THE EFFECT OF GUIDED WRITING STRATEGY ON
STUDENTS’ ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT
A THESIS
Submitted to English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
RIZKI APRILIYANI FITRI S
Registration Number: 2102121018
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
ACKNOWLEDGEMENT
Firstly, praise and great gratitude to the almighty God Allah SWT for his blessing, mercy, opportunity and helping the researcher to complete this Thesis entitled “The Effect of Guided Writing Strategy on Students’ Achievement in Writing Descriptive Text” as one of requirement for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State University of Medan.
During the process of writing and conducting the research, the writer was assisted and supported by many people. This Thesis could have not been accomplished without guidance, suggestion, and comment from them, for which the writer would like to express her sincere appreciation which directed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty, Vice Dean I, II, III, and all the administrative staff.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department and her Reviewer, Rika, S.Pd, M.Hum., the Secretary of English Department, and Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study Program and her Reviewer.
Dr. I Wayan Dirgayasa, M.Hum., her Thesis Consultant.
Prof. Dr. Berlin Sibarani, M.Pd., her Academic Consultant and her Reviewer.
All Lecturers of English Education and Literature Department, who have taught her and giving great study experiences.
Mam Euis, Mam Enda, Pak Pardede and Pak Pantes, the academic staff and administrative staff who had helped the researcher in finishing the administration of conducting this research.
Drs. K. Lumbantoruan, M.Pd., the Headmaster of SMA Negeri 11 Medan.
Her beloved friends, T. Sitanggang and Dewita Rita, for their endless love, prayer, moral and financial support, in completing her education. Ilham Pratama Putra, Yovita Noor Hidayah, Anggi Arista, her brother and sisters, and all her family members, for their support.
Her lovely classmates, DIK Regulaer B 2010, for the wonderful four years.
Her closed friends in PPLT SMP N 1 Perbaungan, for many experiencesand togetherness, especially Hayati, Adelina Sari Harahap, Desi Pelita Wati.
Overall, the researcher hopes this Thesis can give contribution to the English Education students and further pedagogical research. And also it can be useful for the readers.
Medan, September 2014
The Researcher
Rizki Apriliyani Fitri S
ABSTRACT
Sitanggang, Rizki Apriliyani Fitri. 2102121018. The Effect of Guided Writing Strategy on Students’ Achievement in Writing Descriptive Text. A Thesis. English Department. Faculty of Languages and Arts. State University of Medan. 2014
This study is an attempt to discover the effect of applying Guided Writing Strategy on students’ achievement in writing descriptive text. It was conducted by using experimental research design. The Population of this research was the tenth (X) grade students of SMAN 11 Medan which has eight parallel classes. The samples of this research were taken by through lottery. They were class X IPA 3 became the experimental group and class X IPA 4 became the control group. The experimental group was taught by using Guided Writing Strategy while the control group without treatment. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The result shows that the value of t-observed is higher than the value of t-table. (5.57 > 1.67 (α = 0.05)) with the degree of freedom (df) = 70. It means that there is a significant effect of applying Guided Writing Strategy on students’ achievement in writing descriptive text. So, the alternative hypothesis (Ha) is accepted.
D. The Procedure of Collecting Data ... 28
1. Pre-test ... 28
2. Treatment ... 29
3. Post-test... 29
E. The Validity and Reliability of the Test... 30
1. The Validity of the Test ... 30
2. The Reliability of the Test ... 30
F. The Technique for Analyzing Data ... 30
G. Statistical Hypothesis ... 31
CHAPTER IV: THE DATA ANALYSIS A. The Data... 32
B. Data Analysis ... 35
1. Test for Homogeneity of Variance ... 35
2. Validity of the Test ... 35
3. Reliability of the Test ... 35
4. T-Test... 36
C. Testing Hypothesis ... 36
D. Research Finding ... 37
E. Discussion ... 38
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 40
B. Suggestions ... 41
LIST OF TABLES
Table 2.1. Rubrics in Scoring Descriptive Text ... 15
Table 2.2. Generic Structure of Descriptive Text ... 19
Table 2.3. Roles and Responsibilities in Guided Writing ... 24
Table 3.1. Research Design ... 27
Table 3.2. Experimental Group Activities ... 29
Table 4.1. Score in Experimental Group ... 34
LIST OF APPENDICES
APPENDIX A ... 44
APPENDIX B ... 45
APPENDIX C ... 46
APPENDIX D ... 48
APPENDIX E ... 50
APPENDIX F ... 52
APPENDIX G ... 57
CHAPTER I INTRODUCTION
A. The Background of the Study
English as a global language has been widely used in everyday
communication among people around the world, either in oral or written form. To
be able to communicate in English, one is expected to master the four language
skills namely: listening, reading, speaking and writing. People need to learn
writing English, for occupational or academic purposes. Writing is a transforming
thought and ideas into written form. Writing is the mental work of inventing
ideas, thinking about how to express them, and organizing them into statements
and paragraphs that will be clear to a reader (Nunan, 2003:88).
In line with writing, Harmer (2004:8) states that writing is significantly
different from speaking. The final product is not nearly so instant, and as a result
the writer has a chance to plan and modify what will finally appear as the finished
product.
Moreover, Byrne (1979:3-4) says that writing is commonly a difficult
activity for most people, both in the mother tongue and in a foreign language. The
problems which are caused by writing under three headings – psychological,
linguistic and cognitive problems.
In addition, Byrne (1979:6-7) adds that writing is a skill which is both
limited in value and difficult to acquire, we should be very clear about our
the introduction and practice of some form of writing enables us to provide for
different learning styles and needs, written work serves to provide the learners
with some tangible evidence that they are making progress in the language,
exposure to the foreign language through more than one medium is likely to be
more effective than relying on a single medium alone, and then writing is often
needed for formal and informal testing.
Meanwhile, in http://e-medis.blogspot.com/ there are several factors that
can affect the teaching learning process. First is the material, it will determine the
process and learning result. Second is the environment, which are grouped into
two; namely the physical environment (temperature and the conditions of
learning) and social environment (human beings with all their interactions). The
third is physiological conditions (malnutrition and conditions of the five senses)
and psychological condition (intelligence, perception, memory, and motivation).
And the last is instrumental, which consists of hardware (school supplies and
teaching aids) and software (curriculum, teachers and methods). Method is an
important element in the learning environment or in the failures and success of the
learner.
Nunan (2003:106) says that helping students understand the process of
writing by guiding them through the steps of invention, drafting, review, revision,
and evaluation will help demystify writing and make it an important part of their
Based on the observation, the students got many difficulties in writing
descriptive text, especially in grammar and word choice. They frequently are
being confused of what to write and how to start. Students did not know to write
properly because most of students are not interested in learning writing. They also
do not pay attention and enthusiasm to do writing tasks. They perhaps have ideas
in their mind but they don’t know how to organize or express their point of views
in writing. The writer found that the students cannot write it individually. They
need to have a group or pairs discussion to share information each others.
The failure of students in writing is likely to happen because of the method
which is used by the teacher during teaching-learning process. The teacher just
focuses and explains the material based on the text in the book. Then, asked the
students to do exercises in textbook without guidance and give them games so that
they interested with the topic.
Guided writing is a strategy that gives students the opportunity to review a
recently taught writing skill in a small-group setting and then to apply the skill
through independent writing (Ontario, 2005:5.3).
Guided Writing involves a teacher working with a group of students on a
writing task are based on what they have previously been learning about the
writing process. Guided Writing strategy focuses on the process of writing. The
teachers’ role in Guided Writing is one of facilitator to help the students discover
what they want to say and how to say it meaningfully with clarity. The students
important thing to consider is the idea presented in the writing is clear to the
readers. Therefore students and teachers join to compose a text well to develop
their writing ability in accordance with writing process development.
Based on the explanation above, this strategy is the best way to apply in
teaching writing for students. It is learning in small group activity based on
teacher support in teaching learning process but the result of the task is
independent learning. It is makes the students get the chance to share their opinion
in their mind for other students.
By considering the explanation above, this study is aimed to apply guided
writing strategy on students’ achievement in writing descriptive text.
B. The Problem of the Study
Based on the background of the study, the problem of the study is
formulated as follows:
“Is there any significant effect of applying guided writing strategy on
students’ achievement in writing descriptive text?”
C. The Objective of the Study
In the relation to the problem of study, the objective of the study is to find
out the effect of guided writing strategy on students’ achievement in writing
D. The Scope of the Study
This study basically limits to students writing skill on students’
achievement in writing descriptive text, specifically describing place by applying
guided writing strategy.
E. The Significance of The Study
The results of the study both theoretically and practically are:
1. Theoretical
a. The result of the study can be used as input in English
teaching-learning process, especially in teaching writing descriptive text.
2. Practical
b. This research will be useful for teachers and students, in order to
help them in teaching-learning process, and to make the students
more interested in studying English.
c. The result of the research can be used as the reference for those
who want to conduct a research in English teaching-learning
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzing the data, it was found that the students’ score in
experimental group was higher than the students’ score in control group. The total
score and the mean score in experimental group showed that there was a
significant improvement of the students’ score between the pre-test and the
post-test score.
Based on the data, some conclusions can be drawn as follows:
1. The test administered to the students is reliable as the calculation
researches 0.61.
2. The result of
is higher than
at
the level of significance5.57 > 1.67 which implies that hypothesis of this study is accepted.
3. It is proved that using guided writing strategy in teaching descriptive text
is more effective because the result show that students’ score is higher
B. Suggestions
In line with the conclusions and the result of the research, some
suggestions are stages as the following:
1. The English teachers are suggested to apply guided writing strategy in
teaching descriptive text as the alternative in teaching learning process.
2. The students are suggested to be more creative, confidence, and enjoyable
n exploring their writing ability by applying guided writing strategy.
3. Other researchers are suggested to read this research to improve the
research about guided writing strategy dealing with writing skill,
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