Blooming Together_ Growing a Community Garden Worksheet.docx
Anal inggris-nurzaenah0-5362
1. THE USE OF VIDEO CRITIC AS A MEDIUM OF TEACHING TO
IMPROVE STUDENTS' ABILITY IN WRITING
ANALYTICAL EXPOSITION TEXT
(A Classroom Action Research with Students of X1-1 at SMA Wahid Hayim
Tersono Batang in the Academic Year of 2010 - 2011)
THESIS
Submitted in Partial Fulfillment of the Requirement
for Gaining the Degree of Bachelor
In English Language Education
By
Nur Zaenah
Student Number: 73411018
EDUCATION FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2011
2. ADVISOR APPROVAL
Dear Sir,
Dean of Faculty of Tarbiyah
State Institute for Islamic Studies
(IAIN Walisongo Semarang)
Assalamualaikum Wr. Wb.
After correcting it to whatever extent necessary, we state that the final project
belongs to student as bellow:
Name
Reg Number
Department
Title
: Nur Zaenah
: 073411018
: English
: THE USE OF VIDEO CRITIC AS A MEDIUM OF
TEACHING TO IMPROVE STUDENTS' ABILITY IN
WRITING ANALYTICAL EXPOSITION TEXT
(A classroom Action Research with Students of
XI-1 of SMA Wahid Hasyim Tersono Batang in
the Academic Year of 2010-2011)
is ready to be submitted to join last examination.
Wassalamu'alaikum Wr. Wb.
Semarang, 3 March 2011
Advisor I Advisor II
Siti Tarwiyah, M.Hum.
NIP. 19721108 199903 2 002
Dr. H. Ruswan, M.A
NIP. 19680424 199303 1 004
ii
3. KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO SEMARANG
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615387 Semarang 50185
RATIFICATION
Thesis with the following identification:
Title
Name of Student
Student Number
Department
Filed of Study
: THE USE OF VIDEO CRITIC AS A MEDIUM OF
TEACHING TO IMPROVE STUDENTS' ABILITY IN
WRITING ANALYTICAL EXPOSITION TEXT
(A classroom Action Research with Students of XI-1
of SMA Wahid Hasyim Tersono Batang in the
Academic Year of 2010-2011)
: Nur Zaenah
: 073411018
: Tadris
: English Language Education
had been ratified by the board of examiner of education Faculty of Walisongo
State Institute for Islamic Studies and can be received as one of any requirement
for gaining the Bachelor Degree in English Language Education on:
Semarang, 20 June 2011
THE BOARD OF EXAMINERS
Chair Person, Secretary
H.Mursid, M. Ag
NIP.19670305 200112 1 001
Examiner I,
Siti Tarwiyah, M. Hum
NIP. 19721108 199903 2 002
Examiner II,
Dra. Hj. Siti Mariam, M. Pd
NIP.19650727 199203 2 002
Advisor I,
Samsul Ma'arif, M. Ag
NIP.19741030 200212 1 002
Advisor II,
Siti Tarwiyah, M.Hum.
NIP. 19721108 199903 2 002
Dr. H. Ruswan , M.A
NIP. 19680424 199303 1 004
iii
4. Title
Writer
Student Number
ABSTRACT
: The Use of Video Critic As A Medium of Teaching To Improve
Students' Ability in Writing Analytical exposition Text (A Classroom
Action Research with Students of X1-1
of SMA Wahid Hayim Tersono Batang in The Academic
Year of 2010 - 2011).
: Nur Zaenah
: 073411018
Key words: Video critic, improve, students' ability, writing, analytical
exposition
Teaching writing for Senior High School is not an easy job. To teach
writing, teacher seldom uses certain methods to teach writing. Moreover, the
teaching writing is generally felt boring and even confusing for learners
because it needs more analytical ability. It is the task for the teacher to
encourage their students to learn to write in the target language. But the
problems are different character and competencies students can also be a
barrier which may be faced by teacher when he or she teaches in classroom.
From this case the researcher intends to conduct the research applying a
learning method which is expected to be helpful and beneficial for students as
well teachers.
The objectives of this study are to identify the extent to which video
critic contribute to the development of the ability in writing an analytical
exposition text of the eleventh grade students of SMA Wahid Hasyim Tersono
Batang in the academic year of 2010/2011 and to identify the extent to which
video critic contribute to the development of the positive attitudes in writing
analytical exposition text of the eleventh grade students of SMA Wahid
Hayim Tersono Batang in the academic year 2010/2011.
The subjects of this study were the students of X1 social 1 of SMA
Wahid Hasyim Tersono Batang in the academic year of 2010/2011. The
number of the subjects was 38 students. This research was a classroom action
research. The process of this research was conducted in three stages,
including, pre cycle, cycle 1, and cycle 2. Cycle 1 was planed after conducting
pre cycle. Cycle 2 was conducted based on the reflection results of cycle 1.
The data were collected through observation and test during the teaching
learning process in pre cycle, cycle 1 and cycle 2. The data were analyzed
using quantitative descriptive analysis.
This research founds a significant difference in the achievement of
students' writing before and after being treated by using video critic healthy.
The average of the students' result in pre-cycle was 62. 21, in the cycle one
test were 71. 21, in cycle two test were 76. 42, and in the post-cycle was 77.
34. It proved that the result of the post-cycle was better than the standard score
of KTSP (2006) standard that is 65. The non-test analysis shows that the
students' positive attitude in writing analytical exposition text increased. The
iv
5. students were more attracted, more active, and more interested in studying
when they used video critics compared to when they did not use house media. They
responded the lesson well and enjoyed the whole of the lesson.
v
6. A THESIS STATEMENT
I am, the student with the following identity:
Name
Student Number
Department
: Nur Zaenah
: 073411018
: English Language Education
certify that this thesis is definitely my own work. I am completely responsible for
the content of this thesis. Other writers' opinions or findings included in the thesis
are quoted or cited in accordance with ethical standards.
Semarang, 10 June 2011
The Writer,
NUR ZAENAH
Student Number: 073411018
vi
7. DEDICATION
The thesis is dedicated to:
• My beloved father and mother
• My beloved brother and sisters
• All my big family
vii
8. ACKNOWLEDGEMENT
First and foremost, I would like to express gratitude to Allah SWT, the
Almighty God for the blessing, kindness, and inspiration in lending me to accomplish the final
project. Without Him, I couldn't stay patient and in control in
writing this final project from the first page to the last page.
Shalawat and salam for the Prophet Muhammad who brings us from darkness to the
brightness.
I realize that I cannot complete this final project without the help of others.
Many people have helped me during the writing this final project and it would be impossible to
mention of all them. I wish, however, to give my sincerest gratitude
and appreciation to:
1. Dr. Suja'i, M.Ag. as the Dean of Tarbiyah faculty
2. Siti Tarwiyah, M.Hum as the Head of English Department.
3. Siti Tarwiyah, M.Hum as the first advisor and Dr. H. Ruswan, M.A as the
second advisor for their patience in providing careful guidance, helpful
corrections, very good advice as well as suggestion and encouragement during
the consultation.
4. Lectures in English Department of Tarbiyah Faculty for valuable knowledge,
guidance, and advices during the years of my study.
5. Library official who always give good service related with the references in
this thesis so that the writer could done this thesis well.
6. Drs. Aminudin as the headmaster of SMA Wahid Hasyim Tersono who had
allowed me to carry out the research in his school. Yudha Priyono, S. pd, as
the English teacher of XI social 1 who had helped me in conducting the
th
research in their school, and the students of SMA Wahid Hasyim grade XI
social 1, thanks for the cooperation, and also the school administration staff.
7. My dearest inspiration M.Arief taufiqurrahman, SE and Saiful Anam who
gives me pray and motivation to finish this my thesis.
8. My best friends Dian, Ani, Rina, Harist.
9. My entire friends TBI 07 especially TBI A.
10. All members of my boarding house, Perumahan Bank Niaga c9 Mrs. Diah,
mb luluk, Arifiyani, ila, ika, umi, isti.
viii
9. TABLE OF CONTENT
TITLE ...................................................................................................................i
ADVISOR APPROVAL ......................................................................................ii
RATIFICATION ..................................................................................................iii
ABSTRACT..........................................................................................................iv THESIS
STATEMENT .......................................................................................v DEDICATION
......................................................................................................vi ACKNOWLEDGEMENT
....................................................................................vii TABLE OF CONTENT
............................................................................... . viii LIST OF APPENDICES
......................................................... . ix CHAPTER I INTRODUCTION
A. The Background of the Study ................................................ 1
B. Reason for Choosing the Topic............................................... 3
C. Research Question................................................................... 4
D. Objectives of the Study .......................................................... 4
E. Significance of the Study ........................................................ 4
F. Scope of the Study ................................................................. 5
G. Definition of Key Term .. 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Review ................................................................. 7
1. Media .. 7
a. Definition of Media.................................................... 7
b. The Classification of Media........................................ 7
c. The Roles of Using Media in Teaching Learning....... 8
2. Writing .. ................................................ 9
a. The Definition of Writing ........................................... 9
b. Writing Process ........................................................... 9
c. Text ....... 12
a. The Definition of Text...................................... . 12
b. The Types of Text. ........................................................ 13
ix
10. 4. Genre .. 14
a. The Definition of Genre ............................................. 14
b. The Kinds of Genre.................................................... 14
5. Analytical exposition Text .. 15
a. The Definition of Analytical exposition .................... 16
b. The Social Function of Analytical exposition ........... 16
c. The Generic Structure of Analytical exposition . ..... 16
d. The Significant Lexicogrammatical........................... 17
6. Video Critic ..... 18
a. The Definition of Video Critic ................................... 18
b. The Advantages of Using Video Critic
in Teaching Writing .................................................. 18
B. Previous Research ................................................................... 19
CHAPTER III RESEARCH METHODOLOGY
A. Setting of the Study ................................................................ 21
B. Participant of the Study .......................................................... 21
C. Research Design...................................................................... 21
D. Research Procedure................................................................. 24
E. Scoring Technique .................................................................. 25
F. AchievementsLevel 28
G. Technique of Data Collection ................................................ 28
H. Technique of Data Analysis.................................................... 30 CHAPTER
IV RESEACH FINDING AND ANALYSIS
A. Writing Test .......................................................................... 31
1. The Data Analysis of Pre-cycle Finding ................ 31
2. The Data Analysis of Cycle 1 Finding .34
3. The Data Analysis of Cycle 2 38
B. Discussion of Research Finding ............................................ 45
1. The comparison pre cycle and cycle 1 .................. 45
2. The comparison cycle 1 and cycle 2 .. 46
3. The comparison pre cycle and all cycle ..... 47
x
11. CHAPTER V CONCLUSION
A. Conclusion ....................................................................... 48
B. Suggestions ..................................................................... 49
References
Appendices
xi
12. LIST OT APPENDICES
Appendix 1 List of Students
Appendix 2 Lesson Plan Cycle 1
Appendix 3 Lesson Plan Cycle 2
Appendix 4 Writing Test
Appendix 5 The Observation of Teacher' Performance in Cycle 1 Appendix
6 The Observation of Teacher' Performence in Cycle 2 Appendix 7
The Observation of Students' Activeness in Cycle 1
Appendix 8
Appendix 9
The Precentages of Student's Observation in Cycle 1
The Observation of Students' Activeness in Cycle 2
Appendix 10 The Precentages of Student's Observation in Cycle 2
Appendix 11 The Pictures of Student's Activity in the Classroom Appendix 12
students worksheet
xii
13. CHAPTER 1
INTRODUCTION
A. Background of the Study
English is an international language used as a means of communication
both oral and written in most countries in the world. People use English in order
to make international contacts and to cooperate among people in different
countries in the world. Therefore, it is very important for us to learn English. In
addition, we need to learn and to practice the language as much as possible in
order to use English correctly.
''Language is the system of sounds and words used by humans to express
1
their thoughts and feelings". The mean language is an important thing in order to
communicate in the society because through language people can express their
wishes, feelings and ideas. However, the problems appear when people from
different countries with different cultures and backgrounds meet and speak
different languages. They do not understand each other. Therefore, they have to
master international languages used by most people in the world.
In language, the purpose of teaching English is to master four skills:
listening, speaking, reading, and writing. "Writing is frequently useful as
2
preparation for some other activity". It is a process of discovering and organizing
ideas, putting them on papers, and revising them. By writing, we can express our
ideas well; however, to get our meaning strong, interesting, and clear for the
reader, this skill must be improved by practicing a lot. Because writing has many
contributions for our life, we can make a habit of writing to develop this skill.
1
AS Hornby, Oxford Advanced Learner's Dictionary, (New York: Oxford University Press.
1995), p. 473.
2
Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p. 33.
1
14. In this modern world, the functions of English are to communicate in
many fields, obtain science, appliance to construct interpersonally, and assess
3
information. People begin to realize the importance of using English as a means
of communication because communication among people in the world is becoming more and
more urgent.
People learn English for several purposes includes developing ability
to communicate in the form of oral and write, growing awareness
concerning reality that English as one of foreign language to become
especial appliance learn, and developing the understanding of each
other relevant between cultures, language and extend cultural4
firmament.
Knowing that English is quite significant for Indonesia in the future, the
government always makes efforts to improve the quality of English teaching, such
as making a new curriculum. English writing has many contributions to our life;
we can make a habit of writing to develop this skill. However, many students still
have difficulties in writing because of the lack of ideas, vocabulary, grammar, and
ability to make sentences in a good arrangement.
Recently, many Indonesians keep trying to develop their English by taking
either formal or informal courses especially in English writing because it cannot
be taught; it takes continual practice.
Realizing that writing skill is very important for English learners in addition
to the other skills, it is essential for the students to develop their writing skills in
English. Allah decrees in the holy Qur'an:
"Who taught by the pen, taught man what he did not know". (QS. Al-
5
'Alaq: 4-5).
3
Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, (Jakarta:
Depdiknas, 2004), p. 9.
4
5
Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, p. 9.
st
Mahmud Y. Zayid, The Quran, (Lebanon: Dar Al-Choura, 1980), 1 Ed., p. 457.
2
15. From the verse above, we know that writing has an important role in
human life. Allah explained in the verse that Allah taught human by pen. By
writing the people will get some information. That is why human being needs to
learn how to write correctly.
Many students feel that writing is a boring activity. Therefore, teaching learning process
of writing should be varied to make students feel fun during the process. In language learning,
students need more than instruction and command
from their teacher. This is challenge for the teacher to be able to motivate the students to pay
attention. Hamalik says that "media can be used to motivate
6
students in learning" . The teachers' creativity in using teaching aid will increase
the probability that the students will learn more and the knowledge will retain
better in their mind. The writer hopes that by using such kind of teaching aid, our students will
not be bored and learn English with full of motivation. A good
teacher has some media and he will select the most effective one in order the learners to be more
interested in the lesson. There are many media which can help
that teachers make the students attracted to join the lesson.
Video critic is including in teaching media. It can use as medium of students' creativity.
Therefore, the writer want to use video critic as an alternative medium to improve students'
ability in learning English, especially to improve
their ability in writing analytical exposition text. The writer will introduce the
media to students of SMA Wahid Hasyim Batang by conducting a research in title
"The Use of Video Critic as Medium of Teaching to Improve Students' Ability in
th
Writing Analytical Exposition text (A Classroom Action Research with Grade11
Students of SMA Wahid Hasyim Batang in the Academic Year of 2010/2011).
6. O Hamalik, Media Pendidikan, (Jakarta: DEPDIKBUD, 1993). P. 18.
3
16. B. Reasons for choosing the topic
The writer chooses this research topic for at least the following reasons:
1. Writing is an important skill, but many students feel that writing is difficult
and boring. In teaching writing, teacher can use some media to support
teaching and learning process. Analytical exposition text is one of genre in
writing. Students can persuade by presenting arguments to analyze or explain
"how" or why". Thus, analytical exposition text hoped will be the beginning
for students to like writing.
2. The use of video critic as medium are thought to be able to stimulate students'
ability in learning writing, especially in writing analytical exposition text.
C. Research Questions
The research questions of this study can be formulated as follow:
1. How is the implementation of using video critic in improving students' ability
in writing analytical exposition text?
2. How is the improvement of students' ability in writing analytical exposition
text after being taught by using video critic?
D. Objectives of the Study
The objectives of this study are:
1. To describe the implementation of using video critic in improving students'
ability in writing analytical exposition text.
2. To identify the improvement of students' ability in writing analytical
exposition text after being taught by using video critic.
E. Pedagogical Significance
The result of conducting this study is useful for teacher, students, school,
readers, and writer.
4
17. 1. Teacher
The result of this study may show the teacher that video critic can be an
interesting media in teaching writing analytical exposition text. It will become
a good stimulant to improve students' ability in writing.
2. Students
The result of this study may motivate students to improve their interest in
learning writing, especially in writing analytical exposition text.
3. School
The school will make a right decision to use some media for supporting
teaching and learning process, especially to use video critic in writing class.
4. Readers
The readers can get more information and knowledge from this research.
5. Writer
The writer will get information about the implementation of using video critic
in improving students' ability in writing analytical exposition text and the
improvement of students' ability in writing analytical exposition text after
being taught by using video critic.
F. Scope of The Study
To limit the scope of the research and to analyze the problems, the findings of
the research should be limited by the following factors:
1. This research is limited only on the teaching writing especially in analytical
th
exposition text using video critic in 11 grade students of SMA Wahid
Hasyim Tersono Batang.
2. The instructional material will be confined to a number of units taken from a
guide book.
3. The problems that might come up during the implementation of teaching
th
writing especially in analytical exposition text by using video critic in 11
grade SMA Wahid Hasyim Tersono Batang.
5
18. G. Definition of the Key Term
In order to avoid mistakes and misunderstanding in term and contents of
the topic of this study, the writer explains each term as follows:
1. Video critic
Video critic is medium video worksheets for teaching a variety of
7
language skills.
2. Improve
Based on Oxford Advanced Learners' Dictionary, "improve is make or
8
become better, make good use of something". In this study, improve means a
process to increase the students' ability in writing analytical exposition text,
so that become well.
3. Students' Ability
Students' Ability has many meanings, they are the students' power or
capacity to do or act in any relation, the students' competence in any field of
9
action, the students' talent to do something well. Based on Webster New
World Dictionary, "Student is one who studies or investigates; one who is
10
enrolled".
4. Writing
Writing is one of skills; it is both physical and cognitive activity in
which the writer is required to produce a number of variables that consist of
7
8
http://www.esl-galaxy.com/video.htm, Retrieved: August 29, 2010
A.S. Hornby, Oxford Advanced learner's Dictionary of Current English (New York : Oxford
University Press, 1987),p. 427.
9
A.S. Hornby, Oxford Advanced learner's Dictionary of Current English, p.2.
10
David B. Guralnik, Webster New World Dictionary of the American Language, (NY:
Warner Books, 1984), p. 593.
6
19. word, spelling, sentence structure, punctuation, and so on, in order to make
11
possible transmission of messages.
5. Analytical exposition text
Analytical exposition text is a text that has social function to persuade
12
the readers or listeners that something is the case. So writing analytical
exposition text here is the activity to express ideas, opinions and feelings in a
text.
11
Cambridge, Dictionary of American English, (Cambridge: Cambridge University Press,
2000), p. 1006.
12
Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p.6
7
20. CHAPTER II
REVIEW OF RELATED LITERATURE
The use of Video Critic As A Medium of Teaching to Improve
Students' Ability in Writing Analytical Exposition Text
A. Theoretical Review
1. Media
a. Definition of Media.
Media is the plural form of medium. According to Celce Murcia
"Media are tools or physical things used by the teacher to motivate the
students by bringing a slice of real life into the classroom and
1
presenting language in its more complete communication complex.
The writer can say that media is important in teaching and learning
English. On the one hand, media help the teacher to deliver the
material being taught easier. On the other hand, the students can
understand the material easily. Moreover, media is a good way to
engage the students in learning English.
b. Classification of Media
Kemp, which is cited by Arsyad, states that media can be
2
classified into eight groups. Those groups are:
1. Printed Media
Printed media consist of materials, which is prepared on
papers. The materials will be used for instructional and
informational purposes.
2. Display Media
Most of display media are used by instructor to transmit
the massage or information in front of small class or audience.
1
(USA: Thomson Learning, 2001) p.142.
M. Celce and Murcia Elite Olstain, Teaching English as a Second or Foreign Language.
2
Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Grapindo Persada, 2003) p. 37.
8
21. These categories include chalkboard, flip chart, cloth broad,
and bulletin board. Chalkboard is the simplest of display
media. Chalkboard is always found in the classroom. With
good planning from teacher like using colors chalk, chalkboard
can be an effective media in teaching and learning process. Flip
chart is an advantageous display media if it is used to present
visual information such as chart, diagram, and others. Bulletin
board is usually used to present three dimensions of visual. It
will be placed in the strategic place where every people can see
it.
3. Overhead transparencies or projector (OHP)
Transparencies are popular form of instructional media.
Overhead transparencies are a visual form of word, sign,
picture, or chart which is prepared to be projected in a screen or
wall by a projector. Overhead Transparencies are designed to
be used in front of class where all students can see.
The advantages of overhead transparencies are:
a. OHP can reach a large group.
b. Teacher can face students directly because OHP can be
placed in front of class. So, teacher is able to control
students and manage activity in the class.
c. It has an ability to bring colors.
4. Audio Tape Recording
Audio material is an economical way to provide certain
type of informational and instructional content. Recording may
be prepared for group or individual. Audio tape recording is
closely related with the students' skill especially in listening.
Audio tape recording has some advantages, like:
a. The operating system is very easy.
b. It can record an event that can be used later.
5. Slide Series and Film Strips
9
22. Slides are a form of projected media, which are easy to
prepare. The slide size is 35 mm with 2x2 inch of frame. The
frame is made from cardboard or plastic. Slides series and
filmstrips frequently serve as the starting effort in a media
production program.
6. Multi Image Presentation
Combination of visual materials can be effective when
used for specific purposes. Two or more pictures are projected
simultaneously on one or more screens for group viewing.
7. Video and Motion Picture
Video and film are both "media of motion" in a frame,
where the frame is projected by a projector lens mechanically.
Video and film can be more effective than the other
instructional media for relating one idea to another, building a
continuity of thought, creating dramatic impact.
c. The Roles of Using Media in Teaching-Learning Process.
Media play important roles in teaching learning process. The
followings are the brief explanation on the roles of media:
1. To serve as an important motivator in the language teaching
process
2. To provide the students with content, meaning and guidance
3. To lend authenticity to the classroom situation
4. To provide the teacher with a way of addressing the needs of
3
both visual auditory learners.
3
Jeremy Harmer, The Practice of English Language Teaching, (London: Pearson Education,
2001), p.214.
10
23. 2. Writing
a. Definition of Writing
"Writing is functional communication, making learners possible
4
to create imagined worlds of their own design." It means that, through
writing, learners can express thought, feeling, ideas, experiences, etc to
convey a specific purpose. The purpose of writing is to give some
information.
5
Meyers said that writing is an action. This means that when we
first write something down, we have already been thinking about what
we are going to say and we are going to say it. Then after you have
finished writing, we read over what we have written and make changes
and corrections.
b. Writing Process
Writing is a never one-step action. And there are many steps of
writing process, those are;
1) Prewriting
"Prewriting is the thinking, talking, reading and writing you
do about your topic before you write a first draft. Prewriting is a way
of warming up your brain before you write, just as you warm up
6
your body before you exercise".
In prewriting step, you gather ideas to write about. Take
notes is one of way to gather ideas. There are several ways to warm
up before you write.
4
Richard Kern, Literacy and Language Teaching, (New York: Oxford University Press,
2000), p. 172.
5
Essays, (New York: Pearson Education, Inc, 2005), p. 2.
6
Inc, 2003), 3 Ed., p. 41.
Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraphs, and
Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson Education,
rd
11
24. a) Brainstorming
Brainstorming is a prewriting activity in which you come
up with a list of idea about a topic on your own or in small groups
with your classmates. You write down quickly a list of ideas that
come to your mind as you are thinking about general subject or a
specific topic. Follow these brainstorming steps:
(1).Write down your general subject or specific topic.
(2). Make a list of everything that comes to your mind about it.
(3). Use words, phrases, and sentences. Do not worry about the
order of ideas, mechanics, grammar, or spelling.
(4).Just keeps writing down whatever comes to your mind until
you run out of ideas. Because you are only brainstorming, do
7
not be concerned if you repeat several ideas.
b) Clustering
Clustering is another prewriting technique. It is a visual
way of showing how your ideas are connected using circles and
lines. The steps are;
(1). Write your topic in the center of a blank piece of paper and
draw a circle around it.
(2).Write any ideas that come into your mind about the topic in
circles around the main circle.
(3).Connect those ideas to the center word with a line.
(4).Think about each of your new ideas, and then connect them.
8
(5).Repeat this process until you runs out of ideas.
7
Ann Hogue and Alice Oshima, Introduction to Academic Writing, (New York: Pearson
nd
Education, Inc, 1997), 2 Ed., p. 68.
8
Karen Blanchard and Christine Root, Ready to write, p. 42-43.
12
25. 2) Writing
After you have finished in prewriting, you can continue to the
next step (writing). As you write, the first draft on your paragraph,
use the ideas you generated from prewriting as a guide. As you
write, remember to:
a) Begin with a topic sentence that states the main ideas, includes
several sentences that support the main idea.
b) Stick the topic does not include information that does not directly
support the main idea.
c) Arrange the sentences so that the other ideas make sense.
d) Use signal words to help the reader understand how the ideas in
your paragraph are connected.
3) Revising
It is almost impossible to write a perfect paragraph on the
first try, so it needs to be revised. The steps are:
a) Add new ideas to support the topic.
b) Cross out sentences that do not support the topic.
c) Change the order of the sentences.
d) Using the following checklist to revise your paragraph.
(1).Make sure you have a topic sentence.
(2).Cross out sentences that do not relate to the main idea.
(3).Check to see if the sentences are in the right order.
(4).Add new ideas if they support the topic sentences.
13
26. (5).Make sure you have included signal words to help guide the
reader.
9
(6).Check the punctuations, spelling and grammar.
3. Text
a. Definition of Text
In general, text is an article we often read. We know that human
beings are different from other creatures. We live in a world of words.
When these words are put together to communicate a meaning, a piece
of text is created. They will think to express their expression. We can
say that human need to express their own in many ways that can be
understood by others. Human can use a text as one of the ways to
express their own.
"A text is any stretch of language which is held together
10
cohesively through meaning". It means that when we use language to
write, we are creating and constructing a text. When we read, we are
interpreting texts. Moreover, when we talk and listen, we are also
creating and interpreting texts.
Halliday and Hasan said that a text is a social exchange of
11
meanings. It means that the sentence may have different meaning
according to the context. For example: I am buying a drink for every
body here, and the mean of that sentence is one drink for all or one
drink for each. Therefore, if we are a teacher, we must be able to
develop students' abilities to exchange the meanings in different points
of sentence.
9
Karen Blanchard and Christine Root, Ready to write, p. 44.
10
Susan Feez and Helen Joyce, Text-Based Syllabus Design, (Sydney: Macquarie
University, 2002), p. 4.
11
Language in Social-Semiotic Perspective, (Hongkong: Oxford University Press, 1984) p. 11.
M.A.K. Halliday, & Ruqaiya Hasan, Language, Context, and Text: Aspects of
14
27. b. Types of Text
There are two main categories of text. They are literary and
factual. Within these are various text types. Each text type has a
common way of using language.
1) Literary text
Literary text is a text that appeals to our emotions and
imaginations. Literary text can make laugh or cry, think about our
own life or consider our beliefs. Literary text includes aboriginal
dreaming stories, movie scripts, limericks, fairy tales, plays, novels,
song lyrics, mimes and soap operas. Media text such as films,
videos, television shows and CDs can fall in this category.
There are three main text types in this category: narrative,
12
poetic and dramatic.
2) Factual text
Factual text is a text that presents information or ideas and
aim to show, tell or persuade the audience. This text includes advertisement,
announcement, internet website, current affairs shows, debates, recipes, reports
and instructions. The main text types
in this category are recount, response, explanation, discussion,
13
information report, exposition and procedure.
4. Genre
a. Definition of Genre
"Genre is used to refer to particular text-types, not to traditional
varieties of literature. It is a type or kind of text, defined in terms of its
social purposes; also the level of context dealing with social
14
purpose".
12
Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Macmillan
Education Australia, 1997), p. 1.
13
Mark Anderson and Kathy Anderson, Text Types in English, p. 3.
14
Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 4.
15
28. The meaning of the genres intended is that students are able to
understand the concept and they would be able to identify a kind of
texts that students will have to write.
b. Kinds of Genre
There are fifteen types of genre text, they are:
1) Narrative is a kind of genre used to amuse, to entertain and to deal
with actual or various experiences in different ways.
2) News story is a factual text which informs reader's events of the day
which are considered newsworthy or important.
3) Exemplum is a kind of genre used to deal with incidents that are in
some respects out of the usual, point to some general values in the
cultural context.
4) Anecdote is a kind of genre used to share with others an account of
an unusual or amusing incident.
5) Recount is a kind of genre used to retell events for the purpose of
informing or entertaining.
6) Spoof is a kind of genre used to retell an event with a humorous
twist.
7) Procedure is a kind of genre used to describe how something is
accomplished through a sequence of actions or steps.
8) Explanation is a kind of genre used to explain the processes involved
in the formation or workings of natural or socio-cultural phenomena.
9) Report is a kind of genre used to describe the way things are, with
reference to arrange or natural, manmade and social phenomena in
our environment.
10) Analytical exposition is a kind of genre used to persuade the reader
or listener to take action on some matter.
16
29. 11) Hortatory exposition is a kind of genre used to persuade the reader
or listener that something should or should not be the case.
12) Discussion is a kind of genre used to present (at least) two points
of view about an issue.
13) Description is a kind of genre used to describe a particular person,
place or thing.
14) Review is a kind of genre used to critique an art work or event for a
public audience.
15) Commentary is a kind of genre used to explain the processes
involved in the information (evolution) of a social-cultural
15
phenomenon, as though a natural phenomenon.
5. Analytical exposition
There are many references to define what recount is, such as;
definition, social function, generic structure and significant
lexicogrammatical features or language features.
a. Definition of Analytical exposition
"An exposition text is a piece of text that presents one side of an
16
issue." The purpose of an exposition text is to persuade the readers or
listeners by presenting one side of an argument.
From the definition above, it can be concluded that an analytical
exposition text is a spoken or written text, which is used to persuade
other people about their ideas.
b. Social Function of Analytical exposition.
"The social function of analytical exposition text is to persuade
17
the reader or listener that something is the case".
15
16
p.69.
17
Rudi Hartono, Genres of Text, p.7
rd
Blanchard, Karen and Cristine Root, Ready to write, (USA: Longman, 2003) 3 Ed.,
Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6.
17
30. It means that the purpose of analytical exposition is to invite the
readers to aware with something occurs in our environment.
c. Generic Structure of Analytical exposition
There are some steps for constructing a written analytical
exposition, they are;
1).Thesis
2).Arguments
3).Conclusion
: Introducing the topic and showing speaker or
writer's position; outlines of the arguments are
presented.
: It consist of point and elaboration
: Reiteration (restatement), restates speaker or
writer's position.
d. Significant Lexicogrammatical or Language Feature of analytical
exposition
The significant lexicogrammatical or language features of
analytical exposition are:
1) Using simple present tense to state the general statements of fact, to
express habitual or everyday activity, to indicate a situation that
exists right now.
2) Using relational processes and internal conjunction to construct the
arguments.
3) Focusing on generic human and non-human participant.
4) Using reasoning clause through causal conjunction
and
18
nominalization. Below is the example of analytical exposition text.
Why Hats Should Be Worn in the Playground
Students should always wear hats in the school playground to protect
their skin and eyes. (THESIS)
18
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, (Sydney: Gerd
Stabler, 1994), p. 212.
18
31. Firstly, hats protect the skin from sunburn. As we know, lunch and
recess are during the sunniest part of the day. Without hats, student's skin would get
much burnt and that could cause skin cancer. (ARGUMENT 1)
Secondly, hats can help prevent eye damage from the sun. Even on cloudy
days there can be a lot of glare from the sun. Hats help to prevent
some of the glare so that we do not have to squint and hurt our eyes. (ARGUMENT 2)
In conclusion, hats should be worn in the playground at all times.
19
(REITERATION)
6. Video critic
a. Definition of Video critic
Video critic is medium worksheets for teaching a variety of
20
language skills .
Short video extract can be used as one component in a longer
lesson sequence, whether to illustrate the topic, to highlight and
language point, or to settle a class after a noisy activity. Video critic can
enhance stimulation not only because it can provide very telling
feedback when students can watch themselves.
b. The Advantages of Using Video Critic in Teaching Writing
1) There is the obvious but nevertheless very important factor of added
interest provided by a visual stimulus. The added interest increases
learner motivation.
2) Video provides for learners to hear authentic language used in the
context.
3) Video provides practice in listening comprehension.
4) Video effectively stimulates further activity.
To some people video is merely a glorified version of audiotape
and the use of video in class is just listening with pictures. But there
19
20
Alexander mongot jaya dkk, English revolution (Jepara : El-rahma), P.56.
http://www.esl-galaxy.com/video.htm. Retrieved: August 29, 2010
19
32. are many reasons why video can add a special, extra dimension to the
learning experience:
1) Seeing language in use
One of the main advantages of video is that students not just hear
language, but they see it too. This greatly aids comprehension, since
for example; general meaning and moods are often conveyed through
expression, gestures and other visual clues.
2) Cross-cultural awareness
Video uniquely allows students to look at far beyond their
classroom. Video is also of great value in giving students a change to
see such things as what kinds of food people eat in other countries
and what they wear.
3) The power of creation
When students use video cameras themselves they are given the
potential to create something memorable and enjoyable.
4) Motivation
For all of the reason so far mentioned, most students show an
increased level of interest when they have a chance to see language
in use as well as hear it and when this is coupled with interesting
21
tasks.
B. Previous Research
This research is similar to these two following previous research,
except that, this research will focus on improving students' ability in writing
analytical exposition text, not on students' achievement. The two researches
which relevance to this research is as follows:
1 . Research entitled: Documentary Photographs as Media in Developing
Student's Ability in Writing Analytical Exposition text (An action research
to the eleventh graders of SMA N 1 Grobogan in the academic year
21
Jeremy Harmer, The Practice of English Language Teaching, (London: Pearson
Education, 2001). P.282.
20
33. 22
2009/2010). The result showed that there was a difference in
achievement of students' writing before and after treating by using
documentary photographs. The average of the students' result in pre-test
was 62.85, in cycle one test was 72.38, in cycle two test was 76.88, and in
the post test was 77.93.
2 . Research entitled: The Student's Ability in Creating Written Analytical
Exposition text (The case of grade XI students of SMA N 1 Banjarnegara
23
in the academic year of 2009/2010). The objectives of his study were to
know the students' ability in creating analytical exposition text which they
study in senior high school grade XI. It showed from the result of students'
achievement in post test that increase from pre test. From this thesis, the
researcher found the same in genre, but differ in media.
22
Retno Megayanti, (2201405638) Documentary Photographs as media in developing
students' ability in writing analytical exposition text (an action research to the eleventh graders of
SMA N 1 Grobogan in the academic year 2009/2010), (Semarang: FPBS UNNES), 2009.
23
Wahyu fauzan, (2201405612), The students' ability in creating written analytical
exposition text (the case of grade XI students of SMA N 1 Banjarnegara in the academic year of
2009/2010), (Semarang: FPBS UNNES), 2009.
21
34. CHAPTER III
RESEARCH METHOD
A. Setting of the Study
There are some reasons why the writer chose SMA Wahid Hasyim
Tersono Batang as a research object. First, the writer's background has bailed
out science in that school. Therefore, the writer has known the ability students
in writing analytical exposition text. Second, research location is near the
writer's home so it makes easier for the writer to execute research.
B. Participant of the Study
This study was conducted in SMA Wahid Hasyim Tersono in the
academic year of 2010/2011. Because analytical exposition text taught at
eleventh grade, the subjects of study were IPS 1 students of SMA Wahid
Hasyim Tersono, consist of 38 students (16 boys and 22 girls).
C. Research Design
In this study, the writer used classroom action research (CAR). Action
research is a kind of research that is conducted in the classroom by a teacher.
This research can offer new ways and procedures to improve teacher's
professionalism in the teaching learning process and students' learning result.
"Action research is a method of professional self-development which
1
involves the systematic collection and analysis of data related to practice".
From the statement above, it can be concluded that action research emerge
caused by the existence of awareness actor activity which feel less satisfied
with his job result. Constituted of awareness alone, actor activity tries to
complete his job, the actor activity conducted work repeatedly, and the process
is controlled seriously for getting a better result.
1
Michael J. Wallace, Action Research for Language Teachers, (New York: Cambridge
University Press, 1998), p. 255.
22
35. Action research is the name given to a series of procedures teachers
can engage in, either because they wish to improve aspects of their teaching, or
because they wish to evaluate the success and or
2
appropriacy of certain activities and procedures.
By the definition of action research above, it can be concluded that
action research is a series of procedures carried out by a teacher in the classroom to improve
aspects of teaching and to evaluate the success in appropriateness of certain activities and
procedures. Seeing that action research
is significant for the repair of teaching learning process, therefore there are characteristics of
action research. They are:
1. On the job problem oriented
It means that a problem that observed is a real problem emerging from
work world researcher. If researcher is a teacher, hence problems observed
are the problem of school or class.
2. Problem solving oriented
This means that action research is one of trouble-shooting strategies that
exploits real action in the form of process innovative development "tried at
the same time walk" in detect and problem solve.
3. Improvement oriented
The mean of this character is the research affirmation for the
importance of each component from an organizational system to develop
well.
4. Multiple data collection
Multiple data collection is used to fulfill critical approaches principle of
data collections; many ways are generally used to collect the data, including
observation, test, interview, questionnaire, etc. All these ways are focused to
get result validation of research.
2
Jeremy Harmer, The Practice Of English Language Teaching, (England: Longman,
2003), P. 344.
23
36. 5. Cyclic
Action research is applied to pass sequences of planning, acting,
observing and reflecting, by cycle which intrinsically explains critical idea
and reflective to effectiveness of action.
6. Collaborative
Collaborative here, it means that a researcher collaborates with other
people, every step of the research, such as planning, acting, observing and
3
reflecting to improve observation during research process.
Based on statement above, that one of characteristic action research is
cycle, there are four components in one cycle for doing classroom action research. They are:
1. Planning
Planning is a plan to conduct treatments or after making sure about the
problem of the research, a researcher needs to prepare before doing an
action research.
2. Acting
This section discusses about the steps and activities that would be taken
by the researcher. It means that a researcher implemented the plan, which is
made in previous phase in the field of research.
3. Observing
In this step, a researcher has to observe all events or activities during
the research. The observation is done during the research in purpose of
getting any data to show students' condition while research is conducted.
4. Reflecting
Reflecting is the inspection effort on the success or the failure in
reaching the temporary purposes in order to determine the alternative steps
4
that are probably made to get the final goals of the research.
This research used action research, therefore; to analysis, the data
would be combining both of qualitative and quantitative approaches.
3
4
Jeremy Harmer, The Practice Of English Language Teaching, p. 4.
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Asdi
Mahasatya, 2006), p. 98-99.
24
37. "Quantitative research is a research data in the form of numbers and analyze
5
uses statistic". It means that quantitative research is used to determine how
large a sample size will be needed from a given population in order to achieve findings with
an acceptable degree of accuracy calculate the sample size for a survey and quantitative
research refers to counts and measures of things.
"Qualitative research is a type of investigation in which there is a
6
substantial subjective element". It means that qualitative research is collecting,
analyzing, and interpreting data by observing what people do and say. Qualitative
research refers to the meanings, concepts, definitions, characteristics,
metaphors, symbols, and descriptions of things.
D. Research Procedure
Research procedure is something, which have been planned to execute
research with purpose to obtain a data. In this section, the writer conducted
four activities, they are;
1. First activity (Pre-Cycle)
th
The data collection was started on Monday, November 15 2010. The
first step, research focused on building the rapport with the English teacher of
SMA Wahid Hasyim Tersono-Batang, in order to build trust and comfort, for
the sake of getting an in-depth data. Researcher is interviewing English
teacher; discussing about what there are the problems of students' writing
especially in writing analytical exposition text. The second, researcher and
teacher will discuss to arrange an action plan that will be applied in this study.
The following is the schedule of the research:
No.
1.
Date
On Monday, November 15
2010
th
Time Task
th
11.30 a.m. -12.50
Pre-cycle
p.m.
2.
3.
On Friday, November 19 2010 07.00 a.m. -08.30 a.m. The First Cycle
nd
On , November 22 2009 11.30 a.m.-12.50 p.m. The Second Cycle
5
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: CV. Alfabeta,
2008), p. 7.
6
Michael J. Wallace, Action Research for Language Teachers, p. 258.
25
38. In this study, the researcher gave test which was focused on writing
analytical exposition text. As mentioned above, there were three times of tests
such as: first test in pre cycle, second test in first cycle, and third test in second
cycle. Each cycle, there were 10-15 sentences in which are arranged by
students. So there were 30-45 sentences in all cycle of tests. From tests above,
it had been given to the students of the SMA Wahid Hasyim Batang, followed
by 38 students, 16 boys and 22 girls.
st
2. Second activity (1 Cycle)
a. Planning
b. Acting
: planning the action related to the student's result on pre
test.
: - showing video related topic.
- explaining analytical exposition text
- giving student's group assignment to make analytical
exposition text.
c. Observing : observing students' activity while they were doing the
duty.
d. Reflecting : concluding the result of the first cycle.
nd
3. Third activity (2 Cycle)
a. Planning : planning the action related to the student's result test.
b. Acting : Reviewing the material about analytical exposition text.
Showing video related topic.
Asking the students to make analytical exposition text.
c. Observing : observing student's activity while they were doing duty.
d. Reflecting : concluding the result of the second cycle.
E. Scoring Technique
In this study, the writer used rating scale to score or evaluate the
students' achievement in writing. There are five aspects, which are used as
26
39. consideration in scoring. They are content, organization, vocabulary, language
use (grammar), and mechanics. The scoring guidance is as follows:
Categories
Content
Score
Table 2. Score Guidance
Criteria
30-27 Excellent to very good: knowledgeable; substantive;
thorough; development of thesis; relevant to assigned
topic.
26-22 Good to average: some knowledge of subject; adequate
range; limited development of thesis; mostly relevant to
topic, but lacks detail.
21-17 Fair to poor: limited knowledge of subject; little
substance; inadequate development of topic.
16-13 Very poor: does not show knowledge of subject; non-
substantive; not pertinent.
Organization 20-18 Excellent to very good: fluent expression; ideas clearly
stated/ supported; succinct; well-organized; logical
sequencing; cohesive.
17-14 Good to average: somewhat choppy; loosely organized
but main ideas stand out; limited support; logical but
incomplete sequencing.
13-10 Fair to poor: non-fluent; ideas confused or disconnected;
lacks logical sequencing and development.
9-7 Very poor: does not communicate; no organization.
Vocabulary 20-18 Excellent to very good: sophisticated range; effective
word/idiom choice and usage; word from mastery;
appropriate register.
17-14 Good to average: adequate range; occasional errors of
word/idiom form; choice; usage but meaning not
obscured.
27
40. 13-10 Fair to poor: limited range; frequent errors
of
word/idiom form, choice, usage; meaning confused or
obscured.
9-7 Very poor: essentially translation; little knowledge of
English vocabulary, idioms, word form.
Language
use
25-22 Excellent to very good: effective complex construction;
few errors of agreement, tense, number, word order/
function, articles, pronouns, prepositions.
21-18 Good to average: effective but simple constructions;
minor problems in complex constructions; several errors
of agreement, tense, number, word order/ function,
articles, pronouns, prepositions but meaning seldom
obscured.
17-11 Fair to poor: major problems in simple/complex
constructions; frequent errors of negation, agreement,
tense, number, word order/ function, articles, pronouns,
preposition and fragments, run-ons, deletions; meaning
confused or obscured.
10-5
Mechanics 5
4
3
Very poor: virtually no mastery of sentence construction
rules; dominated by errors; does not communicate.
Excellent to very good: demonstrates mastery of
conventions; few errors of spelling, punctuation,
capitalization, paragraphing.
Good to average: occasional errors of
spelling,
punctuation, capitalization, paragraphing, but meaning
not obscured.
Fair to poor: frequent errors of spelling, punctuation,
capitalization, paragraphing; poor handwriting; meaning
confused
28
41. 2 Very poor: no mastery of conventions; dominated by
errors of spelling, punctuation,
capitalization, 7
paragraphing; handwriting illegible.
F. Achievement Level
To know whether success or failure a student in writing recount text, to
inform their achievement, the writer made students achievement level which on
the table below;
Table 3. Achievement Level
Test Score
80-100
60-79
40-59
20-39
0-19
Achievement Level
Excellent
Good
Fair
Poor
8
Very Poor
G. Technique of Data Collection
To collect the data the writer used three instruments: Observation and
Writing test.
1. Observation
"Observation is a perception activity to know how far research
9
effectiveness of action have reached target".
It means that observation is used to monitor student's activity during
the teaching learning process to get a data. To collect a data through observation used
checklist technique.
7
244-246.
8
H. D. Brown, Language assessment (NY: Addison Wesley Longman Inc, 2001), p .
Martin Parrott, Tasks for Language Teachers: A Resource Book for Training and
Development, (New York: Cambridge University Press, 1993), p. 237.
9
Development, p. 139.
Martin Parrott, Tasks for Language Teachers: A Resource Book for Training and
29
42. "The checklist technique defines certain behaviors or events that can be
10
checked off as they occur during a lesson". According to Jeffry Glanz,
there are some matters, which must be paid attention in doing observation,
11
among others are:
a. The purpose of the observation
b. The activity occurs teaching learning process
c. The social interaction
d. People talk to each other
e. Investigation is focused on individuals, events, setting, and
circumstances.
2. Writing Test
The writer carried out the writing test in this research. Writing test is
12
used to measure students' writing ability would be to have them write.
Writing is an appropriate test for measuring the students' mastery of the
whole language aspects that have been taught in the teaching learning
process.
There are two kinds of writing test, namely composition test and
13
objective test of writing. In this study, the writer used composition test of
writing. In this assignment, the students are required to compose a short
paragraph of analytical exposition text based on video, which consists of 10-
15 sentences.
10
Jeffrey Glanz, Action Research: An Educational Leader's Guide to
SchoolImprovement, (Norwood: Christopher-Gordon, 1998), p. 142.
11
Improvement, p. 141.
12
1969), p. 69.
Jeffrey Glanz, Action Research: An Educational Leader's Guide to
School
David P. Harris, Testing English as a Second Language, (Bombay: Mc Graw-Hill,
13
David P. Harris, Testing English as a Second Language, p. 72.
30
43. H. Technique of Data Analysis
1. Writing Test
Writing test includes pre-cycle test, cycle 1 test and cycle 2 tests. In this
research, the researcher also uses mean formula to know the average of
students' score and to check students' improvement in learning analytical
exposition text.
The mean score of the class will be searched by using this
14 X
following formula:
M
Where: M
n
: The average of student score
x : Total score
n : The number of students
14
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan (Edisi Revisi), (Jakatta: Bumi
rd
Aksara, 2002) 3 Ed., p. 162.
31
44. CHAPTER IV
RESEARCH FINDING
In this chapter, the data that have been collected were analyzed and
discussed to know the result of each activity during a research.
A. WRITING TEST
1. Pre-cycle
Before conducting this action research, a pre-test was given. The
purpose of pre-cycle was to know the students' ability in writing analytical
exposition paragraph. Pre-cycle was conducted on Monday, 15 November
2010. They were 38 students who followed the test.
They had to write an analytical exposition paragraph about healthy
theme. The length of paragraph consists of 10-15 sentences. The time
allotment was 35 minutes. The pre-cycle result would be compared to the
students' test results after treatment to know the improvement of the
students' ability in writing analytical exposition. The pre-cycle result can be
seen in the table below:
Table 1. Score of Pre-cycle test
NO Name of students Component of writing score
score
C O V
G
10 13 14
15
11 12 12
11
12 15
13
11
13
12
14
12
11
10
11
13
12
13
11
14
10
12
15
15
11
12
12
11
1
2
3
4
5
6
7
8
Abdul Kharist
Abdul Rohman
Agung Restu Putra
Agus Santoso
Ahmad Syaidur Rozat
Ahmad Syukron
Ahmad Zaenudin
Akhmad Zayid F
M
13
12
14
12
11
12
13
11
65
58
69
64
55
63
60
57
32
46. 33 Romayasyifah
34 Siti Azizah
35 Suci Pujiati
36 Umi Khoiroh
37 Widiyaningsih
38 Yahwan Hakim
15
12
16
13
13
11
471
15
12
16
11
14
11
479
15
13
17
12
13
12
468
15
12
14
11
12
12
469
15
11
17
11
12
12
477
75
60
80
58
64
58
2364
M =
M =
x
n
2364
38
= 62.21
From the pre-cycle result above can be concluded that the students'
ability in writing analytical exposition text was still poor. Most of the students were poor
in all of those components especially in content, organization, and grammar.
Most of the students were poor in all of those components especially
in ideas, organization, and grammar. The students' writing was not coherent
and united. In addition, the content of their essay was lack of ideas. Although they knew
the theory of analytical exposition text well, they failed
to differentiate the use of verb and adjective. An example of their mistake
was found in the sentence, "drug is danger our health", it had to be "drug dangers our
health". Then, the students also failed to state the subject in every clause. For example,
"drug can make us addicted. Can cause death". It had to be, "drug can make us addicted.
It can cause death". Consequentially, the students' grammar was needed to be improved.
34
47. Furthermore, a lot of students ignored the mechanics of writing
including the use of capital letters, periods, and comma on their writing. The
students used inappropriate vocabulary.
Based on the explanation above, the average of students' result in pre-
cycle was 62.61. According to Martin Parrott, the students' achievement
level in this pre-cycle was failed. It could be said that treatment was
important to improve students' writing skill.
2. Cycle 1
In this cycle, the researcher-conducted treatment first before executed
a test. It was conducted on Friday, 19 November 2010. There were 38
students following teaching learning process. Teaching learning process
during treatment was represented in many steps.
a. Planning
1). Choosing the teaching learning materials (health video)
2). Arranging the lesson plan based on the teaching materials
3). Preparing the test Instrument
4). Preparing teaching facilities
5).Preparing students' attendance list
b. Acting
The first meeting was used to conduct building knowledge of field of
modeling of the text stage. Then the next meeting was used to hold join
construction of text and independent of text construction. In this cycle, I
gave the students treatment, I concerned on the student's difficulty to build
the ideas in writing analytical exposition essay. Video critic gave them ideas
to build. Therefore, I concerned on some leading question that could help
the students comprehend fully. Basically, they knew the pattern of simple
present tense, tense that use in analytical exposition. However, they failed in
adapting this tense in form of analytical exposition essay. The process of
teaching and learning during the treatment was represented in the learning
stages. There were four stages in the cycle one.
35
48. The first stage was building knowledge of field. Firstly, in the
previous meeting I attached video critic in the classroom. I hope that it
could increase their sense of curiosity. Moreover, it was expected that the
students would get something to inspire their writing.
The next stage was modeling of text. As stated before, the students
had almost understood the theory of analytical exposition. However, they
got difficulties in writing an essay of analytical exposition. Therefore, I
intended to make the students understood, not only the theory but also the
application of the theory. I lead them to discuss their mistake in pre-test.
Then I chose one of the video. Knowing that students had never used video
as media before, I gave them some leading question. To help them, I also
used mind map technique. The students were enthusiastic in joining the
discussion. Then, I showed them the way to combine those ideas into a
coherent essay. They identified the generic structure of the text easily.
Having clear with the construction of analytical exposition text, I lead
the students to the next stage that was join construction of text. At first, I
asked every group to choose one of theme based on the video that have been
given.
The last stage was independent construction of text. In this stage I
asked every student to write an analytical exposition essay based on the
video they had watched. The video could be the same, but the essay had to
be varied. The topic was still health. The length of the essay was 10-15
sentences and the time allotment was 40 minutes. Moreover, the result of
cycle one test can be seen in the table below:
Table 2. Score of Cycle 1 test
NO Name of students Component of writing score score
C O V
G
14 14 15
15
15 14 15
12
1
2
Abdul Kharist
Abdul Rohman
M
14
12
72
68
36
50. 27 Mohammad Zafik
28 Mohammad Wiwin
Y.
29 Mukodimah
30 Nikmatul Fauziyah
31 Nurhayati
32 Octiana Ayu Lestari
33 Romayasyifah
34 Siti Azizah
35 Suci Pujiati
36 Umi Khoiroh
37 Widiyaningsih
38 Yahwan Hakim
13
17
13
16
13
14
13
14
14
15
66
76
16
17
16
13
16
13
17
14
17
15
567
17
16
15
13
16
13
13
13
17
16
554
16
15
13
12
15
14
17
13
15
14
538
16
14
14
10
17
12
15
13
15
13
518
15
16
13
10
16
12
17
13
14
14
529
80
78
71
58
80
64
79
66
74
72
2706
M =
M =
x
n
2706
38
= 71.21
Based on the test result, the average of students in treatment (cycle 1)
was 71.21. It increased 9.0 from pre-test and it could be concluded that a
first cycle was successful enough. In first cycle, the writer analyzed that
some students still had difficult in writing analytical exposition. The students had
difficulty in making a paragraph analytical exposition that was
united and coherent and they still had difficult in grammar, word choice, and
38
51. mechanics. Based on the problem above, the teacher conducted cycle 2 in
order to improve the students' writing analytical exposition.
c.Observing
This observation is the first one done during this research; it was
conducted on Friday, 19 August 2010. In this meeting, all of the students
attended in class. While the teacher showing video critic, they watching to
the video and listening to teacher's explanation, they did what the teacher
says and none students to be crowded also asked permission to leave the
classroom. In the second activity, there were not students did not pay
attention to the learning process. Yahwan, Umi, Lutfi Agustins, Lukman
Hakim, Muhammad Zafik, and Fitriyah were the students who active in
asking question because they wanted to know more analytical exposition
text. When the teacher gave a task to them, none students did not do the
tasks but they are discipline in doing the task but two of the students were
not active during a lesson, they were: M.wiwin Y and Octiana Ayu Lestari.
These students were also not cooperating with their group although their
teacher had admonished them.
d. Reflecting
1) The teaching that had done by the teacher had not maximal, because in
giving materials was less interesting.
2) The students activity in learning process had not maximal. It was
caused many students did not pay attention to the teacher. It still there
where many students spoke with their friend when teaching learning
process was progress. Beside that, there were many students that did
not understand the instruction that was given by the teacher.
3) Teacher should prepare teaching media well.
4) Teacher should improve students motivation in learning process
especially for students that less attention.
3. cycle 2
a. Planning
1). Choosing the teaching learning materials (health video)
39
52. 2). Arranging the lesson plan based on the teaching materials
3). Preparing the test Instrument
4). Preparing teaching facilities
b. Acting
Cycle two took two meetings. The first meeting was on Monday 22
November. The second meeting was on 23 November 2010. Generally, the
procedure of teaching learning activity in this cycle was almost the same as
the previous cycle. The first meeting was used as joint construction of text
and independent of text stages. The main concern on this cycle was on
making the students' writing more coherent and better than before.
However, I still tried to develop the other components.
In building knowledge of field stage, I explored the students
vocabulary by drilling them some vocabulary used in analytical exposition. I
also used video to inspire the students in varying vocabulary. In the next
stage that was modeling of text, I showed them a video. Then, I asked them
to explore the video on the white board. I wrote their ideas by using mind
map technique.
Move to the next stage, joint construction of text. In this stage, every
student had to write their own essay about the video they had discussed. The
rule was still the same, the time allotment was 40 minutes and the length of
essay was 10-15 sentences.
The result of students' achievement in writing analytical exposition in
the cycle 2 was shown in the table below:
Table 3. Score of cycle 2 test
NO Name of students Component of writing score
Score
C O V
G
15 14 15
15
16 16 16
16
17 17 17
16
1
2
3
Abdul Kharist
Abdul Rohman
Agung Restu Putra
M
15
15
15
74
79
82
40
54. 28 Mohammad Wiwin
Y.
29 Mukodimah
30 Nikmatul Fauziyah
31 Nurhayati
32 Octiana Ayu Lestari
33 Romayasyifah
34 Siti Azizah
35 Suci Pujiati
36 Umi Khoiroh
37 Widiyaningsih
38 Yahwan Hakim
17 16 16 15 16 80
17
17
16
15
17
14
18
15
17
15
602
18
17
16
15
18
14
19
14
17
16
604
16
17
14
15
16
14
19
14
16
15
581
17
14
15
12
15
13
17
14
15
14
548
16
17
13
13
17
14
18
14
15
14
569
84
82
74
70
83
70
91
71
80
74
2904
M =
M =
x
n
2904
38
= 76.42
c. Observing
This observation is the first one done during this research; it was
conducted on Monday, 22 November and Tuesday, 23 November 2010. This
observation was executed while students doing test. In a play, all of the
students attended in class and listened to teacher's explanation. While doing
test, there were five students did not paying attention to the learning process.
There was one group still crowded and there was six students' active in asking
questions, two students' like to be crowded, such as Wiwid and M.Ulin. In this
42
55. activity, there were four students asked permission to leave the classroom but
all of the students discipline in doing the task and none the students were not
active during a lesson also they cooperated in performance a play .
From the statement above, it can be concluded that while executed
observation the writer knew the activity what the students did during teaching
learning process. The writer concluded that class XI IPS 1 of SMA Wahid
Hasyim Tersono Batang belonging to the active and in the law obedient'
students. It was proved while most of the students listened to teacher's
explanation, active asked the questions, and discipline in doing a task. In the
law obedient' students, it proved from the attendance list and the students were
not like to be crowded although two of three students still made crowded.
d. Reflecting
Evaluate the steps in teaching learning process, discussed the result of
observation, and assessed the result of students' understanding for the
improvement of students' writing analytical exposition text. According to the
researcher, all activities could run well. All of the students were paying
attention to the teacher seriously and interestingly while write the lesson.
From the result above, I concluded that the research proved that the use of
video critics to develop students, ability in writing was significant.
From this result, the writer concluded that the students' achievement in
writing analytical exposition text using video critics as a medium had a
significant improvement and we can look on the graph below:
43
56. Diagram1
Improvement of Students' Score
In Writing Analytical exposition text
90
80
70
60
50
40
30
20
10
0
Pre- cycle
Series1
Cycle 1 Cycle 2
B. DISCUSSION
Table 5
Percentages of Observation
No Students' Pre cycle% Cycle 1
% Participation
1 Being enthusiastic in
listening to teachers'
explanation of
analytical exposition
text
2 Being answering the
teacher question
3 Being serious in
group discussion
4 Being enthusiastic in
watching video
critics
Cycle 2 %
100 100 100
47 67 76
26 53 58
61 89 100
44
59. 1. The comparison of pre cycle and cycle 1
In pre cycle we can see that students' activeness were very low. This
can be concluded that there were about 47 % students did not give
participant to teacher's explanation. It was shown by their attitudes during
the class that most of them were talking to each other while the study in
progress. Even when they were in groups of discussion, they did not show
any enthusiasm in joining the activity. For instance, when teacher pointed
one of them to express their writing in front of class, student who was
pointed would point another student or his/her partner instead. This
repeated over and over until there was someone who did not have a chance
to refuse tried to express this expression.
In contrast, in cycle 1, students' responds toward speaking were
shown significant improvement. It was resulted that students
activeness/participation in writing activity were 67%. It increased from pre
cycle. Here, 2 students who were pointed to come forward for their group
did not refuse or point another partner to come forward instead.
From the result above, the average students in Pre Cycle were only
62, 21 and Cycle I was 71, 21, the comparison between Pre Cycle and
Cycle I improved 9 %. It meant the use of video critic can improve
students' achievement in writing
2. The Comparison of Cycle 1 and Cycle 2
In cycle 1 we can see that students' activeness were very low. This
can be concluded that the students did not give attention to teacher's
explanation. It was shown by their attitudes during the class that most of
them were talking to each other while the study in progress or sleeping.
Even when they were in groups of discussion, they did not show any
enthusiasm in joining the activity. For instance, when teacher pointed
one of them to come forward, student who was pointed would point
another student or his/her partner instead. This repeated over and over
47
60. until there was someone who did not have a chance to refuse tried to
write their writing.
In contrast, in cycle 2, students' responds toward writing were
shown the improvement. It was resulted that
students
activeness/participation in writing activity increased from cycle 1. Here,
4 students who were pointed to come forward for their group did not
refuse or point another partner to come forward instead.
It can be said that the use of video critic as a medium were
effective in improving students' writing ability and motivated them to be
more active in engaging themselves in writing activity. In short,
students' were more actively writing; they leaved their laziness and
embarrassment by actively writing.
In addition, their achievement in speaking also increased. Students mean
in cycle I 71, 21, increased up to 76, 42 in cycles II. It was higher than
minimum score that must be reached. Those indicated that video critic
can improve students' writing ability.
3. The comparison of pre cycle and all cycle
Interpretation takes the result of analysis, makes the interferences
pertinent to the research relation studied and draws conclusion about the
relations. In the best average scores of the pre cycle cycle1 and cycle 2 of
the students was 62, 21, 71, 21, and 76, 42. It shows that cycle 1 scores of
the class (71, 2) is better than (76, 4) the result of the cycle 2 of the class is
higher than cycle 1. Based on the result above, the writer concluded that
the teaching learning activity by using video critic can improve the
students' achievement in writing analytical exposition text.
48
61. CHAPTER V
CONCLUSION
A. Conclusion
Based on the research and observation conducted in this classroom action research it
can be concluded:
1. The research on the use of video critic as a medium to improve student's
ability in writing analytical exposition text was done in two cycles. In
teaching learning process the researcher showed students video critic. In
this process, she asked them to pay attention and take any notes about the
video. The students had to write who the characters were the problems and
how the video ended. The researcher asked some questions related the
video. Finally, the researcher asked the students to write an analytical
exposition text based on the video.
2. Based on the implementation of video critic in teaching writing, video
critic contributed to the development ability in writing analytical
exposition text of the eleventh grade students of SMA Wahid Hasyim
Tersono in the academic year of 2010/2011. Analysis of pre-cycle, cycle
one and cycle two, show that there is a difference in students' writing
achievement before and after being treated by using video critic in
teaching analytical exposition text. It can be proved from the average
score of students from each cycle. In the pre-cycle, the average score of
students was 62, 21, in the cycle one test was 71, 21, in cycle two test was
76, 42. It proved that the result of cycle two test was better than the score
of KTSP (2006) standard that is 65. The treatments in fact facilitate the
students to write an analytical exposition text. Therefore, video critics
inspire the students write a coherent and meaningful analytical exposition
text.
49
62. B. Suggestions
In teaching English, the teacher must create fun and enjoyable atmosphere. The
enjoyment is the important thing that hopefully will have
good effects on the education. Because what they dislike, they drop as soon as possible. In
other words, the teacher should make the teaching learning process enjoyable, because
students love to play and learn best when they
enjoy themselves.
From the conclusions above, there are some suggestions in order to improve writing
skill, especially for the teacher, the students, and the reader.
The writer's suggestions are as follows:
1. For the teachers
a. Teacher is suggested to be creative in teaching writing, because by
giving interesting media or technique, students will have an interest to
learn writing more
b. Teacher should have some strategies and ways to enrich their English
teaching techniques.
2. For the students
The students should not be afraid of making mistake and worried
about their ability in choosing and arranging words to produce sentences
in present tense, because it would make them not to enjoy writing and not
to be confident enough in writing on their own. In writing analytical
exposition text, they should use stages in writing process like prewriting,
writing, and revising, so they could write freely and easily.
Finally, the writer realizes that this paper is far from being perfect, so
that, constructive critics and advice are really expected for the perfection of
the thesis. Hopefully, this thesis will be useful for all teachers. Amin ya robb
al alamin.
50
64. REFERENCES
Anderson, Mark and Anderson, Kathy, Text Types in English, South Yarra:
Macmillan Education Australia, 1997.
Arsyad, Azhar, Media Pembelajaran, Jakarta: PT. Raja Grafindo Persada. 2003.
Arikunto, Suharsimi, Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara,
2002
Blanchard, Karen and Root, Christine, Ready to Write, New York: Pearson
rd
Education, Inc, 2003, Ed. 3 .
Brown, H. D., Language Assessment New York: Addison Wesley Longman,
2001.
Cambridge, Dictionary of American English, Cambridge: Cambridge University
Press, 2000.
Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris,
Jakarta: Depdiknas, 2004.
Fauzan, Wahyu, The students' ability in creating written analytical exposition text
(the case of grade XI students of SMA N 1 Banjarnegara in the academic
year of 2009/2010). Unpublished Thesis. Semarang : FPBS UNNES, 2009.
Feez, Susan and Joyce, Helen, Text-Based Syllabus Design, Sydney: Macquarie
University, 2002.
Gerot, Linda and Wignell, Peter, Making Sense of Functional Grammar, Sydney:
Gerd Stabler, 1994.
Glanz, Jeffrey, Action Research: An Educational Leader's Guide to School
Improvement, Norwood: Christopher-Gordon, 1998.
Guralnik, David B., Webster New World Dictionary of the American Language,
NY: Warner Books, 1984.
Hamalik, O, Media Pendidikan, Jakarta: DEPDIKBUD, 1993.
65. Halliday, M.A.K & Hasan, Ruqaiya, Language, Context, and Text: Aspects of
Language in Social-Semiotic Perspective, Hongkong: Oxford University
Press, 1984.
Harmer, Jeremy, The Practice of English Language Teaching, England: Pearson
rd
Education Limited, 2001, Ed. 3 .
,
------------------- How to Teach Writing, England: Pearson Education Limited,
2004.
Hartono, Rudi, Genres of Texts, Semarang: UNNES, 2005.
Hornby, A S, Oxford Advanced Learner's Dictionary, New York: Oxford
University Press, 1995.
------------------, Oxford Advanced Learner's Dictionary of Current English, New
York: Oxford University Press, 1987.
Jaya, Alexander Mongot, et. al., English Revolution. Jepara: Mawas Press, 2006.
Kern, Richard, Literacy and Language Teaching, New York: Oxford University
Press, 2000.
Megayanti, Retno, Documentary photographs as media in developing students'
ability in writing analytical exposition text. (An action research to the
eleventh graders of SMA N 1 Grobogan in the academic year 2009/2010).
Unpublished Thesis. Semarang : FPBS UNNES, 2009
Meyers, Alan, Gateways to Academic Writing: Effective Sentences, Paragraphs,
and Essays, New York: Pearson Education, Inc, 2005.
Parrott, Martin, Tasks for Language Teachers: A Resource Book for Training and
Development, New York: Cambridge University Press, 1993.
Wallace, Michael J., Action Research for Language Teachers, New York:
Cambridge University Press, 1998.
st
Zayid, Mahmud Y., The Quran, Lebanon: Dar Al-Choura, 1980, Ed. 1 .
http://www.esl-galaxy.com/video.htm
66. Appendix 1
STUDENTS LIST
NameNo
1 Abdul Kharist
2 Abdul Rohman
3 Agung Restu Putra
4 Agus Santoso
5 Ahmad Syaidur Rozat
6 Ahmad Syukron
7 Ahmad Zaenudin
8 Akhmad Zayid F
9 Alfiyah
10 Alfiana Rosyida
11 Azizah Fitri Khasanah
12 Faizaturrohmah
13 Fitriyah
14 Hermawan
15 Hikmatul Munifah
16 Ihsanudin
17 Kuniatin Nuqobah
18 Laili Masfufah
19 Laila Fitriani
20 Lailinatul Muhimmah
21 Lukman Hakim
22 Lutfi Agustina
23 Lutfi Fitriyatul Amalia
24 Lutfiyatul Khasanah
25 M. Ali Bagrudin
26 M. Azka Arifian
27 Mohammad Zafik
28 Mohammad Wiwin Y.
29 Mukodimah
30 Nikmatul Fauziyah
31 Nurhayati
32 Octiana Ayu Lestari
33 Romayasyifah
34 Siti Azizah
35 Suci Pujiati
36 Umi Khoiroh
37 Widiyaningsih
38 Yahwan Hakim
Students Code
A -1
A -2
A -3
A- 4
A -5
A -6
A -7
A- 8
A -9
A-10
A -11
A -12
A- 13
A -14
A -15
A -16
A- 17
A- 18
A -19
A -20
A- 21
A-22
A -23
A -24
A -25
A- 26
A -27
A -28
A -29
A- 30
A- 31
A -32
A -33
A -34
A- 35
A -36
A 37
A -38
1
67. Appendix 2
LESSON PLAN (1)
School
Subject
Class/Semester
Skill
Material
Time
I. Competency Standard
II. Basic Competency
: SMA Wahid Hasyim Batang
: English
: X I/ 1
: Writing
: Analytical exposition text
: 2 X 45 minutes
: Expressing meaning in short functional text and
monologue in report, narrative, and
analytical
exposition in the context of daily life.
: To express meaning and rhetorical stage in essay
written language accurately, fluently and acceptably
in the context of daily life in report texts, narrative
texts, analytical exposition texts.
: - Students are able to use grammar, vocabulary
and punctuation accurately
- Students are able to write an
analytical
exposition text.
: Th.M.Sudarwati dkk, Look Ahead an English
courses for SMA Grade X1 Jakarta, Erlangga , 2007.
: Video
:
III. Indicator
IV. Source
V. Media
Learning Activities
1. Pre
Activities
•
•
Teacher opens the class by greetings.
"Good morning students, how are you today?
Teacher checks students attendance.
2
68. 2. Main Activities
a.
b.
c.
d.
BKOF (Building Knowledge of the Field)
• Teacher gives introduction about materials by asking some
questions.
"Do you know analytical exposition text ?"
"What do you think about analytical exposition text"?
• Students answer the questions orally.
MOT (Modelling of the Text)
• Teacher explains students about analytical exposition text (
about the social Function, Generic structure, Lexico
grammatical features)
• Teacher gives an example of analytical exposition text by
using slide of power point.
• Teacher explains to students about the function of video
critic in analytical exposition text.
JCOT (Joint Construction of the Text)
• Teacher asks students to watch the video
• Teacher asks students to take a note
• Teacher ask students to decided the topic based on the
video
ICOT (Independent Construction of the Text)
• Teacher asks students to write an analytical exposition
text based on the video show.
3. Post Activities
•
•
•
Teacher reviews the material.
Teacher gives suggestion to students to study hard and to memorize new
vocabulary.
Teacher closes the class.
3
69. VI. ASSESSMENT
The teacher asks students to write an analytical exposition text based on the
video show.
Aspects to be assessed
- content, organization, vocabulary, grammar and mechanic
4
70. Appendix 3
LESSON PLAN (2)
School
Subject
Class/Semester
Skill
Material
Time
VII.Competency Standard
VIII. Basic Competency
: SMA Wahid Hasyim Batang
: English
: X I/ 1
: Writing
: Analytical exposition text
: 2 X 45 minutes
: Expressing meaning in short functional text and
monologue in report, narrative, and
analytical
exposition in the context of daily life.
: To express meaning and rhetorical stage in essay
written language accurately, fluently and acceptably
in the context of daily life in report texts, narrative
texts, analytical exposition texts.
: - Students are able to use grammar, vocabulary
and punctuation accurately
- Students are able to write an
analytical
exposition text.
: Th.M.Sudarwati dkk, Look Ahead an English
courses for SMA Grade X1 Jakarta, Erlangga , 2007.
: Video
IX. Indicator
X. Source
XI. Media
.
Learning Activities
4. Pre
Activities
•
:
•
Teacher opens the class by greetings.
"Good morning students, how are you today?
Teacher checks students attendance.
5
71. 5. Main Activities
e.
f.
g.
h.
BKOF (Building Knowledge of the Field)
• Teacher gives introduction about materials by asking some
questions.
"Do you know analytical exposition text ?"
"What do you think about analytical exposition text"?
• Students answer the questions orally.
MOT (Modelling of the Text)
• Teacher explains students about analytical exposition text (
about the social Function, Generic structure, Lexico
grammatical features)
• Teacher gives an example of analytical exposition text by
using slide of power point.
• Teacher explains to students about the function of video
critic in analytical exposition text.
JCOT (Joint Construction of the Text)
• Teacher asks students to watch the video
• Teacher asks students to take a note
• Teacher ask students to decided the topic based on the
video
ICOT (Independent Construction of the Text)
• Teacher asks students to write an analytical exposition
text based on the video show.
6. Post Activities
•
•
Teacher reviews the material.
Teacher gives suggestion to students to study hard and to memorize new
vocabulary.
6
72. • Teacher closes the class.
XII. ASSESSMENT
The teacher asks students to write an analytical exposition text based on the
video show.
Aspects to be assessed
- content, organization, vocabulary, grammar and mechanic
Semarang, 29 November 2010
The Researcher,
Nur Zaenah
NIM.073411018
Approved by
Headmaster English Teacher
Drs.Aminudin Yudha Priyono, S.Pd.
7
73. Appendix 4
WRITING TEST
A. PRE TEST
• Instructions;
1. Write your name and class on the top of paper.
2. Make a short an analytical exposition text about healthy.
3. The duration of writing is 40 minutes.
4. You have to write at least 15 sentences.
5. If you need, you can open your dictionary.
B. CYCLE ONE TEST
• Instructions;
1. Write your name and class on the top of paper.
2. Make a short an analytical exposition text about healthy.
3. The duration of writing is 40 minutes.
4. You have to write at least 15 sentences.
5. If you need, you can open your dictionary.
C. CYCLE TWO TEST
• Instructions;
1. Write your name and class on the top of paper.
2. Make a short an analytical exposition text about healthy.
3. The duration of writing is 40 minutes.
4. You have to write at least 15 sentences.
5. If you need, you can open your dictionary.
8
74. Appendix 5
OBSERVATION SHEET FOR THE TEACHER
Cycle : I
Meeting: II
Date : 19 November 2010
No
1
Teacher Ability
Opening the
Lesson
Indicator
• Preparing media in
teaching learning.
• Checking
student
attendance.
• Doing apperception.
A
V
V
V
B
Score value
C D E
2 Developing The
Teaching Learning
Process
• Giving the students a
chance to participate
in teaching learning by
asking and answering
• Teacher explanation
clearly
• Applying the mind to
the all groups
• Making all students to
be more active
• Chewing out
the trouble maker
• Using English
V
3
4
Teacher
Explanation
Classroom
Management
5 Language Use
6 Media Use
7 Closing the
Lesson
NB: A: 80-89
pronunciation
• Intonation
• Using media to clear
the explanation
• Using media actively,
creatively, effectively,
and comfortability.
• Concluding the lesson
V
V
V
V
V
V
V
V
V
B: 70-79 C: 60-69 D: 50=59 E: 40-49
9
75. Appendix 6
OBSERVATION SHEET FOR THE TEACHER
Cycle : II
Meeting: III
Date : 22 November 2010
No
1
Teacher Ability
Opening the
Lesson
Indicator
• Preparing media in
teaching learning.
• Checking
student
attendance.
• Doing apperception.
A
V
V
V
B
Score value
C D E
2 Developing The
Teaching Learning
Process
• Giving the students a
chance to participate
in teaching learning by
asking and answering
• Teacher explanation
clearly
• Applying the mind to
the all groups
• Making all students to
be more active
• Chewing out
the trouble maker
• Using English
V
3
4
Teacher
Explanation
Classroom
Management
5 Language Use
6 Media Use
7 Closing the
Lesson
NB: A: 80-89
pronunciation
• Intonation
• Using media to clear
the explanation
• Using media actively,
creatively, effectively,
and comfortability.
• Concluding the lesson
V
V
V
V
V
V
V
V
V
B: 70-79 C: 60-69 D: 50=59 E: 40-49
10
76. Appendix 7
OBSERVATION SHEET FOR STUDENTS
Cycle : I
Meeting: II
Date : 19 November 2010
NO Name of
students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Abdul Kharist
Abdul Rohman
Agung Restu Putra
Agus Santoso
Ahmad Syaidur Rozat
Ahmad Syukron
Ahmad Zaenudin Akhmad
Zayid Farokhi
Alfiyah
Alfiana Rosyida
Azizah Fitri Khasanah
Faizaturrohmah
Fitriyah
Hermawan
Hikmatul Munifah
Ihsanudin
Kuniatin Nuqobah
Laili Masfufah
Laila Fitriani
Lailinatul Muhimmah
Lukman Hakim
Lutfi Agustina
Lutfi Fitriyatul Amalia
Lutfiyatul Khasanah
M. Ali Bagrudin
M. Azka Arifian
Mohammad Zafik
Mohammad Wiwin Y.
Mukodimah
Nikmatul Fauziyah
Nurhayati
Octiana Ayu Lestari
Student's Participation
B C
DV
V
V
A
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
E
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
11
77. 33
34
35
36
37
38
Romayasyifah
Siti Azizah
Suci Pujiati
Umi Khoiroh
Widiyaningsih
Yahwan Hakim
V
V
V
V
V
V
V V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
INDICATORS
A: Being enthusiastic in listening to teachers' explanation of analytical exposition
text
B: Being answering the teacher question
C: Being serious in group discussion
D: Being enthusiastic in watching video critic
E: Being enthusiastic in doing test
12
78. Appendix 8
THE PRECENTAGE OF STUDENTS' OBSERVATION
Cycle : I
Meeting: II
Date : 19 November 2010
NO
1
Students Participation
Being enthusiastic in listening to teachers'
explanation of analytical exposition text
Being answering the teacher question Being
serious in group discussion
Being enthusiastic in watching video
critics
Being enthusiastic in doing test
Total
Students %
38
100
Scale of Score
G P
VP
E
V
2
3
4
5
25
20
34
38
67
53
89
100
V
V
V
V
Note:
E
G
P
VP
: 85%-100%
: 69%-84%
: 63%-68%
: < 53%
13
79. Appendix 9
OBSERVATION SHEET FOR STUDENTS
Cycle : II
Meeting: III
Date : 22 November 2010
NO Name of
students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Abdul Kharist
Abdul Rohman
Agung Restu Putra
Agus Santoso
Ahmad Syaidur Rozat
Ahmad Syukron
Ahmad Zaenudin Akhmad
Zayid Farokhi
Alfiyah
Alfiana Rosyida
Azizah Fitri Khasanah
Faizaturrohmah
Fitriyah
Hermawan
Hikmatul Munifah
Ihsanudin
Kuniatin Nuqobah
Laili Masfufah
Laila Fitriani
Lailinatul Muhimmah
Lukman Hakim
Lutfi Agustina
Lutfi Fitriyatul Amalia
Lutfiyatul Khasanah
M. Ali Bagrudin
M. Azka Arifian
Mohammad Zafik
Mohammad Wiwin Y.
Mukodimah
Nikmatul Fauziyah
Nurhayati
Octiana Ayu Lestari
Students' participations
B C
D V
VV
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
A
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
E
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
14
80. 33
34
35
36
37
38
Romayasyifah
Siti Azizah
Suci Pujiati
Umi Khoiroh
Widiyaningsih
Yahwan Hakim
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
INDICATORS
A: Being enthusiastic in listening to teachers' explanation of analytical exposition
text
B: Being answering the teacher question
C: Being serious in group discussion
D: Being enthusiastic in watching video critics
E: Being enthusiastic in doing test
15
81. Appendix10
THE PRECENTAGE OF STUDENTS' OBSERVATION
Cycle : II
Meeting: III
Date : 22 November 2010
NO
1
Students Participantion
Being enthusiastic in listening to teachers'
explanation of analytical exposition text
Being answering the teacher question
Total
Students %
38
Scale of Score
E G
P
VP
100 V
2
3
4
5
29 76
58
100 V
100 V
Being serious in group discussion
22
Being enthusiastic in watching video
critic
Being enthusiastic in doing test
38
38
V
V
Note:
E
G
P
VP
: 85%-100%
: 69%-84%
: 63%-68%
: < 53%
16
86. CURRICULUM VITAE
Name
Date of Birth
Student Number
Address
E -mail
: Nur Zaenah
th
: Batang, July 9 , 1989
: 73411018
: 1. Home
Sembung Rt 02 Rw 04 No.37
Banyuputih Batang
2. Boarding House
Perumahan Bank Niaga Blok C 9
: Chubby_zaena@yahoo.co.id
Educational Background
1. MI Islamiyah Sembung
2. MTs Nurul Huda Banyuputih
3. MA NU Limpung
4. IAIN Walisongo Semarang
Semarang, 2 June 2011
Nur Zaenah
NIM: 073411018
