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THESIS

IMPROVING WRITING SKILL THROUGH GUIDED


WRITING OF THE EIGHTH GRADE STUDENTS
OF SMPN 2 SELAT IN ACADEMIC
YEAR 2013/2014

LUH SRI DANI

ENGLISH EDUCATION STUDY PROGRAM


FACULTY OF TEACHER TRAINING EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014
THESIS

IMPROVING WRITING SKILL THROUGH GUIDED


WRITING OF THE EIGHTH GRADE STUDENTS
OF SMPN 2 SELAT IN ACADEMIC
YEAR 2013/2014

LUH SRI DANI

NPM : 10.8.03.51.31.2.5. 4032

ENGLISH EDUCATION STUDY PROGRAM


FACULTY OF TEACHER TRAINING EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014

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PRE-REQUISITE TITLE

IMPROVING WRITING SKILL THROUGH GUIDED


WRITING OF THE EIGHTH GRADE STUDENTS
OF SMPN 2 SELAT IN ACADEMIC
YEAR 2013/2014

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

LUH SRI DANI

NPM : 10.8.03.51.31.2.5. 4032

ENGLISH EDUCATION STUDY PROGRAM


FACULTY OF TEACHER TRAINING EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2014

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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.

Denpasar, 1st Augustus 2014


Researcher

Luh Sri Dani

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ABSTRACT

Dani, Luh Sri.(2014). Improving Writing Skill through Guided Writing of


the Eighth Grade Students of SMPN 2 Selat in Academic Year
2013/2014. The First Advisor: Dra. IA Marthini, M.Hum and the
Second Advisor: Ni Made Wersi Murtini, S.Pd., M.Pd.

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.

Keywords: Improving writing skill, guided 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

ABSTRACT. ............................................................ viii

TABLE OF CONTENTS ................................................................................ ix

LIST OF TABLES... ............ xi

LIST OF GRAPHS ...................................................................... xii

LIST OF APPENDICES ................................................................................. xiii

CHAPTER I INTRODUCTION ............................................................ 1


1.1 Background of the Study ................................................... 1
1.2 Research Problem............................................................... 3
1.3 Objective of the Study ....................................................... 3
1.4 Limitation of the Study ..................................................... 4
1.5 Significance of the Study .................................................. 4
1.6 Definition of Key Term ..................................................... 5

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ............... 7


2.1 Theoretical Review ............................................................ 7
2.1.1 Writing Skill .......................................................... 7
2.1.2 Writing Process ...................................................... 9
2.1.3 Characteristics of Good Writing.... 10
2.1.4 Descriptive Paragraph 12

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2.1.5 Guided Writing... 14
2.1.6 Assessment of Writing.. 16
2.3 Empirical Review ............................................................... 18

CHAPTER III RESEARCH METHOD .................................................... 19


3.1 Subject of the Study .......................................................... 19
3.2 Research Design ................................................................ 19
3.3 Research Procedure ............................................................ 21
3.3.1 Planning ................................................................. 22
3.3.2 Action ..................................................................... 23
3.3.3 Observation ............................................................ 24
3.3.4 Reflection ............................................................... 24
3.4 Research Instrument ........................................................... 25
3.5 Data Collection .................................................................. 27
3.6 Data Analysis .................................................................... 28
3.7 Success Indicator ............................................................... 29

CHAPTER IV FINDING AND DISCUSION. 30

4.1 Finding ............................................................................. 30

4.1.1 Pre-Cycle ................................................................. 33

4.1.2 Cycle I ..................................................................... 34

4.1.3 Cycle II .................................................................... 35

4.2 Discussion. 38

CHAPTER V CONCLUSION AND SUGGESTION..... 41

5.1 Conclusion ....................................................................... 41

5.2 Suggestion . 42

REFERENCES..... 43
APPENDICES

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LIST OF TABLES

Table 4.1 Tabulation of Data showing the subjects Progressing


Score in Writing Skill after Being Taught through
Guided Writing. 29

Table 4.2 Tabulation of Data showing the subjects Responses in Learning


Writing through Guided Writing... 30

Table 4.3 Summary of the Total Score and Mean Score of


Pre-Cycle, Cycle I and Cycle II 34

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LIST OF GRAPHS

Graph 4.1 Depicting the Subjects Progressing Achievement in


Writing Skill after the Implementation of Guided Writing
in Pre- Cycle, Cycle I, and Cycle II 35

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LIST OF APPENDICES

Appendix 1 List of Subject .. 45


Appendix 2 Pre-Test 46
Appendix 3 Lesson Plan 1 Session 1&2.. 47
Appendix 4 Post-Test 1 57
Appendix 5 Lesson Plan 2 Session 1&2. 58
Appendix 6 Post-Test 2.. 68
Appendix 7 Questionnaires 69
Appendix 8 Surat Keterangan
Appendix 9 Biography

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

English is acknowledged as necessary language to enable the Indonesian

community to involve in global communication; it is taught even from

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

domain of scribes and scholars in educational or religious institutions. As the

basic of learning those skills, the role structure and vocabulary are very crucial.

Writing is important as teaching speaking, reading, and listening because

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

chance to be adventurous with the language. Finally, the student becomes

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

expressively are difficult. It is because writing needs simultaneous control of

number variables. This argument is supported by Zemach and Islam (2004 : 12 ),

that there are some aspects included in writing such as control of content, rules of

syntax, format sentence, grammar, punctuation, vocabulary, and spelling.

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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

still hardly write a paragraph in English. They cannot write grammatical

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

minimal completeness criterion score. Since the minimal completeness criterion

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

implementation of teacher central learning. Students have a little chance to

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

knowledge themselves. Second, students still lack of vocabularies which make

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

consider it as the hardest subject to learn.

One technique of writing that can resolve the problem is guided writing.

This technique gives enough opportunity for the student to be good writer.
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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).

As an addition, the present study aimed at improving the students ability

in writing of the eighth grade students of SMPN 2 Selat in academic year

2013/2014.

1.2 Research Problem

Scientific research begins with a problem. Selecting and formatting a

problem is one of the most important aspects of doing research in any field. There

is no way to do research until a problem is recognized, thought, and formulated in

a useful way. The researcher must decide on a specific question to be answered

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

time to examine each technique and evaluate whether each is successful in

improving student performance.

Based on the statement and facts above, the students still get problem in

writing. It influences in their language ability. Therefore, improvements are

needed by the application of guided writing. The problem that is going to be

discussed in this study can be formulated as follows: can writing skill of the

eighth grade students of SMPN 2 Selat in academic year 2013/2014 be improved

through guided writing ?


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1.3 Objective of the Study

Objective of the study is that a goal of which the researcher plan to do or after

the study is conducted. To be able to answer the statement of research question

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

motivation and interest in following teaching learning process of writing through

guided writing.

1.4 Limitation of the Study

The discussion of vocabulary is too broad and complicated in single coverage

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

on implementing guided writing to improve writing skill of the eighth grade

students at SMPN 2 Selat in academic year 2013/2014.

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

to describe a particular person, things or place.

1.5 Significance of the Study

This research is mainly concerned for guided writing to improve writing

skill. The result of the study definitely expected to gain importance both
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theoretically and practically to the eighth grade students of SMPN 2 Selat in

academic year 2013/2014.

Theoretically, the result of this research will be beneficial as verification

of applying of theory pursuant to problems faced namely improving writing skill

and using guided writing to the eighth grade students of SMPN 2 Selat in

academic year 2013/2014.

Practically, the findings of presents study are meant to provide educational

beneficial to English teacher, the eighth grade students and school.

For the English teacher, the findings of the presents study are meant to

provide educational feedback. This study also expected to give information on

teaching and learning process especially to the teacher in teaching descriptive

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

mastery in writing skill.

For the eighth grade students, the results of the present study can be used

as basic to increase and develop their knowledge about writing by applying

guided writing as one of efective way. This study is expected that the students

will be more motivated to increase their motivation,desire,and interesting learning

writing and improve their English writing skill in mastering descriptive paragraph.

Thus, the students will enjoy learning language and develop a positive attitude to

learning writing resulting in the improvement of writing mastery.

For the school, this research will be benefit in renewal of credibility to

school in developing of accreditation


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1.6 Definition of key terms

The terms in scientific research sounds complicated to the readers because

they are not familiar with all of the terms, especially for the uncommon ones. In

order to avoid misunderstanding and confession about the study, it is important to

define all terms that exist on the title briefly and clearly. So, there are some key

terms such, writing skill, guided writing, and SMPN 2 Selat.

1. Writing Skill

Writing is an ability to make a form of words that in general it may have a

higher truth value than the fact that it has set it down. In this study, writing

is a series of activities in expressing ideas and thought which presented

through written language understand able to the reader. Operationally,

writing skill is defined as the ability of the students in expressing their

ideas and thought in the form of descriptive paragraph

2. Guided Writing

This technique of writing is provided for early stages of students learning

how to write a composition. The students writing is guided or controlled

by various means, such as provision of questions be answered, sentences

to complete word or picture to follow and any others ways in which the

copying of single word as clue and students writing is improved from

guessing through context based on their understanding of linguistic

competence such as grammar and vocabulary.

3. SMPN 2 Selat is the level of Junior High School and it is located at Selat

Duda Village, Karangasem Regency, Bali Province where the research

was conducted.
CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

Every scientific study should be mainly conducted on basic of theoretical

background and empirical evidences to defend and support the argumentation

about the study being observed. Theoretically, it should contribute practical

significant. The undertaking of the present study is based on the discussion of the

following theoretical framework: writing skill; writing process; characteristics of

a good paragraph; descriptive paragraph; guided writing; and assessment of

writing. All of the theoretical frameworks will describe in this chapter.

2.1.1 Writing Skill

Writing is an important form of communication in day-to-day life, but it is

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

organizing academic writing.

Flower and Hayes in Armana (2011:28) describe that writing as a cognitive

process consists of four interactive components: task, environment, the writers

long-term memory, and the composing processes themselves. The task

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.

The writing processes include planning, translating, and reviewing. Planning

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involves generating ideas, goals, and procedures. Translating involves expressing

ideas and goals in verbal forms, and reviewing includes evaluating and revising.

Fulwiler (2002:16) states that writing is a complex activity, variable, multi

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.

According to Miles Myersin Chicaiza (2009:3) states that one purpose of

writing is making of text and one way to learn how to make anything is to have a

model, either for duplication or for triggering ones own ideas.

Furthermore, Taylor (2009:96) states that the usual function of an introduction

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

information that happened to the reader.

Different writing communities followed by different punctuation and design

rule in communications such as letter, reports, and publicity. These are frequently

non-transferable from one community or language to another. Such differences

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

on by many writes and editors of English. Some punctuation conventions, such as

the capitalizations of names, months, and pronoun I, are specific to only one or

few languages. Though punctuation is frequently a matter of personal style,


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violation of well established customs make a piece of writing look awkward to

many readers (Harmer. 2001:256).

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

perfect these thoughts before ever putting pen to paper.

2.1.2 Writing Process

Richard and Renandya (2010:315) state that writing process as approval

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

not preoccupied with grammatical accuracy or the neatness of the draft.


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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

Richards and Renandya (2010:318) state the students in tidying up their

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,

and accuracy of supportive textual material such as quotation.

2.1.2.5 Publishing

The point of publishing is having someone read the writers work. In

teaching writing to the students, the process of publishing can be done through

group discussion, school newspapers, websites, outside school, or portfolio.

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

students lead in assessing their own abilities, learning dramatically increases

(Peha, 2010:10).

2.1.3 Characteristics of Good Writing

In writing there are three some characteristic of a good paragraph, such as:

topic sentence, supporting sentence, and concluding sentence. These sentences

should develop the main idea. The specifications are as follows.

2.1.3.1 Topic Sentence

A well-organized paragraph has topic sentence that aims to supports or

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.

Topic sentence has impartial function that is substitutes or supports an essays

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.

2.1.3.2 Supporting sentence

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

facts, statistics, theoretical probabilities, reputable, educated opinions, b)

illustrations in the form of examples and extended examples, and c)

argumentation based on the evidence presented. Furthermore, Zemach and Islam

(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

can go in chronological order; moreover, one way to organize writers supporting

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.

2.1.3.3 Concluding Sentence

Concluding sentence is a sentence at the end of the paragraph which

summarizes the information that has been presented (Walters, 2000:1). The

conclusion is the writers last chance to make their part clear. The concluding

paragraph consist of a) a summary of the main points, or a restatement of writer


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explanation in different word, b) writers final comment on the subject based on

the information they have provided.

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

readers be easier to understand the contents of paragraph it self.

a. Unity

Oshima and Houge (2007:67) argue that unity is an important element to

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

directly related to the topic.

b. Coherence

Oshima and Houge (2007:76) argue that a coherence paragraph flow

smoothly from the beginning to the end. The readers can follow the ideas easily

because one sentence leads naturally to the next one.

2.1.4 Descriptive Paragraph

A descriptive paragraph gives a clear picture of a person, place, object,

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

mind (Oshima and Hogue, 2007:61). He goal of a good descriptive writing is to

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

summary, descriptive paragraph is a skill in writing that give detail information

about the subject through sensory detail that makes the reader catch the picture of

information easily.

Descriptive paragraph is a paragraph that describes something in details.

Descriptive paragraph describing something using a certain sequence to facilitate

the reader understand what the author wants to tell to the reader. Oshima and

Hogue (2007:196) stated about paragraph composition in the paragraph such as

format, punctuation and mechanics, content, organization, grammar and sentence

structures. In the format consist of title of the paragraph, punctuation and

mechanics consists of spelling and the use of punctuation correctly, content

consists of the main idea of paragraph, organization consists of generic structure

of descriptive paragraph, and sentence structure consists of grammatical usage.

Further, Evans (2000:42) defines that a descriptive essay about a person

should consist of the following structure: a) introduction in which you give

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

qualities, and hobbies or interests, c) conclusion in which you write your

comments or your feelings about something that you have describe.

As a summary, can be concluded that descriptive paragraph is a form of

writing that talks about describing person, thing, or certain place in vivid detail

which has generic structure; identification, description, and conclusion (optional).


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Moreover, Oshima and Hogue (2007:196) describe that the successful of

writing can be shown from its completeness of some writing aspects. Those

writing aspects can be describe as follows:

a. Format refers to the rules and styles in writing skill (margin).

b. Mechanics refers to the use of correct spelling and punctuation. Incorrect

spelling and punctuation will make the different sense of writing.

c. Organization refers to the logical information of the content (coherence). It

contain an arrangement sentence which are being written and the sentence

should goes smoothly.

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

improvement in mastering writing skill; furthermore, the assessing of writing is

scored based on five aspects of writing. Each aspect has its own criteria in

assessment. The successful of writing is also revealed from the students

achievement in mastering those five aspects of writing.

2.1.5 Guided Writing

Guided writing is taught to small groups in briskly paced, 20 minutes

lessons. These groupings should be flexible, based on observation of students

current needs, and might be implemented following a whole-class writing lesson

Sharan and Ginson (2013:2). Guided writing enables the teacher to tailor the

teaching to the needs of the group.

Guided writing technique is an important tool for helping students to become a

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

thinking through ideas, ordering, considering vocabulary and grammar,

cooperatively preparing notes and draft copies as an alternative to simply giving

students an essay title and leaving them to get on with it. Therefore, this technique

gives students an opportunity to become a better writer by (a) actively

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

future, (c) expositing them to a variety of interaction types (Barnes, 2006:123).

Guided writing involves a teacher working with a group of learners on a

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

a short discursive essay on the subject of animal experimentation. The teacher is

working with the groups to guide them in the correct use of the target language.

Guided writing is an essential component of a balanced writing curriculum,

providing an additional supported step towards independent writing. It contributes

to the teaching sequence as exemplified in the Primary Framework. Through

guided writing, children are supported during the different stages of the writing

process. As an activity, it should be carefully targeted towards groups of children

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

with increasing independence.

2.1.6 Assessment of Writing

Assessment is a popular and sometimes misunderstood term in current

educational practice. On the other hand, assessment is an ongoing process that

encompasses a much wider domain. Whenever a student responds to a question,

offers a comment, or tries out a new word or structure, the teacher subconsciously

makes an assessment of the students performance (Brown, 2004: 4). Assessment

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

previously formulated instructional objective have been achieved by the students

in writing descriptive paragraph.

According to Coffin (2003:75) as a starting point to devising an assessment

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

evidence of students knowledge and understanding of a particular course of

study, to provide evidence of students acquisition of subject-specific skills, or the

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

knowledge and understanding in writing, to help students learn, or consolidate

their learning (both of subject knowledge/skills and of academic writing


17

conventions), to provide feedback to students on their work, to motivate students

to carry out certain activities, to provide a diagnostic assessment of a students

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

might improve, (2) feedback on classroom assessments should encourage students

to improve, (3) classroom assessment should be formative in nature, (4) formative

classroom assessments should be frequent.

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

professional assumptions and values. Whether that judgment occurs in

constructing test questions, scoring essays, creating rubrics, grading participation,

combining scores, or interpreting standardized test scores, the essence of the

process is making professional interpretations and decision.

In summary, teachers design assessment and evaluation procedure aimed at

assessing the content of the curriculum and critical thinking. They use the result

of assessment to inform their teaching and enhance student learning process

according to Crawford et al. (2005:181). In this present study the researcher

provide written test to measure the achievement of the eighth grade students of

SMAN 2 Selat in academic year 2013/2014 to improve writing skill. This


18

assessment is using scoring rubric which adapted from Oshima.et.al (2007:196)

and Brown (2004:224).

2.2 Empirical Review

Some researchers have done research about improving writing skill by using

guided writing. They are as follow:

Based on Sri Devi (2009) on her research entitled Teaching Narrative

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 of class IX the students of SMPN 2 Kuta.

In another research, Yunita (2012) on her research Improving 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.

The researcher chooses to review this thesis because it brought students to

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

where the students made a paragraph during teaching learning process in

classroom. Both of them made students enjoy and active in classroom.


CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The present study focused on investigating students skill in mastering writing.

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

problem in writing English paragraph. Moreover, according to the result of interview

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

strategy in learning writing. Thus, they should be improved immediately by applying

guided writing.

3.2 Research Design

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

everywhere to investigate and evaluate theirwork. Action research could be a

19
20

powerful and liberating form of professional enquiry because practitioners investigate

their own practices they find ways of living more fully in the direction of their

educational value. It makes use of a collection of pre-test and post-test research

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

or obtaining information in order to inform local practice. Norton (2009:4) describes

that the purpose of action research is to systematically investigate our

teaching/learning facilitation practice with the dual aim of modifying practice and

contributing to theoretical knowledge. Richards and Lockhart (2008:12) add that

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:

planning, action, observation, reflection.

This study used classroom action research to accurate the implementation of

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

pre-existing writing skill of the subjects.


21

In this classroom action research, a collection of pre-test and post-test were

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

writing by using guided writing in classroom action study.

3.3 Research Procedure

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

revised Planning, Action, Observation, and Reflection. Kemmis McTaggart in

Hinkel (2005:244) state that plan is prospective to action, action is deliberate and

controlled, observation is responsive, reflection is evaluation to make it apparent, the

design of present classroom action study would be described as follows:

IR Cycle I: P1 A1 O1 R1

Cycle II: RP A2 O2 R2
22

Initial reflection or pre-test intended to evaluate the pre-existing writing

descriptive paragraph whereas reflection or post-test was administered at the end of

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

descriptive paragraph through guided writing. To get data of students prior

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

get from reflection or post-test.

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.
23

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

scenario, namely: pre-activity, whilst-activity, and post-activity. Teaching learning

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

more interested and motivated during the teaching learning process.

In whilst-activity, the researcher carried out the main process of teaching

writing by using guided writing. The researcher explained the topic and gave an

example of descriptive paragraph. The researcher gave an example of descriptive

paragraph to the students. In order to the process of teaching learning process to be

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
24

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

In this classroom action investigation, the researcher acted as an observer. In

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

practice writing descriptive paragraph in their classroom activities.

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.
25

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.

3.4 Research Instrument

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.

The instruments were:

a. Test

Test given to the students focused on writing descriptive paragraph. The

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

(2007:196), to give a score of students writing paragraph should use rubric to


26

score the format, punctuation and mechanic, content, organization and grammar. It

can be shown descriptively with the following table.

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
27

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

guided writing. The type of constructed in questionnaire was multiple-choice which

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

was descriptively analyzed in the form of comparative percentage.

3.5 Data Collection

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

pre-existing descriptive paragraph writing skill. In pre-test or initial reflection, the

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

students changing learning behaviors in learning descriptive paragraph writing by

using guided writing.


28

Thus, there were considerably three kinds of raw scores obtained for the

present class action study they were as the following:

(1) Scores indicating the students pre existing descriptive paragraph writing skill,

(2) Scores showing the students progress achievement in descriptive paragraph

writing skill, and

(3) Scores showing the students changing learning behaviour.

3.6 Data Analysis

The most important data required to answer the research question under study

was collected through administering pre-test and post-tests, some supporting

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

of scores in a single score.

The data then analysed in percentage as follow:

1. The average score of the whole students would be counted using this formula:

X
M=
N

Where :
29

M : the mean score obtained by the subjects

X : the sum of score of each session

N : the number of the students under study

2. The percentage score of each items questionnaire would be counted using tis

formula:

Total score of items A/B/C/D


Total percentage of each items = x100%
Grand total of all items

3.7 Success Indicator

Based on curriculum of SMPN 2 Selat, the standard completeness that has

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%

students reach standard completeness.


CHAPTER IV
FINDING AND DISCUSSION

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

students of SMPN 2 Selat by using guided writing.

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.

In this study, the data collected could be distinguished into quantitative

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

implementation of guided writing in improving writing skill.

30
31

Table 4.1
Tabulation of Data Showing the Subjects Progressing Score
in Writing Skill after being Taught through Guided Writing

No Subjects Pre-Cycle Post-Test 1 Post-Test 2


1 I Gede Adi Sumerta 55 76 80
2 I Kdk Adi Winata Juniawan 40 55 76
3 Ni Komang Arianti 45 60 78
4 I Kadek Budiarta Guna 60 65 76
5 Ni Luh Dian Arsani Dewi 50 65 78
6 Ni Pt Diah Putri P 50 68 77
7 I Kadek Dwipayana 70 75 83
8 Made Dyah Swantari 60 70 77
9 I Wayan Edi Saputra 40 50 75
10 I Gd Eka Pebri Suantara 45 50 76
11 I Putu Januarta 42 65 78
12 Kadek Priastuti Dwipayani 40 50 75
13 I Gede Purnawan 40 55 76
14 I Ketut Riski Wahyu Diana 40 58 78
15 Made Rita Sandat Rahayu 43 60 75
16 Ni Komang Septiani 55 72 79
17 Ni Luh Putu Setiari 45 62 78
18 Ni Pt Risa Ari Darmayanti 40 55 77
19 I Ketut Suandira 65 69 76
20 I Komang Sukenadi 55 65 77
21 Ni Kadek Supratna Dewi 45 64 78
22 Surya Artama Widnyana 40 55 76
23 I Ketut Toya Gunawan 40 54 75
24 Ni Kadek Wartini 39 50 73
25 I Kadek Yasa 55 60 79
26 I Komang Yoga Pratama 60 70 78
27 Pt Yudha Dharma Laksana 48 67 80
Total 1307 1665 2084
Mean 48,40 61,66 77,18

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

questionnaire to the subjects under study is to measure the students in learning

writing through guided writing. The answers of questionnaire were quantitatively

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

showed the subjects changing attitude and motivation in writing descriptive

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

No Subjects A(3) B(2) C(1) D(0)


1 I Gede Adi Sumerta 18 8 0 -
2 I Kdk Adi Winata Juniawan 12 12 0 -
3 Ni Komang Arianti 18 8 0 -
4 I Kadek Budiarta Guna 24 2 1 -
5 Ni Luh Dian Arsani Dewi 21 6 0 -
6 Ni Pt Diah Putri P 24 4 0 -
7 I Kadek Dwipayana 18 8 0 -
8 Made Dyah Swantari 18 6 1 -
9 I Wayan Edi Saputra 12 10 1 -
10 I Gd Eka Pebri Suantara 24 4 0 -
11 I Putu Januarta 24 4 0 -
12 Kadek Priastuti Dwipayani 18 8 0 -
33

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

The pre-test or initial reflection in pre-cycle was administered to the

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

their answer sheet which was given by the teacher.

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

writing grammatical sentences, spelling, punctuation, and limited vocabulary.


34

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:

The mean score of IR =


X0
N
1307
IR = = 48.40
27

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

the writing to the eight grade students of SMPN 2 Selat.

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

the calculating data by using the formula as follows:

The mean score of X1 =


X1
N
1665
X1 = = 61,66
27

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

researcher to increase students writing ability.

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

summary of descriptive paragraph in individually in order to make them explored

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

of text. In this cycle, the researcher administered one post-test in which to

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

The mean score of X2 =


X2
N
2084
X2 = = 77,18
27

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 =

2, C = 1, and D = 0). The scores gathered from administering questionnaire

showed the subjects changing attitudes and motivation in writing through guided

writing.

The result of the questionnaire should be computed to get the comparative

percentage of the subjects total responses towards the perspective of items A, B,

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

The computation of the results of the analysis of the questionnaire score

above showed the comparative percentages of 62,87, 36,22, 0,9 and 0 for

total responses of the questionnaire items of option A, B, C, and D. These findings

clearly supported the main findings of presents class action study.

The data obtained for the present classroom action study should be

analyzed so as to reveal the extent of the subjects progressing or increasing


37

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

considered as the findings of the present classroom action study could be

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

Reflection Total score Mean score


IR 1307 48.40
Cycle I 1665 61.66
Cycle II 2084 77.18

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

writing descriptive paragraph was improved significantly from session to session

after they had been taught through guided writing.

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

graphically presented as the following:


38

4.1 Graph, Depicting the Subjects Progressing Achievement in Writing Skill


through Guided Writing in Pre-Cycle, Cycle I and II

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 students writing skill was very effective.

4.2 Discussion of the Finding

The data analysis guided to the establishment of the findings of the present

classroom action study investigated the effectiveness of guided writing in

improving writing skill of the eighth grade students of SMPN 2 Selat. The mean

of IR or pre-test scores obtained by the subjects under study in writing skill

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.

The proportional percentage figures of the total response of the

questionnaire for item A, B, C, and D were 62.87, 36.22, 0.9 and 0 for

items A, B, C, and D respectively. The questionnaire which was actually intended

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

motivation heightened significantly. It showed that the subject learning behavior

especially their attitude and motivation changed positively.

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

classes should carefully adopt and use of these findings.

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

students of SMPN 2 Selat in academic year 2013/2014 can be improved

significantly through guided writing.


CHAPTER V

CONCLUSION AND SUGGESTION

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

suggestions in reference to the significance of the established findings are also

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

could be improved or not.

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

applying guided writing gave significant improvement to the students writing

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

students answer in the questionnaires. Based on the result, the option (A =

62.87%, B = 36.22%, C = 0.9%, D = 0%) indicated that the students were

motivated in learning writing through guided writing. Therefore, it could be

41
42

concluded that the application of guided writing gave significant improvement to

the students writing skill.

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

the institution. The suggestions are presented as follows:

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

friendly and sensitively to the students situation and always be a good

motivator for them. Therefore, by doing the things above the students will

enjoy and interest to learn English subject.

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

guided writing because more practice will increase their achievement in

writing. The students could be creative and active in learning English and

students also could be motivated by giving an appropriate technique and

strategy in teaching learning process.

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

writing but also for teaching other skills.


REFERENCES

Alberta Education, Alberta. 2007. English As A Second Language. Alberta,


Alberta Education. Canada.

Barnes, Rob. 2006. The Practical Guide To Primary Classroom Management.


Paul Chapman Publishing.

Brown, H. Douglas. 2004. Language Assessment Principles and Classroom


Practices. New York: Longman.

Brown, H. D. 2001. Language Assessment : Principle and Classroom Practice.


New York : Continuum.

Eli Hinkel. 2004. Teaching ESL Writing : Practical Techniques in Vocabulary


and Grammar. Seatle University.

Ellis, Rod and Hayo Rainders. 2009. Implicit and Explicit Knowledge in Second
Language Learning, Testing and Teaching. Multilingual
Matters,Bristol. Buffalo. Toronto

Harmer. J. 2003. The Practice of English Language Teaching. London :Longman

Harmer. J. 2001. How to Teach Writing. England : Longman.

Herena. I. R. 2004. Bahasa Inggris. Jakarta. Depdiknas.

James, Gill. 2003. The Complete Guide to Learning a Language. WWW.


Wowtobook. Co. Uk

Jonhston, Bill. 2003 La. Values in English nguage Teching,Lawrence erlboun


associates, Mahwah Newjersey.London.

Jonassen, David H. 2004. Learning To Solve Problem An Instructional Design


Guide. A Wiley Imprint. WWW. Pfeiffer.com

Oshima, A., Hogue, A. 2007. Introduction to academic writing. White plains,


NY : Pearson : Longman

Oxford University. 2003. Oxford Learners Pocket Dictionary. New York.


Oxford University Press.

Pollard, L. 2008. Guided to Teaching English. A book to help you through your
first two years in teaching. London : Oxford University Press.

Richards. J. C. & Schmidt. 2010. Second Language Writing. Cambridge


University Press.

43
44

Sri Devi, Ni Nyoman. 2010. Teaching Narrative Paragraph through Guided


Writing of SMPN 2 Kuta in Academic Year of 2009/2010. Denpasar :
FKIP Mahasaraswati Denpasar University. Unpublished Thesis

Taylor. G. 2009. A Students Writing Guided. United States of America :


Cambridge University Press.

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

Zemach, D. E., & Islam, C. 2004. Paragraph Writing. Macmillan Publishers


Limited.

Zemach, D. E., & Rumizek, A L. 2003. Academic Writing from Paragraph to


Essay.Macmillan Publishers.

Zemach, D. E., & Rumizek, A L. 2005. Academic Writing from Pragraph to


Essay. Macmillan Publishers.
45

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

School : SMPN2 SELAT


Subject : English
Class : VIII

1. Please choose one of the topics below and write a descriptive


paragraph which consists of 5 - 7 sentences!
a. My Family
b. My Teacher
c. My Best Friend
d. My Favorite Fruit
47

Appendix 3

LESSON PLAN CYCLE I


Session 1& 2

School : SMP N 2 SELAT


Subject : English
Class /Semester : VIII/ II
Skill : Writing
Meeting : 1st& 2nd meeting
Time Allotment : 4 x 40 minutes

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

D. Expected Building Characters


1. Active
2. Independent.
3. Discipline.
48

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

1. Definition of Descriptive Paragraph


Descriptive paragraph is a paragraphwhich 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.

2. Generic Structure of Descriptive Paragraph


Writing a descriptive paragraph, generally, you have to consider the
following generic structure :

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

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.

Next to my bedroom is my mothers. I do not know what is inside


because I never come in to see it. In the right side of the living
Conclusion

room there is the kitchen. In the kitchen I have everything I need


when I get hungry. It is very pleasure when my mother cooks, the
smell fills my whole house. I know it is very small house; but it is
the best place I have ever seen.

G. Method / Technique:
Guided Writing
50

H. Teaching and Learning Process


Session 1

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

vocabulary and guiding


writing students .
8. Giving some questions 8. Answering the questions
related to the paragraph orally

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

8. Opening question and answer 8. Paying attention to the


session or asking the students teacher
difficulty
Post- 9. Giving positive feedback and 9. Listening to the teacher
activities reinforcement for the
(10 minutes) students success.
10. Concluding the lesson. 10. Listening to the conclusion.
11. Ending the class and greeting 11. Responding to the teachers
students greeting

I. Media and Learning Resources


1. Media : Print out
2. Sources : Syllabus and LKS SMP N 2 Selat
53

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!

2 Write a 2.Written Test 2.Writing a 2. Write a


paragraphin form descriptive descriptive
of descriptive paragraph paragraph
paragraph using your
accurately. own word
2. in free
topic!

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

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

Selat, Mei 2014


The researcher,

Luh Sri Dani


Npm : 10.8.03.51.31.2.5.4032
55

STUDENTS WORKSHEET
SESSION 1

Name :

Class :

Instruction

Please read the paragraph below carefully and identify its generic structure!

My Mother

My mother is a beautiful person. I love my mom because she is a good model to


me. She loves being in the Church, and she loves singing and dancing too.She is a
very kind person. She is very lovely, friendly, patient, and she loves to help
people. She is not tall but not short, and she has curly hair and brown. Her eyes
color are like honey and her skin color is light brown, and she has a beautiful
smile. Her weight is 60 kg.
56

STUDENTS WORKSHEET
SESSION 2

Name :

Class :

Instruction

Write a descriptiveparagraph by using your own words in free topic which


consists of 5 7 sentences !
57

Appendix 4

POST-TEST I
Cycle I

School : SMPN2 SELAT


Subject : English
Class : VIII

1. Write a descriptiveparagraph by using your own words which consists


of 5 - 7 sentences by choosing one of these topics below!
a. My Bedroom
b. My Hobby
c. My Favorite Food
d. My Lovely
58

Appendix 5

LESSON PLAN Cycle II


Session 1 & 2

School : SMP N 2 SELAT


Subject : English
Class /Semester : VIII/ II
Skill : Writing
Meeting : 3rd& 4thmeeting
Time Allotment : 4 x 40 minutes

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.

2. Generic Structure of Descriptive Paragraph


Writing a descriptive paragraph, generally, you have to consider the
following generic structure :
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.
60

For example

Identification My House

I stay in a small house. It has five rooms; there are two


bedrooms,a living room, a bathroom and a 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

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.

Next to my bedroom is my mothers. I do not know what is inside


because I never come in to see it. In the right side of the living room
Conclusion

there is the kitchen. In the kitchen I have everything I need when I


get hungry. It is very pleasure when my mother cooks, the smell fills
my whole house. I know it is very small house; but it is the best
place I have ever seen.

G. Method / Technique:
Guided Writing

H. Teaching and Learning Process


Session 1

Activities
Stages
Teacher Students
Pre-activities 1. Greetings students 1. Responding the
(5 minutes) teachers greeting
2. Checking attendance 2. Giving answers
61

3. Introducing the topic 3. Listening and


responding
Whilst-activities Exploration
(65 minutes) 4. Proposing some elicited 4. Answering the
questions to remind about questions
descriptive paragraph

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

8. Asking two until three students


8. Responding to
to write their work on the
the teacher
board.

9. Asking another students to 9. Responding to


give their correction and the teacher
discussing the paragraph
written including its grammar
and vocabulary

10. Giving some quizzes related to 10. Answering the


the paragraph discussed. question
62

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

Post-activities 9. Concluding the lesson and 9. Listening to the


(10 minutes) giving positive feedback for conclusion.
the students success.
10. Ending the sessions and 10. Responding to
greeting students. the teachers
great

I. Media and Learning Resources


1. Media : Print Out
2. Sources : Syllabus and LKS SMP N 2 Selat
64

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

Selat, Mei 2014


The researcher

Luh Sri Dani


Npm : 10.8.03.51.31.2.5.4032
66

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

Please write a descriptive paragraph based on your own words about My


Classroom which consisted of 5 - 7 sentences !
68

Appendix 6

POST-TEST II
Cycle II

School : SMPN2 SELAT


Subject : English
Class : VIII

1. Please choose one of these topics below and write a descriptive


paragraph which consists of 5 7 sentences!
a. Dog
b. Cat
c. Pig
d. Rabbit
69

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.

1. Belajar menulis descriptive paragraph dengan menggunakan cara guided


writing terasa lebih mudah.
a. Sangat setuju
b. setuju
c. Kurang setuju
d. Tidak setuju
2. Menulis descriptive paragraph dengan menggunakan cara guided writing
menyenangkan.
a. Sangat setuju
b. Setuju
c. Kurang setuju
d. Tidak setuju
3. Belajar dengan menggunakan guided writing dapat memberikan kesan
yang menarik.
a. Sangat setuju
b. Setuju
c. Kurang setuju
d. Tidak setuju
70

4. Dengan menggunakan guided writing kegiatan belajar - mengajar di dalam


kelas menjadi sangat aktif.
a. Sangat setuju
b. Setuju
c. Kurang setuju
d. Tidak setuju
5. Pembelajaran melalui guided writing dapat meningkatkan kemampuan
dalam memahami bacaan descriptive.
a. Sangat setuju
b. Setuju
c. Kurang setuju
d. Tidak setuju
6. Cara guru mengajar didalam kelas dengan menggunakan guided writing
dalam mengajar menulis descriptive paragraph sangat jelas.
a. Sangat seuju
b. Setuju
c. Kurang setuju
d. Tidak setuju
7. Belajar menulis melalui cara guided writing dapat meningkatkan
semangat dan motivasi belajar siswa.
a. Sangat setuju
b. setuju
c. Kurang setuju
d. Tidak setuju
8. Belajar menulis descriptive paragraph terasa lebih mudah melalui
pembelajaran dengan menggunakan guided writing .
a. Sangat setuju
b. Setuju
c. Kurang setuju
d. Tidak setuju
71

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

Her name is Luh Sri Dani. She lives at Br. Wates

Tengah, Selat Duda Timur Village, Karangasem. She

was born on 22nd of February 1991. Her parents are

from Bali, so she is truly Balinese and Hindus. She

started her education from elementary school. She

graduated from elementary school of SDN 3 Banjit in

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,

and consequently may ability in mastering English increased significantly. She

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.

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