IMAM BONJOL PADANG 1438 H 2017 M

THE EFFECT OF GUIDED WRITING STRATEGY TOWARD STUDENTS’ WRITING SKILL AT SENIOR HIGH SCHOOL 1 ULAKAN TAPAKIS THESIS

Submitted in Partial Fulfillment of the Requirements for Undergraduate Program in English Education the Strata One (S1) Degree

Written by:

LARAS SEKAR TANJUNG 1314050002 ENGLISH TADRIS DEPARTMENT FACULTY OF TARBIYAH AND TEACHER TRAINING STATE INSTITUTE OF ISLAMIC STUDIES (UIN) IMAM BONJOL PADANG 1438 H/ 2017 M

DECLARATION

Hereby I declare that this thesis entitled “The Effect of Guided Writing

Strategy Toward Students’ Writing Skill at Senior High School 1 Ulakan

Tapakis”, is true my own work. I quoted some theories of this Research from several references and sources. In the following day proved that this thesis is not my own work, I will be ready to take a consequence.

Padang, August 2017 The Researcher

Laras Sekar Tanjung 1314050002

ABSTRACK

Laras Sekar Tanjung, 1314050002. The Effect of Guided Writing Strategy

Toward Students’ Writing Skill at Senior High School 1 Ulakan Tapakis

The purpose of this research was to know whether there is difference result between students‟ writing ability by using guided writing strategy and without

using that strategy at eleventh grade of Senior High School 1 Ulakan Tapakis. This research was designed with experimental research. The population of

this research is students at XI IPA that consist of 4 class and 104 students. Then, the sample classes were taken by cluster random sampling. The researcher chosen class

XI IPA 1 as an experimental class consists of 24 students and XI IPA 3 as a control class consists of 26 students. In collecting the data, the researcher used written test. First the researcher gave the treatments. At the last meeting the researcher gave the post test.

The result of this research shows that means scores of the students‟ writing in experimental class was 63.96 , while students‟ writing score in control class was 56.35. Moreover, score of each component are also different. It can be seen from the

comparison of students‟ mean score of each component in control and experiment class. Improvement of the content was 19.38 and 20.63, organization 13.30 and

14.13, vocabulary was 12 and 13.04, language use was 9.46 and 13.08, mechanics was 2.19 and 3.08. statically, t- calculate was 2.62 is also bigger than t- table

2.00, it shows that teaching writing by using guided writing strategy gives significant effect on

students‟ writing ability. In short, based on the result of the research it can be concluded that, teaching

writing by using guided writing strategy gives significant effect toward students‟ writing ability, especially in analytical exposition text. Therefore, it is hoped that the teacher or the next researcher who use this technique can apply the better activity and procedure so that the component of writing can be developed.

ABSTRAK

Laras Sekar Tanjung, 1314050002. The Effect of Guided Writing Strategy

Toward Students’ Writing Skill at Senior High School 1 Ulakan Tapakis Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat

perbedaan hasil belajar menulis antara siswa yang diajar dengan menggunakan strategi guided writing dan yang tidak menggunakan strategi tersebut di kelas XI Sekolah Menengah Atas 1 Ulakan Tapakis.

Penelitian ini di rancang sebagai penelitian eksperimental. Populasi dari penelitian ini adalah siswa kelas XI yang terdiri atas 4 kelas IPA dengan total murid 104 orang. Kemudian peneliti memili sampel dari penelitian ini denga cara cluster random sampling . Peneliti memilih kelas XI IPA 1 sebagai kelas eksperimen dan XII IPA 3 sebagai kelas kontrol. Dalam mengumpulkan data, peneliti menggunakan tes tulis. Pertama peneliti memberikan beberapa kali treatment. Pada pertemuan terakhir peneliti memberikan pos tes.

Hasil dari penelitian ini memperlihatkan rata-rata skor siswa pada saat kleas eksperimen adalah 63.96, semenetara rata-rata skor siswa pada kelas kontrol adalah 56.35. Selain itu skor dari masing-masing komponen juga berbeda. Ini dapat di lihat dari perbandingan rata-rata skor siswa dalam kontrol dan eksperimen. Isi 19.38 dan 20.63, organisasi 13.30 dan 14.30, kosa kata 12 dan 13.04, tata bahasa 9.46 dan 13.08, mekanik 2.19 dan 3.08. secara statistic, t- calculate adalah 2.62 lebih besar dari t-

table

2.00, ini menunjukkan bahwa mengajar dengan startegi guided writing memberi efek yang signifikan terhadap kemampuan menulis siswa.

Pendeknya, berdasarkan penelitian ini dapat disimpulkan bahwa, mengajar dengan menggunakan teknik webbing memberi efek yang signifikan terhadap kemamppuan menulis siswa khususnya dalam teks analytical exposition. Oleh sebab itu, diharapakan guru atau peneliti selanjutnya yang menggunakan teknik ini agar dapat menagplikasikan aktifitas dan prosedur yang lebih baik sehingga komponen menulis dapat lebih dikembangkan lagi.

ACKNOWLEDGMENT

Firstly, the researcher would like to express thankfulness to Allah SWT who has given the health and opportunity to finish and complete the thesis,

entitled “ The Effect of Guided Writing Strategy Toward Students’ Writing Skill at Senior High School 1 Ulakan Tapakis”. The researcher also expresses the deep praises to the prophet Muhammad SAW. This thesis is aimed to fulfill one of the requirements in order to complete strata one program at English Department in Tarbiyah and Teacher Training Faculty of UIN Imam Bonjol Padang.

There are many people contributes in writing this thesis. My deepest gratitude also goes to those who have helped me in finishing this thesis the followings:

1. First I would like to thank to my parents. My father Tamat Sucipto and my mother Zainab who gave me all the resources and efforts in supporting both morally and materially and finance writer from childhood until completing this course

2. Then I would like to thank to Mr. Dr. Hadeli, M.A., M.Pd as my first supervisor and Ms. Dr. Martin Kustati, M.Pd as my second supervisor who always guide me during writing.

3. The Dean and all staff of Tarbiyah Faculty of UIN Imam Bonjol Padang.

4. The Head and Secretary of English Department.

5. The head master, the English teacher (Mr. Ahmad Azizan) and all students X IPA 1 and X IPA 3 of Senior High School 1 Ulakan Tapakis who had given the participation in my research.

6. All unmentioned lecturers and personals.

I also would like to thank to my beloved brothers and all of my big family who has given me everything I need. Then, to all those who did not name one by one proficiency level who have come to participate and assist writer in the completion of this thesis. Hopefully instruction, guidance, and motivation of my family and friend give into acts of worship and reap the reward from Allah SWT.

Last but not least, I realized that this thesis is not perfect. That is why I hope the readers will give contribution, criticism, and suggestion. I also strongly believed that a further potential configuration of any strategy beside the one stated in this thesis may have also effectively succeeded as long as the strategy meets the requirement to integrate within the learning objectives. However, the writer is conformed to any critics and arguments to make further studies of the same field as better result. Researcher finally hope this thesis will be acceptable and will meet the requirements as it should be.

Padang, August 2017

The writer

Laras Sekar Tanjung 1314050002

TABLE OF CONTENTS

ABSTRACT i ACKNOWLEDGMENT

iii TABLE OF CONTENT

v LIST OF TABLE

vii LIST OF APPENDICES

viii

CHAPTER I: INTRODUCTION

A. Background of the Problem

B. Identification of the Problem

C. Formulation of the Problem 6

D. Limitation of Problem

E. Objective of the Problem

F. Significances ofProblem

G. Definition of Key Terms

CHAPTER II: REVIEW OF RELATED LITERATURES

A. Review of Relevant Theories

1. The Nature of writing skill

a. Definion of Writing skill

b. The Characteristic of Written Language

c. The Process of Writing

d. Components of Writing skill

e. WritingAssessment

2. Analytical Exposition Text 2. Analytical Exposition Text

c. Language Features of Analytical Exposition Text22

3. Review of Guided WritingStrategy

a. The Definition of Guided Writing Strategy

b. The Process of Guided Writing Strategy

c. The advantages of Guided Writing Strategy for Teaching Writing

B. Review of Relevant Studies

C. Conceptual Framework

D. Hypothesis

CHAPTER III: RESEARCH METHODOLOGY

A. Research Design

B. Population and Sample

C. Place and Time of the Research

D. Instrument of the Research

E. Procedure of Experiment

F. Technique of Data Collection

G. Technique of Data Analysis

CHAPTER IV: FINDINGS AND DISCUSSIONS

A. Research Finding

B. Hyphotesis Testing

C. Discussion

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion

B. Suggestion

BIBLIOGRAPHY

65 APPENDICES

LIST OF TABLES

Table 1.1 Students‟ Writing Score at Class XI IPA

2 Table 2.1

Indicators of Writing Assessment Based on Jacob 19 Table 3.1

31 Table 3.2

Research Design

32 Table 3.3

Population of the research

32 Table 3.4

Tests of Normality

36 Table 3.5

Test of Homogeneity of Variance

37 Table 3.6

Sample of research

38 Table 3.7

Blueprint of Writing Test

39 Table 3.8

Sample of Instrument in Giving Writing Scores

Teaching Procedure for Experimental and Control Groups 39 Table 4.1

The Score of Writing Test of Experimental Group and Control Group

45 Table 4.2

Calculation Process of Mean and Standard Deviation of Writing Test Experimental Group

46 Table 4.3

The Interval Data of Experimental Class Post Test Score 47 Table 4.4

49 Table 4.5

The Interval Data of Control Class Post Test Score

Calculation Process of Mean and Standard Deviation of Writing Test Control Group

51 Table 4.6

The Calculation of Comparison of Means Post-test of Experimental and Control Class in Content, Organization, Vocabulary, Language Use, and Mechanic 52

Table 4.7 The Result of Testing Normality Writing Post-Test

54 Table 4.8

The Result of Testing Homogeneity Writing Post-Test

LIST OF APPENDICES

Appendix 1: Test Normality and Homogeneity Population

68 Appendix 2: Post-test of Experimental Class (XI IPA 1) SMA 1 UlakanTapakis

70 Appendix 3: Post-test of Control Class (XI IPA 4)SMA 1 Ulakan Tapakis

71 Appendix 4: The distribution of students‟ daily test

72 Appendic 5: Calculation Process of Mean and Standard Deviation of Writing Test Experimental Group

73 Appendix 6:Calculation Process of Mean and Standard Deviation of Writing Test Control

74 Appendix 7: Analysis of Post-test Score in Experimental and Control Class

75 Appendix 8: Writing Test

77 Appendix 9: Graph of the Interval Data of Experimental Class Post Test Score

78 Appendix 10: Graph of the Interval Data of Control Class Post Test Score

79 Appendix 11: Graph of the Calculation of Comparison of Means Post-test of Experimental and Control Class in Content, Organization, Vocabulary, Language Use and Mechanic

80 Appendix 12: Lesson Plan 81

Appendix 13: Example of students Writing Test at Experimental Class

165 Appendix 14: Example of students Writing Test at control Class

166 Appendix 15: T-table

167 Appendix 16: Documentations

CHAPTER I INTRODUCTION

A. Background of the Problem

Writing is the most complicated skill that has to be acquired by the learners in English learning, because it requires the writers to involve higher cognitive competence such as the capability to analyze, construct, edit and revise ideas to produce a qualified writing. Therefore, the writing instructors must be able to facilitate the learners with conducive learning that expand their views about certain matters, challenge them with extra rewards and show them the appropriate procedures in developing their writing competence.

Writing competence that involves in the process of analysis and synthesis can be called as whole brained activity that leads everyone to critical thinking. So, writing skill is the most complex activities that has to

be acquired by every language learner. Because of this reason, teaching writing, absolutely, must be applied with wholehearted by the classroom practitioners. Teaching writing is not a trivial thing to do. It is not an easy task to make the students competent in producing a qualified writing.

Based on the preliminary research at SMAN 1 Ulakan Tapakis, it was found that the students have some problems dealing with English, especially in writing analytical exposition text. In analytical exposition, students are required to generate ideas well because in writing analytical Based on the preliminary research at SMAN 1 Ulakan Tapakis, it was found that the students have some problems dealing with English, especially in writing analytical exposition text. In analytical exposition, students are required to generate ideas well because in writing analytical

The researcher found some problems related with the failure of students in their test. And the problem was related to the students‟ writing skill. It could be seen from the table below.

Table 1.1 Students’ Writing Score at Class XI IPA

Criteria of

Total

Mean score of writing components Minimum Total

score

Standard students

Source: English Teacher Bookmark at first Semester (2017/2018) The table above shows the data about student‟s achievement in

writing. It‟s assessed by Jacob‟s writing criteria. This is also an indication that the students have not produced writing product successfully yet. The students get very poor on the components of writing such as content (16). and organization (10). Besides, they get fair on organization (12). Then, they get poor on vocabulary (10), and language use (11). However, they get very poor (2) on mechanics. Generally, the students cannot master and understand how to write well, their score under 75 (criterion of minimum score). Some examples of students writing product are followed.

In the students‟ side, the students did not know the way to start in In the students‟ side, the students did not know the way to start in

achievement in writing. Besides that, they could not make a qualified writing because of teaching technique that was used by the teachers in teaching process. The technique that was applied during the writing instruction did not encourage them to write well. Besides that, the tea chers‟ lacks of method and strategies have made passive and monotonous class. The teacher dominated the student‟s activities and thinking which caused the

developing of good writing skill can be blocked. As a problem solving, teachers have to find the other ways to improve student‟s skill in creating an acceptable writing. For instance,

strategy, technique, method or approach in teaching process should be changed to more creative one.

Nowadays, there are much strategies that can be used in teaching writing. One of them is guided-writing strategy. According to Klentschy (as cited on Diaz: 2006), guided writing strategies provide opportunities for students to make connections between what they were learning and how they chose to write about it. This strategy will help students to get Nowadays, there are much strategies that can be used in teaching writing. One of them is guided-writing strategy. According to Klentschy (as cited on Diaz: 2006), guided writing strategies provide opportunities for students to make connections between what they were learning and how they chose to write about it. This strategy will help students to get

Based on that case, the researcher is interested in solving the problem of stud ents‟ writing skill. So, the researcher conducts a research on “The Effect of Guided Writing Strategy Toward Students‟ Writing Skill at Senior High School 1 Ulakan Tapakis”

B. Identification of the Problem

English teacher at SMAN 1 Ulakan Tapakis was more emphasized on grammar, reading, and speaking in teaching and learning process. So, there is no balance between speaking, listening, reading, and writing, skills at this school. The teacher tended to teach listening, speaking, and reading instead of writing. In other words, writing skill has been far behind. This condition made students hardly practice writing.

There are several reasons why the students cannot write well. First, the students do not know how to transfer and develop their ideas in written form and make a link among the ideas. Second, the students cannot express their ideas or opinion well because their vocabulary is limited. The products of students‟ writing are not applying the generic structure and language features well. Third, the technique used by the teacher is not interested to the students and not appropriate anymore. So, they are not motivated to write. Then, students have less enthusiastic. They have low spirit to study English especially writing.

This problem can be solved by several ways such as: method, strategies, techniques, activity or procedure and also interesting media. In this occasion, teacher ‟s creativity is needed. Besides that, it is important for the students to recommended of cooperative activity with their classmates.

C. Formulation of the Problem

To make the study clearer, the problem of the research can be formulated as: is there significant difference between students those taught with guided writing strategy than conventional strategy in writing analytical exposition text especially at XI Grade of Science Senior High School 1 Ulakan Tapakis?

D. Limitation of Problem

Based on the identification of the problems above, it is impossible for the researcher to study all that stated problems because of the limited time. Therefore, this research was focused on the effect of guided writing strategy to students‟ writing skill in an analytical exposition text especially at XI Grade of science Senior High School 1 Ulakan Tapakis.

E. Objective of the Problem

The objective of this study is to find out wheater guided writing strategy gives different result on student writing skill, especially in writing analytical exposition text.

F. Significance of Studies

The finding of the research is useful in some ways.

1. Theoretically

a. The research can be used as reference for anybody else who has the same interest in the same field.

b. The research can be useful as the references in choosing strategy in teaching writing, especially analytical exposition text.

2. Practically

a. For the researcher, the research can give a practice in developing her knowledge and skill in problem-solving processes.

b. The finding of the research can be used by teachers as a reference to improve their strategy in teaching writing and to find the most suitable strategy for improving the students‟ skill in writing analytical exposition texts.

c. The finding of the research can be a useful input for the students to improve their skill and to learn English especially writing skill.

d. For other researchers, this research can give general knowledge how to improve students‟ writing skill in writing analytical

exposition text .

G. Definition of key terms

Guided writing : a follow-up of the modelled and shared strategies in that the teacher scaffolds Guided writing : a follow-up of the modelled and shared strategies in that the teacher scaffolds

Writing skill : the skill to express ideas, thoughts, and feeling to other people in written symbols to make other people or readers understand the ideas conveyed (Nunan: 2003) . Analytical exposition text : Wahidi (2009) defines an analytical exposition as a text that elaborates the

writer‟s idea about the phenomenon surrounding. Therefore, through the text, a

writer persuades the reader that writer idea is an important matter.

CHAPTER II REVIEW OF RELATED LETERATURE

A. Review of Relevant Theories

1. The Nature of Writing Skill

a. Definition of Writing Skill

Writing is a productive skill in the written mode. It is a skill in organizing statement in order to make consistent with the purpose for which the statement is made. It can be defined that writing ideals with organizing ideas in good order to reach the purpose of writing itself.

Writing also can be defined as a tool for communication and it is a most important factor in teaching a language as well. Besides that, writing is the activity of presenting of thought or idea in correct sentences. Writing is a productive skill. It is very useful for students because it can convey their message through their minds in the written form. It is placed on the last stage among the four skills. Writing is the production of the written word in the form of text and it must be read and comprehended in order to communicate to take place.

Writing is considered as a productive skill along with speaking (Harmer, 2007: 265). When students deal with language Writing is considered as a productive skill along with speaking (Harmer, 2007: 265). When students deal with language

According to a psycholinguist, Eric Lenneberg, (as cited in Brown, 2001: 334), he says that different from speaking in which people learn language through a natural process or human behavior

as learning to „walk‟, writing is a learned behavior as learning to „swim‟, people need someone to teach them. It means that people

learn to write if they are members of a literate society and usually if someone teaches them.

Among t he four language skills, “writing is the most difficult skill for second or foreign learners to master” (Richards &

Renandya, 2002: 303). It is because writing is considered as a complex process of putting ideas down on paper to transform thoughts into words (Brown, 2001: 336). Since the idea or thought is an abstract thing which comes from our mind, it is not easy to transform it into understandable or readable form.

Writing can be seen as two different views. They are the product of that writing and the process of writing. When writing is seen as the product, the attention is placed on the final product of writing such as the essay, the report, the story or what the product

should „look‟ like (Brown, 2001: 335). It means that the writing should (a) meet certain standard of prescribed English rhetorical should „look‟ like (Brown, 2001: 335). It means that the writing should (a) meet certain standard of prescribed English rhetorical

On the other hand, when writing is seen as a process, it focuses on the various stages that any process of writing goes through, such as putting ideas down on paper to transform thoughts into words (Brown, 2001: 336). It means that the process of writing is more valuable than the end of the product.

Harmer (2007: 325) states that in writing we can focus on the product of that writing or on the writing process itself. Writing is a process and that we write is often heavily influenced by constraints of genre, then these elements have to be present in learning activities. When concentrating on the product, we are only interested in the aim of a task and in the end product.

On the other hand, writing is a combination of process and product. The process refers to the act of gathering ideas and working with them until they are presented in a manner that is polished and comprehensible to readers. The concept that writing is

a process is very useful to young writers. Writing as the process of generating ideas, organizing information and communicating meaning.

In addition, according to Brown (2001: 259-260) writing was primarily a convention for recording speech and reinforcing grammatical and lexical features of language. Writing is an effective way to communicate and express ideas, thought, feeling, and opinion to others. It means that writing is a form from the writer to communicate, interact and connect through written, for that written, the writers will express what they want, what they feel, what they opinion about something, what they experience that have in their life. By this term, the readers can get what the writers mean about their ideas.

Since writing is a way to communicate with others in the written form, everything should be clear. Unlike speaking that the message of the communication can be grasped through non-verbal language, such as gestures, body languages or facial expressions, in writing the message is conveyed through the written form. Therefore, the writer should be able to make his or her reader understand the message conveyed.

Making a good piece of writing is a complex process. It requires the skill to write grammatically correct sentences and organize them logically into paragraphs or essays. In order to make writing to be successful, it has to be both coherent and cohesive.

Coherent is the feeling that the elements of texts are bound together in which the reader can follow the sequence of ideas or Coherent is the feeling that the elements of texts are bound together in which the reader can follow the sequence of ideas or

b. The Characteristics of Written Language

Brown (2001: 341-342) points out several characteristics of written language which distinguish them from spoken language. The characteristics are as follows:

1) Permanence

Writing is permanent. Once the writers finish their writing, they cannot re-edit their writing. So, a thorough refinement and revision are needed before the final draft is submitted.

2) Production time

Time limitation is one of the important issues in writing, especially in an educational context. A sufficient length of time will affect the production of a good writing, and vice versa. When the time given is not sufficient, the writers may produce a messy text. Therefore, a sufficient training in the process of writing will help the students to make the best possible use of such time limitation.

3) Distance

A good writer is the one who can deliver the message of his or her writing clearly to the target reader. Distance, here, may mean a range between the writer and the target audience. In order to shorten the distance, the writer should be able t o predict the audience‟s general knowledge and write from the perspective of the target audience.

4) Orthography

Many different writing systems have evolved around the world (Harmer, 2004: 1). Therefore, being able to use such writing system is not an easy matter, especially in a language which has different orthography from the writer‟s native writing system.

5) Complexity

Different from spoken language which tends to have shorter clauses and forms, the written language tends to have larger clauses with more complex forms. Therefore, the writer should write clearly, cohesively, and coherently in delivering the message to the readers.

6) Vocabulary

The written English has a greater variety of lexical items than in spoken conversational English. The lexical items used in the text may have different meaning depend The written English has a greater variety of lexical items than in spoken conversational English. The lexical items used in the text may have different meaning depend

7) Formality

Formality refers to the convention of rules that a certain written message is meant to be. Different purposes of writing have different forms of language that must be followed. Since writing is a way to communicate in the written form,

everything should be clear. It means that before the writers come to the end of their writing, they should make sure that their writing has already met the purpose of their writing so that the target readers could get the message clearly.

c. The Process of Writing

According to Oshima and Hogue (1998: 2-12), they propose the process of writing into three stages. They are pre- writing, planning (outlining), and writing and revising drafts. In Stage I, you chose topics and narrowed them, and you generated ideas by brainstorming. Then, in the planning stage, you organize the ideas you generated by brainstorming into an outline. Stage III in the writing process, after prewriting (Stage 1) and planning (Stage II), is writing and revising several drafts until you have produced a final copy to hand in. Remember that no piece of According to Oshima and Hogue (1998: 2-12), they propose the process of writing into three stages. They are pre- writing, planning (outlining), and writing and revising drafts. In Stage I, you chose topics and narrowed them, and you generated ideas by brainstorming. Then, in the planning stage, you organize the ideas you generated by brainstorming into an outline. Stage III in the writing process, after prewriting (Stage 1) and planning (Stage II), is writing and revising several drafts until you have produced a final copy to hand in. Remember that no piece of

Pre-writing is defined as the stage of discovery the writing process when a person assimilates his “subject” to himself. In other

words, the pre-writing stage is a stage when the process of thinking is happened, such as developing ideas and designing the ideas. Writing is a stage in which the writers put their ideas into words on papers. It means that the writers write down of what they are going to say or write. The next is re-writing. This stage is defined as a process of making revisions or changes of what they have written.

In line with the above concept, Richards & Renandya (2002: 315) and Langan (2008: 17-19) propose that there are four basic writing stages. They are planning, drafting, revising, and editing. The first element is planning, that is thinking of what comes on the writers ‟ mind, what they are going to say or write. The second is drafting. In this stage, the writers are focused on the fluency of writing and are not preoccupied with grammatical accuracy. Writers can refer this as their first draft which may have several changes later. The next is reflecting or revising. Revising is

a process of reading through what the writers had written. In other words, the writers review their text on the basis of given feedback and make a global check to make sure that their writing can be understood by the readers. The last stage is editing. It is a stage in a process of reading through what the writers had written. In other words, the writers review their text on the basis of given feedback and make a global check to make sure that their writing can be understood by the readers. The last stage is editing. It is a stage in

From the explanation above, it can be concluded that writing, as it is seen as a process, is a product of turning out the ideas into words in a piece of paper which faces several processes. They are planning, drafting, revising, and editing.

d. Component of Writing

Writing process have several components that should by mastered by students to create or produce good written form like paragraph or essay. There are five components in the profile of writing are adopted by Jacobs (1981: 102):

1) Content The measure the content of written product is not easy to do. In order to make the teacher or evaluator simple to count it,

he applies several descriptors; knowledgeable, substantive, through development of thesis, and relevant to assigned topic.

2) Organization In organization there are six descriptions that have to take in good written text. They are fluent expression, ideas clearly stated/supported, succinct, well-organized, logical sequencing and cohesive.

3) Vocabulary

The good writers have to enrich their vocabularies for their writing‟s quality. But it is not enough without chosen the

correct vocabulary to the text. Jacobs states vocabulary into four descriptors: sophisticated range, effective word/ idiom choice and usage, word form mastery, and appropriate register.

4) Language Use As like the vocabulary, in writing evaluation, language use consists of eight descriptors; effective complex constructions, agreement, tenses, number, word order/function, articles, pronouns and preposition.

5) Mechanics Mechanics are description about the spelling, punctuation, capitalization, paragraphing, and handwriting in written product. It is as basic of the evaluation in the profile of composition.

In addition, Brown (1994:357) states that there are many categories of writing. First, Content that contains thesis statement; related ideas; development of ideas through personal experience, illustration, and facts opinion; use of description, cause/effect, comparison/contras; consistent focus. Second, organization that involves effectiveness of Introduction; logical sequence of ideas; conclusion; appropriate length. Third, discourse that contains topic sentences; paragraph unity; transitions; discourse markers; In addition, Brown (1994:357) states that there are many categories of writing. First, Content that contains thesis statement; related ideas; development of ideas through personal experience, illustration, and facts opinion; use of description, cause/effect, comparison/contras; consistent focus. Second, organization that involves effectiveness of Introduction; logical sequence of ideas; conclusion; appropriate length. Third, discourse that contains topic sentences; paragraph unity; transitions; discourse markers;

Based on the explanation above, it is concluded that writing was the skill to use the structure lexical item and their conventional representations ordinary matter of act language. Besides, through the writing, the students could interact with their ideas and developed them in the writing activities to be a good text. At least, there are five components that should be considered for a good writing such as: Content, Organization, Vocabulary, Language Use, and Mechanic.

e. Writing Assessment

In order to achieve the goal of teaching, whether the students are able to write or not, the teacher has to do assessment. According to Jacob (1981: 90) states that there are five components when assessing writing. These are content, organization, vocabulary, language use and mechanics.

Table 2.1 Indicators of Writing Assessment Based on Jacob

COMPONENTS SCORE CRITERIA Content

30-27

 Excellent to very good: knowledgeable, substantive, through, development of thesis, relevant to assigned topic

 Good to average: some knowledge of

26-22 26-22

 Fair to poor: limited knowledge of

21-17

subject, little substance, inadequate development of topic

 Very poor: does not show knowledge of

16-13

subject, non-substantive, not pertinent, not enough to evaluate

Organization

20-18

 Excellent to very good: fluent expression, ideas clearly stated, succinct, well organized, logical sequencing, cohesive

17-14

 Good to average: somewhat choppy, loosely organized but main ideas stand

out, limited support, logical but incomplete sequencing.

13-10

 Fair to poor: non fluent, ideas confused

and

lacks logical sequencing and development

disconnected,

9-7

 Very poor: does not communicate, no organization, not enough to evaluate

Vocabulary

20-18

 Excellent to very good: sophisticated range, effective word/idiom choice and

usage, word form mastery, appropriate register

17-14

 Good to average: adequate range, occasional errors of word/idiom form, choice, usage but meaning not obscured

 Fair to poor: limited range, frequent

13-10

errors of word/idiom form, choice, usage, meaning confused or obscured

 Very poor: essentially translation, little knowledge of English vocabulary,

9-7

idioms, word form, not enough to evaluate

Language Use

25-22

 Excellent to very good: effective complex constructions, few errors of agreement, tense, number, word order/function,

articles, pronouns,

prepositions.

21-18

 Good to average: effective but simple construction, minor problems in complex construction,

several errors of agreement, tense, number, word several errors of agreement, tense, number, word

17-11

 Fair to poor: major problems in simple/complex construction, frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions, and fragments, run-ons, deletions, meaning confused or obscured

 Very poor: virtually no mastery of

10-5

sentence construction rules, dominated by errors, does not communicate, not enough to evaluate

Mechanics

5  Excellent to very good: demonstrates mastery of conventions, few errors of spelling, punctuating, capitalization, paragraphing

4  Good to average: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured

 Fair to poor: frequent errors of spelling,

poor handwriting, meaning confused or obscured

 Very poor: no mastery of conventions,

2 dominated by errors of spelling, punctuation,

capitalization, paragraphing, handwriting illegible, not enough to evaluate

2. Analytical Exposition Text

a. Definition of analytical exposition text

Wahidi (2009) defines an analytical exposition as a text that elaborates the writer‟s idea about the phenomenon surrounding.

Therefore, through the text, a writer persuades the reader that writer idea is an important matter.

b. Generic structure of analytical exposition text

According to Martin and Rothery, in Almita (2008: 23), in Cahyono and Purnama‟s opinion (2009:1), in Silfia (2013), analytical has generic structure generalize the generic structure of exposition genre is: Thesis, Argument, and C onclusion. In this structure, “thesis” is the part of the text in which the writer states his/her position on the issue, and “argument” is concerned with information provided to justify that position. Finally, “conclusion” is the part of the text where the thesis and arguments can be briefly restated.

c. Language feature of analytical exposition text

The language feature of this text are:

1) Focus on generic human and non-human participants.

2) Use mental processes. It is used to state what the writer or speaker thinks or feels about something, for example: realize, feel, etc.

3) Need material processes. It is used to state what happens, for example: has polluted, etc.

4) Use of simple present tense.

5) Use of relational processes.

6) Use of internal conjunction to state argument.

7) Reasoning through casual conjunction or nominalization.

3. Review on Guided Writing Strategy

a. The Definition of Guided Writing Strategy

Lan, Hung & Hsu (2011) also states that this strategy helps the students to improve their writing performance, especially their attitudes regarding motivation and enjoyment. The increase of level of these two components is born from the fact that Guided Writing Strategy encourages the students to build their confidence and participation.

Guided writing is a strategy that gives students the opportunity to review a recently taught writing skill in group or whole class setting and then to apply the skill through independent writing. Through guided writing, children are supported during the different stages of the writing process. By applying this strategy, the students will be trained to practice their skill until they ready to write independently.

Guided writing is useful for a range of teaching purposes, and is the short-term step between teacher directed and independent writing. The teacher will provide the students with prompts or clues for the students to use as a basic framework. Furthermore, Titisari (2015) said the teachers‟ roles in this strategy

are to guide a small group of students in order to create individual written texts, give response to students‟ efforts, and develop

students‟ thinking during the process of writing. It allows the students‟ thinking during the process of writing. It allows the

According to Oczkus (2007), guided writing strategy is an essential tool in a balanced writing curriculum, providing an additional supporting step towards independent writing. The different stages of the writing process are pre-writing, drafting, and revising, editing and publishing (or final copy proof-reading). So, the teacher must always be a guide for the students during the teaching-learning process for writing. Here the role of the teacher as a facilitator will help her students to find what they want to write about and how to write a paragraph clearly, systematically, and interestingly. The aim is to provide support that can help the student to write more.

From the definitions above, it can be concluded that guided writing is a process of writing after imitative writing and dictation guided by the teacher with stimulators, and according to Anggara (2013), although guided writing is a group activity focused on the needs of the group, the teacher is able to observe and respond to the needs of individual of the group, provides the teacher with the opportunity to extend and challenge the groups of student.

b. The Process of Guided Writing Strategy

According to Reid (1993: 25) in Dyan (2010:31) states there are some steps in guided writing, they are:

1) Model paragraph

At the beginning, the teacher provides a model of the text. This can be written on the board or copied onto the worksheet. Students concentrate on reading comprehension first, then study the features of the text given.

2) Comprehension questions

The teacher asks series of questions about the basic information of the text.

3) Language based exercises

The teacher gives exercises which focus on vocabulary building and sentence structure. It can be in the form of transformation, substitution, or complete pattern drills.

4) Oral composition

By discussions, students make suggestions about what to write and the teacher make an outline or a list of key expressions on the board. It is used as a basis for students ‟ writing.

5) Written composition

Students follow the model given by the teacher, but involve some changes.

According to Pinnel & Pountas in Lan, Hung & Hsu (2011), Guided Writing normally follows on from modeled writing, shared writing, and practice. Modeled writing requires teachers to demonstrate the steps of writing, while in shared writing students contribute their ideas. After these two activities have been done, teacher will guide students to make their own paragraphs. Oczkus (2007) in Timayi (2005) also states that guided writing strategy is an instructional writing context chiefly teaching the writing process through modelling, support, and practice.

c. The Advantages of Guided Writing Strategy for Teaching Writing

Some advantages and disadvantages of guided writing based on explanations above are as follows: First, on the positive side, students appreciate the models or

examples that show what they have to do in writing. Students‟ vocabulary building is involved in the process of writing

preparation so that students may build their self-confidence in composing writing. Students may quickly go through the exercises orally, so that students can see how they work. In oral preparation, it can be done in different ways according to the interest and skill of the class. Furthermore, ideas about what to write come from the students themselves. This makes the activity much more interesting and involves the class more.

The application of the principles of guided writing may enhance students‟ grammatical awareness and sentence structure

knowledge of a second language, particularly at the lower levels of language proficiency.

B. Review of Relevant Studies

Related to the study that has been written by Anggara (2013) about “The Effectiveness of Guided Writing in Improving the Students’ Writing

Ability of the Eighth Grade Students at Smp Negeri 2 Temon In the Academic Year of 2012/2013”, he concluded that there is a significant

difference between the writing ability of the eighth grade students of SMP N 2 Temon taught by using guided writing and those who were not taught by using guided writing.

Another relevant study is a study that has been written by Titisari (2015) about “The Effectiveness of Guided Writing for Teaching Writing

Analytical Exposition Text”. Based on the result of post-test, mean scores differences between pre-test and post-test of experimental and control group, and t-test findings on her thesis, she concluded that guided writing is effective to be used in teaching writing recount text. Guided writing strategy can help the students to compose a recount text. The sequence of questions and outline can help them to express their ideas, therefore, they can write easier.

Based on many researchers, the researcher has the same problem; it was in writing that use guide writing strategy. Guided writing strategy had Based on many researchers, the researcher has the same problem; it was in writing that use guide writing strategy. Guided writing strategy had

C. Conceptual Framework

In teaching and learning process, teacher should be able to teach appropriate strategy. This is applied in order to the students not to be bored and understand the concepts what they have learned. One of the strategies

that help the student‟s to be more active in learning is with guided writing strategy. The use of this strategy in teaching writing is hoped to increase

their skill in writing than students without using this strategy (conventional) after doing six times treatment.

Teaching writing skill

Guided writing Conventional

strategy

strategy

writing skill Writing skill

Result Result

Compared

D. Hypothesis

The researcher formulated the hypothesis that students those taught with guided writing strategy have higher writing skill than those taught with conventional strategy at XI grade of science Senior High School 1 Ulakan Tapakis.

CHAPTER III RESEARCH METHOD

A. Research Design

This research was an experimental research. This research concerned the implement of guided writing strategy as dependent variable and students‟ writing skill as independent variable. Researcher divided sample into two groups. They Concerned for experimental research. According to Sudjana and Ibrahim (2012:19), experiment research methods can be interpreted as the research methods used to find the relation between two variables or more or to find the effect of one variable toward other variable.

In an experimental study, the researcher manipulated at least one independent variable, controled other relevant variables, and observes the effect on one or more dependent variables. He also defined experimental research is the most structured of all types of research. In an experimental study, the researcher was in on the action from the very beginning. He or she selects the groups, decides what treatment will go to which group, controls extraneous variables, and measures the effect of the treatment at the end of the study.