- Teks
- Sejarah
In this research, the researcher us
In this research, the researcher uses direct writing test to measure the
student‘s ability of English writing. Test was given in pretest and each cycle. The
gathered data of the test was in form of number. After the data of test were gained,
the researcher would compare the students score to the criteria of success which
determined whether the research was successful or not. In addition, the student’s
score of writing recount text was classified into five types which were the content,
organization, vocabulary, grammar and mechanics that provided by Cohen
(1994:328-329). Then criteria of scoring were as follows:
Content
Main ideas stated clearly and accurately, change of
opinion very clear
5
Main ideas stated fairly clearly and accurately, change of
opinion relatively clear
4
Main ideas somewhat unclear and inaccurate, change of
opinion somewhat weak.
3
Main ideas not clear or accurate, change of opinion weak. 2
Main ideas not all clear or accurate, change of opinion
Organization
Well organized and perfectly content 5
Fairly well organized and generally coherent 4
Loosely organized, but main ideas clear, logical but
incomplete sequencing
3
Ideas disconnected, lacks logical sequencing 2
No organization, incoherent 1
student‘s ability of English writing. Test was given in pretest and each cycle. The
gathered data of the test was in form of number. After the data of test were gained,
the researcher would compare the students score to the criteria of success which
determined whether the research was successful or not. In addition, the student’s
score of writing recount text was classified into five types which were the content,
organization, vocabulary, grammar and mechanics that provided by Cohen
(1994:328-329). Then criteria of scoring were as follows:
Content
Main ideas stated clearly and accurately, change of
opinion very clear
5
Main ideas stated fairly clearly and accurately, change of
opinion relatively clear
4
Main ideas somewhat unclear and inaccurate, change of
opinion somewhat weak.
3
Main ideas not clear or accurate, change of opinion weak. 2
Main ideas not all clear or accurate, change of opinion
Organization
Well organized and perfectly content 5
Fairly well organized and generally coherent 4
Loosely organized, but main ideas clear, logical but
incomplete sequencing
3
Ideas disconnected, lacks logical sequencing 2
No organization, incoherent 1
0/5000
In this research, the researcher uses direct writing test to measure the
student‘s ability of English writing. Test was given in pretest and each cycle. The
gathered data of the test was in form of number. After the data of test were gained,
the researcher would compare the students score to the criteria of success which
determined whether the research was successful or not. In addition, the student’s
score of writing recount text was classified into five types which were the content,
organization, vocabulary, grammar and mechanics that provided by Cohen
(1994:328-329). Then criteria of scoring were as follows:
Content
Main ideas stated clearly and accurately, change of
opinion very clear
5
Main ideas stated fairly clearly and accurately, change of
opinion relatively clear
4
Main ideas somewhat unclear and inaccurate, change of
opinion somewhat weak.
3
Main ideas not clear or accurate, change of opinion weak. 2
Main ideas not all clear or accurate, change of opinion
Organization
Well organized and perfectly content 5
Fairly well organized and generally coherent 4
Loosely organized, but main ideas clear, logical but
incomplete sequencing
3
Ideas disconnected, lacks logical sequencing 2
No organization, incoherent 1
student‘s ability of English writing. Test was given in pretest and each cycle. The
gathered data of the test was in form of number. After the data of test were gained,
the researcher would compare the students score to the criteria of success which
determined whether the research was successful or not. In addition, the student’s
score of writing recount text was classified into five types which were the content,
organization, vocabulary, grammar and mechanics that provided by Cohen
(1994:328-329). Then criteria of scoring were as follows:
Content
Main ideas stated clearly and accurately, change of
opinion very clear
5
Main ideas stated fairly clearly and accurately, change of
opinion relatively clear
4
Main ideas somewhat unclear and inaccurate, change of
opinion somewhat weak.
3
Main ideas not clear or accurate, change of opinion weak. 2
Main ideas not all clear or accurate, change of opinion
Organization
Well organized and perfectly content 5
Fairly well organized and generally coherent 4
Loosely organized, but main ideas clear, logical but
incomplete sequencing
3
Ideas disconnected, lacks logical sequencing 2
No organization, incoherent 1
Sedang diterjemahkan, harap tunggu..
In this research, the researcher uses direct writing test to measure the
student‘s ability of English writing. Test was given in pretest and each cycle. The
gathered data of the test was in form of number. After the data of test were gained,
the researcher would compare the students score to the criteria of success which
determined whether the research was successful or not. In addition, the student’s
score of writing recount text was classified into five types which were the content,
organization, vocabulary, grammar and mechanics that provided by Cohen
(1994:328-329). Then criteria of scoring were as follows:
Content
Main ideas stated clearly and accurately, change of
opinion very clear
5
Main ideas stated fairly clearly and accurately, change of
opinion relatively clear
4
Main ideas somewhat unclear and inaccurate, change of
opinion somewhat weak.
3
Main ideas not clear or accurate, change of opinion weak. 2
Main ideas not all clear or accurate, change of opinion
Organization
Well organized and perfectly content 5
Fairly well organized and generally coherent 4
Loosely organized, but main ideas clear, logical but
incomplete sequencing
3
Ideas disconnected, lacks logical sequencing 2
No organization, incoherent 1
student‘s ability of English writing. Test was given in pretest and each cycle. The
gathered data of the test was in form of number. After the data of test were gained,
the researcher would compare the students score to the criteria of success which
determined whether the research was successful or not. In addition, the student’s
score of writing recount text was classified into five types which were the content,
organization, vocabulary, grammar and mechanics that provided by Cohen
(1994:328-329). Then criteria of scoring were as follows:
Content
Main ideas stated clearly and accurately, change of
opinion very clear
5
Main ideas stated fairly clearly and accurately, change of
opinion relatively clear
4
Main ideas somewhat unclear and inaccurate, change of
opinion somewhat weak.
3
Main ideas not clear or accurate, change of opinion weak. 2
Main ideas not all clear or accurate, change of opinion
Organization
Well organized and perfectly content 5
Fairly well organized and generally coherent 4
Loosely organized, but main ideas clear, logical but
incomplete sequencing
3
Ideas disconnected, lacks logical sequencing 2
No organization, incoherent 1
Sedang diterjemahkan, harap tunggu..
Bahasa lainnya
Dukungan alat penerjemahan: Afrikans, Albania, Amhara, Arab, Armenia, Azerbaijan, Bahasa Indonesia, Basque, Belanda, Belarussia, Bengali, Bosnia, Bulgaria, Burma, Cebuano, Ceko, Chichewa, China, Cina Tradisional, Denmark, Deteksi bahasa, Esperanto, Estonia, Farsi, Finlandia, Frisia, Gaelig, Gaelik Skotlandia, Galisia, Georgia, Gujarati, Hausa, Hawaii, Hindi, Hmong, Ibrani, Igbo, Inggris, Islan, Italia, Jawa, Jepang, Jerman, Kannada, Katala, Kazak, Khmer, Kinyarwanda, Kirghiz, Klingon, Korea, Korsika, Kreol Haiti, Kroat, Kurdi, Laos, Latin, Latvia, Lituania, Luksemburg, Magyar, Makedonia, Malagasi, Malayalam, Malta, Maori, Marathi, Melayu, Mongol, Nepal, Norsk, Odia (Oriya), Pashto, Polandia, Portugis, Prancis, Punjabi, Rumania, Rusia, Samoa, Serb, Sesotho, Shona, Sindhi, Sinhala, Slovakia, Slovenia, Somali, Spanyol, Sunda, Swahili, Swensk, Tagalog, Tajik, Tamil, Tatar, Telugu, Thai, Turki, Turkmen, Ukraina, Urdu, Uyghur, Uzbek, Vietnam, Wales, Xhosa, Yiddi, Yoruba, Yunani, Zulu, Bahasa terjemahan.
- serba salah
- Anak kedua
- Versez la pâte dans le moule et attendre
- Kerja
- serba bingung
- in the following picture clic o the volu
- wiraswasta
- Anak kedua
- Annoyed frequen
- tidak ada kata terlambat untuk berjuang
- Come relaxing mind
- tidak ada kata terlambat
- bertanya tentang kosakata yang sudah mer
- Tuangkan adonan ke dalam cetakan dan tun
- Annoyed
- nanti kalau ada waktu pasti aku akan mai
- Palatal shelf
- Verser la pâte dans un moule et attendre
- sweet. i been workin out alot it makes m
- in the following picture clic o the volu
- He's naket photo link
- Tuang adonan ke dalam cetakan dan tunggu
- I am tiret
- Anak kedua
