| dc.contributor.advisor | SRI REJEKI MURTININGSIH | |
| dc.contributor.author | SAPUTRA, NUR ANGGRAINI | |
| dc.date.accessioned | 2016-12-14T02:20:48Z | |
| dc.date.available | 2016-12-14T02:20:48Z | |
| dc.date.issued | 2016-08-20 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/7170 | |
| dc.description | This study is conducted to describe the implementation of picture-cued tasks in writing class. Writing becomes an important and challenging skill in language learning. Writing is needed in many aspects especially in educational aspect. However, many students have problems in their writing such as lack of vocabularies, lack of grammar knowledge, and lack of ideas. Therefore, it is necessary to have teaching strategies to solve the students’ problems in writing. One of the strategies is using picture-cued tasks. Hence, this study clarified in detail about how picture-cued tasks helped solve the students’ problem in writing. The students’ responses toward the implementation of picture-cued tasks is also described in this study. I used action research in this study. This study took place at SMA Muhammadiyah 4 Yogyakarta and the participants were the students of class 11 IPS 3. I used observation and interview to collect the data. The findings of this study uttered that picture-cued tasks could solve the students’ problem in writing such as problems in mastering vocabularies and generating ideas. However, picture-cued tasks did not work well to solve the students’ problem in using past tense. Thus, it is necessary to combine other teaching strategies to get the best performance on the students’ writing. | en_US |
| dc.description.abstract | This study is conducted to describe the implementation of picture-cued tasks in writing class. Writing becomes an important and challenging skill in language learning. Writing is needed in many aspects especially in educational aspect. However, many students have problems in their writing such as lack of vocabularies, lack of grammar knowledge, and lack of ideas. Therefore, it is necessary to have teaching strategies to solve the students’ problems in writing. One of the strategies is using picture-cued tasks. Hence, this study clarified in detail about how picture-cued tasks helped solve the students’ problem in writing. The students’ responses toward the implementation of picture-cued tasks is also described in this study. I used action research in this study. This study took place at SMA Muhammadiyah 4 Yogyakarta and the participants were the students of class 11 IPS 3. I used observation and interview to collect the data. The findings of this study uttered that picture-cued tasks could solve the students’ problem in writing such as problems in mastering vocabularies and generating ideas. However, picture-cued tasks did not work well to solve the students’ problem in using past tense. Thus, it is necessary to combine other teaching strategies to get the best performance on the students’ writing. | en_US |
| dc.publisher | FPB UMY | en_US |
| dc.subject | Picture-cued tasks, writing skill, narrative text | en_US |
| dc.title | THE IMPLEMENTATION OF PICTURE-CUED TASKS IN WRITING CLASS: AN ACTION RESEARCH AT SMA MUHAMMADIYAH 4 YOGYAKARTA | en_US |
| dc.type | Thesis
SKR
22 | en_US |
