| dc.description.abstract | Language plays an important role in the world since language becomes a
means of communication. There are so many languages in the world and every
country has its own language. They use an international language to communicate
to each other. English is one of the main international languages that plays an
important function in communication in the world. In Indonesia, English has
become one of the most important foreign languages that has been taught as a
compulsory subject from junior high schools to universities. There are four
language skills that must be studied by the students who are learning English.
Writing is one of the four skills in English that must be mastered by the students.
Sometimes, the students get difficulties in writing because they sometimes
did not know how to begin the first sentence of the paragraph. However, the
teacher usually combine this writing skill into other skills, for example, when the
teacher taught English to the students, the teacher gave all materials about
reading, vocabulary, writing etc at one time. When the students arranged the
jumbled sentences, it was concluded as writing score. So, it could not be separated
clearly and specifically which one is writing, reading, vocabulary etc when the
teacher gave exercises or test to the students. In this case, Spidergrams was used
to improve the students’ writing achievement.
This research was a classroom action research. It was intended to improve
the seventh grade students’ writing achievement and the students’ active
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participation in descriptive text by using Spidergrams. This research subjects were
the students of class VII F of SMPN 2 Purwoharjo in the 2012/2013 academic
year. It was chosen purposively because the writing previous score was the lowest
among the six classes. The improvement of the students’ writing achievement and
the students’ active participation of class VII F were analyzed quantitatively. In
this research, the observation and writing test were used to get the primary data.
Interview guide was used to get the supporting data.
This research was carried out in two cycles and each cycle covered three
meetings including the test. Each cycle covered the four stages that include
planning of the action, the implementation of the action, classroom observation
and evaluation, and data analysis and reflection. Based on the writing descriptive
test, the results of this research showed that the improvement of the students
writing achievement test that got scores
75 was 50% or 15 students in Cycle 1. It
had not achieved the target of success in this research yet that was 75%, so the
actions were continued to the second cycle. In Cycle 2, the percentage of the
students’ writing test in descriptive text increased from 50% in Cycle 1 to 90.32%
or 28 students in Cycle 2. It means that the criteria of success of this research that
was 75% had been achieved and the use of Spidergrams in teaching writing was
useful to improve the students’ writing achievement in descriptive text.
Based on the observation, the average result of the students’ active
participation was 63.85% in Cycle 1. It means that the target of success in this
research had not achieved yet. The observations were continued to the second
cycle. In the second cycle, the average result of the students’ active participation
increased from 63.85% in Cycle 1 to 75.81% in Cycle 2. It means that the use of
Spidergrams could arouse the students’ active participation in the teaching
learning process of writing descriptive text. Then, it is suggested to the English
teacher and the students to apply Spidergrams as an alternative technique in
teaching and practicing writing. | en_US |
