




































 

 
EDUCATIO : Journal Of Education 

Volume 1 , Number 2, November 2016 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Enhancing the effectiveness of Teaching 

Writing In Class II Elementary School 

 

Ilza Azizah Ma'azi 
STAI Mifahul 'Ula Kertosono Nganjuk 

Ilzamaazi@gmail.com 
 

Accepted: 
August 6 2016 

Reviewed:  
September 17  2016 

Published:  
October 25 2016 

 
Abstract: This article is based on a research study Aimed at finding out the 
effectiveness of the teaching-learning process of writing in the 2nd grade of the 
state elementary school. The study was a classroom action research and the 
subjects were the teachers and students of the 2nd grade of the State 
Elementary School of Aisyiah, Kertosono. The research consisted of three 
cycles. The study Involved the teachers and the principal, who were concerned 
with improvements in the effectiveness of the teaching-learning process in the 
2nd grade of the state elementary school. All of them were Involved in (1) the 
discussion and the Unification of ideas concerning the effectiveness of the 
teaching-learning process in the 2nd grade to identify and formulate the 
research problem, (2) the planning of the actions, (3) the implementation of the 
actions, (4) the observation of the implementation, (5) the reflections on the 
results of the implementation, (6) the revision of the actions and evaluation of 
Reviews their implementation, and (7) the drawing of Conclusions concerning 
the results. The results of the research were as follows: (1) the process approach 
and drawings as media could improve (a) students' writing skills, (b) Reviews 
their learning motivation, and (c) Reviews their attention; (2) The students' 
activities at the State Elementary School of Aisyiah, Kertosono, improved after 
the implementation of the actions, (3) the teachers were Able to construct the 
design of action research on the teaching-learning process of writing using the 
process approach and drawings as media; and (4) the school principal, teachers, 
and students Responded to the implementation of the teaching-learning process 
using the process approach and drawings as the media positively. 
 
Keywords: the writing skill, the process approach, as media drawings.   
 

 

 

mailto:Ilzamaazi@gmail.com


  
 

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Introduction  

Learning to write the beginning of a very important taught in primary 

schools so that children can be involved in reading and writing. Education is 

the basis to determine the writing of elementary school students in the write-up 

on the next class. Without having adequate writing skills from an early age, the 

child will have difficulty learning in the future. 

In connection with the function of writing skills, Morsy said "modern 

life is obvious that writing skills are needed. Presumably, it is no exaggeration to 

say that the writing skills is the hallmark of an educated man or nation that 

learned.1 

Writing skills can only be acquired and mastered with the practices and 

exercises. According to Dawson one of the forms of practice and practice to 

gain mastery of writing, as one of the four language skills  through learning 

activities.2 This statement of Akadiah agrees that writing skills are not skills 

passed down through generations, but is the result of the learning process and 

diligence practice.3 So, it undergoes a process of writing skills through practice 

growth. To acquire writing skills are not enough to learn the language and learn 

the knowledge of the theory of writing, but grows through the training process. 

The reality on the ground, pointing to the effect that learning to write less 

attention perspective. Pelly and Efendi said that learning to read and write 

which was once a staple of lessons and practice has now received less attention, 

both from the students and teachers. Learning to write is not handled properly. 

This resulted in the students' writing skills are inadequate.4 Badudu found the 

low quality of students' writing ability due to the fact that teaching ignored 

                                                      
1 HG. Tarin, Writing As A Language Skills (Bandung: Space, 1985), 4. 
2 HG. Tarin, Writing As ASkills,1 
3 Akhadiah, Indonesian Module II (Jakarta: P2LPTK, 1999), 143. 
4 K. Syamsi, Skills Enhancement Elementary Students In Writing (Yogyakarta: Teachers' Training 

College, 1999), 1. 



  
 

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fabricated.5 

To optimize learning outcomes, especially in the fields of writing skills, 

learning approach is needed more emphasis on learning activities and creativity 

of the students. The effort to improve the effectiveness of learning to write by 

using an approach that emphasizes the importance of the learning process for 

students subject, the process approach and media images. 

 

A. Problems Research 

The learning process is a very complex problem involving many factors. 

Factors that question is the goal, teachers, students, learning activities, 

evaluation tools, materials evaluation, and the evaluation atmosphere.6 Among 

these factors are related to the main teaching-learning process is learning.7 Of 

the two opinions above teachers have important role in the learning activities, 

this is because teachers make learning design and simultaneously execute it.  

From initial observations, students' writing skills class II elementary 

school where the study is low, only 40% of students scored 6.5 and above. 

Besides, attention, motivation and learning activities of students in participating 

low. Writing skills, attention, motivation and low student activity suspected of 

factors cause the students, teachers, and the learning environment in the 

classroom. The above factors, most can be corrected through the role of the 

teacher. First of all, we need to realize that the effectiveness disable in writing is 

largely determined by the ability of teachers, motivation, attention, activity, and 

independence of the students to follow the teaching and learning process in the 

classroom. 

                                                      
5 K. Syamsi, Skill 2. 
6 Syaiful Bahri Djamarah and Aswan Zain, Teaching and Learning Strategies (Jakarta: Rineka 

Copyright, 1996), 10. 
7 HD. Brown, Teaching by Principles, an Interactive Approach to Language Pedagogy (Cliffc Englewood, 

New Jersey: Prentice Hall Regents, 1994), 18-21. 



  
 

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With regard to the above issues, this research examines the issues 

related to the teaching of writing in class II SD. Is learning to write using a 

process approach and media images can: 

1. improve the interpretation of learning to write grade II SD? 

2. increase the motivation of second-grade students to learn to write? 

3. increase students' attention on learning to write? 

4. enhance the activity of students in learning to write? 

 

B. Process Approach 

According to Funk, a process approach is an approach that gives 

students the chance to work with science, not just telling or listening to stories 

of science. On the other hand, the students are happy because they are active 

and do not become passive learners.8 

According to Tompkins, there are five stages in the writing activity 

using a process approach, namely: 1. prewriting (pre-write); 2. drafting (drafting); 3. 

revising (revise); 4. editing (editing) and 5. publishing/sharing (publication). The fifth 

stage of the writing shows the different activities, and the order of these stages 

is not a linear sequence. In practice, the five stages of writing it are not clearly 

separated, but often overlap. For example, when making his draft at the same 

time continuously check and make revisions here and there.9 In this study, 

researchers used a process approach according to Tompkins. This approach 

was chosen because of students actively in the learning process of writing, from 

drafting, revising, editing, to publish.  

To improve physically and mentally active participation of students, 

menu-rut Brown, the teacher should not dominate the activity of teaching and 

                                                      
8 Dimyati and Mudjiono, Learning and Learning (Jakarta: Rineka Copyright, 1999), 138. 
9 GF. Tompkins and K. Hoskison, Language Arts: Content And Teaching Strategies (New York: 

Merrill, 1990) 



  
 

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learning, but give the widest possible opportunity for students to interact, both 

with the teacher, the subject matter, as well as with fellow human beings.10 

Likewise, students should be given the opportunity to practice at the time in the 

form of teachers delivering learning a skill. 

Thorndike proposed activity of students in learning by the law"law of 

exercise" it, that learning takes practice. Mempuyai meaning of this law, that in 

learning to write good students need to be trained about spelling, punctuation, 

and selection of appropriate vocabulary. The more often repeated, will be more 

controlled. Repetition in learning to write, not just any repeating the boredom 

in learning.11 

Learning to train students for skilled writing can be done through 

activities such as the following:  

1. tracing;  

2. copy;  

3. staring;  

4. penmanship / beautiful;  

5. dekte; 

6. simple fabricated;  

7. concocted with the help of pictures; 

8. authored by completing the sentence in the form of discourse; 

9. authored by sorting the sentence in the form of discourse. 

 

C. Effectiveness of Learning Writing 

Ideally, the intended learning is effective learning. The word comes 

from the word effectiveness. effectiveness seems to be effectiveness with success 

                                                      
10 HD Brown, Teaching by Principles An Interactive Approach To Language Pedagogy (New Jersey: 

Prentice Hall Regents)  
11 GH Bower and ERHilgard,Theories Of Learning (Englewood Cliffs: Prentice Hall, Inc., 1981) 



  
 

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(business, action). Associated with the understanding that an effective learning 

if the learning is said to achieve the goal.12 Effectiveness refers to the evaluation 

of a process that produces an output that can be observed or the success of a 

program.13 Effectiveness can be divided into two parts, namely: 1. The 

effectiveness of the internal and 2 external effectiveness. Internal effectiveness 

examines whether the education process has been run in accordance with well-

planned way from planning to the teaching process has happened. While the 

external effectiveness concerns about the level of interest seen from conformity 

ketercapian world of work.14 In this study, researchers used for internal and 

external effectiveness in the learning process more researchers plan methods 

and media to achieve effectiveness.  

Effective learning will happen if the relationship between teachers and 

students both. If a teacher is to build good relationships, teachers do not need 

to switch from one role to another role. Conversely, if the relationship is not 

good teachers and students, teaching techniques which after all is a good idea 

would be pointless.15 Of the opinion, to attract the involvement of students in 

the learning toward teachers must build good relations, namely to establish 

mutual respect and mutual understanding. A good relationship will create a 

bridge towards the passion of students.  

According to Reigeluth & Merrill, learning effectiveness is usually 

measured by the level of student achievement. According to them, there are 

four criteria used to settle effectiveness of study are 1. accuracy mastery terha-

dap nothing learned, 2. accuracy performance, 3. levels over the study, 4. The 

                                                      
12 Department of Education, the Great Dictionary of Indonesian (Jakarta: Balai Pustaka, 1994), 250. 
13 A. Tasiman, D-II Program Effectiveness Equalization BJJ UT In Upgrades Teaching (Bandung: 

Space, 2000 ), 43. 
14 A. Tasiman, Effectiveness ProgramD-II,44. 
15 T. Gordon and N. Burch, Becoming an Effective Teacher  (Jakarta: Gramedia Pustaka Utama, 

1997), 23. 



  
 

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retention rate.16 In this study, the criteria used is the precision performance and 

retention rates. Students careful in writing will be able to have the writing skills. 

The opinion reinforces the view that the effectiveness of learning is usually 

associated with the outcome of the learning process. 

In creating the conditions for effective learning, there are at least five 

types of variables that determine the success of students, namely: 1. involve 

students ak-tif, 2. attracting, motivating students 3., 4. individual principle, and 

5. demonstration in learning.17 In the description illustrated that the 

effectiveness of learning is not only concerned with learning products but also 

refers to the learning process. 

 

D. Use of Media Images in Writing Learning 

Media teaching plays an important role as a tool to create an effective 

learning process. Each of the learning process characterized by several 

elements, among other objectives, materials, methods, and media as well as 

elements of evaluation. Element methods and media is an element that can not 

be separated from another element that serves as a method or technique to 

deliver learning materials in order to the destination. In the learning process 

media used with the aim of helping teachers to student learning process more 

effective and efficient. 

The use of media in learning implementation, however, will help 

smooth, effectiveness, and efficiency of pen-achievement of objectives. Study 

materials are manipulated in the form of teaching aids that make the child as if 

playing, fun and work with a medium that would be more fun they are, and of 

course teaching more meaningful(meaningful).The use of media in learning can 

help: 1. students learn more, 2. reminds longer, 3. equip an effective stimulus 

                                                      
16 IN Degeng, Science Teaching Taxonomy Variables (Jakarta : Dekdikbud, 1989), 
17 Moh. Uzer Usman,  Become Teachers (Bandung: PT. Youth Rosdakaya, 1996), 21-31. 



  
 

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for learning, making learning more concrete 4., 5. bringing the world into the 

classroom, 6. provide approaches assortment of the same subject.18 

The use of media in teaching and learning (PBM) has a value of (a) can 

put a real basic to think, (b) to increase the interest and attention. The 

applicability of the images in the media to clarify the concept of learning to 

write and draw the attention of children. This is according to Piaget, children of 

primary school age are in the stage of concrete operational thinking.19 As stated 

by Piaget, the child is able to perform certain logical activities (operation), only 

in concrete situations. Piaget adding elementary school age, the ability to think, 

reason, and language development requires symbols or images. For example, 

pictures of animals as below.20 

 

 

 

 

 

 

With both images like the one above will help the student to write a 

word or make a sentence. The image is very interesting for children and as a 

stimulus to learning to write in primary school students at an early stage. This is 

confirmed by Nurgiyantoro that primary school pupils beginner stage is perfect 

when served as a stimulus picture writing assignments, on condition that the 

drawings do not contain explanatory writing. From these explanations, images 

that do not contain writings as the excitatory task of writing greatly assist 

                                                      
18 Tatang Sastradiradja, Guidelines Manufacture And Pemaikan Viewer Tools Primary Education 

(Jakarta: Department of Education, 1971). 
19 NanaSudjana,Basics of Teaching and Learning (Bandung: New Light, 2000). 
20 Tampubolon, Developing Reading Interests, and Habits of Effective And Efficient (Bandung: Space, 

1991) 



  
 

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students in expressing their ideas and produce language (words or phrases) 

which will be expressed through writing.21 

The use of media images can be motivating and stimulating learning 

activities, as well as providing psychological effects on students. In addition, the 

media can arouse desire and interest to learn new ones.22 In line with these 

opinions, according to Muh Uzer Usman in creating the conditions for effective 

learning, there are at least five types of variables that determine the success of 

students, namely: 1. involve active student, 2. attracting, motivating students 3., 

4. individual principle, and 5. demonstration in learning.23 

 

E. Setting study 

the action Research was conducted on students in grade II SDN 

Kertosono Aisyiah. SDN Aisyiah is located in the countryside with the mindset 

that has different characteristics with urban SDN. The number of second 

grades is 30 students consisting of sixteen boys and fourteen girls. 

The state of the parents of students of class II SDN Aisyiah shows the 

level of education and work are diverse, which is 16 people had high school 

education, 9 junior high school education, elementary education 5 people. 

Cement-tara, the work of parents class II SD Aisyiah showed that 7 as private 

employees, 18 people are farmers and the remaining 5 people in the civil 

service. 

The teacher becomes the main collaborators of this action research is a 

classroom teacher and teacher Indonesian class II. He was educated in D-II 

PGSD. 

 

                                                      
21 B. Nurgiyantoro, Assessment in Teaching Language and Literature (Yogyakarta: BPEE, 1987), 274.   
22 Oemar Hamalik, Media Education (Bandung: Citra Aditya Bakti, 1994 ) 
23 Moh. Uzer Usman,  BecomeTeachers,21-31. 



  
 

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F. How to Research 

study design in stacking together between faculty, class II elementary 

school teachers, and principals through dialogue and discussion. Dialogue and 

discussion are directed to prepare:  

1. the purpose of classroom action research design,  

2. drafting personnel action research,  

3. design measures implemented action research, and  

4. the implementation schedule a class act. 

Measures implemented by the draft which has been prepared with the 

following provisions:  

1. the purpose of obtaining the models increase students' skills in writing in 

the Indonesian language is good and right, increasing motivation, attention, 

student activities more positive towards learning to write, 

2. personnel: teachers, teacher grade II SD, principals and students of class II 

SD, 

3. step action: students follow the teaching of writing by using the media 

image through a phase. writing, b. to draft, c. revise, d. editing, and e. 

publish, and 

4. the time it takes as many as 16 sessions. 

Meanwhile, the monitoring carried out by the following provisions:  

1. purpose: to monitor the implementation of measures in order to improve 

students' skills in writing, motivation, attention and activity of learning to 

write,  

2. personnel: teachers, elementary school teachers, and the principal  

3. source of information: primary school teachers, principals, students, 

learning, and the classroom environment, 

4. time of week one,  

5. at the time of execution of the action and carried out repeatedly,  



  
 

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6. things that are monitored include the number of activities of students and 

teachers in order to improve students' skills in writing, and increased 

motivation, attention and liveliness to learning right through the 

application process approach and media images, 

7. the monitoring is done by observing the activities of students and teachers 

in the implementation of the teaching of writing with a process approach 

and media images through interviews incidentally to ask the things 

pertaining to the problems faced by students and teachers in the 

application approach process and media  in the teaching of writing, 

8. monitoring instruments: observation sheet and valuation modified from 

Tompkins, and the  

9. criteria for the success of this action research is increasing students' skills in 

writing in a language of Indonesia is good and right, increasing motivation, 

attention, and student activity during the learning of writing. 

Measures implemented by the draft which has been prepared with the 

following conditions:  

1. goal: obtaining the model increase students' skills in writing in Indonesian 

language is good and true, and increased motivation, attention, and 

liveliness more positive towards learning to write,  

2. personnel: professor and head schools as monitors, teacher grade II SD as 

executors as well as observers, and grade II elementary school who 

participated in the implementation of the study write,  

3. step action: students follow the teaching of writing through the steps of a) 

writing, b) make the draft, c) revise, d ) editing, and e) publish. 

At this stage of the action taken is pramenulis students were asked: 

1. choose topic posts, 

2. setting goals and writing,  



  
 

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3. find and develop ideas and to develop the outline based on the image 

displayed by the teacher at the blackboard. At this stage, the teachers were 

asked to help the students to prepare for the writing.  

At the stage of writing the draft, the students were asked to express an 

idea based on images, feelings, or their experiences in the form of rough paper. 

In revising stage, students are asked to: 

1. read the writing rude,  

2. shared the experience of writing a rough draft with a friend or teacher, and  

3. change the writing with regard comments or feedback from friends or 

teachers. At this stage, teachers are asked to coordinate student activities 

and give-kan comment on student writing.  

In the editing stage students are required to:  

1. reread good writing is read by yourself or by a friend or a teacher,  

2. writing spelling errors identified with the help of a friend or a teacher, and  

3. improve writing. At this stage, teachers are asked to help students find 

mistakes regarding spelling. Assistance provided by the teacher is writing 

on the blackboard to be considered by the student. For example, the use of 

capital letters at the beginning of a sentence, the person's name, the name 

of the month, the day name, the name of God, the name of Religion, a 

question mark interrogative sentence, and the dot at the end of a sentence.  

In the publish phase, students are asked to:  

1. read the writing end and display the writing on the chalkboard that has 

been provided by the teacher,  

2. paying attention and a plus against writings were read. 

Evaluation of the successful implementation of the actions carried out 

by using tests, observation, and questionnaires. The test is used to uncover the 

student's skills in writing, and observation is used to uncover the motivation, 

attention, and liveliness to the teaching of writing, while the questionnaire used 



  
 

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for triangulation of the results of observations made by teachers, principals and 

teachers. Questionnaires using Likert scale models with three possible answers, 

namely (a) happy, (b) pleased, and (c) not happy. 

Meanwhile, the reflection carried out with  

1. the aim of: a. identify the weaknesses in the form of action and b. obtain a 

revised form better action, 

2. personnel: teachers, principals, and teachers grade II  

3. material: the results of monitoring, and  

4. time: every activity monitoring. 

 

G. Results and Discussion 

action research was conducted in three cycles. Each one silk consists of 

four sessions. By using the guidelines on the assessment, observation, and 

record the results on the field results are as follows. 

 

 

Table 1. Student Profile on initial conditions and after action 

Skills      student activity intensity     

 Writing               

   Motivationin% in% Attention Activity in%  

                  

Initia

l Sik Sik  Sik 

begin

ning SikI Sik II Sik Initial SikI IISik Sik 

beginn

ing SikI Sik II Sik  

 I II  III    III    III    III  

     12 14 16 17 11 14 16 17 9 12 14 16  

54.43 58.53 68.23  71.87 

studen

ts 

stude

nts 

studen

ts 

student

s 

stude

nts 

studen

ts 

studen

ts 

student

s 

student

s 

studen

ts 

stude

nts students  

     63% 80% 93.3,% 96 , 7% 66.7% 83.3% 86.7% 96.7% 36.7% 66.7% 80% 93.3%  

                  

                  

 

Based on the evaluation made known that the average score of students' 

writing skills, before being given the action is 54, 43 with the lowest score and 



  
 

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39 the highest score 71. Meanwhile, after being given an average score measures 

students 'writing skills is 71.87 with the lowest score and the highest 39 86. 

in addition, it is also known to: (1) the students' motivation to learning 

writing before the given action was 63.3% and choco-dah given action 96.7% 

(2) the student's attention to the learning writing before the given actions 66.7% 

and 96.7% after the given action (3) active students towards learning to write 

before the given actions 36.7% and 93.3% after the given action. 

Before being action research, in general skills of students to the teaching 

of writing is still low. Similarly, motivation, attention and active students 

towards learning to write, which generally showed low. It can proofed with the 

results of the evaluation showed that prior to action by an average score of 5.3 

students' writing skills, motivations were 63%, 66.7 attention, and activity of 

36.7%. 

 

Application of the process of learning to write with the approach of 

peer correction techniques to image the media has brought good impact on the 

development of students' language skills that students do more reading 

activities. Reading activities often do students on student time to revise, edit, 

and publish the results of his writings. 

Learning to write in class II SD with the approach of the correction 

technique among friends and media images have achieved the objectives of the 

study. However, students are still experiencing difficulties in revising and 

editing spelling, even if the teacher has been instrumental in revising. 

 

H. Conclusion 

Enhancing the effectiveness of learning to write using a process 

approach and image media, it can be deduced as follows. 



  
 

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1. There was an average increase learning achievement in writing by 17, 44 

(baseline 54, 43 increased to 71.87. 

2. The observation of the Principal and teachers after the action in Class II, 

there was an increase: 

a. students' motivation in learning writing experience dizziness  by 34.4%, 

b. the attention of students in learning to write increased throughout much 

30%, 

c. student activities increased by 56.6%. 

 

3. the principal, teachers, and researchers observed that most students have 

difficulty in applying the five stages in the writing process. the difficulty 

that many experienced, particularly at the stage of revising the content and 

language editing. 

4. the principal, teachers, and researchers involved in the implementation of 

the research collaborative writing using a closers process and image media, 

generally responded positively, 

 

 

 

 

 

 

 

 

 

 

 

 



  
 

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