Erwin Akib, M.Pd., Ph.D., as first consultant and Nunung Anugrawati, S.Pd., M.Pd., as second consultant who always give the motivation, advice and guidance to write this thesis. The students still could not use their English in writing because they felt that that English subject, especially writing, was difficult and boring. Other problems the students faced in writing were lack of idea and less ability to organize the ideas.
This research aimed to improve students' writing skills, especially content and organization in writing a narrative text using the Cognitive Strategies for Teaching Writing (CSIW) strategy. Therefore, the statistical calculation showed that the cognitive strategy of teaching writing (CSIW) was effective in improving students' writing skill in recount text. Appropriate design of instructional purpose that takes into account students' needs and language level can facilitate the teacher's use of the teaching strategy of cognitive strategy in writing (CSIW) in improving students' written repetition of text.
A teacher can try to use the teaching strategy of cognitive strategy in writing (CSIW) in classroom activities to help students organize their ideas for writing, and on the other hand, it can create an effective and interesting learning atmosphere in the classroom.
INTRODUCTION
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
The students must develop their competencies in both written and spoken communication to help them reach the level of information literacy as the regulations of many schools around the world also require their students to have good writing skills in order to pass the course academically . There are some types of written text such as; descriptive, recount, narrative, procedural and report text. The tenth grade students of SMAN 6 Pinrang were still unable to use their English in writing because they felt that the English subject, especially writing, was difficult and boring.
In relation to the above background, the problem discussed in this research is "How effective is the teaching of Cognitive Strategy in Writing (CSIW) to improve students' writing skills in the tenth grade students of SMAN 6 Pinrang?". Based on the above problem statements, the aim of the research is to determine the effectiveness of Cognitive Strategy in Writing (CSIW) instruction to improve students' writing skills in the tenth grade students of SMAN 6 Pinrang. The result of this research becomes a contribution for the teacher in teaching writing in the classroom, and the students can improve their writing ability, especially in the writing of narrative text.
This research is limited to the use of the Cognitive Strategy Instruction in Writing (CSIW) strategy in improving the writing skills of tenth grade students in SMAN 6 Pinrang.
REVIEW OF RELATED LITERATURES
Some Pertinent Ideas
- Writing
- Recount Text
On the other hand, Hallenbeck (2002) explains that CSIW (Cognitive Strategy Instruction in Writing) provides the teaching model within which the collaborative structure of this study is built. First, effective writing is a comprehensive enterprise in which writers engage in processes and strategies related to planning, organizing, writing, editing, and revising. Based on the above explanations, we can explain that this strategy encourages students to be independent in their writing.
Procedures of Cognitive Strategy Teaching in Writing (KSIW) The Cognitive Strategy Teaching in Writing (KSIW) includes worksheets in its strategy designed to make the strategies, self-talk and text structures for carrying out the writing process visible to students. The total set of strategies is referred to with the acronym "POWER", which stands for the following sub-processes in the writing process: plan, organize, write, edit/edit and revise (Englert in Guzel-Ozmen, 2006). The organize think sheet is intended to guide students in using text structures to organize and order their ideas in a prewriting phase.
Advantages of Cognitive Strategy Instruction in Writing (CSIW) Students need instruction in the writing processes and structures underlying well-formed texts to develop their writing skills. Learning in the writing process has been shown to be effective when embedded in an instructional framework that emphasizes teacher modeling, scaffolding, procedural facilitation, and the development of an internal language and vocabulary for talking about writing. Cognitive Strategy in Writing (CSIW) instruction can provide many advantages to students and teachers in learning to write and improve students' writing skills.
From the above definition, it can be concluded that writing is the way to express the knowledge, feelings and ideas of the writer in a text following the rules of language. Based on the above explanation, it can be concluded that the purpose of writing is to provide information or share the idea of what. In the organization of the writing it is about how the writers organized the ideas or massage in the writing.
The purpose of organizing the material in writing includes coherence, order of impotence, and general or specific to general chronological order that occurred from beginning to end. Based on the above definitions, it can be deduced that recounting is a text that tells in chronological order what happened in the past to inform or entertain the reader.
Conceptual Framework
The researcher concludes that there is a way that needs to be done to make students interested in writing. The researcher uses the CSIW strategy as an appropriate strategy to promote students' motivation in writing in English, which makes students confident in writing narrative text. This strategy provides levels that can be used in the classroom to help students write text review.
This strategy can be a clear guide for students to make a good content and organization in their writing. After getting the treatment, the researcher finds out the effectiveness of the strategy by looking at the result students get after writing a retelling text. If there is a significant difference between both, such as the score of post-test is higher than pre-test, it means that the strategy is effective to apply in the writing class.
Hypothesis
RESEARCH METHOD
Research Variable and Indicators
Technique of Data Analysis
FINDINGS AND DISCUSSION
Discussion
This was supported by the frequency and rate percentage of the results of the students' score of pre-test and post-test. The students' score after implementing the students' writing ability through CSIW strategy was better than before the treatment given to the students. Based on the finding result, the students' score percentage in writing before using CSIW strategy showed that the students' writing ability in the tenth grade students of SMAN 6 Pinrang especially class X MIPA 2 was much less.
During the first meeting, the researcher found that most of the students had problems with writing, because most of the students still had no idea about their writing, and moreover, they didn't know how to organize their idea. After the CSIW strategy delivered treatments, the students' writing improved in content and organization. The improvement was evidenced by the students' written score percentage before the pre-test and the post-test.
Students demonstrated increased organization, they also demonstrated an increased ability to generalize their writing according to their writing topics. The reason for students' lack of organization was that students could not make the first sentence of the paragraph they were writing coherent with the next sentence, could not hold several ideas, and there was no continuity between paragraphs. In content, students were able to develop their idea clearly enough, although they still cannot develop their idea using supporting details to make their text easy to understand (Prastiwi, 2013).
Some of the most powerful CSIW strategies were expected to make useful and positive contributions to both English teachers and learners. Finally, for students, with this method, students can understand how to organize their ideas into written form, and it can attract them to learn English. This was because the students learned and practiced their writing with the CSIW strategy in the classroom, which could increase their new experiences and knowledge.
The researcher hypothesizes that using the cognitive strategy in writing (CSIW) teaching strategy could improve students' writing ability. The researcher gave a brief explanation of the five stages of writing (POWER) and guided the students in carrying out the activity.
CONCLUSION AND SUGGESTION
Suggestion
After conducting the research, the researcher concludes that Cognitive Strategy Instruction in Writing (CSIW) strategy could improve students' writing ability. The effectiveness of modified cognitive strategy instruction in writing with mildly mentally retarded Turkish students. A study of content and organization produced by the eighth grade students from SMPN 1 Kudu Jombang in writing retelling text.
Mengidentifikasi gambaran umum, spesifik dan rinci dari teks narasi sederhana tentang kegiatan/peristiwa/kejadian secara percaya diri dan bertanggung jawab. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks narasi sederhana tentang kegiatan/peristiwa/kejadian. Edit teks narasi sederhana, tulis secara sederhana tentang kegiatan/peristiwa/kejadian dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Mampu dengan percaya diri dan bertanggung jawab mengidentifikasi gambaran umum, informasi spesifik dan rinci dari teks cerita kegiatan/peristiwa/kejadian sederhana. Mampu membedakan fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks narasi sederhana tentang kegiatan/peristiwa/peristiwa. Mampu menyunting teks narasi sederhana, mudah menulis kegiatan/peristiwa/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Dapat menyusun teks narasi sederhana lisan dan tulis sederhana tentang kegiatan/peristiwa/peristiwa dengan memperhatikan tujuan, struktur teks dan unsur kebahasaan, dengan benar dan sesuai dengan konteks. Guru memberikan garis besar ruang lingkup materi dan penjelasan kegiatan yang akan dilakukan siswa dalam menyelesaikan masalah atau tugas baik secara individu maupun kelompok. Guru membacakan contoh teks berulang dengan pengucapan, tekanan kata, dan intonasi yang baik dan benar.
Guru mempersiapkan siswa secara psikis dan fisik untuk mengikuti proses pembelajaran dengan memberi salam. Guru menyampaikan ringkasan materi bidang dan penjelasan kegiatan yang akan dilakukan siswa. Siswa menulis teks recount sesuai dengan apa yang mereka tulis pada dua tahap sebelumnya.
Guru menyampaikan garis besar ruang lingkup materi dan penjelasan kegiatan yang akan dilakukan siswa baik secara individu maupun kelompok.
