THE EFFECT OF USING REALIA ON THE STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE PARAGRAPH.
THE EFFECT OF USING REALIA ON THE STUDENTS’
ACHIEVEMENT IN WRITING DESCRIPTIVE
PARAGRAPH
A THESIS
Submitted to English and Literature Department, Faculty of Languages and
Arts, State University of Medan in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
ARINDAWATI SIPAHUTAR
Registration Number: 2101121005
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty God, Jesus Christ,
who has granted countless blessing, knowledge and opportunity so that the writer
can finish the academic year and completing this thesis entitled “The Effect of
Using Realiaon Students’ Achievement in Writing Descriptive Paragraph” as one
of requirement for the degree of Sarjana Pendidikan (S1) at English Department,
Faculty of Languages and Arts, State University of Medan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This thesis could have not been
accomplised without the guidance, suggestion, and comment from people, for
which the writer would like to express her sincere appreciation which directed 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 Languages and Arts Faculty.
3.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Departmentand as
her Reviewers. Rika, S.Pd, M.Hum as the Secretary of English
Department and Dra. Masitowarni Siregar, M.Ed, as the Head of
English Education Study Program.
4.
Dr. Zainuddin, DIP.TEFL, M.Hum, her Thesis Consultant.
5.
Dra. TjutErnidawaty, M.Pd, her Academic Consultant.
6.
Dra. Yunita Agnes Sianipar, M.Humas her Reviewers.
7.
Yatmi, S.Pd, the Headmaster of SMP SWASTA YAPENDAK
Tinjowan. For giving her the permission to do research.
8.
(Alm) R.E.D Sipahutarand R.Simamora as her beloved parents, for the
endless love, prayer, moral and financial support, in completing her
education full support, care, prayers and love. Ervalina Sipahutar as her
sister, her brother in law Maruli Ritonga and also her beloved brothers
Rizaldi Chandra Sipahutar and Putra Winardo Sipahutar. She thanks for
the support, pray, love and advice.
ii
9.
All members of HMJ BSI FBS UNIMED,for the support and
motivation.
10. All members of Reguler C’10,Batsyeba, Magdalena, Soly, Christin
Hakim, Dessy, and Herbiana, as her friends and family.The writer give
thanks for the support and laugh.
11. Harnoi Asrin L.Gaol,Aminah Ari Fadhila and Christine Helena who
have supported and helped her to complete her thesis and sharing ideas
and also specially Elnoviamy,Ayu Widya,Pradiba Utari and Deby Arif
as her beloved team, thanks for the motivation, support, smile, laugh,
and stress relieving jokes.
12. My family in Pembangunan Lydia Siska, Devi Yanti, Sartika and Liza
for the support and motivation to the writer.
13. Rocky Reyapruma Sihotang, S.Pd as her closest one, for the support,
motivation, pray, and time to the writer finishing this thesis.
14. All of my friends that can’t be mentioned one by one for the support
and motivation.
Finally, the writer hopes this thesis would be useful for those who read it,
especially for the students of English Department.
Medan,
September 2014
The writer
Arindawati Sipahutar
Reg No. 2101121005
iii
ABSTRACT
Sipahutar, Arindawati. 2101121005. 2014. The Effect of Using Realia on the
Students’ Achievement in Writing Descriptive Paragraph. A Thesis.English
and Literature Department. Faculty of Language and Art, State University
of Medan.
The aim of this study is to discover the effect of using Realia in writing
descriptive paragraph. Experimental research design is used as the research
method. This research took place at SMP Swasta YAPENDAK Tinjowan. There
were 2 classes chosen as the sample with 32 students in each class. The classes
were divided two groups namely experimental and control group. The
experimental group was taught by using Realia and the control group was taught
by using conventional method (without Realia). The instrument used to collect the
data was the writing test, which divided as pre-test and post-test. The result of the
research was analyzed by using T-test formula. The result show that the T-test
was higher than T-table (3.993>2.000) at the level of significant 0.05 with degree
of freedom (df) 62. It means that hypothesis alternative (Ha) is accepted which
shows that Realia significantly improves the students’ achievement in writing
descriptive paragraph.
Keywords: Realia, Writing Achievement, Descriptive Paragraph.
i
TABLE OF CONTENTS
ABSTRACT ......................................................................................................
i
ACKNOWLEDGEMENT ................................................................................
ii
TABLE OF CONTENT ................................................................................... iv
LIST OF TABLE ............................................................................................. vi
LIST OF TABLE ............................................................................................. vii
CHAPTER I INTRODUCTION
A. The Background of the Study ....................................................................
1
B. The Problem of the Study ...........................................................................
4
C. The Objective of the Study .........................................................................
4
D. The Scope of The Study ..............................................................................
5
E. The Significance of the Study .....................................................................
5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ................................................................................
6
1. Writing ....................................................................................................
6
2. Paragraph ...............................................................................................
10
3. Descriptive Paragraph ...........................................................................
11
4. Media in Language Teaching .................................................................. 13
5. Realia ....................................................................................................... 16
6. The Use of Realia in Writing Descriptive ............................................... 19
7. The Figure of Applying Realia in Teaching Descriptive Writing ........... 20
8. The Advantages of Using Realia ............................................................. 21
B. Conceptual Framework ............................................................................... 21
C. Hypotheses .................................................................................................. 23
CHAPTER III RESEARCH METHODOLOGY
A.
Research Design ......................................................................................... 24
iv
B.
Population and Sample .............................................................................. 25
C. The Instrument for Collecting Data ............................................................ 25
D. Assessment and Scoring of Writing ............................................................ 25
E. The Procedure of the Research .................................................................... 27
F. The Validity and Reliability of the Test....................................................... 30
G. Technique of Analyzing the Data ................................................................ 31
CHAPTER IV THE DATA ANALYSIS
A. The Data ......................................................................................................... 32
B. Data Analysis ................................................................................................. 33
C. Reliability of the Writing Test ........................................................................ 34
D. Testing Hypothesis ......................................................................................... 36
E. Research Finding ............................................................................................ 37
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions .................................................................................................... 39
B. Suggestions ..................................................................................................... 40
REFERENCES .................................................................................................. 41
APPENDICES ................................................................................................... 43
v
LIST OF TABLES
Table 3.1 Research Design ................................................................................. 21
Table 3.2 Criteria of Scoring Test ...................................................................... 23
Table 3.3 Teaching Procedure for Experimental Group .................................... 26
Table 3.4 Teaching Procedure of Control Group ............................................... 28
vi
LIST OF APPENDICES
APPENDIX A: Pretest for Experimental and Control Group .......................
43
APPENDIX B: Posttest for Experimental Group ...........................................
44
APPENDIX C: Posttest for Control Group......................................................
45
APPENDIX D: The Scores of Pretest and Posttest ..........................................
46
APPENDIX E: The Calculation of t-test ........................................................
50
APPENDIX F: The Reliability of the Test .....................................................
57
APPENDIX G: Percentage Points of the Distribution .....................................
60
APPENDIX H: Lesson Plan ............................................................................
61
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a medium of communication. According to Clark and Clark
(1997:7), language is fundamental and instrument of communication. In
communicating, human being use language to communicate or to interact to each
other. English is one of languages in the world and it is internationally used. This
is the reason why every country takes English as one of courses for students.
English has been included in school curriculum and university level to be taught
to the student.
In learning English, there are four basic language skills that must be well
mastered by the students, namely speaking, reading, listening, and writing.
Writing is the skill in transferring information by using written language to
express the ideas, opinions, experiences, etc. Reading is a process of interpreting
information to what they read. Listening means to give attention with the ears;
attend closely by hearing to the speaker. Speaking is the act, utterance, or
discourse of a person who speaks to the listener.
In general, writing is complex and difficult among the language skills. It is a
must for the language learners to master writing skill. Without having good
knowledge in writing, it is so difficult to be able to convey the ideas to the
readers. That is why writing is one of important things that must be taught to
students.
1
2
In addition, writing has many kinds of text genre such as narrative,
descriptive, recount, report, and procedure. According to Educational Unit
Curriculum in Junior High School, the students are expected to be able to
understand and write procedure, descriptive, narrative, and report text.
In this study, the researcher only deals with writing descriptive that
purposed to describe thing, person, or place, so the reader can imagine what the
researcher wrote. Descriptive text is a type of writing which has the meaningful
linguistic unit to describe something by using vivid details. Descriptive text is
concerned with creating a verbal realia of what we experience but it does not
always have to rely on sense impressions.
Based on data during interviewing the English teacher at SMP SWASTA
YAPENDAK TINJOWAN, there are some problems in teaching English. The
most problem is writing. Many students cannot write good text especially in
descriptive text. Almost 76 % students got the score under the Minimum Criteria
Mastery (KKM). The KKM that applied for the subject in that school is 75. Most
of them got lower score in writing. The students were not able to write and did not
pay attention on the writing task. They do not know how to recognize their ideas
in writing. They frequently being confused of what to write and how to start. For
the students, writing is difficult because it is complex subject that involves
organization of thought, the usage of English language and imagination. This
condition affect the students’ achievement in writing descriptive text. In order to
solve this problem, it is needed some creative and engaged strategy to make the
teaching writing more effective and interesting .
3
The failure of the students in writing is likely to happen because of the
media used by the teacher during teaching and learning process take place. During
teaching and learning process, teacher just explain the materials without giving an
interesting media so the students cannot enjoy the lessons and make the students
difficult to understand the materials. The teacher should not just explain the
subject or materials and force the students to memorize or do their activities
because it can make the students are not interesting in their lessons.
So, based on the explanation in advance, the researcher tries to give media
that may help the students elaborate their ideas in writing. The media is needed in
teaching writing especially in writing descriptive text. The media as the tool helps
both teacher and students in conducting learning process. It can support teaching
learning process because it is an instrument that can affect condition of teaching
learning process. The teacher will get easier to describe the materials and the
students will be interested in learning.
Media can play several roles in education process, ( Kariman, 1991:10) In
classroom, media serve as a source of pupil motivation, and expressions when the
learners produce materials for being used in classroom. There are many kinds of
media, one of them is Realia that is interesting in helping student in teaching.
Realia has meaningful because realia brings an authentic piece of the target
culture into the language classroom. According to Heaton (1979), by presenting
material through diverse media, realia helps to make English language input
comprehensible as possible and to build an associative bridge between the
classroom and the world.Realia is not only a series of artifacts that describes
4
thyecostumes and traditions of a culture, but they are also a set of teaching aids
that facilitate the stimulation of experience in target culture. In other words, realia
can be used to meet the students’ interest and their level of capability.
Harefa (2011) used this media to find out the improving of students’
achievement in writing descriptive text. He proved that realia can significantly
affect the student’s achievement in writing descriptive and improve they skill in
writing and also knowledge of vocabulary.
Realia provides language learners with multi – sensory impression of the
language. The students can learn by seeing, hearing, touching and manipulating
items. By using realia, students can solve their problem in expressing ideas,
opinion through writing.
B. The Problem of Study
Based on the background of the study, the problem is formulated as follows:
“ Is the students’ achievement in writing descriptive text is significantly affected
by using realia?”
C. The Objective of the Study
In line with the research problem, this study is aimed at finding out the
effect of using Realia to improve the students’ achievement in writing descriptive
text.
5
D. The scope of the Study
In conducting this research, the researcher focuses the study on the
effectiveness and the efficiency of using realia to improve the students’ writing
achievement mainly writing descriptive text.
E. The significance of the Study
The findings of this research are expected to be useful for:
1. English teachers to use realia in their writing class to improve the students’
writing achievement.
2. English learners to develop their knowledge in teaching writing skill by
using the media of realia.
3. The readers who want to conduct the same research.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzing the data, it was found out that the students’ score in
experimental group was higher than the students’ score in control group. The total
score and the mean score in experimental group showed that there was a
significant improvement of the students’ score between the pre-test score and the
post-test score.
Based on the data, the researcher draws the following conclusions :
1. Realia significantly affect the students’ achievement in writing descriptive.(tobserved > t-table, p = 0.05)
2. The result of calculation of t-test (3.993) with degree of freedom (df) = 62 is
greater than t-table (2.000) (p = 0.05) which implies that the alternative
hypothesis is accepted. Thismeans that the Realia significantly affect the
students’ achievement in writing descriptive paragraph.
It was also found out that the students no longer have difficulties to write
descriptive text because Realia can help them to transfer ideas from their mind
into written form. So, Realia is very helpful for the students when they are going
to write descriptive text well. By using Realia, the students finally feel that
writing descriptive text is an enjoyable activity and makes the students easier to
write a good descriptive text. Therefore, it could be concluded that the using of
Realiais significantly affect the students’ achievement in writing descriptive text
and helped the students to be more interesting in writing.
39
40
B. Suggestions
Based on the finding of this research, it is indicated that students’
achievement in writing descriptive text improved by using Realia. In relation to
the conclusion above, some points are suggested as follow:
1. It is advisable that the teachers of English to apply Realia in teaching writing of
descriptive paragraph as the alternative media in teaching learning process.
2. It suggested that the students are able to write by using Realia, to be better in
writing and also to enrich the idea of writing.
3. Other researchers improve the research about Realia dealing with writing skill,
especially in writing the descriptive text.
41
REFERENCES
Aggarwal, J.G.1997. Essentials of Examination System. New Delhi: Vikas
Publishing House PVT LTD.
Arikunto, S. 2003. ProsedurPenelitian : SuatuPendekatanPraktek. Jakarta:
RinekaCipta
Ary, Donald. 2002. Introduction to Research in Education. Singapore: Wardswith
Best, J. 1981. Research in Education. New Jersey : Prentice Hall
Brown, J.1984. Teaching the Spoken Language Cambridge fourth edition. New
Jersey : Practice Hall
Chitravelu, et all.2005. ELT Methodology: Principles and Practice 2ndEition.
Malaysia: FajarBekti
Gillet, G.1973. Pictures as One Media in Language Teaching. Cambridge
University
Harmer, Jeremy. 2007. The Practice of English Language Teaching Forth
Edition. England: Pearson Education
Heaton, J.1988. Writing English Language Test. London: Longman Group
Hughes, A. 2003. Testing for Language Teachers. Second Edition. Cambridge:
Cambridge University Press
Hyland,K.2002. Teaching and Researching Writing. Great Britain : Longman
Kariman
,
T.1991.
Media
in
InstitutKeguruanIlmuPendidikan
Language
Teaching.
Medan:
Lee & Coppen.1964. The advantage of Visual Media in Teaching learning
Process.
Longman Dictionary of Language Teaching & Applied Linguistics. Richards,
Platt,& Platt. 1992 . Essex
Pardiyono. 2007. PastiBisa! Teaching Genre-Based Writing. Yogyakarta: Andi
Weaver,G& Bollinger, E.1951. Visual aids; Their Construction and Use. Canada:
D. Van Nostrand Company.
42
http://www.ehow.com/about_4740909_descriptive-paragraph.html
Paragraph. (accessed on March 19, 2014)
Descriptive
http://itslj.org/Techniques/Mumford-Relia.htmlSelection of Activities involving
Realia. (accessed on March 19, 2014)
http://www.usingenglish.com/weblog/archives/000228.htmlMore
(accessed on March 19, 2014)
about
realia.
(http://itselj.org/Techniques) The advantages of Realia. (accesed on May 20,2014)
ACHIEVEMENT IN WRITING DESCRIPTIVE
PARAGRAPH
A THESIS
Submitted to English and Literature Department, Faculty of Languages and
Arts, State University of Medan in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
ARINDAWATI SIPAHUTAR
Registration Number: 2101121005
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Almighty God, Jesus Christ,
who has granted countless blessing, knowledge and opportunity so that the writer
can finish the academic year and completing this thesis entitled “The Effect of
Using Realiaon Students’ Achievement in Writing Descriptive Paragraph” as one
of requirement for the degree of Sarjana Pendidikan (S1) at English Department,
Faculty of Languages and Arts, State University of Medan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This thesis could have not been
accomplised without the guidance, suggestion, and comment from people, for
which the writer would like to express her sincere appreciation which directed 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 Languages and Arts Faculty.
3.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Departmentand as
her Reviewers. Rika, S.Pd, M.Hum as the Secretary of English
Department and Dra. Masitowarni Siregar, M.Ed, as the Head of
English Education Study Program.
4.
Dr. Zainuddin, DIP.TEFL, M.Hum, her Thesis Consultant.
5.
Dra. TjutErnidawaty, M.Pd, her Academic Consultant.
6.
Dra. Yunita Agnes Sianipar, M.Humas her Reviewers.
7.
Yatmi, S.Pd, the Headmaster of SMP SWASTA YAPENDAK
Tinjowan. For giving her the permission to do research.
8.
(Alm) R.E.D Sipahutarand R.Simamora as her beloved parents, for the
endless love, prayer, moral and financial support, in completing her
education full support, care, prayers and love. Ervalina Sipahutar as her
sister, her brother in law Maruli Ritonga and also her beloved brothers
Rizaldi Chandra Sipahutar and Putra Winardo Sipahutar. She thanks for
the support, pray, love and advice.
ii
9.
All members of HMJ BSI FBS UNIMED,for the support and
motivation.
10. All members of Reguler C’10,Batsyeba, Magdalena, Soly, Christin
Hakim, Dessy, and Herbiana, as her friends and family.The writer give
thanks for the support and laugh.
11. Harnoi Asrin L.Gaol,Aminah Ari Fadhila and Christine Helena who
have supported and helped her to complete her thesis and sharing ideas
and also specially Elnoviamy,Ayu Widya,Pradiba Utari and Deby Arif
as her beloved team, thanks for the motivation, support, smile, laugh,
and stress relieving jokes.
12. My family in Pembangunan Lydia Siska, Devi Yanti, Sartika and Liza
for the support and motivation to the writer.
13. Rocky Reyapruma Sihotang, S.Pd as her closest one, for the support,
motivation, pray, and time to the writer finishing this thesis.
14. All of my friends that can’t be mentioned one by one for the support
and motivation.
Finally, the writer hopes this thesis would be useful for those who read it,
especially for the students of English Department.
Medan,
September 2014
The writer
Arindawati Sipahutar
Reg No. 2101121005
iii
ABSTRACT
Sipahutar, Arindawati. 2101121005. 2014. The Effect of Using Realia on the
Students’ Achievement in Writing Descriptive Paragraph. A Thesis.English
and Literature Department. Faculty of Language and Art, State University
of Medan.
The aim of this study is to discover the effect of using Realia in writing
descriptive paragraph. Experimental research design is used as the research
method. This research took place at SMP Swasta YAPENDAK Tinjowan. There
were 2 classes chosen as the sample with 32 students in each class. The classes
were divided two groups namely experimental and control group. The
experimental group was taught by using Realia and the control group was taught
by using conventional method (without Realia). The instrument used to collect the
data was the writing test, which divided as pre-test and post-test. The result of the
research was analyzed by using T-test formula. The result show that the T-test
was higher than T-table (3.993>2.000) at the level of significant 0.05 with degree
of freedom (df) 62. It means that hypothesis alternative (Ha) is accepted which
shows that Realia significantly improves the students’ achievement in writing
descriptive paragraph.
Keywords: Realia, Writing Achievement, Descriptive Paragraph.
i
TABLE OF CONTENTS
ABSTRACT ......................................................................................................
i
ACKNOWLEDGEMENT ................................................................................
ii
TABLE OF CONTENT ................................................................................... iv
LIST OF TABLE ............................................................................................. vi
LIST OF TABLE ............................................................................................. vii
CHAPTER I INTRODUCTION
A. The Background of the Study ....................................................................
1
B. The Problem of the Study ...........................................................................
4
C. The Objective of the Study .........................................................................
4
D. The Scope of The Study ..............................................................................
5
E. The Significance of the Study .....................................................................
5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ................................................................................
6
1. Writing ....................................................................................................
6
2. Paragraph ...............................................................................................
10
3. Descriptive Paragraph ...........................................................................
11
4. Media in Language Teaching .................................................................. 13
5. Realia ....................................................................................................... 16
6. The Use of Realia in Writing Descriptive ............................................... 19
7. The Figure of Applying Realia in Teaching Descriptive Writing ........... 20
8. The Advantages of Using Realia ............................................................. 21
B. Conceptual Framework ............................................................................... 21
C. Hypotheses .................................................................................................. 23
CHAPTER III RESEARCH METHODOLOGY
A.
Research Design ......................................................................................... 24
iv
B.
Population and Sample .............................................................................. 25
C. The Instrument for Collecting Data ............................................................ 25
D. Assessment and Scoring of Writing ............................................................ 25
E. The Procedure of the Research .................................................................... 27
F. The Validity and Reliability of the Test....................................................... 30
G. Technique of Analyzing the Data ................................................................ 31
CHAPTER IV THE DATA ANALYSIS
A. The Data ......................................................................................................... 32
B. Data Analysis ................................................................................................. 33
C. Reliability of the Writing Test ........................................................................ 34
D. Testing Hypothesis ......................................................................................... 36
E. Research Finding ............................................................................................ 37
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions .................................................................................................... 39
B. Suggestions ..................................................................................................... 40
REFERENCES .................................................................................................. 41
APPENDICES ................................................................................................... 43
v
LIST OF TABLES
Table 3.1 Research Design ................................................................................. 21
Table 3.2 Criteria of Scoring Test ...................................................................... 23
Table 3.3 Teaching Procedure for Experimental Group .................................... 26
Table 3.4 Teaching Procedure of Control Group ............................................... 28
vi
LIST OF APPENDICES
APPENDIX A: Pretest for Experimental and Control Group .......................
43
APPENDIX B: Posttest for Experimental Group ...........................................
44
APPENDIX C: Posttest for Control Group......................................................
45
APPENDIX D: The Scores of Pretest and Posttest ..........................................
46
APPENDIX E: The Calculation of t-test ........................................................
50
APPENDIX F: The Reliability of the Test .....................................................
57
APPENDIX G: Percentage Points of the Distribution .....................................
60
APPENDIX H: Lesson Plan ............................................................................
61
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a medium of communication. According to Clark and Clark
(1997:7), language is fundamental and instrument of communication. In
communicating, human being use language to communicate or to interact to each
other. English is one of languages in the world and it is internationally used. This
is the reason why every country takes English as one of courses for students.
English has been included in school curriculum and university level to be taught
to the student.
In learning English, there are four basic language skills that must be well
mastered by the students, namely speaking, reading, listening, and writing.
Writing is the skill in transferring information by using written language to
express the ideas, opinions, experiences, etc. Reading is a process of interpreting
information to what they read. Listening means to give attention with the ears;
attend closely by hearing to the speaker. Speaking is the act, utterance, or
discourse of a person who speaks to the listener.
In general, writing is complex and difficult among the language skills. It is a
must for the language learners to master writing skill. Without having good
knowledge in writing, it is so difficult to be able to convey the ideas to the
readers. That is why writing is one of important things that must be taught to
students.
1
2
In addition, writing has many kinds of text genre such as narrative,
descriptive, recount, report, and procedure. According to Educational Unit
Curriculum in Junior High School, the students are expected to be able to
understand and write procedure, descriptive, narrative, and report text.
In this study, the researcher only deals with writing descriptive that
purposed to describe thing, person, or place, so the reader can imagine what the
researcher wrote. Descriptive text is a type of writing which has the meaningful
linguistic unit to describe something by using vivid details. Descriptive text is
concerned with creating a verbal realia of what we experience but it does not
always have to rely on sense impressions.
Based on data during interviewing the English teacher at SMP SWASTA
YAPENDAK TINJOWAN, there are some problems in teaching English. The
most problem is writing. Many students cannot write good text especially in
descriptive text. Almost 76 % students got the score under the Minimum Criteria
Mastery (KKM). The KKM that applied for the subject in that school is 75. Most
of them got lower score in writing. The students were not able to write and did not
pay attention on the writing task. They do not know how to recognize their ideas
in writing. They frequently being confused of what to write and how to start. For
the students, writing is difficult because it is complex subject that involves
organization of thought, the usage of English language and imagination. This
condition affect the students’ achievement in writing descriptive text. In order to
solve this problem, it is needed some creative and engaged strategy to make the
teaching writing more effective and interesting .
3
The failure of the students in writing is likely to happen because of the
media used by the teacher during teaching and learning process take place. During
teaching and learning process, teacher just explain the materials without giving an
interesting media so the students cannot enjoy the lessons and make the students
difficult to understand the materials. The teacher should not just explain the
subject or materials and force the students to memorize or do their activities
because it can make the students are not interesting in their lessons.
So, based on the explanation in advance, the researcher tries to give media
that may help the students elaborate their ideas in writing. The media is needed in
teaching writing especially in writing descriptive text. The media as the tool helps
both teacher and students in conducting learning process. It can support teaching
learning process because it is an instrument that can affect condition of teaching
learning process. The teacher will get easier to describe the materials and the
students will be interested in learning.
Media can play several roles in education process, ( Kariman, 1991:10) In
classroom, media serve as a source of pupil motivation, and expressions when the
learners produce materials for being used in classroom. There are many kinds of
media, one of them is Realia that is interesting in helping student in teaching.
Realia has meaningful because realia brings an authentic piece of the target
culture into the language classroom. According to Heaton (1979), by presenting
material through diverse media, realia helps to make English language input
comprehensible as possible and to build an associative bridge between the
classroom and the world.Realia is not only a series of artifacts that describes
4
thyecostumes and traditions of a culture, but they are also a set of teaching aids
that facilitate the stimulation of experience in target culture. In other words, realia
can be used to meet the students’ interest and their level of capability.
Harefa (2011) used this media to find out the improving of students’
achievement in writing descriptive text. He proved that realia can significantly
affect the student’s achievement in writing descriptive and improve they skill in
writing and also knowledge of vocabulary.
Realia provides language learners with multi – sensory impression of the
language. The students can learn by seeing, hearing, touching and manipulating
items. By using realia, students can solve their problem in expressing ideas,
opinion through writing.
B. The Problem of Study
Based on the background of the study, the problem is formulated as follows:
“ Is the students’ achievement in writing descriptive text is significantly affected
by using realia?”
C. The Objective of the Study
In line with the research problem, this study is aimed at finding out the
effect of using Realia to improve the students’ achievement in writing descriptive
text.
5
D. The scope of the Study
In conducting this research, the researcher focuses the study on the
effectiveness and the efficiency of using realia to improve the students’ writing
achievement mainly writing descriptive text.
E. The significance of the Study
The findings of this research are expected to be useful for:
1. English teachers to use realia in their writing class to improve the students’
writing achievement.
2. English learners to develop their knowledge in teaching writing skill by
using the media of realia.
3. The readers who want to conduct the same research.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzing the data, it was found out that the students’ score in
experimental group was higher than the students’ score in control group. The total
score and the mean score in experimental group showed that there was a
significant improvement of the students’ score between the pre-test score and the
post-test score.
Based on the data, the researcher draws the following conclusions :
1. Realia significantly affect the students’ achievement in writing descriptive.(tobserved > t-table, p = 0.05)
2. The result of calculation of t-test (3.993) with degree of freedom (df) = 62 is
greater than t-table (2.000) (p = 0.05) which implies that the alternative
hypothesis is accepted. Thismeans that the Realia significantly affect the
students’ achievement in writing descriptive paragraph.
It was also found out that the students no longer have difficulties to write
descriptive text because Realia can help them to transfer ideas from their mind
into written form. So, Realia is very helpful for the students when they are going
to write descriptive text well. By using Realia, the students finally feel that
writing descriptive text is an enjoyable activity and makes the students easier to
write a good descriptive text. Therefore, it could be concluded that the using of
Realiais significantly affect the students’ achievement in writing descriptive text
and helped the students to be more interesting in writing.
39
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B. Suggestions
Based on the finding of this research, it is indicated that students’
achievement in writing descriptive text improved by using Realia. In relation to
the conclusion above, some points are suggested as follow:
1. It is advisable that the teachers of English to apply Realia in teaching writing of
descriptive paragraph as the alternative media in teaching learning process.
2. It suggested that the students are able to write by using Realia, to be better in
writing and also to enrich the idea of writing.
3. Other researchers improve the research about Realia dealing with writing skill,
especially in writing the descriptive text.
41
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http://www.ehow.com/about_4740909_descriptive-paragraph.html
Paragraph. (accessed on March 19, 2014)
Descriptive
http://itslj.org/Techniques/Mumford-Relia.htmlSelection of Activities involving
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