33 object of writing has quite different features. This may lead students either to
follow the text too closely and so write something which sounds unnatural or to move away from it too much and so make many mistakes. It is also criticized for
limiting learners’ creative thoughts about content of the writing. Another disadvantages of guided writing comes form Reid 1993: 27 who states that:
“The exercises above closely reflect the behaviorist hypotheses: with constant practice of correct structures, students will learn the language
and will therefore be able to transfer the repeated guided skills to original utterances. Research in second language acquisition, however, has
demonstrated that language is not limited to stimulus-response behavior. Rather than language being directed from the outside, learning is a
process that the learner controls and to which the learner contributes. Specifically, writing classes that stress repetition and accuracy while
severely restricting composing and original thought serve more as grammar classes.”
Furthermore, guided writing emphasizes writing process so that the product of the writing activities is less purposeful especially for students in
discovering the texts’ true message due to the structural aspect of the text.
C. Rationale
In learning English, there are some difficulties faced by students. For the students of SMA Negeri 1 Karanganyar, writing is considered as the most difficult
skill. The students are not interested in English writing class, they think writing is a difficult skill, some students do not do the writing well and the students are not
confident on their own writing. Besides, the students do not get more opportunity to write in the class or outside the class so that they are lack of time to practice
writing. Some students do not do the exercise well in writing class; they often copy from others or from books or even do not write anything.
34 Based on the pre-observation, it is found that students’ writing skill
related to vocabulary mastery, sentence structure knowledge, and self-confidence is still low. The teacher does not implement a method giving chance for the
students to be active writers in the classroom, and the lesson plan implemented in the class is often monotonous. Furthermore students are not prepared well to do
the writing so that they often fail in their writing. To overcome the problems above, here, the writer decides to use guided
writing as a technique focussing on the teacher guidance in the process of the writing. Guided writing helps the students write any kind of text preceded with the
model paragraph given. In guided writing, students’ vocabulary mastery and sentence structure knowledge as the linguistics aspects in writing are involved so
that students have a better preparation to do the writing. In addition, students’ creative thinking is not fully limited in sentence pattern and guided writing allows
the students to be more flexible in sharing their ideas and thoughts and eventually to deliver their message through their writing.
From the explanation above, it can be assumed that guided writing can improve the writing skill of the second year students of SMA Negeri 1
Karanganyar.
D. Action Hypothesis
