Penerapan Strategi Pembelajaran Raft (Role-Audience-Format-Topic) Untuk Meningkatkan Kemampuan Menulis Teks Recount Siswa Kelas X TKJ 2 Semester 2 Di SMK Negeri 1 Abang

Ni Made Swasti

Abstract


This study aims to improve the ability to write Recount text of class X TKJ 2 semester 2 students at SMK Negeri 1 Abang in academic year 2016/2017 through the application of RAFT (Role-Audience-Format-Topic), and to describe the responses of students of class X TKJ 2 semester 2 at SMK Negeri 1 Abang in academic year 2016/2017 on the implementation of RAFT (Role-Audience-Format-Topic) learning strategy. In this study the subjects of the study were the students of class X TKJ 2 SMK Negeri 1 Abang academic year 2016/2017 which amounted to 34 people. This study was conducted in the even semester of the academic year 2016/2017. The objects of this research are (1) the ability to write recount text, and (2) the students' responses to the application of RAFT (Role-Audience-Format-Topic) learning strategy in writing recount text. This research is a classroom action research. The data in this study were collected by using the recount text writing skills and questionnaires to find out the students' responses to the application of RAFT (Role-Audience-Format-Topic) learning strategy. This classroom action research consists of two cycles. Each cycle is divided into 4 stages: (1) planning, (2) action, (3) observation / evaluation, and (4) reflection. Aspects assessed in recount text writing skills include the content of writing, organizational ideas, the use of grammar, the   use  of  vocabulary,   and  the  use of  mechanics  with  their respective weights 4. For student responses to the application of RAFT (Role-Audience-Format-Topic) criteria are very positive, positive, positive enough, less positive and less positive. The results showed that there was an increase in the ability to write text recount from cycle I to cycle II of 14, 79%. Students' responses are also on positive criteria and increase from cycle I to cycle II by 0.65. This research is said to be successful because the value of text recounting skills of students based on classical completeness is above 75%.


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