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English Education Study Program – STKIP PGRI West Sumatera [2017]
THE EFFECT OF SHARED WRITING STRATEGY IN TEACHING WRITING DESCRIPTIVE TEXT AT SMP N 1
LEMBAH GUMANTI
Deby Putri Damayanti 1) Yola Merina, M.Hum2) Dona Alicia, M.Pd 3)
1 English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun– Padang, [email protected], (1st Author)
2 English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun – Padang, [email protected], (Co- Author)
3English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun– Padang, [email protected], (Co- Author)
ABSTRACT
The purpose of this research was to know the effectivity of using Shared Writing Strategy toward students’ descriptive writing achievement in English learning at SMP N 1 Lembah Gumanti. The design of this research was quantitative. Sample of this research was first grade students of SMP N 1 Lembah Gumanti. VIIC class as experiment class and VIIE as control class.
Each classer consists of 27 students. The instrument used in this research was writing test and analytic writing achievement to assess writing students on pre-test and post-test. The results of the statistic hypothesis test used independent sample t-test showed that the level of significance at 0.05, the value to t-calculated > t-table (1.31 > 0.02). As the result, H1 accepted and Ho rejected. It proved that Shared Writing Strategy give positive effect toward writing descriptive text. It also meant that teaching descriptive text writing using Shared Writing Strategy was significantly improve the students’ ability in writing descriptive text.
ABSTRAK
Penelitian ini bertujuan untuk melihat bagaimana efektifitas Shared Writing Strategy terhadap nilai penulisan teks deskriptif siswa pada pembelajan Bahasa Inggris di SMP N 1 Lembah Gumanti. Desain dari penelitian ini adalah kuantitatif. Sample pada penelitian ini adalah murid kelas VII di SMP N 1 Lembah Gumanti. Kelas VII C sebagai kelas eksperiment dan kelas VII E sebagai kelas kontrol. Masing-masing kelas terdiri dari 27 siswa. Instrumen yang digunakan peneliti adalah writing test dan menggunakan penilaian penulisan analitik untuk menilai hasil tulisan siswa atau siswi pada pre-test dan post-test. Hasil hipothesis statistik tes dengan menggunakan independent sample t-test menunjukan bahwa pada tingkat taraf 5% = (α=0.05), nilai untuk t-calculated > t-table (1.31 > 0.02). Maka dari itu H1 diterima dan Ho ditolak. Hal ini membuktikan bahwa adanya dampak positif dari penggunaan Shared Writing Strategy terhadap penulisan teks deskriptif siswa. Dalam kesimpulan penggunaan Shared Writing Strategy adalah efektif untuk digunakan dalam pengajaran menulis teks deskriptif
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Kata Kunci: Shared Writing Strategy, Writing Descriptive Text
INTRODUCTION
Writing is a way to express feelings, ideas, arguments, willingness, and thoughts in the form of words in sentences. This skill is needed for the students to support the progress of their academic achievement. By writing, the students will know how to write
a good sentences into a text about the object that they want to describe and organize the ideas which is supported with relevant supporting sentences. In this skill, the students can improve their grammar and vocabulary. Thus, this skill is useful for
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students especially for Junior High School students at eight grade. Writing text is the ability of the students to arrange the idea from one paragraph to others and make efforts to connect the idea cohesively and coherently so that is meaningful.
In writing, the students can search some ideas in their mind to some texts. The text studied by the students is descriptive text. Descriptive text is one of the text genres that the students learn. This text is written with the purpose to describe and reveal a particular person, place, or thing. In teaching writing, the teacher should give the strategy in learned. Strategy in teaching learning is technique, approaches, or deliberate actions that teacher and students take in order to facilitate the learning and recall of both linguistic and content area information. In order to help the students in generating ideas in written form, they can be quide through some generating strategies.
There are some strategies that can be applied by the teacher to support teaching writing in the classroom.Strategies is commonly used in teaching learning process. Strategies is the implementation that takes place in a classroom. It is like a particular tricks, stratagem, or contrivance used to accomplish an immediate objective.
It is often misunderstand with two others them, they are approach and method.
Therefore, it is important to give clear description of those to avoid understanding.
During researcher’s pre-observation on March, 5th 2016 in Junior High School 1 LembahGumanti, KabupatenSolok, the researcher found some problems and some difficulties that appeared in teaching writing descriptive test in classroom because descriptive text is not easy.
There are some problems that the researcher found when pre-observation.
First, in writing descriptive text the students got difficulties to organize the generic structure of descriptive text. They were still confuses what the generic structure of descriptive text and they did not know how to start the text. Second, the students still have problem in grammar, they did not know how to use the simple present tense in descriptive text. Third, the students still have problem in vocabulary, they did not have many vocabulary, they did not have many vocabularies in their mind, so they can not
share their ideas into a good sentence.
Finally, in writing descriptive text the students lost attention in teaching writing because the teacher give the same way in teaching writing; the teacher did not give different variation in teaching process. The teacher always used the same strategies, this strategies are the teacher only tell about descriptive text, give question to student about the material, and then the teacher give exercise for the students.
One of the strategies in writing is Shared Writing Strategy. The strategies a way to support and attract students in learning writing. The supporting strategy can give understanding for students in teaching writing. It is supported by Schulmans and Payne (2000:19) state that Shared Writing Strategy is writing with children. The teacher and students talk about what to write. The teacher introduces writing to sudents through writing. It provides the opportunity for a more experienced writer to demonstrate writing.Based on the problem and some explanations above the researcher decides to take the title “ The Effect of Shared Writing Strategy to Writing Descriptive Text at SMP N 1 Lembah Gumanti Kabupaten Solok in 2016/2017 academic year”.
Based on the backgroud of the problem, there are strategy that can be used by teacher in in teaching writing. First, Shared Writing Strategy. Second, Free Writing Strategy. Third, Hamburger Strategy
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The researcher limits on using shared writing strategy that will be applied in teaching writing in order to solve the problems that appear in the teaching classroom. The main reason the researcher chooses this strategy is because it helps students in writing. The researcher wants to know the students writing in using shared writing strategy and the researcher limits that this strategy will be applied at SMP N 1 Lembah Gumanti, KabupatenSolok in 2016/2017 academic year.
A.Shared Writing Strategy
1. The Definition of Shared Writing Strategy
Shared Writing Strategy helps teacher and students to solve problem in teaching learning process of writing. Booth (1998:23) argues that Shared Writing
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Strategy helps young children to develop their writing voice. With our helps, they can produce written texts that reflect their thoughts. They see that writing can be used for different purpose and in all of aspects.
On the other words, shared writing strategy can realize what they are thinking, it can be outpoured into written text. This strategy gives the positive point of view about writing for students to see writing is needed in all of aspects of life.
Moreover, Susan and Alonso (2001:4) emphasize that Shared Writing Strategy ncourage you and the students to collaborate on a piece of writing together.
Students share ideas and the teacher records them. In other word, Shared Writing Strategy gives a chance for teacher and students to cooporate the writing together. In this situation, teacher has job to write students’ ideas.
2. The Procedure of Shared Writing Strategy
There are some procedures that should be followed to apply Shared Writing Strategy. Graves (2004:5), procedures of Shared Writing Strategy consist of :
1. Introduces the leson/topic by modeling how to begin writing.
With the students, generate ideas for the writing and plan the text.
Decisions should be made jointly between the teacher and the students.
2. Records class ideas in a format that all can see.
3. Composes the text, using input from the students.
4. Demonstrates the conventions of writing: capitalization, punctuation, spelling, and print directionality.
5. When the teacher has finished drafting the text, ask stufdents to read and reread the composition with you, editing for clarity, completeness, and correctness.
B. Hamburger Strategy
1. The Definition of Hamburger Strategy
According to Foy (2006:1), Hamburger strategy a successful strategy for teaching third graders about writing paragraphs. Hamburger strategy is a strategy that allows the teacher to introduce the part of an essay through the pieces of
Hamburger. There are three important parts of an essay; introduction paragraph, body paragraph, and conclusion. In addition, Zwiers (2008:6) defines Hamburger strategy as a strategy of writing to introduce expository and persuasive essays.
2. The Procedure of Hamburger Strategy
Hamburger strategy has several procedures that need to be followed by teacher in the classroom. There are some procedures of hamburger strategy that can because for the teacher in teaching writing.
Hannell (2008:23) explains that Hamburger Strategy can be applied through following steps:
a. Discuss the three main components of a paragraph or story.
1. The introduction (top bun) 2. The internal or supporting information (the filling)
3. The conclusion (bottom bun) b. Ask students to write a topic sentence that clearly indicates what the whole paragraph is going to be about.
c. Have students compose several supporting sentences that give more information about the topic.
d. Instruct students on ways to write a concluding sentence that restates the topic sentence.
C. Writing Descriptive Text 1. Definition of Writing
Writing is also as a comprehensive skill that involves grammar, vocabulary and other elements (Boardman 2002:14). In writing activity, the writer must learn how to communication their ideas in order to make the reader understand what she/he is telling about. In writing, the writer has to consider writing aspects such as vocabulary, spelling, grammar, mechanics and organization.
Furthemore, Wyse (2008:11) says that writing is learned by writing, by reading, and by perceiving oneself as a writer. According to Hyland (2008:3) says that writing is one of the most powerful communication tools you will use today and for the rest of your life. It means that to communicate with someone around the world not only by speaking with someone, but we can communicate with someone by writing something too. It caused because writing is great way to communicate with others and to influence others with our ideas.
Thus, we can share any information with
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others around the world by writing in any media.
2. The Process of Writing
According to Weigle (2002:23),
”writing process is terms of the task environment, which include the writing assignment and the text produced so far, the writer’s long-term memory, including knowledge of topic, knowledge of audience, and stored writing plans, and a number of cognitive processes, including planning, translating thought into text, and revising. It means that, when students start to writing, they should to look some points. All of the points above will help students during they are writing academic writing or essay.
Students should to know what topic will they show up to reader, and they should to know far knowledge of audience which read their writing.
Furthermore, Coffin (2003:34) describes process of writing includes of: first called is Pre-writing, the students can start write in pre-writing. The students can generate their ideas, understanding their ideas and collecting information. Second called is Planning, In this activity, the students can organize and focus their ideas in form of outlining. Third called is Drafting, the students write draft of a text focus on development, organization and elaboration. Fourth called is Reflection, have the students come back to their draft and there are responsible for their draft. Fifth called is Peer/Tutor review, students discuss with peer about their draft. Developing and clarifying ideas, the structure text of their draft. The last called is additional research or idea generation, the students can write their idea after through some process and the last students can do editing and proofreading that focus on the surface level feature of the text.
3. Definition of Descriptive Text According to Blaylock (2006:1) says that in a descriptive text, is writing about what a person, place, or thing is like.
Sometimes you may describe where a place is located. Pardiyono (2007:33) says “untuk memberikan deskripsi atas suatu benda,baik benda hidup ataupun benda mati kepada para pembaca,kitadapat mengemasnya dalam suatu jenis teks tertulis jenis deskripsi.”
Descriptive text is about the description of something or someone that consists of
characteristics, something special, quality and quantity.
4. The Generic Structure of Descriptive Text
Descriptive text is a type of texts which has function to describe particular person, place, or thing. The students can use simple present and adjective clause in a writing descriptive text.
According to Mukarto (2006:15), a descriptive writing or text is usually also used to help writer develop an aspect of their work, to create a particular mood, atmosphere or describe a place so that the reader can create vivid pictures of characters, places, objects, and other. The purpose of the descriptive text above that description is used in all forms of writing to create a vivid impression of a person, place, object or event: First, Describe a special place and explain why it is special. Second, Describe the most important person in your life. Third, Describe the animal’s habit in your report.
In simple words, descriptive text has generic structure as identification and description. Mukarto (2006:19) states that descriptive text has two generic structure as follows: Fisrt, Identification : identifies phenomenon to be described. Second, Description: describes parts, qualities, and characteristics.
5. Teaching Writing for Junior High School
A teacher should know how make the writing activities to be interesting in the class. Writing is related to the ability of communication skill. So, writing has become one of important subject taught to students in English language teaching.
Nunan (2003:92) assumes the following are the principles of teaching writing, they are as follows:
1. Understand your students’ reasons for writing.
The greatest dissatisfiction with writing instruction comes when the teacher’s goal do not match the student’s, or when the teacher goals do not match those of the school or instruction in which the students works. The teacher should look at circumstances surrounding. If the teacher’s teach is not appropriate in school learning, it can make writing be unpleasent.
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2. Provide many opportunity for students to write. Writing almost always improves with practice. Writing is a problem subject for students. The students not understand make paragraph only one practice, but have many tames and many practice.
3. Make feedback helpful and meaningful. Students crave feedback on their writing, yet it does not have the intended effect. The teacher correct students’ writing and give a sign that can be understood by students.
4. Clarify for yourself,and for your students, how their writing will be evaluated. Students often feel that the evaluation of their writing is completely subjective. The teacher explain to the students a scoring rubric to avoid misunderstanding of the value that given by teacher.
RESEARCH METHOD
The design of the research was quasi experimental research. Johnson (2005:97) says that quasi experimental research that consist of pre-test and post-test.
So, the researcher did pre-test and post-test between two groups. The first group was experimental group. Experimental group was taught by using Shared Writing Strategy. The second group was control group. Control group did teachused Hamburger Strategy.
This research was an experimental research because the problems and purpose of the research have some characteristics of experimental research. Gay and Airasian (2000:367) stated that experimental research was the only type of research that can test hypothesis to establish cause and effect relationship. The researcher used experimental research to know the effect of Shared Writing Strategy to writing descriptive text.
The instrument of this research was writing test, organize based on the text given by teacher they were descriptive text. In this test, the resecher given a topic for students, based on topic has taught by teacher at the school. The test technique used in the research was an open-ended easy test (a writting test) and there were two test included pre-test and post-test. In the pre- test, students was asked to write a
descriptive text about describing people or place by the topic given.
Population is particular group used by researcher. Gay and Airasian (2000:122) states that the population is the group of interest to the researcher, the group to which she or he will like the result of the study to be generalize. In other words, population was a group that can be object of the research that has done by researcher. The population of this reseach was the eight year students of SMP N 1 Lembah Gumanti Kabupaten Solok. It were contributed in sixth classes. They are classes VIIA, VIIB, VIIC, VIID, VIIE, and VIIF. The number of students is 162 students.
Sample was apart of population that can represent the problem value of the population. Gay and Airasian (2000:123) explain that sample is one that is representative of the population from which it was selected. In this research, The students had the same qualification and academic background before doing treatment. In selecting samples, researcher used cluster random sampling. Gay and Airasian (2000:129) define that cluster random sampling is randomly selects groups, not individual. All the members of selected groups have similar characteristic.
Procedure of this research have done in three stages. The following stages are:1.
Planning Stage, at planning stage, the researcher prepared all things that need in the action such as:The reseacherdesigned lesson plan which including the activities for some meeting, The researcherprepared the materials and exercises that has given to the students, The researcherused pre-test and post-test (writing test) for students to know the result of treatment. Application stages, teaching activities of experimental and of control class. Final Stages, giving test to experiment and control class in the last meeting and talking conclusion from technique of data collection.
In collecting the data, some step used by the researcher. First, the researcher given pre-test to all class with use writing test.
Next, the researchercollected the students’
writing test and then the researcher calculated the mean score of writing test.
Based on mean score of writing, the classes which had the closest homogenous taken as experiment class and control class. Next, the
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researcher given the treatment to experiment class by Shared Writing Strategy. During the treatment the researcher taught the text based on the syllabus and lesson plan. After giving the treatment, the researcher given the post-test. Finally, the researcher given post-test to experiment class and control class, then the researcher checked their answers.
After collecting data, the researcher calculated the mean score of both classes, experimental class and control class. For the post-test, the researcher gave form test for the students. After that the researcher calculated out the mean score of both experimental class and control class. The mean of score of students’ experimental class and control class were compared in ordering to know where Shared Writing Strategy had significant effect toward students’ writing skill. The researcher helped by teacher in that school in giving students’
writing score.For getting the mean score, the researcher used formula that was suggested by Gay and Airasian (2011:485) says that formula as follow :
(X₁ ) ̅= (∑x1)/n1 and (X₂) ̅= (∑x2)/n2 Then, to analyzed students’ writing score of the data, the researcher used t-test formula to found out t-test score which also suggested by Gay and Airasian (2011:485) as follow :
t = 𝑋̅̅̅̅̅̅̅̅–𝑋1 ̅̅̅̅2
𝑆√𝑁11+1 𝑁2
with:
S2 = (𝑛1 −1)𝑆1
2+ (𝑛2 −1)𝑆22 𝑁1+𝑁2−2
FINDINGS AND DISCUSSION
This research was conducted in the second semester of academic year 2016/2017 at seventh grade students of SMP N 1 Lembah Gumanti. It was began 4th to January 21th 2017. The research was done for six meetings where the two classed had two meetings in one week. The two classes were experimental and control class. One meeting was parallel with 2 x 40 minute. The researcher did the treatment by using shared writing strategy in experimental class which was VII.C class
and hamburger strategy in control class which VII.E class.
To see effect of Shared Writing Strategy and Hamburger Strategy the data was analyzed by using formula of Gay and Airasian. First, the researcher found out mean score of pre-test and post-test of experimental class. Mean score pre-test for experimental class was 69.85. Meanwhile, the mean score of pre-test for control class was 71.32. The statistical formula can be seen as follow :
Mean Score of Pre-test for experimental class:
(X₁ ) ̅= (∑x1)/n1 = 1886/ 27 =69.85 Mean Score of Pre-test for control class :
(X₁ ) ̅= (∑x1)/n1 = 1783/25 =71.32 Then, the researcher found out the standard deviation of pre-test for experimental class pre-test 18.02 and pre- test for control class15.34, to get score of standard deviation, the researcher needed the number of participants in experimental class ( n1 = 27), the sum score of each score that was multiplied of pre-test for experimental class (∑ X²₁ = 143800), and total score (∑X1
= 1886) The sum score of each score that was multiplied of pre-test for control class (∑ X²₁ = 132813) and total score (∑X1 = 1783).
Before the researcher given post- test to the students, the researcher given treatment as follow as; VII C as experimental class given Shared Writing Strategy and VII E as control class given Hamburger Strategy.
Beside, the researcher got mean score post-test for experimental class 75.85 and post-test for control class 71.6. The result of mean score was gotten from the total score pre-test of experimental class and control class. The statistical formula can be seen as follow :
Mean Score Post-test for experimental class :
(X₁ ) ̅= (∑x1)/n1 =2048/27 = 75.85 Mean Score Post-test for control class:
(X₁ ) ̅= (∑x1)/n1 = 1790/25 = 71.6
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Moreover, the researcher found out the standard of post-test for experimental class was 3.7 and post-test for control class 15.18, to get the score of standard deviation, the researcher needed the number of participant in control class (n2 = 25).
Based on the analyzed the data above, it can be seen that mean score of experimental class (75.85) was higher than the mean score of control class (71.6).
Moreover, t-calculated (1.44) was also higher than t-table (0.02) at degree of freedom (0.975) an level of significance is 0.02. Therefore, the hypothesis of the research was accepted. Finally, it can be concluded that the students who were taught by using shared writing strategy have better writing achievement than the students who were taught by using hamburger strategy.
ACKNOWLEDMENT
To complete this thesis the researcher has obtained a plentiful guidance, help, suggestions, and constructive critics from many people. In this occasion, the researcher expresses special thanks and appreciation from the deepest heart to her advisors Yola Merina, M.Hum and Dona Alicia, M.Pd, who have shared their valuable time, knowledge, and guidance with all their patience and wisdom in completing this thesis.
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