A GRADUATING PAPER IMPROVING STUDENTS’ WRITING SKILL THROUGH WRITING QUICKLY GAME IN ENGLISH LANGUAGE TEACHING, (A CAR OF THE FIRST GRADE OF MTs NURUL HUDA KALIMARO KEDUNGJATI, GROBOGAN IN THE ACADEMIC YEAR OF 20152016) Submitted to the Board of Examiners
A GRADUATING PAPER
IMPROVING STUDENTS ’ WRITING SKILL THROUGH
WRITING QUICKLY GAME IN ENGLISH LANGUAGE TEACHING,
(A CAR OF THE FIRST GRADE OF MTs NURUL HUDA KALIMARO
KEDUNGJATI, GROBOGAN IN THE ACADEMIC YEAR OF 2015/2016)
Submitted to the Board of Examiners as a Partial Fulfillment
Of requirements of Sarjana Pendidikan (S.Pd)
English Educational Department of Teacher Training and Education Faculty
By:
RESTU ANGGASARI
11309005
ENGLISH EDUCATIONAL DEPARTMENT
TEACHER TRAINING AND EDUCATIONAL FACULTY
STATE INTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES(IAIN) SALATIGA Jl. Tentara Pelajar02 Tlp (0298) 323433Fax 323433 Salatiga 50731
Website th
Salatiga, Sept 15 2016 Hanung Triyoko, S.S,M.Hum.,M.Ed The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR’S NOTE Case: Restu Anggasari‟s Graduating Paper Dear:
The Head of State Islamic Studies Institut of Salatiga Assalamu’alaikum Wr. Wb.
After reading and correcting Restu Anggasari‟s graduating paper entitled
IMPROVING STUDENTS “ ’ WRITING SKILL THROUGH WRITING QUICKLY
GAME IN ENGLISH LANGUAGE TEACHING, A CAR OF THE FIRST GRADE OF
MTs NURUL HUDA KALIMARO KEDUNGJATI, GROBOGAN IN THEI have decided and would like to propose that this ACADEMIC YEAR OF 2015/2016”. paper can be accepted by the Teacher Training and Education Faculty, I hope this paper would be examined as soon as possible.
Wassalamu’alaikum Wr. Wb.
Consultant Hanung Triyoko,S.S,M.Hum.,M.Ed NIP. 19730815 199903 1 003
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES(IAIN) SALATIGA
Jl. Tentara Pelajar02 Tlp (0298) 323433Fax 323433 Salatiga 50731 Website
GRADUATING PAPER
IMPROVING STUDENTS ’ WRITING SKILL THROUGH WRITING
QUICKLY GAME IN ENGLISH LANGUAGE TEACHING, (A CAR OF THE FIRST
GRADE OF MTs NURUL HUDA KALIMARO KEDUNGJATI, GROBOGAN IN THE
ACADEMIC YEAR OF 2015/2016)
RESTU ANGGASARI
113 09 005
Has been brought to the board of examiners of English and Educational Department Training and Education faculty at State Institute of Islamic Studies (IAIN) Salatiga on
th
September 30 , 2016 and hereby considered to complete the requirement for the degree of Sarjana Pendidikan (S.Pd) in English and Education Department.
Boards of examiners, Head
________________ : Dr. H. Sa‟adi, M. Ag
Secretary : Hanung Triyoko, S.S, M.Hum., M.Ed ________________ 1st Examiner : Faizal Risdianto S.S.,M.Hum ________________ 2nd Examiner : Ari Setiawan, S.Pd., M.M ________________
Salatiga, 04 Oktober 2016 Dean of Teacher Training and Education faculty
Suwardi, M.Pd
NIP. 196701211999031002
Motto Be as yourself as you want
(The writer)
DEDICATION
I hereby dedicate this graduating paper for:
1. Allah SWT, My Lord My God Almighty thanks for guiding me to face everything in this extraordinary world.
2. My beloved mother, Maro‟ah and my beloved father, M.Sholeh, thanks all support, finance, and encouragement
3. My beloved husband, Khoerul Anam, thanks for love, your support, patience, motivation and prays for me in finishing my graduating paper.
4. My beloved child Jingga Almahira Rakhmadina, you are my spirit.
5. Mr. Hanung Triyoko, S.S,M.Ed as my consultant who always gives me guidance, suggestion and motivation to finish my graduating paper.
6. All of big family of MTs NURUL HUDA KALIMARO, the head master, all of teachers and students of VII class.
7. The big family of SD N 3 Kalimaro, thanks for everything.
8. My best friend, Umi Aisyiyah, Laili Nur Indah Sari, Budi Styaningsih, Dwi Ina, thanks for your support in finishing this graduating paper
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim, In the name of Allah, the most gracious and merciful, the king of universe and space.Thank you to Allah because the writer can complete this graduating paper as one of requirement to finish the study in English Department of States for Institute Islamic Studies Salatiga.
This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, S. Pd., M. Pd. as the Dean of Teacher Training and Education faculty of State Institute Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D. as the Head of English Language Teaching Department of State Institute Islamic Studies (IAIN) Salatiga
4. Hanung Triyoko, S.S,M.Ed as consultant who has brought, espoused, and given the writer advices, suggestions and recomendations for this graduating paper from beginning until the end. Thank you for your patience and care.
5. All lecturers in the English Language Teaching Department who have given much knowledge, the writer deeply thanks to you all.
6. My beloved family, thanks for your spirit and patient.
7. All of staffs who have helped the writer in processing of graduating paper administration.
8. All of big family of MTs NURUL HUDA KALIMARO, the head master, all of teachers and students of VII class.
Eventually, this graduating paper is expected to be able to provide useful knowledge
and information to the readers. The writer is pleased to accept more suggestion and
contribution for the improvement of this graduating paper. thSalatiga, September 15 2016 The writer Restu Anggasari 11309005
TABLE OF CONTENTS
TITLE i DECLARATION ii
ATTENTIVE COUNSELOR NOTES iii
PAGE OF CERTIFICATION.............................................................. iv
MOTTO v DEDICATION vi ACKNOWLEDGMENT vii TABLE OF CONTENTS ix LIST OF TABLES………..................................................................... xii
ABSTRACT xiii
CHAPTER I: INTRODUCTION A.
1 Background of the Study B.
3 Problem Statements C.
4 Objectives of the Study D. 4 ………. Benefits of the Study E.
5 Limitation of the Study F.
5 Definition of the Key Terms G.
6 Review of Previous Research H.
7 Research Method I.
11 Research Organization
CHAPTER II: THEORITICAL FRAMEWORK A.
12 Writing Skills
1.
13 Writing Process 2.
17 Format Writing 3.
18 Assessing Writing B.
22 Games C.
24 Writing Quickly Game D.
24 Types of Text E.
26 Descriptive Text
CHAPTER III: METHODOLOGY OF RESEARCH A.
30 Research Report B.
35 Research Methodology C.
38 Evaluation Criteria
CHAPTER IV: DATA ANALYSIS A. Research Findings 1.
42 Cycle I 2.
54 Cycle II B.
64 Discussion
CHAPTER V: CLOSURE A. Conclusion ..................................................................................... 66 B. Suggestion ..................................................................................... 67 REFERENCES
CURRICULUM VITAE
APPENDIXES
LIST OF TABLES
Table 3.1 The Situation of Educational Facilities and Tools of MTs Nurul Huda 31Table 3.2 Teachers of MTs Nurul Huda32 Table 3.3
VII C Class Students of MTs Nurul Huda
34 Table 4.1 The result of the pre-test cycle I
47 Table 4.2 The result of the post-test cycle I
48 Table 4.3 The result of the pre-test and post-test cycle I
50 Table 4.4 The result of the pre-test cycle II
58 Table 4.5 The result of the post-test cycle II
59 Table 4.6 The result of the pre-test and post-test cycle II
60 Table 4.7
The Mean of Students’ Score
64
ABSTRACT
Restu Anggasari‟s graduating paper, entitled “IMPROVING STUDENTS‟ WRITINGSKILL THROUGH WRITING QUICKLY GAME IN ENGLISH LANGUAGE TEACHING, A CAR OF THE FIRST GRADE OF MTs NURUL HUDA KALIMARO KEDUNGJATI, GROBOGAN IN THE ACADEMIC YEAR OF 2015/2016”.
This research is mainly aimed to develop the students‟ writing skill through Writing Quickly Game. This research will answer these main questions (1) How is the implementation of students‟ writing skill using Writing Quickly Game? (2) How is the improvement of Writing Quickly game to improve writing skill at the first grade students of MTs Nurul Huda Kalimaro in the Academic Year of 2015/2016? The research method that is used in this research is classroom action research. The subject of the research were 19 students in grade VII at MTs Nurul Huda Kalimaro. the researcher uses two cycles; each cycle consist of planning, action, observation and reflection. The result of her research s hows that there is an improvement of the students‟ writing skill using Writing Quickly game. It can be seen from t-test calculating in cycle I is 7,55 and cycle II is 9,22; t- table with n=19 is 2,89. This indicates that by applying writing quickly game, th e students‟ writing skill can be improved.
Keywords: writing skill, writing quickly game
CHAPTER 1 INTRODUCTION A. Background of the Research Language is a tool for communication in every human activity. English as one
of the crucial languages around the world seems to be the most interesting language to study. Considering this situation, it is needed to figure out the most comfortable way in learning language, which makes everyone easy to understand. In this era of information and technology, English becomes very important as global language.
Many information and knowledge come from a lot of sources in this entire world such as text book, newspaper, and magazine, use English.
This progress also committed in education obviously. The teacher teaches their students better each day. Teacher should be creative in making learning interesting.
Thus fun learning process is appropriate with the need of this era. As a language teacher, becoming creative and critical is a requirement to make the students more understand especially in English language learning, because English has its own position as a global language.
In language learning process, there are four skills which must be mastered by the students. They are writing, reading, listening and speaking skill. Those skills are needed to the students to communicate both in oral and written form.
Lado (1964:143) says that writing is a partial representation of units of language expression. Learning to write a foreign language is learning to put down at a speed greater than that of drawing the conventional symbols of the writing system that represent the utterances one has in mind.
Students said that writing is complicated skill. When they got writing assignment, they do not know how to express their idea in written sentence properly.
Some students always confuse how to construct a good sentence. They also have problem about the vocabulary. For them who seldom practice it, writing is very difficult to do.
By those facts, is not easy to teach writing to the students who have less motivation to do it. Students with no motivation will produce bad written sentence. In addition, students have another problem such as lack of vocabulary, the vagueness of grammatical item, etc.
This condition is so familiar in many schools in Indonesia, especially in MTs Nurul Huda. Some students also seemed difficult to convey their idea. They are commonly confused to construct the words. They also said that they felt bored with the learning technique used by the teacher.
Based on those writing problems, teacher must be able to use an appropriate game to make students easy to understand the materials. So in this case, the researcher as well the teacher decides to take an educational game called Writing Quickly to be applied in teaching writing. The researcher uses this educational game because it is more popular and gives high interest. Game has been found to enable a certain kind of immersive learning and to absorb certain learning contents experientially (Adam). The researcher will conduct this study with the previous curriculum i.e. KTSP-school based curriculum, which is remain applied in this school.
From the explanation above, it gives an inspiration to the writer to conduct a research entitled
“Improving Students Writing Skill Through Writing Quickly Game
in English Language Teaching, (A CAR of the First Grade of MTs Nurul Huda Kalimaro Kedungjati, Grobogan in the Academic Year of 2015/2016)”.
B. PROBLEM STATEMENTS
Based on the problem above, this research is aimed at giving answers on the following problems:
1. How is the implementation of students‟ writing skill using writing quickly game for the first grade students of MTs Nurul Huda Kalimaro Kedungjati, Grobogan in the academic year of 2015/2016? 2. How is the improvement of writing quickly game to improve writing skill of the first grade students of MTs Nurul Huda Kalimaro Kedungjati,
Grobogan in the academic year of 2015/2016? C.
OBJECTIVES OF THE STUDY
The general purpose of the study is to be able to know the effect of Writing Quickly Game that is implicated in the classroom. The specific objectives of this study are:
1. To identify the application of students‟ writing skill using writing quickly game for the first grade students of MTs Nurul Huda Kalimaro Kedungjati Grobogan in the academic year of 2015/2016.
2. To measure the students improvement using writing quickly game in writing skill of the first grade students of MTs Nurul Huda Kalimaro Kedungjati, Grobogan in the academic year of 2015/2016.
D. BENEFIT OF THE STUDY
There are some benefits which will be produced after conducting this research, such as:
1. Theoretical advantages are: a.
The result of research can be used as the reference for those who want to conduct a research in English teaching to advanc ed students‟ writing skill.
b.
Research is used for teacher in teaching English.
2. Practical advantages are: a.
It gives academic input to the students of using writing quickly game to improve their writing skill.
b.
It gives information to the teacher about using a game to develop teaching writing quality.
E. LIMITATION OF THE STUDY The key success in a writing process is supported by various writing elements.
One of these elements is an interesting learning process. The use of Writing Quickly game is expect to attract students‟ interest in writing and able to shape their ideas so that they will be able to create a good writing. The writer takes the writing research especially in writing descriptive text. Therefore, this research is focused on students‟ writing by using Writing Quickly game.
F. DEFINITION OF KEY TERMS 1.
Writing Quickly Writing quickly is a game which trains the students‟ skill to transform their ideas into writing products freely (Walidi, 2006: 58).
2. Game Game is an activity with rules, a goal and an element of fun (Jill Hadfield, 2001:4).
3. Improving Improve is to become or make something or somebody better (Oxford learner‟s pocket dictionary, 2008:222).
4. Writing According to Robert Lado (1964:143) writing is partial representation of units of language expression.
G. REVIEW OF PREVIOUS RESEARCH
Actually, this research is not the first research that observes students writing skill. Several researcher in IAIN Salatiga have observed about students writing skill.
Though the theory used on the research is similar, but the object of the researches is different. The research papers that will support this research are written by Siti Nurjanah (2012) and Sri Sunarni (2012).
In Nurjanah research entitle
“Improving Writing Skill in Analytical Exposition Text through Mind Mapping Strategy A Classroom Action Research for the Eleventh
Grade of SMA Muhammadiyah (Plus) Salatiga in Academic Year of 2011/2012
”,stated that the students very excited using Mind Mapping strategy in writing process. This method helps them signifigantly in their writing skill. Each students writes main topic, and then they have to found other idea that connected with it. Finally they can start write easily and properly. Meanwhile, in Sunarni research entitle
“The Application of Inquiry Method to Improve Students’ Writing Skills of Second Grade of SMK Muhammadiyah Salatiga in the Academic Year of 2011/2012 ”, stated that this method definitely contribute in students writing skill.
The students‟ conditions when using this method are different. They more focus and are creative when expressing their idea in written form.
To make it different, the writer will observe the students writing skill progress by using Writing Quickly Game. This observation aims the effectiveness of using Writing Quickly Game in the writing.
H. RESERCH METHOD 1.
Research Setting The research was carried out at MTs Nurul Huda Kalimaro on Jl.
Kauman No. 3 Lukas Kalimaro.
2. Research Subject
The subject of the research is the first year of student of MTs Nurul Huda Kalimaro in the academic year of 2015/2016.
3. Type of the Research Type of this research is classroom action research. The researcher and the observer observe and make a note everything that occurs in learning process. According to Gwynn Mettetal (volume 2, 2001:2) Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. The goal of Classroom Action Research is to improve your own teaching in your own classroom, department, or school.
4. Procedure of the Research This study used a classroom action research consist of two cycles. The procedure of each cycle are (Burns, 2010:8) : a.
Planning The activities are:
1) Preparing materials, making lesson plan, and designing the step in doing the action.
2) Preparing list of students‟ name scoring. 3) Preparing teaching aids. 4) Preparing sheets for classroom observation. 5) Preparing a test.
b.
Action The activities are:
1) Giving pre-test. 2) Teaching writing using writing quickly game. 3) Giving occasion to the students to ask their difficulties.
4) Ask the students about some conclusions of their writing activities. 5) Giving post-test.
c.
Observation Anne burns (2010:19) states that in this phase involves you in observing systematically the effects of the action and documenting the context, actions and opinions of those involved. It is a data collection phase where you use „open-eyed‟ and „open-minded‟ tools to collect information about what is happening.
d.
Reflection At this point, the writer reflects on, evaluates and describes the effects of the action in order to make sense of what has happened and to understand the issue that have explored more clearly. The writer may decide to do further cycles to improve the situation even more, or to share the „story‟ of the research with others as part of your ongoing professional development. (Adapted from Kemmis & Mc Taggart, 1988, pp. 11-14).
5. Technique of Collecting Data
The researcher presents the act of collecting data as follows: 1)
Test Brown (2004:3) defines test is number measuring a person ability, knowledge, or performance in a given domain. In this research, the writer will make pre-test and post- test to compare the students‟ writing ability before and after the implementation of the game. 2)
Observation The teacher was actively involved in this step. The teacher was not only the participant in the class but also as the observer. The writer observed the student participant in the class. The students writing skill improvement was observed directly by the writer through observing their active participant in discussion, doing exercise and the result. 3)
Documentation According to Oxford Dictionary (2008:132), documentation is material that provides official information or evidence or that serves as a record the process of classifying and annotating texts, photographs, etc. in this section, researcher took photographs as proof of teaching learning activity.
I. RESEARCH PAPER ORGANIZATION
The researcher wants to arrange the graduating paper in order to the reader can catch the content easily. It is divided into five chapters. Chapters I is introduction. It is consist of background of study, problem statements, objectives of the study, benefit of the study, limitation of the study, definition of key terms, and review of previous research. Chapter II is Theoretical Framework which discuss about definition of Writing Quickly game, the steps of Writing Quickly game, and writing skill. Chapter III explains about Methods of Research that consist of setting of the research, subject of the research, method of the research, procedure of the research, technique of collecting data and technique of data analysis. Chapter IV is Data Analysis. Consist of cycle I, cycle II, analysis, discussion, and result of each cycle. Chapter V is Closure. The writer states summary of the study includes Conclusion and Suggestion.
CHAPTER II THEORETICAL FRAMEWORK In this chapter, the writer is going to explain about the theoretical framework of the writing skill and definition of the quickly game. A. Writing Skills According to Charles and Jill (1990:5), writing is an artificial activity in a way that speech is not. Writing is learned, while speaking is acquired as part of growing up. Robert Lado (1964:143) says that writing is partial representation of units of language
expression. Harmer (1998:79) writing is appropriate for such learners. It can also be a quiet reflective activity instead of the rush and borther of interpersonal face to face communication. Charles and Jill (1990: v) says that writing is indeed difficult, for several reason:
1. First, the writer has decided what information the eventual reader needs, and how best to express this. So, there is a psychological difficulty, which the writer cannot consult the readers. Writer has no immediate feedback to let them know how they are doing and whether they should change their approach. There is no immediate interaction between the producer and the receiver.
2. Second, there is linguistic difficulty, which the language used in written language is different in most ways from that used in speech. It is simplified or more elaborate, more formal. In a foreign language this process is all the more difficult as there may be interference on a cultural level, not just the linguistic, between mother tongue and the foreign language.
3. Third, there is a cognitive difficulty that students have to organize thoughts on paper, for unknown readers, for reason that may not immediately be apparent. Brown (1994:320) mentioned some traditional criteria of good writing: meet certain standards of prescribed English rhetorical style, reflect accurate grammar, and be organized in conformity with what the audience would consider to be conventional. He added the goal of writing is the reason that goes through the process of prewriting, drafting, revising, and editing (Brown, 1994: 322). Harmer (2004: 4) states that there are four elements in writing process: planning, drafting, editing, and final version.
1. Writing Process a.
Planning Harmer (2004:4) states that before starting to write or type, try and decide something that going to say, writer has to think about three main issues.
First, the purpose of writing since this will influence the type of text, the language, and the information. Ede (2008:251) added to try establishing a controlling purpose. A controlling purpose reveals just not the topic but also the point and the effect to the readers. Second, the audience; they will influence not only the shape of writing but also the choice of language. Thirdly, the content structure that is, how best to sequence the facts, ideas, or arguments which they have decided to include. Ede (2008:250) added planning activities described in generally require more discipline. Because much of the crafting essay occurs as a result, however, those works can be intensely rewarding.
b.
Drafting The first version of a piece of writing is a draft. This first go at a text is often done on the assumption that it will be amended later (Harmer, 2004:5).
Drafting is a messy process that no two people approach the same way. Drafting is important, for it is through drafting that create a text that embodies the goals (Ede, 2008:256).
c.
Editing (Reflecting and Revising) Reflecting and revising are often helped by other readers or editor who comment and make suggestions. Another reader‟s reaction to a piece of writing will help the author to make appropriate revisions. Ede (2008:282) add that when revising a draft, begin by asking the big, important questions about how well the essay has responded to rhetorical situation, and how successfully the writer achieved the goals established by controlling purpose. If the writer discovers that the essay has not achieved its original purpose, the writer must make major changes in the draft.
d.
Final Version When their draft writing has edited, in making the changes they consider to be necessary, they produce their final version. This may look considerably different from both the original plan and the first draft, because things have changed in the editing process.
The writing process that described operates whether people are writing e-mail, texting, writing shopping list, or providing compositions for their English teachers. However, to approach the process, the writer will remain trying and planning what to write, check what have written, and revise it before sending it off.
Brown (1994: 335) states that several strategies and skills are applied on the drafting or revising process in writing. They include the following activities: a. Getting started (adapting the free writing technique).
b.
Optimal monitoring of one‟s writing (without premature editing and diverted attention to wording, grammar, etc).
c.
Peer editing (accepting/using classmates‟ comments).
d.
Using the instructor‟s feedback.
e.
Reading aloud technique in small groups or pairs, students read their almost- final draft to each other for a final check on errors, flow of ideas, etc.
f.
Proof reading.
Since writing as a process is oriented towards work in progress and the development of new skills, rather than merely evaluative tasks, the classroom practices, therefore, will vary each other. These often depend much upon the students‟ experiences and skills when planning and adjusting their writing program (Fauziaty, 2005:151).
When helping students to become better writers, teacher have a number of crucial tasks to perform. This is especially true when students are doing writing activities. Among the tasks which teachers have to perform before, during, and after the students writing are the following: a.
Demonstrating Students need to be aware of writing conventions and genre constraints in specific types of writing, teachers have to be able to draw these features to their attention.
b.
Motivation and Provoking Provoking the students into having ideas, enthusing them with the value of the task, and persuading them what fun it can be.
c.
Supporting Teachers need to be extremely supportive when students are writing, always available, and prepared to help students overcome difficulties.
d.
Responding When responding student‟s work at various draft stages, we will not grade the work or judge it as a finished product. Instead, telling the students how well it is going so far.
e.
Evaluating When evaluating students‟ writing, indicate they wrote well and where they made mistakes, and we may award grades.
2. Format Writing
Gower, Philips, and Walters (1995:113) state that writing involves many different aspects. It is useful to look at them under these headings: a.
Handwriting This maybe is a problem for students who are not familiar with Roman script.
b.
Spelling Usually more problems for the speaker of non-English languages are the spelling and pronunciation are inconsistent.
c.
Punctuation The conventions of English capital letters and punctuation are not universal and might have to be taught.
d.
Sentence Constructions The construction of sentences that are grammatically correct, using correct word order.
e.
Organizing a Text and Paragraphing It is dividing the information into paragraphs. Knowing the time to start a new paragraph. Ordering the paragraph to present a logical argument, tell a story, etc.
f.
Style Using appropriate language the formality and style of the text.
3. Assessing Writing a.
Genres and Types of Writing Brown (2004:218) stated that writing was primarily a convention for recording speech and for reinforcing grammatical and lexical features of language. It follows logically that the assessment of writing is not a simple task. Consider assessing students‟ writing ability need the objective or criterion clearly. He added (2004:219) that before looking at specific tasks, the different genres of written language and types of writing must scrutinize.
1) Genres of Writing
Brown says (2004:219) that more than 50 common genres that a second language writer might produce something, within and beyond the requirements of a curriculum. Even though the list is slightly shorter, the teacher should be aware of the surprising multiplicity of options of written genres that second language learners need to acquire. Here the genre of writing: a.
Academic writing consist of papers and general subject reports, essays, composition, academically focused journals, short- answer test responses, technical reports (e.g., lab reports), theses, and dissertations.
b.
Job-related writing consists of messages (e.g. phone messages), letters/email, memos (e.g., job evaluations), schedules, labels, signs, advertisements, announcements, manuals. c.
Personal writing consist of letters, email, greeting cards, invitations, messages, notes, calendar entries, shopping lists, reminders, financial documents (e.g., text forms), forms, questionnaires, medical reports, immigration documents, diaries, personal journals, fiction (e.g., poem). 2)
Types of Writing Four categories of written performance that capture the range of written productions are considered here. Each category resembles the categories defined for the other three skills, but these categories reflect the uniqueness of the skill area (Brown, 2004:220).
a.
Imitative. To produce written language, the learner must attain skills in the fundamental, basic tasks of writing letters, words, punctuation, and very brief sentences. It is a level at which learners are trying to master the mechanics of writing. At this stage, form is the primary if not exclusive focus, while context and meaning are of secondary concern.
b.
Intensive. Beyond the fundamentals of imitative writing are skills in producing appropriate vocabulary within a context, and correct grammatical features up to the length of a sentence. Meaning and context are of some importance in determining correctness and appropriateness, but most assessment tasks are more concerned with a focus on form, and are rather strictly controlled by the test design. c.
Responsive. Assessment tasks require learners to perform at a limited discourse level, connecting sentence into a paragraph and creating a logically connected sequence of two or three paragraphs.
d.
Extensive. Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, or even a thesis. Writers focus on achieving a purpose, organizing and developing ideas logically, using details to support or illustrate ideas, and in many cases, engaging in the process of multiple drafts to achieve a final product.
In this case, the researcher uses intensive writing types for guidance to design the test and the assessment.
b.
Designing Assessment Tasks: Intensive Writing Again, Brown (2004:225) adds that good writing at this level is display writing as opposed to real writing: students produce language to display their competence in grammar, vocabulary, on sentence formation, and convey the meaning for an authentic purpose. The traditional grammar/vocabulary test has plenty of display writing in it, since the response mode demonstrates only the test- taker‟s ability to combine or use words correctly. Many kinds test design of intensive writing: dictation and dicto-comp, grammatical transformation tasks, picture-cued tasks, vocabulary assessment tasks, ordering tasks, short- answer and sentence completion tasks (Brown, 2004:221-230). c.
Picture-Cued Tasks Assessment Brown (2004:226) declares that the variety of pictured-cued tasks have been used in English classrooms around the world. The main advantage in this technique is in detaching every reading and writing connection and offering instead a nonverbal means to stimulate written responses.
d.
Scoring Method There are three major approaches to scoring writing performance that commonly used by test designers: holistic, primary trait, and analytical.
Holistic method is a single score to assign an essay, which represents a reader‟s general overall assessment. Primary trait scoring is a variation of the holistic method in that the achievement of the primary purpose, or trait, of an essay is the only factor rated. The last is analytical scoring, the researcher uses this method for her study. Analytical scoring breaks a test- taker‟s written text down into a number of subcategories (organization, grammar, content, idea, etc.) and gives a separate rating for each (Brown, 2004:241).
Analytic scoring may be more appropriately called analytic assessment in order to capture its closer association with classroom language instruction than with formal testing. Brown and Bailey (1984) quoted in Brown (2004:243) designed an analytical scoring scale that specified in five major categories and a description of five different levels in each category, ranging from „unacceptable‟ to excellent.
B. Games
Writing can be one of the most enjoyable and satisfying activities for teachers and students to do together in a classroom, especially in a foreign language classroom.
Therefore, according to Charles and Jill (1990:5) some educative games are required in writing lesson. They added that most of the games have a clear purpose and often they involve a clear sense of audience.
Lee (1987:2) explain that most language game distract the learners attention from the study of linguistic forms. They stop thinking about the language and instead use it, receptively or productively, as a means of considering something else, as those with an advanced command of the language use it too.
Again, Lee (1987:3) added that games should not be regarded as a marginal activity, filling in odd moments when the teacher and class have nothing better to do.
A game may of course be excellent as a game and yet of no value as an aid to language learning. Games in the strict sense, which have a definite beginning and end and are governed by rules, shade off into game like activities which have a less formal design. There is no clear cut line of division in language teaching between games and non-games.
Most of the games so far described are oral, with writing in some instance as an optional follow up or incidental aspect of the game. The main characteristic of the games which follow is writing. Writing is a sort of reading too, unless it is wholly mechanical copying (Lee, 1987:132).
Games can also provide an audience for the writer. Classmates and colleagues will often be the readers of the text produced as part of these activities and the vital process of feedback is made more immediate.
C. Writing Quickly Game
Walidi (2006:58) states that Writing Quickly Game is a game which trains the students‟ skill to transform their ideas into writing products freely. Every new discovery they make in the foreign language is in a sense an act of creation, but when they produce words on paper which are original and creative, they see written proof of the process.
Procedure
According to Walidi (2006:58) the procedures of writing quickly game are: a.
Teacher provides cards containing words, theme/topic, or clues to be developed by the students; b.
Teacher share the card, one card there is one words, theme/topic, or clues; c.
Of the card students must be able to make a paragraph.
D. Types of Text
According to Boardman and Frydenberg (2002:4), a text is a basic of organization in writing which a group of related sentences develops one main idea.
Hartmann and Blass (1999:38) add that a text has one main idea. All of the sentences in the text are about this one main idea. Also, all of the sentences are related to each other.
Still, Boardman and Frydenberg (2002:4-5) state that there are three main types of text in English:
1. Narrative Text A narrative text tells a story. This story is about one trip and what happened before, during, and after it.
2. Descriptive Text This text is used to describe what something looks like. For example, describe of city, the equipment in an experiment, or a person‟s appearance.
3. Expository Text The goal of expository writing is to explain something to the reader. We can explain something in four ways: by comparing two things or people, by showing the steps in a process, by analyzing something, and by persuading.
Boardman and Frydenberg (2004:10-11) add five points to note about paragraph:
1. The first sentence begins five spaces to the right. This called indentation.
2. Sentences always star with a capital letter and end with a period, a question mark, or an exclamation point.
3. Each sentence begins where the previous sentence ends.
4. Write in double spacing is important point in every other line. It may not be necessary to double-space on test, but it is usually necessary on composition and term papers. Remember that there should be margins around a paragraph. There should be about one inch of space on each side of the paper.
E. Descriptive Text
Warriner (1982:293) states that the purpose of descriptions is to make the reader see, hear, or otherwise experience something. Effective descriptions appeals to the senses like by seeing, hearing, smelling, tasting, or touching it. The best way to make a reader feel that what you are describing is real to appeal the senses.
According to Hartmann and Blass (1999:63), descriptive text says what a person, animal or thing is like. Its purpose is to describe and reveal a particular person, place, or thing.
1. The generic structure of descriptive text: a.
Identification First sections of descriptive that contains of the topic or „what‟ that will be describe.
b.
Description Second sections of descriptive that describe the topic deeply about the physic, quality, behavior, and characteristic.
2. The language features of descriptive text: a.
Using simple present tense : S + is/am/are + V1s/es b.
Using have, has, had to give detailed description of the object‟s features c. Using adjectives that describe, numbering, and classifying the topic.
Example: two strong legs, sharp white fangs d. Using relating verb to give the information about the subject. Example: my mom is really cool, it has very thick fur e.
Using thinking verb like believe, think, and feeling verb like „feel‟ to reveal the writer perspective about the subject. For example: I think she is a smart girl.
f.
Using adverb to added more information about the characteristic that describe. For example: It is extremely high.
3. Example of descriptive text:
My Family
My family has four members: those are I, my brother, and my parents of course. My mother is 35 years old. Her name is Linda. She is thin
- – faced and has long, blond hair, and beautiful green eyes. She is really slim because she always tries to stay in shape. She is very good looking always well dressed and elegant.
My father, Bondan, is five years older than my mother. He is 40. In spite of his age he is still black haired, has bright blue eyes. He is quite tall and has well build body. He is very hard working. Besides that he is working in a cell-phone company.
Finally, my brother Miko. He is 8 years old. He is also blonde haired and green eyed. He has short straight hair. He is definitely shorter than me. He is smart but rather naughty. Right now he is studying English and also knows Mandarin. I want to be smart as he is.
a.
Generic Structure 1.
Identification = the topic that will describe is my family consist of my father, mother, and brother.
2. Description = describe the physic, behavior, and characteristic more specific and deeply about my father, mother, and brother.
b.
Language Features 1.
My family has four members = using has to give detailed description of the object‟s features
2. He has short straight hair = using adjectives that describe and classifying the topic
3. My mother is 35 years old = using simple present tense 4.
She is really slim = using relating verb to give the information about the subject
5. He is definitely shorter than me = using adverb to added more information about the characteristic that describe.