IMPROVING THE ABILITY IN WRITING DESCRIPTIVE TEXT THROUGH JUMBLED SENTENCE TECHNIQUE AT SEVENTH GRADE STUDENTS OF MTS NEGERI MENDOYO.
IMPROVING THE ABILITY OF THE SEVENTH GRADE STUDENTS IN WRITING
DESCRIPTIVE TEXT THROUGH JUMBLED SENTENCE AT MTS NEGERI
MENDOYO
A Thesis
Submitted as a Partial Fulfillment of the Requirements for the Attainment of the Degree of
Sarjana Pendidikan in English Language Education
By:
Tio Mustafa Kamal
201110100311083
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
IMPROVING THE ABILITY OF THE SEVENTH GRADE STUDENTS IN WRITING
DESCRIPTIVE TEXT THROUGH JUMBLED SENTENCE AT MTS NEGERI
MENDOYO
THESIS
Submitted as a Partial Fulfillment of the Requirements for the Attainment of the Degree of
Sarjana Pendidikan in English Language Education
By:
TIO MUSTAFA KAMAL
201110100311083
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
i
This thesis was written by Tio Mustafa Kamal and was approved on 26th of October 2016
by:
Advisor II,
Advisor I,
(Teguh Hadi Saputro. S.Pd., M.A)
(Dra. Erly Wahyuni, M.si)
ii
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Education
on 26thof October 2016
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes.
Examiners:
Signatures:
1.
Dr. Sudiran, M. Hum
1. . . . . . . . . . . . . . . .
2.
Rosalin Ismayoeng G,S.S,.M.A
2. . . . . . . . . . . . . . . .
3.
Dra. ErlyWahyuni, M.si
3. . . . . . . . . . . . . . . .
4.
Teguh Hadi Saputro S.Pd. M.A
4. . . . . . . . . . . . . . . .
iii
STATEMENT OF WORK’S ORIGINALITY
The undersigned:
Name
: Tio Mustafa Kamal
Student ID number
: 201110100311083
Program of Study
: English Department
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does not
incorporate without acknowledgement any material previously submitted for degree or
diploma in any university. To be best of my knowledge this thesis does not certain any
materials previously published or written by another person except where due references in
made in text.
Malang, 26thof October 2016
Tio Mustafa Kamal
iv
MOTTO AND DEDICATION
MOTTO
“When there is a will, there is a way”
“If seeing the whole stairs is seem too high, just
take the first step”
-Tio Mustafa Kamal-
This thesis, I dedicated to:
My Love Mom,
My spirits Daddy and My brother
v
ACKNOWLEDGEMENT
In the name of Allah, the Almighty and Merciful. Praise is only to Allah, for all his
abundant blessing, mercies, and guidance, so that the writer is able to complete this thesis
writing.
The writer is fully aware that this thesis cannot be finished without other people’s
help. Therefore, in this opportunity she would like to express her deep gratitude to the
following:
1. Dr. Sudiran, M.Hum., the head of English Department.
2. Dra. ErlyWahyuni, M.si as the first advisor who has given her support, suggestion,
criticism, guidance, and motivation for writing this thesis. She has done so much to
help the writer finish this thesis.
3. Teguh Hadi Saputro M.A as the second advisor for his guidance, advice, and feedback
in writing the thesis. Thanks a lot for the spending time and energy to revise the
writer’s thesis.
4. Hj Alfiah, S.Ag, M. Pd, the Headmaster of Mts Negeri Mendoyo, who has given
chance for me to to do a research.
5. English teacher, Arida Firdia Sari, S. Pd thanks for helping and giving informations
that’s needed.
6. The writer’s parents, raonah, my mom, thanks for the gen. especially for my dad,
asbollah, my super dad who always support me even though we often stuck in bad
times. I want to give huge thanks for him, for the pray, for the finance’s support.
7. All people who cannot be mentioned one by one.
vi
The writer realizes that this thesis is still far from being perfect. Therefore, suggestion
is needed for the progress of the next study. The writer hopes that this research would
be beneficial to the readers.
Malang, 26th of October 2016
Tio Mustafa Kamal
vii
Table of Contents
Cover .....................................................................................................................i
Approval Page .............................................................................................. .......ii
Legalization.................................................................................................... ....iii
Statement of Work’s Originality.........................................................................iv
Motto And Dedication .................................................................................. .......v
Acknowledgement ..............................................................................................vi
Abstract ......................................................................................................... ....vii
Table of Content...............................................................................................viii
CHAPTER I ....................................................................................................... 1
INTRODUCTION.............................................................................................. 1
1.1
Background of study ................................................................................. 1
1.2
Statement of the Problems......................................................................... 4
1.3
Purpose of the Study ................................................................................. 4
1.4
Significance of the Study .......................................................................... 5
1.5
Scope and Limitation ................................................................................ 5
1.6
Definition of Key Term ............................................................................. 5
CHAPTER II ...................................................................................................... 7
REVIEW OF RELATED LITERATURE ...................................................... 7
2.1
English Skills............................................................................................. 7
2.2
Teaching Writing....................................................................................... 7
2.3
Descriptive Text ........................................................................................ 8
2.4
The Structure of Descriptive Text ........................................................... 10
2.5
Technique of Teaching English .............................................................. 11
2.6
Jumbled Sentence in Writing Descriptive Text....................................... 12
CHAPTER III .................................................................................................. 14
RESEARCH METHODOLOGY ................................................................... 14
3.1
Research Design ...................................................................................... 14
3.2
Research Subject ..................................................................................... 15
3.3
Research Procedure ................................................................................. 16
3.3.1 Planning ................................................................................................... 16
3.3.2 Action ....................................................................................................... 17
3.3.3 Observation .............................................................................................. 18
3.3.4 Reflection ................................................................................................ 19
3.4
Research Instrument ................................................................................ 19
3.5
Data Collection ........................................................................................ 20
viii
3.6
Data Analysis .......................................................................................... 20
CHAPTER IV................................................................................................... 25
FINDINGS AND DISCUSSION ..................................................................... 25
4.1
Finding .................................................................................................... 25
4.2
Pre-Test ................................................................................................... 25
4.3
Cycle I ..................................................................................................... 26
4.3.1
Planning of Cycle I .............................................................................. 27
4.3.2
Action of Cycle I ................................................................................. 27
a.
Meeting 1 .................................................................................................... 28
b.
Meeting 2 .................................................................................................... 30
c.
Meeting 3 .................................................................................................... 31
4.3.3
Observation .......................................................................................... 33
4.3.4
Reflection............................................................................................. 33
4.4
Cycle II .................................................................................................... 34
4.4.1
Planning of Cycle II ............................................................................. 34
4.4.2
Action of Cycle II ................................................................................ 35
a.
Meeting 1 .................................................................................................... 35
b.
Meeting 2 .................................................................................................... 36
c.
Meeting 3 .................................................................................................... 37
4.4.3
Observation of Cycle II ....................................................................... 39
4.4.4
Reflection of Cycle II .......................................................................... 39
4.5
Discussion ............................................................................................... 43
CHAPTER V .................................................................................................... 45
CONCLUSION AND SUGGESTION ........................................................... 45
5.1
Conclusion............................................................................................... 45
5.2
Suggestions.............................................................................................. 46
BIBLIOGRAPHY……………………………………………………….…….47
APPENDCES…………………………………………………………………..49
ix
48
REFERENCES
Ariningsih, Dwi 2010. The Effectiveness of Using Picture Series to Improve the
Students’ Writing Skill Viewed from their Motivation.Unpublished Thesis.
Sebelas Maret University Surakarta.
Artamani, Ni Wayan Nadia Redma. (2013). Teaching Descriptive Text through
PPP Technique to the Eighth Grade Students of SMP Dharma Wiweka in
Academic Year 2012/2013. Unpublished Thesis: Mahasaraswati
Denpasar
University.
Chicaiza, A. O. M. (2009). The Incidence of Some Practical Activities on Writing
Skill Improvement for Children Attending the 6th Year of Basic Education
at “Hernando Taques School during the Second Term, School Year 2008
2009”: Army Politechnic School.
Fikri. (2011). Improving Students’ Ability in Writing Descriptive TextUsing
Clustering Technique of Eighth Grade Students of MTs Darul Ma’arif
Cipete in Academic Year 2010/2011. Jakarta: SyarifHidayatullah State
Islamic University.
Brown, H. Douglas. 2000. PrinciplesofLanguageand Teaching 4th Edition.New
York: The Free Press.
Cohen, Louis, Lawrence Manion and keith Morrison. (2005). Research Methods
in Education. New York: Taylor & Francis e-Library.
Harmer, Jeremy. (2004).How to Teach Writing. Pearson Education.
Jain, M and Patel F.M 2008. English Language Teaching. Sunrise Publishers and
Distributors
Kane, Thomas S. (2000). The Oxford Essential Guide to Writing. New York:
Oxford University Press.
Kaswan. (2010). Language in Society.Cimahi: STKIP Siliwangi PRESS.
Larsen-Freeman, D. (2000). Techiques and Principles in Language Teaching.
Second Edition. Oxford University Press.
48
Linse, C.T. and Nunan, D. (2005) Practical English Language Teaching: Young
Learners.McGraw-Hill ESL/ELT, New York.
Nurhayani, 2012. Teaching English Writing through Jumbled Words Technique.
Unpublished Thesis. STKIP Siliwangi Bandung.
Putriyanty, DwiYulies. 2013. Teaching Writing Using Jumbled Sentence At The
Eighth Students Of SmpNegeri 1 Paburuan.Unpublished Thesis:
University of SwadayaGunungJati Cirebon.
Sokolik, M. (2003). Writing. In D. Nunan (Ed.), Practical English
Teaching. New York, N.Y.: McGraw-Hill.
Language
Wardiman, Artono et al. 2008. English in Focus. Jakarta: Pusat Perbukuan
Departemen Pendidikan Nasional.
Wiegle, Sara Cushing. 2005. Assessing Writing 6th Edition. Cambridge University
Pres
47
CHAPTER I
INTRODUCTION
1.1 Background of study
Language is very important for someone to communicate with others.
People need to communicate to understand each other. Therefore, language is
essential for life. Without language, it is impossible to communicate within
society. On the other hand, language as a system of communication enables
humans to cooperate. English is one of language which has an important role as
one of communication devices. Today, mastering English is an important thing to
do because it’s used widely in every aspect of our life, such as knowledge,
education, business, and entertainment. The ability in using English is an
obligation for us as one of communication devices in this globalization era.
According to Patel & Jain (2008:2) English is a link language. It has
greatly contributed to the advancement of learning. It reflects in our ways and
view. This statement shows that English becomes a part of language that can
develop the students in learning. In language teaching, there are four skills that
must be mastered by students. They are Listening, Speaking, Reading, and
Writing. Those four are still specifically categorized into two that are receptive
and productive skills. Listening and reading are categorized as receptive skills
while speaking and writing are productive skills.
According to Cohen and Reil as cited in Ariningsih (2010), writing is a
way of sharing observation, information, thoughts, or ideas with ourselves and
1
2
others. In short, writing is a communication act. Writing is usually directed into
specific purposes. For the students, it can be an opportunity for them to express
themselves through written form. Writing can also develop an understanding of an
issue for every writer through organizing their ideas through piece of paper.
Writing is considered as the most difficult skills of English to master. Yet,
it is one of the skills that should be mastered by every student. Bryne cited in
Ariningsih (2010), said that there are three problems that may handicap the
student to develop their writing skills. They are psychological, linguistics, and
cognitive problems.
English is taught in primary school, junior high school, senior high school,
and even in university level. English teachers should realize that the ultimate goal
of teaching English in junior level in Indonesia is to develop the learners’
communicative competence in oral and written form (Ruis et.al, 2009:17 cited in
Putriyanty). Creating and choosing the appropriate techniques and methods of
teaching English are what English teachers should do in order to get a good result
and to avoid the students’ boredom.
In the first grade of junior high school, the basic competence that should
be achieved by the students in writing English subject is the ability to develop and
produce written simple functional text in descriptive text. However, the writing
ability of VII grade students at MTSN Mendoyo still show disappointing result for
students themselves as well as teacher. Based on an interview, the teacher uses
writing materials and activities mostly from the textbook and the teacher uses
Contextual Teaching Learning (CTL) which are not effective to encourage and
3
support students’ learning especially in writing. Students find difficulties in
writing certain types of text, especially descriptive text. In writing descriptive text,
the writer is required to have good vocabulary mastery in order to be able to
describe something/someone clearly. Students with poor vocabulary mastery often
make mistake in selecting the appropriate words to describe the characteristics of
the subject. Students also complain that they cannot think of anything significant
enough to write. They do not know how to organize their ideas and some of them
do not even have any idea. With those problems, students find writing as a
difficult task. It makes them less interested in writing.
The researcher for the current study conducts observation in MTSN
Mendoyo from January 28, 2016 – January 30, 2016. The researcher found some
problems dealing with writing as follows: (1) students lacked in vocabulary
mastery; (2) students lacked in grammar and sentence structure mastery; (3)
students could not express their idea in a good writing; (4) students had trouble to
arrange sentence from jumbled sentence; (5) students lacked in spelling
word.From those indicators, the researchers found some reasons why those
problems arise. (1) the students felt that writing was difficult to learn. (2) the
students were not accustomed to use English, especially in writing. (3) the
students were afraid to make mistake in writing. (4) the students have limited time
to practice writing at school.
Jumbled sentences have been widely known as the most effective way of
teaching by many English teachers. Many studies on the implementation of
jumbled sentences have been conducted. Some of them were conducted by
4
Putryanty in (2013) and Nurhayani in (2012).Putryanty conducted a research on
the implementation of jumbled sentences in teaching writing at eight grader
students at SMP Negeri 1 Pabaruan and she proved that using jumbled sentences
in teaching writing skill was effective and it did increase the students’ ability in
writing. Nurhayani(2012) conducted a research at 4thgrade students and the result
that using jumbled technique is effective for primary students.
Based on the statements above, the researcher is interested in conducting a
research which is entitled as “IMPROVING THE ABILITY OF THE SEVENTH
GRADE STUDENTS IN WRITING DESCRIPTIVE TEXT THROUGH
JUMBLED SENTENCE AT MTS NEGERI MENDOYO”.
1.2 Statement of the Problems
Based on the background of the study above, the researcher atempts to
discuss the problems that stated below:
1. How does the teacher implement jumbled sentence at seventh grade
student at MTS Negeri Mendoyo?
2. How does jumbled sentence can improve writing skill at seventh grade
students at MTS Negeri Mendoyo?
1.3 Purpose of the Study
1. To describe how teacher implementation jumbled sentence in writing
descriptive at seventh grade students at MTS Negeri Mendoyo.
2. To find out how jumbled sentence can improve writing skill at seventh
grade students at MTS Negeri Mendoyo.
5
1.4 Significance of the Study
The result of this study is expected to be useful for:
1. The teachers
The researcher expected this study will provide English teachers with the
knowledge that jumbled sentences can be used as a teaching technique.
2. The students
The researcher expects that the students will be enthusiastically motivated
improving writing skills through the use of jumbled sentences.
3. The next researchers
The researcher expects that this study can be used as one of the sources for
the next researchers and it can enrich and expand the knowledge in
English education.
1.5 Scope and Limitation
The scope in this study is the seventh grade student at MTSN Mendoyo.
As the limitation the researcher focuses on the implementation of jumbled
sentence in writing descriptive text in teaching writing skill due to the fact that the
students’ ability in writing is still considered very low.
1.6 Definition of Key Term
In order to avoid misunderstanding in terms and contents of the topic in
this research, it is necessary for the researcher to define the key terms in this
research:
6
1. Writing
Writing is the use of arranged graphic symbols to form words and
sentences (Bryne, 1997, p.1 cited in Ariningsih).
2. Teaching writing
Teaching writing is work in the classroom falls on a
continuum from
copying to free writing (Scrivener, 1994, p.155 cited in Ariningsih).
3. Descriptive text
Description is about sensory experience, how something looks, sounds,
tastes. Mostly it is about visual experience but description also deals with
other kinds of perception (Kane 2000:351).
4. Jumbled sentences
Jumbled sentence is a material of writing skill that trains the students to
write random sentences into coherent paragraph or text (Putryanty, 2013)
DESCRIPTIVE TEXT THROUGH JUMBLED SENTENCE AT MTS NEGERI
MENDOYO
A Thesis
Submitted as a Partial Fulfillment of the Requirements for the Attainment of the Degree of
Sarjana Pendidikan in English Language Education
By:
Tio Mustafa Kamal
201110100311083
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
IMPROVING THE ABILITY OF THE SEVENTH GRADE STUDENTS IN WRITING
DESCRIPTIVE TEXT THROUGH JUMBLED SENTENCE AT MTS NEGERI
MENDOYO
THESIS
Submitted as a Partial Fulfillment of the Requirements for the Attainment of the Degree of
Sarjana Pendidikan in English Language Education
By:
TIO MUSTAFA KAMAL
201110100311083
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
i
This thesis was written by Tio Mustafa Kamal and was approved on 26th of October 2016
by:
Advisor II,
Advisor I,
(Teguh Hadi Saputro. S.Pd., M.A)
(Dra. Erly Wahyuni, M.si)
ii
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Education
on 26thof October 2016
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes.
Examiners:
Signatures:
1.
Dr. Sudiran, M. Hum
1. . . . . . . . . . . . . . . .
2.
Rosalin Ismayoeng G,S.S,.M.A
2. . . . . . . . . . . . . . . .
3.
Dra. ErlyWahyuni, M.si
3. . . . . . . . . . . . . . . .
4.
Teguh Hadi Saputro S.Pd. M.A
4. . . . . . . . . . . . . . . .
iii
STATEMENT OF WORK’S ORIGINALITY
The undersigned:
Name
: Tio Mustafa Kamal
Student ID number
: 201110100311083
Program of Study
: English Department
Faculty
: Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does not
incorporate without acknowledgement any material previously submitted for degree or
diploma in any university. To be best of my knowledge this thesis does not certain any
materials previously published or written by another person except where due references in
made in text.
Malang, 26thof October 2016
Tio Mustafa Kamal
iv
MOTTO AND DEDICATION
MOTTO
“When there is a will, there is a way”
“If seeing the whole stairs is seem too high, just
take the first step”
-Tio Mustafa Kamal-
This thesis, I dedicated to:
My Love Mom,
My spirits Daddy and My brother
v
ACKNOWLEDGEMENT
In the name of Allah, the Almighty and Merciful. Praise is only to Allah, for all his
abundant blessing, mercies, and guidance, so that the writer is able to complete this thesis
writing.
The writer is fully aware that this thesis cannot be finished without other people’s
help. Therefore, in this opportunity she would like to express her deep gratitude to the
following:
1. Dr. Sudiran, M.Hum., the head of English Department.
2. Dra. ErlyWahyuni, M.si as the first advisor who has given her support, suggestion,
criticism, guidance, and motivation for writing this thesis. She has done so much to
help the writer finish this thesis.
3. Teguh Hadi Saputro M.A as the second advisor for his guidance, advice, and feedback
in writing the thesis. Thanks a lot for the spending time and energy to revise the
writer’s thesis.
4. Hj Alfiah, S.Ag, M. Pd, the Headmaster of Mts Negeri Mendoyo, who has given
chance for me to to do a research.
5. English teacher, Arida Firdia Sari, S. Pd thanks for helping and giving informations
that’s needed.
6. The writer’s parents, raonah, my mom, thanks for the gen. especially for my dad,
asbollah, my super dad who always support me even though we often stuck in bad
times. I want to give huge thanks for him, for the pray, for the finance’s support.
7. All people who cannot be mentioned one by one.
vi
The writer realizes that this thesis is still far from being perfect. Therefore, suggestion
is needed for the progress of the next study. The writer hopes that this research would
be beneficial to the readers.
Malang, 26th of October 2016
Tio Mustafa Kamal
vii
Table of Contents
Cover .....................................................................................................................i
Approval Page .............................................................................................. .......ii
Legalization.................................................................................................... ....iii
Statement of Work’s Originality.........................................................................iv
Motto And Dedication .................................................................................. .......v
Acknowledgement ..............................................................................................vi
Abstract ......................................................................................................... ....vii
Table of Content...............................................................................................viii
CHAPTER I ....................................................................................................... 1
INTRODUCTION.............................................................................................. 1
1.1
Background of study ................................................................................. 1
1.2
Statement of the Problems......................................................................... 4
1.3
Purpose of the Study ................................................................................. 4
1.4
Significance of the Study .......................................................................... 5
1.5
Scope and Limitation ................................................................................ 5
1.6
Definition of Key Term ............................................................................. 5
CHAPTER II ...................................................................................................... 7
REVIEW OF RELATED LITERATURE ...................................................... 7
2.1
English Skills............................................................................................. 7
2.2
Teaching Writing....................................................................................... 7
2.3
Descriptive Text ........................................................................................ 8
2.4
The Structure of Descriptive Text ........................................................... 10
2.5
Technique of Teaching English .............................................................. 11
2.6
Jumbled Sentence in Writing Descriptive Text....................................... 12
CHAPTER III .................................................................................................. 14
RESEARCH METHODOLOGY ................................................................... 14
3.1
Research Design ...................................................................................... 14
3.2
Research Subject ..................................................................................... 15
3.3
Research Procedure ................................................................................. 16
3.3.1 Planning ................................................................................................... 16
3.3.2 Action ....................................................................................................... 17
3.3.3 Observation .............................................................................................. 18
3.3.4 Reflection ................................................................................................ 19
3.4
Research Instrument ................................................................................ 19
3.5
Data Collection ........................................................................................ 20
viii
3.6
Data Analysis .......................................................................................... 20
CHAPTER IV................................................................................................... 25
FINDINGS AND DISCUSSION ..................................................................... 25
4.1
Finding .................................................................................................... 25
4.2
Pre-Test ................................................................................................... 25
4.3
Cycle I ..................................................................................................... 26
4.3.1
Planning of Cycle I .............................................................................. 27
4.3.2
Action of Cycle I ................................................................................. 27
a.
Meeting 1 .................................................................................................... 28
b.
Meeting 2 .................................................................................................... 30
c.
Meeting 3 .................................................................................................... 31
4.3.3
Observation .......................................................................................... 33
4.3.4
Reflection............................................................................................. 33
4.4
Cycle II .................................................................................................... 34
4.4.1
Planning of Cycle II ............................................................................. 34
4.4.2
Action of Cycle II ................................................................................ 35
a.
Meeting 1 .................................................................................................... 35
b.
Meeting 2 .................................................................................................... 36
c.
Meeting 3 .................................................................................................... 37
4.4.3
Observation of Cycle II ....................................................................... 39
4.4.4
Reflection of Cycle II .......................................................................... 39
4.5
Discussion ............................................................................................... 43
CHAPTER V .................................................................................................... 45
CONCLUSION AND SUGGESTION ........................................................... 45
5.1
Conclusion............................................................................................... 45
5.2
Suggestions.............................................................................................. 46
BIBLIOGRAPHY……………………………………………………….…….47
APPENDCES…………………………………………………………………..49
ix
48
REFERENCES
Ariningsih, Dwi 2010. The Effectiveness of Using Picture Series to Improve the
Students’ Writing Skill Viewed from their Motivation.Unpublished Thesis.
Sebelas Maret University Surakarta.
Artamani, Ni Wayan Nadia Redma. (2013). Teaching Descriptive Text through
PPP Technique to the Eighth Grade Students of SMP Dharma Wiweka in
Academic Year 2012/2013. Unpublished Thesis: Mahasaraswati
Denpasar
University.
Chicaiza, A. O. M. (2009). The Incidence of Some Practical Activities on Writing
Skill Improvement for Children Attending the 6th Year of Basic Education
at “Hernando Taques School during the Second Term, School Year 2008
2009”: Army Politechnic School.
Fikri. (2011). Improving Students’ Ability in Writing Descriptive TextUsing
Clustering Technique of Eighth Grade Students of MTs Darul Ma’arif
Cipete in Academic Year 2010/2011. Jakarta: SyarifHidayatullah State
Islamic University.
Brown, H. Douglas. 2000. PrinciplesofLanguageand Teaching 4th Edition.New
York: The Free Press.
Cohen, Louis, Lawrence Manion and keith Morrison. (2005). Research Methods
in Education. New York: Taylor & Francis e-Library.
Harmer, Jeremy. (2004).How to Teach Writing. Pearson Education.
Jain, M and Patel F.M 2008. English Language Teaching. Sunrise Publishers and
Distributors
Kane, Thomas S. (2000). The Oxford Essential Guide to Writing. New York:
Oxford University Press.
Kaswan. (2010). Language in Society.Cimahi: STKIP Siliwangi PRESS.
Larsen-Freeman, D. (2000). Techiques and Principles in Language Teaching.
Second Edition. Oxford University Press.
48
Linse, C.T. and Nunan, D. (2005) Practical English Language Teaching: Young
Learners.McGraw-Hill ESL/ELT, New York.
Nurhayani, 2012. Teaching English Writing through Jumbled Words Technique.
Unpublished Thesis. STKIP Siliwangi Bandung.
Putriyanty, DwiYulies. 2013. Teaching Writing Using Jumbled Sentence At The
Eighth Students Of SmpNegeri 1 Paburuan.Unpublished Thesis:
University of SwadayaGunungJati Cirebon.
Sokolik, M. (2003). Writing. In D. Nunan (Ed.), Practical English
Teaching. New York, N.Y.: McGraw-Hill.
Language
Wardiman, Artono et al. 2008. English in Focus. Jakarta: Pusat Perbukuan
Departemen Pendidikan Nasional.
Wiegle, Sara Cushing. 2005. Assessing Writing 6th Edition. Cambridge University
Pres
47
CHAPTER I
INTRODUCTION
1.1 Background of study
Language is very important for someone to communicate with others.
People need to communicate to understand each other. Therefore, language is
essential for life. Without language, it is impossible to communicate within
society. On the other hand, language as a system of communication enables
humans to cooperate. English is one of language which has an important role as
one of communication devices. Today, mastering English is an important thing to
do because it’s used widely in every aspect of our life, such as knowledge,
education, business, and entertainment. The ability in using English is an
obligation for us as one of communication devices in this globalization era.
According to Patel & Jain (2008:2) English is a link language. It has
greatly contributed to the advancement of learning. It reflects in our ways and
view. This statement shows that English becomes a part of language that can
develop the students in learning. In language teaching, there are four skills that
must be mastered by students. They are Listening, Speaking, Reading, and
Writing. Those four are still specifically categorized into two that are receptive
and productive skills. Listening and reading are categorized as receptive skills
while speaking and writing are productive skills.
According to Cohen and Reil as cited in Ariningsih (2010), writing is a
way of sharing observation, information, thoughts, or ideas with ourselves and
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others. In short, writing is a communication act. Writing is usually directed into
specific purposes. For the students, it can be an opportunity for them to express
themselves through written form. Writing can also develop an understanding of an
issue for every writer through organizing their ideas through piece of paper.
Writing is considered as the most difficult skills of English to master. Yet,
it is one of the skills that should be mastered by every student. Bryne cited in
Ariningsih (2010), said that there are three problems that may handicap the
student to develop their writing skills. They are psychological, linguistics, and
cognitive problems.
English is taught in primary school, junior high school, senior high school,
and even in university level. English teachers should realize that the ultimate goal
of teaching English in junior level in Indonesia is to develop the learners’
communicative competence in oral and written form (Ruis et.al, 2009:17 cited in
Putriyanty). Creating and choosing the appropriate techniques and methods of
teaching English are what English teachers should do in order to get a good result
and to avoid the students’ boredom.
In the first grade of junior high school, the basic competence that should
be achieved by the students in writing English subject is the ability to develop and
produce written simple functional text in descriptive text. However, the writing
ability of VII grade students at MTSN Mendoyo still show disappointing result for
students themselves as well as teacher. Based on an interview, the teacher uses
writing materials and activities mostly from the textbook and the teacher uses
Contextual Teaching Learning (CTL) which are not effective to encourage and
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support students’ learning especially in writing. Students find difficulties in
writing certain types of text, especially descriptive text. In writing descriptive text,
the writer is required to have good vocabulary mastery in order to be able to
describe something/someone clearly. Students with poor vocabulary mastery often
make mistake in selecting the appropriate words to describe the characteristics of
the subject. Students also complain that they cannot think of anything significant
enough to write. They do not know how to organize their ideas and some of them
do not even have any idea. With those problems, students find writing as a
difficult task. It makes them less interested in writing.
The researcher for the current study conducts observation in MTSN
Mendoyo from January 28, 2016 – January 30, 2016. The researcher found some
problems dealing with writing as follows: (1) students lacked in vocabulary
mastery; (2) students lacked in grammar and sentence structure mastery; (3)
students could not express their idea in a good writing; (4) students had trouble to
arrange sentence from jumbled sentence; (5) students lacked in spelling
word.From those indicators, the researchers found some reasons why those
problems arise. (1) the students felt that writing was difficult to learn. (2) the
students were not accustomed to use English, especially in writing. (3) the
students were afraid to make mistake in writing. (4) the students have limited time
to practice writing at school.
Jumbled sentences have been widely known as the most effective way of
teaching by many English teachers. Many studies on the implementation of
jumbled sentences have been conducted. Some of them were conducted by
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Putryanty in (2013) and Nurhayani in (2012).Putryanty conducted a research on
the implementation of jumbled sentences in teaching writing at eight grader
students at SMP Negeri 1 Pabaruan and she proved that using jumbled sentences
in teaching writing skill was effective and it did increase the students’ ability in
writing. Nurhayani(2012) conducted a research at 4thgrade students and the result
that using jumbled technique is effective for primary students.
Based on the statements above, the researcher is interested in conducting a
research which is entitled as “IMPROVING THE ABILITY OF THE SEVENTH
GRADE STUDENTS IN WRITING DESCRIPTIVE TEXT THROUGH
JUMBLED SENTENCE AT MTS NEGERI MENDOYO”.
1.2 Statement of the Problems
Based on the background of the study above, the researcher atempts to
discuss the problems that stated below:
1. How does the teacher implement jumbled sentence at seventh grade
student at MTS Negeri Mendoyo?
2. How does jumbled sentence can improve writing skill at seventh grade
students at MTS Negeri Mendoyo?
1.3 Purpose of the Study
1. To describe how teacher implementation jumbled sentence in writing
descriptive at seventh grade students at MTS Negeri Mendoyo.
2. To find out how jumbled sentence can improve writing skill at seventh
grade students at MTS Negeri Mendoyo.
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1.4 Significance of the Study
The result of this study is expected to be useful for:
1. The teachers
The researcher expected this study will provide English teachers with the
knowledge that jumbled sentences can be used as a teaching technique.
2. The students
The researcher expects that the students will be enthusiastically motivated
improving writing skills through the use of jumbled sentences.
3. The next researchers
The researcher expects that this study can be used as one of the sources for
the next researchers and it can enrich and expand the knowledge in
English education.
1.5 Scope and Limitation
The scope in this study is the seventh grade student at MTSN Mendoyo.
As the limitation the researcher focuses on the implementation of jumbled
sentence in writing descriptive text in teaching writing skill due to the fact that the
students’ ability in writing is still considered very low.
1.6 Definition of Key Term
In order to avoid misunderstanding in terms and contents of the topic in
this research, it is necessary for the researcher to define the key terms in this
research:
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1. Writing
Writing is the use of arranged graphic symbols to form words and
sentences (Bryne, 1997, p.1 cited in Ariningsih).
2. Teaching writing
Teaching writing is work in the classroom falls on a
continuum from
copying to free writing (Scrivener, 1994, p.155 cited in Ariningsih).
3. Descriptive text
Description is about sensory experience, how something looks, sounds,
tastes. Mostly it is about visual experience but description also deals with
other kinds of perception (Kane 2000:351).
4. Jumbled sentences
Jumbled sentence is a material of writing skill that trains the students to
write random sentences into coherent paragraph or text (Putryanty, 2013)