Improving Students' Competency of Writing Narrative Paragraph Through Process-Oriented Scaffolding Technique at SMAN 2 Singaraja in the Academic Year 2013/2014

Abstract

Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk meningkatkan kemampuan menulis paragraf narasi siswa yang ditemukan pada kategori rendah dengan menggunakan teknik process-oriented scaffolding di SMAN 2 Singaraja pada tahun ajaran 2013/2014. Subjek penelitan ini adalah kelas XI IPA3 di SMAN 2 Singaraja Penelitian ini dilaksanakan dalam dua siklus yang masing-masing siklus terdiri atas dua sesi. Setiap siklus meliputi empat tahapan yaitu perencanaan, tindakan, observasi dn refleksi berdasarkan Hopkins (2002). Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rerata siswa dalam menulis paragraf narasi mengalami peningkatan. Terlihat dari siklus pertama diperoleh nilai 72.60 yang masih berada pada kategori di bawah KKM (Kriteria Ketuntasan Minimal) dan berhasil mencapai KKM di siklus kedua dengan rerata 84. Persentase siswa yang mampu mencapai KKM pun mengalami peningkatan dari 60% di siklus pertama menjadi 90% di siklus kedua yang berarti bahwa ketuntasan klasikal yaitu 75% telah tercapai. Pencapaian tersebutdiasumsikan terjadi karena kombinasi process approach based writing oleh Harmer (2004) dengan berbagai jenis scaffolding yang dimasukkan ke tiap tahapan menulis. Kombinasi teknik ini meliputi kegiatan drafting (teknik berkelopmpok dan pemberian feedback), revising (konsultasi individu) dan final version (penggunaan scaffolded-instrument dan penggunaan teacher’s corrective feedback). Berdasarkan peneuan pada penelitian ini dapat disimpulkan bahwa teknik scaffolding mampu meningkatkan kemampuan siswa dalam menulis paragraf narasi.
Kata Kunci : menulis, paragraf narasi, teknik process-oriented scaffolding

This study was a classroom-based action research which aimed at improving the students’ competency of writing narrative paragraph which was found low by using process-oriented scaffolding technique at SMAN 2 Singaraja in the academic year 2013/2014. The subjects of this study were XI IPA3 students of SMAN 2 Singaraja. The study was carried out in two cycles; each cycle consisted of two sessions. Each cycle involved four steps: planning, action, observation and reflection following Hopkins (2002). The data gained were analyzed descriptively. The results showed that the students’ competency of writing narrative paragraph successfully improved from 72.60 in Cycle I which was still below the success indicator to 84 in Cycle II. The percentage of the students who passed the success indicator of 75% also increased from 60% in Cycle I to 90% in Cycle II which meant the classical success indicator was successfully achieved. The achievement was assumed occurred due to the combination of Harmer’s process approach based writing and the scaffolding embedded to each stage of writing. It involved the activities of drafting (grouping technique and providing feedback), revising (individual consultation) and final version (distribution of scaffolded-instruments and the teacher’s corrective feedback). The findings of this study led to a conclusion that the students’ competency of writing narrative paragraph could be improved by using process-oriented scaffolding technique.
keyword : writing, narrative paragraph, process-orientred scaffolding technique