SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

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Elinda Hary Cahya



Cahya, Elinda Hary. 2017. Implementing 10-minute Reflective Writing to Improve Students’ Writing Skil. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors (I) Dr. E. D. Laksmi, M.Pd, M.A., (II) Dr. Suharyadi, M.Pd.

Keywords: 10-minutes Reflective Writing and Students’ Writing Skill

            Writing is one of four skills in English. Trough writing, students can express their ideas in written form. There are also some aspects that should be considered in writing such as content, organization, grammar, vocabulary, and mechanics. Based on the preliminary study, it was shown that the students of VIIID had problem in writing. They usually have no idea to write and are confused with how to write in a good order. In addition, the preliminary writing showed that only four students could write with full English. They are also confused with the use of appropriate tense. Thus, the researcher conducted a study to solve the students’ problem in writing. The aimed of this study is to improve students writing skill using 10-minute reflective writing strategy.

            The research design of this study is Classroom Action Research (CAR). There are four stages in CAR. They are (1) planning the action (2) implementing the action (3) observing the action, and (4) reflecting the action. The subjects of this study were students of VIIID of SMPN 1 Arjasa. There were 22 students in that class.  The research instruments which were used to collect the data were interview guide, questionnaire, scoring rubric, observation checklist, field notes, and writing tasks. To collect the data, the researcher taught VIIID students for six meetings using 10-minute reflective writing strategy. Finally, the data were analyzed to meet the criteria of success.

            The research findings showed that the strategy improved students’ writing skill. The study had achieved the criteria of success that is the average of students’ mean score increased 24.55 point from 51.81 in preliminary writing to 76.36 in final writing. In addition, the students were active during the lesson and the implementation of the strategy.

            From the result of the study, English teachers are suggested to adopt the strategy with some modification to fill up the weakness of this strategy in terms of additional time to improve students writing skill. Finally, the findings can be one of the references for future researchers who are interested in the study of reflective writing for students in different level of education.