Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
IMPROVING STUDENTS’ WRITING SKILL
THROUGH OUTDOOR ACTIVITY (A Classroom
Action Research for the First Grade Students of SMA N
01 Suruh in Academic Year of 2016/2017)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ARTANTI ISNAENI FARIDA
113 12 034
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
MOTTO
“MY SUCCESS CAN ONLY COME
FROM ALLAH”
(@teladan.rasul)
DEDICATION
I hereby dedicate this graduating paper for: 1.
My God the Almighty 2. My beloved father and mother (Pak Jafar andIbuSiti Asiyah) who always give spirit and inspiration, so that the writer can finish her study. Thanks a lot for your praying and guidance. I love you so much.
3. My beloved Brother (Mas Eko Cahyo Nugroho, Dek Trisna Aditya Kusuma and Dek Faisal Hendrawan) who always motivate and support the writer to do the best.
4. All of my friends in English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga 2012.
5. All of my closest friends.
ACKNOWLEDGEMENT
Assalamu’alaikumwr.wbIn the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper entitled
IMPROVING STUDENTS’ WRITING SKILL THROUGH OUTDOOR
ACTIVITY (A Classroom Action Research for the First Grade Students of
SMA N 01 Suruh in the Academic Year of 2016/2017) as one of the requirement
for the Degree of Educational Studies (S.Pd.) at English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga in 2016.
Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without those supports, advices, guidance, helps and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to express gratitude for: 1.
Dr.RahmatHariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi. M.Pd as the Dean of State Institute for Islamic Studies (IAIN Salatiga) 3.
Noor Malihah, S. Pd., MA. as the Head of English Education Department.
4. Mashlihatul Umami, S.Pd.I, M.A, as the writer’s counselor who has always educated, supported, directed, guidance, and recommendations for this
5. All of the lectures of English Department of IAIN Salatiga, the writer deeply thank you all for your advices, knowledge, kindness, etc.
6. All English department students in the Academic Years of 2012 especially for all members of TBI A, thanks for being my friends.
Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers. And the writer in pleased to accept more suggestion and contribution from the reader for the improvement of this graduating paper.
Wassalaamu’alaikum, wr, wb. th
Salatiga, September 5 2016 The writer ArtantiIsnaeni Farida NIM 113 12 034
ABSTRACT
Farida, Artanti Isnaeni. 2016.IMPROVING STUDENTS’ WRITING SKILLS THROUGH OUTDOOR ACTIVITY (A Classroom Action Research for the First Grade Students of SMA Education Faculty. English Education Department. State Institue for Islamic Studies (IAIN) Salatiga. Counselor: Mashlihatul Umami, S.Pd.I, M.A.
Key Words: Improve, Writing Skill, Outdoor Activity,
This study is a classroom action research. The general objective of this study is improving students’
writing skill through outdoor activity, while the specific objective of this research are (1) to find out
of outdoor activity to improve students’ writing skill, (2) to find out to what extent the improvement
of Outdoor Activity to improve the students’ writing skill. This CAR was conducted at SMA N 01
Suruh. The procedure of CAR consist of planning, action, observation, and reflection. The data were
collected from achievement test and observation. The observation during the process of English
teaching and learning was conducted with the help from observer. In this research, the writer acted
as the practitioner. The tests were in the form of pre-test and post-test conducted in cycle I and cycle
II. The research resulted: (1) the implementation of outdoor activity as a strategy can improve
writing skill, it is proved with the students’ improvement score of the tests because mean of post-
test in cycle I is higher than mean of pre-test (78, 42 > 65, 45) and the mean of post-test in cycle II
is higher than mean of pre-test (83, 5> 37, 84),(2) the improvement of outdoor activity as a strategy
in improving students’ writing skill, it can be proved by the result t-test calculation is higher than t-
table in each cycle. In cycle I t-test score is 10 is higher than t-table 2, 06 and cycle II t-test score is
24, 02 is higher than t-table 2, 06. The increasing percentage students who pass in writing test from
cycle I and cycle II are: 84, 61% and92, 30%. The decreasing percentage students who not pass in
writing test are: 15, 39%and 7, 7%.
TABLE OF CONTENT
TITLE ……………………………………………………………………………… i
ATTENTIVE COUNSELOR NOTES iii ……………………………………………..
STATEMENT OF CERTIFICATION iv ……………………………………………..
MOTTO v ……………………………………………..……………………………...
DEDICATION vi
……………………………………………..……………………….
ACKNOWLEDGEMENTS vii ……………………………………………..………….
ABSTRACT ix
……………………………………………..………………………….
TABLE OF CONTENTS x …………………………………………………………...
LIST OF TABLE xii ……………………………………………..…………………….
LIST OF xii FIGURE…………………………………………..………………………
CHAPTER I INTRODUCTION A.
1 Background of the Study…………………………………………………..
B.
4 Problemof the Study……………………………………………………….
C.
4 Objectives of the Study…………………………………………………….
D.
5 Benefits of the Research…………………………………………………...
E.
6 Limitation of the Study…………………………………………………….
F.
6 Definitions of the Key Terms……………………………………………...
G.
7 Outline of the Paper………………………………………………………..
CHAPTER II THEORITICAL FRAMEWORK A. Review of Previous Researches……………………………………………
8 B. Writing in Language Learning……………………………………………..
10 1.
10 Definition of Writing…………………………………………………..
11 3. Notion of Good Writing……………………………………………….
2. Types of writing……………………………………………………….
14 4. Evaluation of writing…………………………………………………..
15 5.
18 Indicators of Students’ Writing Performance………………………….
19 C. ………………………………………………………….
Outdoor Activity
19 1. ……………………………………..
Definition of Outdoor Activity
20 2. …………………………………………
Outdoor Activity Strategies
22 3. OutdoorActivity ……………………………. Teaching Writing by
23 4.
……………..
The Strengths and Weaknesses of Outdoor Activity
24 5.
…………………………
Kinds of the Outdoor Learning Activities
CHAPTER IIIRESEARCH METHOD
26 A. ………………………………………………………… Research Method
26 1. ……………………………………………... Setting of the Research
26
B. …………………...………………………..........
29 Method of the Research C. 31 ………………………………………………. Procedure of the Research D. …………………………………………...
33 Technique of Collecting Data E. ………………………………………..........
35 Technique of Data Analysis
CHAPTER IV DATA ANALYSIS A.
……………..
37 Implementation of Classroom Action Research (CAR) 1. ………………………………………………………………...
37 Cycle I a. …………………………………………………………..
37 Planning b. 38 ……………………………………………………………. Action
c. ………………………………………………………
39 Observation d. ………………………………………………………...
46 Reflection
2. Cycle II
47 ………………………………………………………………..
a. ………………………………………………………
47 Planning….
b. …………………………………………………………….
47 Action
c. ………………………………………………………
48 Observation d. ………………………………………………………...
54 Reflection B. Discussion ………………………………………………………………...
55 CHAPYER V CLOSURE
58 A.
……………………………………………………………….
Conclusions
59 B. ……………………………………………..…………………. Suggestion
REFERENCES APPENDICES CURRICULUM VITAE LIST OF TABLE
13 Table 2.1Procedure “Anzac biscuits” ……………………………………………..
15 Table 2.2 Component of Evaluation Writing ……………………………………….
18 Table 2.3Criteria of Scoring ………………………………………………………..
27 Table 3.1 List of XA Class of SMA N 01 Suruh in Academic Year of 2016/2017..
Table 3.2 Time Schedule of the research of SMA N 01 Suruhin Academic Year of28 2016/2017 ………………………………………………………………………….
33 Table 3.3 Model of the Research …………………………………………………..
40 Table 4.1 Score of Students’ Pre-test and Post-test in Cycle I……………………..
Table
4.3 Score of Students’ Pre-test and Post-test in Cycle II……………………
Table 4.4 Result of the observation Sheet in Cycle II ……………………………...Table 4.5 Mean and T- calculation of Student’Score Cycle I and Cycle II………...Table 4.6 Students’ Mean Score in Percentage…………………………………….LIST OF FIGURE
Figure 2.1 Suyanto’s Process Writing Model by Outdoor Activity……………….49
53
55
56
23
CHAPTER I INTRODUCTION A. Background of the Study Language is a means of communication. Learning a language means a study to communicate with that language both orally and in a written form. English is an important language, because it is use as an international
language of communication. In Indonesia, an English subject has been taught in every school from elementary to university. According to Harlow (2008: 895), states that language is a system of communication by written or spoken words that used by people of a particular country. There are four skills of learning English language. Those are listening, speaking, reading, and writing skill the students are expect to master all of it. In this research, the researcher would like to emphasize on writing skill because the writing is consider the most difficult skill since it involves several component including contents, vocabularies, grammatical, and orthographic. On the other hand, the structures of sentence well and the content clearly that in English the punctuation is very important, for example: comma (,) in a sentence:
Pak Wahyu, the farmer, is here.
And Pak Wahyu, the farmer is here.
From the sentences above it seems same but there is a comma in each sentence make into different (Suyanto, 2010: 68). Writing is one of the four language skills: reading, writing, listening, and speaking. At school, writing is a very important for helping students to become better writers. The students start learning to communicate through written form as they begin to interact with others at school level (Javed, 2013: 130).
In senior high school, they have to learn some texts to write such as exposition, argumentation, narrative, descriptive, recount, report, and procedure. In fact, many students still confused and not good enough to write. It means that writing skill is so important to be improved and the teacher must be creative and give motivation for them. However, there are some educational problems related to English learning. The teacher of the first grade students of SMA N 01 Suruh in the academic year of 2016/2017, often finds the students who are difficult to thinking ideas, ordering them, considering vocabulary and grammar to write a sentence. It maybe occurs because of some factors, such as students’ anxiety, students’ native language and lack of motivation to write foreign language. On the other hand, the students often doing mistake in grammar and pronunciation aspects.
Moreover, usually students are rarely to use writing to communicate. Those all cause a lack of human resources with writing English competence.
Concerning with those problems, teachers as the main component of education is challenge to be as creative as possible to provide opportunities for students to expose and to reinforce students’ writing skill. To encourage students to practice their English, the researcher tries to help teacher to solve the problems of students’ writing skill through a suitable teaching strategy, by which students learn English with pleasant without any frustration. Those activities may help the students to expose their skill to produce sentences to share their thinking and knowledge. In addition, the students to know environment in around them, master their vocabularies, and which involves group work to interaction with another friends. The strategy is Outdoor Activity.
According to Hornby (2003: 291), states that the outdoor activity is an activity done outside a house or building. According to Peter Miskimmin outdoor activity are an exciting means of providing opportunities for huge learning and personal growth. In addition, according to Partmonodewo (2003: 112) as quoted by (Suharmi, 2015: 31) outdoor is an activity that can be done by people to lose boredom
“when we are outdoor , although outdoor activity make noise, need power and physical energy . Outdoor Activity is the learning outdoor to master some vocabularies especially in improving writing skill because there are things that they have not been teaching yet before at classroom.
This activity is strategy to create “study community” in which communication with other friends, helping, and study to find information. (Suyanto, 2010:97)
Based on the explanations above, the writer tries to conduct a research in titled “IMPROVING STUDENTS’ WRITING SKILLS
for the First Grade Students of SMA N 01 Suruh in Academic Year of 2016/2017)”.
B. Problems of the Study
Based on the phenomenon above, the writer uses Classroom Action Research as the way to improve students’ writing skill, especially by using Outdoor Activity. In order to aim at giving answer, the problems that will be discussed in this research are:
1. How is the implementation of Outdoor Activity to improve the students’ writing skills for the first grade students of SMA N 01 Suruh in the academic year of 2016/2017? 2. How far is the improvement of Outdoor Activity to improve the students’ writing skills for the first grade students of SMA N 01 Suruh in the academic year of 2016/2017? C.
Objectives of the Study
Responding with the statement of the problems, the objectives of the research are stated as follows:
1. To find out the implementation of Outdoor Activity to improve the students’ writing skills for the first grade students of SMA N 01 Suruh in the academic year of 2016/2017?
2. To find out to what extent the improvement of Outdoor Activity to improve the students’ writing skills for the first grade students of
SMA N 01 Suruh in the academic year of 2016/2017? D.
Benefits of the Research
There are some benefits of the research are as follows: 1. Theoretical Benefit
The English language teaching technique is outdoor activity will inspire other researchers to conduct further researches.
2. Practical Benefit a.
For Teachers The results of this study is hoped to be a useful in the English teaching and can support the English teacher to apply this technique especially in improving writing skill.
b.
For Students The researcher hopes the students will interest in and not bored writing and be able to express their minds, curiosity, and feelings in writing language.
c.
For Reader This study hopes to be able to help the readers or other researchers to do the same related researches.
d.
Other Researchers
The result of this study can be used as the reference for future research.
E. Limitation of the Study
In this research, the researcher limits the research on teaching writing through outdoor activity for the first grade students of SMA N 01 Suruh in the academic year of 2016/ 2017.
F. Definitions of the Key Terms
In order to avoid misunderstanding of the concepts used in this study, some definitions are provide as the following:
1. Writing Skill According to Javed (2013: 130), writing is one of the four basic skills. The students start learning to communicate through written form as they begin to interact with others at school level. The writing skill is more complicated than that of other language skills.
2. Outdoor Activity According to Hornby (2003: 291), states that the outdoor activity is an activity done outside a house or building. According to
Miskimmin (2005: 1) outdoor activity are an exciting means of providing opportunities for huge learning and personal growth. In addition, according to Partmonodewo (2003: 112) as quoted by lose boredom “when we are outdoor , although outdoor activity make noise, need power and physical energy . Outdoor Activity is the learning outdoor to master some vocabularies especially in improving writing skill because there are things that they have not been teaching yet before at classroom (Suyanto, 2010:97).
G. Outline of the Paper
In Chapter I, the researcher writes the Introduction that contains background of study, problems of the study, objectives of the study, significant of the study, limitation of the study, definitions of the key term, review of the previous research and outline of the graduating paper.
The literature review discussed in Chapter II, which contains theories that related and support the research.
Chapter III contains of research method, method of the research, procedure of the research, technique of collecting data, and technique of data analysis.
Chapter IV consists of data analysis that contains result and discussion about the use of outdoor activity technique to improve students writing skill for the first grade students of SMA N 01 Suruh in the academic year of 2016/2017.
Chapter V is closure that carries the explanation about the conclusion and the suggestion from the research. The last part is references
CHAPTER II THEORITICAL FRAMEWORK A. Review of Previous Researches In this study, the researcher takes review of related literature from
other graduating paper one of them is a study with the title is
“The Use of Wal l Magazine to Improve Student’ Writing Skill (Of the Second Years Students of MAN Tengaran, Semarang in the Academic Year of 2011/2012)
”. It was researched by Fatimah in 2011, the student of State
Institute of Islamic Study (STAIN) Salatiga. In this research, she analyzed about the improvement of students’ writing use of wall magazine to improve descriptive study and she uses a comparative experimental research. The result of this study said that there is different of use a wall magazinein learning teaching process to improve the student creativities in writing skill and there is significant differnce between use a wall magazine to improve the student creativities in writing skill and without use a wall magazine.
The second previous research report was written by Gista Annisa Puspitasari, the student of STAIN Salatiga in 2012, her research paper entitled
“The Use of Picture Media to Improve Students’ Writing Skills in Composing Paragraph (A Classroom Action Research at the Second Years Students of SMK Diponegoro Salatiga 2012/2013)”. This research
concluded that the use of picture media to develop writing skill in composing paragraph. Then, the research uses a qualitative and quantitative method that has three cycles. Each cycle consists of planning, implementation action, observation, and reflection. The research using pre- test and post-test, and the score of result there is increasing on post-test. It means that the use of picture media in composing paragraph improve the students writing skill.
The third previous research report was written by Eni Rahmawati, the student of STAIN Salatiga in 2014, with her research paper entitled
”Improve Writing Skill Through Texsless Comics (A CAR of the
Eighth Grade Students of SMP Qaryah Tayyibah Salatiga in the Academic
Year 2013/2014)”. This research concluded that the use of texsless comics
as a media could i mprove students’ writing skill. During the process of English teaching and learning she was condacted with the help from collaborator and acted as a practitioner. Texsless comics which is proved through the comparison between t-test and t-table of all score of each cycle. The score of t-test was higher than the score t-table.
The fourth previous research report was written by Mufti Khotul Karimah, the student of STAIN Salatiga in 2015, with his research paper entitled
”Improve Writing Skill Through Think Talk Write Method (A
Classroom Action Research of the first grade of SMK Al-Fatah Salatiga in
the Academic Year 2014/2015)”. This research concluded that the use ofthink talk method to improve students’ writing skill. The research uses CAR method that has two cycles. Each cycle consists of planning, action, observation, and reflection. The research using pre-test and post-test, and the score of result there is increasing on post test. It means that the use of think talk method is successful to improve the students writing skill.
All the reviews above show that the use of different methods in teaching-learning writing can improve students’ creative, so the students’ writing achievement also can be improved. Based on these reviews the researcher offers the other method or technique for teaching writing skill.
The researcher uses of the outdoor activity to more creatively in learning process.
B. Writing in Language Learning 1. Definition of Writing Writing is one of the most important skills in studying English.
Writing is one of the four basic skills: reading, writing, listening, and speaking (Javed, 2013: 130). Writing and speaking are productive skills. That means they involve producing language rather than receiving it. Very simply, we can say that writing involves communicating a massage (something to say) by making signs on a page. To write we need a massage and someone to communicate it to.
We also need to be able to form letters and words, and to join these together to make words, sentences or a series of sentences that link together to communicate that massage (Spratt, 2005: 26).
According to Harlow (2008: 1828), stated that writing is words that have been written or printed. Writing is part of elementary three
“R’s” and that our expression “ABC” denotes the simplest rudiments of any subject in our knowledge. (Gelb, 1952: 11).
From the definitions above the writer can conclude that writing is a way to learn language that how to communicate by thought and feelings, its means to understandable with other people from listening, speak how to say one by one alfabet, writing a word until make a sentence then read what we read.
From the ideas previously, the writer explained that by using writing, people could share mind. It is also a creative process and good writer must learn to communicate their ideas clearly. At school writing is a very important for helping students to become better writers. The students start learning to communicate through written form as they begin to interact with others at school level (Javed, 2013: 130). It means that writing skill is so important to be improved and the teacher must be creative and give motivation for them.
2. Types of Writing
According to Anderson (1998: 4-7) there are many kinds of text types such as poetic, dramatic, recount, explanation, discussion, narrative, response, procedure, report, and exposition.
a.
Poetic: an express their feelings and views of life in their activity.
The purpose is to express the feelings or experiences of the poet so as to describe, prase or criticise. b.
Dramatic: uses acting to convey ideas and experiences to show up in their performance, the purpose is to know human experience through enactment and sometimes make some people to give social comment.
c.
Recount: retells past events that focuses on individual participant and sequence of events. The purpose of recount is to give the audience a description as an occurred.
d.
Explanation: speaking or writing abot how or why things happen, the purpose is to tell each step of the process (the how) and to give reason (the why).
e.
Discussion: speak or write about a topic and include both sides of the case we are creating.
f.
Narrative: a piece of text which tell a story and, in doing so, entertains or informs the reader or listener.
g.
Response: a text that gives a person’s response or reacting to another text (a book, film, play, poem, and so on) y providing a description of the work and a judgement. The purpose is to response to an artistic work by providing a description of the work and a judgement.
h.
Procedure: piece of the text that gives us insttruction for doing something. The purpose is to explain how something can be done.
Example of procedure texts include: recipes, itineraries, instruction manuals, directions.
1) Features of Procedure
a) Constructing of Procedure
Procedure texts usually have three sections. There is a title that gives the aim or goal of the procedure, followed by a list of materials that will be needed to complete the procedure. The final section is a sequence of steps, in the order they need to be completed, to achieve this goal.
b) Grammatical feature of a procedure
Sentences that begin with verbs and are started as commands.
Time words or numbers that show the order for carrying out the procedure.
Adverb to describe how the action should be performed.
Precise terms and technical language. 2) Modals of Procedure
Table 2.1 Table of Procedure “Anzac biscuits”You will need:
- 2 cups of rolled oats
- 1 ½ cups caster sugar
- 4 tablespoons golden syrup
- 2 tablespoon boiling water
- 1 cup plain f
- Turn oven to 160
o C.
- Lightly grease oven tray.
- Mix oats, flour and sugar in a large bowl.
- 250 grams butter - Melt butter and golden syrup in a - 1 teaspoon baking soda pan.
- Mix baking soda and boiling water in a cup.
- Add this mixture to melted butter and golden syrup.
- Add this to the oats mixture in the large bowl, mix together well.
- Rolls tablespoonfuls of the mixture into balls. Put on tray 5 cm apart.
- Press lightly on top of each with a fork.
- Bake for 20 minutes. i.
Report: a piece of text that presents information about a subject, the purpose is to classify, describe or to present information about a subject. j.
Exposition: a piece of text that present one side of an issue and the purpose is to persuade the reader or listener by presenting one side of an argument.
3. Notion of Good Writing
Some elements in good writing are content, form, grammar, style and mechanic (Haris, 2001: 68). A good writing must express good characteristics as follow: a.
Content: writing must convey the main idea or an attentive reader should be able to grasp the writer purpose. The substances of the writing; the idea expressed.
b.
Form: writing should contain logical or associative connection and transition that clearly express the relationship of the idea described.
The organization of the content.
c.
Grammar: writing should adhere to the rules of grammar related to the tenses with the sequence of time, the employment of grammatical forms and syntactic pattern.
d.
Style: writing should engage its reader through original insight and precise. Haris (1969: 69) say that style: the choice of structures and lexical items to give a particular tone or flavor to the writing.
e.
Mechanic: writing must use good spelling, punctuation, and tidy and clean writing (Haris, 1969: 69).
4. Evaluation of Writing Table 2.2 Components of Evaluation Writing
Score 20-18 17-15 14-12 11-6 5-1
s
Excellent to Good to Adequate to Unacceptabl Not good adequate fair e college-
omponent C
level work Or ga niza ti on
Appropriate title, effective introductory paragraph, topic is sated, lead to body; transitional expressions used; arrangement of material shows plan (could be outlined by reader); supporting evidence given or generalizatio ns; conclusion logical and complete
Adequate title introduction, and conclusion; body of essay is acceptable, but some evidence may be lacking, some ideas aren’t fully developed,; sequence is logical but transitional expressions may be absent or misused
Mediocre or scant introduction or conclusion; problems with the order of ideas in body; the generalizatio ns may not be fully supported by the evidence given: problems of organization interfere
Shaky or minimally recognizable introduction; organization can barely be seen; severe problems with ordering of ideas; lack of supporting evidence ; conclusion weak or illogical; inadequate effort at organization
Absence of introductio n or conclusion; no apparent organizatio n of body, severe lack of supporting evidence; writer has not made any effort to organize the compositio n (could be outlined by reader)
C ontent
Essay addresses the assigned topic; the ideas are concrete and thoroughly developed; no extraneous material; essay reflects though
Essay address the issues but misses some points; ideas could be more fully developed; some extraneous material is present
Development of ideas not complete or essay is somewhat off the topic; paragraphs aren’t divided exactly right
Ideas incomplete; essay does not reflect careful thinking or was hurriedly written; inadequate effort in area of content
Essay is completely inadequate and does not reflect college- level work; no apparent effort to consider the topic carefully
- – like fluency in English grammar; correct use of relative clauses, prepositions, modals, articles, verb forms and tense sequencing; no fragments or run-on sentences
Serious problems with format of paper; part of essay not legible; errors in sentence punctuation and final punctuations ; unacceptable to educated readers
Inappropri ate use of vocabulary ; no concept of register or sentence variety
Poor expression of ideas; problems in vocabulary; lacks variety of structure
Some vocabulary misused; lacks awareness of register; may be too wordy
Attempts variety; good vocabulary; not wordy; register OK; style fairly concise
Precise vocabulary usage; use of parallel structures; concise; register good
S tyl e
Complete disregard for English writing convention s; paper illegible; obvious capitals missing, no margins, severe spelling problems
Uses general writing convention but has error; spelling problems distract reader; punctuation errors interfere with ideas
Gr amm ar
Some problems with writing convention or punctuation; occasional spelling errors; left margin correct; paper is neat and legible
Correct use of English writing conventions: left and right margins, all needed capitals, paragraphs, indented, punctuation and spelling: very neat
Me cha nic
Severe grammar problems interfere greatly with the message; reader can’t understand what the writer was trying to say; unintelligib le sentence structure
Numerous serious grammar problems interfere with communicati on of the writer’s ideas; grammar review of some areas clearly needed; difficult to read sentence
Ideas are getting through to the reader, but grammar problems are apparent and have a negative effect on communicati on; run-on sentences or fragments present
Advanced proficiency in English grammar problems don’t influence communicati on, although the reader is aware of them; no fragments or run-on sentence
Native
From the explanation above the researcher conclude that the
Table 2.3 Criteria of Scoring 5. Indicators of Students’ Good WritingCarroll (1990: 1) states that good writing is something they believe they will never be able to achieve, because they not only identify good writing with proper spelling and grammar, but they are governed by the self-se rving and false notion that they can’t learn how to spell correctly or how to construct grammatically correct sentences.
There are five indicators of the students know: a. How to construct a sentence properly.
b.
Subjects and verbs must agree in number(singular subjects No. Score Criteria
1. 89-100 Excellent 2. 79-88 Good 3. 66-78 Fair 4. 46-65 Poor 5. 0-45 Very poor c.
The reference of pronouns should not be ambiguous d.
There should be consistency of person and tense in writing (no shift from first to third person writing or from present tense to past tense writing, unless there is a very good reason to do so), and e.
Correct spelling, punctuation, capitalization and word usage are required.
C. Outdoor Activity
1. Definition of Outdoor Activity
According to Miskimmin (2005: 1), states the outdoor activity are an exciting means of providing opportunities for huge learning and personal growth. While Hornby (2003: 291), the outdoor activity is an activity done outside a house or building. Outdoor activity mean s tudent‘s activities that are done outside the classroom, whether in the school yard, the town park, the zoo, the industry, or any other place. Outdoor activities usually mean activities done in nature away from civilization.
In addition, according to Rickinson (2004: 15) states the outdoor activity is a board and complex one, which touches on a wide range of educational activities in many different setting. Relevant examples include outdoor adventure education, field studies, nature studies, outdoor play, heritage education, environmental education, experimental education, and agricultural education.
From the definition above, the researcher can conclude that outdoor activity is an activity to learn that some students study in outdoor classroom so that they are not bored and they need give motivation from experiences.