IMPROVING SMAN 1 DEPOK STUDENTS’ ACCURACY OF SIMPLE PAST TENSE IN NARRATIVE THROUGH TEACHER’S FEEDBACK A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  IMPROVING SMAN 1 DEPOK STUDENTS ’ ACCURACY OF SIMPLE PAST TENSE IN NARRATIVE THROUGH TEACHER ’S FEEDBACK

A SARJANA PENDIDIKAN THESIS Presented as

Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Bernadeta Diah Ratih Angguratami

Student Number: 081214039

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

  

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING EDUCATION

SANATA DHARMA UNIVERSITY

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  IMPROVING SMAN 1 DEPOK STUDENTS ’ ACCURACY OF SIMPLE PAST TENSE IN NARRATIVE THROUGH TEACHER ’S FEEDBACK

A SARJANA PENDIDIKAN THESIS Presented as

Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Bernadeta Diah Ratih Angguratami

Student Number: 081214039

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

As long as you have got passion, faith and are willing to work

hard, you can do anything you want in this life. (Anonymous)

No matter how good or bad you think life is, wake up each day

and be thankful for life. Someone somewhere else is fighting to

survive. (Anonymous)

Wherever you are going, God has already been there and paved

the way for you. (Matt 6: 27-30)

Your worst day with Jesus is better than your best day without

  

Him. (Joyce Meyer)

This thesis is dedicated to my beloved parents, Yohanes

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  STATEMENT OF WORK ’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, October 9, 2012 The Writer

  Bernadeta Diah Ratih Angguratami 081214039

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas sanata Dharma: Nama : Bernadeta Diah Ratih Angguratami NIM : 081214039 Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  IMPROVING SMAN 1 DEPOK STUDENTS ’ ACCURACY OF SIMPLE PAST TENSE IN NARRATIVE THROUGH TEACHER ’S FEEDBACK

  beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat sebenarnya Dibuat di Yogyakarta Pada tanggal : 9 Oktober 2012 Yang menyatakan:

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

ABSTRACT

  Angguratami, Bernadeta Diah Ratih. 2012. Improving the SMAN 1 Depok

  

Students’ Accuracy of Simple Past Tense in Narrative through Teacher’s

Feedback. Yogyakarta: English Language Education Study Program, Sanata

  Dharma University English is one of the significant subjects in Indonesia. Nowadays many schools in Indonesia use English as the first foreign language to teach the students. English involves four skills in it. The skills are listening, speaking, reading and writing. Writing is one of the skills in English that mostly discussed in this study. While practicing teaching in SMAN 1 Depok, the researcher discovered a problem. The problem was that the writing product of tenth graders of SMAN 1 Depok was not good enough in narrative writing. The students were good in speaking and reading narrative but when they were asked to write narrative texts, they obtained bad scores. They made a lot of grammatical errors especially while using past tense in narrative writing.

  The research was intended to improve the tenth gra de students‟ grammar accuracy of simple past tense in narrative writing. The researcher chose teacher

  ‟s feedback as the best strategy to solve the problem faced by the students. This research attempted to answer one research problem. The research problem is: how can the tenth grade students‟ grammar accuracy of simple past tense in narrative writing be improved in SMAN 1 Depok?

  The researcher conducted Classroom Action Research (CAR) to improve the tenth graders ‟ grammar accuracy of simple past tense in narrative. The researcher conducted two cycles. Each cycle consisted of one meeting. The participants of the research were 36 students from XD class SMAN 1 Depok 2011/2012 academic year. The data were gathered from the analysis of the students‟ drafts, observation sheets, field notes, questionnaires and interviews.

  The result showed that the students‟ error percentage of simple past tense decreased. In the preliminary study, the average was 56%. Meanwhile, the average of error percentage in the first cycle and in the second cycle became 27% and 21%. Besides, the teacher

  ‟s feedback helped the students to know and understand their mistakes, they also got new knowledge from the feedback such as grammar, vocabulary and simple past tense forms. Furthermore, the students felt motivated after receiving the teacher

  ‟s feedback. It could be concluded that the teacher ‟s feedback could improve the students‟ accuracy of simple past tense in narrative.

  Therefore, it is suggested to English teacher to give feedback in the students‟ writing products. The teacher should give clear feedback to avoid

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

ABSTRAK

  Angguratami, Bernadeta Diah Ratih. 2012. Improving the SMAN 1 Depok

  

Students’ Accuracy of Simple Past Tense in Narrative through Teacher’s

Feedback. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma

  Bahasa Inggris merupakan mata pelajaran yang penting di Indonesia. Saat ini, banyak sekolah-sekolah di Indonesia menggunakan bahasa Inggris sebagai bahasa pengantar utama. Ada empat keterampilan dalam berbahasa Inggris. Keterampilan tersebut adalah keterampilan berbicara, mendengarkan, membaca dan menulis. Keterampilan menulis merupakan salah satu keterampilan yang penting dalam berbahasa Inggris. Pada saat praktek mengajar di SMAN 1 Depok, peneliti menemukan permasalahan. Masalah yang ditemukan adalah nilai karangan murid-murid SMA 1 Depok kurang memuaskan. Murid-murid mendapatkan nilai bagus pada keterampilan berbicara dan membaca tetapi ketika mereka diminta untuk menulis teks naratif, mereka mendapat nilai buruk. Murid- murid banyak membuat kesalahan ketika menggunakan past tense saat menulis teks naratif.

  Penelitian ini bertujuan untuk meningkatkan keakuratan penggunaan past

  

tense murid-murid kelas sepuluh pada saat menulis naratif. Peneliti memilih

  koreksi guru sebagai strategi terbaik untuk menyelesaikan masalah yang dihadapi para murid. Penelitian ini mencoba untuk menjawab satu rumusan masalah. Rumusan masalah tersebut adalah bagaimana cara meningkatkan keakuratan penggunaan past tense murid-murid kelas sepuluh pada saat menulis naratif?

  Penelitian ini menggunakan metode Penelitian Tindakan Kelas untuk meningkatkan keakuratan penggunaan past tense murid-murid kelas sepuluh pada saat menulis naratif. Peneliti melaksanakan dua siklus. Masing-masing siklus terdiri dari satu pertemuan. Peserta penelitian ini berjumlah 36 murid dari kelas

  XD SMAN 1 Depok tahun ajaran 2011/2012. Data penelirian dikumpulkan dari hasil analisa dari karangan murid, lembar observasi, pengamatan di lapangan, kuesioner dan sesi tanya jawab.

  Hasil penelitian menunjukan bahwa presentase kesalahan murid saat menggunakan past tense berkurang. Pada saat studi awal, rata-rata presentase 56%. Sementara itu, presentase kesalahan pada siklus satu dan dua menjadi 27% dan21%. Disamping itu, koreksi guru membantu murid untuk mengetahui dan mengerti kesalahan mereka, mereka juga mendapat ilmu baru dari koreksi guru seperti grammar, perbendaharaan kata dan bentuk past tense. Terlebih, para murid merasa termotivasi setelah mendapat koreksi dari guru. Hal ini dapat disimpulkan bahwa koreksi guru dapat meningkatkan keakuratan penggunaan past tense murid-murid kelas sepuluh pada saat menulis naratif.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

ACKNOWLEDGMENTS

  First of all, I would like to give my deepest gratitude to my Lord, Jesus

  

Christ for the blessing, love, and guidance during my life. He always helps and

  takes care of me, especially when I did my thesis. I realized that I am nothing and I cannot finish my thesis without Him.

  I would like to thank my supervisor, Caecilia Tutyandari, S.Pd., M.Pd. for the suggestion, motivation, patience and guidance during the process of writing the thesis. I would also like to thank Ari Priyanta, S.Pd. for the opportunity given to me to conduct the research on his class in XD class. My thankfulness also goes to the students of XD SMAN 1 Depok Babarsari 2011/2012 academic year for their cooperation during the process of research.

  This thesis is dedicated to my beloved parents, Yohanes Marjono, S.Pd. and Victoria Sri Handayani, S.Pd., also my brothers Vincentius Bayu Seno Aji and Gregorius Dhani Talentama. I thank my parents for their patience, support and their greatest love. I am truly blessed to have my parents. I also thank my brothers for their support, care and jokes during the process of writing this thesis.

  I am very grateful to have my family.

  I would like to thank all my lecturers in PBI Sanata Dharma

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  I would like to thank all my friends in PBI Sanata Dharma, especially my best friends Tiyen, Nican, Sily and Cepci for the laugh and wonderful experiences which we had shared together. They are the best friends I have ever had. Next, my boarding house

  ‟s friends, I thank Dedes, Mutia, Oliv, Mbak Ana,

  

De Gustin, Mbak Yuni and Mia, for the support, jokes and crazy experiences

  during these 3 years. I am very happy to have all of my friends. May God always bless them.

  I would like to thank Yohannes Jatmiko Yuwono, S. Pd. and Mas

  

Somad, who were willing to be my proofreaders and also I thank for the

  correction, comments and suggestion for my thesis. I also would like to thank

  

Tiyen and Siwi for the experiences and suggestions about Classroom Action

Research which we had shared together. May God bless them all.

  Finally, my deepest thanks go to all people and all my friends who helped me in finishing my thesis but I could not mention here one by one. May God always bless them.

  Bernadeta Diah Ratih A.

  

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS

  TITLE PAGE......................................................................................... i APPROVAL PAGE............................................................................... ii DEDICATION PAGE........................................................................... iv STATEMENT OF WORK

  ‟S ORIGINALITY...................................... v PERNYATAAN PERSETUJUAN PUBLIKASI................................ vi ABSTRACT........................................................................................... vii

  

ABSTRAK............................................................................................... viii

  ACKNOWLEDGMENTS.................................................................... ix TABLE OF CONTENTS........................................................................ xi LIST OF TABLES.................................................................................. xiv LIST OF FIGURES................................................................................. xv LIST OF APPENDICES......................................................................... xvi

  CHAPTER I. INTRODUCTION A. Research Background............................................................ 1 B. Research Problem.................................................................. 4 C. Problem Limitation................................................................ 4 D. Research Objectives.............................................................. 4 E. Research Benefits................................................................. 5

  a. The Nature of Writing...............................................

  16 a. Definition of Feedback...........................................

  23 B. Theoretical Framework......................................................... 24

  22 c. The Characteristics of Action Research....................

  21 b. Model of Classroom Action Research.......................

  21 a. Definition of Classroom Action Research................

  20 6. Classroom Action Research...........................................

  19 e. The Advantages of Feedback..................................

  18 d. Types of Feedback..................................................

  17 c. Purposes of Feedback..............................................

  16 b. Sources of Feedback...............................................

  16

  8 b. Teaching Writing.......................................................

  e. Grammatical Features of Narrative........................... Feedback.......................................................................

  15 5.

  15 d. Generic Structure of Narrative..................................

  14 c. Types of Narrative...................................................

  14 b. Communicative Purposes of Narrative....................

  14 a. Definition of Narrative............................................

  13 4. Narrative........................................................................

  11 3. Simple Past Tense...........................................................

  10 2. Grammatical Accuracy....................................................

  9 c. The Approaches of Writing.......................................

  CHAPTER III. METHODOLOGY A. Research Method.................................................................. 26 B. Research Setting................................................................... 28

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. Research Process.................................................................... 35 B. Research Result...................................................................... 65 C. The Other Findings................................................................. 76 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions............................................................................. 78 B. Recommendations.................................................................... 79 REFERENCES......................................................................................... 81

  

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES

  Table Page

Table 4.1. The Result of S tudents‟ Writing Product in the Preliminary

  Study.................................................................................................... 39

Table 4.2 The Result of S tudents‟ Writing Product in the First Cycle..... 53Table 4.3 The Result of S tudents‟ Writing Product in the Second

  Cycle........................................................................................................ 63

Table 4.4 The S tudents‟ Improvement Taken from Students‟ Writing

  Product (score).......................................................................................... 66

Table 4.5 The S tudents‟ Error Percentage of Simple Past Tense.............. 68

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  LIST OF FIGURES

  Figures Page Figure Figure 3.1 The Planning-Reflection Cycle (Kemmis and McTaggart, 1988)................................................................................ 27

Figure 4.1 The Improvement of S tudents‟ Score (Class Average)....... 67Figure 4.2 The S tudents‟ Error Percentages of Simple Past Tense

  (Class Average)................................................................................... 70

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF APPENDICES

  Appendix Page Appendix 1. Letters of Permission............................................................. 84 Appendix 2. Accomplishment Letters from SMAN 1 Depok.................... 87 Appendix 3. Lesson Plan and Teaching Materials of Preliminary Study.... 89 Appendix 4. Observation Sheet of Preliminary Study................................ 96 Appendix 5. Field Notes of Preliminary Study.......................................... 101 Appendix 6. Lesson Plan and Teaching Materials of Cycle One............... 106 Appendix 7. Observation Sheet of Cycle One............................................ 112 Appendix 8. Field Notes of Cycle One....................................................... 115 Appendix 9. Lesson Plan and Teaching Materials of Cycle Two............... 120 Appendix 10. Observation Sheet of Cycle Two.......................................... 126 Appendix 11. Field Notes of Cycle Two..................................................... 129 Appendix 12. The Raw Data of Questionnaire............................................ 134 Appendix 13. The Interview Transcript....................................................... 141 Appendix 14. The Sample of Stude nts‟ Writing Products in Preliminary Study........................................................................................................... 150 Appendix 15. The Sample of Stude nts‟ Writing Products in Cycle One..... 153 Appendix 16. The Sample of Stude nts‟ Writing Products in Cycle Two..... 156

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I INTRODUCTION In this chapter, the researcher presents the research background, the

  research problem, the problem limitation, the research objectives, the benefits of this research and the definition of terms used in the thesis.

A. Research Background

  English is one of the significant subjects in Indonesia. It is significant because many schools in Indonesia use English as the first foreign language to teach the students. English involves four skills in it. The skills are listening, speaking, reading and writing. Writing is one of the skills in English that is mostly discussed in this study. Zimmerman and Rodrigues (1992) reveal

  “Writing is a way of thinking, a way of learning, a way of sharing ideas with others ” (p. 4). It is clear that someone can learn something, share the opinion of each other by the writing process. Moreover, Ralmes (1983) states that writing can teach the students to learn about grammar, idiom and vocabulary that have been taught by the teacher (as cited in Hyland, K and Hyland, F, 2006, p.3). By writing some sentences, students can practice how to make sentences with an appropriate

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  2 This thesis discusses stude

  nts‟ grammar accuracy of simple past tense in narrative writing of the tenth grade in SMAN 1 Depok. The researcher is the one of the practice teachers in SMAN 1 Depok. While practicing teaching in SMAN 1 Depok, the researcher discovered a problem. The problem was the writing products of tenth graders in SMAN 1 Depok were not good enough in narrative writing. The students were good in speaking and reading narrative. The students could obtain high scores in speaking and reading exercises. They could obtain the scores of 80-90 for reading exercises but when they were asked to write narrative texts, they obtained bad scores. Some students obtained scores below KKM

  

(Kriteria Ketuntasan Minimal=6, 5). They made a lot of grammatical errors

  especially when using past tense. These are the examples:

  1. Based on document analysis from students‟ writing product, the researcher found some grammatical errors. These are the examples: a. Sometimes the students used two verbs or double verbs. e.g. -was come -was go -was fall

  They wrote double verbs because they did not know when they should use was/were and the past tense. They were confused when they used was/were and the past tense.

  b. Some students did not understand regular and irregular verbs.e.g.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  3

  2. Based on informal interview given to the students, the researcher found some problems: a. They forgot the teacher

  ‟s explanation and did not give attention to the teacher. The students also hesitated to write the simple past tense in their writing because they did not have sufficient knowledge about simple past tense.

  b. Some students were also confused about regular and irregular verbs. Based on the informal interview, the researcher found that actually the students had been taught by their teacher in Junior High School about regular and irregular verbs but they did not understand and did not listen to the teacher so they were still confused with the form of simple past tense.

  The researcher intended to improve the tenth grader s‟ grammar accuracy of simple past tense in narrative writing by giving feedback. The kind of feedback which had been given was teacher

  ‟s feedback. The form of teacher‟s feedback was direct and indirect feedback. Fatham & Whalley et al. (1990) reveal that there were some studies which showed that

  “students who receive error feedback over a period of time can improve their language accuracy ” (as cited in Hyland, K and

  Hyland, F, 2006, p.4). Besides, Chandler (2003) stated that underlining and direct correction in the stude nts‟ writing products could decrease grammatical and lexical errors in their next writing (as cited in Hyland, K and Hyland, F, 2006, p.4).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  4

  the students paid more attention into teacher s‟ feedback rather than other feedback. Leki et al. (1991) notes

  “ESL students greatly value teacher written feedback and consistently rate it more highly than alternative forms, such as peer feedback and oral feedback in writing conference s” (as cited in Hyland, K and Hyland, F, 2006, p.3).

  B. Research Problem

  In relation to the background mentioned before, the problem is formulated as follows.

  How can teacher ‟s feedback improve the tenth graders‟ grammar accuracy of simple past tense in narrative writing?

  C. Problem Limitation

  The study tries to find the teaching strategy which can improve the tenth graders ‟ accuracy of simple past tense in narrative writing in SMAN 1 Depok.

  The research focuses on improving students‟ grammar accuracy of simple past tense in narrative writing. This research is limited for the tenth graders of SMAN 1 Depok 2011/2012 academic year.

  D. Research Objective

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  5 E. Research Benefits

  1. The researcher By doing this research the researcher can obtain the new experience on impr oving students‟ grammar proficiency. It is expected that the researcher can help the students to gain their knowledge about simple past tense. Besides, the researcher can find the teaching strategy which is appropriate and suitable to improve the stude nts‟ grammar accuracy of simple past tense in narrative writing.

  2. The teacher The teacher can use the method to improve o ther students‟ grammar accuracy of simple past in narrative writing. It is expected that the teacher can help the students to solve their problems by applying the teaching strategy.

  3. The students The students can improve their grammar accuracy and master more about simple past tense. It is expected that the students can understand well about grammar especially simple past tense. The students can apply the knowledge for the next grade in eleventh grade.

F. Definition of Terms

  1. Grammatical Accuracy According to Larsen and Freeman (2000), grammatical accuracy in writing

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  6 grammar accurately, for example word order, verb endings and pronouns.

  Besides, accuracy also means spelling and using punctuation accurately (p.284). In this study, the accuracy refers to produce the simple past tense verb accurately.

  2. Simple Past Tense Simple past tense is one of tenses in English grammar. According to Azar

  (1993), “The simple past tense indicates that an activity or situation began and ended at a particular time in the pa st” (p. 24). It is clear that simple past tense is used to describe actions or situation happened in the past. In this study, the simple past tense refers to simple past tense verbs used by the students.

  3. Writing According to Nunan (2003), writing is the way of finding ideas and then expressing those ideas by organizing into statements and paragraphs in order (p.

  88). Nunan (2003) also adds that writing is the way to express and impress feelings, idea or thought in a written form of English (p. 88). In this study, writing refers to an activity which expresses students‟ feeling, idea and thought in a written form.

  4. Feedback Feedback is a way for teachers to describe their learne rs‟ language; feedback is an ongoing form of assessment which is more focused than marks or grades (Lewis, 2002, p.3). Thus, in this research, feedback is a technique to give

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  7

  5. Tenth grade Senior High School (SMA) is the next level of Junior High School (SMP).

  The students entering Senior High School are those who have passed Junior High School. Senior High School is divided into three grades. The tenth grade is the first grade in Senior High School. In this research, the participants were 36 students from XD of SMAN 1 Depok Babarsari in the 2011/2012 academic year, which consist of 28 girls and 8 boys.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher presents a discussion on some theories

  which become the basis of the research. This chapter is divided into two major parts which are theoretical description and theoretical framework.

A. Theoretical Description

  This part discusses the nature of writing, the teaching writing and the approaches of writing.

1. Writing

a. The Nature of Writing

  According to Tiedt (1989), writing is the way to express people ‟s ideas in a written form (p. 1). It is clear that writing is a process of delivering people thoughts or expression in a written form. Raimes (1993) notes

  “Writing was subservient skill, whose function was to support the development of oral language

  ” (as cited in Nunan, 1999, p.271). It means that writing skill is a complementary skill for speaking skill. Zimmerman and Rodrigues (1992) reveal

  “Writing is a way of thinking, a way of learning, a way of sharing ideas with other s” (p. 4). It is clear that someone can learn something, share the opinion to each other by writing process. Moreover, Ralmes (1983) states that writing can

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  9

  which it was produce d” (p. 8). It means that writing should have a characteristic or criteria which make it suitable to be said a good writing.

b. Teaching Writing

  According to Tiedt (1989), there are six basic understandings about the writing process (p. 3-7). They are 1) students learn to write by writing, 2) writing expresses thinking, 3) students learn to write by reading, 4) writing is not easy, 5) writing can be taught and 6) writing is a way of learning in classrooms. The explanation of basic understanding about the writing process as follows:

  1) Students learn to write by writing

  Tiedt (1989) points out that the students have to experience the writing process by themselves. They should write and apply the writing process in order to have the real situation so they can learn and understand it (p. 3-4).

  2) Writing expresses thinking Tiedt (1989) says that thinking and writing have a close relationship.

  Children in an early age are easy to absorb many things. They can speak and think easier because they are in a growth period. They should express their ideas and thoughts in a written form in order to make them aware with their abilities (p. 4).

  3) Students learn to write by reading

  Tiedt (1989) states that students need imagination to start writing. By reading books, students can gather their ideas and find their topics. It will be

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  10 4) Writing is not easy

  Tiedt (1989) argues that writing is the most difficult skill. It happens because when people start writing, they should gather and generate their ideas.

  They should think what they want to write about and compose the sentence grammatically correct. It makes writing become the most difficult skill (p. 6).

  5) Writing can be taught

  According to Tiedt (1989), writing can be learned by the students. The teacher can teach the students about everything in writing through many strategies. The students and the teacher can discuss the material together in a classroom (p. 6).

  6) Writing is a way of learning Tiedt (1989) points out that writing is a method of learning in classroom.

  Student can express their ideas through writing. It happens not only in English subject but also in Biology and History subjects (p. 7).

c. The Approaches to Writing According to Hyland (2002), there are three main approaches to writing (p.

  5). The approaches are: 1) Hyland (2002) states that

  “The first approach focuses on the products of writing by examining texts in various ways ” (p.5). It means that the writer learn to write by analyzing the text for example analyzing the language features or generic

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  11

  the specific feature. There are three phases in genre-based approach. They are modeling, negotiation and constructing. In modeling, the students learn by analyzing the generic structure of text, the language feature and etc. In negotiation, the students and the teacher discuss the text together. In constructing, the students try to construct or write their own text by their knowledge that they get in the modeling and negotiation phases.

  2) Hyland (2002) points out, “The second approach focuses on the writer and describes writing in terms of the processes used to create texts

  ” (p. 5). The second approach concerns on the process of the writing and the writer itself.

  3) Hyland (2002) reveals, “The third approach focuses on the role that

  

readers play in writing and how writers engage with an audience in creating

  coherent texts ” (p. 5). The last approach concerns on the readers‟ opinions. The writer writes a text based on the reade rs‟ background and culture.

2. Grammatical Accuracy

  According to Larsen and Freeman (2000), grammatical accuracy in writing is essential to ensure the writer ‟s intention and to avoid misunderstanding (p.2). It means that grammatical accuracy refers to the ability of writing without making mistakes. Nunan (1999) notes that in the writing criteria, accuracy means using grammar accurately, for example word order, verb endings and pronouns.

  Besides, accuracy also means spelling and using punctuation accurately (p.284). It

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  12 Brumfit (1984) describes that accuracy has some requirements as follows (p. 52-53).

  a. Accuracy has its own characteristics and the characteristics are decided by the user. Brumfit (1984) notes “fluent language may not also be accurate language; it simply refers to a focus by the user

  ” (p. 52). It means that fluency and accuracy in language is different. The difference and the characteristics are decided by the user. For example in school, the teacher and the students are the user of the language so the teacher can decide the characteristics of the accuracy based on the students ‟ abilities.

  b. Accuracy and fluency are different. Brumfit (1984) points out “it will be argued that there is a definite role of accuracy work in language teaching, but its function is quite different from that fluency work

  ” (p. 52). It means that the characteristics in accuracy cannot work well in fluency. On the other hand, the characteristics of accuracy and fluency are different.

  c. Brumfit (1984) reveals Since accuracy here refers to a focus of the user, it can refer just as much to listening and reading as to speaking and writing; any language activity which is not being carried on with the learners apparently operating in the same way as they do in natural, mother-tongue use is an accuracy. (p.52- 53)

  d. The accuracy or inaccuracy of the language depend on the criteria of the user language. Brumfit (1984) shows “language work focused predominantly on

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  13

  e. Both accuracy and fluency can be taught in teaching learning process by the teacher in order to teach language. The students should not be concerned on their accuracy while they practice their fluency.

3. Simple Past Tense

  Gerot and Wignell (1994) note that “Grammar is a theory of language, of how language is put together and how it wor ks” (p. 2). It means that grammar is the basic theory to learn language. According to Gerot and Wignell (1994), in educational background, the teacher needs to understand grammar in order to help the students understand how texts work (p.3). It means that teacher needs to know how texts work so teachers can help the students to understand and produce texts.

  Simple past tense is one of tenses in English grammar. According to Azar (1993),

  “the simple past tense indicates that an activity or situation began and ended at a particular time in the pa st” (p. 24). It is clear that simple past tense is used to describe actions or situation happened in the past. The Pattern of Simple

  Past Tense according to Azar (1993:24): Simple Tenses Simple Past Tense

  Pattern 1 Pattern 2 To be Full Verb

  Positive/ S + to be 2 + N/Adj/Adv S + V2 + O Affirmative/

  We were tired He bought a book Declarative

  They were students Sentence

  Negative Sentence S + to be 2 + not + N/Adj/Adv S + did not + V1 + O

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  14 Swan (1995) notes that

  “the simple past tense is common in story-telling and when we are telling people about past events ”(p. 417). It means that people use simple past tense to tell other people about the past experience or to explain about story telling. Simple past tense explains about the events happen in the past. Swan (1995) also reveals

  “in general, the simple past tense is the normal one for talking about the pa st” (p. 417). It means that simple past tense always show the events happen in the past. People tend to use simple past tense to tell the story because simple past tense is tenses to explain the past events.

4. Narrative

  a. Definition of Narrative

  Doyle et al. (2004) point out that narrative is a story of a sequence of eve nts, “narratives have more complex structures, although they share many of the basic features we have identified in rec ounts” (p.60). It means that narrative tells a story rather than exploring the past experience. Narrative and recount are different because narrative has a more complex generic structure than recount.

  b. Communicative Purposes of Narrative

  According to Knapp and Watkins (2005), the purposes of narratives are (p.220):

  To entertain the reader

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  15

  not only tells a story for the students but also become educational text. Narrative can educate the students through its content for example from folk tales, the students can learn about the value of life in that story.

  c. Types of Narrative There are five types of narrative according to Doyle et al (2004, p.60).

  They are folk tales, children ‟s stories and fairy tales, novels, crime thrillers, narrative poems.

  d. Generic Structure of Narrative

  According to Hyland (2002, p.16), the generic structure of narrative is:

• Orientation It introduces the participants and informs the time and the place. (Where, when). In the orientation the writer introduces the characters, the time and the place for the events. In narrative, the orientation often shows imaginary time for example once upon a time, long time ago and etc.
• Complication It describes the rising problems happen within the story. In complication, there are some problems faced by the characters. It can be more than one problem for example situation of war, conflict or love.
• Resolution Showing the way the problems are solved. In resolution, the writer shows

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  16

e. Grammatical Features of Narrative

  The grammatical features of narrative according to Doyle et al (2004: 62): Using Past Tense to describe the events Using Action Verbs Using adjectives to describe the characters and the places.

  Using direct and reported speech to present the dialogue

5. Feedback

a. Definition of Feedback

  According to Lewis (2002), “Feedback is a way for teachers to describe their lea rners‟ language. It gives teacher information about individual and collective class progress and indirectly, is a form of evaluation on their own teaching

  ” (p. 3). From the definition above, the teacher feedback contains of suggestion, comment, recommendation, correction or advice. The information can help the students to evaluate the teaching learning process in the class.

  Lewis (2002) argues that feedback is a way for teachers to describe their lea rners‟ language; feedback is an ongoing form of assessment which is more focused than marks or grades (p. 3). Feedback is a technique to give information such as advice, suggestions, comments and corrections which are usually made by the teacher to observe the students‟ writing products.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  17

  2. Indirect feedback occurs when the teacher indicates in some way that an error has been made

• – by mean of an underline, circle, code or other mark
• – but does not provide the correct form, leaving the student to solve the problem that has been called to his or her attention.

  (as cited in Hyland, K and Hyland, F ,2006, p.83)

b. Sources of Feedback

  1) Teacher feedback The teacher has an important rule in a classroom. The teacher can give the students feedback in written or spoken form. Leki et al. (1991) notes