MODEL PENDEKATAN PROSES DALAM PEMBELAJARAN MENULIS (ECRIRE) WACANA NARATIF PADA MAHASISWA SEMESTER III JURUSAN PENDIDIKAN BAHASA DAN SASTRA ASING PROGRAM STUDI PENDIDIKAN BAHASA PRANCIS
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Abstract
This research focused on the Proces-Approach Model in Narrative Discourse
Writing Learning. The four research questions: (1) how are the third semester
students’ perception in Language and Litterature Foreign Departement,
French Education Study Programme on Proces Approach Model in Narrative
Discourse of Writing Learning before a treatment, (2) how and how many
percents their capability of Narrative Discourse Writing are before a treatment,
(3) how and how many percents their capability of Narrative Discourse Writing
are after a treatment, and (4) how are the third semestre students’ perception
in Language and Litterature Foreign Departement, French Education Study
Programme on Proces Approach Model in Narrative Discourse of Writing
Learning after the treatment? The perception data was taken by questionnaire
which was done 2 x, before and after the treatment, whereas the
students’capability to write a narrative discourse was used by pretest and
posttest. The findings show that firstly, the pretest result is various. The
students’s kwnoledge of definition narrative discourse reach 80 %, of narrative
discourse organition 92 %, of the experience writing of narrative discourse
76%, and of the writing step 72 %. Besides, the students’ unknown of lexical
and grammatical marquers reach 80 % and 88 %. Secondly, totally, if I compare
the first and the second test, the result shows that the students who got A, B,
and D decrease, from 1 to 0 student (5,26%), from 8 to 7 students (5,26%), and
from 3 to 1 student (10,53%). But the students who got C and D increase, from
5 to 8 students (15,79%) and from 2 to 3 students (5,26%). Finally, the
students’ perception after the treatment indicate a various result. 80 %
students are not satisfied of theirs narrative discourse writings, 60 % students
still has some difficulties, 80 % students are conscious of theirs weakness, and
84 % students agreed about the researcher’s evaluation.
Keywords: capability, writing, narrative discourse, proces approach writing model
Writing Learning. The four research questions: (1) how are the third semester
students’ perception in Language and Litterature Foreign Departement,
French Education Study Programme on Proces Approach Model in Narrative
Discourse of Writing Learning before a treatment, (2) how and how many
percents their capability of Narrative Discourse Writing are before a treatment,
(3) how and how many percents their capability of Narrative Discourse Writing
are after a treatment, and (4) how are the third semestre students’ perception
in Language and Litterature Foreign Departement, French Education Study
Programme on Proces Approach Model in Narrative Discourse of Writing
Learning after the treatment? The perception data was taken by questionnaire
which was done 2 x, before and after the treatment, whereas the
students’capability to write a narrative discourse was used by pretest and
posttest. The findings show that firstly, the pretest result is various. The
students’s kwnoledge of definition narrative discourse reach 80 %, of narrative
discourse organition 92 %, of the experience writing of narrative discourse
76%, and of the writing step 72 %. Besides, the students’ unknown of lexical
and grammatical marquers reach 80 % and 88 %. Secondly, totally, if I compare
the first and the second test, the result shows that the students who got A, B,
and D decrease, from 1 to 0 student (5,26%), from 8 to 7 students (5,26%), and
from 3 to 1 student (10,53%). But the students who got C and D increase, from
5 to 8 students (15,79%) and from 2 to 3 students (5,26%). Finally, the
students’ perception after the treatment indicate a various result. 80 %
students are not satisfied of theirs narrative discourse writings, 60 % students
still has some difficulties, 80 % students are conscious of theirs weakness, and
84 % students agreed about the researcher’s evaluation.
Keywords: capability, writing, narrative discourse, proces approach writing model
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