IMPROVING
STUDENTS’ WRITING DESCRIPTIVE TEXT THROUGH PICTURE SERIES “For measuring English writing descriptive skill’s eight grade students in junior high school PABAKU Stabat”
LECTURER
: CONNY, M.Hum
Compiled
by:
1. Deden Riansyah
ENGLISH EDUCATION
DEPARTMENT
SEKOLAH TINGGI KEGURUAN ILMU PENDIDIKAN (STKIP) BUDIDAYA BINJAI
SEKOLAH TINGGI KEGURUAN ILMU PENDIDIKAN (STKIP) BUDIDAYA BINJAI
BINJAI
2017
PREFACE
First of all, thanks to God because
of the help of God, writer finished writing the paper entitled “IMPROVING
STUDENTS WRITING DESCRIPTIVE TEXT THROUGH PICTURE SERIESFOR MEASURING ENGLISH WRITING SKILL IN
JUNIOR HIGH SCHOOL PABAKU”
The
purpose in writing this paper is to fulfill the assignment that given by Mis Conny,
M.Hum as lecturer in writing major.
in
arranging this paper, the writer trully get lots challenges and obstructions
but with help of many indiviuals, those obstructions could passed. writer also
realized there are still many mistakes in process of writing this paper.
TABLE OF CONTENT
Preface
CHAPTER I INTRODUCTION
CHAPTER I INTRODUCTION
1.1.
Background
of Study
1.2. Identification of the problem
1.3 . Formulation of the
problem
1.4. Objectives of the research
1.5.
Limitation
of the study
1.6. Significance of
the study
CHAPTER II THEORETICAL
FRAMEWORK
A. Writing
2.1.
The
Definition of Writing
2.2.
The
Process of Writing
2.3. Purposes of Writing
B.
Descriptive Text
2.4.
The Definition of
Descriptive Text
2.5. The Structure and Example of Descriptive Text
C. Picture series
2.6. The Advantages of
Picture
2.7.
The
Procedure of Picture
CHAPTER III RESEARCH METHODOLOGY
3.1.
Methodology
of research
3.2. Population Sample
3.2. Population Sample
3.3.
Instrument
of the study
3.4 Technique
for collecting the data
CHAPTER
IV RESULT OF RESEARCH AND DISCUSSION
4.1 Result of Research
A.
The Data Description of Pre-Test
B.
The Data Description of Post-test
C. Interview Section
4.2 Conclusion of the research
4.3 Suggestion of the
research
Refferences
Appendix
CHAPTER I
INTRODUCTION
1.1 Background of Study
Language is
very important for someone to communicate with others. Communities need to
communicate to understand each other. Therefore, languageis essential for life.
Without language, it is impossible to communicate within society.On the other
hand, languageas a system of communicationenables humans to cooperate. At the
same time language is a part of the culture of a community. Humans use language
as a way of signaling identity with one cultural group and difference from
others.
As the
foreign language, English is an important language in the world. English has
become a tool for international communication in transportation, commerce,
banking, tourism, process of technology, diplomacy, and scientific research
(Nunan in Cahyono, 2010: 91). It is formally thought students of elementary
school, junior and senior high school, and even to university . English is just
learnt in the school with limit of time. So, an English teacher has to know
about strategies in order to get better result in learning. Besides, she or he
has to know about strategy or model which must be used to guide the students.
The teacher who has important role must guide the students to have creativity
in classroom. If strategy is not suitable with situation of the class, the
teaching and learning will not be successful.
In junior high school students are young
learner. According to Harmer in Cahyono (2011: 13), The students in this ages
have several characteristics which are different from adults in learning a
language. In this case, they have to learn some texts such as narrative,
descriptive, recount, report and procedure texts. Unfortunately, many students
of junior high schools are not good enought at writing. The students consider
that writing is one of the most difficult language skill because they are
demended to express their ideas in written English appropriately. It means that
in teaching junior high school students, teachers need to be creative in
correlating the main topic to the real situation and students can learn the
linguistic features automatically.
1.2 Identification of the problem
The
identification of the problem is comprehending the result of the use pictures in order to improve the
ability in writing descriptive text of the eight grade students of SMP PABAKU
Stabat in Academic Year of 2016/2017.
1.3 Formulation of the problem
Writing skill is one of english skill that
must be mastered. Aspecially for students, using great understanding about
knowledge of writing text, they take a chance for being a great writer. The
problem is in writing text “Descriptive text” students of junior high school.
This research implements in matery of
junior high school PABAKU Stabat. Having an awareness of it, we feel aware for measuring the students’
skill in writing descriptive text. It’s hoped, students can improve their skill
in writing and increase their knowledge about comprehending of steps in writing
a great descriptive text.
1.4 Objectives of the Research
Based on the formulation above, the objectives
of this research are describing the efforts of using picture media to improve
writing skill of the students of Grade VIII
SMP PABAKU Stabat Tempel
and to investigate whether the students’ writing skill improves significantly
through picture media.
1.5 Limitation
of the study
To
simplify this study, the writer gives limitation as follows:
a)The
study is focused on the use of pictures as media to improve and measure
students’ proficiency in writing descriptive
text.
b)The
study will be done only with students of the eight grade students of SMP PABAKU
Stabat academic year of 2016/2017.
1.6 The Significance of Study
The
researcher hopes this research will give some significance for:
a)
English Teacher
This technique
can help the teacher to understand the way to handle the students in teaching
writing using Picture and picture, and it will give contribution to successful
teaching learning English especially in Junior High School.
b)
Students
This technique
is able to make the students enjoy when they are writing and they do not feel
bored. So the students can have creativity to write.
c)
Researcher
The researcher
will improve her knowledge in teaching method and have experience in conducting
classroom action research.
d)
Institution
It
becomes a source of consideration for the official institutional policy as effort
to produce better outcomes especially in improving students’ English writing
ability.
CHAPTER II
THEORITICAL FRAMEWORK
A. Writing
2.1
The Definition of Writing
In the English
learning, writing is one of thelanguage skills in which thelearners should
master. In this part, here is a discussion on the nature of writing,writinga
foreign language, English in Vocational High School, writing inVocational High
School, and teacher’s roles in teaching writing.
Writing
is one of language skills which have to be mastered by thelanguagelearners. In
the end of the lesson, the learners are required to produce thewritten product.
Brown (2001: 335) describes written products as “the result ofthinking,
drafting, and revising procedures that require specialized skills, skillsthat
not every speaker develops naturally.”That statement shows that writing isnot a
simple and instant process.Therefore, to be able to write something
good,students must do a lot of practices. It is done to get them used to write
anything inthewellordered steps. There are six steps of creating written work.
There aredrafting, structuring, reviewing, focusing, generating ideas and evaluation(Harmer,
2001: 258).
2.2 The Process of
Writing
The Process of Writing is not merely
instant process. It includes some process to create awriting product. Richards
and Renandya proposes four main stages in writing;they are planning, drafting
(writing), revising (redrafting) and editing. However,there are three more
stages externally imposed on students by teacher; they areresponding (sharing),
evaluating, and postThe Writing Process by Richards and Renandya (2002) .Writing
process is not a linear process because after the writers plan, draft,and edit,
they often replan, redraft, and reedit. Harmer (2004) points out that ittends
to a recursive process and represents the process in different way;
calledprocess wheel. Below is the figure of the process wheel presented by
Harmer(2004).
The
figureshows that there are some directions in the process of writing.The final
process in this wheel is in final version of writing product.
a)
Planning (Prewriting)
Richards
and Renandya state that prewriting stage is any activity that canpromote
students towrite. Since it is the first stage in writing, the students shouldbe
stimulated so that they can get information and ideas what to write.In this
stage, Richards and Renandya (2002) suggest, there are someactivities to
stimulate the students. The activities are group brainstorming, clustering,
rapid free writing, and WHQuestions. In group brainstorming activity,the
students are grouped and they spew out any ideas in their mind. There is
noright or no answers. It is aimed to flow the idea in students’ mind and after
thatthey can select the ideas and then develop the chosen ones into a draft.In
developing ideas, Hutchinson (2005) suggests to make writing moreinteresting by
developing the ideas clearly and easy to understand, involvingsupplying
specific details, examples, and reasons.
The writing
process Writing is a process that involves several steps. At least, there are
three steps in the writing process mentioned by Karen Blanchard, and Christine
Root in their book; Ready to Write: A first Composition Text. Step one:
Prewriting Thinking about your topic and organizing your ideas. Step two:
Writing Using your ideas to write a first draft. Step Three: Revising Improving
what you have written.5 If the writers follow the steps, and practice by
writing often, they will find it easier to write paragraphs and to improve
their writing. a. Prewriting Prewriting is the thinking, talking, reading, and
writing we do about our topic before we write a first draft. Prewriting is a
way of warming up our brain before we write, just as we warm up our body before
we exercise.
b). Writing
After we have
spent some time thinking about our topic and doing the necessary prewriting, we
are ready for the next step in the writing process: writing our paragraph. When
we write the first draft of our paragraph, use the ideas we generated from
prewriting as a guide. As you write, remember to:
1)
Begin with a topic sentence that states the main idea.
2)
Include several sentences that support the main idea.
3)
Stick to the topic.
4) Arrange the sentences so that the order of
odeas makes sense.
5)
Use signal words to help the reader understan how the ideas in your paragraph
are connected.
c). Revising
It is almost impossible to write a perfect
paragraph on the first try. The first try is called the first draft. After you
complete the first draft, you must look for ways to improve it. This step is
called revising.8 When students revise, they review their text on the basis of
the feedback given in the previous stage. They reexamine what was written
to see how effectively they have communicated their meanings to the reader. In
another source stated that writing is a process that involves the following steps:
1)
Discovering a point-often through prewriting.
2)
Developing solid support for the point-often through more prewriting.
3)
Organizing the supporting material and writing it out in a first draft.
4)
Revising and then editing carefully to ensure an effective, error-free paper.
2.3 Purpose of writing
Purposes of
writing According to Penny Ur “the purpose of writing, in principle, is the
expression of ideas, the conveying of messages to the reader. So the ideas
themselves should arguably be seen as the most important aspect in the
writing”.10 It means that when the writers do their writing, of course they
have some purposes. They have to consider the purpose of their writing since
this will influence, not only the type of text they wish to produce, but
including the language which they use, and the information that they choose. In
addition, there are really only four common purposes in writing they are: to
inform, to explain, to persuade, and to amuse others.
a. Writing
to Inform
In much of the
writing that the writers will do, they will intend simply to inform their
readers about a subject. To inform is to transmit necessary information about
the subject to the readers, and usually this means just telling the readers
what the facts are or what happened. Although informative writing is the
simplest kind of writing, it is also one of the most important, because
information lays a foundation for other writing purposes. As the writers write
to inform, they will want to keep two large concerns in mind; selecting the
right information and arranging it effectively.
b. Writing
to Explain
Writing to
explain means writing to take what is unclear and make it clear. In explanatory
writing, a writer who understands a complex topic must take sure that his
readers understand it as well. All
of us use several common methods of explaining something to another person in
our everyday conversation, and these same techniques can provide basic
strategies for organizing an explanation in writing.
c. Writing
to Persuade
The most
important writing we ever do in our personal life, our work life, and may be
our school life will probably persuasion. Complaints to the rent board about
our landlord, letters of application for jobs, essay on examinations are all likely
to involve writing persuasively. Your task in persuasion is to convince your
readers to accept the main idea, even though it may be controversial.
d. Writing
to Amuse
Others
Writing to amuse requires that you focus on readers other than yourself. You
may enjoy the experience and take pride in what you accomplish, but you cannot
settle for amusing yourself alone.
Writing to amuse
gives you an opportunity to bring pleasure to others. Seize the opportunity and
make the most of it. If you find pleasure in writing to amuse, it will come
from knowing that you succeed in bringing pleasure to others. When write to
amuse, your primary object is to make readers enjoy themselves. You can be
funny, but you should also be goodhumored. This means having sympathy for human
frailty rather than a contempt for anyone or anything that seems different from
what you are accustomed to.
B. Descriptive text
2.4. The Definition of Descriptive Text
Descriptive
text is a part of factual genres. Its social function is to describe a
particular person, place or thing. Description in writing is the process of
creating visual images and sensory impression through words. More often, description
is a part of another piece of writing and is used to inform an audience about
how something or someone looked or to persuade an audience to see something from
the writer’s point of view. Description recreates sense impression by
translating into words, the feel, sound, taste, smell, and look of things.
Emotion may be describing too, feelings such as happiness, fear, loneliness,
gloom, and joy. Description helps the reader, through his or her imagination,
to visualize a scene or a person, or to understand a sensation or an emotion.
2.5. The Structure and Example of Descriptive Text
The generic structures of a description
are as follows:
1. Identification : identifies the
phenomenon to be described
2. Description of features : describes features
in order of importance:
a. Parts/things
(physical appearance)
b.
Qualities (degree of beauty, excellence, or worth/value)
c. Other
characteristics (prominent aspects that are unique).
The generic features of description are:
1. Verb in the present tense
2. Adjective to describe the features of
the subject
3. Topic sentences to begin paragraphs
and organize the various aspects of the description.
4.
The factual description scaffold
1. A general
opening statement in the first paragraph
a) This
statement introduces the subject of the description to the audience.
b) It can give
the audience brief details about the when, where, who, or what of the subject.
2.
A series of paragraphs about the subject
a) Each
paragraph usually begins with a topic sentence.
b)
The topic sentence previews the details that will be contained in the remainder
of the paragraph.
c)
Each paragraph should describe one feature of the subject
d) These paragraphs build the description of
the subject
3.
A concluding paragraph (optional)
a)
The concluding paragraph signals the end of the text.
4 Example of descriptive text
Mr. Kartolo
Mr. Kartolo is
very happy. The rainy season of this year makes the farm beautiful. It is
planting time! Rice fields become fresh and green during this season and by the
end of this season Mr. Kartolo is ready to harvest his corps.
Mr. Kartolo
ploughs the land at the beginning of the rainy season. Then, he usually works
early and finishes at noon. Milking the cows, feeding the livestock, and
cleaning the barns are among Mr. Kartolo’s duties before breakfast. He does
most of the hard outdoor work by himself.
C. Picture series
2.6. The Advantages
of Picture
Writing descriptive text with picture
design will aid students to imagine the characreristic of the picture. This
treatment is so useful to improve students writing ability. It’s meant student
will efford to analyse the ficture and use it as a reference for writing
descriptive text.
In the following lists, writer
will tell advantages of using picture series for writing descriptive text.
Namely:
a.
Attractive attention
b.
Developing interest
c.
Adjusting the learning climate
d.
Increasing understanding
e.
Promoting acceptance (of an idea)
f.
Being an interactive activity
2.7 The Procedure of
Picture
For the
procedure, we will give students several pictures which hoped the students can
choose the best one what picture the student love. And all the picture is about
human. Such as Mother, Father and an Uncle. If the student had chosen the best
on, the student could write the human characteristic from the ficture. For
adding idea, students may add the characteristic like their mother , father or
uncle’s character or behaviours.
For the writing procedure, students must follow like the
writing descriptive’s procedures. Namely: Identification, description and
entcentra.
CHAPTER III
RESEARCH
METHODOLOGY
3.1. Methodology of research
This study is
conducted at SMP.
Panca Abdi Bangsaku (PABAKU) STABAT.
This school was chosen
as the field of the study because the writer has teaching learning experience
during this mini research text was given by the lecturer,
so the writer knows the real condition of this school, and the writer can
identify the problems in teaching writing more easily. Secondly, the writer
suggests that innovation is needed in improving students’ writing ability for
the better quality of school.
Object of research
The writer selects
the eigh grade students of SMP
Panca Abdi Bangsaku VIIIA class
which is consists of 30 students in the 2016-2017 academic year as the
subjects of the study.
3.2. Population
Sample
In junior high school Panca Abdi Bangsaku
(PABAKU), there are 3 classes of VII grade students in 2016/2017 academic year.
Each of class consists of 30 students, it’s meant (class VIIIA “30 students”,
VIIIB “30 students” and VIIIC “30 students”). We will do our research at VIIIA
class which has 30 students that consist of male and female students.
3.3 Instrument of the study
For the test of
study, we will give several pictures then the students can choose the best one.
All the pictures are about human. We choose human character such as mother,
father and uncle. Students can choose the best one picture of the three. Before
begin writing, we will teach suggestion how to write descriptive text using
true procedure and generic structure. We don’t give certain limit time for
writing. if the students finish, they may collect it.
But the sudents
must write a descriptive text which consist of two or more paragraph and each
paragraph consists of five or more sentences. We also use an interview section
with the students. In the interview section, we will ask about their problem
when write descriptive text. Using the treatment, we can identify their problem
with english writing skill.
The images as in the following:
For the interview, we use the following questions: Namely
1.
What the matter of writing descriptive text which you have not understood
yet?
2.
According to you, What the best one that you suppose more excited or to
appear your interest for writing descriptive text, using ficture or not?
3.
Having explained the generic structure and language fictures of writing
descriptive text, what’s the difficult one?
4.
Are you excited for writing descriptive text for the next?
5.
Would you tell your friends that write descriptive text using pictures is
more excited?
3.4 The Technique of
Collecting Data
There
are 2
techniques of data collecting applied in this study, they are giving test
and interview in order to support
the data of teaching and learning
process.
1. The
descriptive test using several picture which can be a reference to write
descriptive text.
2. Interview is applied for the English
teacher before the classroom action research and after classroom action
research. It is applied before classroom action research to know the students
difficulties in writing skill, the students’ participation in writing class,
and the teaching strategy in teaching writing. Meanwhile, it is conducted after
classroom action research to know the students’s response about the learning
strategy focus on the use of pictures in improving technique of writing
text in learning descriptive text.
CHAPTER IV
RESULT OF RESEARCH AND DISCUSSION
4.1 Result of Research
This chapter is going to present result of research and
discussion after giving treatment in the research. The students’ result in this
research becomes a description about successful and unsuccessful way in this
research. This part provides data description based on students’ result when
they followed test both of pre-test and post-test. Also, there is data
description of normality analysis of pre-test before treatment used. Afterward,
the data normality analysis of post-test is presented.
This research was done by 20 students as samples.
Actually, whole students in the class (8.1 class in Junior High School PABAKU
Stabat) consisted of 30 students but our result just applied 20 students as the
samples because 10 students could join the mini research due to another school
work. So, the precentage of result is measuring from 20 students as the
samples.
A. The Data Description of Pre-Test
After the researcher did pre-test for the students, the
researcher got the students’ result toward writing descriptive text. In the
pre-test, Almost students felt difficult to write english descriptive paragraph
due to a little bit knowledge in English writing descriptive text. A lot of
students didn’t comprehend to write a great english descriptive paragraph.
Especially in distinguish of writing identification and describtion section in
the descriptive paragraph.
In pre-test section was just two students who obtained sufficient
score. We supposed, the students have been learning english for one year. So,
due to the more experience, the two students could write english descriptive
paragraph through picture with a sum of paragraph and line that we had
presisted, it is two paragraph consist of Identification at first paragraph and
Describtion at the second paragraph. And the sum of line each paragraph consist
of five lines each paragraph. Look at the data from pre-test below:
Initial Name
|
The sum of paragraph
|
Grammartical Mistake
|
ESN
|
UNCP
|
5
|
NA
|
UNCP
|
4
|
MS
|
UNCP
|
4
|
DP
|
UNCP
|
5
|
SPS
|
UNCP
|
4
|
MRS
|
CP
|
6
|
FS
|
UNCP
|
5
|
DW
|
CP
|
5
|
SC
|
UNCP
|
3
|
FA
|
UNCP
|
3
|
AD
|
UNCP
|
4
|
W
|
UNCP
|
4
|
MNI
|
UNCP
|
5
|
AP
|
UNCP
|
4
|
MS
|
UNCP
|
2
|
IK
|
UNCP
|
2
|
MFA
|
UNCP
|
4
|
MD
|
UNCP
|
4
|
KIA
|
UNCP
|
6
|
PA
|
UNCP
|
2
|
1. The complete paragraph (CP) :
2 students
2.
The
uncomplete paragraph (UNCP) : 18 students
3.
Grammar
mistake (GM) :
90 sentences in grammar mistake
4.
Vocabulary
mastery (VM) : Low
The
following example of students’ results in pre-test can be concluded that they still
have difficulties in writing.
“My mother is a beautiful person. My name is susilawati. She is not
tall. My mother to wear curtain colour red. My mother to wear
glasses. Her colour skin is white. My mother to wear blouse colour green.
(Eva’s result)”
We can look at Eva’s resut in writing descriptive
paragraph. Among pictures “Mother, Father and Uncle” she chose a picture
“Mother”. And in the first paragraph, we can see a lot of grammar mistake in
sentences above.
·
Calculation of precentage students
ability in descriptive text “Pre-test”.
Calculation of precentage students writing descriptive
text skill of eight 1 grade students in Junior High School “PABAKU” Stabat
(Pre-test). Look at the following result/ calculation.
a. Precentage of students’ writing descriptive skill with
complete paragraph rules.
Precentage = 100% : N x F
Precentage = 100% : 20 x 2
Precentage = 10%
Based on the precentage above, Writing descriptive text
skill of eight 1 grade students in junior high school Pabaku Stabat is too low.
This pre-test, the students wrote the descriptive paragraph was nothing ficture
media as a reference. But in post-test, we applied Fictures as a reference for
writing descriptive text.
b. Precentage of students’ sentences grammartical errors/
mistake
Precentage = 100% : NWS x GM
Precentage = 100% : 200 x 90
Precentage
= 45%
B. The Data Description of Post-test
The data description of post-test has derived from the
result of post test. The students were required to write descriptive text. In
this case, the written text used concept freewriting as the strategy to write
before producing the descriptive text. This section involved general aspect and
detail information about desriptive text. We tough the generic structure and
language ficture of descriptive text. The action of teaching all students were
done evidently and well by the researcher. Especially, the researches had
prepared all material completely, so in action we could do maximally.
Having explained more detain in how to write descriptive
text using presist generic structure and language ficture, we do the post-test.
We gave the students a papper that consisted of three human ficture such as mother, father and
uncle. And then, the students could choose the best one ficture and describe
the ficture being two paragraph. The students could write the human ficture
body appearances, clothes, each sides of the ficture and the human
characteristic.
In paragraph two, students must write “Description”
paragraph. It’s meant, the students must analyse the human characteristic of
the ficture. For reference in writing human characteristic, the students can
remind all characteristic of their mother, father or uncle. So the students
must felt easy for writing paragraph two “about human characteristic”.
In post-test, results of research are better than the
pre-test. It’s meant, students were able for mastering english description text
through ficture after obtained the detail explanation about descriptive text.
Look at the results below, namely:
Initial Name
|
The sum of paragraph
|
Grammartical Mistake
|
ESN
|
CP (10)
|
5
|
NA
|
CP (10)
|
4
|
MS
|
UNCP (7)
|
4
|
DP
|
UNCP (6)
|
1
|
SPS
|
UNCP (3)
|
2
|
MRS
|
CP (10)
|
1
|
FS
|
UNCP (8)
|
2
|
DW
|
CP (10)
|
1
|
SC
|
CP (10)
|
3
|
FA
|
CP (10)
|
1
|
AD
|
CP (10)
|
1
|
W
|
UNCP (8)
|
2
|
MNI
|
CP (10)
|
1
|
AP
|
UNCP (8)
|
1
|
MS
|
UNCP (9)
|
2
|
IK
|
UNCP (7)
|
2
|
MFA
|
CP (10)
|
1
|
MD
|
CP (10)
|
1
|
KIA
|
CP (10)
|
2
|
PA
|
CP (10)
|
3
|
1. The complete paragraph (CP) : 12
students
2.
The
uncomplete paragraph (UNCP) : 8 students
3.
Grammar
mistake (GM) : 40 sentences in grammar
mistake
4.
Vocabulary
mastery (VM) : Low
The
following example of student’s result in pre-test can be concluded that they were
better in writing.
“My
mother is beautiful. She wears green shirt. My mother has little eyes. She is a
teacher. My mother is tall.(Melvita’s result)”
In
above paragraph is a first paragprah that written by Melvita dewi. The
sentences paragraph were complete with awesome grammartical correct.
“My
sister is smart person. Her name is Putri Novita. She is not tall neither
short. She wears veil. She also wears glasses. Her skin colour is white. And
she brings a yellow book. (Widodo’s result)”
Another
student’s result who obtained more and great understanding in writing english
descriptive text is a student named ‘Widodo’.
·
Calculation of precentage students
ability in descriptive text “post-test”.
Calculation of precentage students writing descriptive
text skill of eight 1 grade students in Junior High School “PABAKU” Stabat.
Look at the following result/ calculation.
a. Precentage of students’ writing descriptive skill with
complete paragraph rules.
Precentage = 100% : N x CP
Precentage = 100% : 20 x 12
Precentage = 60%
b. Precentage of students’ sentences grammartical errors/
mistake
Precentage = 100% : NWS x GM
Precentage = 100% : 200 x 40
Precentage = 20%
“Explanation of codes above:
N
= Number of students
CP
= Complete Paragraph
NWS
= Number of Whole Sentences
GM
= Grammar mistake”
C. Interview Section
In interview section, the research wanted to evaluate the
students’ comprehending and feel after the study and test. Through this
section, we hoped, students afford to increase their self and be aware in their
skill for writing text, especially in descriptive text. Through this section,
the researhers also obtained their feels and reasons in using pictures to write
descriptive text.
This
section was done by us through 5 interview questions. The questions namely:
1.
What the matter of writing descriptive text which you have not understood
yet?
2.
According to you, What the best one that you suppose more excited or to
appear your interest for writing descriptive text, using ficture or not?
3.
Having explained the generic structure and language fictures of writing
descriptive text, what’s the difficult one?
4.
Are you excited for writing descriptive text for the next?
5.
Would you tell your friends that write descriptive text using pictures is
more excited?
Look
at the following reactions from several students :
1. Saya mengerti cara menulis descriptive text karena sangat
menyenangkan.
2. Saya tertarik menggunakan gambar manusia karena mudah
untuk di jelaskan.
3. Saya mengerti menulis descriptive text karena sangat
menyenangkan.
4. Ya, saya tertarik untuk menulis descriptive text.
5. Tidak, karena teman saya belum mengerti. (Fadilla
Syahputra’s reactions)
1. Ya, saya sudah sedikit mengerti.
2. Ya, karena mudah untuk menyusun kalimatnya.
3. Yang sulit cara menyusun kalimat bahasa inggrisnya dan
mengarangnya.
4. Ya, karena membuat kita menjadi pintar untuk menulis
descriptive text.
5. Ya, karena menulis descriptive text menggunakan gambar
lebih asyik. (Mega Suyanda’s reactions)
1. Ya, saya sudah sedikit mengerti buat di pahami.
2. Ya, saya sangat tertarik dengan gambarnya.
3. Mengatur bahasanya yang sangat sulit dan cara mengarang
katanya yang paling sulit.
4. Ya, saya tertarik untuk mengerjakan descriptive text.
5. Ya, saya membantu teman saya untuk mengerjakan
descriptive text tersebut. Dan gambarnya sangat mengasyikan, membuat saya lebih
mengerti. (Salwa Chairunnisa’s reactions)
4.2 Conclusion
After finishing the whole steps of this classroom action
research (CAR) at a junior high school class in PABAKU Stabat, it can be
concluded based on the results of this research above. This research meant to
measure mastering students english writing descriptive text in eight grade
students Junior High School “PABAKU” Stabat.
We can see detail information above in “result of
precentage” between the pre-test and post-test. At first, students are
difficult to write an english descriptive text. It was realized by the
precentage “10%” in students’ complete paragraph rule. And “45%” the precentage
of grammar mistake in their sentences paragraph.
But, in the second test “post test” after tought the
students about how to write english descriptive text using persist the
descriptive text’s generic structure and also it’s language features, the
students felt more good for obtaining great understanding in writing
descriptive text. It can a be looked by the second test percentage. There are
“60%” the percentage of students’ achievement in writing descriptive text by
persist sum of sentences each the paragraph. Then, “20%” the percentage of
their grammar mistake.
So, we can look at the swelling of the percentage above.
10% in the first test been 60% in the second test (Upgraded 50%), then 45%
grammar mistake in the first test been 20% the percentage of their grammar
mistake (Reducted 25%).
And then, lets look at the result/ reactions from the
students above in interview section. It clearly explained that after obtained a
direction in writing descriptive text with picture media, almost all students
said “So Excaited” to write descriptive text using pictures as their reference.
Because, actually the picture we used to appear the students’ interest in
writing descriptive text. It’s proved by the students’ reaction in interview
section.
4.3 Suggestion
For the suggestion, the researcher can conclude through
the students’ reaction in interview section. For exampel the student said “The
difficult one in this test is just to arrange the sentences and translate it to
English”. We can provide the suggestion to the student so that be easier, you
may increase your vocabulary and grammar mastery.
So, how to realise it? For the tips, you can learn in how
to use suffixes and prefixes to convert english vocabulary in different types.
Exampel Word “Different” as “adjective”, you can put suffixes like “Difference”
being “a noun”, Differently being “an adverb” and reducting the suffixe be
“Differ” as “a verb”. I supposed, this is a great way for increasing students’
vocabulary mastery.
REFFERENCES
http://repository.uinjkt.ac.id/dspace/bitstream/123456789/505/1/FIKRI%20FAUZI%20ALAWI-FITK.pdf
http://lib.unnes.ac.id/6317/1/3835.pdf
http://eprints.umk.ac.id/3383/1/hal_Judul.pdf
APPENDIX
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Appendix 1
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