WRITING CYCLE TECHNIQUE IN TEACHING PARAGRAPH DEVELOPMENT TO STUDENTS OF UNIVERSITAS PGRI PALEMBANG Erlan Agusrijaya Student Number: 20043206027

Background The lack of scientific works reported in English and/or less frequently cited globally. Competency Low writing English in No position in the Top 500 World Universities in 2006

Background Product-oriented Approach The Rhetorical Function Approaches to teaching writing Product-oriented Approach The Rhetorical Function Controlled Composition

(2) composing/drafting, Background Approaches to teaching writing The Process Approach Four stages: (1) prewriting, (2) composing/drafting, (3) revising, and (4) editing Other techniques Writing Cycle Technique

The Problem of Study Can writing cycle technique enhance the students’ achievement in paragraph development?

The Purpose of the Study To find out whether writing cycle technique can enhance the students’ achievement in paragraph development

The Significance of the Study This study is expected to show one of the ways of how to make university students have competence in writing English academically or scientifically. This study will contribute an alternative solution to the problems in language classrooms, specially those generated from teaching writing.

A Cycle of Writing Activity Open elicitation 2nd Revision 1st Revision 3rd Revision Nth Revision

Ho H1 Research Hypotheses Using writing cycle technique has no significant difference on the students’ achievement in paragraph development. H1 Using writing cycle technique has significant difference on the students’ achievement in paragraph development.

Methodology Research Method Experimental Research Research Design Randomized-group pretest-posttest design R A T1 X1 T2 R B T1 X2 T2

The Population and Sample The sixth semester students of English Study Program, FKIP of Universitas PGRI in the academic year of 2006/2007 Sample Group A Group B Male Female Total 15 5 10

Paragraph Development Test (PDT). Research Instrument Paragraph Development Test (PDT). This test has two parts: in Part A, the subjects are to do the multiple-choice test. In part B, the subjects were asked to compose a paragraph with a given topic.

Data Collection WCT in Group A Scores of Posttests Scores of Pretests in Group A and B WCT in Group A Scores of Posttests

Data Analysis Find the significant difference between Describe statistically the mean Scores of each group Four Steps In Analyzing Data Do the test of normality Find the significant difference between pre-test and post-test for each group Find the significant difference of the progress between both groups

Findings

Findings The Result of the Paired Sample T-Test of Group A and Group B (using Writing Cycle Technique) Group B (using Reading Model Paragraph Technique) MC Essay Total Mean 4,000 0,7000 4,700 2,200 0,133 2,333 Standard Deviation 2,976 0,676 2,992 3,299 0,694 3,298 t 5,025 4,010 6,082 2,582 0,745 2,740 df 14 Sig. (2-tailed) 0,000 0,001 0,022 0,469 0,016

Findings The result of the Independent Samples t-Test between the Two Groups

Interpretations Based on the findings, the writing cycle technique (WCT) increased the students’ achievement in paragraph development at the significance level. By using WCT the students:(1) may have more practice to write,(2) get a sort of performance besides their competence,(3) get motivated to get appraisals or satisfactory remarks.

Conclusions WCT can enhance the students’ achievement in paragraph development. WCT can enhance the students’ skill in writing paragraph.

Suggestions A similar research with different population is possible,e.g. the students in the secondary level, such as SMA. Another research implementing WCT is recommended to investigate the influence of WCT on students’ errors. This investigation will examine whether WCT can reduce the students’ errors in writing.

Thank You