ERLAN’S THESIS

WRITING CYCLE TECHNIQUE IN TEACHING

PARAGRAPH DEVELOPMENT TO STUDENTS
OF UNIVERSITAS PGRI PALEMBANG

Erlan Agusrijaya
Student Number: 20043206027

June 29, 2007 Slide 1

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Background
The lack of
scientific works
reported in English
and/or less
frequently cited
globally.

No position in
the Top 500
World Universities
in 2006

October 11, 2019 Slide 2

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Background

Approaches
to Product-oriented
teaching writing Approach

Controlled The Rhetorical

Composition Function

October 11, 2019 Slide 3

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Background

Approaches
to
The Process
teaching writing Approach

Four stages:
(1) prewriting,
Writing
Other (2) composing/drafting,
Cycle
techniques (3) revising, and
Technique
(4) editing

October 11, 2019 Slide 4

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The Problem of Study

Can writing cycle technique

enhance
the students’ achievement
in paragraph development?

October 11, 2019 Slide 5

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The Purpose of the Study

To find out
whether writing cycle technique
can enhance
the students’ achievement
in paragraph development

October 11, 2019 Slide 6

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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.

October 11, 2019 Slide 7

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A Cycle of Writing Activity

Open 1st 2nd 3rd

elicitation Revision Revision Revision

Nth
Revision

October 11, 2019 Slide 8

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Research Hypotheses

Using writing cycle technique has

no significant difference
Ho on the students’ achievement
in paragraph development.

Using writing cycle technique has

H1 significant difference
on the students’ achievement
in paragraph development.
October 11, 2019 Slide 9
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Methodology

Research
Method Experimental Research

Research Randomized-group
Design pretest-posttest design

R A T1 X1 T2
R B T1 X2 T2

October 11, 2019 Slide 10

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The Population and Sample

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

Group B
Group A

Sample Male Female Total

Male Female Total

0 15 5 10 15
15

October 11, 2019 Slide 11

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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.

October 11, 2019 Slide 12

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Data Collection

WCT in Group A

Scores of Pretests Scores of Posttests

in Group A and B in Group A and B

WCT in Group A

October 11, 2019 Slide 13

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Data Analysis

Describe statistically the mean Scores

of each group

Four Steps Do the test of normality

In Analyzing
Data
Find the significant difference between
pre-test and post-test for each group

Find the significant difference of the

October 11, 2019
progress between both Slide 14
groups
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Findings

October 11, 2019 Slide 15

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Findings
The Result of the Paired Sample T-Test of Group A and
Group B
Group A Group B
(using Writing Cycle Technique) (using Reading Model Paragraph Technique)

MC Essay Total MC Essay Total

Mean 4,000 0,7000 4,700 2,200 0,133 2,333

Standard
2,976 0,676 2,992 3,299 0,694 3,298
Deviation

t 5,025 4,010 6,082 2,582 0,745 2,740

df 14 14 14 14 14 14

Sig. (2-tailed) 0,000 0,001 0,000 0,022 0,469 0,016

October 11, 2019 Slide 16

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Findings

The result of the Independent Samples t-Test

between the Two Groups

t-test for Equality of Means

t df Sig. (2-tailed)
Multiple Choice 2,051 28 0,050
Essay Scores 3,636 28 0,001
Total Scores 2,509 28 0,018

October 11, 2019 Slide 17

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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.
October 11, 2019 Slide 18
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Conclusions

• WCT can enhance the students’

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

October 11, 2019 Slide 19

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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.

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