Meeting 3 Action and Observation

The implementation of guided writing in the teaching and learning process can improve the students’ vocabulary mastery too. The researcher prepared activities that enabled them to improve their vocabulary. This conclusion is supported by the following interview transcripts. The biggest problem faced by students in writing was grammar. After the implementation of guided writing, their grammar is getting better. In guided writing, there is a stage called language based exercises. In that stage, the researcher provided exercises that enabled them to practice their grammar. As a result, their grammar is getting better although they still made mistakes but those were not as many as the mistakes in the pretest. It is supported by the following interview transcript. P: “How about your vocabulary mastery? Does it increase?” S: “Increases ma’am, because there were many texts, many tasks too, so it increases.” Interview Transcript 18, May 4 th 2015 P: “How about your vocabulary mastery?” S: “My vocabulary mastery increases, because there were many activities in translating.” Interview Transcript 16, May 4 th 2015 P: “And how about your grammar?” S: “Yes, I know further about the past tense and the direct and indirect speech. I am not confused anymore in using the past tense in my writing.” P: “How about constructing sentences?” S: “It’s better now.” Interview Transcript 16, May 4 th 2015 Overall, students said that the implementation of guided writing could make their writing better. This conclusion is supported by the following interview transcript. The following figure is an example o f students’ writing in the posttest of Cycle 2. It is obvious that they still made some mistakes but those were not as many as the mistakes in their writing in the pretest. This figure supported that the implementation of guided writing can be claimed that it can impr ove students’ writing skills. Figure 8: Student’s Writing in Cycle 2 The implementation of guided writing did not only improve students’ writing skills but also their motivation in learning English, especially writing. This conclusion is supported by the following interview transcripts between the researcher and students after Cycle 2. P: “During I taught using guided writing, is your writing skill improved?” S: “Yes.” P: “Can you give me an example?” S: “First, my writing is ordinary. I wrote a narrative text using verb 1, but now I know that a narrative text is using verb 2. And not all verbs 2 are added by - ed. I have more ideas too” Interview Transcript 16, May 4 th 2015