THE EFFECT OF GUIDED WRITING STRATEGY ON THE STUDENTS ABILITY IN WRITING PROCEDURE TEXTS.
THE EFFECT OF GUIDED WRITING STRATEGY ON THE
STUDENTS’ ABILITY IN WRITING PROCEDURE TEXTS
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
ROSA DIAN UTARI
REG. NO. 2101121039
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
THE EFFECT OF GUIDED WRITING STRATEGY ON THE
STUDENTS’ ABILITY IN WRITING PROCEDURE TEXTS
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
ROSA DIAN UTARI
REG. NO. 2101121039
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment. I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan,
Februari 2015
Rosa Dian Utari
NIM. 2101121039
ABSTRACT
Utari, Rosa Dian. 2101121039. The Effect of Guided Writing Strategy on the
Students’ Ability in Writing Procedure Texts. A Thesis. English Department.
Faculty of Language and Arts. State University of Medan. 2014.
This study deals with the effect of Guided Writing Strategy on the students’ ability in
writing procedure texts. The objective of this study is to find out whether Guided
Writing Strategy significantly affects students’ ability in writing procedure texts. This
study conducted by experimental research. The population of this research was grade
X students of SMA swasta Harapan Bangsa Kuala. The sample was class X1, X2
with 60 students. The students were divided into experimental and control group. The
experimental group was taught using Guided Writing Strategy and control group was
taught without Guided Writing Strategy. The data were analyzed by using t-test
formula to find out the t-observed, which was compared to the t-table in level 0.05. it
is found that the t-observed is higher than t-table (t-observed = 4.527 > t-table =
2.000 ; p = 0.05) meaning that Guided Writing Strategy significantly affects the
students’ ability in writing procedure.
Keywords
: Guided Writing Strategy, Students’ Ability, Writing Procedure
ACKNOWLEDGEMENT
First of all, the writer would like to thank to the Almighty Allah SWT for His
blessing, so the writer is able to accomplish her thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department, Faculty
of Language and Arts (FBS) in State University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot accomplish
without support from many people. The writer would like to express her sincere
gratitude to:
Prof Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty Of Language and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd,. the Head of English Department
Dra. Meisuri, M.A the Secretary of English Deparment
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study
Program.
Prof. Amrin Saragih, M.A., Ph.D., her Thesis Supervisor.
Prof. Dr. Berlin Sibarani, M.Pd., her Academic Supervisor.
Dra. Rahmah M. Hum., and Drs. Willem Saragih, Dipl. Appl, M.Pd., her
thesis Reviewers.
Mam Euis, the administration staff of English Department.
Rini Puji Lestina Br. Sitepu S.Pd., the headmaster of SMA Swasta Harapan
Bangsa.
Saridin and Warsiani, her beloved parents for their love, great support,
prayer and their financial support during and after academic years. The
writer’s special gratitude also goes her dearest brother and sister, Dicky Dwi
Cahya and Dini Tri Wulan., who has given support, inspiration and prayer to
finish her study.
Her beloved friends, all class members of Reg A, B, C. Diemam, Fatin,
Putri, Dahlia, Riza, Rafani Lubis for their support and togetherness
throughout four years and her friends in PPLT SMA Harapan Bangsa
Kuala 2013 and Kos friends. Aisya, Rena and Jannah, Dhani, Jully, Liza,
Viva, Era, Dila, Tuty for many experiences and togetherness.
Finally, the writer expects that her study will be useful for the students,
teacher and other researchers who want to conduct the further researches about
Guided Writing Strategy.
Medan,
January 2015
The writer,
Rosa Dian Utari
Nim.2101121039
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT ..............................................................................iii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ............................................................. 1
B. The Problem of the Study ................................................................... 4
C. The Objective of the Study ................................................................. 4
D. The Scope of the Study ...................................................................... 4
E. The Significance of the Study ............................................................ 4
CHAPTER II REVIEW OF LITERATURE ............................................. 6
A. Theoretical Framework ...................................................................... 6
1. Writing ......................................................................................... 6
a.Writing process .......................................................................... 8
2. Text............................................................................................... 9
3. Types of Writing .......................................................................... 9
a.Procedure text. .......................................................................... 10
b. The Generic Structure and Language in Feature of Procedure
Text ........................................................................................ 10
4. Strategy ...................................................................................... 12
a.Guided Writing Strategy .......................................................... 13
b.Guided Writing Strategy Stage ............................................... 14
1) Before Writing ........................................................... 14
2) At the point of Writing .............................................. 14
3) After writing………………………………………...15
4) The advantages of applying Guided Writing Strategy16
5) The applying of Guided Writing Strategy in Teaching
Procedure Text………………………………………16
b. Conventional method ................................................................ 17
B. Conceptual Framework ..................................................................... 18
C. Hypothesis ......................................................................................... 19
CHAPTER III RESEARCH METHOD ................................................... 22
A. Research Design ................................................................................ 22
B. Population and Sample ...................................................................... 23
1.
Population ................................................................................... 23
2.
Sample ........................................................................................ 23
C. The Procedure of study ...................................................................... 24
1.
Pre-test ........................................................................................ 24
2.
Treatment ................................................................................... 24
3.
Post-test ...................................................................................... 26
D. Technique of Collecting Data .......................................................... 27
E. The Validity and Reliability of the Test ............................................ 28
1.
Validity ....................................................................................... 28
2.
Reliability ................................................................................... 29
F. The Technique of Analyzing Data ..................................................... 30
CHAPTER IV THE DATA AND DATA ANALYSIS ............................. 32
A. The Data ............................................................................................ 32
B. Data Analysis .................................................................................... 35
C. Testing Reliability of the Test ........................................................... 37
D. Research Finding ............................................................................... 38
CHAPTER V CONCLUSION AND SUGGESTIONS ............................ 40
A. Conclusion ......................................................................................... 40
B. Suggestions ........................................................................................ 40
REFERENCES ............................................................................................ 41
APPENDIXES .............................................................................................. 43
LIST OF TABLES
Page
Table 3.2 Number of Population .................................................................. 23
Table 3.3 Number of Sample ....................................................................... 24
Table 3.4 The Treatment for Experimental Group ...................................... 25
Table 3.5 The Treatment for Control Group ................................................ 26
Table 3.6 Rubric Assessments for Writing Procedure Text ......................... 27
Table 3.7 The level of students’ evaluation ................................................ 28
Table 3.8 The Coefficient of (r) ................................................................... 30
Table 4.1 The Result of Pre-test and Post-test of Experimental Group……33
Table 4.2 The Result of Pre-test and Post-test of Control Group ................ 34
LIST OF APPENDIXES
Page
APPENDIX A. The Description of Pre-test and Post-test of Experimental
and Control Group ............................................................. 43
APPENDIX B. The Calculation of T-test .................................................... 45
APPENDIX C. The Reliability of T-test .................................................... 50
APPENDIX D. Percentage Points of the T Distribution ............................ 54
APPENDIX E. Writing Test ....................................................................... 55
APPENDIX F.
Lesson Plan Experimental Group....................................... 56
APPENDIX G
Lesson Plan Control Group………………………………80
APPENDIX H Pre-test……………………………………………………101
APPENDIX I
Post-test…………………………………………………..103
CHAPTER I
INTRODUCTION
A. The Background of the Study
Human being use language as a medium of communication. Human
communication works by transferring ideas from one mind to another via language.
We can express our ideas, emotions, thoughts, and feeling by using either in spoken
or written form. English as one of many languages in active use in the world can be
learnt by mastering the four skills such as, speaking, reading, listening, and writing.
Four languages skills include in the curriculum of teaching English as Foreign
Language. According to Harmer (2004) writing is significantly different from
speaking. The final product of writing is not nearly so instant, and as a result the
writer has a chance to plan and modify what will finally appear as the final product.
Therefore, in writing, the writers have to arrange the unity of the ideas clear from
beginning, in the middle, and at the end. Meanwhile writing is written productive
language which produce written message as a media of communication for one to
another. It’s used to transfer the information in their mind, so they can express their
knowledge, message, and feeling by using written language.
Writing is a skill that is very difficult to be mastered. Byrne (1979:4) says that
writing is commonly a difficult activity based on psychological, linguistic and
cognitive. Therefore, in order to achieve the goal of teaching writing, the teacher
have to know about the students difficult to write so that they could help the
students to solve their problems. There are some aspect which should be mastered by
students in writing skills, namely; vocabulary, structure, the ability to arrange the
coherence and cohesive ideas. But some students get difficulties in mastering them
because they don’t have knowledge about that.
Based on the writer observation in SMA SWASTA HARAPAN BANGSA
KUALA. The students’ ability of such skill was quite low, especially in writing
procedure text; they have some difficulties in writing procedure text and do not know
how to start writing well. It happened because of some factors, such as; they could
not write procedure text based on the genre even after being taught, could not gather
all the sentences and make the sentences become a complete text, they do not have
enough vocabulary and their diction in writing is not satisfied. Finally writing was not
interested to some students and they felt that this activity wasted of the time. Based
on observation and interview almost fifty percent of the students got low marks in
writing, because while teaching the teacher did not use a specific method to motivate
students how to write a procedure text with some explanation.
Concerning with explanation above, the writer offers guided writing strategy
in the classroom. The writer will guide the students to write procedure text.
According to Ontario (2005:5.3) guide writing strategy is a strategy that gives
students the opportunity to review a taught writing skill in small group setting and to
apply the skill through independent writing with the teacher support, and group
comes together for purpose of learning and practicing this writing skill.
Guided Writing involves a teacher working with a group of students on a
writing task are based on what they have previously been learning about the writing
process, it is to support students in psychologically and cognitively difficult activity.
The teachers’ role in guided writing is one of facilitator to help the students discover
what they want to say and how to say it meaningfully with clarity. Therefore students
and teacher join to compose a text well to develop their writing ability in accordance
with writing process development.
Guided writing offers greater opportunities for young writers to make
valuable connections between text, sentence and word level decisions and help
children shape and redraft texts with particular criteria in mind. Most importantly,
with such a writing strategy, the instructor should think how to guide young students
into independent writing and help them discover their own abilities by providing
opportunities for choice, peer response and further scaffolding (Oczkus, 2007).
Based on explanation above the writer comes to the conclusion that this
strategy is the best way to apply in teaching writing for students. It is learning in
small group activity based on teacher support in teaching learning process but the
result of the task in independent learning. It makes the students get the chance to
share their opinion in their mind for their other students.
Therefore the writer offers a teaching strategy called Guide Writing Strategy
to be applied in the classroom. This strategy is use to increase the students’ ability in
writing procedure text. So, the writer hopes the students are able to write their writing
task systematically and meaningfully and will get interested in studying English
B. The problem of the Study
Based on the background above, it is necessary to formulate the problem of
this study as the following. “Is there any significant effect of applying guided writing
strategy on the students’ ability in procedure writing?”.
C. The objective of the Study
The objective of the study is to investigate the effect of guided writing
strategy on students’ achievement in procedure writing.
D. The scope of the Study
This study is limited on finding the effect of guided writing strategy on the
students’ ability on writing procedure text.
E. The significance of Study
Findings of this study are expected to be useful for
1. Teachers of English, as the information in teaching procedure texts
through applying guided writing strategy and teachers in English can
motivate their students in teaching procedure texts,
2. The students can improve their knowledge in procedure texts by applying
procedure texts, and
3. Those who are interested in doing research related to this study.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research findings, it was discovered that there is a significant
effect of applying Guided Writing Strategy on the students ability in writing
procedure texts, students who were taught by applying Guided Writing Strategy gave
better result than students who taught without Guided Writing Strategy. It was
known that t-observe 4.527, was higher than t-table (2.000).
B. Suggestion
Related to the conclusion, some suggestion are pointed out as the following:
1. The English teachers are suggested to apply Guided Writing Strategy in
teaching learning process, especially in teaching writing because this
strategy should help teacher to improve students in writing procedure
texts.
2. Students should be encourage to apply Guided Writing Strategy in
learning writing because this strategy allows students to choose their
topics by their interest and discuss freely with their friends in groups in
order to improve their understanding in writing.
3. Since this study only focuses on the students ability in writing procedure
texts, it is suggested for other researchers to apply Guided Writing
Strategy to other skills and other genres in writing.
REFERENCES
Arnoldo, et al. 1986. Strategy and Strategy Formation Process. Sloan School
of Management.
Arikunto, Suharsimi. 2010. Procedure Penelitian Suatu Pendekatan Praktik.
Rineka Cipta.
Ary, Donald et al. 2002. Instruction to Research in Education. 6th Edition
Wardswirth: Singapore.
Autum. 2007. Literacy Guided Writing Session 3. Birmingham: Personalized
Learning.
Best, J. W., and Kahn, J. V. 2006. Research in Education. Tenth Edition.
Boston : Pearson Education Inc.
Brown, H. Douglas. 2001. Teaching by Principle: An Interactive Approach to
Language Pedagogy, 2nd Edition. England: Longman.
Brown, H. Douglas. 2004. Language Assessment: Principle and Classroom
Practices. San Francisco University: Longman.
Byrne, Donn. 1979. Teaching Writing Skill. Singapore: Longman Group.
Gerot, Linda & Peter Wignel. 1994. Making Sense of Functional Grammar.
Sydney: Gerd Stabler.
Harmer, J. 2004. How to Teach Writing. Kuala Lumpur. Longman.
Jacob, et all. 1983. English Composition Program. Massachusetts: Newbury
House.
Oczkus, Lori. D. 2007. Guided Writing: practical lessons, powerful result.
Heinemann.
Ontario, Educational. 2005. A Guided to Effective Instruction in Writing. New
York: The Ontario Ministry of Education.
Pardiyono. 2007. Bahasa Inggris Pasti Bisa! Teaching Genre-Based Writing.
Penerbit Andi.
Siahaan, Shinoda. 2008. Generic Text Structure. Yogyakarta: Graha Ilmu.
Siahaan, Sanggam. 2008. Issue in Linguistic. Yogyakarta: Graha Ilmu.
Saragih, A. 2008. Discourse Analysis : a system functional approach the
analysis of the text. Medan. Unpublished.
Wulandari, Siti. 2012. Improving Students’ Achievement In Writing Procedure
Text by Guided Writing Strategy. Medan State University of Medan.
(http;//wiki.answer.com/Q/what is genre#ixzz1neT6KVEB 2014).
STUDENTS’ ABILITY IN WRITING PROCEDURE TEXTS
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
ROSA DIAN UTARI
REG. NO. 2101121039
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
THE EFFECT OF GUIDED WRITING STRATEGY ON THE
STUDENTS’ ABILITY IN WRITING PROCEDURE TEXTS
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
ROSA DIAN UTARI
REG. NO. 2101121039
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment. I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan,
Februari 2015
Rosa Dian Utari
NIM. 2101121039
ABSTRACT
Utari, Rosa Dian. 2101121039. The Effect of Guided Writing Strategy on the
Students’ Ability in Writing Procedure Texts. A Thesis. English Department.
Faculty of Language and Arts. State University of Medan. 2014.
This study deals with the effect of Guided Writing Strategy on the students’ ability in
writing procedure texts. The objective of this study is to find out whether Guided
Writing Strategy significantly affects students’ ability in writing procedure texts. This
study conducted by experimental research. The population of this research was grade
X students of SMA swasta Harapan Bangsa Kuala. The sample was class X1, X2
with 60 students. The students were divided into experimental and control group. The
experimental group was taught using Guided Writing Strategy and control group was
taught without Guided Writing Strategy. The data were analyzed by using t-test
formula to find out the t-observed, which was compared to the t-table in level 0.05. it
is found that the t-observed is higher than t-table (t-observed = 4.527 > t-table =
2.000 ; p = 0.05) meaning that Guided Writing Strategy significantly affects the
students’ ability in writing procedure.
Keywords
: Guided Writing Strategy, Students’ Ability, Writing Procedure
ACKNOWLEDGEMENT
First of all, the writer would like to thank to the Almighty Allah SWT for His
blessing, so the writer is able to accomplish her thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department, Faculty
of Language and Arts (FBS) in State University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot accomplish
without support from many people. The writer would like to express her sincere
gratitude to:
Prof Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty Of Language and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd,. the Head of English Department
Dra. Meisuri, M.A the Secretary of English Deparment
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study
Program.
Prof. Amrin Saragih, M.A., Ph.D., her Thesis Supervisor.
Prof. Dr. Berlin Sibarani, M.Pd., her Academic Supervisor.
Dra. Rahmah M. Hum., and Drs. Willem Saragih, Dipl. Appl, M.Pd., her
thesis Reviewers.
Mam Euis, the administration staff of English Department.
Rini Puji Lestina Br. Sitepu S.Pd., the headmaster of SMA Swasta Harapan
Bangsa.
Saridin and Warsiani, her beloved parents for their love, great support,
prayer and their financial support during and after academic years. The
writer’s special gratitude also goes her dearest brother and sister, Dicky Dwi
Cahya and Dini Tri Wulan., who has given support, inspiration and prayer to
finish her study.
Her beloved friends, all class members of Reg A, B, C. Diemam, Fatin,
Putri, Dahlia, Riza, Rafani Lubis for their support and togetherness
throughout four years and her friends in PPLT SMA Harapan Bangsa
Kuala 2013 and Kos friends. Aisya, Rena and Jannah, Dhani, Jully, Liza,
Viva, Era, Dila, Tuty for many experiences and togetherness.
Finally, the writer expects that her study will be useful for the students,
teacher and other researchers who want to conduct the further researches about
Guided Writing Strategy.
Medan,
January 2015
The writer,
Rosa Dian Utari
Nim.2101121039
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT ..............................................................................iii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ............................................................. 1
B. The Problem of the Study ................................................................... 4
C. The Objective of the Study ................................................................. 4
D. The Scope of the Study ...................................................................... 4
E. The Significance of the Study ............................................................ 4
CHAPTER II REVIEW OF LITERATURE ............................................. 6
A. Theoretical Framework ...................................................................... 6
1. Writing ......................................................................................... 6
a.Writing process .......................................................................... 8
2. Text............................................................................................... 9
3. Types of Writing .......................................................................... 9
a.Procedure text. .......................................................................... 10
b. The Generic Structure and Language in Feature of Procedure
Text ........................................................................................ 10
4. Strategy ...................................................................................... 12
a.Guided Writing Strategy .......................................................... 13
b.Guided Writing Strategy Stage ............................................... 14
1) Before Writing ........................................................... 14
2) At the point of Writing .............................................. 14
3) After writing………………………………………...15
4) The advantages of applying Guided Writing Strategy16
5) The applying of Guided Writing Strategy in Teaching
Procedure Text………………………………………16
b. Conventional method ................................................................ 17
B. Conceptual Framework ..................................................................... 18
C. Hypothesis ......................................................................................... 19
CHAPTER III RESEARCH METHOD ................................................... 22
A. Research Design ................................................................................ 22
B. Population and Sample ...................................................................... 23
1.
Population ................................................................................... 23
2.
Sample ........................................................................................ 23
C. The Procedure of study ...................................................................... 24
1.
Pre-test ........................................................................................ 24
2.
Treatment ................................................................................... 24
3.
Post-test ...................................................................................... 26
D. Technique of Collecting Data .......................................................... 27
E. The Validity and Reliability of the Test ............................................ 28
1.
Validity ....................................................................................... 28
2.
Reliability ................................................................................... 29
F. The Technique of Analyzing Data ..................................................... 30
CHAPTER IV THE DATA AND DATA ANALYSIS ............................. 32
A. The Data ............................................................................................ 32
B. Data Analysis .................................................................................... 35
C. Testing Reliability of the Test ........................................................... 37
D. Research Finding ............................................................................... 38
CHAPTER V CONCLUSION AND SUGGESTIONS ............................ 40
A. Conclusion ......................................................................................... 40
B. Suggestions ........................................................................................ 40
REFERENCES ............................................................................................ 41
APPENDIXES .............................................................................................. 43
LIST OF TABLES
Page
Table 3.2 Number of Population .................................................................. 23
Table 3.3 Number of Sample ....................................................................... 24
Table 3.4 The Treatment for Experimental Group ...................................... 25
Table 3.5 The Treatment for Control Group ................................................ 26
Table 3.6 Rubric Assessments for Writing Procedure Text ......................... 27
Table 3.7 The level of students’ evaluation ................................................ 28
Table 3.8 The Coefficient of (r) ................................................................... 30
Table 4.1 The Result of Pre-test and Post-test of Experimental Group……33
Table 4.2 The Result of Pre-test and Post-test of Control Group ................ 34
LIST OF APPENDIXES
Page
APPENDIX A. The Description of Pre-test and Post-test of Experimental
and Control Group ............................................................. 43
APPENDIX B. The Calculation of T-test .................................................... 45
APPENDIX C. The Reliability of T-test .................................................... 50
APPENDIX D. Percentage Points of the T Distribution ............................ 54
APPENDIX E. Writing Test ....................................................................... 55
APPENDIX F.
Lesson Plan Experimental Group....................................... 56
APPENDIX G
Lesson Plan Control Group………………………………80
APPENDIX H Pre-test……………………………………………………101
APPENDIX I
Post-test…………………………………………………..103
CHAPTER I
INTRODUCTION
A. The Background of the Study
Human being use language as a medium of communication. Human
communication works by transferring ideas from one mind to another via language.
We can express our ideas, emotions, thoughts, and feeling by using either in spoken
or written form. English as one of many languages in active use in the world can be
learnt by mastering the four skills such as, speaking, reading, listening, and writing.
Four languages skills include in the curriculum of teaching English as Foreign
Language. According to Harmer (2004) writing is significantly different from
speaking. The final product of writing is not nearly so instant, and as a result the
writer has a chance to plan and modify what will finally appear as the final product.
Therefore, in writing, the writers have to arrange the unity of the ideas clear from
beginning, in the middle, and at the end. Meanwhile writing is written productive
language which produce written message as a media of communication for one to
another. It’s used to transfer the information in their mind, so they can express their
knowledge, message, and feeling by using written language.
Writing is a skill that is very difficult to be mastered. Byrne (1979:4) says that
writing is commonly a difficult activity based on psychological, linguistic and
cognitive. Therefore, in order to achieve the goal of teaching writing, the teacher
have to know about the students difficult to write so that they could help the
students to solve their problems. There are some aspect which should be mastered by
students in writing skills, namely; vocabulary, structure, the ability to arrange the
coherence and cohesive ideas. But some students get difficulties in mastering them
because they don’t have knowledge about that.
Based on the writer observation in SMA SWASTA HARAPAN BANGSA
KUALA. The students’ ability of such skill was quite low, especially in writing
procedure text; they have some difficulties in writing procedure text and do not know
how to start writing well. It happened because of some factors, such as; they could
not write procedure text based on the genre even after being taught, could not gather
all the sentences and make the sentences become a complete text, they do not have
enough vocabulary and their diction in writing is not satisfied. Finally writing was not
interested to some students and they felt that this activity wasted of the time. Based
on observation and interview almost fifty percent of the students got low marks in
writing, because while teaching the teacher did not use a specific method to motivate
students how to write a procedure text with some explanation.
Concerning with explanation above, the writer offers guided writing strategy
in the classroom. The writer will guide the students to write procedure text.
According to Ontario (2005:5.3) guide writing strategy is a strategy that gives
students the opportunity to review a taught writing skill in small group setting and to
apply the skill through independent writing with the teacher support, and group
comes together for purpose of learning and practicing this writing skill.
Guided Writing involves a teacher working with a group of students on a
writing task are based on what they have previously been learning about the writing
process, it is to support students in psychologically and cognitively difficult activity.
The teachers’ role in guided writing is one of facilitator to help the students discover
what they want to say and how to say it meaningfully with clarity. Therefore students
and teacher join to compose a text well to develop their writing ability in accordance
with writing process development.
Guided writing offers greater opportunities for young writers to make
valuable connections between text, sentence and word level decisions and help
children shape and redraft texts with particular criteria in mind. Most importantly,
with such a writing strategy, the instructor should think how to guide young students
into independent writing and help them discover their own abilities by providing
opportunities for choice, peer response and further scaffolding (Oczkus, 2007).
Based on explanation above the writer comes to the conclusion that this
strategy is the best way to apply in teaching writing for students. It is learning in
small group activity based on teacher support in teaching learning process but the
result of the task in independent learning. It makes the students get the chance to
share their opinion in their mind for their other students.
Therefore the writer offers a teaching strategy called Guide Writing Strategy
to be applied in the classroom. This strategy is use to increase the students’ ability in
writing procedure text. So, the writer hopes the students are able to write their writing
task systematically and meaningfully and will get interested in studying English
B. The problem of the Study
Based on the background above, it is necessary to formulate the problem of
this study as the following. “Is there any significant effect of applying guided writing
strategy on the students’ ability in procedure writing?”.
C. The objective of the Study
The objective of the study is to investigate the effect of guided writing
strategy on students’ achievement in procedure writing.
D. The scope of the Study
This study is limited on finding the effect of guided writing strategy on the
students’ ability on writing procedure text.
E. The significance of Study
Findings of this study are expected to be useful for
1. Teachers of English, as the information in teaching procedure texts
through applying guided writing strategy and teachers in English can
motivate their students in teaching procedure texts,
2. The students can improve their knowledge in procedure texts by applying
procedure texts, and
3. Those who are interested in doing research related to this study.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the research findings, it was discovered that there is a significant
effect of applying Guided Writing Strategy on the students ability in writing
procedure texts, students who were taught by applying Guided Writing Strategy gave
better result than students who taught without Guided Writing Strategy. It was
known that t-observe 4.527, was higher than t-table (2.000).
B. Suggestion
Related to the conclusion, some suggestion are pointed out as the following:
1. The English teachers are suggested to apply Guided Writing Strategy in
teaching learning process, especially in teaching writing because this
strategy should help teacher to improve students in writing procedure
texts.
2. Students should be encourage to apply Guided Writing Strategy in
learning writing because this strategy allows students to choose their
topics by their interest and discuss freely with their friends in groups in
order to improve their understanding in writing.
3. Since this study only focuses on the students ability in writing procedure
texts, it is suggested for other researchers to apply Guided Writing
Strategy to other skills and other genres in writing.
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