Alrina Raras Tacazely, 2201411098 (2015) DIAGRAM-LABELING TO ENHANCE STUDENTS’ WRITING SKILL IN REPORT TEXT (An Action Research of Eleventh Grade Students of SMA N 1 Juwana in Academic Year 2014/2015). Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

Writing skill is considered a difficult skill to be mastered, especially for Senior High School students who should be able to write in more complicated words and structure. Most students have a fear of making mistakes in their writing. Report text is one of the scientific texts which is taught in the eleventh grade of Senior High School. Moreover, teachers should provide media in order to motivate their students in writing a report text. One of the media which can be used is diagram-labeling. Diagram-labeling provides not only a model, but also clues which can help the students in writing activity. The aim of this study was to find out how diagram-labeling can be implemented in enhancing students’ writing skill in report text. In order to achieve the objectives, an action research was designed and carried out in this study. The participants of this study were 32 students of class XI IPS 4 of SMA Negeri 1 Juwana in the academic year 2014/2015. Action research was used as the method in this research. The research was divided into two cycles. Questionnaires, observation checklist, field note and formative assessments of writing were used as the instruments for collecting the data. The analysis results of the questionnaires and field note showed that diagram- labeling was very useful to most of students of SMA Negeri 1 Juwana to improve their learning motivation and interest in writing a report text. It is also helpful for most of the students in arranging their ideas. Their perception was changed positively after having the treatment. It meant that the diagram-labeling could ease their problems in writing English especially report text. The results of the study showed significant improvement of the students’ achievement in writing a report text. It is proven by the average results in every test; initial formative assessment (63.1), cycle 1 formative assessment (76.72), and cycle 2 formative assessment (80.47). Moreover, the result of the observation checklist showed that diagram-labeling was effective to improve students’ motivation in writing a report text.

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