Improving writing skill hrough guided writing (a classroom action research at the third year of SMU Negeri I Karanganyar in the Academic Year of 2009/2010)

Dyan, Vayye Langen (2010) Improving writing skill hrough guided writing (a classroom action research at the third year of SMU Negeri I Karanganyar in the Academic Year of 2009/2010). Other thesis, Universitas Sebelas Maret.

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    Abstract

    The third year students of SMU Negeri I Karanganyar, Academic Year 2009/2010, had problems dealing with writing skill. First, they found it hard to express their idea in writing. Second, they found it hard to construct correct sentences. Third, they lacked vocabulary mastery. To overcome the problems, the researcher designed an action research to teach writing skill through guided writing. The purpose of the research is to investigate whether or not guided writing can improve students’ writing skill. The action research was conducted in two cycles. Each cycle consisted of four steps: planning, action, observation and reflection. To collect the qualitative data, the researcher used field notes, questionnaires, and photograph. To collect the quantitative data, the researcher conducted tests after the research implementation. The tests were pre-test and post tests. To analyze the qualitative data, the researcher used Constant Comparative Method. There were four steps to analyze the qualitative data: (1) comparing data, (2) integrating categories, (3) delimiting the theory, and (4) writing the theory. For the quantitative data the researcher analyzed the mean scores of the tests. To analyze the significant differences between pre-test and post-test, the researcher used the non independent t-test computation. The result of the research shows that guided writing could improve the students’ writing skill. Through guided writing, the students showed great interest to be actively involved and participating in the teaching and learning process. The students were able to construct sentences correctly. In this case, the sentences they constructed were based on the researcher’s explanation and examples. They also used more vocabularies in their writing. The improvements of the mean scores showed that there was an improvement on the students’ writing skill. Therefore, it could be concluded that guided writing could improve the students’ writing skill. Based on the result of the study above, the researcher suggests that English teachers had better implement guided writing in their class in order to help the students improve their writing skill.

    Item Type: Thesis (Other)
    Subjects: L Education > L Education (General)
    P Language and Literature > PE English
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan
    Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
    Depositing User: Andika Setiawan
    Date Deposited: 22 Jul 2013 06:12
    Last Modified: 22 Jul 2013 06:12
    URI: https://eprints.uns.ac.id/id/eprint/7708

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