The Influence of Guided Writing Materials Toward Students’ Writing Ability of the Fifth Semester Students at English Study Program FKIP UR

This study investigated the influence of guided writing materials in students’ writing ability at English Study Program FKIP UR in which forty students that simple randomly selected at English Study Program FKIP UR. The instruments used were questionnaire and writing test. Based on the research findings, the responses of questionnaire were coded into interval score by using Likert Scale which showing the students’ ability and their opinion in guided writing that consisted of fifteen statements based on six indicators in the form of frequency. On the other side, writing test administered in term of finding the students’ writing ability. It was a writing outlining with fifteen listed in the form of brief statements. Before the research revealed, the tried out had been applied in assessing the validation of the instrument by using Pearson Product Moment correlation formula indicated that items were valid. Reliability calculation were performed in Cronbach’s Alpha denoted that the instrument was reliable. The instrument can be stated reliable when if it has Cronbach Coefficient is higher than 0.60. based on research findings it can be concluded that: first, the students’ writing by using guided writing was categorized into good category 56.2, second, the mean score of students’ writing test is 50.68, it can be stated that students’ writing ability is categorized into good category. While Fcount is 27.78 and Ftable is 4.25. Based on its criteria, H0 is accepted if Ftable < Fcount and Ha is accepted if Fcount > Ftable. After it compared (27.78 > 4.25), it showed that H0 is rejected. It can be concluded that there was significant influence of guided writing in students’ writing ability. Key words; influence, guided writing, ability, students


INTRODUCTION
Writing is one of language skills that should be mastered by English students, because it is one factor that influences language learning achievement. However, writing ability is affected by other skills and subjects such as listening, grammar, vocabulary, and pronunciation. According to Lerstrom (1990) the development of language skills affects a person's productive ability. Several researchers have elaborated that personal success in disciplines is strongly related to a person's writing ability and depends on good writing skills Cho & Schunn (2007).
Writing involves understanding many terms including transferring ideas, identifying grammar, exploring vocabulary, grasping meaning and knowledge of structure shows how words are arranged in sentences. Student's limited vocabulary causes the writing activity hard to do. Unknown word makes the students stop and think about meaning of the word. If a student's lack of vocabulary and have trouble in grammatical rules in case of transmitting his or her idea in good order. In brief, writing ability is a reflection of one's mastery of other skills and subjects.
Writing is also influenced by other skills and subjects. However, writing ability can be improved by using variety of materials. Based on Thomas Kral (1993), one solution to help students in writing subjects is by providing different kinds of input English news, short story and so forth.
However, unlike courses for other skills, which are mostly paper-based materials, writing courses are a combination of paper-based materials in the form of course book. It means that any resources for writing can be used. Brindley and Schneider (2002) point out writing instruction should evolve into a more effective set of techniques and strategies that include modeling, shared writing, guided writing, and interactive writing (Pinnell & Fountas, 1998;Routman, 1991). Regarding the learning strategy to improve writing, Lee (1994) showed how pictures can be used as an effective guided writing strategy to facilitate students' writing process and improve writing proficiency. More specifically, such instruction using pictures in a guided writing environment can assist beginning foreign language students to develop and improve their writing skills.
The present study attempted to combine a guided writing strategy and web-based learning environment to improve the writing environment for enhancing students' writing attitudes. A major feature of the environment is web-based learning can integrate different media, such as text, picture, audio, animation and video to create various multimedia instructional materials and promote the writing interest and willingness of the learner (Gillani & Relan:1997).
The purposes of this study are: 2. To find out the fifth semester students' writing ability.
3. To find out whether there is any significant influence of the fifth semester students' guided writing materials toward students' writing ability.

LITERATURE REVIEW
Writing skill of second language is not derived naturally; it needs some processes of learning.
The processes of writing in the classroom involve a teacher and students. In the classroom the students are given some lists of exercises from a number of materials. Harmer suggests some writing principles (2007:135-136),

Figure 1 Writing Principle
Writing is not only writing a sentence but it is an activity of producing a text in a context. This idea is also supported by Weigle (2002: 19) who defines writing as an act that takes place within a context, that accomplishes a particular purpose, and that is appropriately shaped for its intended audience. From the definition, it means that it is important to view writing not only as the product of an individual but also as a social act because writing is activities that are socially and culturally shaped and individually and socially purposed.
Writing needs some process of thinking. By knowing the process of writing, students can develop their ability to create a good written text. Brown (2001: 336) states that writing is a process of thinking in which writers figure out their thoughts then put them into written language. During the process of thinking that sometimes needs a long time, the writers are A teacher should encourage his students to listen as often and as much as possible. Besides writing activity in the classroom, the students should also practice away from the classroom materials and so on.
Teacher should also help the students to prepare themselves for writing. It means they will need to look at pictures, discussed the topic, or read the questions first.
When the teacher play the track only once probably there will be no spare time for them to pick up some important information, then they will ask for second chance.
A teacher should also consider about the stage of the students, they have to be classified in their own level of writing, because different writing stages deserve different writing task.
Teacher should draw out the meaning of what is being said, what is intended and find out what impression it makes on the students.
FifthThe last part, the teacher asks the students to use time and emotional energy in a writing text. A. The Process of Writing Hyland (2004:10) states that creative writers have creative ways to express their ideas. During the process of generating and developing ideas, the creativity of the students can be seen, for examples, from the topics they generate and the way they develop the topics.
While Brown (2001 : 335) writes that focusing on the process does not mean that the result of writing is not important. The final written product could be the written evidence of the writers' creativity. In other words, it can be said that a good process will lead to a good result.
To develop the topics in a good process, there are some ways to go through.

b. The Techniques of Teaching Writing
In order to create an effective writing class, an effective writing method and technique is required. In a foreign language background, English writing will be appropriate to be taught using process approaches rather than product approaches.

C. Knowledge of Guided Writing
Guided writing, by definition, is a form of teaching writing in which learners are given step-by-step instruction. Tyner (2004) defines guided writing as an instructional writing context chiefly teaching the writing process through modeling, support, and practice. Guided writing activities help students learn to write by providing them with a partially completed draft or some other form of assistance. Guided writing activities are typically done in the classroom so the teacher can interact with students individually as well as with the entire class.
According to Fountas and Pinnell (2001), guided writing is defined as an instruction presented to small, temporary group of students who share similar needs at a particular point in time. Guided writing provides an important context for teachers' assessment and guidance of student writing to observe students during specific writing events and provide immediate instructional scaffolding for writing processes targeted to the needs of a specific group of students.
Guided writing is the process where teachers develop and guide students' writing through discussion, join text construction and evaluation of their independent writing (Parsons 2001:12). Guided writing involves a teacher working with a group of learners on a writing task. The aims of the task are based on what they have previously been learning about the writing process.
On the other hand, Dunigan (2008:13) states that guided writing is a step by step recipe for writing that includes planning, writing, editing, revising and publishing. Guided writing is an essential component of a balanced writing curriculum, providing an additional supported step towards independent writing. Through guided writing, students are supported during the different stages of the writing process. Guided writing can be fully exploited by providing learners with the language they need to complete the task together with the teacher. It helps them feel certain that they are doing the right thing.

d. The Use of Guided Writing
Guided writing is an important factor in writing strategies. Holdich and Chung (2003) indicate guided writing offers greater opportunities for young writers to make valuable connections between text, sentence and word level decisions and help children shape and redraft texts with particular criteria in mind. Most importantly, with such a writing strategy, the instructor should think how to guide young students into independent writing and help them discover their own abilities by providing opportunities for choice. Parsons (2001:13) points out there are many use of Guided Writing: 1) Provide a supportive environment for students to practice their writing skills and build confidence.
2) Students understand that one ultimate goal is to take responsibility for their writing and put into practice learned problem-solving strategies 3) Students opportunities to receive immediate teachers' feedback on their writing efforts.
4) Students learn the value of combining their independent writing effort in a group of writing project.
5) Provides a supportive context for specific instruction on the writing tools, for example at the text, sentence, and word level.
6) Motivate students how to manage their writing time. hongjl@cc.ctu.edu.tw. The purpose of this paper is to develop different guided writing strategies based on media richness theory and further evaluate the effects of these writing strategies on younger students' writing attitudes in terms of motivation, enjoyment and anxiety. A total of 66 sixth-grade elementary students with an average age of twelve were invited to join the experiment for a period of twelve weeks. A repeated-measure one-way ANOVA analysis was utilized to examine the differences among the three strategies including a rich media guided writing strategy, lean media guided writing strategy, and pen-and-paper guided writing strategy. The findings of this study showed the rich media guided writing strategy had higher significant differences than the pen-and-paper guided writing strategy in terms of writing attitudes toward motivation, enjoyment and anxiety. However, there were no significant differences between the rich media guided writing strategy and lean media guided writing strategy in terms of motivation and anxiety. The findings imply that providing a web-based learning environment with high richness media could guide students to write and achieve more positive writing attitudes in terms of motivation, enjoyment and anxiety.

RESEARCH RESULT AND DISCUSSION
This research was an ex post facto design or causal-comparative research. Causalcomparative research investigated causal relationships between events and circumstances (Lord Harold G: 1973).

Instrumentation
Instrument is used to gauge some qualities or abilities of the subjects. The purpose of the instrument is to elicit the data for our study (Deming:1960). Instrument is the generic term that researcher uses for a measurement device (survey, test, questionnaire, etc.). To help distinguish between instrument and instrumentation, consider that the instrument is the device and instrumentation is the course of action (the process of developing, testing, and using the device).

Validity
Validity is the extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment (Gronlund:1998). As a process, validation involves collecting and analyzing data to assess the accuracy of an instrument.

Data Collection Technique
The technique of collecting the data in this study was given by a set of questionnaires and writing test to the fifth semester students of English Study Program FKIP UR. As it is stated previously, in order to find out the students' guided writing materials the writer used a set of questionnaires. The questionnaire consisted of 15 items in the form of frequency and agreement. The indicators are:

A. Questionnaire
a. To find out the availability of guided writing materials b. To relate the students' guided writing to their ability.
c. To realize the importance of exposing guided writing.
d. To identify time spent in elaborating guided writing, and e. To find out numbers of guided writing that being exposed.
To get the score of the questionnaire the Likert Scale is used. According to Tuckman and highly motivated are used in measuring the attitudes. In order to avoid students' misunderstanding, in this study the writer used strongly agree and always to represent highly motivated, agree, and usually to represent effectively motivated, undecided, and often to represent usually purposeful, disagree, and sometimes to represent vacillating, strongly disagree, and never to represent unmotivated. All statements in this questionnaire of this study are in positive form.  The table above shows that score distribution obtained in minimum is 39 and maximum is 65. Based on the computation of data distribution that the mean score is 54.1, median is 55, standard deviation is 6.432. This calculation shows that between mean and median score is not far different.
Therefore, those variables distributed normally.   From the result of test homogeneity shows that the score of significant is 0.013. It can be stated that the score of significant is more than α 0.05. The conclusion is both groups have similar data. The population of each group is distributed similarly.   Then, correlation significant testing is used to identify the significant correlation between students' guided writing materials towards writing ability and examining how is the percentage of influence both variables.