Abstract
The aim of this research is to fmd out the effect of instructional approach toward the result of narrative writing of fifth grade elementary school student. The research compared two approaches: Process Skill Approach (PSA) and Goal Oriented Approach (GOA) group of students who study. The result of the research are. (1) There is a significant difference between group of students who study with RA by F o = 9.8401>Ft = 4.20. (2) There is a significant difference between the result of narrative writing by group of student who has high interest in reading and study with Goal Oriented Approach (GOA) and the group of student who has high interest in reading and study with Process Skill Approach by Fo 6.3161>Ft 0.643. (3) There is a significant difference between the result of writing by group of student who has low interest in reading and study with Process Skill Approach and the result of writing by group of student who has low interest and study with Goal Oriented Approach by F o 12.2084>Ft 0.0643. (4) There is and interaction between the learning approach and reading interest toward writing of fifth grade elementary school student by Fo 84.6164>Ft 4.20. Based on that analysis, we can see that the skill process approach is more effective, entirely and for the student who has low reading interest in reading GOA is more effective.
Highlights
The aim of this research is to fmd out the effect of instructional approach toward the result of narrative writing of fifth grade elementary school student
(1) There is a significant difference between group of students who study with RA by F o = 9.8401 > Ft = 4.20
(2) There is a significant difference between the result of narrative writing by group of student who has high interest in reading and study with Goal Oriented Approach (GOA) and the group of student who has high interest in reading and study with Process Skill Approach by Fo 6.3161> F t 0.643
Summary
The aim of this research is to fmd out the effect of instructional approach toward the result of narrative writing of fifth grade elementary school student. (2) There is a significant difference between the result of narrative writing by group of student who has high interest in reading and study with Goal Oriented Approach (GOA) and the group of student who has high interest in reading and study with Process Skill Approach by Fo 6.3161> F t 0.643. Maka berikut ini penulis akan menyajikan beberapa contoh media dalam mata-mata pelajaran lain yang juga digunakan sebagai media dalam pembelajaran bahasa Indonesia. Selanjutnya, selain kedua hal di atas maka yang harus dipedomani oleh guru dalam menyajikan pelajaran adalah bahwa pelajaran yang diberikan harus disajikan secara hierarki atau melalui tahapan yang jelas dan sesuai dengan urutan (tidak melompatlompat), hal ini sesuai dengan prinsip pendekatan spiral; mulai dari yang mudah ke sukar, yang dekat ke jauh, yang sederhana ke kompleks dan seterusnya. Melalui tulisan ini penulis secara praktis akan menyajikan contoh-contoh penggunaan media terpadu sebagai alat bantu dalam pembelajaran bahasa Indonesia di SD, yang diharapkan dapat membantu guru SD khususnya dan guru pada umumnya dalam merencanakan dan melaksanakan pembelajaran khususnya pembelajaran bahasa Indonesia di SD
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