The Use Of Eight Dexterous Systems To Improve Students’ Ability

THE USE OF EIGHT DEXTEROUS SYSTEMS

TO IMPROVE STUDENTS’ ABILITY IN WRITING RECOUNT TEXT

 

Saptono

SMP Negeri 3 Sukoharjo

 

ABSTRACT

This research is aimed to identify: (1) whether the Eight Dexterous Systems (EDS) can and to what extent develop the students’ ability of writing, and (2) how the teaching-learning situation is when EDS is applied in writing class at SMP Negeri 3 Sukoharjo in the Eighth grade students in the second semester in the academic year of 2016/2017. The research methodology included the research approach, the Scope and theory of the research, the field of the research, the technique of collecting data, and the technique of analyzing data. Each cycle had four steps; planning, action, observation, and reflection. From each cycle, the data could be collected. The quantitative data were analyzed by calculating the mean of every post-test in each cycle and the qualitative data or non-numerical data were by doing data collection, validation, and interpretation. the result of the implementation shows that the use of EDS improved: (1) the students’ writing ability: (a) in writing achievement i.e. the mean of every test score proves the pre-test 43; the post-test of I cycle 53; the post-test of II cycle 66; and the post-test of III cycle 79, (b) in making sentences dexterously with more speed and tidiness, (c) to express ideas using appropriate vocabulary and grammatical form, (d) to develop spelling; and (2) the classroom situation; (a) the classroom situation more congenial, (b) increasing students’ participation in writing class, (c) self-regulated learners in writing class, (d) bigger opportunity for writing practice.

Keywords: Eight Dexterous Systems (EDS), students’ writing ability, and recount text

 

Introduction

SMP Negeri 3 Sukoharjo was a Designed International Standard School. The students, however, still have several problems in learning process of English subject especially in writing.

The first problem is that there are many students finding difficulties in constructing text types or genres using past verbs, especially in writing recount text which needs regular or irregular verbs. It seems difficult for the students to memorize and form the irregular verbs. The second problem is the passive activity of the students in responding the English class. They have a weakness and difficulty in learning productive skills that is speaking and writing skills.

The indicators of the problems above are the poor previous English course, the lower achievement of the writing aspect and difficulty in forming irregular verbs, and the grammatically wrong irregular verb formation in writing recount text. It can be showed that the result of English test in the first semester in 2016/2017 is low. The result shows that 67% of the students cannot answer the text correctly, 30% students can answer 50% correctly, and only 3% students can answer correctly. The other indicators are some students responding to questions lazily, seldom doing the homework, doing assignment in group or individually from the teacher for long time, having no fresh face, and so on.

The weakness and difficulty in writing recount text and in learning productive skills come from the techniques used in the learning and teaching process. In addition, the crucial problem the students have is the problem related to particular teaching areas, e.g. the forming the past tense and past (or perfect) participle as regular or irregular verbs.

Moreover, from the result of interview with the students and sharing ideas among the English teachers, it can be stated that: from five genres in Junior High School, recount text is one of the difficult genres the students learn and the teachers teach; it is necessary to optimize the result of learning, especially in the students’ ability in writing; there should be a certain technique of teaching and learning process which concern to the students’ activities and creativities especially in writing. To overcome the problems above is used as a good technique on how to improve the students’ ability in writing recount text that is through EDS.

EDS sanding for Eight Dexterous Systems is a technique used by the teacher or the students to form the irregular verbs dexterously consisting of eight systems summarized by the researcher of plenty systems in memorizing irregular verbs. There are approximately 250 irregular verbs. However, the researcher summarizes in memorizing and forming the irregular verbs into eight systems morphologically which is called Eight Dexterous Systems (EDS).

The researcher gives four examples of each system and one exception, when exists, of each system in explaining the irregularity of irregular verbs from system I to VIII in learning-teaching process.

The Eight Dexterous Systems include:

1. Ought System

The morphological process of this system is that;

1.   The process is by splitting up the verb for example ‘buy’ between the first consonant which gets the accent from the vowel which follows into ‘b + uy’. Then it is by dropping the vowel and the followers.

2.   After getting the letter b, then it is by putting the compound ought → bought.

 

2. Vowel Change System

a. Partly

Simple Form	Past Form	Past Participle
Become cling come dig hang* (exception)	Became clung came dug hung, hanged	become clung come dug hung, hanged

 

The morphological process of this system is that;

1. The process is by changing the readable vowel with the accent into another vowel

2. The changing is different or the same in the past form or the past participle.

 

b. Totally

Simple Form	Past Form	Past Participle
Begin drink ring sing sink* (exception)	Began drank rang sang sank, sunk*	begun drunk rung sung sunk*

The morphological process of this system is that;

1. The process is by changing the readable vowel with the accent into another vowel

2. The changing is in the past form into a and in the past participle into u.

 

3. Zero Modification System

Simple Form	Past Form	Past Participle
Broadcast cut hit let read* (exception)	broadcast cut hit let read	broadcast cut hit let read

The morphological process of this system is that;

1. There is no changing either on consonant or vowel.

2. The changing is in pronunciation on the exception into /rid/, /red/, /red/.

 

4. Orn System

Simple Form	Past Form	Past Participle
Shear swear tear wear bear* (exception)	shore swore tore wore bore*	shorn sworn torn worn born, borne*

The morphological process of this system is that;

1. The process is by splitting up the verb for example ‘tear’ between the first consonant which gets the accent from the vowel which follows into ‘t + ear’. Then it is by dropping the vowel and the followers.

2. After getting the letter t, then it is by putting the compound ore → tore on past form and orn → torn on past participle form.

 

 

 

 

5. Own System

Simple Form	Past Form	Past Participle
Blow fly grow know draw* (exception)	blew flew grew knew drew*	blown flown grown known drawn*

The morphological process of this system is that;

1. The process is by splitting up the verb for example ‘blow’ between the first consonant which gets the accent from the vowel which follows into ‘bl + ow’. Then it is by dropping the vowel and the followers.

2. After getting the letter bl, then it is by putting the compound ew → blew on past form and own → blown on past participle form.

 

6. T System

a. Double e System

Simple Form	Past Form	Past Participle
Creep feel keep sleep kneel* (exception)	Crept felt kept slept knelt, kneeled*	crept felt kept slept knelt, kneeled*

The morphological process of this system is that;

The process is by reducing double e into single e of the simple form and putting the letter t for example ‘creep’ into ‘crept’ for the past form and past participle.

 

b. T System

Simple Form	Past Form	Past Participle
Bend lend rend send	bent lent rent sent	bent lent rent sent

The process is by changing d in the last letter of the simple form into t for example ‘bend’ into ‘bent’ for the past form and past participle.

 

7. EN system

Simple Form	Past Form	Past Participle
Drive eat ride speak bite* (exception)	drove ate rode spoke bit	driven eaten ridden spoken bitten, bit

The morphological process of this system is that;

1. The process is by changing the readable vowel of the simple form into the past form.

2. For the past participle is by putting the suffix -en.

 

8. Consonant Change

a. Partly

Simple Form	Past Form	Past Participle
Have hear say stand clothe* (exception)	Had heard said stood clad, clothed	Had heard said stood clad, clothed

The morphological process of this system is that;

1. The process is by changing the consonant or the vowel when there is.

2. The past form and the past participle are alike.

 

b. Totally

Simple Form	Past Form	Past Participle
be (am, is) be (are) do go dive* (exception)	Was were did went dove, dived	Been been done gone dived

The morphological process of this system is that;

1. The process is by changing the consonant or the vowel when there is.

2. The past form and the past participle are different.

 

            The general focuses in this study are writing recount text and forming irregular verbs. So the problems can be scrutinized that: whether and to what extent EDS can improve the students’ ability in writing recount text as well as how the teaching-learning situation is, when EDS is applied in writing class. Therefore the objectives are to prove that EDS can improve the students’ ability in writing recount text and to explain the teaching-learning situation is when EDS is applied in writing class.

            This study has a positive effect for the students. By knowing their own difficulties in forming irregular verbs, they try to learn harder in learning them. By knowing better technique the students are expected to be able to devote more spare time to learn the pattern of irregular verbs on that they find difficulty. They will be able to convey their meaning in many tenses using the past form, past participle, or even present participle. Besides that, English teachers apply the result of study to their own teaching technique and will share it with colleagues in education department that is the local branch of the English Language Teachers’ Association, and if the result looks qualified, it may be published in an educational journal. And last but not least, the result of the research can be a valuable contribution in the attempt of improving the students’ ability and interest in forming irregular verbs to learn recount text because the understanding EDS to study verbs is like using a machine saw to cut the big tree. We will get not only the fruits of this tree, but also the wood, leaves, branches and even its roots for something beneficial.

 

 

Research Methodology

            Action Research approach (Hustler et al, 1986) is used in this study. Action research is as a spiral continuum of cycle. Each cycle has four steps; planning, acting, observing, and reflecting.

            The scope of this research is micro, that is, the subject of this action research is single subject, namely the 8F students of SMP Negeri 3 Sukoharjo on the second semester in the academic year 2016/2017. The research is carried out to collect the data of writing, both in process and product of students’ writing. Those data are taken from the teaching-learning process and any written information concerning with the improvement of the students’ ability in writing recount through EDS. This process is carried out from January to April 2017. In the first month, the process begins from observation to gather the problems occur. After the main problem being chosen by using the priority scale, it is continued to plan and state the problem solution. The second to the third month is doing each Cycle that is by doing the planning, acting, observing, and reflecting/revising as figured above. Then the forth month is computing the data, categorizing the result, and finalizing the writing of the result of the study.

            Data play an important role in a research, because the conclusion of the research is taken from the data. Therefore, the accuracy of the data determines the quality of the research results. In attempting to collect the quantitative data, a test is used as the prime technique. Test is a set of instructions for the students to write a certain theme individually. Score reflecting their ability to form the irregular verbs in writing narrative is required after they do the test. The type of the test which is used in this study is product test. The test doers are typically requested to write the narrative or past experience.

            Weir, (1998: 58) says that in testing writing, there are two different approaches for assessing writing ability can be adopted. Firstly, writing can be divided into discrete levels, e.g., grammar, vocabulary, spelling, and punctuation, and these elements can be tested separately by the use of objectives tests. Secondly, more direct method writing tasks of various types could be constructed. These would be have greater construct, content, face, and wash-back validity but would require a more subjective assessment. However in this study, from the recount construction which the students produce in the previous score, pre-test, and post test, the errors are analyzed from that they make related to discrete levels; 1) grammar especially in forming the past verbs, 2) vocabulary, 3) spelling, and 4) punctuation. It is showed that the four discrete levels above in the study but because the problem relating to the students’ ability in writing recount is in forming irregular verbs so it is focused in the improvement of the students in forming the past verbs, vocabulary, and spelling in detail not on punctuation.

            Besides that, in this Action Research the qualitative data are collected that include interview, diary, questionnaire, pictures, and field note as well as doing observation. It indicates that the result of the interview and questionnaire is used to find out the source of the problems and the indicators; e.g. why recount is the most difficult genre for the teacher and the students, what difficulties they find in constructing recount, what they try to do to overcome the problem. In the observation, a journal or diary is made to write down the process of the students’ improvement and to record the continual activities of the students, and to note what kinds of documents related to the study, as well as the use of EDS.

            To support the data credibility, triangulation is used. First, researcher and collaborator design the study so that data are gathered over a period of time or intensively rather than in one-shot manner. Second, the researcher shares the interpretations of the emergent findings with the participants and collaborator. And third, the researcher draws from several data resources, methods, investigators, or theories to strengthen the robustness of researcher’s work (Rossman and Rallis, 1998:45).

            In this study, the analyzing data technique that researcher and collaborator use is ongoing analysis or statistic descriptive comparative. Ongoing analysis reflects about data, ask analytical questions, and write analytical memos throughout the study (Rossman and Rallis, 1998:45). There are two aims which were achieved. Those were: 1) to present that EDS can and to what extent improve the students’ ability in writing recount text, and 2) to describe how the teaching-learning situation is when EDS is applied in writing class. The improvement progress is analyzed in every meeting during the action. To achieve those aims, it is applied the following procedures:

Analysis I is done by calculating the mean of quantitative data of the previous scores in the pre test and the post test after every cycle done; analysis II is by recording qualitative data that is by doing data collection, validation, interpretation, and action as suggested by Hopkins (1985) in McKernan (2003:222).

Findings and Discussion

Findings

a. Improvement of Students’ Writing Ability

The findings of the study showed that the use of EDS in writing class could develop students’ writing ability. The improvement of the students’ writing ability could be recognized from the improvement of writing achievement, the ability to do teacher’s task, the ability to express ideas using appropriate vocabulary and verbs form, good spelling and punctuation, and the level of writing.

Before the study, researcher found that the students had low writing achievement. The improvement of writing ability could be seen from the improvement of students’ achievement cycle to cycle. The mean of scores in pre-test is 43, the mean of scores in Cycle 1 is 53, the mean of scores in Cycle 2 is 66 and the mean of scores in Cycle 3 is 79. The result of the students’ writing ability level can be seen in the following graph.

Besides referring to the writing achievement, the improvement of students’ writing ability can be recognized from the ability of doing teacher’s tasks. They seemed doubtful to do the tasks from the teacher. It was caused by either the students were afraid to be humiliated by other students or afraid to make a mistake in writing. After the implementation of EDS, the situation changed. Students could do the tasks from the teacher in high self-confidence.

Another finding of the research showed that there was an improvement of the way students to express their ideas. After the implementation of EDS, the students could express their ideas clearly using appropriate vocabularies and grammatical forms. Another finding of the research showed that misspelling was reduced during the implementation of EDS.

 

b. Improvement of classroom situation

The findings of teaching and learning process showed that there was a change of classroom situation before and after EDS was implemented in writing class. The teaching and learning process using EDS was more alive. Most of the activities were student-centred.

The students showed high participations in writing class. They were eager to conduct the tasks with high spirit. They were not afraid of making mistakes, because the class was far away of humiliating the students and tolerating the students with various level of ability. The teacher appreciated all of the students’ efforts in writing, although the writing or sentence was not perfect in the form. The writing class was full of enjoyment, the group work was coloured with students’ laughter. It showed the eagerness of the students in learning writing in relax situation.

Other finding in this research is dealing with the teacher. As a teacher, researcher improved in many points. First, researcher improved in designing and developing teaching materials, such as in preparing work sheets that were suitable for the teaching purpose. Second, researcher became more familiar with my students and researcher should be able to identify them one by one. Third, researcher appreciated the students better than before the implementation of EDS.

c. Other finding: Students’ responses toward the action

At the end of Cycle 3, researcher delivered questionnaires to the students to find out the students’ responses toward the implementation of EDS. One hundred percentages of students agree with learning writing through EDS. The reasons are because EDS is fun, congenial, and really dexterous. EDS makes the lesson easier to understand, and EDS can facilitate them in learning narration. EDS is also motivating and encouraging. The activities encourage the students to construct sentences easily. EDS brings about the students’ curiosity of the irregular verbs so they are eager to identify other verbs which have the same systems and they want to learn and learn. EDS also improves their vocabularies and grammar.

All of the students feel that they are motivated to learn writing with EDS. The reasons are because EDS is very congenial and dexterous. The activities are enjoyable. The students find that writing is not something difficult, therefore they are eager to do the activity. They can share knowledge and learn from the outstanding students in the group. One point to notice is that the dexterous and congenial atmosphere of EDS really motivates the students to write. For all of the students learning writing through EDS is not a burden. Before the implementation of EDS, writing activity was a big burden for the students. Now they don’t feel it anymore. The enjoyment of the activities makes the students do the tasks eagerly.

Discussion

The research which was applying action research to optimize EDS in improving students’ writing ability brought satisfying results both in term of the improvement of students’ writing ability and classroom situation. The findings then can be theorized in two major points as follows:

 

a. EDS can improve students’ writing ability

1) EDS can improve students’ writing achievement

The findings of the research showed that EDS can improve students’ writing ability. The improvement can be seen from the improvement of writing achievement. The improvement could be achieved because EDS adopts two different approaches for assessing the students’ writing ability. It is supported by Weir (1998: 58) who states that two different approaches for assessing writing ability can be adopted. Firstly, writing can be divided into discrete levels, e.g., grammar, vocabulary, spelling and punctuation, and these elements can be tested separately by the use of objectives tests. Secondly, more direct extended writing tasks of various types could be constructed. Brown (2001: 356) also gives some guidelines for responding to and correcting the students’ writing, one of them is on minor grammatical and mechanical (spelling, punctuation) errors that should be indicated.

The enhancement of the writing activity as an end is also provided by EDS by giving the opportunity to the students to express themselves using their own words like writing their past activity in the recount text. The students wrote personal story that is writing series of events in their past time activity which used the past verb forms.     As Ur (1996: 162) supports that writing is as a means or as an end. Writing as an end is writing which invites the learners to express themselves using their own words, state a purpose of writing, and often specify an audience like writing a letter, personal story, narrating a story, etc.

Having strong underlying related theories, it is understandable that EDS is not only essential but also beneficial in improving student’s writing ability.

2) EDS develops students’ ability in making sentences dexterously

            The findings showed that EDS can develop students’ ability in making sentences dexterously. EDS fosters the students’ ability of making sentences as the four phases of EDS, namely: 1) Differentiate the regular verbs from irregular verbs; 2) Use the Present Verbs with auxiliary do or does; 3) Use the Past Verbs with auxiliary did; 4) Identify and use the irregularity of irregular verbs from system I to VIII in sentence writing.

After being able to understand the irregularity of irregular verbs, it is easy for the students to accomplish the written practice like in sentence making. Harmer (1998: 109) states that there are three examples of sentence writing which aim to give the students practice in specific written language; they are a) the fill-in, b) what did they do?, and c) Christmas. In the fill-in, it is one way of providing controlled written practice that is to get students to fill in blanks in sentences with suitable verbs. In what did they do?, the example is that the students are asked to look at a picture and write one to five sentences about what the people in the picture did in the past verbs forms. Moreover, in Christmas, Harmer’s term, one of examples is that the students use personalisation to write sentences using time clauses. The students have learnt how to make time clauses using words such as when, while, before, after in the past time.

Meanwhile, in the teaching and learning process that is in writing class, the teacher should allocate enough time to do sentence making especially in written cycle.

 

3) EDS develops students’ ability to express ideas using appropriate vocabulary and grammatical form

Once more, there are four major phases of EDS, namely: 1) Differentiate the regular verbs from irregular verbs; 2) Use the Present Verbs with auxiliary do or does; 3) Use the Past Verbs with auxiliary did; 4) Identify and use the irregularity of irregular verbs from system I to VIII in sentence writing. That is why, in making sentences in written language, the students have to have an idea, they have a communicative purpose with the reader, and they select from language store. When they want to express their thought, they use parts of speech in which not only verbs but also other words. They have to use appropriate vocabulary from their language store and use grammatical form.

Ur (1996: 163), in principle, is the expression of ideas, the conveying of a message to the reader; so the ideas themselves should arguably be seen as the most important aspect of writing. The writer needs also to pay some attention to formal aspects like; correct spelling and punctuation, acceptable grammar, and careful selection of vocabulary.

Related to the students’ ability to express ideas using appropriate vocabulary and grammatical form can be developed and proved using EDS.

4) EDS helps the students to develop spelling

During the implementation of EDS, misspelling was reduced. Moreover, after implementing EDS, the students know that the correct spelling of a certain irregular verb is similar to the other verbs in one system like: 1) In the first system that is ought system; they did not form the verb 1 of buy into buyed but bought as verb 2; 2) In the second system that is Vowel Change System partly; they did not form the verb 1 of come into comed but came as verb 2, and totally they did not form the verb 1 of drink into drinked but drank as verb 2. 3) In the third system that is Zero Modification System; they did not form the verb 1 of put into putted but put as verb 2. 4) In the forth system that is ORN System; they did not form the verb 1 of bear into beared but bore as verb 2. 5) In the fifth system that is OWN System; they did not form the verb 1 of grow into growed but grew as verb 2. 6) In the sixth system that is T System; they did not form the verb 1 of bend into bended but bent as verb 2. 7) In the seventh system that is EN System; they did not form the verb 1 of drive into drived but drove as verb 2. 8) In the eighth system that is Consonant Change System; they did not form the verb 1 of stand into standed but stood as verb 2.

b. EDS can improve classroom situation

1) EDS stimulates the classroom situation more congenial

EDS stimulates the classroom situation more congenial by the application of various activities during the teaching and learning process. The activities after learning of a certain genre, either recount text or narration, are such as differentiating the regular verbs from irregular verbs by identifying the characteristics of regular verbs and irregular verbs; using the Present Verbs with auxiliary do or does by practicing to write sentences individually or in group in which the faster, the better, the students tend to show their ability by writing the sentences on the whiteboard; using the Past Verbs with auxiliary did by practicing to write sentences individually or in group in which the faster, the better, the students tend to show their ability by writing the sentences on the whiteboard; and identifying and using the irregularity of irregular verbs from system I to VIII in which after the teacher gives examples of a certain system, the students seek the other verbs which have similarity to the system and then write their findings on the whiteboard, in this case the students who can find the correct verbs will feel proud.

Besides that, the other indicator of the more congenial classroom situation is that the students rushed to sit in front of the classroom to make them faster do the teacher’s task to write the result of findings on the whiteboard. They did not like to sit in the back of classroom with some reasons.

As Shamim (in Bailey and Nunan, 1996: 130) says in his research that location of the students’ seat is as a feature of interaction between the teacher and the students. Students who sit in the front seem to have more self-confidence. This can be due to their personality, but it can also be a result of the teacher’s technique in conducting learning-teaching process in the classroom, as two students who now sit in front confess. S1: I used to sit at the back. I was afraid of sitting in the front. But now, I’m not afraid of sitting in the front. S2: Earlier I was also afraid of sitting in the front. From the findings, the activities in this research fulfill these requirements well.

To support the teaching and learning process, the students’ activities were guided by worksheet and verb list. During the research, giving applause was implemented in every good effort of the volunteer having finalized. Correcting is one form of input for the volunteer in EDS when she or he did the mistakes in writing their ideas. Correcting is suggested in writing class because correcting can increase someone’s attention and awareness to on-going process of learning.

2) EDS can increase students’ participation in writing class

The situation changed after the implementation of EDS. The students showed high participation in writing class. During the research, students were enthusiast in conducting the tasks. The improvement of students’ participation was achieved because EDS is not only interesting but also encouraging the students to participate in the writing class. Before writing on the whiteboard, e.g., the students got a task from the teacher to write a sentence, he or she compared their sentence with others. When they thought that their sentence was bad, they could correct it directly and they were not afraid to be humiliated by others. When their sentence was good, their self-confidence would grow up fast. This finding is in line with Hilleson (in Bailey and Nunan, 1996: 266) who states that response groups in writing allowed students to compare their own work with others.

3) EDS can improve self-regulated learners in writing class

The findings showed that during the implementation of EDS, teacher domination in the writing class decreased. EDS has the main purpose of strategy instruction that is to teach learners to learn on their own, it is more student-centered, it maximizes the learners’ domination. After a little explanation from the teacher about each system works, the students learn on their own.

An example of self-regulated learners is one who knows it is important to summarize or to ask questions listening to a teacher’s presentation and one who is motivated to perform such an operation and to monitor its success. In fact, that in implementing EDS after the teacher fosters to use maximally five examples of irregular verbs in a certain system, the students try competitively to find other verbs in the dictionary or available verb list and write down their findings on the white board. Before writing their findings, the students consult on their findings first to the teacher whether their findings are dealing with the system or not, so the teacher is not active even the students themselves are very active under the teacher supervision. It shows that EDS supports and improves the self-regulated learners.

4) EDS provides bigger opportunity for writing practice

EDS supported the co-operative writing with the story reconstruction in which the students were involved actively in writing practice. This finding is in line with Harmer (1998: 141) who states that in co-operative writing, more activities will be looked at where the students actually write things together and where the process of co-operation is as important as the actual fact of the writing itself. One of the activities in cooperative writing is story reconstruction in which the students are put into four groups, the names of the group can be suitable with like Traveling, Touring, Going for Holiday, and Having a Picnic, each of which is shown a picture from a recount sequence. The activity continues as follows: Stage 1, the students individually write two sentences (in the past) about the pictures they have seen; Stage 2, the teacher forms new groups of four; Stage 3, the students show each other their sentences and they then use them to construct recount. The finished recount can be round the class, put on the board or used for student-student correction.

CONCLUSION AND SUGGESTION

Conclusion

Having conducted the research to develop students’ ability in writing, I find that the use of Eight Dexterous Systems is very useful to improve the students’ writing skill. Based on the result of the research above, I conclude the following points: 1. EDS can improve students’ writing ability; a. EDS can improve students’ writing achievement, b. EDS develops students’ ability in making sentences dexterously, c. EDS develops students’ ability to express ideas using appropriate vocabulary and grammatical form, d. EDS helps the students to develop spelling, e. Students’ level of writing is 82% high; (2) 0% average; and (3) 18% low; 2. The improvement of classroom situation; a. EDS stimulates the classroom situation more congenial, b. EDS can increase students’ participation in writing class, c. EDS can improve self-regulated learners in writing class, d. EDS provides bigger opportunity for writing practice, e. The percentage of active students is 80%, sufficient 15%, and passive 5%.

Suggestion

Having conducted the research, I would like to give some suggestions as follows: 1. For Teachers: a. Before conducting the teaching and learning process, teacher should be able to recognize the students’ potential and problem to choose the dexterous and congenial technique to apply in writing class; b. Teacher should be creative and innovative to apply various techniques in teaching; 2. For Students: a. Students should realize that writing is not as difficult as they think. There are many ways to be able to write, as long as they want to try and work hard, b. Students should realize that they have potentials to do writing. They should be open-minded to any opportunity to be self-regulated learners in writing, c. Students should not feel afraid and shy to be humiliated in writing; 3. For Schools; the school can facilitate the teachers to innovate the learning-teaching technique to foster the improvement of the output quality. It is expected that the teachers’ creativity will not be stuck and jailed. The school achievement must not only viewed from the quantitative data of Final Examination, Summative, nor Formative scores only but also from the accountable quality of the man power resources;

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