28560-Full Text

THE USE OF SELF REGULATED STRATEGY
DEVELOPMENT (SRSD) TO IMPROVE THE STUDENTS’

WRITING SKILL
( A Classroom Action Research At The Eleventh Grade Students of

MA Muhammadiyah Datarang Kabupaten Gowa)
A Thesis
Proposed as the Fulfillment to Accomplish Sarjana Degree
At Faculty of Teacher Training and Education
Makassar Muhammadiyah University
FITRAWATI
10535 4898 11
ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2015
ACKNOWLEDGEMENT
In the name of Allah, Most Gracious, Most Merciful
Alhamdullilahi Rabbil „Alamin, first of all I would like to express
my deepest praise and gratitude to Allah SWT who has given me His
blessing and merciful to complete this thesis. Shalawat and salam are
addressed to the final chosen religious messenger, the Prophet Muhammad
SAW.
Further, the researcher dedicated this thesis for my beloved parents
(Sahar Dindo and Mariati), my beloved husband (Hilman Nn), and my
friends for their prayer, love, care, financial, motivation, suggestions and
sacrificed for my success, and their love sincerely and purely without time.
There is no appropriate symbol which suitable to state my thanks to them.
The researcher realized that in crying out the research and writing
this proposal, many people have contributed their valuable suggestion,
guidance, assistance, and advice for the completion of this thesis.
Therefore, the researcher would like to express her appreciation and sincere
thanks to:
1. Dr. H. Irwan Akib, M.Pd., the rector of Muhammadiyah University of
Makassar.
2. Dr. A. Sukri Syamsuri, M. Hum, the Dean of Teachers Training and
Education Faculty.
3. Erwin Akib, S.Pd., M.Pd, the head of English Education Department
of FKIP Unismuh Makassar.
4. Supervisors who help very much from the beginning to the end of this
thesis (Dr. H. Bahrun Amin M.Hum and Nurdevi Bt. Abdul, S.Pd.,
M.Pd).
5. Finally, for all everybody that could not mentioned one by one, may
Allah SWT the almighty good be with us now and forever.
Billahi Fi Sabilillah haq Fastabiqul khaerat.
Researcher
FITRAWATI
TABLE OF CONTENTS
Page
COVER ........................................................................................................... i
ACKNOWLEDGMENT ................................................................................. ii
TABLE OF CONTENTS ................................................................................ iv
LIST OF TABLES .......................................................................................... vi
LIST OF FIGURES ........................................................................................... vi
LIST OF CHARTS ............................................................................................ vi
ABSTRACT ....................................................................................................... vii
CHAPTER I: INTRODUCTION
A. Background ................................................................................................... 1
B. Problem Statement ..................................................................................... 3
C. Objective of the Study ................................................................................ 3
D. Significance of the Study ........................................................................... 4
E. Scope of the Study ........................................................................................ 4
CHAPTER II: REVIEW OF THE RELATED LITERATURE

A. Some Previous Related Research Findings ................................................. 5
B. The Concept of Writing ………………………… ................................. 6
C. The Concept of Descriptive ......................................................................... 15
D. Self Regulated Strategy Development (SRSD)............................................. 19
E. Conceptual Framework.................................................................................. 25
CHAPTER III: RESEARCH METHOD

A. Research Design ............................................................................................ 27
B. Research Subject .......................................................................................... 31
C. Research Instruments ................................................................................... 31
D. Research Variables and Indicators ................................................................ 31
E. Data Collection .............................................................................................. 32
F. Data Analysis .............................................................................................. 36
CHAPTER IV FINDING AND DISCUSSION
A. Findings ...................................................................................................... 40
B. Discussion ................................................................................................... 43
CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................................. 50
B. Suggestion ................................................................................................... 51
BIBLIOGRAPHY ......................................................................................... 53
APPENDICES ................................................................................................ 54
CURICULUM VITAE
LIST OF FIGURES
Figure 2.1 : Process of writing ............................................................................ 11
Figure 2.2 : Conceptual Framework ................................................................... 25
LIST OF TABLES
Table 4.1 : The improvement of the students‟ writing skill ................................ 40
Table 4.2 : The observation result of the students‟ activeness
in learning process ........................................................................... 42
LIST OF CHARTS
Chart 4.1 : The Improvement of the Students‟ Writing Skill.............................. 41
Chart 4.2 : The Improvement of the Students‟ Activeness ................................. 42

ABSTRACT
FITRAWATI. 2015. The Use of Self Regulated Strategy Development (SRSD) to

Improve the Students’ Writing Skill at the Eleventh Grade Students of MA
Muhammadiyah Datarang Kabupaten Gowa. Thesis. Faculty of Teacher Training
and Education, Makassar Muhammadiyah University. Guided by H. Bahrun
Amin, and Nurdevi Bt Abdul.
This research was aimed at knowing the improvement of the students‟
writing skill in terms of content, organization, and grammar in descriptive text
through Self Regulated Strategy Development (SRSD) at the Eleventh Grade
Students of MA Muhammadiyah Datarang Kabupaten Gowa. The research was
implemented in MA Muhammadiyah Datarang Kabupaten Gowa at the Eleventh
Grade Students through a classroom action research (CAR). The researcher took
34 students as the subject of the research. The researcher taught writing English
using SRSD. To find the results, the researcher got the information from the
students‟ answers on writing test in the form of test of cycle I and test of cycle II.
The result of the research using SRSD showed that the researcher used the CAR
principle to collect the data. The research conducted through two cycles with each
cycle consisted of four meetings.
The mean score of the students‟ writing test in cycle I was 6.26. But the
result was not significant from the result which was expected according to the
background namely 6.50, so the research was continued to the cycle II and the
mean score of the students‟ writing achievement of cycle II was 7.78. It also
indicated that there were a significant score from the result expected in the
background namely 6.50. The result above was acquired from the students‟
writing skill in terms of writing content, organization, and grammar. Its means
that SRSD is an effective technique in teaching English writing skill at the
Eleventh Grade Students of MA Muhammadiyah Datarang Kabupaten Gowa.
CHAPTER I
INTRODUCTION
A. Background
Writing is as a means of communication. Writing involves transferring a
message from our thoughts using language in the written form and it is a
communicative competence. According to Brown (1994: 222), communicative
competence is relative, not absolute, and depends on the cooperation of all the
participants. Communicative competence enables one to convey and interpret
messages and to negotiate meanings interpersonally within specific context. In
addition, communicative competence consists of grammatical competence,
discourse competence, sociolinguistic competence, and strategic competence. The
grammatical competence and discourse competence reflect the use of linguistic
system itself. The sociolinguistic competence and strategic competence reflect the
functional aspects of communication. By acquiring communicative competence,
the students are expected to have knowledge of grammar and vocabulary of the
language; to have knowledge of rules of writing and to be able to apply it in real
communication appropriately.
Learning English deals with four skills namely reading, writing, speaking
and listening. Reading and listening are receptive skills, while speaking and
writing are productive skills. These skills are connected one another and equally
important. Because of that, students should be able in all of skills but the fact
shows that some of the students get difficultly in learning English especially in
writing skill.
However not many students are interested to develop their talent in
communicating in this language, this atmosphere occurs everywhere. It means that
the forward educational institution has as the same problem as other institution.
To create the comfortable atmosphere in class needs some method in order that
the students enjoy learning English. In relation to the problem above the
researcher found students‟ problem at MAM Datarang Kab. Gowa in writing skill.
Such as, some students lack the ability to formulate ideas and to write cohesive
texts, and the student struggle to organize and use mechanics of writing.
Nowadays, there are some method that can be used in teaching English,
especially in writing skill. One of them is SRSD (Self-Regulated Strategy
Development). According to Case (1992:45) by using this method supporting
students compose the text and helping them develop relevant cognitive and self-
regulation skill and Cutler (2008: 907-919) state that with SRSD learners are
explicitly taught writing strategies for different writing genres such as paragraph
writing, persuasive writing, narrative.
Writing is an activity that the students do in almost of their study. Through
paragraph writing, persuasive writing, narrative writing and give information.
Besides, they are also expected to be able to produce a good piece of writing,
writing skill is considered, difficult because it is more formal and compact.
Among the four of language skills, writing is more complicated for students to
master because it needs long process. It is started from pre-writing and up to
editing and it needs some kinds of writing skills or abilities.
Based on the observation of the Eleventh Grade Students of MAM
Datarang Kab. Gowa, the researcher found that the skill of students in writing is
still low especially in writing. The mean score of the students in writing skills is
4.01 score rate, this score under expected by successful Minimal Criteria (KKM)
is 65 and the researcher has target till 75-80. According to their teacher, it is
happened because the students have poor motivation in learning English.
Although, the teacher has method of learning process in the classroom, but it is
could not make the students‟ interest. For this reason, the researcher purposes a
research in writing entitle “The Use of Self Regulated Strategy Development
(SRSD) to Improve The Students’ Writing Skill at the Eleventh Grade Students of
MAM Datarang Kab. Gowa”
B. Problem Statements
Regard the title of the research and description on the background above,
the researcher formulates this research questions as follow:
How is the improvement of the students‟ writing skill in terms of content,
organization, and grammar in descriptive text by using SRSD at the Eleventh
Grade Students of MAM Datarang Kab. Gowa?
C. Objectives of the Study
Based on the problem statement above, the objective of the research are to
find out:
To know the improvement of the students‟ writing skill in terms of content,
organization, and grammar in descriptive text by using SRSD at the Eleventh
Grade Students of MAM Datarang Kab. Gowa.
D. Significance of the Study
The researcher hopes this research will have some benefits in the study of
teaching writing. The following benefits are:
1. Theoretical Benefits
This research is hoped to improve teaching learning process in general and
learning the English as a foreign language in particular and to improve the method
used by English teacher in selecting effective technique and appropriate condition
especially in teaching writing.
2. Practical Benefits
a. To give more information for English language teachers about one of
suitable method or strategy which can used in teaching writing
b. This research can be used as one of the references for those who want to
conduct a research in English teaching learning process.
E. The Scope of the Study
The scope of the research was restricted to the use of SRSD to improve the
students writing skill. The students were wrote descriptive paragraph based on the
topic. It focused on content, organization, and grammar.

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Some Previous Related Research Findings
Ramlan (2007) reported that the SRSD method effective to improving the
students English competence, especially in teaching writing. It has proved by the
research that had been done at SMA Negeri 1 Basappu. The students writing
ability increase (2.68) score or occurred (70%) writing improvement.
Perin (2007) in her research with SRSD, learners are explicitly taught
writing strategies for different writing genres such as paragraph writing,
persuasive writing, story writing.
Haris (2003) in his research SRSD has a strong impact on improving the
writing performance of upper-elementary and middle school students (effect sizes
typically exceed 0.80), including enhancing the writing of youngsters attending
urban schools.
Lienemann (2009) in his research indicated that the SRSD model is more
effective at improving writing performance than are all other instructional
approaches.
All of the research findings above are expected to be useful information to
the researcher. There are relationship among them especially in skill and the
methodology. In contrary, the differences are the sample, populations, and the
instrument of the research.

B. The Concept of Writing
1. Definition of Writing
Lindbolm in Fatmawaty (2009: 13) gives definition of writing as studying
to focus our mind on important matters, and learning about them. By this activity,
a person can find the solution of difficult problem, master the fact even by
writing, a person can also communicate their mind that cannot be done through
other way. We can say that writing is the act of expressing something through the
application of language system. So, when we write, there are two problematic
areas namely “what to write and how to write it”.
Another statement about writing skill comes from Widdowson in Saleha
(2008:15) states that writing is a communicative activity and is carried out in
accordance with certain general principal in which underline the use of language
in communication.
Graham (2007:3) explain that writing well is not just an option for young
people-it is a necessity. Writing skill is predictor of academic success and a basic
requirement for participation in civic life in the global economy, while Writing is
not a simple language skill to perform because of it is large areas that must be
involved. In producing a piece of writing, linguistic competence and extra
linguistic competence are always involved. The fact is that writing is not only a
means of expression, but it is also an essential criterion of competence in any
field. This means that to write is to seek expression or to have something to say
through the application of linguistic system.

Based on some definition above, the researcher can concluded that writing
is expression of writer‟s idea in a written symbol form on paper in order the
reader can read it and get the meaning of writer opinion.
2. The Importance of Writing
There are a lot of reasons why writing is important by Hairston in Saleha
(2008: 5):
a. Writing is a tool for discovery. We stimulate our thought process by the
act writing into information and tab into information and image we have
our unconscious mind.
b. Writing helps us to organize our ideas. We can arrange them in coherent
form.
c. Writing generates new ideas by helping us to make connection and see
relationship.
d. Writing helps us to observe and process information when we write a
topic, we learn it better.
e. Writing enables us to solve the problems by putting the element of them
into written form; we can examine and manipulate them.
f. Writing on a subject makes us active rather than passive learns of
information.
3. The Characteristic of Good Writing
Adelstein (1980) state some characteristic of the good writing as follows:

a. Good writing reflects the writer‟s ability to use the appropriate voice
even though all good writing convey the sound and someone talking to
someone else, the voice heard through the writing must also suit with
the purpose and audience of the occasion.
b. Good writing reflect the writer‟s ability to organize the material into a
coherent writing so that it moves logically from a central, dominant
idea to supporting points and finally to consistent ending conveying to
the reader a sense of a well thought out plan.
c. Good writing reflects the writer‟s ability to write clearly and
unambiguously, to use sentence structure, language and example so that
the one possible meaning is the writer‟s intended one.
d. Good writing reflects the writer‟s ability to write convincingly to
interest readers in the subject and to demonstrate a though and sound
understanding of it.
e. Good writing reflects the writer‟s criticize the first draft and revise it.
Revision is the key of effective writing.
4. Types of Writing
a. Narration
Oshima, et al (1997: 27) explains that narration is story writing.
When you wrote a narrative paragraph or essay, you write about events
in the order that they happened. In other words, you use time order to
organize your sentence. In the model essay, the writer uses time order
to divide the essay into paragraphs. An outline of the essay narration
would like this: orientation, complication, and resolution.
b. Description
Oshima, et al (1997: 50) explains that descriptive writing to the
senses, so it tells how something looks, feels , smells, tastes, and/or
sounds. A good description is like a “word picture”, the reader can
imagine the object, place, or person in his or her mind. A writer of a
good description is like an artist who paints a picture that can be “seen”
clearly in the mind of the reader. In a description, writers often use
spatial order to organize their ideas. Spatial order is the arrangement of
items in order by space. An outline of description would like this:
introduction, body, and conclusion.
c. Explanatory
There are three kinds of explanatory composition, they are:
1) Explaining a process
To write an explanatory composition that explains a process,
rely on the same skills you have used in everyday situations.
Explain the steps in the process briefly and clearly. Start with the
first step and proceed through all the steps in the order in which
they must be completed. It is essential that the steps be presented in
the correct sequence and that they be accurate and complete. An
effective way to organize an explanatory composition that explains

a process is to follow this plan: introduction, steps in the process,
and conclusion.
2) Stating an opinion
An explanatory composition may express an opinion and
explain why others should explain why others should accept that
opinion. In an explanatory composition, you need to present strong,
specific reasons or facts. An effective way to organize an
explanatory composition that stating an opinion is to follow this
plan: introduction (express your opinion, as directly as possible),
body (supporting opinion), and conclusion (summarize your
argument as forcefully as you can).
3) Stating a definition
To write a good definition, you must do three things. First,
name the word to be defined. Second, name the general class to
which the subject belongs. Third, name the particular characteristic
of the subject. By defining a subject you will be able to present a
complete and informative picture of it. An effective way to
organize an explanatory composition that stating a definition is to
follow this plan: introduction (your definition serves as the topic
sentence for the composition), body (the most informative way to
develop a definition is with or with facts and figures), conclusion
(the sums up the main idea of your definition).
(Littell, McDougal 1981: 122-140 )

5. Process of Writing
The following steps which develop through the processes may help
students become better writer.
Step one: Prewriting
(Thinking about your topic)
Step two: Planning

(Organizing your material)
Step three: Drafting
(Using your ideas and plans to write a first draft)
Step four: Revising
(Improving the focus content and language use)
Step Five: Editing
(Checking grammar, spelling, capitalization, punctuation and word choice)
Figure 2.1: Process of Writing

This section includes a description of the activities leading to the writing
the previous essay. These activities include prewriting, writing and rewriting.
a. Prewriting
Graham (2007: 18) explain that pre-writing engages students in
activities designed to help them generate or organize ideas for their
composition. Engaging the students in such activities before they write
a first draft improves their quality of their writing. Prewriting activities
include gathering possible information for a paper through reading or
developing a visual representation of their ideas before sitting down to
write.
Alexander (1990: VI-3) in this section, the students are required
to cluster or list what they know for each topic before deciding on one
topic as the subject of their report of information essay. Some students
list subtopics for two or three choices and then select the topic that
yield the greatest number of subtopics.
Oshima (1997: 15) states that brainstorming is prewriting
activity in which you come up with a list of ideas about a topic on your
own in small groups with your classmates. Follow these brainstorming
steps:
1) Write down your general subject or specific topic.
2) Make a list everything that comes to your mind about it.
3) Use words, phrase, and/or sentences. Don‟t worry about the order
of ideas, mechanics, grammar, or spelling.

4) Just keep writing down whatever comes to your mind until you
run out of ideas. Because you are only brainstorming, don‟t be
concerned if you repeat several ideas.
b. Writing
Graham (2007: 20) the process of writing approach stresses
activities that emphasize extended opportunities for writing. Writing
for audiences, self-reflection, personalized, instruction and goals, and
cycles of planning, ad reviewing.
Litell, McDougal (1981: 7 ) at this point in the process of
writing, you are ready to write. Simply put your pencil to paper and
write. Don‟t fuss with the writing. Don‟t worry about organizing ideas.
Don‟t fuss about spelling or punctuation. Just Write.
c. Rewriting
At this stage of the process you will need to work more
carefully. Read what you have written and repair it as you can.
Finally, when you are satisfied that your writing is clear and correct,
write it out its final form. Write carefully. Make your work as neat as
possible.
6. Components of Good Writing
Jacob (1991: 22) points out five kinds of components in writing. They
are content, organization, language use, vocabulary, and mechanics.

a. Content
The content of writing should be clear for the readers so that the
readers can understand the message convey and gain information from it.
In order to have a good content of writing, its content should be well
unified and completed. This term is usually known as unity and
completeness, which become characteristic of good writing.
b. Organization
The purpose of organizing material in writing involves coherence,
order of importance, and general to specific, chronological order and
spatial order of pattern. When writing the learner should arrange their
writing chronologically. They should present their ideas based on the
order of which happened from the beginning to the end.
c. Vocabulary
Vocabulary is one of the language aspects dealing with the process
of writing study. In the process of writing the writer always thinks about
putting words into sentences and then putting sentences into paragraphs
until they can create a piece of writing. The lack of vocabulary make
someone fails to compose what they are going to say because they felt
difficult to choose the appropriate vocabulary.
d. Language use
Language used in writing description and other form of writing
involves connected languages and point of grammar should be one that

is capable of producing grammar. We should not be able to do anything
more than latter separate function. And also grammar can help the
students improve the use of formal language.
e. Mechanics
Mechanics in writing deals with capitalization, spelling and
punctuation. Capital letters have principal use in English writing. This
may be used distinguish between particular and general classes of
person, places and things.
C. The Concepts of Descriptive
1. Definition of descriptive writing
Jack, Breton (1982:59) state that there are ways to go about writing a
description of a place; start from the overall impression, and break it down into
the details, or start from the details and build up toward and overall impression.
Neeld in Fatmawaty (2009:14) defined Descriptive writing is a way to
present details; even though it is often appears with other form or pattern of
development. When we write, we are constantly describing people, place and
objects.
Description gives sense impression they feel, sound, taste, smell, and look
of things. Emotion may be described too, feelings such as happiness, fear,
loneliness, gloom and joy. Description helps the reader, through his/her
imagination, to visualize a scene or person, or to understand sensation or an
emotion (Wishon, 1980:130).

When we plan a description, we may to list as many details as possible
before writing. However, select only the most important details to include in the
description. Choose the details that show the subject us unique and help to create
a sharp, unified impression of the subject. So that the reader will easily understand
the description of a person a place, or an object if it organize and write
description.
In connection with the statement above, the researcher concludes that
descriptive writing is a common way to present details and in the impression of a
person, a place, and an object to the readers.
a. Definition of Descriptive Paragraph
Neeld in Fatmawaty, (2009:15) defined description paragraph is a
paragraph that describe about people, place, and object. Description
appears in almost writing because writers try hard to create word image of
ideas that convey. A descriptive paragraph is a word picture of an object, a
scene or a person. Its sensory details usually create particular mood.
In order to write an effective description, you need to explore both
the details and the feelings related to your experience. Begin by selecting
details that appeal to all the sense-sight, hearing, touch, taste and smell.
Because your senses are what tell you about your surroundings, use them
to provide the vivid details of description. Select specific sensory words
that will bring an experience to life. Work from the vocabulary of the
sense that you have been building as following steps:
1) Dominant Impression
The first sentence or even the first word of a description may
establish the dominant impression succeeding will then reinforce
and expand it by supplying further information and feeling in
details. In order words, the sentence of the paragraph.
The example is follow:
The bank clacks a look of trust worthiness about him. He had
clear, intelligent eyes surrounded by plain, old-fashioned eye-
glasses. One could thrust those eyes. The few hairs left on his
balding head were healthily and carefully brushed into place. He
seemed to have counted his money. It was obvious that the same suit
had served him for several years, just the sort of good, long-term
investment the bank no doubt believed in. in short, everything about
him seemed as solid, sensible, reliable, as the situation he worked
for.
2) Mood
A mood is feeling that goes beyond measurable physical
appearances. Feelings and emotion such as joy, happiness, fear, and
land anxiety evoke or create mood. Mention of good or bad qualities
mat contribute to establishing the general mood.
During the whole of dull, and soundless day the autumn of
the year when the clouds hung oppressively in the heavens, I have
been passing alone, on horseback, through a singularly dreary tract

of country; and length found myself, as the shades of evening drew
on, view of the lancholy house of usher.
3) Logical Development
A good piece of descriptive has some logical plan
development. The writer tries to give a picture of impression of
person, place, or thing but unlike the photographer or the painter,
who as chemical or pigments to work with; the writer has only
words to use. Therefore, to be effective, written description should
have an efficient, sensible, carefully through-all, logical plan. The
writer may start with the specific details and conclude with a
dominant impression.
Abraham lincoln was a strong man. Both physically and
mentally. He was 1.90 meters stall. He was thin, But weight 81
kilos. He was physically powerful, and he never seemed to tire
mentally or physically. He was very plain looking and plain acting.
Although his physically appearance and dress ma them him
common. (Wishon, 1980:130).
In connection with statement above, the researcher concludes that a
descriptive paragraph is a paragraph that describe about dominant
impression (information), mood (feeling or emotion), and logical
development (people, place, things). The writer tries to give a detail about
writing that can support this writing clearly.

b. Types of Description
Lennon in Herman (2010:18) state that there are two types of
description. They are:
1). Objective Description
Objective description is based purely on observable details: it
is not colored by writer emotion or like and dislikes. Objective
description records exactly see from the writer‟ vantage point. Some
descriptive have not topic statement, however they always begin with
some kinds of orienting statement, because the goal of such the
description is merely to catalog the details of subject so that reader can
visualize it.
2). Subjective Description
Subjective description can be defined as that which has
descriptive details by Colored by personal impression, the usual goal
of subjective description is to create a mood or to share feelings.
D. Self Regulated Strategy Development (SRSD)
1. The meaning of SRSD
SRSD is an empirically validated model for supporting students as they
compose text (Case, et al 1992: 45). SRSD has a strong impact on improving the
writing performance of upper-elementary and middle school students, including
enhancing the writing of youngsters attending urban school (Graham, 2003: 44).
Numerous specific writing strategies have been developed for genres including
story writing, narrative, expository, persuasive writing, and revising strategies.
Each strategy includes a mnemonic acronym for learning the strategy steps.
a. The benefit of using SRSD
SRSD is designed to help students become fluent, independent, self-
regulated, goal-oriented learners (Graham, et.al 1992: 45). SRSD for writing
encourages students to accomplish writing tasks through explicit instruction
and simplifying the process of composing narrative, expository, and
persuasive essays while integrating self-regulatory practices of goal setting,
self-instruction, self-assessment, self-evaluation, and self-reinforcement.
SRSD show the writer in three strategies. First, strategy usage assists
students in developing knowledge about the writing process, there by
increasing the skills students need for effective planning, writing, revising,
and editing. Second, students are supported in the development of the self-
regulation procedures needed to monitor and manage their own writing. The
third, development of positive attitudes about writing and views of themselves
as writers is supported. After working through the SRSD process,
improvements in quality, length, mechanics, and structure of normal and low
achieving students' compositions, as well as their attitudes and beliefs about
writing, have been maintained over time and generalized across settings
(Harris & Alexander (1998: 128)).

b. The Role of SRSD in Teaching Writing
In SRSD, writing is considered a problem-solving task that involves
planning, knowledge, and skills (Graham 2003: 158)). Planning includes
planning, drafting, and revising the essay. Knowledge includes knowing
information about the topic, the audience, and the genre (e.g., persuasive or
narrative essay). Skills include the writing conventions of handwriting or
keyboarding, spelling, and grammar. Given the complex demands of writing,
self-regulation training is embedded in the explicit instruction so that students
can eventually compose text with decreasing teacher direction and support.
Self-regulation refers to “self-initiated thoughts, feelings, and actions that
writers use to attain various literary goals, which include improving the
writing skills and enhancing the quality of the text they create” Graham &
Harris (2000: 35). When writers use self-regulation, they regulate their
environment and their behavior (including time spent writing and organizing
ideas), and they enact internal control over their activities (through goal
setting, task-analyzing objectives, and self-reinforcement). Self-regulatory
techniques are integrated into each of the six stages of SRSD for writing that
are guided systematically by teachers.
Harris & Alexander (1998: 155) state that SRSD model is composed of
the following stages:
Stage 1: Develop Background Knowledge
Stage 1 involves increasing background knowledge. It might include
discussions with students of how to write successfully, the purpose of

writing, and what pre-skills are needed to achieve a writing goal. Teachers
may assess for prior knowledge by collecting baseline writing samples.
Development of any prerequisite background knowledge and skills specific to
the genre of writing happens in this stage. For instance, if story writing essays
were targeted, the teacher and students would discuss what it means to write
good stories and examine examples of good stories. Then the mnemonic chart
containing the strategy steps are introduced (POW+WWW, What = 2, and H
= 2) : P = Pick your idea; O = Organize your notes; W = Write and say
more. The WWW = Who is the main character? When does the story take
place, Where does the story take place? What = What does the main character
do? and What happens then? H = How does the story end? and How does the
main character feel? . Students work on identifying parts of a good essay after
discussing individual components of the strategy. Self-regulation strategies,
including goal setting, are also introduced.
Stage 2: Discuss It
The second stage emphasizes the importance of how and when to use the
SRSD model and the selected SRSD writing strategy. The role of student
effort in learning the strategy and the self-regulation procedures is discussed.
Self-monitoring is particularly emphasized during this stage in relation to
goal setting. Goal setting involves identifying reasonable, measurable, and
attainable goals. The goals, which are individualized, are developed based
upon individual skills and a task analysis of the end product (e.g., length of
writing, number of story elements in a story). Students may sign individual
learning contracts containing the final goal of writing the targeted essay
independently to formalize a commitment to learning the writing strategy
and the self-regulation components. Stages 1 and 2 may be completed in a
single lesson.
Stage 3: Model It
In the third stage, teachers model is completed, students are taught how to
graph essay components as a way to determine whether all required story
components are in the written essay.
Stage 4:Memorize It
During the fourth stage, students practice the steps of the strategy and the
meaning of any mnemonics used to reinforce fluency. Teachers provide
students with cue cards (described above), common think sheets, planning
sheets, and graphic organizers, that act as concrete reminders of the critical
steps involved in writing compositions.
Stage 5: Support It
In the fifth stage, teachers provide scaffolding and continuous feedback
while students practice writing. During this stage teachers may work
collaboratively with the students following all of the planning and organizing
steps to ensure student success. Gradually, as students begin to master the

components of the essay writing process, the cue and prompt cards,
mnemonic charts containing strategy steps, and graphic organizers are
removed. Generally, Stage 5 takes the longest of the six stages for students.
When required, “booster” lessons will be introduced to reinforce or scaffold
the use of the strategy and/or the mnemonics.
Stage 6: Independent Performance.
During the final stage, students require little to no support from teachers.
Students write independently without the use of the graphic organizers and,
because they have internalized the strategy steps, they use fewer audible self-
statements. During this stage students continue with goal-setting and self-
monitoring procedures but may extend their learning to work collaboratively
with other students and to work independently.

E. Conceptual Framework
The theoretical framework in this research is presented by diagram below:
Writing
There are two components were briefly discussed below:
Self Regulated Strategy Development (SRSD)

1. The PIEE is used to measure the students‟ writing ability in term of
Exposition Paragraphs.
2. The Exposition Paragraphs scope Research

Classroom Action writing of Content, Organization,
(CAR)
Vocabulary, Grammar and Mechanics.
Planning Action
Cycle I Cycle II
Reflection Observation
Improvement the students‟ writing skill
Content Organization Grammar
Figure 2.2 : Conceptual Framework

Based on the conceptual framework above, this research focused on
writing by using Self Regulated Strategy Development (SRSD) method to
improve the students writing skill. The researcher used Classroom Action
Research (CAR) which contains of four stage, they were: Planning,
Implementation of Action, Observation, and Reflection. CAR held around two
cycle, they were first and second cycle and each cycle was the series of activity
which had close relation. Where the realization of the second cycle was
continuing and re-correcting from the firs cycle. The scope of this research was
restricted the ability of the students to write descriptive text. The elements of the
skill consist of content, organization, and grammar.

CHAPTER III
RESEARCH METHOD
This chapter deals with research design, research procedure, research
variables and indicators, research location, time and subject of the research,
research instrument, data collection, and data analysis.
A. Research Design
In this research the researcher used Classroom Action Research (CAR)
Classroom Action Research is systematic inquiry with the goal of informing
practice in a particular situation. Classroom Action Research is a way for teacher
to discover what works best in a classroom situation, thus following informed
decision about teaching, which contains of four stages, they were: Planning,
Implementation of Action, Observation, and Reflection.
This research held around two cycles. They were first and second cycle
and each cycle was the series of activity which had close relation. Where the
realization of the second cycle was continuing and re-correcting from the first
cycle.
Cycle 1
1. Planning
The activities that had done in this stage were follows:
a. Studying and understanding the material that would be taught in learning
process.
b. Making the lesson plan for the implementation of action based on the
syllabus.
c. Making the sheet of students‟ assessment to measure the students‟
achievement in writing.
2. Implementation of Action
In this activity, it has scenario learning process. It based on the concept of
SRSD method. The activities that had done in this stage were follows:
a. The researcher talked with the students about the strategy namely: POW
= WWW, What = 2, How = 2.
b. The researcher talked aloud throughout modeling as he or she goes over
the steps in the strategy, describes what the students will do at each step,
and demonstrates how the strategy is used.
c. The researcher gave the topic of legend story to the students then ask
them to pick their idea and write the parts of story.
d. The students practiced the steps of the strategy that it can help them to
reinforce fluency.
e. The students asked to organizing the story from the topic into a complete
descriptive paragraph. Initially, the teacher supportted the implementation
of the strategy.
f. Evaluating the students‟ ability to independently apply the strategy.
3. Observation
The activities in this stage as follows:

a. Identifying and made note all problems that need the teacher when
teaching and learning process is running based on observation paper that
arranged.
b. Doing evaluation based on the result of study.
c. Giving the students chance to give suggestion and question in action
research.
4. Reflection
Result of data that have been done was continued in the analysis until
reflection after action research. The reflection was discussed as well as a
lecturer‟s guidance while researcher made research planning for the next cycle.
The research plan was the plan for next cycle which repair from I cycle.
Cycle 2
1. Planning
a. Continuing the activities that have been done in first cycle.
b. Improving the weakness in the first cycle.
c. Making plan again in the scenario learning process from the result of
cycle 1 reflection.
d. Action research was repaired.
2. Implementation of Action

a. The teacher asked the students to remember the strategy namely: POW =
WWW, What = 2, How = 2.
Pick an idea.
Organize the story using WWW, What = 2, How = 2.
Write and say more.
Who is the main character?
When does the story take place?
Where does the story take place?
What does the main character do?
What happens then?
How does the story end?
How does the main character feel?
b. The teacher gave another topic of descriptive text to the students then ask
them to pick their idea and write the parts of story.
c. The student asked to organizing the story from the topic into a complete
paragraph.
3. Observation
The activities in this stage as follows:
a. Identifying and made note all problems that teacher needed when
teaching and learning process is running based on observation paper that
arranged.
b. Giving the student chance to ask for suggestion and question in action
research.
4. Reflection
Analyzing all of the data which collected from observation to assess the
teaching program‟s achievement after giving an action at the second cycle.
B. Research Subject
This research had been done at MA Muhammadiyah Datarang Kab.
Gowa. The subject of this research was the eleventh grade (XI IPA) students of
MAM Datarang Kab. Gowa, first academic year 2015/2016 which consisted of 34
students in class.
C. Research Instrument
There were two instruments used:
1. Observation Sheet
Observation sheet aimed at finding the students‟ data about their
presence and activeness in teaching learning process.
2. Test
Test aimed at finding the students‟ response toward teaching
learning process through SRSD method.
D. Research Variables and Indicators
1. Research variables
This research used two variables, they were:

a. Independent variable
The independent variable was implementation of SRSD. This was a
technique used by the researcher when teaching the material.
b. Dependent variable
The dependent variable of the research consisted of the students‟
ability in writing descriptive text.
2. Indicators
The indicators of the students‟ ability in writing descriptive text were
content, organization, and grammar.
E. Data Collection
To collect the data has done with the following procedures:
1. Observation Sheet
The researcher used observation sheet to finding the students‟ participant
in teaching learning process through SRSD method. It was summed at the end
of cycle one and two.
2. Test
The researcher gave test to the students to finding their improvement in
writing through SRSD method. The researcher tested the students by asking
them to pick their idea from the topic that was given namely the legend story
then describe the part of story and write it into descriptive text.
There were some components to be concern by the researcher in this
research to measure the student‟s ability to write descriptive paragraph. The
score of each component was determining by using the following rating scale:
a. Content
Score Level Criteria
knowledgeable  substantive 
30 – 27 Very good thorough development of thesis 
relevant to assigned topic
some knowledge of subject 
adequate range  limited
development of thesis  mostly

26 – 22 Good
relevant to the topic, but lacks
detail
limited knowledge of subject 
little substance  inadequate

21 – 17 Poor
development of topic
does not show knowledge of
subject  non-substantive  not
pertinent  OR not enough to

16 – 13 Very Poor
evaluate
(Heaton, 1989-146)
b. Organization
fluent expression  ideas clearly
stated/ supported  succinct  well-

20 – 18 Very good
organized  logical sequencing 
cohesive
somewhat choppy  loosely
organized but main ideas stand out

17 – 14 Good
 limited support  logical but
incomplete sequencing
non-fluent  ideas confused or
13 – 10 Poor disconnected  lacks logical
sequencing and development
does not communicate  no

9–7 Very poor
organization  OR not enough to
evaluate
(Heaton, 1989-146)
c. Grammar
Effective complex constructions 
few errors of agreement, tense,

25 – 22 Very good
number, word order/ function,
articles, pronouns, prepositions
effective but simple constructions 
minor problems in complex
constructions  several errors of
21 – 18 Good
agreement, tense, number, word
order/ function, articles, pronouns,
prepositions but meaning seldom
obscured
major problems in simple/ complex
constructions  frequent errors of
17 – 11 Poor
negation, agreement, tense,
number, word order/ function,
articles, pronouns, prepositions

and/ or fragments, run-ons,
deletions  meaning confused or
obscured
virtually no mastery of sentence
construction rules  dominated by

10 – 5 Very poor
errors  does not communicate 
OR not enough to evaluate
(Heaton, 1989-146)
F. Data Analysis
The data from cycle I and cycle II was analyzed through the following steps:
1. To calculate the score using the following simple formula:
The gain score

A Student's Score = ------------------------------- X 10
The maximal score
(Heaton, 1989-146)
2. Calculating the mean score of the students‟ writing test by using the following
formula:
∑
X=
Where: X = mean score
∑ = the sum of all score

= Number of student
(Gay, 1981)
3. To calculate the percentage of the students‟ achievement, the formula
which by using as follows :
P = --- x 100
4XN
Notation: P : Rate Percentage
F : Frequency of the students‟ achievement
N : The Total Number of Students
(Sudjana, 1999)
4. To calculate the students‟ improvement score, the formula which was used
as follows:
X2 – X1
P= x 100%
X1
Notation : P : Students‟ improvement score
X1 : Mean cycle I
X2 : Mean cycle II
(Gay, 1981)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of findings of the research and its discussion. The
findings of the research present the result of the improvement of the students‟
writing skill that covers the students‟ writing content, organization, and grammar,
and the discussion of the research covers further explanation of the findings.
A. The Findings
The finding of this classroom action research deals with the answer of the
problem statement which is aim to improve the students‟ writing skill covers
content, grammar and organization. The findings consist of the improvement of
the students‟ content, grammar and organization in writing skill and the students‟
activeness in teaching and learning process. The findings of the research detect
that the use of Self Regulated Strategy Development (SRSD) can improve the
students‟ writing skill in eleventh grade students of MA Muhammadiyah Datarang
Kab. Gowa.
There are activities that have been conducted before finding the results of
the research. The activities are such as the teacher asks students stating the point,
illustrating it and putting forward an explanation end with a statement about the
main point, not on some detail from the example. It‟s a very effective guideline to
use, as it specifies all the steps that would be necessary to offer up a thorough
discussion.
To explain further about how SRSD can develop paragraphs more the
teacher makes change in cycle II, like ask the students begin their writing the
strategy steps are introduced (POW+WWW, What = 2, and H = 2) : P = Pick your
idea; O = Organize your notes; W = Write and say more. The WWW = Who is
the main character? When does the story take place, Where does the story take
place? What = What does the main character do? and What happens then? H =
How does the story end? and How does the main character feel? . Students work
on identifying parts of a good essay after discussing individual components of the
strategy.
After guide the steps in practice writing descriptive text, the researcher give
score to the students based on their writing skill. In assessing the students‟
progression during learning writing material using SRSD, the researcher use
writing assessment of good writing from Heaton (1989:146) and the data from
cycle I and cycle II is analyze through calculate the gain score is multiply with
standard score (10) divided with maximal score in each component in writing.
The result is the students‟ score. For mean score, the researcher calculates the sum
of all score divide with the number of students. The researcher also calculate the
percentage of the students‟ achievement with use formula as frequency of the
students‟ achievement multiply with 100 and divided the total number of
students, the total number of students must multiply with 4 because there are four
meetings in each cycle.

1. The Improvement of the Students’ Writing Skill
The use of SRSD in improving the students‟ writing skill deals with content,
organization, and grammar. It can be seen clearly in the following table and chart:
Table 4.1: The improvement of the students’ writing skill
The Student’ Score

No Indicators
Cycle I Cycle II
1. Content 6.68 8.28
2. Organization 6.47 7.86
3. Grammar 5.65 7.21
4. 6.26 7.78
X
The table above indicates that there is the improvement of the students‟
writing skill from cycle I to cycle II, the students‟ writing skill in cycle I is (6.26)
then the students‟ writing skill increases in cycle II (7.78). Therefore, the
improvement of students‟ writing skill achievement from cycle I until cycle II is
increasing significantly.
The table above proves that the use of SRSD in teaching and learning process
can improve the students‟ writing skill after taking action in cycle I and cycle II
has been achieved the standard score.

To see clearly the improvement of the students‟ writing skill, the following
chart is presented:
9
8
7
6
5
4 Cycle I
3 Cycle 2
2
1
0
CONTENT ORGANIZATION GRAMMAR
Chart 4.1: The Improvement of the Students’ Writing Skill in Term of
Content, Organization, and Grammar
90.00%
77.80%
80.00%
70.00% 62.60%
60.00%
50.00% Cycle I
40.90%
40.00% 36.90%
Cycle 2
30.00% D Test
20.00% Improvement
10.00%
0.00%
Improvement Writing Skill
Chart 4.2: The Improvement of the Students’ Writing Skill

The chart above shows that the improvement percentage of the students‟
writing skill after taking an action through SRSD is higher than before. It is
proved by the improvement of the students‟ writing skill in cycle I to cycle II
(6.26– 7.78).
2. The Result of the Students’ Activeness in Teaching and Learning
Process
The result observation of the students‟ activeness in teaching and learning
process toward the use of SRSD in improving the students‟ writing skill at the
Eleventh Grade Students of MA Muhammadiyah Datarang Kab. Gowa which is
conducted in 2 cycles during 8 meetings is taken by the observer through
observation sheet. It can be seen clearly through the following table:
Table 4.2: The observation result of the students’ activeness in learning
process.
Meetings Average
Cycle
1st 2nd 3rd 4th Score
I 55.14% 61.76% 72.79% 74.26% 65.98%
II 80.88% 83.08% 86.76% 89.70% 85.10%

The result of the students‟ observation about their activeness can also be
shown in the graphic below:
90.00% 85.10%
80.00%
70.00% 65.98%
60.00%
50.00%
40.00% Cycle I
30.00% Cycle 2
20.00%
10.00%
0.00%
Students' Activeness
Chart 4.2. The Improvement of the Students’ Activeness
The chart above shows that the students‟ activeness in cycle I is lower than
the students‟ activeness in cycle II. It because in cycle I, Self Regulated Strategy
Development (SRSD) is unfamiliar with them. They are still did not know that
technique‟s steps and purposes. The researcher also limited the students chance to
write intensively. Therefore, the students are not interested in learning because
they didn‟t enjoy the material. As result they are less active to participate in
learning and teaching process. But in cycle II the researcher tried to give clearer
instruction to students about Self Regulated Strategy Development (SRSD). As

result, the students became accustom with it. They get many ideas to write
intensively, so during this cycle they became more active than previous cycle.
Through the chart above, the researcher concludes that the use of Self Regulated
Strategy Development (SRSD) can improve the students‟ activeness in learning
writing.
B. Discussion
1. The Improvement of the Students’ Writing Content
Content is a component of writing skill. According to Jacob (1991 : 22)
the content of writing should be clear for the readers so that the readers can
understand the message convey and gain information from it. In order to have a
good content of writing, its content should be well unified and completed. This
term is usually known as unity and completeness, which become characteristic of
good writing.
The use of Self Regulated Strategy Development (SRSD) can improve the
students‟ writing content. The table 1 indicates that the improvement of the
students‟ writing content in cycle II is greater than cycle I. The students‟ mean
score improve from 6.68 become 8.28. The process that can be explained from
cycle 1 to cycle 2 as follows:
a. At the beginning of the implementation of the first cycle has not been suitable
with planning yet this matter is cause by:

1. The Students are poorly described incomplete information to gain the aim
in their writing.
2. The Students are difficult to think creatively and develop thoughts,
excluding all irrelevant information.
3. The Students‟ writing is ambiguous and misunderstanding cause he
Students did not use capitalization, punctuation, and spelling.
Therefore, most of them are difficult to write clearly and still felt difficult to
think creatively. As result, the mean score of the students‟ content in cycle 1 is
still low. As we can see in table 1 that the mean score is only 6.68. Its result is still
under the completeness grade standard in SMA.
b. At the end of the second cycle can be concluded:
1. Students already wrote well describe, give the readers very clear
information.
2. Students can think creatively, so they can understand what the messages
convey.
The explanation above explains that, when the researcher conducted action in
cycle II, the students‟ mean score improve from 6.68 to 8.28. It has achieved the
standard score in SMA. In this cycle, the researcher intensively interested the
students to write. The researcher help the student‟s in improving their writing
content.
2. The Improvement of the Students’ Writing Organization
Organization is a component of writing. According to Jacob (1991 : 22)
the purpose of organizing material in writing involves coherence, order of
importance, and general to specific, chronological order and spatial order of
pattern. When writing the learner should arrange their writing chronologically.
They should present their ideas based on the order of which happened from the
beginning to the end.
The use of Self Regulated Strategy Development (SRSD) can improve the
students‟ writing organization. The table 1 indicates that the improvement of the
students‟ writing organization in cycle II is greater than cycle I. The students‟
mean score improve from 6.47 become 7.86. The process that can be explained
from cycle 1 to cycle 2 as follows:
1. The Students are low ideas and topic which relevant in a topic.
2. The Students are can‟t understand what they write because their writing
did not organize.
Therefore, most of them are low ideas and they can‟t understand what they
write. As result, the mean score of the students‟ organization in cycle 1 is still
low. As we can see in table 1 that the mean score is only 6.47. Its result is still

1. Students already developed ideas and topic which relevant in a united
form.
2. Students can arrange and organize the ideas or messages in writing.
The explanation above explains that, when the researcher conducted action in
cycle II, the students‟ mean score improve from 6.47 to 7.86. It has achieved the
standard score in SMA. In this cycle, the researcher intensively interested the
students to write. The researcher helps the students‟ in improving their writing
organization.
3. The Improvement of the Students’ Writing Grammar
Grammar is a one component of writing skill. According to Jacob
(1991:22) language used or grammar in writing description and other form of
writing involves connected languages and point of grammar should be one that is
capable of producing grammar. We should not be able to do anything more than
latter separate function. And also grammar can help the students improve the use
of formal language.
The table above indicates that the indicators of the students‟ writing grammar
improve significantly. The students‟ writing grammar improvement is quite
significant from cycle I (5.65) to cycle II (7.21). In fact, the use of SRSD made
the students‟ writing grammar increase. The processes that can be explain from
cycle 1 to cycle 2 as follows:

1) The Students are afraid to make mistake in grammar.
2) Some students‟ writing is containing with errors in verb, noun, agreement
and imperative sentence.
3) Some students still did not give attention for preposition, conjunction,
articles and tenses.
Therefore, most of them are difficult to write correct and appropriate
sentences. As result, the mean score of the students‟ grammar in cycle 1 is still
low. As we can see in table 1 that the mean score is only 5.65. Its result is still
1) Students already write correct and appropriate sentences.
2) Students are giving attention for rule of grammar and relationship of
words in sentences.
The explanation above explains that, when the researcher conducts action in
cycle II, the students‟ mean score became improve from 5.65 to 7.21. It has
achieved the standard score in SMA. In this cycle, the researcher intensively gives
understanding or explanation and chance about Self Regulated Strategy
Development (SRSD). The researcher helps the students‟ in improving their
writing grammar.
The research indicated that the students‟ writing skill using Self Regulated
Strategy Development (SRSD) show the improvement in content, organization,
and grammar.
The researcher has change the activity more interesting in cycle II so that
students can show the improvement in the first cycle the researcher give less
explanation about Self Regulated Strategy Development (SRSD) to students‟ but
in cycle II students‟ really enjoy the SRSD because the researcher give
explanation intensively and giving more chance for students.
At the first, students are lazy to participate in Self Regulated Strategy
Development (SRSD) but the researcher usually encourages them and made
SRSD more interesting by choosing fun material. As a result students became
enjoy and fun in learning process.
The observation in the cycle I and II, the teacher making note to the all
activities of the students in every meetings, so the teacher can measure the
improvement of the students‟ writing skill dealing with content, organization, and
grammar. Then, the teacher identity and making note all the problem that we need
when teaching and learning process on observation paper and the students doing
the evaluation which use the result of the study to know how far their
improvement after using Self Regulated Strategy Development (SRSD).
After exceeded several processes in cycle I and cycle II which consisted of
eight meetings, the result of the data analysis through the writing test show that
the students‟ writing skill in terms of content, organization, and grammar improve
significantly. It is indicate by the mean score of result of the students‟ D-Test is

4.09. It is also lower than the mean score of the students‟ writing test in cycle I
that is 6.26 and cycle II is 7.78. Those scores are got from writing content,
organization, and grammar. The students‟ enthusiasm also increases along with
their improvement.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis, research findings, and discussion
in the previous chapter, the researcher came to the following conclusions. SRSD
is an effective way to improving the students skill in writing descriptive of the
Eleventh Grade Students of MA Muhammadiyah Datarang Kab. Gowa. In
addition, SRSD is the ways that can be expected to motivate the students to study
especially in writing descriptive. The researcher formulated practically her
conclusions according to the research problems.
Using SRSD improve the students‟ writing content at the Eleventh Grade
Students of MA Muhammadiyah Datarang Kab. Gowa. It is proved by the
students‟ achievement in cycle II is higher than D-Test where in D-Test the
students‟ mean score achievement in writing content is 4.78, but after evaluation
in cycle II becomes 8.28. Using SRSD improve the students‟ writing organization.
It is proved by the students‟ achievement in cycle II is higher than D-Test where
in D-Test the students‟ mean score achievement in writing organization is 4.10,
but after evaluation in cycle II becomes 7.86. Using SRSD improve the students‟
writing grammar, it is proved by the students‟ achievement in cycle II is higher
than D-Test where in D-Test the students‟ mean score achievement in writing
grammar is 3.41, but after evaluation in cycle II becomes 7.21.

B. Suggestions
In relation to the writing skill in terms of content, organization, and
grammar in this thesis, the researcher would like to give some suggestions to the
students (learners), the English teacher and the next researchers as follows:
1. For students
a. Being aware that writing is an important skill in English language. The
students should try to write individually or in group because it can
stimulate to write more and to get many ideas.
b. Generally, there are so many students considered that English as a
“monster” that‟s wrong perception. The students have to consider that
English is fun.
c. The students should make English as daily language in their activities
even though they just write little by little.
d. The students also should not to forget to memorize many English
daily expressions in order to make them write easily in their paragraph.
2. For the English teacher
a. The use of SRSD can significantly improve the students‟ writing skill
in terms of content, organization, and grammar at the Eleventh Grade
Students of MA Muhammadiyah Datarang Kab. Gowa. So it is
strongly suggested to be applied in teaching English writing in the
classroom in order to improve the students‟ writing skill.

b. The teachers should be creative in teaching English especially writing
because to master English, it needs more technique or technique in
improving it.
3. For the next researchers
a. To improve the students‟ writing skill generally, there are many cases
which must be improved such as: writing content, organization,
vocabulary, grammar, and mechanics, how to delivery writing etc. but
in this research, the researcher focused attention on improving the
students writing content, organization, and grammar. So for the next
researcher, they can take the other case of writing to be improved
neither they use this technique nor other techniques. But it is better to
use this technique in order to know the students‟ writing skill
improvement with different discussions.
b. The improvement of students can be seen significantly if the next
researcher tries to use this technique time after time and of course with
some „creative flavors‟.
c. The result of this research can also be used as an additional reference
or further research with different discussion for the next researchers.

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APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP )
Nama Sekolah : MA MUHAMMADIYAH DATARANG KAB. GOWA
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/ GANJIL
Pertemuan Ke :1
Alokasi Waktu : 2 X 45 Menit
Aspek/ skill : Writing
Standar Kompetensi
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-
hari.
Kompetensi Dasar
Mengungkapkan makna dalam retorika dalam esai sederhana secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk
narrative, descriptive, dan news item.
Indikator
 Menentukan/memilih topik dan mengumpulkan beberapa ide cerita terkait

dengan topic yang dipilih.
 Menulis teks berbentuk descriptive menggunakan metode SRSD.
1. Tujuan Pembelajaran
 Siswa dapat menentukan/memilih topik dan mengumpulkan beberapa
ide cerita terkait dengan topik.
 Siswa dapat menulis teks berbentuk descriptive berdasarkan ide-ide
yang dikumpulkan dengan menggunakan metode SRSD.
2. Materi Pokok
Pokok Bahasan : My House
Sub pokok bahasan : Descriptive text
3. Metode Pembelajaran/Teknik:
4. Langkah-Langkah Kegiatan
a. Kegiatan Awal
1) Salam dan tegur sapa
2) Melakukan presensi kehadiran
3) Menyampaikan topik bahasan pelajaran
4) Pemberian motivasi dan apersepsi. Selanjutnya, guru menyebutkan
tujuan pembelajaran.
b. Kegiatan Inti
1) Guru menjelaskan kepada siswa tentang strategi SRSD dengan
rumus: POW = WWW, What = 2, How = 2.
2) Guru menjelaskan kepada siswa tentang strategi tersebut step by
step.
3) Guru memberikan topik tulisan kepada siswa kemudian
mengumpulkan ide-ide yang akan ditulis.
4) Siswa mempraktekkan strategi yang dijelaskan pada tahap kedua
step by step.
5) Students will be asked to organizing the story from the topic into a
complete descriptive paragraph. Initially, the teacher will support
the implementation of the strategy.
6) Evaluate the students‟ ability to independently apply the strategy.
c. Kegiatan Akhir
1) Menanyakan kesulitan yang dihadapi siswa
2) Guru menyimpulkan hasil pembelajaran.
3) Mengakhiri/menutup pembelajaran
5. Alat/Bahan Pembelajaran
1) Buku pedoman (Bahasa Inggris kelas XI, Look A Head 2)
2) Picture
3) Board marker
4) White board
6. Penilaian
 Teknik : Menulis text descriptive menggunakan rumus metode
SRSD.
 Bentuk : Tugas individu
Datarang, September 2015
Researcher,
FITRAWATI
NIM. 10535 4898 11
( RPP )
Pertemuan Ke :2
Standar Kompetensi
hari.
Kompetensi Dasar
Indikator

 Siswa dapat menentukan/memilih topik dan mengumpulkan beberapa
ide cerita terkait dengan topik.
 Siswa dapat menulis teks berbentuk descriptive berdasarkan ide-ide
yang dikumpulkan dengan menggunakan metode SRSD.
2. Materi Pokok
Pokok Bahasan : RA Kartini
Self Regulated Stratgy Development (SRSD)
4. Langkah-langkah Kegiatan
a. Kegiatan Awal
tujuan pembelajaran
b. Kegistan Inti
1) Melanjutkan dan menjelaskan kembali materi pokok pelajaran
menggunakan rumus (POW+WWW, what = 2, and H = 2)
2) Meminta siswa memilih topic cerita yang akan ditulis.
3) Meminta siswa membuat teks descriptive berdasarkan ide-ide yang
dikumpulkan.
4) Students will be asked to organizing the story from the topic into a
complete descriptive paragraph. Initially, the teacher will support the
implementation of the strategy.
5) Evaluate the students‟ ability to independently apply the strategy.
c. Kegiatan Akhir
2) Picture
3) Board marker
4) White board
6. Penilaian
 Teknik : Mengumpulkan ide menggunakan rumus POW+WWW dan
menulis draft berbentuk descriptive
Researcher,
FITRAWATI
NIM. 10535 4898 11
( RPP )
Pertemuan Ke :3
Standar Kompetensi
hari
Kompetensi Dasar
Indikator

Tujuan Pembelajaran
 Siswa dapat menentukan/memilih topik dan mengumpulkan beberapa ide
cerita terkait dengan topik.
 Siswa dapat menulis teks berbentuk descriptive berdasarkan ide-ide yang
dikumpulkan dengan menggunakan metode SRSD.
1. Materi Pokok
Pokok Bahasan : My White Rabbit
Sub : Descriptive text
a. Kegiatan Awal
b. Kegiatan Inti
POW+WWW, what = 2, and H = 2 dalam menulis teks berbentuk
descriptive.
2) Meminta siswa membuat topic tulisan
3) Meminta siswa membuat teks descriptive berdasarkan rumus SRSD
dengan topik yang telah mereka buat
4) Meminta siswa mengumpulkan hasil pekerjaan mereka
c. Kegiatan Akhir
2) Picture
3) Board marker
4) White board
5. Penilaian
 Teknik : Menulis draft berbentuk descriptive
Researcher,
FITRAWATI
NIM. 10535 4898 11
( RPP )
Pertemuan Ke :4
Standar Kompetensi
hari
Kompetensi Dasar
Indikator

Tujuan Pembelajaran
1. Materi Pokok
Pokok Bahasan : The Blond Guitar
a. Kegiatan Awal
b. Kegiatan Inti
keterampilan tentang menulis teks berbentuk descriptive
2) Memberikan evaluasi kepada siswa setelah melakukan implementasi
melalui metode SRSD
3) Tes yang diberikan adalah meminta siswa memilih salah satu
gambar/topik yang diberikan
4) Meminta siswa menggunakan rumus SRSD berdasarkan gambar/topik
5) Meminta siswa mengungkapkan ide-ide mereka dengan menggunakan
rumus SRSD
6) Meminta siswa menuangkan ide-ide mereka kedalam kalimat dan
menyusun dalam paragraph
7) Meminta siswa mengumpulkan hasil pekerjaan mereka
c. Kegiatan Akhir
2) Picture
3) Board marker
4) White board.
5. Penilaian
 Bentuk :Tugas individu
Researcher,
FITRAWATI
NIM. 10535 4898 11
( RPP )
Nama Sekolah : MAM DATARANG KAB. GOWA
Pertemuan Ke :5
Standar Kompetensi
Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana
hari.
Kompetensi Dasar
Indikator

2. Materi Pokok
Pokok Bahasan : Hotel
a. Kegiatan Awal
b. Kegiatan Inti
1) Menjelaskan materi pokok pelajaran keterampilan tentang menulis teks
berbentuk descriptive
2) Meminta siswa memilih topic/gambar yang diberikan
3) Meminta siswa mendeskripsikan gambar yang mereka pilih
4) Meminta siswa membuat teks descriptive berdasarkan gambar/topic
yang dipilih menggunakan rumus metode SRSD.
c. Kegiatan Akhir
2) Picture
3) Board marker
4) White board
6. Penilaian
 Teknik : Membuat tulisan menggunakan rumus POW+WWW,
what = 2, and H = 2
Researcher,
FITRAWATI
NIM. 10535 4898 11
( RPP )
Pertemuan Ke :6
Standar Kompetensi
hari.
Kompetensi Dasar
Indikator

2. Materi Pokok
Pokok Bahasan : Doraemon
a. Kegiatan Awal
tujuan pembelajaran
b. Kegistan Inti
POW+WWW, what = 2, and H = 2 dalam menulis teks berbentuk
descriptive
2) Meminta siswa membuat teks descriptive berdasarkan rumus
POW+WWW, what = 2, and H = 2
c. Kegiatan Akhir
2) Picture
3) Board marker
4) White board
5. Penilaian
 Teknik : Menulis draft berbentuk descriptivemenggunakan rumus
POW+WWW, what = 2, and H = 2
Researcher,
FITRAWATI
NIM. 10535 4898 11
( RPP )
Pertemuan Ke :7
Standar Kompetensi
hari
Kompetensi Dasar
Indikator

2. Materi Pokok
Pokok Bahasan : Drugs
a. Kegiatan Awal
b. Kegiatan Inti
POW+WWW, what = 2, and H = 2dalam menulis teks berbentuk
descriptive
2) Meminta siswa membuat teks descriptive berdasarkan topic dengan
menggunakan POW+WWW, what = 2, and H = 2 .
c. Kegiatan Akhir
2) Picture
3) Board marker
4) White board
6. Penilaian
Researcher,
FITRAWATI
NIM. 10535 4898 11
( RPP )
Nama Sekolah : MAM DATARANG KAB. GOWA
Pertemuan Ke :8
Standar Kompetensi
berbentuk narrative, descriptive dan news item dalam konteks kehidupan
sehari-hari
Kompetensi Dasar
Mengungkapkan makna dalam retorika dalam esai sederhana secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk narrative, descriptive, dan news item.
Indikator

2. Materi Pokok
Pokok Bahasan : Losari Beach
a. Kegiatan Awal
b. Kegiatan Inti
keterampilan tentang menulis teks berbentuk descriptive
2) Memberikan evaluasi kepada siswa setelah melakukan implementasi
melalui metode SRSD
3) Tes yang diberikan adalah meminta siswa memilih salah satu
gambar/topik yang diberikan
4) Meminta siswa menulis ide berdasarkan rumus POW+WWW, what =
2, and H = 2
5) Meminta siswa mendeskripsikan gambar yang mereka pilih
6) Meminta siswa menghubungkan ide-ide mereka kedalam sebuah
paragraph descriptif.
7) Meminta siswa membuat teks descriptive berdasarkan ide yang telah
mereka kumpulkan.
c. Kegiatan Akhir
2) Picture
3) Board marker
4) White board.
6. Penilaian
 Bentuk :Tugas individu
Datarang, Oktober 2015
Researcher,
FITRAWATI
NIM. 10535 4898 11
APPENDIX B
TEACHING MATERIAL
 First meeting
My House
My house is located in Jl. Sultan Hasanuddin no. 17. There is wall fence in
front of my house to limit the area with the other and many trees such as, avocado,
mango, and guava. Besides that, I also have many kind of flower and my front
yard is filled by grasses. There is a terrace which usually use for us to do some
activities, like chatting with my parents in the evening, doing my homework, and
playing Rubik‟s cube with my brother.
The first room in my house is a guest room which functions to receive the
guest and at this room there is one set of chair and a table; there are also two
windows covered by brown curtain. My guest room is not big enough and we
usually use family room to receive when the guest is too many. The second room
is my room which contains a bed almost as long as the room. There is a book rack
besides the bed to put my brother‟s books and my books. There is also a desk
beside the rack book. It not only uses to study, but also functions to put my bag,
my brother‟s toys, my book, and my movies collection. The third room is my
parent‟s room; there is a clothes closet and a bed beside it. The bed merges with a
small closet and it located in the front of bed. It contains my father‟s books and
my mother‟s cosmetics. The fourth room is family room; at this room, there are a
small bed for us to sit down and to sleep, a television, a DVD player, a sound
system and a small aquarium. I usually spend the time at this room with my
parents and my brother and it uses to discuss something or to watch a movie. That
room is bigger than other room; so I feel comfortable to spend my time longer.
The fifth room is a bathroom which contains of a bath up and two water tap. I
have two bathrooms and it located side by side; so my second bathroom beside it.
The sixth room is a kitchen; the first thing that you seeing are refrigerator beside
the door, and there is a dining table with four chairs. In front of it, there are two
gas stoves, a rack and two windows behind the stoves.
My back yard is divided into two sections by small fence; the first section
is the area for my family and me; the second is for my pets and my plants. In the
first section there are a well and a small warehouse. The second sections contains
of many pets, such as, fishes, rabbits, chickens, and bird.
 Second Meeting
RA Kartini
Raden Adjeng Kartini was born in Jepara on April 21, 1876. She comes
from a noble family. Her father, Raden Mas Adipati Ario Sosroningrat is a regent
who governed Jepara at that time. While her mother, MA Ngasirah descended
from the common people. Like the other children from noble descent in general,
she lived in prosperity and strict Javanese rules. She is the 5th child of 11 brothers
and sisters coming from her biological and stepmother. Among her siblings from
her biological mother, she is the eldest daughter. R.A Kartini studied in the ELS
School (Europese Lagere School). She studied Dutch language there, so that she
could speak Dutch language very well.
On 13th September 1904, RA Kartini died after giving birth to her son
named RM Soesalit. She was 25 years old at that time. Although she had passed
away, her spirit and brilliant ideas remain alive and inspire Indonesian women to
continue the struggle to make her dream comes true.
Even her spirit made a Dutch figure, Mr.JH Abendanon, compiled and
published her letters sent to her friends in Europe entitle “Duisternis DOOR TOT
Licht”, which means “Through Darkness to Light”.
For her contribution, she was awarded as Indonesian national hero because of
her ideas which improve Indonesian women level, on May 2, 1964.
 Third Meeting
My White Rabbit
Do you have a rabbit at your home? I have a white rabbit in my backyard.
I love the white. Therefore, when buying this rabbit, I chosen a white one. For
three times a week, I clean mine so that the hair remains white and clean.
Physically, he is kind of Australian rabbit which has a thick hair, red eyes,
and a big body. He is the only Australian rabbits that I have. I bought at a price
which was not too expensive. I remember the time that I bought with the price of
Rp. 200,000.
The thick hair is one of the marks of the Australian rabbit. I love the hair,
in addition to thick, my rabbit hair is so smooth and it also does not easily fall out.
In fact, I often kiss those when I play with him. Moreover, it remains well because
I am so well in maintaining. As I said before, I clean it three times a week.
The one that makes me in awe of the Australian rabbit eyes is the red
color. When I shine my light into the eyes of him at night, his eyes would light up
and he looks like a ghost.
What about his body? You will see that the body is so great and is different
from the rabbits in general. Australian rabbit‟s body may have two to three times
bigger than Indonesian. I‟ve seen my rabbit standing, and it is amazing. His body
is quite large and exceeding the high of a standing rooster.
 Fourth Meeting
The Blond Guitar
My most valuable possession is an old, slightly warped blond guitar--the

first instrument I taught myself how to play. It's nothing fancy, just a Madeira folk
guitar, all scuffed and scratched and finger-printed. At the top is a bramble of
copper-wound strings, each one hooked through the eye of a silver tuning key.
The strings are stretched down a long, slim neck, its frets tarnished, the wood
worn by years of fingers pressing chords and picking notes. The body of the
Madeira is shaped like an enormous yellow pear, one that was slightly damaged in
shipping. The blond wood has been chipped and gouged to gray, particularly
where the pick guard fell off years ago. No, it's not a beautiful instrument, but it
still lets me make music, and for that I will always treasure it.
 Fifth meeting
HOTEL
There was a new hotel in my city. It located down town. The hotel was not
very big but the architecture very beautiful and comfortable. It looks like a classic
castle in Europe. According to the brochure, it has 100 rooms, a fancy restaurant,
complete sports facilities included a Swimming pool, Tennis court, Gym and
Sauna. There were also a coffee shop and a Karaoke room. The rooms look very
comfortable. It they contained a big spring bed with big pillows, a nice sofa, a
wardrobe and a television. The staffs of that hotel, from the receptionists,
housekeepers, and bellboys are trained to be polite and to help guests in any way
they can.
 Sixth Meeting
Doraemon
Doraemon is a cartoon character. It is a robot which looks alike cat. Its

colour is blue. Doraemon has a magical pocket on his stomach which we can take
out many magical and amazing tools. Doraemon likes Dorayaki very much. That
is his favourite food. He eats Dorayaki everyday. Doraemon is very kind and
helpful. He always helps Nobita, his friend, to solve the problem in his life.
Doraemon also often advises Nobita about his acts in his life. Doraemon wants to
make Nobita‟s life become better. The story of Doraemon is loved by millions of
children in the world.
The stories of Doraemon began when Doraemon was sent back to the past
time of Nobita‟s life by Nobita‟s life great-grandson Sewashi. He was sent to
improve the lives of Nobita in order his descendants had a better life. In his real
life, without assistance of Doraemon, Nobita often failed in school lessons, failed
in his career, and left his family with financial problems.
Early life of Doraemon was not so good .He was a failed robot which was
auctioned off to a poor family with much debt. It was the family descended from
Nobi Nobita. The mission of Doraemon is to help Nobi Nobita which is a great-
grandfather from Sewashi who has doraemon. Nobita was a boy who always
suffered the fate of damn and had no ability. He was stupid in school lessons and
couldn‟t exercise well. Nobita was only talented in a game of shooting, playing
rubber, and sleeping. This is why he had failed life, and Doraemon was sent from
the future to change his fate of becoming a man who is success. It is very ironic
that a failed robot comes to assist a child who failed. In reality, the friendship
between those two children makes them become better.
Every time Nobita was hit by a problem, Doraemon would soon help him
with his simply miraculous tools. It seemed that Doraemon mission was
successful, because when they go to the future, Nobita sees himself marry to
shizuko, the girl whom he loves so much at school. He also sees his spiritual
offspring life in a better condition than when Sewashi sent Doraemon at the first
time, even the sons of Nobi afford to buy a great robot, Dorami. Doraemon and
Nobita helped each other and worked together to fix their own lives.
 Seventh Meeting
DRUGS
Drugs go round stands narcotics and drug / other dangerous materials.

Another word of the drug is nafzah which stands for narcotics, psitropika, and
substance adaktif. According to people - health experts, the real drug or pain
reliever called psitropika. But now a lot happened misapplication drug use.
Currently the spread of drugs has almost cannot prevented.
Narcotic derived from the Greek meaning narkoun paralyzed or numb.

Narcotic substances or lobat are derived from plants or not the plant that causes
impairment of consciousness, subtract, or to eliminate agonies and can cause
dependence and addiction. Type - type of Narcotics: Opiate or opium, Morpin,
Demerol, Heroin or Putaw and Marijuana or Cannabis.
Substance / Hazardous Materials. Hazardous materials are substances that

are not narcotic and adektif psitropika or substance - a new substance that causes
the processed human addiction. Type - type of substance/Hazardous materials is
as follows: Alcohol. Alcohol obtained from the fermentation / fermented honey,
sugar, juice, or bulbs - tubers. fermentation may be obtained from the alcohol to
15% but the process can produce alcohol distilling higher even reached 100%.
Effects of alcohol induced money: drag feelings disappear , Feel more rigid (no
problems), Many laughed, unable to walk, and senile
The dangers of drugs for user. Drugs can also cause organ - the organ of
the body, such as brain, heart, and lungs - lungs. From the appearance of any user
will always look unhealthy and not good, for example: His appearance will look
dirty or untidy, Way of talking nonsense or incoherent, Thin and there is no
appetite to eat.
Drugs can damage the physical; Brain damage and Damage to the heart.
Cardiac damage caused by the method of drug use is not clean or sterile, Mental
Damage can, mental impact of drugs is a common sense of the users deadly.
Particularly those already in the stage of addiction, Drugs can be emotionally
damaging. Emotion is an addict and Jabil can change at any time
Drug Addiction Recovery; Rehabilitation, Prayer house and place of drug

dependency rehabilitation using different methods - different in between,
Therapelitice Commonity, the method of approach to assist the ex-addict ex-
addicts are told, asked, do not feel alone. Support Society, In general, the feelings
of the ex-addict is very sensitive to feel alone if allowed then it is not likely they
will fall back, and then the ex-addicts should be given special attention and do not
be ostracized or harassed.
Prevention of Drug Use; Get information about the dangers of drugs from
newspapers, magazines, and other seminar and other, Mental preparation to refuse
if offered, Learn to say NO when offered a drug, Have a joy - joy in life, so that
your life has a direction, Do positive activities that can help you to become more
independent, confident, as well as outstanding hobby and Approaching to God
and restore all the problems encountered in the Lord.
In addition, the drug not to be involved, the cognitive approach is needed

from parents, schools, and teachers. Cognitive approach is an approach that tries
to reduce negative perceptions about themselves by way of changing the thinking
errors and mistaken beliefs.
 Eighth Meeting
Losari Beach
Losari is an icon of Makassar. First, the long beach is approximately one

kilometer beach was once dubbed as the world's longest table, because the tent
stalls lined the shore embankment. Now, these shops have been relocated to a
place not far from the tourist area. Throughout Indonesia, there is only one beach
to watch the sunrise and sunset the same stand on one point. "The beach was the
beach Losari, location", Losari clean: waste-free and comfortable visit. Losari has
a unique and fascinating features. Uniqueness is one of the visitors can witness the
sunrise and sunset in the same position. The specialty of these attractions is the
visitor can enjoy the beauty of the breaking waves and coastal dikes coolness
"angingmamiri" the blowing breeze, watching the seconds in full sun over the
horizon, starting from the color changes to a shift in its position until it completely
disappear from view.
The most ideal time to visit is late afternoon Losari beach between the
hours of 15:00 until 21:00 hours. Many who come here to sit down sit down to
enjoy clean beaches, jogging along the pedestrian as far as 500m, or eat stalls
have been relocated by the local government (the southernmost tip of the beach).
Young and old will come here to enjoy the sunset while buying food from
vendors. If you like jogging, this place is ideal. Clean air and the wind blows
incessantly, sweeping golden sun the red man who sat face the beach.
Visitors can also enjoy a wide variety of fresh seafood. To the south of the
bridge Losari, there is a cafe and a floating restaurant that uses traditional boat
Bugis-Makassar "Phinisi" a varied menu, such as cooking stingray, squid and
lobster with prices ranging from Rp 7,500, - to Rp 25.000, - per serving. In
addition, the visitors can sample a variety of foods typical of Makassar, such as
bananas epek, pallu butung, green bananas, coto Makassar, konro soup, and
others. Another specialty is the visitors can access the internet for free via the hot
spot along Losari.
Losari is right in the heart of the city of Makassar, which is on the Road
Comforter, which is located west of the city of Makassar, South Sulawesi.
Around the attractions are many types of vehicles, such as buses, taxis and
rickshaws are available to take visitors around to enjoy the atmosphere of the city
of Makassar. Along Jl. Entertainers are also available lodging facilities ranging
from guesthouses to five-star hotels, restaurants, cafes, hospitals, coffee shops,
and various other entertainment venues, and all facing the sea. On Jl. Somba Opu,
not far from the attractions, there are shopping malls and souvenir craft gold
Makassar
Merchants sell various snack foods ranging from mild stomach just a prop
such as meatballs or fried. There are also traditional foods such as Coto Makassar
or seafood dishes with the original recipes of Bugis. It is delicious!
APPENDIX C
RESEARCH INSTRUMENT
DIAGNOSTIC TEST
Choose one of pictures below that you interesting topics and write
descriptive text by using SRSD method!
1. Television 2. Doctor
3. Losari beach 4. Farmer

TEST CYCLE I
INSTRUCTION
1. Chef 2. Model
3. Teacher 4. Police
TEST CYCLE II
INSTRUCTION
1. Sunflower 2. Idul Fitri
3.Waterfall 4. Doctor
APPENDIX D
Diagnostic-test (D-test)
The Diagnostic-test (D-test) Score of Students' Writing Skill
Students‟ Writing Skill Total
No Subjects
Content Organization Grammar Score
1 Std-01 5.3 4 2.4 3.9
2 Std-02 6 3.5 3.2 4.23
3 Std-03 4.3 4 2 3.43
4 Std-04 5.3 4.5 3.6 4.46
5 Std-05 4.6 3.5 3.6 3.9
6 Std-06 5 4.5 3.2 4.23
7 Std-07 4.3 3.5 2.4 3.4
8 Std-08 4.3 3.5 2.4 3.4
9 Std-09 5 4.5 2.8 4.1
10 Std-10 5 5 4 4.66
11 Std-11 5.6 4.5 4 4.7
12 Std-12 4.3 4 3.6 3.96
13 Std-13 4.3 4 3.2 3.83
14 Std-14 4.3 3.5 3.6 3.8
15 Std-15 5 4.5 3.6 4.36
16 Std-16 4.3 4 4 4.1
17 Std-17 4.6 4 2.8 3.8
18 Std-18 4.3 3.5 2.8 3.53
19 Std-19 5.6 4.5 3.2 4.43

20 Std-20 4.3 3.5 3.6 3.8
21 Std-21 5.3 4 4 4.43
22 Std-22 4.3 3.5 3.6 3.8
23 Std-23 4.3 3.5 4 3.93
24 Std-24 6 5 4.4 5.13
25 Std-25 5.6 4.5 3.6 4.56
26 Std-26 4.6 4 4 4.2
27 Std-27 4.3 4 4 4.1
28 Std-28 4.3 4 2.8 3.7
29 Std-29 5 4.5 3.2 4.23
30 Std-30 5 4.5 3.6 4.36
31 Std-31 4.6 4.5 4 4.36
32 Std-32 4.3 3.5 3.2 3.66
33 Std-33 5 5 4 4.66
34 Std-34 4.3 4.5 3.6 4.13
Total Score 162.6 139.5 116 139.27
Mean Score 4.78 4.10 3.41 4.09
Maximum Score 6 5 4.4 5.13
Minimum Score 4.3 3.5 2 3.4

The Cycle I Score of Students' Writing Skill
Students‟ Writing Skill Total
No Subjects
1 Std-01 6.3 5.5 4 5.26
2 Std-02 7 6 4.8 5.93
3 Std-03 5.6 6 3.6 5.06
4 Std-04 6.6 6.5 5.2 6.1
5 Std-05 7 5.5 5.2 5.9
6 Std-06 7.3 7 4.8 6.36
7 Std-07 6.6 7 5.6 6.4
8 Std-08 6.6 6.5 5.2 6.1
9 Std-09 7.3 6.5 6 6.6

10 Std-10 7.6 7 6.4 7
11 Std-11 6.3 6.5 6 6.26
12 Std-12 5.6 6 6 5.86
13 Std-13 6.3 6.5 5.6 6.13
14 Std-14 5.6 6 5.6 5.73
15 Std-15 7 6.5 6 6.5
16 Std-16 7 7 6.4 6.8
17 Std-17 7.3 6 5.2 6.16
18 Std-18 7 5.5 4.8 5.76
19 Std-19 7.6 7 5.6 6.73
20 Std-20 6.6 7 5.6 6.4
21 Std-21 6.3 6.5 6.4 6.4
22 Std-22 6 6 6.4 6.13
23 Std-23 6.3 6 6 6.1
24 Std-24 7.3 7 6.8 7.03
25 Std-25 7.6 7 6.4 7
26 Std-26 7 6.5 5.6 6.36
27 Std-27 6.3 6.5 6 6.26
28 Std-28 6.6 7 5.2 6.26
29 Std-29 7 7 6 6.66
30 Std-30 7.3 7.5 5.6 6.8
31 Std-31 6 6.5 6 6.16
32 Std-32 6.3 6.5 6 6.26
33 Std-33 7 6 6.4 6.46

34 Std-34 6 6.5 6 6.16
Total Score 227.2 220 192.4 213.08
Mean Score 6.68 6.47 5.65 6.26
Maximum Score 7.6 7.5 6.8 7.03
Minimum Score 5.6 5.5 3.6 5.06

The Cycle II Score of Students' Writing Skill
No Subjects Students‟ Writing Skill Total
1 Std-01 7.6 7 5.6 6.73
2 Std-02 8.3 7.5 6.8 7.53
3 Std-03 7.3 7.5 6.4 7.06
4 Std-04 8 8 7.2 7.73
5 Std-05 8.6 7 7.2 7.6
6 Std-06 9 8.5 6.8 8.1
7 Std-07 8 8.5 7.2 7.9
8 Std-08 8.3 8 7.2 7.83
9 Std-09 8.6 8 7.6 8.06
10 Std-10 9 8.5 7.6 8.36
11 Std-11 8 8 7.2 7.73
12 Std-12 7.6 7 7.2 7.26
13 Std-13 8 8 7.2 7.73
14 Std-14 8 7 6.8 7.26
15 Std-15 8.3 7.5 7.2 7.66
16 Std-16 8.3 8 7.6 7.96
17 Std-17 8.6 7.5 7.2 7.76
18 Std-18 8 7 6.8 7.26
19 Std-19 9 8.5 7.2 8.23
20 Std-20 8 8 7.2 7.73
21 Std-21 8.3 8 7.6 7.96
22 Std-22 8.3 8.5 7.6 8.13

23 Std-23 8.3 7.5 7.6 7.8
24 Std-24 8.6 8 8 8.2
25 Std-25 9 8 7.6 8.2
26 Std-26 8.6 7.5 7.2 7.76
27 Std-27 8.3 8 7.6 7.96
28 Std-28 8 8.5 7.2 7.9
29 Std-29 8.6 8.5 7.2 8.1
30 Std-30 9 8.5 7.2 8.23
31 Std-31 8 8 7.2 7.73
32 Std-32 8 8 7.2 7.73
33 Std-33 8.3 7.5 7.6 7.8
34 Std-34 8 8 7.2 7.73
Total Score 281.8 267.5 245.2 264.71
Mean Score 8.28 7.86 7.21 7.78
Maximum Score 9 8.5 8 8.36
Minimum Score 7.3 7 5.6 6.73
 Mean score of the students’ in D-test

X 
X
N
139.27

34
 4.09
 Mean score of the students’ in cycle I
X 
X
N
213.08

34
 6.26
 Mean score of students’ in cycle II
X 
X
N
264.71

34
 7.78
APPENDIX E
The Raw Score of Students’ Activeness
The total raw scores of the students‟ presence and activeness toward the
use of Self Regulated Strategy Development (SRSD) are presented in the
following table:
The Raw Score of Students’ Activeness in Cycle 1 and Cycle 2
Students' Pertemuan Siklus I Pertemuan Siklus II

No Ket
Code I II III IV I II III IV
1 Std-1 2 3 3 4 3 4 4 4
2 Std-2 3 3 4 4 4 4 4 4
3 Std-3 2 3 3 3 3 3 3 3
4 Std-4 0 2 2 4 4 4 4 4
5 Std-5 2 2 3 3 3 3 3 4
6 Std-6 4 4 4 3 4 4 4 4
7 Std-7 3 3 2 0 2 3 3 3
8 Std-8 2 0 3 4 4 4 4 4
9 Std-9 2 3 3 3 3 3 3 4
10 Std-10 2 2 2 2 3 4 4 3
11 Std-11 3 3 3 3 4 4 4 4
12 Std-12 2 2 2 2 3 3 3 3
13 Std-13 2 4 3 3 3 3 4 4
14 Std-14 2 0 3 2 3 4 4 3
15 Std-15 2 3 4 3 2 3 3 3
16 Std-16 3 3 2 2 3 3 3 4
17 Std-17 0 0 4 3 3 3 4 4
18 Std-18 4 4 3 3 3 4 4 3
19 Std-19 2 2 3 4 4 4 4 4
20 Std-20 1 2 2 3 3 3 3 4
21 Std-21 2 3 3 3 2 3 3 3
22 Std-22 2 2 2 2 3 3 4 4
23 Std-23 2 3 3 3 3 2 3 3
24 Std-24 3 4 4 4 3 3 3 4
25 Std-25 2 0 3 3 4 4 4 4
26 Std-26 2 2 3 3 4 3 3 3
27 Std-27 2 3 3 3 3 3 2 3
28 Std-28 1 0 2 3 3 3 3 3
29 Std-29 2 3 3 3 4 4 4 4
30 Std-30 3 3 3 4 3 2 3 3
31 Std-31 4 4 3 3 3 3 3 4
32 Std-32 3 4 3 3 4 4 4 4
33 Std-33 2 2 3 3 4 3 4 4
34 Std-34 2 3 3 3 3 3 3 3
Frequency (F) 75 84 99 101 110 113 118 122
Percentage (%) 55.14 61.76 72.79 74.26 80.88 83.08 86.76 89.70
Notes:
4: Sangat Aktif 2: Kurang Aktif
3: Aktif 1: Tidak Aktif
Percentage of the Observation Result:

1. Cycle 1
a. The First Meeting c. The Third Meeting
P = x 100% P = x 100%
P= x 100% = 55.14% P= x 100% = 72.79%
b. The Second Meeting d. The Fourth Meeting
P = x 100%
P = x 100%
P= x 100% = 74.26%
P= x 100% = 61.76%
2. Cycle 2
a. The First Meeting c. The Third Meeting
P = x 100% P = x 100%
P= x 100% = 80.88% P= x 100% = 86.76%
b. The Second Meeting d. The Fourth Meeting
P = x 100% P = x 100%
P= x 100% = 89.70%
P= x 100% = 83.08%
APPENDIX F
Proses Belajar Mengajar Di Kelas

CURICULUM VITAE
FITRAWATI is the first child of Sahar Dindo and
Mariatih. She was born on May 3 rd 1993 in Datarang
Kabupaten Gowa. She has three sisters and three brothers.
She lives in Datarang Jl. Pengabdian Kelurahan Tamaona,
Kecamatan Tombolo Pao, Kabupaten Gowa. She finished
her study at SDN Tombolo Pao in 2005, at SMP Negeri 1
Tombolo Pao in 2008, at MA Muhammadiyah Datarang in 2011 and then, She
registered as a student of Muhammadiyah University of Makassar in English
Education Department.
She participated actively in some organizations such as: When she was
Senior High School, she was active in IPM (Ikatan Pelajar Muhammadiyah)
Cabang Pao Tombolo and when she was at collegge, she was active in Seventeen
Community, LKIM PENA, and some meeting clubs in campus area.

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THE USE OF SELF REGULATED STRATEGY

DEVELOPMENT (SRSD) TO IMPROVE THE STUDENTS’

( A Classroom Action Research At The Eleventh Grade Students of

Proposed as the Fulfillment to Accomplish Sarjana Degree

At Faculty of Teacher Training and Education

Makassar Muhammadiyah University

ENGLISH EDUCATION DEPARTMENT

In the name of Allah, Most Gracious, Most Merciful

Alhamdullilahi Rabbil „Alamin, first of all I would like to express

addressed to the final chosen religious messenger, the Prophet Muhammad

Further, the researcher dedicated this thesis for my beloved parents

(Sahar Dindo and Mariati), my beloved husband (Hilman Nn), and my

There is no appropriate symbol which suitable to state my thanks to them.

this proposal, many people have contributed their valuable suggestion,

guidance, assistance, and advice for the completion of this thesis.

1. Dr. H. Irwan Akib, M.Pd., the rector of Muhammadiyah University of

3. Erwin Akib, S.Pd., M.Pd, the head of English Education Department

of FKIP Unismuh Makassar.

Allah SWT the almighty good be with us now and forever.

Billahi Fi Sabilillah haq Fastabiqul khaerat.

CHAPTER II: REVIEW OF THE RELATED LITERATURE

CHAPTER III: RESEARCH METHOD

CHAPTER IV FINDING AND DISCUSSION

CHAPTER V CONCLUSION AND SUGGESTION

Figure 2.1 : Process of writing ............................................................................ 11

Figure 2.2 : Conceptual Framework ................................................................... 25

Table 4.1 : The improvement of the students‟ writing skill ................................ 40

Table 4.2 : The observation result of the students‟ activeness

in learning process ........................................................................... 42

Chart 4.1 : The Improvement of the Students‟ Writing Skill.............................. 41

Chart 4.2 : The Improvement of the Students‟ Activeness ................................. 42

FITRAWATI. 2015. The Use of Self Regulated Strategy Development (SRSD) to

Writing is as a means of communication. Writing involves transferring a

communicative competence. According to Brown (1994: 222), communicative

participants. Communicative competence enables one to convey and interpret

messages and to negotiate meanings interpersonally within specific context. In

addition, communicative competence consists of grammatical competence,

discourse competence, sociolinguistic competence, and strategic competence. The

grammatical competence and discourse competence reflect the use of linguistic

functional aspects of communication. By acquiring communicative competence,

language; to have knowledge of rules of writing and to be able to apply it in real

However not many students are interested to develop their talent in

communicating in this language, this atmosphere occurs everywhere. It means that

especially in writing skill. One of them is SRSD (Self-Regulated Strategy

Development). According to Case (1992:45) by using this method supporting

writing, persuasive writing, narrative.

Writing is an activity that the students do in almost of their study. Through

paragraph writing, persuasive writing, narrative writing and give information.

writing skill is considered, difficult because it is more formal and compact.

editing and it needs some kinds of writing skills or abilities.

Based on the observation of the Eleventh Grade Students of MAM

happened because the students have poor motivation in learning English.

research in writing entitle “The Use of Self Regulated Strategy Development

MAM Datarang Kab. Gowa”

the researcher formulates this research questions as follow:

How is the improvement of the students‟ writing skill in terms of content,

organization, and grammar in descriptive text by using SRSD at the Eleventh

Grade Students of MAM Datarang Kab. Gowa?

C. Objectives of the Study

organization, and grammar in descriptive text by using SRSD at the Eleventh

Grade Students of MAM Datarang Kab. Gowa.

D. Significance of the Study