Peningkatan Keterampilan Menulis Paragraf Argumentasi melalui Model Group Investigation Siswa Kelas X SMA Negeri 1 Wonomulyo

Alwi Alwi
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Abstract

This study aims to describe the improvement of the learning process for writing argumentative paragraphs through a group investigation model for X6 grade students at SMA Negeri 1 Wonomulyo. This type of research is classroom action research which is carried out in two cycles. The subjects in this study were 39 students. Data collection is done by writing paragraphs in the form of argumentation tests and observations. Data were analyzed quantitatively and qualitatively. The results showed that the number of students who were active in choosing subject matter, exercises in determining facts or evidence that support paragraphs based on observations made, writing argumentative paragraphs, teacher performance in directing students, assigning students to choose subject matter, looking for references then conducting investigations, and writing argumentative paragraphs in the first cycle is 60,16% while in the second cycle it is 80,55%. The results of paragraph learning based on six aspects of scoring include argumentative characteristics, alignment of content with the subject matter, content organization, use of language (effective sentences), accuracy and accuracy of diction, and spelling and reading showed improvement. In the first cycle, the average value of writing argumentative paragraphs obtained was 71,53 with a sufficient score, students who got a score of 75 were 11 students (28,20%). In cycle II, the average value of writing argumentative paragraphs was 81.74 with good scores. Students who got a score of 75 were 33 students (84,16%). This shows that the learning outcomes have met the standard of success, namely 75%.
通过美国第1届公立高中X班学生调查,提高了辩论段落写作能力
本研究旨在通过对SMA Negeri 1 Wonomulyo小学X6年级学生的小组调查模型,描述议论文写作学习过程的改进。这种类型的研究是课堂行动研究,分两个周期进行。本研究的对象为39名学生。数据收集是通过以论证、测试和观察的形式编写段落来完成的。对数据进行定量和定性分析。结果表明,积极选择主题的学生人数,根据观察确定支持段落的事实或证据的练习,写作议论文段,教师指导学生的表现,分配学生选择主题,寻找参考文献然后进行调查,写作议论文段在第一个周期是60,16%,而在第二个周期是80,55%。基于六个方面评分的段落学习结果包括论证特征、内容与主题的一致性、内容组织、语言的使用(有效的句子)、措辞的准确性和准确性以及拼写和阅读都有所改善。在第一个周期中,获得的议论文段写作平均分为71,53分,得分足够,得到75分的学生有11人(28.20%)。第二阶段,议论文段写作平均分81.74分,成绩较好。75分的学生有33名(84.16%)。这表明学习成果达到了成功的标准,即75%。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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