improving students' writing ability through observation realia - Repository UNIKAMA

,6

OJNEEIT

FakultasSastra
Universityof Muhammadiyah
Purwokerto
2A-21May2014

Proceeding
INTERNATIONAL
CONFERENCE
ONTEACHING
ENGLISH
ASA FOREIGN
LANGUAGE

'-Promoting
Excellence
in EnglishLanguage
ftaching

throughtheImprovement
of lbachers CnmptencyStandards"

t ',,

Perpustakaan Nasional: Katalog Dalam Telbitan (KDT)
Proceeding International Con{erence of Teaching English as a Foreign Language

vi+ 22ghal;2159nun x L700mm
ISBN

978-602-98472-4-6

Editor

Khristianto & Bustanuddin As Suaidv

SelectionTeam

Santhy Hawanti, Ph.D.

Drs. Pudiyono,M.Hum.
Rina Agustina,S.S.,MApplling. TESOL

{ i

&
Language Editor

Titik Wahyuningsih,S.S.,M.Hum.

First Impression

Mav.201.4

Published by

Faculty of Letters
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permission of University of Muhammadiyah

Khristianto, As-Suaidy, Bustanuddin [Ed.)
Promoting Excellence in English Language Teaching through the
lmprovement of Teacher's Competency Standards. Proceeding of the 6th

International Conference on Teaching English as Foreign l-anguage
(coTEFL) - By: Khristianto & Bustanuddin As-Suaidy (Ed.)-Purwokerto,
Central Java: Faculty of Letters, University of Muhammadiyah Purwokerto,
2013

O Faculty of Letters, University

of Muhammadiyah

Purwokerto,

Cover Design : Aldi & Rony
: 8a5ru, Dimas, Aldias, Vina
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Printed and Published by
Faculty of Letters
University of Muhammadiyah Purwokwerto
Jl. Raya Dukuhwaluh, Kembaran, Purwokerto, Indonesia
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Printed in the Republic of Indonesia
tll

2014

TABLE OF CONTENT

Conference Schedule
Prornoti'g N{ultili.gual Readerin EFL Crassrooms:A portrait
on

the Reading Strategies
Lala Bumela

Cramtlatical C o r r s c i o u s n e sosn E n g l i s h M e c l i o - p a s s i v e s
Is It Essential for EFL Teachers' Competency Standards?
Jwfrizal
Listenir-rgas a Skill for English Language Teachers: How
Curriculum Accommodates It.
Wakhid Nasruddin
Raising Teacher's Grammatical Consciousness on English
Medio-PassiveConstructions ..........-_.....
Havid Ardi

EnglishCompetenceNeededBy ICT DepartmentStudents.......
Pikir Wisnu Wijayanto

18

. . . . . . . . . . . . . . . . ,2. ,4. . . . . . .

............
35

Developmentof Game-BasedIntegrativeEnglish Language
Learning(IELL)Mod.e-l
for IntermediateLevil fnghsh Laiguage Learners.....................
.................47
Listyaning Sumardiyani, Laily Nur Affini, Siti Nur,Aini
Teaching English to Digital Native Students

Yuliani Kusuma Putri

Using Mobile Phonesto EnhanceESL in Class
Pujo Handoyo

52

Truly ProfessionalTeachersKeep Asking: ,,What Do I Need
To Do

Better In The Future?"
Muhamad Ahsanu

TeacherReadinessto Integrate Information Technology into
and T,ealnir-rt-processes
- "'""""" for facing luuLaLrurl
Education ur
in ztsf,
21st \-enrury
Century
l*.1*.g
sanda .A=ginza
Hadi n
Developingstudents'CommunicativeCompetencein Facing
Globarizatron
Arwina Dharma
Character Building through EastJava Pnrikan Game in
Drama Class at University of Madura
Ira Fatmawati

v1

""""""""""'66

.............74

.............8
. .1. . . .

Fersonali h' Competer-rceand Apply in g
(Teacherand Peer Correction)

*f*l*r**t
t6llp-*|fsrxtlon

88

in Improvir-rg Shrdents' \\'ritrng il.rll
Jumbuh Prabowo
Inrproving Student's Writing Abilih' through Obsen'ation Realia....-----.-Siti Mafulah

The Lecturers' and Students' Perspechses tos'ard the Implemerrtation of
Tean'r-Teaching Model: A Case Stutft- in English Department oi
J e n d e r a lS o e d i r r n a nU n i v e r s i h
Rizky Februansyah

.............'.....94

.....'.....'-.'.....98

A study case: Self-reilt'ctron rn developing teabl-ringperforur.rn.e
a t t h e c l a s s r o o n ri o r L i n g l i s hF o r e i g nL a n g u a g e ( E F L )T e a c h e r s . . , , . . , . , . . . . . . .
Esih Karlinawati

.............'.-.103

Learnins',(tr les ot \ustralian Teachersin Learning B.rhasaIndonesia (BIPA)
A t L I \ \ l a u l . r r r a\ l a l r k l b r a h i m
Dioko Suianto

....................109

:'ot-rolo6r'of ltriter

as the Basic Element to Comprehend D-Zarr'arr'i lnrron's

Imron Wakhid Harits
The Use of Authentic Texts as an -\pproach to Develop Teacher's
Pedagogic Competence
Hanah Aristasari & jati suryanto
Teacher Professionalismin Inrplementing Learning Outcomes Evaluation
Huriyah
Most and Least Contributive Features toward Students English
Learning on Intro Level of ELLIS (English Language
Learning Instruction System) Software
Ajeng Setyorini & Laily Nur Affini
Promoting Excellencein ELT through Pouer ............
Ridwan Arif Nugroho

..........130

...............135

.....140

.......143

CMIIW (Correct Me If I'm Wrong - A Game For Toefl@ Preparation Class) ..,................................1.47
Sulistiyani
Promoting Students' Good Characters and Improving the Students'
Writing Skill through Indonesian Culture-Based Story
Entika Fani Prastikawati & Theresia Cicik Sophia
Text Analysis and Text Created in Grammar Learning
Hermawati Syarif
Teacher's Role and Teacher's Competency Standard: Exploring the Links
Ika Maratus Sholikhah & Aidatul Chusna

vlt

........................151

........................157

................165

IMPROVING STUDENT'S WRITING ABILITY THROUGH OBSERVATION REALIA

Siti Mafulah
Kanjuruhan University of Malang
Abstract
To h-rdonesian students writing is the most difficult lesson. It is teacher responsibility to improve
student's writing ability. Teacher should be creative in choosing media. Interesting media and appropriate techniques are essential to l-relp learner improve their writing ability. Many EFL students
of the fourth semester English Education, Kanjuruhan University of Malang still found the difficulties in developing and organizing the ideas of narration. Therefore using obserwation realia was
suitable to be irnplemented as a medium to help the students solve their problem in writing narrative text. This action research on the use of observation realia was done trough process-genre based
approach which consisting of 4 stages: planning, implementing, obserwing and reflecting. The result of the action research showed that observation realii in-rproved student's writing ability nr
terrns of context, organization and language use. Suggestions proposed on the basis of the results
are addressed to writing teacher or lecturer as well as other researchers who wish to pursue related
topic in the future research. The suggestion is concerned about the use of the observafion realia for
differer-rt level of education and for different kinds of text types.
Keywor ds : u ri tin g, n arr atirte, obseruati on r eali a.

Introduction
To Indonesian students writing

readers means the writer has to sustain the
whole process of communication on his/her
own ancl try to stay in contact with the readers
through words alone without the presence of
the writer. While for academic purpose, students do many assignments in written form.
Therefore they should improve their writing
ability.
To help students' abilifv, English department of Kanjuruhan university of Malang
divides writing into four sections they are
writing 1, writing II, writing III and writing IV.
Designed from the simplest or the basic and
raised to the complex one. In writing I, the
subject contains the theory of making English
sentences, simple paragraph. Writing II contains the way how to organize an essay and
kinds of essay writing and being able to write
some types of essay. In writing III the subject
is to develop the studen/s ability in writing
various types of essays, including narrative,
descriptive and expository. And writing IV is
intended to develop the student's ability in
writing argumentative essay and persuasive
essay.
Although
the students of the fourth
semester who take writing III have took the
two courses before, many students still have
difficulty in writing essay especially narrative
essay. They had less skill in exploring ideas
for writing and ordering the ideas to make an
outline of their topic, writing a rough draft,

is the

most difficult lesson. Writing is complex thing
to do not only getting the idea but also give
the idea into a paper. Brown (2001) described
writing as a process of putting ideas down on
paper to transform

thoughts

into words,

to

sharpen main ideas, and to give them structure and coherent organization

Writing

is a

process of thinking during which a writer puts
many elements into accounf such as accuracy
in the spelling

words,

words

and sentence grammaticality

arrangements,
and selection of

the right words. The complexities of writing is
also how to connect sentences to form them
into coherent text such as
stated that the complexity
only on the linguistic

Richards

of writing

organizafion

(1990)
lies not

of written

discourse but also on the process of moving
from concepts, thought

and ideas of written

texts. This idea is powered by Some previous
researchers; megawati (2010), ningrum
and Irmawati
have difficulty

(2013),

(2013) finding that students still
in writing

in term of content,

giving ideas and linguistic used.
Writing skill in university is not only
to deliver message to the reader but also to
academic purpose. To deliver message to the

94

COTEFL 6tl.

zo-zt -,4/ay zotq

which focus on content and meaning as a
development of their outline, revising draft,
editing draft and publisiring their writing.
To l-relp the sfudents solve their
problem in writing narrative essay, relevant
and good media and strategy needed.
Therefore, using observation realia through
process-genre based approach needs to be
implernented. Realia allows students to see,
feel, hear, and even smell the object being
explored. In this teaching context the realia
used is real object such as people, place and
real things surrounded. Realia found its success in previous sfudy to enhance students'
abilitv sucl-r as research done by Suharsih
and Harnidiyah (2012) in SDN 03 Serang
through
qualitative design. The result
showed that realia is one of tl-re effective. media to help students' vocabulary. Realia can
help students to comprehend real meaning
from the object seen. Moreover Irmawati
(2013) using observation realia thougl-r process-genre based approach had succeeded
result in improving students' r.t'r'iting ability
in paragraph writing.
The effectiveness of using realia ir-r
teaching writing

form of various activities as one of efforts
n-radeby teacher or practitioner r,r'hich is corrducted to improve unsatisfactonr conditior-r or
learr-ring comrnunity irr the class::Ji:**"
This study is done in kanjuruhan
university of Malang in,English departn-rent
for the fourh semester sfudents. There are 35
students in the class as the subiects. The studv
applies the the four steps they are planrring,
acting, observing and reflecting. Set as the first
step, in planning, reseacher makes preparation
such as instructional preparation, materials
ar-rd rnedia to support the teaching learning
process of writing. Moreover the researcher
also deterrnines the criteria of success that is
70 for minimum score and 75% students gain
the score.The content (idea), organization and
gramrxar
are the writing
elements that
analized.
In acting stage observation realia is
done through Process-genrel,based approach.
P r o c e s s - g e n r eb a s e d a p p r o a c h i s c o r n b i n a t i o n
between process besed approach and genre
based approach. In this step not only the
process of writing

make the researcher needs

to apply sucl-r kind of media and approach
to be implemented
difficulties.

through

in narrative

the

stages: prewriting,

editing

following

steps,

and

they

BKOF students understand

course but in observation. It

publishing.

are

building

the social context

MOT stage, students leam about model and
characteristics

tion's result. This classroom action research

of

the text

that

should

be

produced. Students in pairs or group write the

is done to help students solve their difficul-

essay based on the strategy given in JCOT and
for the last stage they should produce their

idea, content, choosing the

words and publishing into good essay.

own final writing

indivually.

Figure 1 desribes

Method

the process-genre based approach in writing.

Classroom action research is used in
this research since the study related to the
difficulty found in the class. Classroom action research is done to help students solve
their difficulties in the teaching learning
process. Suyanto and Sukaryana (2001)
stated that classroom action research is a

The implementation
of observation
realia is conducted
during
the teaching
learning process. This process is done in three
meetings in which each meeting lasted for 90
minutes, first meeting for BKOF and MOT,
seond meeting as JCOT and the last meeeting
for ICOT where students write narrative using

95

l

is the

and and the function for the text produced. In

means that realia used is from the observa-

ties in exploring

revising,

that

process,

(MOT), Joint construction of text (JCOT) and
independent construction of text (ICOT). ln

use the realia through

one. Realia used in this study is not realia
used in writing

result

writing

kowledge of Field (BKOF), modeling of text

solve students' difficulties in descriptive text,
process-genre based approach

also the

While in genre-based approach students do
the

process-genre based approach to
study

essay. In

drafting,

study is in the field of

If the previous study applies realia

the current

but

narrative

students do the following

The difference between the pre-

vious and current
writing.

to solve the student's

which is considered to be

analyzed

Promoting Excellencein ELTthrough the lmprovement of reacher's competencv standards
observation realia.
Researcher observes the data which
uses observation reiia to help the students

In ter-nr of gt'ammal, the reslt shor.r,ed
that the criteria of success rvas fulfilled. It cau
be known from the data gathered tirat 20%

solve their problems in writing narrative essay,
this is done in observation phase. Moreover

students

reached tire excellent level, 66%

the data is the students score from the essay
that tl-reyproduce in ICOT phase. And for the

students reacl-red goood level, 14% reached
fair level and there was no students got poor
level. This final students' writing product can

last step, reflection, researcher compare the
data with tl-re criteria of success. If all criteria

be seen at the following table.
Lotutrtc;ili*n al rs: itir:g

o f s u c c e s sh a v e b e e n f u l f i l l e d , t h e a c t i o n w i l l
be stopped but if nof the teaching and
learnir-rg activities

will

be

revised

trrelltni!

gcrd

iriCe:eaiieiiirt5ii!iiir ii
tr{i i'ttTl

ffi

i
i!::

From the overall criteria, the study
s h o w e d t h e u s e o f o b s e r v a t i o nr e a l i a t h r o u g i r
process-genre based approach was able to
improve
the writing
ability in writing
narrative essav. It can be seen from the table 3.
There was 1 student got score 100, 13 students
g o t s c o r e 9 1 . 7 ,1 0 s t u d e n t s g o t s c o r e 8 3 . 3 , 4
students got score 75. It means 28 studer-rts
(80%) reached the minimun score that was 70
arrd 7 students (20%) were not able to reach
the rninimum criteria of sucess.
Tl-re findings showed that the use of
observation realia through
process-genre
based aproach achieved its succeed. ThatTS%
students got the minimum score, 70 for the
final score in writing narrative essay.
The improvement of sfudents writing
ability (content, organization and grammar)
could be achieved through
the use of
observation realia as media to gather and
develop the idea. And through the processgenre based approach as process to organize
the idea to be a good essay. Moreover the use
of observtion realia could improve the content
or idea though narrative scaffold as a guide to
place the information that student gathered in
observation and interview. Narrative scaffold
included the organization of the information
with the characteristics of narrative text.
Besides of the use of observation
realia as a writing media, process-genre based

i
+

-l-

#:d

ps:
il

i$t:*?,:

and

implemented the followir-rg cycle.

IH

lai:

I

Figure 1. The proceduresof process-genrebased
approach
Finding and Discussion
The findings of this research showed
that the use of observation realia through
process-genre based approach got its succeed.
In term of content 57% students achieved
excellent Ievel, 40% students achieved good
level, S% students reached fair level and there
was no students who got poor level. It means
that more than 75% students reached the
minimum criteria of suceess.
In the organization
criteria,
88%
students reached the minimum
criteria of
suceess. They are 37% sudents reached
excellent level, 51.% students reached good
level, 1,2% students got fair level and no
students got poor level.

approach also gave contribution
students ability
students
enhance

gathered
their

characteristics
phase, students
essay

96

in writing.

through

many

knowledge
of narrative

in improving

In BKOF phase,
information
in

knowing

essay. In

to
the
MOT

learn more about narrative
the

model.

Furthermore,

COTEFL 6t6. zo-zt -ny'ay zot4
demic English: A writing and sentence
structure r,vorkbook for interational student. ner,v York: Acldision-Wesley publishing company.
Suharsih, S.&hamidiyah, A. 2012. Realia: the
effective Media for teaching English for
(http://
(online),
EYL,
w w w . e p r i n t s . u m k . a c .i d / 3 4 0 / 3 /
proceeding TEYLIN 2
,diakses 02 April 2014.

students could write the narrative essay with
phase. B)' using
pairs in }COT
observation relia in all three phases, students

their

in

were ready to write narrative individually

ICOT phase. Through ]COT and ICOT process
gave chance to the students in making the
essay better. Through

suiatable

rnedia and

good approach students could improve

their

writing ability.
Conclusion and Suggestion
The
observation
realia
through
process-genre based approcah is one effective
way to improve students' ability in writing
narrative essay. The criteria of success that is
related to teaching learning process , this
of success
study has rnet the criterion
prescribed that most of students or at least
level of all
75% students achieved good
criteria; content, organization and grammar in
Lhemarking schenre.
Regarding
this findings
that this
research is only focused
writing

ability

kanjuruhan

on

university

on improving

narrative
of Malang.

essay

the
at

Since this

study is action reseacrh, it is advisable that the
future

researchers carry out the reseacrh on

improving

the ability

other universities

in writing

or different

students of

level and with

other types of essay. Moreover,

since this

researh is only scored by the researher herself,
it is advisable that the future researhers usfuig
inter-rater score to make it more reliable.
References
Brown, H. D 2001. Teaching by principles: an
interactive approach to language pedagogy 2"d.white plains, New York: Pearson Education
Irmawati, D.K. 2013. Penggunaan observation
realia unfuk meningkatkan kemampuan
mahasiswa dalam menulis paragraph
desriptif
berbahasa inggris.
Vokasindo.vol.1no.l:23-28 Ningrum, A. 2012. Scaffolding strategy in the
process of writing to improve the students'writing
ability. fakarta: kementrian Agama Republik Indonesia.
to
Oshima A& Hogue, A. l99T.Introduction
academic writing . new York: AddisionWesley Longrnan
Oshima A& Hogue, A. 1983. Writing Aca-

97