MPLEMENTATION OF “MAKE A MATCH” MODEL TO IMPROVE WRITING SKILLS FOR THE ELEVENTH GRADE OF MAN 2 SEMARANG IN THE ACADEMIC YEAR OF 20182019 A GRADUATING PAPER
THE IMPLEMENTATION OF “MAKE A MATCH” MODEL
TO IMPROVE WRITING SKILLS FOR THE ELEVENTH
GRADE OF MAN 2 SEMARANG IN THE ACADEMIC YEAR
Submitted to the Board requirements for
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
MPLEMENTATION OF “MAKE A MATCH” MODELTO IMPROVE WRITING SKILLS FOR THE ELEVENTH
GRADE OF MAN 2 SEMARANG IN THE ACADEMIC YEAR
OF 2018/2019
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd.)
By:
Nur Kayati
NIM.11314020
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
MPLEMENTATION OF “MAKE A MATCH” MODEL
TO IMPROVE WRITING SKILLS FOR THE ELEVENTH
GRADE OF MAN 2 SEMARANG IN THE ACADEMIC YEAR
of Examiners as a partial fulfillment of theSarjana Pendidikan (S.Pd.)
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
MOTTO
Man Jadda Wa Jada
“Where there is a will there is a way”
ْۗﻢِﮭِﺴُﻔْﻧَﺎِﺑﺎَﻣا ْوُﺮِّﯿَﻐُﯿﯨﱣﺘَﺤٍﻣ ْﻮَﻘِﺑﺎَﻣُﺮِّﯿَﻐُﯾ َﻼَﮭﱣﻠﻟﺎﱠﻧِا
Verily never will Allah change the condition of
people until they change it themselves.
(Ar-Ra’d:11)
Life is not about finding yourself. Life is about
creating yourself.
(George Bernard Shaw)
DEDICATION
This graduating paper is dedicated to:
1. My beloved parents (Mr. Raban (alm) and Mrs. Kusnah) who always support me materially and morally. Thank you for your endless love and prayer, thank you for raising me up to more than I can be.
2. My beloved sisters, Siti Harmini and Munawaroh, my beloved brothers in law, Jumarno and Slamet Widodo, and my beloved nephew, Syarif Maulana. Thank you for always cherish of me.
3. My beloved second parents of Dar Al Yatama Orphanage, Mr. Sigit Riwiyanto and Mrs. Mustaghfirotun Idriss. Thank you for taking care of me since I was in senior high school until I finished my study in university.
4. My beloved best friends, Tasfiatun Niswati, Sinta Dewi P, Anglila W, who always be there supporting, listening, and amusing me.
5. My beloved sisters from another mother and father, Rina Anggaini, Umi Nashikhatuzzulfah, Tiyas Utami, Dwi Sri Utami, Umi Mahfudhoh, April Liyani, Bayu Alfin Maulana who always reminds me to take care of everything and give me strength.
6. My big family of LKSA Dar Al Yatama. Thank you for being the part of my wonderful journey.
7. My best partners of graduating paper in Mrs. Setia Rini’s group that support me to finish this graduating paper.
ACKNOWLEDGMENT
Assalamu’alaikumWr. Wb.Alhamdulillahirabbil’alamin, all praises be to Allah SWT the Most
Gracious and Most Merciful who always blesses and helps the researcher, so the researcher can finish this graduating paper as one of the requirements for Sarjana
Pendidikan (S.Pd.) in English Education Department of Teacher training and
Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.Peace and salutation may always be given to Prophet Muhammad SAW. who has guided as from the darkness to the brightness. However, this graduating paper will not be finished without support, advices, help, and encouragement from several people and institution. Hence, the researcher would like to express special gratitude to:
1. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D. as the Head of English Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
4. Dr. Setia Rini, M. Pd as the counselor, who gives great attention, suggestion and guidance for this graduating paper from chapter I until chapter V.
ABSTACT
Kayati, Nur. 2018. The Implementation of “Make A Match Model” to Improve
Writing Skills for the Eleventh Grade of MAN 2 Semarang in the Academic Year of 2018/2019. A Graduating Paper, English Education
Department, Teacher Training and Education Faculty, State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Dr. Setia Rini, M.Pd.
The objectives of the study are: To find out the implementation and to know the result of the implementation of “Make A Match” model to improve writing skills for the eleventh grade of MAN 2 Semarang in the academic year of 2018/2019. The numbers of subject of the research are 29 students of XI MIA 1 class of MAN 2 Semarang.
The methodology of this research was classroom action research. The research consisted of two cycles and each cycle consisted of four steps, they were; planning, acting, observing, and reflecting. The data collected were qualitative but also supported by quantitative data. The qualitative data were gained through observation and documentation. The data were in the form field notes, observation checklist and photographs. Meanwhile, the quantitative data was collected from the test. The researcher used SPSS 18.00 for analyzing the test.
The writer finds that there is a significant improvement on students’ writing skills after treatment by using “make a match” model in cycle I and cycle
II. The result of pre-test cycle I is 0 % of the students who reach the passing grade. The total presentation of the students who cannot reach the passing grade in the post-test cycle 1 is 51.72 %. T-test cycle I was 13.7 while T-table is 2.048 for df 28 and the significance 5%. The sig 2 (tailed) value is 0,000 and T-test is 13.7, thus the sig 2 (tailed) value <0.05 and T-test is bigger than T-table. Thus, Ha is accepted. Meanwhile, in the pre-test cycle II, there are students who can pass the passing grade, and the presentation is 72.41 %. Meanwhile, there are three students by the presentation 10.34 % who cannot reach the passing grade in the post-test cycle II. T-test in the cycle II is 4.93 while T-table shows 2.048 for df 28 and the significance 5 %. The sig 2 (tailed) value < 0.05 and T-test is bigger than T-table. Thus, Ha is accepted. The target presentation of the passing grade has been achieved.
Key Words: Make A Match model, Writing Skills
TABLE OF CONTENT
TITLE .......................................................................................................... i DECLARATION .......................................................................................... ii ATTENTIVE COUNSELOR’S NOTE ......................................................... iii STATEMENT OF SERTIFICATION ........................................................... iv MOTTO ....................................................................................................... v DEDICATION ............................................................................................. vi ACKNWLEDGEMENT ............................................................................... vii ABSTRACT ................................................................................................. ix TABLE OF CONTENTS .............................................................................. x LIST OF FIGURE AND TABLES................................................................ xiii
CHAPTER I: INTRODUCTION A. Background of the Research ..............................................................
1 B. Statement of the Research Question...................................................
5 C. Objectives of the Research ................................................................
5 D. Significance of the Research..............................................................
6 E. Hypothesis and Success Indicator ......................................................
7 F. Research Methodology ......................................................................
8 1. Research Design ...........................................................................
8
2. Subject of the Research ................................................................. 10
3. Steps of the Research .................................................................... 12
4. Techniques of Data Collection and Research Instrument ............... 14
G. Graduating Paper Outline .................................................................. 20
CHAPTER II: THEORETICAL FRAMEWORK A. Supporting Theories .......................................................................... 22
1. Writing Texts ................................................................................ 22
2. Make A Match Model ................................................................... 53
B. Review of Previous Study ................................................................. 55
CHAPTER III: IMPLEMENTATION OF RESEARCH A. The Procedure of the Research .......................................................... 59
1. Cycle I .......................................................................................... 59
2. Cycle II ......................................................................................... 62
B. The Minimal Standard of Successful ................................................. 65
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research Findings ............................................................................. 66
1. Cycle I ......................................................................................... 66
2. Cycle II ....................................................................................... 81
B. Discussion ......................................................................................... 96
CHAPTER V: CLOSURE
A. Conclusion ........................................................................................ 100
B. Suggestions ....................................................................................... 102 BIBLIOGRAPHY APPENDIXS
LIST OF FIGURE AND TABLE
Figure 1.1 The Scheme based on Kemmis and McTaggart ............................ 10Figure 2.1 The Scheme based on Harmer ..................................................... 26Table 1.1 List of the Students’ Name of XI MIA 1 Class of MAN 2 Semarang 11Table 1.2 Research Schedule ........................................................................ 12Table 1.3 Students’ Observation Checklist ................................................... 16Table 1.4 Teachers’ Observation Checklist ................................................... 16Table 2.1 Scoring Rubric according to The Jacob .......................................... 31Table 4.1 Form the Result of Students’ Observation Checklist Cycle I ......... 76Table 4.2 Form of Result Teachers’ Observation Checklist Cycle I .............. 76Table 4.3 The Students’ Score Pre-Test and Pos-Test Cycle I ...................... 77Table 4.4 Count of Passing Grade of the Pre-Test and Post-Test in the cycle I 78Table 4.5 Descriptive Statistic Cycle I ......................................................... 79Table 4.6 Paired Samples Test Cycle I ......................................................... 80Table 4.7 Form the Result of Students’ Observation Checklist Cycle II ........ 90Table 4.8 Form of Result Teachers’ Observation Checklist Cycle II ............. 90Table 4.9 The Students’ Score Pre-Test and Pos-Test Cycle II ..................... 92Table 4.10 Count of Passing Grade of the Pre-Test and Post-Test in the cycle II 93Table 4.11 Descriptive Statistic Cycle II ...................................................... 93Table 4.12 Paired Samples Test Cycle II ...................................................... 94Table 4.13 Data Analysis ............................................................................. 98CHAPTER I INTRODUCTION In this chapter, the researcher presents the background of the study,
statement of the problems questions, objective of the study, significance of the study, review of previous study, hypothesis and success indicator, research methodology, and graduating paper outline
A. Background of the Research
English is the important subject of the teaching-learning process in the school. English is starting from kindergarten up to the university. English is not a mother language or English is a foreign language in Indonesia and it is taught formally at the school, thus is not easy learned it for Indonesian’s student. However, English must be learned, since English is the International language that connects Indonesia with the other country. It helps students get information and knowledge in more than one aspect.
There are four basic skills should be mastered by the students, they are reading, speaking, writing, and the last is listening. Rini (2009:3) states that, “They are used to encourage the students to develop their competence….” It means that four skills of English increasing students ability in many aspects.
If students only master one of them, the students get difficulties to understand what they learn. For example, when students write a sentence, they should know and understand about the grammar, vocabulary, and also generic structure of the sentence. Then, if they have written a sentence correctly, thus they will be able to speak correctly also.
In this research, the researcher will focus on writing aspect. According generally assumed to be the most essential for a successful study.” It means that writing is the aspect that is needed by the students because it is one of particular importance in English.
Harmer (2001:79) said that, “The visual demonstration of language construction is invaluable for both our understanding of how it all fits together and as an aid to committing the new language to memory. Students often find it useful to write sentence using new language shortly after they have studied it.” It means that writing can reinforce the student memories. Nur R (2009:2) also states about the importance of writing, “Writing skill covers the mastery of language, mechanical skills, treatment of content, stylistic skills, and evaluative skills.”
The main key of writing a text is the students have to master the vocabulary and also the tenses. Thus, the students can arrange the vocabulary and tenses to be a correct sentence. Moreover when make a good text needs coherence and cohesive.
rd As interviews that hold on Wednesday, 3 May 2018 with Mrs.
Noviati Jamila, she is English teacher in MAN 2 Semarang. There were many problems that obstruct in teaching-learning process. The researcher asked some question to the teacher. First question about the situation of students in the teaching learning process, the teacher said that the situations of the students depend on their class. There are active classes and also passive classes. The class area also influence the students comprehension. that the students usually had difficulties in writing. The teacher answered that in particular writing subjects, the lack of vocabulary, the students faced many difficulties in proposing their idea to be an appropriate text, and less enthusiastic in the lesson became the problem in the class too.
The third question is about the Standardized of Minimum Score (KKM) of English subject and the Curriculum that is used in MAN 2 Semarang. The teacher said that Standardized of Minimum Score (KKM) in MAN 2 Semarang is 70, and MAN 2 Semarang uses Curriculum 2013 Revision.
The fourth question is about the method that is used in writing. The teacher said that for now she follows the instruction in the book. The last question is about make a match model. The teacher said that she never uses make a match model.
The conclusion from that interview in term of students’ difficulties in writing was the eleventh grade of MAN 2 Semarang, they had problems such us; lack of vocabulary, the students faced many difficulties in proposing their idea to be an appropriate text, and less enthusiastic in the lesson became the problem in the class too. The teacher must be able to reorganize the strategy in writing activities. Thus, the students are more enthusiasts in writing activity.
Nowadays, teachers can use many ways in the teaching-learning monotonous and the students are not getting bored. Varieties method or model is needed to make the teaching-learning process more interesting. Sutarmiyati (2016:3212) states that variety learning model will increase the student’s enthusiast.
There are many of games that can be applied; one of them is “make a match” model. Make a match model is the game of teaching-learning that developed by Curran (Huda, 2016:135). It is part of cooperative learning, that emphasize grouping and pair discussing. In this model, the teacher should prepare some cards that consist of topics. According Arifah & Kusumarasdyati (2013:02), teachers can motivate and encourage their students to be more interested and enthusiastic in learning English by using make a match model. Hopefully, by using the game, the teaching-learning process will be more interesting, make the student comfortable, enthusiastic with the material and improving the students ability in writing. Through make a match model, the students can propose their idea since the cards in make a match model only show the clue of text or the main idea and the students have to develop the cards.
According to whole explanation, the researcher is interested in doing research entitled
THE IMPLEMENTATION OF “MAKE A MATCH”
MODEL TO IMPROVE WRITING SKILLS FOR THE ELEVENTH GRADE OF MAN 2 SEMARANG IN THE ACADEMIC YEAR OF 2018/2019
B. Statement of the Research Questions Based on the background of the study, the researcher decides the problems of the research are:
1. How is the implementation of “Make A Match” model to improve writing skills for the eleventh grade of MAN 2 Semarang in the academic year of 2018/2019?
2. How far is the improvement of student’s writing skills by implementing “Make A Match” model for the eleventh grade of MAN 2 Semarang in the academic year of 2018/2019?
C. Objective of the Research
The objectives of the study are to answer the question above. In this research, the researcher has some purposes according to the statement of the problems.
1. To find out the implementation of “Make A Match” model to improve writing skills for the eleventh grade of MAN 2 Semarang in the academic year of 2018/2019.
2. To know the improvement of student’s writing skills by implementing “Make A Match” model for the eleventh grade of MAN 2 Semarang in the academic year of 2018/2019.
D. Significance of the Research
The researcher hopes that this research gives advantages, contribution and also useful for the students, the teacher, the school, the reader and the writer especially about the implementation of “make a match” model to improve writing skills for the eleventh grade of MAN 2 Semarang in the academic year of 2018/2019 as the statement below:
1. For the students The advantages of this research, it can support the students achieve in writing skills. It can increase students’ motivation in English. Teaching- learning process using “make a match” model can make students become active and enthusiast in writing skills. It can help students feel fun and receive much knowledge easily.
2. For the teacher The advantages of this research, it can support English teachers to use this model in teaching writing. They can apply new model in teaching- learning process in order to make the students more enthusiast in their class.
3. For the school The advantages of this research, it can develop the curriculum of the English teaching-learning process. It can develop the accreditation learning process, then they understand with the material and the final result the students can get more score in their exam.
4. For the researcher The advantages of this research is the researcher can understand more about the implementation of make a match model to improve students in writing skills and can know deeply how to make students interested with the teaching-learning process.
E. Hypothesis and Success Indicator
Hypothesis is temporary for the problems of research to reasonable show with the grouping of data (Arikunto, 1998:7). According Hopkins (1980:15), “Hypothesis provides a very important element of the scientific approach by giving something for collected data and results to support or not support”. It means that hypothesis is used to measuring for the researcher. Hypothesis of this research is if use make a match model can achieve the students in writing skills.
The success indicator of this research is taken from the students’ Basic Competence shown in Lesson Plan (RPP). The students’ success and failure in doing the activities in cycle I and cycle II assessed by referring to criterion of the passing grade (KKM). The passing grade of English lesson in MAN 2 Semarang is 70. The teacher and the researcher expect that there are at least 85% of the students who pass the passing grade.
F. Research Methodology 1) Research Design
This research was CAR (Classroom Action Research). Action research tried to take a study since it explored whether something could be done in a better way or not. This type of research was done for the purposes to improve local classroom practices. Action research provides a chance for teachers to reflect on their own practices (Cresswell, 2005:550). The researcher took two cycles in this action research. In this research, every cycle consisted of two meetings. After the first cycle was done, the second cycle followed the first cycle and hope it could improve the activities of the first cycle. The designs of activities that were done by researcher according to Kemmis and Mc Taggart, 1988:14 in (Hopkins, 1993:47) are as follows:
a. Planning In this stage, the researcher needed to prepare instrument which was support in learning process, they were:
1) Formulated the purpose of learning, prepared the material, made lesson plan, and designed the steps in class action.
2) Prepared sheets for classroom observation. Prepared camera to take photos the situation of the class.
3) Prepared pre test and post test to measure students’ achievement
b. Action In this action, the researcher implemented the action research and did some actions, they were:
(1) Gave the pre test. (2) Thought writing texts in class by using make a match model. (3) Gave occasion to the students to ask any difficulties or problems. (4) Gave the post test
c. Observation Observation is one of the instruments to know the students feeling, thinking and anything they do in the learning process. The researcher observed the action of the students in learning process by field note which was helped by partner researcher. In this researcher, the researcher also gave the students pre test and post test that both of them analyzed by the researcher.
d. Reflection Based on the result of the observation, the researcher made evaluation to the students during teaching learning process. It was important action if the researcher found the problem of the students in first cycle. The researcher did better in the next cycle like the first cycle.
Four activities in each cycle can be described as follows:
Figure 1.1 The Scheme based on Kemmis and McTaggart 1988:14 (in Hopkins, 1993:48) 2) Subject of the ResearchThe object of this research was the eleventh grade of MIA 1 in MAN 2 Semarang the academic year 2018/2019.
Table 1.1 List of the Students’ Name of X1 MIA I class of MAN 2 Semarang.10 NA Female
18 RA Female
17 PA Female
16 NH Female
15 MS Male
14 MA Male
13 LE Female
12 HS Female
11 HP Female
9 FL Female
No Students’ name Sex
8 ED Female
7 DN Female
6 DF Female
5 DR Female
4 AN Female
3 AW Female
2 AF Female
1 AK Female
19 RP Female
20 RP Female
29 WI Female
Office staff MAN 2 Semarang (09.00 WIB)
2018 Giving observation letter to one of the administration staff of MAN 2 Semarang
th
1 April, 06
Table 1.2 Research Schedule No Date Activity Place and timeIn conducting the research, the researcher carried out the steps which summarize in the following research schedule. This research was done on July 2018 until August 2018. The table of research schedule was written below:
28 WP Female
21 SN Female
27 TY Male
26 TW Male
25 SS Female
24 SH Female
23 SV Female
22 SM Female
3) Steps of the Research
th
2 April, 18 Asking confirmation to the Office staff 2018 administration staff of MAN MAN 2
2 Semarang Semarang
st
3 April, 21 Consult with the WAKA Office staff 2018 Curriculum of MAN 2 MAN 2 Semarang Semarang
(09.00 WIB)
rd
4 May. 3 Interview with the English Teacher room 2018 teacher in the preliminary MAN 2 study (before classroom Semarang action research) (09.00 WIB)
th
5 May, 14 Meet the English teacher to Teacher room 2018 do a consultation about the MAN 2 lesson plan Semarang
(10.00 WIB)
th
6 July, 23 Doing action in the class In the classroom 2018 (cycle I) of eleventh MIA Pre-test, treatment 1 grade
(07.00-08.30)
th
7 July, 30 Doing action in the class In the classroom 2018 (cycle I) of eleventh MIA Treatment 1 grade
(07.00-08.30)
th
8 August, 6 Doing action in the class In the classroom 2018 (cycle I) of eleventh MIA Post-test 1 grade
(07.00-07.45)
th
9 August, 13 Doing action in the class In the classroom 2018 (cycle II) of eleventh MIA Pre-test, treatment 1 grade
(07.00-08.30)
th
10 August, 13 Doing action in the class In the classroom 2018 (cycle II) of eleventh MIA Treatment 1 grade
(08.30-10.00)
th
11 August, 20 Doing action in the class In the classroom 2018 (cycle II) of eleventh MIA Post-test 1 grade
(07.00-07.45)
4) Techniques of Data Collection and Research Instrument
The researcher presented the act of collecting data are as follows:
a) Interview According to Schostak (2006: 54) in Alshenqeeti (2014:40) said that an interview is an extensive conversation between partners that have get information deeply about a certain topic or subject. Aditya (2013:16) stated that interview is meeting between partners for exchange information through question and answer, thus could be that interview process interaction between interviewer and respondent use guide interview. The researcher used this interview to get data for the background of the research. And the result of the interview explained in the background of the research.
b) Observation
According to Spradley (1980) in Creswell (2002:212), observation is one of the collecting data form that often used and the researcher able to get different part in the process. Creswell (2002:213) also assumed that observation is the process of collecting the information by observing people and places in the research’s place. Observation was a crucial role in the classroom research. In
addition, the researcher observed the learning process. In this research, the researcher took observations in two cycles; cycle I and cycle II.
The researcher used the observation checklist to make it more systematic. It consisted of students’ and teachers’ observation checklist. The students’ and teachers’ observation checklist was written bellow:
Table 1.3 Students’ Observation Checklist2 Praying before the lesson begins
9 Giving feedback after the lesson
8 Guiding the students activity
7 Giving explanation of the materials
6 Giving opportunity for asking questions
5 Preparing and giving of the material
4 Reminding previous materials
3 Checking students attendant
1 Greeting students before the lesson begins
No Students’ Activity Yes No
No Teacher’s activities Yes No
Table 1.4 Teacher’s Observation Checklist5 Being enthusiastic in application make a match model
4 Doing the task well
3 Responding to the question
2 Asking question
1 Paying attention
10 Closing c) Test According to Brown (2000:384), test is the way to measure the student’s knowledge and some procedures that consist of instrument gave to the students the test that consists of pre-test and post-test. The function of pretest was to know how far the students’ improvement in writing skills before applying “make a match” model. The function of post-test is to know the students’ improvement in writing skills after applying “make a match” model. The researcher used essay for pre- test and post-test. In the pre-test and post-test (see in appendix), explain the detail clues. The researcher gave 45 minutes to do the pre test and 45 minutes for post test.
d) Documentation According to Arikunto (2010:201), the word documentation is from document that has meaning written object. The researcher investigates the written object as books, magazine, document, regulation, field note and the others (Arikunto, 2010:201). The researcher needed some documentations and data to know about the school situation of this study. In this research, the researcher chose to using photos and field note as the documentation of the research (see in appendix).
5) Data Analysis
After collecting the data, the next steps of study is analyzing the data. Kothari (2014:130) said that there is several kind of analysis the a) Descriptive analysis
Kothari (2014:130) argues that descriptive analysis is the explanation or sharing about one variable in research deeply. According to Sugiyono (2014:14), the descriptive analysis is about the research’s interpretation about the data that found in the field. The researcher used the observation sheet and field note.
b) Statistical analysis Kothari (2014:131) states that statistical analysis or inferential analysis is about significance of the test to examine the hypotheses until find conclusions. Lodico, Spaulding & Voegtle (2006:243) stated that the researcher should be able to make summarize in form of statistical analysis to make sense the data. In this research, statistical technique was used to know the extent to using make a match model toward the students’ improvement in writing skills from the result of pre-test and post-test.
(1) Score of Students’ Test The researcher measured the students’ improvement in writing skills by scoring the students’ test. According to Kherudin
(2016:191), scoring the test is used to describe the students’ performance in test and can evaluate the student’s performance in test. The researcher uses scoring rubric (it can be seen in table 2.1) for evaluate the student’s test. The students’ score test was
(2) Calculate the Result of the Test After scoring the students’ test, the researcher calculated the data uses the t-test to determine there was a significant difference in cycle I and cycle II. The researcher uses Statistical Package for Social Sciences (SPSS) application for analysis the data. Arkkelin (2014:2) argues that SPSS is used to understanding and interpreting the research’s data. The researcher used SPSS Base that gives the range of data entry, statistical, or informing capabilities.
The steps for analyzing by using SPSS as follow: (a) Open SPSS (b) Click Data View, insert the data. In Variable view, in the column of name, change the name of VAR00001 into pre test and change the name of VAR00002 into post test. Then change the number of decimals from 2 into 0.
(c) Click Data View, then click Analyze, choose Descriptive Statics and click Descriptive. Move the pre test and post test into variable (s). Then click Ok. Copy the result of descriptive statistic.
(d) Click Analyze, choose Compare Means, and then click Paired-Sample T Test. Then copy the result into word.
G. Graduating Paper Outline
This study is organizes into five chapters as follows:
Chapter 1 is tells about introduction presenting the background of the research, statement of the research questions, objective of the research, significances of the research, hypothesis and success indicator, research methodology and graduating paper outline.
Chapter II is describes about theoretical framework that related of the literature and the review of previous research. Theoretical framework consists of underlying the writing of the study; they are the definition of writing, definition of text, teaching writing, writing process, classroom technique in writing, the writing assessment scoring rubric, genres of writing, definition of make a match model, the steps of make a match model, and the last is the advantages and disadvantages of using make a match model.
Chapter III is the implementation of the research. This chapter consists of procedure of the research. Chapter IV presents about Research Finding and Discussion. This chapter consist the result of the implementation make a match model to improve writing text for the first grade of MAN 2 Semarang in the academic year of 2017/2018.
Chapter V, as the last chapter in this study contains the conclusion and suggestion of the research based on the analysis in chapter four. Bibliography
CHAPTER II THEORETICAL FRAMEWORK In this chapter consists of supporting theories and the review of previous
research. Supporting theories describe some information related to writing text and make a match model.
A. Supporting Theories
1. Writing Texts
a. Definition of Writing
Robert (1964:143) states that, “Writing is a partial representation of units of language expression.” It is mean that writing is one of those four language skills, which is used as one medium to communicate with others, in academic field, as well as in daily life. According Ghaith (2002) in text Nur R (2008:2), “Writing is about more than making our thoughts and ideas visible and concrete.”
b. Definition of Text
Text is the variety type of communication expression such as written, spoken, picture, or symbol, that all of them are used to delivering the information (Pardiyono, 2016:2-3). 1) Written Text
Written text can be found in the variety of printed media and electronic surrounding the students. Textbooks, reading books, notebooks, magazines, novels, newspapers and the others that load a text are including in written text.
2) Spoken Text example, when we speak with others, reigning over to others, give instruction to others and so on, it can be conclude as spoken text. Spoken text is the type of spoken communication expression. 3) Picture
Advertisements use pictures or images to deliver the message or information to others. It is conclude as picture text.
4) Symbol There is often found the variety of symbol that has different purposes. For example the symbol of don not smoke in this area, toilet for men, toilet for woman, restaurant, parking area, and others. All of them are include as types of text because are form to deliver the information.
c. Teaching Writing
Writing is an important part that must be mastered by the students. So that, from earlier enter the school, the students are able to learn writing. Harmer (2001:79) state that, the reasons for teaching to the students of English as a foreign language include reinforcement, language development, learning style and, most importantly, writing as a skill in its own right. It can be explained as follow:
1) Reinforcement Some students obtain languages in a purely oral/aural way, but by seeing the language written down get the benefit greatly. The the understanding of how it all fits together and as a support to committing the new language to memory.
2) Language Development The mental activities that have to go through in order to fabricate written texts are all part of the ongoing learning experience.
3) Learning style Some student mostly study language quickly by looking and listening. For many learners, procedure language is the slow way.
Writing is appropriate for such learners. It can also be quite reflective activity instead face-to-face communication.
d. Writing Process
According to Harmer (2004:4) the process of writing has four elements. It can be explain as follow: 1) Planning
Before starting to write, the writers try to plan and establish the planning to write by making detail notes. Some people write few words is enough, even though others may do all their planning in their heads not actually write down any preliminary notes at all.
When planning, writers have to think about three main issues (Harmer, 2004: 4-5):
a) They have to consider the purposes of their writing since it used and the information they choose to include.
b) The experienced writers think about the audience that they are writing, since that influence the shape of the writing, the language choosing, for example, it is formal or informal in tone.
c) Thirdly, writers have to consider the structure content of that piece, how best way to sequence the fact, ideas, or arguments which they have decided to include. 2) Drafting It can refer to the first version of a piece of writing as a draft.
The word “go” at the text is often make assumption that it can be amended later. As the writing process continuous into editing, a number of drafts maybe produced on the way to the final version (Harmer, 2004:5).
3) Editing (reflecting and revising) After the writer have produced a draft later they read through what they have written to see where it works and where it does not.
Perhaps that they are written is ambiguous or confusing. Then, they may move the paragraphs or write a new introduction. They may use a different words form for a particular sentence.
Reflecting and revising are often helped by editors who comment and make suggestions. Another reader’s reaction can help the author to make appropriate revisions (Harmer, 2004:5).
Once writers have edited their draft, make a change that is necessary, and produce their final version. This is different from both the original plan and the first draft, since things have changed in the editing process. It can decide to present these stages in following way: “planning- drafting- editing- final draft” (Harmer, 2004:5).
It needs to represent these aspects of the writing process in a different way. Therefore, the writer can take the way from any direction in this process wheel below (Harmer, 2004:6).
Figure 2.1 The Scheme based on Harmer (2004: 6)Sometimes the first three stages of the process can take almost no time at all and it can plan, (re-)draft, and (re-)edit very quickly in their heads as their write. Even though, it approaches the process, it still tries and plans what to write, check what have written, and revise it before sending it off. It is just that at certain times do this more carefully than at others (Harmer, 2004:6).
Spears & David (2008:5) stated that, “It is useful to think of journey toward a finished paper as having three stages: prewriting, writing, revising.” It means that according to them, there are three steps in processing writing. They providing a steps-by-step discussion of the way one students and they explain in through of Hernandez’s assignment. The steps can explain as follow: 1) Prewriting
In prewriting process, Hernandez needed to prepare in several way (Spears & David, 2008: 6-12): a) Understand the writing Task
First of all, Hernandez read the assignment carefully and then asked for clarification. She was not sure whether the paper requirements would allow her to observe only students from her own classes or whether she needed to observe widely. She should focus on students behavior in own college classes.
b) Use brainstorming strategies to find and narrow the topic Hernandez used various strategies to explore this subject:
(1) Free writing After returning from an exam where she saw students using cell phones to cheat, Hernandez sat her computer and let her thought.
(2) Listing Hernandez made list of the various forms of cheating she had observed.
Using her list and her notes from rewriting, Hernandez made clusters of her ideas.
(4) Reading Hernandez sought out and read several articles she found on the collage library’s online database to help her think about the effects of cheating on both students and instructors. (5) Talking Talking with others can help a writer formulate ideas.
c) Consider the audience Instead, Hernandez was writing for large audience, she also pays attention with: the reader’s knowledge about the subject, the reader’s values, the reader’s interests, and the reader’s diversity.
2) Writing
a) Writing the thesis statement The thesis is the heart of the essay. Without a clear, well- thought-out thesis, it is hart to rescue an essay no matter how many hours put into it. The thesis has three functions: (1) It tells the reader the subject of the writers’ paper.
(2) It indicates what the writer’s approach to that subject will be. (3) It helps the writers to organize the supporting ideas.
b) Planning the structure The opening should draw the reader into the world into the paper be showing about what are going to discuss. The thesis should be clearly stated in the introduction, which does not have to be only one paragraph. For a complicated subject, the introduction might stretch over two or three paragraph. (2) Body
The content of the body should be arranged as outline as a method of organizing the information.
(3) Conclusion (a) Sum up the examples, details, and reasons offered in the body to support the thesis.