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Journal > Lembaran Ilmu Kependidikan > STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP

 

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Lembaran Ilmu Kependidikan
Vol 44, No 2 (2015): Lembaran Ilmu Kependidikan: September 2015
STUDENTS’ PARTICIPATION IN LEARNING ARGUMENTATIVE WRITING THROUGH WRITING WORKSHOP
Ardianti, Triubaida Maya ( Semarang State University)
Bharati, Dwi Anggani L. ( Semarang State University, Indonesia)
Rukmini, Dwi ( Semarang State University, Indonesia)
Article Info   ABSTRACT
Published date:
02 Aug 2016
 
Penelitian ini bertujuan mendeskripsikan dinamika partisipasi siswa dalam belajar karangan argumentasi melalui lokakarya menulis. Subjek penelitian adalah 32 siswa kelas XI SMA. Angket dan observasi digunakan untuk mengumpulkan data, dan pekerjaan siswa juga dikumpulkan untuk memperkuat analisa data. Hasil penelitian menunjukkan bahwa partisipasi siswa dalam membangun wacana argumentasi lisan dan tulis meningkat sepanjang siklus pembelajaran. Siswa berbicara lebih banyak ketika saling berargumen atas sebuah isu, dan menjadi lebih aktif ketika menulis secara kolaboratif dengan siswa yang lain sehingga kemampuan siswa dalam mengartikulasikan pemikiran mereka ke dalam karangan argumentasi meningkat ke arah yang lebih baik. Hal ini ditunjukkan oleh peningkatan pada rata – rata nilai karangan argumentasi dan kualitas argumentasi mereka.The present study aimed at describing the dynamics of the students’ participation in learning argumentative writing through writing workshop. The subjects consisted of 32 eleventh graders of Senior High School. Questionnaires and observation were used to gather the data, and the students’ works were collected to support the data analysis. The results of the study showed that the students’ participation in establishing oral and written argumentative discourse improved throughout learning cycles. The students produced more talk in arguing over an issue, and became more active in writing collaboratively with their peersm so they got better in articulating their thoughts in written argumentation. It was affirmed by the improvements on the mean of the students’ argumentative writing and the quality of their argumentation. 
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