The implementation of weekly diary to improve students` writing abilities in writing a recount text at eigth grade students of SMPN 1 Wungu - USD Repository
THE IMPLEMENTATION OF WEEKLY DIARY TO IMPROVE STUDENTS’ WRITING ABILITIESTHE IMPLEMENTATION OF WEEKLY DIARY TO IMPROVE STUDENTS’ WRITING ABILITIES IN RECOUNT TEXT AT EIGHTH GRADE STUDENTS OF SMPN 1 WUNGU A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education ByNur Sekar Arum Eka Purikhawati Student Number: 091214151 THE IMPLEMENTATION OF WEEKLY DIARY TO IMPROVE STUDENTS’ WRITING ABILITIES IN RECOUNT TEXT AT EIGHTH GRADE STUDENTS OF SMPN 1 WUNGU A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education ByNur Sekar Arum Eka Purikhawati
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTATHE IMPLEMENTATION OF WEEKLY DIARY TO IMPROVE STUDENTS’ WRITING ABILITIES IN RECOUNT TEXT AT EIGHTH GRADE STUDENTS OF SMPN 1 WUNGU A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education ByNur Sekar Arum Eka Purikhawati Student Number: 091214151
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2013
In this research, the reseacher used classroom action research which was based on the model of Riel’s action research to help the students to improve their writing abilities through the weekly diary assignment. The researcher suggested the other Englishteachers use the weekly diary assignment to help the students to improve their writing abilities in writing a recount text.
CHAPTER I INTRODUCTION In this chapter, the researcher will discuss the research background, the
A. Research Background
In junior high school curriculum, standard competence number 12 states that the students have to be able to express the meaning of writtenfunctional text and simple short essays in the form of recount and narrative to communicate in thestudents‟ daily life and the academic context. Research objectives At the end of this study, the researcher hoped that the implementation of weekly diary followed by teachers‟ feedback was able to improve the students‟ writing abilities including the grammar, the vocabulary, the mechanics, thecontent, and the organization in a recount text.
2. The Researcher
The English Teachers in SMPN 1 Wungu The teachers can use the weekly diary assignment followed by the teachers‟ feedback to teach writing, especially in a recount text. In this research, the researcher usedMargaret Riel‟s (2007) action research to solve the problem of students of class VIII D of SMPN 1 Wungu.
3. Weekly Diary
From the explanation above, the diary is the same as journal which can help people to keep their memories in a written form. Besides, the form of diary assignment is appropriate totell the students‟ past experiences in the form of a recount text.
4. Recount Text
Then, it can be said that their writing abilities are good enough, as stated by Umiyatun (2011), Writing is a skill for the students to express their ideas in written form that involves the mastery of all elements in the target language: as grammar,content, organization, vocabulary, punctuation, spelling, and mechanics (p. They needed to improve their writing abilities in order to make a good recount text sothat they could overcome their problems in writing a recount text.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter will discuss the theories which are used by the researcher to
A. Theoretical Description
Moreover, this chapter helps the researcher to answer the research question. The discussions of the theories will support the researcher to answer the research question.
1. Teaching Writing a. The Nature of Writing Naturally, people communicate with others by speaking toward each other
They are including the content(relevance, clarity, originality, logic, etc.), the syntax( sentence structure, stylistic choices, etc.), the grammar (rules of verbs, agreement, articles, pronouns, etc.),the mechanics (handwriting, spelling, punctuation, etc.), the organization(paragraphs, topic and support, cohesion and unity), and the word choices (vocabulary, idiom, tune), the writer‟s process, the audience, and the purpose. In this scoring rubric, the elements thatshould be analyzed in students‟ writing are the organization, the content, the grammar (including sentence structure), the mechanics, and the vocabulary.
b. The Genre-Based Approach
22): Language structures Text functions Themes or topics Creative expression Composing processes Content Genre and contexts of writing From those approaches above, this research used the genre and the contexts of writing because the researcher had to solve the students‟ problem in writing a recount text. The researcher used building the context because it could help the researcher to introduce the textas the materials to the students by asking their background knowledge of the text.
4. Teacher’s Feedback a. The Meaning of Feedback
Acc ording to Lewis (2002), feedback is “sometimes associated withmarking and the word marking brings to mind pictures of teachers carrying bundles of students‟ writing away to mark” (p. In this study, the teacher‟sfeedback was included into the part of the weekly diary assignment.
b. The Types of FeedbackThere are three kinds of feedback:
1) Teacher Feedback
It makes the students to beindependent but it is not effective for this research because the students would be very noisy and talked with the others, instead of finding their own mistakes. Besides the oral feedback and written feedback which were provided by the researcher for the students, the researcher also gave some exercises based onthe students‟ diaries as the additional feedback for them.
5. Behaviorism Learning Theory
Watson (1924), Thorndike (1932), Bloomfield (1933), and Skinner(1975) show that the concept of weekly diary assignment was based on behaviorism learning theory that stated learning as the formation of habit (as citedin Mitchell & Myles, 2004, p. According to Mitchell and Myles (2004), they saw that learning of any kind of behavior as being based on the notions of stimulus and response.
6. Classroom Action Research
In this part, the researcher will discuss the definition of classroom action research and the model of CAR used by the researcher. Action research emphasizes the problem-solvingprocess and makes improvement towards the students in class.
a. The definition of classroom action research
According to Mills (2011),Action research is defined as any systematic inquiry conducted by teachers, administrators, counselors, or others with a vested interest in theteaching and learning process or environment for the purpose of gathering information about how their particular schools operate, how they teach,and how their students learn (as cited in Suparno, 2008, p.55). It means that when a teacher finds a problem in the teaching activities, the teacher can give the solutions for his or her students through conductingclassroom action research.
1. Asking questions, identification of the problem 2
4. Planning the nect action 5
This is the picture of the model: Picture 2.2 The picture of Riel’s action research In Riel‟s (2007, p. 3) model, one cycle consists of four stages. Studying the problem and planning the action 2.
3. Collecting and analyzing evidence 4
In each stage of the cycle, the researcher conducted the activities using the genre based approach. Therefore, in the planning stage, she planned the activitiesfor building the context, modeling of the text, joint construction of the text.
B. Theoritical Framework
Then, the Then, the researcher decided to conduct an action research to overcome the students‟ problem in writing a recount text. In the teaching activities, the teacher used the genre based approach which consists of building knowledge, modeling of the text, jointconstruction of the text, and independent construction of the text.
CHAPTER II I RESEARCH METHODOLOGY In the third chapter, the researcher discusses the methodology of the
A. Research Method
It consists of the research method, the research setting, the research participants, the instrument and data gathering techniques, the data analysistechnique, and the research procedure. This study has an objective to know to what extent the use of weekly diary followed by theteacher‟s feedback improves the students‟ writing abilities in the recount text.
B. Research Setting
The researcher conducted this classroom action research for the students of class VIIID of SMPN 1 Wungu. The researcher conducted this research from March 26, 2013 until April 17, 2013.
C. Research Participants
At that time, they were at the second semester ofeighth grade and they were learning the materials of a recount text. Then, in the preliminary study, the researcher found that they had some problems in writing arecount text D.
1. Field Notes
She observed the students‟ improvement overcoming their problems in writing a recount text during the implementation of weekly diaryassignment followed by the teachers‟ feedback. When the researcher conducted the preliminary study, she also used field Besides, the researcher always used it during taking action in the class like taking notes some information as date time, class, number present, absentees,work done, homework, etc., as cited by Wallace (1998).
The first questionnaire was distributed for all of the students in the preliminary studyto convince what the real problems which were faced by the students were. The second questionnaire was distributed for all of the students at the end of theresearch to know whether the implementation of weekly diary assignment improved students‟ writing abilities in writing a recount text or not.
SANGAT TIDAK SETUJU SANGAT
Saya mempunyai kendala pada saat menulis dalam BahasaInggris terutama menulis Table 3.2 The Sample of Questionnaire at the end of the Third Cycle No. In other words, the researcherwanted to know students‟ opinion based on their experiences during the implementation of weekly diary assignment.
The first student was the student whohad high-ability in writing, the second was the student who had moderate-ability in writing, and the third was the student who had low-ability in writing. Theresearcher interviewed the teacher to know deeply about the students‟ condition, especially in writing the text, what their difficulties in writing a text (in English)were, and the roots of th e students‟ problems in writing a recount text.
4. Observation Checklist
As stated by Wallace (1998, p. 146), observation checklist is one of some forms of observation in the learning process. During the implementation ofweekly diary assignment, the researcher conducted 8 meetings in the class.
1 The students are ready to follow lesson
2 The students pay attention to the teacher‟s explanation 3 The students conduct all the task given by the teacher seriously 4 The students ask questions and answer teacher‟s questions actively 5 The students are active to come in front of the class to write their answers The results of observation checklists could help the researcher to know what went well and what did not go well. She would rather tell the researcher for the things that needed to improve briefly at the end of the class.
5. Students’ Diaries
Then, the researcher collected some additional data byinterviewing the students and the teacher, and distributing the questionnaire to the students. Then, the researcher asked the students to submit their past experiences in the form of recount text in their diaries twice a week.
E. Data Analysis Technique
The researcher triangulated the data by discussing all of the activities given to the students with the teacher as external observer and looking at the curriculum. The researcher analyzed all of thenotes from field notes to describe the things related to this research like the condition of the class, the condition of the students, and everything happened The researcher also distributed questionnaires as the data to identify what the real problems faced by the students were.
F. Research Procedures
Before conducting the research, the researcher observed the class for one meeting to find the problem faced by the students of VIII D in SMPN 1 Wungu. Even though, the researcher also gave the feedback orally in front of the class and in the form of some exercises.
CHAPTER IV RESEARCH RESULTS AND DISCUSSION In this chapter, the researcher will explain the results and the process of
The researcher got the data from class observations, analyzing the results of questionnaires, and interviewingsome students and the teacher. Before doing the cycles, the researcher conducted a preliminary study to know and identify thestudents‟ problem deeply.
A. The Results of the Implementation of Weekly Diary Assignment followed by Teacher’s Feedback
There were 13 students who had difficulties in the vocabulary, 14students who had difficulties in the mechanics, 14 students who had difficulties in the content, and 9 students who had difficulties in the organization. Here is the calculation of the average score for each cycle: Diary‟s score(Tuesday submission)+Diary‟s score(Friday submission) 2 In the first cycle, all of the students got scores under the minimum passing grade of this school, 70.
A. The Process of the Implementation of Weekly Diary Assignment 1
The researcher observed the class once to know the condition of the students. Almost all of them had difficulties in five major elements in writing arecount text like the organization, the content, the grammar, the mechanics, and the vocabulary.
2. Determining the Solution of Students‟ problem
3. The Implementation of Weekly Diary Assignment
After finding the problem faced by the students, the researcher concluded that her duty was how to improve the students‟ writing abilities in writing arecount text. In the next process, the researcher implemented the weekly diary assignment in VIII D to overcome the students‟ problem.
a. The First Cycle
The researcher did not use linking to related texts because she only needed to know the improvement of students‟ writing abilities in writing a recount text, as stated by Nugraha (2011), However, the last stage of writing in genre-based approach did not really become the focus of this research so there was no linking to related text Therefore, the researcher did not ask the students to link to related texts. b)Modeling of the Text In this stage, the researcher also could not collect some data because the students only listened to the teacher‟s horror experience and read a text andanswered some questions related to the passage.
b. The Second Cycle
Then, the researcher would ask the students to read the c)Joint Construction of the Text In this stage, the researcher planned to ask the students to analyze the sentences in the text, then divided each of the sentences into some phrases basedon the pattern. a)Building the Context At the first time of the second cycle, the researcher only asked the students b)Modeling of the Text In this stage, the researcher distributed a recount text which told someone‟s embarrassing experience.
c. The Third Cycle
In other words, the researcher had to teach through building the context, modeling ofthe text, joint construction of the text, and independent construction of the text.the researcher did not use linking to related texts because she only needed to analyze the students‟ improvement until independent construction of the text. b)Modeling of the Text In this stage, the researcher planned to give them a passage which told Joint Construction of the TextIn this stage, the researcher planned to ask the students in group of three to retell the text given in the game session.
3) Collecting & Analyzing the Data
b)Modeling of the Text In this stage, the researcher also did not collect the data because the students only read the text and answered some questions. b)Modeling of the Text In this stage, the researcher gave the students the model of a recount text with the topic of the happiest experience from the students worksheet (LKS).
CHAPTER V CONCLUSIONS AND RECOMMENDATION In this chapter, the researcher presents the conclusions of this research and
It is to what extent the implementation of weekly diary improves the students‟ writing abilities of VIII D of SMPN 1 Wungu in writing a recount text. It was proved by the After conducting the weekly diary assignment, the students did not have any difficulties to express their ideas in English sentences based on the correctbasic sentence pattern.
In this part, the researcher wants to present the recomendations for English teachers and researchers who want to conduct research which work in the similartopic to this research. 1 Understanding explicit meanings correctly and efficiently of the short written fuctional text and a simple essays in the form of recount and narrativerelated to students‟ daily life and academic context 12.2.
ORDERING WORDS AND PARAGRAPHS GAMES
There were somany story that my friends and I got when we were in the tour such as there was my friend who got lost, ran out of fuel in the middle of jungle,and so forth. It was imposible to ride in the night, so we just decided to stay over in our friend house in Ciamisand we started to come back in the morning.
IV. Sources and MediaMedia: whiteboard, marker, worksheet sources:
1. KTSP 2006 2http://manktriiwulandari.blogspot.com/2012/11/scary-story-recount- 3. http://www.englishindo.com/2012/01/recount-text-penjelasan-contoh.html
V. Learning Activities 1
The students listen to the teacher‟s explanation about the generic structure and language feature of the text. The teacher explains the generic structure, language feature of recount text The teacher asks the students to answer questions based on the passage 4.
3. The teacher asks some students to express their idea about the generic structure of the text given before
Teacher explains the generic structure of a recount text with the topic of horror experience which has given atthe end of the last meeting. The students listen to the teacher‟s explanation about the generic structure of the text given at the end of thelast meeting.
VI. Assessment : 1
Indicators : After conducting the learning activities, students are able to accurately:Identify the use of past tense in the context of telling personal experience II. Complete List of Simple Past Forms USE 1 Completed Action in the Past Use the Simple Past to express the idea that an action started and finished at a specific time in the past.
The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Did you just call Debbie?
IV. Learning Source and MediaMedia: white board, marker, worksheet Source: 1. KTSP 2006 / KurikulumMitraSekolah
V. Learning Activities a
The teacher asks the students to take “My Holiday in Bali” text then, asks them to identify the tense used in the text The teacher asks the students to submit their diaries first(for Tuesday submission) 2. The teacher distributes a passage with the topic of “the most embarrassing moments” in the form of recount textand asks the students to read it as modeling text for this week diary 4.
5. The students submit their diaries on Friday and Tuesday with the topic of “the most embarrassing moment
: After conducting the learning activities, students are able to accurately:Order words to be a good sentence for telling their personal experiences in Write personal experience in the form of recount text with right spelling of Choose the most suitable word to complete sentences in the form of Use punctuation in recount text properly II. Yesterday I went to my grandmother‟s house in Solo I visisted her with my grandparents and my sister Alya We also bought some cakes for my grandmother she feltvery happy After eating the cakes we went to waterboom in the middle of the city At the waterboom I met my firends They are Susan Anie Bowo and Hilda I was very happy thatdayTask 4Choose the best word to complete sentences in this paragraph Kartini was ____ in 1879 April 21 in Mayong Jepara.