Research Problem Problem Limitation Research Objectives Theoretical Framework

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B. Research Problem

The problem of this study is: to what extent do games improve the X Accountancy 2 students’ writing skill in composing short functional English texts?

C. Problem Limitation

This study was Classroom Action Research CAR in Class X Accountancy 2 of SMK Putra Tama Bantul. The participants were twenty four students of Class X Accountancy 2 of SMK Putra Tama Bantul. This study focused on using jumbled sentences, jumbled words and flash pictures games to improve students’ writing skill in composing an informal memo and an informal invitation letter.

D. Research Objectives

The objective of this study is to overcome problem in composing short functional English texts encountered by X Accountancy 2 students of SMK Putra Tama Bantul. Games are the solution to improve students’ writing skill in composing short functional English texts. This study is to find out to what extent games improve the X Accountancy 2 students’ writing skill in composing short functional English texts. 5

E. Research Benefits

This study gives benefits to these following people:

1. The students of X Accountancy 2 of SMK Putra Tama Bantul

This study will help the students improve their writing skill in composing short functional English texts. They will be able to apply the elements, know the meanings of new vocabularies, organize ideas, and apply the tenses used in an informal memo and an informal invitation letter. The students will also be more active and enthusiastic in learning English. They will learn English in more enjoyable ways.

2. English Language Education Study Program Students

The English Language Education Study Program students may use this study as their additional reference. The benefits of this study can be their reference in developing techniques in teaching writing. Therefore, they can help their future students improve their students’ writing skill in composing short functional English texts.

3. English Teachers

The result of this study helps the English teachers in general and the English teachers of SMK Putra Tama Bantul in particular use games in the teaching learning process, especially in teaching writing. Therefore, they will help their students improve their writing skill in composing short functional English 6 texts. They can also teach their students in an enjoyable teaching learning atmosphere.

4. The Researcher

By conducting this study, the researcher can solve the problems encountered by the students. Besides, the researcher will be more creative in using games to teach English. The researcher also hopes that games will inspire to teachers in teaching writing short functional English texts.

5. The Other Researchers

The researcher lets the other researchers use this study for their reference in conducting their study. Therefore, the other researchers will develop the learning strategies to teach writing. The other researchers will also create more creative games in conducting their study. The researcher hopes this thesis can be beneficial to help those who design materials for the tenth grade students of vocational high schools which contain games.

F. Definition of Terms

The terms used in this study are:

1. Writing Skill

In this study, writing skill is one of English skills that are learned by the X Accountanc y 2 class. Based on Wright et al. 2006, writing is one of ways “to communicate something to somebody” p. 58. In this study, the students’ writing 7 skill is measured from the students’ written texts score and the students’ improvement in each elements of scoring rubric.

2. Games in Language Teaching

According to Brewster, Ellis and Girard

2004, “games are not only

motivating and fun but can also provide excellent practice for improving pronunciation, vocabulary, grammar and the four language skills” p. 172. It means that games help the learners learn English and improve the lear ners’ English skills. In other words, games help the students learn by doing. In this study, the researcher uses three kinds of games, namely jumbled sentences, jumbled words and flash pictures. Those games are used as a media to teach writing skill in order to solve the problems encountered by X Accountancy 2 students in SMK Putra Tama Bantul.

3. Short Functional English Texts

Based on the competency standard in School Based Curriculum 2006, short functional English texts are texts that have certain functions which are used in daily activities. In this study, the researcher focuses on two kinds of short functional English texts; an informal memo and an informal invitation letter. Informal memos are a kind of letter used to give instructions to do something, respond to previous questions, or share new information to someone that is close to the writer Bovée Thill, 1995.According to Rosenblatt, Cheatham and Watt 8 1977, informal invitations are invitations in a letter form to invite someone to attend some informal activities, namely dinner, lunch, and annual gatherings.

4. Students of X Accountancy 2of SMK Putra Tama Bantul

The students of X Accountancy 2 of SMK Putra Tama Bantul are students whose ages range between sixteen and seventeen. Based on the rese archer’s observation, X Accountancy 2 students have difficulties in writing short functional English texts. Therefore, games help the students improve their writing skill in composing those texts. 9 CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher presents the theories that support this study. The related literatures are discussed as the basis of answering the research questiononto what extentdo games improve students’ writing skill in composing short functional English texts. There are two sections presented in this chapter, namelythe theoretical description and theoretical framework. In the theoretical framework the researcher presents the steps of implementing the related theories by using games.

A. Theoretical Description

In this section, the researcher discusses four theories which are related to the study. They are writing skill, short functional English texts, games in language learning, and classroom action research.

1. Writing Skill

In this sub- section, the researcher discusses three parts which are related to the study. The parts are the nature of writing, the process of writing, and teaching writing in EFL classes. In the nature of writing, the researcher discusses the definition of writing and the characteristics of written products. Then, in the process of writing, the researcher discusses the steps in producing a written text. While in the teaching writing in EFL classes, the researcher discusses the important of teaching writing in EFL classes. 10

a. The Nature of Writing

According to Wright et al. 2006, writing has purpose “to communicate something to somebody ” by written form of language p. 3. It means that people have to be able to write correctly if they want to communicate with others by using written language. Moreover, Brown 2007 states that writing is a kind of skill that “requires learners to product a correct written language” p. 391. He also says, “Written products are often the result of thinking, drafting and revising procedures that require specialized skills…” 2007: 391. In other words, writing producessome written products after employing some steps. However, writing is the most difficult skill to master. It is supported by Tiedt 1989 who says, “… of all the language skills, writing is the most difficult and it is a hard work ” p. 6. Harmer 2011 agrees with the statement by saying “writing is a complex skill which requires some steps and takes more time” p. 52. It shows that writing is a complex skill to master by students. Brown 2007: 397- 398 presents the characteristics of written language as follows all are direct quotes. 1. Permanence: written language has power to clarify the text. 2. Production time: the time in writing written language is limited. 3. Distance: the writers’ background influences their content of writing. 4. Complexity: written language has some sentences and clauses. 5. Vocabulary: in writing written language, the writers also enrich their vocabulary. 6. Formality: the writers need to write well-structured and correct sentences. 11

b. The Process of Writing

Meyers 2005 states that writing is defined as a process of discovering, thinking and organizing the ideas, putting them on the paper and revising them. Those stages require “specialized skills” Brown, 2007: 391. According to Brown 2007, there are three stages of composing a written text. In the first stage, namely prewriting, students may obtain ideas by reading, clustering, questioning, or making outline. After obtaining ideas, students go on to the drafting stage. In this stage, students have their time to compose sentences and paragraphs within class hour.After the students submit their wrriten texts, the teacher have to give feedback to their written texts. Then, students go to the last step, namely revising. In this step, students re-write their drafts into better written texts. The students can omit or add some important things in editing their drafts Meyers, 2005. However, when the classroom time is limited, students may revise their drafts as homework writing assignment Harmer, 2011. Finally, the students can submit their revised written texts to the teacher or post it.

c. Teaching Writing in EFL classes

There are some important reasons why writing is taught in Indonesia as a foreign language. Raimes 1983 says about there are three reasons why writing is important as follows: First, writing reinforces the grammatical structures, idioms, and vocabulary that we have been teaching our students. Second, when our students write, they also have a chance to be learned to say, take a risk. Third, when they write, they 12 necessarily become very involved with the language: the effort to express ideas and the constant use of eye, hand, and brain is a unique way to reinforce learning. p. 3 Therefore, the students learn and practice how to apply language features and construct correct sentences in writing English texts. It is more challenging to the English teachers who taught EFL classes because English is not the students’ daily language. Therefore, the students will be able to compete in global era in which English is a global language.

2. Short Functional English Texts

Based on the competency standard in School Based Curriculum 2006, some short functional English texts that are taught in vocational high school grade X are menus, public transportation departures, memos, and invitation letters. In this study, the researcher focuses on an informal memo and an informal invitation letter. Informal memos and informal invitations have similar grammatical features. Both of them focus on simple present tense and simple future tense.

a. Informal Memos

Informal memos are a kind of letter used to give instructions to do something, respond to previous questions, or share new information to someone that is close to the writer Bovée Thill, 1995. Voss 2011 says that a memo should be easy to read and understand. Based on Raimes 1983, informal memos require “associated vocabulary, sentences structures and appropriate choice of 13 words ” p. 85. Based on Sularto 2008: 68, the elements of an informal memo are as follows: 1 addresse 2 addresser 3 content 4 complimentary closing 5 signature 6 s ender’s name Those elements are summarized in the following figure. Figure 2.1 An Informal Memo Based on Sularto 2008: 68 1 2 3 4 5 6 14

b. Informal Invitation Letters

According to Rosenblatt et al. 1977, informal invitations are invitations in a letter form to invite someone to attend some informal activities, namely: dinner, lunch, and party annual gatherings. Himstreet et al. 1993 state, “In informal invitation letters, wording should be conversational, as though were extending the invitation orally” p. 478. In other words, the writers use informal words in writing informal invitation letters. However, according to Raimes 1983, informal invitation letters have their “associated vocabulary, sentences structures and appropriate word choice ” p. 85. Therefore, it is important to apply correct tenses, elements and use appropriate vocabularies in writing an informal invitation letter. Rosenblatt et al. 1977 state that to show informality, the writer uses the first personal pronouns “I” and “we”. It means that informal invitation letters are sent to people who have close relationship with the writer. For example, the letters are sent to close friends or colleagues. Based on Suryana 2006: 126, the elements of an informal invitation letter are as follows: 1 date: the day, date and year of the letters 2 greeting salutation 3 content body 4 complimentary closing 5 signature 6 s ender’s name 15 Those elements are summarized in the following figure: Figure 2.2 An Informal Invitation Letter Based on Suryana 2006: 126

3. Games in Language Learning

There are three parts discussed in this section, namely the definition of games, the advantages of games in the language learning and the kinds of games used in this study.

a. The Definition of Games

Martin 1995: 1 as cited in Brewster et al. 2004: 172 state, “Games are fun activities which give young learners the opportunity to practice the foreign language in a relaxed and enjoyable way”. Therefore, the learners will learn in an enjoyable situation without realizing it. It means that the learners learn the materials in a fun way. 1 2 3 4 5 6 16

b. The Advantages of Using Games in Language Learning

There are many advantages of using games in language learning. Bell and Wieckert 1985 say that games can increase students’ motivation in learning because games will make them active and participate in language learning. Moreover, Wright et al. 2006 state, “Games encourage many learners to sustain their interest and work” p. 2. Students’ motivation is important in the learning activities as stated by Harmer 2007, ”Without such motivation we will almost certainly to make the neces sary effort” p. 98. Therefore, teachers are expected to be creative to improve students’ motivation. The teachers can create fun learning and good atmosphere in class t o improve students’ motivation by using games. However, games create more than only fun in language learning. According to Brewster et al. 2004 , “games are not only motivating and fun but also can provide excellent practice for improving pronunciation, vocabulary, grammar and the four English skills” p. 172. Therefore, it is obvious that games help the learners learn English and improve the learners’ English skills. It is supported by Wright et al. 2006 who say that games in EFL classes are language games which help the students experience the language rather than study it. Moreover, Lee 1986 states that games bring a foreign language to life in the classroom. It is obvious that games really help the learners learn target language by practicing and using the language. Therefore, the le arners’ skill in language skills will improve. 17

c. The Kinds of Games in this Study

Having known the problems encountered by X Accountancy 2 students, the researcher chose three kinds of games as follows. 1. Jumbled sentences According to Raimes 1983, jumbled sentences are a kind of game in which the students are asked to put jumbled sentences into paragraph order. Raimes also says that jumbled sentences aim to help the students identify general and specific statements and understand the structures of the texts 1983. 2. Jumbled words Jumbled words are a kind of game in which the students are asked to put the words into correct sentences. Brewster et al. 2004 say that this kind of game “is focused on memorization” then the students has to “remember and repeat in the correct order a range of vocabulary and add their own examples”p. 175. In this study, the researcher divides each sentence into its constituent words. Those words are put into one bind. It aims to avoid the words from getting mixed with the others. 3. Flash pictures Flash pictures are a kind of game consisting pictures in series that are flashed by the researcher. Raimes 1983 says that pictures in series guide the students in obtaining ideas. Raimes 1983 also adds that pictures in series also help the students organize their ideas. 18

4. Classroom Action Research

The researcher would discuss the definition, the characteristic, the advantages and the model of classroom action research.

a. The Definition of Classroom Action Research

There are some experts that give the definition of Classroom Action Research. Elliot 1991: 69 as cited by Hopkins 2008 Classroom Action Research is the study of a social situation which is aimed to improve the quality of action within it. Ferrance supports Elliot’s theory by stating that Action Research is a process in which participants examine their own educational practice by using the techniques of study. Kemmis 1983, as cited in Hopkins 2008 states that an action research aims to improve a teachers ’ social and educational practices, b teachers understanding of the practices, and c teachers understanding of the real situation in which the action is carried out. Moreover, Wallace 1998 says that action research aims to develop professionals’ performances. Therefore, classroom action research aims to improve educational practices in the specific participants and situation. The improvement is as the result of classroom action research.

b. The Characteristics of Action Research

Burns 1999 presents some characteristics of action research. First, action research is conducted in small scale of participants. It identifies and investigates problems within a specific situation. Second, action research gives change and improvement in practice. Third, action research provides an investigation that is 19 done by teams, practitioners and researchers. Fourth, the changes in action research are based on the data and information obtained. From the explanation, it can be concluded that action research is done systematically in particular participants which aims to solve the problem based on the data obtained.

c. The Advantages of Action Research

Fraenkel and Wallen 2008 state that there are five advantages of action research. First, action research can be done by any professional in any type of school, at any grade. It aimed to solve any kind of problem in specific area. Second, action research improves practice in educational field. Therefore, teachers or other education professionals can improve their competent in educational practice. Third, teachers or other education professionals can practice their design in effective ways. It leads them to be able to modify and enrich their strategies and techniques. Fourth, action research helps teachers or other education professional identify problems so they can find ways to solve those problems. Fifth, action research help teachers or other education professionals share what they had learned through their own action research. It leads teachers or other education professionals to reduce the isolation feeling that they experience in the daily tasks within the school. Those advantages show that action research is important to be conducted in the educational field. Therefore, the problems of the educational field; the problem in a certain school or class can be solved. Besides, there will be competence improvement in both the practitioners and the participants. 20

d. The Model of Classroom Action Research

In this study, the researcher uses Classroom Action Research Model of Kemmis and McTaggart 1988, as cited in Hopkins 2008. According to Kemmis and McTaggart 1988: 10, as cited in Burns 1999: 32, action research is a spiral steps consists of four steps. They are planning, action, observation, and reflection. The model of their action research is summarized in Figure 2.3. Kemmis and McTaggart 1998: 10 as cited in Burns 1999: 32 explain that in the classroom action research, the researcher should all are direct quotes: 1 Develop a plan of critically informed action to improve what is already happening, 2 Act to implement the plan, 3 Observe the effects of the critically informed action in the context in which it occurs, and 4 Reflect on these effects as the basis for further planning, subsequent critically informed action and so on, through a succession of stages. The following figure is a model of action research based on Kemmis and McTaggart. 21 Figure 2.3 Model of Action Research Based on Kemmis and McTaggart 1988: 11

B. Theoretical Framework

In this part, the researcher related the theories to this study. There are four skills of English, namely writing, speaking, reading and listening. Those skills are taught through some short functional English texts. Students are obligized to master all skills. However, most students consider that writing is the most difficult skill to master. The statement is supported by Tiedt 1989: 6, who says, “of all the language skills, writing is the most difficult and it is a hard work.” Moreover, in writing, there are three steps employed as stated by Brown 2007. The stages are prewriting, drafting, and revising. It is clear that writing is complex skill to master. 22 In teaching writing, there are some texts that have to be taught in vocational high school based on competence standard in School Based Curriculum 2006. Those texts are menus, public transportation departures, memos, and invitation letters. The researcher focused on writing an informal memo and an informal invitation letter since the students of X Accountancy 2 had difficulties in writing those kinds of texts. The students had difficulties in applying elements, knowing the meanings of new words, applying tenses and organizing ideas in writing an informal memo and an informal invitation letter. To answer the research problem, the researcher used some theories about games. Wright et al. 2006 say “Games help and encourage many learners to sustain their interest and work” p. 2. It means that by involving actively in games, students also learn English in an enjoyable way. Therefore, games will motivate the students in learning English. Then, they will set their mind set that writing is not difficult skill to master. It leads the students to be able to apply elements, know the meanings of new words, apply tenses and organize ideas in writing short functional English texts. Based on Wright et al. 2006, games help the students experience the language rather than study it. It means that students will learn the use and practice of language from games. Moreover, Brewster et al. 2004 state, “games are not only motivating and fun but also can provide excellent practice for improving pronunciation, vocabulary, grammar and the four language skills” p. 172. For that reason, games are appropriate to be implemented in learning writing. 23 There were three games in this research, namely jumbled sentences, jumbled words, and flash pictures. Each game helped students in different aspects of the problems encountered. Raimes 1993 says that jumbled sentences helped the students apply the elements of an informal memo and an informal invitation letter. Brewster et al. 2004 state jumbled words helped the students make correct sentences and enrich vocabularies. According to Raimes 1983, pictures in series aimed to help the students organize their ideas in writing an informal memo and an informal invitation letter. As the result, students of X Accountancy 2 could improve their writing skill in composing an informal memo and an informal invitation letter. In this research, the researcher conducted classroom action research. The aim of this research was to improve students’ writing skill in composing an informal memo and an informal invitation letter. Classroom action research was conducted because it aimed to improve the quality of all practitioners who deal with the problems Elliot, 1991. The improvement was shown in the students written texts. 24

CHAPTER III METHODOLOGY

This chapter presents the methodology employed in this study. The researcher divides this chapter into several sections. The sections are the research method, research setting, research participants, instrument and data gathering technique, data analysis technique, and research procedure.

A. Research Method

The aim of this study was to find out to what extent games improve students’ writing skill in composing short functional English texts. The researcher found problems of writing an informal memo and an informal invitation letter in class X Accountancy 2 of SMK Putra Tama Bantul. In this study, the researcher implemented Classroom Action Research CAR methodology. Wallace 1998 states that classroom action research is a process of deciding what the teacher should do in the future practice based on the data collected. Therefore, the researcher aimed to solve the problem by implementing a real action. The researcher adopted the Classroom Action Research model of Kemmis and Mc Taggart’s research model. There are four steps in each cycle; planning, action, observation and reflection. The following are the description of those steps which were implemented by the researcher.