THE USE OF AUTHENTIC MATERIAL AS A MEDIA IN TEACHING TEXT TO IMPROVE THE STUDENTS ON WRITING ABILITY FOR THE SECOND GRADE STUDENTS OF MTS N CEPOGO BOYOLALI IN THE ACADEMIC YEAR 20152016 A GRADUATING PAPER Submitted to the Board of Examiners as a Partial F
THE USE OF AUTHENTIC MATERIAL AS A MEDIA IN
TEACHING TEXT TO IMPROVE THE STUDENTS ON WRITING
ABILITY FOR THE SECOND GRADE STUDENTS OF MTS N
CEPOGO BOYOLALI IN THE ACADEMIC YEAR 2015/2016
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirements for the Degree of Sarjana Pendidikan Bahasa
Inggris (S.Pd.I) in the English Department of Education Faculty
State Islamic Institute (IAIN) Salatiga
Written by:
Nurul Fadilah
NIM. 113 11 028
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC INSTITUTE (IAIN)
SALATIGA
MOTTO
“NO GAIN WITHOUT PAIN”
(Farel Rossy)
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 States for Institute Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.PD., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph. D. as the Head of English Language Teaching Department of States for Institute Islamic Studies (IAIN) Salatiga.
4. Sari Famularsih, S. Pd. I.,M.A as counselor who has brings up, expoused, and given the writer advices, sugestions and recommendations for this graduating paper from beginning until the end. Thanks 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.
7. All of staffs who have helped the writer in processing of graduating paper administration
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.
th Salatiga, March 11 2016 The Writer Nurul Fadilah NIM 113 11 028
ABSTRACT
Fadilah, Nurul. 2016 . “The Use of Authentic Material as a media in teaching text
to improve the students in writing skill for the first grade students of MTs n Cepogo Boyolali in the academic year 2015/2016 ”. A
Graduating Paper. English Department of Education Faculty State Islamic Institute (IAIN) Salatiga. Consultant: Sari Famularsih, S.PdI.M.A Keywords: Authentic Material, Writing skill.
This study deals with the implementation of Using Authentic material as a media in teaching text to improve the students in writing skill for the first grade students of MTs N Cepogo Boyolali in the academic year 2015/2016.
When the teacher give writing assigment, Students don’t know how to express their idea in write text. They always confused what they want to write and they need the dictionary to do assignment. It is also hoped that Using authentic Material . Authentic material is one of the solutions media to overcome the problem. This research will answer these main questions (1) How far is the use Authentic material as a media to improve the students in writing skill of descriptive text for the first grade students of MTs N Cepogo Boyolali in the academic year 2015/2016? (2) How is the implementation of using Authentic material as a media to improve the students in writing skill of descriptive text for the first grade students of MTs N Cepogo Boyolali in the academic year 2015/2016? (3) How is the result of using Authentic material as a media to improve the students in writing skill of descriptive text for the first grade students of MTs N Cepogo . The object of the research is 28 Boyolali in the academic year 2015/2016? students of the first grade students of MTs N Cepogo Boyolali in the academic year 2015/2016. The methodology of this research used Classroom Action Research (CAR). It is conducted in two cycles. Each cycle consists of planning, action, observation and reflection. From the result, the writer found several findings on it. The results shows that the mean score of post test in cycle I is 62.5, the mean score of post-test in cycle II is
78.75. The findings show that the improvement of the students writing skill is significant after applying authentic material.
TABLE OF CONTENTS
TITLE ................................................................................................... i
DECLARATION .................................................................................. ii
ATTENTIVE COUNSELOR iii ’S NOTE ...............................................STATEMENT OF SERTIFICATION ............................................... iv
MOTTO ................................................................................................. v
DEDICATION ....................................................................................... vi
ACKNOWLEDGMENT ..................................................................... vii
ABSTRACT .......................................................................................... ix
TABLE OF CONTENTS ..................................................................... x
LIST OF TABLES ............................................................................... xiii
CHAPTER I INTRODUCTION A. Background of the study .....................................................................
1 B. Statement of the problem ....................................................................
4 C. The objective of the study ...................................................................
5 D. The benefit of the study ......................................................................
5 E. Definition of key terms .......................................................................
6
G. Review of previous research ...............................................................
16 1. Definition of text .....................................................................
19 3. Language features of descriptive text ....................................
18 2. Generic structure of descriptive text ......................................
18 1. Definition of descriptive text .................................................
17 E. DESCRIPTIVE TEXT ........................................................................
17 2. Types of genre .......................................................................
17 1. Definition of genre .................................................................
16 D. GENRE ...............................................................................................
16 2. Types of text ..........................................................................
15 C. TEXT ..................................................................................................
7 H. Graduating paper organization ............................................................
15 3. Types of authentic materials .................................................
13 2. The use of authentic materials ...............................................
13 1. Definition of authentic materials ............................................
12 B. AUTHENTIC MATERIALS ..............................................................
10 3. The importance of teaching writing .......................................
9 2. Process of writing ..................................................................
9 1. Definition of writing ..............................................................
8 CHAPTER II REVIEW OF RELATED LITERATURE A. WRITING ...........................................................................................
19
CHAPTER III METHODOLOGY OF RESEARCH A. The Method of Research .....................................................................
21 1. Definition of CAR .................................................................
21 2. Characteristics of CAR ..........................................................
22 3. Principles of CAR ..................................................................
22 B. Place and Time of the Research ..........................................................
23 C. The Subject of the Research ...............................................................
24 D. The Procedure of the Research ...........................................................
24 1. Planning .................................................................................
25 2. Action .....................................................................................
25 3. Observation ............................................................................
25 4. Reflection ...............................................................................
26 E. Technique of Collecting Data .............................................................
26 1. Observation ............................................................................
27 2. Test ........................................................................................
27 3. Documentation .......................................................................
27 F. Technique of Data Analysis ................................................................
29 1. Statistical Technique ..............................................................
29 2. Descriptive Technique ...........................................................
31 G. General Situation of MTSN Cepogo Boyolali .....................................
32 1. The profile of MTSN Cepogo Boyolali .................................
33 2. The condition of teachers MTSN Cepogo Boyolali ...............
33
4. The list of students .................................................................
34 CHAPTER IV THE IMPLEMENTATION OF RESEARCH ..................................
36 CHAPTER V CLOSURE
A. Conclusion ....................................................................................
51 B. Suggestion ....................................................................................
52 REFERENCES APPENDICES
LIST OF TABLES
Table 2.1 : Example of Descriptive Text ............................................................19 Table 3.1 : The Schedule of The Research ........................................................
24 Table 3.2 : The Scoring Rubric of Writing Descriptive Text .........................
28 Table 3.3 : The Students of F Class ...................................................................
35 Table 4.1 : Result of Pre Test and Post Test Cycle I .......................................
38 Table 4.2 : Result of Pre Test and Post Test Cycle II ......................................
44 Table 4.3 : The Analysis of Students Writing Skill Improvement .................
48 Table 4.4 : The Percentages of Students Score .................................................
50
CHAPTER 1 INTRODUCTION A. Background of The Study In this era of information and technology, English become very
important as global language. In indonesia, English as the first foreign language. According to the Curriculum English has been taught from
).
elementary school level to the university level (KTSP, Depdiknas: 2006 As a language learner, studying English should be the most crucial aspect.
According to Aini (2015:1) The students have to master the four basic language skills, they are reading, listening, speaking and writing. Beside that there are other element such as grammar, vocabulary, and pronunciation. The four basic competences especially in writing has the benefit to train the students to show their idea to other people .
Writing is one part of four skills that important in English. According to Richards (1990) state that writing form for adult level needs not only institutional writing but also personal one. The importance of writing can be seen from the fact that scientific books, novels, reports, letter, newspaper, magazines, brochures, commercial advertisements are products of writing. Most of those products are very important for Students being in their daily activities. When the teacher give writing assigment, Students don’t know how to express their idea in write text. They always confused don’t have the motivation when doing it. So, The teacher must use different technique for students and try to make some technique in teaching English to be interested in writing class. Other opinion according Febriyani (2014:13) English teacher should teach harder than other country. To improve student’s ability in English learning, the teachers have to give some strategies in teaching English. An interesting teaching and learning process can motivate students’ learning so their skill also improved. From the statement, so the teacher must create interesting learning process and they will be more motivated to learn. The students can understand and comprehend the material being taught. The teachers can use many ways in language teaching. For example using media of language teaching. By using media of language teaching, the teaching-learning process in the classroom is more comfortable and making exciting classroom. Many kinds of media of language teaching, one of them is using Authentic material. According to Aziz (2015:2) It is one of the best media to improve writing skill because the students enable learners to interact with the real thing and real situation and it can found in everyday life.
Nunan cited by Oura (1999:67) says Authentic materials as spoken or writen language data that has been produced in the course of genuine communication, and not specifically written for purposes of language teaching. In fact, in his teaching he encourages his students to bring into the classroom their own samples of authentic language data from “real world” genuine language drawn from many different sources, including TV and radio broadcasts, taped conversations, meetings, talks, and announcements.
They also read magazine stories, hotel brochures, airport notices, bank instructions, advertisements and a wide range of written messages from the “real world” in situations as they occur.
According to Gebhard cited by Oura gives more examples of authentic materials EFL- ESL teachers have used. Some of his examples, which may serve as source material for lesson planning, are shown below:
1. Authentic Listening Viewing Materials like TV commercials, quiz shows, cartoons, news clips, comedy shows, movies, soap operas, professionally audio, taped short stories and novels.
2. Authentic Visual Materials : slides, photographs, paintings, children’s artwork, stick-figure drawings, wordless street signs, silhouettes, pictures from magazines.
3. Authentic Printed Materials : newspaper articles, , spots reports, obituary columns, advice columns, lyrics to songs, restaurant menus, street signs, cereal boxes, tourist information brochures coupons, pins with messages, and bus schedules.
4. Realia (Real world objects) Used in EFL and ESL Classrooms coins and currency, folded paper, wall clocks, phones,Halloween masks, dolls, and puppets, to name a few.
According to Brinton (1991:4). The teachers in planning for the materials has several advantages. Authentic materials is a media can reinforce for students the direct relationship between the language classroom and the outside world. Like to Gebhard cited by Oura (1996:68) says that Authentic materials as a way to “contextualize” language learning. When lessons are centered on comprehending a menu or a TVweather report, students tend to focus more on content and meaning rather than the language it self. This offers students a valuable source of language input, so that they are not being exposed only to the language presented by the text and the teacher.
Based on the explanation above, it gives an inspiration to the writer conduct a research entitled “The use of authentic material as a media in
teaching text to improve the students in writing skill for the first grade students of MTS N CEPOGO BOYOLALI in the academic year 2014/2015.
B. Statements of The Problem
In this research, there are some statements of the problem are as follows:
1. What is the extent use Authentic material as a media to improve the students in writing skill of descriptive text for the first grade students of MTs N CEPOGO BOYOLALI in the academic year 2015/2016?
2. How is the implementation of using Authentic material as a media to improve the students in writing skill of descriptive text for the first grade students of MTs N CEPOGO BOYOLALI in the academic year
3. How is the result of using Authentic material as a media to improve the students in writing skill of descriptive text for the first grade students of MTs N CEPOGO BOYOLALI in the academic year 2015/2016? C.
The Objectives of The Study
Based on the statement of the problems above, the purposes of the research are as follow:
1. To measure the students in improving of using Authentic material as a media to improve in writing skill of descriptive text for the first grade students of MTs N CEPOGO BOYOLALI in the academic year 2015/2016.
2. To identify the students apply in writing skill using Authentic material as a media in teaching descriptive text for the first grade students of MTs N CEPOGO BOYOLALI in the academic year 2015/2016.
3. To find out the use of Authentic material as a media to improve the students in writing skill in teaching descriptive text for the first grade students of MTs N CEPOGO BOYOLALI in the academic year 2015/2016 D.
The Benefits of The Study
In this research, the benefits of the study are:
1. Theorical This research may useful for other English teachers in teaching and learning process to improve in writing skill using Authentic material.
2. Practical
a. For the teacher The finding of the research can help the teacher to enrich their teaching media and develop their creativity in teaching writing especially on descriptive text.
b. For the students The finding of the research can help the students to know how to improve writing skill.
c. For the Researcher The researcher hopes that this study can be used by researcher to have new experience in teaching learning process and can be facilitate herself and the English learner in writing skill of descriptive text using Authentic material.
E. Definition of Key Terms
This research is composed of four main terms which are essential to be described. The writer wants to explain the meaning of the title.
1. Authentic materials According Oliver (2000:2) quoted by Rasdhi Authentic Materials is This term is directly related to the students' real life and prepares them to face and deal with real world situations .
2. Writing Writing involved planning what we are going to write. First, draft final version. Many people have thought that this is linear process but a closer examination of how writers af all different kinds are involve in writing process. (Harmer, 2007:13)
3. Writing skill
Writing skill are specific abilities which help students or writers put their thoughts into words in a meaningful form and to mentally interact with the message. It helps the learner independence,comprehensibility, fluency and creativity in writing.
(Bram, Barli.1995:25)
4. Descriptive text Descriptive text is a type of writing in which the objective is to describe a certain object, especially about person, place, or thing.
(Pardiyono, 2008:56).
F. Limitation of The Problem
This research is concentrated on the use Authentic materials to teaching Descriptive text to improve writing skill. The responden of this research is the First grade students of MTs N Cepogo Boyolali. The topic must be limited in order to investigate and solve the problems more accurately, exactly, clearly and correctly. Therefore this research especially would be focused on how far the result the students mastering in writing skills using Authentic material, especially Descriptive text comprehension.
G. Review of The Previous Research
There was a previous research from Miftachul Aziz graduating paper IAIN Salatiga, 2015. The Title is “The use of community language
learning and authentic material in improving students speaking skill”. The research focused on speaking skill.
The differences between my research paper and the others research above are my research is focused on the use of Authentic materials to improve writing skills to teach descriptive text. The research from Miftachul Aziz is using Community language learning and authentic material to Improve Students speaking Skill. It is same in media but it different in skill.
H. Graduating Paper Organization
In this section, the writer will discuss about some parts of graduating paper organization. Chapter I is introduction, consist of background of the study, limitation of the problem, statement of the problem, the objective of the study, the benefits of the study, definition of key terms, review of the previous research and graduating paper organization. Chapter
II is discussion about literature review . Chapter III is about profile of school and students, and process of this research. Chapter IV is describe about analysis of data. Chapter V is closure, it contains conclusion and suggestion.
CHAPTER II REVIEW OF LITERATURE A. WRITING
1. The Definition of Writing Generally, writing is a way in sending message from the writer to the reader. According to Raimes (1983: 76) states that writing is a skill in which we express ideas, feeling thought which is to be arranged in words, sentences and paragraph. Other opinion according Scholes and Comley (1985:7) said that writing is a way of thinking as well as a means of communication. So, Writing is a way the writer think or a way of thinking which is shared to the reader. Ken Hyland (2002:7) also said that writing has various kinds, it can be used as a means to express the writers idea based on her experience,thoughts, and feelings. And in many schools, writing is principally conducted to demonstrate knowledge of deconstextualised facts with little awareness of a reader beyond the teacher-examiner. Thus it can be stated that writing is one of the language skills which need the students to express ideas, feelings, experience, message and opinion through words. Writing is function communication, making the students able to make the description about the word with his other own design.
2. Process of Writing
Researcher will describe the process of writing activity that will be easy to do the process of writing and it can application in in the classroom. The process of writing is Planning, Draffing, Editing and Final version ( Harmer, 2004 : 4)
Harmer (2004 : 4) Suggested that the process has four main elements there are: a. Planning, Before starting to write or type, you try and decide what it is they are going to say. For some writers this may involve making details notes.
When planning, writers have to think about three main issues.
In the first place they have to consider the purpose of their writing
since this will influence (amongst other things) not only the type of text they wish to produce, but also the language they use, and the information they choose to include.Secondly, experienced writers think of the audience they are writing for, since this will influence not only the shape of the writing ( how it is laid out, how the paragraphs are structured, etc.), but also the choice of language
- – wheater, for example, it is formal or informal in tone. Thirdly, writers have to consider the content structure of the piece- that is, how best to sequence the facts, ideas, or arguments which they have decided to include. ( Harmer, 2004:5)
Harmer (2004:5) This first go at a text is often done on the assumption that it will be amended later.
c. Editing (Reflecting and revising) It is almost impossible to write a perfect paragraph on the first try. The first try called a first draft. The way to revise and improve the first draft called editing. The writer edit their own or their peer's work for grammar, spelling, punctuation, diction, sentence structure. the writer should editing after draffting, because to editing their writing is important if they want to be a professional writer.
Harmer (2004:4) said that the writers have produced a draft they then, usually, read through what they have writen to see where it works and where it doesn’t. Perhaps the order of the information is not clear. Perhaps the way something is written is ambiguous or confusing. They may then move paragraphs around or write a new introduction. They may use a different form of words for a particular sentence. d. Final Version, Once writers have edited their draft, 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.
Planning Drafting Editing Final Version
So, from the draft process of writing is planning, in the planning what are going to say. Then, Drafting is the writer needs to put your ideas from planning. Editing is the process of rewriting a paper and Final Version is the written form that they produce.
3. The importance of teaching writing According to Harmer (2002:97) said that the reason for teaching writing to students of English as a foreign language include reinforcement, language development, learning style, and the most importantly writing as a skill in its own right.
According to Hyland (2002:105) there are many advantages of teaching such as : a. Discource rehearsal: helps learner establish way of engaging in spoken and written interaction by stimulating real-world events. b. Learning to write: Provide opportunities to employ genres under realistic conditions.
c. Rhetorical consciousness resing: promotos understanding of reader needs and writing as means of achieving social and persuasive purpose.
d. Motivate involvement: Provides the students with the reasons for writing based on their target needs and current interest.
e. Cooperative engagement: requires students to work with others to collect data, exchange information and make decision.
f. Learner control: Offer learners opportunities to determine their own routes and strategies to achieve the goal established by the stimulation.
g. Real feedback: Requires students to respond immediately judge the effectiveness of their communication and develop reader sensitivity.
B. AUTHENTIC MATERIALS
1. Definition of Authentic Materials According Harmer (2001:205) Authentic materials is language where no concessions are made to foreign speakers. It is normal, natural language used by native of a language. This is what our learning sources that are used in the classroom in writing class In which studying about text that given to students without cource book.
Other opinion According to Mark Ellis and Cristine johnson (1994:152) Authentic materials is any kind of material taken from real world and not specifically created for the purpose of language teaching. It can be text, visuals, or audio material and it can be realia such as tickets, menus, maps, and time tables or it can be objects such as products, equipment, components, or models. Whereas, According Heitler, (2005:5) Authentic materials are any texts written by native English speakers for native English speakers.
This section will go through some of the common definitions of the term "authentic materials", from the point of view of the following writers:
a. According to Herod (2002) Quated by Azri and Rasdhi said that Authentic learning 'materials and activities' are designed to imitate the real world situations.
b. According Nunan (1988) Quated by Azri and Rasdhi defines authentic materials as the materials "which have been produced for purposes other than to teach language".
c. According Jordan (1997) Quated by Azri and Rasdhi defines authentic texts as the ones which are not designed for pedagogical aims. d. According Jacobson et al (2003, p. 1) Quated by Azri and Rasdhi sees authentic materials as printed materials, which are used in classrooms in the same way they would be used in real life.
e. According Stubbs (1996) Quated by Azri and Rasdhi defines authentic texts as "actual, attested, and such that they have real authentic instances of use."
f. According to Carter & Nunan (2001, p. 68) Quated by Azri and Rasdhi authentic materials are "ordinary texts not produced specifically for language teaching purposes.
2. The use of Authentic Materials Using Authentic Materials very important to apply in the clasroom. According Harmer (2001:205) Authentic material can be used by students at fairly low levels, and it can help students understand it better, rather than showing them how little they know.
So, The Students will easy understand with material be taught, Because the students learn with Materials it can found in everyday life.
Example If teachers use magazines, they can use them for several activities like Pictures can be used for description, comparison, or for writing mysteries or movie plots, and procedure. if the teacher uses newspapers, they can use them to work with modals, use the first paragraph of a story to complete who, what, where, when and sometimes why.
3. Type of Authentic Materials Many Kind of type Authentic Materials. According to Genhard
(1996) classified authentic materials into three categories as follows: a.
Authentic listening materials, such as radio news, cartoons, songs, etc.
b.
Authentic visual materials, such as street signs, magazines and newspapers pictures, post cards, etc.
c.
Authentic printed materials, such as sports reports, newspapers, restaurant menus, train tickets, etc.
C. TEXT
1. Definition of text Text is a semantic unit that is realized in the form of word, clause, and sentence. It is not only a group of words or sentences.
According Hyland (2004: 6) states that the text is an autonomous object which can be analyzed and described independently of particular context, writer or reader .
2. Type of Text According Mark Anderson and Kathy Anderson (1997:3) There are two types of text, They are:
a.
Literary texts Literary texts include Aboriginal Dreaming Stories, movie scripts, limericks, fairy tales, plays, novels, song lyrics, mimes, and on our life and considers our beliefs. There are three main text types in this category: narrative, poetic and dramatic. Media text such as films, videos, television shows, and CD can also fall in this category .
b.
Factual texts Factual texts include advertisement, announcements,
Internet web sites, current affairs shows, debates, recipes, reports and instructions. They present information or ideas and aim to show, tell or persuade the audience. The main text types in this category are recount, response, explanation, discussion, information report, exposition and procedure.
D. GENRE
1. Definition of Genre According Ken Hyland (2004:18) Genre is a term for groping texts together, representing how writers typically use language to respond to recuring situations. So, Genre (in classroom context) is simple texts or type of literature which is communicative in its explanation to the students.
2. Types of Genre There are eight of genre text According Pardiyono, there are :
a. Narration Narration is story told to make a point. The purpose of narrative is to amuse and give moral to the reader. It consists of conflict, climax, resolution (Pardiyono, 2008-93).
b. Exposition Exposition is the common method of development whether evokes specific sensory detail (Pardiyono, 2008:86) c. Procedure is a type of writing that used to explain an activity or a way to do something in sequent steps (Pardiyono, 2008:125) d. Recount
Recount is a text created to provide information about past activities. e.i about weekend activities. (Pardiyono, 2008:97) e. Anecdote
Anecdote is a story about funny events that have occurred in order to invite teaders to share your emotions with the reader. Because it is ridiculous, basically has a funny character (Pardiyono, 2008:104)
f. Newsitem News item is a type of writing that has the main function or communication purpose is to inform readers or listeners about events of the day that are considered newsworthy or important g. Discussion Discussion is a type of witing to inform the ideas or opinion of the writer. This discussion text, the writer progress their idea and they share with their partner (Pardiyono, :2008:185)
h. Descriptive Descriptive is a type of writing in which the objective is to describe a certain object, especially about person, place, or thing (Pardiyono, 2008:56) E.
DESCRIPTIVE TEXT
1. Definition of descriptive text Descriptive text is a kind of text with a purpose to give information. According to Hartman and Blas (1999:63), Descriptive text says what a person, animal or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing. Other opinion about Depdiknas,(2016:93) Descriptive text is a text which presents information about something specifically.
2. Generic Structure of Descriptive text The Generic Structure of descriptive text consists of: a. Identification : Introduce a particular person or thing or place.
b. Description : Describing physical appearance, quality, behavior, etc.
3. Language Features b. Using Being verb/to be (am, is, are)
c. Using Verb (Like, have)
d. Adjective (Big, Hard, Beautiful, expensive, large, dsb)
e. Using Noun phrase (Long hair, slim body, clever student, pointed nose, soft fur, dsb) f. Using Simple Present Tense Sentences
4. The Example of descriptive text The following are the example of descriptive text and the generic structure.
Table 2.1 Example of Descriptive text
Identification There are eighteen lectures in my college. Most of them are helpful and kind. But my favorite one is Prof. Patuan Raja, my academic advisor.
Description Prof. Patuan Raja is tall and slim enough. His skin is black and short. He has an oval face with a sharp. He is tall and slim enough. His skin is black and short. He has an oval face with a sharp nose.
Prof. Patuan Raja is humorous but he can be a serious one in some situations. His class is never boring. He has a lof of jokes which make the lecture interesting and alive. I always feel excited to study English with him. Because I always get something new not only English but also lesson of life. I am lucky to have a lecturer like him. He is friendly, dedicated and experienced in his work, and so inspiring.
CHAPTER III METHODOLOGY OF RESEARCH A. The Method of the research
1. Definition of CAR In this research, the writer applied classroom action research
(CAR). According to Stephen Kemmis as quoted by Hopkins (1993: 44), Classroom Action Research is a form of self-reflective enquiry undertaken by participants in social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations in which the practices are carried out. So, CAR is educational research that undertaken by teacher (researcher) in order to improve quality of learning, social practice, and other aspect of education in the class.
According to Arikunto (2006:2) Classroom Action Research is coming from three words they are: Research, Action and Class. So, there are three terms that can be explained :
1. Research is an activity to find out accuracy some subjects using methodology which are interest and important for the writer.
2. Action is Some activities deliberately done by having several aims, in the research in form activities cycles.
3. Class is a group of students in same time, have same lesson, from teachers.
2. Characteristics of CAR There are two main characteristics of CAR, those are: first, the problem will be carried is the teacher’s problem which is faced in the classroom. Second, there is certain action to repair the process of teaching-learning in the classroom (Supardi, 2006: 108-109).
Those characteristics will support the success of CAR, that is improve the quality of learning. If the teacher (researcher) does not know what are the students’ problems in the class, automatically there is no certain action which aprropriate with students’ needs, so objectives of CAR will not attained.
3. Principles of CAR Hopkins (1993: 57) suggest the following six principles for CAR : a. The teachers’ primary job is to teach, and any research method should not interfere with or disrupt the teaching commitment.
b. The method of data collection must not be too demanding on the teachers’ time.
c. The methodology employed must be reliable enough to allow teachers to formulate hypotheses confidently and develop startegies applicable to their classroom situation.
d. The research problem undertaken by teachers should be one to which the are committed.
e. Teacher-researchers to pay close attention to the ethical f. As far as possible classroom researc h should adopt a ‘classroom exceeding’ perspective.
By comprehend those principles above, the principles of CAR are expected to be able overcome the problems occur in the class and help students to develop their progress during learning activity.
B. Place and Time of the Research The research is located at MTs N CEPOGO BOYOLALI, this school located in Bakulan Village, Cepogo, Boyolali. The research was applied for the first grade students in this school. The place selection was based on the consideration that it’s near the place of researcher and the institution has never conducted research about writing by using Authentic
Material. The students get motivation in learning English even they still have some difficulties in Writing mastery, be shy and be afraid to create
.
mistakes which let them to use language to explain their idea in English MTs N CEPOGO BOYOLALI is a junior high school which still
th th
consists of the 3 grade of the students. There are six classes of the 7
th th
grade students, Six classes of the 8 students, and also six classes of the 9 grade students. The research was done November 2015 until January 2016.
The schedule of research can be drawn in the table below:
Table 3.1 The schedule of the research No Date and Time Activities Place1. Saturday January,
23
This study applying Classroom Action Research as a method, according to (Hopkins, 1985) the major steps are planning, action, observation, and reflection, they are:
The subject of the research is F class for the first grade students of MTs N Cepogo Boyolali in the academic year of 2015/2016. It consists of 28 students with 6 boys and 22 girls. The writer chooses F class because of the students have a lack in writing skill.
The subject of the Research
MTs N Cepogo Boyolali 4.
Teaching learning process by using Authentic Material
2016 07.00-08.30
th
3. Saturday January,
16
MTs N Cepogo Boyolali
Teaching learning process by using Authentic Material
2016 12.30-14.00
th
2. Wednesday January, 20
Observation MTs N Cepogo Boyolali
2016 07.00-08.30
th
5. The procedure of the Research
1. Planning Researcher prepared some instrument which’s support in teaching learning process, they are: a. Preparing the Materials, making lesson plan and designing the steps in doing action.
b. Preparing the students attitude assessment sheet
c. Preparing the students’ list and scoring
d. Preparing sheet for classroom observation (to know the situations of teaching learning process when the method or technique or using media is applied
e. Preparing the teaching instrument, it was authentic material as a media especially using Magazine.
2. Action The researcher implemented the Classroom Action Research with the activities bellow: a. Giving pre-test.
b. Explain the material.
c. Teaching writing using Authentic Material as a Media.
d. Giving occasion to the students to ask any difficulties or problem e. Giving post-test.
3. Observation Observation is one of the instruments in collecting data. As a and note the phenomena investigated like the students' feeling, thinking, and something they do in teaching learning process. So, the researcher will observe the students by analyzing the result of field note which is made by the partner of researcher. Moreover, the researcher will analyze the result of pre-test and post-test to know whether the students' writing achievement improves or not.