WRITING CYCLE TECHNIQUE IN TEACHING PARAGRAPH DEVELOPMENT TO STUDENTS

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

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

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

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

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

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

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

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

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

11. The sixth semester students of English Study Program, FKIP of Universitas PGRI in the academic year of 2006/2007 Population Sample The Population and Sample

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

14. Data Analysis 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

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