Improving writing skill through controlled composition technique

Lia Sukma Naluriati

This thesis is written 1) to identify whether and to what extent Controlled comp
osition Technique improves
students writing skill and 2) to describe what happened in the class when the tea
cher implemented
Controlled Composition Technique in teaching writing. The method used in this re
search was an action
research study at the Junior High School English Teacher (Teacher R) and the res
earcher. The research was
conducted in two cycles from May 20th until June 4th 2009 at the second grade of
SMPN 3 Mojolaban. The
research data were collected by using techniques of observation, diary, document
, and test (pre-test and
post- test). The data were analyzed through constant comparative method and desc
riptive statistic. The
research findings proved that Controlled Composition Technique in teaching writi
ng could improve the
students writing skill of recount and the classroom situation of teaching writing
. The improvement of students
writing skill included: 1) Students could make a simple writing of recount text;
2) Students could construct
sentences into good grammatical arrangement of short recount; 3) Students could
arrange words into a good
sentence; 4) Students could make a recount text with the correct language featur
es; and 5) Students could
identify the generic structure of the recount text. 2) The improvement of classr
oom situation included: 1)
Students were not sleeping during the English lesson in the classroom; 2) Studen
ts came on time in the
class; 3) Students tended to be active learners; 4) Students were not noisy duri
ng the English lesson in the
class; and 5) Students paid attention toward their teacher s explanation. Besides
the two findings above,
there were other findings as follows: 1) Students completed various exercises; 2
) Students could interact with
their friend and collaborate each other; and 3) Students were responsible with t
heir jobs. I find that this
research could improve my class. I expect to continue doing Action Research in o
ther classes. I also hope
that I could inspire other teachers to conduct Action Research as I did in their
classroom too.
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