The effect of collaborative writing and reading habits on the writing of recount texts by eighth grade students of MTsN Kamang. The aim of the study was to find out the effect of Collaborative Writing and Reading Habits on the students' writing of recount texts.
Background of the problem
Second, students' lack of vocabulary, especially in choosing words and combining them into a good paragraph. In addition, students did not know how to use time and under what conditions to use it.
Identification of the Problem
The title of this research is "Effect of Collaborative Writing and Reading Habit on Students' Writing of Repetitive Texts at MTsN Kamang". Is there any interaction between treatment (collaborative writing and conventional technique) and reading habit to students' narrative text writing at MTsN Kamang.
Purpose of the Research
Significance of the Research
Moreover, students are expected to have good writing ability and for the next researcher it is useful as a reference to do the relevant research.
Definition of Key Terms
The concept of writing
Thus, it can be said that the skill of writing is not an easy skill done by either the students or the teacher. The skill of writing is not the only activity that combines some words, but it is a repeated process, namely the process of revision and rewriting.
Teaching Writing
It is clear that the teacher hopes to guide students to organize their ideas during the writing process. The teacher hopes to guide students to organize their ideas during the writing process.
Assessing Writing
Uses of wrong or inappropriate word quite often; expression of ideas may be limited due to insufficient vocabulary. From all the types of scoring for writing above, researcher used writing scoring rubrics suggested by Brown (2004).
Collaborative writing
In other words, collaborative writing focuses on the whole writing process by sharing the ideas. From the definition above, it can be stated that collaborative writing is working in small groups to produce a text.
Conventional Technique
The teacher asks the students to make the generic structure of retelling text distributed. The teacher asks the students to make a retelling text based on their activities during camp on the last holiday.
Reading Habits
Parents and neighborhood have a very big role in developing a person's reading habit. Further Rosidi (1983) says that the reading habit is sustainable if the reading activity is more direct using an effective and efficient way.
Recount Text
According to Derewianka (1995) and Cogan (2006), it can be assumed that retelling text consists of three categories. From the explanation above, it can be concluded that there are some indicators of retelling text.
Review of Related Findings
This research studied the use of collaborative writing in improving students' writing skills. Finally, the researcher concludes that collaborative writing technique can improve the writing skills of the students for the second grade of SMA N 1 Andong Boyolali.
Conceptual Framework
In the conventional technique, the teacher teaches students to make a recount text by directly giving them an explanation of what a recount text is without helping them find ways to stimulate ideas and thoughts about issues or topics to be discussed. This is because the knowledge gained from the text reads more than students with low reading skills.
Hypotheses
Ha: The high reading habit students taught using collaborative writing perform better in student writing recount texts than students taught using conventional techniques. Ha: The students with low reading habits taught through collaborative writing perform better in student writing recount texts than those taught using conventional techniques.
Research Design
Sample
Collected the students' scores that have been taken by the English teacher and arranged them from the lowest to the highest. In other words, one can say that content validity is the extent to which the test covers the entire content of the object region to be measured. The questionnaire was determined using the Likert scale model indicating Always (A), Often (O), Sometimes (Sm), Rarely (S) or Never (N) with each statement answered by the students on a number of statements.
Validity of questionnaire
Where : rxy = correlation coefficient between x (item score) and y (total item score) N = number of students. The students were given a post-test to know the students' achievement in writing after the treatment given to the experimental class. At the end of the treatment, a post-test was conducted to obtain data on the students' learning outcomes.
Internal validity and external validity
Data from the questionnaire was taken at the beginning of the teaching and learning process. Then the data was divided into two parts, students with high reading habits and students with low reading habits. The purpose of dividing the reading habit into high and low reading habit was to know the learning result of high reading habit and low reading habit based on their reading habits.
Technique of data analysis
Normality testing
The interpretation is that if the L-observed is smaller than the L-table, the data is normally distributed. In other words, if the L-observed is greater than the L-table, the data is not normally distributed.
Homogeneity testing
Ha : the students who have high reading habits taught using collaborative writing produce better results in students' writing of retelling text than those taught using conventional technique. T.1 = pooled mean of high and low motivation students taught using collaborative writing. T.2 = pooled mean value of students who have high and low reading habits taught using conventional technique.
Procedures of the Research
Data Description
The scores of the control class students who had high reading habits had a range of 130-161 and the variance of the score was 156.9. Table 16: Overview of writing results for students with high reading habits in the control class. Table 17: Overview of writing results for students with low reading habits in the control class.
Prerequisite Analysis
It indicated that students with high reading habits of experimental classroom data were normally distributed at a significance level of 0.05. This means that the data of high reading students in the control class was normally distributed at a significance level of 0.05. Based on the illustration of the normal curve above, the data of low reading students in the control class was normally distributed.
Reading Habits
The result of the t-test of the written results of students with high reading habits who learned through collaborative writing can be seen in Table 22. Ha : students with low reading habits who learn through collaborative writing give a better score in students. writing a narrative text than those who learn using a conventional technique. The result of the written performance test of students with lower reading habits who were taught collaborative writing can be seen in Table 23.
Discussion
- Collaborative Writing was better than Conventional Teaching to students’
- The students with high reading habits who were taught by Collaborative Writing had better achievement in writing recount text than those who were
- Students with low reading habits who were taught by Collaborative Writing got the same achievement in writing recount text than who were taught by
- There was no interaction between both techniques and students’ reading habits toward students’ writing skill in recount text
Students in the experimental class taught by Collaborative Writing had more opportunities to develop and share ideas with their friends. Thus, the students with high reading habits who were taught by collaborative writing had better writing performance in retelling text than those who were taught by conventional teaching. The students with low reading habits who were taught Collaborative Writing achieved the same performance in writing retell text as those who stayed.
Conclusions
High reading habits make the students able to share their ideas and background knowledge with their friends. There was no interaction between both techniques used and students' reading habits regarding students' writing of narrative text. Both strategies, collaborative writing and conventional teaching, can be used without considering the students' required reading habits.
Implication
Suggestions
The application of writing teaching using collaborative writing in improving writing skills in the second grade of SMAN 1 Andong Boyolali in the academic year 2010/2011”. Collaborative Writing in Graduate Technical Communication - Does It Make a Difference?” Journal of Technical Writing and Communication. Improving Descriptive Writing Ability of MAN Wlingi First Year Students Through Collaborative Writing Strategy”.
Express meaning in written text functionally and simply short essay in descriptive form and retell for interact short essay in descriptive form and retell for interact surroundings environment. Basic competence : 6.1 To express the meaning in simple short written text functionally using different written languages accurately, fluently and.
Characters Building
Instructional objectives
- Pre-teaching
- Whilst-teaching
The teacher explains to the students how to follow the learning process using collaborative writing. The teacher asks the students in groups to analyze the text and make the generic structures of the text. The teacher asks each group to rewrite the text read by the teacher in their own words.
Learning Resources
Indicators
The teacher brainstorms the students' knowledge by asking some questions related to the topic to be taught. The teacher gives the students an example of the recount text and discusses the difficult word and the general structure. Basic Competence: 6.1 Express meaning in simple written short functional text using different written language with accuracy, fluency and using different written language with accuracy, fluency and appreciation for interaction in the environment.
The teacher asks the students to analyze the text and make the generic structures of the text. The teacher asks the students to rewrite the text read by the teacher in their own words. The teacher asks the students to do another example of retelling text individually 3) Post-teaching.
- Post-teaching
The teacher explains to the students how to follow the learning process Conventional teaching activity. Express the meaning in written text functionally and simple short essay in descriptive form, and report to interact environment environment. Basic competence : 6.1 Express the meaning in simple short written text functionally using different written languages accurately, fluently and gratefully to interact in the environment.
Buku Teks: New Let's Talk (Pakar Raya), Scaffolding (Pusat Akuntansi, Depdiknas), English in Focus (Pusat Akuntansi, Depdiknas). Buku Teks: New Let's Talk (Pakar Raya), Scaffolding (Pusat Akuntansi, Depdiknas), English in Focus (Pusat Akuntansi, Depdiknas).
Basic Competence : 6.1 Expressing the meaning in simple short written
- Control class who have low reading habits
- Writing score of experimental class who have high reading habits
- Writing score of experimental class who have low reading habits
- Writing score of control class who have high reading habits
- Writing score of control class who have low reading habits
If Lcalculated < Ltable, 0.0832 < 0.173, it means that Ho was accepted and the data in the experimental class were normally distributed. If Lcalculated < Ltable, 0.129 < 0.173, it means that Ho was accepted and the data in the experimental class were normally distributed. The result of this hypothesis was not observed > it could be concluded that the students with higher reading habits taught by collaborative writing had better writing skills than the students with higher reading habits taught by conventional teaching.
The result of this hypothesis was observed < ttable , it could be concluded that the students with low reading habits who were taught by collaborative writing did not have better writing ability than the students with low reading habits who were taught by conventional teaching. There is no interaction between both the technique used and the students' reading habits in relation to the students' writing.
