Stock alerts to track price set stock price alert.

Writing Skill Development through the Assignment of Retelling Important Events

Sukristanto Sukristanto

Abstract


ABSTRACT: This study was aimed at improving the writing skill through the assignment of retelling recorded important events on the 5th grade of SDN (Sekolah Dasar Negeri or Elementary School) 2 Pabuwaran in Banyumas, Central Java, Indonesia. As a classroom action research, it was done in three cycles. Each cycle consisted of three meetings. Each cycle consisted of (1) planning, (2) action, (3) observation and evaluation, and (4) reflection. The plan of each phase was based on the changes, which were known in accordance with the observed factors, namely students, teacher, and learning activity. Subjects of this study were 27 students. The analysis and test result showed that (1) there was a raising level of students activity i.e. the progressive increase of students’ participation on writing subject; (2) there was students’ sensitivity increase upon their surrounding either at school or home; (3) there was an increase on teacher activity during the learning process; and (4) as a consequence, the students’ writing skill through retelling the important event also increased. The cycle-test results showed that the mean of writing skill were as follows: 58.9 in cycle I, 67.5 in cycle II, and 79 in cycle III.

KEY WORDS: writing, retelling important events, practice, three cycles, and classroom action research.

About the Author: Drs. Sukristanto, M.Hum. is a Senior Lecturer at the Department of Indonesia and Local Language Education, Faculty of Education UMP (Muhammadiyah University of Purwokerto), Jalan Raya Dukuhwaluh, PO Box 202, Purwokerto 53182, Central Java, Indonesia. He can be reached at: sukristanto@yahoo.co.id

How to cite this article? Sukristanto. (2009). “Writing Skill Development through the Assignment of Retelling Important Events” in EDUCARE: International Journal for Educational Studies, Vol.2(1) August, pp.47-54. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.

Chronicle of the article: Accepted (June 14, 2009); Revised (July 14, 2009); and Published (August 17, 2009).


Full Text:

PDF

References


Elliott, J. (1993). Action Research for Educational Change. Philadelphia: Open University Press.

Gani, Erizal. (2003). “Efektivitas Pengajaran Menulis Bahasa Indonesia bagi Penutur Asing: Studi Kasus pada Seorang Pelajar dari Belanda”. Retrieved from http://www.ialf.edu/bipa/jan2003/efektivitaspengajaranmenulis.html [accessed in Purwokerto, Central Java, Indonesia: June 19, 2006].

Joni, Raka T. et al. (1998). Penelitian Tindakan Kelas, Bagian I. Jakarta: Proyek PGSM [Pendidikan Guru Sekolah Menengah].

Madya, Suwarsih. (2007). Teori dan Praktik Penelitian Tindakan. Bandung: Alfabeta.

McNiff, J. (1992). Action Reseacrh: Principles and Practice. Kent: Mackays of Chathan Plc.

Mills, G.E. (2000). Action Reseacrh: A Guide for Teacher Reseacher. London, U.K.: Printice-Hall International Limited.

Rusyana, Yus. (1998). Bahasa dan Sastra dalam Gamitan Pendidikan. Bandung: Diponegoro.

Sugiyanto & A.K. Adji. (1998). Penelitian Tindakan Kelas, Bagian II. Jakarta: Proyek PGSM [Pendidikan Guru Sekolah Menengah].

Sukristanto. (2001). “Menulis sebagai Sarana Berpikir Kritis para Siswa” in Jurnal Bahastra, Volume XVI, Number 1 [Oktober], pp.17-26.

Tarigan, Hendrik Guntur. (1989). Metodologi Pengajaran Bahasa: Suatu Penelitian Kepustakaan. Jakarta: P2LPTK Depdikbud.

Wardhani, I.G.A.K. & Kuswaya Wihardit. (2007). Penelitian Tindakan Kelas. Jakarta: Penerbit UT [Universitas Terbuka].

Wiriaatmadja, Rochiati. (2007). Metode Penelitian Tindakan Kelas. Bandung: PT Remaja Rosdakarya dan PPs UPI.


EDUCARE: International Journal for Educational Studies. Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional