THE APPLICATION OF PHOTOGRAPHS IN FACEBOOK IN TEACHING DESCRIPTIVE TEXT TO IMPROVE STUDENTS’ WRITING SKILL
i
THE APPLICATION OF PHOTOGRAPHS IN FACEBOOK
IN TEACHING DESCRIPTIVE TEXT
TO IMPROVE STUDENTS’ WRITING SKILL
(An Experimental Research of Tenth Year Students of SMA Islam Sultan Agung2 Jeparain Academic Year 2012/2013)
A final project
submitted in partial fulfillment of the requirements for the degree of Sarjana Pendidikan
in English
by:
Muhammad Nafis Qurtufi 2201408081
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
(2)
(3)
(4)
iv
MOTTO AND DEDICATION
“Tidak ada balasan kebaikan kecuali kebaikan” (Al-Qur’an, 55:60)
“Happiness is inside you, not with another person” (John Lennon)
To my beloved father and mother; my brothers and sisters; my nephews and nieces; Cah Eng Dept ‘08
(5)
v
ACKNOWLEDGEMENTS
Alhamdulillaahirobbil’alamiin, first and foremost, I am sincerely grateful to the Almighty Allah SWT, for the blessing, companion, and encouragement to finish this final project.
In this occasion, I would like to give some appreciation to the following people:
1. Drs. Suprapto, M. Hum., as the first advisor who has spent the time, guidance, and suggestions until this final project is finished.
2. Galuh Kirana Dwi Areni, S.S, M. Pd., as the second advisor who has leaded me patiently to finish this final project.
3. All of the lecturers and the staffs of English Department for the lesson, knowledge, and experiences during my study.
4. Junaidi, S. Pd., M. Pd., Principal of SMA Islam Sultan Agung 2 Jepara and Solihin, S. Pd., the English teacher, for their permission to conduct the research.
5. All of the staffs of SMA Islam Sultan Agung 2 Jepara, who helped me to conduct this final project.
6. The students of X-1, X-3, and X-4 of SMA Islam Sultan Agung 2 in the academic year 2012/2013, as the sample of the research.
7. My beloved family, my father, Khoironi, my mother, Asmiyatun, my sisters, Kurnia Asmarani and Berta Andriyani, and my brother Ian Abdillah Fani, for their unstoppable prayers, loves, and supports.
8. My superb people (Nanda Seno, Awan Tarono, Gilang Jannat, Aloysius Setyo, Marcelina Evita, Kiki Denhas, Fauzia Risqi, Debora Nita, Falah Syifa, Nunung Cahya, Nur Hidayah, Arum Septianna, Siska Banati, and Amel Ayu), for their priceless loves, supports, cares, helps, and everything. 9. The students of English Department.
(6)
vi
10. Every person that I cannot mention one by one, for their helps, supports, and participations.
Semarang, Juli 2014
(7)
vii
ABSTRACT
Qurtufi, M. N. 2014. The Application of Photographs in Facebook in Teaching Descriptive Text to Improve Students’ Writing Skill. (An Experimental Research of 10th Year Students of SMA Islam Sultan Agung 2 Jepara 2012/2013). A Final Project. English Department, Faculty Languages and Arts, Semarang State University. First Advisor: Drs. Suprapto, M. Hum., Second Advisor: Galuh Kirana Dwi Areni, S.S, M. Pd.
Keywords: photograph, facebook, writing descriptive, experimental study
This final project is an experimental study to find out whether there is any learning achievement of students who are taught writing descriptive text using photographs as media which is significantly different from those who are taught without photographs. The subjects of the study were the 10th year students of SMA Islam Sultan Agung 2 Jepara.
In order to achieve the objective, the researcher conducted an experimental research. There were two groups involved in this research, the experimental and the control group. The experimental group was taught using photographs in Facebook and the control group was taught without using photographs in Facebook.
After both groups were given the treatment, the result of the study shows that the mean score of experimental group was 74.36 and the control group was 70.15. It means that the score of the experimental group was higher than the score of the control group. The t-test result showed that t-value was 8.36 and t-table was 1.68, which means that the t-value is higher than the t-table. It proves that there is a significant different achievement between the groups which taught using photographs in Facebook and using conventional teaching.
Based on the result of this study, it is concluded the application of photographs in Facebook can improve students’ writing skill in writing descriptive text. It was effective and recommended for the English teacher as one of references in teaching and learning process.
(8)
viii
TABLE OF CONTENTS
Content page
TITLE……….…...……….. i
APPROVAL………...…. ii
STATEMENT OF ORIGINALITY……… iii
MOTTO AND DEDICATION……… iv
ACKNOWLEDGEMENTS………..….. v
ABSTRACT………. vii
TABLE OF CONTENTS………..………... viii
LIST OF TABLES………... xii
LIST OF CHARTS……….………. xiii
LIST OF APPENDICES……….………. xiv
CHAPTER I INTRODUCTION………..……….….. 1
1.1 Background of the Study………..………... 1
1.2 Reasons for Choosing the Topic…………..………. 3
1.3 Statement of the Problem………..……….. 4
1.4 Objective of the Study……….……...…………. . 4
1.5 Significance of the Study……… 5
1.6 Limitation of the Study………... 5
(9)
ix
II REVIEW OF RELATED LITERATURE……….. 7
2.1 Review of Previous Study……….. 7
2.2 Review of Theoretical Background……… 8
2.2.1 Writing………. 8
2.2.1.1 Definitions of Writing………. 8
2.2.1.2 Components of Writing……….. 9
2.2.1.3 Steps of Writing……….……. 11
2.2.2 Descriptive Text……….. 13
2.2.2.1 Definition of Descriptive Text………... 13
2.2.2.2 Features of Descriptive Text……….. 13
2.2.3 Media……….. 14
2.2.3.1 Photograph………... 14
2.2.3.1.1 Characteristics of Photograph.……….. . 14
2.2.3.1.2 Criteria in Selecting Photograph as Media………. 15
2.2.3.2 Facebook……… 15
2.2.4 Teaching Writing in Senior High School……….. 16
2.2.5 Teaching Writing Using Photographs in Facebook in Senior High School……….... 18
2.3 Framework of the Present Study……….. 18
III RESEARCH METHODOLOGIES……… 21
3.1 Research Design………. 21
(10)
x
3.2.1 Population………..…... 22
3.2.2 Sample………..…. 23
3.2.3 Variables of Investigation……….... 23
3.3 Instrument for Collecting Data………... 24
3.3.1 Try-Out……….. 24
3.3.2 Criteria of the Test………. 24
3.3.1.1 Validity……….. 24
3.3.1.2 Reliability……….. 25
3.3.3 Pretest……… 25
3.3.4 Treatment……….. 25
3.3.5 Posttest……….. 26
3.4 Scoring Technique……… 26
3.5 Procedures of Collecting Data……….. 29
3.5 Analyzing t-Test……… 30
IV RESEARCH FINDINGS AND DISCUSSIONS……….. 32
4.1 Analysis of Try-Out Test………..……… 32
4.1.1 Validity……….. 32
4.1.2 Reliability……….. 34
4.2 Test Result………. 39
4.2.1 Level of Students’ Achievement……….. 39
4.3 Normality and Homogeneity………..………... 44
(11)
xi
4.3.1 Homogeneity………. 47
4.4 Difference Gain between Pretest and Posttest of the Two Groups……… 49
4.4.1 The Difference Gain of Pretest and Posttest………. 49
4.4.2 The Difference of Two Means……….. 51
4.5 t-Test Result……… 53
4.6 Discussion of Research Findings……….. 55
4.6.1 Interpretation of Test Result……….. 55
4.6.2 Contribution of Treatment………. 56
V CONCLUSION AND SUGGESTIONS……… 58
5.1 Conclusion……… 58
5.2 Suggestions………. 59
REFERENCES………... 60
(12)
xii
LIST OF TABLES
Table page
3.1 The Rubric of Assessing Descriptive Text ……… 27
3.2 Students’ Achievement by Harris ………. 29
4.1 Rating Score of Raters……… 35
4.2 Score Computation……… 36
4.3 Percentage of the Total of the Five Aspects……….. 39
4.4 The Result of Pretest and Posttest Average Scores of the Experimental and Control Groups……… 39
4.5 The Result of Pretest and Posttest Average Scores of the Experimental Group and Control Group of Each Item Writing Scoring….. 40
4.6 Harris’ Scoring Grade……… 41
4.7 The Score Percentage of Experimental Group……….. 41
4.8 The Score Percentage of Control Group……… 42
4.9 Normality Analysis of Control Group Pretest……… 44
5.0 Normality Analysis of Experimental Group Pretest……... 45
5.1 Normality Analysis of Control Group Posttest……….. 46
5.2 Normality Analysis of Experimental Group Posttest………. 47
5.3 Table Homogeneity Test for Pretest ……….……. 48
5.4 Table Homogeneity Test for Posttest………. 48
5.5 Differences between Pretest and Posttest Score of Experimental Group……….. 49
(13)
xiii
LIST OF CHARTS
Chart page
4.1 The Score Percentage of Experimental Group………. 42 4.2 The Score Percentage of Control Group...……… 43
(14)
xiv
LIST OF APPENDICES
Appendix page
1. List of Students’ Names of the Control Group………... 62
2. List of Students’ Names of the Experimental Group………. 63
3. Pretest Score of the Control Group………. 64
4. Pretest Score of the Experimental Group……… 66
5. Postest Score of the Control Group………. 68
6. Postest Score of the Experimental Group……… 70
7. Normality of Pretest of the Control Group……….. 72
8. Normality of Pretest of the Experimental Group……… 73
9. Normality of Posttest of the Control Group……… 74
10. Normality of Pretest of the Experimental Group……… 75
11. Homogeneity Levene’s Test for Pretestand Posttest……….. 76
12. Syllabus………. 77
13. Lesson Plan……… 85
14. Screenshoots from Facebook………….……… 117
15. Students’ Work……….. 126
16. Table r Product Moment……….………..……….………. 132
(15)
1
CHAPTER I
INTRODUCTION
In this chapter, the researcher would like to present the introduction of the study. It consists of background of the study, reasons for choosing the topic, statement of the problem, objective of the study, significance of the study, limitation of the study, and outline of the study.
1.1 Background of the Study
Language is a communication tool to make an interaction among people. Language helps people to express their feelings, ideas, knowledges, and opinions. Nowadays, people are required to be able to speak not only in their first languages, but also in other languages to communicate with people around the world. However, each country has its own native language used as a means of communication among people. To be able to communicate with people all around the world, people need to master a language which is considered as an international languageboth in written and spoken.English, as an international language,is needed by many people in the world to communicate.
English has an important role in our life not only for science, but also technology. Ramelan (1992:2) states that “English as an international language is used to communicate, to strengthen, and to fasten relationship among all countries in all fields, for example; tourism, business, science, technology, etc”. Based on
(16)
2
the statement above, English has a very important role as an international language. Indonesian government has chosen English as the first foreign language to be taught inschools. It has been taught as one of compulsory subjects in high schools.
Based on the current curriculum, English has been taught as one of compulsory subjects in senior high school level. In Indonesia, teaching and learning English should be based on the system which is arranged by government. It is named Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Based Curriculum (SBC). According to School Based Curriculum (KTSP), learning English in senior high school level is targeted to reach the informational literacy of the students to be able to communicate both spoken and written. The ability to communicate both spoken and written is realized into four language skills. They are listening, speaking, reading, and writing.
Writing is one of the important skills which has to be mastered by the students of Senior High School in learning English. Writing is assumed as the most difficult skill because it is a combination of a process and product. The process is a stage in which the students are about to make a product (text) and when they start to write. The product is the text as a result from the process of writing. Before producing a text, students need a long process starting from planning until producing. In the process of writing, it is important to master language components such as grammar, vocabulary, and etc. Since teaching writing is not easy, a teacher should have an interesting method for teaching and learning process. Based on the findings from the observation in SMA Islam Sultan
(17)
3
Agung 2 Jepara, the researcher found students’ difficulties in teaching learning process, especially in writing. The teacher only used blackboard, textbook, and pieces of paper while teaching writing. Students’ looked so bored with the teacher’s explanation.
Because of the difficulties, the researcher got an idea to use photographs. Since all of the students are familiar and almost all of them have Facebookaccounts, the researcher used photograph in Facebook as a medium in teaching writing in the classroom.
Based on the previous study held by Fatroni (2012), ”using 3D images to help students to be able to catch the idea by looking at the images that they should describe”. 3D images are effective since they can simulate the students’ interest in writing. Yoga (2012) states that “using blog in teaching writing descriptive text, the students had fun with the lesson”. Her finding was the students had good improvement after being taught by using blog.
Considering the previous studies, the researcher used photographs in Facebook to teach descriptive text to improve students’ writing skill in tenth year student of SMA Islam Sultan Agung 2 Jepara. The researcher used photographs in Facebook in order to help the students develop their writing skill, especially in writing descriptive text.
1.2 Reasonsfor Choosing the Topic
There are several reasons for choosing “The Application of Photographs in Facebook to Teach Descriptive Text to Improve Students’ Writing Skill(An
(18)
4
Experimental Research of 10th Year Students of SMA Islam Sultan Agung 2 Jepara)” as the topic. They are:
a) Writing descriptive text is one of the ability that has to be mastered by tenth students of Senior High School as stated in School Based Curriculum (KTSP).
b) In learning writing descriptive text, students need to express their ideaswith visual imagination. So, the researcher chooses photograph to improve their imagination. They can explore their imagination by watching at the photograph and then express their ideas.
c) Almost all of students have Facebook account. It will be easier to learn writing descriptive text since Facebook forces them to write their feeling. In addition, accessing Facebook is very easy. They can use computer or phone.
1.3 Statement of the Problem
In this study, there is a problem that will be discussed as follows:
Is there any significant difference in the achievement between tenth students of SMA Islam Sultan Agung 2 Jepara who are taught by using photographs in Facebookand those who are taught by using conventional technique in mastering their writing descriptive text?
1.4 Objective of the Study
The objective of the study is to find out whether there is a significant difference in achievement between the tenth students of SMA Islam Sultan Agung 2 Jepara in
(19)
5
who are taught by using photographs in Facebook and those who are taught by conventional technique.
1.5 Significance of the Study
The significance of this study will be useful for both English teachers and students.
a) Students
This study will help students to develop their writing skill by express their ideas, especially in describing thing. It will make the teaching and learning process more interesting and effective.
b) Teacher
The result of this study will be useful for the teachers so that they will recognize the importance of using media in teaching learning process.
1.6 Limitation of the Study
The study is limited on using photographs in Facebook in teaching descriptive text to improve students’ writing skill. The researcher will conduct a research for this study to the 10thyear students of SMA Islam Sultan Agung 2 Jepara.
1.7 Outline of the study
This study consists of five chapters.Chapter I consists of introductionof the study. It discusses background of the study, reasons for choosing the topic, statements of the problem, objectiveof the study, significance of the study, limitation of the study, and outline of the study.
(20)
6
Chapter II consists of the review of related literature. It discusses the review of previous study, definitions of writing, components of writing, steps of writing, features of descriptive text, discussions of photograph, Facebook, teaching writing in senior high school, and teaching writing using real phenomenon photographs in Facebook in senior high school.
Chapter III consists of methods of investigation. It discusses experimental design, procedure of experimental design, subject of the study, instrument of the study, procedure of collecting data, and method of data analysis,.
Chapter IV shows the findings from try-out test, test result, normality, and homogeneity, different gain between pretest and posttest, t-test result, and the discussion of research finding.
(21)
7
CHAPTER II
REVIEW OF RELATED LITERATURE
In chapter II, the researcher would like to present review of related literature. It consists of review of previous study, review of theoretical background, teaching writing in senior high school, teaching writing using photographs in Facebook in senior high school, and framework of the study.
2.1 Review of Previous Study
The researcher reviews two previous studies. The first study was conducted by Nur Anas Fatroni (2012). The study was entitled “The Use of 3D Images in Improving Students’ Ability in Writing Descriptive Text (An Experimental Research of the seventh Grade Students of SMPN 1 Ungaran in the Academic Year 2011/2012)”. The result of the study shows that using 3D images in teaching writing descriptive was effective since it could simulate the students’ interest in writing.
Second, the study of Rohmah Tri Yoga (2012) entitled ‘The Use of Blog to
Improve Descriptive Writing Skill (The Classroom Action Research at the Seventh Graders of State Junior High School 21 Semarang in the Academic Year of 2011/2012)”. According to her research, there was a significant improvement of students’ ability of writing descriptive text after being taught by using blog.
(22)
8
From those reviews of previous studies above, using media in teaching writing descriptive text is very effective. The researcher would like to use photographs in teaching writing descriptive text. The researcher would like to use the things around students and give them new information in this world. Nowadays, many people use online network,especially social network, soheconducts a research about teaching writing descriptive text in different medium, i. e.Facebook.
2.2 Review of Theoretical Background
The researcher provides writing, descriptive text, and media discussions as the review of theoretical background.
2.2.1 Writing
To know the concept of writing, the researcher mentions definitions of writing, components of writing, and steps of writing.
2.2.1.1 Definitions of Writing
There are several definitions of writing that can be studied. Hyland (2004:5) states that “to get things done such as; describing something, telling a story, requesting an overdraft, drafting an essay, and so on”. One must follows certain social conventions for organizing messages, and these conventions can be described and taught.
Meyers (2005:2) states that “writing is a way to produce language, which you do naturally when you speak. It is partly a talent, but it is mostly a skill, and like any skill, it improves with practice. Writing is also an action-a process of
(23)
9
discovering and organizing your ideas, putting them on paper, and reshaping and revising them”.
We can say writing as the most sophisticated skill because in writing itis not only about the meaning and structure but also punctuation, spelling, and capitalization. According to Vallete (1977:217), “the student learning a foreign language follows a series steps in developing the writing skill. People have used many tools for writing including paint, pencils, pens, typewriters, and computers. The writing can be formed on the wall of a cave, a piece of paper, or a computer screen”.
From definitions above, it can be concluded that writing is a way to produce language containing ideas, feelings, and experiences which through a long process with a specific purpose into written form and somehow can be applied into a medium.
2.2.1.2 Components of Writing
Writing is not only developing words into sentences, but it also deals with how to communicate ideas through written text. If a writer would like to produce a good writing, she/he needs to pay attention in components of writing which are stated by Boardman (2002: 31-44). They are:
(1) Topic sentences
A topic sentence is the most important sentence in a paragraph because it contains the main idea of paragraph. A good topic has two parts: the topic and the controlling idea.
(24)
10 (2) Supporting sentences
The supporting sentences support the topic sentence. The common ways to support a topic sentence are to use facts or statistics, example, and personal experiences.
(3) Coherence
All good paragraphs have some characteristics in common. The first of this is called coherence. A coherence paragraph is made up of sentences that are ordered according to a principle. The principle changes depending on the type of paragraph that you are writing. The three types of ordering are chronological ordering, spatial ordering, and logical ordering.
(4) Cohesion
One of the components of a good paragraph is cohesion. A paragraph has cohesion when all the supporting sentences “stick together” in their support of the topic sentence. The methods of connecting sentences to each other are called cohesive devices. Five important cohesive devices are linking words, personal pronouns, definite articles, demonstrative pronouns, and synonyms. (5) Unity
A paragraph has unity when all the supporting sentences relate to the topic sentence. With unity, the product of writing will be easier to understand because from the beginning to the end it only talks about one topic.
(25)
11 (6) Completeness
Another component of paragraph is completeness. A paragraph is complete when it has all the major supporting sentences. It needs to fully explain the topic sentence and all the minor supporting sentences. It needs to explain each major supporting sentence.
2.2.1.3 Steps of Writing
They are generally six steps of writing that we need to reach a good product of writing which are stated by Meyers (2004:3-12) as follows:
(1) Explore ideas
Before starting to write, a writer has to explore as many ideas as possible since writing involves discovering ideas as much as possible, then he/she records it to save the idea. In this step, a writer has also to focus the ideas systematically by considering three questions: first, the subject which means the material that he/she intends to write about. Second, the purpose which means the writers’ intention from his/her writing toward the reader. Third is the audience; in this case is the reader. The audience influences the language used in conveying the writing subject and the purpose that a writer’s wants to achieve.
(2) Pre-write
Writing process involves writing the idea on a piece of paper or on a computer. In this step, a writer does not have to worry about the grammar, diction, spelling or punctuation because he/she will revise ot later. There are
(26)
12
three steps in pre-writing: first, brainstorming, i.e. listing thought as they come in mind. Second is clustering. In this step, a writer may write the subject in the middle of the page, circle it, and then write related ideas around the main circle. And free writing. In this step, a writer simply writes about the subject without worrying about the sentence structure, spelling, logic, and grammar.
(3) Organize
In this step, a writer begins to organize ideas after putting his/her ideas into words. This process involves selecting, subtracting, and adding ideas, and then outlining them.
(4) Write a first draft
In this step, a writer writes as fast as possible, as if he/she was speaking to his/her readers to record his/her thoughts. If an idea occurs to him/her that belongs earlier in the draft, make a note about it in the margin and write on a sheet of paper.
(5) Revise the draft
In this step, a writer may add or omit material, move and remove ideas that have no fitted, revise it several times until produce a good composition of the text. It is considering as the part of writing process that may take the most time.
(6) Produce the final copy
Finally, a writer can edit it and carefully check the correction after he/she had revised the draft. Notice that this final draft is more entertaining than
(27)
13
the original. All of its content develops the main point. Its sentences are clear and it has plenty of details.
2.2.2 Descriptive Text
In this part, the researcher mentions definition of descriptive text and features of descriptive text.
2.2.2.1 Definition of Descriptive Text
Descriptive is one genre which must be learned by students of senior high school. According to Anderson and Anderson (1997:48), “descriptive text is a text which says what a person or thing is like”. Another definition about descriptive text comes from Broadman (2002:6), he states that“descriptive text is kind of paragraph which is used to describe what something looks like. It means descriptive text can be formed into two types; they are speaking and writing description”. So, descriptive text is a kind of genre which is used to describe a particular person, place, activity, idea or thing which is drawn in word form both speaking and writing.
2.2.2.2 Features of Descriptive Text
According to Gerot and Wignell (1995:208), descriptive has “two generic structures; they are identification which introduces the participants, such as the person (who), place or thing to be described (what) and description which describes part, qualities, and characteristics”.
(28)
14
G e r o t a n d W i gn e l l a l s o s t a t e t h a t t h e r e a r e f o u r s i gn i f i c a n t lexicogrammatical features of descriptive text. They are:
(1) Focus on specific participants.
(2) Use of attributive and identifying processes.
(3) Frequent use of epithets and classifiers in nominal groups. (4) Use of simple present tense.
2.2.3 Media
In this part, the researcher mentions the discussions of photograph and Facebook in teaching writing.
2.2.3.1 Photograph
Sudjana and Rivai (2007:71) state that “photograph is a kind of flat opaque picture including picture and printed painting”. Photograph belongs to graphical media or two-dimensional media, which can also be transferred into transparent picture by using opaque projector.
2.2.3.1.1 Characteristics of Photograph
Sudjana and Rivai (2007:72-73) state that there are five characteristics of photograph. They are:
(1) Photograph is two-dimensional media and belongs to still opaque picture that is very important for the teaching purpose.
(2) Photograph can give the impression of moving activity, a man who is riding a motorcycle for instance.
(29)
15
(3) Photograph focuses on topic and impression, thus photograph can be valuable media in teaching and learning process.
(4) Photograph enables students to observe object, person, place or situation presented in detail and individually.
(5) Photograph can be used in all subjects of study.
2.2.3.1.2 Criteria in Selecting Photograph as Media
According to Sudjana and Rivai (2007:72-73), there are criteria in selecting photograph as media for teaching. Those are:
(1) Photograph has to cover the instructional goal. (2) Photograph has to cover artistically sense properly.
(3) Photograph for teaching and learning process has to be clear and have proper size.
(4) Photograph should be valid.
(5) Photograph should be interesting for students.
2.2.3.2 Facebook
Facebook is an effective website for engaging young people in social issues. Many students communicate with other students through profile pages on daily basis. By creating classroom Facebook assignments, the researcher can help the students to learn collaboratively, use the internet for educational, as well as social purposes and learn internet etiquette. Facebook has much impact on learning. It is kind of sites for online collaboration; an integral tools in the live of students nowadays. Like other media, Facebook function as online diary.
(30)
16
2.2.4 Teaching Writing in Senior High School
Senior high school students are expected to reach informational level because they are prepared to university. They are expected to produce knowledge using their own language. In this case, the students should be able to create a text using their own words. In senior high school, literacy is the focus of development of learning English in the curriculum. One of the goals is developing communication skill in English both spoken and written. It means that they have to master four skills; they are listening, speaking, reading, and writing. Students who have mastered those four skills are regarded to be able to use the language at production level.
There are 13 text types in senior high school curriculum which are learned by students. They are procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking. Descriptive is the one of text types which must be taught. The following are competencies in teaching writing descriptive text in senior high school in line with School Based Curriculum (KTSP):
Standard competence:
Mengungkapkan maknadalam teks tulis fungsional pendek dan esei sederhana berbentuknarrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
Basic competence:
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakanragam bahasa tulis dalam konteks kehidupan sehari-hari.
Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item.
(31)
17
Teaching writing is not easy. There is a requirement for the teacher if he or she would like to teach writing. He or she must find out students’ background knowledge. It will not easy for them to find out. At least, they understand about elements in writing.There are five elements in writing should be mastered by students. They are:
1) Content
Content refers to the sentences that flow easily and not too hard to understand although it is a simple writing. The reasonable sentences that should be arranged into a good story.
2) Organization
It refers to reasonable sentences which support the topic of the writing. The students’ idea is well organized and can be understood by the reader.
3) Grammar
A text cannot stand without grammar. Characteristic of a good text also depends on its grammar. The employment of grammatical patterns in writing influences the meaning of what the writer will write.
4) Vocabulary
It is necessary to keep writing product clear, concise, and make sure that the ideas over in comprehensible form.
5) Mechanic
(32)
18
2.2.5 Teaching Writing Using Photographs in Facebook in Senior High School
Internet is really important for our daily life. Almost all people are dependent on internet and cannot live without it especially in social media. By using social media, we caninteract among people around the world. People usually use social media to share pictures, videos, music, and also as a medium of writing among people.
Facebook and photograph can be an interesting medium for teaching. Photograph is more contextual and situational so that it can give real impressions of object, person, place, and situation outside the classroom and bring it up into the class to give students an interesting, meaningful, and playful experience. Students hopefully will be able to write descriptive text more clearly, concrete, and detail.
2.3 Framework of the Present Study
In this study, the subject of the research is the tenth grade students of SMA Islam Sultan Agung 2 Jepara. There are two classes as the sample. The first class is X1 as the control group and X3 as the experimental group. To begin the research, the writer would like to conduct try-out test to other class in order to measure the validity and reliability of the test. After the writer considers that the test is valid, he would use it to conduct pretest and posttest. Both will be conducted in written test form.
The writer uses experimental research based on Arikunto. Experimental research tries to observe the cause and effect relation of two variables,
(33)
19
experimental group and control group. The experimental group is given a new treatment. In this case the writer uses photograph in Facebook to teach the students. The control group is being taught with conventional method.Then, the writer uses analytical method to give the score of the text. The writer uses the analytical scale for rating composition tasks adapted by Brown (2004:244).
(34)
20
CHAPTER III
RESEARCH METHODOLOGIES
In this chapter, the researcher would like to present research design, subject of the study, instrument for collecting data, scoring technique, procedures for collecting data, and analyzing t-test
3.1 Research Design
The design of this research was experimental research. According to Arikunto (2002:3), “an experiment is the way in which a researcher creates a situation or an event which is analyzed in order to find out the effect that it makes.” The objective of this study is to examine whether the use of photographs in Facebook is effective to improve students’ writing or not. So, it is suitable for this study to use the experimental design.
Based on the experimental research, the design of this study can be described in this pattern as follows:
Where:
E : Experimental group (EG) C : Control group (CG)
01 : Pretest for the experimental group E X
(35)
21 02 : Posttest for the experimental group 03 : Pretest for the control group
04 : Posttest for the control group
X : Treatment with photographs in Facebook
From the design above, the researcher defines the class X-3 as the experimental group (EG) and the class X-1 as the control group (CG). The pretest and posttest was given to both classes in the first and the last meeting.
3.2 Subject of the Study
The subject of the study consists of population, sample, and variables of investigation.
3.2.1 Population
According to Encyclopedia of educational evaluation as quoted by Arikunto (2006:115), it is stated that “population is defined as set (or collection) of all elements possessing one more attributes of interest”. While Margono (2003:118) defines, “population as a complete set of individuals or subjects having common observable characteristics”. The population could be all the individuals of a particular type or more restricted part of the group. The objects in a population are investigated, analyzed, concluded and then the conclusion is valid to the whole population.
The population that was used to conduct the experiment in this study was tenth grade students of SMA Islam Sultan Agung 2 Jepara academic year 2012/2013. On the average, each class consisted of 33 students.
(36)
22 3.2.2 Sample
The research is conducted as a descriptive quantative research. Thus, the method used is numerical analysis to get the data. The design of this study is experimental research. In experimental research there are two groups, experimental group and control group.
According to Saleh (2001:33), “Sample is a part of the population which functions as its representative. Sample is a group of people, objects, or places from which the data is collected”. The researcher took two of the classes as sample. The researcher did not choose the sample randomly, but the sample was selected by the writer based on their characteristics. The researcher took X-3 as the experimental group and X-4 as the control group. These classes were given English material by the same English teacher. The students of these classes had been studying English for the same period.
3.2.3 Variables of Investigation
To get the goal of the research, the writer tried to identify the variables. There are two variables for the research, dependent variable and independent variable. The dependent variable is variable that researcher observes and measures to determine the effect of the independent variable.
In this research, the dependent variable was the students’ improvement in writing descriptive text and the independent variable was the application of photographs in Facebook.
(37)
23 3.3 Instrument for Collecting Data
In a research, instrument is an important device to collect the data. The instrument was used to measure the students’ ability. In this study, there were three stages to collect the data: pretest, treatment, and posttest. Before the test was given, the researcher gave try out test.
3.3.1 Try - Out
A test can be said as a good test if it is valid and reliable. So, before doing the test, the researcher gave try out test. Try out was necessary to measure validity and reliability of the test. As the result, try out was to prove whether the instrument was good or not. In this research, try out test was done once in other class. The respondents of the try out test were the students of class X-4 of SMA Islam Sultan Agung. The students were asked to make descriptive texts of their best friends in 50 minutes. The length of paragraph was about 15 until 20 sentences.
3.3.2 Criteria of the Test
A test can be said well if it demands some qualities such as validity and reliability. 3.3.1.1 Validity
Validity is one of necessary formulas to measure the instrument. Based on the statement of Arikunto (2006:168), “validity is the measurements that indicate the validity level of instrument”. In this study, the researcher used try out test based on the curriculum and materials that have been given to the students so far.
(38)
24 3.3.1.2 Reliability
Another characteristic of a good text is reliability. Based on the statement of Arikunto (2006:178), “reliability is determined by the carefulness of evaluation instrument and important of reliability consistence, how far of the test or instrument can be believed”. It means the reliability of the test score will give the same result when the test is used in different time. In this study, the researcher used interrater reliability. There were two raters. First rater was the researcher and the second one was the English teacher.
3.3.3 Pretest
There are two groups for doing experimental research. They are experimental group and control group. Both of groups were given different treatment but the same material. The experimental group was photograph in Facebook as treatment and for the control group was only taught in conventional teaching.
A pretest was given before the treatment. The pretest for both the experimental and control group was given on 28thApril 2013. There are 33 students for each class. The researcher came into the class and gave the instruction. The students were asked to write descriptive texts about their best friends in 50 minutes. The length of the paragraph was about 15 until 20 sentences.
3.3.4 Treatment
The treatment was given before the posttest conducted. The students for both classes were taught some materials about descriptive text. The treatments were conducted twice for each group. The first treatment was held on May 5th and 12th
(39)
25
2013. For the experimental group, the researcher used photographs in Facebook as media. The researcher gathered the students into one group in Facebook account. He put some materials in the group. The students of the experimental group also could do online for learning their materials by opening their Facebook account whenever they wanted. For the control group, the researcher only did conventional teaching. He only gave some materials about descriptive text. The students were not given photographs in Facebook as media.
3.3.5 Posttest
Posttest was the last step for collecting data in experimental research. It was held on 19th May 2013 for the control group and May 22nd 2013 for the experimental group. The test given was the same as the pretest.
3.4 Scoring Technique
In this study, the researcher used an analytical method to give the score. The researcher used the scoring guidance adopted by from Brown (2004:144). There are five aspects such as content, organization, grammar, vocabulary, and mechanics. The scoring is rated from 1 till 4. The adaptation was based on the need of the study with the criterion in every component. The table below is the explanation about the scoring system:
(40)
26
Table 3.1 The Rubric of Assessing Descriptive Text (Adopted from Brown)
Aspects Score Explanation
Content
(C) 4
The text gives detailed and clear description of the photograph.
3 The text gives quite clear description of the photograph.
2 The text gives very few details description of the photograph.
1 The text gives lack of description. Organization
(O)
4
The text is well-organized. All necessary description of the photograph is provided. The identification successfully identifies the
photograph. The description is clearly stated in description part.
3
The text is satisfactory organized. Some necessary description of the photograph is provided. The identification almost identifies the photograph. The description is fairly clearly stated in description part.
2
The identification and description are poorly done. Identification almost identifies the photograph. But, the description is vague or sometimes not related to the photograph. 1 The identification is missing. The description is
wrong and not related to the photograph. Grammar
(G)
4 Very few grammatical inaccuracies.
3 Very few grammatical inaccuracies but not affect the meaning.
2 Frequent grammatical inaccuracies. 1 Too many grammatical inaccuracies.
(41)
27 Vocabulary
(V)
4 Effective choice of words and word forms. 3 Few misuse of vocabularies and word forms. But,
not change the meaning.
2 Limited range of confusing words and word form. 1 Very poor knowledge of words and word forms.
And not understandable Mechanics
(M) 4
It uses correct spelling, punctuation, and capitalization.
3 It has occasional errors of spelling, punctuation, and capitalization.
2 It has frequent errors of spelling, punctuation, and capitalization.
1 It has too many errors spelling, punctuation, and capitalization.
Thus, based on the table above, the researcher used this following formula to give the score for the students.
C + + G + . V + .
x
10In classifying the score, the researcher used the measurement of the students’ achievement suggested by Harris (1969:134) as follows:
(42)
28
Table 3.2 Students’ Achievement by Harris
Grade Criteria of Mastery Level
A 91 – 100 Excellent
B 81 – 90 Very good
C 71 – 80 Good
D 61 – 70 Fair
E 51 – 60 Poor
Less than 50 Very poor
3.5 Procedures of Collecting Data
Since this research used experimental research, there are three steps to collect the data: pretest, treatment, and posttest. Before the test was conducted, try out test was given to measure the test. The pretest was conducted before the treatment, while the posttest was given after the treatment. After that, the researcher calculated the differences between the mean score of the pretest and the posttest. Then, the researcher need to compare the differences to find out whether they are significant or not. The procedures of collecting data are as follows:
(1) Choosing the tenth grade students of SMA Islam Sultan Agung 2 Jepara in academic year 2012/2013 as the population of the study.
(2) Taking two classes which were class X-3 as experimental group and class X-1 as control group for the sample of this study.
(3) Administering pretest for both groups. (4) Conducting the research.
(43)
29
(5) Administering posttest for both groups. For the experimental group, the researcher used photographs in Facebook as media. For the control group, conventional technique was used during the class.
(6) Analyzing the result.
3.6 Analyzing t-Test
In collecting the data to complete the study, the researcher collected the data and analyzed the following steps below:
(1) Tabulation of the data.
It includes scoring the test items of each student and arranging the scores into the rank order.
(2) Applying the appropriate formula for analyzing the data.
The obtained data were analyzed to get the final result. t-Test formula was used in the research to analyze the data. It showed the final result from both experimental and control groups.
y x Y X 2 2 Y X 1 1 2 x M M t y (Arikunto, 2006:311) Where :
Mx : the mean score of experimental group My : the mean score of control group
(44)
30 Ny : the number of students of control group
X2 : the total square deviation of the experimental group Y2 : the total square deviation of control group
(45)
57
CHAPTER V
CONCLUSION AND SUGGESTIONS
In this chapter, the researcher would like to present conclusion and suggestions of the research.
3.1 Conclusion
According to the analysis, the researcher conducted experimental design. There was significant difference in the achievement in understanding in writing descriptive text for both experimental and control group. It can be seen from the final score of the each group. At the first, the average of pretest between the experimental and control groups were 66.69 and 65.15. Then after the students got the treatments, the score for experimental group became 74.36 and 70.15 for the control group. And another result can be seen from the t-test result. The t-test result showed that t-value was 3.12 and t-table for α = 5% was 1.67. It means that t-value is higher than the critical value. From the result, finally, the researcher concluded that there was a significant difference between experimental and control group.
Descriptive text deals with describing something or someone. It will be difficult for students if they only use their imagination. Photographs help students to be able to catch the idea by looking at the photographs that they should
(46)
58
describe. It will be easier for them to develop and gain their ideas by using photographs.
5.2 Suggestions
According to the conclusion above, the researcher would like to present following suggestions to be considered to improve the teaching of writing.
The students should encourage their English especially in writing in the daily lives. They should practice more and more. They should improve their writing by using some techniques to make it easier and fun in learning.
The teacher should be able to be as creative as possible in developing the teaching learning process. It is very important to use various methods in teaching writing for the students. The appropriate methods can make student more active and enthusiastic in the teaching learning process. Using media also help the students easy to accept the materials. Here, the teacher should be selective in choosing the media. Photographs in Facebook is an interesting medium to improve the students’ writing skill. Beside that, the students also can interact with their friends in their Facebook account.
The next researchers can use this medium as a reference in conducting their researches. During the research, the students gave positive responds and enjoyed to the medium. It is suggested to the next researcher to use photographs in Facebook as an alternative technique to improve writing descriptive text.
(47)
59
REFERENCES
Anderson, M. and K. Anderson. 1997. Text Type in English. South Yarra: Macmillan Education Australia pty lid.
___________________________. 1997. Text Type in English 2. South Yarra: Macmillan Education Australia pty lid.
Arikunto, S. 2006. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: PT Rineka Cipta.
_________. 2007. Dasar – Dasar Evaluasi Pendidikan. Jakarta: PT Bumi Aksara.
Boardman, C. A. and J. Frydenberg. 2002. Writing to Communicate Pharagraphs and Essay. Second Edition. New York: Longman. Brown, H. D. 2000. Principles of Language Learning and Teaching. Fourth
Edition. London: Longman.
Fatroni, N. A. 2012. The Use of 3D Images in Improving Students’ Ability in Writing Descriptive Text (An Experimental Research of the Seventh Grade Students of SMPN 1 Ungaran in the Academic Year pf 2011/2012). Unpublished.
Gerot, L. and P. Wignell. 1994. Making Sense of Functional Grammar. Australia: GerdStabler.
Harmer, J. 2004. How to Teach Writing. Essex: Longman.
Harris, D. P. 1969. Teaching English as Second Language. New York: McGrawhill Book Company.
Hyland, Ken. 2004. Genre and Second Language Writing. USA: the University of Michigan.
(48)
60
Meyers, A. 2005. Gateways to Academic Writing: Effective Sentences, Paragraph, and Essays. New York: Pearson Education.
Mujiyono, Yan. 2009. Panduan Penulisan Karya Ilmiah. Semarang: Unnes Press.
Ramelan. 1992. Instruction to Linguistic Analysis. Semarang: IKIP Semarang Press.
Sudjana, N. and A. Rivai. 2007. Media Pengajaran. Bandung: Sinar Baru Algensido.
_____, _____. 2000. Language Assesment Principle and Classroom Practice. New York: Pearson Education.
Saleh, M. 2001. Pengantar Praktik Penelitian Pengajaran Bahasa. Semarang: IKIP Semarang Press.
Yoga, R. M. 2012. The Use of Blog to Improve Descriptive Writing Skill (The Classroom Action Research at the Seventh Graders of State Junior High School 21 Semarang in the Academic Year of 2011/2012). Unpublished.
(49)
61 Appendix 1
LIST OF STUDENTS’ NAMES OF THE CONTROL GROUP
NO. CODE NAME
1. C - 01 Ahmad Anjas 2. C - 02 Amri Maulana Safiq 3. C - 03 Anggun Dwi Cahyanti 4. C - 04 Ayu Agustina
5. C - 05 Ayu Asri Wulan 6. C - 06 Devian Arizal 7. C - 07 Devy Ratnaningsih 8. C - 08 Dyah Yus Asriani 9. C - 09 Eva Septiyani
10. C - 10 Farkhina Husain Sibli Gumilang 11. C - 11 Fatih Zaenal Faiz
12. C - 12 Fendi Wijayanto 13. C - 13 Fernando Tri Kiswara 14. C - 14 Hesti Handayani 15. C - 15 Ivana Izza Amalia 16. C - 16 Khilmatun Nafis Saidah 17. C - 17 Lainun Nazzah
18. C - 18 Lukman Effendi 19. C - 19 Luluk Anisah
20. C - 20 Mohamad Jihan Nur Asad 21. C - 21 Muhamad Bahrul Umum 22. C - 22 Muhammad Rippa’i
23. C - 23 Muhammad Vicky Hamzah 24. C - 24 Muhammad Zaenal Abidin 25. C - 25 Nadya Adzkiyah
26. C - 26 Nofiyatun 27. C - 27 Novi Indriyani
28. C - 28 Rizma Jihannoweitta Ramadhani 29. C - 29 Sifarotul Ismia
30. C - 30 Untari
31. C - 31 Wahyu Adipriawan 32. C - 32 Wisnu Bayu Pamungkas 33. C - 33 Yusmaniar Ria Fricilia
(50)
62 Appendix 2
LIST OF STUDENTS’ NAMES OF THE EXPERIMENTAL GROUP
NO. CODE NAME
1. E - 01 Abdur Rouf
2. E - 02 Dhimas Dwi Prasetyo 3. E - 03 Dian Ramadhan 4. E - 04 Diyan Rusydiana 5. E - 05 Elin Nur Halisa 6. E - 06 Haikal Rofiq
7. E - 07 Harti Diana Dewi H. 8. E - 08 Khoirun Niam Sukses 9. E - 09 Lia Lutfiana
10. E - 10 Lia Pratiwi
11. E - 11 Linda Tri Hastutik 12. E - 12 Mohammad Taufiq
13. E - 13 Muchammad Ilman Rhamadhan 14. E - 14 Muhammad Ahzar Rathami 15. E - 15 Muhammad Hilal Sukhron 16. E - 16 Muhammad Luthfi
17. E - 17 Munawarotus Sa’diyah 18. E - 18 Naurah Azhifah 19. E - 19 Niken Amanda 20. E - 20 Nisa Haryanti 21. E - 21 Nisma Ulfia Lestari 22. E - 22 Noor Azizah 23. E - 23 Nor Rochman 24. E - 24 Novi Lestari
25. E - 25 Nur Fidia Fatmawati 26. E - 26 Putri Agustina 27. E - 27 Rani Iman Sari 28. E - 28 Shely Setyowati
29. E - 29 Sholiohudin Ahmad Fahreza 30. E - 30 Siti Muamirotul Mila
31. E - 31 Tiara Etikasari 32. E - 32 Zaidatun Munawaroh 33. E - 33 Zakia Nur Ifah
(51)
63 Appendix 3
PRETEST SCORE OF THE CONTROL GROUP
No Code
Pre-test
Content Organization Grammar Vocabulary Mechanics Total Score Criteria
1 C - 01 9 6 4 3 3 25 62.5 Fair
2 C - 02 6 6 6 3 4.5 25.5 63.75 Fair
3 C - 03 6 6 4 3 4.5 23.5 58.75 Poor
4 C - 04 6 6 6 3 3 24 60 Poor
5 C - 05 9 6 6 4.5 4.5 30 75 Good
6 C - 06 9 4 6 3 3 25 62.5 Fair
7 C - 07 6 6 4 4.5 4.5 25 62.5 Fair
8 C - 08 9 4 4 4.5 4.5 26 65 Fair
9 C - 09 6 8 4 3 3 24 60 Poor
10 C - 10 9 4 4 4.5 3 24.5 61.25 Fair
11 C - 11 9 8 6 3 3 29 72.5 Good
12 C - 12 9 8 4 3 4.5 28.5 71.25 Good
13 C - 13 9 6 4 3 3 25 62.5 Fair
14 C - 14 9 6 6 4.5 4.5 30 75 Good
15 C - 15 6 8 4 4.5 4.5 27 67.5 Fair
16 C - 16 9 8 4 3 4.5 28.5 71.25 Good
17 C - 17 9 4 4 3 4.5 24.5 61.25 Fair
18 C - 18 6 6 4 4.5 4.5 25 62.5 Fair
19 C - 19 6 6 6 3 3 24 60 Poor
20 C - 20 9 6 4 4.5 4.5 28 70 Fair
21 C - 21 9 4 4 4.5 4.5 26 65 Fair
22 C - 22 9 6 6 4.5 4.5 30 75 Good
23 C - 23 6 6 4 4.5 4.5 25 62.5 Fair
24 C - 24 9 4 4 4.5 4.5 26 65 Fair
25 C - 25 6 6 6 3 3 24 60 Poor
26 C - 26 6 4 6 4.5 3 23.5 58.75 Poor
(52)
64
28 C - 28 6 6 6 3 4.5 25.5 63.75 Fair
29 C - 29 9 6 6 4.5 4.5 30 75 Good
30 C - 30 6 6 6 3 3 24 60 Poor
31 C - 31 9 4 4 4.5 4.5 26 65 Fair
32 C - 32 9 4 4 4.5 4.5 26 65 Fair
33 C - 33 9 6 6 3 3 27 67.5 Fair
Sum 255.00 190.00 160.00 124.50 130.50 2150 Average 7.73 5.76 4.85 3.77 3.95 65.1515 Percentage 154.55 115.15 96.97 75.45 79.09
(53)
65 Appendix 4
PRETEST SCORE OF THE EXPERIMENTAL GROUP
No Code Pre-test
Content Organization Grammar Vocabulary Mechanics Total Score Criteria
1 E - 01 6 6 6 3 4.5 25.5 63.75 Fair
2 E - 02 6 6 4 4.5 4.5 25 62.5 Fair
3 E - 03 9 6 6 3 3 27 67.5 Fair
4 E - 04 6 8 6 4.5 4.5 29 72.5 Good
5 E - 05 6 8 6 3 4.5 27.5 68.75 Fair
6 E - 06 6 8 4 4.5 3 25.5 63.75 Fair
7 E - 07 6 4 6 3 4.5 23.5 58.75 Poor
8 E - 08 6 8 6 4.5 4.5 29 72.5 Good
9 E - 09 9 6 6 3 4.5 28.5 71.25 Good
10 E - 10 9 4 4 4.5 3 24.5 61.25 Fair
11 E - 11 6 8 6 3 3 26 65 Fair
12 E - 12 6 4 4 3 4.5 21.5 53.75 Poor
13 E - 13 6 6 6 4.5 3 25.5 63.75 Fair
14 E - 14 9 8 6 4.5 4.5 32 80 Good
15 E - 15 9 8 6 3 3 29 72.5 Good
16 E - 16 9 6 8 3 3 29 72.5 Good
17 E - 17 6 6 4 3 3 22 55 Poor
18 E - 18 9 6 6 3 4.5 28.5 71.25 Good
19 E - 19 6 6 4 6 4.5 26.5 66.25 Fair
20 E - 20 9 4 6 4.5 4.5 28 70 Fair
21 E - 21 9 4 4 3 3 23 57.5 Poor
22 E - 22 9 6 6 3 3 27 67.5 Fair
23 E - 23 9 6 4 4.5 4.5 28 70 Fair
24 E - 24 6 8 4 4.5 4.5 27 67.5 Fair
25 E - 25 9 8 4 4.5 3 28.5 71.25 Good
26 E - 26 9 6 6 3 3 27 67.5 Fair
(54)
66
28 E - 28 6 8 6 3 3 26 65 Fair
29 E - 29 9 6 6 4.5 4.5 30 75 Good
30 E - 30 6 6 6 4.5 4.5 27 67.5 Fair
31 E - 31 6 6 4 3 3 22 55 Poor
32 E - 32 9 4 4 3 4.5 24.5 61.25 Fair
33 E - 33 6 4 6 4.5 4.5 25 62.5 Fair
Sum 243.00 204.00 174.00 123.00 127.50 2178.75 Average 7.36 6.18 5.27 3.73 3.86 66.02 Percentage 147.27 123.64 105.45 74.55 77.27
(55)
67 Appendix 5
POSTEST SCORE OF THE CONTROL GROUP
No Code
Post-test
Content Organization Grammar Vocabulary Mechanics Total Score Criteria
1 C - 01 6 6 6 4.5 4.5 27 67.5 Fair
2 C - 02 6 6 6 4.5 4.5 27 67.5 Fair
3 C - 03 9 4 4 3 4.5 24.5 61.25 Fair
4 C - 04 6 8 4 4.5 3 25.5 63.75 Fair
5 C - 05 12 6 6 4.5 4.5 33 82.5 Very Good
6 C - 06 6 8 6 3 4.5 27.5 68.75 Fair
7 C - 07 6 6 6 4.5 4.5 27 67.5 Fair
8 C - 08 9 6 4 4.5 4.5 28 70 Fair
9 C - 09 6 8 4 3 4.5 25.5 63.75 Fair
10 C - 10 9 8 4 3 3 27 67.5 Fair
11 C - 11 9 8 6 4.5 4.5 32 80 Good
12 C - 12 9 6 6 4.5 4.5 30 75 Good
13 C - 13 9 6 4 3 4.5 26.5 66.25 Fair
14 C - 14 12 8 4 4.5 4.5 33 82.5 Very Good
15 C - 15 9 6 6 3 4.5 28.5 71.25 Good
16 C - 16 12 6 6 3 4.5 31.5 78.75 Good
17 C - 17 6 6 6 3 4.5 25.5 63.75 Fair
18 C - 18 9 6 4 3 4.5 26.5 66.25 Fair
19 C - 19 6 8 6 3 3 26 65 Fair
20 C - 20 9 8 6 3 4.5 30.5 76.25 Good
21 C - 21 6 8 6 4.5 3 27.5 68.75 Fair
22 C - 22 12 8 4 4.5 4.5 33 82.5 Very Good
23 C - 23 9 6 6 3 3 27 67.5 Fair
24 C - 24 9 6 4 4.5 4.5 28 70 Fair
25 C - 25 6 6 6 4.5 3 25.5 63.75 Fair
(56)
68
27 C - 27 9 6 6 3 4.5 28.5 71.25 Good
28 C - 28 9 6 6 3 3 27 67.5 Fair
29 C - 29 12 6 6 4.5 4.5 33 82.5 Very Good
30 C - 30 9 6 4 4.5 3 26.5 66.25 Fair
31 C - 31 6 6 6 4.5 4.5 27 67.5 Fair
32 C - 32 9 6 4 4.5 4.5 28 70 Fair
33 C - 33 9 6 4 4.5 4.5 28 70 Fair
Sum 276.00 214.00 172.00 127.50 136.50 2315 Average 8.36 6.48 5.21 3.86 4.14 70.1515 Percentage 167.27 129.70 104.24 77.27 82.73
(57)
69 Appendix 6
POSTEST SCORE OF THE EXPERIMENTAL GROUP
No Code Pre-test
Content Organization Grammar Vocabulary Mechanics Total Score Criteria
1 E - 01 9 6 6 3 4.5 28.5 71.25 Good
2 E - 02 9 8 4 4.5 3 28.5 71.25 Good
3 E - 03 9 8 6 3 4.5 30.5 76.25 Good
4 E - 04 9 8 6 4.5 4.5 32 80 Good
5 E - 05 9 8 6 3 4.5 30.5 76.25 Good
6 E - 06 9 8 4 4.5 3 28.5 71.25 Good
7 E - 07 6 6 6 4.5 4.5 27 67.5 Fair
8 E - 08 9 8 6 4.5 4.5 32 80 Good
9 E - 09 9 8 6 4.5 4.5 32 80 Good
10 E - 10 9 6 4 4.5 4.5 28 70 Fair
11 E - 11 6 8 6 4.5 4.5 29 72.5 Good
12 E - 12 6 6 6 3 4.5 25.5 63.75 Fair
13 E - 13 9 8 4 4.5 3 28.5 71.25 Good
14 E - 14 9 8 8 4.5 4.5 34 85 Very Good
15 E - 15 9 8 6 4.5 4.5 32 80 Good
16 E - 16 9 8 8 3 4.5 32.5 81.25 Very Good
17 E - 17 9 6 4 3 3 25 62.5 Fair
18 E - 18 9 8 6 4.5 4.5 32 80 Good
19 E - 19 9 6 6 4.5 4.5 30 75 Good
20 E - 20 9 8 6 4.5 4.5 32 80 Good
21 E - 21 9 6 4 4.5 3 26.5 66.25 Fair
22 E - 22 9 8 6 3 4.5 30.5 76.25 Good
23 E - 23 9 8 6 3 4.5 30.5 76.25 Good
24 E - 24 9 8 4 4.5 4.5 30 75 Good
25 E - 25 9 8 6 4.5 4.5 32 80 Good
26 E - 26 9 6 6 4.5 4.5 30 75 Good
(58)
70
28 E - 28 6 8 6 4.5 4.5 29 72.5 Good
29 E - 29 12 8 6 4.5 4.5 35 87.5 Very Good
30 E - 30 9 6 6 4.5 4.5 30 75 Good
31 E - 31 6 6 6 4.5 4.5 27 67.5 Fair
32 E - 32 9 6 4 4.5 4.5 28 70 Fair
33 E - 33 9 6 6 3 4.5 28.5 71.25 Good
Sum 285.00 238.00 184.00 133.50 141.00 2453.75 Average 8.64 7.21 5.58 4.05 4.27 74.36 Percentage 172.73 144.24 111.52 80.91 85.45
(59)
71 Appendix 7
NORMALITY OF PRETEST OF THE CONTROL GROUP
Based on the table above, the data of pretest for control group was normal. It could be seen from the result of Asymp. Sig. (2-tailed) was 0.113 > 0.05.
(60)
72 Appendix 8
NORMALITY OF PRETEST OF THE EXPERIMENTAL GROUP
Based on the table above, the data of pretest for experimental group was normal. It could be seen from the result of Asymp. Sig. (2-tailed) was 0.827 > 0.05.
(61)
73 Appendix 9
NORMALITY OF POSTTEST OF THE CONTROL GROUP
Based on the table above, the data of posttest for control group was normal. It could be seen from the result of Asymp. Sig. (2-tailed) was 0.120 > 0.05.
(62)
74 Appendix 10
NORMALITY OF PRETEST OF THE EXPERIMENTAL GROUP
Based on the table above, the data of posttest for experimental group was normal. It could be seen from the result of Asymp. Sig. (2-tailed) was 0.629 > 0.05.
(63)
75 Appendix 11
HOMOGENEITY Levene’s Test for Pretest
Levene’s Test for Posttest
From the tables above, the result of Levene’s test shows that the Sig. score of both groups are above 0.05. For Sig. pretest= 0.666 > 0.05 and for Sig. posttest= 0.344 > 0.05. It means the data were homogen.
(64)
76 Appendix 12
S Y L L A B U S
(Treatment 1 - Control Group)
SMP/MTS : SMA Islam Sultan Agung 2 Jepara Subject : Bahasa Inggris
Class/Semester : X / 2 Standar Kompetensi : 12. Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
Indicator
Evaluation Ti
me Alo cat ion Ref ere nce Techniq ue Instru
ment Example
12.2 Mengungk apkan makna dan langkah retorika dalam esei sederhana secara
Students are able to:
1. identify the purpose of descriptive text correctly.
2. identify the generic
Writt en test
What is the purpose of the text? 2 x 40 me nit T ex tb o o k T he te
(65)
77 akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive , dan news item. structure of descriptive text correctly. 3. identify Significant Lexicogrammat ical Features of descriptive text.
4. make a
descriptive text individually. Oral test Oral test Writt en test Identify the generic structur e of the text. Identify Signific ant Lexicog rammat ical Feature s of descript ive text.
Make a descript ive text individ ually. xt ta ke n fr o m ht tp :// en .w ik ip ed ia .o rg
(66)
78
S Y L L A B U S
(Treatment 2 - Control Group)
SMP/MTS : SMA Islam Sultan Agung 2 Jepara Subject : Bahasa Inggris
Class/Semester : X / 2 Standar Kompetensi : 12. Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
Indicator
Evaluation Ti
me Alo cat ion Ref ere nce Techn ique Instr ume nt Example 12.2 Mengun gkapkan makna dan langkah retorika dalam esei sederhan
Students are able to :
1. identify the purpose of descriptive text correctly.
2. identify the
Writt en test
Oral test
What is the purpose of the text? Identify 2 x 40 me nit T ex tb o o k
(67)
79 a secara akurat, lancar dan berterim a dalam konteks kehidupa n sehari-hari dalam teks berbentu k narrative , descripti ve, dan news item. generic structure of descriptive text correctly. 3. identify Significant Lexicogrammat ical Features of descriptive text.
4. make a
descriptive text individually. Oral test Writt en test the generic structur e of the text. Identify Signific ant Lexicog rammat ical Feature s of descript ive text.
Make a descript ive text individ ually.
(68)
80
S Y L L A B U S
(Treatment 1 - Experimental Group)
SMP/MTS : SMA Islam Sultan Agung 2 Jepara Subject : Bahasa Inggris
Class/Semester : X / 2 Standar Kompetensi : 12. Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
Indicator
Evaluation Ti
me Alo cat ion Ref ere nce Techn ique Instr ume nt Example 12.2 Mengun gkapkan makna dan langkah retorika dalam esei
Students are able to:
1. identify the purpose of descriptive text correctly.
2. identify the generic
Writt en test
Oral
What is the purpose of the text? Identify 2 x 40 me nit T ex tb o o k T he te
(69)
81 sederhan a secara akurat, lancar dan berterim a dalam konteks kehidupa n sehari-hari dalam teks berbentu k narrative , descripti ve, dan news item. structure of descriptive text correctly. 3. identify Significant Lexicogrammat ical Features of descriptive text. 4. make a
descriptive text individually based on the photograph. test Oral test Writt en test the generic structur e of the text. Identify Signific ant Lexicog rammat ical Feature s of descript ive text.
Make a descript ive text individ ually. xt ta ke n fr o m ht tp :// en .w ik ip ed ia .o rg
(70)
82
S Y L L A B U S
(Treatment 2 – Experimental Group)
SMP/MTS : SMA Islam Sultan Agung 2 Jepara Subject : Bahasa Inggris
Class/Semester : X / 2 Standar Kompetensi : 12. Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
Indicator
Evaluation Ti
me Alo cat ion Ref ere nce Techn ique Instr ume nt Example 12.2 Mengun gkapkan makna dan langkah retorika dalam esei sederhan
Students are able to :
1. identify the purpose of descriptive text correctly.
2. identify the generic Writt en test Oral test
What is the purpose of the text? Identify the 2 x 40 me nit T ex tb o o k T he p h
(71)
83 a secara akurat, lancar dan berterim a dalam konteks kehidupa n sehari-hari dalam teks berbentu k narrative , descripti ve, dan news item. structure of descriptive text correctly. 3. identify Significant Lexicogrammat ical Features of descriptive text. 4. make a
descriptive text individually based on their photographs. Oral test Writt en test generic structur e of the text. Identify Signific ant Lexicog rammat ical Feature s of descript ive text.
Make a descript ive text individ ually. ot o gr ap h ta ke n fr o m w w w. g o o gl e. co m T he te xt ta ke n fr o
(72)
84
m ht tp :// en .w ik ip ed ia .o rg
(73)
85 Appendix 13
LESSON PLAN
(Treatment 1 – Control Group)
SMP/MTS : SMA Islam Sultan Agung 2 Jepara Subject : English
Class/Semester : X/2
Text Type : Descriptive Text Skill : Writing
Time Allotment : 2 x 40 minutes Academic Year : 2012/2013
A. Standard Competence 12. Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
B. Basic Competence
12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item.
C. Objective of Learning
By the end of the lesson, students are able to: 1. identify the purpose of descriptive text, 2. identify the generic structures,
3. identify Significant Lexicogrammatical Features, and 4. make a simple descriptive text.
(74)
86 D. Learning Material
1. Descriptive text.
E. Method
Question and answer.
F. Teaching and Learning Activities
No. Duration Teacher’s Activities Students’ Activities 1. 15
minutes
Opening a. Greet the students.
b. Check attendance list. c. Warming-up before
giving the test.
d. Ask students about the Stonehenge photograph.
a. Answer the teacher’s
greeting.
b. Answer the teacher’s
question.
c. Answer the teacher’s
question.
Descriptive Text
A. Definition
Descriptive text is a text which says what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing.
B. The generic structure:
o Identification
This part identifies the person/thing being described.
o Description
This part describes parts, qualities, and characteristics. C. Language features:
o Use Simple Present Tense. o Use adjectives.
(1)
(2)
(3)
(4)
(5)
132 Appendix 16
(6)
133 Appendix 17