IMPROVING STUDENTS’ COMPETENCE IN WRITING DESCRIPTIVE TEXT THROUGH “FRESH” TECHNIQUE (A Classroom Action Research in the Eighth Grade of SMP N 2 Karanglewas, Banyumas in Academic Year 2012 / 2013) - repository perpustakaan

  IMPROVING STUDENTS’ COMPETENCE IN WRITING DESCRIPTIVE TEXT THROUGH “FRESH” TECHNIQUE

  (A Classroom Action Research in the Eighth Grade of SMP N 2 Karanglewas, Banyumas in Academic Year 2012 / 2013)

  A THESIS By YASINTA WULANDARI 0801050168

  ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2013 ii

APPROVAL

  Title : Improving Students’ Competence in Writing Descriptive Text Through

  “FRESH” Technique (A Classroom Action Research in the Eighth Grade of SMP N 2 Karanglewas, Banyumas in Academic Year 2012/2013)

  Name : Yasinta Wulandari NIM : 0801050168 Faculty : Teacher Training and Education Consultant I : Dr. Furqanul Aziez, M.Pd Consultant II : Faisal, S.S, M.Pd

  Approved by Consultant I Consultant II

  Dr. Furqanul Aziez, M.Pd Faisal, S.S, M.Pd NIP.19621106 198910 1 001 NIK. 2160441 iii

iv

  

DEDICATION

  This thesis is dedicated to:  My beloved father and mother

  Thanks are never enough for all the things you have been giving to me. There will never be the same as your love, struggle, support, patience, tears, and sacrifice. I know I cannot pay it all even if I am a super rich person, but I am sure Allah always listens to my prayers for you. I will do my best for you.

   My beloved brothers (Mas Dita and Hendra) Thank you so much for completing me and making me meaningful as the only sister. Thanks to Mas Dita for advising me when I do mistakes and giving me beautiful sister, Mba Cendani. Thanks to Hendra for bothering me when life looks flat.

   My best friends ever Fenti, Regi, Cici_Ida, and Dwi Hastuti who always give me support, kindness, inspiration, and happiness. Thanks for loving who I am. We are sisters forever, aren’t we? All friends in C2 and D, Om Krisna, Dewi, Teh Vita, Nabila Jamilah, Mbah Sukma, Soffiyul M, Annis Zamzami, Demaz, Bramantyo Sandi, Heru P.

  (Psikopat) , Pipit_bawel and many more I don’t mention here, thanks for every moment I had. You all are really WOW!

   Lecturers of English Department, Muhammadiyah University of Purwokerto Thank you so much for enlightening my brain and soul, I found my determination here. Thank you for the inspiration and chance that I will never forget. I will never be who I am without you. Special thanks to Mr. Aziez, I dream to be a great teacher when I think about you. Mr. Faisal, thank you very much for the inspiration and never-ending patience in guiding me.

   My friends in IMM and BEM Pembaharu Thank you for giving me inspiration and many experiences. I only knew about being a good English teacher for my students in future, but here I knew much about the world outside.

MOTTO

  FASTABIQUL KHOIROT (Compete in doing kindness) Figure out every single thing because Allah never creates one thing useless.

  Life is about how to struggle and arise in fall.

  To be a teacher is difficult, and it will be more difficult if we don’t teach our selves first.

ACKNOWLEDGMENT

  Praise to Allah, for the strength and guidance that is always given to the writer, so that the writer has accomplished this thesis as the one of the requirements to get S.Pd degree at English department of Teacher Training and Education, Muhammadiyah University of Purwokerto.

  In this occasion, the writer would like to give great thanks to:

  1. Drs. Ahmad, M.Pd., as the Dean of The Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto, for leading The Teacher Training And Education Faculty of Muhammadiyah University of Purwokerto,

  2. Endang Kusrini, S.Pd., M.Hum., as the Head of The English Department of Teacher Training and Education Faculty, Muhammadiyah University of Purwokerto, for leading The English Department well,

  3. Dr. Furqanul Aziez, M.Pd., as the first consultant who has given the writer guidance, advice, suggestion and support in finishing this thesis,

  4. Faisal, S.S., M.Pd., as the second consultant who has given inspiration, guidance, advice, suggestion and support in finishing this thesis,

  5. Bambang Gunawan, S.Pd., S.IP., as the Headmaster of SMP N 2 Karanglewas who has permitted the writer to conduct the research,

  6. Eni Saptoningsih, S.Pd., as the English teacher of SMP N 2 Karanglewas for being a good partner in conducting the research, and giving the writer suggestion and support,

  7. All of the VIII E students of SMP N 2 Karanglewas for the participation and cooperation in this research,

  8. All the lecturers of English Department, Muhammadiyah University of Purwokerto, for the inspiration, support and guidance during the writer’s study, 9.

  The writer’s father, mother, and brothers who always give support and motivation to accomplish this thesis,

  The writer hopes that this thesis will give contribution to the English teacher, English Department students, and all the readers. The writer believes that there are still many weaknesses in this thesis. Therefore, the writer accepts constructive suggestions and criticism to get the betterment for the other writer’s writing in the future.

  Purwokerto, January 2013 The writer

TABLE OF CONTENT

  TITLE........................................................................................................................ i APPROVAL............................................................................................................. ii DEDICATION......................................................................................................... v MOTTO.................................................................................................................... vii ACKNOWLEDGMENT.......................................................................................... viii TABLE OF CONTENT ........................................................................................... x LIST OF TABLE...................................................................................................... xii LIST OF FIGURE ................................................................................................... xiii LIST OF APPENDICES.......................................................................................... xiv ABSTRACT ............................................................................................................. xv

  CHAPTER I: INTRODUCTION A. Research Background ........................................................................................ 1 B. Problem Identification ....................................................................................... 3 C. Problem Limitation............................................................................................. 3 D. Problem Statement ............................................................................................. 4 E. The Aim of Research.......................................................................................... 4 F. Research Contribution ....................................................................................... 4 G. Clarification of Terms ........................................................................................ 5 CHAPTER II: THEORETICAL REVIEW A. Writing

  1. Definition of Writing................................................................................... 6

  2. The Purpose of Writing ............................................................................... 7

  3. Writing Competence .................................................................................... 8

  4. Teaching Writing.......................................................................................... 9

  B. Descriptive Text

  1. The Nature of Descriptive Text .................................................................. 11

  2. The Language Features of Descriptive Text .............................................. 12

  3. Evaluating Descriptive Text........................................................................ 14

  C.

  “FRESH” Technique 1.

  Definition of “FRESH” Technique .......................................................... 16 2. Teaching Writing Descriptive Text Using “FRESH” Technique ............. 19 3.

The Advantages of “FRESH” Technique ................................................. 20

  D. Basic Assumption ........................................................................................... 21

  CHAPTER III: RESEARCH METHOD A. Method of the Research .................................................................................

  23 B. Place and Time of the Research ..................................................................... 23

  C. Subject of the Research .................................................................................. 24

  D. Research Design ............................................................................................. 24

  E. Technique for Collecting the Data.................................................................. 27

  F. Technique for Analyzing Data........................................................................ 30

  G. Criteria on the Action Success........................................................................ 34

  CHAPTER IV: RESULT AND DISCUSSION A. Result of Research

  1. The Implementation of Cycle 1 ................................................................ 35

  2. The Implementation of Cycle 2 ................................................................ 43

  B. Discussion ....................................................................................................... 50

  CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ....................................................................................................... 59 B. Suggestion ....................................................................................................... 60 REFERENCES...................................................................................................... 61 APPENDICES....................................................................................................... 63

  

LIST OF TABLES

  Table 1 : The Schedule of the Research ....................................................... 24 Table 2 :

  Students’ Observation Sheet ......................................................... 28 Table 3 :

  Teacher’s Observation Sheet ......................................................... 28 Table 4 : Questionnaire for Students ............................................................ 29 Table 5 : The Scale of Writing Evaluation Criteria....................................... 32 Table 6 : Model of Writing Evaluation Criteria Using Score ...................... 33 Table 7 : The

  Observation Result of Students’ Activity in Cycle 1 ............ 38 Table 8 :

  The Observation Result of Teacher’s Activity in Cycle 1 ............ 40 Table 9 :

  The Observation Result of Students’ Activity in Cycle 2 ............ 46 Table 10 : The Observa tion Result of Teacher’s Activity in Cycle 2 ............. 48 Table 11 : The Evaluation Result in Cycle 1 and Cycle 2 .............................. 51 Table 12 : The Observation Result in Cycle 1 and Cycle 2 ............................ 52 Table 13 : The Questionnaire Result ............................................................... 55 Table 14 :

  The Improvement of Students’ Writing Competence ................... 58

  

LIST OF FIGURE

  Figure 1 : Research Design of Kemmis and McTaggart................................. 25 Figure 2 : The Process Sequence of Qualitative Data.................................... 30 Figure 3

  : The Average of Students’ Activities in Cycle 1............................ 39 Figure 4

  : The Average of Students’ Activities in Cycle 2............................ 47

  

LIST OF APPENDICES

  Appendix A ............................................................................................................. 64

Students’ List .................................................................................. 65

  Syllabus............................................................................................ 66 Lesson Plan...................................................................................... 68

  Appendix B ............................................................................................................. 84 Observation Sheet for Teacher........................................................ 85 Observation Sheet for Students ...................................................... 89 Questionnaire Result ........................................................................ 93 Documentation................................................................................. 94 Field notes ....................................................................................... 95

  Appendix C ............................................................................................................. 99 Pre-test Instrument........................................................................... 100 Post-test Instrument......................................................................... 101 Result of Pre-test and Post-test........................................................ 102

  Appendix D.............................................................................................................. 117 Evidence Letter................................................................................ 118

  

Improving Students’ Competence in Writing Descriptive Text through “FRESH”

Technique (A Classroom Action Research in the Eighth Grade of SMP N 2

Karanglewas, Banyumas in Academic Year 2012/2013)

YASINTA WULANDARI

  

0801050168

Abstract

  This research was aimed to know whether “FRESH” technique can improve students’ competence in writing descriptive text. This research was conducted in SMP

  N 2 Karanglewas in academic year 2012/2013. The method of this research is Classroom Action Research (CAR). The subject of this research was the students of

  VIII E class of SMP N 2 Karanglewas, which consisting of 28 students. The treatment

  th st

  was carried out in two cycles of four actions, from November 9 , 2012 to December 1 , 2012.

  There were two kinds of data collected. The qualitative data were collected through observation, questionnaire, field notes, and documentation. The quantitative data were collected through tests (pre-test and post-test). The qualitative data analysis was done in three steps. Firstly, the data obtained were reduced from the large amount to be manageable categories of concept. Secondly, after the data had been analyzed, those were presented in a systematic and well organized form. At last, the data were concluded whether there was in improvement in this CAR or not. The quantitative data (tests) were evaluated by using Burhan Nurgiyantoro’s Writing Evaluation Criteria which consisted of evaluation in content, organization, vocabulary, language, and mechanics.

  Based on the data analysis, it could be described that the stu dents’ competence in writing descriptive text improved. It could be seen from the improvement of students’ score in pre- test and post test. The improvement of students’ score was 23.607%, and it passed the success indicator (20%). The observation result showed more than 70% students gave positive response, and it passed the success indicator (50%). The questionnaire result also showed 98.65% positive response. This meant that “FRESH” technique improved the students’ competence in writing descriptive text in the eighth grade students of SMP N 2 Karanglewas in academic year 2012/2013.