INCREASING STUDENTS’ ABILITY TO WRITE RECOUNT TEXT PARAGRAPH MODEL BY USING GUIDED WRITING TECHNIQUE AT THE SECOND GRADE OF SMP NEGERI 1 PAGELARAN - PRINGSEWU

INCREASING STUDENTS’ ABILITY TO WRITE RECOUNT TEXT PARAGRAPH MODEL BY USING GUIDED WRITING TECHNIQUE

AT THE SECOND GRADE OF SMP NEGERI 1 PGELARAN – PRINGSEWU

(A CLASSROOM ACTION RESEARCH)

BY BUDIONO

Submitted in a Partial Fulfillment of The Requirement for S-1 Degree

In

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY BANDAR LAMPUNG

ABSTRACT

INCREASING STUDENTS’ ABILITY TO WRITE RECOUNT TEXT PARAGRAPH MODEL BY USING GUIDED WRITING TECHNIQUE

AT THE SECOND GRADE OF SMP NEGERI 1 PAGELARAN - PRINGSEWU

By Budiono

Writing is a skill in which we express the ideas, feelings, and thoughts arranged in words, sentences, and paragraph using eyes, brain, and hand (Raimes, 1983:76).

That’s why writing becomes the most difficult language skill to learn. Referring to

the researcher experience as an English teacher in SMP Negeri 1 Pagelaran, he found that the students could not express their ideas in written form, although they had been given the topic that relevant to their life, it did not automatically lead them to write and students do not know how to organize their ideas and link sentences into coherent ideas in the target language.

The research was conducted at SMP Negeri 1 Pagelaran at the second grade in the academic year 2012 - 2013. This Classroom Action Research was conducted in two cycles, each cycle consisted of: planning, application, observation and reflection. In cycle I, there were 16 students (44.44%) who gained score > 60, thus, he conducted cycle II, and there were 33 students (91.67%) who gained score > 60. It means the indicator is achieved. For the learning process, that is the

students’ activities, there were only 20 students (55.56%) who did 70% of the

activities in cycle I, then he conducted the other cycle to reach the indicator, and in cycle II there were 32 students (88.89%) who did 80% of the activities, it

showed that the indicator is achieved. Meanwhile, for the teacher’s performance

the indicator of the research is, if the teacher can get score at least 70 for his teaching performance. The teacher got 60 in cycle I, and then he got 87 in cycle II which means that he could teach the students well after using guided writing technique.

LIST OF APPENDICES

Appendices

1. Test 1………...…...

2. Test 2………...…...

3. Classification of Scoring Criteria……….

4. Lesson Plan 1………...

5. Lesson Plan 2………...

6. Observation Sheet of Students Activities Cycle I ………... 7. Observation Sheet of Students Activities Cycle II ………..

8. Result of Cycle I ………...…

9. Result of Cycle II ……….

10. Surat Keterangan Mahasiswa ………..

11. Surat Keterangan Izin Penelitian ………..

12. Surat Keterangan Telah Mengadakan Penelitian……….

13. The Example of Students’ Recount Text Writing ………

72 73 74 77 81 85 87 89 90 91 92 93 94

LIST OF TABLES

Tables

1. Marking Composition……….……… 2. Specification of the Observation Sheet ………

3. Students’ Writing Score in Cycle I………...……… 4. Students’ score in each component of writing at Cycle I……… 5. Students’ Writing Score in Cycle II……… 6. Students’ score in each component of writing at Cycle I and Cycle II…

7. Table of students' writing score in cycle I and II………

8. The students’ activity score in cycle I and cycle II……….

Page 26 27 36 38 53 53 62 64

CHAPTER 1 INTRODUCTION

A. Background of the Problems

Writing is one of the important skills required by the students when learning a Language. Writing and speaking skills are productive skills; that are very important for students to learn. By Writing, they are going to write or express their idea, and their feelings in words or sentences, especially in writing recount text.

But in fact, based on the researcher’s experienced as an English teacher, this objective was very hard to achieve. The students often got difficulties if they were going to write or express their ideas in word or sentences. Almost of the students were still confused about what they would write and how to write it. This may be caused by their lack of vocabulary; their vocabularies were very poor or knowledge of structure. That is why the results of their writings were far from gaining target. Most of the students’ skills are far away from their learning target. Diharyono (1990:1) said that the students know or have the ideas what they are going to write but they do not know how to put them into words. They could not build an effective sentence.

Juwitasari (2005:2) stated that nowadays, many English teachers still concern on teaching writing theoretically. They do not have much time to practice their

writing. Many English teachers still teach writing skills in conventional way. That is, they use variation of techniques in teaching writing. (Noprianto, 2007:59). Henceforth, the students do not have motivation and find difficulties in writing class. They think that writing is very complex lesson to learn.

Because of the importance of understanding recount text for the students, it is very important for the teacher to apply appropriate strategies to teach recount text in order to gain the objectives stated on the curriculum. According to school based curriculum (KTSP) for the second grade of junior high school, students are expected to be able to express sense of means in written form, and simple short essay in recount text and narrative form. Students have to be able to identify some information in text as well as vocabulary in the text. But, based on the

researcher’s teaching experience at SMPN 1 Pagelaran, Pringsewu, the students

still got low scores in writing and failed to compose, complete the sentences and to understand the vocabulary in the text. Based on the result of mid semester in the year 2011, when they did a test on arranging words into good sentences or arranging sentences to be a good paragraph, most of them made mistakes. 26 students (72%) failed because their scores did not reach the minimum standard score; that is 75. And there were only 10 students (28%) who passed the standard score.

In relation to the problems above, study conducted by Sukendar (2012:2) also found that some students have problems in their in their writing subject to form.

Here, the teacher should help the students to minimize their difficulty in writing, especially in expressing ideas into written form.

Wilkins (1981:14) stated that students’ learning depends on the effectiveness of the teacher’s strategies. Therefore, the use of various teaching techniques is

necessary for motivating students to learn English, especially writing skills because they are supposed to be able to write in accordance with their levels of proficiency. In other words, the teacher will be able to perform well in the teaching learning process. By mastering the technique well, the teacher will be able to guide the students in writing a recount text. Writing is basically the ability to construct effective sentences having the characteristics of systematic, united, coherent and complete, and sense of arrangement.

One of the techniques which can be used in teaching recount text writing is through guided writing technique. The researcher may use questions as technique

to develop the students’ ability in understanding recount text, for instance, the students can develop their own ideas freely by answering the questions given by the teacher. By so doing, the students automatically can express the ideas in the form of written languages and to organize their ideas effectively. The assumption above is supported by Raimes (1983:101) who stated that the guiding questions are used to allow students a little more freedom in structuring sentences. Carefully constructed questions will produce coherent context.

The students need to comprehend recount text, because School Based Curriculum states that one of the objectives of teaching writing is that the students are able to understand and create their composition cohesively based on the social function and generic structure of the text. The recount text is also suitable to be applied in teaching writing skills through guided writing technique.

Because of the reason mentioned above, the writer was interested in proposing a technique which is called guided-writing technique as an alternative to help the students in the process of learning paragraph writing, and the writer focused it on recount text order to make this research more specific. The writer assumed that by guided writing the students of the second grade of SMPN 1 Pagelaran can learn English especially in recount text paragraph easily.

B. Research Questions

Based on the background above, the research questions of this study can be formulated as follows:

1. Is there any increase of student’s writing ability in recount text paragraph at the second grade of SMPN I Pagelaran Pringsewu taught by using guided writing?

2. Is there any increase in the teaching learning process at second grade of SMPN 1 Pagelaran, Pringsewu taught by using guided writing?

C. Objectives of The Research

Based on the formulation of the problem above, the objectives of the research is: 1.To find out whether guided writing as a technique can be used to increase

students’ Writing ability at the second grade of SMPN 1 Pagelaran,

Pringsewu.

2.To find out whether guided writing as a technique can be used to increase the teaching learning process, at the second grade of SMPN 1 Pagelaran, Pringsewu.

D. Uses of The Research

This research would be hopefully useful both practically and theoretically

1. Theoretically, it may support theories on guided writing which can be

applied in teaching English, especially in improving students’ ability in

recount text writing.

2. Practically, it may inform teachers that guided writing may be beneficial

as to increase the students’ achievement practicularly in recount text writing.

E. Scope of the Research

This research was conducted at the second grade (VIII.8) of SMPN 1 Pagelaran – Pringeswu , in the second semester 2012/2013. The subjects of the research consisted of 36 students. This classroom action research focused on the implementation of teaching writing through guided writing as a technique to

which may be more found on the recount texts. The materials used were consistent with school based curriculum (KTSP) for the second semester of the 8th grade of junior high school students. The test that would be administered writing test focused on paragraph writing.

F. Definition of Terms

Some terms used in this study are defined in order to avoid ambiguity.

 Writing is a process of communication that uses conventional graphic system to convey a message to readers. This also means that writing is

used for communicating one’s idea in written form to readers, so that

the readers can understand the information, (Linderman. 1983:3).

 Teaching writing is the teaching process to help students to express

and develop students’ idea into a paragraph or text and write the main

idea then develop it with good coherence.

 Recount text is a composition that consists of sentences to retell events for the purpose of informing or entertaining, (Pendampingan Materi Bahasa Inggris. Prestasi).

 Guided writing as writing in which one cannot make a serious error so long as he follows directions. (Robinson, 1967:2)

CHAPTER II FRAME OF THEORIES

This chapter explains about concept of text, recount text, concept of paragraph, concept of writing skills, notion of coherence, teaching of writing, teaching recount text, concept of guided writing technique, procedure of teaching recount text by using guided writing technique, and advantages and disadvantages of using guided writing technique.

A. Concept of Text

According Derewianka (1992:17), text is any meaningful stretch of language – oral or written form. Not all extent is the same. One factor, which accounts for differences in the text, is the purpose for which the text is being used. Generally, at least there are three some models of text (1) descriptive text referring to passage intended to describe the reader about something, (2) narrative text referring to passage intended entertain the reader about the tale/legend story which is in past form (Curriculum of Junior High School), (3) recount text referring to passage intended to retell the reader about past event, past experience, etc. The focus of the research was in recount text form, which is clarified bellow.

B. Recount Text

Literally, recount text tells about something especially that you have experience. When someone wants to retell someone about our past experiences or events,

someone should make sure that the readers could understand what someone tells. Recount text is kind of text as a strategy to retell the readers about past events or experiences. Literately, recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates form narrative. Recount text can tell about events, experiences, biography, letter, diary and anything that happen in the past. In recount text, the story being told is explained as clearly as possible to make the readers or listeners able to understand the story and they can imagine it on their own mind. And it is hoped, the readers or listeners can make their own story based on their experiences that is happened in the past. Then, they can tell their own story as clearly as they heard before. In order to completely comprehend the story, the reader should apply clue words, among clues are: Who is used to describe the character in the story, what is used to describe what the story tell about, when is used describe the time of the event happen, connectives is use to combine each sentence in the story, (Depdiknas, 2006).

It is said that recount text also has social function. The function is intended to inform or to retell the students about events or experiences which is happened in the past. To achieve that purpose, the recount text has a set of generic structures:

1. Orientation: Introducing the participants involves in the story, such as character in the event, place about the location and time is about when the event happen.

3. Reorientation: Stating personal command of the writer to the story and its involve the conclusion of the story.

Besides generic structures, recount text also uses particular language features called lexicogrammatical features. Here are the language features of recount text and their example:

 Introducing personal participant, it is introduced by the use of pronoun I and my.

 Using chronological connection which is used to connect each

sentence: then, first.

 Using linking verb which is used to show the past verb: were, saw, heard.

 Using action verb: look, go, change.

 Using simple past tense.

To be clear, the following is the example of recount text:

BOROBUDUR TEMPLE

Last holiday, my friens and I visited Borobudur Temple. It is the biggest temple in the world. We went there by private car.There, we saw the wonderful Borobudur Temple. Then, we had a chat with a foreign tourist to practice our English.After taking a picture with the foreign tourist, we walked around the

Borobudur Temple’s yard to buy some souvenirs. Although we were very tired we

C. Concept of Paragraph

According to Oshima and Hague (1983:3) a paragraph is a basic unit of organization in writing in which a group of related sentences develops one main idea. It means that in writing a paragraph we just develop one main idea by using one up to ten sentences, because a paragraph can be as short as one sentence or as long as ten sentences. In a paragraph there are three major part: the topic sentence, the supporting sentence, and the concluding sentence.

The first part of paragraph is the topic sentence which states the main idea of paragraph. It will limit the topic to one or two areas that can be developed in the paragraph. The areas have to be specific and it is called the controlling idea. The second part of paragraph that should be considered is the supporting sentence. It develops the topic sentence and explain the topic sentence by giving reason, fact, statistic and quotation.

And the last part is the concluding sentence. It signals the end of paragraph and leaves the reader with the important ideas to memorize. In concluding sentence, the researcher tries to make the reader get to the main point in their mind. In addition, Oshima and Hague (1983:4) added that a good paragraph that element of unity and coherence. The unity means that there is only one main idea in a paragraph that will be discussed. And then, the coherence means that the paragraph is easy to read and understand because the supporting sentences are in some kinds of logical order, and the ideas are connected and developed by using transition signals.

D. Concept of Writing Skills

Raimes (1983:76) said writing is a skill in which we express the ideas, feelings, and thought arranged in words, sentences, and paragraph using eyes, brain, and hand. Thus, writing is the process of expressing the ideas and thought of the writer

using knowledge of the structure and vocabulary to combine the writer’s ideas as

a means of communication.

Writing is a productive skill in the written form. It is a language skill that is used for indirect communication. The students can communicate their ideas and thought to others through a written form such as letter, message, or invitation for communication. Furthermore, Linderman (1983) said that writing is a process of communication using conventional graphic system to convey a message to the reader. Writing skill deals with the ability to arrange graphic system such as letter, word, and sentences of a certain language being used in writing communication in order that the reader can understand the message or information. In writing, the students can express their ideas, thought, and facts. Carel in Susanto (1977) stated that writing is to communicate by expressing ideas, interest, needs, clearly, and correctly in written form using language pattern have been learnt.

E. Notion of Coherence

Writing skill is naturally required certain characteristics called unity and coherence. In order to be clear, unity is that quality in writing which keeps to a single line of thought. It is really the attribute that makes a paragraph.

By definition a paragraph is a body of sentences written to support a single idea. In this sense a paragraph is a unit. Thus, unity is the quality of singleness in the content of paragraph. Then coherence is the quality of binding together, the holding power, the attraction that one sentence hold for another so that the entire paragraph ties of a successful paragraph. Without these qualities, the paragraph fails to be exact here is an example of the paragraph which has coherence aspects;

Stamp collecting is an excellent hobby for many reasons. First, every young and old people can participate. Second, it is not expensive. Expensive equipment is not necessary. Third, because an interest in history and geography is important in stamp collecting. It can promote an international friendship. Stamp may be exchanged with friends in order countries. Finally, time, patience and interest are the only requirements of this fascinating and educational hobby. It is probably the most widespread of all hobbies, (Wishon,1980).

F. Teaching of Writing

Writing is productive skill and speaking active skill, both of them are important to learn (Widdowson, 1984: 3). However, teaching writing is not similar to teach speaking because both of the writer and speaker. Brown (1987:7) stated that teaching is showing or helping someone to learn how to do something providing with knowledge, causing to know or to understand while in relation of the teaching of foreign language.

Another important thing to consider is that the students should training themselves to practice their writing in order to become accustomed to Writing correct recount text. In writing practice they have to follow the steps to make their writing more effective. Besides, feedback or or connection is one of the important things in the procedures of writing.

According to Edelsein and Pival (988:11) in Elly, there are three steps of writing to make it more effective, that is:

1. Pre-writing refers to selecting the general subject, restricts the subject, generates the ideas and organizes the ideas.

2. Writing the composition denotes to setting on the paper the ideas in her or his mind to words, sentences, paragraph, and so on. Such as, the teacher asks the students to make recount text by using past form.

3. Re-writing concerns with evaluating her or his writing , deals mainly with:

a. Correcting the content and form. In order to know that all developing sentences could support the idea or not.

b. Correcting the vocabularies, punctuation, and grammar. In order to know that all the vocabularies are used correctly or not. And in grammar aspect, all the sentences are written in the right of past tense or not.

c. Correcting writing errors, word duplications and omission. In order to know that there at least two right uses of transitional words and all the supporting sentences are written in spatial order.

There are some elements of writing skills that are needed in teaching writing such as grammar, sentence organization, vocabulary, and mechanic. The teacher needs to take them into account while teaching writing. In other words, teaching writing guides the students not only to write sentences but also to organize ideas in written form.

G. Teaching Recount Text

The goal of teaching a foreign language is the ability to use it and to be able to understand the speech and its native target culture in terms of their meaning as well as their great ideas in achievement (Lado, 1959:125). It means that teaching a language is helping someone to learn how to use and understand the language being learnt.

In the relation to teaching recount text writing, teacher should help students express anything in their mind about certain object or event into words and sentences. They should describe an object clearly in order to make the readers able to see the object in their minds as clear as possible. To achieve this goal

needs teachers’ helps. The teacher can start to help the students by asking them to retell their holidays’ experiences. They can start to tell the story by explaining it habits, parts, characteristics, quantities, and qualities. For instance, the students have to retell their past experience, they can begin explain where they go, what event they spend, etc. If the students are able to retell their experience clearly, the purpose of recount text automatically can be achieved easily.

H. Concept of Guided Writing Technique

In this concept, there are some steps applied as clarified like the followings:

1). Guiding

Guiding is continuous process of helping the individual develop to the maximum of his capacity most beneficial to himself and to society. Depdikbud (1981:10).

Guiding is a process of helping individual through their own effort to discover and develop their potentialities both for personal happiness and social usefulness. Hallen (2003:3).

2). Guided Writing

Guided writing is used for guiding a learner to write something. One of the possibilities for a guided writing is by giving the learner some questions as guide before writing, so that by answering the questions the students can express the idea in writing. The questions are: What, Where, When, Why, With whom, How, etc.

Robinson (1967:2) defined guided writing as writing in which one cannot make a serious error so long as he follows directions. From this statement, it seems that the guide is used to avoid a serious error made by the students and the condition is that they should follow the direction.

3). Guided Writing Technique

Guided writing technique is an activity in which the students are guided to express their ideas into the written form by giving them some questions related to the topic which is going to be written by the students, in order to minimize the mistakes made by the students and to help them organize their ideas coherently as long as they follow the questions given by the teacher. (en.wikipedia.org/wiki/question).

I. Procedures of Teaching Recount Text through Guided Writing Technique

In teaching recount text (Travelling experience) through guided writing technique, the teacher followed the steps as follows:

1. Pre-Writing Activity

a. The teacher explains what recount text is and also explains parts of generic structures that the students must write in simple sentence.

b. The students choose the topic to write about.

c. The students answer teacher’s questions related to the topic.

d. The teacher gives an example of the recount text based on the questions as the model for the students, for example:

Teacher : Students, now we will study about recount text.

Here is the example of recount text.

Students : Yes, Sir. We like it.

A TRIP TO PARAPAT

Last Saturday was a public holiday. The students of SMP 1 Medan took a trip to Parapat. They hired three buses. They were new and luxurious.

In the morning the students woke up early. Their mothers prepared some food, drinks and fruits for them. Their parents took them to the school. The buses were already there. Some students were in the buses. Their parents were waiting

on both sides of the street. At six o’clock the buses left their school. The students looked very happy and started to sing.

At nine o’clock they reached Parapat. The students hurriedly got out of the

buses and carried their things and food. They gathered under a big tree. After they took a rest, they had their meals. At about ten o’clock some of the students

changed into their swimming suits and ran into a boat for a sail. At three o’clock

We felt that the trip was very enjoyable. This place is so impressive with its beautiful panorama and boat ride.

Teacher : To be more details, here is the organization of the recount text:

TITLE A TRIP TO PARAPAT

ORIENTATION Last Saturday was a public holiday. The students of SMP 1 Medan took a trip to Parapat. They hired three buses. They were new and luxurious.

Series of events:

EVENT 1 In the morning the students woke up early. Their mothers prepared some food, drinks and fruits for them. Their parents took them to the school. The buses were already there. Some students were in the buses. Their parents were

waiting on both sides of the street. At six o’clock the buses

left their school. The students looked very happy and started to sing.

EVENT 2 At nine o’clock they reached Parapat. The students hurriedly got out of the buses and carried their things and food. They gathered under a big tree. After they took a rest,

they had their meals. At about ten o’clock some of the

students changed into their swimming suits and ran into a boat for a sail. At three o’clock the teachers called the students together because it was time to go home.

RE-ORIENTATIONThey felt that the trip was very enjoyable. This place is so impressive with its beautiful panorama and boat ride.

Students : Thank you, Sir. Now we understand about it.

2. Writing Activity

b. The students begin to write a recount text by answering the questions given, for examples:

Teacher : Now, I want to ask you about orientation.

Teacher : When, with whom and where did you go?

Students : Last holiday, my friends and I went to Ragunan Zoo.

Teacher : How did you go there?

Students : We went there by bus. Etc.

Teacher : Ok. Then, I want to ask you about series of events.

Teacher : What time did you arrive there?

Students : We arrived at the zoo at two o’clock in the afternoon.

Teacher : What did you do there?

Students : We saw some interesting attractions there. Etc.

Teacher : And then I want to ask you about Re-orientation.

Teacher : When did you go home?

Students : We went home at four o’clock in the afternoon.

Teacher : What did you think about the journey?

Students : The journey was very enjoyable.etc.

3. Re-Writing Activity

a. Submitting the students’ work, monitoring and scoring their work one by one right way; writing his comment and suggestion underneath.

b. The teacher asks the students to do their final revision and submit their work. To be clear, here is the model which the students need to compose.

Since the target of this study is to write a simple recount text. Then, the text above is modified into an effective paragraph as seen in the following example.

A TRIP TO PARAPAT

The students of SMP 1 Medan took a trip to Parapat, because last Saturday was a public holiday. They hired three buses which were new and luxurious. In the morning the students woke up early, in order to help their mothers prepared some food, drinks and fruits for them. Then their parents took them to the school, because the buses were already in the area. Some students were in the buses, while their parents were waiting on

both sides of the street. At six o’clock the buses left their school, which made the students very happy and they started to sing. At nine o’clock they reached Parapat and the students hurriedly got out of the buses and carried their things, food and they gathered under a big tree. After they

took a rest, they had their meals. At about ten o’clock some of the students

changed into their swimming suits and ran into a boat for a sail. The teachers called the students together at three o’clock because it was time to go home. At last, they felt that the place was very enjoyable, because this place is so impressive with its beautiful panorama and boat ride.

J. Advantages and Disadvantages of Using Guided Writing Technique

In using the technique, there must be the strength and weakness. The advantages and disadvantages of using guided writing technique are as follows:

1. The Advantages of Using Guided Writing Technique

a. It can minimize mistakes made by the students when they write.

b. The students will not be confused about what they are going to write because they are guided to write by answering the questions related to the topic.

c. It allows the students to consider topic when planning their writing.

d. Students do not only learn by themselves but also they can share their knowledge to with their friends during the writing process.

e. It will make their writing flow coherently because they write the paragraph by following the questions.

2. The Disadvantage of Using Guided Writing Technique

 It may be difficult to apply the guided writing process in a big group of students.

CHAPTER III RESEARCH METHODS

A. Setting of the Research

This research was done at SMPN 1 Pagelaran. It was done based on the problem faced by the students and the teacher when students did writing test in the class. Based on the problem found, the researcher examined the causes of the problem and then tried to propose a solution for problem. It was done in the second semester, in March 2013.

The subject of the research was the second grade students at SMPN 1 Pagelaran. There were 36 students in this class which consist of 18 male and 18 female students. Based on the writer’s experience in teaching that class, it has been identified that most of students have low ability in writing recount text. It can be seen from the result of their test that 10 out of 36 students could not reach 75 as the minimum score.

Considering that 72% of the students did not pass the minimum standard score (KKM), the teacher should help the students to be reached the target score determined by the school for English subject and this classroom action research will be used guided writing technique. Therefore, in this classroom action research, the researcher acted as a teacher and also an observer, meanwhile a fellow teacher of English at SMPN 1 Pagelaran acted as a collaborator. The

researcher made the lesson plan based on the procedures of the determined strategy that was implemented.

B. Description of the Research

Based on the problem which has been identified, the problem to be solved was teaching writing through guided writing technique. Researcher made lesson plan and taught the students based on the lesson plan. Then, the collaborator observed

the students’ activities in teaching and learning process after a cycle was done. Furthermore, the researcher and the collaborator analyzed and discussed the observation result during teaching and learning process (the strength and weaknesses which were done by the teacher and students using guided writing technique and learning result (the writing test).

This research was done by researcher with the fellow English teacher of SMPN 1 Pagelaran Pringsewu. The researcher acted as the teacher and observer, who made the lesson plan, taught the students using the technique, observed the student’s activity and conducted the evaluation. While the fellow teacher acted as the collaborator who observed the process of teaching and learning in the classroom

including the student’s activity to be input for better process in the following cycle. When the researcher applied guided writing technique in the classroom, the collaborator observed the student’s activities. Besides, he observed on the weaknesses of the first cycle in order to make improvement on the next cycle. At the end on the teaching and learning process, the teacher held a writing test. The test, therefore, was scored by both the fellow teacher and researcher. The result of

the test and the observation data was discussed together to decide whether or not the next cycle needed to be done.

C. Research Procedures

In conducting the research, the researcher used the procedure of classroom action research designed by Arikunto. According to him, the research procedure in classroom action research consisted of planning, implementing, observing and reflecting (2006: 16). Therefore, this research was designed as follows:

a. Planning

The research was done until the minimum score of the writing test, that is 60, is reached by 70 % of the students. The researcher prepared lesson plan in each cycle, selected materials from text book, and prepared writing test for the students and also observation sheet that was filled out by collaborator when researcher was teaching.

In order to get the data, the researcher taught the students, got the collaborator to observe, and asked students to do writing task. Process teaching including test talking took one meeting and the process analyzing and discussing the result of the observation and the test took three days in each cycle.

b. Implementing

In this step, the researcher taught the material by using guided writing technique with the lesson plan and the materials prepared.

c. Observing

Observation was done by collaborator and the researcher during and the teaching and learning process. The collaborator and the researcher observed student’s activities and then the result of the observation was filled out in the observation sheet.

d. Reflecting

Here, the collaborator and the researcher discussed about the strength and the weaknesses of a cycle to determine what to do in the next cycle and to determine whether or not the result of the cycle is satisfactory.

The cycle of classroom action research (Arikunto, 2006: 16) Planning

Analysis and Reflection

Application

Analysis and Reflection

Next Cycle Cycle 1

Cycle 2 Observation

Observation

Application Planning

D. Indicators of the Research

a. Learning Product

The indicator is 70% of the students who get score at least 60 (sixty) or higher in writing paragraph base on the criteria given. The guided writing technique can be used to improve student’s writing recount text if 70 % of student’s reach the target score of the reading test, 60 based on the criteria given. In giving the score, the researcher use scoring criteria adapted from Jacob et al (1981:90).

There are five aspects evaluates by the researcher. They are:

1. Content refers to the substance of writing, the experience of the main idea (unity).

2. Organization refers to the logical organization of the content (coherence). 3. Vocabulary refers to the selection of words those are suitable with content. 4. Language use refers to the use of the correct grammatical and syntactic

pattern.

5. Mechanic refers to use of graphic convention language.

The percentage of scoring form the writing components is decided as follows:

1. Content : 30%

2. Organization : 20%

3. Vocabulary : 20%

4. Language use : 25%

The classification of scoring criteria adopted from Christopher (1996:130-131) can be seen in appendix3.

Based on the explanation above, the researcher will measure the students’ ability in writing paragraph. In addition, the researcher adapts marking composition taken from Hedge (1988:153) which can be formulates as follow:

Table 1. Marking composition

Meaning Marking Example

1. Wrong Form WF The best WF _{will be its achievement}

2. Wrong Word WW Patient, funny and kindly WW

3. Wrong Tense ___________ In the last few weeks you didn’t has much fun 4. Something is missing  You arrived in Brighton √ the first

5. Wrong Spelling Sp Confortable SP

6. Wrong word Order Wo You haven’t seen yetWO _London

7. Wrong punctuation P Look outP

8. wrong verb form V The titanic sunk V_{very quickly}

9. Not necessary John come in and be sat down

10.Incomplete sentence or I don’t understand what are you trying to say

?

While Ari was singing…?

b. Learning Process

The observation of the process of the teaching was based on the lesson plan made by teacher and the real process in the classroom. It covered pre-activity,

while activity and post activity. The target is that 80% of student’s are active

during the process. Student’s activity is measured through written report of the

collaborator and researcher in observation sheet.

While researcher is teaching, collaborator and the researcher observed the teaching and learning process in the classroom and focus on the participation

E. Instrument of the Research

There are three instrument of the research going to be employed in this classroom action research. They are follows:

1. Writing Test

The instruments that the writer used in the research were in essay from. The writer gave the instruction to the students to write their name also the class on a piece of paper. Then, the writer gave the students the time to do the writing test, around 80 minutes. The directions were, the students should choose only one topic from the topic that was given; the students should write recount text based on the topic. The topics were about holiday experience and unforgotten experience. And the students might used the appropriate words such as next, unfortunately, then, because, etc. and the evaluation criteria were content (20), grammar (20), form (20), vocabulary (20), mechanic (20).

2. Observation Sheet

The observation sheet will be filled out by collaborator and researcher during the process teaching and learning. The collaborator and researcher will take a

note on student’s activities and the process of the teaching and learning in the

classroom reflected on pre-activity, while activity, and post-activity. The making of the observation sheet on the procedure in leading questions as written in lesson plan so that it fulfils the requirement of content validity. The observation sheet is used to determine whether or not students are active in class and whether or not the next cycle is needed to be done.

The observation sheet is based on the procedure in guided writing technique as written in lesson so plan so that it fulfils the requirement of content validity. The observation sheet is used determine whether or not students are active in class and whether or not the next cycle is needed to be done.

Table 2. Table of specification of the observation sheet

No ACTIVITIES OBJECTIVES

1. Pre-activities

- Opening of the class

- Responding the track ring question about the topic enthusiastically.

- To make students interested in the lesson - To build clarity of what is going to be learnt

2. While-activities

Following the teacher explanation. Giving question about the topic Asking students to combine the answers based on question given Explaining the use of conjunction and preposition

Asking one or two students to read his/her composition in front of in the class

to understand the topics well can answers accuracy

to build student’s ability in writing

composition can use the conjunction and preposition correctly to check vocabulary, grammar, fluently, coherence. Mechanic correctly

3. Post activities

Asking students difficulties Making conclusion

Asking the students practice at home

to solve the students problem

to make the students understand the topic well

to make the students master of the topic

F. Data Analysis

In analyzing the data, the researcher classified the data into two categories: the data of the learning product and the data of the learning process. The data of the learning product was the result of the writing test and the data of the learning process was the result of the observation.

The data analysis was done after the data were collected from every cycle (1st, 2 nd, 3 rd). After getting the data the researcher together with the teacher analyzed the data and did reflection based on them. From the analysis and

reflection, the researcher identified what should be improved on the next cycle.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the results of data analysis and discussions, the researcher draws the following conclusions:

1. Guided writing technique can be used to increase the students’ writing achievement. The research is successful because more than 70% of the students of class VIII. 3. get score 60 or higher. In cycle I, there are 16 students (44.44%) who gain score 60 or higher, while in cycle II there are 33 students (91.67%) who gained score 60 or higher. Thus guided writing technique, the teaching recount text writing becomes more effective, as it is relevant to the students’ need and interest. It is also able to present and to reinforce the language to be learnt, stimulate the language production and it is as a model for a learner to follow.

2. By using guided writing technique, it is found that the teaching learning process improved as it stimulates and attracts more the students in learning English. As it is found that there are only 20 students (55.56%) who got 70% of the activities in cycle I, but there are 33 students (91.67%) who get 70% of the activities in cycle II.

B. Suggestions

In line with the conclusions above, the researcher would like to give suggestion as follows:

a. In implementing guided writing technique, the teacher should give more emphasize the controlling of students’ activities, so that the teacher can observe the students properly. Also, the teacher should consider that the situation in the class can be out of control so that the teacher can take action as a moderator who directs the class situation properly.

b. In the teaching process of recount text writing through guided writing technique the teacher should try to use other forms of guided writing such as; using diagrams, maps, and words cluster to develop other kinds of texts, for examples descriptive text, narrative text, etc.

BIBLIOGRAPHY

Arikunto, S. 2006. Penelitian tindakan kelas. Jakarta: PT. Bumi Aksara.

Brown, D. 2000. Teaching by Principle: An Interactive Approach to Language Pedagogy. New York: Addison Wesley, Longman Inch.

Depdiknas 2006. Silabus kurikulum tingkat satuan pendidikan. 2006. Jakarta: Depdiknas.

Derewianka, B. 1990. Exploring How Texts Work. Sidney: Primary English Teaching Association.

Edelstein, M. and Pival, E. 1998. The Writing Commitment. New York: Harcourt Broce Javanovich Publisher.

Kunandar, 2010. Langkah mudah penelitian tindakan kelas sebagai

pengembangan guru. Jakarta: PT. Rajawali Pers.

Lado, R. 1964. Language Teaching. Bombay: TATA Mcgraw – Hill

Publishing. Co. Ltd.

Linderman, E. 1983. A Rhetoric for Writing Teachers. New York: Oxford University Press.

Oshima A. and Hoque A. 1990. Writing Academic English: a Writing and Sentence Structure Workbook for International Students. Massachusetts: Newbury House Publisher, Inc.

Muslikah, 2010. Sukses profesi guru dengan penelitian tindakan kelas. Yogyakarta: Interprebook.

Raimes, Ann.1983. Technique in Teaching Writing, Oxford: Oxford University Press.

Setyadi, A.G. Bambang 2003. Teaching English as a foreighn language. Yogyakarta: Graham Ilmu.

Setyadi, A.G. B. 2006. Metode penelitian untuk pengajaran bahasa asing pendekatan kualitatif dan kuantitatf. Yogyakata : Graham Ilmu.

The observation sheet is based on the procedure in guided writing technique as written in lesson so plan so that it fulfils the requirement of content validity. The observation sheet is used determine whether or not students are active in class and whether or not the next cycle is needed to be done.

Table 2. Table of specification of the observation sheet

No ACTIVITIES OBJECTIVES

1. Pre-activities

- Opening of the class

- Responding the track ring question about the topic enthusiastically.

- To make students interested in the lesson - To build clarity of what is going to be learnt

2. While-activities

Following the teacher explanation. Giving question about the topic Asking students to combine the answers based on question given Explaining the use of conjunction and preposition

Asking one or two students to read his/her composition in front of in the class

to understand the topics well can answers accuracy

to build student’s ability in writing composition can use the conjunction and preposition correctly to check vocabulary, grammar, fluently, coherence. Mechanic correctly

3. Post activities

Asking students difficulties Making conclusion

Asking the students practice at home

to solve the students problem

to make the students understand the topic well

to make the students master of the topic

F. Data Analysis

In analyzing the data, the researcher classified the data into two categories: the data of the learning product and the data of the learning process. The data of the learning product was the result of the writing test and the data of the learning process was the result of the observation.

The data analysis was done after the data were collected from every cycle (1st, 2 nd, 3 rd). After getting the data the researcher together with the teacher analyzed the data and did reflection based on them. From the analysis and

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the results of data analysis and discussions, the researcher draws the following conclusions:

1. Guided writing technique can be used to increase the students’ writing achievement. The research is successful because more than 70% of the students of class VIII. 3. get score 60 or higher. In cycle I, there are 16 students (44.44%) who gain score 60 or higher, while in cycle II there are 33 students (91.67%) who gained score 60 or higher. Thus guided writing technique, the teaching recount text writing becomes more effective, as it is relevant to the students’ need and interest. It is also able to present and to reinforce the language to be learnt, stimulate the language production and it is as a model for a learner to follow.

2. By using guided writing technique, it is found that the teaching learning process improved as it stimulates and attracts more the students in learning English. As it is found that there are only 20 students (55.56%) who got 70% of the activities in cycle I, but there are 33 students (91.67%) who get 70% of the activities in cycle II.

follows:

a. In implementing guided writing technique, the teacher should give more emphasize the controlling of students’ activities, so that the teacher can observe the students properly. Also, the teacher should consider that the situation in the class can be out of control so that the teacher can take action as a moderator who directs the class situation properly.

b. In the teaching process of recount text writing through guided writing technique the teacher should try to use other forms of guided writing such as; using diagrams, maps, and words cluster to develop other kinds of texts, for examples descriptive text, narrative text, etc.

BIBLIOGRAPHY

Arikunto, S. 2006. Penelitian tindakan kelas. Jakarta: PT. Bumi Aksara.

Brown, D. 2000. Teaching by Principle: An Interactive Approach to Language Pedagogy. New York: Addison Wesley, Longman Inch.

Depdiknas 2006. Silabuskurikulum tingkat satuan pendidikan. 2006. Jakarta: Depdiknas.

Derewianka, B. 1990. Exploring How Texts Work. Sidney: Primary English Teaching Association.

Edelstein, M. and Pival, E. 1998. The Writing Commitment. New York: Harcourt Broce Javanovich Publisher.

Kunandar, 2010. Langkah mudah penelitian tindakan kelas sebagai pengembangan guru. Jakarta: PT. Rajawali Pers.

Lado, R. 1964. Language Teaching. Bombay:TATA Mcgraw – Hill Publishing. Co. Ltd.

Linderman, E. 1983. A Rhetoric for Writing Teachers. New York: Oxford University Press.

Oshima A. and Hoque A. 1990. Writing Academic English: a Writing and Sentence Structure Workbook for International Students. Massachusetts: Newbury House Publisher, Inc.

Muslikah, 2010. Sukses profesi guru dengan penelitian tindakan kelas. Yogyakarta: Interprebook.

Raimes, Ann.1983. Technique in Teaching Writing, Oxford: Oxford University Press.

Setyadi, A.G. Bambang 2003. Teaching English as a foreighn language. Yogyakarta: Graham Ilmu.

Setyadi, A.G. B. 2006. Metode penelitian untuk pengajaran bahasa asing pendekatan kualitatif dan kuantitatf. Yogyakata : Graham Ilmu.