Using process writing approach to improve the ability in writing recount paragraphs of the second year students of MTsN Lamala Central Sulawesi / Pudariati

Pudariati (2010) Using process writing approach to improve the ability in writing recount paragraphs of the second year students of MTsN Lamala Central Sulawesi / Pudariati. Masters thesis, Universitas Negeri Malang.

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Abstract

ABSTRACT Pudariati. 2009. Using Process Writing Approach to Improve the Ability in Writing Recount Paragraphs of the Second Year Students of MTsN Lamala Central Sulawesi Thesis, Graduate Program in English Education, State University of Malang. Advisors: (I) Prof. Drs. Bambang Yudi Cahyono, M.Pd, M.A., Ph.D. (II) Dr. Suharmanto, M.Pd. Key words: process writing approach, writing ability, recount paragraphs Based on the result of the preliminary study which was conducted from 21th to 23th July, 2008, it was found that the ability of the students in writing were still low. The studentsÔÇÖ average score was 4.13 while the minimum adequacy criterion (KKM/Kriteria Ketuntasan Minimum) was 6.00. The research problem formulated in this study wasÔÇØ How can process writing approach be used to improve the ability in writing recount paragraphs of the second year students of MTsN Lamala Central Sulawesi?ÔÇØ This study was designed to improve the ability in writing recount paragraphs of the second year students of MTsN Lamala Central Sulawesi by using process writing approach. The design of the study was a collaborative classroom action research in which the researcher was assisted by a collaborator in designing lesson plan, determining the criteria of success, implementing and observing actions, and making reflection on the data obtained from the teaching and learning process. The action research was conducted through the following procedure: (1) planning of action, (2) implementing the action, (3) observing the action, and (4) analyzing and reflecting. The subjects of this study were the second year students of MTsN Lamala Central Sulawesi at the second semester in 2008-2009 academic year. The number of the students in the class was 38 students. The instruments used in this study were observation checklists, field notes, questionnaires and interview guide. The appropriate model of process writing approach in the teaching of writing encompasses the following procedure: (1) giving the students colorful picture series of activities to construct the studentsÔÇÖ knowledge about recount text, (2) giving the students a model of recount text in which the generic structure of the text are clearly marked, (3) asking the students to work in groups to study the recount text, (4) engaging students to express their ideas in clustering technique, (5) guiding the students to explore, select, and order their ideas, (6) asking the students to put down their ideas into sentences and arrange them in a rough draft, (7) Asking the students to revise their rough drafts by using the revising guidelines format, (8) having students to hold mini conference with classmates and the teacher, (9) asking the students to exchange their drafts with their peers, (10) assigning the students to check the grammar and the mechanics of their writing by making reference to the editing guidelines format, and (11) asking the students to rewrite their final writing neatly. This study was conducted in two cycles each of which consisted of three meetings. In the first cycle, the discussion of a recount text was incorporated in the first meeting, the prewriting and the drafting stages in the second meeting, and the revising and the editing stages on the third meeting. In the second cycle, the prewriting and the drafting stages were included in the first meeting, the revising stage in the second meeting, and the editing stage in the third meeting. The findings of the study revealed that process writing approach was successful in improving the ability in writing recount paragraphs of the second year students of MTsN Lamala. The improvement was indicated by the increase of the studentsÔÇÖ participation in writing activities and the studentsÔÇÖ writing scores. From the result of the observation checklists and field notes, it revealed that process writing approach could enhance the studentsÔÇÖ participation in which most of them were actively participated in the teaching and learning activities. Relating to the studentsÔÇÖ final products, it was determined in the second criterion of success that 60% of the students should get the scores equal or greater than 6.00. The writing scores of the students in the first cycle had not achieved the criterion of success in which there were only 10 (26.32%) out of 38 students who got the scores equal or greater than 6.00 while in the second cycle, there were 24 (63.16%) who got scores equal or greater than 6.00 which means that it already achieved the criterion of success. Referring to the findings of this study, it is suggested to the English teachers to apply process writing approach in writing class. However, the teachers should consider an appropriate model of process writing approach to be applied in order to provide the students with exciting learning experiences. For the future researchers who will conduct the same field of study, it is recommended to conduct study using process writing approach with some changes in terms of text types, instructional media, and the procedure of the presentation of process writing approach.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Divisions: Fakultas Sastra (FS) > Jurusan Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 17 Mar 2010 04:29
Last Modified: 09 Sep 2010 03:00
URI: http://repository.um.ac.id/id/eprint/58416

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