SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2007

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Employing Response Journal Writing Strategy to Improve Students’ Writing Skills at the First Year of SMP N 8 Malang

Ema Aji S


This study was designed to improve students’ writing skills through employing response journal strategy. The objective of this study was to find out how response journal writing can be employed to improve students’ writing skills.  This study was a classroom action research, which consisted of two cycles, each of which consisted of four steps namely: planning an action, acting on the plan, observing the action, and reflecting on the observation. The subjects of this study were the seventh grade of SMP N 8 Malang. The instruments used to collect data were observation checklist, field notes, questionnaire and students’ journal entries. The data from the observation and questionnaire were presented in the form of table, while the data gained from the field notes and students’ journal entries were analyzed and reported descriptively.

            The result of this study showed that the response journal strategy was able to improve the students’ writing skill in term of fluency. There were some procedures to be followed in employing response journal writing strategy. First, a well prepared lesson plan is needed before the teacher starts employing response journal writing. Second, the concept of response journal should be introduced to the students before asking them to write journals. Third, in the training section, the teacher gives a model how to write response in a journal. Fourth, reading section is a certain time which is allocated for reading any kinds of books. The next procedure is writing process. This is the time when the students were asked to write their responses in their journals. The last procedure is a conference.

            The improvements of students’ writing skills can be seen as the following.  First, response journal writing strategy helped students get fluency in expressing ideas. In cycle 1, the students produced 686 sentences. In cycle 2, the students produced 1482 sentences. Second, response journal writing strategy built students’ confidence in writing. They could express their ideas with various kinds of sentences starter. It was found that in cycle 1 there were 7 kinds of sentences starter, while in cycle 2 there were 11 kinds of sentence starters. Third, response journal writing strategy improved students’ motivation to write. They feel happy to write journals. It is stated on their answers of the questionnaire.

            It is suggested that English teachers continue response journal writing in order to provide their students with writing habit. The teachers should not focus on correct the mechanisms of writing with red eyes pen. Although writing journal is an additional exercise, the teacher should give more control so that they write their journals regularly. It is also suggested that response journal writing be employed as one of the strategies in applying Teacher-Parent Partnership Method.  Finally, it is suggested for further research related to the utilization of response journal writing be conducted in other settings and using more subjects.

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