Penulis Utama : Ma’rufatul Baroroh
Penulis Tambahan : -
NIM / NIP : X2209027
Tahun : 2011
Judul : The Use Of Mind Mapping And Peer-Editing To Improve Students’ Writing Skill (A Classroom Action Research Conducted At The Tenth Grade Students Of Sma N I Karanganyar In The Academic Year Of 2010/2011)
Edisi :
Imprint : Surakarta - FKIP - 2011
Kolasi :
Sumber : UNS-FKIP Jur. Bahasa Inggris- X2209027-2011
Subyek : WRITING SKILL
Jenis Dokumen : Skripsi
ISSN :
ISBN :
Abstrak : This research is aimed at identifying the effectiveness of mind mapping and peer-editing to improve students’ writing skill and knowing the implementation of mind mapping and peer-editing in teaching learning process. The research was conducted from January to February 2011. It was conducted in two cycles. Each cycle consisted of four steps: planning, implementing the action, observing, and doing reflection. To collect qualitative data, the researcher used field notes, diaries, recordings, photographs, interviews, questionnaires, and documents. To collect quantitative data, the researcher conducted tests before and after the research implementation. To analyze the qualitative data, the researcher conducted five stages: (1) assembling the data, (2) coding the data, (3) comparing the data, (4) building interpretation, and (5) reporting outcomes. To analyze the quantitative data, the researcher used the mean scores of the test. The research findings are described in line with the problem statements as follows: first, mind mapping and peer-editing improve the students’ writing skill, especially on the aspects of content, organization of ideas, and language features. This is proved by the significant increase of the mean score of the post- test cycle 1 and post-test cycle 2. Second, those techniques cover on the planning stage and revising stage in the process of writing. As the result, there is no missing stage from pre-writing to post-writing. Moreover, during the teaching learning process using mind mapping and peer-editing techniques, the students showed their better attitudes towards the implementation of those techniques. They were also actively involved in the teaching-learning process. Based on the explanation above, it is concluded that the use of mind mapping and peer-editing improve the students’ writing skill. Therefore, it is recommended that teachers use mind mapping and peer-editing as the techniques in teaching writing.
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Status : Public
Pembimbing : 1. Drs. Sujoko, M. A.
2. Endang Setyaningsih, S. Pd., M. Hum.
Catatan Umum :
Fakultas : Fak. KIP