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CHAPTER I

INTRODUCTION

A. Background of the Study

English is an international language. Almost all countries have

adapted English used as a compulsory subject in schools. The national

education has decided that English as a foreign language taught in Indonesian

school. It learned started from primary school up to university. People realize

that teaching English at this level becomes very important and need much

concern. As an English teacher, he or she demands to explore effective

techniques, method, and approaches.

The students have to master the four basic language skills. They are

listening, speaking, reading, and writing. Besides such basic skill, the student

have to master some vocabularies as well as possible.

Writing is one of a skill in English learning. writing is an aspect that

needs to be taught to the students, because many students lack in writing skill.

Writing skill is very important as the student of English department, because

there are many advantages from writing. Writing is one of important skills in

language learning. With the writing someone can express their ideas, feelings,

thoughts, opinions, experiences and wishes in written form and many of

students interesting to write because, they can distribute their ideas and

creativity. If we often write, then we will know how to improve and develop

the material of writing.

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Sometimes students are lazy to write, because they could not afford to

develop ideas that already exist.So that students writing a bit and difficult to

understand and many problems that students are not clear in writing of them.

Role of the teacher is needed to help the students to can develop writing the

material of their. Limitations of idea, vocabularies, and background

knowledge also affect students in this. There are many students can not

continue their writing because they confuse and haven’t idea. Writing is not

easy because many factors are important that should need to be considered

before we write especially in English writing. However writing also not

difficult if we know and understand procedure and rules when writing an

article or papers and if we has more idea and motivation to development all of

them, then activity of writing become easier. Character of writing is based on

idea of the students here teacher must be active to direct their students to

understand and to take improvement in their writing ability.

To improve the quality of teaching as a means of developing skill

writing, the chosen method is important. To achieve these objectives, then

one of the methods / strategies in the teaching of writing here is the strategy

KWL (What I Know, What I Want to Learn, What I Learned). KWL also

helps teachers keep students interested as they think about what they want to

know and what they have learned (Sasson, 2008). The strategy offers a

framework learners can use to monitor their decoding of a text through

listing, mapping and summarizing what was learned. Furthermore, these

processes contribute greatly to learners’ writing since writing under these

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conditions is based on learners’ experience about the topic and their

comprehension of the text. Thus KWL, especially the developed schemes,

also works efficiently in writing instruction.

The factors that affect the ability to write can be identified from two

aspects: internal and external factors. Internal factors related to the writer

directly, while external factors outside themselves writers. External factors

can still be divided into two, namely factor conditions / environments and text

factors. Internal factors that affect the ability of writing is the motivation,

knowledge / experience, interest, usefulness, health etc. To external factors

related to the environment, such as the atmosphere, light, sound, time, and

space.

Based on temporary data, the researcher found some problems in

learning English in the MAN 2 Kota Bengkulu especially in writing. One of

all is students lack the ability to develop writing and lack of motivation and

support, and there are many errors in the writing and punctuation. They not

know purpose of write them. Lack of strategy and motivation of the teachers

to develop ideas writing of the students' also greatly affect the success of

students in writing.

Based on background above, the researcher is interested to conduct

the research entitled “Using KWL strategy to improve student writing ability”

(Classroom Action Research at First year student of MAN 2 Kota Bengkulu

in Academic year 2012/2013).

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B. Identification of the Problem

Based on the background above, researcher found problems based on

temporary data researcher get on the school, the problem is learning is still

teacher-centered learning, the teacher lack understand the strategy and steps

effective in learning to write, students’ lack the ability to develop writing,

lack of motivation and support, and there are many mistake in the writing, the

purpose of writing is not clear and sometimes incompatible predetermined

topics teachers.

C. Limitation of the problem

Researcher restrict the application of research just teaching and

improve student writing using strategies KWL to development of the student.

In this thesis, the researcher does not tell you about writing in depth but it's

just a simple analysis. To clarify the scope of this problem, limitations

problems should be stated. Using limitation of problem to avoid

misunderstanding in this research is important as basis the further explanation

of the problem. This research will be found whether a teacher can make his

students’ achievement increase and their activity better in teaching learning

process in the class. Due to the ability of students is different, which can be

said that all students get the repairs after writing taught by developing ideas,

materials and imagination that have owned them before. The limitation of the

problem is only focused on influence of material and used KWL strategies in

classroom toward student improvement the ability of in learning to writing.

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D. Formulation of the problem

The formulation of this research is: “can KWL strategy improve first

year students’ writing ability at MAN 2 Kota Bengkulu?”

E. Objective of the study

The objective of the research is; to find out whether KWL strategy can

improve students’ writing ability at MAN 2 Kota Bengkulu.

F. Significance of the study

This study is very important to be learned by students and teachers.

Because in writing we should have a strategy and purpose so that messages in

text can be conveyed properly to the reader.

Using this strategy for students give benefits to them in study writing,

use this strategy students become easier to develop ideas and connect their

background knowledge so that they will not run out of ideas because of the

stages of this strategy will help the students from start determine the topic

until finish stages of writing and for teachers, this strategy will probably help

and add to the information or knowledge in teaching writing specifically

teaching English.

G. Definition of the key term

The definition based on background writing is the most popular and

prevalent method of creating connections among people. As a means of building

links between individuals and within communities, writing serves as the flexible

foundation for almost every type of communications media. Print, video, audio,

speech and interactive web media all begin with writing.

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Writing connects people across time, space and culture. Because of the

influence of writing, individuals can learn from yesterday, gain knowledge about

today and design for tomorrow. It can destroy or create, cover up or reveal. Writing

can prevaricate or be straightforward. It can build up or tear down, poison or heal.

Writing can cause conflict or encourage peace. Because writing in itself is neutral

and indifferent, its purposes and results depend totally on the intentions and hearts of

writers and their audiences.

KWL strategy is method in one instructional method that emphasizes

the importance of students' background knowledge. Where most educators

ignore background knowledge and interests of students. (D. Ogle, 1986, Via

Tierney 1990: 283). KWL method consists of three steps, namely the step K-

What I Know (what I know), step W-What I Want to Learn (what I want to

learn), and step L-What I Learned (what I've learned ). KWL is developed

and tested and applied to determine the framework for teachers to know

students' abilities.

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CHAPTER II

REVIEW OF LITERATURE

A. Definition of Writing

The terms of writing have several meanings. Many experts have

proposed the definition and explanation of writing. Widdowson (1978:62)

states that writing is the act of making up correct sentences and transmitting

them through the visual medium as mark on paper.

According to Hornby (1974:996) states that writing is in the sense of

the verb ‘write’. Write is to make letters or other symbols (egideographs) on a

surface, especially with a pen or a pencil on a paper.

According to Troyka (1987:3-4) states that writing is a way of

communicating a message to a reader for a purpose. The purposes of writing

are to express one’s self, to provide information for one’s reader, to persuade

one’s reader, and to create a literary work.

The term of ability is defined as skill or power. Concisely, writing

ability is the skill to express ideas, thoughts, and feelings to other people in

written symbols to make other people or readers understand the ideas

conveyed.

According to Heldy (2013) Writing content and essentially voicing

one's inner feelings. Talks about the personal, the people around him, his

family, even sacrifice himself considered attractive, romantic, passion, cute,

adorable even. All that can be channeled and felt by the reader through

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writing. At least it can be said as a writing outlet and the satisfaction of desire

that is not channeled.

Writing is an activity to express ideas, issues, events, filling, or

thinking through written form. A definition of writing suggest by John

(1967:221) as a visual ability that important to the individual only when wish

to communicate on paper.

In other words, writing is transforming our thoughts into language. In

other words, writing can be defined as a way of communication by

transforming observations, information, thought, or ideas into language, so it

can be shared with others. Also, Bryne (1979) added that it is neither easy nor

spontaneous; it requires conscious mental effort. Writing is not only

transforming our thought or idea in written form but also it relays to the

process of monitoring any single words or features that we have written and

the process of rereading and revising our writing.

Writing is the most popular and prevalent method of creating

connections among people. As a means of building links between individuals

and within communities, writing serves as the flexible foundation for almost

every type of communications media. Print, video, audio, speech and

interactive web media all begin with writing.

B. Purpose of Writing

When a person writes something, he or she has purposes for writing.

The writer may have motivations of which he or she is unaware. The writer

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may also have mixed, and even contradictory, motivations for writing. For

instance, a student writing an essay for a class may wish to please the teacher

and to amuse his or her classmates. Unfortunately, what might amuse

classmates the teacher could find unacceptable. In general, people write either

because they are required to or because they choose to write for their own

reasons. Required writing happens on the job and in school. Self-chosen

writing happens in many circumstances. Both required and self-chosen

writing can be of many kinds. In either case, reflection on different purposes

for writing can help one produce the most effective piece of writing.

According to Britton (1970) writing can be seen as having six general

types of purpose, each type of purpose focusing on one of the parts of the

communication model.

1. Writer: Expressive purposes. One may write simply to express one's

feelings, attitudes, ideas, and so on. This type of writing doesn't take the

reader into consideration; instead, it focuses on the writer's feelings,

experience, and needs. Expressive writing may take the form of poetry,

journals, letters, and, especially, free writing. Often, a person will do

expressive writing and then be disappointed when readers don't respond to

it. According to Britton (1970) the expressive mode precedes the

persuasive and informative modes in a writer's linguistic development. The

implication is that expressive writing be taught first, in elementary school.

According to another theory, however, the persuasive mode, growing out

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of the "regulative language" that children learn from their environment,

precedes the expressive mode in children's linguistic development

(Newkirk, 1984).

2. Reader: Conative purposes. Conative writing seeks to affect the reader.

Persuasive writing is conative; so is writing intended to entertain the

reader. Writing intended to arouse the reader's feelings is conative.

Conative writing may take about any form, so long as its intention to

persuade the reader or affect the reader emotionally.

3. Context: Informative purposes. Informative writing refers to something

external to the writing itself, with the purpose of informing the reader. For

instance, this page is informative, as are the other components of this Map.

In our times, informative writing is usually prose, although in earlier

periods poetry was used for informative purposes.

4. Message: Poetic purposes. Poetic (or literary or stylistic) purposes focus

on the message itself—on its language, on the way the elements of

language are used, on structure and pattern both on the level of phrase and

of the overall composition. Poetic writing can be in prose as well as in

verse. Fiction has poetic purposes. Anytime one writes with an emphasis

on the way the language is used, one has a poetic purpose.

5. Contact: Phatic purposes. Phatic language (and nonverbal communication)

establishes and maintains contacts between speakers or between writer and

reader. In speaking, for instance, we may greet someone by saying,

"Howya doin?" or Hozit goin?" These questions are not requests for

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information. They are intended to establish and maintain friendly contact.

Phatic purposes are not significant in most writing. The use of greetings

and closings in letters is one example of phatic purpose in writing.

6. Code: Metalinguistic purposes. Comments on a piece of writing are

metalinguistic. If a student attaches a note to an essay to explain why the

essay is late, the note is metalinguistic in relation to the essay. A writers's

preface to a book is another example of metalinguistic purpose in writing.

C. Aspect of Writing

According Arthur (2003), writing has five aspects, including:

No.

Aspects that are assessed Skor

1.

GRAMMAR

• Grammatical errors (if any) very slightly.

• Some grammatical errors or word order does not interfere with

understanding.

• Mistakes of grammar or word order is still often happens that

causes kesulitana to pem, read to understand text that is written.

• Mistakes of grammar or word order in tulils discourse prominently

so that text is written the elusive.

4

3

2

1

2. VOCABULARY

• Use of appropriate idiom or vocabulary aatau nearing the ability of

authors educated native speaker.

• Use of diction or the term is sometimes not precise: the disclosure

4

3

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of the idea is just right.

• Limited vocabulary and errors often happen so that the disclosure of

the idea is hampered.

• Limited vocabulary and usage sasngat inaccuracies stand out so that

it makes it difficult for the reader in understanding the text that is

written.

2

1

3.

MECHANICS (THE USE OF PUNCTUATION MARKS)

• Use of punctuation Errors are very minimal.

• Use of punctuation Errors still occur frequently but do not interfere

with the reader's understanding of the text being written.

• Errors in the use of punctuation and spelling often happen so often

give rise to lack of clarity.

• Errors in the use of punctuation and spelling very prominent so that

the text is written the elusive reader.

4

3

2

1

4. FLUENCY

• Selection of appropriate vocabulary and structure/very appropriate

approaches or as done by educated native speaker writer.

• Selection of the structure and vocabulary often inconsistent yet

doesn't interfere with the reader's comprehension of the text being

written.

• Selection of the use of inappropriate vocabulary and structures so as

to make it difficult for readers to understand the text as written.

4

3

2

1

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• Selection and use of structures and vocabulary is not very precise so

that the text is written is very difficult to grasp the reader.

5.

FORM (ORGANISATION)

• Ideas are organized: the idea is very concerned with good as done

by educated native speakers.

• Idea and written materials are organized well: relations between the

idea is clear but often demanding readers reread text that is written.

• The idea of not are organized well, but the reader can still interpret

some of the relationships between ideas.

• Ideas are organized so that readers do not understand difficult text

that is written

4

3

2

1

SKOR: Gramm: ____ + Voc: ___ + Mech: ___ + Fluency: ___ + Form: ___ = ____(total)

D. KWL

In 1986, Ogle created a new learning and teaching tool, known as

KWL, which was introduced into classrooms to help facilitate learning. KWL

is an acronym for "what we already Know," "what we Want to know," and

"what we have already Learned." Organized into a table or chart, KWL is

divided into three sections, one for each of those goals. The chart is used as a

tool to organize information that will help students prepare for tests. It can be

utilized in for individual students or entire classrooms.

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Bailey, (2002) wrote Accessing prior knowledge and engaging student

interest before beginning a writing activity can improve students’ skill to

make associations, clarify understanding, and increase comprehension. The

KWL method, through teacher lead activities, offers a framework for students

to monitor their understanding during writing, and reflect after writing

through K-W-L method.

KWL Chart

Name:__________________________________Date:__________________

Select a topic you want to research. In the first column, write what you already

know about the topic. In the second column, write what you want to know

about the topic. After you have completed your research, write what you

learned in the third column.

What I Know What I Want to Know What I Learned

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The main goal of the KWL chart is to help students categorize their

stored and background knowledge. The first thing that the teacher must do is

to divide a sheet of paper into three sections or columns, labeled K, W and L.

In the section marked K, students write down all that they know about the

given subject matter, before they begin to write a text.

In the section marked W, students write down what they would like to

learn about the subject. This is also done before the students begin to read. In

the final column marked L, the students write down what they learned about

the subject after writing about it. The KWL chart is very useful before a new

chapter or unit is introduced.

There are a number of advantages to using a KWL chart. The first and

foremost is that it stimulates the student's knowledge about the topic and

informs the teacher about what the students do and do not know. Thus, the

teacher can prepare the lesson without repeating familiar material. By asking

students to write down what they have learned, the teacher encourages them

to begin thinking more deeply about the topic.

The KWL chart also helps to motivate students. By getting students to

identify what they want to learn about the topic, KWL makes the students

active participants in the learning process who will engage in discussion. The

KWL chart also allows the students to be creative and expound their ideas

above and beyond the scope of the written text. By discovering what students

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would like to learn, the teacher will be able to assign projects that the students

will enjoy.

The creator of the KWL chart maintains that it is beneficial to both

teacher and student. Using the chart makes students more proficient at writing

and informative material and aids teachers in becoming more interactive and

aware of students' expectations. The KWL chart facilitates the learning

process by pushing students to examine a range of concepts and reflect about

what they have write.

The KWL chart utilizes the teaching strategy known as metacognition,

which involves using conscious control and monitoring cognitive process.

Employing the metacognitive strategy of self-questioning helps the teacher

determine whether the student has understood the material learned. Students

become greatly motivated and become active writers when they have taken

the initiative to write about a particular topic. Each student has a different

way of viewing things. By setting personal objectives, the student will

become more involved and interested.

KWL chart to help students to become active thinkers as they read and

they will reflect on when they wrote (Carr & Ogle, 1987), giving them

specific things to look for and have them reflect on what they learned when

they finish reading with writing points or main idea on the text and write it

again in paper to know measure students ability in writing. In learning, active

monitoring and involve conscious control and regulation of cognitive

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processes. This involves thinking about thinking, self-awareness, and self-

regulation (Flavell, 1979). Accessing the students' knowledge is the first step

in integrating new concepts into the existing scheme. KWL charts help

activate background knowledge and provide an opportunity for students to set

their own learning goals.

E. Using KWL In Writing

KWL also helps teachers keep students interested as they think about

what they want to know and what they have learned (Sasson, 2008).

Accessing prior knowledge and engaging learners’ interest before beginning a

writing activity can improve learners’ ability to make associations, enhance

understanding, and increase comprehension (Bailey, 2002: 1). Searching

information from texts, organizing that information into graphic outlines, and

writing summaries based on those graphic outlines (Bader, 2007). The

strategy offers a framework learners can use to monitor their decoding of a

text through listing, mapping and summarizing what was learned.

Furthermore, According to Fengjuan, (2010) these processes contribute

greatly to learners’ writing since writing under these conditions is based on

learners’ experience about the topic and their comprehension of the text. Thus

KWL, especially the developed schemes, also works efficiently in writing

instruction. The writing instruction may begin with steps that parallel the K

step in the KWL strategy. Experiences from brainstorming in Step 2 are

related to the topic and they provide the experiential basis for the

development of the topic. The instruction moves to steps which parallel the W

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step in KWL and gives prominence to what I want to write. It prepares for the

writing process and bridges between K and L in the KWL strategy. It then

moves to H (How I write) in the revised KWHL scheme and finally reaches

L in the KWL scheme, from which students learn the expected writing skills.

Some of the steps bridge between H and L in KWL scheme. Strictly speaking,

this writing process involves the steps of reading, talking, writing, revising

and evaluating.

According to Fengjuan (2010) students can use KWL charts to reflect

on their learning after completing a written piece. After completing their

writing, students can write an explanation of what they learned and examine

whether they were incorrect about any information. This can be an

opportunity for students to reflect on their learning and to articulate their

thought processes. In writing learning, KWL charts use after writing activity

done. Place a transparency of a blank KWL chart on an overhead projector,

and write the topic of the expository text at the top of the chart. Fill in the

chart as you think out loud, describing your thought process. After

completing the "Know" and "Want to Know" sections, read aloud a brief

expository paragraph. Complete the "Learned" section of the KWL chart after

reading the text, once again thinking out aloud and describing your thought

process.

F. The Advantage of KWL Method

The Advantages of K-W-L (know, want, and learned) methods are:

For Student:

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1.      K-W-L facilitates more enjoyable and more effective learning, according

to Glazer (1998) This Method can help students feel more comfortable with

their comprehension of a subject because it goes through each step separately

so that comes easier.

2.      Student can dig up their ability of knowledge, science and experience for at

makes reference. Jared explain that the KWL method is also used as an

organizational tool because it allows student to identify known information

about a given subject.

3.      This Method provides one chance for all student to make easy them in

process learning because just take from experience, knowledge, science already

they know.

4.      Stone and Miller (1991) Stated Students will learn to use a K-W-L to

activate their prior knowledge and help them what they learned. They can also

extend their K-W-L chart to confirm the accuracy of their prior knowledge and

of what they learn.

For Teacher:

1.        Teacher directly knows to student skill in writing English.

2.        K-W-L helps teachers’ attention by activating the students' prior

knowledge (Molly, 1994).

3.      KWL also helps teachers keep students interested as they think about what

they want to know and what they have learned (Sasson, 2008).

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G. The Teaching Writing Using K-W-L

Bailey, (2002) wrote Accessing prior knowledge and engaging student

interest before beginning a writing activity can improve students’ skill to

make associations, clarify understanding, and increase comprehension. The

KWL method, through teacher lead activities, offers a framework for students

to monitor their understanding during writing, and reflect after writing

through K-W-L method.

Bailey (2002) also divided some activities can be applied in teaching

writing using K-W-L method: the following is procedures of teaching writing

using K-W-L method that will be implemented by the researcher:

1. The teacher should create a chart on the blackboard or on an overhead

transparency. In addition, the students should have their own chart on which to

record information.

2. The teacher and students record these associations in the K column of their

charts. This is done until students run out of ideas. Engage students in a

discussion about what they wrote in the K column.

3. Response “What do you want to know about this topic?” write in the W

column.

4. Teacher asks students to focus on ideas.

5. Discuss the information about topic, write in the W column.

6. Reorganize what have written in L column.

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H. Previous of the study

This strategy had previously been made to explore the students'

knowledge and develop their knowledge; K-W-L strategy adds a writing

component that consists of mapping and summarizing after answering

questions in these three areas (Dowhower, 1999). KWL charts help students

to be active thinkers while they write (Carr & Ogle, 1987), giving them

specific things to look for and having them reflect on what they learned when

they are finished reading what they writer.

When students set their own purposes for writing, they are more

motivated and active as writers. Each student has a schema, or a framework

for how they view the world. Accessing a student's prior knowledge is the

first step in integrating new concepts into their existing schema. KWL charts

help activate background knowledge and provide an opportunity for students

to set their own learning objectives. Right now this strategy used to improve

writing ability of students, and this research focus in writing skill.

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CHAPTER III

RESEARCH METHOD

A. Research Design

In this research, the researcher applied in classroom action research.

The researcher used the method because the research would like solved the

problem through direct action.

The research was aimed to know and improve the students’ ability in

writing a story for the first year student at MAN 2 Bengkulu in Academic

Year 2013/2014. In this research, the researchers choose the first year’s

student of MAN 2 Kota Bengkulu in academic year 2013/2014 as the place to

collect the data and information as needed. This research use Classroom

Action Research, according to Elliott (2010) Action research was the process

through which teachers collaborate in evaluating their practice jointly; raise

awareness of their personal theory; articulate a shared conception of values;

try out new strategies to render the values expressed in their practice more

consistent with the educational values they espouse; record their work in a

form which was readily available to and understandable by other teachers;

and thus develop a shared theory of teaching by researching practice.

B. The Subject

The subject of this research were the students at the first years

students of MAN 2 in academic year 2013/2014, which consist of one classes.

The object of this research was the students of class X IPS 1, which was taken

of 35 students in the classroom. There were 26 females and 9 males. The

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researcher chose this class because they have problems with their English

comprehension during English teaching and learning process.

C. Instrument

The instrument used to test writing assignments based on topics, data,

observations and research instruments using Graph KWL. The kind of writing

that was used was free writing but in this thesis aimed at a more focused to the

narrative text. The KWL chart to know how use this strategy to increase

writing ability in the form of United Kingdom, language learning and

documentation are drawings or photographs of activities that use this strategy

study.

D. Research Procedure

The procedure of this research was as follow pre-assessment and cycles.

1. Pre-assessment

1. Before given the action or treatment, the researcher gave a pre-

assessment to the students. The aims of the pre-test would like to know

the students skills in writing. The first, the researcher given some topic

for the students and then the students choose one of them. After that,

the students asked to write a story based on the topic, using themselves

language. Then, the researcher collected their writing, and collected

their information in good writing ability before giving treatments.

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2. Cycles

The basic concept was introduced by Kurt Lewin developed by

Kemmis & Mc. Taggart. Component of action (acting) with

observation (observing) together the second reason that the activities

can not be separated from each other because both must activity

performed in one unit of time. So take a activities performed,

observation should be done as soon as possible, According to Kemmis

and McTaggart(1988:11-14) is consist of four actions, there were

planning, acting, observing, and reflecting. Form the model of Kemmis

and Mc. Taggart can be visualized as follows:

Siclus Process

Research models and Kemmis Tagart

(adapted from Spare Kasbolah E.S, 1998)

Problems

Implementation

Cycle I

Planning

Cycle ICycle I

Reflection I Observation ICycle II

Planning

Cycle IINew problems

after reflection I

Observation II

Observation IIReflection II

Next Cycles

If the problems haven’t overcome

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1. Planning

The first step, that must prepare for lesson plan,syllabus, and test, then

the students talked about their problem or material in learning English

especially in writing ability, and then the researcher keep the problems

for notes in this case.

2. Action

From the beginning, the researcher give an information about KWL to

the students. Then the researcher explain about “about-point” in front

of the students for several times and hope they could understand well.

After the researcher explained about about-point, the students are

allowed to free write as test to measure their skill. So, researcher hopes

the students could improve their writing ability by using About-Point.

3. Observing

In this stage, the researcher would collect the data from the action

planning that is made, including all of what the students do in the

classroom based on instruments that made by the researcher. The

researcher and English teacher would conduct observation to find the

effect of the action from students’ score and observation sheet. Then

the researcher will conduct an evaluation by using observation sheet.

4. Reflecting

This is last stage of the cycle. In this phase, the result of observation

and evaluating step will be collected and analyzed to measure the

success level of the implementation in cycle I. The researcher identify

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the thing that do not reach yet and the researcher make planning to

repair it. The result of this reflection will be taken as consideration to

the next treatment for the next cycle and to determine whether the next

cycle will be needed or not.

5. Cycle II

Cycle two is hold as well as the first cycle. And it is based on the result

of the cycle one.

6. Cycle III

Cycle three is hold as well as the second cycle, and it is based on the

result of the cycle two.

E. Technique for Collecting Data

In this phase, there are several techniques in collecting data, such as

giving test, observation, interview, documentation, etc

1. Test (Write a story)

According to Trianto (2001:62) test is a process to measure students’

ability and knowledge about material that was given, competence,

intelligence and talent that can belong to individual or group. Test may be

constructed primarily as devices to reinforce learning and to motivate the

students or primarily means of assessing the students’ performance in

language. In this research, the researcher was conduct pre-assessment, and

evaluation in each cycles.

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2. Observation

Observation was way of collecting data by directly noticing an object.

The observation in this research be conduct by researcher and the English

teacher.

3. Documentation

The documentation in form of photo while implemented About-Point in

writing learning. The purpose of this was to show the activities were done

by the students during teaching and learning.

F. Technique of Data Analysis

The data in this research analyzed by evaluating and comparing the

result from each cycle to know whether improve student’s skill in writing

P =FN

×100 %

Note :

P : Percentage of the students’ writing

F : Total number of correct items

N : Total number of items

The percentage of the student’s score from the calculation consulted to

interval of five scale percenteges as below (Nugiantorio, 2009:26)

28

Table of Distribution Criteria Score

Interval Qualification

80-100 Excellent

70-79 Very Good

60-69 Good

40-59 Poor

0-39 Very Poor

From: Sudjana (1982)

G. Indicator of Success

This classroom Action Research will be success if the using of Question

Research approach will improve student’s writing ability in first years students

in MAN 2 with mean score of writing test is 70.

The teaching and learning process in improving students’ writing can be

effective and can motivated student in learning English especially in writing.

29

CHAPTER IV

RESULT AND DISCUSSION

A. Result

Data of the research was collected from MAN 2 Kota Bengkulu.

Respondent in this research consisted of thirty five students. The students of

this school have problem low skill in English learning especially writing skill.

The researcher tried to improve the students writing by KWL strategy.

The improvement of students writing ability was obtained by

analyzing the comparison at the percentage of students’ writing itself in each

cycle, including pre-assessment cycle I, cycle II, and cycle III. For the pre-

assessment can be seen in the descriptive below.

Table 1The students’ writing score

(Pre-assessment)

No Categories Frequence Percentage1. 80-100 Excellent 0 0%2. 70-79 Very good 0 0%3. 60-69 good 2 5.71%4. 40-59 poor 19 54.28%5. < 39 Very poor 14 40.00%

Based on the above results, there is different between the significant

percentage of students writing the test in the KWL. That means that teaching

writing using KWL strategy can improve the writing skills of students.

30

For further details and explanation, see the explanation about process

and result of teaching and learning of writing in each cycle in order to

observe the effectiveness of teaching writing using KWL strategy.

1. Pre-Assessment

Before doing the action, the researcher gave the Pre-assessment to

know the students’ ability in writing. In doing the pre-assessment, the

researcher did not use KWL learning strategy but only give test using

some topic and students’ students are asked to choose a topic that has

been provided and make it into a story. Then, the researcher collected the

work of students’ and analyzed the data. The data can be seen in the table

below:

Table 2The students’ writing ability in Pre-Assessment

No Categories Frequence Percentage1. 80-100 Excellent 0 0%2. 70-79 Very good 0 0%3. 60-69 good 2 5.71%4. 40-59 poor 19 54.28%5. < 39 Very poor 14 40.00%

From the table above, the researcher collected the data of the students

writing ability into percentage. The percentage of students writing in pre-

assessment could be seen figure 1 bellow:

31

Pre-Assessment

0

20

40

60

80

Figure IStudents writing ability score in pre-assessment

Based on the table above, it’s shown that 40.00% in very poor,

54.28% in poor, and 5.71% good, no students in, very good and excellent

category. The researcher got a conclusion that the students’ writing ability is

still failure (very low). These problems made the students were bored and feel

difficult to get idea for writing especially about the English material because

their writing ability is low.

By knowing the percentage in pre-assessment, the researcher felt that

it was needed an appropriate technique to improve their ability in writing. So

that the researcher used KWL strategy in order to improve their writing

ability will be better and students’ can improve their background knowledge

and experience. Beside that, the students will enjoy in learning and easily to

remember ideas and develop they. There were some ways that can be applied

such as using picture, games, and KWL strategy.

32

2. Cycle I

1. Planning

After seeing the result in the pre-assessment, the researcher

prepared the material and its KWL strategy that would be applied in

teaching writing to improve their writing ability in cycle I. The

material is taken from the book that same level based on the

curriculum of the first year of MAN. The material was about

definition about writing and kinds of writing.

1. Action

Researchers divided the action in providing material on the

teaching of writing into three steps. They were; pre-teaching, while

teaching, and post-teaching. In this action after researchers conducted

pre-assessment the researchers continue to cycle 1 conducted from 28

October to 1 November 2013.

28 October 2013

a. Pre-Teaching

1) The researcher said “Assalamualaikum Wr. Wb”. And greeting

“How are you today?”

2) The researcher asked to the students to pray together.

3) The researcher checked the attendant list.

4) The researcher gave motivation to the students

5) Apersepsi

33

b) While teaching

1) Researchers gave some pictures related to the topic

2) Researchers to write some words on the Blackboard

3) Researchers describe the words into sentences.

4) Researchers asked the students to guess the meaning of words.

5) Researchers asked students to write some kind of text writing on

the Board.

6) Researchers asked students to make their sentence based on their

backgrounds. So, every student can make different sentences or

disciples is not the same sentence.

7) students can talk about their spouse or group of sentences.

8) Researchers monitor the activities of students.

9) Researchers gave students the task of making students better

understand the concept of writing

c) post-graduate teaching

1) Researcher invites students to create a story

2) Explanation of the direction the researchers exercise.

3) Researchers examined the activities of the students.

34

4) Researcher invites students to collect their work in front of the

class.

3. Obsevation

Based on the action above, the researcher also did the obsevation and

monitoring during the process of action. To get it, the researcher took the

result in action and compared the data obtained to the result of the test

condition.

By observation, the researcher saw that there were some students’

improvements that were shown by the students, such as the were enthusiast.

Some of students’ activity to conduct a new knowledge with previous

knowledge and some students felt more interesting with teaching technique

was applied. But the researhcer still found the problem was that some

students did not focus with the material so the students were sleepy.

4. Reflection

From the action I, the researcher felt that KWL teaching technique

was quite effective to improve the students’ writing ability. It can be seen on

the result of the students’ score in cycle I. It was better than other in pre-

assessment. These data can be seen in the following table:

Table 3The score students’ writing ability

(Cycle I)

35

No Categories Frequence Persentage 1 80-100 Excellent 0 0%2 70-79 Very good 0 0%3 60-69 good 3 8.57%4 40-59 poor 23 65.71%5 < 39 very poor 9 25.71%

From the table score, the researcher felt that KWL strategy effective to

improve students writing ability. It can be seen from the following figure bellow:

CYCLE I

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 350

10

20

30

40

50

60

70

cycle 1

Figure IIStdudents writing ability score in cycle I

From the figure above, the researcher could see that every student had

increased in writing. In order words, they had better in their percentage. It has

shown that 25.71% in very poor, 65.71% poor, 8.57% and 0% in very good

and excellent. From this result, the researcher felt that this writing using

KWL strategy as media was suitable for teaching writing in MAN2 Kota

Bengkulu and must be improved again to get the better one.

36

C. Cycle II

1. Planning

In action II, the researcher prepared again another writing using KWL

strategy as material. The material had the same level as writing using KWL

strategy, the material was about “kind of text.” Then, the researcher rules to

plays this material with the students together.

2. Action

The researcher divided the action in giving the material of teaching

writing into three steps. They were; pre-teaching, while teaching, and post

teaching. In this action after researchers conducted cycle 1 the researchers

continue to cycle 2 conducted from 4 November to 8 November 2013.

4 November 2013

a) Pre-Teaching

1) The researcher said “Assalamualaikum Wr. Wb”. And greeting “How

are you today?”

2) The researcher asked to the students to pray together.

3) The researcher checked the attendant list.

4) The researcher gave motivation to the students

5) Aspersepsi

b) while teaching

1) researchers gave some explain related to the topic

37

2) Researchers to write some words on the Blackboard

3) Researchers describe the words into sentences.

4) Researchers asked the students to guess the meaning of words.

5) Researchers asked students to write some kind of text writing on the

Board.

6) Researchers asked students to make their sentence based on their

backgrounds. So, every student can make different sentences or

disciples is not the same sentence.

7) students can talk about their spouse or group of sentences.

8) Researchers monitor the activities of students.

9).Researchers gave students the task of making students better

understand the concept of writing

c) post-graduate teaching

1) Researcher invites students to create a story

2 explanation of the direction the Researchers) exercise.

3) Researchers examined the activities of the students.

4) Researcher invites students to collect their work in front of the class.

3. Observation

38

In action II, the researcher also did the observation. It was same in

action I. Through the observation of action II; the researcher found that all of

the students were spirit or enthusiast with the lesson. They focused with the

material; no students were sleepy in the class because the researcher could be

active with the lesson. The process of teaching in action II ran well. It was the

fact that their activities are better than before.

4. Reflection

Based on the observation above, there was a little process of students’

writing that caused by the condition on the classroom and the students itself.

But the result of the action II also gave the improvement. The result can in the

following table:

Table 4

The students’ score writing ability

(Cycle 2)

No Categories Frequence Persentage 1 80-100 Excellent 0 0%2 70-79 Very good 1 2.85%3 60-69 good 5 14.28%4 40-59 poor 29 82.85%5 < 39 very poor 0 0%

From the table score, the researcher and the collaborator felt that

KWL strategy was quite effective to improve students writing ability. It could

be seen from following figure below:

39

CYCLE 2

0

20

40

60

80

Figure IIIStudents writing ability score in cycle II

The figure above is shown that there was a little progress of students’

percentage. It can be seen that 0% in very poor, 82.85% poor, 14.28% in

good, 2.85% very good and in 0% excellent. The process occurred in the

percentage of average students’ writing ability. The result of percentage in

average level was increase than action I.

Considering with the result above, the researcher was needed to

improve again the material or instrument that used. Based on that, the

condition of the classroom activity active must be managed well, and the

motivation of the students must be increased again on the next action.

d. Cycle III

1. Planning

After then researcher finished the action I, and II, the researcher did

the cycle III form was same as the form in each cycle. Before doing the cycle

III, the researcher concludes of cycle I and II. The researcher makes exercises

based on the second action.

40

Before doing the cycle 3, the researcher did not forget to give the

motivation and asked them to be carefully in doing an exercise. It was the last

activity to know improvement of their writing ability.

2. Action

After preparing the exercises, the researcher did the cycle 3. The

following procedures were:

1) The researcher gave greeting and checked the students’ attendant list.

2) The researcher asked the students to remembering the material in cycle I

and II.

3) The researcher asked the students to writing used KWL strategy.

4) The researcher asked the students meaning of words from the words the

concept are their made. This action aimed to give motivation and

remembering the students about the materials of action I, II, and III.

5) The researcher remembered them to be carefully in doing the exercises and

asked them to do it by themselves.

6) The researcher gave the exercises to the students with topic from the

materials.

7) The researcher explained about direction of exercises.

8) The asked the students to writing exercise.

9) The researcher checked the students’ activity around the class.

10) The researcher collected the exercise sheet.

41

3. Observation

During the observation of the cycle 3, the researcher found that all of

the students could follow the researcher teaches before. They also seemed to

follow the activity seriously and activity. The students focused on their

examination and they were carefully to write the exercises. Beside that, the

researcher also often gave the motivation the students, because the researcher

hoped to get the best result of students’ writing ability in cycle 3.

Furthermore, the researcher also did not found the serious problem in this

activity. The process of the cycle 3 was running well.

4. Reflection

The result of students’ writing ability all cycle 3 was good. The

percentage of ability in the cycle 3 can be shown in the following table.

Table 5The students’ score writing ability

(Cycle 3)

No Categories Frequence Persentage1. 80-100 Excellent 2 5,71%2. 70-79 Very good 14 40.00%3. 60-69 good 19 54.28%4. 40-59 poor 0 0%5. < 39 very poor 0 0%

From the table score, the researcher and collaborator felt that writing

using KWL strategy was quite effective to improve students writing ability. It

could be seen from the following:

42

CYCLE 3

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 350

20

40

60

80

Figure IV

students writing ability Score in Cycle 3

From the figure above, the researcher collect the data into percentages

could be seen from the following table:

The table above shows, that the students’ writing ability can be

improved effectively than the action before. This table shows that the

percentage of the students’ writing ability was increased. It was 54.28% in

good, 40.00% in very good, and 5.71% excellent. It means that most of the

students had better in cycle 3.

If we compared with the result in pre-assessment before, there was

significance different of the result in both tests. Beside that, the condition of

students in pre-assessment was not same as in cycle 3. In pre-assessment,

most of students still had low ability or skill, less concentrate, and

uninterested with the material.

Based on the explanation above, it can be concluded that the writing

using KWL strategy are quite effective in improving students’ writing ability.

43

Furthermore, KWL strategy can also minimize the problems of students in

learning English especially in writing.

e. Data Analyze

The data was analyzed by observation and evaluating the students’

score in pre-assessment, action I, action II, and action III. As we know that

the students had studied how to improve their writing ability by KWL

strategy. The complete result can be seen and compared in the following

table.

Table 6

The percentage of students’ score writing ability in each cycle

Treatment Very poor Poor Good Very good Excellent Pre-Assassment 14 19 2 0 0

Cycle I 9 23 3 0 0Cycle II 0 29 5 1 0Cycle III 0 0 19 14 2

From the table score above, the researcher and collaborator felt that

KWL strategy writing ability. It could be seen from the following figure:

44

1 4 7 10 13 16 19 22 25 28 31 340

102030405060708090

PRE-ASSESSMENTCYCLE 1CYCLE 2CYCLE 3

Figure VThe comparison of students writing score among

Pre-assessment, cycle 1, cycle 2,and cycle 3

Based on the table above, it can be seen the improvement of students’

writing ability percentages. The improvement occurred from the pre-test until

the post-test. The Result was always positive. It means that this media was

suitable and effective to be applied for Islamic high school especially in

MAN 2 Bengkulu.

B. Discussion

Based on the results obtained by researcher from pre-assessment,

cycle I, cycle II, and cycle III of this research, it can take some discussion that

most of the students are enthusiastic and interested in the material provided

by using KWL most of them got a better percentage of the competency in the

importance of three action.

First, based on the research, there was an improvement on the students

writing ability between pre assessment and the cycles of the research. It can

be seen from the student’s score that always improve from pre assessment

until three cycles.

45

Second, the application of KWL strategy making the students knows

the point they are supposed to put on their writing. so you can help them

quickly understand the main idea they should input in writing that they have

created. KWL strategy can help students to get information before they write

a text, and help them understand the meaning of the writing from the

perspective of the experience and the background of their science. Through

the KWL strategy students can more easily get the idea, the idea of

developing their skills and understand the contents of the text they wrote. It is

also considered appropriate that KWL strategy makes the students will learn

that background knowledge can also help students to interpret, understand,

and expand their writing.

According to (Sasson, 2008) that KWL also helps teachers make

students interested because they think about what they want to know and

what they have learned. This is evident from the interest and enthusiasm of

students when learning. then according to (Zhang Fengjuan, 2010) that the

KWL can work as a highly effective strategy in achieving the development

goals in the all-round students listening, speaking, reading, writing and

interpretation abilities. KWL are an effective teaching strategies that deserve

our attention. the opinions of the experts above it is assumed that the strategy

can be effectively applied to all aspects of the KWL lesson.

These findings indicate that the writing ability of students by the

KWL strategy effective. In addition, the strategy of the KWL can reduce the

problem of students ' writing skills such as remember the words, tired less

46

enthusiastic and etc. Based on the above description, it can be concluded

written using KWL strategy effectively to improve student writing skills. This

fact also evidenced by tangible results on the research.

47

CHAPTER V

CONCLUSION AND SUGESTION

A. Conclusion

By using the strategy of KWL, students can apply the skills (listening,

speaking, reading and writing) and also makes them easy to memorize the

main idea for writing and developed based on the knowledge of their

background; It also can build their confidence.

Based on the result of the research, it can be concluded that KWL strategy

was effective in improving students writing ability. KWL made the students

interest in learning English, especially for writing material. The students felt

enjoyable, they become enthusiast with the material given, and the students

more interest to learn English lesson. They were easier to improve develop the

write because the researcher gave an explanation about the important thing to

get the information use KWL strategy to their write. This fact also proved by

the real result that had got on the research. It can be seen from pre assessment,

three cycles and also an observation sheet.

That means that the strategy of KWL is suitable for applying for the

students at the Islamic High School, especially in MAN 2 of Kota Bengkulu.

B. Suggestion

Based on the finding and conclusion above, the researcher would like

to suggest. First, English teacher at the MAN 2 Kota Bengkulu should to try

to use the KWL Strategy as one of strategies in teaching writing in Islamic

high school.

48

Second, for the students, the students of MAN 2 Kota Bengkulu have

to more active in learning English writing to help them explore ideas and how

to use the background knowledge and experience. The students should use

this strategy in order to enlarge their knowledge in writing.

Further research; further research is highly recommended to find other

strategies in designing materials for students to improve their writing ability.

And also give recommendation to do same research on other population in the

same characteristic to get more data to improve students writing ability,

especially in Bengkulu province and generally in Indonesia.

49

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