The document discusses using abstract painting to enhance students' creativity in writing descriptive texts. It aims to investigate the benefits of using abstract painting in teaching descriptive writing and understand students' responses. The study examines whether abstract painting can improve students' creativity in writing descriptions and what students think about using it. The researcher hopes the study can contribute to language teaching, especially in writing instruction.

1. THE STUDY ON THE USE OF ABSTRACT
PAINTING TO ENHANCE STUDENTS’
CREATIVENESS IN WRITING DESCRIPTIVE
TEXTS
Mawar Megasari Siahaan
1121019

2. CHAPTER I
INTRODUCTION
A. Background of the Study
Among the four language skills taught in schools, writing is the most
difficult skill to learn. It needs specialized skills that include the ability to express
the writer’s opinions or thoughts clearly and efficiently. These abilities can be
achieved only if a learner masters some techniques of writing such as how to
obtain ideas about what she/he will write on, how to express them in a sequence
of sentences, how to organize them chronologically and coherently, and how to
review and then to revise the composition until the writing is well-built
(Ratnasari, 2004). The skill is even more complex due to its “distancing”
characteristic (Samuel, 1989, p. 1). That is, the writer is required to be able to
balance between what can be assumed to be the audience’s private background
knowledge of the communicative intent of the text and the audience’s ability to
make inferences, which depends on both knowledge of language and knowledge
of the real world. The complicated process that a learner should go through must
be learned.
However, many students think that writing is the most difficult skill to
master. Alwasilah (2001) believes that, compared to other skills, writing is
perceived as the most difficult to acquire for some reasons. One of the reason that
make writing becomes the most difficult skill to learn is there is no idea to be
developed. Additionally, it is a difficult subject because in writing we not only

3. have to share ideas from our brain but also we have to be clever to choose and
combine the vocabulary to create something that is meaningful. It is not easy to
translate concepts in our brain to be a written text. In line with this reason; Nation
(2009) states that students may have no difficulties in gathering ideas but ay
experience great difficulty in turning these ideas into a written text. Furthermore,
Hyland (2003) claims that writing is the most important skill that second language
students need to develop.
As a result, teachers have to provide more interesting method or effective
media to encourage students’ interest and build their self confidence in writing.
Lynne (2001) admits that students’ interest is one of the main factors to achieve
the goal of teaching learning English. Therefore abstract painting is used as a
medium to help the teacher to increase student’s creativity in writing. The primary
purpose of descriptive writing is to describe a person, place or thing in such a way
that a picture is formed in the reader's mind. Capturing an event through
descriptive writing involves paying close attention to the details by using all of
your five senses. Teaching students to write more descriptively will improve their
writing by making it more interesting and engaging to read. Many researchers
said that painting or picture can improve the students’ writing skill.
Based on the explanation above, this study tries to investigate the benefits
of the use of abstract painting in teaching descriptive text and find out students’
responses about the use of abstract painting. Further, this study is expected to
have some contribution for language teaching especially in teaching writing. And
based on the background of the study, the writer takes the title “The Study on The

4. Use of Abstract Painting to Enhance Students’ Creativeness in Writing
Descriptive Text”
B. Statement of the Problem
This study is conducted in order to answer the following questions:
1. Is the use of Abstract Painting can improve student’s creativeness in
writing descriptive texts?
2. What are the students’ responses toward the use of abstract painting in
teaching writing descriptive text?
B. Purposes of the Study
The purposes of the study are as follows:
1. To identify the benefits of the use of abstract painting in teaching
writing descriptive texts.
2. To find out students’ responses toward the use of abstract painting
in teaching writing descriptive texts.
C. Hypothesis
H0: There is no significant difference of using Abstract Painting in
improving students’ creativeness in writing descriptive text.
Ha: There is a significant difference of using Abstract Painting in
improving students’ creativeness in writing descriptive text.
H0: There is no response of student toward the use of abstract painting in
teaching writing descriptive text

5. Ha: There is no response of student toward the use of abstract painting in
teaching writing descriptive text
D. Significant Of the Study
The result of this study are expected to contribute and give some benefits
to students, teachers and for other researchers. Here are the benefits:
1. Students
It can help them to make a good descriptive text since it can lead the students
to build many ideas and imaginations.
2. Teachers of English
This study can be helpful for them to choose a certain new technique in
teaching writing descriptive texts. Beside this study also can be one of references
for them to teach writing descriptive texts in enjoyable ways.
3. Other researchers
To be the source of information for other researchers who are also
investigating the use of abstract painting to enhance students’ creativeness in
writing descriptive texts.
4. The writer herself
The result of this study can be useful to enlarge her knowledge about
enhancing the students’ creativeness in writing descriptive text through art or
abstract painting.

6. E. Scope and Limitation of the Study
The writer limits this study by the following limitation:
1. The subject of researcher in this research is the eleventh grade student of senior
high school
2. The implementation of Abstract Painting to improve the student’s creativeness in
writing descriptive texts. The researcher will only focus on the benefits of the use
of abstract painting in teaching writing descriptive texts and students’ responses
toward the use of abstract painting in teaching writing descriptive texts.
G. The Definition of Key Term
In order to clarify what variables are involves in the study some definition
are put forwards:
1. Abstract Painting
- Abstract painting is a painting or sculpture (includingassemblage ) that
does not depict a person, place or thing in the natural world -- even in an
extremely distorted or exaggerated way.
2. Descriptive Texts
Descriptive texts is a kind of text that describes a particular person, place,
or thing.

7. CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents some reviews of relevant theories related to the
issues in this study. In detail, this chapter explains the nature of writing, the
process of teaching writing, descriptive texts, the definition of descriptive texts,
generic structures of descriptive texts, language features of descriptive texts, the
use of abstract painting, the definition of abstract painting, history of abstract
painting, the implementation of abstract painting as teaching media in the
classroom, abstract painting in teaching descriptive writing, and related studies to
those issues.
Art
The use of arts in learning
2.1 Writing
2.1.1 The nature of writing
Writing plays an important role in our lives. Nagin (2006) argues that
effective writing skills are important in all stages of life from early education to
future employment. Most of information is presented in written language such as
manual books, newspaper, magazines, internet, etc. Lamb (2000) reveals that
writing is the expression of language in the form of letters, symbols, or words.

8. The primary purpose of writing is communication. According to Tabor (2004)
writing is one of the main to asses students’ knowledge, skills and understanding.
In the wider society writing is often used as a metaphor for the process of
education, or even being educated. Therefore, many teachers push their students
with a lot of assignments in writing to make them feel familiar with writing and
develop their writing skill.
Although writing tends to be important for us, it is a difficult subject
especially for the students in the schools since they have to produce texts by using
English. They have to write about what they think in their mind and state it on a
piece of paper by using the correct procedures. Moreover, Nagin (2006) admits
that writing is hard because it is a struggle of thoughts, feelings, and imaginations
to find expression clear enough for the task at hand. Furthermore, Brookes and
Grundy (1998) state that the skill of writing in second language is important and
needs separate and special attention. Hence (2004) reveals that written texts have
number of conventions which separate it out from speaking. Apart from
differences in grammar and vocabulary, there are issues of letter, word, and text
information, manifested by handwriting, spelling, and layout and punctuation.
2.1.2 The process of teaching writing
The writing process involves teaching students to write in a variety of
genres, encouraging creativity, and incorporating writing conventions. This

9. process can be used in all areas of the curriculum and provides an excellent way
to connect instruction with state writing standards.
Cooper (2000) explains that process writing is an approach to teaching writing
that allows students to take charge of their own writing and learning. Badger and
White (2000) asserts that process writing approach sees writing primarily as the
exercise of linguistic skills, and writing development as an unconscious process
which happens when the teacher facilitates the exercise of writing skills. The
process writing approach includes four steps: prewriting, drafting, revising, and
editing. It enables the students to complete their writing step by step until they
come to the final draft through four stages namely: prewriting, drafting, revising,
and editing (Seow, 2002). As the term suggests, the teaching of writing focuses on
what goes on when students write and what the teacher can do to help students get
into natural writing.
Additionally, Brown (2001) says that the process of writing requires an
entirely different set of competencies and is fundamentally different from
speaking. He adds more that written products are often the result of thinking,
drafting, and revising procedures that require specialized skill, skills that not
every speaker develops naturally.
2.2 Descriptive texts
2.2.1 Definition of descriptive text

10. Descriptive text is a text which says what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing. Stanley
(1988) mentions that description presents the appearance of things that occupy
space, whether they are objects, people, buildings or cities. In this kind of text, the
students are required to list the characteristics of something and usually deal with
the physical appearance of the described thing (Smalley et. al., 2001). In other
words, a particular person, place or thing is described in details in this
composition. The description tells the object as the way it is without being
affected by the writers’ personal opinion. Before telling what they have caught
through their sensory system, a mental activity is involved. They firstly identify
certain imagery or real object which is located somewhere. Through the words,
then they describe the thing they have in mind. In short, writing a descriptive
text is “a way of picturing images verbally in speech or writing and of arranging
those images in some kind of logical or association pattern” (D’Angelo,
1980).Meanwhile, according to Corbett (1983) that descriptive text is one of the
expository writing. The description draws a picture, tries to convey the sound,
taste, and smell of things or objects. Tompkins (1994) and Stanley (1988) defined
descriptive text as painting pictures with words. By reading a descriptive text,
readers feel that they see the description just like they see pictures. Descriptive
text has the purpose to describe an object or a person that the writer is interested
in. Thus, in writing a descriptive text the writers should know well what they want
to describe. They describe their ideas and thought vividly based on what they see,
hear, taste, smell, or touch. Anderson & Anderson (2003) add that descriptive text

11. is different from information reports because they described a specific subject
rather than general group.
In addition, Temple et al. (1998) stated. “Description is discourse that helps us
visualize. It focuses upon the appearance or the nature of an object. In description,
we see vividly and concretely, we perceive the object with a kind of fullness for
which exposition does not strive”. In Library of Congress (2008) it is stated that
we use descriptive text to describe a person, place or thing. For example, we
might want to describe what a crab looks like, or how he moves. Be sure to
include details that describe sounds, color, smells, setting and so on. According to
Friedman (2010) descriptive details mean to grab the reader’s attention.
A descriptive text is considered as the simplest and easiest writing form
compared to narrative, recount, or procedure, particularly for the beginning
writers (Ellis et. al., 1989). In addition, it allows students to share interesting
impressions of a person, a place, or an object surrounding them (Troyka, 1987).
The purpose of writing description is to describe a person, place, or thing
in such vivid detail that the reader can easily form a precise mental picture of
what is being written about, or can feel that they are part of the experience
(KangGuru in the Classroom: Teacher’s Guide SMA Package, 2005). Stanley
(1988) asserts that the aim of description is to convey to the reader what
something looks like. Furthermore, Johnston & Morrow (1981) states that the
purpose of descriptive text is to describe objects or persons in which the writer is
interested. Therefore, the writer should know well what he wants to describe,

12. starts by observing the objects carefully to take the significant details and brings
clear picture to the readers and avoid ambiguities.
Wardiman, et. al. (2008) specify the generic structure of descriptive text
into two parts, that is 1) introduction is the part of paragraph that introduces the
character; and 2) description is the part of paragraph that describes the character.
This indicates that a descriptive text has two elements – an element to identify
phenomenon (identification) and another one (description) to portray parts,
qualities, or characteristics. In terms of significant lexico grammatical features,
the text focuses on specific participants, contains attribute and identifying process,
comprises epithets and classifiers in nominal groups as well as uses simple
present tense (Sutardi & Sukhrian, 2004).
2.2. 2.The Generic Structure of Descriptive Text
According to Kane (2000:352), the generic structures of descriptive text is
identification and description. Moreover, Seyler (2004:81), descriptive text has
some characteristics as follow:
a. Generic structure consist of identification and description
b. Focus a specific participant
c. Use attributive and identifying processes
d. Frequent use of epithets and classifiers in nominal group
e. Use of simple present tense

13. Meanwhile, Pardiyono (2007:34) states in descriptive text there are generic
structure such as:
a. Identification is identifying phenomenon to be described (person, thing,
object or place).
b. Description is describing parts, qualities, characteristics, etc.
Based on explanation above the writer concludes that descriptive text consists of
two generic structures. They are identification and description. Descriptive texts
use present tense as the grammatical pattern.
2.2.3 The Language Feature of Descriptive Text
- The characteristic or language feature of descriptive text is as follows:
- Focus on specific participants
- Use attributive and identifying processes.
- Use adjective and classifier in nominal group.
- Using simple present tense
2.3 Abstract Painting
2.3.1 The use of abstract painting
The use of art helped access feelings. To express our feelings can be by
using art. Abstract paintings or we commonly known as an abstract object that is
not clear or realist who does not resemble the actual shape but a form or a

14. painter's imagination in accordance with the shadows resulting in a unique picture
of elegant and very rarely understood by others unless the painter himself and a
few people who understand the art of painting.
We will know whether or not it is an abstract painting, we can see it from
the painting itself in which a painting was not shaped or resemble a living thing or
a natural landscape, but as the graffiti artists hand painting eventually draw
something unique and different from the others. in terms of color, shape in
imagined making an elegant painting unique. if we want to paint an abstract
painting:
1. We can start from our imagination, what we imagine
2. When we imagine what is thought by our imagination, then start preparing
media painting materials, ranging from paper or canvas, colored pencils or paint
painting. Her regular painter would use 2 paint acrylic paint and paint that is oil
3. The following materials prepared then begin to paint according to your
imagination.
One characteristic of abstract art is that which forms never form, abstract
form are not associated with any form that we've seen, but if observed would look
like something. Colors and shapes as well as additional material in abstract
painting is the subject for a more unique look. In income abstract works, abstract
painting is quite sensitive to the composition and uses more color watercolor
Abstract art using water color techniques are also commonly classified as
figurative and abstract art paintings are the things that are not visual, such as

15. emotion, sound, or spiritual experience. Figurative abstraction is an abstraction or
simplification realistic.
2.3.2 The definition of abstract painting
Houghton Mifflin Company (2005) said that a trend in painting and
sculpture in the twentieth century. Abstract art seeks to break away from
traditional representation of physical objects. It explores the relationships of
forms and colors, whereas more traditional art represents the world in
recognizable images.
According to the Wikipedia Abstract art can be a painting or sculpture
(including assemblage ) that does not depict a person, place or thing in the natural
world -- even in an extremely distorted or exaggerated way.
Therefore, the subject of the work is based on what you see: color, shapes,
brushstrokes, size, scale and, in some cases, the process (see action painting).
Abstract art began in 1911 with such works as Picture with a Circle(1911) by the
Russian artist Wassily Kandinsky (1866-1944).
Kandinsky believed that colors provoke emotions. Red was lively and confident;
Green was peaceful with inner strength; Blue was deep and supernatural; Yellow
could be warm, exciting, disturbing or totally bonkers; and White seemed silent

16. but full of possibilities. All these color can express feelings and emotions.
Especially for writing, It can help our imaginations grow.
He also assigned instrument tones to go with each color: Red sounded like
a trumpet; Green sounded like a middle-position violin; Light Blue sounded like
flute; Dark Blue sounded like a cello, Yellow sounded like a fanfare of trumpets;
and White sounded like the pause in a harmonious melody. It proves that Abstract
art not only for building creativeness in making descriptive writing, but also for
instrument tones or music.
According to Revista Nova Escola-setembro (1997) one of the techniques
that can stimulate the right side of the brain is consist of making some given
drawings, in a non conventional way. By painting can stimulate the creativeness
and emotion in making descriptive text.
2.3.3 History of abstract painting
This type of painting can be defined in various ways. Unlike traditional
paintings, abstract painting does not portray reality. Before, painting was all about
depicting a realistic or photographic expression of something or someone.
However, abstract paintings are a lot different. The painting itself does not
illustrate real objects. The shapes and colors shown in abstract paintings are non-objective
and non-representing. The painting may refer to a person or to any other

17. individual, anything, or even nothing. If you can't understand the meaning of a
particular painting, you can ask the experts or even the painter about its meaning.
Natural art lovers on the other hand, do not need explanations because if they love
abstract paintings, they will understand clearly the significance of the painting.
When people say abstract painting, not many appreciate it probably because of its
different style and not so ordinary appearance. But despite the oddness of such
painting style, you should not judge it at first sight. Instead, you should try to
understand why it was painted.
Abstract painting started hundreds of years ago. There are famous abstract
paintings housed in museums. Private collectors who love abstract painting also
have some of them. Abstract paintings are good investments as well as collection
items. You'll never know how much a certain painting would cost in the future
and with the great awareness and appreciation of people nowadays for abstract
painting, even you can't tell a paintings value. Some of the famous abstract
painters were Picasso, Van Gogh, and Modigliani. Because of these artist's
beautiful works, abstract painting became even more famous.
Try to look at an abstract painting. You will see bright, vivid, and bold
colors. Aside from the colors, you will also note that the painting has biometric
shapes. For art lovers, this is a beautiful and strange piece.
Way back in 1940, Abstract Expressionism is a movement pushed through
by the artists. The artists and painters supported abstract painting and they wanted
the freedom of expression through the paintings they made. This made abstract

18. painting more popular. The movement began in a particular school in New York
and the movement was also called Action Painting. Among the American schools
that joined the movement declared their independence from the artworks of
European style. After this, abstract painting was pushed forward.
2.3.5 Abstract painting in teaching descriptive writing related studies to those
issues.
By painting the abstract painting the students is expected to have Ideas in making
descriptive text. Many researchers make a research about teaching descriptive text
by using picture, but at this time the researcher want to see whether there is the
advantageous by using this method.
Many researchers have been successful in conducting their research by using
picture.
CHAPTER III
RESEARCH METHODOLOGY

19. This Chapter will give an overview of the research design and
methodology that are used in the research including, sampling, population,
establish certain standard during and after data collection, ethical considerations
and data analysis.
3.1 Research Design
According to Donald R. Cooper (2011), a research design is “the research
design constitutes the blue-print for collection, measurement and analysis of
data.” And according to David J Luck and Ronald S Rubin (2010), a research
design is the determination and statement of the general research approach or
strategy adopted for the particular project. It is the heart of planning. A research
design is also a well-structured plan that describes how, when and where data are
to be collected and analyzed, and whether it answers the research question or
testing the research hypothesis (Parahoo, 1997; Polit et al 2011).
The research design was described in the following table:
Table 3.1
Groups Pre-test Treatment Post-test
Experimental A1 X A1
Control A1 O A1

20. Note:
A1 : Students’ writing descriptive text scores in pre-test
X : English language learning using abstract painting
O : Conventional method
A2 : Students’ writing descriptive text scores in pre-test and post-test
3.2 Population and Sampling Technique
According to Sugiono (2010) population is the generalization areas that
consist of object or subject that has quality and certain characteristic that carried
out by researcher to learn and to draw conclusion. Based on the theories above,
the researcher conclude that population is a group of person or individual having
quality and characteristics in general from which a researcher may get the data
needed. The population of this research is the students from SMAN 1
Parongpong, Bandung.
According to Arikunto (2006) sample is a part or representative population
of the research. Sugiono (2010) stated that sample is a part of the total and
characteristic which has the population. The samples which are taken must be
representative of the population. The samples that were used in this research are
taken randomly because the researcher was accepted to do the research in SMAN
1 Parongpong, Kabupaten Bandung Barat. This school has earned an A for the

21. accreditation from the government evaluation. The participants for this research
are sixty and they were the eleventh grade from Social science Classes. This
particular age which is between sixteen and seventeen was chosen because of
their enthusiasm to hear and learn new things, they are far from inhibition, and
they are expressive. This study focused on the use of abstract painting to enhance
students’ creativeness in writing descriptive text. The eleventh grades are divided
into two groups; Class X-1 as Control Group and X-2 as Experiment Group, each
group consist of 30 participants.
3.3 Variables
Sugiono (2006) stated that variable is everything which is in every
form which is settled by the researcher to be learnt as the purpose to get
the information about these, and then get the conclusion. In this research,
the researcher uses two variables, they are:
3.2.1. Independent Variable
According to Sugiyono (2010) independent variable is a variable that
influence the dependent variable. It is usually symbolized by “X”. In this
research, independent variable is the use of abstract painting method.

22. 3.2.2. Dependent Variable
Sugiyono (2010) stated that dependent variable is the variable that is
influenced by the independent variable. It is symbolized by “Y”. Dependent
Variable in this research is the enhancement of students’ creativeness in
descriptive texts.
3.3 Instrument of the Research
Sugiyono (2006) stated that research instrument is a tool which is used to
measure the natural phenomenon and social phenomenon that is observed. The
main part of this research based on the quantitative approach: certain material for
testing to see the improvement of the students. (pre-test, treatment, and post-test)
3.4 Data Gathering and Procedures
In gathering the data, the researcher employed these following steps:
3.5.1 Organizing Teaching Procedures

23. In this research, the researcher prepared the lesson plan and
different material for every meeting. The materials were taken from text book
for grade VIII and internet.
3.5.2. Pre-test
Pre-test is conducted to diagnose the students’ prior ability in writing
descriptive text and it is conducted before the researcher gives the treatment. Pre-test
instrument was in a paragraph descriptive text tests form and it was designed
in paragraph test form. Pre-test was made by the researcher. It consists of two
paragraphs only.
3.5.3. Treatments
After administering the pre-test, the treatments will give to experimental
class. But in the controlled class will give conventional method, using text book
of the school. The following are several steps in using the abstract painting
technique, for experimental class:
1. The researcher instill in her respondents a passion for arts in leaerning
English and later introduces Abstract Painting techniques.
2. The researcher will show an example of Abstract Painting to her
respondents in order for them to get the idea of drawing an abstract
painting.
3. The researcher will prepare all the painting tools for each respondent.
They will role as painter in this research.
4. All respondents will be given around 30 minutes to paint.

24. 5. Respondents should write a simple descriptive text based on what they
painted.
3.5.4. Post-Test
After the treatments, post-test was conducted to find out whether the use
of abstract Painting made impact for the students writing descriptive text ability.
The post-test instrument was in paragraph test forms and it consisted of two
paragraphs.
3.6. Data Analysis
Since this is a quantitative research, therefore the researcher aimed to
prove whether the alternative hypothesis was accepted or rejected. This research
aims to investigate the effective size of using abstract painting in teaching descriptive text
writing skill
To analyze the data, the researcher uses the formula of Standard Deviation
which is measure of the dispersion of a set of scores from the mean of the scores,
to find the result whether the null hypothesis was accepted or rejected:
Standard Deviation: SD = √Σ(푋푖−̅푋̅̅̅)2
푛−1
Where:

25. SD: Standard deviation
Xi: Individual grade
푋̅
: Individual grade
n: Sample size
3.6.1. Data Analysis on Pilot Test
The pilot-test is conducted to measure the validity, reliability,
discrimination, and difficulty level of the instrument. The valid and reliable items
are used as the research instrument
3.6.2. Validity Test
Validity test was intended to find out whether the instrument test is
appropriate to be used in this research or not. The following formula is used to
measure the validity of the instrument:
(Arikunto 2009)
where :
rxy: correlation coefficient
n: number of subject
x: item score
y: total score

26. . The criteria of validity is shown in the following table 3.1
Table 3.1 Coefficient Correlation (Validity)
rxy Interpretation
≤0.00 Not Valid
0.00 -0.20 Very Low
0.21 – 0.40 Low
0.41 – 0.60 Moderate
0.61 – 0.80 High
0.81 – 1.00 Very High
3.6.3 Reliability Test
Reliability is the constant of a test when the test is done in the same
subject Arikunto (2009) wrote an instrument is regarded as reliable if the result of
the test is the same although the test is done many times in other words the
instrument is reliable if it is reliable to collect the data required. The formula that
is used to find the reliability of the instrument is alpha’s formula:
. . . . . . . . . . . (Arikunto, 2009)
note:
: Reliability
n: number of questions

27. : Total score of each question variance
V : variance total score
Classification reliability coefficient, according to Guilford (Russefendi, 2009),
is shown in the following table:
Table 3.3 Classification Reliability
Amount of 11r Interpretation
11r  0,20 Very Low
0,21  11r < 0,40 Low
0,41  11 r < 0,70 Moderate
0,71  11r < 0,90 High
0,91  11 r  1,00 Very high
3.5.4. Discrimination
The discrimination index of item is the ability to distinguish
between good students (high ability) and the students who are less
in intelligent (low ability).The following formula is used to calculate the
item:
D =
퐵퐴
퐽퐴
-
퐵퐵
퐽퐵
= 푃퐴 - 푃퐵 (Arikunto, 2009)
Where:

28. J: Number of the test participants
JA: Number of upper group participants
JB: number of lower group participant
BA: number of upper group participants who answered the question
correctly
BB: number of lower group participants who answered the question
correctly
PA =
퐵퐴
퐽퐴
: Proportion of upper group participants who answered
correctly
(Where, P is discrimination index)
PB =
퐵퐵
퐽퐵
∶ Proportion of lower group participants who answered
correctly
To interpret the value of discrimination index use of distinguishing
clarification from Arikunto (2009). The criteria of discrimination index were
shown in table below:
Table 3.4 Criteria of Discrimination Index
Discrimination Index (D) Interpretation
< 0.00 Very Bad

29. 0.00 -0.20 Poor
0.21 – 0.40 Satisfactory
0.41 – 0.70 Good
0.71 -1.00 Excellent
3.5.5. Level of Difficulty
Good question is a question that is used to determine difficulty level of
that question. Test items of a wide range of difficulty levels are needed to test the
entire range of candidates’ achievement levels. Tests that contain too many easy
or too many difficult test items would result in skewed mark distributions. The
following formula was used to calculate the index of an item:
P =
퐵
퐽푆
(Arikunto 2009)
Where:
P: Difficulty level
B: The number of students who answered the question with correct answer
JS: Number of students’ participant in the test

30. Calculating the result is interpreted to the classification according to
Arikunto
(2009):
Table 3.5 Criteria of Difficulty Level
Index of Difficulty (P) Difficulty Degree
0.00 - 0.30 Difficult Item
0.31 - 0.70 Moderate Item
0.71 -1.00 Easy Item
3.7. Statistical Treatment Data
The researcher used Statistical Package for Social Science (SPSS) to
calculate the data. SPSS is a kind of computer program for statistically
computation. The level of significance is 5%.
3.7.1. Normalized Gain
Gain is the result of the test which is achieved by a student in an
examination in certain subject through deduction process of pre-test and post-test,
(Arikunto, 2009).
So, this formula is used to find whether an improvement of students’ creativeness
in writing descriptive text was in both experimental group and control group from
the result of the pre-test and post-test.

31. (g) =
% 푝표푠푡푡푒푠푡 − % 푝푟푒푡푒푠푡
100 %−% 푝푟푒푡푒푠푡
Where:
(g) : Normalized gain
% pre-test: Percentage of pre-test scores
% post-test: Percentage of post-test
Clarification of Gain Score
Table 3.2 Clarification of Gain Score
Gain Score Value Interpretation
0.00-0.30 Low
0.31- 0.70 Moderate
0.71- 0.100 High
3.7.2. Test of Normality
Normality test is done to see whether the normalized gain score are
normally distributed or not. In this normality test, normalized gain may be
considered normally distributed if the significance (Sig) > α 0.05. Kolmogorov-
Smirnov test is the most powerful normality test. (Razail and Wah, 2011).

32. Criteria of Normality test:
1. Data is normal if p-Value (Sig.) ≥α = 0.05, means the normalized gain score is
normally distributed
2. Data is normal if p-Value (Sig.) ≤ α = 0.05, means the normalized gain score is
not normally distributed
3.7.3. Homogeneity Test
Homogeneity test is a test to discover whether the variances of the two groups is
distributed homogeneously to one another or not.
Criteria of Homogeneity:
1. Data is homogeny if p Value (Sig.) ≥ α= 0.05, means the variance is
homogeny
2. Data is homogeny if p Value (Sig.) ≤α= 0.05, means the variance is not
homogeny
The researcher used this test formula (Suprapto, 2013):
F =
푆2푡ℎ푒 푙푎푟푔푒 푣푎푟푖푎푛푐푒
푆2 푡ℎ푒 푠푚푎푙푙 푣푒푟푖푎푛푐푒
Where:

33. F : F value (variance variable data)
2 : The variance of experimental class
푆1
2 : The variance of control group class
푆2
3.7.4. Hypothesis Testing
The researcher use this formula to find the differences between scores of
pre-test and post-test from both experimental group and control group after being
given the treatment.
The hypothesis to be tested:
Ho: μ1 = μ2
Ha: μ1 ≠ μ2
Where:
μ1: Average normalized gain of the Experimental group of students’ writing
creativeness improvement in descriptive text
μ2: Average normalized gain of the Control group of students’ writing
creativeness improvement in descriptive text
Then, the formula will be used is t-test:
t =
푋̅
1− 푋̅
2
푆
퐷 √
1
푛1
+
1
푛2
With: SD = √
(푛1−1)푆1
2+(푛2−1)푆2
2
푛1 + 푛2 −2

34. Where:
푋̅
1: Mean of Control group
푋̅
2: Mean of Experimental group
N1: Number of Control group
N2: Number of Experimental group
S1: Standard deviation of Control group
S2: Standard deviation of Experimental
Criteria of t-test:
1. If, pValue (Sig.) ≤ α (.050): Ha is not rejected, Ho is rejected. It means
there is a significant improvement in Listening Comprehension after being
given the treatment using ELL software technique.
2. If, pValue (Sig.) ≥ α (.050): Ha is rejected, Ho is not rejected. It means
there is a no significant improvement in writing descriptive text after
being given the treatment using Abstract Painting technique.

35. REFFERENCES
Arikunto, S (2009). Dasar- Dasar Evaluasi Pendidikan. Jakarta: Bumi,Aksara
Al Bahra bin Ladjamudin, 2006, Analisis dan Desain Sistem Informasi,
Tangerang, Graha Ilmu.
Aunurahman.2009. Belajar dan Pembelajaran. Bandung: Alfabeta
Brown, H. D. 2001. Teaching by Principle: An Interactive Approach to Language
Pedagogy. New York: Adisson-Wesley Longman.
Cooper, J. D. 2000. Literacy: Helping Construct Meaning. Boston, New York:
Houghton Mifflin Company.
Seow, A. The Writing Process and Process Writing . In J. C. Richards & W. A.
Renandya (Eds). 2002. Methodology in Language Teaching: An Anthology of
Current Practice (pp. 315-320). Cambridge: Cambridge University Press.
American Abstract Artists Journal, Number 5, 2006, 144 pages, color
http://www.painting-articles.
ebonycrow.com/The_History_Of_Abstract_Painting.html
Anderson, M. & Anderson, K. 2003. Text Types in English 3. South Yarra:
Macmillan.

36. Corbett, W. 1983. The Little Rhetoric and Handbook with Reading. Bloomington,
Illinois: Scott, Freshman.
D’Angelo, F.J. 1980. Process and Thought in Composition. Second Edition.
Cambridge, Massachusetts: Winthrop Publishers.
Ellis, A., Standal, T. & Rummel, M.K. 1989. Elementary Language Arts
Instruction. Englewood Cliffs, New Jersey: Prentice-Hall.
Friedman, L.S. 2010. Writing the Critical Essay: Euthanasia. Farmington Hills:
Greenhaven Press.
Johnston, K. & Morrow, K. 1981. Communication in the Classroom. London:
Longman
KangGuru in the Classroom. 2005. Teacher’s Guide SMA Package. Bali: IALF
Library of Congress. 2008. Junior Skill Builders: Writing in 15 Minutes a
Day. New York: Learning Express, LLC.
Smalley, R.L., Ruetten, M.K., & Kozyrev, J.R. 2001. Refining Composition
Skills: Rhetoric and Grammar. Boston, MA: Heinle & Heinle
Stanley, L. 1988. Ways to Writing. New York: Macmillan.
Sutardi, A. & Sukhrian, Y. 2004. Bahasa Inggris Program Paket B Setara
SMP. Jakarta: Direktorat Pendidikan Masyarakat.
Temple, C. Nathan, R., Burris, N. & Temple, F. 1998. The Beginning of
Writing. Massachusetts: Allyan and Bacon, Inc.
Tompkins, G.E. 1994. Teaching Writing: Balancing Process and Product. New
York: Macmillan College Company, Inc.

37. Troyka, L.Q. 1987. Simon & Schuster Handbook for Writers. New York:
Prentice-Hall.
Wardiman, et. al. 2008. English in Focus for Grade VII Junior High
School. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional