Professional Documents
Culture Documents
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PRE-REQUISITE TITLE
Thesis
As partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training Education
Mahasaraswati Denpasar University
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ACKNOWLEDGEMENT
First of all, the researcher would like to express her gratitude to the
Almighty God or Ida Sang Hyang Widhi Wasa for His blessing and guidance so
that the researcher could finish this thesis as it is expected. Then, she also would
like to express her sincere thanks to both of her first and second advisors, Dra. IA
Marthini, M.Hum, and Ni Made Wersi Murtini, S.Pd., M.Pd. who have already
guided her and shared their brilliant ideas for improvement of the thesis. In
addition, she would like to thank their helpful guidance, correction and motivation
during the writing of the thesis.
Besides, her deep thanks and appreciation also go to Prof. Dr. Wayan
Maba, the Dean of the Faculty of Teacher Training and Education of
Mahasaraswati Denpasar University, the Head of the English Education Study
Program, all of lecturers and staff of the English Education Study Program
Faculty of Teacher Training Education Mahasaraswati Denpasar University for
their valuable knowledge and help. In addition, she also wishes to share out her
gratefulness to the Headmaster of SMPN 2 Selat for her permission and the eighth
grade students of SMPN 2 Selat for their kind assistance during the process of
gathering the data needed for the present study. Her thanks are further shared out
to all of her friends who lent some books for finishing this thesis.
Finally, the researcher deeply indebted to her parents, beloved brothers and
sister for their love and support so that she is able to complete her study
successfully. She is so convinced that without their help and spirit, she might not
be able to finish this thesis and she deeply feels indebted to all of them.
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ABSTRACT
The fact in the schools, that there are many students still lack of writing
skill. The undertaking of the present classroom action research was mainly
intended to know whether guided writing can improve the subjects writing skill.
In this case, the researcher limits the research on implementing guided writing to
improve writing skill of the eighth grade students at SMP N 2 Selat in academic
year 2013/2014. The study was designed in the form of a classroom action
research. It was conducted into two cycles and each cycle consisted of two
sessions and involved four steps namely planning, action, observation and
reflection. There were three instruments used to collect the data in this study: pre-
test, post-test, and questionnaire. The subject of the present study was the eighth
grade students of SMPN 2 Selat in academic year 2013/2014. The total of students
in this class were 27; consisted of 16 males and 11 females. After analyzing the
students answer in pre-test, it was found that the score of students writing skill
was very low. The present classroom action research was then carried out using
guided writing in cycle one and cycle two. The result of the post test in each cycle
showed that there was significant improvement concerning the subjects ability in
writing, especially in writing descriptive paragraph. This research furthermore
showed that there was changing learning behavior as the result of the positive
responses concerning the technique applied in improving the subjects writing
skill. The present classroom action study proved that guided writing could
improve writing skill of the eighth grade students of SMPN 2 Selat in academic
year 2013/2014. The subjects also motivated in learning writing.
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TABLE OF CONTENT
COVER
INSIDE COVER ............................................................................................ ii
PRE-REQUISITE TITLE .............................................................................. iii
APPROVAL SHEET 1 iv
APPROVAL SHEET 1 v
STATEMENT OF AUTHENTICITY. vi
ACKNOWLEDGEMENT... vii
ix
2.1.5 Guided Writing... 14
2.1.6 Assessment of Writing.. 16
2.3 Empirical Review ............................................................... 18
4.2 Discussion. 38
5.2 Suggestion . 42
REFERENCES..... 43
APPENDICES
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LIST OF TABLES
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LIST OF GRAPHS
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LIST OF APPENDICES
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CHAPTER I
INTRODUCTION
kindergarten. The students must be able to understand all skills in English. There
are four skills in learning English, namely listening, speaking, reading and
writing. According to Brown (2004: 218), writing is a skill that is the exclusive
basic of learning those skills, the role structure and vocabulary are very crucial.
the learners can express their ideas, feeling, and experiences in certain place, time,
and situation in written form. Therefore, writing skill need to be taught to the
student. According to the Zemach and Rumisek (2005 : 54), the teaching of
writing is important because of the reasons : the first reason is writing reinforces
the grammatical structure, idiom and vocabulary that teacher has been working
within the class. The second reason is when the student writes, she or he has a
involved with the language, with himself or herself and with his or her readers.
However, most language learners realize the learning to write fluently and
that there are some aspects included in writing such as control of content, rules of
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2
Unfortunately, the students skills in writing are still far from what is
being expected. This condition was found in SMPN 2 Selat, where many students
sentences, spelling, punctuation, and limited vocabulary. It makes the students fell
bored and they do not interest in joining the lesson. In fact, many students fail to
reach the standard score (minimal completeness criterion score) for the daily tests.
The mean score of the students daily test is 70. These scores are lower than the
score for English as stated by the school for eighth grade is 73. In other words,
the students can pass just because they join the remedial phases.
These problems are caused by some factors, such as; first, the
express their opinion because the teacher only speaks all the time. They get
knowledge just from the teachers explanation. The students focus all attention
upon the teacher and discourage communication among students. All that they
have to do is just listen their teacher and make notes for useful information. The
students only receive the knowledge from their teacher: they do not explore the
them difficult to compose any writing text. The lack of the vocabularies can be
seen when the teachers ask them in English and they do not even understand.
Third, the students have lack interest in English. Therefore, many students
One technique of writing that can resolve the problem is guided writing.
This technique gives enough opportunity for the student to be good writer.
3
Through guided writing, students are supported during the different stages of the
writing process. The aim is to provide support that is going to help students to
improve their writing and to work with increasing (Lory D. Oczkus 2013:1).
2013/2014.
problem is one of the most important aspects of doing research in any field. There
and must state precisely what is to be done to reach an answer. In order to fully
discover the implementation of guided writing, the researcher needs to take the
Based on the statement and facts above, the students still get problem in
discussed in this study can be formulated as follows: can writing skill of the
Objective of the study is that a goal of which the researcher plan to do or after
above, the objective of study is to know whether or not to improve the writing
skill through guided writing at the eighth grade students of SMPN 2 Selat in
academic year 2013/2014. This research is also conducted to know the students
guided writing.
of the study. The researcher needs to narrow down the area of this study because
writing has a lot of things to be observed with various methods. This action is
very important in order to get focused in specific area, especially in writing which
is useful to give a general boundary. In this case, the researcher limits the research
In this investigation the researcher needs to limit the kind of writing that
would be improved that is, descriptive paragraph. The purpose of this paragraph is
skill. The result of the study definitely expected to gain importance both
5
and using guided writing to the eighth grade students of SMPN 2 Selat in
For the English teacher, the findings of the presents study are meant to
paragraph to encourage the students to make and perform their abilityin English
writing. This present study is fully expected to give the English teachers of SMPN
2 Selat clear insight about teaching guided writing that can improve students
For the eighth grade students, the results of the present study can be used
guided writing as one of efective way. This study is expected that the students
writing and improve their English writing skill in mastering descriptive paragraph.
Thus, the students will enjoy learning language and develop a positive attitude to
they are not familiar with all of the terms, especially for the uncommon ones. In
define all terms that exist on the title briefly and clearly. So, there are some key
1. Writing Skill
higher truth value than the fact that it has set it down. In this study, writing
2. Guided Writing
to complete word or picture to follow and any others ways in which the
3. SMPN 2 Selat is the level of Junior High School and it is located at Selat
was conducted.
CHAPTER II
significant. The undertaking of the present study is based on the discussion of the
especially important in high school and college. Students can find it challenging
to find ideas to include in their writing and its culture has its own style for
environment consists of writing topic, the audience, the degree of the urgency of
the task, and the text produced so far. The writers long-term memory retains
definitions of the topic, the identity of the audience, and possible writing plan.
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8
ideas and goals in verbal forms, and reviewing includes evaluating and revising.
faceted process that refuses fool proof formulations to write it. Also, Kane
(2000:17) describes that writing is a complex activity too, when we think about a
topic we are already beginning to select words and construct sentences or in other
words to draft.
writing is making of text and one way to learn how to make anything is to have a
in academic writing is to tell the reader what issue is being raised and what
justifies the writer in raising it. In other word, writing is part of media to give
rule in communications such as letter, reports, and publicity. These are frequently
are easily seen in the different punctuation convention for the quotation of direct
speech which different language use, or the way in which commas are used
instead of much full stops certain languages, while comma overuse is frowned
the capitalizations of names, months, and pronoun I, are specific to only one or
Based on Moore and Murray (2006:25) the process of writing is not just an
outcome of thinking, it also helps to feed the thinking process, and to give rise to
new insights and angles on the material you are tackling. One of the reasons that
people often feel blocked when writing for academia is the inherent assumption
that they have to think very carefully about what they are going to write, and to
activity may be broadly seen as comprising four main stages: planning, drafting,
revising, and editing. Before starting to write a paragraph there are some steps:
pre-writing, drafting, revising, and editing those steps will help to make a better
writing.
2.1.2.1 Pre-writing
Oshima and Hogue (2007:16) state that pre-writing is the way to get
ideas. In this step, choose a topic and collect ideas to explain the topic.
2.1.2.2 Drafting
Richards and renandya (2010:317) state that once sufficient ideas are
gathered at planning stage, the first attempt at writing that is drafting may proceed
quickly. At drafting stage, the writer is focused on the fluency of writing and is
2.1.2.3 Revising
Richards and Renandya (2010:317), when the students revise, they review
their texts on the basic of the text feedback given in the responding stage.
2.1.2.4 Editing
text as they prepare the final draft for evaluation by the teacher. They edit their
own peers work for grammar, spelling, punctuation, diction, sentence structure,
2.1.2.5 Publishing
teaching writing to the students, the process of publishing can be done through
In addition to the above five stages of writing, there is a last step that will
be passed authors; assessing writing. The most important thing that can be learned
about assessment is to get the students involved as fully as possible. When the
(Peha, 2010:10).
In writing there are three some characteristic of a good paragraph, such as:
develops a single idea. Moreover, Zemach and Islam (2005:14) state that a good
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topic sentence should include one clear topic or an opinion or idea of the topic.
thesis statement, unifies the content of a paragraph and directs the order of the
sentences and advices the reader of the subject to be discussed and how the
paragraph subject will discuss it. Moreover, a topic sentence contains controlling
ideas which limit the scope of the discussion to ideas that are manageable in a
paragraph.
The sentences that follow expand upon the topic, using controlling ideas to
limit the discussion. The main idea is supported by a) evidence in the form of
(2005:58) states that ideas and sentence need to be ordered logically. It can be
done by arranging sentence that are parts of the same ideas go together. Sentence
sentence is to decide which ideas are most important. Writers often put the most
important ideas last in a paragraph, so the strongest sentences are the last ones the
readers see.
summarizes the information that has been presented (Walters, 2000:1). The
conclusion is the writers last chance to make their part clear. The concluding
Some essential facts which make the writing is complex, such as unity and
coherence. Both of them are important for the reader for they will make the
a. Unity
make a good paragraph. A paragraph has unity whether all the supporting
sentence discuss only one idea where from beginning until the end, each sentence
b. Coherence
smoothly from the beginning to the end. The readers can follow the ideas easily
events, or idea. Details for descriptive paragraph come from the writers sense
those are: smell, taste, touch, hearing, and sight (Fiderer, 2002:17). Folse at al
(2010:135) state that when describing, you tell someone what something looks
like and it fell. In addition, Kana (2003:351) stated that description is about
sensory experience, how something looks, sounds, and taste. A good description
is a word picture; the reader can imagine the object, place, or person in his or her
involve the reader in the story as much as possible. Good descriptive makes the
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reader fells as if he or she is present in the scene (Savage and Mayer, 2005:28). In
about the subject through sensory detail that makes the reader catch the picture of
information easily.
the reader understand what the author wants to tell to the reader. Oshima and
general information about the person, saying when, where and how you first met
them, b) main body in which you describe their physical appearance, personal
writing that talks about describing person, thing, or certain place in vivid detail
writing can be shown from its completeness of some writing aspects. Those
contain an arrangement sentence which are being written and the sentence
d. Grammar and sentence structure refers to the use of correct grammar and how
it is used to combine and organize the words into phrases, and sentences. In
this present study, the writer used kind of summative test to assess the students
scored based on five aspects of writing. Each aspect has its own criteria in
Sharan and Ginson (2013:2). Guided writing enables the teacher to tailor the
better writer. In order for students to become better writers, they need to be taught
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how to write. In other words, they need a guided to improve their writing skills.
Barnes (2006:81) state that guided writing technique is very important classroom
tool for helping students to become better writers. He states that help is given in
students an essay title and leaving them to get on with it. Therefore, this technique
encouraging the students to follow a series of preparatory steps and exposing them
intensively to writing (b) making them more aware of that preparation process
through guidance which can be done more independently and transparently in the
writing task. The aims of the task are based on what they have previously been
learning about the writing process. Guided writing aims to support learners in this
psychologically and cognitively difficult activity. The learners have been looking
at how conjunctions are used to contrast and compare ideas. They are now writing
working with the groups to guide them in the correct use of the target language.
guided writing, children are supported during the different stages of the writing
according to their current targets or specific needs. Within the teaching sequence,
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guided writing would normally follow on from shared writing, though not
necessarily during the same session. Teachers should consider carefully the
purpose of the guided session and select the children accordingly. The aim is to
provide support that is going to help children to improve their writing and to work
offers a comment, or tries out a new word or structure, the teacher subconsciously
is very important in teaching activity. English teacher needs to assess what they
have inculcated to their students so that they will know to what extent the
strategy, it is useful to identify the purposes for which you need to assess
students writing. Purposes for assessing students writing may include: to provide
ability to apply knowledge and understanding (e.g. students ability to carry out
certain forms of analysis), to indicate how effectively students can express their
writing (before providing writing support for the student), to help you evaluate
your own teaching and to help students evaluate their own learning.
Marzano (2006:3) adds many conclusions that provide insights into effective
classroom assessment, such as: (1) feedback from classroom assessments should
give students a clear picture of their progress on learning goals and how they
Rudner and Schafer (2002:6) state in their book that measurement of student
performance may seem "objective" with such practices as machine scoring and
multiple choice test items, but even these approaches are based on
assessing the content of the curriculum and critical thinking. They use the result
provide written test to measure the achievement of the eighth grade students of
Some researchers have done research about improving writing skill by using
Paragraph through Guided Writing to the Ninth Grade Students of SMPN 2 Kuta
in Academic Year 2009/2010 the result of her study shows that students in her
research class who were taught using guided writing improved their students
writing skill. From the result of the observation, it means teaching paragraph
writing through guided writing was effective in increasing their paragraph writing
Ability through Guided Writing to the seventh Grade Students SMPN 3 Baturiti in
Academic Year 2012/2013 her experimental study shows that students in class
who were taught by using guided writing was expected to be an effective way in
improving students writing ability. The result was students had better
achievement than students who were taught without using guided writing.
write a paragraph. Also, the purpose was same with this research that was to
improve students paragraph writing skill. During teaching learning process, the
students made a paragraph based on sentences. It has a similarity with this thesis
RESEARCH METHOD
The researcher selected the eighth grade students of SMPN 2 Selat in academic year
2013/2014. The total of the students in this class were 27; consisted of 11 females and
16 males. This class was selected as subject of the study because they had crucial
that was given to the English teacher, it could be said that the students of 8 E had
problems in English subject especially in writing. Most of the students also did not
interest when they learnt English with same way without applying new and fun
guided writing.
Classroom action research was used in this study. This classroom action study
concerned with teaching writing by using two kinds of tests, those were, initial
reflection or pre-test and reflection or post-test. Ferrence (2000:1) states that action
research was a process in which participants examine their own educational practice
systematically and carefully, using the techniques of research. McNiff and Whitehead
(2006:7) also state that action research is a form of enquiry that enables practitioners
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their own practices they find ways of living more fully in the direction of their
design. Furthermore, Wallen and Fraenkel (2009:589) state that action research is
conducted by one or more individuals or groups for the purpose of solving a problem
teaching/learning facilitation practice with the dual aim of modifying practice and
action research typically involves small scale investigation projects in the teachers
own classroom and consists of a number of phases which often recur in cycles:
guided writing in improving writing skill. Action research has become increasingly
popular around the world as a form of professional learning. It has been particularly
well developed in education, specifically in teaching, and is now used widely across
the professions. Classroom action research was divided into two cycles; they were
cycle I and cycle II and each cycle consisted of four interconnected activities,
namely: Planning, Action, Observation, and Reflection. It was essential to note that
initial reflection was normally used in a classroom action study. The IR was
administered to the eighth grade students of SMPN 2 Selat, in order to know the real
useful. This classroom action study concerned with teaching writing by using guided
writing. Initial reflection (IR) or pre-test was intended to evaluate the pre-existing
writing skill whereas reflection or post-test was administered at the end of each cycle
and it was to know the expected increase in the students writing skill after teaching
In this classroom action research the session was divided into two cycles
(Cycle I and Cycle II) and each cycle consisted of four interconnected activities,
namely: Planning (P), Action (A), Observation (O), and Reflection (R). Cycle I was
designed starting from giving initial reflection (IR), Planning (P), Action (A),
Observation (O), and Reflection (R), whereas in cycle II was designed starting from
Hinkel (2005:244) state that plan is prospective to action, action is deliberate and
IR Cycle I: P1 A1 O1 R1
Cycle II: RP A2 O2 R2
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each cycle (cycle I and cycle II), was meant to reveal the expected increase in
students descriptive paragraph writing skill achievement after they have been taught
knowledge, we could get from initial reflection or pre-test before teaching learning
process and to measure how well the students improved their writing skill, we could
3.3.1 Planning
Planning was the first step of the research procedure. This activity covered the
problem identification. Before teaching learning process was began, first, the writer
did the observation to the school SMPN 2 Selat and then the writer identified the
existing problem in the classroom. After knowing the problems occured, the writer
determined the topic that would be taught. First, the researcher designed the lesson
plan or setting up the teaching scenario for the present class study. Prepared the topic
that would be taught especially material about descriptive paragraph so that students
would more understand the topic or material. Preparing the instrument that would be
used in teaching learning process. Second, the researcher designed the post-test that
would be administrated at the end of each cycle. Then, she designed the questionnaire
to the subjects under study. This questionnaire was given to the students at the end of
cycle11.
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3.3.2 Action
After the planning was completed, then the researcher carried out an action.
This teaching learning process focused on teaching writing through guided writing.
The researcher began to teach in class based on the topic that has been made. During
the teaching learning process, there would be three activities included in the teaching
process was started with pre-activity. The researcher who acted as a teacher greeted
the students and checked students attendance. Then, the researcher tried to warm up
the students prior knowledge by giving some questions related to the topic that would
be discussed. The aim was to invite the students attention in order to make them
writing by using guided writing. The researcher explained the topic and gave an
more intensive, the researcher gave an exercise about descriptive paragraph with
guided order and the students rearranged the sentences into a good paragraph by
discussing to each other. Observing the students was very important in teaching
learning process. The researcher should observe and help the students when they did
the exercise in order to know about the subject attitude toward the learning process.
After answering the question, the researcher and students discussed the correct
answer. She asked one of students to come in front of the class to write his/her
answer on whiteboard. Next session, researcher asked the students to make a short
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descriptive paragraph based on the topic. The objective of this activity was to
measure the students writing skill before and after teaching learning process.
In post activity, researcher asked the students about their difficulties during
the teaching and learning process after applying guided writing. The post activities in
each session were intended for about 20 minutes. The students collected their work
and the mistakes would be discussed in the next sessions so the students would learn
from their mistakes. Also, the teacher made conclusion or summarized the materials
have been studied before. The last, she ended the class and went out from the class.
3.2.3 Observation
this study, the researcher observed the situation of classroom during the present
action study. The researcher observed the activities of students in teaching learning
process in order to know the effectiveness of learning process and whether or not the
strategy could improve the students achievement. In this study, we could see the
positive changing behaviour of the students attitude and motivation in learning and
3.2.4 Reflection
After the observation and evaluation, the researcher did the reflection. Its aim
was to find out the teaching learning process based on lesson plan that had been made
successfully done or not. Also in this study, the researcher would analyse the
application of the strategy or technique including both the strengths and weaknesses.
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The finding in each meeting and the result of each test would be considered as the
input to improve the result of the next cycle. If the first cycle was not successfully
done to improve the students writing skill, the research should be continued to the
next cycle that was cycle II. The researcher used the result in first cycle as the
consideration whether the study would be ended or continued to the next cycle.
Research instrument was for gathering the data. Research instruments used by
the researcher was as a vehicle to stimulate, elicit, and encourage the students to give
their opinions, responses and answers to obtain valid and reliable required data for the
investigation. In this study, the researcher used two instruments in collecting data.
a. Test
purpose of this test was to find students skill in writing descriptive paragraph
correctly. The test used in this study were initial reflection or pre-test and reflection
or post-test. Pre-test was conducted before the teaching learning process was carried
out. Its purpose was to find out the existing students writing skill, especially in
writing descriptive paragraph. The post-test was conducted at the end of each
teaching cycle to find out the students improvement in each cycle after they were
taught writing descriptive paragraph by using guided writing. The researcher then
analyzed the students work based on the rubric. According to Oshima and Hogue
score the format, punctuation and mechanic, content, organization and grammar. It
Table 3.1
Scoring Rubric in Writing a Descriptive Paragraph
Max.S Actual
core Score
FORMAT 5 POINTS
There is a title. 1
The title is centered. 1
The first line is indented. 1
There are margins on both sides. 1
The work is tidy. 1
Total 5
PUNCTUATION AND MECHANICS 10 POINTS
There is a period after every sentence. 2
Commas are used correctly. 2
Capitalization & other punctuation are used correctly. 2
The spellings are correct. 4
Total 10
CONTENT 20 POINTS
The paragraph fits the assignment. 4
The paragraph is unified. 8
The paragraph is coherent. 8
Total 20
ORGANIZATION 35 POINTS
The paragraph has identification 10
The descriptions are clear and use correct preposition 20
The paragraph ends with conclusion 5
Total 35
GRAMMAR & SENTENCE STRUCTURE 30 POINTS
Estimate a grammar and sentence structure score. 30
Grand Total
100
Scale : 90 100 = A 75 89 = B 60 74 = C 59 = D
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b. Questionnaire
The questionnaire was given to the eighth grade students of SMPN 2 Selat
after the completion of cycle II. It was conducted test to find out the students
changing behavior when they are learning descriptive paragraph writing by using
consisted of ten items of four options. The items of questionnaire were scored using
rating scale of 0-3, and the expected answers are A, B, C, and D. Each option had its
score such as 3 points for the chosen item A, 2 points for the chosen item B, 1 point
for the chosen item C, and 0 point for the chosen item D. The result of questionnaire
There were two kinds of instruments used to gather the data of this classroom
action study: they were test (pre-test, post-test) and questionnaire. Thus, the data
required to answer the research question were gathered through administering pre-
test, post-test and questionnaire to the eighth grade students of SMPN 2 Selat. The
pre-test or initial reflection was conducted to the students under study to find out their
students were asked to make a short descriptive paragraph based on the topic. Post-
test was conducted at the end of each cycle (cycle I and cycle II) to find out the result
of actions toward the strategy used. And questionnaire was conducted to show the
Thus, there were considerably three kinds of raw scores obtained for the
(1) Scores indicating the students pre existing descriptive paragraph writing skill,
The most important data required to answer the research question under study
additional data are gathered through administering questionnaire to the students under
study, that was grade student of SMPN 2 Selat. According to Norton (2009:133), the
mean score was calculated by adding up the total number of the score each student
had been obtained, divided by the total number of students, which it gave us an
average. This would seem fairly reasonable; given this was only one module that
these sports students study. The mean was very useful for summarising large numbers
1. The average score of the whole students would be counted using this formula:
X
M=
N
Where :
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2. The percentage score of each items questionnaire would be counted using tis
formula:
been stated in this school is 73. The eight grade students should reach the standard
completeness indicated. It means the present study was successfull if 80% or more of
students reach the standard completeness and the research was failed if less than 80%
In this chapter, the data of the present study were obtained and the results
of the data analysis were presented in the form of graph, table, and finding
description. The findings of the study were obtained through the process of
analyzing students writing as data. The collected data which was in the form of
written test, showing the improvement of the writing skill at the eighth grade
4.1 Finding
The data of this research was collected from the eighth grade students of
SMPN 2 Selat in academic year 2013/2014. In order to obtain reliable data for
this research, as stated in Chapter III there were some research instruments
administered to the subject under the study. Consequently, there were three scores
gathered for the present study which consisted of pre-test, post-test, and
questionnaire.
and qualitative data. The quantitative data were shown by the students scores
which were collected by the administration of pre-test and post-tests. The pre-test
was administered to measure the problems that the students faced in writing.
Furthermore, the post-test was administered at the end of each session. The
qualitative findings were obtained from questionnaire carried out after cycle II
was completed. It showed the response of the subjects under study towards the
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Table 4.1
Tabulation of Data Showing the Subjects Progressing Score
in Writing Skill after being Taught through Guided Writing
Based on the tabulation of data as presented above, there were three sets of
raw scores which showed the students progress in writing through guided
writing. This data should be analyzed and then the results of the analysis were
32
being discussed clearly. The main score of each test was computed by calculating
the students raw scores and then divided by the total number of the subject under
study.
To make this finding more significant, further data required for the present
class action study which were collected through administering the questionnaire to
the subjects under study at the end of cycle I. The purpose of administering
scored using the rating scale 0-3 (score of option A=3, B=2, C=1, and D=0) on
scoring the ten items. The score gathered from administering questionnaire
paragraph through guided writing. The obtained data showing the subjects total
scores for the items of the questionnaire were tabulated as the following.
Table4.2
Tabulation of Data Showing the Subjects Changing Responses in Learning
Writing Skill through Guided Writing
13 I Gede Purnawan 21 6 0 -
14 I Ketut Riski Wahyu Diana 24 4 0 -
15 Made Rita Sandat Rahayu 15 10 0 -
16 Ni Komang Septiani 9 14 0 -
17 Ni Luh Putu Setiari 21 6 0 -
18 Ni Pt Risa Ari Darmayanti 21 6 0 -
19 I Ketut Suandira 18 6 1 -
20 I Komang Sukenadi 18 8 0 -
21 Ni Kadek Supratna Dewi 21 6 0 -
22 Surya Artama Widnyana 12 12 0 -
23 I Ketut Toya Gunawan 12 10 1 -
24 Ni Kadek Wartini 18 8 0 -
25 I Kadek Yasa 9 12 1 -
26 I Komang Yoga Pratama 21 6 0 -
27 Pt Yudha Dharma Laksana 15 8 1 -
Total 486 280 7 -
Grand Total A + B + C + D (486+280+7) = 773
4.1.1 Pre-Cycle
subject under the study in order to obtain the students writing skill. In pre-test,
the subjects were asked to write a descriptive paragraph by choosing the topic in
The pre-test was administered to the subjects under study to obtain their
pre-existing ability in writing. In pre-test the students were given a task of writing
descriptive paragraph by using the topic My Family and they had to write a
descriptive paragraph based on their opinion. During the test, most of the students
looked confused and were not confident to write a paragraph. There were some
problems in their writing ability such as the lack of vocabulary, the problem in
These problems then made the students felt that writing was very hard and they
were not interested in writing class. The result of the pre-test could be seen in
table 4.1. It was calculated to find the mean of IR score (X0) that obtained by the
second semester students at the eighth grade students of SMPN 2 Selat by the
formula as follows:
After analyzing the students answer in pre-test, it was found that the score of
students writing skill on pre-test was 48,40. It means students writing skill was
very low. The researcher then conducted cycle I to solve the students problem in
writing descriptive paragraph. After the cycle I, the researcher conducted cycle II
to develop the students high interest, motivation, and good toward English. By
using guided writing the teaching and learning activities were intended to improve
4.1.2 Cycle I
In this cycle the researcher carried out the main process of improving writing
skill through guided writing. In every session of the lessons in this cycle, the
students asked to find out the main idea of descriptive paragraphs by working in
own. In this phase, the students could share and discuss their ideas to find the
summary of paragraph in their own. In this cycle, the researcher administered one
post-test at the end of session in which used as a feedback and made a plan to
carry out the revision to solve the students weakness which would be done in
35
cycle II as improving ways. The percentages above was taken from the result of
This result indicated that their writing ability was increased after had
been thought by using guided writing. However, this result was still not enough
because the students cover the minimum criteria to accomplish study in English at
SMPN 2 Selat. Then the second treatment in the cycle II was conducted by the
4.1.3 Cycle II
In cycle II the researcher carried out the main process of improving writing
skill through guided writing but in different ways with the cycle I. In every
session of teaching and improving in this cycle, the students asked to find the
their ideas with their individually. It could be an effective way because all of the
students could be active participants, thought and tried to find the best summary in
their individually. At the end of each session, the researcher also gave the students
some quizzes related to the text discussed to measure the students understanding
measure the progressing writing skill of the subjects under study. The percentages
above was taken from the result of the calculating data by using the formula as
follows:
36
To make this finding more significant, therefore further data required for
the present action study which were collected through administering questionnaire
to the subject under study at the end of cycle II. The answers of the questionnaire
were quantitatively scored using the rating scale 0-3 (Score of option A = 3, B =
showed the subjects changing attitudes and motivation in writing through guided
writing.
C or D as shown as follows:
486
1. Total percentage of item A = x 100 % = 62,87 %
773
280
2. Total percentage of item B = x 100 % = 36,22 %
773
7
3. Total percentage of item C = x 100 % = 0,9 %
773
0
4. Total percentage of item D = x 100 % = 0%
773
above showed the comparative percentages of 62,87, 36,22, 0,9 and 0 for
The data obtained for the present classroom action study should be
ability in writing skill. These data should be analyzed and then the results of the
investigation were discussed. Based on the data presented in table 1 above, the
mean of the pre-test score and the mean of post-test score (1 and 2) were obtained
by the eighth grade students of SMPN 2 Selat for cycle I and II which was
summarized as follows:
Table 4.3
Summary of the Research Findings Showing the Total Score and
Mean Score of Pre-Cycle, Cycle I and Cycle II
The main findings of this study was derived from the comparison the of
mean of pre-test scores and post-test scores that were obtained by subjects under
study for cycle I and cycle II which showed the raise of learning achievement. The
findings of the present classroom action study discovered that the ability of the
students obtained by the eighth grade students of SMPN 2 Selat under study in
The main findings of the present classroom action study that was the
increasing comparative mean figures of the pre-test score and the post-test scores
obtained by the students under the study for cycle I and cycle II could be
100
90
80 77.18
70
61.66
60
Mean
50 48.40
40
30
20
10
0
Xo Cycle I Cycle II
It was clear that the graph above showed the students mean score in
writing skill when they were taught by using guided writing increased
significantly. This indicated that the technique used by the teacher in improving
The data analysis guided to the establishment of the findings of the present
improving writing skill of the eighth grade students of SMPN 2 Selat. The mean
through guided writing pointed out the mean figure 48.40. This mean figure
clearly showed that pre-existing writing skill of the students was relatively low.
The result of the data analysis of the reflection or post-test scores in cycle I
showed the increasing mean figures of 61.66. The mean figure obtained by the
39
subject under study in cycle I was clearly much higher than the mean figure of IR
or pre-test score. This mean figure revealed that the teaching writing to the eighth
grade students of SMPN 2 Selat through guided writing could be improved. The
writing skill of subjects under study could be improved because in the classroom
the researcher used an interesting activity or when the teaching learning process.
In this activity, the students became more active when they discussed in the
classroom.
The result of the data analysis of the reflection or post-test scores obtained
by the subjects under study in cycle II turned out to show the progressing mean
figures of 77.18. Comparing with the mean figure of IR or pre-test scores, the
mean figure obtained by the subjects for each cycle was convincingly much
higher. The mean score figure of the post-test scores obtained by the subjects
under study in cycle I was 48.33 and in cycle II was 77.18. There was the different
mean figure between cycle I and cycle II. This significant difference mean figure
suggested that the teaching writing in cycle II (S3 and S4) by using guided writing
could be remarked to be more effective than cycle I. This was due to the fact that
cycle II was revised the version of cycle I, in that the teaching scenario in cycle II
were accordingly revised by taking into account weaknesses found out in cycle I.
It was logical if the mean of the reflection score in cycle II was higher than cycleI.
questionnaire for item A, B, C, and D were 62.87, 36.22, 0.9 and 0 for
to measure the changing learning behavior of the subjects under study in learning
writing through guided writing was administered by the end of the cycle I. The
40
result of the comparative percentage figures obtained for the present class proved
that the subjects learning behavior changed positively, that was, their attitude and
The findings of the present classroom action study were believed to have
rather limited validity as well as reliability. This was due to the fact that during
the undertaking of this study, there were some compounding variables which were
applicable only to the subjects under study, and the English teacher of other
Although the finding of the present classroom action study could not be
generalized to all of the eighth grade students of different class, belonging the
same school. Revealing the improvement of writing skill by the eighth grade
students of SMPN 2 Selat through guided writing, they had rather limited and
reliability. The researcher fully realized that the established findings had some
weak versions. There were many aspects that could weaken the validity and
reliability of the established findings of the classroom action study should be only
used as one of the optional techniques. So, the writing skill of the eighth grade
The discussion of the present classroom action study which dealt with
teaching writing skill through guided writing to the eighth grade students of
SMPN 2 Selat could finally be concluded in this chapter. Also, some practical
recommended in this chapter. It clarifies the result of the classroom based action
research as answer of the research questions whether the students writing skill
5.1 Conclusion
Based on the finding of this study, the researcher could conclude that the
application of guided writing could improve writing skill the eighth grade students
of SMPN 2 Selat in academic year 2013/2014. This could be seen from the
students score achievement. The mean score of their pre-test was 48.40 it
improved to 61.66 (mean score of cycle I), and into 77.18 (mean score of cycle
II). The result in every cycle showed that the research questions in this study had
been answered. The result of this study explained that in teaching writing by
skill. The students felt happy and fun in learning writing. In addition, they became
more creative and active in teaching learning process. It was shown from the
41
42
5.2 Suggestion
Based on the result of the study, the researcher would like to give suggestion
to the teachers and students of SMPN 2 Selat, for the further researchers and also
1. For the teacher, it is suggested to teach any types of topic in teaching writing
by fun. Guided writing is one of many ways to make the teaching learning
process interesting and fun. The most important think is the teacher must be
motivator for them. Therefore, by doing the things above the students will
2. For the students, it is suggested that they should motivate themselves to learn
English more thoughtfully not only in the classroom but outside classroom
too. They should have more practice in writing, especially writing through
writing. The students could be creative and active in learning English and
3. For the further research, it is hoped that other researchers will do better
research related to guided writing that can be applied not only for teaching
Ellis, Rod and Hayo Rainders. 2009. Implicit and Explicit Knowledge in Second
Language Learning, Testing and Teaching. Multilingual
Matters,Bristol. Buffalo. Toronto
Pollard, L. 2008. Guided to Teaching English. A book to help you through your
first two years in teaching. London : Oxford University Press.
43
44
Yunita Dewi, Kadek. 2013. Improving Writing Ability through Guided Writing
of SMPN 3 Baturiti in academic year 2012/2013. . Denpasar : FKIP
Mahasaraswati Denpasar University. Unpublished Thesis
Appendix 1
LIST OF SUBJECTS
No Subjects F/M
1 I Gede Adi Sumerta M
2 I Kdk Adi Winata Juniawan M
3 Ni Komang Arianti F
4 I Kadek Budiarta Guna M
5 Ni Luh Dian Arsani Dewi F
6 Ni Pt Diah Putri Purnamayanti F
7 I Kadek Dwipayana M
8 Made Dyah Swantari F
9 I Wayan Edi Saputra M
10 I Gd Eka Pebri Suantara M
11 I Putu Januarta M
12 Kadek Priastuti Dwipayani F
13 I Gede Purnawan M
14 I Ketut Riski Wahyu Diana M
15 Made Rita Sandat Rahayu F
16 Ni Komang Septiani F
17 Ni Luh Putu Setiari F
18 Ni Pt Risa Ari Darmayanti F
19 I Ketut Suandira M
20 I Komang Sukenadi M
21 Ni Kadek Supratna Dewi F
22 Surya Artama Widnyana M
23 I Ketut Toya Gunawan M
24 Ni Kadek Wartini F
25 I Kadek Yasa M
26 I Komang Yoga Pratama M
27 Pt Yudha Dharma Laksana M
46
Appendix 2
PRE-TEST
Appendix 3
A. Standard Competence:
Expressing meaning in short functional text and simple essay in form of
recount, descriptive, and news item in the context of daily life.
B. Basic Competence
Expressing meaning and rhetorical steps accurately, fluently and acceptable by
using a variety of written language in the context of daily life in form of
descriptive text.
C. Indicators
Identifying generic structure of descriptive paragraph (identification,
description and conclusion).
Writing a descriptive paragraph in form of free topic
E. Learning Objectives
At the end of the lesson, students are able to :
1. Identify the generic structure of the text based on the theory which has
already been studied.
2. Write a good descriptive paragraph in accordance with the generic structure
which has already studied in form free topic.
F. Learning Material
a. Identification
Identification is a part in which you identify or write the recognition;
moreover, it can be a general statement about place, person, or thing
that you want to describe.
b. Description
Description are vivid detail of place, person or thing that you want to
describe so that the reader can easily imagine or picture the object, or
they can feel the object with their five senses.
c. Conclusion
The last part of descriptive paragraph is optional, in this part you
conclude the paragraph or restart the identification.
49
For example :
My House
Identification
I stay in a small house. It has five rooms; there are two bedrooms, a
living room, a bathroom and kitchen. Indeed it is a small house; but
I like living there, and wasting my spare time.
When the door is opened, I can see the living room. It is so small
with only three chairs and table, nothing else. I prefer reading a
Description
G. Method / Technique:
Guided Writing
50
Activities
Stages
Teacher Students
Pre-activities 1. Greetings students 1. Responding the teachers
(5 minutes) greeting
2. Checking attendance 2. Giving answers
3. Introducing the topic 3. Listening and responding
Whilst- Exploration
activities 4. Proposing some elicited 4. Answering the questions
(65 minutes) questions on what students
have known about the
descriptive paragraph.
Elaboration
5. Explaining about the 5. Responding to the teacher
descriptive paragraph
systematically from the
definition, the generic
structure, and the language
features of descriptive
paragraph (involve the
grammar).
6. Giving the students a 6. Reading the text
descriptive paragraph carefully
entitled My Mother and
asking the students to read
the paragraph
7. Asking the students to 7. Answering the question
identify the generic structure
of the paragraph and
identifying its grammar and
51
Confirmation
9. Opening question and answer 9. Paying attention to the
session or asking the students teacher
difficulty
10. Giving the students 10. Paying attention to the
homework to write a teacher
descriptive paragraph in free
topics
Post- 11. Giving positive feedback and 11. Listening to the teacher
activities reinforcement for the
(10 minutes) students success.
12. Concluding the lesson. 12. Listening to the conclusion.
13. Ending the class and greeting 13. Responding to the teachers
students greeting
Session 2
Activities
Stages
Teacher Students
Pre-activities 1. Greetings students 1. Responding the teachers
(5 minutes) greeting
2. Checking attendance 2. Giving answers
3. Introducing the topic 3. Listening and responding
Whilst- Exploration
activities 4. Proposing some elicited 4. Answering the questions
(65 minutes) questions to remind about the
descriptive paragraph.
52
Elaboration
5. Reminding about the 5. Responding to the teacher
homework and asking three
students to write their works
on the board
6. Asking another students to 6. Reading and identifying the
identify the descriptive paragraphs carefully
paragraphs written on the
board, including identifying
the generic structure and its
grammar
7. Opening the discussion 7. Discussion the descriptive
session paragraphs
Confirmation
J. Assesment
Indicator, Technique, Form, and Instrument.
Assesment
No Indicator Form Instrument
Technique
1 Identifying the 1.Written Test 1.Reading a 1. Please read
generic structure paragraph in the
of descriptive form of paragraph
paragraph descriptive below
paragraph carefully
and
identify its
generic
structure!
K. Assessment Rubric
Max.S Actual
Aspect of scoring
core Score
FORMAT 5 POINTS
There is a title. 1
The title is centered. 1
The first line is indented. 1
There are margins on both sides. 1
The work is tidy. 1
Total 5
PUNCTUATION AND MECHANICS 10 POINTS
54
STUDENTS WORKSHEET
SESSION 1
Name :
Class :
Instruction
Please read the paragraph below carefully and identify its generic structure!
My Mother
STUDENTS WORKSHEET
SESSION 2
Name :
Class :
Instruction
Appendix 4
POST-TEST I
Cycle I
Appendix 5
A. Standard Competence:
Expressing meaning in short functional text and simple essay in form of
recount, descriptive, and news item in the context of daily life.
B. Basic Competence
Expressing meaning and rhetorical steps accurately, fluently and acceptable by
using a variety of written language in the context of daily life in form of
descriptive text.
C. Indicators
Writing a paragraph in form of descriptive paragraph.
Writing a descriptive paragraph based on the topic given
D. Characters
1. Active
2. Independent.
3. Discipline
59
E. Learning Objectives
1. When the students have learnedabout the theory of descriptive paragraph,
they will be able towrite aparagraphinthe formofdescriptive paragraph.
2. When the students are given a title, they are able to write a good descriptive
paragraph in accordance with the generic structure which has already been
studied.
F. Learning Material
1. Definition of Descriptive Paragraph
Descriptive paragraph is a paragraph which express or describes place, thing
or person in such vivid detail that the reader can easily visualize the
described place, thing, or person and can picture what is look like.
For example
Identification My House
When the door is opened, I can see the living room. It is so small
with only three chairs and table, nothing else. I prefer reading a
Description
novel in this room. My bedroom is in the left side of the living room.
In this room there is a night table next to the bed, a TV, a radio, and
a computer. When being bored of reading, I usually play online
games, chat with my friends via facebook and so on.
G. Method / Technique:
Guided Writing
Activities
Stages
Teacher Students
Pre-activities 1. Greetings students 1. Responding the
(5 minutes) teachers greeting
2. Checking attendance 2. Giving answers
61
Elaboration
5. Asking the students to work in 5. Responding to
pair the teachers
command
6. The teacher guiding the 6. Responding to
students to write a descriptive the teacher
paragraph
7. Asking the students to write 7. Writing
descriptive paragraph with descriptive
their partner paragraph
Confirmation
11. Opening question and answer 11. Paying attention to
session or asking the students the teacher
difficulty
12. Giving the students homework to 12. Paying attention to
write a descriptive paragraph in the teacher
pair by choosing some topics
given
Post-activities 13. Concluding the lesson and giving 13. Listening to the
(10 minutes) positive feedback for the students conclusion.
success.
14. Ending the sessions and greeting 14. Responding to
students. the teachers
great
Session 2
Activities
Stages
Teacher Students
Pre-activities 1. Greetings students 1. Responding the
(5 minutes) teachers greeting
2. Checking attendance 2. Giving answers
3. Listening and
3. Introducing the topic responding
Whilst-activities Exploration
(65 minutes)
4. Proposing some elicited 4. Answering the
questions to remind about questions
descriptive paragraph
63
Elaboration
5. Reminding about the 5. Responding to
homework and asking three the teachers
students to write their works on command
the board
6. Asking another students to 6. Responding to
give their correction and the teacher
discussing the paragraph
written including its grammar
and vocabulary
7. Giving some quizzes related to 7. Answering the
the paragraph discussed. question
Confirmation
8. Opening question and answer 8. Paying attention
session or asking the students to the teacher
difficulty
J. Assesment
Indicator, Technique, Form, and Instrument.
Assesment
No. Indicator Form Instrument
Technique
1. Write a paragraph Write a 1. Write a
in form of paragraph in descriptive
descriptive form of paragraph in
paragraph descriptive pair using your
Written Test paragraph own word by
2. Finding the main choosing some
idea of descriptive topics below!
paragraph
K. Assessment Rubric
Max. Actual
Aspect of scoring
Score Score
FORMAT 5 POINTS
There is a title. 1
The title is centered. 1
The first line is indented. 1
There are margins on both sides. 1
The work is tidy. 1
Total 5
PUNCTUATION AND MECHANICS 10 POINTS
There is a period after every sentence. 2
Commas are used correctly. 2
Capitalization & other punctuation are used correctly. 2
The spellings are correct. 4
Total 10
CONTENT 20 POINTS
The paragraph fits the assignment. 4
The paragraph is unified. 8
The paragraph is coherent. 8
Total 20
65
ORGANIZATION 35 POINTS
The paragraph has identification 10
The descriptions are clear and use correct preposition 20
The paragraph ends with conclusion 5
Total 35
GRAMMAR & SENTENCE STRUCTURE 30 POINTS
Estimate a grammar and sentence structure score. 30
Grand Total
100
Scale : 90 100 = A 75 89 = B 60 74 = C 59 = D
STUDENTS WORKSHEET
Cycle II session 1
Name :
Class :
Instruction
Write a descriptive paragraph by using your own words in free topic which
consists of 5 - 7 sentences !
67
STUDENTS WORKSHEET
Cycle II session 2
Name :
Class :
Instruction
Appendix 6
POST-TEST II
Cycle II
Appendix 7
KUESIONER
Petunjuk pengerjaan:
a. Jawablah semua pernyataan di bawah ini sesuai dengan apa yang anda
rasakan benar dengan memberikan tanda silang pada huruf a, b, c, atau d.
b. Terima kasih atas bantuan anda menjawab pernyataan dalam kuesioner ini.
9. Melalui guided writing , selain mendapatkan situasi belajar yang baru juga
mendapatkan perubahan sikap yaitu belajar memahami bacaan descriptive
tidaklah sulit.
a. Sangat setuju
b. Setuju
c. Kurang setuju
d. Tidak setuju
10. Dengan menggunakan cara guided writing dapat menumbuhkan semangat
belajar siswa dalam belajar menulis.
a. Sangat setuju
b. setuju
c. Kurang setuju
d. Tidak setuju
AUTO BIOGRAPHY
1997 until 2003. And she started her junior high school at SMPN 2 Banjit in 2003
until 2006. Then, she continued her senior high school at SMKN 1 Banjit in 2006
until 2009. And then she continued her study at Mahasaraswati Denpasar
University in 2010 until 2014. She decided to study the teaching skills as well as
improving her ability in mastering English at the Faculty of Teacher Training and
Education by choosing the English Education Study Program. During her study
there, she got lots of knowledge and experiences especially in handling classes
and how to manage the students in learning. She studied a lot of teaching skills,
wants to make her parents and other family proud of her. She wants to be an
English teacher because she wants to share her knowledge and experience with
other people.