IMPROVING STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT BY USING CLUSTERING TECHNIQUE (A Classroom Action Research to the Tenth Grade Students of SMK Negeri 1 Sajingan Besar in the Academic Year of 2015/2016)
| Main Author: | NURPENSIUS, LODE |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://digilib.ikippgriptk.ac.id/320/1/ABSTRACT.pdf http://digilib.ikippgriptk.ac.id/320/7/CHAPTER%20I.pdf http://digilib.ikippgriptk.ac.id/320/5/CHAPTER%20II.pdf http://digilib.ikippgriptk.ac.id/320/3/CHAPTER%20III.pdf http://digilib.ikippgriptk.ac.id/320/6/CHAPTER%20IV.pdf http://digilib.ikippgriptk.ac.id/320/2/CHAPTER%20V.pdf http://digilib.ikippgriptk.ac.id/320/4/BIBLIOGRAPHY.pdf http://digilib.ikippgriptk.ac.id/320/ |
Daftar Isi:
- Improving Students’ Writing Skill in Descriptive Text by Using Clustering Technique (A Classroom Action Research to the Tenth Grade Students of SMK Negeri 1 Sajingan Besar).” This research aimed to find out how Clustering Technique can improve students’ writing skill in descriptive text to the tenth grade students of SMK Negeri 1 Sajingan Besar in the academic year of 2015/2016. This classroom action research was done in two cycles. Each cycle consisted of four actions; they were planning, acting, observing and reflecting. Then, the subject of research was the students of class XRPL consisted of 35 students where 8 male and 27 female. This research used observation and measurement as the technique of collecting data. In collected the data, the writer used qualitative and quantitative data. The qualitative data were taken from observation checklist, field note, and recorder while quantitative data were taken from the students’ writing test. Then, in analyzed the data, the writer used descriptive qualitative analysis to the qualitative data and statistic descriptive to the quantitative data. Based on the result of observation checklist, field note, and recorder, the students were feel motivated to write the descriptive text. They also were active and enthusiastic during the learning process guided by the researcher. Then, the result of the students’ individual score on their writing had improved too in the second cycle. In the two cycles, there were no students categorized into very poor level.