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THE USE OF GUIDED WRITING TECHNIQUE TO ENHANCE
THE WRITING SKILL OF THE SECOND GRADE STUDENTS
OF JUNIOR HIGH SCHOOL 1 PURING
IN THE ACADEMIC YEAR OF 2016-2017
BIBIT PURNOMOWATI
K2213013
A THESIS
Submitted to Teacher Training and Education Faculty
of Sebelas Maret University to Fulfill One of the Requirement to Obtain
the Undergraduate Degree of Education in English Education Department
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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THE USE OF GUIDED WRITING TECHNIQUE TO ENHANCE
THE WRITING SKILL OF THE SECOND GRADE STUDENTS
OF JUNIOR HIGH SCHOOL 1 PURING
IN THE ACADEMIC YEAR OF 2016-2017
BIBIT PURNOMOWATI
K2213013
A THESIS
Submitted to Teacher Training and Education Faculty
of Sebelas Maret University to Fulfill One of the Requirement to Obtain
the Undergraduate Degree of Education in English Education Department
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
vi ABSTRACT
Bibit Purnomowati. K2213013. “THE USE OF GUIDED WRITING TECHNIQUE TO ENHANCE THE WRITING SKILL OF THE SECOND GRADE STUDENTS OF JUNIOR HIGH SCHOOL 1 PURING IN THE ACADEMIC YEAR OF 2016-2017”. A Thesis, Surakarta: Teacher Training and Education Faculty, Sebelas Maret University, August 2017.
The objectives of this study are: 1) to describe whether guided writing technique can enhance the writing skill of the second grade students of Junior High School 1 Puring, 2) to describe the class situation when guided writing is implemented in writing class.
The research method used in this study is a classroom action research which was conducted in two cycles. Each cycle consisted of planning, acting, observing, and reflecting. The research data were collected through observation, interview, questionnaire, photographs and tests (pre-test and post-tests). The technique of analyzing the data consisted of assembling the data, coding the data, comparing the data, building interpretation and reporting the outcomes for the qualitative data. While the quantitative data were analyzed by comparing the mean scores of pre-test and post-tests.
The result of this research shows that (1) the use of guided writing technique can enhance the students’ writing skill. It can be seen from the improvement of the students’ writing score. The students’ pre-test mean score is 57.06, which improves to 71.39 in post-test 1 and improves to 79.83 in post-test 2; (2) the use of guided writing technique gives positive impact in the class situation. Guided writing enhances the class situation to be more active and interactive. Guided writing also makes the students become more active and pay full attention to the teaching and learning process. Besides, it can attract the students to join the teaching and learning process.
vii ABSTRAK
Bibit Purnomowati. K2213013. “PENGGUNAAN TEKNIK GUIDED WRITING UNTUK MENINGKATKAN KEMAMPUAN MENULIS SISWA KELAS DUA SMP NEGERI 1 PURING TAHUN AJARAN 2016-2017”. Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Agustus 2017.
Tujuan Penelitian ini adalah: 1) untuk mendeskripsikan apakah teknik
guided writing dapat meningkatkan kemampuan menulis siswa kelas dua SMP
Negeri 1 Puring, 2) untuk mendeskripsikan situasi kelas pada saat teknik guided
writing diterapkan di kelas menulis.
Metode penelitian yang dipakai dalam penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari perencanaan tindakan, pelaksanaan tindakan, observasi, dan refleksi. Data penelitian dikumpulkan melalui observasi, wawancara, kuisioner, foto, dan tes (pre-tes dan post-tes). Teknik analisis data terdiri dari pengumpulan data, pengkategorian data, membandingkan data, interpretasi data, dan melaporkan hasil, untuk kualitatif data. Sementara untuk data kuantitatif dianalisis dengan membandingkan nilai rata-rata siswa dari pre-tes dan post-tes.
Hasil penelitian menunjukan bahwa (1) penggunaan teknik guided writing dapat meningkatkan kemampuan menulis siswa. Ini dapat dilihat dari peningkatkan nilai rata-rata siswa. Nilai rata-rata pre-tes siswa adalah 57,06, yang meningkat menjadi 71,39 pada pos-tes 1 dan menjadi 79,83 pada pos-tes 2; (2) penggunaan teknik guided writing memberi efek positif pada situasi kelas. Teknik
guided writing meningkatkan situasi kelas menjadi lebih aktif dan interaktif.
Teknik guided writing juga membuat siswa menjadi lebih aktif dan membuat siswa menaruh perhatian penuh dalam proses pembelajaran. Kemudian, teknik
guided writing dapat menarik perhatian siswa dalam mengikuti proses
pembelajaran.
viii MOTTO
Bismillahirrahmanirrahim
(In the Name of Allah, Most Gracious, Most Merciful)
Allahumma Yassir Walaa Tu’assir. Rabbi tammim bi’khair.
(O Allah, make it easy and do not make it difficult. O Allah, make it end well)
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DEDICATION
This thesis is dedicated to:
My beloved parents My little sister
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ACKNOWLEDGEMENT
First of all, Alhamdulillah all praises and thanks to Allah Subhanahu Wa Ta’ala, who always blesses the writer in finishing her thesis. The writer also realizes that there are many people who have helped and supported her in finishing this thesis. She would like to express her deepest thanks to:
1. Prof. Dr. Joko Nurkamto, M.Pd., The Dean of Teacher Training and Education Faculty of Sebelas Maret University.
2. Teguh Sarosa, S.S, M.Hum., Head of English Education Department of Teacher Training and Education Faculty.
3. Drs. Martono, MA., the first consultant, for all his guidance, advice, patience, motivation, knowledge, kindness, correction, and time from beginning up to the completion of this thesis writing.
4. Ellisa Indriyani Putri H. ,S.Pd., M.Hum., the second consultant, for the guidance, advice, patience, motivation, enthusiasm, encouragements, kindness, and correction in writing this thesis. Her guidance and encouragement helped and motivated the writer.
5. Drs. Gunarso Susilohadi, M.Ed, TESOL, the academic consultant, for the who allows the writer to carry out the research in his school.
8. Elfiyati, S.Pd., the English teacher of Junior High School 1 Puring, who has kindly helped and given a chance to accomplish the research.
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10. Her beloved Parents and sister: Rasimun, Semi, and Arumy, for their sincere prayer, massive supports, love, patience, motivation, suggestion, and guidance throughout my life.
11. Her best friend: Aditia Kusuma, for his massive supports, advice, prayer, patience, motivation, and time.
12. A Class of English Education Department 2013 for all the good times we have shared, especially for Frenemy (Devi Ismira, Maknabara A.S, Rima Santika, Choirunnisa, Dinda Permata, and Oki Lutfiani)
13. The entire members of English Education Department, especially for EED 2013 for the friendship and happiness during my college life.
14. The members of ‘Srikandi Ngapak’, Novita Kurnawati, Thoifah Asri Andhini, Wayah Langit Sumirat, Listya Gustani H, Laely Rahmawati, Fitri Achriyanti, and Eprini Endah Sari who always support and remind me to finish this thesis.
15. The members of ‘Jilbab Posko KKN UNS 2013 Tibayan’, Yunita Khusnul Khotimah and Duwi Handayani for their supports, prayer, and motivation. 16. Dinda Yulia Putri, second corrector, for her kindness and time in correcting
the post-tests.
17. Mbak Ariska, Mbak Lathifah, Mbak Rizka, and Mbak Ika, for their help, advice, motivation, and suggestions.
18. And anyone who has prayed and helped the writer to accomplish this thesis writing.
The writer realizes that this thesis is still far from bieng perfect, so she accepts gratefully every comment, suggestion, and constructive feedback. Hopefully, this thesis will be useful for the readers and improvement of teaching English.
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1. Definition of Guided Writing ... 15
2. The Process of Guided Writing ... 17
3. How to Teach Writing Using Guided Writing ... 19
4. The Advantages of Guided Writing ... 20
D. Character of Junior High School Students ... 21
E. Rationale ... 22
CHAPTER III RESEARCH METHODOLOGY ... 24
A. The Setting of the Research ... 24
1. The Location of the Research ... 24
2. Time of the Research ... 25
B. Subject of the Research ... 26
C. Research Methodology ... 26
D. The Procedure of Action Research ... 27
E. The Technique of Collecting Data ... 29
F. The Technique of Analyzing Data ... 31
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 33
A. Research Findings ... 33
1. The Situation before the Research ... 34
2. The Implementation of the Research ... 36
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1) Revising Plan ... 53
2) Acting ... 54
3) Observing ... 59
4) Reflecting ... 61
B. Discussion ... 68
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION ... 72
A. Conclusion ... 72
B. Implication ... 73
C. Suggestion ... 74
BIBLIOGRAPHY ... 75
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LIST OF TABLES
Table 2.1 Construct of Indicators ... 13
Table 3.1 The Time of Research ... 25
Table 4.1 The Schedule of Research ... 33
Table 4.2 Writing Aspects Mean Score Pre-test ... 36
Table 4.3 Pre-Test and Post-Test Score ... 48
Table 4.4 The Post-test Scores in Cycle 1... 49
Table 4.5 The Improvement of Students Writing Skill and Class Situation in Cycle 1 ... 50
Table 4.6 Reflection and Plan for Cycle 2 ... 53
Table 4.7 Pre-Test and Post-Tests Score... 62
Table 4.8 The Post-test Scores in Cycle 2... 63
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LIST OF PICTURES
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LIST OF APPENDICES
Appendix 1 Letter of Permission ... 77
Appendix 2 Questionnaire of Pre-Research ... 81
Appendix 3 Result of Questionnaire ... 84
Appendix 4 Sample of Questionnaire ... 87
Appendix 5 Teacher’s Pre-Research Interview Script ... 91
Appendix 6 List of Questions in Pre-Research Interview ... 96
Appendix 7 Students’ Pre-Research Interview Script ... 97
Appendix 8 Field Note of Pre-Research ... 104
Appendix 9 List of Students’ Name ... 107
Appendix 10 Test Instrument of Pre-Test ... 109
Appendix 11 Sample of Students’ Pre-Test ... 110
Appendix 12 The Result of Pre-Test ... 114
Appendix 13 Field Note of Cycle 1 ... 115
Appendix 14 Lesson Plan of Cycle 1 ... 122
Appendix 15 Sample of Students’ Worksheet ... 143
Appendix 16 Test Instrument of Cycle 1 ... 155
Appendix 17 Sample of Students’ Post-Test 1 ... 156
Appendix 18 The Result of Post-Test 1 ... 160
Appendix 19 Field Note of Cycle 2 ... 161
Appendix 20 Lesson Plan of Cycle 2 ... 167
Appendix 21 Sample of Students’ Worksheet ... 189
Appendix 22 Test Instrument of Post-Test 2 ... 204
Appendix 23 Sample of Students’ Post-Test 2 ... 205
Appendix 24 The Result of Post-Test 2 ... 209
Appendix 25 List of Questions of Students’ Interview After Research... 210
Appendix 26 Transcript of Students’ Interview After Research ... 211
Appendix 27 Questionnaire After Research ... 217
Appendix 28 Result of Questionnaire After Research ... 220
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