Detail The Effectiveness of Integrated Cooperative Learning Method for Reading and Writing to Improve the Competence of Writing News Exposition among Students of Madrasah Tsanawiyah   Oleh:  FIRMAN Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 556-559 . Topik: integrated cooperative learning; reading and writing; news exposition Fulltext: THE EFFECTIVENESS OF INTEGRATED COOPERATIVE LEARNING.pdf (6.95MB) Isi artikel This research attempts to review the effectiveness of integrated cooperative learning method for reading and writing to improve the competence of writing news exposition among students of Madrasah Tsanawiyah. Writing competence is skill that is important to be acquired by students since elementary education. The learning of writing may be enjoyable to students if the method with pleasure is used. Therefore, Integrated Cooperative Method of Reading and Writing is a method to increase the interest and enthusiasm of learning among children to the writing and to develop these through cooperative pattern among students. A fundamental idealism underscoring the model is that a person tends to cooperate and compete against each other. Method of research is quasi-experiment while research design is one-group pre-test post-test design. This research design is non-equivalent pretest-posttest control-group design. By this design, experiment group (A) and control group (B) are selected without a random assignment procedure. Both groups are subjected to pretest and posttest. Only experiment group (A) is treated (Creswell, 2009:242). Result of research indicates the effectiveness of Integrated Cooperative Method of Reading and Writing to improve the competence of writing news exposition among students. It is proved by significant improvement in all aspects of students’ writing competence after treatment, such as content of exposition, organization of exposition, vocabulary mastery, language mastery and sentence setting, and the fulfillment of norm and spelling of words. The improvement of each aspect is shown by content of exposition improved to 12.33 %, organization of exposition improved to 15.00 %, vocabulary mastery improved to 11.50 %, language mastery and sentence setting both improved to 12.13 %, and the fulfillment of norm and spelling of words improved to 15.33 %. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved