DESIGNING TEACHING LEARNING ACTIVITIES FOR WRITING SPOOF TEXT BASED ON STUDENTS PROBLEM.
DESIGNING TEACHING LEARNING ACTIVITIES
FOR WRITING SPOOF TEXT BASED
ON STUDENTS’ PROBLEM
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
OKTAVIA RAYANI SARAGIH
Reg. No. 2102121011
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
Praise to the Lord for His wonderful love to the writer, His Savior who
always guides the writer in everything, in sadness and happiness. The writer
would have never thought Lord’s plans would bring the writer here, finishing this
thesis.
This thesis is aimed to fulfill one of the requirements for the degree of
SarjanaPendidikan (S-1) at the English Department, Faculty of Languages and
Arts, State University of Medan.
In the process of completing the thesis, the writer has been directly assisted
by some people, so at this moment, the writer would like to express her sincere
gratitude to:
Prof. Dr. Ibnu HajarDamanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department.
Rika, S.Pd, M.Hum,. as the Secretary of English Department, Dra.
Meisuri, MA., as the Head of English Non-Educational Program and Dra.
Masitowarni Siregar, M.Ed., the Head of English Education Program,
Faculty of Languages and Arts, State University of Medan.
Prof. Dr. Lince Sihombing, M.Pd., as her Thesis Supervisor.
Drs. Zainuddin, DIP.TEFL.,M.Hum., as her Reviewer and Examiner.
Dra. Sri Juriati Ownie, M.A., as her Reviewer and Examiner.
All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Mam Euis, as the administration staff of English Department, for her
attention, assistance, and information in completing it.
Her Dad, Lendianer Saragih and her Mom Nurlianna Purba, thank you
for wonderful love, prayer, financial support, and being irreplaceable. The
writer’s special gratitude also goes to her dearest brother and sister,
Richardo Saragih, SE and Dewi Julita Putri Sari Saragih. And also for
all family members who supported her.
The Headmaster of SMA Negeri I Raya, Harmedin Saragih, S.Pd. M.Pd,
his permission and opportunities in allowing the writer to do observation
and to collect data and Winner Purba, the English teacher of SMA
Negeri I Raya, for his help during the research
Her best friends, (Elsa Ernawati Nainggolan, Erna Wati Gultom, Helti
Margaretha Tarigan and Roida Sinurat). Thank you for everything that
we have shared. Her Small Group “STEMPEL” (Chandra Irvan Dicky
Simarmata, Erna Wati Gultom, Harnoi Asrin Lumban Gaol and
Herbiana Sipayung) thank you for being my family almost 4 years. And
also Ingrid Laurensia Simanungkalit who have helped in looking for the
reference in completing this thesis and all friends of English Department
2010 year, especially Regular A class.
Her special person, Andreas Sembiring for his wholly time, prayer
support, advices and love, during the process in accomplishing this thesis.
All people that can not be mentioned one by one for their care, support,
prayer and love. May all the assistance, support and simplicity given by all
of the people can be their charity and got merit from Jesus Christ, Amen.
Medan, September 2014
The Writer
Oktavia Rayani Saragih
NIM. 2102121011
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................
ACKNOWLEDGEMENT .............................................................................
TABLE OF CONTENTS...............................................................................
LIST OF TABLES .........................................................................................
LIST OF APPENDIXES ..............................................................................
i
ii
v
vii
viii
CHAPTER I INTRODUCTION................................................................... 1
A. Background of the Study .............................................................................
B. The Problem of the Study ............................................................................
C. The Objective of the Study ..........................................................................
D. The Scope of the Study ...............................................................................
E. The Significance of the Study .....................................................................
1
5
6
6
6
CHAPTER II REVIEW OF LITERATURE .............................................
A. Theoretical Framework ...............................................................................
1. Writing Skill ................................................................................................
2. Criteria of Good Writing .............................................................................
3. Teaching English Writing for Senior High School Students .......................
4. Teaching Learning Activities .......................................................................
5. General Concept of the Text ........................................................................
6. Genres of Text ..............................................................................................
7. The Diffrences betwrrn Spoof ans Anecdote ...............................................
8. Concept of Spoof Text .................................................................................
a. Definition of Spoof ...........................................................................
b. Social Function of Spoof..................................................................
c. Generic Structure of Spoof ...............................................................
d. Significant Lexicogrammatical or Language Feature of Spoof .......
e. The Example of Spoof Text .............................................................
9. Concept of Media .........................................................................................
a. Definition of Media ..........................................................................
b. Classification of Media ....................................................................
c. Video as One of Media in Language Teaching ................................
10. Concept of Video .......................................................................................
a. Definition of Video ..........................................................................
b. Types of Video .................................................................................
c. The Use of Video in Teaching Spoof Text.......................................
7
7
7
9
10
11
13
14
18
20
20
20
20
21
22
23
23
23
24
24
24
25
26
1. Advantages of Using Video ................................................. 26
2. Disadvantages of Using Video ............................................. 27
d. Applying Video in the Teaching of Spoof Writing .......................... 28
CHAPTER III RESEARCH METHODOLOGY ....................................... 30
A.
B.
C.
D.
Research Design .........................................................................................
The subject of Research..............................................................................
The Technique for Collecting Data ............................................................
The Technique for analyzing the Data .......................................................
30
30
30
31
CHAPTER IV THE DATA AND DATA ANALYSIS ......................... 37
A. The Data ................................................................................................... 37
B. The Data Analysis .................................................................................... 37
C. Research Finding and Discussion ............................................................. 39
CHAPTER V CONCLUSION AND SUGGESTIONS ............................... 51
A. Conclusion ................................................................................................ 51
B. Suggestions ............................................................................................... 51
REFERENCES ............................................................................................... 53
APPENDIXES ................................................................................................ 55
LIST OF TABLES
Table
Page
3.1 Percentage of The Element of Writing....................................................... 33
3.2 Scoring Guidance and The explanation of Criterion ................................. 33
3.3 Category of grade and level of achievement .............................................. 36
4.1 The Lowest and The Highest Score Element of Writing .......................... 38
4.2 The Classification of Students’ Score ....................................................... 38
LIST OF APPENDIXES
APPENDIX A ..................................................................................................
APPENDIX B ..................................................................................................
APPENDIX C ..................................................................................................
55
60
65
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is used as a means of communication in human being life. It is
very important because it is used when people make an interaction with other
people. Language is the method of human communication, either spoken or
written, consisting of the use of words in a structured and conventional way.
(http://www.oxforddictionaries.com/definition/english/language).
There are many kinds of languages which are taught in schools, but
English is one of these languages which mostly has roles in educational side. Most
of schools in Indonesia take English as the main subject besides German, Japan,
Spain, etc. The implication is, students will be able to understand many kinds of
things using English language.
Considering the importance of the language, Indonesia’s government has
drawn up English as a foreign language that should be mastered by the students.
In Indonesia, English teaching aims at mastering four basic skills of language,
which include listening, speaking, reading, and writing skills.
One of these four skills which is very important and most required in
academic field is writing. Writing is one of language skills by which students can
express their ideas in written form. It means that they have to be able to write
correct sentences and arrange them into a good paragraph. In writing activity, the
students are expected to be able to enrich their views about the topic they want to
write as well as to improve their technique in the writing task.
However, a number of people agree to say that writing is a difficult task to
do because of its complexity. Such assumption appears to be true because it really
requires many efforts, much time, and great attention from the writer toward the
topic as well as the process itself.
Heaton (2005-2008: 135) stated that, “The writing are complex and
sometimes difficult to teach, requiring mastery not only of grammatical and
rhetorical devices but also of conceptual and judgmental elements.Writing should
be practiced and learned gradually in order to make the students master it well.
The students also need time and special task to improve this ability. According to
Nunan (2003) writing is both a process and product. The writer imagines,
organize, drafts, edits, reads, and rereads. The process refers to the act of
gathering ideas and working with them until they are presented in a manner that is
polished and comprehensible for the readers. Writing also needs some other skills
such as ability to choose appropriate words, ability to arrange words to be good
sentences and paragraphs.
In reality, most of students always get difficulties when they are asked to
write in English. There are some factors that cause this, they are: 1. Students want
to write just because they are asked by the teacher to do that as their task and it
makes them feel more difficult to write in English because they do not make it as
their habit, 2. The students are still confused how to start writing, they did not
know how to write systematically and how to make every sentences coherence, 3.
The teacher who teach the students in writing actually motivate and encourage the
students to write frequently in order to have the better quality of writing, but
sometimes in the other case, the teachers do not check the students’ task, so the
students do not know their difficulties in writing
In learning English, there are so many kinds of genres. They are:
description, recount, narration, procedure, explanation, discussion, exposition,
news item, report, anecdote, spoof and functional text. Each genre has its own
social function, difficulties, generic structure and language feature. However, in
the process of learning, sometimes students get bored.
Jeremy adds that students’ boredom is the greatest enemy in teaching learning, he
states, “One of the greatest enemies of successful teaching is students’ boredom.
Students frequently know what is going to happen in class and they know this
because it will be the same as what happen in the last class and just sitting of
classes before”. In order to eliminate students’ boredom; the teacher should be
creative enough in selecting genre of text to be taught of 14 genres.
To make students motivate and enjoyable to learn, the teacher should use an
interesting strategy which motivate students to learn.
Furthermore, based on preliminary observation that the writer has done at
second grade of Senior High School in Pematang Raya, the writer find out the
students’ problem in writing Spoof. And the result of the observation showed that
some of the students face problem in generic structure and the other face problem
in language features. Generic Structure and Language features in a text have a big
influence in producing a good text.
Spoof is a kind of genre used to retell events with a humorous twist. In this
study, the writer focuses on spoof text in several aspects of generic structure,
social function and language features which are produced by the eleventh grade
students of senior high school with their writing result.
In understanding the spoof text, in other case the students’ problem in
writing mostly caused by some factors such as; the students’ interest and
liveliness in writing class were low because they are not accustomed to write in
English, less positive response on writing assignments, they feel burdened to write
in English. For example; when the teacher explained the material by using English
language, the students feel bored to follow the lesson because they did not
understand what the teacher said, they did not mastering the vocabularies well,
and automatically they did not understand the spoof text correctly. It made the
students confused how to differentiate between the spoof text and other text, they
feel confused how to differentiate between the generic structure of spoof text and
the generic structure of other text.
Usually, all time of teaching writing only focuses on the theory of
grammar or writing concept, it was not support the students to write as much as
possible. Then, when the teacher give the writing assignment, they feel burdened
to write in English because they are still confused how to write spoof text
correctly. The students have difficulties in organizing the writing spoof text
because they just imagine what they have to write, they did not understand the
concept of spoof text so there were many students who need long time to think
although only a few sentences.
Based on the background above, the results of this study are expected to
provide valuable information on what students’ problem in writing spoof text, so
the teacher can choose an appropriate teaching media to help students to develop
their spoof writing. The researcher will try to solve the students’ problem based
on the teaching and learning spoof text by using video. Video is one of media in
which people can record image event, organize them and then communicate them
to others. Most of audiovisual media not only make students more easy to
understand the material, but also make students enjoy in the writing class. By
using video, students will feel something new and different from what they
usually get in their class. One of the main function of video is that students do not
just hear language, they see it too.
Today, using video have some goals. Azhar (2003: 48) states that
“Generally, video is used to entertainment, documentation, and education. Video
can provide information, process, and teach some skills, etc.
From the explanation above, the writer concluded that video is one of the audio
visual media that can be used in teaching writing. It makes something more
interesting for students. It also can be used in creating situation for writing class
more clearly.
B. The Problem of the Study
Related to the background, the problem in this study is formulated as
follows:
1. What are the problems faced by the students in writing spoof text?
2. What teaching learning activities that can be proposed to solve the
problem of writing spoof?
C. The Objectives of the Study
Based on the problem of study, the objective of this study are:
1. To describe the students’ problem in writing spoof text.
2. To design teaching learning activities to solve the students’ problem of
writing spoof.
D. The Scope of the Study
The scope of this study is limited on analyzing students’ problem in
writing spoof text. Especially, on text organizations and language features.
E. The Significance of the Study
The findings of this study are expected to contribute to:
1. Theoretically, the teachers of English know the students’ problem in writing
spoof text, so the teacher can choose appropriate teaching media in teaching
spoof text.
2. Practically, the students of English are able to write spoof text in a good
language features, to avoid mistakes in writing spoof text and they are
interested in learning English.
REFERENCES
Arikunto, Suharsimi. 2002. Dasar-DasarEvaluasiPembelajaran. Jakarta: Rineka
Cipta
Astuti, EkaMulya. 2010. English Zone for Senior High School Students Year XI.
Jakarta: Erlangga
Azhar Arsyad. 2003. Media Pembelejaran. Jakarta: PT Raja GrafindoPersada
Best, W John. 1959. Research Education 4th edition. New Jersey: Prentice-Hall
Brown, D. 2001. Engaging Writing Paragraph and Essay. New York: Longman
Brown, Douglas. 2004. Language assessment Principles and ClassroomPractices.
SanFrancisco: Longman
B.W. Arif. 2009. Mari Mengenal Video Editing, Yogyakarta: Andi Offset
Gerrot, Linda and PetterWignell. 1994. Making Sense of Functional Grammar.
Australia :GerbStabler
Haris, David P. 1969.Testing English as a Second Language.New York:
EorgetownUniversity
Harmer, Jeremy. 2001. The Practice of English Language Teaching.England:
PearsonEducation Limited
Harmer, Jeremy. 2004. How to Teach Writing. Harlow: Longman
Heaton, J.B. 2008.Writing English Language Tests. London and New York:
Longman
Heaton, J.B. 1988. Writing English Language Tests.England: United States of
America
Hughes, Arthur. 2003.Testing for Language Teachers, New York: Cambridge
University Press
Hyland, Ken. 2002. Teaching and Researching Writing. London: Longman
Jaya, Alexander Mongot. 2008.English Revolution. Jepara: Mawas Press
Nunan, David. 2003. Practical English Language Teaching. New York: Mc.
Graw. Hill
Nunan,David and Clarice Lamb. 2004. The Self-Direct Teacher. Managing the
Learning Process.Cambridge: Cambridge University Press
O’Malley, J.Michael and Lorraine Valdez Pierce. 1996. Authentic Assessment for
English Language Learners.Practical Approaches for Teachers.Great
Britain: Longman
Oshima, A & Ann, H. 1998.Writing Academic English. New York: Addison
Wesley Longman.
Pardiyono. 2009. 12 Writing Clues for Better Writing Competence. Yogyakarta:
Andi.
Siahaan, Eunike.2012. Improving StudentsAchievement in WritingDescriptive
Text Through Placemat Technique.Medan: Universitas Negeri Medan.
Zuriah, Nurul. 2007. MetodologiPenelitianSosialdanPendidikan. Jakarta: Bumi
Aksara.
http://www.oxforddictionaries.com/definition/english/language.
February, 2014
Accessed
on
International video footage lybrary, “Real word video”, retrieved from
http://www.realworldvideo.com. Accessed on May 2014.
Collected by Daviq Rizal, “Types of Text”, Re-written from www.only
funnystories.com. Accessed on May 2014.
Depdiknas,
“StandarKompetensiLulusanuntukSatuanPendidikanDasardanMenengah”
, retrieved from http://www.pdfpermendiknas2006.com. Accessed on May
2014
FOR WRITING SPOOF TEXT BASED
ON STUDENTS’ PROBLEM
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
OKTAVIA RAYANI SARAGIH
Reg. No. 2102121011
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
Praise to the Lord for His wonderful love to the writer, His Savior who
always guides the writer in everything, in sadness and happiness. The writer
would have never thought Lord’s plans would bring the writer here, finishing this
thesis.
This thesis is aimed to fulfill one of the requirements for the degree of
SarjanaPendidikan (S-1) at the English Department, Faculty of Languages and
Arts, State University of Medan.
In the process of completing the thesis, the writer has been directly assisted
by some people, so at this moment, the writer would like to express her sincere
gratitude to:
Prof. Dr. Ibnu HajarDamanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department.
Rika, S.Pd, M.Hum,. as the Secretary of English Department, Dra.
Meisuri, MA., as the Head of English Non-Educational Program and Dra.
Masitowarni Siregar, M.Ed., the Head of English Education Program,
Faculty of Languages and Arts, State University of Medan.
Prof. Dr. Lince Sihombing, M.Pd., as her Thesis Supervisor.
Drs. Zainuddin, DIP.TEFL.,M.Hum., as her Reviewer and Examiner.
Dra. Sri Juriati Ownie, M.A., as her Reviewer and Examiner.
All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Mam Euis, as the administration staff of English Department, for her
attention, assistance, and information in completing it.
Her Dad, Lendianer Saragih and her Mom Nurlianna Purba, thank you
for wonderful love, prayer, financial support, and being irreplaceable. The
writer’s special gratitude also goes to her dearest brother and sister,
Richardo Saragih, SE and Dewi Julita Putri Sari Saragih. And also for
all family members who supported her.
The Headmaster of SMA Negeri I Raya, Harmedin Saragih, S.Pd. M.Pd,
his permission and opportunities in allowing the writer to do observation
and to collect data and Winner Purba, the English teacher of SMA
Negeri I Raya, for his help during the research
Her best friends, (Elsa Ernawati Nainggolan, Erna Wati Gultom, Helti
Margaretha Tarigan and Roida Sinurat). Thank you for everything that
we have shared. Her Small Group “STEMPEL” (Chandra Irvan Dicky
Simarmata, Erna Wati Gultom, Harnoi Asrin Lumban Gaol and
Herbiana Sipayung) thank you for being my family almost 4 years. And
also Ingrid Laurensia Simanungkalit who have helped in looking for the
reference in completing this thesis and all friends of English Department
2010 year, especially Regular A class.
Her special person, Andreas Sembiring for his wholly time, prayer
support, advices and love, during the process in accomplishing this thesis.
All people that can not be mentioned one by one for their care, support,
prayer and love. May all the assistance, support and simplicity given by all
of the people can be their charity and got merit from Jesus Christ, Amen.
Medan, September 2014
The Writer
Oktavia Rayani Saragih
NIM. 2102121011
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................
ACKNOWLEDGEMENT .............................................................................
TABLE OF CONTENTS...............................................................................
LIST OF TABLES .........................................................................................
LIST OF APPENDIXES ..............................................................................
i
ii
v
vii
viii
CHAPTER I INTRODUCTION................................................................... 1
A. Background of the Study .............................................................................
B. The Problem of the Study ............................................................................
C. The Objective of the Study ..........................................................................
D. The Scope of the Study ...............................................................................
E. The Significance of the Study .....................................................................
1
5
6
6
6
CHAPTER II REVIEW OF LITERATURE .............................................
A. Theoretical Framework ...............................................................................
1. Writing Skill ................................................................................................
2. Criteria of Good Writing .............................................................................
3. Teaching English Writing for Senior High School Students .......................
4. Teaching Learning Activities .......................................................................
5. General Concept of the Text ........................................................................
6. Genres of Text ..............................................................................................
7. The Diffrences betwrrn Spoof ans Anecdote ...............................................
8. Concept of Spoof Text .................................................................................
a. Definition of Spoof ...........................................................................
b. Social Function of Spoof..................................................................
c. Generic Structure of Spoof ...............................................................
d. Significant Lexicogrammatical or Language Feature of Spoof .......
e. The Example of Spoof Text .............................................................
9. Concept of Media .........................................................................................
a. Definition of Media ..........................................................................
b. Classification of Media ....................................................................
c. Video as One of Media in Language Teaching ................................
10. Concept of Video .......................................................................................
a. Definition of Video ..........................................................................
b. Types of Video .................................................................................
c. The Use of Video in Teaching Spoof Text.......................................
7
7
7
9
10
11
13
14
18
20
20
20
20
21
22
23
23
23
24
24
24
25
26
1. Advantages of Using Video ................................................. 26
2. Disadvantages of Using Video ............................................. 27
d. Applying Video in the Teaching of Spoof Writing .......................... 28
CHAPTER III RESEARCH METHODOLOGY ....................................... 30
A.
B.
C.
D.
Research Design .........................................................................................
The subject of Research..............................................................................
The Technique for Collecting Data ............................................................
The Technique for analyzing the Data .......................................................
30
30
30
31
CHAPTER IV THE DATA AND DATA ANALYSIS ......................... 37
A. The Data ................................................................................................... 37
B. The Data Analysis .................................................................................... 37
C. Research Finding and Discussion ............................................................. 39
CHAPTER V CONCLUSION AND SUGGESTIONS ............................... 51
A. Conclusion ................................................................................................ 51
B. Suggestions ............................................................................................... 51
REFERENCES ............................................................................................... 53
APPENDIXES ................................................................................................ 55
LIST OF TABLES
Table
Page
3.1 Percentage of The Element of Writing....................................................... 33
3.2 Scoring Guidance and The explanation of Criterion ................................. 33
3.3 Category of grade and level of achievement .............................................. 36
4.1 The Lowest and The Highest Score Element of Writing .......................... 38
4.2 The Classification of Students’ Score ....................................................... 38
LIST OF APPENDIXES
APPENDIX A ..................................................................................................
APPENDIX B ..................................................................................................
APPENDIX C ..................................................................................................
55
60
65
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is used as a means of communication in human being life. It is
very important because it is used when people make an interaction with other
people. Language is the method of human communication, either spoken or
written, consisting of the use of words in a structured and conventional way.
(http://www.oxforddictionaries.com/definition/english/language).
There are many kinds of languages which are taught in schools, but
English is one of these languages which mostly has roles in educational side. Most
of schools in Indonesia take English as the main subject besides German, Japan,
Spain, etc. The implication is, students will be able to understand many kinds of
things using English language.
Considering the importance of the language, Indonesia’s government has
drawn up English as a foreign language that should be mastered by the students.
In Indonesia, English teaching aims at mastering four basic skills of language,
which include listening, speaking, reading, and writing skills.
One of these four skills which is very important and most required in
academic field is writing. Writing is one of language skills by which students can
express their ideas in written form. It means that they have to be able to write
correct sentences and arrange them into a good paragraph. In writing activity, the
students are expected to be able to enrich their views about the topic they want to
write as well as to improve their technique in the writing task.
However, a number of people agree to say that writing is a difficult task to
do because of its complexity. Such assumption appears to be true because it really
requires many efforts, much time, and great attention from the writer toward the
topic as well as the process itself.
Heaton (2005-2008: 135) stated that, “The writing are complex and
sometimes difficult to teach, requiring mastery not only of grammatical and
rhetorical devices but also of conceptual and judgmental elements.Writing should
be practiced and learned gradually in order to make the students master it well.
The students also need time and special task to improve this ability. According to
Nunan (2003) writing is both a process and product. The writer imagines,
organize, drafts, edits, reads, and rereads. The process refers to the act of
gathering ideas and working with them until they are presented in a manner that is
polished and comprehensible for the readers. Writing also needs some other skills
such as ability to choose appropriate words, ability to arrange words to be good
sentences and paragraphs.
In reality, most of students always get difficulties when they are asked to
write in English. There are some factors that cause this, they are: 1. Students want
to write just because they are asked by the teacher to do that as their task and it
makes them feel more difficult to write in English because they do not make it as
their habit, 2. The students are still confused how to start writing, they did not
know how to write systematically and how to make every sentences coherence, 3.
The teacher who teach the students in writing actually motivate and encourage the
students to write frequently in order to have the better quality of writing, but
sometimes in the other case, the teachers do not check the students’ task, so the
students do not know their difficulties in writing
In learning English, there are so many kinds of genres. They are:
description, recount, narration, procedure, explanation, discussion, exposition,
news item, report, anecdote, spoof and functional text. Each genre has its own
social function, difficulties, generic structure and language feature. However, in
the process of learning, sometimes students get bored.
Jeremy adds that students’ boredom is the greatest enemy in teaching learning, he
states, “One of the greatest enemies of successful teaching is students’ boredom.
Students frequently know what is going to happen in class and they know this
because it will be the same as what happen in the last class and just sitting of
classes before”. In order to eliminate students’ boredom; the teacher should be
creative enough in selecting genre of text to be taught of 14 genres.
To make students motivate and enjoyable to learn, the teacher should use an
interesting strategy which motivate students to learn.
Furthermore, based on preliminary observation that the writer has done at
second grade of Senior High School in Pematang Raya, the writer find out the
students’ problem in writing Spoof. And the result of the observation showed that
some of the students face problem in generic structure and the other face problem
in language features. Generic Structure and Language features in a text have a big
influence in producing a good text.
Spoof is a kind of genre used to retell events with a humorous twist. In this
study, the writer focuses on spoof text in several aspects of generic structure,
social function and language features which are produced by the eleventh grade
students of senior high school with their writing result.
In understanding the spoof text, in other case the students’ problem in
writing mostly caused by some factors such as; the students’ interest and
liveliness in writing class were low because they are not accustomed to write in
English, less positive response on writing assignments, they feel burdened to write
in English. For example; when the teacher explained the material by using English
language, the students feel bored to follow the lesson because they did not
understand what the teacher said, they did not mastering the vocabularies well,
and automatically they did not understand the spoof text correctly. It made the
students confused how to differentiate between the spoof text and other text, they
feel confused how to differentiate between the generic structure of spoof text and
the generic structure of other text.
Usually, all time of teaching writing only focuses on the theory of
grammar or writing concept, it was not support the students to write as much as
possible. Then, when the teacher give the writing assignment, they feel burdened
to write in English because they are still confused how to write spoof text
correctly. The students have difficulties in organizing the writing spoof text
because they just imagine what they have to write, they did not understand the
concept of spoof text so there were many students who need long time to think
although only a few sentences.
Based on the background above, the results of this study are expected to
provide valuable information on what students’ problem in writing spoof text, so
the teacher can choose an appropriate teaching media to help students to develop
their spoof writing. The researcher will try to solve the students’ problem based
on the teaching and learning spoof text by using video. Video is one of media in
which people can record image event, organize them and then communicate them
to others. Most of audiovisual media not only make students more easy to
understand the material, but also make students enjoy in the writing class. By
using video, students will feel something new and different from what they
usually get in their class. One of the main function of video is that students do not
just hear language, they see it too.
Today, using video have some goals. Azhar (2003: 48) states that
“Generally, video is used to entertainment, documentation, and education. Video
can provide information, process, and teach some skills, etc.
From the explanation above, the writer concluded that video is one of the audio
visual media that can be used in teaching writing. It makes something more
interesting for students. It also can be used in creating situation for writing class
more clearly.
B. The Problem of the Study
Related to the background, the problem in this study is formulated as
follows:
1. What are the problems faced by the students in writing spoof text?
2. What teaching learning activities that can be proposed to solve the
problem of writing spoof?
C. The Objectives of the Study
Based on the problem of study, the objective of this study are:
1. To describe the students’ problem in writing spoof text.
2. To design teaching learning activities to solve the students’ problem of
writing spoof.
D. The Scope of the Study
The scope of this study is limited on analyzing students’ problem in
writing spoof text. Especially, on text organizations and language features.
E. The Significance of the Study
The findings of this study are expected to contribute to:
1. Theoretically, the teachers of English know the students’ problem in writing
spoof text, so the teacher can choose appropriate teaching media in teaching
spoof text.
2. Practically, the students of English are able to write spoof text in a good
language features, to avoid mistakes in writing spoof text and they are
interested in learning English.
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