Embed Size (px)
Citation preview
1
THE APPLICATION OF GUIDED WRITING TO ENHANCE ABILITY IN
WRITING PROCEDURE TEXTS OF THE ELEVENTH GRADE STUDENTS
AT SMK KOSGORO 1 SRAGEN IN 2016/ 2017 ACADEMIC YEAR
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
PARAMITHA FITRIANA WIDAYAT
A320120137
DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF TEACHER AND TRAINING EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
2
PUBLICATION ARTICLE
i
3
ii
4
5
PENERAPAN GUIDED WRITING UNTUK MENINGKATKAN
KEMAMPUAN MENULIS TEKS PROSEDUR PADA SISWA KELAS
SEBELAS SMK KOSGORO 1 SRAGEN PADA TAHUN PELAJARAN
2016/2017
ABSTRAK
Penelitian ini bertujuan untuk mendeskripsikan penerapan guided writing pada siswa
kelas sebelas SMK Kosgoro 1 Sragen pada tahun pelajaran 2016/2017. Tujuan dari
penelitian ini yaitu mendeskripsikan penerapan guided writing pada siswa kelas
sebelas SMK Kosgoro 1 Sragen pada tahun pelajaran 2016/2017 dan mendeskripsikan
respon dari siswa kelas sebelas SMK Kosgoro 1 Sragen pada tahun pelajaran
2016/2017. Penelitian ini menggunakan penelitian deskriptif. Subjek dari penelitian
ini fokus terhadap murid kelas sebelas SMK Kosgoro 1 Sragen. Dalam
mengumpulkan data, peneliti menggunakan observasi, analisis dokumen, and
wawancara. Data yang terkumpul dianalisis dengan mengumpulkan, mengurangi, dan
menampilkan data, mengklasifikasi dan memverifikasi data, dan membuat
kesimpulam. Berdasarkan hasil penelitian, ditemukan bahwa penerapan guided
writing berhubungan dengan proses sebelum menulis, sedang menulis, dan menilai
tulisan. Guru menggunakan tipe guided writing seperti, memberi contoh paragraf,
tanya jawab berdasar isi text, pemberian soal tentang bentuk kalimat, persiapan secara
lisan, dan persiapan tertulis. Hal ini dilakukan oleh guru ketika menerapkan guided
writing. Respon dari para murid tentang penerapan guided writing yaitu memberkan
perhatian yang baik, berantusias, lebih berani, aktif, dan menyenangkan. Guru juga
dapat menentukan siswa yang aktif dan paham dan juga yang tidak.
Kata Kunci : menulis “terbimbing”, pengajaran menulis
THE APPLICATION OF GUIDED WRITING TO ENHANCE ABILITY IN
WRITING PROCEDURE TEXTS OF THE ELEVENTH GRADE STUDENTS
AT SMK KOSGORO 1 SRAGEN IN 2016/ 2017 ACADEMIC YEAR
ABSTRACT
This research aims at describing the application of guided writing to enhance ability in
writing procedure texts of the eleventh grade students at Smk Kosgoro 1 Sragen in
2016/ 2017 academic year. The objectives of the research are to describe the
application of guided writing to enhance ability in writing procedure texts of the
eleventh TKR 1 grade student at Smk Kosgoro 1 Sragen in 2016/ 2017 academic year
and the student’s response. This research useas descriptive study. The subject of the
research is English teachers of eleventh grade of SMKKosgoro 1 Sragen. In collecting
the data, the researcher uses observation, document analysis, and interview. The
collected data are analyzed by collecting, reducing, and displaying data, classifying
and verifying the data, and drawing conclusion. Based on the research finding, it was
found that the process consist of pre- writing, whlist- writing, and post- writing. It was
be done by the teacher in application guided writing. The teacher used model
1
6
paragraph, comprehension question, language based exercise, oral composition, and
written composition type of guided writing. The student’s response about application
of guided writing is good attention, anthusiastic, braver, active, and feel funny joining
class. Teacher can also find the students whether active and understand or not.
Keywords: guided writing, teaching writing
1. INTRODUCTION
According to Oshima and Hogue (1999: 3),academic writing is
particularly not easy. So the teacher must create the good topic so that the student
can study the subject easily. Besides, the kinds of the text can also be important in
teaching English in order to make the writing teaching succesfull. In the process of
writing, a writer should explore new ideas that make her writing meaningful and
express her thoughts and feeling to the readers. Writing is also a process of
communicating the writer’s idea to the reader in a written form. In the teaching and
learning process of writing, the teacher has an important role.
Siswanto (2005: 98) states that procedure text is a text thet is designed to
describe how something is achived through a squance of action or steps. Explains
how people perform diferent processes in a squence of steps. This text uses simple
present tense, often imperative sentences. It also uses the temporal conjunction
such as first, second, third, etc. Guided writing technique focused at whole text
level, sentence level or word level. Through guided writing, children are supported
during the different stages of the writing process. As an activity, it should be
carefully targeted towards groups of children according to their current targets or
specific needs. The aim is to provide support that is going to help children to
improve their writing and to work with increasing independent. Actually, there are
some researchers who have conducted similar research with the present research.
The previous research comes from Huda (2015), and Febriani (2014). There are
similirarities with the previous study and this study where all study focused on
teaching writing procdure text.While the diiference is the teaching media that they
were used where the research of Huda used demonstration and Feriani used
picture.
The objectives of this research are to describe the application of guided
writing to enhance ability in writing procedure texts of the eleventh grade at SMK
Kosgoro 1 Sragen in 2016/2017 academic year and to describe the student’s
2
7
response about the application of guided writingof the eleventh grade at SMK
Kosgoro 1 Sragen in 2016/2017 academic year.
The present researcher also gives several theories related to the study to
give more understanding about the research. It is divided into notion of writing,
teaching writing, procedure text, and notin of guided writing.
Writing is skill that deeply requires students to be motivated. Writing
competence in a foreign language tends to be one of the most dificult skills to
acquire. One of the most important things to remember when teaching writing is
that writing is a process.
There are several definitions of writing. According to Boardman (2001:
46) writing is a continous process of thinking an organizing, re-thinking and re-
organizing. The inference is no body can make perfect writing in the first made,
but someone must tries to write again to think and organize. Nunan (2003: 88)
states that writing is the work of inventing ideas, thinking about how to express
them, and organizing them in to statements and pharagraps that will be clear to a
reader. So the main of writing based of two experts before is writing not just put
words together, but need to organize the words.
From the explanation above, the researchercome to conclusion that
teaching writing to Senior High School students must be related to curriculum.
Furthemore, the teacher must be able to make an interesting teaching. Especially in
teaching the teacher’s writing would be very helpful to encourage them to learn
writing. Finally the expected result can be reached.
The main purpose of procedure text is to direct, inform, or explain how to
do something. The example of procedure texts are directions, instruction manual to
using something, receipes, and itineraries.
There are some theories of Guided Writing from the expert. According to
Hubener (1965: 78), “guided writing is the third writing step after imitative writing
and dictation. It is called guided writing because the short writien responses of the
pupils are guided by the teacher”. Brown (1994: 328) states that “guided writing
loosening the teacher’s control but still offers a series of stimulators, for example,
by asking students a series questions”. From the definitions, it can be concluded
that guided writing is a process of writing afterimitiative writing which balanced
writing curriculum, providing an additional supported step towards from teacher.
3
8
Through guided writing, children are supported during the different stages
of the writing process. As an activity, it should be carefully targeted towards
groups of children according to their current targets or specific needs. Within the
teaching sequence, guided writing would normally follow on from shared writing,
though not necessarily during the same session. Teachers should consider carefully
the purpose of the guided session and select the children accordingly. The aim is to
provide support that is going to help children to improve their writing and to work
with increasing independence.
Guided writing is the process where teachers develop and guide students’
writing through discussion, join text construction and evaluation of their
independent writing (Parsons 2001:12). Guided writing involves a teacher working
with a group of learners on a writing task. The aims of the task are based on what
they have previously been learning about the writing process. According to Parsons
Dunigan (2008:13) states that guided writing is a step by step recipe for writing
that includes planning, writing, editing, revising and publishing. Guided writing is
an essential component of a balanced writing curriculum, providing an additional
supported step towards independent writing. From the definitions above, it can be
concluded that guided writing is a process of writing afterimitiative writing which
balanced writing curriculum, providing an additional supported step towards from
teacher.
In the research finding, the writer describes the application of guided
writing to enhance ability in writing procedure texts and student’s response about
guided writing at SMK Kosgoro 1 Sragen in 2015/2016 Academic Year. To get the
answer of the technique thatcan enhance ability in writing procedure texts and the
student’s response, the writer explains the process of application guided writing in
the classroom at SMK Kosgoro 1 Sragen. The explanation can be seen below:
The teaching-learning process consisted of three phases in the classroom.
The procedures are pre-writing, while writing, and post writing. The teacher got
the time 2x 40 minutes in the class. There were 33 students in the classroom.
The teacher came to the classroom in the morning and she greeted the
students by asking their condition. Then, she also checked the presence to know
the students who could not attend the meeting.
Teacher : Assalamualaikum, Good Morning everybody.
4
9
Students : Wa’alaikumsalam, Good morning Mr. Yatno
Teacher : How are you today?
Students : I am fine and you?
Teacher :I am fine too. Thanks. Who’s absent today?
Siapa yang tidakmasuk?
Students : Nihil Pak.
(Observation on August 23th 2016)
After the teacher knew there were no the students who are absent that day,
she asked the students to open their English textbook. The material of this session is
procedure text. Then she said that:
Teacher : Today we will study about procedure text.Hari
ini kita akan membahas mengenai teks prosedur,
apakah kalian tahu tentang procedure text?
Students : Belum Pak.
Teacher : OK open page 8, please read definition
procedure text.Buka halaman 8 dan bacakan ari
dari teks prosedur.
Students : A procedure is a sequence of steps in a
particular order. It is also known as insructions or
directions. The most common example of
procedure text is a recipe.
Teacher : Jadi teks prosedur adalah jenis teks yang
menjelaskan tentang rangkaian dari langkah-
langkah atau perintah cara menggunakan atau
membuat sesuatu. Misal contohnya seperti cara
membuat makanan atau minuman, cara
menggunakan handphone.
Ada yang bisa menambahkan contohny?
Students : Saya Pak. Cara membuat layangan.
Teacher : Exactly. Iya benar. Sudah paham anak-anak
arti dari teks prosedur?
Student : Sudah Pak.
(Observation on August 23th 2016)
5
10
From the discussion session above, the teacher used oral composition type
of guided writing before explain the main material. The teacher do oral preparation
with explained procedure text at the whole class, the students looked understand
with the explanation from their teacher.
Based on the explanation above, the writer concludes that this part can
make the teacher looks care with the students by greeting, asking condition, and
asking the student’s presence. It also can create a comfort situation for the students.
Comfort situation makes the students interested in learning about the material given
by the teacher.
Whilst- writing
After explaining procedure text, the teacher asked the students to open
their worksheet, English Students’ worksheet for Senior High School page 9, there
was the description of procedure text then commanded the students to focus the
material. This was the detail of procedure text:
SOCIAL
FUNCTION GENERIC STRUCTURE
To describe something
which is accomplished
through a sequance of
action or steps.
Title : It is the goal or outcome of the activity, for
example; how to make banana muffin, how to
make bakso, how to operate a video game, etc.
Ingredients/ Materials : It is the list and amount
of things and materials required.
Steps/ Method : It is the step-by-step description
of how to complete the task.
Teacher : Saya akan memberi contoh yaitu “How to Make
Fried Rice”.Can you give me some material to
make fried rice?
Hayo ada yang bisa menyebutkan bahan-bahan
untuk membuat nasi goreng?
(taken from the worksheet “English Students’ Worksheet for Senior High School” page 8)
6
11
Students : Saya pak, nasi,bawang merrah, bawang putih,
garam.
Teacher : In English please
Students : rice, onion, garlic, salt.
(Observation on August 23th 2016)
From the discussion session above, the teacher used model paragraph type
of guided writing before for give an example procedure text. The teacher provides
short text as a model paragraph. The teacher introduced the topic (how to make
fried rice) and stated the goal of the lesson.
Then, he asked the students to mention the material related to the topic.
The students mentioned some words such as rice, salt, onion, chili etc. After that
the teacher gave a short text as a model paragraph and briefly explains how a text
can be used as a model for writing. It is adapted from a text in the textbook.
Students concentrated on reading comprehension, and perhaps study particular
features of the text given. Then, the teacher explained social function, the generic
structure and significant lexicogrammatical features of the procedure text clearly.
Teacher :Do you know action verb?Sebutkanapasaja.
Students :Tahu Pak, contohnyacut, fold, twist, drill,
remove.
Teacher:Okebenarsekali.Katakerjatersebutdigunakanunt
ukmemerintahpadakalimatimperativesentencey
aitukalimatperintah.Sedangkanapakahlinkingw
ordsitu? sebutkancontohnya.
Students :Contohlinking words ituseperti first, second,
next, when, then, finally Pak.
Teacher :Iyabenarsekali.
(Observation on August 23th 2016)
From the discussion session above, the teacher used language based
exercise type of guided writing. The teacher focus on vocabulary building and
sentence structure knowledge related to the text ( How to make Orange Juice).
After comprehending the type sentence used in procedure texts, the
teacher made 3 group that consists 5 students, and 3 group other consist 6 students.
7
12
Teacher : Oke, sekarang saya akan membagi menjadi 6
group. Tiga grup berisi 5 orang dan 3 grup lagi
berisi 6 orang, agar semua dapat grup.
Student : Iya Pak.
Teacher : Setelah semua sudah mendapatkan grup,
pahami lagi dan baca ulang agar lebih paham
tentang teks prosedur.
Setelah selesai, saya akan memberikan latihan
soal mengenai proses pembuatan orange juice.
Kerjakan dengan berdiskusi kelompok masing-
masing, saya beri waktu 15 menit. Ada yang
ditanyakan? Any question?
Student : Tidak Pak.
(Observation on August 23th 2016)
After the teacher make a group, he delivered worksheets dealing with the
topic. The worksheet had been completed with some questions of how to make
orange juice. He asked some students to read the text loudly and then discussed the
content and the generic structure of the text.
Post- writing
After disscussing the activity in each group, the teacher ordered the
students to write the result from disscusing and answer the questions from the
text (How to Make Orange Juice) as evaluation. The question consisted of five
questions.
(taken from Practice Your English Competence for SMA/ MA/ SMK/ MAK
Class XI page 16)
From the provides a series of questions above, the teacher used
comprehension question type of guided writing. The teacher may ask a series of
questions based on the model text given which include the basic information about
the content of the text ( How to make Orange Juice).
After the students finished the exercise, they submitted their work to the
teacher. He discusses with the students together and the teacher gives the correct
answer to the students.
When the teacher was realizing the time had been up, she closed the
meeting. In addition, the teacher also gave them the homework. The homework is to
8
13
make procedure text about how to make baverages like an example. As the bell was
ringing, the researcher closed the lesson by saying goodbye.
Teacher :Baiklah anak- anak, hari ini kita telah
mempelajari procedure texts. Procedure text is
a piece of text that give us instructions for doing
something. Ada bagian – bagian dari teks
tersebut dan tujuannya adalah untuk
menjelaskan cara membuat sesuatu , cara
menggunakan dan bagaimana sesuatu terjadi.
Ada pertannyaan sebelum saya tutup pelajaran
har iini?
Students : Belum pak.
Teacher : Kalau begitu silahkan kalian mencari contoh
lain dengan membuat procedure texts cara
membuat minuman yang lain seperti contoh
sebelumnya.
Students : Iya bu.
Teacher : OK, students. That’s all our meeting today.
Thank you
for your attention today.Wassalamualaikum
wr.wb
Students : Wa’alaikumsalam wr. wb
(Observation on August 23th,2016)
From the discussion session above, the teacher used written
composition type of guided writing. Students follow the model given the teacher
(How to Make Orange Juice), but change all information that is not correct for
them. Sudents may follow the model paragraph which is similar but involves some
changes. They may take as many structures and words from the model as they can
use in their text.
By giving the exercise, the students can improve their ability in
comprehending the procedure text. It is good evaluation for the students to receive
the material given. The teacher used group on the class and guided every group for
disscusing constraint in writing procedure text such as dificult vocabulary and made
good imperative sentence. Because some students are affraid to talk about their
problem in front of the class, so disscusing in group can overcome this problem.
In the second meeting, the teaching-learning process consisted of three
phases in the classroom. The procedures are pre-writing, whilst-writing, and post-
writing. He got the time 2x 40 minutes in the class. There were 33 students in the
classroom.
9
14
The teacher came to the classroom and she greeted the students by asking
their condition.
Teacher : Good Afternoon, Students.
Students : Good Afternoon, Mr. Yatno.
Teacher : How are you today?
Students : I am Fine, and you?
Teacher : I’m fine. Thanks.
(Observation on August 30th 2016)
After the teacher greeted the students, she asked the students to open their
worksheet, English Students’ Worksheet for Senior High School. This session still
learnt about Procedure Text.
Teacher : Anak – anak apakah kalian masih ingat
pelajaran tentang procedure text kemarin?Do
you remember about the lesson yesterday?
Students : Masih pak.
Teacher : Kalau masih ingat, tolong salah satu jelaskan
apa itu procedure text? What is procedure text?
Students : Procedure text is a text that give instrictions for
doing something
Teacher : Iya benar sekali jawabannya. Thats great.
Teacher : Silahkan buka buku kalian halaman 12 untuk
mengingat kembali tentang teks yang telah kalian
pelajari kemarin. Silahkan baca teksnya.
Students : Iya pak.
(Observation on August 30th 2016)
From the discussion session above, the teacher used oral composition type
of guided writing for reviewing the main material. The teacher do oral preparation
with reviewing procedure text at the whole class, the students looked more active
and understand in joining the class.
Based on pre-writing the teacher carried out some review dealing with the
last meeting. The students were asked to show their homework to the teacher. The
students were asked to show their homework to the teacher.
The teacher shared some pictures to every group and commanded to made
procedure text based on the picture. The material is as follows :
How to make Spagheti How to operate Handphone How to
make Milkshake
10
15
How to plant Jasmine How to make Tomato Juice How to make
Omelette
After the students fixed their work, the teacher asked the students some
questions based on the picture in every group. Then the teacher helped every group
for discussing the difficulty to write procedure texts.
Teacher : Baiklah anak-anak, buatlah teks prosedur
sesuai gambar yang saya bagikan. Diskusikan
terlebih dahulu bersama teman sekelompok
kalian.Saya beri waktu 30 menit untuk
menyelesaikan tugas itu.
Student : Iya pak.
Teacher : Gimana apa ada kesulitan?
Student : Iya pak, bagaimana langkah pertama yang
ditulis?
(1st group)
Teacher : Langkah pertamanya kalian harus mengetahui
bahan-bahan apa saja untuk membuat
spaghety. Lalu baru menjelaskan tentang
prosesnya.
Students : Oh iya pak.
(Observation on August 30th 2016)
The teacher come close to one group then to the other group. Students
asked about vocabulary, pattern of imperative sentence , and genre. The interaction
between the teacher and students can increase the ability of the students to remind the
material before. Based on the previous explanation, this section aims to make the
11
16
students understand more deeply about the material given. The teacher measures the
students’ ability by practicing to write procedure texts by a picture with the students.
The result of the practicing the exercise can show the ability of every student in
comprehending the material given. There are many the students who can
understanding well about procedure text.
Post-writing
After 30 seconds, the teacher asked to students whether they finished their
exercise or not. The the students showed their procedure text to the teacher, and
then the teacher called one by one of students to read their procedure text. Every
student in group has different result.
Teacher : Sudah selesai anak-anak?
Student : Sudah pak.
Teacher :Oke, sekarang saya akan memanggil nama
kalian satu persatu, dan kalian harus
membacanya.
Teacher :That’s all our meeting. Thank you for your
attention,Wassalamualaikum wr. wb.
Students : Wa’alaikumsalam wr.wb
(Observation on August 30th 2016)
After all of students read procedure texts, the writer concludes that the
teacher has applied guided writing for teaching. The activity in this section in order
that the students are trained when the students present their work in front of the class.
The teacher gives questions related to the text brought by the students and the students
answer them. Here the teacher uses mother tongue in teaching because the students
receive the material well.
In the beginning, as usual the teacher greeted the students. The students
showed good expression. The students in the first meeting was enthusiastic. It can
be seen in this session.
Teacher :Do you know action verb?Sebutkanapasaja.
Students :Tahu Pak, contohnyacut, fold, twist, drill,
remove.
Teacher:Okebenarsekali. Kata
kerjatersebutdigunakanuntukmemerintahpadak
alimatimperativesentenceyaitukalimatperintah.
12
17
Sedangkanapakahlinkingwordsitu?sebutkancon
tohnya.
Students :Contohlinking words ituseperti first, second,
next, when, then, finally Pak.
Teacher :Iyabenarsekali.
(Observation on August 23th 2016)
In the beginning, the students feel rowdy with their seatmate. After the
teacher asked to pay attention English conversation, the students feel interested to
study the lesson. The students feel more motivated to study procedure texts. This
case can be seen when the students give attention in the first meeting. The students
looked very enthusiastic to join the lesson because they felt like finding a new
nuance in studying English. It can be seen in interviewing the students bellow.
M : “Namanya siapa dek?”
S : “G*****”
M : “Gimana dek kelas kemarin kan pak guru mengajarnya berbeda dengan
sebelum-sebelumnya, menyenangkan enggak?”
S : “Iya, kemarin di bentuk kelompok dan dikasih gambar yang menarik gitu
jadi suka”.
In the main activity phase, the teacher asked some students to read the
paragraph loudly, however when the teacher came into the main task –writing, the
students seemed to be reluctant to join the lesson. It happened since they found
difficulties in constructing ideas to explain the procedure texts. They had
understood the language function but they could not express their idea in their
mind freely into an outline. Nevertheless, most of them tried to write in their book.
They did enthusiastically what the teacher told them to do since they had few times
for writing class.
When practising and discussing the students, they wrote enthusiastically
based on the picture. Unfortunately, there were still some students who had not
written anything. They did not write because they were reluctant to write. In this
activity, the class became interactive. The students tried to expose their opinions
orally but there were some students who did not participate well during this
activity. It happened because they were lacked in oral composition and they were
afraid to make mistake.
The students of SMK Kosgoro 1 Sragen, writing is considered as the most
difficult skill. The students are not interested in English writing class, they think
writing is a difficult skill, some students do not do the writing well and the students
13
18
are not confident on their own writing. Besides, the students do not get more
opportunity to write in the class or outside the class so that they lack of time to
practice writing. Some students do not do the exercise well in writing class; they often
copy from others or from books or even do not write anything. In this part, the writer
presents the discussion of the finding of this study. In this research, the writer
analyzes the application of guided writing to enhance ability in writing procedure
texts of the eleventh grade students at SMK Kosgoro 1 Sragen in 2016/ 2017
academic year.
During the teaching and learning process, the teacher of SMK Kosgoro 1
Sragen not only taught the students, but also observed the things happening in the
class.Guided writing helps the students write any kind of text preceded by the model
paragraph given. In guided writing, student’s vocabulary mastery improved by
exercises guided by teacher. Furthermore sentence structure knowledge as the
linguistics aspects in writing is involved so that students have a better preparation to
do the writing.
Reid (1993:26) states that ESL writing classes, particularly at the lower
levels of language proficiency, successfully use guided writing techniques to build
vocabulary and sentence structure knowledge. In addition, student’s creative thinking
is not fully limited in sentence pattern. Guided writing allows the students to be more
flexible in sharing their ideas and thoughts and eventually to deliver their message
through their writing. It can be seen in teaching learning process, the teacher made
groups in order to the students can be braver to share about how to made procedure
texts. It is in line with Huebener (1965:82) who states that much practice in guided
writing the students will be able to express himself freely and independently.
Guided writing involves oral preparation practice which makes the class
more interesting. It happens because it can be done in different ways according to the
students’ interests and ability. Doff (1988:155) also states that oral preparation
activity in guided writing makes the activity much more interesting and involves the
class more. Furthermore, during guided writing activities, the students receive
feedback and advice from the teacher. It can also be seen when the teacher gave a
topic procedure text (how to make fried rice) and then the student can mention the
material in English. Problems that arise during the activity of writing are overcome by
the teacher when the teacher come to every group. In addition, Lynch (1996:156)
14
19
states that interaction before, during, and after writing will make learners more
effective writers.
2. RESEARCH METHOD
This research uses descriptive study (descriptive research). The research
focuses on the students of class XI TKR 1 at SMKKosgoro 1 Sragen. In collecting
the data the researcher uses observation which is used for knowing the condition and
situation of the teaching learning writing, document analysis which means the
written document such as book, note, or other documents, and interview that is
implemented to get any information from the students about the responseof
application guided writing. Then the collected data are analyzed using qualitative
research started from data reduction, data display, and conclusion.
4. CONCLUSION
Based on the research finding and discussion in this study, the writer
draws conclusions are process of the application of guided writing at the eleventh
grade of SMK Kosgoro 1 Sragen in 2015/ 2016 academic year used model
paragraph, comprehension question, language based exercise, oral composition,
and written composition.
4.1 Model Paragraph
The teacher modeled the tittle of procedure texts and explaining how he is
making it more interesting to the students.
The teacher provides short procedure text as a model paragraph.
The teacher gave a homework to made procedure texts based on the model
procedure text.
4.2 Comperhension Question
The teacher gave a series of questions dealing with the basic of the content
topic paragraph.
15
