PENERAPAN MODEL KWL (KNOW, WANT, LEARNED) UNTUK MENINGKATKAN KEMAMPUAN MENULIS KARANGAN SEDERHANA SISWA KELAS III SEKOLAH DASAR

Penelitian ini dilatarbelakangi oleh permasalahan yang ditemukan di SDN S1 Kota Bandung yaitu rendahnya kemampuan siswa dalam menulis karangan. Secara umum siswa mengalami kesulitan dalam memadukan kata-kata menjadi kalimat yang runtut dan kesulitan dalam mengemukakan ide serta gagasan ke dalam bentuk karangan. Hal tersebut terjadi karena model yang guru gunakan kurang berpariasi sehingga tidak dapat mengembangkan kemampuan menulis karangan sederhana siswa. Salah satu model yang dapat digunakan yaitu model KWL (Know, Want, Learned). Tujuan penelitian ini yaitu mendeskripsikan penerapan model KWL (Know, Want, Learned) untuk meningkatkan kemampuan menulis karangan sederhana siswa kelas III Sekolah Dasar. Metode yang dilakukan dalam penelitian ini adalah metode penelitian tindakan kelas yang dikembangkan oleh Kemmis and MC. Taggart. Subjek dalam penelitian ini adalah murid kelas III yang berjumlah 21 orang. Pengumpulan data dilakukan dengan menggunakan pedoman observasi dan tes tertulis untuk menjaring data yang bersifat kualitatif. Pengolahan data kualitatif dilakukan dengan cara reduksi data, klasifikasi data, penafsiran data dan penarikan kesimpulan. Sedangkan pengolahan data kuantitatif dilakukan dengan cara menghitung rata-rata nilai siswa dan menghitung presentase ketuntasan belajar siswa. Berdasarkan hasil penelitian dengan menggunakan model KWL (Know, Want, Learned) menunjukkan peningkatkan kemampuan menulis karangan sederhana dengan ketuntasan sebesar pada prasiklus 4,80 % meningkat pada siklus 1 menjadi 14,30 %, pada siklus 2 meningkat menjadi 80,9 % dan siklus 3 meningkat menjadi 95,2 %. Berdasarkan data tersebut dapat disimpulkan bahwa model KWL (Know, Want, Learned) dapat meningkatkan kemampuan menulis karangan sederhana pada siswa kelas III SDN S1 Kota Bandung. Rekomendasi bagi guru, model KWL (Know, Want, Learned) dapat diterapkan bukan hanya untuk meningkatkan kemampuan menulis karangan sederhana saja namun juga dapat diterapkan pada materi lain baik pada mata pelajaran yang sama maupun pada mata pelajaran yang lain.;---This research is based on a problem which was the considerably low students’ ability in writing a simple essay at S1 Elementary School in Bandung. In general, students experienced difficulties in composing words into suitable sentences and in expressing ideas into an essay. This situation occurred due to the lack of model variation that the teacher used and, as a result, students were not able to improve their writing ability in producing a simple essay. One alternative model that could be used to improve students’ writing ability in producing a simple essay was the KWL (Know, Want, Learned) model. The objectives of this research was to describe the implementation of the KWL (Know, Want, Learned) model in improving the third grade students’ writing ability in producing a simple essay at S1 Elementary School in Bandung. The research method was the classroom action research developed by Kemmis and MC. Taggart. The data collection techniques used to gain qualitative data were observation and written test. The qualitative data processing was done in several ways, such as data reduction, data classification, data interpretation and formulating a conclusion. Based on the research results using the KWL (Know, Want, Learned) model, it could be seen that students’ writing ability improved 4,80% in the pre cycle, 14,30% in cycle 1, 80,9% in cycle 2 and 95,2% in cycle 3. In line with this data, it could be taken into conclusion that the KWL (Know, Want, Learned) model was able to improve the third grade students’ writing ability in producing a simple essay at S1 Elementary School in Bandung. Moreover, as a recommendation for teachers, the KWL (Know, Want, Learned) model is able to be used not only for improving students’ writing ability in producing a simple essay but also for other materials in the same or different subjects

OPTIMIZING SCAFFOLDING IN GENRE-BASED APPROACH TO IMPROVE STUDENTS' WRITING ANALYTICAL EXPOSITION IN AN EFL CLASSROOM CONTEXT

Writing is often perceived as the most challenging skill for EFL learners. Indonesian EFL learners often encounter problems in writing, particularly in analytical exposition text, which negatively affects their exam results. The preliminary study of the present research showed that students faced problems with writing aspects of analytical exposition, psychological issues, and negative perceptions towards writing. As a result, this study focuses on overcoming the problems by implementing the scaffolding strategy in the teaching and learning process. Framed in classroom action research, this study aims to investigate how using scaffolding as a strategy in teaching writing (Walqui, 2006; Boldrini & Catteneo, 2014; Howell, 2018) can improve students’ writing in analytical exposition text. This qualitative study employed document analysis, observation, and interviews to answer the research questions. The participants of this study were 26 EFL students in an Islamic high school in Bandung, and six students participated in interview sessions. The result indicated that the scaffolding process implemented in two cycles of action research improved students' skills in writing analytical exposition text in all aspects of writing: content, organization, grammar, vocabulary, and mechanics. Besides, students also showed a positive perception toward implementing scaffolding through various activities in the classroom. This study recommends the scaffolding writing be applied using multiple online tools in more diverse educational settings since the rapid progress of information technology enables learners to acquire knowledge and improve skills online. Moreover, learning is no longer restricted to paper-based formats nowadays

STUDENTS' PROBLEMS IN WRITING ANALYTICAL EXPOSITION TEXT IN EFL CLASSROOM CONTEXT

Writing is perceived as the most challenging skill among other productive skills in English language learning. This preliminary study aims at revealing problems encountered by secondary EFL students writing analytical exposition. Employing students' writing and interviews in qualitative manner, 25 second-year EFL secondary students in Bandung, Indonesia, were purposefully involved. Result indicated that students encountered three major problems in writing their analytical exposition; cognitive, linguistic, and psychological problems. Cognitively, most students had limited knowledge of the topic, problems with the structure of the text, the mechanism for capitalization, punctuation, and spelling, and difficulties in sharing ideas due to limited English vocabulary. Linguistically, students frequently encounter the two most challenging areas: vocabulary and grammar. Psychologically, students often found difficulties starting writing, lack of interest, laziness, and confusion in deciding sentence structures. Further discussion of the results is recommended to take into consideration to determine the appropriate treatment for the follow-up research