IMPROVING STUDENTS™ ACHIEVEMENT IN WRITING PROCEDURAL PARAGRAPH THROUGH DEMONSTRATION METHOD

Authors

  • Linda and Lince Sihombing

DOI:

https://doi.org/10.24114/reg.v3i2.1123

Abstract

This study concerns with improving grade VIII students™ achievement in writing
procedural Paragraph through demonstration method. This research was
conducted by using classroom action research. The subject of the study was grade
VIII students of SMP N 2 Babalan which consisted of 35 students. The
instruments for collecting data were primary data (writing test) and secondary
data (interview sheet, observation sheet and questionnaire sheet). Based on
writing scores, students™ score kept improving in every evaluation. In the test I the
mean was 64,91, in the test II the mean was 74,57 . Based on interview, observation,
and questionnaire sheet, it was found that teaching-learning process ran well.
Students were active, creative to give their idea, enthusiastic, and interested in
writing. The finding of the research showed that applying demonstration method
significantly improved students™ writing achievement.

References

Downloads

Published

2014-04-01

Issue

Vol. 3 No. 2 (2014)

Section

Articles

License

Authors who publish with this journal agree with the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.