The Use of Authentic Material in Teaching Procedure Text Writing at the Second Year Students of SMAN 8 Bandar Lampung

ABSTRACT

THE USE OF AUTHENTIC MATERIAL IN TEACHING PROCEDURE TEXT WRITING AT THE SECOND YEAR STUDENTS OF SMAN 8 BANDAR

LAMPUNG

By

Alexander Sitinjak

This research was aimed to find out whether the use of authentic material can

improve students’ procedure writing achievement and to find out what are the aspects of writing skill that can be improved by using authentic material.

This research was conducted at SMAN 8 Bandar Lampung in academic year 2013/2014. This research took place in class XI Science I which consist of 29 students. The instruments used to gather the data were writing test (pretest and posttest).

The result showed that the students’ mean score of the pretest was 60.48 and their

mean score of the posttest after the implementation by using authentic material was 78.17, in which the improvement was 17.69.Specifically, authentic material can improve five aspects of writing namely content, organization, vocabulary, language use and mechanic. The highest improvement was achieved by language use (25.43%) from 13.88 up to 18.38. There was organization aspect 12.55 up to 16.64, then followed by content aspect from 18.67 up to 22.67. Behind them there were vocabulary aspect from 12.48 up to 16.22 and mechanic from 2.90 up to 4.26 (7.69%). It was proven by the result of Paired Sample T-Test, which showed that the value of two tail significant was less than α (0.00 < 0.05).

Based on the result above, it can be concluded that authentic material can improve

students’ procedure writing achievement.

THE USE OF AUTHENTIC MATERIAL IN TEACHING

PROCEDURE TEXT WRITING AT THE SECOND YEAR

STUDENTS OF SMAN 8 BANDAR LAMPUNG

A Script

By

ALEXANDER SITINJAK

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT

TEACHER TRANING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

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Understanding the meaning of written monologue text in form of procedure in the context of daily life.

B. Basic Competence

Understanding the rhetorical steps to write text essay accurately, and acceptably in the context of daily life in the form of procedure.

C. Indicators

Constructing procedural text based on its rhetorical steps. Giving information in the procedure text.

Using the procedure text in communicative function.

D. Specific Objective

Students are able to construct procedural text based on its rhetorical steps. Students are able to give information in the procedure text.

Students are able to use the procedure text in communicative function.

E. Instructional step/ Procedure 1. Pre-Activity

 Teacher greets student.

 Teacher checks the students’ attendance list.

 Teacher asks the students some questions relate to the topic which is going to be learnt. For example

 Teacher introduces the material which is going to be learnt.

2. While – Activity

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 Students are showed the easy steps to make procedure.

 Students are showed the authentic printed material by the teacher.

 Students are showed the authentic visual material by the teacher.

 Students are showed the authentic listening viewing material by the teacher.

 Students watch the teacher when the teacher practiced how to make something in front of the class.

 Students are asked by the teacher to make an outline.

 Students compose their outline into a good procedure text.

 Students revise their task and collect only the revise one.

3. Post Activity.

 Teacher asks the student about what they have learnt today.

 Teacher closes the meeting.

F. Material

Procedure text is a text which tells us how something is accomplished through a sequence of actions or steps.

The generic structure Usually it consists of:

 Goal (often indicated in the main heading)

 Materials (listed in order of use)

 Method (steps oriented towards achieving the goal)

Language feature

 Use of the simple present tense

 Usually in imperative sentence

 Linking words to do with time (first, time, when, then, next)

 Mainly action verbs (put, hold, cut, stick)

 Detailed, factual description of materials (shape, size, color, amount, etc)

 Detailed information on how, where, and when.

Examples of procedure test:

 Recipes

 Game rules

 Science experiment instruction

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Aspect Criteria Score

Content - Excellent to very good: Knowledge able, substantive, through development of thesis, relevant theory.

- Good to average: Some knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic but lacks detail.

- Fair to poor: Limited knowledge of subject, little substance, inadequate development of topic. - Poor: Does not show knowledge of subject, non-

substantive, not pertinent, not enough to evaluate.

30-27 26-22

21-17 16-13 Language Use - Excellent to very good. Effective complete constructions, 25-22

The examples of authentic materials:

 Authentic printed material

 Authentic listening viewing material

Video how to make gado gado: http://www.youtube.com/watch?v=RbNciZhEXNY

Video how to make a kite: http://www.youtube.com/watch?v=hP0jFnmMAIA

 Realia (real things) : water, strawbery, blender, sugar, glass, spoon, ice

H. References

Modul Bimbel English Service Pringsewu. 2003.

Nainggolan, Flora.2010. Modul 14 Pendalaman Materi Bahasa Inggris SMA. Bandar Lampung: University of Lampung.

I. Evaluation

Teacher gives students a task about how to make or to do something (they can choice one). Teacher will measure students’ work based on the content, organization, vocabulary, language use and mechanic. To ensure the score and to avoid the subjectivity, there are two raters to evaluate students’ task, so the score is valid.

Procedure : written

Type : open- ended and miscellaneous items.

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few error of agreement, tense, number, word order, function, pronouns, and preposition.

- Good to average. Effective but simple construction, minor problem in complex construction, several error of

agreement, preposition but seldom obscured/ - Fair to poor. Major problem in simple construction,

frequent error of negation, agreement, tense. Number, word, pronoun. Meaning confused.

- Very poor, virtually no mastery of sentence construction rules, dominated errors, does not communicate, not enough to evaluate.

- Good to average. Somewhat choopy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing.

words/idioms and usage, word form mastery, appropriate register.

- Good to average. Adequate range, occasional errors of idiom choice, usage but meaning not obscured.

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Appendix 2

Nama :

Kelas :

PRE WRITING TEST

INSTRUCTION:

You are writing an information leaflet for public explaining step by step about

how to do or to make the following things (choose only one topic to write), be

sure that your text includes complete information of the topic and has proper

organization. Make it at least one peice of paper.

1. How to plant a flower/tree.

2. How to operate an electrical device (television, computer, radio,

handphone, tape).

3. How to make your favorite food or drink.

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Appendix 3

Nama :

Kelas :

POST WRITING TEST

INSTRUCTION:

You are writing an information leaflet for public explaining step by step about

how to do or to make the following things (choose only one topic to write), be

sure that your text includes complete information of the topic and has proper

organization. Make it at least one peice of paper.

1. How to keep a garden beautiful.

2. How to make a kite or a cup of coffee.

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Appendix 5

Students’ Score in Pretest and Posttest from Two Raters

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Appendix 6

Students’ Score in Pretest from the Two Raters

N

71

’ Score in Posttest from the Two Raters Students

22.67 16.64 16.22 18.38 4.26 78.17 78.

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Appendix 8

Hypotheses Testing

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pretest 60.48 29 5.470 1.016

Posttest 78.17 29 6.187 1.149

Paired Samples Correlations

N Correlation Sig.

Pair 1 Pretest & Posttest 29 .807 .000

Paired Samples Test

Paired Differences

t df Sig. (2-tailed)

Mean Std. Deviation Std. Error Mean

95% Confidence Interval of the

Difference

Lower Upper

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To measure of two raters, the researcher used Spearman Rank-Correlation which formula can

be described as follows:

r = 1-

∑

r = 1-

r = 1-

r = 1-0.13

r =

Note:

r : coefficient of rank correlation

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Total 2264 2270 435 435 92 638

Appendix 10

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To measure of two raters, the researcher used Spearman Rank-Correlation which the formula

can be described as follows:

r =1-

∑

r = 1-

r = 1-

r =

r = 0.85

Note:

r : coefficient of rank correlation

ACKNOWLEDGEMENT

All praises to The Lord Jesus Christ, the almighty God, for His abundant mercy

and blessing that enables the writer to finish his script. This script entitled “The

Use of Authentic Material in Teaching Procedure Text Writing at the Second Year

Students of SMAN 8 Bandar Lampung” is submitted as a compulsory fulfillment of the requirement for S-1 Degree at the Language and Arts Education Department of Teacher Training and Education Faculty of University of Lampung.

Gratitude and honor are addressed to all people who have helped and supported the writer until the completion of this research. Since it is necessary to be known that this research will never have come into its existence without any supports, encouragements and assistances by several outstanding people and institutions, the writer would like to express his sincere gratitude and respect to:

1. Prof. Dr. Patuan Raja, M.Pd. as the first advisor who have contributed and given his invaluable evaluations, comments, and suggestions during the completion of this script.

2. Drs. Huzairin, M.Pd. as the second advisor, for his assistance, ideas,

guidance and carefullness in correcting the writer’s script.

3. Prof. Dr. Cucu Sutarsyah, M.A. as the examiner, for his support encouragement, ideas, suggestion and in supporting the writer.

4. Dr. Ari Nurweni, M.A. as the Chief of English Education Study Program and all lecturers of English Education Study Program who have contributed their guidance during the completion process until accomplishing this script.

5. Dra. Noveria, M.Pd. as the Headmaster of SMAN 8 Bandar Lampung for giving the writer permit to conduct the research.

6. Martha Linda, S.Pd. as the English teacher of SMAN 8 Bandar Lampung who has allowed to do the research there. Also all the students of XI Science I year of 2013/2014, for their participation as the subject of this research.

7. The writer’s parents (Mr. G. Sitinjak, S.Pd and Mrs. Manalu), the wonderful brothers (Briyan Sitinjak, Christian Ignatius Sitinjak) and my beautiful sister (Dinayra Fransiska Sitinjak), for their love, support, motivation and prayer.

9. All of the members of ED 2010 and 45’s Boarding house (Dani Erfan Saputro, Lucky Nugroho, Abdul Haris Adnan, and all of my futsal team) and Elsye Bujang Yetti Frida.

10.Nadia Nachan Sabrina, S.Pd., my third advisor.

11.Little brothers and lovely sisters in campus; Anggun Kemala Sari, Nidia Putri (ED’11), Rangga Cakil Aditya, Nugraha Adigit Pratama, Ara Imanda

Puah Putri, Syafira Kokom Riani (ED’12), Anindya Sekarini, Sahaja Talenta, Adys Anggun, Rissa, Rani, Dio Sleepy, Aldo Adja, Deny Vespa

(ED’13).

12.Gerobak Pasir; Jusuf Purba, S.H., Sanggam Simanulang, S.H., Ivo Juntak, S.H., Edo Sitorus, S.H., Saut Lumban Gaol, S.H., dr. Wiliam Sihombing, Marcel Cio, S.H.

13.DOTA; Dimas Wibowo, S.H., Rubi Priaegar, S.P., Tri Atmaja, S.P. and all

my friends that I can’t mention one by one.

Finally, the writer believes that his writing is still far from perfection. There may be weakness in this research. Thus, comments, and suggestions are always welcome for better research. Somehow, the writer hopes this research can give a positive contribution to the educational development, the readers and those who want to accomplished further research.

Bandar Lampung, June 30th 2014

The writer,

MOTTO

Commit you work to the Lord and your plans will be established

(Proverbs 16:3)

3.5 Procedure of Data Collecting Technique. ... 31 3.6 Instrument of the Research ... 33 3.6.1 Validity . ... 33 3.6.2 Reliability... 34 3.7 Data Analysis ... 36 3.8 Data Treatment ... 37 3.8.1 Normality Test. ... 37 3.9 Hypotheses Testing.... ... ...38

IV. RESULTS AND DISCUSSION

4.1. Result ... 40 4.1.1 Experiment Implementation. ... 40 4.1.2 Results of Pretest ... 42 4.1.3 Result of posttest ... 42 4.2. Hypothesis Testing ... 45 4.4. Discussion ... 47

V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions ... 57 5.2. Suggestions ... 58

REFERENCES . ... 59

APPENDIXES

TABLES

Tables Page

3.5 Procedure of Data Collecting Technique. ... 31 3.6 Instrument of the Research ... 33 3.6.1 Validity . ... 33 3.6.2 Reliability... 34 3.7 Data Analysis ... 36 3.8 Data Treatment ... 37 3.8.1 Normality Test. ... 37 3.9 Hypotheses Testing.... ... ...38

IV. RESULTS AND DISCUSSION

4.1. Result ... 40 4.1.1 Experiment Implementation. ... 40 4.1.2 Results of Pretest ... 42 4.1.3 Result of posttest ... 42 4.2. Hypothesis Testing ... 45 4.4. Discussion ... 47

V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions ... 57 5.2. Suggestions ... 58

REFERENCES . ... 59

APPENDIXES

CURRICULUM VITAE

The writer’s name is Alexander Sitinjak. He was born on December 13th, 1991 in Bandar Lampung. He is the first son of Mr. Sitinjak, S.Pd. and Mrs. Manalu (the late).

He began his formal educational institution for the first time at TK Dharma Wanita in 1995 and graduated in 1997. He continued his study at SD Xaverius 1 Teluk Betung, Bandar Lampung and graduated in 2004. Then he continued his study at SMP Xaverius 1 Bandar Lampung and graduated in 2007. After that he continued his study at SMAN 8 Bandar Lampung and graduated in 2010. At the same year, in 2010 he was registered as a student of English Education Study Program, in Language and Art Education Department of Teacher Training and Education Faculty at Lampung University.

DEDICATION

This paper would proudly be dedicated to:

My Beloved Parents

My Brothers and Sister

English Education Study Program 2010

I. INTRODUCTION

This chapter tells about the problem of this research. It consists of background of

the problem, research problem, objectives, uses, scope and definition of terms that

are used in this research.

1.1 Background

English plays an important role in the world because it is the most widely spoken

language. English is a spoken for most international events and as a medium of

information in science, culture and technology. So we can call that English is the

first (international) language. Besides, it must realize that most scientific books

are written in English. Accordingly, in order to be able to comprehend the books

for getting knowledge, everyone must adequate mastery of English and so must

the Indonesian students.

Furthermore, to achieve the communicative function, we need not only

knowledge, but also skills of English and its components. According to the

curriculum, English has been taught from elementary school until university level

(KTSP, Depdiknas: 2006). The students have to master the four basic language

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Writing is the most difficult skill for students in Senior High School. Teaching

english which has been done in the school is specialized in reading

comprehension and grammatical structure. Writing skill has not got serious

attention. However the problem is the curriculum 2006, which is now used in the

system of Indonesian education, demands the students of Junior High School and

Senior High School to reach communicative function that is being able to

communicate in oral and in written form to solve their daily problem.

The use of existing material has been considered to have some weaknesses

(Crawford, 2002). Firstly, it does not present the real language model in real

context, it also reduces teacher’s role in the classroom from the classroom managers to the teachers who rely on other people ideas (Crawford, 2002). In

addition, it does not accommodate local materials and brings about local culture.

Martinez (2002) states that the existing materials have burdened students and

teachers due to the difficult vocabularies covered and the preparation could be

time consuming. They rarely offer real language example used in real life context

(Jacobson, 2003). In the meantime, authentic materials support EFL learning

environment in which exposure to the target language is needed as in the first

language acquisition (Krashen, 1986). Furthermore, they help teacher provide

their student opportunity to learn according to their need and interest (Jacobson,

2003).

In history media and technology had influence towards education. There are so

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media is authentic material. One of the important principles of communicative

language teaching is that authentic language should be used in instruction

whenever possible (Omaggio-Hadley, 1993). But some of the problems are

determining what authentic materials are, why is it important to use authentic

material in the classroom, and what are the sources for authentic materials? Taken

from Peacock (1997), the definition of authentic materials is the materials that

have been produced to fulfill some social purpose in the language community.

Martinez (2002) defines that “Authentic would be material designed for native

speakers of English used in the classroom in a way similar to the one it was

designed for.

Teacher nowadays, provide material that can encourage students’ interest in writing. In relation to the statement above, the researcher used authentic materials

in the classroom to overcome the problem above. Authentic materials are

considered as alternative materials that provide benefit for students from the

exposure to real language being used in a real context. The other reason why

authentic materials, because the students are highly motivated in giving a sense of

achievement when understood and encourage further writing. Then, the main

reason for using authentic materials in the classroom is that the learner did not

encounter the artificial language of the classroom and how they are really used.

The role of the teacher is not to delude the language learner but to prepare him,

giving the awareness and necessary skills so as to understand how the language is

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There are some types of texts that can be taught by using authentic material for

developing students’ writing achievement in their school. Procedure text is one of

them. It is very crucial to learn more about procedure text both its generic

structure and its language features. Students who are writing certain genre also

need to consider a number of the topics, the convention and style of the genre, and

the context in which the writing will be read (Harmer, 2001:206). But the reality

is, many students feel that writing is a hard work to do. Based on the researcher’s pre observation the reason for their inability to write is caused by several factors.

i.e 1). Poor vocabulary, 2). Difficulty in generating their idea, and 3). Poor

grammar. Besides, they do not have attention to the material given, or they also do

not know such a convenient way that can help them in writing process.

Regarding the factors above, the researcher would like to purpose one of the

alternative media that can be used to help the teacher solve the teaching writing

problem. This media is authentic material. By using authentic material, it will

make the students learn how to choose words carefully and construct sentences in

logical and concise manner, because authentic material can help students to be

familiar with new vocabulary and make them easy to remember the new

vocabulary (Siti, 2001). Besides, it makes the students learn writing in enjoyable

way.

1.2Research Question

Considering the background presented above, the researcher formulated following

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1. Is there difference of students’ writing achievement after the

implementation by using authentic materials?

1.3Objective

The objective of the research was:

1. To find out whether there is difference of students’ writing achievement

after the implementation by using authentic materials.

1.4Uses

The use of this research was:

1. Practically, the result of this research can be used as information sharing

for English Teachers in Senior High School that this media is applicable or

not.

1.5Scope

This research was conducted at the second year of SMAN 8 Bandar Lampung of

academic year 2013/2014. In this case the researcher used one class only that was

class XI science one which consisted of 29 students. This research was focused on

the implementation of authentic material (the researcher chose to use instant coffee

packages and instant fried noodle packages as the authentic printed material, videos

as the authentic listening viewing material, picture as the authentic visual materials,

and water, strawberry, blender, sugar, glass, spoon, ice as realia or real things) in

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writing measured in this research they were content, organization, vocabulary,

language use and mechanic (Harris, 1979: 68)

1.6Definition of Terms Writing

Writing is the representation of language in a textual medium through the use of a

set of sign or symbols (known as a writing system). Writing is a process of

composition in the sense of making or building which involves constant

reconstruction.

Materials

The word materials can be defined as the substances out of which something is or

can be made. The term can also be used to refer to the properties that someone

who is qualified or suited for a particular position or activity has.

Authentic Material

Authentic material is the material that has been produced to fulfill some social

purpose in the language community, and it has been made not for teaching and

learning activity.

Procedure Text

Procedure text is a kind of text about how to do task or to make something. It can

II. LITERATURE REVIEW

This chapter deals with the following topics: writing, aspects of writing, text,

procedure text, teaching writing, teaching procedure text writing, authentic

material, authentic material in teaching procedure text writing, advantages and

disadvantages, theoretical assumption and hypotheses.

2.1 Writing

Writing is one of the skills of language that is studied in the classroom. Writing is

the activity requiring the ability to make the word become sentence. It is also

activity of constructing sentence into a text. Writing is not easy. It is the most

difficult subject in the school since the students have to produce a text by using

English. It takes series of practices to develop this skill, it cannot be learnt only

one time. The students have to write what they think in their mind and state it on a

paper by using correct procedure. Learning to write either in the last year of Junior

High School or even in Senior High School is one of the most difficult tasks a

learner encounters and one that few people can master.

Writing is a means of communication, to convey message, ideas, and feeling in a

written form. Raimes (1983: 76) states that writing is a skill in which we express

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paragraph. Writing is also reinforces the use of sentence’s structure and tenses,

idiom and vocabulary correctly in order to make the reader get the idea clearly.

Writing, according to Barton (2000: 5) is a complicated and often mysterious

process. Although the writers may think of it as little more than arranging letters

and words on a page, a few moments’ reflection reveal that it is much more than

that. Furthermore, Harmer (2004: 86) states that writing is a process and what we

write is often heavily influenced by constraint of genre, then these elements have

to be present in learning activities. Writing is a powerful tool to organize the out

of order and events make them manageable. Writing is really a form of thinking

using the written words.

Meanwhile, Meyers (2005:2) states that writing is a way to produce language that

the writers do naturally when they speak. Writing is speaking to other on paper or

on computer screen. Writing is also an action or a process of discovering and

organizing ideas, putting them on a paper and reshaping and revising them.

Palmer (1994: 5) states that writing is recursive. It goes back and forth we plan a

little, put words on paper, stop plan when we want to say next, go back and

change a sentence, or change their minds altogether. Boardman (2002: 11) states

that writing is a continuous process of thinking and organizing, rethinking, and

reorganizing.

Nation (1990:84) describes that the process of writing is a way of bringing about

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process instead of focusing only on the finished product. This statement implies

that writing, as a process, needs a kind of technique to enable the students to

improve their writing achievement. Hence, the existence of certain technique is

needed to make the writing process valuable.

Writing enables the students to describe their ideas in sequence and

communicative way. Raimes (1983: 3) states that writing also involves thinking.

In addition, the close relationship between thinking and writing makes writing as

a valuable part of any other skills. People generally write to either communicate

something to other people (the writing is meant to be read by others) or to be used

for their own personal use (the writing is not usually meant to be read by others).

From the opinion above, it can be said that writing is a significant skill since it

involves a process of communication to express feeling, ideas, thought in written

form. Finally, writing process needs a certain technique that can make it

communicative in order to send a message to others.

2.2. Aspects of Writing

In writing, there are several aspects which should be considered by students in

order to write well. Brown (2001) proposes six major aspects of writing that have

to be required by a writer in producing a written text namely content,

organization, discourse, syntax, vocabulary, and mechanics. Content deals with

thesis statement, related ideas, development ideas, and the use of description.

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conclusion, and appropriate length. Discourses include topic sentence, paragraph

unity, transition, discourse maker, cohesion, rhetorical convention, reference,

fluency, economy, and variation. Mechanics include the use of spelling,

punctuation, citation of reference, and appearance.

Another explanation, Harris (1979: 68) proposes five aspects of writing namely

content (the substance of writing), form (the organization of content), grammar

(the employment of grammatical form and syntactic pattern), and style (the

choices of structure and lexical items to give a particular tone or flavor to the

writing). Similarly, Jacobson (2003) mentions that in order to be effective, a piece

of composition should meet the following qualities:

1. Content

Content refers to the substance of writing, the experience of main idea.

i.e., group of related statements that a writer presents as unit in

developing a subject. Content of the paragraph do the work of conveying

ideas rather that fulfilling special function of transition, restatement, and

emphasis.

2. Organization

Organization refers to the logical organization of content. It is scarely

more than attempt to piece together all collection of fact and jumble

ideas. Even in early drafts it may still be searching for order, trying to

make out patterns in its materials and working to bring particulars of its

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3. Vocabulary

Vocabulary refers to the selection of words those are suitable with the

content. It begins with the assumption that writer wants to express the

ideas as clearly and directly as he/she can. Choosing words that express

his/her meaning is precisely rather than skews it or blurs it.

4. Language use

Language use refers to the use of correct grammatical form and synthetic

pattern of separating, combining, and grouping ideas in words, phrases,

clauses, and sentences to bring out logical relationship in paragraph

writing.

5. Mechanic

Mechanic refers to the use graphic convention of the language, i.e., the

step of arranging letters, words, paragraphs by using knowledge of

structure and some others related to one another.

Based on the categories of writing aspects above, it can be concluded that

generally the aspects of the writing are classified into five aspects, namely,

content, organization, vocabulary, language use, and mechanic. Students can

make a well-organized text by those aspects.

2.3 Teaching Writing

Teaching writing is to teach the students how to express the idea or the

imagination in written forms. It is very important for the teacher to provide the

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states that teaching is showing or helping someone to learn how to do something

providing with knowledge, causing to know or to understand. It means that in

teaching, teacher helps the students and guides them to learn the material easily.

Furthermore, Raimes (1983: 27) mentions that teaching writing is a unique way to

reinforce learning. It means teaching writing is very important in order to build

students’ language skill. Therefore, teacher should know the problems faced by

the students during teaching learning process in order to know appropriate way to

overcome the writing problem in writing class.

Raimes (1983) also states that in order to be successful in writing, an English

teacher should guide the students in writing, in which the material presented are

relevant to their interest, needs, capacities and age until they are able to make

composition with few or no error. Since teaching writing is to teach the students

how to express the idea or the imagination in writing form, it is very important for

teacher to provide the materials which are relevant to the students’ interest and

needs.

In writing, the writer might have enough time to express their idea in written

form. There are some element of writing skills that are needed in teaching writing

such as content, grammar, form/organization, vocabulary, and mechanic. These

elements cannot be separated from each other. Teacher needs it to take account

into them while teaching writing. In other words, teaching writing guides the

students not only to write sentences in text, but also to recognize ideas in written

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From the statement above, there are three steps of writing that by Edelstein and

Pival (1988):

1. Pre-writing

Pre-writing is concerning to select the general subject, restricts the subject,

generates the ideas, make the outline and organize the ideas.

2. Writing

Writing is to set on the paper the ideas in her or his mind into words,

sentences, paragraph and so on.

3. Rewriting

Re-writing concerns with evaluating her/his writing, deals mainly with:

a) Concerning the content and form.

b) Correcting the vocabulary, punctuation, and grammar.

c) Correcting writing errors, word duplications and omission.

.

In conclusion, the English teachers have to guide the students when composing

their writing. Interesting activities can motivate the students and make them enjoy

in learning, in this case by authentic material.

2.4 Text

Text is a semantic unit that is realized in the form of word, clause, and sentence. It

is not only a group of words or sentences. Hyland (2004: 6) states that the text is

an autonomous object which can be analyzed and described independently of

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words, clauses, and sentences by following the principles which guides the correct

of element.

There are two main categories of text namely literary and factual. Literary texts

are text that constructed to appeal emotion and imagination. For example: stories,

movies, scripts, folktales, novels, and lyrics’ song. There are three main text types

in this category: narrative, poetic and dramatic. Factual text presents information

or ideas and aim to show, tell or persuade the audience. The main text types in this

category are narrative, procedure, recount, exposition, explanation and discussion.

Not all the texts are same. Some factors which accounts for the differences in

texts are the purpose of which the text is being used and the language features.

Each kind of text is structured in different ways to achieve its purpose. It is

important to understand each type of text. Besides it is needed as an academic

purpose, text is also required in students’ real social life.

2.5 Procedure Text

Procedure text describes how to do or make something. Many types of procedure

text, such as recipes, repair manuals, or assembly instructions, are commonplace.

Procedures are used by scientists as they conduct investigations and experiments.

Procedure text has some characteristics, such as:

a. Tells how to do or to make something.

b. Has a title.

c. List the material at the beginning.

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e. Include specific measurements.

f. Includes detail that can help the reader know exactly what to do.

g. Uses command verbs.

Delpech (2008) states that procedure text is a finite sequence of instructions.

Instruction execution may be conditional, associated with preferences or advices.

Instructions may contain continuous processes, loops and may be organized as a

cluster in a loop, till some result is reached.

Procedure texts consist of a sequence of instructions designed with some accuracy

in order to reach an objective (e.g. how to use a computer). In our perspective,

procedure texts range from apparently simple cooking recipes to large

maintenance manuals (whose paper versions are measured in tons e.g. for aircraft

maintenance). They also include documents as diverse as teaching texts, medical

notices, social behavior recommendations, direction for using something,

assembly notices, itinerary guides, and advice texts.

In most types of procedural texts, in particular social behavior, procedural

discourse has two dimensions: an explicative component, constructed around

rational and objective elements (goals and plans), and a seduction component

whose goal are:

1. To encourage the user.

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3. To enrich the goals and the purposes, by outlining certain properties or

qualities or consequences of a certain action or prevention.

There are three definitions of procedure text:

1. Text that explain how something works or how to use instruction/

operation manual e.g. how to use the video, the computer, the tape

recorder, and the fax.

2. Text that instruct how to do a particular activity e.g. recipe, rules of game,

science experiment, road safety rules.

3. Text that deal with human behavior, e.g. how to life happily, and how to

succeed.

In this case the researcher used the second type.

The generic structure of the procedure text are:

1. Goal.

2. Material needed.

3. Method or steps.

The purpose of the procedure text is to tell the reader how to do or make

something. The information is presented in logical sequenced of event which is

broken up into small sequenced steps. These texts are usually written in present

17

Example of the procedure text:

How to make a plate of fried rice.

Ingredients: 350 gr long grain rice, 2 tbs. vegetable oil, 3 eggs, 1 onion, 2 green chilies, sambal ulek, 1 garlic clove, 1 leek, 1 teaspoon ground cumin, 250 gr chicken meet, 250 gr shield prawns, 3 tbs. Sweet sauce.

The procedure:

Beat the eggs and make into an omelet, slice into strips and set aside. Hit the oil in a wok or large frying pan. Blended the chopped onion, leek, garlic and chilies. Fry until the onion is soft. Mix the coriander and cuming, slice chicken into strips and add with the prawn to the onion and mixture and cook, stirring occasionally until they are well mixed. Add the rice, soya sauce and omelet strips and cooks a further five minutes. Decorated with some of the leek and serve hot. Enjoy.

2.6 Teaching Procedure Text Writing

Teaching Writing is the most important factor in writing exercises is that students

need to be personally involved in order to make the learning experience of lasting

value. Encouraging student participation in the exercise, while at the same time

refining and expanding writing skills, requires a certain pragmatic approach. The

teacher should be clear on what skills he/she is trying to develop. Next, the

teacher needs to decide on which means (or type of exercise) can facilitate

learning of the target area. Once the target skill areas and means of

implementation are defined, the teacher can then proceed to focus on what topic

can be employed to ensure student participation. By pragmatically combing these

objectives, the teacher can expect both enthusiasm and effective learning.

Procedure text is a text that shows sequence of ways in making or doing

something, therefore as visual aids in teaching process. In writing, there are many

kinds of genre; recount, report, narration, description, explanation, exposition,

procedure, news item. Procedure is a text form in which found instruction of

action sequence concerning something, contain a procedure sequence treatment

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how it is finished. Language feature use of simple present tense (imperative

sentence), mainly temporal conjunctions, material process and focus on

generalized human agents.

2.7 Authentic Material

An authentic text commonly is a stretch of real language, produced by a real

speaker or writer for a real audience and designed to convey a real message of some

sort of information. This assumption is supported by Day and Bamford (1998: 54)

who state that an authentic material is one written language is considered,

unabridged text that is written for native speaker.

Furthermore, Martinez (2002) defines that authentic materials are sometimes called

authentic or contextualized, real-life materials are those that a student encounter in

everyday life but that were not created for educational purposes. They include

newspapers, magazines and websites, as well as driver’s manuals, utility bills, pill

bottles and clothing labels. From, these assumption it can be said that authentic

texts is made by using authentic language (a language that is only used by native

speaker for the conversation activity with native speaker without any facilitator for

second language learner. These texts are used to transfer ideas, information and

messages from the author to his readers. Besides, this text is made not for teaching a

language. It is made without making its language components (vocabulary and

grammar) to be able to understand easier by second language learner, it is made

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Although authentic text is not for language learning program, it is important for

language learners or students who want to broaden their knowledge about the way

of using the foreign language in the real life. Authentic materials offer real language

that is contextually rich and culturally pertinent. They also provide insight into the

adult learners’ new community and the services and opportunities offers.

It can be said that authentic text or material is important to learn, because it is full of

language insight and related to the culture. Most of them contain a large variety of

structures and vocabularies that has never been found in the school textbook.

Although authentic text uses original language (language in which its sentence’s

structure and the use of vocabulary is not simplified) that is hard for students to

comprehend, it can improve students’ writing achievement.

In addition, Peacock (1997) points out that material that has been produced to fulfill

some social purposes in the language community. The source of authentic material

are newspaper, magazines, internet, TV program, movies, CDs, song, brochures,

literature (novel, poems and short stories), catalogues, tickets, bills, receipts,

wrappings, business cards, labels, stamps and stamps.

Authentic material has some characteristics that must be known by the researcher

before getting it. These criteria are important for the researcher to know, with

knowing the criteria of authentic material, the researcher able to differentiate

whether the text is authentic material or not.

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same with the language used in the text. Or, it can be said that this type of

the text is made for native speakers. Widdowson (1983) in Martinez (2002:

1) defines that authentic would be material designed for native speakers of

English used in the classroom in away similar to the one it was designed for.

It means that a text will be authentic if it is written for readers that has the

same first language with the writer of the text.

2. Authentic material is a text in which its content is appropriated to the

readers’ world. It presents a lot of information appropriated to the readers’

in comprehending writing achievement. Spelleri (2002: 4) notes that the

material reflects a reality that is economically feasible for the learners. From

the statement it can be said that the content of the authentic text or material

is always adapted to the learners’ world, learners’ interest, need and ability

in comprehending writing achievement.

3. Authentic material gives reliable information, in order words it can be

trusted. It provides real information, not fictional information. Spelleri

(2002: 4) says that the material respects the immigration status of the

learner, whether documented or undocumented. The undocumented

immigrant should not find himself in trouble for attempting to make use of

knowledge gathered from the authentic material. From the statement it can

be said that authentic material contain understandable news and information

that can be trusted its truth and do not mislead the learners.

4. Authentic materials contain a lot of vocabularies appropriated to the

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authentic materials contain non-complex vocabulary. A large amount of

printed matter marketed to the general public is written at the fifth grade

level while the language of items produced by public safety and social

welfare offices is sometimes even simpler. And at least on the following:

a. The authentic item features picture, diagrams, and tables.

b. The material uses bullet, titling, subtitles or other clear separation of

text.

c. The material allows some learner interaction: a form to fill out, a

recording to listen, to check list, and questions to think about.

From those statements, it can be said that authentic materials use language that can

be understood by the public or society. It also completed by some interesting

pictures, tables, and other things that can facilitate the readers in comprehending it.

Besides that, it is usually illustrated by a few of advertisements and cleared by

placing a title and some subtitles in the right place. Sometimes, authentic text gives

some chance for readers to interact with the author of the text or the editorial staffs

who publish that text; giving some quiz with a gift and chances for expressing mind

and feeling to the learners. From the statement above, we can conclude that;

a. Authentic material is a material that is attractive for learners and

well-organized. Nuttal (1996: 177) states that authentic material not only

motivates students but also exhibits the characteristics of true discourse:

having something to say, being coherent and clearly organized.

b. Sometimes authentic material contains a language that cannot be understood

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vocabularies and the other. The text may contain vocabularies that exceed

the learners’ vocabulary limitation. Spelleri (2002: 2) explains that true

authentic materials are not edited and simplified in anyway. They require

the researcher to act as a filter, releasing the language in manageable

quantities, raising or allowing the filter as needed, and ensuring the

comprehensibility of the material through selection of learning objective, the

task to be accomplished, and the way of the material approached. From the

statement it can be said that the content of the authentic material can be

understood easily.

The example of authentic material that the researcher gave in this research were;

instant coffee packages and instant noodle packages (also involved pictures, realia

or real things, demonstration as the part of teaching learning process) in first

meeting, and in the second meeting the researcher used two videos; how to make

gado gado (http://www.youtube.com/watch?v=RbNciZhEXNY) and how to make

a kite (http://www.youtube.com/watch?v=hP0jFnmMAIA). The researcher also

practiced how to make a glass of strawberry juice in front of the class.

2.8 Authentic Material in Teaching Procedure Text Writing

The use of existing material has been considered to have some weaknesses

(Crawford, 2002). Despite it does not present the real language model in real

context, it also reduces the researcher role in the classroom from the classroom

managers to the researchers who rely on other people ideas (Crawford, 2002). In

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Martinez (2002) states that the existing materials have burdened students and the

researchers due to the difficult vocabularies covered and the preparation could be

time consuming. They rarely offer real language example used in real life context

(Jacobson, 2003). At the meantime, authentic materials support EFL learning

environment in which exposure to the target language is needed as in the first

language acquisition (Krashen, 1986). Furthermore, they help the researcher

provide their student opportunity to learn according to their need and interest

(Jacobson, 2003).

Brown (2001) mentions that teaching first language writing is different from

teaching second language writing. In helping the students procedure good writing,

the researcher has important duties (Brown, 2001). Besides, playing role as

facilitator, resource, and demonstrator of writing types, language uses, and purpose,

the researcher also acts as an assistant in helping the students difficulties along

writing process, and responder to content and construction and as evaluator, the

researcher can provider notes as feedback and suggestion along students writing,

therefore they can improve their writing product (Brown, 2001).

Dealing with the role as a resource of materials, despite many authentic materials

available in real life context, the researcher should consider some factors in

selecting, designing and providing the students with authentic material (Cook,

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In relation to School-based Curriculum implemented in Indonesia, one of the texts

that should be taught to students is procedural text. It becomes as an important

genre because it enables someone to get things done and it is common in oral and

written mode (Derewianka, 2004). It is intended for individual and it influences

behavior of individuals. The aim of this text is to make readers follow instructions

easily, therefore certain elements in procedure text are considered important.

1. A tittle showing the aim of doing particular activity (Anderson and

Anderson 1997; Derewianka, 2004).

2. A context covering the list of ingredients and tools needed with detailed

factual description (size, color, amount, and shape) (Anderson and

Anderson, 1997; Derewianka, 2004).

3. Methods covering a sequence of steps to be done. The steps usually begin

with a command such as add, stir, or push; the usage word connectors to

make a clear transition between steps such as firstly, secondly, then, next,

after that and last; number also can be used to show first, second, third and

so on (Anderson and Anderson, 1997; Derewianka, 2004).

4. A visual format that makes the steps easy to follow (space, diagram, and

picture).

Based on the theory above the researcher chose to use instant noodles packages and

instant coffee packages as the authentic printed material, videos as the authentic

listening viewing material, picture as the authentic visual materials, and vegetables,

25

The researcher decided to use all of the things above because those things could

make the children more creativity in enjoyable ways, helped children to explore and

fully developed the ideas and it would be easier for them to learn writing procedural

text.

In this research, the researcher gave the example of procedure text by using

authentic material. The first authentic material that the researcher used was instant

coffee packages and instant noodle packages (also involved pictures, realia (real

things), and demonstration as the part of teaching learning process) in first

meeting. The researcher also used two videos; how to make gado gado

(http://www.youtube.com/watch?v=RbNciZhEXNY) and how to make a kite

(http://www.youtube.com/watch?v=hP0jFnmMAIA). The researcher also practiced

how to make a glass of strawberry juice in front of the class.

2.9 The Advantages and Disadvantages

There were some advantages that can be obtained from using authentic texts or

materials in teaching writing.

a. Authentic material can provide many chances for the researcher and

students to understand about how to use the target language (in this case

English) in the real life.

b. Authentic material provides a large amount of the ways of using English

(target language) in the real world. This text supplies a lot of ways of

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c. Authentic material contains a lot of information from all aspects of life.

This advantage is very important for the student to increase their

knowledge

d. Authentic material provides a lot of happiness for students.

e. Authentic material keeps students informed about what is happening in

the world, so to have an intrinsic educational value.

f. Students are exposed to real discourse, as in videos of interview with

famous people where intermediate students listen for gist. They provide

exposure to real language.

There were some disadvantages that can be obtained from using authentic texts or

materials in teaching writing.

a. Some authentic listening materials have so many different accents that it is

very hard for the learner to understand.

b. Some authentic printed materials can become outdated easily, such as

news in newspapers or magazines.

c. Authentic materials may contain items, particularly vocabulary, which is

of strange and difficult for some students.

d. In learning contexts where authentic target-language materials are not

readily available, obtaining them can be time consuming and frustrating.

In the teaching learning activities, every single method or media always have the

27

more advantages then disadvantages. Because of that the researcher used this

media in this research.

2.10 Theoretical Assumption

Writing is one of language skill that should be mastered by the students. In this

case the researcher used authentic material in procedure text writing. Through

authentic material, the students would be guided and involved to write the

procedure text based on the fact, especially to let them learn to make the

procedure text in writing. By using authentic material, the students are expected to

improve their written production, so that they could produce better writing than

before. The quality of good (effective) writing was not only defined by its

correctness on grammatical structure and vocabulary. There are other aspects

which also determined its quality: content, organization and language use.

2.11 Hypothesis

Based on the theoretical assumption above, the researcher formulated the

following hypothesis:

There is difference of students’ procedure writing achievement after the

III. METHODS

This chapter discusses some aspects. They are classifying like the following:

research design, population and sample, data collecting technique, validity and

reliability, scoring criteria, procedure of data collecting technique, data treatment,

data analysis and hypotheses test.

3.1 Research Design

In this research, the researcher conducted the research by using one class and

applied pre-experimental design that was one group pretest posttest design.

According to Hatch and Farhady (1982: 20), the research design could be

represented as follows:

T1: Pretest

X: Treatment/ Experiment

T2: Post test

3.2 Population and Sample

The population of this research was the second year students of SMAN 8 Bandar

Lampung in academic year of 2013/2014. The researcher used one class as the

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The researcher used lottery technique to choose the treatment class. So that those

all classes got same chance to be sample.

3.3 Data Collecting Technique

In collecting data, the researcher used the following stages:

1. Pretest

The researcher administered the pretest in order to find out the students’ basic ability. It required 90 minutes for the pretest. In this test, the

researcher provided some topics to be chosen by the students to write. The

topic in this test was how to make your favorite food or drink. The

students have been asked to write a procedure text.

2. Posttest

Posttest administrated after treatments to find out what are the aspects of

writing skills are improved by using of authentic material. It could be seen

from the average scores of pretest and posttest.

3.4 Scoring Criteria

Five aspects of evaluated by the researcher were content, language use, form/

organization, vocabulary and mechanic. The researcher used computation as

follows:

1. Content scored as much as 30% from the total sentences support the main

idea (unity).

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3. Language use evaluated as much as 25% from the total sentences are

written in chronological order (coherence).

4. Vocabulary scored 20% as much as from vocabularies is used correctly.

5. Mechanic evaluated as much as 5% from use punctuation, spelling and

capitalization correctly.

The scoring criteria above based on Jacobs et al (1981: 90).

Table 1. The criteria of evaluation for writing test (Jacobs et. al., 1981: 90)

Aspect Criteria Score

Content - Excellent to very good: Knowledge able, substantive, through development of thesis, relevant theory.

- Good to average: Some knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic but lacks detail.

- Fair to poor: Limited knowledge of subject, little substance, inadequate development of topic. - Poor: Does not show knowledge of subject,

non-substantive, not pertinent, not enough to evaluate.

30-27 26-22

21-17 16-13 Language Use - Excellent to very good. Effective complete constructions,

few error of agreement, tense, number, word order, function, pronouns, and preposition.

- Good to average. Effective but simple construction, minor problem in complex construction, several error of

agreement, preposition but seldom obscured/ - Fair to poor. Major problem in simple construction,

frequent error of negation, agreement, tense. Number, word, pronoun. Meaning confused.

- Very poor, virtually no mastery of sentence construction rules, dominated errors, does not communicate, not enough to evaluate. stated/supported, well-organized, logical sequencing, cohesive.

- Good to average. Somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing. Vocabulary - Excellent to very good. Sophiscated range, effective

words/idioms and usage, word form mastery, appropriate register.

- Good to average. Adequate range, occasional errors of idiom choice, usage but meaning not obscured.

- Fair to poor. Limited range, frequent errors of

20-18

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idiom/words, meaning confused or obscure.

- Very poor. Essentially translation, little knowledge of English vocabulary, not enough to evaluate

9-7

text writing based on the content, grammar, form/ organization, vocabulary and

mechanic. The lowest score was 0 and the highest score was 100.

3.5 Procedure of Data Collecting Technique

The collecting the data the researcher made some steps:

1. Determining the population and sample

In this stage, the researcher chose SMAN 8 Bandar Lampung as the

population sample of this research. There were eight classes in the second

year level. The researcher took one class as the sample, and the class was

XI Science I that consist of 29 students.

2. Finding and selecting the materials.

In this stage, the researcher found some topics for the pretest. The topics

have been taken from the students’ handbook and based on the teaching and learning syllabus.

3. Administrating the pretest and getting the result.

The researcher conducted the pretest before giving the treatments and it

32

students’ ability about procedure text writing text. The students chose one

topics (how to plant a flower, how to operate a television, how to

withdraw money via ATM, and how to serve a plate of fried rice) to be

written in their text writing. They should write their task at least one piece

of paper. Before the meeting was over, the researcher asked the students to

revise their text.

4. Conducting treatment by using authentic material.

After giving the pretest to the students, the experimental class has been

given treatments two times. The time of the treatments was 90 minutes.

The experimental class has been given the treatment by using authentic

material as the media and has been explained about the procedure text. In

the first meeting the researcher used instant coffee packages and instant

noodle packages. In the second meeting the researcher used two videos

(how to make a kite and how to make gado-gado) and the researcher

practiced how to make a glass of strawberry juice in front of the class. The

treatment also involved pictures, realia (real things), and demonstration as

part of teaching learning process.

5. Administering the posttest.

The posttest was conducted after treatment. The researcher gave the same

topics to the students (how to send message via email, how to kept a pet,

how to make your favorite food or drink) and the students chose one from

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6. Analyzing the data.

After scoring students’ work, the researcher compared the result of the

pretest and posttest to find out the improvement and what the aspects of

writing skill are improved by using authentic material. The score of

posttest was better than pretest, it means there was improvement on

students’ writing achievement.

3.6 Instrument of the Research

To gain the data, the researcher applied one kind of instrument:

Writing Test

The Instrument of this research was procedure text writing test. The researcher

was conducted writing test to find out how far teaching procedure text writing by

using authentic material improved students’ writing achievement and what aspects

of writing skill that could be improved by using authentic material. The students

are asked to write procedure text by the researcher. The students had been given a

chance to make writing for about 90 minutes.

3.6.1 Validity

Content validity is concern with whether or not the content of the test is

sufficiently representative and comprehensive for the test to be valid measure it is

supposed to measure. In content validity, the materials would be given by the

curriculum used. In this case, the researcher gave procedure text that supposed to

comprehend by the second year students of senior high school.To get the content

34

objective of teaching in syllabus for second grade of senior high school students,

and the students were making a procedure text writing based on teacher

instruction (how to make your favorite food or drink).

Construct validity is concern with the teacher the test is actually in line with the

theory of what it means to know the language that is being measured, it would be

examine whether the test questions actually reflect what it means to know a

language. If a test has construct validity, it is capable of measuring certain specific

characteristic in accordance with a theory of language behavior and learning. This

type of validity assumes the existence of certain learning theories or constructs

underlying the acquisition of abilities and skill. In this case, to find out the

construct validity of the test, the researcher formulated the test by the concept of

writing skill.

Because the researcher arranged the materials based on the objective of teaching

in syllabus for second grade students of senior high school, and the researcher

formulated the test by the concept of writing skill, so the test is valid.

3.6.2 Reliability

Reliability is measure of accuracy consistency, dependability, or fairness of scores

resulting from administration of particular examination. Here, the researcher used

inter-rater reliability. Inter-rater reliability used when score in test was