MGEDUKASIAMGEDUKASIA
Journal of Indonesian Primary SchoolJournal of Indonesian Primary SchoolThis research aims to improve the writing skills of grade II students of SD Negeri Siem through the application of the Language Experience Approach (LEA) method. The background of this research is the low writing ability of students, as can be seen from the pre-cycle results that are still below the Minimum Completeness Criteria (KKM) set. This research uses the Classroom Action Research (PTK) approach which is carried out in two cycles, each through the stages of planning, implementation, observation, and reflection. The research subjects amounted to 21 students, consisting of 11 males and 10 females. Research data was collected through writing learning outcome tests, observation of student activities, and documentation during the learning process. The results showed a significant improvement in writing skills after the application of the LEA method. In the pre-cycle, most students have not reached KKM. After the implementation of the first cycle, students writing skills began to improve, although there were still some who did not meet the criteria. In cycle II, almost all students managed to achieve KKM with a clear improvement in terms of sentence structure, vocabulary choice, and courage to pour ideas in written form. Thus, the application of the LEA method has proven to be effective in improving the writing skills of grade II students of SD Negeri Siem.
The research demonstrates that the application of the Language Experience Approach (LEA) effectively improved the writing skills of second-grade students at SD Negeri Siem.Initially, most students struggled with writing, exhibiting errors in spelling, sentence structure, and idea development, falling below the established Minimum Completeness Criteria (KKM).Through the implementation of LEA across two cycles, a significant increase in student writing proficiency was observed, culminating in nearly all students achieving KKM with enhanced sentence construction, vocabulary usage, and confidence in expressing their ideas in writing.
Based on the findings of this study, future research could explore the long-term effects of the LEA method on students writing development beyond the immediate classroom intervention. Furthermore, investigating the effectiveness of LEA in diverse learning contexts, such as students with varying learning styles or those from different socioeconomic backgrounds, would provide valuable insights. Finally, a comparative study examining the LEA method against other established writing instruction approaches could help determine its relative advantages and identify potential areas for integration and refinement, ultimately contributing to more effective literacy education practices. These research directions, building upon the current study, aim to deepen our understanding of how to best support young learners in developing essential writing skills and fostering a lifelong love of language.
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