Enhancing Writing Ability Through Idea Listing Technique

M Zaini Miftah

doi:10.30762/jeels.v2i1.44

Abstract

The study is aimed at developing the Idea Listing Technique (ILT) to enhance the students‟ writing ability. The Classroom Action Research was applied in this study. The subjects of the study were 31 students, the students taking the course of Writing II, of the third semester of English Department of one State Islamic College at Palangka Raya, Indonesia, in the 2012/2013 academic year. The findings show that the implementation of ILT can enhance the students' ability in writing expository paragraph. It is indicated by the enhancements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the writing activities during the implementation of ILT in Cycle I and II. Thus, the enhancement of the students' ability in writing expository paragraph can be reached but it should follow the appropriate procedures of the implementation of ILT having been developed.

Highlights

Writing, as one of the productive skills that has been developed in the instructional activities at the university, is considered to be the most complicated problem for students
Based on the analysis on the students‟ compositions in Cycle I as shown in the Appendix (Table 1), the findings show that the students‟ achievement in writing expository paragraphs in Cycle I was not satisfactory yet
This percentage was greater than those obtained from the writing tasks in Preliminary Study (45.16% or 14 students of the class). It means that the students‟ achievement in writing expository paragraphs in Cycle I enhanced enough but it did not meet the first criterion of success

Summary

Introduction

As one of the productive skills that has been developed in the instructional activities at the university, is considered to be the most complicated problem for students. It requires more effort to produce meaning through writing than to recognize meaning through the other skills (Dixon & Nessel, 1983). Byrne (1984) asserts that writing is difficult for students because they are required to write on their own writing, struggling by themselves to refine their writings without any interaction or feedback from either other friends or teacher. The students are bored and have less motivation in learning writing. Learning writing must be experienced by the students, the students majoring in English

Methods

Results

Conclusion