Improving Students' Writing Recount Text Ability Through Literacy-Based Teaching

https://doi.org/10.32996/jhsss.2021.3.1.4

Authors

  • Jamiluddin Jamiluddin Department of Language and Arts Education, Faculty of Teacher Training and Education, Tadulako University, Indonesia

Keywords:

Improve the ability of; write recount text; literacy-based teaching

Abstract

The purpose of this study was to determine how the process of implementing literacy-based teaching and learning can improve the students' ability of SMP Negeri 12 Palu in understanding and writing accurate and correct recount text. Therefore, this research design is a class action research that is cycled by implementing literacy-based teaching and learning through action planning, implementation, observation, and reflection procedures. If the first cycle is unsuccessful (not yet complete), then proceed to the second cycle with strategies for improving action planning, implementation, observation, and reflection. The data collection instruments were through observation, tests, and questionnaires. The subjects of this study were 12 Grade 8 students of SMP Negeri 12 Palu. In the first cycle, the classically average student score was 43.75, meaning that it did not meet the minimum completeness criteria. After reflection through improving action planning and implementation in the classroom by applying teaching materials in oral and written form simultaneously or simultaneously in the second cycle, the students' mean score classically became 76.25, which means that they meet the minimum completeness criteria set at State Junior High Schools. 12 Palu. The results showed that literacy-based teaching and learning could improve students' understanding in writing recount text correctly and correctly through implementing teaching materials in oral and written forms simultaneously or simultaneously. 

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Published

2021-01-30

How to Cite

Jamiluddin , J. . (2021). Improving Students’ Writing Recount Text Ability Through Literacy-Based Teaching. Journal of Humanities and Social Sciences Studies, 3(1), 32-40. https://doi.org/10.32996/jhsss.2021.3.1.4