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THE USE OF VIDEO CRITIC AS A MEDIUM OF TEACHING TO
IMPROVE STUDENTS’ ABILITY IN WRITING
(A Classroom Action Research with
Tersono Batang
Submitted in Partial Fulfillment of the Requirement
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
VIDEO CRITIC AS A MEDIUM OF TEACHING TO
IMPROVE STUDENTS’ ABILITY IN WRITING
ANALYTICAL EXPOSITION TEXT
lassroom 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
STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2011
VIDEO CRITIC AS A MEDIUM OF TEACHING TO
IMPROVE STUDENTS’ ABILITY IN WRITING
SMA Wahid Hayim
2011)
Submitted in Partial Fulfillment of the Requirement
STATE INSTITUTE FOR ISLAMIC STUDIES
Assalamualaikum Wr. Wb.
After correcting it to whatever extent necessary, we state that the final project
belongs to student as
Name
Reg Number
Department
Title
is ready to be submitted to join last examination.
Wassalamu’alaikum Wr. Wb.
Advisor I
Siti Tarwiyah, M.Hum.
NIP. 19721108 199903 2 002
ii
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:
: Nur Zaenah
Reg Number : 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
Advisor II
Siti Tarwiyah, M.Hum. Dr. H. Ruswan
19721108 199903 2 002 NIP. 19680424 199303 1 004
Dean of Faculty of Tarbiyah
State Institute for Islamic Studies
(IAIN Walisongo Semarang)
After correcting it to whatever extent necessary, we state that the final project
USE OF VIDEO CRITIC AS A MEDIUM
TEACHING TO IMPROVE STUDENTS’
WRITING ANALYTICAL
(A classroom Action Research with Students of
1 of SMA Wahid Hasyim Tersono Batang in
2011)
3 March 2011
H. Ruswan, M.A
80424 199303 1 004
iii
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 : 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)
Name of Student : Nur Zaenah
Student Number : 073411018
Department : Tadris
Filed of Study : 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 Siti Tarwiyah, M. Hum
NIP.19670305 200112 1 001 NIP. 19721108 199903 2 002
Examiner I, Examiner II,
Dra. Hj. Siti Mariam, M. Pd Samsul Ma’arif, M. Ag
NIP.19650727 199203 2 002 NIP.19741030 200212 1 002
Advisor I, Advisor II,
Siti Tarwiyah, M.Hum. Dr. H. Ruswan , M.A
NIP. 19721108 199903 2 002 NIP. 19680424 199303 1 004
iv
ABSTRACT
Title : 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).
Writer : Nur Zaenah
Student Number : 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
v
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.
vi
A THESIS STATEMENT
I am, the student with the following identity:
Name : Nur Zaenah
Student Number : 073411018
Department : 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
vii
DEDICATION
The thesis is dedicated to:
My beloved father and mother
My beloved brother and sisters
All my big family
viii
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
research in their school, and the students of SMA Wahid Hasyim grade XIth
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.
ix
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
x
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
xi
CHAPTER V CONCLUSION
A. Conclusion ....................................................................... 48
B. Suggestions ..................................................................... 49
References
Appendices
xii
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 The Precentages of Student’s Observation in Cycle 1
Appendix 9 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
1
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
their thoughts and feelings”.1
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
preparation for some other activity”.2
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.
2
In this modern world, the functions of English are to communicate in
many fields, obtain science, appliance to construct interpersonally, and assess
information.3
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 cultural
firmament.4
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-
‘Alaq: 4-5).5
3
Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, (Jakarta:
Depdiknas, 2004), p. 9.
4
Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, p. 9.
5
Mahmud Y. Zayid, The Quran, (Lebanon: Dar Al-Choura, 1980), 1st
Ed., p. 457.
3
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
students in learning”6
. 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
Writing Analytical Exposition text (A Classroom Action Research with Grade11th
Students of SMA Wahid Hasyim Batang in the Academic Year of 2010/2011).
6. O Hamalik, Media Pendidikan, (Jakarta: DEPDIKBUD, 1993). P. 18.
4
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.
5
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
exposition text using video critic in 11th
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
writing especially in analytical exposition text by using video critic in 11th
grade SMA Wahid Hasyim Tersono Batang.
6
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
language skills.7
2. Improve
Based on Oxford Advanced Learners’ Dictionary, “improve is make or
become better, make good use of something”.8
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
action, the students’ talent to do something well.9
Based on Webster New
World Dictionary, “Student is one who studies or investigates; one who is
enrolled”.10
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
http://www.esl-galaxy.com/video.htm, Retrieved: August 29, 2010
8
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.
7
word, spelling, sentence structure, punctuation, and so on, in order to make
possible transmission of messages.11
5. Analytical exposition text
Analytical exposition text is a text that has social function to persuade
the readers or listeners that something is the case.12
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
8
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
presenting language in its more complete communication complex.1
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
classified into eight groups.2
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
M. Celce and Murcia Elite Olstain, Teaching English as a Second or Foreign Language.
(USA: Thomson Learning, 2001) p.142.
2
Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Grapindo Persada, 2003) p. 37.
9
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
10
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
both visual auditory learners.3
3
Jeremy Harmer, The Practice of English Language Teaching, (London: Pearson Education,
2001), p.214.
11
2. Writing
a. Definition of Writing
“Writing is functional communication, making learners possible
to create imagined worlds of their own design.”4
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.
Meyers said that writing is an action.5
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
your body before you exercise”.6
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
Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraphs, and
Essays, (New York: Pearson Education, Inc, 2005), p. 2.
6
Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson Education,
Inc, 2003), 3rd
Ed., p. 41.
12
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
not be concerned if you repeat several ideas.7
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.
(5).Repeat this process until you runs out of ideas.8
7
Ann Hogue and Alice Oshima, Introduction to Academic Writing, (New York: Pearson
Education, Inc, 1997), 2nd
Ed., p. 68.
8
Karen Blanchard and Christine Root, Ready to write, p. 42-43.
13
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.
14
(5).Make sure you have included signal words to help guide the
reader.
(6).Check the punctuations, spelling and grammar.9
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
cohesively through meaning”.10
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
meanings.11
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
M.A.K. Halliday, & Ruqaiya Hasan, Language, Context, and Text: Aspects of
Language in Social-Semiotic Perspective, (Hongkong: Oxford University Press, 1984) p. 11.
15
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,
poetic and dramatic.12
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,
information report, exposition and procedure.13
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
purpose”.14
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.
16
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.
17
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
phenomenon, as though a natural phenomenon.15
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
issue.”16
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
the reader or listener that something is the case”.17
15
Rudi Hartono, Genres of Text, p.7
16
Blanchard, Karen and Cristine Root, Ready to write, (USA: Longman, 2003) 3rd
Ed.,
p.69.
17
Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6.
18
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 : Introducing the topic and showing speaker or
writer’s position; outlines of the arguments are
presented.
2).Arguments : It consist of point and elaboration
3).Conclusion : 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
nominalization.18
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.
19
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.
(REITERATION) 19
6. Video critic
a. Definition of Video critic
Video critic is medium worksheets for teaching a variety of
language skills20
.
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
Alexander mongot jaya dkk, English revolution (Jepara : El-rahma), P.56.
20
http://www.esl-galaxy.com/video.htm. Retrieved: August 29, 2010
20
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
tasks.21
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.
21
2009/2010).22
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
in the academic year of 2009/2010).23
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.
22
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
involves the systematic collection and analysis of data related to practice”.1
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.
23
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
appropriacy of certain activities and procedures.2
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.
24
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
reflecting to improve observation during research process.3
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
that are probably made to get the final goals of the research.4
This research used action research, therefore; to analysis, the data
would be combining both of qualitative and quantitative approaches.
3
Jeremy Harmer, The Practice Of English Language Teaching, p. 4.
4
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Asdi
Mahasatya, 2006), p. 98-99.
25
“Quantitative research is a research data in the form of numbers and analyze
uses statistic”.5
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
substantial subjective element”.6
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)
The data collection was started on Monday, November 15th
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. Date Time Task
1. On Monday, November 15th
2010
11.30 a.m. -12.50
p.m.
Pre-cycle
2. On Friday, November 19th
2010 07.00 a.m. -08.30 a.m. The First Cycle
3. On , November 22nd
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.
26
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.
2. Second activity (1st
Cycle)
a. Planning : planning the action related to the student’s result on pre
test.
b. Acting : - 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.
3. Third activity (2nd
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
27
consideration in scoring. They are content, organization, vocabulary, language
use (grammar), and mechanics. The scoring guidance is as follows:
Table 2. Score Guidance
Categories Score Criteria
Content 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.
28
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 Very poor: virtually no mastery of sentence construction
rules; dominated by errors; does not communicate.
Mechanics 5 Excellent to very good: demonstrates mastery of
conventions; few errors of spelling, punctuation,
capitalization, paragraphing.
4 Good to average: occasional errors of spelling,
punctuation, capitalization, paragraphing, but meaning
not obscured.
3 Fair to poor: frequent errors of spelling, punctuation,
capitalization, paragraphing; poor handwriting; meaning
confused
29
2 Very poor: no mastery of conventions; dominated by
errors of spelling, punctuation, capitalization,
paragraphing; handwriting illegible.7
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 Achievement Level
80-100 Excellent
60-79 Good
40-59 Fair
20-39 Poor
0-19 Very Poor8
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
effectiveness of action have reached target”.9
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
H. D. Brown, Language assessment (NY: Addison Wesley Longman Inc, 2001), p .
244-246.
8
Martin Parrott, Tasks for Language Teachers: A Resource Book for Training and
Development, (New York: Cambridge University Press, 1993), p. 237.
9
Martin Parrott, Tasks for Language Teachers: A Resource Book for Training and
Development, p. 139.
30
“The checklist technique defines certain behaviors or events that can be
checked off as they occur during a lesson”.10
According to Jeffry Glanz,
there are some matters, which must be paid attention in doing observation,
among others are:11
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
used to measure students’ writing ability would be to have them write.12
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
objective test of writing.13
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 School
Improvement, (Norwood: Christopher-Gordon, 1998), p. 142.
11
Jeffrey Glanz, Action Research: An Educational Leader’s Guide to School
Improvement, p. 141.
12
David P. Harris, Testing English as a Second Language, (Bombay: Mc Graw-Hill,
1969), p. 69.
13
David P. Harris, Testing English as a Second Language, p. 72.
31
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
following formula:14
n
X
M
∑=
Where: M : The average of student score
∑x : Total score
n : The number of students
14
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan (Edisi Revisi), (Jakatta: Bumi
Aksara, 2002) 3 rd
Ed., p. 162.
32
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 M
1 Abdul Kharist 10 13 14 15 13 65
2 Abdul Rohman 11 12 12 11 12 58
3 Agung Restu Putra 12 15 13 15 14 69
4 Agus Santoso 11 13 13 15 12 64
5 Ahmad Syaidur Rozat 12 10 11 11 11 55
6 Ahmad Syukron 14 11 14 12 12 63
7 Ahmad Zaenudin 12 13 10 12 13 60
8 Akhmad Zayid F 11 12 12 11 11 57
33
9 Alfiyah 11 12 11 12 12 58
10 Alfiana Rosyida 12 11 12 11 11 57
11 Azizah Fitri
Khasanah
13 12 12 13 13 63
12 Faizaturrohmah 13 13 13 13 13 65
13 Fitriyah 13 14 13 14 14 68
14 Hermawan 12 12 11 12 11 58
15 Hikmatul Munifah 13 14 12 10 11 60
16 Ihsanudin 13 14 13 14 14 68
17 Kuniatin Nuqobah 12 12 11 10 11 56
18 Laili Masfufah 13 14 11 10 14 62
19 Laila Fitriani 14 13 14 14 15 70
20 Lailinatul Muhimmah 14 11 13 12 13 63
21 Lukman Hakim 14 14 13 12 14 67
22 Lutfi Agustina 12 12 11 12 12 59
23 Lutfi Fitriyatul
Amalia
12 12 12 13 13 62
24 Lutfiyatul Khasanah 12 13 12 14 14 65
25 M. Ali Bagrudin 13 14 13 12 12 64
26 M. Azka Arifian 11 11 11 11 12 56
27 Mohammad Zafik 12 11 11 12 13 59
28 Mohammad Wiwin
Y.
13 12 13 13 13 64
29 Mukodimah 15 15 14 14 15 73
30 Nikmatul Fauziyah 13 13 14 14 13 67
31 Nurhayati 12 12 11 13 12 60
32 Octiana Ayu Lestari 6 10 6 6 6 34
34
33 Romayasyifah 15 15 15 15 15 75
34 Siti Azizah 12 12 13 12 11 60
35 Suci Pujiati 16 16 17 14 17 80
36 Umi Khoiroh 13 11 12 11 11 58
37 Widiyaningsih 13 14 13 12 12 64
38 Yahwan Hakim 11 11 12 12 12 58
Σ 471 479 468 469 477 2364
Σ x
M =
n
2364
M =
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.
35
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.
36
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 M
1 Abdul Kharist 14 14 15 15 14 72
2 Abdul Rohman 15 14 15 12 12 68
37
3 Agung Restu Putra 16 16 16 16 15 78
4 Agus Santoso 15 16 15 16 15 77
5 Ahmad Syaidur Rozat 11 14 13 13 13 64
6 Ahmad Syukron 15 15 15 13 13 71
7 Ahmad Zaenudin 14 14 13 12 12 65
8 Akhmad Zayid
Farokhi
14 14 13 11 12 64
9 Alfiyah 13 14 13 13 13 66
10 Alfiana Rosyida 14 13 13 13 13 66
11 Azizah Fitri
Khasanah
15 15 14 13 16 73
12 Faizaturrohmah 15 15 15 15 15 75
13 Fitriyah 16 16 16 16 16 80
14 Hermawan 15 13 14 13 13 68
15 Hikmatul Munifah 16 15 14 12 12 69
16 Ihsanudin 16 16 16 15 16 79
17 Kuniatin Nuqobah 14 14 12 12 12 64
18 Laili Masfufah 14 16 13 12 13 68
19 Laila Fitriani 17 16 17 15 16 81
20 Lailinatul Muhimmah 15 13 14 13 14 69
21 Lukman Hakim 16 14 15 13 15 73
22 Lutfi Agustina 14 14 13 13 14 68
23 Lutfi Fitriyatul
Amalia
15 15 15 14 15 74
24 Lutfiyatul Khasanah 14 15 12 16 15 72
25 M. Ali Bagrudin 16 16 14 14 14 74
26 M. Azka Arifian 14 13 13 12 12 64
38
27 Mohammad Zafik 13 13 13 13 14 66
28 Mohammad Wiwin
Y.
17 16 14 14 15 76
29 Mukodimah 16 17 16 16 15 80
30 Nikmatul Fauziyah 17 16 15 14 16 78
31 Nurhayati 16 15 13 14 13 71
32 Octiana Ayu Lestari 13 13 12 10 10 58
33 Romayasyifah 16 16 15 17 16 80
34 Siti Azizah 13 13 14 12 12 64
35 Suci Pujiati 17 13 17 15 17 79
36 Umi Khoiroh 14 13 13 13 13 66
37 Widiyaningsih 17 17 15 15 14 74
38 Yahwan Hakim 15 16 14 13 14 72
Σ 567 554 538 518 529 2706
Σ x
M =
n
2706
M =
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
39
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)
40
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 M
1 Abdul Kharist 15 14 15 15 15 74
2 Abdul Rohman 16 16 16 16 15 79
3 Agung Restu Putra 17 17 17 16 15 82
41
4 Agus Santoso 17 17 16 16 15 81
5 Ahmad Syaidur Rozat 15 15 15 14 15 74
6 Ahmad Syukron 16 16 15 14 14 75
7 Ahmad Zaenudin 16 16 15 14 14 75
8 Akhmad Zayid
Farokhi
16 16 14 14 14 74
9 Alfiyah 15 15 14 13 14 71
10 Alfiana Rosyida 14 15 14 14 14 71
11 Azizah Fitri
Khasanah
17 16 16 13 16 78
12 Faizaturrohmah 15 16 16 15 15 77
13 Fitriyah 17 16 17 16 15 81
14 Hermawan 15 14 16 13 15 73
15 Hikmatul Munifah 16 17 15 14 14 76
16 Ihsanudin 16 17 17 15 17 82
17 Kuniatin Nuqobah 15 15 14 14 15 73
18 Laili Masfufah 15 16 14 13 14 72
19 Laila Fitriani 17 16 17 15 16 81
20 Lailinatul Muhimmah 16 15 15 14 15 75
21 Lukman Hakim 15 16 14 14 15 74
22 Lutfi Agustina 16 16 14 13 15 74
23 Lutfi Fitriyatul
Amalia
16 16 16 15 15 78
24 Lutfiyatul Khasanah 15 16 15 16 15 77
25 M. Ali Bagrudin 17 16 14 14 15 76
26 M. Azka Arifian 15 15 14 13 14 71
27 Mohammad Zafik 14 14 14 14 15 71
42
28 Mohammad Wiwin
Y.
17 16 16 15 16 80
29 Mukodimah 17 18 16 17 16 84
30 Nikmatul Fauziyah 17 17 17 14 17 82
31 Nurhayati 16 16 14 15 13 74
32 Octiana Ayu Lestari 15 15 15 12 13 70
33 Romayasyifah 17 18 16 15 17 83
34 Siti Azizah 14 14 14 13 14 70
35 Suci Pujiati 18 19 19 17 18 91
36 Umi Khoiroh 15 14 14 14 14 71
37 Widiyaningsih 17 17 16 15 15 80
38 Yahwan Hakim 15 16 15 14 14 74
Σ 602 604 581 548 569 2904
Σ x
M =
n
2904
M =
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
43
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:
44
Diagram1
Improvement of Students’ Score
In Writing Analytical exposition text
B. DISCUSSION
Table 5
Percentages of Observation
No Students’
Participation
Pre cycle% Cycle 1 % Cycle 2 %
1 Being enthusiastic in
listening to teachers’
explanation of
analytical exposition
text
100 100 100
2 Being answering the
teacher question
47 67 76
3 Being serious in
group discussion
26 53 58
4 Being enthusiastic in
watching video
critics 61 89 100
0
10
20
30
40
50
60
70
80
90
Pre- cycle Cycle 1 Cycle 2
Series1
45
5 Being enthusiastic in
doing test
100 100 100
Table 6
Score of Students’ Achievement
No Code Pre cycle Cycle 1 Cycle 2
1 A-1 65 72 74
2 A-2 58 68 79
3 A-3 69 78 82
4 A-4 64 77 81
5 A-5 55 64 74
6 A-6 63 71 75
7 A-7 60 65 75
8 A-8 57 64 74
9 A-9 58 66 71
10 A-10 57 66 71
11 A-11 63 73 78
12 A-12 65 75 77
13 A-13 68 80 81
14 A-14 58 68 73
15 A-15 60 69 76
16 A-16 68 79 82
17 A-17 56 64 73
18 A-18 62 68 72
46
19 A-19 70 81 81
20 A-20 63 69 75
21 A-21 67 73 74
22 A-22 59 68 74
23 A-23 62 74 78
24 A-24 65 72 77
25 A-25 64 74 76
26 A-26 56 64 71
27 A-27 59 66 71
28 A-28 64 76 80
29 A-29 73 80 84
30 A-30 67 78 82
31 A-31 60 71 74
32 A-32 34 58 70
33 A-33 75 80 83
34 A-34 60 64 70
35 A-35 80 79 91
36 A-36 58 66 71
37 A-37 64 74 80
38 A-38 58 72 74
Σ 2364 2706 2904
47
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
48
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.
49
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.
50
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.
51
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Education, Inc, 2003, Ed. 3rd
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http://www.esl-galaxy.com/video.htm
1
STUDENTS LIST
No Name Students Code
1 Abdul Kharist A -1
2 Abdul Rohman A -2
3 Agung Restu Putra A -3
4 Agus Santoso A- 4
5 Ahmad Syaidur Rozat A -5
6 Ahmad Syukron A -6
7 Ahmad Zaenudin A -7
8 Akhmad Zayid F A- 8
9 Alfiyah A -9
10 Alfiana Rosyida A-10
11 Azizah Fitri Khasanah A -11
12 Faizaturrohmah A -12
13 Fitriyah A- 13
14 Hermawan A -14
15 Hikmatul Munifah A -15
16 Ihsanudin A -16
17 Kuniatin Nuqobah A- 17
18 Laili Masfufah A- 18
19 Laila Fitriani A -19
20 Lailinatul Muhimmah A -20
21 Lukman Hakim A- 21
22 Lutfi Agustina A-22
23 Lutfi Fitriyatul Amalia A -23
24 Lutfiyatul Khasanah A -24
25 M. Ali Bagrudin A -25
26 M. Azka Arifian A- 26
27 Mohammad Zafik A -27
28 Mohammad Wiwin Y. A -28
29 Mukodimah A -29
30 Nikmatul Fauziyah A- 30
31 Nurhayati A- 31
32 Octiana Ayu Lestari A -32
33 Romayasyifah A -33
34 Siti Azizah A -34
35 Suci Pujiati A- 35
36 Umi Khoiroh A -36
37 Widiyaningsih A 37
38 Yahwan Hakim A -38
Appendix 1
2
LESSON PLAN (1)
School : SMA Wahid Hasyim Batang
Subject : English
Class/Semester : X I/ 1
Skill : Writing
Material : Analytical exposition text
Time : 2 X 45 minutes
I. Competency Standard : Expressing meaning in short functional text and
monologue in report, narrative, and analytical
exposition in the context of daily life.
II. Basic Competency : 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.
III. Indicator : - Students are able to use grammar, vocabulary
and punctuation accurately
- Students are able to write an analytical
exposition text.
IV. Source : Th.M.Sudarwati dkk, Look Ahead an English
courses for SMA Grade X1 Jakarta, Erlangga , 2007.
V. Media : Video
Learning Activities :
1. Pre Activities
• Teacher opens the class by greetings.
“Good morning students, how are you today?
• Teacher checks students attendance.
Appendix 2
3
2. Main Activities
a. 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.
b. 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.
c. 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
d. 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.
4
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
5
LESSON PLAN (2)
School : SMA Wahid Hasyim Batang
Subject : English
Class/Semester : X I/ 1
Skill : Writing
Material : Analytical exposition text
Time : 2 X 45 minutes
VII.Competency Standard : Expressing meaning in short functional text and
monologue in report, narrative, and analytical
exposition in the context of daily life.
VIII. Basic Competency : 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.
IX. Indicator : - Students are able to use grammar, vocabulary
and punctuation accurately
- Students are able to write an analytical
exposition text.
X. Source : Th.M.Sudarwati dkk, Look Ahead an English
courses for SMA Grade X1 Jakarta, Erlangga , 2007.
XI. Media : Video
.
Learning Activities :
4. Pre Activities
• Teacher opens the class by greetings.
“Good morning students, how are you today?
• Teacher checks students attendance.
Appendix 3
6
5. Main Activities
e. 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.
f. 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.
g. 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
h. 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.
7
• 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.
8
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.
Appendix 4
9
OBSERVATION SHEET FOR THE TEACHER
Cycle : I
Meeting: II
Date : 19 November 2010
No Teacher Ability Indicator Score value
A B C D E
1 Opening the
Lesson
• Preparing media in
teaching learning.
• Checking student
attendance.
• Doing apperception.
V
V
V
2 Developing The
Teaching
Learning Process
• Giving the students a
chance to participate
in teaching learning by
asking and answering
V
3 Teacher
Explanation
• Teacher explanation
clearly
V
4 Classroom
Management
• Applying the mind to
the all groups
• Making all students to
be more active
• Chewing out the
trouble maker
V
V
V
5 Language Use • Using English
pronunciation
• Intonation
V
V
6 Media Use • Using media to clear
the explanation
• Using media actively,
creatively, effectively,
and comfortability.
V
V
7 Closing the
Lesson
• Concluding the lesson V
NB: A: 80-89 B: 70-79 C: 60-69 D: 50=59 E: 40-49
Appendix 5
10
OBSERVATION SHEET FOR THE TEACHER
Cycle : II
Meeting: III
Date : 22 November 2010
No Teacher Ability Indicator Score value
A B C D E
1 Opening the
Lesson
• Preparing media in
teaching learning.
• Checking student
attendance.
• Doing apperception.
V
V
V
2 Developing The
Teaching
Learning Process
• Giving the students a
chance to participate
in teaching learning by
asking and answering
V
3 Teacher
Explanation
• Teacher explanation
clearly
V
4 Classroom
Management
• Applying the mind to
the all groups
• Making all students to
be more active
• Chewing out the
trouble maker
V
V
V
5 Language Use • Using English
pronunciation
• Intonation
V
V
6 Media Use • Using media to clear
the explanation
• Using media actively,
creatively, effectively,
and comfortability.
V
V
7 Closing the
Lesson
• Concluding the lesson V
NB: A: 80-89 B: 70-79 C: 60-69 D: 50=59 E: 40-49
Appendix 6
11
OBSERVATION SHEET FOR STUDENTS
Cycle : I
Meeting: II
Date : 19 November 2010
NO Name of students Student’s Participation
A B C D E
1 Abdul Kharist V V V V
2 Abdul Rohman V V V V V
3 Agung Restu Putra V V V V
4 Agus Santoso V V V V
5 Ahmad Syaidur Rozat V V V
6 Ahmad Syukron V V V V
7 Ahmad Zaenudin V V V V
8 Akhmad Zayid Farokhi V V V V
9 Alfiyah V V V V
10 Alfiana Rosyida V V V V
11 Azizah Fitri Khasanah V V V
12 Faizaturrohmah V V V V
13 Fitriyah V V V V V
14 Hermawan V V V V
15 Hikmatul Munifah V V V V V
16 Ihsanudin V V V V
17 Kuniatin Nuqobah V V V V V
18 Laili Masfufah V V V
19 Laila Fitriani V V V V V
20 Lailinatul Muhimmah V V V V V
21 Lukman Hakim V V V V
22 Lutfi Agustina V V V V
23 Lutfi Fitriyatul Amalia V V V
24 Lutfiyatul Khasanah V V V V V
25 M. Ali Bagrudin V V V V
26 M. Azka Arifian V V V
27 Mohammad Zafik V V V V V
28 Mohammad Wiwin Y. V V V V
29 Mukodimah V V V V
30 Nikmatul Fauziyah V V V V
31 Nurhayati V V V V
32 Octiana Ayu Lestari V V V V
Appendix 7
12
33 Romayasyifah V V V V
34 Siti Azizah V V V
35 Suci Pujiati V V V
36 Umi Khoiroh V V V V V
37 Widiyaningsih V V V V V
38 Yahwan Hakim 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
13
THE PRECENTAGE OF STUDENTS’ OBSERVATION
Cycle : I
Meeting: II
Date : 19 November 2010
NO Students Participation Total Scale of Score
Students % E G P VP
1 Being enthusiastic in listening to
teachers’ explanation of analytical
exposition text
38
25
20
34
38
100
67
53
89
100
V
V
V
V
V
2 Being answering the teacher question
3 Being serious in group discussion
4 Being enthusiastic in watching video
critics
5 Being enthusiastic in doing test
Note:
E : 85%-100%
G : 69%-84%
P : 63%-68%
VP : < 53%
Appendix 8
14
OBSERVATION SHEET FOR STUDENTS
Cycle : II
Meeting: III
Date : 22 November 2010
NO Name of students Students’ participations
A B C D E
1 Abdul Kharist V V V V V
2 Abdul Rohman V V V V V
3 Agung Restu Putra V V V V
4 Agus Santoso V V V V
5 Ahmad Syaidur Rozat V V V V V
6 Ahmad Syukron V V V
7 Ahmad Zaenudin V V V V V
8 Akhmad Zayid Farokhi V V V V V
9 Alfiyah V V V V
10 Alfiana Rosyida V V V V V
11 Azizah Fitri Khasanah V V V V
12 Faizaturrohmah V V V V V
13 Fitriyah V V V V V
14 Hermawan V V V V
15 Hikmatul Munifah V V V V V
16 Ihsanudin V V V V
17 Kuniatin Nuqobah V V V V
18 Laili Masfufah V V V V
19 Laila Fitriani V V V V
20 Lailinatul Muhimmah V V V
21 Lukman Hakim V V V V V
22 Lutfi Agustina V V V V
23 Lutfi Fitriyatul Amalia V V V V V
24 Lutfiyatul Khasanah V V V
25 M. Ali Bagrudin V V V V V
26 M. Azka Arifian V V V
27 Mohammad Zafik V V V V V
28 Mohammad Wiwin Y. V V V V
29 Mukodimah V V V V
30 Nikmatul Fauziyah V V V V
31 Nurhayati V V V V
32 Octiana Ayu Lestari V V V V
Appendix 9
15
33 Romayasyifah V V V V
34 Siti Azizah V V V V V
35 Suci Pujiati V V V V
36 Umi Khoiroh V V V V V
37 Widiyaningsih V V V V
38 Yahwan Hakim 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
16
THE PRECENTAGE OF STUDENTS’ OBSERVATION
Cycle : II
Meeting: III
Date : 22 November 2010
NO Students Participantion Total Scale of Score
Students % E G P VP
1 Being enthusiastic in listening to
teachers’ explanation of analytical
exposition text
38
29
22
38
38
100
76
58
100
100
V
V
V
V
V
2 Being answering the teacher question
3 Being serious in group discussion
4 Being enthusiastic in watching video
critic
5 Being enthusiastic in doing test
Note:
E : 85%-100%
G : 69%-84%
P : 63%-68%
VP : < 53%
Appendix10
17
STUDENT’S ACTIVITIES
Appendix1I
18
19
20
CURRICULUM VITAE
Name : Nur Zaenah
Date of Birth : Batang, July 9th
, 1989
Student Number : 73411018
Address : 1. Home
Sembung Rt 02 Rw 04 No.37
Banyuputih Batang
2. Boarding House
Perumahan Bank Niaga Blok C 9
E -mail : 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

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Anal inggris-nurzaenah

  • 1. THE USE OF VIDEO CRITIC AS A MEDIUM OF TEACHING TO IMPROVE STUDENTS’ ABILITY IN WRITING (A Classroom Action Research with Tersono Batang Submitted in Partial Fulfillment of the Requirement WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES VIDEO CRITIC AS A MEDIUM OF TEACHING TO IMPROVE STUDENTS’ ABILITY IN WRITING ANALYTICAL EXPOSITION TEXT lassroom 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 STATE INSTITUTE FOR ISLAMIC STUDIES SEMARANG 2011 VIDEO CRITIC AS A MEDIUM OF TEACHING TO IMPROVE STUDENTS’ ABILITY IN WRITING SMA Wahid Hayim 2011) Submitted in Partial Fulfillment of the Requirement STATE INSTITUTE FOR ISLAMIC STUDIES
  • 2. Assalamualaikum Wr. Wb. After correcting it to whatever extent necessary, we state that the final project belongs to student as Name Reg Number Department Title is ready to be submitted to join last examination. Wassalamu’alaikum Wr. Wb. Advisor I Siti Tarwiyah, M.Hum. NIP. 19721108 199903 2 002 ii 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: : Nur Zaenah Reg Number : 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 Advisor II Siti Tarwiyah, M.Hum. Dr. H. Ruswan 19721108 199903 2 002 NIP. 19680424 199303 1 004 Dean of Faculty of Tarbiyah State Institute for Islamic Studies (IAIN Walisongo Semarang) After correcting it to whatever extent necessary, we state that the final project USE OF VIDEO CRITIC AS A MEDIUM TEACHING TO IMPROVE STUDENTS’ WRITING ANALYTICAL (A classroom Action Research with Students of 1 of SMA Wahid Hasyim Tersono Batang in 2011) 3 March 2011 H. Ruswan, M.A 80424 199303 1 004
  • 3. iii 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 : 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) Name of Student : Nur Zaenah Student Number : 073411018 Department : Tadris Filed of Study : 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 Siti Tarwiyah, M. Hum NIP.19670305 200112 1 001 NIP. 19721108 199903 2 002 Examiner I, Examiner II, Dra. Hj. Siti Mariam, M. Pd Samsul Ma’arif, M. Ag NIP.19650727 199203 2 002 NIP.19741030 200212 1 002 Advisor I, Advisor II, Siti Tarwiyah, M.Hum. Dr. H. Ruswan , M.A NIP. 19721108 199903 2 002 NIP. 19680424 199303 1 004
  • 4. iv ABSTRACT Title : 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). Writer : Nur Zaenah Student Number : 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
  • 5. v 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.
  • 6. vi A THESIS STATEMENT I am, the student with the following identity: Name : Nur Zaenah Student Number : 073411018 Department : 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
  • 7. vii DEDICATION The thesis is dedicated to: My beloved father and mother My beloved brother and sisters All my big family
  • 8. viii 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 research in their school, and the students of SMA Wahid Hasyim grade XIth 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.
  • 9. ix 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
  • 10. x 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
  • 11. xi CHAPTER V CONCLUSION A. Conclusion ....................................................................... 48 B. Suggestions ..................................................................... 49 References Appendices
  • 12. xii 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 The Precentages of Student’s Observation in Cycle 1 Appendix 9 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
  • 13. 1 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 their thoughts and feelings”.1 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 preparation for some other activity”.2 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.
  • 14. 2 In this modern world, the functions of English are to communicate in many fields, obtain science, appliance to construct interpersonally, and assess information.3 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 cultural firmament.4 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- ‘Alaq: 4-5).5 3 Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, (Jakarta: Depdiknas, 2004), p. 9. 4 Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, p. 9. 5 Mahmud Y. Zayid, The Quran, (Lebanon: Dar Al-Choura, 1980), 1st Ed., p. 457.
  • 15. 3 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 students in learning”6 . 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 Writing Analytical Exposition text (A Classroom Action Research with Grade11th Students of SMA Wahid Hasyim Batang in the Academic Year of 2010/2011). 6. O Hamalik, Media Pendidikan, (Jakarta: DEPDIKBUD, 1993). P. 18.
  • 16. 4 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.
  • 17. 5 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 exposition text using video critic in 11th 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 writing especially in analytical exposition text by using video critic in 11th grade SMA Wahid Hasyim Tersono Batang.
  • 18. 6 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 language skills.7 2. Improve Based on Oxford Advanced Learners’ Dictionary, “improve is make or become better, make good use of something”.8 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 action, the students’ talent to do something well.9 Based on Webster New World Dictionary, “Student is one who studies or investigates; one who is enrolled”.10 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 http://www.esl-galaxy.com/video.htm, Retrieved: August 29, 2010 8 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.
  • 19. 7 word, spelling, sentence structure, punctuation, and so on, in order to make possible transmission of messages.11 5. Analytical exposition text Analytical exposition text is a text that has social function to persuade the readers or listeners that something is the case.12 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
  • 20. 8 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 presenting language in its more complete communication complex.1 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 classified into eight groups.2 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 M. Celce and Murcia Elite Olstain, Teaching English as a Second or Foreign Language. (USA: Thomson Learning, 2001) p.142. 2 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Grapindo Persada, 2003) p. 37.
  • 21. 9 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
  • 22. 10 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 both visual auditory learners.3 3 Jeremy Harmer, The Practice of English Language Teaching, (London: Pearson Education, 2001), p.214.
  • 23. 11 2. Writing a. Definition of Writing “Writing is functional communication, making learners possible to create imagined worlds of their own design.”4 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. Meyers said that writing is an action.5 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 your body before you exercise”.6 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 Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraphs, and Essays, (New York: Pearson Education, Inc, 2005), p. 2. 6 Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson Education, Inc, 2003), 3rd Ed., p. 41.
  • 24. 12 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 not be concerned if you repeat several ideas.7 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. (5).Repeat this process until you runs out of ideas.8 7 Ann Hogue and Alice Oshima, Introduction to Academic Writing, (New York: Pearson Education, Inc, 1997), 2nd Ed., p. 68. 8 Karen Blanchard and Christine Root, Ready to write, p. 42-43.
  • 25. 13 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.
  • 26. 14 (5).Make sure you have included signal words to help guide the reader. (6).Check the punctuations, spelling and grammar.9 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 cohesively through meaning”.10 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 meanings.11 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 M.A.K. Halliday, & Ruqaiya Hasan, Language, Context, and Text: Aspects of Language in Social-Semiotic Perspective, (Hongkong: Oxford University Press, 1984) p. 11.
  • 27. 15 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, poetic and dramatic.12 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, information report, exposition and procedure.13 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 purpose”.14 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.
  • 28. 16 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.
  • 29. 17 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 phenomenon, as though a natural phenomenon.15 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 issue.”16 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 the reader or listener that something is the case”.17 15 Rudi Hartono, Genres of Text, p.7 16 Blanchard, Karen and Cristine Root, Ready to write, (USA: Longman, 2003) 3rd Ed., p.69. 17 Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6.
  • 30. 18 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 : Introducing the topic and showing speaker or writer’s position; outlines of the arguments are presented. 2).Arguments : It consist of point and elaboration 3).Conclusion : 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 nominalization.18 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.
  • 31. 19 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. (REITERATION) 19 6. Video critic a. Definition of Video critic Video critic is medium worksheets for teaching a variety of language skills20 . 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 Alexander mongot jaya dkk, English revolution (Jepara : El-rahma), P.56. 20 http://www.esl-galaxy.com/video.htm. Retrieved: August 29, 2010
  • 32. 20 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 tasks.21 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.
  • 33. 21 2009/2010).22 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 in the academic year of 2009/2010).23 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.
  • 34. 22 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 involves the systematic collection and analysis of data related to practice”.1 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.
  • 35. 23 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 appropriacy of certain activities and procedures.2 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.
  • 36. 24 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 reflecting to improve observation during research process.3 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 that are probably made to get the final goals of the research.4 This research used action research, therefore; to analysis, the data would be combining both of qualitative and quantitative approaches. 3 Jeremy Harmer, The Practice Of English Language Teaching, p. 4. 4 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Asdi Mahasatya, 2006), p. 98-99.
  • 37. 25 “Quantitative research is a research data in the form of numbers and analyze uses statistic”.5 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 substantial subjective element”.6 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) The data collection was started on Monday, November 15th 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. Date Time Task 1. On Monday, November 15th 2010 11.30 a.m. -12.50 p.m. Pre-cycle 2. On Friday, November 19th 2010 07.00 a.m. -08.30 a.m. The First Cycle 3. On , November 22nd 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.
  • 38. 26 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. 2. Second activity (1st Cycle) a. Planning : planning the action related to the student’s result on pre test. b. Acting : - 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. 3. Third activity (2nd 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
  • 39. 27 consideration in scoring. They are content, organization, vocabulary, language use (grammar), and mechanics. The scoring guidance is as follows: Table 2. Score Guidance Categories Score Criteria Content 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.
  • 40. 28 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 Very poor: virtually no mastery of sentence construction rules; dominated by errors; does not communicate. Mechanics 5 Excellent to very good: demonstrates mastery of conventions; few errors of spelling, punctuation, capitalization, paragraphing. 4 Good to average: occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not obscured. 3 Fair to poor: frequent errors of spelling, punctuation, capitalization, paragraphing; poor handwriting; meaning confused
  • 41. 29 2 Very poor: no mastery of conventions; dominated by errors of spelling, punctuation, capitalization, paragraphing; handwriting illegible.7 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 Achievement Level 80-100 Excellent 60-79 Good 40-59 Fair 20-39 Poor 0-19 Very Poor8 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 effectiveness of action have reached target”.9 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 H. D. Brown, Language assessment (NY: Addison Wesley Longman Inc, 2001), p . 244-246. 8 Martin Parrott, Tasks for Language Teachers: A Resource Book for Training and Development, (New York: Cambridge University Press, 1993), p. 237. 9 Martin Parrott, Tasks for Language Teachers: A Resource Book for Training and Development, p. 139.
  • 42. 30 “The checklist technique defines certain behaviors or events that can be checked off as they occur during a lesson”.10 According to Jeffry Glanz, there are some matters, which must be paid attention in doing observation, among others are:11 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 used to measure students’ writing ability would be to have them write.12 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 objective test of writing.13 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 School Improvement, (Norwood: Christopher-Gordon, 1998), p. 142. 11 Jeffrey Glanz, Action Research: An Educational Leader’s Guide to School Improvement, p. 141. 12 David P. Harris, Testing English as a Second Language, (Bombay: Mc Graw-Hill, 1969), p. 69. 13 David P. Harris, Testing English as a Second Language, p. 72.
  • 43. 31 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 following formula:14 n X M ∑= Where: M : The average of student score ∑x : Total score n : The number of students 14 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan (Edisi Revisi), (Jakatta: Bumi Aksara, 2002) 3 rd Ed., p. 162.
  • 44. 32 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 M 1 Abdul Kharist 10 13 14 15 13 65 2 Abdul Rohman 11 12 12 11 12 58 3 Agung Restu Putra 12 15 13 15 14 69 4 Agus Santoso 11 13 13 15 12 64 5 Ahmad Syaidur Rozat 12 10 11 11 11 55 6 Ahmad Syukron 14 11 14 12 12 63 7 Ahmad Zaenudin 12 13 10 12 13 60 8 Akhmad Zayid F 11 12 12 11 11 57
  • 45. 33 9 Alfiyah 11 12 11 12 12 58 10 Alfiana Rosyida 12 11 12 11 11 57 11 Azizah Fitri Khasanah 13 12 12 13 13 63 12 Faizaturrohmah 13 13 13 13 13 65 13 Fitriyah 13 14 13 14 14 68 14 Hermawan 12 12 11 12 11 58 15 Hikmatul Munifah 13 14 12 10 11 60 16 Ihsanudin 13 14 13 14 14 68 17 Kuniatin Nuqobah 12 12 11 10 11 56 18 Laili Masfufah 13 14 11 10 14 62 19 Laila Fitriani 14 13 14 14 15 70 20 Lailinatul Muhimmah 14 11 13 12 13 63 21 Lukman Hakim 14 14 13 12 14 67 22 Lutfi Agustina 12 12 11 12 12 59 23 Lutfi Fitriyatul Amalia 12 12 12 13 13 62 24 Lutfiyatul Khasanah 12 13 12 14 14 65 25 M. Ali Bagrudin 13 14 13 12 12 64 26 M. Azka Arifian 11 11 11 11 12 56 27 Mohammad Zafik 12 11 11 12 13 59 28 Mohammad Wiwin Y. 13 12 13 13 13 64 29 Mukodimah 15 15 14 14 15 73 30 Nikmatul Fauziyah 13 13 14 14 13 67 31 Nurhayati 12 12 11 13 12 60 32 Octiana Ayu Lestari 6 10 6 6 6 34
  • 46. 34 33 Romayasyifah 15 15 15 15 15 75 34 Siti Azizah 12 12 13 12 11 60 35 Suci Pujiati 16 16 17 14 17 80 36 Umi Khoiroh 13 11 12 11 11 58 37 Widiyaningsih 13 14 13 12 12 64 38 Yahwan Hakim 11 11 12 12 12 58 Σ 471 479 468 469 477 2364 Σ x M = n 2364 M = 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.
  • 47. 35 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.
  • 48. 36 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 M 1 Abdul Kharist 14 14 15 15 14 72 2 Abdul Rohman 15 14 15 12 12 68
  • 49. 37 3 Agung Restu Putra 16 16 16 16 15 78 4 Agus Santoso 15 16 15 16 15 77 5 Ahmad Syaidur Rozat 11 14 13 13 13 64 6 Ahmad Syukron 15 15 15 13 13 71 7 Ahmad Zaenudin 14 14 13 12 12 65 8 Akhmad Zayid Farokhi 14 14 13 11 12 64 9 Alfiyah 13 14 13 13 13 66 10 Alfiana Rosyida 14 13 13 13 13 66 11 Azizah Fitri Khasanah 15 15 14 13 16 73 12 Faizaturrohmah 15 15 15 15 15 75 13 Fitriyah 16 16 16 16 16 80 14 Hermawan 15 13 14 13 13 68 15 Hikmatul Munifah 16 15 14 12 12 69 16 Ihsanudin 16 16 16 15 16 79 17 Kuniatin Nuqobah 14 14 12 12 12 64 18 Laili Masfufah 14 16 13 12 13 68 19 Laila Fitriani 17 16 17 15 16 81 20 Lailinatul Muhimmah 15 13 14 13 14 69 21 Lukman Hakim 16 14 15 13 15 73 22 Lutfi Agustina 14 14 13 13 14 68 23 Lutfi Fitriyatul Amalia 15 15 15 14 15 74 24 Lutfiyatul Khasanah 14 15 12 16 15 72 25 M. Ali Bagrudin 16 16 14 14 14 74 26 M. Azka Arifian 14 13 13 12 12 64
  • 50. 38 27 Mohammad Zafik 13 13 13 13 14 66 28 Mohammad Wiwin Y. 17 16 14 14 15 76 29 Mukodimah 16 17 16 16 15 80 30 Nikmatul Fauziyah 17 16 15 14 16 78 31 Nurhayati 16 15 13 14 13 71 32 Octiana Ayu Lestari 13 13 12 10 10 58 33 Romayasyifah 16 16 15 17 16 80 34 Siti Azizah 13 13 14 12 12 64 35 Suci Pujiati 17 13 17 15 17 79 36 Umi Khoiroh 14 13 13 13 13 66 37 Widiyaningsih 17 17 15 15 14 74 38 Yahwan Hakim 15 16 14 13 14 72 Σ 567 554 538 518 529 2706 Σ x M = n 2706 M = 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
  • 51. 39 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)
  • 52. 40 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 M 1 Abdul Kharist 15 14 15 15 15 74 2 Abdul Rohman 16 16 16 16 15 79 3 Agung Restu Putra 17 17 17 16 15 82
  • 53. 41 4 Agus Santoso 17 17 16 16 15 81 5 Ahmad Syaidur Rozat 15 15 15 14 15 74 6 Ahmad Syukron 16 16 15 14 14 75 7 Ahmad Zaenudin 16 16 15 14 14 75 8 Akhmad Zayid Farokhi 16 16 14 14 14 74 9 Alfiyah 15 15 14 13 14 71 10 Alfiana Rosyida 14 15 14 14 14 71 11 Azizah Fitri Khasanah 17 16 16 13 16 78 12 Faizaturrohmah 15 16 16 15 15 77 13 Fitriyah 17 16 17 16 15 81 14 Hermawan 15 14 16 13 15 73 15 Hikmatul Munifah 16 17 15 14 14 76 16 Ihsanudin 16 17 17 15 17 82 17 Kuniatin Nuqobah 15 15 14 14 15 73 18 Laili Masfufah 15 16 14 13 14 72 19 Laila Fitriani 17 16 17 15 16 81 20 Lailinatul Muhimmah 16 15 15 14 15 75 21 Lukman Hakim 15 16 14 14 15 74 22 Lutfi Agustina 16 16 14 13 15 74 23 Lutfi Fitriyatul Amalia 16 16 16 15 15 78 24 Lutfiyatul Khasanah 15 16 15 16 15 77 25 M. Ali Bagrudin 17 16 14 14 15 76 26 M. Azka Arifian 15 15 14 13 14 71 27 Mohammad Zafik 14 14 14 14 15 71
  • 54. 42 28 Mohammad Wiwin Y. 17 16 16 15 16 80 29 Mukodimah 17 18 16 17 16 84 30 Nikmatul Fauziyah 17 17 17 14 17 82 31 Nurhayati 16 16 14 15 13 74 32 Octiana Ayu Lestari 15 15 15 12 13 70 33 Romayasyifah 17 18 16 15 17 83 34 Siti Azizah 14 14 14 13 14 70 35 Suci Pujiati 18 19 19 17 18 91 36 Umi Khoiroh 15 14 14 14 14 71 37 Widiyaningsih 17 17 16 15 15 80 38 Yahwan Hakim 15 16 15 14 14 74 Σ 602 604 581 548 569 2904 Σ x M = n 2904 M = 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
  • 55. 43 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:
  • 56. 44 Diagram1 Improvement of Students’ Score In Writing Analytical exposition text B. DISCUSSION Table 5 Percentages of Observation No Students’ Participation Pre cycle% Cycle 1 % Cycle 2 % 1 Being enthusiastic in listening to teachers’ explanation of analytical exposition text 100 100 100 2 Being answering the teacher question 47 67 76 3 Being serious in group discussion 26 53 58 4 Being enthusiastic in watching video critics 61 89 100 0 10 20 30 40 50 60 70 80 90 Pre- cycle Cycle 1 Cycle 2 Series1
  • 57. 45 5 Being enthusiastic in doing test 100 100 100 Table 6 Score of Students’ Achievement No Code Pre cycle Cycle 1 Cycle 2 1 A-1 65 72 74 2 A-2 58 68 79 3 A-3 69 78 82 4 A-4 64 77 81 5 A-5 55 64 74 6 A-6 63 71 75 7 A-7 60 65 75 8 A-8 57 64 74 9 A-9 58 66 71 10 A-10 57 66 71 11 A-11 63 73 78 12 A-12 65 75 77 13 A-13 68 80 81 14 A-14 58 68 73 15 A-15 60 69 76 16 A-16 68 79 82 17 A-17 56 64 73 18 A-18 62 68 72
  • 58. 46 19 A-19 70 81 81 20 A-20 63 69 75 21 A-21 67 73 74 22 A-22 59 68 74 23 A-23 62 74 78 24 A-24 65 72 77 25 A-25 64 74 76 26 A-26 56 64 71 27 A-27 59 66 71 28 A-28 64 76 80 29 A-29 73 80 84 30 A-30 67 78 82 31 A-31 60 71 74 32 A-32 34 58 70 33 A-33 75 80 83 34 A-34 60 64 70 35 A-35 80 79 91 36 A-36 58 66 71 37 A-37 64 74 80 38 A-38 58 72 74 Σ 2364 2706 2904
  • 59. 47 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
  • 60. 48 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.
  • 61. 49 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.
  • 62. 50 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.
  • 63. 51
  • 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 Education, Inc, 2003, Ed. 3rd . 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 Education Limited, 2001, Ed. 3rd . -------------------, 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. Zayid, Mahmud Y., The Quran, Lebanon: Dar Al-Choura, 1980, Ed. 1st . http://www.esl-galaxy.com/video.htm
  • 66. 1 STUDENTS LIST No Name Students Code 1 Abdul Kharist A -1 2 Abdul Rohman A -2 3 Agung Restu Putra A -3 4 Agus Santoso A- 4 5 Ahmad Syaidur Rozat A -5 6 Ahmad Syukron A -6 7 Ahmad Zaenudin A -7 8 Akhmad Zayid F A- 8 9 Alfiyah A -9 10 Alfiana Rosyida A-10 11 Azizah Fitri Khasanah A -11 12 Faizaturrohmah A -12 13 Fitriyah A- 13 14 Hermawan A -14 15 Hikmatul Munifah A -15 16 Ihsanudin A -16 17 Kuniatin Nuqobah A- 17 18 Laili Masfufah A- 18 19 Laila Fitriani A -19 20 Lailinatul Muhimmah A -20 21 Lukman Hakim A- 21 22 Lutfi Agustina A-22 23 Lutfi Fitriyatul Amalia A -23 24 Lutfiyatul Khasanah A -24 25 M. Ali Bagrudin A -25 26 M. Azka Arifian A- 26 27 Mohammad Zafik A -27 28 Mohammad Wiwin Y. A -28 29 Mukodimah A -29 30 Nikmatul Fauziyah A- 30 31 Nurhayati A- 31 32 Octiana Ayu Lestari A -32 33 Romayasyifah A -33 34 Siti Azizah A -34 35 Suci Pujiati A- 35 36 Umi Khoiroh A -36 37 Widiyaningsih A 37 38 Yahwan Hakim A -38 Appendix 1
  • 67. 2 LESSON PLAN (1) School : SMA Wahid Hasyim Batang Subject : English Class/Semester : X I/ 1 Skill : Writing Material : Analytical exposition text Time : 2 X 45 minutes I. Competency Standard : Expressing meaning in short functional text and monologue in report, narrative, and analytical exposition in the context of daily life. II. Basic Competency : 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. III. Indicator : - Students are able to use grammar, vocabulary and punctuation accurately - Students are able to write an analytical exposition text. IV. Source : Th.M.Sudarwati dkk, Look Ahead an English courses for SMA Grade X1 Jakarta, Erlangga , 2007. V. Media : Video Learning Activities : 1. Pre Activities • Teacher opens the class by greetings. “Good morning students, how are you today? • Teacher checks students attendance. Appendix 2
  • 68. 3 2. Main Activities a. 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. b. 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. c. 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 d. 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.
  • 69. 4 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
  • 70. 5 LESSON PLAN (2) School : SMA Wahid Hasyim Batang Subject : English Class/Semester : X I/ 1 Skill : Writing Material : Analytical exposition text Time : 2 X 45 minutes VII.Competency Standard : Expressing meaning in short functional text and monologue in report, narrative, and analytical exposition in the context of daily life. VIII. Basic Competency : 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. IX. Indicator : - Students are able to use grammar, vocabulary and punctuation accurately - Students are able to write an analytical exposition text. X. Source : Th.M.Sudarwati dkk, Look Ahead an English courses for SMA Grade X1 Jakarta, Erlangga , 2007. XI. Media : Video . Learning Activities : 4. Pre Activities • Teacher opens the class by greetings. “Good morning students, how are you today? • Teacher checks students attendance. Appendix 3
  • 71. 6 5. Main Activities e. 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. f. 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. g. 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 h. 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.
  • 72. 7 • 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.
  • 73. 8 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. Appendix 4
  • 74. 9 OBSERVATION SHEET FOR THE TEACHER Cycle : I Meeting: II Date : 19 November 2010 No Teacher Ability Indicator Score value A B C D E 1 Opening the Lesson • Preparing media in teaching learning. • Checking student attendance. • Doing apperception. V V V 2 Developing The Teaching Learning Process • Giving the students a chance to participate in teaching learning by asking and answering V 3 Teacher Explanation • Teacher explanation clearly V 4 Classroom Management • Applying the mind to the all groups • Making all students to be more active • Chewing out the trouble maker V V V 5 Language Use • Using English pronunciation • Intonation V V 6 Media Use • Using media to clear the explanation • Using media actively, creatively, effectively, and comfortability. V V 7 Closing the Lesson • Concluding the lesson V NB: A: 80-89 B: 70-79 C: 60-69 D: 50=59 E: 40-49 Appendix 5
  • 75. 10 OBSERVATION SHEET FOR THE TEACHER Cycle : II Meeting: III Date : 22 November 2010 No Teacher Ability Indicator Score value A B C D E 1 Opening the Lesson • Preparing media in teaching learning. • Checking student attendance. • Doing apperception. V V V 2 Developing The Teaching Learning Process • Giving the students a chance to participate in teaching learning by asking and answering V 3 Teacher Explanation • Teacher explanation clearly V 4 Classroom Management • Applying the mind to the all groups • Making all students to be more active • Chewing out the trouble maker V V V 5 Language Use • Using English pronunciation • Intonation V V 6 Media Use • Using media to clear the explanation • Using media actively, creatively, effectively, and comfortability. V V 7 Closing the Lesson • Concluding the lesson V NB: A: 80-89 B: 70-79 C: 60-69 D: 50=59 E: 40-49 Appendix 6
  • 76. 11 OBSERVATION SHEET FOR STUDENTS Cycle : I Meeting: II Date : 19 November 2010 NO Name of students Student’s Participation A B C D E 1 Abdul Kharist V V V V 2 Abdul Rohman V V V V V 3 Agung Restu Putra V V V V 4 Agus Santoso V V V V 5 Ahmad Syaidur Rozat V V V 6 Ahmad Syukron V V V V 7 Ahmad Zaenudin V V V V 8 Akhmad Zayid Farokhi V V V V 9 Alfiyah V V V V 10 Alfiana Rosyida V V V V 11 Azizah Fitri Khasanah V V V 12 Faizaturrohmah V V V V 13 Fitriyah V V V V V 14 Hermawan V V V V 15 Hikmatul Munifah V V V V V 16 Ihsanudin V V V V 17 Kuniatin Nuqobah V V V V V 18 Laili Masfufah V V V 19 Laila Fitriani V V V V V 20 Lailinatul Muhimmah V V V V V 21 Lukman Hakim V V V V 22 Lutfi Agustina V V V V 23 Lutfi Fitriyatul Amalia V V V 24 Lutfiyatul Khasanah V V V V V 25 M. Ali Bagrudin V V V V 26 M. Azka Arifian V V V 27 Mohammad Zafik V V V V V 28 Mohammad Wiwin Y. V V V V 29 Mukodimah V V V V 30 Nikmatul Fauziyah V V V V 31 Nurhayati V V V V 32 Octiana Ayu Lestari V V V V Appendix 7
  • 77. 12 33 Romayasyifah V V V V 34 Siti Azizah V V V 35 Suci Pujiati V V V 36 Umi Khoiroh V V V V V 37 Widiyaningsih V V V V V 38 Yahwan Hakim 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
  • 78. 13 THE PRECENTAGE OF STUDENTS’ OBSERVATION Cycle : I Meeting: II Date : 19 November 2010 NO Students Participation Total Scale of Score Students % E G P VP 1 Being enthusiastic in listening to teachers’ explanation of analytical exposition text 38 25 20 34 38 100 67 53 89 100 V V V V V 2 Being answering the teacher question 3 Being serious in group discussion 4 Being enthusiastic in watching video critics 5 Being enthusiastic in doing test Note: E : 85%-100% G : 69%-84% P : 63%-68% VP : < 53% Appendix 8
  • 79. 14 OBSERVATION SHEET FOR STUDENTS Cycle : II Meeting: III Date : 22 November 2010 NO Name of students Students’ participations A B C D E 1 Abdul Kharist V V V V V 2 Abdul Rohman V V V V V 3 Agung Restu Putra V V V V 4 Agus Santoso V V V V 5 Ahmad Syaidur Rozat V V V V V 6 Ahmad Syukron V V V 7 Ahmad Zaenudin V V V V V 8 Akhmad Zayid Farokhi V V V V V 9 Alfiyah V V V V 10 Alfiana Rosyida V V V V V 11 Azizah Fitri Khasanah V V V V 12 Faizaturrohmah V V V V V 13 Fitriyah V V V V V 14 Hermawan V V V V 15 Hikmatul Munifah V V V V V 16 Ihsanudin V V V V 17 Kuniatin Nuqobah V V V V 18 Laili Masfufah V V V V 19 Laila Fitriani V V V V 20 Lailinatul Muhimmah V V V 21 Lukman Hakim V V V V V 22 Lutfi Agustina V V V V 23 Lutfi Fitriyatul Amalia V V V V V 24 Lutfiyatul Khasanah V V V 25 M. Ali Bagrudin V V V V V 26 M. Azka Arifian V V V 27 Mohammad Zafik V V V V V 28 Mohammad Wiwin Y. V V V V 29 Mukodimah V V V V 30 Nikmatul Fauziyah V V V V 31 Nurhayati V V V V 32 Octiana Ayu Lestari V V V V Appendix 9
  • 80. 15 33 Romayasyifah V V V V 34 Siti Azizah V V V V V 35 Suci Pujiati V V V V 36 Umi Khoiroh V V V V V 37 Widiyaningsih V V V V 38 Yahwan Hakim 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
  • 81. 16 THE PRECENTAGE OF STUDENTS’ OBSERVATION Cycle : II Meeting: III Date : 22 November 2010 NO Students Participantion Total Scale of Score Students % E G P VP 1 Being enthusiastic in listening to teachers’ explanation of analytical exposition text 38 29 22 38 38 100 76 58 100 100 V V V V V 2 Being answering the teacher question 3 Being serious in group discussion 4 Being enthusiastic in watching video critic 5 Being enthusiastic in doing test Note: E : 85%-100% G : 69%-84% P : 63%-68% VP : < 53% Appendix10
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  • 86. CURRICULUM VITAE Name : Nur Zaenah Date of Birth : Batang, July 9th , 1989 Student Number : 73411018 Address : 1. Home Sembung Rt 02 Rw 04 No.37 Banyuputih Batang 2. Boarding House Perumahan Bank Niaga Blok C 9 E -mail : 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