The Use of Freaky Facts Cards As a Media to Improve Students Writing Skill in Composing Simple Present Tense ( A Classroom Action Research for the seventh grade of MTS Satu Atap Salatiga in academic year 2015/2016 ) - Test Repository

  

THE USE OF FREAKY FACTS CARDS AS A MEDIA TO

  

IMPROVE STUDENTS WRITING SKIL IN COMPOSING

SIMPLE PRESENT TENSE

( A Classroom Action Research for the Seventh Grade of MTS Satu

Atap Salatiga in Academic Year 2015/2016 )

  Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) In English Education Department of Teacher Training Education Faculty

  State Institute for Islamic Studies (IAIN) Salatiga

  

A Graduating Paper

By :

AGUS TIONO

  

NIM : 113 09 012

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES

  

(IAIN) SALATIGA

2016

  DECLARATION In the name of Allah, Hereby, the writer declares that this graduating paper entitled

  “The Use of

Freaky Facts Cards as A Media to Improve Students Wrting Skill in Composing

Simple Present Tense ( A Classroom Action Research for the seventh grade of

  . is written by the writer MTS Satu Atap Salatiga in academic year 2015/2016 )”

himself. This paper does not contain any materials which have been published by

other people, and it does not cite any other people‟s idea except the information from

the references. This declaration is written by the writer to be understood. th

  Salatiga March 18 2016 The writer,

AGUS TIONO 11309012

MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

  Jl. Tentara Pelajar 02 Tlp (0298) 323433 Fax 323433 Salatiga 50731 Website : www.iainsalatiga.ac.id E-mail : administrasi@iainsalatiga.ac.id th

  Salatiga, March 18 2016 Dr. H. Sa‟adi, M.Ag The Lecturer of Education Faculty State Institute for Islamic Studies of Salatiga

  ATTENTIVE COUNSELOR’S NOTE

  Case : AgusTiono‟s graduating paper

  Dear Dean of Teacher Training and Education Faculty

  Assalamu’alaikumWr. Wb

  After reading and correcting AgusTiono‟s graduating paper entitled THE

  

USE OF FREAKY FACTS CARDS AS A MEDIA TO IMPROVE

STUDENTS’ WRITING SKILL IN COMPOSING SIMPLE PRESENT

TENSE (A CLASSROOM ACTION RESEARCH FOR THE SEVENTH

GRADE OF MTs SATU ATAP SALATIGA IN ACADEMIC YEAR

2015/2016). I have decided and would like to propose that this paper can be

  accepted by the Teacher Training and Education Faculty. I hope it would be examined as soon as possible.

  Wassalamu’alaikumWr. Wb Dr. H. Sa’adi, M.Ag NIP. 19633042 199203 1 003

  

GRADUATING PAPER

THE USE OF FREAKY FACTS CARDS AS A MEDIA TO IMPROVE

STUDENTS’ WRITING SKILL IN COMPOSING SIMPLE PRESENT

TENSE (A CLASSROOM ACTION RESEARCH FOR SEVENTH GRADE

  

OF MTs SATU ATAP PANCASILA IN ACADEMIC YEAR 2015/2016)

WRITTEN BY :

AGUS TIONO

NIM : 11309012

  Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on March 2016, and hereby considered to complete the requirements fulfill for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Education Department.

  Board of examiners, Head : Sari Famularsih, MA Secretary :

  Dr. H. Sa‟adi, M.Ag

  st

  1 Examiner : Ari Setiawan, S.Pd, MM

  nd

  2 Examiner : Maslihatul Umami, S.Pd.I, MA

  st

  Salatiga, March 31 2016

  

motto

“There are no lethal weapons in this world

except two.

  You and Your time”

(agus tiono)

  DEDICATION 1.

  My beloved father, Wakiman and my beloved Mother, Siti Komariah, for all sacrifices, endless love, supports, and motivations. Great thank for my beloved brother, Rio Afifudin who had rest in peace into God‟s embrace. Thanks for your ideology. You are our pride.

  2. Great thank to Mr. Dr. H. Sa‟adi M, Ag for your wise advices, motivations, and guidance.

  3. Thanks for Mansur, Yudha, Lutfi, Irhamna, for help, supports, and companion. May Allah bless you all.

  4. Big thanks to family of MTS SA Pancasila Salatiga for all of your graciousness.

  5. Pure thanks to Ahlul Raras Pudyastuti and her family for all pure affection, spirit, and invocation.

  6. All my friends of TBI ‟09 who ever see me occasionally or frequently.

  7. Thanks to Masyarakat Maiyah Kidung Syafaat Salatiga for providing a place to share, joke, and learning.

  ACKNOWLEDGEMENT

  In the name of Allah, the most gracious, the most merciful, the lord of universe, because of Him, the writer could finish this thesis as one of the requirement for Sarjana Pendidikan in English Department of Educational faculty of State Institute for Islamic Studies (IAIN) Salatiga.

  Secondly, may peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness to the lightness of Islam.

  However, this success would not be achieved without those supports, guidance, advice, help and encouragement from individual and institution, and I some how realize that an appropriate moment for me to deepest gratitude for :

  1. Dr. H. Rahmat Hariyadi, M.Pd, as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Mr. Suwardi, S.Pd.,M.Pd, as Dean of Teacher Training and Education Faculty.

  3. Mrs. Noor Malihah, Ph.D, as the Chief of English Department of Educational Faculty.

4. Mr. Dr. H. Sa‟adi M, Ag, as a consultant who has motivated, directed and given wise advices, for this graduating paper from the beginning until the end.

  5. All the lecturers in the English Department of IAIN Salatiga.

  6. All the staff who have helped the researcher in processing of graduating paper administration.

  7. All my family thanks for support, motivation, praying and the true love.

  8. My friends of TBI 2009.

  9. The Family of MTS SA Pancasila Salatiga, thanks for your graciousness and participations.

  Finally, the thesis is expected to be able to provide useful knowledge and information to the readers. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the thesis.

  th

  Salatiga, March 18 2016 The Writer

AGUS TIONO

  

ABSTRACT

Tiono, Agus. 2016.

  “The Use of Freaky Facts Cards As a Media to Improve Students Writing Skill in Composing Simple Present Tense ( A Classroom Action Research for the seventh grade of MTS Satu Atap Salatiga in academic year 2015/2016 )”. A Graduating Paper. Teacher Training and Education

  Faculty. English Education Department. State Institute for Islamic Studies (IAIN). Consultant: Dr. H. Sa‟adi, M. Ag. The goal of language teaching is to achieve both At school, it will be the primary requirement to be success. It also becomes a basic foundation of understanding knowledge beside the other comprehension like reading, speaking and listening, writing comprehension is one of substantial necessary. Many things begin with this acquisition.

  Picture is one of the solutions to teach writing. However, pictures should be implemented by many variations, to reduce boring and to gain optimal result. Application of the Freaky Facts Cards media in teaching learning English, hopefully can help the students to write a sentence or a paragraph easily. The objectives of the study are: to find out whether applying Freaky fact cards media in composing good simple present sentences can improve the students‟ ability in writing, and to find out how far the use of Freaky fact cards media in composing good simple present sentences can improve students‟ writing skill. The writer uses

  CAR as research method which is consisted 5 phases, namely : (1) planning; (2) acting; (3) observing; (4) reflecting; and (5) revising of planning. The researcher collected the data of the research using some techniques, they were: Descriptive Qualitative data namely: (1) observation; (2) interview; and (3) documents analysis, Quantitative data: used written product of the process of writing to measure the students' achievement in writing capability. Based on the findings, the writer concludes that freaky facts cards can develop the students writing capability effectively. Furthermore, in cycle 1 the students test of product writing improved less significant and it could be concluded that only 10 students or 38,4 % who have fulfilled the passing grade and 16 students or 61,6%. The researcher found 50% as the mistakes of omission suffixes

• –s or –es, 62% students were

  difficult to make adjective phrase, 4% students used double words in a sentence, and 88% of students were stuck in using same words. In cycle 2 the students test of product writing improved significantly and it could be concluded that 26 students or 100% who have fulfilled the passing grade and omission suffix

• –s or – es became 19%. adjective phrase decreased to be 20%, double word decreased to be 2%, and it was only 40 % of students were monotone.

  

Keywords: the use, freaky facts cards, writing skill, simple present tense

  

TABLE OF CONTENT

  TITLE ……........................................................................................................... i

  LOGO ................................................................................................................... ii DECLARATION

  ……......................................................................................... iii ATTENTIVE CONSELOR NOTES

  ……............................................................ iv STATEMENT OF CERTIFICATION ................................................................. v MOTTO ................................................................................................................ vi DEDICATION ..................................................................................................... vii ACKNOWLEDGEMENT ..........................................................................

  …… viii ABSTRACT .............................................................................................. x LIST O

  F TABLES …………………………………………………………..... xiv

  CHAPTER I INTRODUCTION A. The Background of the Study ............................................................................ 1 B. Problem Statement ............................................................................................. 3 C. Objective of The Study ...................................................................................... 3 D. Benefit of Research............................................................................................ 4 E. Limitation of the Study ……………………………………………………….. 5

  F. Definition of Key Terms .................................................................................... 6 G.

  Review of Previous Research ……………...…………………………………. 6 H

  . The Outline of Graduating Paper …………………………………………….. 8

  CHAPTER II REVIEW OF RELATED LITERATURE A. Writing

  1. Prologue ............................................................................................................. 9

  2. Kinds of writing …………………………………………………………….. 10

  B. Cards

  1. Definition …………………………………………………………….……… 15

  2. Freaky Facts Cards ………………………………………………………….. 17

  3. Procedure of Using Freaky Facts Cards ........................................................... 18

  CHAPTER III METHOD OF RESEARCH A. Research Method ……………………………………………………….…… 22 B. Research Procedure ……………………………………………………….… 23 C. The Data Collection Technique ……………………………………………... 26 D. The Data Analysis …………………………………………………………... 28 E. Achievement Indicator ……………………………………………………… 30 F. Data Presentation ……………………………………………………………. 31 1. The General Situation of MTS SA Pancasila Salatiga ………………….. 31

  2. The Situation of Educational Facilities ..................................................... 32 3.

  The Situation Teacher and Staffs .............................................................. 33 4. The Profile of The Students ……………………………………………... 35 5. The Subject of the Study ........................................................................... 36

  CHAPTER IV DISCUSSION 1. Cycle I a. Action Planning …………………………………………………….. 38 b. Implementation of the Action …………………………………….... 39 c. Observation ………………………………………………………… 44 d. Reflection ………………………………………………..…………. 49 2. Cycle II a. Action Planning …………………………………………………….. 50 b. Implementation of the Action …………………………………….... 50 c. Observation ………………………………………………………… 60 d. Reflection ………………………………………………………..…. 64 CHAPTER V CLOSURE A. Conclusion ....................................................................................................... 66 B. Suggestion ....................................................................................................... 67 BIBLIOGRAPHY APPENDIX

  

LIST OF TABLES

nd

TABLE 3.1 THE SCORES OF ENGLISH SUBJECT DAILY TEST IN 2 SEMESTER OF B CLASS STUDENTTABLE 3.2 THE SITUATION OF EDUCATION FACILITIES OF MTs SA

  PANCASILA SALATIGA IN THE ACADEMIC YEAR 2015/2016

TABLE 3.3 THE SITUATION OF THE TEACHERS AND STAFFS OF MTs SA

  PANCASILA IN ACADEMIC YEAR 2015/2016

TABLE 3.4 THE SITUATION OF STUDENTS OF MTs SA PANCASILA

  SALATIGA IN THE ACADEMIC YEAR 2015/2016

TABLE 3.5 THE NAME OF SUBJECT OF THE STUDY OF MTs SA

  PANCASILA SALATIGA IN THE ACADEMIC YEAR 2015/2016

TABLE 4.1 THE SCORE OF WRITTEN TEST IN CYCLE ITABLE 4.2 THE SCORE OF WRITTEN TEST IN CYCLE II

CHAPTER I INTRODUCTION A. Background of Study In the world we live today, which we call as a „literate society‟, which

  means that a reasonably large proportion of older children and adults in the community use language in a written as well as in spoken form. Speaking and listening come naturally, unless someone is born deaf. However, to get read and write, someone is usually taught, that can be practiced step by step.

  Witing comprehension will be substantially necessary. (Kotsoudas,1966:2) Many things begin with this acquisition. It attracts people to learn early and continually starts from children until they aged. Many aspect of life are depending on it starts from individual, society, worldwide, even religion are related with this comprehension. Imagine, how hard some learners memorizing their lesson, understanding his second or third language, expressing their feeling to the others, or how difficult of someone who wants to get a job when he was lack of this comprehension, or how pity Mark Zuckerberg when there are no people who use his facebook, or we can imagine without a good writing can the revelation of Muhammad SAW be delivered to us today? we may say without a writing comprehension there will be no civilization spread.

  Writing as a primary ability of every student can not be denied. At school, it will be the primary requirement to be success. It also becomes a basic foundation of understanding knowledge beside the other comprehension like reading, speaking and listening. In this cyber era through writing, people can communicate with others across places and times. (Halliday,1985:4) Civilization encourages human to grow up and race with the technology.

  Unfortunately, nowadays we still found many students get lack in writing comprehension especially in composing correct sentences or essay. This problem can be caused because English comes as an new language, students inability of grammar construction, or the lack of motivation and interest of students to learn English, even it can be caused by the mistake of teachers who use wrong method of teaching English.

  J.B Heaton (1989:135) states that writing is complex and difficult to teach and also to learn, requiring mastery not only of grammatical but also conceptual and judgmental elements. Usually people prior speaking test beside writing, whereas in gaining satisfied test result, all of aspects contribute important roles.

  Based on the problems in writing above, every teacher must practice appropriate method in teaching English grammar which understandable for students in order the aim of the learning can be reached. The researcher applies teaching grammar by using cards. In hope these cards can help students to compose a good sentence of Simple Present Tense.

  The above explanation inspires the writer to conduct a research entitled THE USE OF FREAKY FACTS CARDS AS A MEDIA TO IMPROVE STUDENTS WRITING SKILL IN COMPOSING SIMPLE PRESENT TENSE ( A Classroom Action Research for the seventh grade of MTS Satu Atap Salatiga in academic year 2015/2016 ) B.

   Problem Statement

  From the explanation above, this research is aimed to answer the following problems :

  1. Do applying Freaky fact cards improve the students‟ ability in writing? 2.

  How far is the improvement of using Freaky fact cards media in composing good simple present sentences enhance the students‟ writing skill? 3. How is the result of using Freaky Facts Cards as a Media to improve students‟ writing skill for the seventh grade students of MTS SA

  Pancasila Salatiga? C.

   Objective of the Study

  This research has some purposes, they are :

  1. To find out whether applying Freaky fact cards media in composing good simple present sentences can improve the students‟ ability in writing.

  2. To find out how far the use of Freaky fact cards media in composing good simple present sentences can improve students‟ writing skill.

  3. To find out the result of using Freaky Facts Cards media to improve students writing skill of seventh grade student in MTS SA Pancasila Salatiga.

D. Benefit of Research

  This research is purposed that it will be useful for teachers, students and researchers. It is conducted in order to give theoretical and practical benefits.

  1. Theoretical benefit a.

  The research‟s finding can be used to enrich the theory and the method in the teaching writing using card.

  b. Provide information and knowledge in teaching of writing skill.

  2. Practical benefit The research‟s finding can be used by the students, teacher, school and the researcher himself.

  3. Social benefit a.

  For students 1)

  Through this method the students will be able to write better especially in composing a good simple present sentence.

2) It can motivate the students in learning English.

  b.

  For teachers 1)

  The result can become an input to determine the steps and strategy for teaching writing using picture, in this case using cards.

  2) Give important information in using alternative media to improve the quality of teaching writing.

  3) It is expected that the finding of the study will be significant information for teachers of English in general, students, researcher and for the teachers of English in MTS SA Salatiga.

E. Limitation of the Study

  The writer would like to limit the scope of the study to the following problems in order to avoid misinterpretation of the problem, they are:

  1. The students‟ improvement in writing skill especially in composing Simple Present Tense.

  2. The improvement of students‟ writing skill by using Freaky Facts Cards in teaching writing.

  th 3.

  The subject in this research is writing skill of the B class students in 7 grade of MTS SA Salatiga in academic year 2015/2016.

F. Definition of Key Terms 1.

  Improve Improving is the process of becoming or making to the better. (Oxford Dictionary,2003; 216).

  2. Writing Writing is clearly a system of human intercommunication by means of conventional visible marks, but it is evident from what has been said that what the primitive understood as writing is not the same thing as what we do ( Gelb, 1962:12 )

  3. Freaky Fact Cards Freaky Fact Cards is a game of cards which is designed by Jill Hadfield to be used as a media to teach simple present tense. (Jill Hadfield. 2001:25 )

G. Review of Previous Researches

  In this graduating paper, the writer takes review of related literature from other graduating papers. The first research was conducted by Gus Setiyabudi

  th

  entitled

   grade “The Use of Picture Series to Improve Writing Skill on the 8 students of MTS Negeri Sucen Simo Boyolali in the academic year 2011/2012”. He focused to know interest and motivation of the students, and

  also the effectiveness of using picture media.

  The second research was conducted by Rumza Naela entitled

  “The Use of Picture in Narrative Text to Improve Students‟ Attention in Learning English in MAN Tengaran in academic year 2011/2012 . She focused on how to find out the students‟ attention in learning narrative. The third research was conducted by Ali Yoga Setiawan entitled

  “The

effect of Using Picture to the 3rd and 4th grade of Primary Students in

Learning vocabulary toward English Achievement in SD Tlogorejo Magelang

in Academic Year 2010/2011“. He focused on applying picture method to his

  teaching and what kind of pictures that students like.

  The fourth research was conducted by Isnaeni Astuti entitled

  “The

Application of Picture Description Activities in Contextual Teaching method

to improve the students activitities of fifth grade at SDN Giling at the

academic year 2012/2013”. This research focused on decreasing students

  laziness and improving students activities and motivation.

  The fifth research was conducted by Ahmad Tumidi entitled

  “A study of

effectiveness of picture media for teaching English nouns in SD Integral

Hidayatullah Salatiga in the Academic year 2007/2008”. This research

  focused on finding the differences and comparison of students English nouns mastery between those using picture media and those not using such media in teaching vocabulary and to find how picture helps teacher in teaching nouns.

  The sixth research was conducted by Endang Emawati entitled

  “A study on t he Effectiveness of using picture media to the students‟ writing skill of the

seventh year students of MTS Sudirman Truko in the academic year

  

2011/2012”. This research focused on the advantages of using picture media

and to know the strengths and weakness of using picture media.

  Based on the above researches, the writer concludes that all of those researchers are different from the writer‟s. None of them focuses on the th

  grade as application of cards to improve one of students‟ writing skill in 7 my research.

H. The Outline of Graduating Paper

  In this section, writer is going to discuss some parts of graduating paper‟s organization, such as : CHAPTER I, CHAPTER II, CHAPTER III, CHAPTER IV, and CHAPTER V, in order to discuss each term, he elaborates as follow : CHAPTER I is introduction, if describes; the background of study, the statement of the problem, the purpose of study, the significant of the study, review of previous research, definition of key term, hypothesis, the outline of graduating paper. CHAPTER II contains of theoretical framework, the writer will explain some related literature regarding the definition of writing, kinds of writing, definitions of cards, what the meaning of freaky Facts Cards and the use of Freaky Facts Cards for language classroom. CHAPTER III is research method, and research report which consist of the general situation of MTS SA Salatiga, the situational of educational facilities and tools, the situational of teacher and staffs, the students‟ situation and organization structure of MTS SA Salatiga.

  CHAPTER IV is teaching implementation and data analysis which consist of cycle 1 , cycle 2, analysis cycle 1, analysis cycle 2 . CHAPTER V, the writer will end the graduating paper by giving conclusion and suggestion. Bibliography Curriculum vitae of the writer Appendix

CHAPTER II REVIEW OF RELATED LITERATURE A. Writing 1. Prologue Writing is a method of communication. It uses marks that the people

  see and understand. The marks which people use to write English are the leters of the alphabet. They stand for sounds. At a very young age, the people memorize the letters of their alphabet and sounds. Once they have done that, they can combine the marks into words and sentences. Other people can understand them. They can understand what other people have written. They also can write down their thoughts just for their selves, and develop them in their life. (Encharta, 2008: 1)

  Writing is expressed not by objects themselves but by markings on objects or any other material. Written symbols are normally executed by means of motor action of the hands in drawing, painting, scratching, or incising. This is reflected by the meaning and etymology of the word „to write‟ in many different languages. The English word „to write‟ corresponds to the Old Norse „rita‟, means „to incise (runes), and modern German reissen, enritzen, which means „to tear, to incise‟. The Greek word grafvin „ ’, „grafvin‟, which means „to write‟ as in English

  „graphic, phonography,‟ etc. (Gelb, 1962:7) The process of communication is composed of two parts, emission and reception. As the means of emitting communication are too varied and numerous to allow for any systematic classification, our treatment must start from the point of view of reception. The reception of communication is achieved by means of our senses, of which sight, hearing, and touch play the most important roles. (Nordquist, 1985:17) writing has l ong been considered a “support skill” for learning grammar in foreign language instruction, used to reinforce the acquisition of grammar, as in the grammar-translation method. Until recently, even the communicative approaches, with their emphasis on oral proficiency, have tended to de-emphasize writing. But ideas from writing-to-learn, writing across the curriculum, and writing for academic purposes movements in composition and English as a Second Language (ESL) have all had an impact on thinking about the place of writing in second language education. (Homstad, 1994:4)

2. Kinds of Writing

  Teaching activities in the classroom in writing has more various segments. Here the researcher will give them some information, which related to kinds of writing that the reader would understand and comprehend more detail of them. There are four kinds of writing based on the rhetorical mode of discourse in essay writing (Ghaith, 2001: 5) namely: (a) expository writing; (b) narrative writing; (c) Persuasive Writing; and (d) Descriptive Writing.

  a. Expository Writing

  Base on Meek ‟s English (2012:1), expository writing is writing of information which conveys an idea to another person or demonstrates knowledge of a subject to a teacher. In expository writing, it focus on topic, it means that each paragraph should has a topic sentence. A topic sentence can be developed in fewer three or four sentences that supporting ideas of the topic. In addition, the topic will be clear and easy to understand if the writer knows the clarity elements of writing.

  Additionally, Ball (in Marshall, 1997: 1) says that expository is a type of oral or written discourse that is used to explain, describes, and gives information. Using words that clearly show what they are talking about is important to discuss. Since clarity, one of elements writing expository requires strong organization, one mechanism can be used to improve their skill in exposition is provide direction to improve the organization of the text.

  b. Narrative Writing

  Narrative writing is writing in general which offers the opportunity to think and write about ourselves and explain how our experiences express to some important realization or conclusion about live or about the world (Kies, 2008: 2). Also,” interesting way to integrate significant background information into a variety of different essay types makes a narrative paragraph can be effective”, (Kies 2008 : 2) It means that narrative paragraph can be effective and interesting if the writer can combine variety of different essay that support a whole primary method of development.

  However, Kies (2008: 2-3) says,” Narrative as the rhetorical mode of the essay as a hole or a single paragraph has some conventions and principles.” There are sixth conventions of narratives, namely: (1) narratives are usually written from perspective of the writer him/herself (the first person singular) that is, using “I”, however, third person (“he,” “she,” or “it”) can also be used; (2) speaking of narrators, although the first or third person singular is the most common narrative voice in a narrative essay, other possibilities exist as well; (3) since narrative essays include a story, the essay should use the conventions found in any story ( plot, setting and character, a climax, ending of story ); (Kilborn 1997: 1) (4) speaking of plot, remember that most stories follow a simple time line in laying out the narrative; (5) speaking of characters, it is often true that the most memorable characters are those who have flaws; (6) Narratives depend upon concrete, specific details to support their theses. Also, when write a narrative essay as persuasive mode, some principles of narrative are expected, they are: (1) building your essay around a central point, a main idea that your story then supports and explains; (2) remembering to make details of your story that not only make clearly your thesis, but also interest your readers‟ imaginations and make the story “real” for them as well; and (3) remembering that although the main component of a narrative is the story, details must be carefully selected to support, explain, and enhance the story.

c. Persuasive Writing

  Persuasive writing is writing which has a role as an important skill that cannot be taught too early (Manning, 2008: 1). Writing persuasive can be taught in elementary school if it were taught in not real argumentation. Writing persuasive can encourage or give motivation for the students to use their skill and their knowledge that they may have not realize they already have. Also, Petit & Soto (in Manning, 2008: 1) say that already experts are showing students how much they know about writing and reading arguments. In real, the students can study or learn to discover for themselves how much they know about constructing persuasive arguments in some exercises, and that is not giving in intimidation instructions or conditions. Then, Persuasive writing processing and progressing from spoken to written arguments will help students become better readers of persuasive text. According to Essay Writing Center (2008: 1), persuasive writing is a writing argument essay and utilizes logic and reason to show that one idea is more formal than another idea. It means that our idea will attempt and persuade the readers, agree and adopt point of few to take the action. So, the arguments should be completed by giving facts, logical reasons, using examples, and quoting experts. According to theories above, persuasive writing is writing which studies about the arguments essay and think logic and reason to show that one idea is better than another idea. It will be more complete by giving examples, facts, illustrations, and quoting experts.

d. Descriptive Writing

  Descriptive Writing is writing which represent or describe people, places, things, moments and theories with enough clear, powerful and detail images in the mind to help the reader create the mental picture of what is being written about (Everett, 1997 : 1). Based on the statement above, descriptive writing wants to say and write about someone or something clearly , detail, and accurately that the reader have a picture in their mind, so they will be easy and understand what we have written a topic. The writer could complete the writing by giving illustration, and some techniques which make the description more clearly and accurately to comprehend and understand deeply. Furthermore, The English Team (2006: 53) say that describing is like painting a picture with words so that our listener or reader has a picture in their mind about the particular things described. Then, the writer should consider about something before teaching of writing description, namely: (1) thinking or focusing of a particular situation, event, and fact in general that you want to describe; (2) why this particular instance is importance; (3) describing its characteristics, parts, or qualities; (4) Where object located in relation to where you were; (5) How the surroundings reminded you of other places you have been; (6) Using your senses to describe the particular thing, describe how to it sight, tastes, look like, sounds, feels, smells, it is like at that time and before; (7) What you want the reader to feel after reading the paper, (8) Using descriptive words: adjective and adverbs; (9) You can think of another situation that was similar to the one you are writing about, and how it can help explain what you are writing about; and (10) Is there enough detail in your essay to create a mental image for the reader? (The English Team 2006: 53 and Everett 1997: 1). Additionally, some functions of writing descriptions are that students have opportunity to enjoy the description, identify the tense used, underline the verbs, adjective, and learn new vocabulary (The English Team 2006: 54). Furthermore, the students will enjoy description by knowing the content of description and study more about part of speech, tenses that make them easy to make a paragraph description using their own words and help them to develop their new vocabulary and ideas by describing the events, facts, and feeling which happened in their environment and surroundings.

B. Cards 1. Definition

  Almost the whole adult people know what is card. As a common definition, card can be defined as a piece of thick paper, or thin pasteboard, in particular one used for writing or printing on. Surely, that is not the only definition. The definitions can be vary depends on the usages and term of definitions. While for biblical definition says card is a piece of stiff paper or plastic with information on it (Oxford:61). There are various cards, here are some of common cards that people usually use, they are : a. Credit card

  According to Prayogo S and Djoko Prakoso (1995:20) „credit card is a payment media which is used as an alternative way to cash money that can be used to substitute whatever they want in definite places, such as in bank, firms, or the branches which provide it.

  b. Business card Business card is a standard 2x3 inch card that displays contact information for an individual employed by a company. Business cards typically include a person‟s name, e-mail address, phone number, website, and company name. They often used at networking and corporate events to provide other individuals with an easy source for retrieving contact information.

  (www.businessdictionary.com/definition/business-card.html) c. Playing cards Most likely invented in the Far East, playing cards arrived in Europe at roughly the same time as paper money and gun powder, and by the eleventh century were in widespread use in France. This classic history, never superseded, not only tells the story of playing cards and their manufacture, but also provides the reader with a fascinating overview of heraldry, geography, history, and social political activities over the past six century. (Catherine Perry Hargrave 2012:12) 2.

   Freaky Facts Cards

  Learning media can be vary. Students have their own little world that is different to the adult one. Each student has a basic interests either on what they see, what they hear, or what they play. Teacher must create innovation in teaching or learning method to help students to understand the lesson.

  “Learning is behaviour change process to the learner because of the interaction between an individual and environment through experience and training” (Iskandar wassid,et.al, 2008: 4).

  The word „method‟ etimologically comes from Greech, „methodos‟. This word consists of two syllables

  : „metha‟ which means through, and „hodos‟ which means way, step (Ismail 2008:7). According to Zulfajri (2008:565) method is systematic and planned way to gain goals, principles, and language teaching practices. This method must stimulate students, attract them to be involved. One of those methods can be done through game.

  A game is an activity with rule, a goal and an element of fun. There are two kinds of games ; competitive games, in which players or teams race to be the first to reach the goal, and cooperative games, in which players or teams work together towards a common goal (Jill Hadfield 2001:2)

  The only card that can be used as an amusement game, is playing card. There are many games based of playing cards such as : Spade, Checker, Freecell, Dominoes, Poker, etc. For linguistic learning purpose, playing cards can be an alternative way to make English learning easier.

  So, Jill Hadfield creates the kind of playing card which is used to learn Tenses. It contains a deck of card with many words such as : verbs, nouns, and pictures. They are named as freaky because these cards and rules are different with the common playing card.

3. Procedure of using Freaky Facts Cards a. Type of activity

  Small Group, card game b.

   Grammar Point Present Simple

1) We use this tense to talk about things that are generally true.

  Ex : Birds lay eggs. Tigers have stripes. 2)

  We also use it for habits, routines, and things that often, sometimes, or always happen.

  Ex : I go swimming on Sundays 3)

  The present simple is like the infinitive form of the verb (like, want, etc) except for the third person singular which has an

• –s (he likes, she wants, etc.)

4) We use don‟t or doesn‟t in the negative.

  I/you/we/they don‟t like it. He/she doesn‟t like it.

c. Vocabulary 1)

   Game : general knowledge about countries, animals, the body,

  science, etc. The following words are accompanied by pictures :Penguins, polar bears, kangaroos, tigers, zebras, leopards, pandas, cats, fish, frogs, flies, spiders, birds, insects, South/North Pole, Australia, China, India, South America, stripes, spots, bamboo, rice, tea, coffee, legs, eggs, moon, earth, sun, light,

  o

  sound, water, degrees ( ), plant, sunlight, Students will need to know these verbs : live, freeze, have, eat, grow, go, travel, boil, need.

  2) Materials and preparation

  Copy and cut up a set of Freaky Facts Cards and a set of Verbs Cards for each group of 3-4 students in your class.

3) How to use the games Object : practices the affirmative;

  a.) Check that your students are familiar with the grammar in the Grammar point and with the words listed under

  Vocabulary for Game.