The Use of Fishbone Strategy to Improve Students' Writing Ability in Argumentative Text at Eleventh Grade of MA Darus Sholah Jember

Safitri, Tanty Dewi (2023) The Use of Fishbone Strategy to Improve Students' Writing Ability in Argumentative Text at Eleventh Grade of MA Darus Sholah Jember. Undergraduate thesis, Univeristas Kiai Haji Achmad Siddiq Jember.

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Abstract

ABSTRACT

Tanty Dewi Safitri, 2023: The Use of Fishbone Strategy to Improve Students’ Writing Ability in Argumentative Text at Eleventh Grade of MA Darus Sholah Jember.

Keyword: Fishbone strategy, Argumentative text, Writing Ability.

Writing plays a pivotal role in learning English to express ideas and feelings. It is considered as the most difficult skill for language learners because they need to have a certain amount of background knowledge about the rhetorical organizations, appropriate language use or lexicon with which they want to communicate to their readers. Teaching and developing writing skills is complicated and sometimes challenging, requiring mastery of not only grammatical and rhetorical methods, but also intellectual and judgmental elements. Teaching writing requires a strategy that can make it easier for students to get better achievement. One of strategy in writing is Fishbone strategy. Fishbone is strategy known as cause and effect diagram found by Kaouru Ishikawa.
The research question of this study is How to improve students’ writing achievement using fishbone strategy in writing Argumentative text at Eleventh Grade of MA Darus Sholah Jember. The objective of this research is to identify whether using of fishbone strategy can to improve students’ writing skill.
This research design is a Classroom Action Research (CAR) with two cycles. One cycle was conducted in three meetings. This research was conducted at MA Darus Sholah Jember, Tegal besar-Jember. The participants of this study were 19 students of XI Science. This research used procedures of Kemmis and McTaggart (1988) which are planning, action, observation and reflection. This study used two test to measure the improvement of students’ writing ability in Arguementaive text, namely pre-test and post-test. The data collection techniques used in this study were observation, document review, test, and reflection.
The result of the students writing test scores after the cycle 2 showed that 17 students or 92% students passed the KKM scores and for the students who did not pass the KKM were 8% or 2 students. It can be said that this research was successful.

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