation in writing activities.
4.3 Discussion
The discussion synthesizes the findings, emphasizing the need for a multifaceted approach to teaching writing that incorporates various strategies alongside picture-cued tasks.
V. Conclusion and Suggestions
The final chapter summarizes the research findings, reiterating the effectiveness of picture-cued tasks in improving students' writing skills. Suggestions for teachers and future researchers are provided, advocating for further exploration of diverse teaching strategies in writing education.
5.1 Conclusion
The study concludes that picture-cued tasks are a valuable tool in enhancing students' writing abilities, particularly in generating ideas and vocabulary mastery.
5.2 Suggestions
Recommendations for teachers include integrating picture-cued tasks into writing instruction and combining them with other strategies to address grammar challenges.
Referensi Dokumen
- The use of picture series to improve students’ ability in writing recount texts ( Hakim, M. L. )
- The practice of English language teaching ( Harmer, J. )
- How to teach writing ( Harmer, J. )
- Problems affecting learning writing skill of grade 11 at Thong Linh high school ( Huy, N. T. )
- Teaching narrative text in improving writing to the tenth grade students of SMA Negeri 1 Petarukan Pemalang ( Karolina, I. )
