Anggraeni, Wulan (2016). Penggunaan media lagu anak dalam meningkatkan hasil pembelajaran menulis puisi. Jurnal sekolah dasar, 1 (1) 51-52.
Ayu, Ida (2017). Pengaruh metode sugesti imajinasi dengan media foto terhadap keterampilan menulis teks deskripsi ditinjau dari minat menulis siswa kelas VII smp negeri 12 denpasar. Journal Ilmiah Pendidikan dan Pembelajaran Undiksha, 1 (1). 87-88.
Bahrami, Z., N., Izadpanah, S. & Bijani , H. (2019). The impact of musical mnemonic on vocabulary recalling of iranian young learners. International Journal of Instruction, 12 (1), 977 – 994.
Chandra (2015). Pembelajaran interaktif untuk memahami bahasa inggris melalui bernyanyi pada anak usia dini. Jurnal Tunas Siliwangi, 1 (1). 63-72.
Cimermanova, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal Instruction, 11 (3). 219-232.
Fasih, P., Izadpanah, S. (2017). The study of vocabulary awareness effect on intermediate language learners’ depth of vocabulary knowledge in genuine persian texts. International Journal of English Linguistics, 7 (1), 185-200.
Garryn., Goldatung (2018). Peran lagu dalam pengajaran bahasa inggris tingkat dasar. Jurnal LPPM Bidang Ekososbudkum. 4(1). 108-109.
Madani, D, & Mahmodi Nasrabadi, M. (2017). The effect of songs on vocabulary retention of preschool young english language learners. International Journal of Research Studies in Language Learning, 6 (3), 63-72.
Maghy, S.J. (2015). Effectiveness of mnemonics on achievement of students in mathematics at highschool level. International Journal of Modern Engineering Research, 5 (4), 1-4.
Mansyur, H.R. (2015). Menciptakan pembelajaran efektif melalui apersepsi. Jurnal E-Buletin, 6 (2), 2355-3189
Pranata, A. K. (2017). Penggunaan tekhnik 3-p untuk meningkatkan kemampuan menulis berita 5w + 1h siswa kelas VIII a smp negeri 7 singaraja. Jurnal Pendidikan Indonesia Undiksha, 5 (2), 25-34.
Samad, F. (2015). Strategi pembelajaran bahasa inggris yang menyenangkan untuk anak usia dini. Jurnal Cahaya Paud, 2 (1), 47-48.
Sudirman, Nur Andini Ahmad Ridha. 2017. Efektivitas keyword mnemonic dalam mempelajari kosakata: Jurnal Ilmiah Psikologi Terapan, 5 (2), 226 – 235.
Wijayanti,N.D. (2016). Pembelajaran efektif bahasa inggris melalui lagu anak – anak untuk siswa madrasah ibtidaiyah (MI). Jurnal Pendidikan Dasar, 4 (1), 125-126.
Winoto, Eunike Nathania. 2017. Pengaruh kosakata bahasa inggris siswa kelas 4 sd. Jurnal Ilmiah Mahasiswa Universitas Surabaya, 6 (2), 1642-1653.
Ayu, Ida (2017). Pengaruh metode sugesti imajinasi dengan media foto terhadap keterampilan menulis teks deskripsi ditinjau dari minat menulis siswa kelas VII smp negeri 12 denpasar. Journal Ilmiah Pendidikan dan Pembelajaran Undiksha, 1 (1). 87-88.
Bahrami, Z., N., Izadpanah, S. & Bijani , H. (2019). The impact of musical mnemonic on vocabulary recalling of iranian young learners. International Journal of Instruction, 12 (1), 977 – 994.
Chandra (2015). Pembelajaran interaktif untuk memahami bahasa inggris melalui bernyanyi pada anak usia dini. Jurnal Tunas Siliwangi, 1 (1). 63-72.
Cimermanova, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal Instruction, 11 (3). 219-232.
Fasih, P., Izadpanah, S. (2017). The study of vocabulary awareness effect on intermediate language learners’ depth of vocabulary knowledge in genuine persian texts. International Journal of English Linguistics, 7 (1), 185-200.
Garryn., Goldatung (2018). Peran lagu dalam pengajaran bahasa inggris tingkat dasar. Jurnal LPPM Bidang Ekososbudkum. 4(1). 108-109.
Madani, D, & Mahmodi Nasrabadi, M. (2017). The effect of songs on vocabulary retention of preschool young english language learners. International Journal of Research Studies in Language Learning, 6 (3), 63-72.
Maghy, S.J. (2015). Effectiveness of mnemonics on achievement of students in mathematics at highschool level. International Journal of Modern Engineering Research, 5 (4), 1-4.
Mansyur, H.R. (2015). Menciptakan pembelajaran efektif melalui apersepsi. Jurnal E-Buletin, 6 (2), 2355-3189
Pranata, A. K. (2017). Penggunaan tekhnik 3-p untuk meningkatkan kemampuan menulis berita 5w + 1h siswa kelas VIII a smp negeri 7 singaraja. Jurnal Pendidikan Indonesia Undiksha, 5 (2), 25-34.
Samad, F. (2015). Strategi pembelajaran bahasa inggris yang menyenangkan untuk anak usia dini. Jurnal Cahaya Paud, 2 (1), 47-48.
Sudirman, Nur Andini Ahmad Ridha. 2017. Efektivitas keyword mnemonic dalam mempelajari kosakata: Jurnal Ilmiah Psikologi Terapan, 5 (2), 226 – 235.
Wijayanti,N.D. (2016). Pembelajaran efektif bahasa inggris melalui lagu anak – anak untuk siswa madrasah ibtidaiyah (MI). Jurnal Pendidikan Dasar, 4 (1), 125-126.
Winoto, Eunike Nathania. 2017. Pengaruh kosakata bahasa inggris siswa kelas 4 sd. Jurnal Ilmiah Mahasiswa Universitas Surabaya, 6 (2), 1642-1653.
- Abstract viewed - 295 times
- PDF downloaded - 401 times
Affiliations
Haritzah Ningrum Jamik
UNDIP
Soeharno Soeharno
Universitas Diponegoro Semarang, Indonesia
How to Cite
Jamik, H., & Soeharno, S. (2020). The Implementation of Mnemonic Method to Improve the Primary School Learner’s English Writing Skills. Journal of Primary Education, 9(4), 422-428. https://doi.org/10.15294/jpe.v9i4.39954
The Implementation of Mnemonic Method to Improve the Primary School Learner’s English Writing Skills
Vol 9 No 4 (2020): September 2020
Submitted: Aug 3, 2020
Published: Sep 30, 2020
Abstract
The problems of this research were the learners’ difficulties to express their ideas into a simple English sentence. The learner low motivation while learning English was also one of the influential factors. This research aims to find out how mnemonic method could improve the learners’ writing skills in the primary school during learning English. The subjects consisted of fifth graders of Integrated Islamic 5 Primary School, Semarang. The applied method in this research was quasi experimental research. The findings showed the learners’ writing skills were improved after being intervened by the mnemonic method. The learners were motivated and were not afraid to express the ideas into simple sentences. The writing skill in experimental class obtained better than that of the conventional class as well as than learning achievements. The post-test results showed the learners’ scores were higher than the standard after being intervened by mnemonic method. It was 80. It could be concluded that the mnemonic could improve the learners’ skills to write the simple English sentences.