Enhancing Student's Writing Ability Through Contextualization Practices (original) (raw)

Writing is one of the macro-language skills that second language learners (SLLs) must achieve in order to communicate their ideas, feeling, and the like in the form of written communication. This study is aimed at improving students' writing ability of junior high school at Minggir, Sleman, Yogyakarta Minggir, Sleman, Yogyakarta through contextualization practices. To gain the objective, this study voluntarily involved 32 students of junior high school at Minggir, Sleman, Yogyakarta as the subjects of this study and one English language teacher serving as the collaborator. This study applied a classroom action research design with the utilization of three cycles during the data collection practices. Techniques of observation, interview, and questionnaire distribution were employed to gather data followed by data condensation, data display, and conclusion making which were meant to qualitatively analyze the gathered data. Quantitative descriptive analysis was also employed to analyze students' writing ability with the employment of writing test. The findings document four issues. First, there was a change of behavior on the part of students in the area of motivation to learn and involvement in writing practices. Second, the majority of students found easier to express their ideas in reference to the contextualization practices applied by English language teachers. Third, misconception and grammatical mistakes could be minimized in the process of constructing English texts. Fourth, with regard to quantitative data, the average scores of the content, paragraph organization, vocabulary, language use, and mechanics increased sharply.