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PENINGKATAN KEMAMPUAN MENULIS (SAKUBUN) MAHASISWA BAHASA JEPANG ANGKATAN 2014 A TAHUN AKADEMIK 2015-2016 MELALUI PENERAPAN KOLABORASI MEMBACA-MENULIS DENGAN TEKNIK PEER READINGAbstract
This research is a classroom action research which is motivated by the writing skills of the students who are still insufficient. Therefore, researchers were interested to implement reading-writing collaborative method through peer-reading (peer reading group) to the students of 2014 A on the Shokyu Sakubun Course. The course was first held for second year student on the odd semester of 2015-2016. From this course it can be known how high the student’s ability on applying the knowledge and mastery of the Japanese language which has been given at the first year course, such as in the Hyouki (Kanji Writing) and Shokyu Nihongo (Basic Japanese). The examples of Japanese language proficiency are mastery of the letters (hiragana, katakana, basic kanji), vocabulary variation, sentence patterns, logic connection between sentences, and coherent story. All of those element then combined together during writing an essay. Through technical collaboration of read-write done in peer reading, a student reads and learn to correct the mistakes from their friends’ works such as the errors in the writing of kanji, hiragana, and katakana, vocabularies that were used, and the grammars so that the same mistakes do not happen to himself/herself when making an essay. Thus, indirectly, students also learn from his mistakes, from not knowing to knowing, from which one can learn how to correct, sharpen analytical skills as well as the correction of their Japanese language skills. The purpose of this study is to illustrates the student activities/participations when conducting peer reading in the class. It describes the results/effectiveness of the reading-writing collaboration activity through peer reading in Sakubun course and finally describes the response of the students during the implementation of collaborative reading - writing through peer reading. The subject of the studies are 30 students who took Shokyu Sakubun course while the object of the studies are the observation data during the learning process of Japanese language in the class, essay test, as well as the questionnaire response from the students. The results showed that student’s activity during reading-writing collaboration through peer-reading could give an increase from 75% on the first cycle to 86.4% on the second cycle. The students were considered having the initiative and more confident in correcting the mistakes and showed their arguments. They were brave in trying to give the answers even though there are still some wrong answers. Next, from the result of essay test on second cycle, it shows an increased in the students’ skill when composing an essay. The average grade was increased from 60.2 on the first cycle to 70.9 on the second cycle. So it can be judged that the reading-writing collaboration method through peer reading technique was effective when it was used in the Shokyu Sakubun writing learning for students in the class 2014 A. The student response to the application of the reading-writing collaboration through peer reading on the Shokyu Sakubun's subject is good in overall. There is an increased of writing ability perceived by the students after implementing reading-writing collaboration through a peer reading.
Keywords: Colaboration, Read-Write, Peer Reading
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Gedung T1 Lantai 2
Jurnal ASA
Jurusan Bahasa dan Sastra Jepang
Fakultas Bahasa dan Seni
Universitas Negeri Surabaya
Jln. Kampus Lidah Wetan Surabaya, Tel / fax : 031 7532809
ISSN: 2442-2290
Kampus Lidah Surabaya
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