Students’ Writing Scores General findings

vocabulary and idea. Therefore, the researcher implemented guided writing to solve those problems. Guided writing facilitates the students to become better writers. They are given the model paragraphs to build their knowledge about a narrative text. The model paragraphs encourage them to recognize the organization of the text, vocabulary, sentence structure and also the language features used in a narrative text. It is in line with Holdich and Chung 2003 who state that guided writing offers greater opportunities for young writers to make valuable connections between text, sentence and word level decisions and help children shape and redraft texts with particular criteria in mind. Guided writing also encourage the students to improve their writing skills related to vocabulary and sentence structure. According to Cross in Reid 1993:26 ESL writing classes, particularly at the lower levels of language proficiency, successfully use guided writing techniques to build vocabulary and sentence structure knowledge. In guided writing, their vocabulary mastery is improved by exercises given by the teacher, such as comprehension questions related to the model paragraphs. They are also given language based exercises that enable them to practice their knowledge related to grammar and sentence structure. In guided writing the students are prepared to become better writers. They should write independently and individually at the end. Guided writing provides oral compositions which enable them to prepare their writing. They are actively involved in the teaching and learning process. Therefore, the teaching and learning process becomes more interesting. This statement was supported by Doff 1988:155 who also states that oral preparation activity in guided writing makes the activity much more interesting and involves the class more. The implementation of guided writing does not only improve students’ writing skills but also their motivation in learning English, especially writing. It is in line with Lan, Hung Hsu 2011 who state that this technique helps the students to improve their writing performance, especially their attitudes regarding motivation and enjoyment. When they have high motivation and enjoyment in learning writing, it helps them to get the knowledge easier. When they have no motivation to study, it can be hard to get the results they need to accomplish their educational goals Ngo, 2007. 77

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

A. Conclusions

This was a classroom action research study. The researcher worked collaboratively. They were two collaborators in this research, the English teacher and a student from the same major. This research also involved Grade VIII A students. It was conducted from March to May 2015. It was carried out in two cycles. The aim of the research was to improve the writing skill of Grade VIII students of SMPN 6 Magelang in the academic year 20142015 through guided writing. To conclude the result of the research, the data were analyzed and presented in qualitative and quantitative ways. In terms of qualitative data, this research indicates that guided writing can improve students’ motivation in learning writing. It can be seen from their attitudes toward writing. They were actively involved in the teaching and learning process. In Cycle 1, they were given a reward because some of them were too shy to share their ideas and opinions. Yet, there was no reward in Cycle 2, but they were more active. The researcher did not give rewards in Cycle 2 because she wanted to know whether they were still active or not if there was no reward. And finally, they volunteered themselves to share their ideas, opinions, and answers. In terms of writing skills , guided writing can improve students’ writing skills. Their problems can finally be reduced. There are five stages of guided writing used in this research. Those stages assisted them to overcome their