Improving Writing Ability Using “Guided Composition” (A Classroom Action Research) at the Eleventh Grade Students of MA Nurul Huda Medini Gajah Demak in Academic Year 2011/2012

Writing is one of the skills which must be taught to Senior High School students as one of the teaching and learning activities in English class. It is clearly noted in KTSP curriculum that the objective of teaching English in Senior High School does not only teach vocabulary and grammar or introduces a new dialog with a certain topic, but also impresses on discourse level. Most of the students felt that writing is boring because process of writing consuming time. As a teacher, she must apply some techniques to develop the material and make them more active and interest in class. Guided composition is one of the alternative techniques that can be used in teaching English. In this research, the writer uses Guided composition as a teaching technique in teaching English. The purpose of this research is to improve writing ability for the eleventh grade students of MA Nurul Huda Medini Gajah Demak in the academic Year 2011/2012. The writer conducted a classroom action research to solve the research problem. The research is conducted in MA Nurul Huda Medini Gajah Demak in the academic year 2011/2012, especially in the Eleventh Grade Students of IPS B. The number of student in this research is 23 students. The writer uses Analytical Exposition text as object the research. The average score percentage of the students’ writing ability in cycle I is 57.5%. In cycle II, the average score percentage of the students’ writing skill in descriptive text is 63,4%. And in cycle III, the average score percentage of the students’ writing skill in descriptive text is 80%. So, there is an increasing of the average score percentage of the students’ writing ability in every cycle. Besides, the students and teacher’s activity are improved and the problem that faced by the teacher decreased in every cycle. The students enjoyed doing discussion by using Semantic Mapping technique that make them easier to produce descriptive text. They become more enthusiastic in the class discussion. They could explore their ideas freely when they make a composition. The writer can conclude that the use of Guided Composition can improve students’ writing ability at the Eleventh Grade Students of MA Nurul Huda Medini Gajah Demak in the academic 2011/2012. Thus, the writer suggests that a teacher must be creative, active, give motivation and support to the students in learning process using this technique