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THE EFFECTIVENESS OF USING SELF-REGULATED STRATEGY
DEVELOPMNET (SRSD) TO IMPROVE STUDENTS’ ABILITY
IN WRITING ANALYTICAL EXPOSITION TEXT AT THE ELEVENTH
GRADE OF SMK N 5 BANDAR LAMPUNG
IN THE ACADEMIC 2019/2020
A Thesis
Submitted as a Partial Fulfillment of The Requirement for S-1 Degree
By
Nuril Halida
NPM: 1511040369
Study Program : English Education
Advisor : Meisuri, M.Pd
Co-Advisor : Nurul Puspita, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY
RADEN INTAN STATE ISLAMIC UNIVERSITY
LAMPUNG
1441 H/ 2020 M
ii
THE EFFECTIVENESS OF USING SELF-REGULATED STRATEGY
DEVELOPMNET (SRSD) TO IMPROVE STUDENTS’ ABILITY
IN WRITING ANALYTICAL EXPOSITION TEXT AT THE ELEVENTH
GRADE OF SMK N 5 BANDAR LAMPUNG
IN THE ACADEMIC 2019/2020
A Thesis
Submited as a Partial Fulfilment of the Requirements for S-1 Degree
By:
NURIL HALIDA
NPM. 1511040369
Study Program : English Education
Advisor : Meisuri, M.Pd
Co – Advisor : Nurul Puspita, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY
RADEN INTAN STATE ISLAMIC UNIVERSITY
LAMPUNG
1441 H/ 2020
iii
ABSTRACT
THE EFFECTIVENESS OF USING SELF-REGULATED STRATEGY
DEVELOPMNET (SRSD) TO IMPROVE STUDENTS’ ABILITY IN
WRITING ANALYTICAL EXPOSITION TEXT AT THE ELEVENTH
GRADE OF SMK N 5 BANDAR LAMPUNG IN THE ACADEMIC
2019/2020
By
Nuril Halida
Writing is an activity for expressing the idea, concept, opinion in a text. From the
result of interview with students of eleventh grade at SMKN 5 Bandar Lampung,
students were having some problems in English learning process especially in
writing. This problem caused some of the students difficult to determine the idea,
low vocabulary, the students are lack of motivation in learning writing because
the class condition was less interesting and they were lazy to paid attention when
teacher teaching in the class.
This research using Self-Regulated Strategy Development as a strategy for solve
students’ problems in writing English especially on analytical exposition. The
researcher used quasy experimental method in this study. The researcher
conducted the research to eleventh grade of SMKN 5 Bandar Lampung. The
researcher took two classes as the sample: XI TSM1 as the experimental class
used self-regulated strategy development and XI TSM2 as control class used
power strategy. The instrument of this study consist of pre and post. Pre-test was
used to measure the students’ writing ability before the treatment while post-test
was used to measure the students’ writing ability after the treatment.
From the data analysis, it was found that the result of Sig. (2-tailed) = 0.000 and α
= 0.05. It means Ha is accepted because Sig. (pvalue) < α = 0.05. Based on the
computation, it can be concluded that there was an effectiveness of using self-
regulated strategy development to improve students’ ability in writing analytical
exposition text at the eleventh grade of SMKN 5 Bandar Lampung in the
academic 2019/2020.
Keywords: Self-Regulated Strategy Development (SRSD), Writing Ability,
Analytical Exposition Text, Quasi Experimental
v
vi
MOTTO
“If the ocean were ink (where with to write out) the words of My Lord, sooner
would the ocean be exhausted than would the words of My lord, even if we added
another ocean like it, for its aid.” (QS. Al-Kahf: 109)1
1 Abdullah Yusuf „Ali, The Meaning of Holy Qur‟an New Edition with Qur‟anic text
(Arabic),Commentary and Newly Comprehensive Index (Beltsville: Amana Publication, 2005), p.
1506.
viii
DEDICATION
This thesis is dedicated to:
1. Allah SWT who always loves and keeps me everywhere and everytime.
2. My beloved parents my father Salmi Salim and my mother Yurna Etmi
Ama. Pd. who always pray for my life and success, give me financial
support and motivation to study hard until now. Thanks for giving the
researcher spirit.
3. My beloved brothers and sisters Fahrul Rozi, Yunan Ramdan S.Com, Sari
Arif Yani S.PdI, Muhammad Afif S.Kom, Titin Mulyati SP, Abdul Murad
A.Md, Ferlinda Indriansyah, and My beloved nephews Rani Putri Kirana,
Fitria Khoirunnisa, Nabila Kaanisah Hanzalah, Aisyah Ayudia Inara,
Muhammad Nur Xabiru and Muhammad Azzam Musa who always gave
me love, spirit, and support for my success.
4. Someone who will be given by Allah SWT to be my life partner one day.
5. My beloved friends, who always support me to finish this thesis.
6. All of my special classmates of PBI A 2015.
7. My Almamater UIN Raden Intan Lampung.
ix
ACKNOWLEDGEMENT
All praises be to Allah Azza wa Jalla, who has given the researcher mercy
and blessing in life until this thesis untitled “The Effectiveness of Using Self-
Regulated Strategy Development (SRSD) to Improve Students’ Ability in Writing
Analytical Exposition Text at the Eleventh Grade of SMKN 5 Bandar Lampung in
the Academic 2019/2020” can be completely finished as requirement for the
Degree of Bachelor of Education in English Education.
The researcher is sure that this thesis would not be completed without the
helps, supports, and suggestions from several sides. Thus, the researcher would
like to express her deepest thanks to all of those who had helped, supported, and
suggested her during the process of writing this thesis. This goes to:
1. Prof. Dr. Hj. Nirva Diana, M.Pd, the Dean of Tarbiyah and Teacher
Training Faculty of UIN Raden Intan Lampung.
2. Meisuri, M.Pd, the chairperson of English Education Study Program of
UIN Raden Intan Lampung and also as the advisor who patiently guided
for the completion of this thesis.
3. Nurul Puspita, M.Pd, the co-advisor, has patiently guided and directed
the researcher in improving her thesis until the completion of this thesis.
4. All lecturers of English Education Departement of UIN Raden Intan
Lampung who always had given good education, knowledge, and
experience to the researcher.
5. Drs. Irman, the Headmaster of SMKN 5 Bandar Lampung for allowing to
conduct the research.
x
6. Dra. Resti Kurniawati, the English teacher of SMKN 5 Bandar Lampung
for guidance and support during the research and help to the researcher in
collecting technique the data of the research.
7. My beloved friends, Nadela Yunier Prasetyo, Rosa Ariesta Dewi, Dwita
Merzanti, and Dyah Puji Lestari who picking on me and scolding me as
grew tired, tired and tired of working my thesis. Thank you always give
support, and always solve my problem when the researcher get a
difficulty and always.
8. My beloved friends Always Pance (Desti Zahra, Lesda Raflia Dhea
Ikatari, and Mona Jesica Efendi) thank you for always pray and
motivation that given to researcher.
May Allah Subhanallahu Wa Ta'ala bless us all. The researcher
realizes that this thesis is still far from perfection, so that I expect
constructive suggestion and criticism from all side for the perfection of
this thesis project. Furthermore, thesis is expected to be useful for the
researcher particularly and the readers generally, especially for those who
are involved in English teaching profession.
Bandar Lampung, 05 April
2020
Nuril Halida
1511040369
xi
TABLE OF CONTENT
pages
COVER ..............................................................................................................ii
ABSTRACT .......................................................................................................iii
APPROVAL.......................................................................................................iv
ADMISSION ......................................................................................................v
MOTTO .............................................................................................................vi
DECLARATION ...............................................................................................vii
DEDICATION ...................................................................................................viii
ACKNOWLEDGEMENT ................................................................................x
TABLE OF CONTENT ....................................................................................xi
LIST OF TABLES ............................................................................................xiv
LIST OF FIGURES ..........................................................................................xv
LIST OF APPENDICES...................................................................................xvi
CHAPTER I INTRODUCTION
A. Background of Study ............................................................................................ 1
B. The Identification of Problem ............................................................................... 8
C. The Limitation of Problem .................................................................................... 8
D. The Formulation of Problem ................................................................................. 8
E. Objective of the Research ..................................................................................... 9
F. Uses of the Research ............................................................................................. 9
G. Scope of the Research ......................................................................................... 10
CHAPTER II LITERATURE REVIEW
A. Definition of Writing........................................................................................... 11
B. Aspect of Writing ................................................................................................ 12
C. Concept of Teaching Writing .............................................................................. 14
D. Concept of Analytical Exposition Text ............................................................... 16
1. Definition of Analytical Exposition Text ...................................................... 16
2. Generic Structure of Analytical Exposition Text .......................................... 17
3. Grammatical Features of Analytical Exposition Text ................................... 17
E. Example of Analytical Exposition Text .............................................................. 18
F. Definition of Self-Regulated Strategy Development .......................................... 20
G. Stages of Self-Regulated Strategy Development ................................................ 21
H. Advantages and Disadvantages of Self-Regulated Strategy Development.............
xii
1. Advantages of Self-Regulated Strategy Developement ................................ 24
2. Disadvantages of Self-Regulated Strategy Development ............................. 25
I. Definition of the POWER Strategy ..................................................................... 25
J. Steps of the POWER Strategy............................................................................. 26
K. Conceptual Framework ....................................................................................... 31
L. Hypothesis ........................................................................................................... 32
CHAPTER III RESEARCH DESIGN
A. Research Design .................................................................................................. 33
B. Variable of the Research ..................................................................................... 35
C. Operational Definition of Variable ..................................................................... 35
D. Population, Sample, and Sampling Technique ................................................... 36
1. Population ..................................................................................................... 36
2. Sample ........................................................................................................... 37
3. Sampling Technique...................................................................................... 38
E. Data Collecting Technique .................................................................................. 38
F. Research Instrument ............................................................................................ 39
G. Research Procedure ............................................................................................. 40
H. Scoring Procedure ............................................................................................... 43
I. The Validity and Readability of Test .................................................................. 45
1. Validity of Test ............................................................................................. 45
2. Readability of Test ........................................................................................ 46
J. Data Analysis ...................................................................................................... 47
1. Fulfillment of the Assumptions ..................................................................... 47
2. Hypothetical Test .......................................................................................... 49
CHAPTER IV RESULT AND DISCUSSION
A. Data Description.................................................................................................. 50
1. Description of the Treatment in the Experimental Class .............................. 50
2. Description of the Treatment in the Control Class........................................ 53
B. Data Analysis ...................................................................................................... 54
1. Result of Pre-test ........................................................................................... 55
2. Result of Post-test ......................................................................................... 57
3. Result of Normality test ................................................................................ 59
4. Result of Homogeneity test ........................................................................... 60
5. Result of Hypothetical test ............................................................................ 61
C. Discussion ........................................................................................................... 62
CHAPTER V CONCLUSION AND SUGGESTION
A. Discussion ........................................................................................................... 68
B. Suggestion ........................................................................................................... 68
1. To the English Teacher ................................................................................. 69
xiii
2. To the students .............................................................................................. 69
3. To the researcheres ........................................................................................ 69
REFERENCES .............................................................................................................. 70
xiv
LIST OF TABLES
Table pages
1. The Students’ Writing Score at the Eleventh Grade of SMKN 5
Bandar Lampung in Academic Year of 2019/2020 ......................... 3
2. The Number of the Population of the Eleventh Grade of SMKN 5
Bandar Lampung in 2019/2020 ........................................................ 37
3. Scoring System ................................................................................ 43
xv
LIST OF FIGURES
pages
1. Figure 1 The Result of Pre-test in Experimental Class .................... 55
2. Figure 2 The Result of Pre-test in Control Class ............................. 56
3. Figure 3 The Result of Post-test in Experimental Class .................. 57
4. Figure 4 The Result of Post-test in Control Class............................. 58
5. Figure 5 Test of Normality Test ....................................................... 59
6. Figure 6 Test of Homogeneity Test ................................................. 60
7. Figure 7 The Result of Hypothetical Test ........................................ 62
xvi
LIST OF APPENDICES
Tittle pages
1. Appendix 1 The Result of Interview in the Preliminary Research ................. 75
2. Appendix 2 The Result Interview for Students .............................................. 77
3. Appendix 3 The Writing Score at Eleventh Grade (XI TSM 1) of SMKN 5
Bandar Lampung ........................................................................................... 80
4. Appendix 4 The Writing Score at Eleventh Grade (XI TSM 2) of SMKN 5
Bandar Lampung ............................................................................................81
5. Appendix 5 Table Score Eleventh Grade TSM 1 & TSM 2 ...........................82
6. Appendix 6 Instrument For Readibility Test .................................................. 83
7. Appendix 7 Writing Test for Pre-test .............................................................84
8. Appendix 8 Writing Test for Post-tes ............................................................. 85
9. Appendix 9 Silabus Pembelajaran .................................................................. 86
10. Appendix 10 Lesson Plan ............................................................................. 95
11. Appendix 11 Expert Validation Form for Writing Test ............................... 142
12. Appendix 12 Readibility of the Writing Sheet .............................................143
13. Appendix 13 The Result of Readibility Test ............................................... 144
14. Appendix 14 The Analysis of the Student’s Score of Writing Pre-test and
Post-test in Experimental and Control Class ................................................. 145
15. Appendix 15 Result of Pre-test and Post-test in Experimental and Control
Class ...............................................................................................................151
16. Appendix 16 Gain of Score in Experimental and Control Class ..................159
xvii
17. Appendix 17 The Result of Reliability Pre-test and Post-test in Experimental
and Control Class ....................................................................................... 161
18. Appendix 18 The Result of Normality Test .............................................. 165
19. Appendix 19 The Result of Homogeneity Test ...........................................166
20. Appendix 20 The Result of Hypothetical Test .............................................167
21. Appendix 21 Documentation of The Research ............................................168
1
CHAPTER I
INTRODUCTION
A. Background of the Problem
Writing is one of an important skill in language learning. By writing,
students can share information and ideas in the written text. Writing is
method of human intercommunication by means of conventional visible
marks.1 It means that writing is a medium communicate one’s thought,
feeling, wanted, and opinion by nonverbal means.
Writing is the production of the written words that produce a text
which much be read and comprehended. In other words, writing makes
produce in the form of written text which is used to deliver the writers ideas
and meanings to the readers.2 It means that writing activity involves the
procedure of thinking process and making decision to express the information
in written text.
They iare ifocusing ion ithe iproduct iof iwriting iprocess iand ifocusing ion ithe
iwriting iprocess iitself.3
iIt imeans iwriting iprocess iteaching iit ito ishift ifrom ithe
iproduct ito iwhat ipouring iprocess istudents ithink iand iwrite. Thus, iwriting
iactivities iare icompleted iwhich iare icompleted iin ione itime iorseveral irepetitions
iwith idifferent ilevels iofresolution iduring ieach istage. This iprocess iis idifferent
idepending ion itheperson, icognitive ilevel iand ithe iauthor's iexperience.
1R.R Jordan, Academic Writing Course, (London: Longman,2003), p.41.
2Marrianne Celce-Murcia, Elite Olshtain, Discourse and Context in Language Teaching,
(Cambridge: University Press, 2003), p.142. 3Harmer, iJ. iHow ito iTeach iEnglish, i( iLondon: iPearson iLimited iEditions, i2001), ip. i25.
2
Students’ iproblems iin iwriting imay ioccur ibecause iof imany ifactors. iOne
iof ithe icauses ifor ithe ichallenge imight ibe ithe icomplex inature iof ithe iwriting iskill
iitself. iAccording ito iRaimes“when istudents icomplain iabout ihow idifficult iit iis ito
iwrite iin ia isecond ilanguage, ithey iare italking inot ionly iabout ithe idifficulty iof
ifinding ithe iright iwords iand iusing ithe icorrect igrammar ibut ialso iabout ithe
idifficulty iof ifinding iand iexpressing iideas iin ia inew ilanguage.4
iIt imeans istudents
ifind iit idifficult iin itheir igrammar iand ivocabulary iso ithat ithey ifind iit idifficult ito
idevelop itheir iideas iin iwritingand ialso idifficulty iwith isentence istructure iand
iword iorder, itrouble ireading iback iwhat iis iwritten, iand idifficulty iwith iword
isounds, ispelling, iand imeanings.
The iresult iof ipreliminary iresearch ishowed ithat imany istudents iat ithe
iEleventh igrade iof iSMK iN i5 iBandar iLampung ihave idifficulties iin
iunderstanding ihow ito iwrite icorrectly. iTo iget ithe idata iof iPre iresearch ithe
iinterview iwas iapplied ito ithe iEnglish iteacher iand ithe istudents iof iSMK iN i5
iBandar iLampung iby iinterviewing ithe iteacher iand ithe istudents. iBased ion ithe
iinterview, ithat ithe iresearcher idid ito ithe iEnglish iteacher, teacher iuse ithe ipower
istrategy ifor iteaching iEnglish. iThen, ito ihelps istudents ito iknow iabout
ivocabulary, iteacher iask ithe istudents ito ibring idictionary. But ishe isaid ithat ithe
istudents’ iwriting iability iof iSMK iN i5 iBandar iLampung iis istill ilow. iThe
istudents’ iproblems iin ilearning iwriting iare ithe istudents istill icannot igather ithe
iidea ito iwrite, ilack igrammar imaking iit idifficult ifor ithem ito iunderstand
4Dr. iIbrahim iMohamed iAlfaki, i“University iStudents’ iEnglish iWriting iProblem: iDiagnosis
iand iRemedy”. iInternational iJournal iOf iEnglish iLanguage iTeaching, iVol. i3 iNo. i3 i(May i2015), ip.
i40-52.
3
iEnglish,and ithe istudents imake imistakes idue ito ilack iof ivocabularies.5
iIt imeans
ithat imake ithe istudents ifelt iborred iand ilazy ito ilesson iEnglish.
Based ion ithe iresult iof iinterview iand ianalyzed ithe istudents’ iwriting
iability iscore ishowed ithat ithe istudents’ iskill iin iwriting iis ipoor. iIt ihappened
ibecause iof isome iproblems; ithe istudents ihave ilow imotivation iin iwriting, ithe
istudents iare inot iable ito iwrite icorrectly, ithe istudents ihave ilow ivocabulary, ithe
istudents iare inot iinterested iin ithe iwriting iand ithey istill iconfuse ito ifind iout ithe
iidea. iIt ican ibe iseen ion ithe itable i1 ibelow:
Table i1
The iStudents’ iWriting iScore iat ithe iEleventh iGrade iof iSMKN i5 iBandar
iLampung iin iAcademic iYear iof i2019/2020
NO Class Score
Number iof iStudents
1 XI iTSM i1 9 20 29
2 XI iTSM i2 6 21 27
Total 15 41 56
Percentage
Source: iThe iScore iData ifrom iEnglish iTeacher iof iSMKN i5 iBandar iLampung.6
From table i1, iit ican ibe iconcluded ithat istudents igot i≤ i68 iare i73%. iIt
imeans ithat ithe istudents’ iwriting iskill iis istill ilow iand istudents istill iunder ithe
icriteria iof iminimum imastery. iIt icaused ithe istudents iwere ipassive iduring ilesson.
iThe iKKM iof iSMK iN i5 iBandar iLampung iis i68. Then, ithe iresearcher
iinterviewed isome istudents iin iclass iXI iTSM i1 ito iask iabout iwriting iskills.
iStudents isaid ithey idid inot iunderstand ihow ito iuse igrammar iand ialso ilack iof
ivocabulary itowards iEnglish. iAnd ialso, ithey iare ivery idifficult ito istart iwriting
5
iDra iResti iKurniawati, iInterview ito iEnglish iteacher iof iSMK iN i5 iBandar iLampung, ion
iAugust, i1st, i2019, iUnpublished
6The iDatastudents iscore iwriting iat ieleventh igrade iof iSMKN i5 iBandar iLampung iin ithe
iacademic iyear i2019/2020 i(doc)
4
ibecause iof ithat imakes ithem ivery ilack iin iwriting iskills. iIn iaddition, ithey iare ialso
ibored iwith ithe istratgey iused iat ischool iso ithat imakes ithem ilazy ito ilearn.
From ithe iresult iof istudents’ iwriting iscore iand isome iinterviewed iabove,
iit iis iclear ithat ithe istudents ihave ilack iin iwriting. iThey ishould ibe itaught
ieffectively iand ipatiently ibecause ithe istudents iat ithe ieleventh igrade ishould ibe
iable ito iwrite ian iarrangement. iThey iare ion ihigh igrade iand ialmost ihave
igraduated. iIt iwill ihave ian ieffect ito itheir ifuture iif ithey icannot iwrite iEnglish iwell.
iThus, ithe iresearcher iwould ilike ito iconduct ia iresearch ientitle i“The iEffectiveness
iof iUsing iSelf-Regulated iStrategy iDevelopment ito iImprove iStudents iAbility iin
iWriting iAnalytical iExposition iText.” i
Based ion ithe ipreliminary iresearcher iconducted iat iSMK iN i5 iBandar
iLampung, ithe iresearcher ifound ithat iit iwas inot ieasy ito iimprove istudents iwriting
iskill ibecause imany ifactors ithat icaused iproblem ifor istudents iwriting. iThe ifirst
imost istudents ilack ivocabulary, ithen ithe istudents idifficult iunderstand
igrammatical, iso ithey inot iunderstand iin ilearning iprocess. iIn iaddition, ithe
istrategy ifor iteaching istill imonotonous iso ithat istudents iwill iboring. iThus, ithe
iteacher imust iuse istrategy ifor iteaching iEnglish iso ithat istudents iwill ienjoy iin
ilearning iprocess iso ithat ithey iwill imore ieasy iin ilesson. i
To isolve ithis iproblem, ithe iresearcher used ione iof ithe istrategy;it iis iSelf-
Regulated iStrategy iDevelopment.Self-Regulated iStrategy iDevelopment
i(SRSD) iis ian iinstructional iapproach idesigned ito ihelp istudents ilearn, iuse, iand
iadopt ithe istrategies iused iby iskilled iwriters. iAccording ito iHarris iand iGraham,
ithe iprimary ifocus iof iSRSD iis iteaching istudents istrategies ifor isuccessfully
5
icompleting ian iacademic itask. iSRSD iis ibased ion ithe ibelief ithat ithe idevelopment
iof iself-regulation iprocesses iis ian iimportant ipart iof ilearning iand imaturing iand
ithat iself-regulatory imechanisms ican ibe ifostered iand iimproved ithrough
iinstruction.7
According ito iZito iet ial, iin ithe iSRSD iapproach ito istrategies iinstruction,
iSelf-regulation iis iaddressed iby iteaching istudents ihow ito iset igoals, iself-monitor,
iuse iself-instructions, iself-evaluate, iand iself-reinforce. iContent iknowledge iis
ienhanced iby iteaching irelevant iinformation iand iskills istudents ineed ito iutilize
ithe istrategies ior iself-regulation iprocedures. iMotivation iis istrengthened iby
idevelopment iof iattributions ifor ieffort iand ithe iuse iof ipowerful iwriting
istrategies. iThus, iSRSD iis iresponsive ito istudents iwho istruggle iwith ilearning
ibecause iit iaddresses itheir imultiple icognitive, ibehavioural, iand iaffective
ichallenges.8
In ithis iresearch, ithe iresearcher used iSelf iRegulated iStrategy
iDevelopment iin ihelping istudents iin iwriting ianalytical iexposition itext,
iespecially iin ideveloping iand iorganizing iideas iof iarguments iin ithe iparagraph.
iThen ibased ion ithe icurriculum i2013, ianalytical iexposition iis ithe ione iof isubject
ithat ishould ibe imastered iin ithe isecond igrade istudents iof iSenior iHigh iSchool.
iThen iin ithis iresearch ihelping istudents ito iget ia imotivation ito isolve itheir iproblem
iin iwriting ianalytical iexposition ithe istudents ican imake ia igood ianalytical itext iby
irevising itheir imistakes iin iwriting ianalytical itext.
7Hanan iAhmed iEl-Sayyed iSanad, i“Using iSelf-Regulated iDevelopment i(SRSD) ito
iDevelop iEFL iReading iand iWriting iSkills”. iIOSR iJournal iOf iHumanities iAnd iSocial iScience
i(IOSR-JHSS), iVol. i19 iNo i5 i(May i2014), ip. i87. 8Ibid.
6
There iare ithree idifferent iprevious iresearch ifrom ianother ithesis. iThe
ifirst ithesis ifrom iQurnia iIqbal iat iJunior iHighSchool iAl-ishlah iPekanbaru
i2013/2014. iBased ion ithe istatement iof ithe iproblem i“Is ithere iany isignificant
idifference ibetween iusing iand iwithout iusingSRSD ito iincrease ithe iability iin
iwriting inarrative iparagraph iat ithesecond iyear istudents iof iJunior iHigh iSchool
iAl-Ishlah iPekanbaru?” iThere iwere ithe iEffect iof iUsing iSelf-Regulated iStrategy
iDevelopment i(SRSD) ifor ithe istudents, iit ihelp ithe istudents ieasier ito imake ia
isentence ior iparagraph iabout inarrative itext. iIt ican ibe iconclude ithat iSelf-
Regulated iStrategy iDevelopment iwas ieffective iin iteaching iwriting. iFrom
ianalysis iof it-test, iit ican ibe iseen ithat ito iis ibigger ithan it-table. iInconclusion, iHo iis
irejected iand iHa iis iaccepted, iand iit imeans i“there iis iasignificant idifference
ibetween iusing iand iwithout iusing iSRSD ito iincreasethe iability iin iwriting
inarrative iparagraph iof ithe isecond iyear istudents iatJunior iHigh iSchool iAl-Ishlah
iPekanbaru.”9
The isecond ithesis ifrom iFajar iRomadhon iat iSMKN i1 iSepulu iBangkalan
iin iacademic iyear iof i2018/2019. iBased ion ithe iresults iof ipost-questionnaire
ithat’s iexplained iin ipervious iexplanations, iit ishowed ithat ibased ion ithe
icalculation iboth igroup ishared idifferent iresult. iThe iscore iof iexperimental igroup
iis ihigher ithan ithe iscore iin icontrol igroup. iAdditionally, ithe iresult iof it-test, iit
ishowed ithat ithe ivalue iof it-obtained iis ihigher ithan it-table. iSo ithat iin ithis icase, ithe
ialternative ihypothesis i(Ha) iis iaccepted iand ithe inull ihypothesis i(h0) iis irejected.
9Qurnia iIqbal, i“The iEffect iof iUsing iSelf-Regulated iStrategy iDevelopment i(SRSD) ito
iIncrease ithe iAbility iin iWriting iNarrative iParagraph iof ithe iSecond iYear iStudents iat iJunior iHigh
iSchool iAl-Ishlah iPekanbaru”. i(Thesis iSubmitted ito iFulfill iOne iof ithe iRequirements ifor
iUndergraduate iDegree iin iEnglish iEducation i(S.Pd.) iby iUIN iSuska iRiau, iPekanbaru, i30 iNovember
i2012)
7
iIt imeans ithat ithere iis ia isignificant idifferent iof istudents’ iwriting imotivation iin
irecount itext iafter itaught iby iusing iself-regulated istrategy idevelopment. iIn ibrave,
iself-regulated istrategy idevelopment iis ieffective ito ibe ia istrategy iin iEnglish
iteaching iand ilearning iparticularly iin iwriting.10
And ithe ithird ithesis ifrom iErin iNovita iat iMAN i3 iBlitar iin ithe i2018/2019
iacademic iyear. iThe iresearcher iuse itwo icycle, ievery icycle iconsists iof ithree
imeeting. iFirst iand isecond imeeting ifor itreatment, ithen ithe ilast imeeting ifor itest.
iIn ievery icycle ihave ifour iprocedures ithey iare: iplanning, iimplementing,
iobserving iand ireflecting. iFrom ithe idata iof ithis iresearch, ithe iresult ishows ithat
ithe istudents’ iwriting ican iimprove. iIt ican iseen ifrom ithe iresult iof ithe itest istart
ifrom ipreliminary itest ithe istudents’ imean iscore iis i51,8 iand ithe ipresentage i0%,
ithen iin icycle ione ithe istudents’ imean iscore iis i79,7 iand ithe ipresentage iis i46%,
ithen ifor icycle itwo ithe istudents’ imean iscore iis i77,4 iand ithe ipresentage iis i76%.
iSo ithe iconclussion iis iSlef iRegulated iStrategy iDevelopment ican ibe iused ias ian
ialternative istrategy ito iimprove ithe istudents’ iwriting iability ion iAnalytical
iExpositin iat isecond igrade istudents iof iMAN i3 iBlitar.11
Based ion ithe iprevious iresearch, ithe iresearcher iwould ilike ito iconduct ia
iresearch ientitle: i“The iEffectiveness iof iUsing iSelf-Regulated iStrategy
10
Fajar iRomadhon, i“The iInfluence iOf iSelf-Regulated iStrategy iDevelopment i(Srsd)
iTowards iStudent’s iWriting iMotivation iIn iRecount iText iIn iFirst iGrade iOf iSmkn i1 iSepulu”.
i(Submitted iin ipartial ifulfillment iof ithe irequirement ifor ithe idegree iof iSarjana iPendidikan i(S.Pd.) iin
iTeaching iEnglish iby iUIN iSunan iAmpel, iSurabaya, i19 iApril i2018). 11
Erin iNovita, i“The iUse iof iSelf iRegulated iStrategy iDevelopment ito iImprove iThe iSecond
iGrade iStudents’ iWriting iAbility ion iAnalytical iExposition iat iMAN i3 iBlitar.”(Sarjana iThesis.
iEnglish iEducation iDepartment. iEducation iAnd iTeacher iTraining iFaculty. iState iIslamic iInstitute
i(IAIN) iof iTulungagung, iLampung, i10 iJuli i2019).
8
iDevelopment ito iImprove iStudents iAbility iin iWriting iAnalytical iExposition
iText iat ithe iEleventh iGrade iof iSMKN i5 iBandar iLampung iin iAcademic iyear iof
i2019/2020”.
B. The iIdentification iof ithe iProblem
Based ion ithe ibackground istudy iabove, ithe iresearcher iidentifies ithe
iproblems ias ifollows: i
1. The istudents ihave idifficulty iin iwriting.
2. The istudents ihave idifficulty ito develop their ideas in writing.
3. The istudents iare ilow iin ivocabulary, istructure, iand igrammar.
C. The iLimitation iof ithe iProblem
In ithis iresearch, ithe iresearcher ifocuses ithe iresearch ionly ion ithe iaim iof
ifinding iEffectiveness iof iSelf-Regulated iStrategy iDevelopment iTo iImprove
iStudents’ iAbility iIn iWriting iAnalytical iExposition iText. iThe ifocus iof itext iis iin
ianalytical iexposition idue ito isyllabus iat ithe iSecond iSemester iof ithe iEleventh
iGrade iof iSMKN i5 iBandar iLampung iin iAcademic iYear iof i2019/2020.
D. The iFormulation iof ithe iProblem
On ithe ibackground iof istudy iand iproblems ilimitation iabove, ithe
ireseaercher iformulates iof ithe iproblem iin ithis iresearch ias ifollows i“Is ithere iany
isignificant ieffectiveness iof iusing iSelf-Regulated iStrategy iDevelopment ito
9
iImprove iStudents’ iAbility iwriting iAnalytical iExposition iText iat ithe ieleventh
igrade iof iSMKN i5 iBandar iLampung iin iAcademic iyear iof i2019/2020?”
E. Objective iof ithe iResearch
The iobjectives iof ithe iresearch iis ito ifind iout iwhether ithere iis ian
ieffectiveness iof iusing iself-regulated istrategy idevelopment ito iimprove istudents’
iability iin iwriting ianalytical iexposition itext iability iat ithe isecond isemester iof ithe
ieleventh igrade iof iSMKN i5 iBandar iLampung iin iacademic iyear iof i2019/2020.
F. Uses of the Research
This research, the researcher expect that the result of this research
would be:
1. Theoretically, the result of the research may become a reference to the
teacher in increasing students’ writing ability through the effect of Self-
Regulated Strategy Development to improve students’ ability in writing
analytical exposition text and also to clarify some theories related to self-
regulated strategy development in order the further research cloud be
better.
2. Practically, to increase and motivate students in learning writing by using
self-regulated strategy development especially in writing analytical
exposition text and also to introduce the students about new strategy in
learning writing.
10
G. Scope of Research
1. Subject of Research
The subject of this research was the students of the second semester of
the eleventh grade of SMKN 5 Bandar Lampung.
2. Object of Research
The objects of the research was the use of self-regulated strategy
development and students’ writing ability in analytical exposition text.
3. Place of Research
The research was conducted at SMKN 5 Bandar Lampung which
located at Jl. Pangeran Tirtayasa No. 88, Sukabumi Indah Bandar
Lampung 35122.
4. Time of Research
The research was conducted at the seconds semester in the academic
year of 2019/2020.
11
CHAPTER II
LITERATURE REVIEW
A. Definition of Writing
Writing is one of an important skill in language learning. By writing,
the students can share information and ideas in the written text. According to
Jordan, “Writing is method of human intercommunication by means of
conventional visible marks”.1 It means that writing is a medium communicate
one’s thought, feeling, wanted, and opinion by nonverbal means.
Writing is the mental work of inventing ideas, thinking about how to
express them and orginizing them in to statements and paragraphs that will be
clear to reader.2 It means that writing is quite hard to be learned but if we got
it clear once then as sure we mastered it well because that is not only from
one aspects. We should think it first then write it down on paper after that we
have to collaborate between our ideas and the sentences to become
paragraphs.
According ito iHarmer, ithey iare ifocusing ion ithe iproduct iof iwriting
iprocess iand ifocusing ion ithe iwriting iprocess iitself.3 It imeans iwriting iprocess
teaching iit ito ishift ifrom ithe iproduct ito iwhat ipouring iprocess students ithink iand
iwrite. Thus, iwriting iactivities iare icompleted iwhich iare icompleted iin ione itime
iorseveral irepetitions iwith idifferent ilevels iofresolution iduring ieach istage. iThis
1R.R Jordan, Academic Writing Course, (London: Longman,2003), p.41.
2 David Nunan, Practical English Language Teaching, (New York: Mc. Graw Hill,
2003), p.88. 3Harmer, iJ. iHow ito iTeach iEnglish, i(London: iPearson iLimited iEditions, i2001), ip. i25.
12
iprocess iis idifferent idepending ion itheperson, icognitive ilevel iand ithe iauthor's
iexperience.
From ithe itheoris iabove, ithe iresearcher iconcludes ithat iwriting iis inot
ieasy, ithat iis iwhy iwe ishould iknow ihow ito iwrite iwell iand iproduce ithe isenteces
iwell iby ilearning iall iof ithe iaspects iin iwriting. iThe iteacher ishould ipay iattention ito
ithe iindicators iof iwriting iability, iin iorder ito imake ithe istudents iable ito iwrite igood
icomposition. iIt ican ibe istated ithat iwriting iskill iis ia icomplex iactivity iin
iproducing ia iqualified iwriting. iThe icomplex iactivity iconsists iof istages ias ithe
isteps iin iwriting. iTo iimprove istudents’ iwriting iskill, ithe iteaching iand ilearning
iprocess iof iwriting ineeds ito ibe idone iwell iwith ideveloped iinput iand ieffective
iactivities. iAs ia iresult, iteachers ineed ito iconsider ithe iteaching iof iwriting iskill
iwell ibased ion itheir istudent’s ineeds, iability iand icapacity.
B. Aspect iof iWriting
In iorder ito iwrite iwell, ithere iare iseveral iaspects iwhich ishould ibe
iconsidered ibystudents. iAccording ito Harris, ihe iproposes ifive iaspects iof iwriting,
inamely grammar, iform, ivocabulary, imechanic, iand istyle. iThe ifollowing
iaspects ican ibeexplained ias ifollows:
1) Grammar
Grammar iis iemployment iof igrammatical iform iand isyntactic ipattern. iIt
imeans ithat isentence iis ianother iaspect ithat ishould ibe iconsidered.
13
2) Form i(organization)
Form imeans ithe iorganization iof ithe icontent. iWe ishould iclarify iour iidea iand
imake iit iclear. iSo, ithe ireader ican ideduce isome iorganization iwell.
iOrganization imeans ithere iis ia icommunication ibetween ithe ireader iand ithe
iwriter.
3) Vocabulary
Vocabulary iis ithe iimportant iaspect iin iteaching ia ilanguage. iVocabulary irefers
ito ithe iselection iof iwords iwhich iare isuitable iwith ithe icontent. iIt ibegins iwith
ithe iassumption ithat iwriter iwants ito iexpress ithe iideas ias iclearly iand idirectly
ias ihe/she ican. iAs ia igeneral irule, iclarity ishould ibe ihis/her iprime iobjective.
4) Mechanic
Mechanic irefers ito ithe iuse iof iconventional igraphic iof ithe ilanguage, ii.e., ithe
istep iof iarranging iletters, iwords, iparagraphs, iby iusing iknowledge iof
istructure iand isome iothers irelated ito ione ianother. iWe ihave ito ipay iattention
ito ithe iuse iof ithe ipunctuation iand iapplying iof ithe iword iof isentences.
5) Style
Style imeans ithe ichoice iof istructure iand ilexical iitems ito igive ia iparticular
itone ito ithe iwriting. iIt ishould ibe inoted ithat ithe ichoice iof ilexical iitem ito ibe
iused iin iwriting imust ibe iaccordance iwith ithe ireaders.4
4Harris, iP.Testing iEnglish ias iA iSecond iLanguage,(New iYork: iTata iMc iGrow-Hill iPublisher
iCo. iLtd. i1979)
14
C. Concept iof i Teaching iWriting i
Teaching iwriting iis ithe iactivity ito iteach istudents ihow ito icommunicate
itheir iideas iin ithe iform iof iwritten itext. In ithis isub ichapter, ithe iresearcher iwill
iexplain iabout iteaching iwriting iin ifurther iway. In iteaching iwriting, ithe iteacher
ishould ibe iable ito icontrol ithe iclass iactivities iin iorder ito imake ithe istudents ican ibe
iable ito imaster ithe imaterial. Teaching iwriting iis inot iabout itransfering
iknowledge ifrom ithe itacher ito istudents, ibut iit ineeds iability itoo. iThe iteacher
ineeds ito iguide istudents iin iunderstanding ihow ito iwrite iand ito iselect ithe iword
ithat iappropriate ithe iuse iin iparagraph iof ia itext.
Harmer istates ithat iby ifar ithe imost iimportant ireason ifor iteaching iwriting
iof icourse iis ithat ia ibasic iof ilanguage iskills. iTherefore, iteaching iwriting ito
istudent iof iEnglish iis imore iimportant ithan iother ilanguage iskills. iTeaching ior
ilearning ihow ito iwrite isuccessfully igets ieven imore icomplicated iand ichallenged
ifor iboth ilanguage iteachers iand istudents.5
iIt imeans ithat iteaching iwriting iis
iteaching ithe istudents ithe iway ito iwrite iin iforeign ilanguage. iTeaching iwriting iis
ialso ias ia iprocess iintruction ihow ito iorganize iour iideas ito ilearn iand ito ipractice ithe
iart iof iputting iword itogether iin iwell-formed isentence, iparagraph, iand itext.
In iteaching iwriting, iteachers ishould idirect istudents’ attention ito ihow iof
itext iconstruction irather ithan iwhat itext iis iabout. iThus, ithere iare isome istages iof
iwriting ithat iteacher ishould iconcentrate iin, ias istated iby iHarmer ias ifollow:
5
iJeremy iHarmer, iHow ito iTeach iWriting i(Harlow: iPearson iEducation iLimited, i2004), ip.1
15
1. Planning i
Before istarting ito iwrite ior itype, ithe ibrainstorming iideas iwas idone ito ihelp
ithem idecide iwhat ithey iare igoing ito iwrite.
2. Drafting i
This ifirst go iat ia itext iis ioften idone ion ithe iassumption ithat iit iwill ibe
iamended ilater. i
3. Editing i(reflecting iand irevising) i
The idraft iwas iproduced iand ithen, iusually, iread ithrough iwhat ithey ihave
iwritten ito isee iwhere iit iworks ian iwhere iit idoes inot. iThey imay imove
iparagraph iaround ior iwrite ia inew iintroduction. iThey imay iuse ia idifferent
iform iof iwords ifor ia iparticular isentence. iThis iediting iare ioften ihelped iby
iother ireaders i(or ieditor) iwho icomment iand imake isuggestion.
4. Producing ifinal iversion i
Their idraft iwere iedited, imaking ithe ichanges ithey iconsider ito ibe
inecessary, ithey iproduce itheir ifinal iversion. iThen, iready ito isend ithe
iwritten itext ito iintended iaudiences.6
From ithe iexplanation iabove, iit ican ibe iconcluded ithat iin iteaching
iwriting ithe iteacher ishould iengage istudents iin iwriting iactivity. iIt imeans
iimportant isince ithey ihave ito iguide iand imake isure ithe istudents ipass iall imain
iactivity iin iteaching iwriting.
6
iJeremy iHarmer, iHow ito iTeach iWriting, i(New iYork: iLongman,2004), ip.84-85
16
D. Concept iof iAnalytical iExposition iText
1. Definition iof iAnalytical iExposition iText
Analytical iExposition iis ione iof ithe itext igenres istudied iin isenior ihigh
ischool ibased ion ithe icurriculum. iAn ianalytical iexposition itext iis iusually iused ito
iintroduce iseveral iideas ithat isupport ithe imain iidea iof ithe iresearcher iand ideliver
iit ito ithe iaudience. iAside iof iintroducing iidea, ithe ipurpose iof ithe itext iitself iis ito
ipersuade iits ireader ito ithink iabout isomething, ihopefully iable ito ishare ithe isame
iideas iwith ithe iresearcher.
According ito iDjuharie, ianalytical iexposition iis ia itext ielaborates ithe
iwriter’s iidea iabout ithe iphenomenon isurrounding.7
iIt iis isaid ithat iwhile ihaving
ithe itext, ithe iresearcher iopinion iis iinvolved. iIn iaddition, iGerot iand iWignel istates
ithat ithe imain isocial ifunction iof ian ianalytical iexposition itext iis ito ipersuade ithe
ireader ior ithe ilisterner iof ithe itext ithat isomething iis ithe icase.8
iBased ion ithe
istatement, iit ican ialso ibe iinterpreted ithat ianalytical iexposition itext iis ia itext ithat
iattempt ito ichange ipeople’s iopinion iabout isomething. iTo imake ithe ireaders
ieasily iget ithe ipurpose iof ithe itext, iit iis inecesarry ito iarrange ithe itext iis igood iorder.
iThe iarragement iof ithe itext istresses ion ithe ithesis, iargument iand ireiteration. iThe
iother iimportant ione iis imake iit isure ithat iwe ihave iused igrammar icorrectly.
Based ion ithe istatement, ianalytical iexposition itext iis ikind iof ithe itext ithat
ielaborates ithe iresearcher iidea iabout ithe iphenomenon isurrounding, iincluding
ithe igeneric istructure iconsist iof ithesis, iargument, ireiteration.
7
iOtong iSetiawan iDjuharie, iEssay iWriting i(Bandung: iYrama iWidya, i2009), ip. i161. 8
iLinda iGerot iand iPeter iWignell, iMaking iSense iof iFunctional iGrammar i(Sydney: iGerd
iStabler, i1994), ip. i197.
17
2. Generic iStructure iof iAnalytical iexposition iText
Gerot iand iWignell ireveals ithat ithe istructural iof ian ianalytical iexposition
itext iconsists iof ithesis, iarguments, iand ireiteration.
a. Thesis
In ithis ipart, ithe ireseacrher iintroduces ithe itopic ior imain iidea iwill ibe
idiscussed. iThesis iis ialways ipresented ion ithe ifirst iparagraph iof ianalytical
iexposition itext.
b. Argument
In ithis ipart, ithe iresearcher ipresents iarguments ior iopinions ito isupport ithe
iresearcher imain iidea. iUsually iin ian ianalytical iexposition itext ithere iare
imore ithan itwo iarguments. iThe imore iarguments ipresented, ithe imore
ibelief ifrom ithe ireader ithat ithe idiscussion iof ithe itopic iis ia ivery iimportant
ione iand ineeds ito iattenttion.
c. Reiteration
This iis ithe ilast ipart iof ianalytical iexposition itext. iReiteration icontains
irestatement iof ithe iidea ion ithe ifirst iparagraph. iIt iis ialso icalled ias ia
iconclusion iof ithe iwhole itext.9
3. Grammatical iFeatures iof iAnalytical iExposition iText
The ianalytical iexposition ialso ihas iseveral ilanguage ifeatures ithat iare
icommonly iused ifor ithe iwriting iof ithe itext. iThese ilanguage ifeatures
iussually icalled ias ilexicogrammatical ifeature. iAccording ito iGerrot iand
9Ibid.
18
iWignel ithe isignificant igrammatical ifeatures iused iin ianalytical iexposition
itext iare ias ifollows:
a. Focus ion igeneric ihuman iand inon-human iparticipants.
b. Use iof isimple ipresent itense.
c. Use iof irational iprocess.
d. Use iof iinternal iconjuction ito istages iargument.
e. Reasoning ithrough icausal iconjunction ior inormalisation.10
E. Example iof iAnalytical iExposition iText
The iImportance iof iMaintaining iSchool iEnvironment
As ia istudent, iwe ispend imost iof iour itime iat ischool. iFrom ithe imorning ito ithe
iafternoon, iwe ido ia ilot iof iactivities iwithin ithe ischool iarea. iI ipersonally ibelieve
ithat imaintaining ithe ischool ienvironment iis ivery iimportant ifor ius ias ia istudent ias
iit iwill iaffect ianything ithat iwe ido iin iit. iBelow iare iseveral iopinions iand iargument
ithat iwill iexplain iwhy ikeeping ithe ischool ienvironment iclean iand isafe iis
iimportant.
Firstly, ikeeping ithe ischool ienvironment iclean igives ius ihealthier
iatmosphere ito istudy iand ito ido ivarious iactivities iat ischool. iPile iof itrash iproduce
ibad ismell, ipollute ithe isoil iand iinvite ia ilot iof iflies ito istay iin ithe iarea. iBy
imaintaining ithe ischool ienvironment ifree iof itrash, iwe ican iprovide ihealthier
iground iand ifresher iair ifor iteachers, istudents iand iother ischool iinhabitant. iWith
10
Ibid, ip. i195.
19
ithis icondition, iwe iwill idefinitely ienjoy iour ilearning iprocess iat ischool ias iwell ias
iour iother iactivities iwithin ithe ischool iground.
Secondly, imaintaining ischool ienvironment iwill iactually iraise ithe iimage iof
ithe ischool iwithin ithe isociety. iIt iis icommon ithat ia iwell imaintained ischool iwill ibe
iconsidered ias icredible iand itrusted ischool iby ithe isociety. iWhen ithis icondition iis
iachieved iby ithe ischool, imore iand imore ipeople iwill ibe iwilling ito isend itheir ikids
ito ithis ischool. iThis iwill ibe ireally igood ifor ithe idevelopment iof ithe ischool ias ithey
iwill ihave ienough icapital ito iimprove ithe ischool iinfrastructure.
Thirdly, imaintaining ithe ischool ienvironment iis iactually ia ilot imore iefficient
icompare ito ithe iloss ithat imight ihappen iif iall ischool iresidents iis iignoring iit.
iMaintaining ithe ischool ienvironment idoesn’t inecessarily imean icleaning ithe
ischool iyard iall ithe itime. iIt ialso imean ito isecure ithe iarea iby ihaving iseveral iguards
ipatrolling iaround ithe ischool. iWith ithis, ino ione iwill ibe iable ito iget iout iof ior iget iin
ito ithe ischool iunnoticed. iTherefore, iwe iwill ibe iable ito iminimize ithe ipossibility
iof itheft ior ithe ichance ifor ithe istudents ito isneak iout.
Now ithat iyou ihave iseen isome iadvantages iof imaintaining ithe ischool
ienvironment, iI ibelieve ithat iyou istart ito iconsider ithis iissue ias ian iimportant
imatter. iTaking ithis imatter iseriously iis ivery iimportant ito iall iof ius, iwhether iyou
iare ia istudent, ia iteacher, ia iprincipal, ior iany iother imember iof ithe ischool, ias iit iis
ithe iplace iwhere iyou iwill ispend imost iof iyour idays.11
11
https://kakdikta.blogspot.com/2019/03/contoh-analytical-exposition-text-tentang-
lingkungan-sekolah.html i(20 iOktober i2019)
20
F. Definition iof iSelf-Regulated iStrategy iDevelopment
Sandmel istates iSRSD iinvolves iteaching istudents ia istrategy ifor
iplanning, itranslating, iand ireviewing ia iwritten icomposition, ialong iwith ia iself-
regulation iprocess ithat ienables istudents ito imonitor itheir iown iuse iof ithe
istrategy.12
It imeans istudents iare iexplicitly iand isystematically itaught istrategies,
iself-regulation iprocedures iand iare iprovided iwith imeaningful iopportunities ito
isupport itheir idevelopment.
According ito iSteve iGraham iSelf-Regulation iStrategy iDevelopment
i(SRSD) iis ia istrategy iin ithe iprocess iof iteaching iand ilearning.13
It imeans istudent
ilearn istrategy iinstruction iwith iexplicit iinstruction ion iself-regulation
iprocedures, iexamines iattitudes, iand ibeliefs iabout iwriting, imotivation, iand iself-
efficacy. iSelf-regulated istrategies ihelp ilearners ias ithey iapply ithe iprocesses
iwithin iand iacross idomains iand iregulate ithe ilearner’s iapplication iand ioverall
iperformance iof ia itask.
Harris istated iself-regulation istrategy idevelopment iis istrategy ito
iteach istudents ipowerful iskills iand istrategies iinvolved iin ithe iwriting iprocess,
iincluding iplanning, iwriting, irevising iand iediting.14
iIt imeans ishow ithat ias
istudents iwriting iimproves, iself iefficacy, iattitudes itowards iwriting iundergo
12
Karin iSandmel iet ial., i“Success iand iFailure iwith iTier-2 iSRSD ifor iTimed-Writing iTests
iamong iSecond ithrough iFifth-Grade iStudents iwith iWriting iand iBehavioral iDifficulties iImplications
ifor iEvidence-Based iPractice, iAdvances iin iLearning iand iBehavioral iDisabilities iVolume i24,
iAssessment iand iIntervention, ied. iThomas iE. iScruggs iand iMargo iA. iMastropieri i(Howard iHouse,
iWagon iLane, iBingley,Emerald iGroup iPublishing iLimited, i2011), ip. i141. i(Retrieved ion i ifrom i19
iOktober i2019 iwww.library.nu) 13
iIbid. ip. i254. 14
iAll iTeacher iNew iSouth iWales, iWriting iand iSpelling iStrategies: iAssisting istudents iwho
ihave iadditional ilearning isupport ineeds i(NSW iDepartement iof iEducation iand iTraining, i2007),
ip.90.
21
ipositive ichange ias iwell iexplicitly iteach istudents istrategies ifor iaccomplishing
iwriting itasks ias iwell ias iprocedures ifor iregulating ithese istrategies.
Based ion ithose idefinition, iself-regulated istrategy idevelopment ican
ibe idefined ias ia iself-generated ithought, ifeelings iand ibehaviour is ifor iplanning,
idrafting, iand irevising itext ithat iare ioriented ito iattaining igoals iabout iwriting.
iThose igoals iare ibeing iable ito igenerate iand iorganize iideas iinto icoherent iessays
iand icomposition i(content), ito iprovide ireasonable iand ilogic isuporting ievidences
i(content), ito iexpress itheir iideas iin ia ichronological, iwell-organized iand ilogic
iway iin ivarious itype iof iessays i(organization), iand ito iuse ithe iappropriate
igrammatical irules, ito iuse ithe iappropriate ivocabulary, iand ito iuse ithe iappropriate
imechanics iin itheir iessay. iIn iconclusion, iSRSD ican ibe iunderstood ifrom ithe
iname, iself iregulation istrategy idevelopment imeans iteacher iprovides ia istrategy
ito istudents iand ithen ilet ithem idevelop ithe istrategy iby iusing itheir iown iways, iit
ican ibe istated ithat iit iis ian iinstructional istrategy idesigned ito iimprove ia iwriter’s
istrategic ibehavior, iknowledge iand imotivation.
G. Stages iof iSelf-Regulated iStrategy iDevelopment
According ito iGraham iAnd iHarris iorganized iSRSD iinto isix iinstructional
istages:
1. Develop ibackground iknowledge i(Class) i
Teacher iand istudents iwork itogether iduring istage ione ito idevelop ibackground
iknowledge. Students ithink iabout iwhat ithey iknow iabout ithe itopic iand iadd
iadditional iinformation.
22
2. Discuss iit i(Class)
Students idiscuss iwhat ithey ihave ilearned iwith ione ianother iwith itheir iteacher;
ithey ithen idiscuss ia ispecific iwriting istrategy. iThe iteacher iintroduces,
idescribes iand idiscusses istrategies ito ibe iused iin iwriting.
3. Modeling iof ithe istrategy i(Teacher)
Students iobserve ithe iteacher imodeling ithe istrategy ias iwell ias icognitive iself
italk. iThe iteacher imodels ialoud ihow ito iuse ithe ispecific iwriting istrategy iusing
iself-instruction. i
4. Memorization iof ithe istrategy i(Student)
Students imemorize ithe isteps iof ithe istrategy. iPeer ipractice ican ibe ieffective
ifor isupporting iyounger istudents iwho istruggle ito imemorize.
5. Collaborative ipractice i(Teacher i& Class)
Students ibegin ito iwrite iusing ithe strategy. iIs ithe istudent istruggling, ithe
istudent iand ithe iteacher ishould icollaboratively iplan iand iwrite igradually
ishifting icontrol ito ithe istudent. iStudents iare iencouraged ito imove itowards iself
iinstruction ito imonitor itheir iprogress. iSelf-regulation iprocedures iare
iintroduced.
6. Independent iperformance i(student)
Students ishould inow ibe iquite iwilling iand iable ito iplan itheir iwriting iand iuse
ithe istrategy ias iwell ias iinstructions ieffectively iand iindependently.15
Besides ithat iaccording ito Sandmal the istage iof iself-regulated
istrategy idevelopment ias:
15
Hanan iAhmed iEl-Sayyed iSanad, i“Using iSelf-Regulated iDevelopment i(SRSD) ito
iDevelop iEFL iReading iand iWriting iSkills”. iIOSR iJournal iOf iHumanities iAnd iSocial iScience
i(IOSR-JHSS), iVol. i19 iNo i5 i(May i2014), ip. i88.
23
1. Develop background knowledge. The first stage of the SRSD strategy was
to establish skills the students would need prior to learning the strategy.
Instruction began with activities focused on defining, identifying, and
generating the basic parts of an essay.
2. Discussing. The teacher explained the significance of setting goals and
including all the basic components of an essay in their writing.
3. Modelling. The teacher models the writing process, demonstrating for the
students when and how to use the strategy for writing, while incorporating
self-regulation strategies.
4. Memorizing. Students need to know and understand what is involved with
each step in the process. This knowledge and understanding are crucial if
students are to use the strategy successfully. Students recorded the self-
instruction statements in their writing folder and generated examples of
each step.
5. Supportting. The teacher supports the students as they apply the writing
and self-regulation strategies during a guided writing task.
6. Write independently. Independent performance stage when the student is
able to use both writing strategy and self-instruction techniques to produce
a written product that meet expectation established by the student and the
teacher.16
16
Sandmel, K. N., Brindle, M., Harris, K. R., Lane, K. L., Graham, S., Nackel, J., &
Little, A. Making it work: “Differentiating tier two self-regulated strategies development in
writing in tandem with school wide positive behavioral support”. Teaching Exceptional
Children, Vol. 42 No. 2 (2009), p. 22-33.
24
From ithe istatements iabove, iit ican ibe iconstructed ithat ithe istage iof
iSelf-Regulated iStrategy iDevelopment iin iAnalytical iExposition iText. iFrom ithe
iresult iabove, ithe istage iof iself-regulated istrategy idevelopment iis ito imake ithe
ilearners iget ithe iknowledge ilearn iand iindependently iapply ipowerful iwriting
istrategies ithat iallow ifor ithe iaccomplishment iof ispecific icompositional itasks.
H. Advantages iand iDisadvantages iof iSelf-Regulated iStrategy
iDevelopment
1. The iAdvantages iof iSelf-Regulated iStrategy iDevelopment
a. A igood imodel igives iyou ian iinstructional iroad imap ito ifollow iso ithat iyou
iknow ihow ito iteach ithe istrategy iin ian ieffective, isystematic, istep-by-step
ifashion. iThis iensures ithat icritical isteps iin ithe istrategy iinstruction
iprocess iare inot iomitted ior ishortchanged.
b. Strategy iinstruction iinvolves ia icommitment iof itime iand ieffort ion ithe
ipart iof ithe iteacher. iTo imaximize ithe ichances iof ia ipositive ioutcome i(i.e.,
iincreased iacademic iperformance ifor istudents), iit iis icrucial ito iuse
iapproaches ithat ihave ibeen iwell ivalidated. iTeachers iwho iapproach
istrategy iinstruction iwithout iusing ia ivalidated iframework ifor iinstruction
iare iunlikely ito iexperience isuccess.17
17
iRobert iReid, iTorri iOrtiz iLienemann, iJessica iL. iHagaman, iStrategy iInstruction ifor
iStudents iwith iLearning iDisabilities i(2nd ied) i(New iYork: iThe iGuilford iPress, i2013), ip.32.
25
2. The iDisadvantages iof iSelf-Regulated iStrategy iDevelopment
a. The istudents iwith ilower icognitive iabilities ior istudentswith iless
ideveloped ilanguage iabilities imight inot ibenefits ias imuch ifrom ithe
iintervention iwithout imodifications.
b. The istudents imay irequire ithe iskill iand istrategies ibe ifurther ibroken idown
iinto isimpler isteps, iand iit imay itake ithem ilonger ito imemorize iand iutilize
ithem, idepending imore ion icues ifrom ithe iinstructor.18
I. Definition iof iPOWER iStrategy
POWER istrategy iis ia iwriting istrategy ithat istands ifor iprepare, iorganize,
iwrite, iedit, iand irewrite.19
iIt imeans ithat istage iabove iis ithe iprocess iof iwriting
ifrom istart iuntil ifinish ito ihelp istudents iin iexploring itheir iwriting. i
POWER istrategy ihas isequence. iRichards idefines iPOWER istrategy ias
imnemonic istrategy ithat ihelps istudents ito iwrite iby iseveral istages; iPrepare,
iOrganize, iWriting, iEdit, iRevise. iIt isupported iby iDepartment iof ieducation iand
itraining.20
iIt imeans ithat iPOWER iwriting istrategy ihelp istudents ito iorganize
itheir iideas iby iusing ia icomplete istructure ithat istudents ican iunderstand imore
ieasily. iThus, iPOWER iStrategy ican ihelp ithe istudent imore ieasily ito iwrite.
18
iKristie iAsaro-Saddler, i“Writing iInstruction iand iSelf-Regulation ifor iStudents iwith
iAutism iSpectrum iDisorders”. iA isystematic ireview iof ithe iliterature, iVol. i36 iNo. i3 i(2016), ip. i275. 19
iAll iTeacher iNew iSouth iWales, iWriting iand iSpelling iStrategies: iAssisting istudents iwho
ihave iadditional ilearning isupport ineeds i(NSW iDepartement iof iEducation iand iTraining, i2007),
ip.95. 20
Englert iet.al, i“Making iStrategies iand iSelf-Talk iVisible: iWriting iInstruction iin iRegular
iand iSpecial iEducation iClassrooms”. iAmerican iEducational iResearch iJournal, iVol i28, iNo i2
i(1991), ip. i345.
26
According ito iFielding, iPOWER iwriting iis ia istrategy ithat ican igive
istudents ipower iin iwriting iby ifollowing ithe isequential istages; iPrepare,
iOrganize, iWrite, iEdit iand iRewrite iin iwriting isentence, iparagraph, itext iand
iessay.21
iIt imeans ithat iby iusing iPOWER istrategy igives ithe istudents iopportunity
ito iorganize ithe iimportant iideas ito imake igood iessay.
Based ion itheories iabove ithe iresearcher iconcludes iteaching ithis iprocess
iis ito iprovide iexplicit iinstruction ito istudents ion ihow ito iwrite, iin ithis iexample, ian
ieffective ifactual iparagraph, ikeeping iin imind ithe icharacteristics iof istudents iwith
iwriting idifficulties iand ithe iprinciples iof ieffective iinstruction.
J. Steps iof iPOWER istrategy
According ito iEnglert iet.al, isteps iof iPOWER istrategy:
1. Plan
First istart iwith ia iclear itopic. iBe isure iyou iknow iexactly iwhat iyou iwant ito
iwrite iabout. iAt ithis istage, iyou ineed ito igather iall ithe iinformation ithat iyou
iwill ineed ifor iyour ipaper. iBrainstorm iand ilist iall ithe iideas iyou iknow
iabout ithis itopic. iMake ia ilist iof itopics ifor iwhich iyou ineed ito iget imore
iinformation. iGather ithe iinformation ifrom idifferent isources, isuch ias ithe
iinternet iand ithe ilibrary. iTake inotes ion inotecards iof iall ithe iinformation
ithat iyou iwant ito iinclude iin iyour ipaper. iWrite idown ias imuch iinformation
ias ipossible iso ithat iyou iwill inot ihave ito igo iback ilater iand iget imore
21
iWeweng iYuliana, i“Teaching iWriting iBy iCombining iPOWER i(Plan, iOrganize, iWrite,
iEdit, iRevise) iAnd iT-Chart iStrategy iAt iSenior iHigh iSchool”. i(STKIP iPGRI iWest iSumatera iPadang,
i2015).
27
iinformation. iDo inot iwrite icomplete isentences; ijust iwrite iphrases
irepresenting ithe iideas. iBe isure ito iwrite icomplete ireferences ifor iall ithe
iinformation ithat iyou igathered iso ithat ithey ican ibe iincluded iin ia
ibibliography ilater.
2. Organize. i
Review inotes iof iyour iideas iand iyour inotecards. iOrganize ithese iin ian
ioutline iusing ithe imain iideas iof iyour ipaper ias ithe imajor iheadings. iYou
ican iwrite ieach iof ithese imain iideas ion ilarge ior idifferent icolored
inotecards. iArrange ieach iof ithe inotecards ifrom ithe iplanning istage iunder
ieach iof ithe imain iidea icards. iArrange ithe inotecards iin iorder iand inumber
ithem. iGo iback iand imake ian ioutline iof imajor iheadings, isubheadings, iand
idetails. i
3. Write.
Use iyour ioutline iand inotecards ias ia iguide ifor iwriting iyour ipaper. iWrite
icomplete isentences ifor ithe iphrases ion ithe inotecards. iDo inot ipay
iattention ito imistakes iat ithis istage. iJust imake isure ithat iyou iinclude iall ithe
iideas iand ithat iyou istate ithese iclearly iand iin iorder. i
4. Edit i
Check iall ispelling, icapitalization, ipunctuation, iorder iof iwords, iand
igrammar iusing ithe iscope istrategy. iCheck iwhether iyour iideas iare iwell
istated iusing ithe ifast istrategy. iIt imay ibe ihelpful ito iread iyour ipaper ialoud
ias ia iway iof ichecking ifor ierrors.
28
5. Revise.
Based ion iyour iediting iusing ithe iscope iand fast, irevise iyour ipaper. iRe-
read iit ione ilast itime ibefore iturning iit iin.22
In iaddition, ithere iare isteps iof iPOWER istrategy:
1. Prepare
Pick ia itopic. iUse ithe ithink isheet ito iwrite idown iyour iideas. iThink iabout
iwhether iyou ineed imore iinformation iIf iso, ifind iout imore. iWrite ithe imain
iidea.
2. Organize
Cross iout iideas iyou iwill inot iuse. iGroup iideas ithat igo itogether iNumber
iideas iin ithe iorder iyou iwant ito iwrite ithem.
3. Write
Write ithe ifacts ias isentences iUse iparagraph iform
4. Edit
Use ithe iedit isheet iand ithink iabout ihow iyour iparagraph iwill isound ito iyour
ipartner. iEdit iwith ia ipartner.
22
Englert iet ial. i“Making iStrategies iand iSelf-Talk iVisible: iWriting iInstruction iin iRegular
iand iSpecial iEducation iClassrooms”. iAmerican iEducational iResearch iJournal, iVol i28, iNo i2
i(1991), ip. i337.
29
5. Rewrite
Write iyour ifinal idraft. iCheck iyour isentences, icapitals, ipunctuation, iand
ispelling.23
From ithe istatements iabove, ithe iresearcher iconstructed ithat ithe iprocedure iof
iPOWER istrategy iin iwriting:
1. Plan
The iplan ithink-sheet iwas idesigned ito ihelp istudents iconsider ian iarray iof
istrategies irelated ito iidentifying itheir iaudience iand ipurpose, iretrieving
irelevant iideas ifrom ibackground iknowledge, iand ideveloping ia iplan ithat
isubsumed igroups iof ibrainstormed iideas iin icategories.
2. Organize i
The iorganize ithink-sheet iwas idesigned ito ihelp istudents iorganize itheir iideas
iinto itext istructure icategories iand iuse itext istructure i(explanation ior
icomparison/contrast) ias ia imap iin iplanning itheir ipapers. iIt iused ito ihelp
istudents iorganize itheir iexplanations. iThe iorganize ithink-sheet iwas iintended
ito iguide istudents iin ithe iuse iof itext istructures ito iorganize iand iorder itheir iideas
iin ia iprewriting iphase.
23
All iTeacher iNew iSouth iWales, iWriting iand iSpelling iStrategies: iAssisting istudents
iwho ihave iadditional ilearning isupport ineeds i(NSW iDepartement iof iEducation iand iTraining, i2007),
ip.95.
30
3. Write
Students then wrote their first draft on the write think-sheet. During
drafting, students were encouraged to reread their plans, translate their
plans into text by fleshing out their ideas and adding key words, engage
their reader through introductions and conclusions (e.g., use of questions,
dialogue, personal examples), and consider strategies for introducing
readers to text structure categories to provide "reader considerate" text.
4. Edit
The fourth think-sheets, edit and editor, were parallel, guiding students
through both self-editing (edit) and peer-editing (editor) activities. Both
editing think-sheets prompted students to reflect on their own or their
peers' papers in terms of content (e.g., placing stars next to the parts of the
text they liked and question marks by the parts that might be confusing)
and text organization (e.g., rating 19 the extent to which criterion text
structure features were present), and guided them to make revision plans.
5. Revise
The last step, Student evaluated their text alone and with a perusing a set
evaluation question that included general criteria like clarify as well as
criteria related to the specific text structure.
K. Conceptual Framework
31
Based on the previous theories, it can be concluded that in a
teaching-learning, one of the way is English teachers should be able to choose
the most appropriate technique which is suitable to increase the students’
writing ability is always difficult to be mastered by students because it
involves some language components such as vocabulary, grammar, spelling,
and so on. Writing is one of four skills in mastering English, so it plays an
important part in mastering English. As we know that writing is difficult
enough to master, but if students practice in many times, they will be able to
write well. Therefore, in order to easy students in learning writing, it is
needed on effective use of strategy. One of the strategy that is considered to
be effective to teach writing is Self-Regulated Strategy Development.
Self-Regulated Strategy Development is one way to improve the
students’ writing ability because self-regulation strategy development is
strategy to teach students powerful skills and strategies involved in the
writing process, including planning, writing, revising and editing. The teacher
can use Self-Regulated Strategy Development in teaching English especially
writing analytical exposition text. It makes students practice to express their
ideas in a chronological, well-organized and logic way in various type of
essays (organization), and to use the appropriate grammatical rules, to use the
appropriate vocabulary, and to use the appropriate mechanics in their essay.
L. Hypothesis
32
Based on the frame of thinking above, the researcher formulated the
hypotheses as follows:
Ha : There is an effectiveness of using self-regulated strategy development to
improve students’ ability in writing analytical exposition text at the
eleventh grade of SMK N 5 Bandar Lampung in the academic year
2019/2020.
H0 : There is no effectiveness of using self-regulated strategy development to
improve students’ ability in writing analytical exposition text at the
eleventh grade of SMK N 5 Bandar Lampung in the academic year
2019/2020.
70
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