DISERTASI dan TESIS Program Pascasarjana UM, 2013

Ukuran Huruf:  Kecil  Sedang  Besar

Applying Collaborative Writing Process Strategy to Improve Students’ Ability in Writing a Narrative Text. (Thesis)

M. Fadhly Farhy Abbas, Fachrurrazy Fachrurrazy, Arwijati Wahjudi

Abstrak


This research aims at improving the students’ ability in writing a narrative text at grade X-3 of SMA Negeri 1 Turen, especially in generating, organizing, and elaborating ideas, using correct grammar, vocabulary, and writing mechanics such as; punctuation, capitalization, and spelling. The students’ ability in writing a narrative text was improved by using collaborative writing process strategy.

The design of this research was collaborative classroom action research. This research was conducted from September to November 2012 for one cycle consisting of five meetings. In this research, the first year students at grade X-3 of SMA Negeri 1 Turen in 2012/2013 academic year were the subjects of the study. The number of the subjects were 36 students which consists of 22 female and 14 male.

After conducting the research, it was found that there was improvement on the students’ ability in writing a narrative text. More than 75% students successfully achieved 75 as the minimum score determined in criteria of success. In addition, most students felt happy, joyful, active, interested, and communicative when writing a narrative text by using collaborative writing process strategy.

In accordance with the findings, the improvement of the students’ ability in writing a narrative text is basically influenced or supported by the teaching procedures of collaborative writing process strategy itself. The teaching procedures are as follows:  (1) Idea generation. In this step, the students were assigned to generate ideas based on the assigned topic and its pictures given by the teacher. Then, the helpers asked some questions which mostly used Wh-questions; who, what, where, when, why, and how to ease the writers in generating ideas. (2) Drafting. In this step, the writers were assigned to write the draft based on the ideas found by the helpers. (3) Reading and Revising. In this step, the writers read the draft and the helpers checked the draft. The helpers corrected or revised the draft where some mistakes were found. Then, the writers wrote the revised ideas or draft into well-organized essay. In addition, the teacher guided students before they wrote a complete composition. This is done in order to minimize the students’ mistakes in their composition. (4) Editing. In doing this step, the writers and helpers looked at the draft together and edited it together. They edited their composition focusing on grammatical use, vocabulary use, or writing mechanics such as; punctuation, capitalization, or spelling. They did this step more than once. Therefore, their composition would be a good one. (5) Final Drafting. In this step, the writers copied or wrote the best composition which had been edited together in the previous step. Moreover, the teacher assigned students to change their job position in order to make them experience as a writer and helper in one cycle of  writing process. The writers in drafting step would be the helpers in this step and the helpers in previous step such as idea generation, reading and revising, and editing became the writers in this step. Then, the students submitted their work to the teacher. (6) Evaluating. In this step, one of the groups published or wrote their composition in whiteboard before the teacher evaluated students’ works. Then, the teacher asked other students to check their friend’s works in order to get feedback. After that, the teacher evaluated the students’ works as well as gave correction or feedback towards students’ work.

Based on the findings of the study, it can be concluded that the implementation of collaborative writing process strategy in the teaching of writing a narrative text can help students in improving their writing ability. It can be proven that by applying this strategy the students can achieve the criteria of success set. Moreover, this research findings implies toward the English teachers that the collaborative writing process strategy can be applied in the teaching of writing narrative text or other text types for the same or different level of students.

 

Keywords: Collaborative Writing Process Strategy, Writing Ability, Narrative Text.