THE EFFECT OF GUIDED WRITING STRATEGY ON THE STUDENTS ABILITY IN WRITING PROCEDURE TEXTS.

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THE EFFECT OF GUIDED WRITING STRATEGY ON THE

STUDENTS’ ABILITY IN WRITING PROCEDURE TEXTS

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By :

ROSA DIAN UTARI

REG. NO. 2101121039

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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THE EFFECT OF GUIDED WRITING STRATEGY ON THE

STUDENTS’ ABILITY IN WRITING

PROCEDURE TEXTS

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By :

ROSA DIAN UTARI

REG. NO. 2101121039

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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DECLARATION

Except where appropriately acknowledged, this thesis is my own work, has been

expressed in my own words and has not previously been submitted for

assessment. I understand that this thesis may be screened electronically or

otherwise for plagiarism.

Medan, Februari 2015

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ABSTRACT

Utari, Rosa Dian. 2101121039. The Effect of Guided Writing Strategy on the Students’ Ability in Writing Procedure Texts. A Thesis. English Department. Faculty of Language and Arts. State University of Medan. 2014.

This study deals with the effect of Guided Writing Strategy on the students’ ability in writing procedure texts. The objective of this study is to find out whether Guided Writing Strategy significantly affects students’ ability in writing procedure texts. This study conducted by experimental research. The population of this research was grade X students of SMA swasta Harapan Bangsa Kuala. The sample was class X1, X2 with 60 students. The students were divided into experimental and control group. The experimental group was taught using Guided Writing Strategy and control group was taught without Guided Writing Strategy. The data were analyzed by using t-test formula to find out the t-observed, which was compared to the t-table in level 0.05. it is found that the t-observed is higher than t-table (t-observed = 4.527 > t-table = 2.000 ; p = 0.05) meaning that Guided Writing Strategy significantly affects the students’ ability in writing procedure.

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ACKNOWLEDGEMENT

First of all, the writer would like to thank to the Almighty Allah SWT for His

blessing, so the writer is able to accomplish her thesis as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan at the English Department, Faculty

of Language and Arts (FBS) in State University of Medan (UNIMED).

During the process of writing, the writer realizes that she cannot accomplish

without support from many people. The writer would like to express her sincere

gratitude to:

 Prof Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of

Medan

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty Of Language and Arts,

State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd,. the Head of English Department  Dra. Meisuri, M.A the Secretary of English Deparment

 Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study

Program.

 Prof. Amrin Saragih, M.A., Ph.D., her Thesis Supervisor.  Prof. Dr. Berlin Sibarani, M.Pd., her Academic Supervisor.

 Dra. Rahmah M. Hum., and Drs. Willem Saragih, Dipl. Appl, M.Pd., her

thesis Reviewers.

 Mam Euis, the administration staff of English Department.

 Rini Puji Lestina Br. Sitepu S.Pd., the headmaster of SMA Swasta Harapan

Bangsa.

 Saridin and Warsiani, her beloved parents for their love, great support,

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Cahya and Dini Tri Wulan., who has given support, inspiration and prayer to

finish her study.

 Her beloved friends, all class members of Reg A, B, C. Diemam, Fatin,

Putri, Dahlia, Riza, Rafani Lubis for their support and togetherness

throughout four years and her friends in PPLT SMA Harapan Bangsa

Kuala 2013 and Kos friends. Aisya, Rena and Jannah, Dhani, Jully, Liza,

Viva, Era, Dila, Tuty for many experiences and togetherness.

Finally, the writer expects that her study will be useful for the students,

teacher and other researchers who want to conduct the further researches about

Guided Writing Strategy.

Medan, January 2015

The writer,

Rosa Dian Utari

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LIST OF TABLES

Page

Table 3.2 Number of Population ... 23

Table 3.3 Number of Sample ... 24

Table 3.4 The Treatment for Experimental Group ... 25

Table 3.5 The Treatment for Control Group ... 26

Table 3.6 Rubric Assessments for Writing Procedure Text ... 27

Table 3.7 The level of students’ evaluation ... 28

Table 3.8 The Coefficient of (r) ... 30

Table 4.1 The Result of Pre-test and Post-test of Experimental Group……33

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LIST OF APPENDIXES

Page

APPENDIX A. The Description of Pre-test and Post-test of Experimental

and Control Group ... 43

APPENDIX B. The Calculation of T-test ... 45

APPENDIX C. The Reliability of T-test ... 50

APPENDIX D. Percentage Points of the T Distribution ... 54

APPENDIX E. Writing Test ... 55

APPENDIX F. Lesson Plan Experimental Group... 56

APPENDIX G Lesson Plan Control Group………80

APPENDIX H Pre-test………101

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Human being use language as a medium of communication. Human

communication works by transferring ideas from one mind to another via language.

We can express our ideas, emotions, thoughts, and feeling by using either in spoken

or written form. English as one of many languages in active use in the world can be

learnt by mastering the four skills such as, speaking, reading, listening, and writing.

Four languages skills include in the curriculum of teaching English as Foreign

Language. According to Harmer (2004) writing is significantly different from

speaking. The final product of writing is not nearly so instant, and as a result the

writer has a chance to plan and modify what will finally appear as the final product.

Therefore, in writing, the writers have to arrange the unity of the ideas clear from

beginning, in the middle, and at the end. Meanwhile writing is written productive

language which produce written message as a media of communication for one to

another. It’s used to transfer the information in their mind, so they can express their

knowledge, message, and feeling by using written language.

Writing is a skill that is very difficult to be mastered. Byrne (1979:4) says that

writing is commonly a difficult activity based on psychological, linguistic and

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have to know about the students difficult to write so that they could help the

students to solve their problems. There are some aspect which should be mastered by

students in writing skills, namely; vocabulary, structure, the ability to arrange the

coherence and cohesive ideas. But some students get difficulties in mastering them

because they don’t have knowledge about that.

Based on the writer observation in SMA SWASTA HARAPAN BANGSA

KUALA. The students’ ability of such skill was quite low, especially in writing

procedure text; they have some difficulties in writing procedure text and do not know

how to start writing well. It happened because of some factors, such as; they could

not write procedure text based on the genre even after being taught, could not gather

all the sentences and make the sentences become a complete text, they do not have

enough vocabulary and their diction in writing is not satisfied. Finally writing was not

interested to some students and they felt that this activity wasted of the time. Based

on observation and interview almost fifty percent of the students got low marks in

writing, because while teaching the teacher did not use a specific method to motivate

students how to write a procedure text with some explanation.

Concerning with explanation above, the writer offers guided writing strategy

in the classroom. The writer will guide the students to write procedure text.

According to Ontario (2005:5.3) guide writing strategy is a strategy that gives

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apply the skill through independent writing with the teacher support, and group

comes together for purpose of learning and practicing this writing skill.

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, it is to support students in psychologically and cognitively difficult activity.

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. Therefore students

and teacher join to compose a text well to develop their writing ability in accordance

with writing process development.

Guided writing offers greater opportunities for young writers to make

valuable connections between text, sentence and word level decisions and help

children shape and redraft texts with particular criteria in mind. Most importantly,

with such a writing strategy, the instructor should think how to guide young students

into independent writing and help them discover their own abilities by providing

opportunities for choice, peer response and further scaffolding (Oczkus, 2007).

Based on explanation above the writer comes to the conclusion that 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 in independent learning. It makes the students get the chance to

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Therefore the writer offers a teaching strategy called Guide Writing Strategy

to be applied in the classroom. This strategy is use to increase the students’ ability in

writing procedure text. So, the writer hopes the students are able to write their writing

task systematically and meaningfully and will get interested in studying English

B. The problem of the Study

Based on the background above, it is necessary to formulate the problem of

this study as the following. “Is there any significant effect of applying guided writing

strategy on the students’ ability in procedure writing?”.

C. The objective of the Study

The objective of the study is to investigate the effect of guided writing

strategy on students’ achievement in procedure writing.

D. The scope of the Study

This study is limited on finding the effect of guided writing strategy on the

students’ ability on writing procedure text.

E. The significance of Study

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1. Teachers of English, as the information in teaching procedure texts

through applying guided writing strategy and teachers in English can

motivate their students in teaching procedure texts,

2. The students can improve their knowledge in procedure texts by applying

procedure texts, and

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the research findings, it was discovered that there is a significant

effect of applying Guided Writing Strategy on the students ability in writing

procedure texts, students who were taught by applying Guided Writing Strategy gave

better result than students who taught without Guided Writing Strategy. It was

known that t-observe 4.527, was higher than t-table (2.000).

B. Suggestion

Related to the conclusion, some suggestion are pointed out as the following:

1. The English teachers are suggested to apply Guided Writing Strategy in

teaching learning process, especially in teaching writing because this

strategy should help teacher to improve students in writing procedure

texts.

2. Students should be encourage to apply Guided Writing Strategy in

learning writing because this strategy allows students to choose their

topics by their interest and discuss freely with their friends in groups in

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3. Since this study only focuses on the students ability in writing procedure

texts, it is suggested for other researchers to apply Guided Writing

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THE EFFECT OF GUIDED WRITING STRATEGY ON THE STUDENTS ABILITY IN WRITING PROCEDURE TEXTS.

THE EFFECT OF GUIDED WRITING STRATEGY ON THE

STUDENTS’ ABILITY IN WRITING PROCEDURE TEXTS

A THESIS

ROSA DIAN UTARI

REG. NO. 2101121039

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

THE EFFECT OF GUIDED WRITING STRATEGY ON THE

STUDENTS’ ABILITY IN WRITING

PROCEDURE TEXTS

A THESIS

ROSA DIAN UTARI

REG. NO. 2101121039

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

DECLARATION

ABSTRACT

ACKNOWLEDGEMENT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF APPENDIXES

CHAPTER I

INTRODUCTION

CHAPTER V

CONCLUSION AND SUGGESTIONS