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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa
Yunita Karyawetti
SMP Negeri 3 X Koto Singkarak
Education Languange, Linguistic, Communication & Media

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INCREASING STUDENTS’ WRITING ABILITY BY USING THE MAGIC BACK AND FORTH MEDIA AT CLASS IX-B SMPN 3 X KOTO SINGKARAK Karyawetti, Yunita
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 4, No 2 (2011)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.271 KB) | DOI: 10.24036/ld.v4i2.1264

Abstract

The aim of this research is to find out whether the students’ ability in writing procedure text can be increased by using the ‘Magic Back and Forth’ Media or not. So, the title of this Classroom Action Research is “Increasing Students’ Writing Ability by Using the Magic Back and Forth Media at Class IX-B SMPN 3 X Koto Singkarak”. This research is Classroom Action Research (CAR) and the subject of the research is 29 students of class IX-B. The research was conducted in two cycles which there were four steps for each cycle; planning, acting, observing and reflecting. The data were collected through observation, questionaire, and conducting the test after implementing each cycle. The results of each cycle showed that the students’ writing ability can be increased by Using the ‘Magic Back and Forth’ Media. It can be seen from the result of the tests’; 71, 9 at cycle 1 and 77,7 at cycle 2. Key Words: writing ability, procedure text, magic back and forth media.
THE IMPLEMENTATION OF WRITING ASSESSMENT BASED ON KTSP (SCHOOL-BASED CURRICULUM) AT SMAN 2 SOLOK Karyawetti, Yunita
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 2, No 2 (2009)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (213.788 KB) | DOI: 10.24036/ld.v2i2.7363

Abstract

The aim of the research is to describe how the English teachers of SMAN 2 Solok implement School-Based Curriculum in writing assessment which consists of Genre - Based Assessment (portfolio), Curriculum - Oriented Assessment (Competence - Based Assessment and Process - Oriented Assessment), and criteria of writing assessment (social function, generic structure, and language features). Beside that this research is also aimed to find out the problems they face in assessing the students’ writing. The research is descriptive which applied qualitative method. The data were collected by interviewing, observing the process, and examining the documentation of the informants (six informants which two of them were key informants). The researcher found that (1) three English teachers have implemented portfolio assessment, (2) all English teachers have implemented competence-based assessment, (3) three English teachers have implemented process-oriented assessment, and (4) all English teachers have considered criteria in writing assessment although two of them still did not consider language features of the students’ writing.
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