Improving SMK Negeri 3 Malang Students’ Achievement in Writing Descriptive Texts Using Visual, Auditory, Kinesthetic (VAK) Learning Model
| Main Author: | Oki Dwi Ramadian; Mahasiswa |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/66474 http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/download/66474/0 |
Daftar Isi:
- ABSTRAK Ramadian, Oki Dwi. 2017. Improving SMK Negeri 3 Malang Students’ Achievement in Writing Descriptive Texts Using Visual, Auditory, Kinesthetic (VAK) Learning Model. Thesis. English Department. Faculty of Letters. Universitas Negeri Malang. Advisors: (1) Prof. Drs. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D. (2) Dra. Nunung Suryati, M.Ed., Ph.D. Key Words: writing achievement, descriptive text, Visual Auditory Kinesthetic, VAK learning model. This research was intended to investigate how the Visual Auditory Kinesthetic (VAK) learning model improve the SMK Negeri 3 Malang students’ achievement in writing descriptive text. There were 26 of the students selected to be the subject of this action research. There was only one cycle to implement the VAK learning model. The instruments used to collect the data were an interview guide, an observation sheet, the questionnaires, and the writing prompt. Based on the preliminary study, the researcher found that the writing achievement of the Akomodasi Perhotelan 2 grade X students was low. In order to solve the problem, the VAK learning model was applied. There were many activities was done during the implementation of the VAK learning model. The core activities (steps) of the VAK activities were (1) Asking the leaders to send the message by whispering to a member in front of them when the teacher says “go!” (2) Asking all members of the groups to work together to deliver the messages from the last person of the queue to the first member of the queue. (3) Asking the students to work together to make the poster according to the messages that they have listened in the “Listen and Send” activity. (4) Asking the students to explain the tourism place by moving their body. (5) Asking the students to explain the tourism place with the adjective by moving their body. After I implemented the actions I ask the students to write. These steps were implemented in three meetings. The findings showed that the students writing scores was increased after the implementation the VAK learning model. The average score of the students was 81.49. It increased by 38.18 points from 43.31 on the preliminary study. Besides, the number of the students who achieved the criterion of success was also improved. Out of 26 students, there were 7 students (26.92%) who failed to achieve the standard. Despite, the number of the students who achieved or passed the standard were bigger. The number of the students who were able to achieve or pass the standard were 19 students (73.07%). Furthermore, most of the students gave good response toward the implementation of the action. This can be inferred that the VAK learning model gave a positive impact to the students writing’ achievement. Therefore, there were several suggestions for the English teachers and for the future researchers. Firstly, the English teachers could implement the VAK learning model in improving the students’ writing achievement. Secondly, for the future researchers, as the result of this study provides the recent data and the reference to conduct a further study, therefore, I suggest that the future researchers may investigate further the use of VAK learning model to develop the students writing ability in terms of descriptive text or any other text types.