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

2. 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

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

4. (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

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

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

7. 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.

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

9. 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.

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

11. 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

12. 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.

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

14. 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

15. Findings

16. 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

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

18. 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.

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

20. 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.

21. Thank You