Sarmidi (2009) The use of "Directed writing activity" strategy to enhance the students' skill in writing recount texts at MTs Negeri Margoyoso Pati / Sarmidi. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Sarmidi. 2009. The Use of Directed Writing Activity Strategy to Enhance the Students Skill in Writing Recount Texts at MTs Negeri Margoyoso- Pati. Graduate Program in English Language Education State University of Malang. Advisors (1) Prof. Bambang Yudi Cahyono M.Pd M.A. Ph.D. (2) Dr. Yazid Basthomi M.A. Key words Directed Writing Activity Skill in Writing One of the problems that emerges in the teaching of writing is the students poor skill in writing. Referring to a preliminary study the researcher found the following facts (1) the students learning motivation in writing is low due to the image of complicated skill to learn (2) the students lack of confidence of writing text because of their insecure feeling of writing in English (3) the students score is under the school s targeted minimum standard of 65 since they do not know how to begin to write how to get ideas to write and how to organize them to a united text and (4) the teacher assigns their students to write without offering guidance to them in the process of producing a text. Therefore the researcher is greatly motivated to overcome the problems (especially Points 3 and 4) by implementing the Directed Writing Activity strategy. Through the Directed Writing Activity strategy this study was devised to enhance the students skill in writing recount texts. This strategy was selected for it was believed to be able to stimulate the students to be more actively involved in the writing activity so that their skill in writing could be enhanced. Therefore the problem of the study was formulated as How can the Directed Writing Activity strategy enhance the skill in writing recount texts of the eighth grade students at the State Islamic Junior High School (MTs Negeri) Margoyoso-Pati This study employs a collaborative action research design in which the researcher accompanied by a collaborator (one of the English teachers from the school) worked in a team in the study. It encompassed designing the lesson plan implementing the action observing the action and making reflection. This study was conducted to a single class consisting of 25 students (in Cycle 1) and 24 students (in Cycle 2) as subjects of the study. The study consisted of 4 meetings in each cycle from which the researcher required 80 minutes for each meeting. The data of the study were taken from the results of observation checklists field notes and students writing products. By applying the Directed Writing Activity strategy the students skill in writing was enhanced. The enhancement can be seen from the results of their mean scores attained from mid term test Cycle 1 and Cycle 2 which were respectively 45 61 and 74. The strategy also made the students more active in taking part of the writing activities. Their active participation reached 68% (equal to good) in Cycle 1 and 92% (equal to very good) in Cycle 2. It is also found that the appropriate model of the Directed Writing Activity strategy comprises 6 major stages (1) the teacher engages students to select or determine the topics related to their experience in real life (2) the teacher guides students to formulate questions and answers in developing topics (3) the teacher guides students to make outlines of recount texts (4) students write rough drafts of recount texts in which the teacher provides the students with guidance during the process of writing (5) under the teacher s guidance the students in groups discuss and conduct peer revising to develop their drafts of recount texts related to content and organization of ideas before they revise their own drafts of the same text type independently (6) and directed by their teacher the students in groups discuss and do peer editing to improve their drafts of recount texts in terms of grammatical and mechanical aspects prior to editing their own drafts of the same text type. On the basis of findings suggestions are proposed (1) the English teachers are suggested to set the time limit for each activity to use English and Indonesian languages in giving explanation and instruction to equip the students with a list of vocabulary and dictionaries to explain the grammatical aspects to give intensive guidance along the process of writing and to group the students in order to work cooperatively (2) further researchers are recommended to carry out a study on the same strategy Directed Writing Activity to be implemented at different modes and level of students such as at Elementary or Senior High School.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 16 Dec 2009 04:29 |
| Last Modified: | 09 Sep 2009 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58444 |
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