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THE APPLICATION OF GUIDED WRITING TO ENHANCE ABILITY IN WRITING PROCEDURE TEXTS OF THE ELEVENTH GRADE STUDENTS The Application of Guided Writing To Enhance Ability in Writing Procedure Texts of the Eleventh Grade Students at SMK Kosgoro 1 Sragen in 2016/

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THE APPLICATION OF GUIDED WRITING TO ENHANCE ABILITY IN WRITING PROCEDURE TEXTS OF THE ELEVENTH GRADE STUDENTS

AT SMK KOSGORO 1 SRAGEN IN 2016/ 2017 ACADEMIC YEAR

Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education

in English Department

by

PARAMITHA FITRIANA WIDAYAT A320120137

DEPARTMENT OF ENGLISH EDUCATION SCHOOL OF TEACHER AND TRAINING EDUCATION

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PUBLICATION ARTICLE

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PENERAPAN GUIDED WRITING UNTUK MENINGKATKAN KEMAMPUAN MENULIS TEKS PROSEDUR PADA SISWA KELAS SEBELAS SMK KOSGORO 1 SRAGEN PADA TAHUN PELAJARAN

2016/2017

ABSTRAK

Penelitian ini bertujuan untuk mendeskripsikan penerapan guided writing pada siswa kelas sebelas SMK Kosgoro 1 Sragen pada tahun pelajaran 2016/2017. Tujuan dari penelitian ini yaitu mendeskripsikan penerapan guided writing pada siswa kelas sebelas SMK Kosgoro 1 Sragen pada tahun pelajaran 2016/2017 dan mendeskripsikan respon dari siswa kelas sebelas SMK Kosgoro 1 Sragen pada tahun pelajaran 2016/2017. Penelitian ini menggunakan penelitian deskriptif. Subjek dari penelitian ini fokus terhadap murid kelas sebelas SMK Kosgoro 1 Sragen. Dalam mengumpulkan data, peneliti menggunakan observasi, analisis dokumen, and wawancara. Data yang terkumpul dianalisis dengan mengumpulkan, mengurangi, dan menampilkan data, mengklasifikasi dan memverifikasi data, dan membuat kesimpulam. Berdasarkan hasil penelitian, ditemukan bahwa penerapan guided writing berhubungan dengan proses sebelum menulis, sedang menulis, dan menilai tulisan. Guru menggunakan tipe guided writing seperti, memberi contoh paragraf, tanya jawab berdasar isi text, pemberian soal tentang bentuk kalimat, persiapan secara lisan, dan persiapan tertulis. Hal ini dilakukan oleh guru ketika menerapkan guided writing. Respon dari para murid tentang penerapan guided writing yaitu memberkan perhatian yang baik, berantusias, lebih berani, aktif, dan menyenangkan. Guru juga dapat menentukan siswa yang aktif dan paham dan juga yang tidak.

Kata Kunci : menulis “terbimbing”, pengajaran menulis

THE APPLICATION OF GUIDED WRITING TO ENHANCE ABILITY IN WRITING PROCEDURE TEXTS OF THE ELEVENTH GRADE STUDENTS

AT SMK KOSGORO 1 SRAGEN IN 2016/ 2017 ACADEMIC YEAR

ABSTRACT

This research aims at describing the application of guided writing to enhance ability in writing procedure texts of the eleventh grade students at Smk Kosgoro 1 Sragen in 2016/ 2017 academic year. The objectives of the research are to describe the application of guided writing to enhance ability in writing procedure texts of the eleventh TKR 1 grade student at Smk Kosgoro 1 Sragen in 2016/ 2017 academic year and the student’s response. This research useas descriptive study. The subject of the research is English teachers of eleventh grade of SMKKosgoro 1 Sragen. In collecting the data, the researcher uses observation, document analysis, and interview. The collected data are analyzed by collecting, reducing, and displaying data, classifying and verifying the data, and drawing conclusion. Based on the research finding, it was found that the process consist of pre- writing, whlist- writing, and post- writing. It was be done by the teacher in application guided writing. The teacher used model

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paragraph, comprehension question, language based exercise, oral composition, and written composition type of guided writing. The student’s response about application of guided writing is good attention, anthusiastic, braver, active, and feel funny joining class. Teacher can also find the students whether active and understand or not.

Keywords: guided writing, teaching writing 1. INTRODUCTION

According to Oshima and Hogue (1999: 3),academic writing is particularly not easy. So the teacher must create the good topic so that the student can study the subject easily. Besides, the kinds of the text can also be important in teaching English in order to make the writing teaching succesfull. In the process of writing, a writer should explore new ideas that make her writing meaningful and express her thoughts and feeling to the readers. Writing is also a process of communicating the writer’s idea to the reader in a written form. In the teaching and learning process of writing, the teacher has an important role.

Siswanto (2005: 98) states that procedure text is a text thet is designed to describe how something is achived through a squance of action or steps. Explains how people perform diferent processes in a squence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, third, etc. Guided writing technique focused at whole text level, sentence level or word level. 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. The aim is to provide support that is going to help children to improve their writing and to work with increasing independent. Actually, there are some researchers who have conducted similar research with the present research. The previous research comes from Huda (2015), and Febriani (2014). There are similirarities with the previous study and this study where all study focused on teaching writing procdure text.While the diiference is the teaching media that they were used where the research of Huda used demonstration and Feriani used picture.

The objectives of this research are to describe the application of guided writing to enhance ability in writing procedure texts of the eleventh grade at SMK Kosgoro 1 Sragen in 2016/2017 academic year and to describe the student’s

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response about the application of guided writingof the eleventh grade at SMK Kosgoro 1 Sragen in 2016/2017 academic year.

The present researcher also gives several theories related to the study to give more understanding about the research. It is divided into notion of writing, teaching writing, procedure text, and notin of guided writing.

Writing is skill that deeply requires students to be motivated. Writing competence in a foreign language tends to be one of the most dificult skills to acquire. One of the most important things to remember when teaching writing is that writing is a process.

There are several definitions of writing. According to Boardman (2001: 46) writing is a continous process of thinking an organizing, thinking and re-organizing. The inference is no body can make perfect writing in the first made, but someone must tries to write again to think and organize. Nunan (2003: 88) states that writing is the work of inventing ideas, thinking about how to express them, and organizing them in to statements and pharagraps that will be clear to a reader. So the main of writing based of two experts before is writing not just put words together, but need to organize the words.

From the explanation above, the researchercome to conclusion that teaching writing to Senior High School students must be related to curriculum. Furthemore, the teacher must be able to make an interesting teaching. Especially in teaching the teacher’s writing would be very helpful to encourage them to learn writing. Finally the expected result can be reached.

The main purpose of procedure text is to direct, inform, or explain how to do something. The example of procedure texts are directions, instruction manual to using something, receipes, and itineraries.

There are some theories of Guided Writing from the expert. According to Hubener (1965: 78), “guided writing is the third writing step after imitative writing and dictation. It is called guided writing because the short writien responses of the pupils are guided by the teacher”. Brown (1994: 328) states that “guided writing loosening the teacher’s control but still offers a series of stimulators, for example, by asking students a series questions”. From the definitions, it can be concluded that guided writing is a process of writing afterimitiative writing which balanced writing curriculum, providing an additional supported step towards from teacher.

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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, 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.

Guided writing is the process where teachers develop and guide students’ writing through discussion, join text construction and evaluation of their independent writing (Parsons 2001:12). 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. According to Parsons Dunigan (2008:13) states that guided writing is a step by step recipe for writing that includes planning, writing, editing, revising and publishing. Guided writing is an essential component of a balanced writing curriculum, providing an additional supported step towards independent writing. From the definitions above, it can be concluded that guided writing is a process of writing afterimitiative writing which balanced writing curriculum, providing an additional supported step towards from teacher.

In the research finding, the writer describes the application of guided writing to enhance ability in writing procedure texts and student’s response about guided writing at SMK Kosgoro 1 Sragen in 2015/2016 Academic Year. To get the answer of the technique thatcan enhance ability in writing procedure texts and the student’s response, the writer explains the process of application guided writing in the classroom at SMK Kosgoro 1 Sragen. The explanation can be seen below:

The teaching-learning process consisted of three phases in the classroom. The procedures are pre-writing, while writing, and post writing. The teacher got the time 2x 40 minutes in the class. There were 33 students in the classroom.

The teacher came to the classroom in the morning and she greeted the students by asking their condition. Then, she also checked the presence to know the students who could not attend the meeting.

Teacher : Assalamualaikum, Good Morning everybody.

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Students : Wa’alaikumsalam, Good morning Mr. Yatno Teacher : How are you today?

Students : I am fine and you?

Teacher :I am fine too. Thanks. Who’s absent today? Siapa yang tidakmasuk?

Students : Nihil Pak.

(Observation on August 23th 2016)

After the teacher knew there were no the students who are absent that day, she asked the students to open their English textbook. The material of this session is procedure text. Then she said that:

Teacher : Today we will study about procedure text.Hari ini kita akan membahas mengenai teks prosedur, apakah kalian tahu tentang procedure text? Students : Belum Pak.

Teacher : OK open page 8, please read definition

procedure text.Buka halaman 8 dan bacakan ari dari teks prosedur.

Students : A procedure is a sequence of steps in a

particular order. It is also known as insructions or directions. The most common example of

procedure text is a recipe.

Teacher : Jadi teks prosedur adalah jenis teks yang menjelaskan tentang rangkaian dari langkah-langkah atau perintah cara menggunakan atau membuat sesuatu. Misal contohnya seperti cara membuat makanan atau minuman, cara

menggunakan handphone.

Ada yang bisa menambahkan contohny? Students : Saya Pak. Cara membuat layangan.

Teacher : Exactly. Iya benar. Sudah paham anak-anak arti dari teks prosedur?

Student : Sudah Pak.

(Observation on August 23th 2016)

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From the discussion session above, the teacher used oral composition type of guided writing before explain the main material. The teacher do oral preparation with explained procedure text at the whole class, the students looked understand with the explanation from their teacher.

Based on the explanation above, the writer concludes that this part can make the teacher looks care with the students by greeting, asking condition, and asking the student’s presence. It also can create a comfort situation for the students. Comfort situation makes the students interested in learning about the material given by the teacher.

Whilst- writing

After explaining procedure text, the teacher asked the students to open their worksheet, English Students’ worksheet for Senior High School page 9, there was the description of procedure text then commanded the students to focus the material. This was the detail of procedure text:

SOCIAL

FUNCTION GENERIC STRUCTURE

To describe something which is accomplished through a sequance of action or steps.

 Title : It is the goal or outcome of the activity, for example; how to make banana muffin, how to make bakso, how to operate a video game, etc.

Ingredients/ Materials : It is the list and amount of things and materials required.

 Steps/ Method : It is the step-by-step description of how to complete the task.

Teacher : Saya akan memberi contoh yaitu “How to Make

Fried Rice”.Can you give me some material to make fried rice?

Hayo ada yang bisa menyebutkan bahan-bahan untuk membuat nasi goreng?

(taken from the worksheet “English Students’ Worksheet for Senior High School” page 8)

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Students : Saya pak, nasi,bawang merrah, bawang putih, garam.

Teacher : In English please Students : rice, onion, garlic, salt.

(Observation on August 23th 2016)

From the discussion session above, the teacher used model paragraph type of guided writing before for give an example procedure text. The teacher provides short text as a model paragraph. The teacher introduced the topic (how to make fried rice) and stated the goal of the lesson.

Then, he asked the students to mention the material related to the topic. The students mentioned some words such as rice, salt, onion, chili etc. After that the teacher gave a short text as a model paragraph and briefly explains how a text can be used as a model for writing. It is adapted from a text in the textbook. Students concentrated on reading comprehension, and perhaps study particular features of the text given. Then, the teacher explained social function, the generic structure and significant lexicogrammatical features of the procedure text clearly.

Teacher :Do you know action verb?Sebutkanapasaja. Students :Tahu Pak, contohnyacut, fold, twist, drill, remove.

Teacher:Okebenarsekali.Katakerjatersebutdigunakanunt ukmemerintahpadakalimatimperativesentencey aitukalimatperintah.Sedangkanapakahlinkingw ordsitu? sebutkancontohnya.

Students :Contohlinking words ituseperti first, second, next, when, then, finally Pak.

Teacher :Iyabenarsekali.

(Observation on August 23th 2016)

From the discussion session above, the teacher used language based exercise type of guided writing. The teacher focus on vocabulary building and sentence structure knowledge related to the text ( How to make Orange Juice).

After comprehending the type sentence used in procedure texts, the teacher made 3 group that consists 5 students, and 3 group other consist 6 students.

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Teacher : Oke, sekarang saya akan membagi menjadi 6 group. Tiga grup berisi 5 orang dan 3 grup lagi berisi 6 orang, agar semua dapat grup.

Student : Iya Pak.

Teacher : Setelah semua sudah mendapatkan grup, pahami lagi dan baca ulang agar lebih paham tentang teks prosedur.

Setelah selesai, saya akan memberikan latihan soal mengenai proses pembuatan orange juice. Kerjakan dengan berdiskusi kelompok masing-masing, saya beri waktu 15 menit. Ada yang ditanyakan? Any question?

Student : Tidak Pak.

(Observation on August 23th 2016)

After the teacher make a group, he delivered worksheets dealing with the topic. The worksheet had been completed with some questions of how to make orange juice. He asked some students to read the text loudly and then discussed the content and the generic structure of the text.

Post- writing

After disscussing the activity in each group, the teacher ordered the students to write the result from disscusing and answer the questions from the text (How to Make Orange Juice) as evaluation. The question consisted of five questions.

(taken from Practice Your English Competence for SMA/ MA/ SMK/ MAK Class XI page 16)

From the provides a series of questions above, the teacher used comprehension question type of guided writing. The teacher may ask a series of questions based on the model text given which include the basic information about the content of the text ( How to make Orange Juice).

After the students finished the exercise, they submitted their work to the teacher. He discusses with the students together and the teacher gives the correct answer to the students.

When the teacher was realizing the time had been up, she closed the meeting. In addition, the teacher also gave them the homework. The homework is to

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make procedure text about how to make baverages like an example. As the bell was ringing, the researcher closed the lesson by saying goodbye.

Teacher :Baiklah anak- anak, hari ini kita telah mempelajari procedure texts. Procedure text is a piece of text that give us instructions for doing something. Ada bagian bagian dari teks tersebut dan tujuannya adalah untuk menjelaskan cara membuat sesuatu , cara menggunakan dan bagaimana sesuatu terjadi. Ada pertannyaan sebelum saya tutup pelajaran har iini?

Students : Belum pak.

Teacher : Kalau begitu silahkan kalian mencari contoh lain dengan membuat procedure texts cara membuat minuman yang lain seperti contoh sebelumnya.

Students : Iya bu.

Teacher : OK, students. That’s all our meeting today. Thank you

for your attention today.Wassalamualaikum wr.wb

Students : Wa’alaikumsalam wr. wb (Observation on August 23th,2016)

From the discussion session above, the teacher used written composition type of guided writing. Students follow the model given the teacher (How to Make Orange Juice), but change all information that is not correct for them. Sudents may follow the model paragraph which is similar but involves some changes. They may take as many structures and words from the model as they can use in their text.

By giving the exercise, the students can improve their ability in comprehending the procedure text. It is good evaluation for the students to receive the material given. The teacher used group on the class and guided every group for disscusing constraint in writing procedure text such as dificult vocabulary and made good imperative sentence. Because some students are affraid to talk about their problem in front of the class, so disscusing in group can overcome this problem.

In the second meeting, the teaching-learning process consisted of three phases in the classroom. The procedures are pre-writing, whilst-writing, and post-writing. He got the time 2x 40 minutes in the class. There were 33 students in the classroom.

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The teacher came to the classroom and she greeted the students by asking their condition.

Teacher : Good Afternoon, Students. Students : Good Afternoon, Mr. Yatno. Teacher : How are you today?

Students : I am Fine, and you? Teacher : I’m fine. Thanks.

(Observation on August 30th 2016)

After the teacher greeted the students, she asked the students to open their worksheet, English Students’ Worksheet for Senior High School. This session still learnt about Procedure Text.

Teacher : Anak anak apakah kalian masih ingat pelajaran tentang procedure text kemarin?Do you remember about the lesson yesterday? Students : Masih pak.

Teacher : Kalau masih ingat, tolong salah satu jelaskan apa itu procedure text? What is procedure text? Students : Procedure text is a text that give instrictions for

doing something

Teacher : Iya benar sekali jawabannya. Thats great. Teacher : Silahkan buka buku kalian halaman 12 untuk

mengingat kembali tentang teks yang telah kalian pelajari kemarin. Silahkan baca teksnya.

Students : Iya pak.

(Observation on August 30th 2016)

From the discussion session above, the teacher used oral composition type of guided writing for reviewing the main material. The teacher do oral preparation with reviewing procedure text at the whole class, the students looked more active and understand in joining the class.

Based on pre-writing the teacher carried out some review dealing with the last meeting. The students were asked to show their homework to the teacher. The students were asked to show their homework to the teacher.

The teacher shared some pictures to every group and commanded to made procedure text based on the picture. The material is as follows :

How to make Spagheti How to operate Handphone How to make Milkshake

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How to plant Jasmine How to make Tomato Juice How to make Omelette

After the students fixed their work, the teacher asked the students some questions based on the picture in every group. Then the teacher helped every group for discussing the difficulty to write procedure texts.

Teacher : Baiklah anak-anak, buatlah teks prosedur sesuai gambar yang saya bagikan. Diskusikan terlebih dahulu bersama teman sekelompok

kalian.Saya beri waktu 30 menit untuk menyelesaikan tugas itu.

Student : Iya pak.

Teacher : Gimana apa ada kesulitan?

Student : Iya pak, bagaimana langkah pertama yang ditulis?

(1st group)

Teacher : Langkah perta manya kalian harus mengetahui bahan-bahan apa saja untuk membuat spaghety. Lalu baru menjelaskan tentang prosesnya.

Students : Oh iya pak.

(Observation on August 30th 2016)

The teacher come close to one group then to the other group. Students asked about vocabulary, pattern of imperative sentence , and genre. The interaction between the teacher and students can increase the ability of the students to remind the material before. Based on the previous explanation, this section aims to make the

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students understand more deeply about the material given. The teacher measures the students’ ability by practicing to write procedure texts by a picture with the students. The result of the practicing the exercise can show the ability of every student in comprehending the material given. There are many the students who can understanding well about procedure text.

Post-writing

After 30 seconds, the teacher asked to students whether they finished their exercise or not. The the students showed their procedure text to the teacher, and then the teacher called one by one of students to read their procedure text. Every student in group has different result.

Teacher : Sudah selesai anak-anak? Student : Sudah pak.

Teacher :Oke, sekarang saya akan memanggil nama kalian satu persatu, dan kalian harus membacanya.

Teacher :That’s all our meeting. Thank you for your attention,Wassalamualaikum wr. wb.

Students : Wa’alaikumsalam wr.wb (Observation on August 30th 2016)

After all of students read procedure texts, the writer concludes that the teacher has applied guided writing for teaching. The activity in this section in order that the students are trained when the students present their work in front of the class. The teacher gives questions related to the text brought by the students and the students answer them. Here the teacher uses mother tongue in teaching because the students receive the material well.

In the beginning, as usual the teacher greeted the students. The students showed good expression. The students in the first meeting was enthusiastic. It can be seen in this session.

Teacher :Do you know action verb?Sebutkanapasaja. Students :Tahu Pak, contohnyacut, fold, twist, drill, remove.

Teacher:Okebenarsekali. Kata

kerjatersebutdigunakanuntukmemerintahpadak alimatimperativesentenceyaitukalimatperintah.

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Sedangkanapakahlinkingwordsitu?sebutkancon

tohnya.

Students :Contohlinking words ituseperti first, second, next, when, then, finally Pak.

Teacher :Iyabenarsekali.

(Observation on August 23th 2016)

In the beginning, the students feel rowdy with their seatmate. After the teacher asked to pay attention English conversation, the students feel interested to study the lesson. The students feel more motivated to study procedure texts. This case can be seen when the students give attention in the first meeting. The students looked very enthusiastic to join the lesson because they felt like finding a new nuance in studying English. It can be seen in interviewing the students bellow. M : “Namanya siapa dek?”

S : “G*****”

M : “Gimana dek kelas kemarin kan pak guru mengajarnya berbeda dengan sebelum-sebelumnya, menyenangkan enggak?”

S : “Iya, kemarin di bentuk kelompok dan dikasih gambar yang menarik gitu jadi suka”.

In the main activity phase, the teacher asked some students to read the paragraph loudly, however when the teacher came into the main task –writing, the students seemed to be reluctant to join the lesson. It happened since they found difficulties in constructing ideas to explain the procedure texts. They had understood the language function but they could not express their idea in their mind freely into an outline. Nevertheless, most of them tried to write in their book. They did enthusiastically what the teacher told them to do since they had few times for writing class.

When practising and discussing the students, they wrote enthusiastically based on the picture. Unfortunately, there were still some students who had not written anything. They did not write because they were reluctant to write. In this activity, the class became interactive. The students tried to expose their opinions orally but there were some students who did not participate well during this activity. It happened because they were lacked in oral composition and they were afraid to make mistake.

The students of SMK Kosgoro 1 Sragen, writing is considered as the most difficult skill. The students are not interested in English writing class, they think writing is a difficult skill, some students do not do the writing well and the students

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are not confident on their own writing. Besides, the students do not get more opportunity to write in the class or outside the class so that they lack of time to practice writing. Some students do not do the exercise well in writing class; they often copy from others or from books or even do not write anything. In this part, the writer presents the discussion of the finding of this study. In this research, the writer analyzes the application of guided writing to enhance ability in writing procedure texts of the eleventh grade students at SMK Kosgoro 1 Sragen in 2016/ 2017 academic year.

During the teaching and learning process, the teacher of SMK Kosgoro 1 Sragen not only taught the students, but also observed the things happening in the class.Guided writing helps the students write any kind of text preceded by the model paragraph given. In guided writing, student’s vocabulary mastery improved by exercises guided by teacher. Furthermore sentence structure knowledge as the linguistics aspects in writing is involved so that students have a better preparation to do the writing.

Reid (1993:26) states that ESL writing classes, particularly at the lower levels of language proficiency, successfully use guided writing techniques to build vocabulary and sentence structure knowledge. In addition, student’s creative thinking is not fully limited in sentence pattern. Guided writing allows the students to be more flexible in sharing their ideas and thoughts and eventually to deliver their message through their writing. It can be seen in teaching learning process, the teacher made groups in order to the students can be braver to share about how to made procedure texts. It is in line with Huebener (1965:82) who states that much practice in guided writing the students will be able to express himself freely and independently.

Guided writing involves oral preparation practice which makes the class more interesting. It happens because it can be done in different ways according to the students’ interests and ability. Doff (1988:155) also states that oral preparation activity in guided writing makes the activity much more interesting and involves the class more. Furthermore, during guided writing activities, the students receive feedback and advice from the teacher. It can also be seen when the teacher gave a topic procedure text (how to make fried rice) and then the student can mention the material in English. Problems that arise during the activity of writing are overcome by the teacher when the teacher come to every group. In addition, Lynch (1996:156)

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states that interaction before, during, and after writing will make learners more effective writers.

2. RESEARCH METHOD

This research uses descriptive study (descriptive research). The research focuses on the students of class XI TKR 1 at SMKKosgoro 1 Sragen. In collecting the data the researcher uses observation which is used for knowing the condition and situation of the teaching learning writing, document analysis which means the written document such as book, note, or other documents, and interview that is implemented to get any information from the students about the responseof application guided writing. Then the collected data are analyzed using qualitative research started from data reduction, data display, and conclusion.

4. CONCLUSION

Based on the research finding and discussion in this study, the writer draws conclusions are process of the application of guided writing at the eleventh grade of SMK Kosgoro 1 Sragen in 2015/ 2016 academic year used model paragraph, comprehension question, language based exercise, oral composition, and written composition.

4.1 Model Paragraph

The teacher modeled the tittle of procedure texts and explaining how he is making it more interesting to the students.

The teacher provides short procedure text as a model paragraph.

The teacher gave a homework to made procedure texts based on the model procedure text.

4.2 Comperhension Question

The teacher gave a series of questions dealing with the basic of the content topic paragraph.

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