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ENGLISH MATERIAL ADALAH BUKU PENUNJANG PEMBELAJARAN SISWA

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ENGLISH MATERIAL GRADE VII

ENGLISH MATERIAL ADALAH BUKU PENUNJANG PEMBELAJARAN SISWA

Keywords: ENGLISH MATERIALs

CHAPTER I

INTRODUCTION

A. Introduction
Writing is one of the important skills because it takes a part as an essential

communication tool through writing, by writing everybody does not only express
feeling and idea, but also to communicate with others and remember facts and
ideas. Writing skill is the most complex language skill to master because writing
skill involves knowledge of sentence structure, diction, organization of ideas, and
mechanics.

Based on 2013 curriculum in the Senior High School, students must be able
to write at least seven genres; descriptive, recount, narrative, cause and effect,
explanation, news item, procedure, and analytical exposition by stressing on the
interpersonal complex meaning and variety of textual meaning. Ratnes (1998: 78)
says that writing is a skill in which we express the ideas, feelings, and thoughts
which arrange in words, sentences and paragraphs using eyes, brain and hand. In
fact, most of students do not know how to write. They cannot link the sentence
into coherent ideas. In the other hands, most of students know or have idea to
write but they do not know to put it into a good arrangement. It means that most
of students still have difficulties to express their idea in a written form, especially
in paragraph writing.

Based on the observation in SMAN 20 Bandung, the teacher usually uses
media like video, video game, song, movie, so the students are familiar with
listening and speaking practice. They are confused to generate and organize ideas
using an appropriate choice of vocabularies, tenses, and translate the ideas into
coherent text. Writing skill is one of productive skills which is very important for
students to learn. Students are expected to be able to express their ideas in written
form, especially in form of effective passages or texts. Since writing analytical
exposition text is included in the 2013 Curriculum for senior high school, all the
second grade students of the senior high school must accomplish it well. However

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many students still confuse how to generate and organize the ideas, it can be seen
in the student’s task. They do not understand to construct the ideas in each part.

To improve student’s writing skill in analytical exposition text, the
researcher applies collaborative writing strategy to increase the eleventh grade
students of SMA Negeri 20 Bandung. The researcher chooses collaborative
writing to develop the student’s skill in writing analytical exposition text because
it gives the choice for the students to develop their own idea freely which can
persuade readers or listeners that something is the case by collaborative with
group. The researcher believes that working together in writing can help the
students’ writing better than alone.

B. Research Question
Based on the research background, the research question is formulated as

follow;
How is the student’s writing skill in analytical exposition text improved by using
collaborative writing strategy in SMAN 20 Bandung?

C. Assumption
Writing is one of the important skill in English. Through writing the

students can improve their vocabulary and grammar, then it can make the
students enrich their ideas by taking new information. Applying collaborative
writing strategy will effectively improve student’s writing skill. Collaborative
writing is one of media that can be used to teach analytical exposition text.
Through writing collaboratively, the students are helped to avoid serious errors
as long they are actively contribute in all stages of writing.

By writing in group, the students are also helped to focus on the idea
they want to write and to link sentences into coherent ideas in the target
language. At the same time, individual weaknesses are caught by the group and
revised. Ultimately, collaboration can be a form of motivation for students as
they become excited about working in a group as well as the prospect of
learning from other students. Besides, collaborative writing also provides

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students the opportunity to give and receive immediate feedback on language.
In terms of improving grammatical accuracy, students may feel easier to correct
other people’s errors than their own.

Besides, collaborative writing helps the students to organize and edit
papers well. Lastly, through the process of revising each other’s drafts, they can
learn words and phrases that they do not know beforehand.

D. Limitation of the Problem
As stated earlier, the students had problems in writing analytical

exposition text. The problems are influenced by some aspects which have been
stated in the research background. The researcher limits the research on applying
collaborative writing strategy to improve student’s writing skill in analytical
exposition text. It is impossible for the researcher to handle all problems identified
above because of the broad scope of this research of this research and the limited
skill of the writer herself. Therefore, the researcher just focuses on the applying
collaborative writing strategy to improve the student’s writing skill especially in
writing analytical exposition text at the second grade student of SMAN 20
Bandung in academic year of 2018/2019 by certain activity that is collaborative
writing strategy.

E. Research Objective (s) and Benefit (s)
a. Objective
This research is aimed to find out whether the student’s writing skill in
analytical exposition text improved by using collaborative writing strategy in
SMAN 20 Bandung.

b. Benefit
1. The teacher
The teacher will improve his knowledge in teaching writing. The
researcher is also to be able to fix in the teaching strategy that have been

4

used, in order to create an exciting learning activities, not boring, and can
develop the teacher’s skill.
2. The students

To motivate and make enthusiasm the students in the learning
process, practically, the results of this research are useful for students to
know improvement of writing ability. By knowing the condition of
potential students, they can measure how well the student’s capabilities, so
hopefully they can improve it.
3. For further researchers

The result of this study can be useful as the source for further
research on improving the student’s writing skill in analytical exposition
text improved by using collaborative.
4. For the English Education Department Islam Nusantara University

It can be used as a research reference with the similar theme or
purpose.

F. Clarification of Using Terms
1. Writing
Nunan (2003: 88) said that writing is the process of thinking to invent
ideas, thinking about how to express into good writing, and arranging the
ideas into statement and paragraph clearly. That is a way of keeping
themselves honest because writing is a way of arguing with them. So writing
is a way to express people feeling or ideas, and make reader understand with
the content or information.

2. Analytical Exposition
An analytical exposition is a type of spoken or written text that is

intended to persuade the listeners or readers that something is the case
(Anderson and Anderssen, 1997: 2-3)

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3. Collaborative Writing
Murray (1992) states that collaborative writing is basically a social

activity through which writers looked for specific items to be shared their
understanding of essays. Collaborative teaching has become a requirement for
most special education and general education teachers. General education and
special education teachers are asked to cooperate to successfully meet the
needs of all students in their classroom and to ensure the execution of
differentiated instruction in the inclusive classroom. Collaborative learning is
expected to fulfill the need of both teacher and students. Collaborative writing
is two or more persons working together to produce a written document.

CHAPTER II
LITERATURE REVIEW

This chapter presents theories which undergird this research. The
discussion of this chapter is divided into two main parts: literature review and
conceptual framework. In the literature review, the researcher discusses some
theories and research studies which relate to the topic.

A. Theoretical Review
The theoretical review presents the relevant theories of the research. It is

presented in four subheadings. The first part discusses the writing. The second
part discusses the teaching of writing, the third part discusses the collaborative
writing, and the last one is analytical exposition.

1. Writing
a. The Nature of Writing

Writing is one of language skills which important in our life. Through
writing, we can inform others, carry out transactions, persuade, infuriate, and tell
what we fell. However, we know that writing or learning to write especially in a
second language is not simply a matter of “writing things down.” It is one of the
four basic skills that are very complex and difficult to learn. Hyland (2009:30)
stated that writing is an interection between writers and readers adds a
communicative dimension to write. So, writing is not only the process of thinking
of something to say and selecting the words which proper to express, but also it is
the process of arranging ideas from the information, and organizing sentence into
meaning form of writing. Writing an acceptable and understandable message
needs certain steps and process. It is not merely write and share the ideas into
letters and symbols.

From the definition above, it can be inferred that writing is a productive
skill which transfers the writer’s ideas into letter and symbols and communicates a
message to others by certain steps of thinking, drafting, and revising the written

6

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products.
b. Aspects of Writing Skill

To have good handwriting, writers can be said successful in their writing
contains some aspects of writing according to Jacobs et al (1981: 90), they are
classified as follows:
1) Content

Content refers to the substance of writing, the experience of main idea.
i.e., group of related statements that a writer presents as unit in developing a
subject. Content the paragraph do the work of conveying ideas rather that
fulfilling special function of transition, restatement, and emphasis.
2) Organization

Organization refers to the logical organization of content. It is scarily
more than attempt to piece together all collection of fact and jumble ideas. Even
in early drafts it may still be searching for order, trying to make out patterns in
its materials and working to bring particulars of its subject in line with what is
still only a half-formed notion of purpose.
3) Vocabulary

Vocabulary refers to the selection of words which are suitable with the
content. It begins with the assumption that writer wants to express the ideas as
clearly and directly as he/she can. As a general rule, clarity should be his/her
prime objective. Choosing words that express his/her meaning is precisely
rather than skews it or blurs it.
4) Language Use

Language use refers to the use of correct grammatical form and
synthetic pattern of separating, combining, and grouping ideas in words,
phrases, clauses, and sentences to bring out logical relationship in paragraph
writing
5) Mechanic

Mechanic refers to the use graphic conventional of the language, i.e., the
step of arranging letters, words, and paragraphs by using knowledge of structure
and some others related to one another.

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In addition, the following are varied skills necessary for writing good
prose as suggested by Heaton (1991: 135):

1. Language use: the ability to write correct and appropriate sentences.
2. Mechanical skills: the ability to use correctly those conventions peculiar to

the written language, e.g. punctuation, spelling.
3. Treatment of content: the ability to think creatively and develop thoughts,

including all irrelevant information.
4. Stylistic skills: the ability to manipulate sentences and paragraphs, and use

language effectively.
5. Judgment skills: the ability to write in an appropriate manner for a

particular purpose with a particular audience in mind, together with an
activity to select, organize, order the relevant information.
In order to make a good writing composition there are five aspects of
writing that should be considered in process of making a good writing
composition; content, organization, grammar, vocabulary, and mechanics. In
short, we have to know and understand well about how to implement each aspects
of writing well.

c. The Micro and Macro Skills of Writing
Brown (2001: 343) mentions a list of micro and macro skills of writing

which focuses on both the form of language and the function of language. Firstly,
the micro skills of writing mentioned by Brown cover several important aspects.
They are presented below:

a. Producing graphemes and orthographic pattern of English
b. Producing writing at an efficient rate of speed to suit the purpose
c. Producing an acceptable core of words and using appropriate word

order patterns
d. Using acceptable grammatical systems (for example tense. subject verb

agreement, pluralisation, and etc.), patterns, and rules
e. Expressing a particular meaning in different grammatical form
f. Using cohesive devices in written discourse and using the rhetorical

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forms and conventions of written discourse
Meanwhile, the macro skills of writing cover some other aspects. They are
presented below.
a. Using the rhetorical forms and conventions of written discourse
b. Appropriately accomplishing the communicative function of written

texts according to form and purpose
c. Conveying links and connection between events, and communicating

such relation as main idea, supporting idea, new information, given
information, generalization, and exemplification
d. Distinguishing between literal and implied meanings when writing
e. Correctly conveying culturally specific references in the context of the
written text
f. Developing and using of writing strategies, such accurately assessing
the audience’s interpretation, using pre-writing devices, writing the
fluency in the first drafts, using paraphrases and synonyms, soliciting
peer and instructor feedback, and using feedback for revising and
editing
In line with Brown’s ideas on the micro and macro skills of writing,
Spratt, et al. (2005: 16) also state that writing involves several sub skills. They
involve spelling correctly, forming letters correctly, writing legibly, punctuating
correctly, using correct layouts, choosing the right vocabulary, using correct
grammar correctly, and using paragraphs correctly.

2. Teaching Writing
Teaching writing is intended to develop students’ competence in

constructing sentences and paragraphs. It is also to train students compose short
texts or essay grammatically. The responsibility lies on the teacher's shoulders to
enhance their students' abilities to express themselves effectively. In teaching
writing, the teacher should be able to control the class activities in order to make
the students can be able to master the material. A writing process is done through
some stages. According to Richard and Renandya, (2002: 303) the process of

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writing consists of planning, drafting, revising and editing. On the planning stage,
the students are encouraged to write. The drafting stage is focusing on the fluency
of writing and is not pre occupied with grammatical accuracy or the neatness of
the draft. Next, on the revising stage, the students re-write their text on the basis
of feedback given in a responding stage. The student, on the editing stage, is
engaged in tidying up their texts as they prepare the final draft for evaluation by
the teachers.

Harmer (2005: 4) suggests the process of writing into four main elements.
They are planning, drafting, editing (reflecting and revising), and final version.
The elements will be described as follows:
1. Planning

Before starting to write or type, they try and decide what it is they going to
say. When planning, writers have to think about three main issues. The first place
they have to consider the purpose of their writing since this will influences not
only the type of text they wish to produce, but also the language they use, and the
information they choose to include. Secondly, experienced writers think of the
audience they are writing for, since this will influence not only the shape of the
writing, but also the choice of language. Thirdly, writers have to consider the
content structure of the piece, how best to sequences the facts, ideas, or arguments
which they have decided to include.
2. Drafting

Refer to the first version of a piece writing as a draft. This first go at a text
is often done on the assumption that is will be amended later. As the writing
process procedure into editing, a number of drafts may be produced on the way to
the final version.
3. Editing (reflecting and revising)

After writers have produced a draft, usually read through what they have
written to see where it works and where it doesn't. Reflecting and revising are
often helped by other readers (or editors) who comment and make suggestions.
Another reader's reaction to a piece of writing will help the author to make
appropriate revisions.

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4. Final versions
Once writers have edited their draft, making the changes they reader being

necessary, they produced their final version. This may look considerably different
from both the original plan and the first draft, because things have changed in the
editing process. But the writer is now ready to send the written text to its intended
audience.

It can be said that teaching writing should guide the students not only to
write sentence but also to organize their ideas into written form. Then, the teacher
must give the appropriate guidance in which the students are able to express their
ideas in written form properly. In practicing their writing, the students have to
follow the steps to make their writing more effective.

3. Collaborative Writing
a. Definition
Collaborative writing is a technique which involves students to work
cooperatively with their peer. Through sharing information with their peers,
writing turns into a social activity and real communication. When students have
been provided a peer rather than a task by their teacher, writing can become
enjoyable and practical. Meanwhile, getting immediate feedback from the peers
give a reason to go on students’ having students write cooperatively.
According to Graham and Perin (2007:4) collaborative is a technique
where students work together to plan, draft, reflect, and revise their
compositions. It means that collaborative writing need student’s involvement. It
also allows when the students to learn from each other. In the other hand, Himer
(2004:12) who says that collaborative writing is a way of planning, drafting,
reflection, and revision by having students involved together in process writing.
Dale (1997:11) also suggests that collaborative writing involves meaningful
interaction and shared decision between group members in the writing of a
shared document. It means that collaborative writing is working together with
their partner by sharing their woks.
From definitions above, it can be concluded that the process of

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producing a written language in a pair of group where all members cooperated
and contributed to the writing process to produce a better text and also create
social interaction between student-student and student-teacher to achieve a goal.
It refers to a project where a composition is created by the pair together rather
than individually. It may be in a pair group of students working together on a
piece of writing who can respond to each other’s ideas (both in terms language
and content), making suggestions for changes and so contributing to the success
of the finished product.

b. Procedure of Collaborative Writing Strategy in Teaching Writing
When the teacher tries to put collaborative writing as a strategy in teaching

writing to students, it is better to organize the students need some more
direction. Dale (1997:46) states that there are five points to be taken into
consideration when teacher organize collaborative writing in a classroom.
1) Forming groups

Forming groups is done when teachers put students in a diverse group. It
is a teachers’ task to arrange them into their own groups, they tend to make
homogeneous ones. One consideration to form diverse groups is that it
creates a positive group that enhances each member to interact with partners
and assert their individual view.
2) Providing time

Since collaborative writing a bit takes time, that time must be provided
for students. Students will have chance to assign their works and make their
own discussion.
3) Primary-writer system

This activity is when teachers need to set certain tasks which make
students contribute to their works.
4) Assignments

There is not one kind of assignment that works best for a collaborative
writing. A set of assignment for an entire class is no longer the main
importance because it may be different among the groups of students. Each

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group could write different works within the same or different genres. For that
reason, having each group decide on its own topic is certainly appropriate.
5) Focus on process

Since attention to writing process is a weakness to students who are early
writers, collaborative writing with its emphasis on process, can be an effective
means of teaching writing process. It offers the students to learn strategies
from each other.

The above important points transform the needs of the teachers to
effectively organize collaborative writing in a classroom. It can be inferred
that through the activities in collaborative writing, the teachers help students
to keep a writing process moving forward. Therefore, to support the students
to make connection between the process and the product of writing, it is
necessary for the teachers to apply those activities in the classroom.

c. Advantages of Collaborative Writing Strategy
In the implementation of collaborative writing strategy, there are some

advantages and disadvantages. The researcher will explain the advantages and
disadvantages of collaborative writing strategy based on Mulligan and Garofalo
(2011) which can be described as follows;

1. As for social skills development, students develop a greater sense of
responsibility through the collaborative effort and that it helps them to get
along with others and give them an opportunity to get to know their
classmates better.

2. In terms of stress reduction and time-saving benefits, the pair-work
approach give the students less pressure to do a good job, ease their burden
as they can share the work load, and allows them to save time because of
the shared effort.

3. The motivational benefits includes the fact that because the students are
being given a single grade, it makes them try harder, thus reflecting the
role social responsibility plays in their output.

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4. Concerning actual improvements in the content of their writing, it is clear
that the collaborative approach enables some of the students to create a
richer body of content.

5. Finally, it is a clear gain which is made in structural and grammatical
proficiency.

d. Disadvantages of Collaborative Writing Strategy
Besides advantages, collaborative writing strategy also has some

disadvantages which can be described as follows;
1. The students may not fell at ease when work with group, members of group

has different ideas and each one think that his own is the best.
2. There are some students do not care and make noise that disturb others,
3. It may waste time in discussing other topics rather than the main one.

From those explanations above, in the implementation of collaborative
writing strategy, collaborative writing strategy has some advantages.
However, collaborative writing strategy also has disadvantages that will face
in the implementation of this strategy.

4. Genre of Writing
There are many forms of writing which must be known by students.

According to Troyka (1987), writing is divided into four types, namely narration,
description, exposition, and argumentation. The term of analytical exposition will
be explained below;

5. Analytical Exposition Text
There are many kinds of texts that should be learnt by the senior high

school students. In this research, the researcher will use analytical exposition text.
Analytical exposition is a text that elaborates the writer‘s idea about the
phenomenon surrounding. Communicatively, analytical exposition aims to
convince the reader that the topic presented is an important topic to discuss or get
attention by providing arguments or opinions that support the main idea or topic.

15

Analytical exposition text can be found in scientific books, journals, magazines,
newspaper articles, academic speech or lectures, research report and so on.
Analytical exposition text is popular among science, academic community and
educated people.

According to Anderson and Anderson (1997: 2 - 3), analytical exposition
text is a type that is intended to persuade readers that something should be in the
case. An analytical exposition is a type of spoken or written text that is intended to
persuade the listeners or readers that something is the case. From that theory it can
be said that analytical exposition text has function to influence readers’ thinking.
It also collaborate that writer’s idea about the phenomenon surrounding. To make
the persuasion stronger, the speaker or writer gives some arguments as the
fundamental reasons why something is the case. According to Anderson and
Anderson (1997:124) analytical exposition texts have three components. They are
constructing an exposition, language feature an exposition and generic structure
which can be explained as follow;
1. Constructing an analytical exposition

In constructing an analytical exposition text, there are three basic steps,
the first step is called as an introductory statement that gives the author’s point
of view and previews the arguments that will follow-in some texts, the opening
statements may be attention grabbing. The second step is constructing a series
of arguments that aim to convince the audience, pictures might also be used to
help persuade the audience. The last one is constructing a conclusion that sums
up the arguments and reinforces the author’s point of view.
2. Language features of an analytical exposition text

The language features of analytical exposition consist of three kinds.
First, the use of words that shows the author’s attitude, or we usually call it as
modality. The second one is the use of words to express felling or we usually
call it as emotive words. The last one is the use of words to link cause and
effect.
3. Generic structure of analytical exposition

The generic structure of analytical exposition consists of three main

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parts: thesis, arguments and reiteration. The first part is called as thesis. Thesis
is used for introducing topic and indicates the writer’s position. Besides, thesis
is also used as the outline of the main argument, to be presented. The second
part is called as argument. The use of arguments is to restate main argument
outlined in preview. It consists of the elaboration, development, and support to
each point of argument. The last one is reiteration. It is usually used for
restating the writer’s position and to conclude the whole argument.

In conclusion, based on the explanation above, the researcher concludes
that analytical exposition text is a kind of text that is used to persuade someone
to think about something to be a case. There are three characteristics in
analytical exposition text. They are social function / purpose, language features,
and generic structure/ text organization.

B. Review of the Previous Studies
The researcher provides two previous researches that are related to this

research. Septiani (2011) conducted a research in SMPN 1 Pelaihari in second
grade to find out the improvement of descriptive writing skill through
collaborative writing strategy. The students follow the writing steps well which
could help them to make their writing to be better. Besides, the student’s behavior
in writing changed and improved their motivation as well. Therefore, the students
are actively in a group work and the classroom situation becomes active, it
increases the student’s participation. The students also are interested and self-
aware in writing.

Another previous research was done by Aulia (2017) who applied
collaborative writing in MTS Alwashliyah Tembung in Academic Year
2016/2017. She carries out that by using collaborative writing strategy for
student’s achievement in writing recount text. This research focused on two
classes. The first class uses collaborative writing strategy and the second class
uses conventional method. The class taught using collaborative writing strategy
has average score 77.6 and standard deviation 5.2, whereas in the conventional

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class had average score 70.6 and standard deviation 4.03. It proves that
collaborative writing strategy can improve student’s writing skill.

In short, the previous researches focus on descriptive text and recount text.
There are other kinds of text that must be learnt by the students and it is an
analytical exposition text. Next, both previous researches used junior high school
students as the target or the implementation of collaborative writing strategy. For
this reason, the researcher is interested in applying collaborative writing strategy
to develop the student’s skill in writing analytical exposition text. Using
collaborative writing strategy helps the students to arrange the ideas coherently. It
means that the problem faced by the students when they do not know what they
are going to write, will be solved.

CHAPTER III
RESEARCH METHOD

A. Method
This research is categorized as action research. Action research is considered

as an inquiry process about specific issues through planning, acting, evaluating,
refining and learning from the experience (Koshy, 2005: 9). The researcher
continuously learns and generates new knowledge which may be beneficial. The
similar idea proposed by Wallace (1998). He argued that action research is
problem-focused that in the process can be repeated until the satisfying solution is
found through reframing problem, collecting data, rethinking analysis, and so on.
The main function of action research is to provide effective method for improving
professional action through reflective cycle.

Action research usually is in small-scale circumstances like classroom. It
is done by teacher or researcher in the own classroom to investigate particular
issue. Action research consists of a number of phases which often recur in cycles:
planning, action, observation, and reflection (Richards & Lockhart, 1994: 12).In
addition, Greenwood and Levin (2007: 3) argued thataction research is social
research which carried out by a team that includes a professional action researcher
and the members of an organization, community or stakeholders who are seeking
to improve the certain situation.

From the definition above, it can be concluded that action research is a
constructive inquiry through planning, acting, evaluating, and refining carried out
by any teacher, researcher, community or stakeholder, in order to improve certain
situation. The researcher does reflection of the teaching process which is useful to
make positive changes in the future.

B. Research Participants
This research was conducted in SMAN 20 Bandung, focusing in Class XI.

The School has 21 classes. Each class consists of 36 students. Totally, there were
780 students. The students were taught writing practices by using collaborative

18

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writing strategy in some cycles for a few weeks. Therefore, the researcher
chose the school as the research place in order that the students’ writing skill in
this school would be better.

C. Schedule of the Research

The schedule of the research is based on the school calendar. The research

is carried out in the first semester of the academic year 2018/2019. The research is

conducted from August to October 2018. It follows the school calendar in which

the English subject is taught. The researcher carries out the action in the eleventh

grade student, so the schedule of action research is based on this class as follows

Table 1.The research will conduct from August until October 2018

MONTH

NO STEP AUGUST SEPTEMBER OCTOB

ER

1 234 5 1 2 3 4 1 2

1. Observation

2. Planning

3. Action

1(Implementation,

Observation,

Reflection)

4. Planning for Cycle 2

(Implementation,

Observation,

Reflection)

5. Planning for Cycle 2

(Implementation,

Observation,

Reflection)

6 Analyzing Data and

Reporting

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D. Action Research Procedure
There are basically four steps in action research which can be seen in a

dynamic spiral process. According to Kemmis and McTaggart (1988) in Burns
(1999: 32), the steps are as follows:
a. Planning

In this step, researcher derived research focus by doing pre-research
activity to know the problems. Pre-research activity was conducted in forms of
classroom observation, interview with students and teacher, questionnaire, and
pre-test. After that, research prepared instruments for the action, such as
observation checklist, questionnaire, interview, lesson plan, and others.
b. Action
The researcher conducted action based on the previous planning. In this stage,
Collaborative writing strategy was implemented to make improvement on
students’ writing skill.
c. Observation

In doing these, the researcher may be helped by collaborator to observe the
teaching and learning process. The observation resulted observation field notes,
some photographs, and also video recording.
d. Reflection

In this stage, researcher analyzed data from observation and decided
whether the technique implemented in teaching reach the goal. Based on the
reflection on cycle 1, the researcher planned for the cycle 2 and 3 to achieve the
research purpose.
A simple model of action research is designed by Kemmis and McTaggart
as illustration;

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The researcher will explain the research procedure which will be done in
this research as follows;
a. Selecting Writing Materials

In selecting the writing materials, the writer saw the newest syllabus of the
second year of SMA based on School Based Curriculum of 2013. The topics of the
writing were persuading someone which was analytical exposition text.
b. Conducting Pre test

The pretest was conducted to determine the students’ writing ability before
treatment. The topic chosen were persuading someone which was analytical
exposition text. After the students have finished writing, they submitted their writing
and the teacher judged their writing based on the five components of writing; content,
vocabulary, organization, language use, and mechanics.
c. Giving Treatment (collaborative writing)

The treatments of collaborative writing were conducted in the class for two
meetings in which 2 x 45 minutes were distributed for each meeting. The researcher
did the treatments in two meetings by assuming that she would get the target she
wanted, that was increasing the students’ analytical exposition text writing ability
through this strategy in two meetings. The researcher herself conducted the class. The
activities of collaborative writing done by the researcher during the treatments could
be seen in lesson plan.
d. Conducting Post test

After the researcher conducted the treatment, the posttest aimed to know the
progress of students’ writing ability after being given treatment. This test was similar
with the pretest, one that differ them was the topic.

E. Technique of Data Collection
The data in this research were collected through observation, interview,

questionnaire, and tests. Each technique was explained in detail as follows.
1. Observation

Richards & Lockhart (1996: 12) identify observation as visiting class to
observe different aspect of teaching. In this research, the observation is done
during the process of implementing of collaborative writing strategy in teaching

22

writing. The researcher observes students’ activities in the learning process. They
observed the students’ writing.
2. Interview

Interview and discussion are face to face personal interaction, which
generates data about research issue and allow specific to be discussed from other
people perspective (Burns, 1999: 117). In this research, the researcher did
interview to some students and the English teacher in order to know their
problems in speaking class. After conducting the research, the researcher held
interview to get information from the students and the teacher about their personal
perception, experiences, opinions, and ideas related to the treatment given by the
researcher.
3. Questionnaire

Surveys and questionnaires are useful means of gathering information
about affective dimensions of teaching and learning in relatively quickly
(Richards & Lockhart, 1994: 10). In this research, the questionnaires were given
before and after the research. The first questionnaire was given in the beginning of
the research to know the students’ writing problems and learning motivation in
writing English. The second was given in the end of cycle to examine students’
opinion and feeling about the treatment.
4. Test

Researcher gave pre-test before the action begins and post-test in the end
of the action. The purpose of the test is to know whether the students’ writing skill
in this class improves or not. In this research, the tests were in the form of writing.

F. Technique of Data Analysis
a. Qualitative Data
The qualitative data were analyzed in four steps. The first step was
gathering all the data from interview transcripts and field notes. Then, the
second step was summarizing or paraphrasing the interview transcripts and
field notes to select, limit, simplify, and transform the data. The next step was
displaying the data. In this step, the researcher organized and compressed the

23

data that would be reduced. The data display of this study was in the form of
field notes and interview transcripts. The last step was making the conclusion
and verification (Huberman and Miles, 1994).

b. Quantitative Data
The researcher analyzed the quantitative data to gain numerical picture,

characterize or describe a set of numbers, present numbers in terms of
average, frequencies, percentages, and present how numbers vary around a
central point (Burns, 2010). In this study, the numerical data were gained from
the students’ scores on pre-test and post-test. Then, students’ scores were
analyzed using the computation of the mean. The mean was used to find out
the improvement of students’ writing abilities by comparing the mean of the
pre-test and post-test. The researcher scored students’ writing based on the
scoring rubric of writing covering five aspects of writing namely content,
organization, grammar, vocabulary, and mechanics. The score of every single
aspect would be presented on the next page.

G. Indicators of Success

There are criterions to define whether this classroom action research is

successful or not. It can be seen in the table below.

Table 2. Core Competence and Basic Competence of Senior High

School.

Core Competence Basic Competence

3.4 membedakan fungsi sosial, 4.4 teks eksposisi analitis

struktur teks, dan unsur kebahasaan 4.4.1 menangkap makna secara

beberapa teks eksposisi analitis lisan kontekstual terkait fungsi sosial,

dan tulis dengan memberi dan struktur teks, dan unsur kebahasaan

meminta informasi terkait isu aktual, teks eksposisi analitis lisan dan tulis,

sesuai dengan konteks terkait isu aktual

penggunaannya 4.4.2 menyusun teks eksposisi analitis

tulis, terkait isu aktual, dengan

24

memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara
benar dan sesuai konteks

The students can success in writing if their writing includes five

aspects of writing. Therefore, the aspects of writing are evaluated in the students’

paragraph writing in the form of analytical exposition text. They are content,

organization, grammar, vocabulary, and mechanics. The scoring criteria are

modified from ESL composition profile designed by Jacobs et al (1981). The

score of the test in writing analytical exposition text derived as follows:

Content : 30%

Organization : 30%

Grammar : 10%

Mechanic :10%

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents the process of the research, the findings of the
research, and the interpretation of the findings in Cycle 1, Cycle 2, and Cycle 3.
The process of each cycle consists of planning, action and observation, and
reflection. This chapter also presents the quantitative data obtained during the
research to support the qualitative data. The details of the process are presented
below.

A. Reconnaissance

In this stage, the researcher identified some problems which occurred in the

process of writing at XI IPS 1 SMAN 20 Bandung. The first activity was

observing the teaching and learning process. The observation was conducted to

observe and pay attention the classroom events closely. The second activity was

interviewing the English teacher and students. The interview with the teacher was

conducted to find out the method in English teaching and learning process. The

interview with students was conducted to find out the statement towards the

teaching and learning strategies in the class. The last activity was giving the pre-
test to the students. It was conducted to know the student’s writing ability in
analytical exposition text. Those activities were conducted on August, 7th – 10th,

2018. There were many problem which faced by the students. They were

presented in the table 1 below.

Table 3. The problems related to the teaching and learning process.

No. Problems Found Codes

1. The student had difficulties to develop the ideas. S

2. The students still confused to write accurately S

3. The students often made mistakes in grammar, spelling, and S

punctuation.

4. The students considered writing as the most difficult skill to be S

mastered.

5. The students lacked ideas to write. S

6. The students were unable to produce a good logical text. S

7. The students had lack confidence and motivation in writing. S

25

26

8. Some students did not pay attention to the teacher’s explanation. S
T
9. Teacher did not give sufficient feedback and guidelines to the
Me
students writing.
S
10. Teacher rarely used technology as media for teaching and learning Tm

process.

11. Many students still played cell phone when they were studying.
12. The class lacked of student’s involvement.

Description:

S : Students Me : Media

TM : Teaching method T : Teacher

Based on the table above, it can be seen that the problems occur in the

teaching learning process of English are mostly related to the teacher, students,

teaching strategies, teaching media, and classroom management. Since the
researcher focused only on the student’s writing skill, he selected the problems

related to the teaching and learning of writing.

Table 4. The problems related to the Teaching and Learning of Writing.

No. Problems Found Codes

1. The student had difficulties to develop the ideas. S

2. The students still confused to write accurately S

3. The students often made mistakes in grammar, spelling, and S

punctuation.

4. The students considered writing as the most difficult skill to be S

mastered.

5. The students lacked ideas to write. S

6. The students were unable to produce a good logical text. S

7. The students had lack confidence and motivation in writing. S
8. Some students did not pay attention to the teacher’s explanation. S

9. Teacher rarely used technology as media for teaching and Me

learning process.

10. Many students still played cell phone when they were studying. S

27

B. Determining the Actions to Solve the Field Problems

The implementation of collaborative writing was intended to improve
student’s involvement during the teaching and learning process. Students who
liked talk with each other, playing cell phone in the class were very potential
to make a class alive, so providing them a constructive means of doing the
same thing in writing helped engage the student with an opportunity to share
ideas with their friends. They made interaction with their peers. They helped
them to get immediate feedback where the language used by their peers
sounded friendlier the students. The students also created positive relationship
when they worked in groups and it had changed their attitude toward teaching
and learning process.

To overcome the field problem, the researcher proposed some action
plans. The actions plans were as follows.

1) Improving classroom management by using classroom English during
the teaching learning process to motivate the students.

2) Using collaborative writing technique to employ the stages of English
teaching learning in writing recount texts.

3) Making use of media and enriching the materials to catch their attention
in the activities included on the collaborative writing.

4) The team teaching during the process was employed by the researcher
to manage the students who often made noise, talked to their friends,
and could not focus on the lesson given. By having the team teaching,
the teaching and learning process ran well and the situation brought the
students to understand better the materials given.

C. Research Process
In this part, the researcher describes the process of the research. It

is divided into two cycles. The report of each cycle is discussed below.

28

1. Report of cycle I
The teaching and learning process in Cycle I was divided into one
meeting. In the first cycle, the researcher and collaborator managed three
steps as presented in the following discussions.
a. Planning

1) The researcher planned to teach the students how to write an
analytical text in a good order by using the language features and
generic structure of analytical exposition text which includes
thesis, argument and reiteration.

2) The researcher planned to apply the collaborative writing technique
in the teaching learning process. The activities were as follows;

- The researcher divided the students into groups. The groups were
diverse ones so that different perspectives could be delivered.

- The researcher and collaborator planned to give them some
exercises done in groups in order to introduce them work
collaboratively.

- The researcher provided times for them to work together with their
group members.

3) The researcher prepared observation sheets and field notes to
observe and record the teaching and learning process.

b. Action and Observation

In the Cycle I, the action was conducted in one meeting. In the
meeting, the researcher held some activities such as teaching the students
about the purpose, the generic structure and language features of an
analytical exposition text and giving them some exercises to enrich their
understanding about an analytical exposition text. The researcher focused
on the students’ activity on the group writing and found their problems.
The researcher also gave time for them to work in group. The detail of the
action was discussed as follows;

29

This meeting was held on September 18th, 2018. The researcher

and the collaborator entered the XI social I class. The researcher prepared

the laptop and LCD projector, while the collaborator sat on a chair behind

the students. The researcher came forward and asked one of the students to

lead the prayer together. Then, the researcher greeted and checked
students’ attendance. At the beginning of the lesson, the researcher asked
several questions about the students’ condition because some of them

looked lack of spirit. Then, they said that they were tired because there was
an exam in the first subject. After several conversations done to gain their
learning motivation, the researcher told the students that on that day, they
would learn about analytical exposition texts. After that, the researcher asked
several questions related to the students’ prior knowledge of analytical
exposition texts, such as “what do you know about an analytical exposition
text?” and “what is the purpose of an analytical exposition text?”. The
researcher also asked the students about their experience of writing a text
whether they used the steps of writing or not. Students’ answers showed that
they rarely used the steps of writing to produce a text. It could be seen from
the vignette below.

P bertanya kepada para siswa tentang langkah apa saja yang biasa dilakukan
saat menuliskan sebuah teks tulis.” What steps do you usually usually use
to write a text?or you just directly write the text without making the
draftingin a piece of paper?” Beberapa siswa kemudian menjawab
pertanyaan dari P: tidak pak kita langsung menuli saja di kertas”. Tetapi
ada salah satu siswa yang bernama Raihan menjawab”kalau saya
terkadang memakai kerangka pak”.

(R asked the students about the steps they did when they were going to
write a text.” What steps do you usually use to write a text? Do you have
certain steps in writing a text? or you just directly write it down in a piece
of paper?”. The students gave various answers. One of them said “No,
Sir, sometimes I made a drafting in a piece of paper”. While another
student answered “ I sometimes made an outline in a piece of paper.”

(Appendix A, Field note 1)

When the researcher finished giving some questions for the

students as prior knowledge, the researcher started to do the actions in

meeting one. In this action, the students are given a slight explanation

30

about analytical exposition and steps of writing using LCD projector. At
the end of the explanation of analytical exposition, the researcher gave the
students a chance to ask questions related to the given explanation. The
researcher also asked the students whether the explanation that he gave was
clear enough or not. The students answered in the class.

......... P kemudian menanyakan kepada siswa apakah kalian memahami
penjelasan yang saya berikan dan apakah kalian ingin menanyakan
sesuatu terkait dengan penejelasan teks analytical tadi.. Ambarsari
menjawab dengan “Yes, Sir.” ”I still confused with the generic structures
of analytical exposition text”. P memberikan penjelasan lagi yang lebih
mudah dipahami tentang bagian-bagianya yaitu ada thesis, argument, and
reiteration.
(........R then asked the students whether they understood R’s explanation
or not and whether they had questions about the explanation given by R.
The student who names Ambarsari answered “Yes, Sir.”I still confused
with the generic structure of analytical exposition text.”) Then P gave
easier explanation of the structures analytical exposition text like thesis,
argument, and reiteration. The students understood it clearly.

(Appendix A, Field note 1)

Then the researcher showed the video about “Drug-what they do to
our body” and asked the student to pay attention with the information on
it. The researcher asked student to make a group which consists 3-4
students. The instructed students to decide who as the writer and shared
the idea. The students discussed about the information in the video. Then,
they wrote the key words on the diagram as an outlining. The researcher
moved around for checking the students work in every group. Next, the
researcher gave feedback for the student’s work in each group.

The second action was giving students more explanation for
writing first draft of analytical exposition text based on the given topic
“the dangerous of using drugs”. The researcher asked the students to write
based on the outlining before. They wrote an analytical text appropriate
with the structure with the topic which contains three parts thesis,
argument, and reiteration. The students tried to write the paragraph based
on their part. The researcher asked the students to give clear explanation in

31

each part of text. The second activity was done to respond the problem
found by the researcher and the collaborator on the previous meeting and
help students solve the problem. It could be seen from the interview with
the collaborator;

R: Bu, bagaimana penampilan saya tadi, apakah menurut ibu sudah bagus?
Mungkin Ibu punya saran untuk pertemuan berikutnya ?
(Okay, Mam. How about my performance, is it good enough or still need
improvement? Could you please gime a suggestion for next meeting?
T: Emm, kalau menurut ibu sudah bagus dan siswa siswi juga terlihat aktif
berdiskusi. Mereka juga sudah terlihat percaya diri dalam menuliskan kalimat
dalam paragraph. Namun saran ibu, sebaiknya untuk instruksi mengerjakan lebih
diperjelas lagi dan pembagian tugas setiap kelompok juga diperhatikan.
(Emm, I think your performance had been good and the students looked actively
in the discussion. They were confident in writing sentences in paragraph.
However you should give clear instruction to the students and the job of each
member group should be clear).
R: Baiklah, bu. Saya akan coba sarannya di pertemuan berikutnya. (Allright,
mam. I would apply your suggestion in the next meeting.

(Appendix B, Interview Transcript 1)

After all actions had been implemented, then, the researcher asked the students to
prepare in peer review and write final draft. Next, the researcher summed up the materials
given on that day. Then, the researcher asked whether the students still had questions or
not. There were no questions from the students.
After that, the researcher asked one of the students to lead the prayer and then the
researcher said good bye.

c. Reflection
After implementing the action in Cycle 1, the researcher and the collaborator

did some reflections. The reflection was done on September 21th, 2018. It was done based

on the observations of the teaching and learning process, the interviews with the students
and collaborator, and the students’ works. The reflection was done to decide the next
actions that would be implemented in the next cycle. The results of the reflection would
be presented below.

There were some responses towards the implementation of collaborative writing
strategy in the first cycle. Most of the students gave positive responses because they

32

experienced something new and different. During the teaching and learning process, most
of the students listened to the researcher’s explanation carefully and were excited on the
activities given by the researcher. They enjoyed the teaching and learning process. It
could be seen from the interview presented below.

R: Pagi..Bagaimana untuk collaborative writing strategy pada pertemuan
kemarin? Kalian merasa senang tidak?
(Morning..How about your collaborative writing in last meeting? Did you
enjoy or not?
S: Alhamdulilah. Kemarin saya sangat terbantu pak dengan diskusi bareng
teman – teman. Jadi kita bisa berbagi pengetahuan dengan yang lainya.
(Alhamdulilah.Yesterday my friends were really helpful by doing discussion
together. So, we could share our knowledge each other.
R: Terus bagaimana dengan pembagian tugas dalam kelompok kalian,
apakah ada masalah?
(Then, how about define your job in group? Did you get any problem?)
S: Tidak masalah pak, kami bisa membagi tugas masing-masing seperti
pembagian menuliskan kalimat dan bertukar ide sehingga bisa menjadi
sebuah paragraph yang utuh.
(No problem, We could share each job like dividing the writing sentences
and exchange idea, so that it could be a complete paragraph.)
R: Biklah nak. Berarti kalian senang tidak kalau di ajar menggunakan
collaborative writing strategy?
(Okay, do you enjoy teach using collaborative writing strategy?)
S: Saya suka pak, ini terlihat lebih menarik karena langkah-langkah yang
harus kita lakukan lebih jelas dan ide kita tertuang dalam kalimat.
(Yes, I love it, it looked more interesting because the steps are clear and our
idea can be written in the sentences.)

(Appendix B, Interview Transcript 2)

Feedback given by the researcher during the collaborative writing strategy
also improved the students’ motivation on writing class. The students were

motivated to improve their writing skill. They were motivated to produce a better

text and finish their writing assignment. This statement was also supported by the

collaborator as could be seen from the interview transcript presented on the next

page.

R: Siang, bu. Saya mau bertanya untuk refleksi pada Cycle 1. Menurut
ibu menggunakan collaborative writing strategy yang lebih sistematis,
kegiatan pemebelajaran terlihat lebih aktif atau pasif?

33

(Good afternoon, mam. I would ask for the reflection in cycle 1. In your
opinion, by implementing collaborative writing strategy is more
systematic, whether the activities in the class become actively or
passively?
T: Kalau menurut saya, kelas terlihat lebih aktif. Para siswa-siswi
terlihat sibuk berdiskusi untuk membahas topic tentang bahaya
menggunakan narkoba. Mereka sangat antusias dengan topic yang
diberikan.
(According to me, the class was more active. The students looked busy
doing discussion about the topic of dangerous of using drugs. They were
very enthusiasts with the given topic)
R: Selain itu apalagi ya bu?
(Any else, mam?
T: Iya, hampir semua anggota kelompok juga bertanya kepada guru
apabila ada hal-hal yang mereka tidak tahu. Itu menunjukan kalau
mereka sangat bersemangat belajar menggunakan collaborative writing
strategy.
(Yes, most of the member of group also asked to the researcher if there
are something which they did not know. It showed if they are very
enthusiasm studying with collaborative writing strategy.)

(Appendix B, Interview Transcript 4)

The researcher concluded that the use of collaborative writing strategy could
help the students in writing. It offered the students sufficient feedback from the other
and also the teacher. It helped the students to understand their writing mistakes and
how to correct them. Collaborative writing strategy also offered the students’ steps of
writing that made the writing process easier. It also motivated them to improve their
writing abilities. They actively asked questions about their writing problems during
the conference. It helped them to develop their idea and gain knowledge on grammar,
vocabularies, punctuation, and spelling.

34

At the end of Cycle 1, the researcher collected and scored the students first
draft of analytical exposition text. It was used to measure their writing improvement
after the actions in Cycle 1. The improvement could be seen by comparing the mean
score in pre-test with the mean score in Cycle 1. Table 5 showed the comparison of
students’ writing score in pre-test and Cycle 1.

Table 5. The Comparison of the Students’ Writing Score Before and After Cycle 1

Score Category Type Frequency Percentage Improvement
87.5 - 100 Excellent Pre-test 0 0% 0%
Cycle 1 0 0% 58%
75 - 87.4 Very good Pre-test 2 6% 18%
62.5 - 74.9 Good Cycle 1 23 64% 31%
Pre-test 19 54% 9%
50 - 62.4 Fair Cycle 1 13 36% 0%
Pre-test 11 31%
37.5 - 49.9 Poor Cycle 1 0 0% 12.05
Pre-test 3 9%
25 - 37.4 Very poor Cycle 1 0 0%
Pre-test 0 0%
Mean Cycle 1 0 0%
Pre-test 63,83
Cycle 1 75,88

It could be seen from the table above that the student’s writing score in Cycle
1 could be categorized into excellence (0%), very good ( 64%), good (36%) , fair (0
%), poor (0%), and very poor (0%). Compared to the writing score in pre-test, the
students’ writing scores in Cycle1 were increased by the use of collaborative writing
strategy. The improvements on very good and good category of collaborative writing
score were 58 % and 17 %. On fair and poor, the improvements were positive. They
were 31 % on fair and 8 % on poor. The very poor category has no improvements.
The mean score in the class increased from 65.83 to 75.88. It showed that the use of
collaborative writing strategy could improve student’s skill in writing.

After applying collaborative writing strategy in Cycle 1, the students
writing skill improved. In this cycle, the researcher analyzed the result of the

35

students’ writing and conducted that the students had some of improvements in
aspects namely, subject agreement, capitalization, punctuation, vocabularies. But
they still confused in developing the ideas in thesis and argument. For that reason,
the researcher decided to conduct Cycle 2 to solve the problems.

2. Report of Cycle 2
The reflection of the previous cycle showed little improvements of

students’ ability in terms of Subject Agreement, Mechanics, Organization,
Content and Participation. Dealing with those problems, the researcher arranged
one meeting in Cycle 2. It would be discussed in these three steps below;

a. Planning
a) The researcher and collaborator planned to assist the students to write using

the steps of writing.
b) The researcher and collaborator planned to make collaborative writing

strategy in groups consisting of 3-4 students.
c) The researcher and collaborator planned to assist students to do peer review

on student’s draft.
d) The researcher and collaborator planned to assist the students to identify the

students ‘work from the other group.
e) The researcher and collaborator planned to ask the students to rewrite an

analytical exposition text which revises by the other groups.
f) The researcher planned to assist the students to rewrite their final draft

through collaborative writing strategy.
g) The researcher and collaborator planned to collect students’ final drafts.

b. Action and Observation
The actions in cycle 2 were done in one meeting. The detailed actions

were described below;
The Cycle 2 was held on Tuesday, September 25th, at 08.20-09.40 a.m.

The main activity in this section was peer review and write final draft of an
analytical exposition text. There were two actions implemented by the researcher

36

would be described below.
The first action was giving a slight review about an analytical exposition

text and their previous writing experience. It was done by asking students several
questions related to analytical exposition general features, structures, and
functions. The activity was continued by asking the students to make a group.
After that the researcher explained to the students what should do in the peer
review. The researcher delivered a guideline of peer review. The researcher asked
the students to exchange their first draft to other group. During the action, the
researcher asked the students to work in pairs and checked the errors. After that,
the students gave it back to the origin group.

The second action was asking the students to rewrite an analytical
exposition text that have been checked by the other groups. The researcher also
instructed the students be aware in punctuation and spelling. Collaborative
writing strategy was used to minimize the waste of time during writing process. In
the collaborative writing strategy, the discussion between the students with their
pairs was done effectively. They also asked the researcher directly in the class if
they did not understand. The members of the group also shared their problems
and solutions voluntarily. It could be seen from the interview with the students
below;
R: Hai, bapak mau bertanya ini. tadi waktu kalian berdiskusiapa ada masalah

gak? misal ada teman kalian yang hanya diam saja tidak memberikan ide sama
sekali?
(Hi, I wanted to ask a question. Did you have problems when doing a
discussion? For example, did you friends keep silent and did not give idea as
well?
S :Ehm, alhamdulilah untuk anggota kelompokku semuanya saling bertanya dan
saling jawab. Tetapi kalau aku lihat ada beberapa siswa dari kelompok lain
yang sibuk bermain hp.
(Ehm, Alhamdulilah for our members asked and answered questions. But, as I
knew there were some students from another group playing cell phone).
R: Oh, ya, kalau kemarin collaborative writing strategy dibikin grup, menurutmu
gimana? Kamu menikmati nggak?Terus tadi saat peer review apa ada
kesusahan ?

(Yesterday, we made collaborative writing strategy in groups. What do you
think about the group writing conference yesterday? Did you enjoy?) Then for
peer review, did you find difficulties?

37

S: Enjoy aja sih, pak. Kelompokku enak-enak kok, jadi ya semangat. Iya pak,
kemarin kita sempat kesulitan cara mengisikan jawaban kedalam tabel tapi
setelah diberikan penjelasan lagi dari bapak kita akhrinya paham.
(I enjoyed it, Sir. My group was really fun. So, I was spirited. Yes sir,
yesterday we were confused to fill the answer to the table but after giving re-
explanation, finally we understood.

R: Emangnya gimana di grupmu?
(What happened in your group?)

S: Enak aja, mereka bisa bantu banyak. Tadi kan aku bingung mau nulis apa,
tapi banyak dikasih ide baru
(It was enjoyable as my friends helped me a lot. When I had no ideas to write,
my friends helped me to find the ideas and finally I made it.)

R: Emh gitu. Berarti bisa ngebantu ya kelompoknya? Ada masalah nggak selama
diskusi? Semua anggotanya aktif nggak ? Apa ada yang cuma diam aja?

(Oh, I see. So, the group could help you? Was there any problem during the
discussion? Was there anyone of your group members who did nothing
during the conference?)

S: Iya, mas. Banyak bantu kok. Enak di kelompok gini malah pak. Enggak kok,
pak. Nggak ada masalah, semua aktif diskusi. Semua ikut sharing kok.

(Yes, Sir. It helped me a lot. It was better for me to work in collaborative
writing, Sir. No, there was fine, no problems. All of my group members
participated during the conference.)

(Appendix B, Interview Transcript 3)

The activities given in the Cycle 2 successfully helped the students to
minimize their writing mistakes. Reviewing their friends’ writing helped the students
to gain their ability on recognizing common writing mistakes. It also improved the
students’ ability to review and revise their own writing. It enabled the students to
produce a well organized text with minimum writing mistakes.

The researcher concluded that collaborative writing strategy could improve
students’ writing skill. The students were able to explore and organize their ideas.
They were able to connect sentences into a coherent paragraph and were able to
produce a well organized text. Moreover, the students were familiar with steps of

38

writing that made the writing process easier for them. Most of the students were
confident to write and no longer considered writing as the most difficult skill to
master.

At the end of the cycle 2, the researcher asked the students to collect their
writing assignment. The researcher scored the students’ works to measure their
improvement on writing skill. The following was the students’ score in Cycle 2.

Table 6. The Students’ Writing Score in Cycle 2

Score Category Frequency Percentage
87.5 – 100 Excellence 4 11.11%
75 – 87.4 Very good 28 77.78%
62.5 – 74.9 4 11.11%
50 – 62.4 Good 0 0.00%
37.5 – 49.9 Fair 0 0.00%
25 – 37.4 Poor 0 0.00%
Very poor

Mean 80

The table above showed that the student’s writing score in Cycle 2 could

be categorized into Excellence (11.11%), very good (77.78%), good 11.11%), fair

(0.00%), poor (0.00%), and very poor (0.00%). The mean score in the class was
80. In order to see the improvement on the student’s writing scores, the following

table showed the comparison of the students writing scores in Cycle 1 and Cycle

2.
Table 7. The Comparison of the Students’ Writing Scores in Cycle 1 and Cycle 2

Score Category Type Frequency Percentage Improvement
87.5 – 100 Excellent Cycle 1 0 0% 11%
Cycle 2 4 11%
75 - 87.4 Very Cycle 1 23 64% 14%
good Cycle 2 28 78%
62.5 - 74.9 Good Cycle 1 13 36% -25%
Cycle 2 4 11%
50 - 62.4 Fair Cycle 1 0 0% 0%
Cycle 2 0 0%

39

37.5 - 49.9 Poor Cycle 1 0 0% 0%
Cycle 2 0 0% 0%
25 - 37.4 Very Cycle 1 0 0% 4.12
poor Cycle 2 0 0%
Cycle 1
Mean Cycle 2 68.83
75.88

Based on the Table 7, it could be seen that the writing scores in cycle 2
were increased by the use of collaborative writing strategy. The improvement on
excellence was 4 %. The very good category was 78 %. On good category was -
25%. On fair, poor, and very poor is 0%. The mean score in the class increased
from 68.83 to 75.88. It could be concluded that the use of collaborative writing
strategy could improve student’s skill in writing analytical exposition but the
students still confused to develop the idea and making a coherent paragraph. So,
the researcher decided to continue in cycle 3 to know whether or not the ability of
students in developing the idea and making coherent paragraph.

3. Report of Cycle 3
The third cycle was proposed in one meeting. To achieve the use of

collaborative writing strategy in this cycle, the researcher and the collaborator
developed the lesson plan and the activities during the teaching learning process.
Observation sheets and field notes were also prepared well to attain data which
capture the simultaneous process of collaborative writing strategy. The steps can
been seen as follows;

a. Planning
The following shows the specific planning of Cycle 3;
a) The researcher and the collaborator planned to control the class
more effectual and conducive.
b) The researcher and collaborator planned to give detail information
on s developing idea.
c) The researcher and collaborator planned to divide the students into

40

groups of 3-4.
d) The researcher and collaborator planned to ask the students to

watch the picture/video.
e) The researcher and collaborator planned to ask students write mind

mapping.
f) The researcher and collaborator planned to ask the students to write

a text in groups and guided them to follow the steps of
collaborative writing strategy.
g) The researcher and collaborator planned to ask the students to
correct another student’s writing in the whole aspects of writing.
h) The researcher and collaborator planned to ask the students to
return back their friend’s work.
i) The researcher and collaborator planned to ask the students to
correct their mistakes and give chance to them to ask questions
when they got difficulties.
j) The researcher planned to ask the students to rewrite the final draft
of analytical exposition.
k) The researcher and collaborator planned to record the students’
interaction during the process of writing.
b. Action and Observation
In the Cycle 3, there was one meeting. In this cycle the researcher
and collaborator still provided the practices which had been done in the
cycle 2 and monitored their activities during the activities.
This Cycle 3 was held on October 2th 2018. The researcher opened
the class by greeting the students and checking their attendance list. After
that, the researcher asked the students last meeting activity. Then the
researcher asked the students for making a group. Then, the researcher
showed a picture related to topic. The students were asked to follow the
certain steps on collaborative writing strategy such as discussing topics
appropriate for writing assignment, brainstorming the topic had already
got. Next the researcher asked the students to make an outline in the

41

worksheet. The researcher provided them a worksheet and they were asked
to write supporting detail in the diagram.

The step was drafting process where the communication among the
group members was very important and crucial for their group result
students’ interaction affected the way writing process went through. Some
students often used oral feedback on their work. There were also
suggestions for each aspect of writing which might help their peers
understand better the knowledge of recount texts. Although not all
participants on a certain group agreed with friends’ suggestion, the
interaction among them gave a bridge from individual perspective to other
perspective. They shared their ideas, comments and arguments on this
drafting process. Later the students exchanged their works and got some
corrections. The editing process followed right after they got back their
writing and the final drafting process was done on the last. It took 30
minutes to go and finish their work.

c. Reflection
In cycle 3, there were not any of considerable problems found by

the researcher. The students could work cooperatively with other
members. They gave immediate feedback and oral responses during the
process of writing that enhanced their skills of writing. The students also
had ability to correct their mistakes during the collaborative writing phase.
This was found when they made interaction with their peer. Hence, the
researcher covered that the students’ interaction and peer review during
the writing process had given positive effect to students’ knowledge in the
aspects of language use, mechanics, organization, and content. It could be
seen in the field note;
P;memperhatikan kegiatan yang dilakukan oleh setiap
kelompok. Semua terlihat bekerja sama dengan baik. Ada yang
berdiskusi tentang isi cerita yang akan ditulis di dalam teks,
mempertimbangkan alur serta tokoh, hingga mencari arti kata di
dalam kamusbaik online atau cetak. Dalam semua kelompok, P
melihat semua siswa aktif berdiskusi tentang topic dan saling

42

memberikan masukan satu sama lain P menghampiri dan
menanyakan kepada kelompok tersebut kegiatan apa yang
sedang berlangsung. Siswa tersebut kemudian menjawab,
“Miss, kalau habis kalimat itu harus ada titiknya kan? Terus V2-
nya ride itu rode bukan rided. Jadi barusan tak betulin.”
(R: observed the students’ activities when they wrote a text
collaboratively. All participants in a group seemed to work cooperatively.
There were students discussing the content of the text, considering the
story plot, and also looking for some words meaning in cell phone. In a
student group, the researcher saw a student who was discussing the topic
and give suggestion each other. Then the researcher came closer to the
group and asked about the activity they had done. The student responded
the researcher by answering, “When we write a sentence, we must attach a
full stop in the end of the sentence, right?” and the past form of “ride” is
“rode” instead of “ride”. So I just corrected it.”)

(Appendix A, Interview Transcript 3)
The activities needed every student to come into a class with a set of

experiences and learning. Sharing the knowledge and individual point of view

through the activities provided enrichment for others and helped the students

expert clarify his/her own knowledge when they wrote analytical exposition text.

The interview between researcher and students showing their behavior toward

writing an analytical exposition text through collaborative writing strategy was

presented as follows.

R: Bapak mau tanya nih, kalau nulis bareng dengan kelompok gimana? Menjadi
lebih mudah apa tetap sulit? (I would ask a question, what did you get when you
wrote with your friends? Did it make easy or still confused?
S 30 : Iya sangat membantu kok pak, kita menjadi lebih tau dan mudah untuk
berbagi ide sama yang lain. (Yes, it was very helful, sir. We could know and share
the isea to other easier.

(Appendix B, Interview Transcript 3)

At the end of the Cycle 3, the researcher asked the students to collect their
writing assignment. The researcher scored the students’ works to measure their
improvement on writing ability. The following was the students’ score in Cycle

3.
Table 8. The Students’ Writing Score in Cycle 3

Score Category Frequency Percentage
87.5 – 100 Excellence 12 33.33%
75 – 87.4 Very good 20 55.56%

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62.5 – 74.9 Good 4 11.11%
50 – 62.4 Fair 0 0.00%
37.5 – 49.9 Poor 0 0.00%
25 – 37.4 Very poor 0 0.00%

Mean 81.88

The table above showed that the student’s writing score in Cycle 3 could

be categorized into excellence 33.33 %, very good 55.56 %, good 11.11 %, fair
0%, poor 0 %, and very poor 0 %. The mean score was 81.88. In addition to see
the improvement on the student’s writing scores, the following table showed the

comparison of the students writing score in Cycle 2 and Cycle 3.
Table 9. The Comparison of the student’s Writing Scores in Cycle 2 and 3

Score Category Type Frequency Percentage Improvement
87.5 – 100 Excellent Cycle 2 4 0% 33%
75 - 87.4 Very good Cycle 3 12 33% -22%
62.5 - 74.9 Good Cycle 2 28 78% 0%
50 - 62.4 Fair Cycle 3 20 56% 0%
37.5 - 49.9 Poor Cycle 2 4 11% 0%
25 - 37.4 Very poor Cycle 3 4 11% 0%
Cycle 2 0 0% 1.88
Mean Cycle 3 0 0%
Cycle 2 0 0%
Cycle 3 0 0%
Cycle 2 0 0%
Cycle 3 0 0%
Cycle 2 80
Cycle 3 81.88

The table above showed that the scores in Cycle 3 were increased by the
use of collaborative writing strategy. The Improvement on the excellence category
was 33%. The very good category was negative. It was – 22 %. On the good
category, there were no improvements. The mean score in the class increased
from 80 to 81.88. The result of the Cycle 3 proved that applying collaborative
writing strategy could improve student’s writing skill.

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D. General Finding and Discussion

The result of this research consists of qualitative and quantitative data.
The qualitative data deal with the general findings of the research in each cycle,
while the quantitative data presents students’ writing scores. The following are
the findings that the researcher obtained in applying collaborative writing
strategy to improve students’ writing skill.

1. Cycle 1
1) The successful actions
a) In terms of organization aspect, some students could write with the
good structure of analytical exposition text.
b) In terms of language use, some students were able to write sentences
by using the simple present tense and passive voice, though the other
still found difficulties in writing sentences using passive voice.
c) In terms of mechanic, the students did it well but there were still some
of the students who still failed to put full stop and capital letters.
2) The unsuccessful actions
a) Some students still confused how to developed and organize idea into
good writing.
b) The students still had problems in recognizing their own writing
mistakes.

2. Cycle 2

1) The successful actions
a) The students were able to connect sentences to support their
analytical exposition topic.
b) The students’ ability to review and revise their own writing was
improved.
c) Students could develop and organize idea into a good writing
2) The unsuccessful action
a) The students were able to produce a good cohesive and coherent

45

text.

3. Cycle 3

1) The successful actions

a) In terms of content aspect, some students got the point of the

component and the purpose analytical exposition.

b) The students were able to produce a good cohesive and coherent text.

4. Summary of Cycle 1, Cycle 2, and Cycle 3

The improvements of the students before and after the actions were

summarized on the table below.

Table 10. Summary of Cycle 1, Cycle 2, and Cycle 3

Aspects of Cycle 1 Cycle 2 Cycle 3
Writing
Subject Many students had Some students Many students
Agreement
difficulties in made fewer were able to
Mechanics
grammar. They grammatical reduce their

made many mistakes and were grammatical

mistakes in able to recognize mistakes and were

grammar especially and revise some able to recognize

using verb, They grammatical and revise more

were not able to mistakes in grammatical

recognize writing. mistakes in

grammatical writing

mistakes on

writing.

Students hand Some students Most students
writing did not could reduce could use
the amount of
meet the rule of punctuation correct
punctuation. mistakes. punctuation
Most of them when they
failed to put full wrote

stops, commas, sentences.
and capital

letter on their
writing.

Organization Many students had Some students Many students
were able to were able to
difficulties in organize sentence. organize
They were able to sentences. They
organizing write in sequence. were able to write
strong sequence.
sentences. They

were not able to

produce a coherent

46

paragraph.

Content Many students had Some students Many students
had ideas to write had ideas to write
difficulties in a text. a text.

gathering ideas.

5. The Students’ Writing Score

In this part, the researcher discussed the students’ mean scores as

performed in the pre-test, Cycle 1, Cycle 2, and Cycle 3. The researcher
showed the general finding of students’ scores in five aspects of writing

namely Subject Agreement, Mechanics, Organization, and Content on the

table below.
Table 11. Students’ Mean Score of Writing in Pre-test, Cycle 1, Cycle 2, and

Cycle 3

Score Pre-test Cycle 1 Cycle 2 Cycle 3

Mean Score 63.83 75.88 80 81.66

It can be seen on the table above. It showed an increasing on the
students’ mean score on pre-test was 63.83, Cycle 1 was 75.88, Cycle 2
was 80, and Cycle 3 was 81.66. The highest and the lowest score also
increased continuously. It showed that applying collaborative writing
strategy improved the student’s skill in writing analytical exposition text.

The researcher analyzed the percentage of writing score
development in pre-test, Cycle 1, Cycle 2, and Cycle 3. It divided into six
category levels, namely excellence, very good, good, fair, poor, and very
poor for each cycle. The analysis of result each cycle was presented on the
table below.

Table 12. The Improvement of Students’ Writing Score in Pre-test, Cycle 1,

Cycle 2 and Cycle 3

Score Pre-test Cycle 1 Cycle 2 Cycle 3 Improvement

Excellence 0% 0% 11.11% 33.33% 33.33%

Very good 6% 64% 77.78% 55.56% 49.56%

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Good 54% 36% 11.11% 11.11% -43%
Fair 31% 0% 0% 0% -31%
Poor 9% 0% 0% 0% -9%
Very poor 0% 0% 0% 0% 0%

Table 12 showed that the improvements on excellence and very good
were positive. It meant that percentages of the students in excellence and very
good increased continuously. In excellence, the percentage of the students on at
level increased from 0% to 33.33%. The improvement was 33.33%. In very
good level, the percentage of the students on that level increased from 6 % to
55.56 %. The improvement was 49.56 %. On the other hand, the improvements
of the students in good, fair, and poor levels were negative. It meant that the
percentages of the students on those levels decreased. In good level, the percentage
decreased from 54% to 11.11%. The improvement was – 43%. In the fair level, the
percentage decreased from 31 % to 0%. The improvement was -31%. In poor level,
the percentage decreased from 9% to 0 %. The improvement was – 9%. In
comparison with the students’ pre-test scores, the students’ post test scores were
increased through applying collaborative writing strategy. The improvements on
excellent and very good category of writing score were 33.33% and 49.56%. On
good category the improvement was negative. The percentage was -43%. The fair
and poor level had no improvements. The mean score in the class increased to
63.83% to 81.66%. Here was the comparison of students’ writing score in pre-test
and cycle 3.
Table 13. The Comparison of the Students’ Writing Scores in Pre-test and
Cycle 3

Score Category Type Frequency Percentage Improvement
87.5 – 0% 33%
100 Pre-test 0 33%
6% 50%
75 - 87.4 Excellent Cycle 3 12 56%
62.5 - 53% -42%
74.9 Very Pre-test 2
good Cycle 3 20 11%

Good Pre-test 19
Cycle 3 4

48

50 - 62.4 Fair Pre-test 11 31% -31%
Cycle 3 0 0% -8%
37.5 - Poor 0%
49.9 Pre-test 8% 18.05
Cycle 3 3
Very 0 0%
25 - 37.4 poor Cycle 2
Cycle 3 0%
Mean Pre-test 0
Cycle 3 0 0%

63.83

81.88

Based on the data above, it could be seen that Applying of Collaborative
writing strategy gave a significant different result on the students’ writing scores in
pre-test and Cycle 3. Finally, it could be said that applying collaborative writing
strategy could improve students’ writing skill.

CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

In this chapter the researcher presents three different points. They are
conclusions, implications, and suggestions. Each point is described as follows.
A. Conclusions

This research belongs to action research. The actions of the research were
applied in English class at SMAN 20 Bandung. It started from August to October
2018. The involved participants of this research were the researcher, the English
teacher, and the students of XI IPS 1class of SMAN 20 Bandung.

This research had attained some data that were related to the use of
collaborative writing strategy in improving students’ writing skills in analytical
exposition text. According to the data analysis conducted in this research, the
application of collaborative writing is believed to be helpful to improve students’
writing skills.

In cycle I, the students showed the improvement on their writing skills
especially in terms of content and organization aspects. The use of collaborative
writing helped them to generate and share ideas among peers during the process of
writing. Some of them also showed different attitude toward the teaching and
learning process. Their motivation toward learning also increased.

In cycle II, the activities conducted had also created students’ involvement.
Their collaboration supported them to get more knowledge on the aspects of
writing. They could produce a better text as well. Besides, they also showed
greater motivation to follow the teaching and learning process.

In Cycle 3, the activities conducted had also changed the students’ attitude
towards writing. They used to think that writing was boring and difficult. Since
they were taught using collaborative writing strategy, they were enthusiastic and
willing to finish their writing. The use of steps of writing in collaborative writing
strategy had changed their opinion about writing. They no longer consider writing
as the most difficult skill to master as they knew every single step that they hd to
take to produce a good text. It makes the writing process easier for them.

49

50

Moreover, it encourages the students’ self confidence to write. Moreover, the
different kinds of data were also gained to support the result of this research. The
data consisted of qualitative and quantitative data.
In terms of qualitative data, the researcher found the result as follows.

1. The students have better attitude toward writing analytical exposition text.
The students have better social interaction with their peers when they
worked collaboratively.

2. The students get better understanding on the process of writing analytical
exposition text.

3. The students have better performance on writing skills and they can reduce
the mistake made during the process of writing.

In terms of quantitative data, the improvement of students’ writing skills can
be seen from the result of students’ writing score. Based on the result shown in
this research, the mean score of students’ writing skills increases in each cycle.

B. Implications
According to the research finding, the implementation of collaborative

writing strategy brought some improvements to the writing skills of the students
of SMAN 20 Bandung, especially the students of XI IPS 1 class. By
implementing collaborative writing in the classroom activities, the students were
offered the opportunity to give and receive immediate feedback on language used
on their writings that might be missing when they work individually. Likewise,
collaborative writing also enhanced and stimulated students’ motivation in
improving the writing skills because they revealed that the feedback from their
pairs was useful. Therefore, it showed that collaborative writing was also good for
the betterment of developing the writing skills of the students.

Moreover, the activities during implementing collaborative writing helped
the students to involve actively in the classroom. It made the teaching-learning
process became far from being teacher-centered because collaborative writing
provided the students with a set of actions that needed them to work with the
group members. During this process, the students exchanged their ideas and


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