Improving Writing Skill Using Grammar- Translation Method And Portfolio Assessment (A Classroom Action Research At The Second Grade Students Of Mtsnegeriplupuh In The 2006/ 2007academic Year)

Minarso

× ABSTRACT MINARSO.S890306008, 2007.Improving Writing Skill Using Grammar-Translation Method and Portfolio Assessment.(An Action Research at Eight Year MTsNPlupuh, Sragen the Academic Year 2006/2007). A Thesis: English Education Department of Graduate School. SebelasMaret University 2011. This research was conducted at MTsNPlupuh; the subjects of the research were grade eight students in the Academic Year 2006/ 2007. The research is aimed at finding: (1) can and to what extent teaching English using Grammar Translation Method and Portfolio Assessment improve students’ writing skill; (2) what constrains are found in teaching and learning writing using Grammar Translation Method and Portfolio Assessment; and (3) what happens with the situation of the writing class when using Grammar Translation Method and Portfolio Assessment. The study applied action research technique to improve students’ writing skill using Grammar Translation Method (GTM) and Portfolio (PF) Assessment. Action research is a way of reflecting on teaching which is done by systematically collecting data on everyday practice and analysing it in order to come to some decisions about what should be done for the next practice. The research consists of two cycles, in which each cycle consists of four meetings; consisting of planning, action, observation, and reflection in each cycle. This research uses two types of data, namely the numerical and non- numerical data which were collected by observation, interview, questionnaire, and test. The numerical data was analyzed using descriptive statistic to find out the mean of the scores in the test and significant improvement of the scores using t-test of non- independent variable. The non-numerical data were analyzed using Constant-comparative technique proposed by Strauss and Glasser which consists of four steps namely:(1) comparing incidents applicable to each category; (2) integrating categories and their properties; (3) delimiting the theory; and (4) wring the theory. The results of the study showed that: (1) GTM and PF can improve students’ writing skill in terms of: (a) increasing students’ knowledge in vocabulary, spelling, punctuation, and grammar; and (b) the students know their mistakes in writing and can revise their own writing correctly. (2) There are some constrains in using GTM trough PF assessment such as: (a) some students are bored when they have to write and revise their writings, (b) It needs much time for the teacher to correct all students’ writing, and (c) the teacher fells tired when finding some bad and unclear students’ hand writing. (3) GTM and PF can improve classroom situation, in term of: (a) writing class is more alive; (b) increasingstudents’ motivation in writing; and (c) increasing students’ confidence in writing. The result of the study showed that GTM trough PF was beneficial to improve students’ writing skill and improving classroom situation. Therefore, GTM and PF are very potential techniques to apply in English teaching especially in writing class.

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Penulis Utama	:	Minarso
Penulis Tambahan	:	-
NIM / NIP	:	S890306008
Tahun	:	2014
Judul	:	Improving Writing Skill Using Grammar- Translation Method And Portfolio Assessment (A Classroom Action Research At The Second Grade Students Of Mtsnegeriplupuh In The 2006/ 2007academic Year)
Edisi	:
Imprint	:	Surakarta - Pascasarjana - 2014
Program Studi	:	S-2 Pendidikan Bahasa Inggris
Kolasi	:
Sumber	:	UNS-Pascasarjana Prodi. English Department-S890306008-2014
Kata Kunci	:
Jenis Dokumen	:	Tesis
ISSN	:
ISBN	:
Link DOI / Jurnal	:	-
Status	:	Public
Pembimbing	:	1. Dra.DewiRochsantiningsih,M.Ed, Ph.D. 2. Dr. Abdul Asib, M.Pd.,
Penguji	:
Catatan Umum	:
Fakultas	:	Sekolah Pascasarjana

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