IMPROVING THE STUDENTS’ ABILTY IN WRITING DESCRIPTIVE TEXTS THROUGH COLLABORATIVE WRITING TECHNIQUE (A Classroom Action Research at Grade VIII A Students of SMP Negeri 1 Pelaihari, Tanah Laut Regency, South Kalimantan Province in the Academic Year of 2010/2011)

, SUPIANI (2011) IMPROVING THE STUDENTS’ ABILTY IN WRITING DESCRIPTIVE TEXTS THROUGH COLLABORATIVE WRITING TECHNIQUE (A Classroom Action Research at Grade VIII A Students of SMP Negeri 1 Pelaihari, Tanah Laut Regency, South Kalimantan Province in the Academic Year of 2010/2011). Other thesis, Universitas Sebelas Maret.

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    Abstract

    Supiani. 2011. S. 890809027. Improving the Students’ Ability in Writing Descriptive Texts through Collaborative Writing Technique (A Classroom Action Research at Grade VIII A Students of SMP Negeri 1 Pelaihari, Tanah Laut Regency, South Kalimantan Province in the Academic Year of 2010/2011). Thesis: English Education of Graduate Program. Sebelas Maret University, Surakarta. Consultants: (I) Dr. Abdul Asib, M.Pd, (II) Dr. Ngadiso, M.Pd. The main objectives of the research are (1) to improve the ability in writing descriptive texts of the grade VIII A students of SMPN 1 Pelaihari through collaborative writing technique; and (2) to know the strengths and weaknesses of the implementation of collaborative writing technique in improving students’ writing ability of descriptive texts in the grade VIII A students of SMPN 1 Pelaihari. The classroom action research was employed in this research. The subject of the research is 28 of grade VIII A students of the SMP Negeri 1 Pelaihari in the Academic Year of 2010/2011. This action research was conducted in two cycles. Each consisted of planning, implementing, observing, and reflecting the action. In collecting the data, the researcher used quantitative and qualitative data. The quantitative data were taken from the writing tests scored by two scorers. The writing test was scored based on content, organization, vocabulary, grammar, and mechanics. The quantitative analysis that was used to analyze the students’ achievement before and after the cycle was implemented by using descriptive statistics, finding out the mean of the scores in the test and the improvement of the scores. Meanwhile, the qualitative data were taken from the questionnaire, interview, and observation which were done before and after the treatment. Those were analyzed by using Constant Comparative Method proposed by Strauss and Glasser consisting of the following steps: (1) comparing incidents applicable to each category; (2) integrating categories and their properties; (3) delimiting the theory; and (4) writing the theory. The research findings are described in line with the problem statements as follows: first, by using collaborative writing technique the students’ ability in writing descriptive texts improves. This is proved by the significant increase of the mean score of the post-test cycle 1 and post-test cycle 2. Besides, they can also follow the writing process well which covers six steps in their activities namely idea generating/pre-writing, drafting, reading, editing, copying, and evaluating. Those steps help the students to produce their writing to be better. Second by implementing collaborative writing technique in teaching writing, the students’ behavior in learning writing changes and improves their motivation as well. Moreover, they are actively involved in pair work and the class situation becomes lively and also increases the students’ participation in writing class. In the teaching and learning process the students have interest and self-awareness in writing. Third, based on the results of the research there are the strengths and weaknesses. The strengths are: (1) CWT can improve the students’ writing ability because they do in pair with his/her partner and every step of writing helps them to write better; (2) the students have become more motivated to study English; (3) the students have higher self-confidence and felt happy because the students were also actively involved in working in a pair; and (4) it builds the teacher or the collaborator’s awareness that there are many varied ways which can be used in teaching learning English. Besides, the weaknesses are: (1) the students have to spend a long time to complete every step of writing process in the classroom; (2) the condition of the class is noisy; and (3) sometimes the pair has different opinions or arguments in developing paragraphs so it can make a difficult working situation or poor finished product. Based on the results of the research, it can be concluded that the use of the collaborative writing technique improves the students’ writing ability. Therefore, it is recommended that teachers apply collaborative writing technique in teaching writing. Keyword: Collaborative writing technique, descriptive texts, writing ability

    Item Type: Thesis (Other)
    Subjects: L Education > L Education (General)
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan
    Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
    Depositing User: AB Kusuma
    Date Deposited: 23 Jul 2013 20:10
    Last Modified: 23 Jul 2013 20:10
    URI: https://eprints.uns.ac.id/id/eprint/8132

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