Improving The Second Year Students’ Writing Achievement Through The Application of Learning Community Technique At Smpn 1 Tegaldlimo Banyuwangi In The 2004/2005 Academic Year

Abstract

This classroom action research was intended to improve the second year students* writing achievement at SMPN 1 Tegaldlimo Banyuwangi in the 2004/2005 academic year by applying learning community technique. The respondents of this classroom action research were class II-C that was determined purposively. The class II-C were chosen as the respondents of this research because their average score in the writing a short paragraph was the lowest among six existing classes that was 58 in the first semester of 2004/2005 academic year. This classroom action research consisted of two cycles, in which each cycle covered four main stages including: preparation of the action, implementation of the action, classroom observation and reflection of the action. Then, each cycle was conducted in two meetings. The primary data about the students* writing achievement were gained from the writing test and classroom observation. Meanwhile, the supporting data were gathered from interview and documentation. The result of the average score ofthe writing test in the first cycle was E = 63.64% that were classified in the fair category. This result had not achieved the Standard average score requirement in this research that was E = 70%. Besides, based on the classroom observation that was done in the first cycle, it was found that the students* involvement in the process of writing activities was 67.8 %. In this case, the students* involvement had not fulfilled the requirement that was 75%. Therefore, the actions were proceeded to the second cycle by revising the first action cycle, such as: optimalizing the students’ participation in the process of writing activities, modifying the picture in series as the learning media, giving the instruction comprehensively and regrouping the students. The result of the average score of the writing test in the second cycle was better E = 77.27% that was classified in the good category. Besides, the students’ involvement in the process of writing activities improved from 67.8% in the first cycle up to 79.2% in the second cycle. It means that both the students* writing test and the students* involvement in the writing process had improved in the second cycle and fulfilled the target of this research. Based on the results, it could be concluded that the use of learning community technique could improve the second year students’ writing achievement at SMPN 1 Tegaldlimo Banyuwangi in the 2004/2005 academic year in two cycles. Then, it is suggested to the English teacher to apply learning community technique as the altemative of English teaching technique, especially in teaching writing a short narrative paragraph, in order to facilitate and help the students collaborate and share knowledge and experiences with their peer group to solve the writing problems.