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IMPROVING STUDENTS’ WRITING SKILL USING MODELLED WRITING TECHNIQUE

(A Classroom Action Research at the Seventh Grade Students of SMP Negeri Sragen Bilingual Boarding School

in 2011/2012 Academic Year)

THESIS

by

ANGGAR WULANDARI

S891008003

ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY OF SURAKARTA

2012


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MOTTO

Sesungguhnya semua keperkasaan dan kemuliaan itu adalah kepunyaan Allah. (Q.S. an-Nisa: 139)

Allah tidak membebani seseorang, melainkan sesuai dengan kesanggupannya. (Q.S. al-Baqarah: 286)

They can because they think they can


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PRONOUNCEMENT

Herewith, I:

Name : Anggar Wulandari NIM : S891008003 Program : English Language Education

testify the thesis entitled Improving Students’ Writing Ability Using Modelled

Writing Technique (A Classroom Action Research at the Seventh Grade Students

of SMP Negeri Sragen Bilingual Boarding School in 2011/2012 Academic Year),

is the real work of the writer and no plagiarisms of the previous literary work

which have been raised to obtain bachelor or master degree of a university, nor

there are opinions or masterpieces which have been written or published by

others, except which the writing was referred in the manuscript and mentioned in

references.

Hence, later, if it is proven that there are some untrue statements in this testimony;

hence I will hold fully responsibility.

Surakarta, January 2012 The Writer,

Anggar Wulandari


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DEDICATION

Wholeheartedly, the writer dedicates this thesis to:

Her beloved husband,

Her beloved parents and parents-in-law,

Her beloved sisters, and

Her beloved friends.


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ACKNOWLEDGEMENT

Assalaamu’alaikum Warahmatullaahi Wabarakaatuh.

Alhamdulilaahi Rabbil ‘aalamin, the writer thanks to Allah Subhanahu

Wa Ta’ala, the Most Merciful, the Most Beneficent, and the Eternal Owner of

Sovereignty, that who blessed the writer so that she can finally accomplish this

thesis as a partial fulfillment of the requirements for getting Master Degree in

English Education. Praise to our true revolutioner, Muhammad Prophet, a glory

person who gives his blessing to his masses in the next day, peace be upon him.

In addition, the writer would like to say her great gratitude to everyone

who has given their advice, helps, and supports in accomplishing this thesis. Thus,

the writer would like to express her great gratitude and appreciation to:

1. Prof. Dr. Ir. Ahmad Yunus, M.S., the Director of Graduate School Program of

Sebelas Maret University of Surakarta,

2. Dr. Abdul Asib, M.Pd., the Head of English Education Graduate School of

Sebelas Maret University of Surakarta,

3. Prof. Dr. Joko Nurkamto, M.Pd., the first supervisor, who has given great

help, advice, correction, and guidance in accomplishing this thesis,

4. Drs. Gunarso Susilohadi, M.Ed. TESOL., the second supervisor, who has

given great advice, correction, and help in accomplishing this thesis,


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5. Nur Cipto, S.Pd., M.Pd., the principal of SMP Negeri Sragen Bilingual

Boarding School, who has been very kind and has permitted the writer to

conduct an action research in his institution,

6. Kharisma Sri Wijayanti, S.Pd., the English teacher in SMP Negeri Sragen

Bilingual Boarding School, who has helped the writer in conducting the

research in the class,

7. All of her friends who have accompanied her in sadness and happiness.

Last but not least, the writer realizes that this thesis is far from being

perfect. Therefore, she would like to invite to give comments and suggestions to

me this thesis better.

Wassalamu’alaikum Warahmatullaahi Wabarakaatuh.

Surakarta, January 2012 The writer,

Anggar Wulandari


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TABLE OF CONTENT TITLE................................................................................................................... i

THESIS APPROVAL .......................................................................................... ii

THESIS APPROVAL FROM THE BOARD OF EXAMINERS ......................... iii

MOTTO.............................................................................................................. iv

TESTIMONY ...................................................................................................... v

DEDICATION.................................................................................................... vi

ACKNOWLEDGEMENT ................................................................................. vii

TABLE OF CONTENTS .................................................................................... ix

LIST OF TABLES ............................................................................................. xii

LIST OF CHARTS ........................................................................................... xiii

LIST OF APPENDICES ................................................................................... xiv

ABSTRACT ...................................................................................................... xv

CHAPTER I INTRODUCTION

A. Background of the Study .......................................................................... 1

B. Problem Statement ................................................................................. 10

C. Objectives of the Study .......................................................................... 10

D. Benefit of the Study ................................................................................ 11

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Description .......................................................................... 12

1. The Definition of Writing ................................................................. 12

2. Writing Ability ................................................................................. 14

3. Teaching Writing .............................................................................. 16

a. The Meaning of Teaching Writing ............................................ 16

b. Materials in Teaching Writing................................................... 20

c. Assessing Writing ..................................................................... 21

B. Modelled Writing Technique .................................................................. 26

a. The Notion of Modelled Writing Technique................................ 26

b. The Guiding Principles of Modelled Writing Technique ............. 27

c. The Roles of the Teacher and the Student ................................... 29

d. The Implementation of Modelled Writing Technique .................. 30

C. Effective Teaching ................................................................................. 32

1. Participative Competence ................................................................. 34


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2. Interactional Competence ................................................................. 35

3. Academic Competence ..................................................................... 35

D. Rationale ................................................................................................ 36

E. Action Hypothesis .................................................................................. 38

CHAPTER III RESEARCH METHODOLOGY

A. Setting and Time of the Research ........................................................... 39

B. Research Method .................................................................................... 40

C. Subject of the Research .......................................................................... 44

D. Technique of Collecting Data ................................................................. 44

E. Technique of Analyzing Data ................................................................. 45

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Introduction ............................................................................................ 48

B. Cycle 1 ................................................................................................... 52

1. Planning the Action ......................................................................... 52

2. Implementing the Action ................................................................. 53

a. The First Meeting ........................................................................ 54

b. The Second Meeting.................................................................... 58

c. The Third Meeting ...................................................................... 61

d. The Fourth Meeting..................................................................... 65

e. The Fifth Meeting ....................................................................... 69

3. Observing ........................................................................................ 70

a. The Teaching-Learning Process ................................................ 70

b. Students’ Learning Progress ...................................................... 72

4. Reflecting the Action ....................................................................... 78

a. The Result of Implementation in Cycle 1 .................................. 78

1) The Improvement of Students’ Writing Ability ................... 79

2) The Improvement of Class Condition .................................. 81

3) The Improvement of Students’ Behaviour and Motivation ... 81

4) The Improvement of Students’ Interest and Self-Awareness 82

b. The Strengths and Weaknesses in Cycle 1 ................................. 82

C. Revised Plan........................................................................................... 83

D. Cycle 2 ................................................................................................... 84

1. Planning the Action .......................................................................... 84


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2. Implementing the Action .................................................................. 85

a. The First Meeting ..................................................................... 86

b. The Second Meeting ................................................................. 90

c. The Third Meeting .................................................................... 93

d. The Fourth Meeting .................................................................. 97

e. The Fifth Meeting ..................................................................... 99

3. Observing ......................................................................................... 99

a. The Teaching-Learning Process .............................................. 100

b. The Students’ Learning Progress ............................................. 101

4. Reflecting the Action ...................................................................... 106

a. The Result of Implementation in Cycle 2 .................................. 107

1) The Improvement of Students’ Writing Ability ................... 107

2) The Improvement of Class Condition .................................. 111

3) The Improvement of Students’ Behaviour and Motivation ... 111

4) The Improvement of Students’ Interest and Self-awareness . 112

b. The Strengths and Weaknesses in Cycle 2 ................................. 112

E. Discussion ............................................................................................ 115

1. The improvement of the Students’ Writing Ability......................... 115

2. The Improvement of the Students’ Behaviour ................................ 119

3. The Improvement of the Students’ Motivation ............................... 120

4. The Improvement of the Class Situation ........................................ 121

5. The Effectiveness of Modelled Writing Technique Towards the

Teaching of Writing ....................................................................... 122

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ........... 124

A. Conclusion ........................................................................................... 124

B. Implication ........................................................................................... 128

C. Suggestion ............................................................................................ 129

REFERENCES ................................................................................................ 130

APPENDICES ................................................................................................. 133


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LISTS OF TABLES

Table 1.1 The average score of Students’ Pre-test .................................................. 7 Tabe 2.1 Writing Rubric ....................................................................................... 25 Table 3.1 The Time Schedule of the Research ....................................................... 40 Table 4.1 The average score of Students’ Pre-test .................................................. 50 Table 4.2 The Students’ Post-Test Average Score of Cycle 1 from the First

Scorer .................................................................................................... 75 Table 4.3 The Students’ Post-Test Average Scores Based on the Writing

Aspects of Cycle 1 from the First Scorer ................................................ 75 Table 4.4 The Students’ Post-Test Average Scores of Cycle 1 from the Second

Scorer .................................................................................................... 75 Table 4.5 The Students’ Post-Test Scores Based on the Writing Aspects of

Cycle 1 from the Second Scorer ............................................................. 76 Table 4.6 The Students’ Post-Test Average Scores of Cycle 1 from the Two

Scorers................................................................................................... 76 Table 4.7 The Students’ Post-Test Scores Based on the Writing Aspects of

Cycle 1 from the Two Scorers ................................................................ 77 Table 4.8 The Result of the Statistical Account of Points Score in Cycle 1 ............ 79 Table 4.9 The Result of Statistical Account of Aspects of Writing from Pre-Test

to Post-Test in Cycle 1 .......................................................................... 80 Table 4.10 The Students’ Post-Test Average Score of Cycle 2 from the First


Aspects of Cycle 2 from the First Scorer ................................................ 104 Table 4.12 The Students’ Post-Test Average Score of Cycle 2 from the Second


Aspects of Cycle 2 from the Second Scorer............................................ 105 Table 4.14 The Students’ Post-Test Average Scores of Cycle 2 from Two Scorers .. 105 Table 4.15 The Students’ Post-Test Average Scores Based on the Writing

Aspects of Cycle 2 ................................................................................. 106 Table 4.16 The Result of the Statistical Account of Points Score in Cycle 2 ............ 108 Table 4.17 The Result of the Statistical Account of Points Score in Cycle 2 ............ 109 Table 4.18 The Summary of the Results of the Pre-Test, Post-Test of Cycle 1 and

Cycle 2 .................................................................................................. 110 Table 4.19 The Students’ Lowest and Highest Score of Pre-Test, Post-Test of

Cycle 1, and Post-Test Cycle 2 .............................................................. 110 Table 4.20 The Summary of the Results of the Classroom Action Research ............ 113


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LIST OF CHARTS

Chart 1.1 The average score of Students’ Pre-test .................................................. 7 Chart 4.1 The average score of Students’ Pre-test .................................................. 50 Chart 4.3 The Students’ Post-Test Average Scores Based on the Writing

Aspects of Cycle 1 from the First Scorer ................................................ 75 Chart 4.5 The Students’ Post-Test Scores Based on the Writing Aspects of

Cycle 1 from the Second Scorer ............................................................. 76 Chart 4.7 The Students’ Post-Test Scores Based on the Writing Aspects of

Cycle 1 from the Two Scorers ................................................................ 77 Chart 4.8 The Result of the Statistical Account of Points Score in Cycle 1 ............ 80 Chart 4.9 The Result of Statistical Account of Aspects of Writing from Pre-Test

to Post-Test in Cycle 1 .......................................................................... 81 Chart 4.11 The Students’ Post-Test Average Scores Based on the Writing

Aspects of Cycle 2 from the First Scorer ................................................ 104 Chart 4.13 The Students’ Post-Test Average Scores Based on the Writing

Aspects of Cycle 2 from the Second Scorer............................................ 105 Chart 4.15 The Students’ Post-Test Average Scores Based on the Writing

Aspects of Cycle 2 ................................................................................. 106 Chart 4.16 The Result of the Statistical Account of Points Score in Cycle 2 ............ 108 Chart 4.17 The Result of the Statistical Account of Points Score in Cycle 2 ............ 109 Chart 4.18 The Summary of the Results of the Pre-Test, Post-Test of Cycle 1 and

Cycle 2 .................................................................................................. 110


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LIST OF APPENDICES

Appendix 1 Blue print of pr-test ........................................................................... 133

Appendix 2 Writing pre-test ................................................................................. 134

Appendix 3 The score of students’ pre-test ........................................................... 135

Appendix 4 The teacher’s scoring of pre-test ........................................................ 136

Appendix 5 The collaborator’s scoring of pre-test ................................................ 137

Appendix 6 Pre-research interview ....................................................................... 138

Appendix 7 Pre-research questionnaire ................................................................ 142

Appendix 8 The sample of student’s response to the questionnaire ....................... 144

Appendix 9 The result of pre-research questionnaire ............................................ 146

Appendix 10 The samples of students’ writing of pre-test ...................................... 147

Appendix 11 Lesson plan cycle 1 ........................................................................... 150

Appendix 12 Blue print of post-test cycle 1 ............................................................ 174

Appendix 13 The score of students’ post-test cycle 1.............................................. 176

Appendix 14 The teacher’s scoring of post-test cycle 1 .......................................... 177

Appendix 15 The collaborator’s scoring of post-test cycle 1 ................................... 178

Appendix 16 Field notes cycle 1 ............................................................................. 179

Appendix 17 The samples of students’ writing of post-test cycle 1 ......................... 184

Appendix 18 Lesson plan cycle 2 ........................................................................... 187

Appendix 19 Blue print of post-test cycle 2 ............................................................ 212

Appendix 20 The samples of students’ writing of post-test cycle 2 ......................... 213

Appendix 21 Field notes cycle 2 ............................................................................. 216

Appendix 22 Post-research interview ..................................................................... 221

Appendix 22 Post-research questionnaire ............................................................... 225

Appendix 23 The result of post-research questionnaire ........................................... 227

Appendix 24 The sample of student’s response to the questionnaire ....................... 228

Appendix 25 The score of students’ post-test cycle 2.............................................. 230

Appendix 26 The teacher’s scoring of post-test cycle 2 .......................................... 231

Appendix 27 The collaborator’s scoring of post-test cycle 2 ................................... 232

Appendix 28 Graphics of students’ improvement in each cycle .............................. 233

Appendix 29 Graphics of students’ score in each aspect of writing ......................... 234

Appendix 30 The pictures of teaching and learning process .................................... 235

Appendix 31 The letter from institution/school ....................................................... 239


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CHAPTER I

INTRODUCTION

A. Background of The Study

English language skills consist of speaking, listening, reading and

writing skill. Writing skill is considered as an important skill which must be

mastered by people because most of electronic medias use English language

as the language of transfer such as the news, internet, books, journals,

manuals, films, and advertisements. In educational setting of developing

countries, English language is taught and tested at schools. Moreover, there

are many schools and universities which use English tests as one of the

requirements for enrolment. The four skills are taught to students to prepare

them in facing the world challenges. Indonesia is one of the countries which

includes English in the school curriculum and is tested in the national

examination. By having observation on the growth of the world’s technology

and education, Indonesia should prepare the young generation to be skilful and

competent, especially in writing skill.

Writing is an integrative skill and an important, constructive, and

complex process. It is an essential skill in foreign language learning in order to

give learners the opportunity to develop the proficiency they need to write

personal letters, essays, research papers, and journals. In addition, writing

skills enhance cognitive and linguistic awareness (Abu Jalil in Al Gomoul,

2011: 1). In order to produce good writing, students need to be taught writing


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skill in early ages of their education. It is done in order to give them

provisions before they continue to the higher levels of education. Writers often

use the writing process in different ways. The writing process is influenced by

the purpose of writing, the intended audience and the selected format (e.g.

letter, report, journal entry). In educational settings, each country has its own

rules and curriculum on the teaching of English skills, especially for countries

whose mother tongue is not English.Peha (2003: 7) states that the goal of this

area of the writing curriculum is to provide students with a large repertoire of

reliable techniques for solving the common problems writers face and to

expose students to the idea of thinking strategically about writing.

Indonesia has its own curriculum of English for each level of

education. As stated in the 2006 School Based Curriculum (KTSP) that

writing is one of the language skills that must be taught in Junior High

Schools. The teaching of writing is aimed at enabling students to master the

functional texts and monologue texts or paragraphs in the form of descriptive,

narrative, recount, procedure, and report (Depdiknas, 2006). Writing is

presented in the form of text types which are related to the purpose of each

type. Based on the curriculum mentioned above, the seventh grade students

are expected to be able to write descriptive, narrative, recount, procedure, and

report. In writing descriptive text, the seventh grade students are expected to

be able to write a simple descriptive text correctly. They should be able to

develop main idea into short descriptive text, organize the paragraphs well,


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use the correct grammar or sentence structure, use the correct word choice or

vocabulary, and use the appropriate spelling, punctuation, and capitalization.

The teaching of wrriting skill has its own requirement. Teacher has to

prepare before teaching the skill to the studeents. Harmer (1998: 79) states

that in teaching writing to students of English as a foreign language should

include reinforcement, language development, learning style, and most

importantly writing as a skill in its own right. Teacher should teach the

students how to write and some of writing’s special conventions (punctuation,

paragraph construction, etc). Moreover, the level of difficulty must also

depend on the students’ level such as elementary, intermediate, or advance.

The seventh grade students are in the elementary level. Such students can

write simple stories, they are not equipped to create complex story.

Bryne in Al Gomoul (2011: 2) claims that writing serves a number of

pedagogical purposes: (1) the introduction and practice of some form of

writing enable us to provide for different learning styles and needs. Some

learneds, especially those who do not learn easily through oral practice, feel

secure if they are allowed to read and write; (2) written work serves to provide

the learners with some tangible evidence that they are allowed to read and

write in the language; (3) exposure to the foreign language through more than

one medium is likely to be more effective than relying on a single medium

alone; and (4) writing is often needed for formal and informal testing.

As writing became more important, the task of teaching writing was

assumed by various educational institutions (Clark etal., 2003: 2). Educational


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institutions accept writing test as one of the requirements to enter higher

education level like in senior high school, university or college, and to apply

for overseas scholarship. Indeed, the assessment of the writing is also done by

the experts in oder to make qualified results. To reach good results in writing

test, students must be taught how to write well to reach the standard of a good

writing. The process of writing in the classroom as undertaken by students in

schools is the focus of a number of important characteristics, which must at

least be acknowledged by teachers if effective teaching and learning is to take

place (Fleming and Stevens, 2010: 89). The role of the teacher is considered

very important in helping the students to write well. The teacher has to have

good quality in teaching English and English writing skill. By doing so, the

students will automatically feel at ease in composing essays like how their

teachers teach them.

Brown (2001: 335) states that writing is simply the graphic

representation of spoken language and that written performance is much like

oral performance, the only difference lying in graphic instead of auditory

signals. Ur (1991: 162) states that writing is as a means, as an end, or both as a

means and an end. Writing as a means is simply used either as a means of

getting the students to attend to and practice a particular language point, or –

even more frequently – as a convenient method of testing it: providing

information as to how well something has been learned in a form which the

teacher can the check at their work. For instance, the learners note down new

vocabulary, copy out grammar rules, write out answers to reading or listening


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comprehension questions and do written tests. In contrast, writing as an end

means that the main objective of the writing is the writing itself. At the micro

level, they practice specific written forms at the level of word or sentence

(handwriting or typing, spelling, punctuation); at the macro level, the

emphasis is on content and organization: tasks invite learners to express

themselves using their own words, state a purpose for writing, and often

specify an audience. For instance, write a letter and narrate a story. While,

writing as both means and end is combining purposeful and original writing

with the learning or practice of some other skill or content. For example, a

written response to reading of a controversial newspaper article (combines

writing with reading).

Peha (2003: 1) writing is very important in education today so

everyone wants to know the best way too teach it. But that can be a challenge

because there are so many different ideas out there. Writing is not generally

liked by most pupils in secondary schools (Fleming and Stevens, 2010: 89).

This statement is reasonable since students face some difficulties in writing,

composing is hard work even the students are doing it in their own language.

Writing skill is considered as a difficult skill for students because they are not

taught well about the skill. Teacher tends to teach other skills like speaking,

reading, or listening skill and grammar points. Al Gomoul (2011: 1) states that

writing is one of the main four skills that teachers often neglected. He also

states that to improve someone’s writing skill, practice is crucially needed

rather than by simply following the required course book.


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Writing is not only done simply by writing on a piece of paper

without any conventions. Writers have to express them in a way that really

communicates with the readers (Corps, 1989: 5). Peha (2003: 1) states that the

quality of a good writing is it uses a shared language of quality to express

judgements in ways that others understand and makes sense. In order to make

a good writing, students need to study about the five aspects of writing before

they write, namely content, organization, vocabulary, grammar, and

mechanics.

Al Mashour in Al Gomoul (2011: 3) explains that foreign language

learners, most of the time, find writing as a difficult and exhausting process.

Such learners may have a limited scope of vocabulary, may suffer from

inability to write coherent and cohesive texts, and may be unable to spell

words and use grammatical structure correctly. Such problems lead the

students to claim that they have the ideas but they do not have the ability or

the skill to express them in the target language. Indeed, there are some

problems which should be considered (Broughton, etal., 2003:116) such as (1)

mechanical problems with the script of English; (2) problems of accuracy of

English grammar and lexis; (3) problems of relating the style of writing to the

demands of a particular situation; (4) problems of developing case and

comfort in expressing what needs to be said.

Clark,etal. (2003: 322) states that the difficulties in students’ writing

that usually are described as grammatical errors. For example, faulty

punctuation, which can sometimes produce run-on sentences, fused sentences,


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and sentence fragments, may appear on the surface to be the result of students’

failure to understand the grammatical structure of a sentence. The problems

that the students usually face can be solved in revising step by using specific

revision strategies to solve common problems. Kharma in Al Gomoul (2003:

3) indicates that English as a foreign language students attempting to write a

proper English discourse failed to organize a passage, use the devices

(punctuation, capitalization, indentation, paragraphing) normally, develop

cogerence, unity, and topicalization, use methods of development and develop

a whole theme in several paragraphs.

Related to the difficulty in writing, the seventh grade students of

SMP N Sragen Bilingual Boarding School have similar problems. Based on

the preliminary research of the seventh grade students of SMP N Sragen

Bilingual Boarding School, the researcher found the results of then writing

pre-test. The detailed score of the writing pre-test can be seen in the table

below:

Table 1.1

The Average Score of Students’ Pre-test

No Writing Aspects Average Score 1 Content 61.25 2 Organization 79.11 3 Vocabulary 75.45 4 Grammar 69.57 5 Mechanics 56.79

Average 68.43


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Chart 1.1

The Average Score of Students’ Pre-test

The result shows that the students had low ability in writing. The

mean of the pre-test score was low, namely 68.43. SMP Sragen Bilingual

Boarding School is a Pre-International Standardized School. The

KriteriaKetuntasan Minimal (KKM) for English subject is 76. The result of

the writing pre-test is lower than the KKM.

Based on the pre-test resuit, the students had problems in some

aspects such as content, mechanics, grammar, and organization. Those facts

were the same with the results of questionnaire before pre-research. The

researcher found out that students often face problems in expressing their

ideas in writing down 50%. About 53.57%, students sometimes have problems

with how to organize the ideas to make a meaningful passage. Students find

problems with vocabulary and choosing the appropriate words 46.43%, they

are confused in using and differentiating the parts of speech. Furthermore,

students find problems about the grammar in writing sentences to paragraphs

64.29%. Students find difficulties in capitalization matter 32.14%. Also,

students find the difficulty in the word spelling 46.43%. The result of the

61.2579.11 75.45 69.57

56.79

Content Organization Vocabulary Grammar Mechanics

Average Score


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questionnaire showed that there are some problems that the students faced in

writing.

Dealing with the students’ affective problems, the students do not

have internal motivation to write, they feel lazy to write since the teacher often

emphasizes on other skills like reading, listening, and speaking. In writing,

students face those problems mentioned above and some of them do not have

a good handwriting. The students also faced some problems in mechanics

aspect like the use of correct punctuation, capitalization, and spelling. Also,

when the teacher asks them to write texts, students tend to spend much time

before writing to talk to their friends about what to write and how to write.

They often use dictionary or ask the teacher the meaning of words which they

have not known.

The problems above will not promote good learning. The problems

above might happen because of some causes: (1) the teacher did not teach the

writing skill as much as other skills since it takes much time for the students to

write and sometimes students are not really writing but discussing with their

friends. (2) Writing skill is not regarded as important as other skills since it is

rarely used in daily communication. Also, it is not tested in the National

Examination. (3) The teacher used traditional method and old teaching media

so that the students need innovation to facilitate their learning.

The goal of teaching writing is to enable students to produce fluent,

accurate, and appropriate written English. In fact, sometimes in writing,

students may find they do not know a suitable expression, so they fall back on


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using a direct translation of their own language (Lavery, 2001: 27). Interactive

modelled writing is a classroom exercise in writing where the teacher will talk

aloud the thinking process that occurs when writing a document and invite the

students to do the same. The students receive the benefit of the teacher's

creative process and practice the lesson learned. Interactive modelled writing

is beneficial for students who will see firsthand the elements of writing and

how a methodical thought process is useful (Jones, 2011: 1),

(http://www.ehow.com/ interactive-modelled-writing-activities.html). This

technique will enable the students to watch the overall process of writing by

paying attention to the teacher’s explanation and modelling in writing a text,

especially descriptive texts.

Modelled writing technique is beneficial for students who will see

firsthand the elements of writing and how a methodical thought process is

useful (Jones, 2011: 1).In this research, the researcher uses modelled writing

technique to teach the seventh grade students of SMP NegeriSragen Bilingual

Boarding School to improve the students’ ability in writing, especially in

writing descriptive texts. Furthermore, the researcher implements the

modelled writing technique by using the teaching media called interactive

whiteboard. The researcher hopes that this technique gives positive impacts on

the students’ writing ability, behaviour, and motivation and its effectiveness

towards the teaching of writing.


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B. Problem Statement

Based on the description of the background above, the problems are:

1. Can modelled writing techniqueimprove the students’ writing skill?

2. What is the effectiveness of modelled writing technique towards the

teaching of writing?

C. Objectives of The Study

Based on the problems above, this research is directed to:

1. Improve the students’ writing ability at the seventh grade students of SMP

NegeriSragen Bilingual Boarding School by using modelled writing

technique.

2. Know the effectiveness of the implementation of modelled writing

technique towards the teaching of writing at the seventh grade students of

SMP NegeriSragen Bilingual Boarding School.

D. Benefits of The Study

The result of the study can give some benefits as follows:

1. For the English teachers

This research can provide contribution for the English teachers to apply

modelled writing technique in the teaching and learning process especially

in teaching writing. It is also hoped that it will help English teachers not to

use monotonous technique in teaching and learning process, especially in

teaching writing.


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2. For students

The result of the research will help the students to write better. By using

modelled writing technique, the students are able to improve their writing

ability, especially in writing descriptive texts. As a result, their writing will

be much better. It means that this teachingtechnique will improve the

students’ writing ability, especially in writing descriptive texts.

3. For the researcher

This research gives the researcher understanding toward the

implementation of modelled writing technique in teaching writing. It will

provide useful practical experience for the researcher himself.

4. For the other researchers

The other researchers can develop the research based on the result and use

it as one of references to study about writing skill in the next research and

its implementation in their research.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Description

1. The Definition of Writing

Writing is communicating. Good writing helps the reader understand

the writer’s ideas as clearly as possible (Leki, 1998: 5). Byrne (1984: 7)

defines writing as the activity to use graphic symbols such as letters or the

combinations of letters which relate to the sounds people make when

speaking. Writing can be said to be the act of forming these symbols.

However, writing is not merely the formations of graphic symbols just as

speech is not merely the production of sounds. More than that, writing

involves the act of arranging the symbols accordingly to certain conventions

to form words and the words have to be arranged in such a way to form

sentences.

According to Elmborg in Dhakal (2010: 1), writing is understood

both as a way to learn (as a heuristic) and a way of demonstrating knowledge

(a way to assess what students know). Writing is a productive skill which is

seen as one of the most difficult and therefore frustrating subjects to teach

particularly in English as a Second Language (ESL) programs. It is especially

difficult for non-native speakers because learners are expected to create

written products that demonstrate their ability to organize the content, to


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address the correct audience as well as to demonstrate their linguistic ability

(vocabulary, punctuation, and spelling).

Brown (2001: 335) states that writing is simply the graphic

representation of spoken language and that written performance is much like

oral performance, the only difference lying in graphic instead of auditory

signals. College Board in Dhakal (2010: 2) states that writing is how students

connect the dots in their knowledge. Although many models of effective ways

to teach writing exist, both the teaching and practice of writing are

increasingly shortchanged throughout the school and college years.

Andrew and James (1986: 6) state that writing is a process that yields

a product with a definite purpose and audience; it is explained that writing is a

process of building larger unites from smaller ones. That is the writer uses the

words to make sentences, sentences to make paragraphs and paragraph to

make composition.Gaith in Dhakal (2010: 8) states that writing is a complex

process that allows writers to explore thoughts and ideas, and make them

visible and concrete. Writing encourages thinking and learning for it motivates

communication and makes thought available for reflection.

Dvorak in Hadley (1993: 291) states that writing refers to all the

various activities that involve transferring thought to paper. Hadley (1993:

291) states that writing might be best viewed as a continuum of activities that

range from the mechanical or formal aspects of writing down on the one end

to the more complex act of composing on the order. Gere (1985: 2) writing is

a communication, writing is self-expression, writing is a public, writing is a


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rule-governed behavior, and a way to learning. Grabe and Kaplan (1996: 6)

state that writing is a technology a set of skills which must be practiced and

learned through experience.

Based on the definitions above, it can be concluded that writing is the

act of expressing, transferring, or communicating ideas or thoughts by using

graphic symbols which has a purpose and are arranged based on particular

rules such as mechanics, grammar, organization, vocabulary, and content.

2. Writing Ability

Writing well is not just an option for young people – it is a necessity

(Graham and Perin, 2007: 3). Writing is an essential skill in our everyday lives

and that makes it really an important aspect of foreign language teaching. The

writing skill is important because it is a good way to reinforce what students

have learned and enrich them with new vocabulary in written form (Aziz,

2011: 371).

Lee and Vanpatten in Harsyafetal. (2009: 3) states that writing is a

generic term to refer to all various activities that involves transferring thought

to paper which focuses on the language form and develops an idea or a point.

In writing, students must be guided with skills of writing which can enhance

students’ writing. Harsyafet al. (2003: 3) states that writing accurately

involves spelling correctly, forming letters correctly, writing legibly,

punctuating correctly, using correct layouts, choosing the right vocabulary,


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using grammar correctly, joining sentences correctly and using paragraphs

correctly.

Writing involves several sub-skills which related to accuracy,

spelling, and grammar. Consequently, students must learn about skills of

writing, namely micro and macro skills.

Brown (2000: 343) lists the microskills for writing, as follow:

a. produce graphemes and orthographic patterns of English;

b. produce writing at an efficient rate of speed to suit the purpose;

c. produce an acceptable core of words and use appropriate word order

patterns;

d. use acceptable grammatical systems (e.g. tense, agreement, pluralization),

patterns and rules;

e. express a particular meaning in different grammatical forms; and

f. use cohesive devices in written discourse.

Brown (2000: 343) also lists the macroskills of writing, as follow:

a. use the rhetorical forms and conventions of written discourse;

b. appropriately accomplish the communicative functions of written texts

according to form and purpose;

c. convey links and connections between events, and communicate such

relations as main idea, supporting idea, new information, given

information, generalization, and exemplification;

d. distinguish between literal and implied meanings when writing;


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e. correctly convey culturally specific references in the context of the written

text; and

f. develop and use a battery of writing strategies, such as accurately

assessing the audience’s interpretation, using pre-writing devices, writing

with fluency in the first draft, using paraphrases and synonyms, soliciting

peer and instructor feedback, and using feedback for revising and editing.

TEFL Jobs Abroad in Aziz (2011: 372) states that to improve EFL

students’ writing skills, they need to attain correctness and accuracy in

grammar, vocabulary, spelling, punctuation, arrangement of sentence

structures, linkage of information across sentences, capitalization, putting or

omitting the comma, etc. They need those skills of writing because it will be

important for their further writing production.

Caroll (1990: 1) to make a good writing, students should know about

the requirements of a good writing as follow:

a. how to properly construct a sentence;

b. that subjects and verbs must agree in number;

c. that the reference of pronouns should be not ambiguous;

d. that there should be consistent of person and tense in writing; and

e. that correct spelling, punctuation, capitalization, and word usage are

required.


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3. Teaching Writing

a. The Meaning of Teaching Writing

Teaching writing is not an easy task specially when teaching English

as a foreign language. Teacher faces many challenges. The teacher’s task is to

assist her learners to gain control over the written word. Keys in Graham and

Perin (2007: 9-10) states that in the school setting, writing plays two distinct

but complementary roles. It is a skill that draws on the use of strategies (such

as planning, evaluating, and revising text) to accomplish a variety a variety of

goals, such as writing a report or expressing an opinion with the support of

evidence. Indeed, writing is a means of extending and deepening students’

knowledge; it acts as a tool for learning subject matter. Ur in Al Gomoul

(2003: 4) assures that the writing process is the starting point for developing

students’ writing abilities; teachers must recognize that students need a range

of writing experiences to develop as writers. In addition, in order to become

good at writing, learners need concentration, instruction, practice, and

patience.

Teaching writing skills to non-native students is a very challenging

task for teachers because developing this skill takes a long time to see the

improvement (Tangpermpoon; 2008: 1). Consequently, the writing teachers

should be a good model for their students since non-native students need to

deal with the grammar of the target language which is usually much different

from their mother tongue. Hedge in Al Gomoul (2003: 4) states that the

teacher’s role in the process of writing is very important. The teacher’s role is


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to provide an environment in which students will learn about writing, see

models of good writing, get plenty of practice in writing, and receive help

during teh writing process. The teacher, being a facilitator, helper, motivator,

consutant, promter, advisor, and only then assessor, should help learners by

organizing writing as a series of stages.

Brown in Al Gomoul (2003: 5) provides guidelines for developing

learners’ writing techniques. The teacher, when giving the learners a writing

task, should always consider various techniques for maintaining efficient

writing practice. These include: (1) balance process and product; (2) take

account of the learners’ cultural/literary background; (3) connect reading and

writing; (4) provide as much authentic writing as possible; (5) frame lesson

plans in terms of including prewriting, drafting, and revising stages; (6) offer

techniques that are as interactive as possible and sensitively apply methods of

responding to; and (7) correcting the learners’ writing. Furthermore, he also

states that the teacher should bear in mind what good writers do and

encourage the learners to do the same: (1) focus on a goal or main idea when

writing; (2) perceptively gauge their audience, spend some time planning to

write, easily let their first ideas flow onto the paper, follow a general

organizational plan as they write, solicit and utilize feedback on their writing,

revise their work willingly and efficiently and patiently make as many

revisions as needed.

Teaching writing is different from teaching other language skills. It is

different from understanding and speaking in being concerned with written


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symbols while understanding and speaking are concerned with the spoken

language. Writing is related to reading because the two skills are concerned

with written symbols (Hamash and Rahim in Aziz, 2011: 371). Ibid in Aziz

(2011: 371) also states that the teaching of writing should take more than 10%

of the class time. When students control all the basic necessities of

understanding and speaking, it is possible to improve their ability in writing

foreign language; they need a lot of practice in order to develop the writing

skill. In teaching writing skills, teachers must give a lot of writing practice for

students in the classroom. The teaching also must be emphasized on the

aspects of writing such as content, organization, vocabulary, grammar, and

mechanics.

Kashiwagi in Hirano suggests that writing could be the most difficult

skill to teach among the four activities – listening, speaking, reading writing –

because writing produces tangible records that allow countless revisions and

consist of both technical accuracy and artistic fluency. Writing also can be the

most time consuming activity to teach. Writing is the most time consuming

activity because students need to think and explore about the topic and the

teacher needs time to check all the students’ writing and give comments on the

students’ writing. By checking and giving comments to students’ writing, the

students will be more aware of their mistakes in writing especially regarding

with the five aspects of writing skill.

In teaching writing, teacher should use the time wisely otherwise

students will get nothing during the writing class. Writing should be done in


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the classroom not as homework. When it becomes homework, students may

copy their friends’ work or just get help from parents or siblings. As a result,

the result of score is not valid and it could not represent student’s own ability.

Holdeston in Aziz (2011: 372) states that the development of student’s writing

skill can be defined as the creation of original text using the individual’s

intellectual and linguistics resources, rather than copying someone else’s text,

using a prepared list of words to create sentences or stories, filling in the

blanks, or practicing handwriting.

Thus, it can be concluded that teaching writing is challenging task

and needs much time allocation. Also, teaching English writing to non-native

students needs big effort and high spirit for teacher. Indeed, the teacher should

make a good classroom atmosphere for the students to learn writing skill since

writing skill needs good atmosphere to explore their ideas. In teaching writing,

the teacher must be well-prepared before teaching the skill to the students.

Being a good model for the students is a must. The teacher has to have good

grammar and way of teaching which is understandable by the students.The

teacher should be a good model for the students in teaching the writing aspects

such as the content, organization, grammar, vocabulary, and mechanics.

b. Materials in Teaching Writing

In teaching writing the descriptive text in the class of Junior High

School, teachers should pay attention on the national curriculum especially

when writing is tested. In the Competency Based Curriculum, teaching writing


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is enable the students to write texts based on the given themes or topics. The

levels of students’ grade have different themes or topics. The lower levels

have easier themes or topics and the upper levels have more difficult themes

or topics. The themes or topics for seventh grade students are different from

those eighth and ninth grades. For seventh grade students, the themes or topics

include family life, school life, and plants, animals or things (Depdiknas,

2005: 179-190).

The seventh grade students are expected to be able to write

descriptive text using the given themes as stated in the curriculum. There are

five aspects of writing skills namely content, organization, vocabulary,

grammar, and mechanics. The teacher also needs to use the materials which

support the students to understand about the five aspects of writing. By doing

so, the students will be able to write correctly and the teacher should also be a

good model for the students. The teacher creates worksheet which enables the

students improve their writing skills. As a result, the students will be familiar

with a good writing and the ways to accomplish it.

c. Assessing Writing

Information about people’s language ability is often very useful and

sometimes necessary. It is difficult to imaginem for example, British and

American universities accepting students from overseas without some

knowledge of their proficiency in English. The universities certainly need

dependable measures of language ability. Assessing writing is not an easy task


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for teachers. Indeed, teachers need time to check the writing in a fair assessing

way. In general, testing writing must be based on the indicators which are

taken from the theories. After stating the indicators, the next step is to make

blueprint which is afterward will be used to make instruments or items. Before

making instruments of the test, it is necessary to make scoring rubric to make

the scoring clear and guided.

Hughes (1989: 7) states that the purposes of testing are to: (1)

measure language proficiency regardless of any language courses that

indicated may have followed; (2) discover how far students have achieved the

objectives of a course of study; (3) diagnose students’ strength and weakness,

to identify what they know and what they do not know; and (4) assist

placement of students by identifying the stage or part of a teaching programme

most appropriate to their ability.

From approximately 1950-1970, assessment reflected ideas about

composition that were current at the time – that is, that writing ability could be

measured by having student answer questions about grammar, usage and

punctuation in multiple choice test. The objective test was popular with

teachers and administrators. It was easy to control variables. But the problem

became obvious; it was not valid; that is, it did not measure what it purported

to measure. A student’s score on an objective grammar test did not predict

whether the student could actually write any more that the written drivers’ test

can predict whether a person can drive a car (Ulguhart and McIver, 2005:

200).


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Yancey in Ulguhart and McIver (2005: 200) also states that from

about 1970-1986, assessment relied primarily on essay tests that had been

written in a single session. Most compositionists considered there tests to be

an improvement over the objective tests because they actually measured what

they were intended to measure – writing – and, therefore, were more valid that

objective tests.

There are two ways of assessing students’ writing, namely:

1) Holistic scoring

Holistic scoring (often referred to as ‘impressionistic’ scoring)

involves the assignment of a single score to a piece of writing on the basis of

an overall impression of it. This kind of scoring has the advantage of being

very rapid. Experienced scorers can judge a one-page piece of writing in just a

couple of minutes. The holistic scoring scales range from 1-9 (Hughes, 1989:

87).

While O’Malley (1996: 142) states that holistic scoring, scorer uses a

variety of criteria to finally produce a single score of students’ writing. The

rationale for using this kind of scoring is the total quality of written text is

more than the sum of its component. The content of the holistic scoring

involved four dimensions as follow:

a) Idea development/organization: focuses on central idea with appropriate

elaboration and conclusion;

b) Fluency/structure: appropriate verb tense used with a variety of

grammatical and syntactic structures;


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c) Word choice: uses varied and precise diction appropriate for purpose; and

d) Mechanics: absence of errors in spelling, capitalization, and punctuation.

the scorer selects a score on 1-6 holistic scale that best describes the

writing sample.

According to Brown (2004: 242), there are some advantages of using

holistic scoring: (1) fast evaluation; (2) relatively high inter-rater reliability;

(3) the fact that scores represent “standards” that are easily interpreted by lay

persons; (4) the fact that scores tent to emphasize the teacher’s strengths; and

(5) applicability to writing across many disciplines.

2) Analytical Scoring

Hughes (1989: 91) states that analytical scoring is a method of

scoring which requires a separate score for each of a number of aspects of a

task are said to be analytic. He also states the advantages of analytical scoring

are: (1) it disposes of the problem of uneven development of subskills in

individuals; (2) scorers are complled to consider aspects of performance which

they might otherwise ignore; (3) the very fact that the scorer has to give a

number of scores can judge each of the aspects independently of the others

(Hughes, 1989: 91).

Brown (2001: 357) state that there are aspects of writing evaluation,

as follows:


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a) content

b) thesis statement, related ideas, development of ideas through personal

experience, illustration, facts, opinions, use of description, cause/effect,

comparison and contrast, and consistent focus

c) organization

d) effectiveness of introduction, logical sequence of ideas, conclusion, and

appropriate length

e) discourse/cohesion

f) topic sentences, paragraph unity, transitions, discourse markers, cohesion,

rhetorical conventions, reference, fluency, and variation

g) syntax

h) vocabulary: using meaningful words or phrases

i) mechanics: spelling, punctuation, citation of reference (if available), and

neatness and appearance

The categories presented above will be used as the indicators of

writing. The aspects of writing assessment are: (1) mechanics (spelling and

punctuation); (2) diction (vocabulary); (3) grammar and structure; (4)

developing ideas (content); and (5) coherence (organization).

The method of scoring which will be used in this research is the

analytical scoring by using the following writing rubric.


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Table 2.1

Writing Rubric (Heaton, 1988: 146)

Aspects of Writing

Scale Indicator

Content

30-27 Knowledgeable, substantive 26-22 Some knowledge of subject, adequate range 21-17 Limited knowledge of subject 16-13 Does not show knowledge of subject, on

substantive

Organization

20-18 Fluent expression, ideas clearly stated 17-14 Somewhat choppy, loosely organized but main

ideas stand out 13-10 Not fluent, ideas confused or disconnected 9-7 Does not communicate, no organization

Vocabulary

20-18 Sophisticated range, effective word/idiom choice and usage

17-14 Adequate range, occasional errors of word/idiom form, choice, usage but meaning not obscured

13-10 Limited range, frequent errors of word/idiom form, choice, usage

9-7 Essentially translation, little knowledge of English vocabulary

Grammar

25-22 Effective complex constructions 21-19 Effective but simple constructions 17-11 Major problems in simple/complex construction 10-5 Virtually no mastery of sentence construction

rules

Mechanics

5 Demonstrates mastery of conventions 4 Occasional errors of spelling, punctuation 3 Frequent errors of spelling, punctuation,

capitalization 2 No mastery of conventions, dominated by errors

of spelling, punctuation, capitalization, paragraphing


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B. Modelled Writing Technique

1. The Notion of Modelled Writing Technique

Modelled writing technique is a classroom exercise in writing where

the teacher will talk aloud the thinking process that occurs when writing a

document and invite the students to do the same. The students receive the

benefit of the teacher's creative process and practice the lesson learned.

Interactive modelled writing is beneficial for students who will see firsthand

the elements of writing and how a methodical thought process is useful (Jones,

2011: 1), (http://www.ehow.com/ interactive-modelled-writing-

activities.html).

Modelled writing technique helps the students to gain knowledge

about language, vocabulary and text structures required to write for a range of

purposes. Modelled writing technique includes explicit teachin about the

processes involved in composing text (Focus on Literacy: Writing in NSW

State Literacy and Numeracy Plan). It is also explained that modelled writing

technique means using models and modelling. Modelled writing refers, on the

one hand, to the selection of models to show students how writing works and,

on the other hand, to the teacher’s practice of modelling or demonstrating

writing to students. In modelled writing technique, teacher provide students

with examples of the type of text they will be composing, explanations of how

thesetexts work and structured demonstrations of waht efficient writers know

and do.


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Valley (2009: 4) states that in modelled writing technique, the

teacher is an active writer. The teacher models elements of process writing

such as the selection of topics, gathering and organizing information, the need

to clarify meaning, and the ways in which information can be ordered,

refocused, changed, or deleted. Modelled writing involves the teacher writing

so that the whole class or small group can see each of the words as they are

written and can hear the teacher explain the thinking behind the process of

writing.

Thus, it can be concluded that modelled writing technique is the

demonstration of writing emphasizing on the writing process in which the

students will see the example of the texts and the ways of the teacher’s writing

in organising ideas and building up sentences.

2. The Principles of Modelled Writing Technique

There are some principles of modelled writing technique (Alpine

School District, 2007: 1):

a. It is not an interactive time between teacher and students,

b. The teacher does all of the writing – composes and interacts with texts,

c. It is a time during which the teacher “thinks aloud” to demonstrate the

writing,

d. It can be used in a large or small group setting,

e. It results in a readable error free text that allows for continues use. If the

teacher is modelling editing procedures a text with errors is prepared


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ahead of time and the teacher uses “think aloud” to expose the thinking

required for the editing process being modelled,

f. It helps the students to become aware of the structures and patterns of

written language, and

g. It demonstrates the strategies that good writers use.

Furthermore, here are some principles of modelled writing

technique(http://www.ldcsb.on.ca/schoolservices/programs/intcursupport/usef

ul_stuff/Balancedliteracy/modelledwriting.pdf):

a. It demonstrates an actual writing experience. Students gain insight into the

teacher’s writing process and learn that the teacher is a writer who follows

the same process they do and faces the same challenges they face in

writer’s workshops;

b. It shows that a writer always writes with an audience in mind; the teacher

emphasizes this aspects while thinking aloud during the writing

demonstration;

c. It shows students that – when choosing words and working with language

– trial and error is an accepted strategy;

d. It explicitly teachers strategies that help students plan, draft, revise, edit,

polish, and publish;

e. Allows everyone in the class to participate and learn from the

demonstration; and

f. Allows the teacher to meet observed and assessed needs by giving explicit

focussed demonstrations of real writing.


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3. The Roles of The Teacher and The Student

There are some roles of teacher and student in modelled writing,

such as (http://gordon.k12.ne.us/balancedlitcomponents/modelledwriting.pdf):

a. The Role of the Teacher

1) To use explicit language and actions to model critical writing-process

concepts,

2) To think aloud about actions and choices in writing and spelling

3) To demonstrate effective strategies to help students become better

spellers,

4) To use modelled writing as a mini-lesson to introduce all writing

skills/genres,

5) To demonstrate the importance of composing a meaningful, coherent

message for a particular audience and a specific purpose,

6) To demonstrate the correct use of print conventions such as

capitalization and punctuation,

7) To demonstrate rereading as a process to help students to remember

what they are writing about,

8) To use essential spelling word lists.

b. The Role of the Student

1) To listen and watch

2) To use strategies that have been modelled by the teacher


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4. The Implementation of Modelled Writing Technique

Every teaching technique has got its own implementation. The

modelled writing technique has its own steps. Indeed, the roles of teacher and

student in modelled writing technique will be used as the guideline of the

implementation of modelled writing technique. The implementation of

modelled writing technique through the use of interactive whiteboard will be

carried out well by doing some planned steps. The steps are best described as

follow:

a. Identifying and negotiating the writing task in context

1) Teacher discusses the context, purpose, or a problem that is become

the focus for the writing task.

2) Teacher identifies the purpose and text genre to suit the context.

3) Teacher selects the suitable subject matter, role, audience, and medium

for the writing task.

4) Teacher discusses the assessment processes, including the criteria and

standards of assessment (scoring rubrics).

b. Accessing prior knowledge

1) Teacher establishes or reviews the students’ knowledge of the

context/topic and the text type.

2) Teacher and students record ideas and information in a systematic

summary of shared knowledge.

3) Teacher introduces or reviews examples of a text type appropriate to

the context and purpose.


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4) Teacher uses interactive whiteboard to discuss and show the features

and examples of a descriptive text, for instance, the

components/generic structure, images to be described, and aspects of

writing.

c. Designing a writing plan

1) Teacher and students plan the parts of the whole text using the

summary of shared knowledge from step 2.

2) Teacher considers the language choices required to suit the role.

3) Teacher selects, groups, and sequences ideas to be included in different

stages of the text.

4) Teacher thinks aloud and encourages students to think aloud. Teacher

uses guided questioning to provide explanations and reasons as

information and ideas are sorted and organised.

d. Composing the first draft/joint construction

1) Teacher uses interactive whiteboard to write first draft of a short text

or part of the text. As the teacher writes, she thinks aloud about the

selection and sequencing of subject matter and the lexical and

grammatical choices to represent the ideas.

2) Teacher shows the image or picture of an animal.

3) Teacher gives examples of selection of subject matter, vocabulary

choices, whole text, paragraph structure, cohesive devices, grammar

and sentence structures, and spelling strategies.


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e. Rethinking, revising, and conferencing

1) Teacher invites students, individually or in groups, to provide

constructive feedback on the draft (focus on meaning):

a) Does it make sense?

b) Is it appropriate with the purpose of the text?

c) Is the message clear?

d) What changes (vocabulary, grammar, mechanics, contents,

organisations) might improve the writing?

2) Teacher and students think aloud the possible need for other codes

(e.g. images, sound bites, colour) to support the text.

3) Teacher and students rethink and revise the draft based on feedback.

f. Editing and proofreading

1) Teacher uses an editing checklist to proofread and correct spelling and

punctuation.

2) Teacher thinks aloud about the reasons for the editorial changes.

g. Sharing writing and publishing

1) Teacher shares her writing through interactive whiteboard with

students by reading the whole text.

2) Teacher invites students to respond.

3) Further explicit teaching in response to language issues arising from

the modelling process.


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After those steps are modelled by the teacher, the students will

further write a descriptive text by imitating teacher’s way of producing the

text.

C. Effective Teaching

The teaching and learning process in English language classroom

should enhance the interaction between teacher and students. Good interaction

between teacher and students will create effective teaching and learning

process.Effective teachers make use of every available resource – including

knowledge of a limited English proficient (LEP) student’s native language –

to ensure that students learn. The purpose of language alternation should be

tied to achieving effective instruction (Kiranmayi, 2010: 156).

Effective teaching is rooted in a well-considered and evolving belief

system that includesthe following tenets (Carnegie Coorporation of New

York, 2006: 3): (1) pupils learn best in a positive and nurturing environment

established by teacherswho believe that every pupil is capable of learning; (2)

all pupils have areas of strengths and interests that can be useful in

advancingpupil learning. Effective teachers establish an instructional

environment that will draw on these strengths; (3) differentiated instruction

addresses pupils’ diverse abilities, cultures, languages, and cognitive skills; (4)

teachers take into account the whole pupil; in other words, they attend to

thecognitive, affective, social, and physical dimensions when developing

aninstructional program; (5) active engagement and interaction facilitate pupil


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learning; (6) new learning is built upon previously learned information.

Learning is enhancedwhen prior knowledge and cultural and social

experiences are valued,acknowledged, and leveraged throughout the

curriculum; (7) pupil learning is both individually and socially constructed; it

is influenced bycultural, familial, and social context; and (8) meaningful

assessment is both formative and summative; it relies on multiplemeasures,

including informal observations.

Tukinof in Nurkamto (2007: 9) states that an effective teaching is a

teaching which enables the students to get three abilities, such as:

1. Participative Competence

Participative competence is the ability to respond appropriately to

class demans and procedural rules. An experiential and interactive approach

enhances students’ ability to respond to classroom demands. Teacher

empowers their students when they share responsibility for the learning

process. They can provide guidance and facilitate learning while

acknowledging student knowledge and potential. The encouragement of

individual responsibility for learning builds on pride that is often characteristic

of hispanic students and is consistent with positive teacher expectation

evidenced in effective programs.

Student participation in planning and designing the classroom, setting

up rules, and developing curriculum tends to promote positive motivation,

feelings of belonging, and understanding of classroom demands (Voltz and

Damiano-Lantz in Reyes-Blanes and Daunic, 1996: 114). Shared decision


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making capitalizes on the preference for interpersonal relationships and

coopertaion that is rooted in many hispanic cultures, and it helps all students

who have experienced minority status frequently develop an external locus of

control and a tendency to accept life as it is. Teachers who enhance student

participation in decision-making processes often can counteract the

desctructive influences of cultural insensivity.

2. Interactional Competence

Interactional competence is the ability to respond to classroom rules

regarding discourse and social interaction. Collaborative learning or teaming

often aids the development of interactional competence for minority students,

including those with hispanic backgrounds (Irujo in Reyes-Blanes and Daunic,

1996: 114). Group work promotes social interactions among students and

teachers. The collaborative process ultimately enhances students’ ability to

learn and to cope with classroom interaction patterns. To prevent

misunderstandings, explicit instruction in rules and task requirements is a

necessary part of implementing coopertaive arrangements (Scarcella in Reyes-

Blanes and Daunic, 1996: 115). As a note, the classroom task is “a piece of

classroom work which involves learners in comprehending, manipulating,

producing or interacting in the target language while their attention is

principally focused on meaning rather than form” (Nunan in Nurkamto, 2007:

9).


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3. Academic Competence

Academic competence is the ability to acquire new skills and

information to construct new concepts. Context-embedded and culturally

sensitive instruction is highly recommended by educators. Rather than

teaching concepts in isolation or form an exclusively Anglo perspective,

teachers who deliberately use a more holistic, inclusive approach incorporate

meaingful and functional student experiences. Students who are taught

contextually rich content tend to develop a positive attitude about learning, a

heightened self-concept, and pride. This type of holistic approach may help

lower the dropout rate for many minority students fostering respect for their

cultural heritage (Duran in Reyes-Blanes and Daunic, 1996: 115).

Gurney (2007: 91) states that there are five keys factors that provide a

foundation for an effective teaching:

1. Teacher knowledge, enthusiasm, and responsibility for learning;

2. Classroom activities that encourage learning;

3. Assessment activities that encourage learning through experience;

4. Effective feedback that establishes the learning processes in the classroom;

5. Effective interaction between the teacher and the students;

6. Creating an environment that respects, encourages and stimulates; and

7. Learning through experience.


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D. Rationale

A descriptive text is a text in which the writer draws his/her ideas and

thought based on his/her sense on the object he/she sees.The writer paints

pictures with words or re-creates a scene or experience for the reader. A

descriptive text describes students’ ideas, senses, and imagination. The

organizations of descriptive texts are identification and description. For

instance, in identification the writer mentions the name of the animal, general

characteristics, and in description the writer mentions the physical features,

the way it lives, and its house.

In writing a descriptive text, the seventh grade students are still getting

difficulties in mastering it and the results of the pre-test are unsatisfactory.

Most of them found difficulties in organizing ideas to become a paragraph,

they made a lot of grammatical mistakes, and they make mistakes in spelling

and capitalization. Indeed, their mother tongue influences students’ writing.

They also found difficulties to choose the appropriate vocabulary.

In addition, the writing class before the research was also described in

several conditions. The students’ attitude and motivation toward writing was

still low. It appeared that the students were not active and enthusiastic to ask

questions about writing to the teacher. The students did not pay attention to

the teacher’s explanation; they looked bored or sometimes made noise.

Therefore, it is important for the teacher to use an appropriate teaching

technique which is called as modelled writing technique.Modelled writing

technique is done by the teacher by thinking aloud his/her ideas to students by


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being a model for writing a descriptive text from the beginning step until the

last step of the technique. The students pay attention to the teacher’s

explanation.

The use of modelled writing technique and interactive whiteboard will

improve the students writing ability in each aspect of writing namely content,

organization, vocabulary, grammar, and mechanics. In improving the students’

ability in content and organization aspect of writing, the researcher explains

the process to create good content and organization. The researcher uses

graphic organizer which is shown on the interactive whiteboard. The

researcher also shows pictures and videos to make the students’ imagination

of the object being described clear. Moreover, the researcher solves the

problem in vocabulary by using digital dictionary, graphic organizer, and

prepared worksheet. The students’ problem in grammar would be solved by

modelling the editing steps of sentence structure from the students’ writing,

explaining the grammar points used in descriptive text, and prepared

worksheet. Furthermore, the students’ problems in mechanics, for instance,

capitalization, punctuation, and spelling, the researcher models the ways on to

write by using the correct mechanics, edits texts which are written by using

wrong mechanics and asks the students to do prepared worksheet. The

researcher gives the students clear ways or steps on how to produce a good

text by using the steps of writing in modelled writing technique. Therefore, it

is assumed that modelled writing technique will be able to improve the

students’ English writing ability.


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E. Action Hypothesis

Based on the rationale of the research, the hypothesis is formulated as

follows:modelled writing technique can improve students’ writing abilityat the

seventh grade students of SMP N Sragen Bilingual Boarding School in the

academic year of 2011/2012.


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CHAPTER III

RESEARCH METHODOLOGY

A. Setting and Time of the Research

This action research is about improving the students’ ability in writing

descriptive text by using modelled writing technique. This research was

conducted at the seventh grade students of SMP N Sragen Bilingual Boarding

School in 2011/2012 academic year. SMP N Sragen Bilingual Boarding

School is one of famous junior high schools which is located in Sragen. It is a

school which has cooperation with Pasiad Foundation which the headquarter

is located in Turkey. The school facilities are complete and good. It is a pre-

international standardized school. It is located in Jl.GemolongAsri No.1,

Gemolong, Sragen, 57274.

SMP N Sragen Bilingual Boarding School is a good and comfortable

school. It has seventeen classrooms. It has been equipped with complete

learning facilities such as language laboratory, computer laboratory, LCD,

multimedia room, audio visual room, internet class and also comfortable

classroom, library, a large office for teachers, some teachers’ and students’

bathrooms, a mosque, a large parking, sports hall, football field, swimming

pool, dormitory, canteen, and some other facilities. Two classrooms in this

school are equipped with interactive whiteboard (IWB).

The following is the schedule for conducting the action research at

SMP N Sragen Bilingual Boarding School.


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Table 3.1

Time Schedule of the Research

Research Activities Aug Sept Oct Nov Dec Jan Pre Survey x Making Proposal x x Reviewing Literatures x x Developing Instruments x Collecting and analyzing the Data x x Writing the Report x x x Submitting the document x

B. Research Method

The research method used in this research is a classroom action

research. In this case, the researcher wants to improve the students’ ability in

writing a descriptive text by modelled writing technique.

According to Stringer (1999: xviii) action research is an action which

is empirical and reflective or interpretive. It engages people who have

traditionally been called subjects as active participants in the research process.

Indeed, it results in some practical outcome related to the lives or work of the

participants.

Participation in action research (Stringer: 1999: 36) participation in

action research is most effective when it:

1. enables significant levels of active involvement;

2. enables people to perform significant tasks;

3. provides support for people as they learn to act for themselves;


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4. encourages plans and activities that people are able to accomplish

themselves; and

5. deals personally with people.

Besides, classroom action research has characteristics that meet the

need of the researcher. They are, according to Dick (in Nurkamto, 2002: 7) as

follows:

1. Classroom action research is designed and applied in a certain classroom

setting; therefore, the research findings are applicable only to that

classroom. The extent to which the findings may be applicable elsewhere

depends on the empirical similarity of setting and receiving contexts.

2. Classroom action research is aimed at finding the solution for local and

practical problems. Therefore, the researcher does not apply methodology

as rigidly as that in other formal researches in developing universal

theories.

3. Classroom action research tends to be cyclical, meaning that certain steps

(planning, acting, observing, and reflecting) tend to recur in a more or less

similar sequence at different phases of an action research study.

4. Classroom action research tends to be participative. It means that the

clients and informants are involved as partner, or at least active

participants, in the researcher process.

5. Classroom action research tends to be reflective. Critical reflection upon

the process and outcomes are important parts of each cycle.


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From the definitions above, it can be concluded that a classroom action

research in this study means the systematic study of attempts to improve

educational practices in order that the students’ achievement is very satisfying.

It tends to be cyclical, participative and reflective.

In addition, the design of classroom action research used in this

research is a cyclical process adapted from the model proposed by Kemmis

and McTaggart (1992: 11). It consists of four main steps namely: planning,

acting, observing, and reflecting. Here is the Spiral Model by Kemmis and

McTaggart:

Figure 3.2

The Model of Classroom Action Research


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In each cycle, the procedures are:

1. Planning

The activities in planning are:

a. Conducting the diagnostic test, interviewing, and observing to

identify the real problem of the students in writing.

b. Planning the action program which will be conducted and

preparing everything dealing with the action research requirements

such as: preparing the material which consists of students’

worksheet, making lesson plans, students’ questionnaires,

preparing the sheets for classroom observation, preparing test

instrument, etc.

2. Acting

The activities in action are:

a. Carrying out activities step by step based on the lesson plan.

b. Conducting teaching writing by modelled writing technique.

c. Conducting the post test in every cycle.

3. Observing

The activities which are going to be observed are process of teaching

and learning in the classroom and learning progress that students achieved.

The field notes of both the researcher and collaborator and the result of

recording will be the main resources for this observation.


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4. Reflection

The researcher and the collaborator will analyze what is going on

during the teaching and learning process and the result of the writing test.

Through this activity, both the researcher and collaborator will hopefully find

the strengths and the weaknesses found during teaching and learning process.

Both the researcher and the collaborator will discuss the weaknesses and try

to look for the solution of the problems found during the observation for the

benefit of the improvement of students’ writing ability.

C. Subject of the Research

The subject of the research is the seventh grade students of

SMPNegeriSragen Bilingual Boarding School. There are 28 students in this

class. The students are all male students. The students have different

background.

In general, the seventh grade students of SMP NegeriSragen

Bilingual Boarding School have low motivation especially in English writing

subject. This class is chosen as subject of the research because most of the

students got writing mark under the school standard. It is difficult for them to

express and organize their ideas in writing. Besides, they lack of vocabulary.

They find difficulties to choose appropriate words or memorize the meaning

of words and apply them in sentences. They find difficulties not only in

vocabulary but also in tenses especially in present tense to write a descriptive


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text. So that is why, the researcher wants to improve it by using modelled

writing technique by using interactive whiteboard.

D. Technique of Collecting Data

There are two kinds of data which are used in this research,

namely:

1. Qualitative data

The techniques of collecting qualitative data are:

a. Observation

The researcher observes classroom events, interaction in the classroom,

and the students’ responses during the teaching learning process. The

observation is an activity to watch and record action and behaviour of

research participants. The researcher and his collaborator observe the

students’ activities and the progress of teaching and learning in writing

subject.

b. Interview

Interview is also done to find out information from the students about the

students’ writing ability before and after the implementation of modelled

writing technique. The interview is done before and after the

implementation of modelled writing technique. The resarcher records the

interview to be re-listened and analysed to know the students’ writing

ability before the research and their response towards the implementation

of modelled writing technique.

c. Questionnaire


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The researcher gives the students written questions with available

answers. The researcher can analyze the result of questionnaire to know

the students the personal problem faced in writing and also the students’

personal impression and responses about the implementation of modelled

writing technique.

2. Quantitative data

The data are taken from pre-test and post test that are carried out

before and after the cycles are implemented. The result of pre-test and post-

test show whether the students’ writing ability in writing a descriptive text

improves or not.

E. Technique of Analyzing Data

There are two techniques in analyzing data, quantitative and

qualitative. To analyze the quantitative data, the researcher uses the students’

previous marks (pre-test) and in the end of the activity, the researcher gives

the students post-test in order to know whether modelled writing technique

canimprove the students’ ability in constructing a descriptive text.

In scoring the students’ writing, there are five aspects to be scored;

they are content, organization, vocabulary, grammar, and mechanics. The

value of each aspect has been showed in the scoring rubric. The scoring

rubric is used in pre-test and each cycle to check the students’ result of

writing.

Furthermore, to obtain more valid score, the students’ writings


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were scored using inter-rater. It means that the students’ writings are scored

by both teacher and the collaborator. So there are two sets of score results

from teacher and his collaborator which are used to state the significance of

modelled writing techniquein writing descriptive text whether the students’

improvement occurs or not. The score from five aspects will help the

teacher’s attention. It means that it provides the information about the

difficulties that the students encountered.

The result of students’ writings is analyzed using descriptive

statistics. Here, the researcher uses a formula proposed by Ngadiso (2007: 5-

7) by comparing the mean score, and then the researcher calculates the

students’ score by using the following formula:

M = ∑X

N

Where:

M = mean (the score)

∑X = the total score

N = number of the students

If the mean score increases, the students’ writing ability is

considered improving. It means that modelled writing technique can be used

to overcome the students’ problem in writing a descriptive text.

In analyzing the qualitative data, the researcher analyzes the

improvement of teaching learning process by using the Constant Comparative

Method as suggested by Strauss and Glasser (2006: 105). There are four

stages of the Constant Comparative Method which is designed by Strauss and


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Glasser namely:

1. Comparing incidents applicable to each category

The process is analyzed by coding each incident in the data into as

many categories as possible. While coding an incident for a category,

compare it with the previous incidents in the same and different groups coded

in the same category. The data are given the code taken from observation,

interview and questionnaire.

2. Integrating categories and their properties

The researcher compares the data which are taken during observation

and from interview and questionnaire. The researcher starts to note the

relationship among the concepts then the relationship to be emerged,

therefore, it is necessary for the researcher to notice all concepts.

3. Delimiting theory

When the patterns of the concept get clearer, the researcher ignores

some of the concepts initially noted but evidently irrelevant to the inquiry and

reduced the categories of the theory so that the theory becomes simpler.

4. Writing theory

Finally, the researcher arranges the research findings into words. These

steps regarded of the process of the research.


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher would like to present research findings as

the answer for the problems which have been stated in the first chapter. This

chapter discusses the problems, causes, and the implementation of the teaching

technique which is done in two cycles. The activities in each chapter include

planning the action, implementing the action, observing the action, evaluating and

reflecting, and revising the plan at every cycle. The result of cycle 1 determines

the planning for the next cycle.

A. Introduction

This research was done in order to solve the problem in the classroom

which have been observed and given pre-test. The students had problems in

writing in English. The problem was based on the preliminary interview and

observation. After the interview and observation was done, the scores of

students’ writing skill were not satisfying. This condition made the researcher

tried to find out the way to improve the students’ writing skill.

Before doing the research, the researcher conducted interview and

gave questionnaire to the students in order to find out the students’ perception

toward writing skill. The result of the interview and questionnaire stated that


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students thought that writing is difficult. Most of the students had problems in

grammar. They made sentences from the translation of their mother tongue to

the target language. Their word choice was also simple and often misspelled.

The lack of vocabulary made the students difficult to explore their ideas into a

good writing. Besides, the capitalization and punctuation seemed to be one of

students’ problems in writing a text.

In addition, students’ writing skill score was not satisfying because of

their attitude and motivation toward writing. The condition before research

could be described that the students were not interested in writing, it proved

by their writing products which were not well-arranged and disorganised.

Also, they did not feel the need to ask the way to write in English correctly.

They also often opened digital dictionary or simply asked the meaning of a

word in English without considering the use in their context. Moreover, they

copied their friends’ ideas even it was just the title.

The causes of the problems above were: (1) the teacher did not teach

the writing skill as much as other skills since it takes much time for the

students to write and sometimes students are not really writing but discussing

with their friends; (2) writing skill is not regarded as important as other skills

since it is rarely used in daily communication. Also, it is not tested in the

National Examination; and (3) the teacher used traditional method and old

teaching media so that the students need innovation to facilitate their learning.

Based on the problems above, the researcher also conducted a pre-test

in order to ensure that there were problems in the classroom. The pre-test was


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used to measure the students’ writing skill. The pre-test was done before

implementing the teaching and learning process using modelled writing

technique.

Before conducting the pre-test, the researcher previously arranged

and prepared the pre-test. In the pre-test, the students were asked to write a

short descriptive text. The descriptive text was about animal. Also, the scoring

of the result used five aspects of writing namely content, organization,

vocabulary, grammar, and mechanics. After the pre-test was done, the score of

each aspect of writing can be seen in the below table.

Table 4.1.

The Average Score of Students’ Pre-Test

No Writing Aspects Average Score 1. Content 61,25 2. Organization 79,11 3. Vocabulary 75,45 4. Grammar 69,57 5. Mechanics 56,79

Average 68,43

Chart 4.1.

The Average Score of Students’ Pre-Test

61.2579.11 75.45 69.57

56.79


Average Score


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The results shows that the students had low ability in writing. The

low ability in writing a descriptive text could be seen from the average score

of the pre-test of writing. The mean of the score was low, namely 68,43. SMP

Sragen Bilingual Boarding School is a Pre-International Standardized School

which is the KriteriaKetuntasan Minimal (KKM) for English is 76. The result

of writing pre-test is the indicator that there are problems related with

students’ writing ability.

In addition, the researcher also gave questionnaire for students to be

filled in order to find out the students’ opinion about writing lesson in the

classroom. After the questionnaires are gathered, the researcher found out that

students often face problems in expressing their ideas in writing down 50%.

About 53,57%, students sometimes have problems with how to organize the

ideas to make a meaningful passage. Students find problems with vocabulary

and choosing the appropriate words 46,43%, they are confused in using and

differentiating the parts of speech. Furthermore, students find problems about

the grammar in writing sentences to paragraphs 64,29%. Students find

difficulties in capitalization matter 32,14%. Also, students find the difficulty

in the word spelling 46,43%. The result of the questionnaire also showed that

there are some problems that the students face.

Thus, the researcher used modelled writing technique to improve the

students’ writing ability and the students’ behaviour and motivation toward

English writing lesson especially in writing descriptive texts. The


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improvement of the students’ writing ability involved some aspects of writing,

namely content, organization, vocabulary, grammar, and mechanics.

To solve the problems and improve the students’ writing skill, the

researcher carried out a classroom action research. The research was done in

two cycles. Each cycle covered series of steps, namely: planning,

implementing, observing, evaluating, and reflecting. There were ten meetings

divided into two cycles with five meetings in each cycle. In the end of each

cycle, there was post-test score which was used to measure the improvement

of the students’ writing score after treatments.

The first cycle was done on 24th November 2011, 25th November

2011, 26th November 2011 followed by the post-test on the fifth meeting on

29th November 2011. The second cycle was done on 30th November 2011, 1st

December 2011, 2nd December 2011, and 8th December 2011 followed by the

post-test on the tenth meeting on 8th December 2011. The post-test scores on

each cycle were analyzed to measure whether there was improvement or not

after the treatments. If the resultwas still disappointing, the next cycle would

be done.

B. The Implementation of The Research

1. Cycle I

In this research, the researcher did the first cycle on 24th November

2011, 25th November 2011, 26th November 2011 and one meeting for post-test


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on 29th November 2011. The stages of activities done in the first cycle covered

planning, implementing, observing, and reflecting the action.

a. Planning

Before conducting the first meeting of cycle 1, the researcher gave a

pre-test to the students which was used to know how far the students ‘prior

competence in constructing descriptive texts. After analyzing the students’

score in pre-test, the score indicated that the students found difficulties in

constructing descriptive texts, the researcher tried to improve their ability by

using modelled writing technique.

Therefore, the researcher prepared lesson plans which consisted of

indicators, materials, technique, and teaching steps. Also, the researcher

prepared the materials to be shown by using interactive whiteboard in form of

videos, pictures, and power point presentation. The videos and pictures were

taken from the internet and they were suitable with the topic being discussed.

The use of the interactive whiteboard was a new teaching media for

the students, so in planning the action, the researcher tried to use the

interactive whiteboard in order to be very familiar when teaching with the

interactive whiteboard. The accompany of interactive whiteboard is hoped to

make the learning teaching process runs well and not boring, since it is a new

innovation of educational technology in the classroom to enhance learning and

teaching process.


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The theme for cycle 1 was animal. It was related to the curriculum for

the seventh grade of junior high school. In scoring the writing, it is essential to

pay attention to the five aspects of writing namely content, organization,

vocabulary, grammar, and mechanics. Moreover, to obtain a more valid and

objective score, there were two scorers to score the students’ writings. It

means that the students’ writing was scored by both the researcher and the

collaborator. In addition, the scores were calculated to find out the averages

which were used to state the significance of modelled writing technique in

writing descriptive texts especially to know whether the technique could

improve the students’ writing skill or not.

b. Acting

In this step, the researcher implemented what has the researcher

planned in the planning step. The researcher uses the guidelines which has

been made during the planning. There were five meetings in this cycle.

1) The First Meeting

The first meeting was done on Thursday, 24th November 2011 at the

seventh and eight sessions. The researcher entered the classroom with her

collaborator and the greeted the students. The researcher was the English

teacher who teaches at the seventh grade while the collaborator was the

English teacher who teacher at the eighth grade. Although the students have

known the collaborator before, the researcher still introduced the collaborator

to the students.


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After the introduction, the collaborator took a seat at the back row.

All students were present on this day. The numbers of students were 28

students and all of them are male. In the first meeting, the teacher started the

lesson with a powerpoint presentation. The teacher showed the presentation

about descriptive text. During presentation, the teacher explained that she

would teach the students to write descriptive text correctly by using some

procedures. The teacher explains the modelled writing technique to the

students and also the objectives of the lesson. The teacher explains the

modelled writing technique briefly. After explaining the technique, the

students finally understood about the teacher’s and the students’ roles.

The teaching continued with the discussion of descriptive text and the

way to compose a descriptive text correctly. The teacher came back with the

presentation. The teacher gave students a guessing. The students had to guess

the animal based on the clues from the teacher. The teacher told the students

some clues, like: “Please guess what animal is it?” “It has four legs, two eyes,

one nose, and one mouth”. All students laughed because the clues were too

general. Then the teacher continued “It is a big animal”. Up to this clue, some

of the students guessed the animal and said “Elephant”. The answer was

correct although the teacher had not finished mentioning the clues. There were

still two clues “It is herbivore or plants eater and its colour is grey.” All

students answered loudly and correctly that the animal was an elephant. Also,

the teacher showed a small part of an elephant body just in case to help

students if the did know the animal but fortunately they knew the animal


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although the clues had not been all mentioned. Then, the teacher showed a full

and big picture of an elephant. The students were happy to see the picture.

After looking at the picture of elephant, the teacher asked the students

about their knowledge about an elephant. The teacher asked the students to

write on the board about the physical characteristics of an elephant. Most of

the students were active to come to the board and wrote their own idea about

an elephant. There are many ideas that they wrote such as “has a trunk, has

big ears, has a tail, had two tusks, etc”.

The next activity was the teacher applied the modelled writing

technique by using these steps:

a) Identifying and negotiating the writing task in context

The teacher discussed the context, purpose, or a problem that became

the focus for writing a descriptive text. During this activity, the teacher

identified the purpose and the text genre of the writing lesson. The teacher

also selected specific topic that was about animals. In this step, the teacher

also told the students about the assessment processes of their writing that

would cover the five aspects of writing.

b) Accessing prior knowledge

In the second step of modelled writing technique, the teacher

established the students’ knowledge of the topic and the text type. The teacher

showed some videos about elephant. All students were happy watching the

videos. After showing the videos, the teacher explained about descriptive text

and the features of it. In this step, the teacher gained the students’ prior


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knowledge about the animal being discussed namely elephant. The teacher

arranged that knowledge into a graphic organizer. The students mentioned

about some information and they wrote them into the graphic organizer which

was showed on the interactive whiteboard. Each student had their own opinion

about the animal, so the teacher chose the common information which suited

the animal. After gathering the shared information from students, the teacher

introduced or reviewed examples of a descriptive text which included

identification and description. Indeed, the teacher used interactive whiteboard

to discuss and show the features and examples of a descriptive text and to

show pictures of the animal.

c) Designing a writing plan

In this step, the teacher together with the students planned the parts of

the whole text by using the summary of shared knowledge from step two. The

summary in form of a graphic organizer really helped the students in

composing the text. The teacher explained about the five aspects of writing

that were very useful in composing a text namely content, organization,

vocabulary, grammar, and mechanics. In this step, the teacher selected,

grouped, and sequenced ideas to be included in the descriptive text. In

selecting the information, the teacher encouraged the students to think aloud

and give opinion about what to write.

d) Composing the first draft/joint construction

In composing the draft, the teacher used interactive whiteboard to

write the text. The teacher started with the title followed by the identification


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and description paragraphs. Indeed, the shared information from the graphic

organizer was really helpful. As the teacher wrote te text, she again reminded

and told the students about the five aspects of writing to represent the ideas.

To make the writing easier, the teacher showed the picture of the animal just

to make sure that all the information about the animal were written in the text

and to make sure that there would not be any missing information. During this

step, the teacher gave models of selection of vocabulary choices, paragraph

structure, cohesive devices, grammar or sentence structures, and mechanics

strategies.

e) Rethinking, revising, and conferencing

In this step, the teacher invited students to provide constructive

feedback on the draft (focus on meaning) with some questions. Teacher and

students discussed the possible need for other additional information. The

teacher together with the students rethought and revised the draft based on the

students’ appropriate feedback.

f) Editing and proofreading

In this step, the teacher used an editing checklist to proofread and

correct the spelling and punctuation as needed to improve the writing. In

doing the editing, the teacher paid attention to each aspect of writing. The

students also gave feedback for the writing in order to make it good.

Furthermore, to make the students understood, the teacher discussed the

reasons and their changes.

g) Sharing writing and publishing


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In the last step, the teacher shared her final writing to students by

using the interactive whiteboard. The students read the whole text. In this step,

the teacher invited the students to respond to the final writing.

For the last activity, the teacher asked the students to make a

descriptive text about their favourite animal. The teacher told the students that

they could adopt the teacher’s way of writing a descriptive text. Also, the

students were not allowed to look up the dictionary. After there were not any

more questions, the students started writing the text. The teacher also told the

students that they had to write at least 100 words and when students finished

writing they had to submit their writing. Because the time was over, the

teacher closed the class.

2) The Second Meeting

The second meeting was on Friday, 25th November 20011. The

teacher entered the classroom to conduct the second meeting. On that day, the

teacher used the modelled writing technique to write a descriptive text about

the animal. The purpose of the modelled writing technique was to provide the

students an opportunity to write a descriptive text by imitating the teacher’s

way of writing.

The teacher greeted the students and checked the students’

attendance. Before starting the lesson, the teacher reviewed the previous

lesson which was about a descriptive text. The teacher explained that she

would give a model to the students about how to write a descriptive text


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correctly. It was intended to familiarize them with the structural features of

writing, to reinforce the students’ familiarity with the use of vocabulary,

grammar, and mechanics in writing, and rise the students’ interest in the topic

of writing lesson.

After that, the teacher asked the students to guess an animal. The

teacher gave some clues about the animal like “It is normally white. It has two

big ears”. The students could answer the teacher’s question although she only

mentioned two clues. The students answered ‘rabbit’ and it was true answer.

Then the teacher continued with other clues like ‘It is funny. People usually

look after them in their house. It is a tame animal.”

After answering the teacher’s question correctly, the teacher showed

a video about a life or a rabbit and a funny rabbit show. The students liked the

video so much because they knew about the life of a rabbit in a wild life. The

next activity was the teacher asked some questions to the students like “Do

you like it?, What does it look like?, Where does it live?, What does it eat? Is it

herbivore, carnivore, or omnivore?, Is it fast-moving or slow-moving?, and

Does it have a short or long tail?”. The teacher then asked the students’ prior

knowledge about rabbit. The teacher showed a picture of a rabbit. The

students looked carefully at the pictures showed on the whiteboard. The

teacher then continued the lesson by asking the students about the features of a

descriptive text. Some students could answer the questions correctly. Next, the

teacher showed a text about rabbit.


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Then, the teacher asked the students to underline the verbs in the text.

Some students came to underline the verbs. The students used a special pen

since they had to underline the verbs by using the interactive whiteboard. In

underlining the text, some students still did not underline the verbs correctly

or they missed some verbs to be underlined. After the students underline the

verbs, the teacher discussed the students’ answer. The teacher asked the

students whether there were still some verbs which have not been underlined

or not. Smart students could know that there were some verbs which have not

been underlined and the smart students started to take the turn to underline the

verbs on the interactive whiteboard. After sometime, all the verbs were

correctly underlined by the students.

The teacher explained the five aspects of writing such as content,

organization, vocabulary, grammar, and mechanics. In this lesson, the teacher

focused on punctuation. The teacher explained the rules of punctuation and

capitalization. The worksheet was also about punctuation and capitalization.

The next activity was the students are asked to rewrite a descriptive text by

using the correct punctuation and capitalization. The students had to rewrite

the text and finally they had to submit to the teacher.

After all students submitted their text, the teacher summarized the

lesson of that day and as the closing, the teacher greeted the students and said

goodbye.

3) The Third Meeting


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The third meeting was on Saturday, 26th November 2011. The teacher

entered the class, greeted the students, and checked the students’ attendance.

The students were all present and ready to study. The teacher started the

lesson by asking the students about an animal. The teacher gave clues like ‘It

has two legs. It has wings. It has comb. It produces eggs and meat.” As usual,

the students could answer the questions although the teacher had not

mentioned all the clues. The correct answer was chicken. Then the teacher

continued telling the clues like “It usually wakes people up in the morning

because of its sound.”

The next activity was the teacher continued the lesson by showing

some pictures of chiken and asking the students some questions like “Do you

like it?, What does it look like? Where does it live? Andwhat does it eat?”. The

students answered all of the questions. After that, the teacher used interactive

whiteboard to show a graphic organizer to be filled. Before asking the students

to fill in the graphic organizer, the teacher explained the meaning of a graphic

organizer. The students listened to the teacher’s explanation. Graphic

organizer was used by the teacher to improve the students’ ability in doing the

brainstorming. The brainstorming skill would be use in improving the

students’ ability in improving their writing, especially in content, organization,

and vocabulary.

The next activity was the teacher gave a modelling on how to fill in a

graphic organizer. The teacher started with the topic about chicken. The topic

was written in the middle circle. The next step was to fill in about the physical


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characteristics, place to live, food, and additional information. The graphic

organizer was easy to be filled and it could help the students a lot.

Some students were asked to fill in the blank circle with their own

opinion. After the graphic organizer was fully filled, the next activity was the

teacher applied modelled writing technique in writing a descriptive text about

chicken. The steps of the modelled writing technique were the same.


In the beginning step, the teacher reminded the students about

descriptive text. Students remembered about descriptive text which has two

main features which are identification and description. During this activity, the

teacher again identified the purpose and the text genre of the writing lesson.

The teacher also selected new topic which was about chicken. In this step, the

teacher also told the students about the assessment rule which included five

aspects of writing.




reminded the students about descriptive text and the features of it. In this step,

the teacher gained the students’ prior knowledge about the animal being

discussed namely chicken. The teacher arranged that knowledge into a graphic

organizer. The students mentioned about some information and they wrote

them into the graphic organizer which was showed on the interactive


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whiteboard. Each student had their own opinion about the animal, so the

teacher chose the common information which suited with the animal. After

gathering the shared information from students, the teacher introduced or

reviewed examples of a descriptive text which included identification and

description. Indeed, the teacher used interactive whiteboard to discuss and

show the features and examples of a descriptive text and to show pictures of

the animal.


In the third step of modelled writing technique, the teacher planned

the parts of the whole text by using the summary of shared knowledge from

the previous step. The summary was in form of a graphic organizer and it

really helped the students in composing and organizing their ideas into

paragraph. In this step, the teacher selected, grouped, and sequenced ideas to

be included in the descriptive text. In selecting the information, the teacher

encouraged the students to think aloud and give opinion about what

vocabulary to write.


In this fourth step of modelled writing technique, the teacher used

interactive whiteboard to write the text. The teacher began with the title

followed by the identification and description paragraphs. As the teacher

wrote the sentences, she again reminded and told the students about the five

aspects of writing. To make the writing easier, the teacher showed the picture

of the animal again just to make sure that all the information about the animal


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were written in the text and to make sure that there would not be any missing

information. During this step, the teacher gave models of selection of

vocabulary choices, paragraph structure, cohesive devices, grammar or

sentence structures, and mechanics strategies.


In this fifth step, the teacher invited students to provide constructive




students’ appropriate feedback. The students’ feedbacks were taken into

account to make the writing better. The students’ were able to give appropriate

and good feedback in creating meaningful text.



correct all the writing aspects such as content, organization, vocabulary,

grammar, the spelling and punctuation as needed to improve the writing. The

teacher asked the students to find out some parts which needed to be changed.

Furthermore, the teacher discussed about the reasons for the changes. She also

explained the reasons clearly to the students in order to make all students

understood why some parts needed to be changed or removed.


In the last step, the teacher shared her final writing to the students by

showing it using the interactive whiteboard. The students read the whole text.


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In this step, the teacher invited the students to respond about the final writing.

The students finally understood the whole process to create a good writing.

For the last activity, the teacher gave the students a worksheet about

chicken. Students used their own memory to answer the questions. After all

the students finished doing the worksheet, they had to submit them to the

teacher. Finally, the teacher closed the lesson by saying good bye. However,

before closing it, the teacher summed up the lesson and gave chances to the

students to ask questions whether the students still found some difficulties in

writing the descriptive text or not.

4) The Fourth Meeting

The fourth meeting was on Saturday, 26th November 2011 at the

seventh and eighth session. On that day, there were two different sessions. The

third meeting was done at the third and fourth session. As usual, the teacher

entered the class, greeted the students, and checked the students’ attendance.

The students were all present and ready to study. The teacher started the

lesson by asking the students to guess an animal. The teacher gave clues like

‘It has five fingers. It can climb tress. It has two eyes. It has teeth. Its favourite

food is peanut.” As usual, the students could answer the questions correctly.

The next activity was the teacher continued the lesson by showing

some pictures of monkey and asking the students some questions like “Do you

like it?,Is it funny?, What does it look like? Where does it live? Where can you

see this animal, and What does it eat?”. The students answered all of the


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questions asked by the teacher. After that, the teacher used interactive

whiteboard to show a graphic organizer. The graphic organizer was not the

same as the previous meeting; this was linear model graphic organizer.

Graphic organizer was used by the teacher to improve the students’ ability in

doing the brainstorming. The brainstorming skill would be use in improving

the students’ ability in content, organization, and vocabulary aspect.

The next activity was the teacher asked the students to fill it in. The

students filled the graphic organizer in turn with their friends.The students

filledthe graphic organizer about the physical characteristics, place to live,

food, and additional information. The graphic organizer was easy to be filled

and it could help the students a lot in organizing their ideas.

Some students were asked to fill in the blank circle with their own

opinion. After the graphic organizer was fulfilled, the next activity was the

teacher applied modelled writing technique in writing a descriptive text about

monkey. The steps of the modelled teaching technique were:


The teacher explained again about the purpose of the lesson and the

text type which would be discussed. The students still remembered about the

text type which was descriptive text. The teacher also told the students that

they would about an animal which was monkey.



established the students’ knowledge of the topic and the text type. To gain the


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students’ prior knowledge about the animal, the teacher showed pictures of

monkey. The teacher arranged the students’ prior knowledge into a graphic

organizer. The students wrote some vocabulary into the graphic organizer

which was showed on the interactive whiteboard.



the whole text by using the summary of shared knowledge from the previous

step. The filled graphic organizer was really helpful in designing a writing

plan. Furthermore, to make the students remember, the teacher explained

about the five aspects of writing. In this step, the teacher selected, grouped,

and sequenced ideas to be included in the descriptive text. In selecting the

information, the teacher encouraged the students to think aloud and give

opinion about what to write. The teacher wrote a writing plan by using the

interactive whiteboard.




paragraph. The teacher asked the students to give an example of an

identification paragraph which was suited with the topic on that day, which

was about monkey. Some students still made mistakes in writing identification

paragraph. To make the writing easier, the teacher showed the picture of the

animal just to make sure that all the information about the animal were written

in the text and to make sure that there would not be any missing information.


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During this step, the teacher gave models of selection of vocabulary choices,

paragraph structure, cohesive devices, grammar or sentence structures, and

mechanics strategies.


In this step, the teacher invited the students to provide constructive

feedback on the draft. Teacher and students discussed the possible need for

other additional information to make the writing better, meaningful, and

understandable. The teacher together with the students rethought and revised

the draft based on the students’ appropriate feedback.


In this step, the teacher did the editing step about the writing. The

teacher edited some parts of the writing, like the spelling and punctuation. The

editing process allowed the students to be able to edit a text. Furthermore, the

teacher also discussed about the reasons for the changes with the students.


Finally,after getting constructive feedbacks of the writing and made

the text over, the teacher shared her final writing to students by using the

interactive whiteboard. The teacher asked the students to pay attention to the

writing.

For the last activity, the teacher asked the students to write a

descriptive text about monkey. After all the students finished writing the text,

they had to submit it to the teacher. Finally, the teacher closed the lesson by

saying good bye. However, before closing it, the teacher summed up the


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lesson and gave chances to the students to ask questions whether the students

still found some difficulties in writing the descriptive text or not. Before

leaving the class, the teacher told the students that there would be writing test

in the next meeting. The teacher asked the students to study hard in order to

get good result.

5) The Fifth Meeting

In this fifth meeting, the post-test of cycle 1 was done. It was

Monday, 29th November 2011. There were 28 students who took the post-test.

It means that all the students followed the post-test. The teacher gave the

students a post-test which was aimed to know the students’ achievement and

progress in writing a descriptive text. The students were asked to write at least

three paragraphs. The topic was about the animal which provided in the

question sheet. The teacher told them to choose one of animals. The students

were given forty minutes to finish the test. They were asked to pay attention to

the writing elements namely content, organization, vocabulary, grammar, and

mechanics. Besides, the teacher distributed a sheet of self-assessment

checklist as guidelines in writing so that the students could write better and

follow aspects of writing well.

Then, the students’ works were scored by both the teacher and his

collaborator, so there were two sets of scores which were used to find out the

significance of modelled writing technique in teaching writing.


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c. Observing

There were two important things that the teacher observed. They

were the progress of students’ writing ability and the learning-and teaching

progress. The results of obsevation were best described as follows:

1) Students’ Writing Ability

Based on the researcher’s observation during cycle 1 and the result of

post-test cycle 1, the students’ writing ability was improved. Based on the

result of the post-test, the teacher could report as follows:

Table 4.2

The Students’ Post-Test Average Score of Cycle 1 from the First Scorer

No Explanation Score 1. The highest score 92 2. The lowest score 59 3. The average score 76

Furthermore, those scores could be analyzed in more details into five

aspects of writing. They were score of content, organization, vocabulary,

grammar, and the last is mechanics. The result of the analysis can be seen on

the following table.

Table 4.3

The Students’ Post-Test Average Scores Based on the Writing Aspects

of Cycle 1 from the First Scorer

No Writing Aspects Average Scores 1 Content 75.95 2 Organization 83.04 3 Vocabulary 80.89 4 Grammar 73.29 5 Mechanics 75.71


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Chart 4.2



The post-test scores from the second scorer could be reported as follows:

Table 4.4

The Students’ Post-Test Average Scores of Cycle 1 from the Second Scorer

No Explanations Scores 1 The highest score 95 2 The lowest score 55 3 The average score 75

The result of each aspect for writing could be shown below:

Table 4.5

The Students’ Post-Test Scores Based on the Writing Aspects

of Cycle 1 from the Second Scorer

No Writing Aspects Average scores 1 Content 83.10 2 Organization 80.89 3 Vocabulary 80.54 4 Grammar 73.29 5 Mechanics 81.43

75.9583.04 80.89

73.29 75.71


Average Scores


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Chart 4.3



From the average of two scorers, the average score could be shown on

the following table.

Table 4.6

The Students’ Post-Test Average Scores of Cycle 1 from the Two Scorers

No Explanations Scores 1 The highest score 93 2 The lowest score 57 3 The average score 75

There were five writing aspects that were analyzed: content,

organization, vocabulary, grammar, and mechanics. The results of the analysis

could be shown on the following table.

Table 4.7


of Cycle 1 from the Two Scorers

No Writing Aspects Average scores 1 Content 79.52 2 Organization 81.96 3 Vocabulary 80.71

83.1 80.89 80.5473.29

81.43


Average scores


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4 Grammar 73.29 5 Mechanics 78.57

Chart 4.4


of Cycle 1 from the Two Scorers

From the table above, it can be concluded that grammar became the

main problem for the students since the average scores of it was the lowest.

The problem appeared because of the limited time of lesson, so the teacher

could not fully explain and gave more practice on the grammar. Most of the

students were still confused about the use of present tense. They could not

differentiate between nominal and verbal sentences. They still put the verb be

together with the main verb. Also, they also forgot to ad s/es in the verbs.

They also sometimes write sentences without verb or incomplete sentence.

The use of plural and singular nouns was still problems for them.

Based on the observation in cycle 1, it was found there were

improvement of students’ ability in writing a descriptive text by applying the

modelled writing technique. Besides, the students’ motivation and behaviour

toward writing were improved because the use of interactive whiteboard and

the application of modelled writing technique.

79.52 81.96 80.7173.29 78.57


Average scores


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2) Learning-Teaching Process

Beside the improvement of the students’ writing ability, the

researcher also found that modelled writing technique was effective towards

the teaching of writing descriptive texts. During the implementation of cycle

1, the students could achieve the indicators of the result of effective teaching,

as follows:

a) Participative Competence

During the implementation of cycle 1, the students’ participation was

improved. It was proved by the students’ participation during the class. The

students joined the lesson actively and gave responses to the teacher’s

questions and give effective feedbacks towards the learning process in the

classroom. Some of the students offered themselves to be volunteers to do

some writing tasks on the board or just to answer the teacher’s questions.

Some students were very active in joining the lesson.Indeed, the students also

has individual responsibility of their work.

The students also participated in planning and designing the writing

task which was done by the teacher. The students had feeling of belonging to

the class and the learning and teaching process. The learning and teachning

process was very comfortable and enhance the students’ participative

competence. Beside the students were also able to respond the classroom

demands.


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The learning and teaching process improved the students’ motivation.

The students’ motivation was better than before the implementation of

modelled writing technique. The students were not interested in writing before

the implementation of the technique. However, after the technique was

implemented, the students were more motivated because they knew the

process to make a good writing. The students’ self confidence was also

improved. Since the students were given the whole process of writing, they

were finally able to build up their seşf confidence in doing the writing. On the

whole, from the first meeting until the fourth meeting, there was improvement

of the students’ participation.

b) Interactional Competence

The students’ interactional competence was also improved during the

implementation of cycle 1. The students interacted well with the teacher and

other students well. The students were not afraid to interact with the teacher

and to ask questions dealing with the writing process. The students also

collaborated with the teacher and other students in giving the feedbacks to

make the writing better. The feedbacks from the students were needed to make

the writing better.

The students were sometimes work together with other students in

doing the writing process. The fact stated that some students still had some

difficulties to interact with the teacher and other friends well . Furthermore,

the students also gave good response to the classroom rules set by the teacher


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in term of the writing task. The students completed the task on time and they

did the task seriously because they realize that score is important as the

parameter of their ability.

c) Academic Competence

Dealing with the academic competence, the students’ academic

competence was improved. The students were familiar with the modelled

writing technique and the ways to make good writing, especially in writing

decriptive texts. The students were able to buid up their concepts and

understanding about how to makea good writing based on the teacher’s

explanation.

The students also developed positive attitude towards the learning

and teaching process. Their behaviour toward the learning and teaching

process was better than pre-research observation. Besides, the students learned

through experience. They watched the teacher’s way in modelling the process

of writing. As a result, the students’ self-concept was significantly increased.

d. Reflecting the Action

Based on the teacher’s observation to the students, the researcher could

give reflection to what had been implemented in cycle 1 and the result was as

the basis for arranging the revised plan for the next cycle. Based on the results

of the observation during the implementation of cycle 1, the teacher reflected

on the results of the implementation of cycle 1 as follow:


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1) The Improvement of Students’ Writing Ability

The improvement of the students’ writing ability could be seen from

the result of post-test in cycle 1 that there was improvement in some aspects of

writing descriptive texts, especially in aspects of content, organization,

vocabulary and mechanics. However, grammar was still low. In grammar, the

students could not use the present tense correctly; they are still confused how

to use it in a sentence. They still combined verb be and main verb or they

forgot to add s/es in the end of verbs for the third singular person. In

expressing ideas, they felt easier and they felt better to organize them into

good paragraphs.

From the analysis of cycle 1, it could be concluded that the result of

cycle 1 could improve the students’ achievement in writing. The average score

of students’ writing improved from 68.43 to 78.81. The students who fulfilled

the passing grade improved from 5 students to 18 students and those who got

under passing grade decreased from 23 to 10 students.

Table 4.8

The Result of the Statistical Account of Points Score in Cycle 1

No Points Pre-test Post-test 1 The students who fulfilled the

passing grade 76 5 19

2 The students who got under the passing grade 76

23 9


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Chart 4.5


The aspects of writing also improved: the content increases from 61.22

in the pre-test to 79.52 in the post-test of cycle 1, the organization increases

from 79.22 in the pre-test to 81.96 in the post-test of cycle 1, the vocabulary

increases from 75.45 in the pre-test to 80.71 in the post-test of cycle 1, the

grammar increases from 69.57 in the pre-test to 73.29 in the post-test of cycle

1, and the mechanics increases from 56.79 in the pre-test to 78.57 in the post-

test of cycle 1. From the scores above, grammar was still low but it was better

than before. The result of the improvement of them could be seen in the

following table:

5

1923

9

Pre-test Post-test

The students who fulfilled the passing grade 76

The students who got under the passing grade 76


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Table 4.9

The Result of Statistical Account of Aspects of Writing

from Pre-Test to Post-Test in Cycle 1

No Writing Aspects Pre-test Post-test 1 Content 61.25 79.52 2 Organization 79.11 81.96 3 Vocabulary 75.45 80.71 4 Grammar 69.57 73.29 5 Mechanics 56.79 78.57

Chart 4.6

The Result of Statistical Account of Aspects of Writing

from Pre-Test to Post-Test in Cycle 1


The teacher stated that the students achieve three competences from

the implementation of modelled writing technique to the students’ writing.

The result included: (1) the students’ participative competence; (2)the

students’ interactional competence; (3) the students’ academic competence.

61.25

79.11 75.4569.57

56.79

79.52 81.96 80.7173.29

78.57


Pre-test Post-test


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classroom. Some students were very active in joining the lesson. Indeed, the

students also has individual responsibility of their work.



the class and the learning and teaching process. On the whole, from the first

meeting until the fourth meeting, there was improvement of the students’

participation.

b) InteractionalCompetence


implementation of cycle 1. The students interacted with the teacher and other

students well. The students collaborated with the teacher and other students in

giving the feedbacks to make the writing better. They joined and interact with

the teacher and other students well, although some students still had some

difficulties to interact in good manner. Furthermore, the students also gave

good response to the classroom rules set by the teacher in term of the writing

task. The students completed the task on time and they did the task seriously.


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explanation.

The students also developed positive attitude towards the learning and

teaching process. Their behaviour toward the learning and teaching process

was better than pre-research observation. Besides, the students learned



e. Revised Plan

Based on the result of the first cycle, the researcher realized that there

were improvements of the students’ writing ability, but the researcher still

found problems faced by the students. The students had difficulties in

grammar. In doing the writing individually, the students still spent long time

in the brainstorming activity and in choosing the title of the writing. Besides,

there were also some students who were busy with other activities during

teaching and learning process, like drawing, talking with friends, and

daydreaming. Dealing with those problems in the first cycle, the researcher


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revised his plans. The revised plan wasthe researcher gave more explanation

about grammar of simple present tense.To understand about modelled writing

technique, the teacher asked the students to pay attention to the teacher’s ways

of writing a descriptive text. The process of writing will be done slowly in

order to make all the students understand about the process. This would be

done in order to make the final product of the students’ writing would be

better and improved.

2. Cycle 2

Based on the reflection in the previous cycle, the students knew the

problems that they faced. The problems dealt with language aspects,

especially grammar. That is why the researcher introduced and explained them

about the good writing dealing with the grammar. In addition, the process of

writing neede a long time especially in conducting the steps of modelled

writing techniques as modelled by the teacher. The teacher provided more

time and explanation in doing each step in order to make the students finish

their writing well.

a. Planning

After the teacher analyzed and known the result of cycle 1, she

designed the action for the next cycle. The teacher prepared lesson plans for

cycle 2. Besides preparing lesson plans, the researcher also copied some

worksheets for the students and prepared teaching aids to support the teaching


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learning process. In this case, the topic was about describing places by using

descriptive text. In this cycle, there were five meetings.

The action plan was to improve the results of cycle 1. The solutions

offered by the researcher were: (1) introducing and explaining more about

grammar, vocabulary, and mechanics in the descriptive text; (2) giving more

explanation about modelled writing technique to the students so that they

could understand what to do based on step by step of the technique; and (3)

providing more the time and enhancing the role of the teacher to help the

students when they needed.

The plan of cycle 2 was arranged as follows:

a. The pre-activity was brainstorming, the researcher provided videos and

pictures about places. Besides, the researcher also displayed the pictures

through LCD and interactive whiteboard. In the modelling, the researcher

gave the students’ chance to watch the teacher’s explanation and ways of

writing descriptive texts by using certain steps.

b. Due to the difficulty in grammar, the researcher introduced and explained

about the present tense more fully in which the students frequently made

mistakes. Besides, the researcher did the editing part on the students’

writing.

c. The researcher gave more time and attention to the students’ problems so

that the students would get the best result in their writing.

b. Acting


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In cycle 2, the researcher started implementing the actions which have

been formulated in the revised plan.

1) The First Meeting

On Wednesday, 30th November 2011 the first meeting of cycle 2 was

done. The teacher entered the classroom and greeted the students. Afterwards,

the teacher checked the students’ attendance. All students were present at that

time.

After the teacher greeted and checked the students’ attendance, she

told the students that they would learn about the descriptive text but with

different topic, that was about describing places. The first meeting was about a

place that the students known well, namely Parangtritis beach. The teacher

showed pictures of Parangtritis beach by using the LCD and interactive

whiteboard.

The students were interested with the topic. The teacher would be

easier in teaching them when they were interested with the topic. The teacher

asked some questions to the students, like “Do you like beaches?”, “Have you

ever been to Parangtritis beach?”, “Is it a beautiful beach?”, ”Where is it

located?”. The students answered the questions well. The class was more

active than the cycle 1. After answering the questions, the teacher reviewed

the topic about descriptive text again. The teacher asked the students to

mention the features of a descriptive text and the students answered correctly.

After that, the teacher reviewed about the present tense, especially its sentence


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patterns. In the brainstorming activity, the teacher showed a blank graphic

organizer by using the LCD and interactive whiteboard.

Furthermore, the teacher did the modelling of the steps of writing a

descriptive text. The teacher explained the steps clearly in order to make the

students understood. The steps were described as follows:


In the first step, the teacher again told the students that they would

learn about descriptive text. The teacher identified the topic of the meeting

which was about describing places. The students were happy because they did

not talk about animals again. The teacher told the students about the writing

assessment which would cover the five aspects of writing.




reminded the students about descriptive text and the features of it. In this step,

the teacher gained the students’ prior knowledge about the place being

discussed namely Parangtritis beach. The students mentioned about some

information and they wrote them into the graphic organizer which was showed

on the interactive whiteboard. The students were active. They wrote their

opinion on the interactive whiteboard confidently. After the graphic organizer

was fully filled, the teacher asked the students whether they wanted to add

some more information or not. Because there were not any additional

information from the students, the teacher continued the next step.


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In the third step, the teacher continued modelling the technique. The

teacher explained that she would design a writing plan from the previous

session which was brainstorming using the graphic organizer. The teacher

started writing the title of the text which was about Parangtritis beach. She

used the shared information on the graphic organizer. The teacher told the

students that each step of modelled writing technique would be useful for

them in making the next step. In writing the title, the teacher told the students

that in writing the title, the students needed to be careful with the

capitalization. After the students understood how to write a good title, the

teacher continued designing the writing plan before continuing to the next

step.



write the text. As the teacher wrote the text, she again reminded and told the

students about the five aspects of writing to represent the ideas. The teacher

told the students about how to make an identification paragraph to describe

Parangtritis beach. A student could make a correct identification paragraph.

After the teacher wrote the identification paragraphs, she continued to write

description paragraphs by using the shared information in the graphic

organizer. To make the writing easier, the teacher showed the picture of the


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beach just to make sure that all the information about the place were written in

the text and to make sure that there would not be any missing information.

During this step, the teacher gave models of selection of vocabulary choices,

paragraph structure, cohesive devices, grammar or sentence structures, and

mechanics strategies. Furthermore, the problems about grammar and

mechanics were discussed by the teacher and during this step, the teacher

explained about the use of present tense in writing a descriptive text.


In this step, the teacher invited the students to give constructive

feedbacks on the draft. The teacher gave example how to rethink and revise

the paragraphs and she discussed the possible need for other additional

information. The students gave additional feedbacks toward the teacher’s

writing. The teacher focused on the grammar and mechanics aspects of writing

in order to solve the problems in the cycle 1.


In this step, the teacher edited to the whole text, proofread, and correct

the spelling and punctuation as needed to improve the writing. Furthermore,

the teacher discussed about the reasons for the changes. Indeed, the students

needed to know the changes and the reasons for changes.


In the last step, the teacher showed her final writing to students by

using the interactive whiteboard. In this step, the teacher invited the students

to respond about the final writing that the teacher had made. The teacher told


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the students that each step of modelled writing technique was important in

making a good writing.


descriptive text abouttheir recreation place they liked. The recreation place

must be located in Indonesia. The teacher also told the students that they

should be careful with the five aspects of writing. After all the students

finished writing the text, they had to submit it to the teacher. Finally, the

teacher closed the lesson by saying good bye. However, before closing it, the

teacher summed up the lesson and gave chances to the students to ask

questions whether the students still found some difficulties in writing the

descriptive text.

2) The Second Meeting

It was on 1st December 2011. The teacher carried out the second

meeting. She entered the classroom and greeted the students. Afterwards, she

checked the students’ attendance list. After reviewing the materials that were

discussed in the first meeting about the descriptive text, the teacher asked the

students to pay attention to the teacher’s modelling in the modelled writing

technique steps.


The teacher told the students that they would learn about descriptive

text, specifically descriptive text to describe a place. The students still


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remembered the descriptive text and its features. The teacher also told the

students that they should pay attention to each step of the modelling.


In the second step of modelled writing technique, the teacher built up

the students’ knowledge of the topic. In the brainstorming activity, the teacher

asked the students some questions related with recreation places. The teacher

showed a video about Safari Park. The students were very interested in the

video because it showed a journey in Safari Park by using personal car. The

students who had not ever been in Safari Park knew the situation of Safari

Park. During the video show, the students were amazed with the activity of the

animals in Safari Park. They commented on all animals which were passed by

the car. They also mention the name of the animals. This activity was very

interesting.

The teacher reminded the students about descriptive text and the

features of it. In this step, the teacher gained the students’ prior knowledge

about the place being discussed namely Safari Park. The teacher also showed

the official webdite of Safari Park through interactive whiteboard. There was

an internet network at school. By browsing the official website it was hoped

that the students would be familiar with the place. The website offered many

useful ideas to brainstorm the students’ ideas. The website was written in

English so it was so useful for the students to know the spelling of vocabulary.

The teacher arranged those knowledge into a graphic organizer. The students


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mentioned about some information and they wrote them into the graphic

organizer which was showed on the interactive whiteboard.

The students felt easier in filling in the graphic organizer since they

had seen the official website which provided much information as well as the

short video of Safari Park. After the graphic organizer was fully filled, the

teacher continnued to the next step.



the whole text by using the summary of shared knowledge from step two. The

summary really helped the students in composing the text. The teacher

explained about the five aspects of writing that were very useful in composing

a text namely content, organization, vocabulary, grammar, and mechanics. In

this meeting, the teacher focused on the grammar and mechanics aspects of

writing. Those two aspects gained low scores in the post-test of cycle 1. In this

step, the teacher selected, grouped, and sequenced ideas to be included in the

descriptive text. In selecting the information, the teacher encouraged the

students to think aloud and give opinion about what to write.




and description paragraphs. The title was Safari Park. As the teacher wrote the

text, she again reminded and told the students about the five aspects of writing

to represent the ideas. To make the writing easier, the teacher used the shared


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information from the graphic organizer. Futhermore, the teacher told the

students that they had to pay attention to each step and the explanation from

the teacher.


In this step, the teacher asked some feedbacks from the students to

improve the writing. Teacher and students discussed the possible need for

other additional information. The teacher together with the students rethought

and revised the draft based on the students’ appropriate feedback. Good

feedbacks would be taken into account and be written on the interactive

whiteboard.



correct the grammar, spelling, mechanics, and punctuation as needed to

improve the writing. Furthermore, the teacher discussed about the reasons for

the changes.


In the last step, the teacher shared her final writing to students by using

the interactive whiteboard. In this step, the teacher invited the students to

respond about the final writing. Finally, the teacher told the students that this

is the final writing of Safari Park which used the five aspects of writing as the

guideline to write a good and meaningful descriptive text.


descriptive text about Safari Park by using thegraphic organizer which had


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been filled by the students. After all the students finished writing the text, they

had to submit it to the teacher. Finally, the teacher closed the lesson by saying

good bye. However, before closing it, the teacher summed up the lesson and

gave chances to the students to ask questions whether the students still found

some difficulties in writing the descriptive text.

3) The Third Meeting

It was on 2nd December 2011. The teacher carried out the third

meeting. She entered the classroom and greeted the students. Afterwards, she

checked the students’ attendance list. After reviewing the materials that were

discussed in the first meeting about the descriptive text, the teacher asked the

students to pay attention to the teacher’s modelling in the modelled writing

technique steps.


The teacher reminded and discussed the context, purpose, or a problem

that became the focus for writing a descriptive text. During this activity, the

teacher identified the purpose and the text genre of the writing lesson. The

teacher also introduced an international and famous place in foreign country

which was Burj Al Dubai.



established the students’ knowledge of the topic and the text type. In the

brainstorming activity, the teacher showed pictures of a skyscraper. The


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teacher defined what skyscraper was and asked the students some questions

related with it. Moreover, the teacher showed a picture of the the world’s ten

highest building in the world from year to year. The teacher also showed a

video about the world’s skyscrapers building that id Burj Al Dubai. Burj Al

Dubai is the today’s world highest building in the world. The students were

interested with the topic. After discussing the world’s skyscrapers one by one,

finally the teacher came to the world’s highest building that is the Burj Al

Dubai. The teacher showed a video about Burj Al Dubai. Some students knew

about this building but more than half of the students did not know about this

building. The students were interested in the video because it showed the

building process of Burj Al Dubai from the beginning until the end. Besides, it

also showed the condition inside the building. The students liked and were

amazed by the video. Some students said that they wanted go to Burj Al Dubai

one day.

The teacher reminded the students about descriptive text and the

features of it. In this step, the teacher gained the students’ prior knowledge

about the place being discussed namely Burj Al Dubai. The teacher arranged

the knowledge into a graphic organizer. The students mentioned about some

information that they got from the video and the power point presentation and

wrote them into the graphic organizer which was showed on the interactive

whiteboard. The students were in turn writing their opinion on the board. After

gathering the shared information from students, the teacher introduced or


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reviewed examples of a descriptive text which included identification and

description.



the whole text by using the shared knowledge from step two. Graphic

organizer really helped the teaccher and students in designing the writing plan.

The teacher explained about the five aspects of writing that were very useful

in composing a text namely content, organization, vocabulary, grammar, and

mechanics. In this step, the teacher selected, grouped, and sequenced ideas to

be included in the descriptive text. In selecting the information, the teacher

encouraged the students to think aloud and give opinion about what to write.

Furthermore, the teacher told the students that they had to pay attention to

each step of modelled writing technique and applied it on their writings.




and description paragraphs. Indeed, the shared information from the graphic

organizer was really helpful. As the teacher wrote te text, she again reminded

and told the students about the five aspects of writing to represent the ideas.

To make the writing easier, the teacher showed the picture of the beach just to

make sure that all the information about the place were written in the text and

to make sure that there would not be any missing information. During this

step, the teacher gave models of selection of vocabulary choices, paragraph


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structure, cohesive devices, grammar or sentence structures, and mechanics

strategies.

During the modelling, the teacher focused on the explanation of

grammar points and the mechanics since the students were low on these

aspects. It was shown by the students’ writing score of post-test in cycle 1.


In this step, the teacher invited students to provide constructive




students’ appropriate feedback.



correct the spelling and punctuation as needed to improve the writing.

Furthermore, the teacher discussed about the reasons for the changes. The

reasons were necessary in oreder to make the students aware of a good writing

and the way to edit their writing in the future before submitting.


In the last step, the teacher shared her final writing to students by

using the interactive whiteboard. The students read the whole text. In this step,

the teacher invited the students to respond about the final writing.


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Finally, the teacher closed the lesson by saying good bye. Before

closing it, the teacher summed up the lesson and gave chances to the students

to ask questions whether the students still found some difficulties or not.

4) The Fourth Meeting

It was on 8th December 2011. The teacher entered the classroom. Then

she started the lesson by greeting and checking the students’ attendance. All

students were present on that day. The teacher reviewed again about the

descriptive text and its features. The teacher also asked the students whether

there were any questions or problems that they face in writing the descriptive

text. The students said that they were better in writing now and the problems

they faced were not so much like before.

In this meeting, the teacher would do the editing together. The aim of

this meeting was to make the students aware about the mistakes that they often

made in their writing. The teacher wrote some wrong sentences from the

students’ writing that were submitted to the teacher. The teacher wrote the

sentences in Microsoft Word. It was done to make the teaching learning

activity interesting. In this meeting, the writer would do the modelling of how

to edit the wrong sentences to make them correct. The editing covered the five

aspects of writing, namely content, organization, vocabulary, grammar, and

mechanics.

The teacher asked the students to pay attention on the teacher’s way in

correcting sentences. The teacher showed the wrong sentences one by one and


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then she asked the students to correct the wrong sentence based on their

opinion and they had to provide the reasons for the changes. Before that, the

teacher gave example of how to correct wrong sentences. The students

corrected the sentences orally and the teacher did the typing for their new

answers.

The students listened and paid attention to their friend and teacher.

Some students could not correct the sentences. If the students could not

answer, the teacher gave an opportunity for other students to make the wrong

sentences correct. The wrong sentences were mostly in the grammar mistakes,

the missing of s/es after the verbs for the third person singular, the used of

double verbs, punctuation and capitalization, and the word choice.

After all the wrong sentences were corrected by the students, the

teacher asked the students whether they still had questions or not. Finally, the

teacher closed the lesson by saying good bye to the students. The teacher also

told the students that they would have writing test of cycle 2 so the students

had to study hard to achieve good score.

5) The Fifth Meeting

The post-test was followed by 28 students. There was no student

absent at that time. In fact, the post-test could run well as the teacher planned

before. The teacher asked them to write a descriptive text at least three

paragraphs about their favourite place. The teacher provided a worksheet. The

students then developed the title and described into the paragraphs. They were


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given forty five minutes to accomplish their text. Five aspects of writing were

important aspects which needed to consider namely content, organization,

vocabulary, grammar and mechanics.

c. Observing

From the teacher’s observation during the implementation of cycle 2,

the teacher observed some improvements that the students made during the

implementation of cycle 2. Basically, the improvement of the students’ ability

in constructing a descriptive text got a wellprogress. The teacher helped them

to solve the problems by giving more explanation and gave them more

chances to ask questions what they had not understood yet. The learning and

teaching process was better than the first cycle. It was shown by the students’

attention and motivation in following the lesson on account of the fact that the

presented topic was based on the mistakes made by the students from the

previous cycle.

The problems about grammar became the main focus during the

implementation of cycle 2. The students understood more about the grammar

and in writing a text. It was proved by their ability to edit text and to correct

wrong or unsuitable sentences.

1) Students’ Writing Ability

Dealing with their problems in grammar in the first meeting of cycle 2,

the teacher explained the sentence pattern of simple present tense in details. In

fact, it was seen that the results were better than the previous exercise. It

means that there was improvement of the students’ writing ability. The


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students paid attention on the teacher’s way in teaching writing by using the

modelled writing technique. After the modelled writing technique was done,

the students had to make their own writing by using every step of the writing

process that was done by the teacher. They enjoyed the activity because they

could get more understanding about the descriptive text. They made better

progress in writing and the students worked more lively than in the cycle 1

because the technique had been familiar with them so the writing process

could run well in creating better writing. The process of writing in the

modelled writing technique allowed the students to express their ideas in their

own text. Then, their ideas were organized to become better paragraphs. It

made them feel more confident with their writings. They felt satisfied because

they could create and organize their own descriptive text.

The students also made some progress in the mechanism aspect. At

first, the students did not know how to use capital word and punctuation mark

in sentences, but after the implementation of modelled writing technique, the

students made improvement and could use capitalization and punctuation

correctly.

Moreover, the students improved their understanding about grammar.

The activity in cycle 2 allowed the students to be better in grammar by doing

some exercises in the first meeting of cycle 2. So, in the second and third

meetings’ tasks they could check and edit their grammar mistakes. By

realizing that they made mistakes and corrected, they would not make the

same mistakes later. In writing, they also paid more attention on mechanics


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(spelling and punctuation) so that their result of writings improved better

before. The teacher showed many sentences that they had made but randomly

and they were taken from each student’s writing. The activity was fun and the

students could make the sentences correct from the wrong sentences.

From the first scorer, the researcher could report that the highest score

was 98.00, the lowest score was 66.00, and average score was 82,00. In

summary, it could be shown in the following table.

Table 4.10

The Students’ Post-Test Average Score of Cycle 2 from the First Scorer

No Explanation Score 1. The highest score 98.00 2. The lowest score 66.00 3. The average score 82.00

Then, the scores could be analyzed into five aspects of writing. They

were content, organization, vocabulary, grammar, and mechanics. The results

of the analysis can be seen on the following table.

Table 4.11





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Chart 4.7



The scores from the second scorer could be reported the highest score

was 95.00, the lowest score was 63.00, and the average score was 79.00. In

summary, it could be shown in the following table.

Table 4.12

The Students’ Post-Test Average Score of Cycle 2 from the Second Scorer

No Explanation Score 1. The highest score 95.00 2. The lowest score 63.00 3. The average score 79.00

The result of each aspect for writing could be seen on the following

table:

84.7687.68

84.29

73.29

79.29


Average Scores


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Table 4.13




Chart 4.8



From the average of two scorers, the researcher could report that the

highest score was 97.00, the lowest score was 65.00, and the average score

was 81.00. In short, it could be seen in the following table.

Table 4.14

The Students’ Post-Test Average Scores of Cycle 2 from Two Scorers

No Explanation Score 1. The highest score 97.00 2. The lowest score 65.00

85.1283.57 83.04 82.96

80


Average Scores


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3. The average score 81.00

There were five aspects that were analyzed namely content,

organization, vocabulary, grammar, and mechanics. The result of the analysis

could be seen on the following table.

Table 4.15

The Students’ Post-Test Average Scores Based on the

Writing Aspects of Cycle 2 From the Two Scorers


Chart 4.9

The Students’ Post-Test Average Scores Based on the

Writing Aspects of Cycle 2 From the Two Scorers


Beside the improvement of the students’ writing ability, the researcher

also found that modelled writing technique was effective towards the teaching

84.94 85.6383.66

78.0779.64


Average Scores


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of writing descriptive texts. During the implementation of cycle 2, the students

could achieve the indicators of the result of effective teaching, as follows:



better than in cycle 1. It was proved by the students’ participation during the

the implementation of modelled writing technique in cycle 2. The students

joined the lesson actively and gave responses to the teacher’s questions and

gave effective feedbacks towards the learning process in the classroom.

Thestudents were very active in following the lesson. They were interested in

joining the lesson from the beginning until the end.

Students’ participation could be seen from their participation in the

learning and teaching process. The students also participated in planning and

designing the writing task which was done by the teacher. The students

hadfeeling of belonging to the class and the learning and teaching process. On

the whole, from the first meeting until the fourth meeting, there was

improvement of the students’ participation.

b) InteractionalCompetence

The students’ interactional competence in cycle 2 was better than in

cycle 1. The students interacted with the teacher and other students well. The

students collaborated with the teacher and other students in giving the

feedbacks to make the writing better. They joined and interact with the teacher

and other students very well. Furthermore, the students also gave good


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response to the classroom rules set by the teacher in term of the writing task.

The students completed the task on time and they did the task seriously.


The students academic competence was also better than in cycle 1. In

cycle 2, the students were more familiar with the modelled writing technique.

The students were able to buid up their concepts and understanding about how

to makea good writing based on the teacher’s explanation. Also, the students

could do the task without many questions.





of writing. As a result, the students’ ability to build concept in writing was

improved significantly.

d. Reflecting the Action

Based on the result in cycle 2, it could be seen that the students’ ability

improved in all writing aspects namely content, organization, vocabulary,

grammar, and mechanics. Furthermore, the students achieved three

competences during the implementation of cycle 2.

1) The Improvement of Studens’ Writing Ability


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Generally, the students’ writing ability was improved significantly.

The the grammar problem in cycle 1 grammar wassolved.. After the students

got explanation about simple present tense, they were able to use nominal and

verbal sentences of simple present tense correctly. They also used time signal

to make their writing understandable.

The improvement of the students’ achievement in writing could be

seen from the analysis of cycle 2, it could be concluded that the result of cycle

2 could improve the students’ achievement in writing. The average score of

students writing improved from post-test 78.64 in cycle 1 to 82.84 in cycle 2.

The students who fulfilled the passing grade increased from 18 students to 23

students and those who got under the passing grade decreased from 10

students to 5 students.

Table 4.16


No Points Post-test in cycle 1 Post-test in cycle 2 1 The students who fulfilled the

passing grade 76 19 23

2 The students who got under the passing grade 76

9 5

Chart 4.10



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Also, the result of the students improvement for each aspect in cycle 1

and 2 can be seen in the below table.

Table 4.17


No Writing Aspects Post-test Cycle 1 Post-test Cycle 2 1 Content 79.52 84.94 2 Organization 81.96 85.63 3 Vocabulary 80.71 83.66 4 Grammar 73.29 78.07 5 Mechanics 78.57 79.64

Chart 4.11


19

23

9

5

Post-test in cycle 1 Post-test in cycle 2

The students who fulfilled the passing grade 76

The students who got under the passing grade 76


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The aspects of writing also improved from post-test in cycle 1 to post-

test in cycle 2 including: the content increases from 79.52 to 84.94, the

organization increases from 81.96 to 85.63, the vocabulary increases from

80.71 to 83.66, the grammar increases from 73.29 to 78.07, and the mechanics

increases from 78.57 to 79.64. From the scores above, all indicators of the

students’ writing had a significant improvement than before.

The summary of the results of the pre-test, post-test of cycle 1, and

cycle 2 can be seen in the following table.

Table 4.18

The Result of the Pre-test, Post-test of Cycle 1, Post-test of Cycle 2

No Writing Aspects Pre-Test Post-test Cycle 1

Post-test Cycle 2

1 Content 61.25 79.52 84.94 2 Organization 79.11 81.96 85.63 3 Vocabulary 75.45 80.71 83.66 4 Grammar 69.57 73.29 78.07 5 Mechanics 56.79 78.57 79.64

Average 68.43 78.81 82.38

Chart 4.12

The Result of the Pre-test, Post-test of Cycle 1, Post-test of Cycle 2

79.5281.96

80.71

73.29

78.57

84.94 85.6383.66

78.0779.64


Post-test Cycle 1 Post-test Cycle 2


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Table 4.19

The Students’ Lowest and Highest Score of

Pre-Test, Post-Test of Cycle 1, and Post-Test Cycle 2

No Test The lowest score

The highest score

The average

1. Pre-test 51.00 86.00 68.50 2. Post-test of cycle 1 57.00 93.00 75.00 3. Post-test of cycle 2 65.00 97.00 81.00

2) The Learning-Teaching Process

The students achieved three competences from the implementation of

modelled writing technique. The result included: (1) participative competence;

(2) interactional competence; and (3) academic competence.






classroom. Some students were very active in joining the lesson. Indeed, the

students also has individual responsibility of their work.

61.25

79.11 75.4569.57

56.79

79.52 81.96 80.7173.29

78.5784.94 85.63 83.66

78.07 79.64


Pre-Test Post-test Post-test Cycle 2


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the class and the learning and teaching process. On the whole, from the first

meeting until the fourth meeting, there was improvement of the students’

participation.

b) Interactional Competence


implementation of cycle 2. The students interacted very well with the teacher

and other students well. The students collaborated with the teacher and other

students in giving the feedbacks to make the writing better. They joined and

interact with the teacher and other students well, although some students still

had some difficulties to interact in good manner. Furthermore, the students

also gave good response to the classroom rules set by the teacher in term of

the writing task. The students completed the task on time and they did the task

seriously.







explanation.


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Table 4.20

The Summary of the Results of the Classroom Action Research

NO PRE-RESEARCH FINDINGS

BEFORE ACTION RESEARCH

AFTER ACTION RESEARCH

1. Improvement in students’ writing ability a. Achievement of

all aspects of writing: 1) Content 2) Organization 3) Vocabulary 4) Grammar 5) Mechanics

b. The students’ writing ability.

Mean of pre test: 68.43 61.25 79.11 75.45 69.57 56.79 1. Students could not

express and explore the ideas.

2. Students also got difficulty in organizing the ideas.

3. They got many mistakes in choosing appropriate words, ungrammatical form of simple present tense and uncorrected punctuation and spelling.

Mean : Cycle 1: 78.64 Cycle 2: 82.84 Cycle 1: Cycle 2: 79.52 84.94 81.96 85.63 80.71 83.66 73.29 78.07 78.37 79.64 1. Students could

express and explore ideas.

2. Students could organize the ideas.

3. The students were

able to use appropriate words and grammatical form of present tense and also correct punctuation and spelling.

2. The effectiveness of modelled writing


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technique towards the teaching of writing: a. Participative

competence b. Interactional

competence c. Academic

competence

The students were not active and did not participate in class activity. The students did not follow the class rules in interacting with friends and doing the school tasks. Most of the students did not pass the KKM of English and could not build concepts in doing the writing.

The students were more active and participated alot in class activity. The students obeyed the class rules in interacting with friends and doing the school tasks. Most of the students passed the KKM of English and could build concepts in doing the writing.

Based on the data presented above, it can be concluded that the

modelled writing technique is able to improve the students’ writing ability

especially in writing the descriptive text and is effective to be implemented in

teaching writing.

C. Discussion

6. The Improvement of the Students’ Writing Ability

The implementation of modelled writing technique could improve the

students’ writing ability. Modelled writing involves the teacher writing on a

large piece of paper, whiteboard, or large computer monitor, making explicit

the considerations and thinking behind a piece of text as well as articulating

the process. The writing is the teacher’s, and the students are observers of the

strategies demonstrated, the processes used and the product created. This

teaching strategy is with the whole class


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(http://www.education.vic.gov.au/studentlearning/teachingresources/english/li

teracy/strategies/tsvels12writstrat.htm)

After doing the research, it can obviously be seen that modelled

writing technique which was applied in the writing class successfully

improves the students’ writing ability. It can be seen from the improvement of

mastering writing a descriptive text, content, organization, vocabulary,

grammar, and mechanics.

In implementation of the modelled writing technique, the teacher

becomes the model for students in doing the steps of writing process. There

are some steps that the teacher does in front of the students. Besides, the

modelling is also done by the teacher by ‘thinking aloud’ about what to do

during the writing process. While the teacher does the modelling, all students

pay attention to the teacher’s explanation and ways of doing the writing

process. The modelling covers the explanation of the five aspects of writing

skill, namely content, organization, vocabulary, grammar, and mechanics.

Teachers can incorporate a range of teaching points in modelled writing

sessions. Students then have the opportunity to see all aspects of writing are

important (http://learningplace.com.au/deliver/content.asp).

Al-Mutawa&Kailani in Aziz (2011:371) have stated that learning and

training to write gradually and systematically is a process which begins with

simple copying and ends with free expression. It must be under the guidance

of the teacher through several stages of writing experience.


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The aim of modelled writing technique uses the “think aloud strategy”

to model what goes on in the head of the writer. Not only does this give the

teacher opportunities to explicitly talk about elements of the writing process,

but also allows students to observe the way a writer crafts and records a text.

The teacher is able to offer purposeful instruction which consolidates existing

knowledge and extends it

(http://www.literacysolutions.com.au/blog/2010/08/31/modelled-writing/).

Furthermore, here the students were also drilled to focus on aspects of

writing, then they were given opportunities to correct and revise their written

work. After that they practiced the language knowledge of structure or

grammar, vocabularies in meaningful context, and mechanics and also they

did interaction in order to finish their activities in writing. In this case, the

students gained their own satisfaction as they had a willing to revise their own

grammatical errors, correct the choice of words and the mechanics, and then

rewrote them in the best version of the corrected drafts of writing. It is line

with the opinion of Murcia et. al (2000: 100) that a writing class should bring

the students to the point where they are willing to revise and feel comfortable

about revising what they have written. Therefore, they needed to write their

work correctly as Harmer (1991: 53) states that a piece of writing should be

correct. If it has mistakes and half-finished sentences, it will be judged by

native speakers as illiterate.

In fact, modelled writing technique stimulates students’ confidence

and motivation to write and is effective for demonstrating a good writing


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process. The criteria to develop the descriptive text cover of language

elements, Peha (2003: 1) says that there are six having simple phrases to

describe the good writing that the writers do make learning easier, namely: (1)

ideas that are interesting and important, it means ideas are the heart of the

piece-what the writer is writing about and the information he chooses to write

about it; (2) organization that is logical and effective, it means organization

refers to the order of ideas and the way the writer moves from one idea to the

next; (3) voice that is individual and appropriate, it means voice is how the

writing feels to someone when they read it, it is formal or casual, it is friendly

and inviting or reserved and standoffish, voice is the expression of the writer’s

personality through words; (4) word choice that is specific and memorable, it

means that good writing uses just the right words to say just the right things;

(5) sentence fluency that is smooth and expressive, it means that fluent

sentences are easy to understand and fun to read with expression; and (6)

convention that are correct and communicative, it means that conventions are

the ways, we all agree the use punctuation, spelling, grammar, and other

things that make the writing consistent and easy to read

(http://www.ttms.org/writing_quality/writing_quality.com.htm).

Thus, it was indicated that all aspects of writing had a significant

improvement using modelled writing technique. Therefore, modelled writing

technique is able to solve the students’ problems in writing a descriptive text.

Every stage in writing process really helped their writing. It is stated by Nunan

(2001: 56) that writing process allows for the fact that no text can be perfect,


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but a writer will get closer to perfection by producing, reflecting on,

discussing, and reworking successive draft of a text.

7. The Effectiveness of Modelled Writing Technique Towards the Teaching

of Writing

After the implementation of modelled writing technique, the researcher

found that the modelled writing technique was effective in the teaching of

writing because the students achieved three indicators of competences:

a. ParticipativeCompetence

The students were more active after the implementation of modelled

writing technique. Before the implementation, the students were passive and

shy to ask questions to the teacher, and to answer the questions in front of

their friends. After the implementation, the students were engaged with a good

classroom atmosphere in which most of the students were active and they

often offered themselves to be volunteer to answer the questions or to do

something with the interactive whiteboard like underlining verbs, filling the

graphic organizer, writing new vocabulary, and many more. According to

Harris (1993: 60) giving pupils access to the processes of writing should be a

developing awareness of the kinds of behaviour that will enhance the

possibilities of success and satisfaction in writing. Also, after the treatment,

the students gave good response when the teacher asked them to write

descriptive text. The students did them carefully.


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Richards and Renandya (2005: 213) state the teacher is the sole source

of input and feedback and often a dominating participant in the practice,

exemplifying a typical pattern of teacher stimulus followed by student

response, further followed by teacher evaluation of students response.the

teaching-learning process was not alive as the teacher used to apply the

conventional technique. The students showed low participation on writing

class as they were seldom taught to make a better writing by using various

techniques because the teacher was monotonous in teaching writing. After

implementing the modelled writing technique, the class situation showed

improvement. It could be seen at the atmosphere of the class was more alive

and better than before. The students gave attention to the lessons and they

were active and creative to develop and do the activities in the writing process.

And also they were not bored anymore in writing as the teaching technique in

general is not monotonous anymore.

b. Interactional Competence

The students could interact with their friends and teacher in a good

manner. They could adapted with the classroom rules, especially rules in

writing. The students were conscious in following the rules and they were able

to follow the rules, for instance, students may not use digital dictionary during

doing the writing or writing test, students may not ask the meaning of words

to their friends or teacher, students must pay attention to the teacher’s


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explanation and did not make noise during the explanation. Modelled writing

technique stimulates students’ confidence and motivation to write and is

effective for demonstrating.

(http://www.education.vic.gov.au/studentlearning/teachingresources/english/li

teracy/strategies/.htm

Moreover, the research findings also showed that the students spent

effective time in writing and they were able to finish their writing process on

time. It can be concluded that the technique had made the productive learning

time increase. As Gettinge in Elliot (2000: 559) who identifies three aspects of

learning time that could be increased. The first is the time used for

instructions, the second is engaged time, and the third is productive learning

time. The productive learning time means the more things can be done in a

certain time.

The students benefit from this method since they can see the teacher

forming letters, words, and sentences on a large scale directly in front of them.

Lastly, the teacher can use the overhead projector to model writing.

(http://www.cfisd.net/dept2/curricu/ellang/modelledwriting.pdf).

c. AcademicCompetence

Modelled writing technique could improve the students’ ability in

building concepts of a good writing. It could be seen from the result of the

observation, the students’ learning progress, and the result of interview and

questionnaire.


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The students felt that writing is not as difficult as they thought. They

could get new skill in writing, especially the skill of writing which must use

the five aspects of writing, namely content, organization, vocabulary,

grammar, and mechanics. Before the treatment, the students did not know

those aspects that must be used in writing. The new knowledge and skill that

they got from modelled writing technique could be used to build new concept

of a good writing. As the result, the students are now more familiar with

writing and its aspects and those skills would be their guidance in writing

descriptive text for their next future writing class.

Grabe and Kaplan (1996: 306) that the goal of the teacher is to model

strategic behavior, facilitate group interaction, monitor progress, and clarify

the problems and the means to solve them. Furthermore, Modelled Writing

helps students become aware of the structures and patterns of written language

(A comprehensive framework for balanced literacy, 2007: 1).

Learners who believe they are learning a useful strategy feel

efficacious and motivated to apply the strategy (Schunk in Fajares, 2002: 42).

Modelled displays can convey to observers that they are capable and can

motivate them to attempt the task. Research demonstrates the benefits of

models on adolescents’ self-efficacy, motivation, and achievement. Hedge in

Al Gomoul (2003: 4) assumes that writing is essentially a creative process

which involves students in a learning process, motivates, builds their

confidence, gives them opportunity to explore the language, to communicate,

and to look for the best ways of self-expression.


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

Based on the findings of improving students’ writing ability through

modelled writing technique in this research, the researcher drew some

conclusions. The major conclusion of this research was that the

implementation of modelled writing technique had many advantages to help

the students to improve their writing competence and encourage them to be

more active in writing class. Based on the result of the research above, the

conclusion could be drawn into three points as follows: (1) modelled writing

technique could improve the students’ writing ability and (2) modelled writing

technique was effective toward the teaching of writing.

The conclusion could be described in the following descriptions:

1. Modelled writing technique could improve the students’ writing ability.

The students could state main ideas of the topic, then express or

organize their ideas dealing with a descriptive text such as identification and

description in written form. The identification part is the part where the

students were able to identify phenomenon to be described. The description

part, the students were able to describe logically about parts, qualities, and

characteristics about an animal and a place. Besides, the students could

improve their vocabulary mastery. It means that they were able to choose

appropriate words and use them in making sentences.


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The students were able to perform minimum grammatical errors

especially in the use of simple present tense. And the last, they could avoid

mechanics (spelling and punctuation) mistakes on their composition. It means

they were carefully to use mechanics in their writing. Then, the students’

writing achievement was also improved from pre-test to post-test cycle 1 to

cycle 2.

2. Modelled writing technique was effective to be implemented towards the

teaching of writing

Modelled writing technique was effective because students got new

knowldege and were able to use them in the learning process. The students

achieved three competences, namely:

a. Participative competence

The students were more active after the implementation of modelled

writing technique. Before the implementation, the students were passive and

shy to ask questions to the teacher, and to answer the questions in front of

their friends. After the implementation, the students were engaged with a good

classroom atmosphere in which most of the students were active and they

often offered themselves to be volunteer to answer the questions or to do

something with the interactive whiteboard like underlining verbs, filling the

graphic organizer, writing new vocabulary, and many more. Also, after the

treatment, the students gave good response when the teacher asked them to

write descriptive text. The students did them carefully.

b. Interactional competence


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127

The students could interact with their friends and teacher in a good

manner. They could adapted with the classroom rules, especially rules in

writing. The students were conscious in following the rules and they were able

to follow the rules, for instance, students may not use digital dictionary during

doing the writing or writing test, students may not ask the meaning of words

to their friends or teacher, students must pay attention to the teacher’s

explanation and did not make noise during the explanation.

c. Academic competence

Modelled writing technique could improve the students’ writing

ability. It proved by the students’ score from the pre-test, post-test in two

cycles, and also from the results of questionnaire and interview. The students

felt that writing is not as difficult as they thought. They could get new skill in

writing, especially the skill of writing which must use the five aspects of

writing, namely content, organization, vocabulary, grammar, and mechanics.

Before the treatment, the students did not know those aspects that must be

used in writing. The new knowledge and skill that they got from modelled

writing technique could be used to build new concept of a good writing. As

the result, the students are now more familiar with writing and its aspects and

those skills would be their guidance in writing descriptive text for their next

future writing class.

B. Implication

Teaching English, especially teaching writing needs many techniques

that encourage the students to use it as communication. Modelled writing is


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one of techniques that can be implemented in teaching writing. By using

modelled writing technique, the teacher can create a good situation and make

the students know and understand the steps of a good writing process.

Based on the result of the research, teaching writing through modelled

writing is a suitable technique to improve the students’ writing ability. This

research can be used as a reference for the teacher in improving the students’

writing ability because every step of writing process can be followed easier

and more flexible by the students. In this case, the teacher can be more

creative and innovative in teaching and learning especially writing lesson.

Besides, it is also hoped that the products of writing is qualified and readable.

C. Suggestion

Here, the researcher would like to give some suggestions related to

the research. He hoped that the suggestions would be useful for English

teachers, students, and other researchers.

1. For English teachers

a. This research has revealed that the use of modelled writing gave great

impact to the students’ writing performance. So it is suggested to

English teachers to use this technique in teaching and learning process

to reach the target of writing class.

b. English teachers should be more creative and innovative in using this

technique in teaching writing for the students to avoid getting bored and to

empower their writing competence so that teaching writing will be more


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meaningful for developing their ability in writing. The technology is now

getting better and better. Teacher can use the technology as the companion

of their teaching of writing. Teacher has to improve theire ability in

operating new teaching tools or gadgets to improve their teaching. Teacher

has to leave the traditional ways of teaching and move to modern ways of

teaching.

2. Students

a. The students should realize that writing is one of the language skills that is

very important to be applied in daily life because expressing the ideas

through writing bring a lot of benefits for the writers and the readers. Also,

writing skill will be useful for them in their future.

b. Students should realize that they actually have good ability to be writers

because every person was born to bring talented potentials. Being good

writers brings the positive effects in self-correction and self-reflection so

that the students will be cooperative and open minded people in the future.

3. Other researchers

This research is just one effort to improve the students’ writing ability

through modelled writing technique in teaching and learning writing in the

classroom. The findings of this research are expected to use it as starting point to

conduct the further research in the different field and different text types.


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