IMPROVING STUDENTS ACHIEVEMENT IN WRITING PROCEDURE TEXT BY USING FLASHCARDS.
IMPROVING THE STUDENTS’ ACHIEVEMENT IN
WRITING PROCEDURE TEXTS BY USING FLASHCARDS
A THESIS
Submitted in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
NURSA’ADAH
Registration Number. 209321025
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledge, this thesis is my own work, has
been expressed in my own words and has not previously been submitted for
assessment.
I understand that that paper may be screened electronically or otherwise
for plagiarism.
Medan, Juli 2014
The writer,
Nursa’adah
Reg. No. 209321025
ACKNOWLEDGMENTS
This Thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at the English Department, Faculty of Languages and Arts.
Praise the Lord, the Almighty and the Merciful Lord. Allah SWT, for His
amazing love, blessing and strength to the writer in finishing this Thesis. You are
Lord, the answer of all I need.
The writer realized that this thesis could not have been accomplished
without the guidance; suggestions, comments and encouragement also help from
several people. Therefore, the writer would like to extend her special gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty
Languages and Arts, State University of Medan.
4. Rika, S.Pd., M.Hum., the Secretary of English Department, Faculty
Languages and Arts, State University of Medan.
5. Dra. Masitowarni Siregar, M.Ed., the Head of Study Program of English
Education, Faculty Languages and Arts, State University of Medan.
6. Prof. Amrin Saragih, M.A., P.h. D., her Consultant who had given her
valuable suggestion, advice, motivation, guidance and precious time in
completing and correcting this thesis.
7. Bapak Sabartio, SH., the Headmaster of SMP Swasta PAB 10 Medan and
all the teachers who had helped the writer collecting the data for her
research, and the English Teacher Ibu Toberina, S.Pd., for all their
permission and support to do this thesis.
8. Also all students of class VII SMP Persatuan Amal Bakti, for their good
attention and their best in doing the test.
9. Her Handsome Brother, Safaruddin and beautiful mother Dewi Rahmah
Lubis, and her beloved sister and brother, Suryani, S.Pd and Lukman
Hakim, their supports and prayers given to the writer as long as she did this
thesis.
10. Her beloved close friends, Licha Asmairah, Sovia Nova, Asrida, S.Pd,
Hafizah, S.Pd, Eka S.Pd, Sheila, S.Pd, Marhamah Melisda, S.Pd, for
their affection, support, suggestion, motivation and prayers to the writer.
ii
The writer admits that this thesis is still far from being perfect. Therefore,
she would like to invite the readers to give some suggestions for the improvement
in the future.
Medan, Juni 2014
The Writer,
Nursa’adah
Reg. Num. 209321025
iii
ABSTRACT
Nursa’adah, 209321025. Improving Students’ Achievement in Writing
Procedure Text by Using Flashcards. A thesis. Faculty of Languages and Arts,
State University of Medan 2014.
This study deals with the improvement of the students’ achievement in writing
procedure text by Flashcards Media. This study tries to find out to what extent
using Flashcards could improve students’ procedure writing. The subject of this
research is the first year students of SMP PAB 10 Medan which consisted of 30
students. The sample of this research took one class by using purposive sampling
technique. This thesis applies Classroom Action Research which is done in two
cycles and six meetings. The instrument for collecting data used quantitative data
(writing test) and qualitative data (observation sheet, interview sheet, and diary
notes). The mean of the test shows the improvement of the students’ score from
the first test to third test. The mean of the students’ score for orientation test was
(65,33) the mean in cycle I test was (70,33) and the mean in the cycle II test was
(75,66). Based on the data above, it could be concluded that Flashcards Media
significantly improved students’ achievement in writing procedure text.
i
TABLE OF CONTENTS
ABSTRACT ……………………………………………………………….
ACKNOWLEDGMENTS …………………………………………………..
TABLE OF CONTENS ...................................................................................
LIST OF TABLES
...................................................................................
LIST OF FIGURES
...................................................................................
LIST OF APPENDIX ...................................................................................
CHAPTER I: INTRODUCTION ...............................................................
A. The Background of the Study ...............................................
B. The Problem of the Study ......................................................
C. The Scope of the Study ..........................................................
D. The Objective of the Study....................................................
E. The Significance of the Study .............................................
CHAPTER II REVIEW OF RELATED LITERATURE ........................
A. Theoretical Framework ........................................................
1. Writing ...........................................................................
a. The Process View of Writing ....................................
b. Genre in Writing..........................................................
2. Procedure Text ..............................................................
3. Media …………………………………………………
4. Flashcards .....................................................................
B. Conceptual Framework
.....................................................
CHAPTER III RESEARCH METHOD ...................................................
A. Research Design ................................................................
B. The Subject of the Study .......................................................
C. The Instrument of Data Collection ........................................
D. The Procedure of the Research ............................................
E. Technique of Data Analysis
............................................
F. Indicator ……………………………………………………
CHAPTER IV DATA AND DATA ANALYSIS ………………………….
A. The Data Analysis …………………………………………
1. The Data of Orientation Test …………………………
2. The Data of First Cycle
…………………………
3. The Data of Second Cycle …………………………….
B. The Research Findings and Discussion
………………
CHAPTER V CONCLUSION AND SUGGESTION ……………………
A. Conclusion …………………………………………………
B. Suggestion ………………………………………………….
REFERENCES ..............................................................................................
iv
Page
i
ii
iv
v
vi
vii
1
1
4
5
4
4
6
6
6
7
9
11
13
20
22
25
27
27
27
28
33
34
35
35
35
37
40
47
48
48
48
50
LIST OF TABLES
Page
Table 1.1
Table 3.1
Table 4.1
Table 4.2
The Score of Grade VII Students ...................................................
Scoring of Writing Test ……………..……………………………
The Students’ Score from Orientation Test until Post-Test ...........
The Percentage of the Students procedure text ……………………
v
2
30
44
46
LIST OF FIGURES
Page
Figure 3.1 Simple Action Research Model ....................................................
vi
26
LIST OF APPENDIX
Page
APPENDIX A Lesson Plan
......................................................................
APPENDIX B The Calculation of The Mean of The Students’ Score …............
APPENDIX C The Calculation of Students Writing Procedure Text Mastery …
APPENDIX D The Students Score from Orientation Test until Post-Test ……..
APPENDIX E Observation Sheet ……………………………………………...
APPENDIX F Interview Sheet …………………………………………………
APPENDIX G Diary Notes ……………………………………………………
vii
52
69
70
71
72
75
77
CHAPTER I
INTRODUCTION
A. Background of Study
There are four language skills that must be simultaneously achieved by the
students in learning a language in English namely listening, speaking, reading and
writing. The four language skills are very useful for the students whether they are
testing foreign language abilities or other skills, especially on students’ writing
proficiency in order to measure their knowledge. It is wrong to say that writing is
a waste of time. Actually, writing is a good way in developing ideas, but most of
the students are still difficult to express their ideas in writing.
Writing is an important tool. The students can write throughout their life.
The students use writing to express their feelings and ideas to communicate with
others and also to help remembering the facts and details. Writing is the
expression of language in the form of letters, symbol and word. Writing has
always formed part of the syllabus in teaching English. Writing is use for a wide
variety of purpose and it is produced in many different forms.
When writing, the students frequently need more time to think than to do
oral activities. They can think something which they have known in their minds
and find out the difficult words in the dictionary or other references. Writing
encourages the students to focus on accurate language used. The students are not
writing to become better writers, but they are writing to help them to learn better.
1
2
John (2001) stated that the students’ writing in coursework and
examination that assessor find out was to measure what the students know, how
much the students understand, and how the quality of the students’ thinking. So it
depended not only on knowledge and understanding of subject, but also on how
the students write well. In any subject, if two students had equal ability and
intelligence, the one who was better able to convey thoughts effectively in
writing, so he/she would get higher score than the one. Besides, the score of KKM
(Passing Minimum Criteria) in SMP PAB 10 Medan was 70. So the score of the
students was expected can reach the score.
Based on the writer’s observation in junior High School in seventh grade,
most of the students got bored and lost their interest in writing, especially in
writing procedure text. They did not know what to write and how to write a text.
The difficulties were faced by the students in writing process were caused by
many factors, namely lack of knowledge, lack of vocabulary, lack of grammar,
and lack of motivation to write. They were not confident to use their own
language. Sometimes, they did not know how to develop their ideas when writing.
Table 1.1 The Score of Grade VII students
Semester
Criteria
Reading
Speaking
Listening
Writing
I
78
72
70
58
II
80
75
75
64
Related to the students’ difficulties in writing, the teacher chose various
technique, media or approach in teaching writing in order solve their problems.
3
Media is a tool for teaching in learning process. Media is communication
medium in teaching learning process in form of hard ware and software to reach
process and the result of instructional effectively and efficiently and the aim of
instructional can be achieved easily. Media can support teaching learning process
too. There are many kinds of media such as picture, diagram, chart, map,
flashcards, and etc. One of them always uses flashcards as media in teaching
procedure text.
One of the ways that can be applied to eliminate the students’ difficulties
was the application of Students flashcards media in teaching learning. Jhon(2001)
used and applied this method in teaching writing. It showed the improvement for
the students’ ability in writing and made the students to be more active in
studying. The students felt interested in writing. Because in flashcards media, the
students are assigned to four-member learning teams that are mixed in
performance level, gender and ethnicity. The teacher presents a lesson and then
the student’s work with their teams to make sure all the team members have
mastered the lesson. Then, all the students take individual quizzes on the material,
where they may not help one another. The main of idea flashcards media is to
motivate the students to encourage and help each other master skill presented by
the teacher. The students work together after the teacher’s explanation. They may
work in pairs and compare answer, discuss discrepancies, and help each other
with many misunderstandings. They may discuss approaches to solve the
problems and their strengths and weaknesses to help them succeed on the quizzes.
4
Because team score are based on student’s improvement over their own past
records, all the students have the chance to be team “star”
Therefore, the writer hopes used as flashcards in teaching learning can help
the students improve their ability in writing procedure text.
B. The Problem of Study
Based on the background of the study given, the problem is formulated as the
following does the application of using flashcards in teaching significantly
improve the student’s achievement in writing procedure text
C. The Objective of Study
This study is aimed to find out whether student’s achievement in writing
procedure text can improved the students writing achievement used flashcards
media.
D. The Scope of the Study
This study is focused and limited on teaching how to write procedure text by
using flashcards media.
E. The Significance of the Study
The finding of the students is expected to have both theoretical and practical
importance in writing as a process and product especially the framework of
writing.
1. Theoretically, the finding can add horizons in the theories of language learning
particularly in the learning of English in addition the finding can be references for
further studies
5
2. Practically the finding can be of some use to.
(1).English teacher in refereeing technique of write.
(2). Sstudents in learning how to write procedure and.
(3).Ttext book writers improving text book for the SMP student
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the study, the conclusions were drawn as follows;
1. There was an improvement of the students’ achievement in writing procedure text
if it taught by using flashcards Media. It is showed from the mean of the students’
score in three test: test I on in Orientation test (65,33), test II in cycle I (70,33),
and test III in cycle II (75,66). It meant that the use of flashcards Media could
improve the students’ achievement in writing procedure text.
2. The observation sheet, interview sheet and diary notes indicated that there was an
improvement for the students’ abilities. It is showed that most of the students’
became more active when studying
in groups. It is strengthened by the
improvement for the students’ writing score.
3. It is proved quantitatively and qualitatively that the application of flashcards
Media could improve the students’ achievement in writing procedure text
B. Suggestions
The result of this study showed that the use of flashcards Media could
improve the students’ achievement in writing procedure text. The following
suggestions are offered:
a. To English teachers, it is better to use flashcards Media in teaching learning
process to make the teaching learning process be more interesting, attractive and
lively.
48
49
b. To the students, it is suggested to use relevent topic to conduct the further research
by using flashcards Media.
c. To all the readers, this research may be given them in good understanding about
how to improve the students’ achievement in writing procedure text throught
flashcards Media.
REFERENCES
Lagan,Jhon. 2001. Collage Writing Skills with Reading (Ed : 15 th ) McGraw Hill.
New York
Nunan,D. 2003. Practical English Language Technique. New York: McGraw-Hill
Company
Byren, D. 2005. Teaching Writing Skills. New York: Longman
Pardiyono. 2007. Pasti Bisa. Yogyakarta: Andi Offset
Fatimah, I. N. 2011. Teaching Writing Procedure Text through Blog. Education
Journal. I(2)8-11
Nurhasan. 2011. Teaching Speaking Procedure Text using Pictures. Education
Journal.I(2) 13-14
Suyanto, Ksihani. K.E.2007. English for Young Learners. Jakarta:Bumi Aksara
Harmer, J. 2003. How to Teach Writing. Pearson Education Limited : Longman
Anderson, M. and Anderson, K. 2007. Test Types in English. South Yarra:
MacMillan Education Australian Ltd.
Sadiman, Arief, et all. 2008. Media Pendidikan. Pengertian Pengembangan dan
Pemanfaatannya. Grafindo. Jakarta
Arikunto, S.et.al. 2006, PenelitianTindakanKelas. Jakarta: Bumi Aksara
Kemmis, S. 1998. The Action Research Planner. VictorialDeakin University
Hadi, Sutrisno. 2000. Research Methodology. Bandung: Alfabeta
Rice,W,andNash, S.S.2010. Moodle 1,9Teaching Techniques.Birmingham:PACKT
Wardiam, Michael. J. 1988. Action Research For Language Teachers. Cambridge
University Press
50
51
Wallance, J.M. 2005. Action Research for Language Teachers. Cambridge:
Cambridge University Press.
WRITING PROCEDURE TEXTS BY USING FLASHCARDS
A THESIS
Submitted in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
NURSA’ADAH
Registration Number. 209321025
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledge, this thesis is my own work, has
been expressed in my own words and has not previously been submitted for
assessment.
I understand that that paper may be screened electronically or otherwise
for plagiarism.
Medan, Juli 2014
The writer,
Nursa’adah
Reg. No. 209321025
ACKNOWLEDGMENTS
This Thesis is aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at the English Department, Faculty of Languages and Arts.
Praise the Lord, the Almighty and the Merciful Lord. Allah SWT, for His
amazing love, blessing and strength to the writer in finishing this Thesis. You are
Lord, the answer of all I need.
The writer realized that this thesis could not have been accomplished
without the guidance; suggestions, comments and encouragement also help from
several people. Therefore, the writer would like to extend her special gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty
Languages and Arts, State University of Medan.
4. Rika, S.Pd., M.Hum., the Secretary of English Department, Faculty
Languages and Arts, State University of Medan.
5. Dra. Masitowarni Siregar, M.Ed., the Head of Study Program of English
Education, Faculty Languages and Arts, State University of Medan.
6. Prof. Amrin Saragih, M.A., P.h. D., her Consultant who had given her
valuable suggestion, advice, motivation, guidance and precious time in
completing and correcting this thesis.
7. Bapak Sabartio, SH., the Headmaster of SMP Swasta PAB 10 Medan and
all the teachers who had helped the writer collecting the data for her
research, and the English Teacher Ibu Toberina, S.Pd., for all their
permission and support to do this thesis.
8. Also all students of class VII SMP Persatuan Amal Bakti, for their good
attention and their best in doing the test.
9. Her Handsome Brother, Safaruddin and beautiful mother Dewi Rahmah
Lubis, and her beloved sister and brother, Suryani, S.Pd and Lukman
Hakim, their supports and prayers given to the writer as long as she did this
thesis.
10. Her beloved close friends, Licha Asmairah, Sovia Nova, Asrida, S.Pd,
Hafizah, S.Pd, Eka S.Pd, Sheila, S.Pd, Marhamah Melisda, S.Pd, for
their affection, support, suggestion, motivation and prayers to the writer.
ii
The writer admits that this thesis is still far from being perfect. Therefore,
she would like to invite the readers to give some suggestions for the improvement
in the future.
Medan, Juni 2014
The Writer,
Nursa’adah
Reg. Num. 209321025
iii
ABSTRACT
Nursa’adah, 209321025. Improving Students’ Achievement in Writing
Procedure Text by Using Flashcards. A thesis. Faculty of Languages and Arts,
State University of Medan 2014.
This study deals with the improvement of the students’ achievement in writing
procedure text by Flashcards Media. This study tries to find out to what extent
using Flashcards could improve students’ procedure writing. The subject of this
research is the first year students of SMP PAB 10 Medan which consisted of 30
students. The sample of this research took one class by using purposive sampling
technique. This thesis applies Classroom Action Research which is done in two
cycles and six meetings. The instrument for collecting data used quantitative data
(writing test) and qualitative data (observation sheet, interview sheet, and diary
notes). The mean of the test shows the improvement of the students’ score from
the first test to third test. The mean of the students’ score for orientation test was
(65,33) the mean in cycle I test was (70,33) and the mean in the cycle II test was
(75,66). Based on the data above, it could be concluded that Flashcards Media
significantly improved students’ achievement in writing procedure text.
i
TABLE OF CONTENTS
ABSTRACT ……………………………………………………………….
ACKNOWLEDGMENTS …………………………………………………..
TABLE OF CONTENS ...................................................................................
LIST OF TABLES
...................................................................................
LIST OF FIGURES
...................................................................................
LIST OF APPENDIX ...................................................................................
CHAPTER I: INTRODUCTION ...............................................................
A. The Background of the Study ...............................................
B. The Problem of the Study ......................................................
C. The Scope of the Study ..........................................................
D. The Objective of the Study....................................................
E. The Significance of the Study .............................................
CHAPTER II REVIEW OF RELATED LITERATURE ........................
A. Theoretical Framework ........................................................
1. Writing ...........................................................................
a. The Process View of Writing ....................................
b. Genre in Writing..........................................................
2. Procedure Text ..............................................................
3. Media …………………………………………………
4. Flashcards .....................................................................
B. Conceptual Framework
.....................................................
CHAPTER III RESEARCH METHOD ...................................................
A. Research Design ................................................................
B. The Subject of the Study .......................................................
C. The Instrument of Data Collection ........................................
D. The Procedure of the Research ............................................
E. Technique of Data Analysis
............................................
F. Indicator ……………………………………………………
CHAPTER IV DATA AND DATA ANALYSIS ………………………….
A. The Data Analysis …………………………………………
1. The Data of Orientation Test …………………………
2. The Data of First Cycle
…………………………
3. The Data of Second Cycle …………………………….
B. The Research Findings and Discussion
………………
CHAPTER V CONCLUSION AND SUGGESTION ……………………
A. Conclusion …………………………………………………
B. Suggestion ………………………………………………….
REFERENCES ..............................................................................................
iv
Page
i
ii
iv
v
vi
vii
1
1
4
5
4
4
6
6
6
7
9
11
13
20
22
25
27
27
27
28
33
34
35
35
35
37
40
47
48
48
48
50
LIST OF TABLES
Page
Table 1.1
Table 3.1
Table 4.1
Table 4.2
The Score of Grade VII Students ...................................................
Scoring of Writing Test ……………..……………………………
The Students’ Score from Orientation Test until Post-Test ...........
The Percentage of the Students procedure text ……………………
v
2
30
44
46
LIST OF FIGURES
Page
Figure 3.1 Simple Action Research Model ....................................................
vi
26
LIST OF APPENDIX
Page
APPENDIX A Lesson Plan
......................................................................
APPENDIX B The Calculation of The Mean of The Students’ Score …............
APPENDIX C The Calculation of Students Writing Procedure Text Mastery …
APPENDIX D The Students Score from Orientation Test until Post-Test ……..
APPENDIX E Observation Sheet ……………………………………………...
APPENDIX F Interview Sheet …………………………………………………
APPENDIX G Diary Notes ……………………………………………………
vii
52
69
70
71
72
75
77
CHAPTER I
INTRODUCTION
A. Background of Study
There are four language skills that must be simultaneously achieved by the
students in learning a language in English namely listening, speaking, reading and
writing. The four language skills are very useful for the students whether they are
testing foreign language abilities or other skills, especially on students’ writing
proficiency in order to measure their knowledge. It is wrong to say that writing is
a waste of time. Actually, writing is a good way in developing ideas, but most of
the students are still difficult to express their ideas in writing.
Writing is an important tool. The students can write throughout their life.
The students use writing to express their feelings and ideas to communicate with
others and also to help remembering the facts and details. Writing is the
expression of language in the form of letters, symbol and word. Writing has
always formed part of the syllabus in teaching English. Writing is use for a wide
variety of purpose and it is produced in many different forms.
When writing, the students frequently need more time to think than to do
oral activities. They can think something which they have known in their minds
and find out the difficult words in the dictionary or other references. Writing
encourages the students to focus on accurate language used. The students are not
writing to become better writers, but they are writing to help them to learn better.
1
2
John (2001) stated that the students’ writing in coursework and
examination that assessor find out was to measure what the students know, how
much the students understand, and how the quality of the students’ thinking. So it
depended not only on knowledge and understanding of subject, but also on how
the students write well. In any subject, if two students had equal ability and
intelligence, the one who was better able to convey thoughts effectively in
writing, so he/she would get higher score than the one. Besides, the score of KKM
(Passing Minimum Criteria) in SMP PAB 10 Medan was 70. So the score of the
students was expected can reach the score.
Based on the writer’s observation in junior High School in seventh grade,
most of the students got bored and lost their interest in writing, especially in
writing procedure text. They did not know what to write and how to write a text.
The difficulties were faced by the students in writing process were caused by
many factors, namely lack of knowledge, lack of vocabulary, lack of grammar,
and lack of motivation to write. They were not confident to use their own
language. Sometimes, they did not know how to develop their ideas when writing.
Table 1.1 The Score of Grade VII students
Semester
Criteria
Reading
Speaking
Listening
Writing
I
78
72
70
58
II
80
75
75
64
Related to the students’ difficulties in writing, the teacher chose various
technique, media or approach in teaching writing in order solve their problems.
3
Media is a tool for teaching in learning process. Media is communication
medium in teaching learning process in form of hard ware and software to reach
process and the result of instructional effectively and efficiently and the aim of
instructional can be achieved easily. Media can support teaching learning process
too. There are many kinds of media such as picture, diagram, chart, map,
flashcards, and etc. One of them always uses flashcards as media in teaching
procedure text.
One of the ways that can be applied to eliminate the students’ difficulties
was the application of Students flashcards media in teaching learning. Jhon(2001)
used and applied this method in teaching writing. It showed the improvement for
the students’ ability in writing and made the students to be more active in
studying. The students felt interested in writing. Because in flashcards media, the
students are assigned to four-member learning teams that are mixed in
performance level, gender and ethnicity. The teacher presents a lesson and then
the student’s work with their teams to make sure all the team members have
mastered the lesson. Then, all the students take individual quizzes on the material,
where they may not help one another. The main of idea flashcards media is to
motivate the students to encourage and help each other master skill presented by
the teacher. The students work together after the teacher’s explanation. They may
work in pairs and compare answer, discuss discrepancies, and help each other
with many misunderstandings. They may discuss approaches to solve the
problems and their strengths and weaknesses to help them succeed on the quizzes.
4
Because team score are based on student’s improvement over their own past
records, all the students have the chance to be team “star”
Therefore, the writer hopes used as flashcards in teaching learning can help
the students improve their ability in writing procedure text.
B. The Problem of Study
Based on the background of the study given, the problem is formulated as the
following does the application of using flashcards in teaching significantly
improve the student’s achievement in writing procedure text
C. The Objective of Study
This study is aimed to find out whether student’s achievement in writing
procedure text can improved the students writing achievement used flashcards
media.
D. The Scope of the Study
This study is focused and limited on teaching how to write procedure text by
using flashcards media.
E. The Significance of the Study
The finding of the students is expected to have both theoretical and practical
importance in writing as a process and product especially the framework of
writing.
1. Theoretically, the finding can add horizons in the theories of language learning
particularly in the learning of English in addition the finding can be references for
further studies
5
2. Practically the finding can be of some use to.
(1).English teacher in refereeing technique of write.
(2). Sstudents in learning how to write procedure and.
(3).Ttext book writers improving text book for the SMP student
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the study, the conclusions were drawn as follows;
1. There was an improvement of the students’ achievement in writing procedure text
if it taught by using flashcards Media. It is showed from the mean of the students’
score in three test: test I on in Orientation test (65,33), test II in cycle I (70,33),
and test III in cycle II (75,66). It meant that the use of flashcards Media could
improve the students’ achievement in writing procedure text.
2. The observation sheet, interview sheet and diary notes indicated that there was an
improvement for the students’ abilities. It is showed that most of the students’
became more active when studying
in groups. It is strengthened by the
improvement for the students’ writing score.
3. It is proved quantitatively and qualitatively that the application of flashcards
Media could improve the students’ achievement in writing procedure text
B. Suggestions
The result of this study showed that the use of flashcards Media could
improve the students’ achievement in writing procedure text. The following
suggestions are offered:
a. To English teachers, it is better to use flashcards Media in teaching learning
process to make the teaching learning process be more interesting, attractive and
lively.
48
49
b. To the students, it is suggested to use relevent topic to conduct the further research
by using flashcards Media.
c. To all the readers, this research may be given them in good understanding about
how to improve the students’ achievement in writing procedure text throught
flashcards Media.
REFERENCES
Lagan,Jhon. 2001. Collage Writing Skills with Reading (Ed : 15 th ) McGraw Hill.
New York
Nunan,D. 2003. Practical English Language Technique. New York: McGraw-Hill
Company
Byren, D. 2005. Teaching Writing Skills. New York: Longman
Pardiyono. 2007. Pasti Bisa. Yogyakarta: Andi Offset
Fatimah, I. N. 2011. Teaching Writing Procedure Text through Blog. Education
Journal. I(2)8-11
Nurhasan. 2011. Teaching Speaking Procedure Text using Pictures. Education
Journal.I(2) 13-14
Suyanto, Ksihani. K.E.2007. English for Young Learners. Jakarta:Bumi Aksara
Harmer, J. 2003. How to Teach Writing. Pearson Education Limited : Longman
Anderson, M. and Anderson, K. 2007. Test Types in English. South Yarra:
MacMillan Education Australian Ltd.
Sadiman, Arief, et all. 2008. Media Pendidikan. Pengertian Pengembangan dan
Pemanfaatannya. Grafindo. Jakarta
Arikunto, S.et.al. 2006, PenelitianTindakanKelas. Jakarta: Bumi Aksara
Kemmis, S. 1998. The Action Research Planner. VictorialDeakin University
Hadi, Sutrisno. 2000. Research Methodology. Bandung: Alfabeta
Rice,W,andNash, S.S.2010. Moodle 1,9Teaching Techniques.Birmingham:PACKT
Wardiam, Michael. J. 1988. Action Research For Language Teachers. Cambridge
University Press
50
51
Wallance, J.M. 2005. Action Research for Language Teachers. Cambridge:
Cambridge University Press.