Improving Students’ Awareness on Collocation and Writing Skill through Explicit Instruction at MTs Darussalam Amping Parak

Arlius, Yeni (2024) Improving Students’ Awareness on Collocation and Writing Skill through Explicit Instruction at MTs Darussalam Amping Parak. Masters thesis, Universitas Negeri Padang.

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Abstract

Explicit Instruction is widely researched for its effects on graduate students’ rather than junior high school students’ writing skill. Also, none of the previous studies have investigated the effect of Explicit Instruction to students’ awareness on collocation. The purpose of this research is to fill these gaps through the classroom action research. This study is intended: (1) to figure out to what extent Explicit Instruction improves students’ awareness on collocation and writing skill, (2) to explore the students’ attitudes and beliefs about Explicit Instruction to improve their awareness on collocation and writing skill, and (3) to explore the students’ attitudes about the benefits and challenges in learning collocations toward writing skill. Twenty-five students from grade IX B at MTs Darussalam Amping Parak in Pesisir Selatan district, participated in this classroom action research study. They were given Explicit Instruction intervention for two cycles. The data were gathered from collocation and writing tasks, tests, observational checklists, field notes, questionnaire and interview. The cycle 1 to cycle 2 findings reveal that the Explicit Instruction can improve students’ awareness on collocation and writing skill. That can be seen from the increase of students’ average score in collocation and writing test. In the first cycle, the average score of collocation test was 53.64 or none of the students achieved the standard minimum criteria of achievement. However, the score had increased from 36.8 in pre-cycle. The results of collocation test in the second cycle displayed the increase of students’ achievement, in which the average score was 75.84 or 11 students had passed the score of 75. Meanwhile, the average score of students’ writing test in cycle 1 was 69.96 or 9 students had passed the minimum standard. That score had increased from 55.73 in pre-cycle. In cycle 2, the score obtained from the students’ writing test was 82.37 or 20 students passed the minimum standard. The results also highlight the positive attitude and belief toward Explicit Instruction, the positive attitude toward the benefits of learning collocation and the negative attitude toward the challenges of learning collocation. The implication and suggestions from this study also discussed.

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