|dc.description.abstract||This classroom action research was intended to improve the eleventh grade
students’ writing achievement at SMAN 5 Jember in the 2007/2008 academic year.
This research was begun by conducting an interview with the English teacher of the
eleventh grade students of SMA Negeri 5 Jember on 3
2007. There were four
classes of the eleventh grade students of that school. Based on the preliminary study,
it was known that the eleventh grade students of SMA Negeri 5 Jember had problems
in writing. It was revealed that class XI IPA B had the lowest writing score among
the students of four existing classes with the mean score 50. Therefore, it was chosen
as the subject of this research that was determined purposively.
Written feedback was chosen as the technique in the teaching learning process
of writing under the reasons that by this technique, the students could know the
mistakes they made in their writing and could improve their ability in writing.
This classroom action research was done in collaboration with the English
teacher covering the planning of the action, the implementation of the action, class
observation and evaluation, and data analysis and reflection of the action. This
research was carried out in two cycles and each cycle consisted of three meetings
included the test. The primary data were about the students’ writing achievement
collected by administering writing achievement test and observation by using
checklist. The collected data were analyzed in the form of quantitative and qualitative
analysis. Meanwhile the reflection was done based on the findings during the
observation and compared to the criteria of success that were 75% of the students had
the average score 65 and 75% of the research subjects were actively involved in the
teaching learning process of writing using written feedback.
Mean score (M) of the students’ writing achievement test in Cycle 1 was 58.8.
In addition, the result of observation in the first meeting of Cycle 1 showed that there
were 14 students (35.8%) of 39 students who were actively involved. While in the
second meeting, there were 16 students (41.02%) of 39 students actively involved in
the teaching writing process. The results above were not satisfying because most of
them were passive during the teaching of writing through written feedback. It was
caused since most of the students were still confused about hortatory exposition
paragraph. In brief, it could be said that the result above had not fulfilled the target of
this research. Therefore, the action was continued in Cycle 2 by revising the actions
in Cycle 1.
The result of the actions in Cycle 2 showed significant improvement. It was
indicated by the mean score (M) of the students’ writing achievement test that was
68.4. Besides, the result of observation in the first meeting of Cycle 2 showed that
there were 26 students (66.6%) of 39 students actively involved. Meanwhile in the
second meeting, there were 33 students (84.6%) of 39 students actively involved in
the teaching writing process. It means that the target of this research was achieved in
Cycle 2. Briefly, it could be concluded that written feedback could improve the
students’ writing achievement. Therefore, the English teacher was suggested to use
written feedback as an alternative in teaching writing.||en_US