IMPROVING THE QUALITY IN WRITING DESCRIPTIVE TEXTS OF MADRASAH ALIYAH STUDENTS THROUGH DIRECTED WRITING ACTIVITY STRATEGY

Muhammad Lukman Syafii(1*)
(1) Muhammadiyah University of Ponorogo, Indonesia
(*) Corresponding Author
DOI : 10.24256/ideas.v7i2.1027

Abstract

This study was intended to improve the tenth graders’ quality in writing a descriptive text at Madrasah Aliyah through the Directed Writing Activity strategy. Its design was action research consisting of 4 stages, namely planning the action, implementing and observing the action, and reflecting on the action. Its subjects were class X consisting of 31 students. There were 3 instruments used to collect the data needed, i.e. fieldnotes, portfolios, a scoring guide, and questionnaire. The criteria for success of this study were (1) all students participated in the teaching and learning process, (2) all students got score of equal to or more than 3 in each aspect of writing. The findings indicated that in Cycle 1, the study did not meet the criteria of success. Concerning the first criterion, it was only 99% students following the teaching and learning process. One student was absent from the first meeting. In connection with the second criterion, 18 students (58.06%) had achieved a score of equal to or more than 3 and the rest, 13 students (41.94%) got scores below 3. Because the first cycle did not meet the criteria of success, so the researcher carried out the second cycle. All students (100%) participated in the teaching and learning process. In addition to the second criterion, all students got score equal to even greater than 3 in each aspect of writing. From the findings, it can draw the conclusion that the directed writing activity is being able to upgrade the quality in writing descriptive texts of students.

Keywords


writing, descriptive text, irected writing activity strategy

References


Ary, D., Jacobs, L. C. Razavieh, A. & Sorensen, C. (2006). Introduction to Research in Education, 7th ed. Belmont, Canada: Thomson Wadsworth.

Blanchard, K., & Root. C. (2004). Ready to Write More: From Paragraph to Essay (2nded). New York: Pearson Education Inc.

Cohen, A. D. (1994). Assessing Language Ability in the Classroom, 2nd ed. Boston, MA: Heinle &Heinle Publishers.

Departemen Pendidikan Nasional. (2006). Peraturan Menteri Pendidikan Nasional No.22. Jakarta: Direktorat Pendidikan Dasar dan Menengah.

Elliot, J. (1991). Action Research for Educational Change. Berkshire, UK: Open University.

Grenville, K. (2001). Writing from Start to Finish: A Six-Step Guide. Crows Nest, NSW: Allen & Unwin.

Hadfield, C., & Hadfield, J. (1990). Writing Games. Edinburg, UK: Thomas Nelson and Son.

Koshy, V. (2007). Action Research for Improving Practice: A Practical Guide. London: Paul Chapman Publishing.

Latief, M. A. (2010). Tanya Jawab Metode Penelitian Pembelajaran Bahasa. Malang: UM Press.

Mills, G. E. (2003). Action Research: A Guide for the Teacher Researcher. Upper Saddle River, NJ: Pearson Education.

Raimes, A. (1983). Techniques in Teaching Writing. Oxford: Oxford University Press.

Seow, A. (2002). The Writing Process and Process Writing. In J.C. Richard & W.A. Renandya (Eds), Methodology in Language Teaching. An Anthology of Current Practice. (pp. 315-320). Cambridge: Cambridge University Press.

Smalley, R. L. Ruetten, M. K., & Kozyrev, J. R. (2001). Refining Composition Skill: Rhetoric and Grammar (5th ed). Boston: Heinle and Heinle.


Article Statistic

Abstract view : 55 times
PDF views : 49 times

The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).

If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs.

Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above.

Fullscreen Fullscreen Off

Full Text: PDF

How To Cite This :

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature