Submitted to the Board of Examiners as a partial fulfillment of the requirements for degree of Sarjana Pendidikan (S.Pd.) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
USING CINEMATOGRAPHY TO IMPROVE STUDENTS‟
DESCRIPTIVE WRITING SKILL
( A Study for Tenth Grade Students of SMA Negeri 1 Ambarawa in Academic
Year of 2018/2019)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements
for degree of Sarjana Pendidikan (S.Pd.)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
IRA KUSUMAWATI
113 14 065
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2018
”
MOTTO
“Good, better, best. Never let it rest. „Til your good is
better and your better is best- St. jerome-
DEDICATION
This graduating paper is whole-heartedly dedicated to: By beloved parents Rabun and Sopiyah, who always love and support me.
You are my sunshine and my energy.
My super brothers, mas Eko and mas Nano, thanks for always being my guidance.
My beloved partner, mas Ringgal who always help me to rise in my every fall.
Thanks for everything you give.
My big family that supported for my education and finishing this graduating paper.
ACKNOWLEDGEMENT Bismillahi rrahman nirrahim Assalamu’allaikum Wr. Wb Alhamdu lillahi robbil’ alamin, all praises to be Allah SWT, the Most
Gracious and the Most Merciful who always bless and help the writer so the writer can finish the graduating paper. Bless and mercy is upon great Prophet Muhammad SAW for his guidance that leads the writer to the truth. However, this paper will not be finished without support, advices, help and encouragement from several people and institution. Hence, the writer would like to express special thanks to: 1. Mr. Dr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty of IAIN Salatiga
3. Mrs. Noor Malihah, Ph.D., the Head of English Education Department and the counselor of this paper, who gives great attention, suggestion and guidance for this paper from beginning until the end.
4. Mr. Ruwandi, S.Pd., M.A., as the writer‟s academic consultant.
5. The entire lecturers in English Education Department of Tarbiyah Faculty who had given valuable knowledge.
6. All of the staff who have helped the writer in processing of graduating paper administration.
7. The big family of SMA Negeri 1 Ambarawa, especially the Head Master Drs.
Hendro Saptanto thanks for permitting me to do the research, and Mrs. Nathalia Susiana D.A, S. Pd. as my collaborator, thanks for your kindness.
8. All of friends in TBI Family‟14, especially for HETTI Squad, Laela, Tari, Hanik and Shintiya. Thanks for letting me to be your friend.
The words are not enough to appreciate their help and contribution in writing this graduating paper. May Allah SWT bless them all.
Finally, the writer realizes that this graduating paper is quite far of perfect. Therefore, the writer would like to accept critics and suggestions from everyone who reads this graduating paper. The last, the writer hope this graduating paper can give valuable information for development of Indonesian education.
ABSTRACT
Kusumawati, Ira. 2018.Using Cinematography to Improve Students’ Descriptive Writing Skill at SMA Negeri 1 Ambarawa in Academic Year of 2018/2019. A Graduating Paper. English Department. Teacher Training and Education Faculty. State Institute for Islamic Studies Salatiga.
Counselor: Noor Malihah, Ph.D
The objectives of the research are to find out the use of cinematography to improve students‟ descriptive writing skill and to define the significant improvement of the tenth grade students of SMA Negeri 1 Ambarawa in the academic year
2018/2019.
The methodology of the research was Action Research especially Classroom Action Research (CAR). There were two cycles; each cycles comprised planning, acting, observing, and reflecting. The technique of collecting data was teacher‟s and students‟ observation checklists to find out the teacher and the students activity in the class, documentation to find out the critical moments in teaching and learning process, and written test to find out the students‟ mastery on writing descriptive text.
The result of the research shows that in cycle I, the of mean pre-test is 51.52 with 3% of students who passed the criteria of passing grade and the mean of post- test is 74.30 with 66% students who could pass the criteria of passing grade. The result of post-test in cycle II shows that there were 97% students who passed the criteria of passing grade with the mean 85.03. Furthemore, the result of t-test calculation in cycle I is 15.180 and cycle 2 is 19.754. These results indicate that cinematography as teaching media provides significant contribution to improve the students‟ descriptive writing skill.
Key words : cinematography, writing, descriptive text.
TABLE OF CONTENTS
TITLE…………………………………………………………………. i DECLARATION…………...………………………………………… ii ATTENTATIVE
COUNSELOR‟S NOTE...…………………………. iii CERTIFICATION
PAGE…………….…………………..…………… iv MOTTO……………………………..………………………………… v DEDICATION………………..………………………………………. vi ACKNOWLEDGEMENT……………………………………………. vii ABSTRACT…………………………………………………………... ix TABLES OF CONTENTS……………………………………………. x LIST OF FIGURE
AND TABLE…………..………………………… xi
CHAPTER I………………………………………………………….. 1 A. Background of The Research…………………………………….. 1 B. Problems of The Research………………………………………… 5 C. Objectives of The Research……………………………………….. 6 D. Significances of Research…………………………………………. 6 E. Hypothesis and Success Indicator…………………………………. 7 F. Research Methodology……………………………………………. 8 1. Research Design……………………………………………….. 8 2. Subject of Research…………………………………………… 11
3. Step of Research………………………………………………. 12 4.
Technique of Data Collection and Research Instrument…….. 13 5. Data Analysis………………………………………………….. 18 G. Graduating Paper Outline…………………………………………. 20
CHAPTER II :THEORITICAL FRAMEWORK ……..………….. 21 A. Supporting Theories………………………………………………. 21 1. Writing…………………………………………………………. 21 a. Definition of Writing……………………………………… 21 b. Purposes of Writing……………………………………….. 22 c. Process of Writing……………………………………….... 22 d. Teaching Writing of Senior High School in Indonesia….. 24 2. Descriptive Text……………………………………………… 26 a. Definition of Descriptive Text………………………….... 26 b. Purposes of Descriptive Text……………………………… 27 c. Generic Structure of Descriptive Text…………………….. 27 d. Linguistic Features of Descriptive Text…………………… 28 e. Example of Descriptive Text……………………………… 28 3. Media in Teaching English Writing……………………………. 30 a. General Concept of Media…………………………………. 30 b. Kind of Media in Teaching English Writing……………….. 30 4. Cinematography………………………………………………… 31 a.
Definition of Cinematography…………………………….. 31 b. Cinematography as Aid in Teaching and Learning Writing..32 B. Review of Previous Research……………………………………… 33
CHAPTER III : IMPLEMENTATION OF RESEARCH ………….. 37 A. The Procedures of Research……………………………………….. 37 1. Cycle I…………………………………………………………… 37 2. Cycle II…………………………………………………………... 40 B. The Minimal Standard of Successful………………………………. 41
CHAPTER IV : RESEARCH FINDINGS AND DATA ANALYSIS.42
A. Result of Research………………………………………………….. 42 1. Research Findings………………………………………………. 42 a. Cycle I……………………………………………………….. 42 b. Cycle II……………………………………………………… 54 2. Discussions……………………………………………………… 65 a. Cycle I………………………………………………………. 65 b. Cycle II……………………………………………………… 67 CHAPTER V : CLOSURE …………………………………………… 71 A. Conclusions………………………………………………………… 71 B. Suggestions…………………………………………………………. 731. For Teachers……………………………………………………. 73 2.
For Students…………………………………………………….. 73 3. For Other Researchers………………………………………….. 74
REFERENCES CURRICULUM VITAE APPENDICES
LIST OF FIGURE
Figure 1.1 Step of Classroom Action Research……………………………….9
LIST OF TABLES
Table 1.1 List of X-MIPA 5 Students………………………………………..11 Table
1.2 The Research Schedule……………...…………………………….13
Table 1.4 TheAnalytical Scoring Rubric …………………………………...16
Table 4.1 Students‟ Observation Checklist Result in Cycle I………………47Table 4.2 Teacher‟s Observation Checklist Result in Cycle I………………48Table 4.3 The Score of Pre-Test and Post-Test in Cycle I………………….50
Table 4.4 Count of Passing Grade of The Pre-Test in Cycle I………………52
Table 4.5 Count of Passing Grade of The Post-Test in Cycle I…………….53
Table 4.6 Students‟ Observation Checklist Result in Cycle II………………58Table 4.7 Teacher‟s Observation Checklist Result in Cycle I………………59Table 4.8 The Score of Pre-Test and Post-Test in Cycle II………………….61
Table 4.9 Count of Passing Grade of The Pre-Test in Cycle II……………..63
Table 4.10 Count of Passing Grade of The Post-Test in Cycle I…………….64
Table 4.11 Descriptive Statistic of C ycle I…………………………………..65Table 4.12 Paired Sample Test of Cycle I…………………………………...66Table 4.13 Descriptive Statistic of Cycle II………………………………….67Table 4.14 Paired Sample Test of Cycle II…………………………………..68Table 4.15 TheImprovement of The Students‟ Score………………………69
CHAPTER I INTRODUCTION This chapter presents and discusses background of the research,
research questions, objectives of the research, significances of the research, hypothesis and success indicator, research methodology and graduating paper outlines.
A. Background of the Research
English language is being the most important subject which must be learned and taught everywhere in all continents. English teaching and learning also occurs in various ages, levels, backgrounds and needs. Due to the English take a part of secure the beyond from its efficacy, nowadays, the learners are being increased in their ability day by day. The teachers figure out a new strategy to help inc reasing the students‟ level and skill. Teaching English is focused in all of scopes. English skills are divided into two sorts (Harmer 2007:265). These are often divided into two types, namely receptive skills and productive skils. Receptive skills is a term used for reading and listening, skills where meaning is extracted from the discourse. Productive skills is the term for speaking and writing, skills where the students actually have to produce language themselves. For productive skills the user more productively uses the language rather than receives it, and on receptive skills the user must be active to receive the language.
Indonesians which use English as a foreign language puts it as one of compulsory subjects for junior and senior high school. For senior high school, students are taught English from the basic. Here, the students have to start to recognize the English skills, and it can be a starting point to develop the English understanding.
The students of senior high school must develop their communicative competences.Those are oral form and written form. The oral communicative competence can be encouraged into speaking skill. Here, they must master public speaking. They have to be able to deliver the information into the hearers clearly. While the written competence, the students can be encouraged into writing skill. They must master communication via written form. In this case writing is one of the crucial ways to deliver information through language mastered by both the writer and the reader.
Teaching English especially writing for senior high school in Indonesia is held on various genres as descriptive, recount, narrative and the likes. The educators or English teachers must teach and make sure that the students‟ are mastery on all of each structure grammatically. Here, the teacher guides them to share students‟ unity and coherence ideas on each genre. They must write their idea in a complete thought, so the readers will be mastery the information they got.
Teaching English in Indonesia, especially writing is not an easy way to be done. According to Westwood (2008:56), written language is perhaps the most difficult of all skills to acquire because its development involves the effective coordination of many different cognitive, linguistic and psycho- motor processes. The students face some difficulties because it is a complex skill involving multiple processes and abilities. Moreover, not only the students find the difficulties on writing but also the teachers find it. Westwood stated (2008:59) that the challenge for teachers is to restore students‟ lost interest and motivation for writing. Another opinion comes from Ur
(1996:163), one of the problems in teaching writing is to maintain a fair balance between content and form when defining teache rs‟ requirements and assessing. It seems that teaching writing is not only about how the students understand about mechanical aspect of writing but also how to increase the student willingness becomes a writer.
The same situation was also found in SMA Negeri 1 Ambarawa based on an interview with one of the English Teachers in SMA Negeri 1
th
Ambarawa on pre-observation which has been conducted on November, 27 2017. The goal of teaching and learning writing in SMA Negeri 1 Ambarawa was not yet totally achieved. The troublesome were arising re lated to students‟ difficulties.
The first problem deals with the students‟ difficulty in organizing their ideas. It means they do not know what they have to write. The second problem, they also do not have much capability to identify the words, in this case students are lazy to open their dictionary. Besides that, the third problem was faced by students is getting problem with „mechanical‟ aspects of writing as like spelling, punctuation and coherence paragraph.
Furthermore, as an attempt to solve the problems especially in organizing the ideas, the teachers must have a new strategy and new innovation in teaching writing that will engage students‟ motivation to learn writing. Besides that, the teachers have also to conduct creative writing for the students. By conducting the creative writing, the students will improve their ways of thinking. As Kroll (2003, in Pawliczak, 2015:348) stated that the notion that creative writing may be a medium for thought is very important in many ways. This is also appropriate with Ministry of Education and Culture Policy (2017:3) was emphasizes that the priority content of UKBM or Unit of autonomous learning activity is giving learning stimulation that enable to arise the students‟ autonomous and experience to engage them into student‟s active learning in the competences understanding. That will support High Order
st
Thinking Skill/HOTS, the 21 century as critical thinking, creativity, collaboration and communication also literacy.
In this case, teaching writing with interactional media can be a way to minimize the problems. A lot of interactional media can be needed to help the teacher to bring the students‟ ideas, such as realia, books, audio-visual and much more. Numerous good reasons for teacher for encourage the students to watch movie, film or video. As Harmer (2007:308) asserted that watching movie can give the chance to them to describe easier what the unspoken rules of behavior in social situations. In the line ideas, Rivai, et.al (2017:164) suggested that using video in teaching writing has good influence of the students, the students also have a higher motivation on learning to write.
Here, the researcher finds the ideas that cinematography can be an alternative media to improve the students‟ enthusiasm and motivation to learn writing. Cinematography is the motion picture. It works in line as cinema, film or movie. Furthermore it can stimulate the students‟ brain and thought to explore and illustrate what they are going to write by capturing ideas when the teacher is turning the cinematography. Beside of that, the presentation of cinematography is short term about 1-10 minutes. Which mean, it can manage the time allocation in teaching-learning process.
Based on the statements above, the researcher is interested to overcome those problems by applying cinematography in the process of teaching and learning descriptive text. It is believed that watching the cinematography gives the significant influences of the teacher and students in order to improve the students‟ descriptive writing skill which can be seen from their achievement. Here, the researcher formulates the research with using cinematography to improve students‟ descriptive writing skill in SMA Negeri 1 Ambarawa.
B. Problems of the Research
Regarding the background above, the researcher considered the following problems for this research, they are:
1. How is the implementation of cinematography to improve the students‟ writing skill in descriptive text for the tenth-year students of SMA Negeri
1 Ambarawa in the Academic year 2018/2019? 2. How far is the significant improvement of the students‟ writing skill in descriptive text when cinematography is implemented for the tenth-year students of SMA Negeri 1 Ambarawa in the Academic year 2018/2019? C.
Objectives of the Research
The objectives which are the researcher got from this research, those are: 1. To investigate how the implementation of cinematography use to teach writing descriptive text for the tenth-year students of SMA Negeri 1
Ambarawa in the Academic year 2018/2019.
2. To describe the significant improvement of the students‟ writing skill in descriptive text when cinematography is implemented for the tenth-year students of SMA Negeri 1 Ambarawa in the Academic year 2018/2019.
D. Significances of the Research
Dealing with the objective of the research which like to be achieved, this research is expected to give some benefits to English teaching-learning development. The benefits can be categorized as the following: 1.
Theoretically To give contribution in teaching writing especially descriptive text scope through cinematography to increase students‟ writing skill.
2. Practically a.
For the students The use of cinematography in teaching writing descriptive text hopefully helps the students to improve their ability to write descriptive text and increase their willingness to write in creatively.
b.
For teachers This research is expected to provide an effective interesting media to facilitate the educators, here is the English teachers for senior high school in teaching writing descriptive text.
c.
For the other researchers This research is expected to be able to strengthen some typically previous researches and take a contribution for Indonesia‟s educational research development.
E. Hypothesis and Success Indicator
Based on the pre-observation as illustrated in Chapter I. The researcher tries to overcome those problems by implementing cinematography as a media of teaching and learning writing descriptive text. By conducting this research, the researcher proposes a hypothesis: Using cinematography can improve the students‟ writing descriptive skill.
The success indicator of this research is taken from the Basic Competence shown in lesson plan (RPP) (see appendix 4 and 5). The students‟ success and failure in doing activities in cycle I and cycle II would be assessed by referring the criterion of passing grade (KKM). The criterion of passing grade of English lesson in SMA Negeri 1 Ambarawa is 75. The teacher and the researcher expect there are at least 85% of the students who pass the grade.
F. Research Methodology 1. Research Design
For conducting the research, the researcher applied Classroom Action Research (CAR). According to Mills (2001 in Creswell 2012:577) action research designs are the systematic procedures done by teachers or the other individual education doer to collect information regarding to subsequently improvement of their particular educational setting. Action research, as its name implies, takes the potential to enact the immediate changes in educational settings, both of individual and institution. It occurs since that the action research is done by the educators, in this case, English teacher in his/her teaching and learning setting. In undertaking action research, it must be highlighted that action research may use a variety data collection approaches. A qualitative approach or quantitative approach, both of them must be considered on the context of the research.
Furthermore, classroom action research is made up by three words. They can be described as: a.
Class is a group of students who has regularly scheduled meeting with teacher to complete their educational setting during a particular year.
b.
Action is the intentionally activities which are carried out by teacher in several purposes and using the form of phases or cycles.
c.
Research is the inquiry process to find out the information about the improvement of the implementation the interesting educational setting which is based on the problems appear. In the statement above, Classroom Action Research is being conducted to enhance the practice of education through the systematic research of a local problem. In this research, the researcher adapted the research design made up by Kemmis and McTaggart (2000 as quoted by Koshy 2005:4). It can be seen in figure 1.1:
Figure 1.1 Step of classroom action research adapted by Kemmis and McTaggart (2000 as quoted by Koshy 2005:4) Based on Kemmis‟ action research above, the procedure of action research has four phases in a cycle of research. The four phases will be presented as follow: a.
Planning Planning phase deals with the researcher‟s formulation of the procedural acting in the implementation of cinematography to improve students‟ descriptive writing skill. At this phase, the researcher also makes plans regarding to the ways of gathering data.
b.
Acting At the acting phase, the researcher doing a process of the implement of the plan which has been formulated before.
c.
Observing
Carrying out the observing phase is the researcher observes the CAR process. Here, the essential thing that must be a point of the researcher‟s information deals with the ways of collecting data.
The data will be collected by using observation checklist to the students and the teacher. The second data is gathering documentation in the form of photo and video. And the last one, to get the information of improvement will be conducted testing.
d.
Reflection The purpose of this phase is to evaluate the result of acting and observing phases which is satisfy result pointed by reaching the criteria of success or not. Furthermore, if the result does not satisfy achieved the criteria of success, the researcher will conduct re- planning, re-acting, and re-observing in the next cycle until the result can be satisfy achieved.
2. Subject of the Research
The subject of this research is the students of tenth grade of MIPA 5 (X-MIPA 5). Actually, the number of students is 36. But when the researcher conducted the research, there were 5 students got absence. So, those five students are not being the subject of the students.
Table 1.1 List of X-MIPA 5 Students‟ Initial Name of SMA Negeri 1 Ambarawa No. Students‟ Initial Name Sex 1.Male AA
2. AFS Female
18. KEW Female
30. VKS Female
29. VFS Female
28. UC Female
27. SGS Female
26. SAOP Female
25. SZL Female
24. RBS Male
23. RFF Male
22. NKW Female
21. NNH Female
20. MHH Male
19. MTPR Female
17. KYAM Male
3. BE Female
16. KAMH Male
15. JPS Male
14. JRC Female
13. GMD Female
12. GBI Female
11. FRF Male
10. FRU Female
9. EL Female
8. ECRN Female
7. EAWFP Female
6. DMR Female
5. DWM Female
4. CEF Female
31. ZMA Female
3. Steps of the Research
To conduct the research, the researcher carries out the steps which are summarized on research schedule in order. The research was conducted on August, 2018 but the process of pre-observation has been started on November, 2017. The following research schedule can be described in the table 1.2:
Table 1.2 The Research Schedule No. Date and Time Activities Place 1.On November 27, 2018/Friday. At
1.00 P.M Doing pre-observation and asking a permission to conduct the research in SMA Negeri 1 Ambarawa
Teachers‟ office 2.
July Asking permission and giving the letter as the formal procedural research
Teachers‟ office 3.
August Conducting the research X-MIPA 5 class
4. September Finishing the graduating paper
4. Technique of Data Collection and Research Instrument
Since the researcher employed classroom action research for this research. To gather the data, the researcher employee qualitative and quantitative data approach as the technique. The data should be collected with non-participant observation, which means that the researcher must be the observer who is not involving the natural behaviorism of the subject of the research. She just monitors and observes the teaching and learning process with cinematography as the media of teaching and learning English.
Furthermore, the English teacher is being the researcher‟s collaborator. She will teach writing using cinematography as the media.
The instruments of qualitative data were gathered by using observation checklist and field notes, questionnaire and documentation.
According to Kothari (2004: 3), qualitative research is especially important in the behavioral sciences where the aim is to discover the underlying motives of human behavior.
a.
Observation Checklist According to Kothari (2004: 96) has argue that the observation method is the most commonly used method especially in studies relating to behavioral sciences. Therefore, the researcher will observe the research using observational checklists. To identifying the real condition during teaching-learning process using cinematography, the researcher will use the observational checklist.
The observational checklist will be divided into two sorts, the first is teacher‟s observational checklist that will be used and the other is students‟ observational checklist.
To fill the observation checklist, the observer check “√” will be filled in Yes/No column based on the real condition in teaching and learning process. “Yes” if the teacher or students do the following activities while “No” is the opposite, the teacher or students do not do the following activities. (See Appendix 1) b.
Documentation Documentation in the form of photographs and video will be used in this research. Photograph helps the researcher to capture the critical moments while teaching and learning to write descriptive text using cinematography. Video-recorder is used to allow the researcher to observe and analyze the different an unexpected point which may be significant.
Moreover, the quantitative data was conducted to measure the data that got from the test. According to Kothari (2004: 3), quantitative research is based on the measurement of quantity or amount. As instrument of quantitative data, the students are asked to write descriptive text. The instruments of quantitative data can be described as follow: a.
Pre-test Pre- test is used to measure the students‟ writing descriptive skill before the implementation of treatment. The test is in the form of essay and the students have to write the descriptive text by choosing the topics which have given. Three topics are given to the students and they can choose one topic that they interest with. Pre-test will be occurred before giving treatment using cinematography in teaching writing descriptive text.
b.
Post-test Post- test is used to evaluate the students‟ work after giving treatments. Post-test is administered in the end of each cycle. The form of post-test is essay. Students work in following the cinematography which has been they watched.
To analyze the students‟ written work, the researcher uses scoring rubric adapted from Jacobs et al.
‟s (1981 in Weigle 2002:116). It consist of five components, they are context, organization, vocabulary, language use and mechanic. Those components are used to decide the criteria scoring writing. The scoring rubric and criteria scoring writing can be seen in the table 1.4: Table 1.4 Analytical Scoring Rubric Adapted from Jacobs et al.
‟s (1981 in Weigle 2002:116) Compone nts of Quality Level Indicators Writing Excellent to 30-27 Well development of writing and relevant to the ext very good assigned topic
Cont
Good to 26-27 Limited development of writing and mostly average relevant to the topic and lucks detail Fair to poor 21-17 Limited knowledge of subject and inadequate development of topic Very poor 16-13 Ideas unclear , not enough to evaluate Excellent to 20-18 Ideas clearly stated and well-organized, logical very good sequencing and cohesive Good to 17-14 loosely organized but main ideas stand out , average logical but incomplete sequencing and somewhat ion choppy zat Organi
Fair to poor 13-10 ideas confused or disconnected and lacks logical sequencing and development Very poor 9-7 Does not communicate, no organization, or not
enough to evaluate
Excellent to 20-18 Use appropriate and varieties of vocabulary and very good idiomatic expressions lary uGood to 17-14 occasional error of word/idiom form, choice, ab Voc average usage but meaning not obscured Fair to poor 13-10 frequent error of word/idiom form, choice, usage
Very poor 9-7 Essentially translation and have many errors in
vocabulary usage
Excellent to 25-22 Use effective complex grammar structures with very good few errors of part of speech Good to 21-18 minor problems in complex constructions and e average several errors of part of speechUs age gu Fair to poor 17-11 Major problems in simple/complex constructions an L and frequent errors of part of speech Very poor 10-5 Virtually no mastery of sentence construction rules and dominated by errors Excellent to
5 Use well accuracy in punctuation, capitalization, very good spelling and paragraphing Good to
4 Occasional errors of spelling, punctuation, average capitalization and paragraphing ics an h ec
Fair to poor
3 Frequent errors of spelling, punctuation,
M capitalization and paragraphing Very poor
2 dominated errors by spelling, punctuation, capitalization and paragraphing
5. Data Analysis
After gathering the data, the researcher applies mixed-methods to analyze the data. Frankel and Wallen (2012:557) stated that mixed- methods are the way to collect and analyze data qualitative and quantitative in single research.
a.
Qualitative Method The qualitative method is used to describe the teaching-learning process regarding to the information assembled from observation checklist and field-note, also documentation.
b.
Quantitative Method The quantitative data in the form of written test will be analyzed using the quantitative method. The result of written test in pre-test will be compared with the written test in post-test results. The analyzed data result is used to get the information regarding to the students have reached the success criteria or not, and having improvement or not. 1)
The students‟ Score Rubric As stated previously, five components proposed from Jacob, et al in Weigle‟s book that is used to analyze the students‟ written test. They are content, organization, vocabulary, language use and mechanic. The maximum score in written test is 100. (See Appendix 3) 2)
Calculate the Result of the Test
In calculating students‟ test result, the researcher uses Statistical Package for the Social Science (SPSS) 16.00. SPSS will be used to measure the data using Descriptive Statistic and the t-test to determine there was a significant difference in cycle I and cycle II.
G. Graduating Paper Outline
The graduating paper outline is composed into five chapters, and it can be describe as follow: Chapter I is an introduction. It consists of the background of the research, research question, objectives of the research, significances of the research, hypothesis and success indicator, research methodology, and graduating paper outlines .
Chapter II is the theoretical framework. It deals with supporting theories and the review of previous research. Chapter III is the implementation of the research. It deals with procedure of the research. Chapter IV is research findings and data analysis. It deals with the significant differences between pre-test and post-test, mean of the different test and discussion of the research findings.
Chapter V is closure. It consists of the conclusions and suggestions of the research based on the analysis in chapter four. Then, the next chapter will be followed by bibliography and appendices.
CHAPTER II THEORETICAL FRAMEWORK This chapter discusses and presents theoretical framework. It consists of supporting theories and review of previous research. A. Supporting Theories 1. Writing a. Definition of Writing Writing is one of skills that belongs to productive skill. It is form of
communication that uses the medium of language. It is considered as a means of communication in written form. According to Watkins (2005:15) writing is language in spatial medium, it takes language out of constrains and immediacy of time and arranges it hierarchically.
Factually, writing is not just combinations of graphic symbol. But it is much more complex. Writing is process elaborating the aspect of thinking process, ideas and writing rules as well which make it works together into a meaningful text. Different from Watkins, Klimova (2014:147) stated that writing takes a unique position in teaching writing. It caused by the acquisition of it involves of a practice and knowledge of other skills. In addition, it requires mastering of metacognitive and cognitive skill.
As there are two definitions of writing. In this research, the researcher focuses to make a conclusion of them that writing is the form of producing the language as the way of communication by elaborating the brain, ideas and the rule of written in particular order to create a coherent text.
b. Purposes of writing
Talking about kinds of writing, it should be highlighted on their purposes. In other word, by identifying the purpose of each type it can be a way to classifying the kind of text. Beard (2003:25) suggested that there are four board areas in defining the purposes: 1)
Texts produced for persuading 2)
Texts produced for instructing or advising 3)
Texts produced for entertaining 4)
Texts produced for informing In this research, the researcher focuses writing on informing of ecotourism destination in descriptive text. It will be discussed in the next section.
c. Process of Writing