(A Classroom Action Research in secondary junior high school at48 Junior High School Jakarta)
Skirpsi
Robiatul Adawiyah
1110014000019
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given the Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation be upon the prophet Muhammad, her family and his followers.
In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved big family especially to her parents, Drs. H. Caca Priyatna and Hj. Hamidah for their valuable supports and moral encouragement in motivating the writer to finish her study, and also her beloved brother drh. Cholillurrahman and sister, Nabilah Priyatna, for their supports to the writer in writing this Skripsi.
The writer also would like to express her deepest gratitude to Drs. Nasifuddin Djalil, M.Ag and Maya Defianty, M.Pd for their advice, guidances, corrections, and suggestions in finishing this Skripsi.
Her gratitude also goes to:
1. All lecturers of Department of English Education who have taught and educated
the writer during his study at UIN Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., The Head of Department of English Education.
3. Zaharil Anasy, M.Hum.,The Secretary of Department of English Education.
4. Dra. Nurlena Rifa’i, MA., Ph. D The Dean of Faculty of Tarbiyah and Teachers` Training.
5. All of SMPN 48 Jakarta teachers, especially Miss. Hj. Mulyaningsih, S. Pd and
Mr. Dediyono, S. Pd as the English teachers who helped and guided her during the research and 8-8 students class as the participants for this research.
6. Her beloved friends in Department of English Education Academic Year 2010 for
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May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive criticisms and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta,December 2014
The Researcher
iii
at SMPN 48 Jakarta Selatan. Skripsi of English Education at Faculty of Tarbiyah and Teacher’s Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
The objective of this study is to investigate whether or not there is an improvement of students’ writing recount text ability through Project-Based Learning (PBL). This research is designed using Classroom Action Research (CAR) in which cycle 1 and cycle 2 are conducted on August until September 2014 involved 36 SMPN 48 Jakarta Selatan students of the second grade as the respondent. In order to collect data, three instruments used are questionnaire, observations and document analysis. The findings of this research show that all students claimed that Pop-Up Book Project improves their recount writing ability. It is confirmed by the result of pre-test and the post test in cycle one and cycle two that the mean score of each it gradually goes up from 62.88 to 79.55 and 88.05. In addition, the document analysis’ mean score supports; the first cycle was 79.4 and the second cycle was 86.8. Furthermore, all students state that Pop-Up Book project helps them to develop their idea to be written. Based on the data, it can be concluded that the implementation of PBL through Pop-Up Book improves students’ recount writing ability of grade VIII-8 SMPN 48 Jakarta.
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SMPN 48 Jakarta Selatan. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta, 2014.
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ABSTRACT……….. iii
TABLE OF CONTENTS ... v
CHAPTER I : INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problems ... 5
C. Limitation of the Problem ... 5
D. Formulation of the Problem ... 5
E. Objectives of the Study ... 5
F. Significance of the Study ... 5
CHAPTER II : THEORETICAL FRAMEWORK A. Literature Review 1. Writing... 7
2. Recount Text ... 8
a. Definition of Recount Text………. 7
b. Generic Structure of recount……….. 8
1)Orientation……… 8
2)Events……… 8
3)Re-Orientation or Conclusion……….. 9
c. Language Features of Recount……….. 9
3. Teaching Writing ... 10
1) Planning (Pre-Writing)……….. 11
2) Drafting (Writing)……….. 11
3) Revising (Re-Drafting)……….. 11
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5. Pop-Up Book ... 16
B. Previous Study ... 17
CHAPTER III : RESEARCH METHODOLOGY A. Place and Time of teh Research ... 19
B. Research Method ... …… 19
C. Research Design ... 20
D. Subject or Participants of the Study ... 21
E. The Writers’ Role on the Study ... 21
F. Class Action Research (CAR) Procedures ... 21
1. Planning Phase………. 21
2. Acting Phase………. 21
3. Observing Phase………... 22
4. Reflecting Phase………... 22
G. Instrument of the Study……….. 22
1. Class Observation………. 21
2. Questionnaire……… 22
3. Document Analysis………. 23
4. Test……….. 23
5. Recorder Situation………. 23
H. Technique of Data Collection……….... 23
1. Questionnaire……… 23
2. Observation……….. 24
3. Document Analysis……….. 24
4. Test……….……….. 24
vii
a. The Result of Pre-Action Test ... 29
b. Cycle One……….. 32
a) Planning Phase………... 32
b)Acting Phase……….. 33
c) Observing Phase……… 34
d)Reflecting Phase……… 35
c. Cycle Two………. 43
a) Planning Phase……… 43
b) Acting Phase……….... 44
c) Observing Phase……….. 44
d) Reflecting Phase……….. 45
d. The Result of Questionnaire……… 51
e. The Result of Observation……… 54
B. Discussion ... 56
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 59
B. Suggestion ... 59
BIBLIOGRAPHY ... 61
viii
Table 4.1 Pre-test Result ... 29
[image:12.595.116.512.179.583.2]ix
[image:13.595.116.507.222.575.2]Figure 4.1 Pre-Test and Post-Test 1 Mean Score Result ... 43
x
APPENDIX 2 Lesson Plan Cycle One ... 69
APPENDIX 3 Lesson Plan Cycle Two ... 78
APPENDIX 4 Document Analysis One Score... 84
APPENDIX 5 Document Analysis Two Score ... 85
APPENDIX 6 Pre-Test Score Result ... 86
APPENDIX 7 Post-Test Cycle One Result ... 87
APPENDIX 8 Post-Test Cycle Two Result ... 88
APPENDIX 9 Coding Questionnaire ... 89
APPENDIX 10 Questionnaire Result Recapitulation ... 96
APPENDIX 11 Observation Description ... 104
APPENDIX 12 Observation Result Recapitulation ... 108
APPENDIX 13 Photographs of Students’ Activities in CAR ... 111
APPENDIX 14 Photographs of Students’ Pop-Up Book Samples ... 113
APPENDIX 15 Students’ Questionnaire ... 114
APPENDIX 16 Teacher’s Interview Transcription ... 116
APPENDIX 17 The Instrument of Pre-Test... 119
APPENDIX 18 The Instrument of Post-Test One ... 120
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APPENDIX 22 The Student’s Post Test Two Writing Result ... 124
APPENDIX 23 Surat Lembar Pengesahan Proposal ... 125
APPENDIX 24 Surat Bimbingan Skripsi ... 126
APPENDIX 25 Surat Permohonan Izin Penelitian ... 127
APPENDIX 26 Surat Keterangan Telah Melakukan Penelitian ... 128
1
A.
Background of the Study
English is a language which is used by most countries in the world as
Richards’ statement ―Latin was most widely studied as a foreign language five
hundred years ago. However, English has become the most widely studied
foreign language today.‖1
From that, it can be seen that English is considered as one of languages that is used universally in the world.
In Indonesia, English is taught in any educational level. Specifically, in junior high school, the purpose of teaching English is to develop basic four communication skills; listening, speaking, reading, and writing.2 Those skills are divided into productive skills and receptive skills as Harmer stated,
―Speaking and writing involve language production and are therefore often referred to as productive skills. Listening and reading, on the other hand, involve receiving messages and are therefore often referred to as receptive
skills.‖3
By having more knowledge about language skills, we have much better chance of understanding and being understood and getting what we want and need from those around us.
In this section, writing, one of productive skills, is often considered as the most difficult skill. It is also supported by Langan:
―But writing is seldom an easy, one-step journey in which a finished paper comes out in a first draft. The truth is that writing is a process of discovery involving a series of steps, and those steps are very often a
1
Jack C. Richards and Theodore S. Rodgers, Approach and methods in Language Teaching, (New York: Cambridge University Press, 1986), p.1
2
Kementerian Pendidikan dan Kebudayaan, Modul Pelatihan Implementasi Kurikulum 2013, 2014, pp. 23 – 24, unpublished.
3
‖
Furthermore, Barnet & Stubbs added that writing was a mental activity which was not as easy as people think in expressing their ideas.5 In addition, Hedge believed, ―to have an effective writing, it required a high degree to organize development of ideas or information, a great accuracy to avoid ambiguity, a complexity grammatical use, and correctly in vocabulary choosing.‖6
Despite of its difficulties, writing is important. As Halliday mentioned (cited in Nunan, 1991), there were three functions of writing; (a) primarily for action (public signs e.g. on roads, letters, etc); (b) primarily for information (newspapers, magazines, etc); and (c) primarily for entertainment (comic, poetry, film subtitles, etc)7. Moreover, if writing is included on language class materials, it cannot be avoided that writing will be a reflection of educational function such as writing essays in answering examination, taking notes and so on.8 It is confirmed that writing has important role in this modern era.
In Indonesia curriculum, writing has many genres. One of the genres is recount text which included in current school curriculum as its Kompetensi Dasar (basic competence) in the second year level junior high school that Indonesian students are expected to comprehend any kinds of writing genres such as descriptive, recount, and narrative writing.9
Like any other writing genres, students commonly face difficulties on their self-efficacy in writing recount text. It is based on the teacher’s interview on August 18th, 2014 about teaching writing difficulties (see appendix 13). The teacher said that there are many problems in writing that students
4
John Langan, College Writing Skills with Readings: 5th edition, (New York: McGraw-Hill Higher Education, 2011), p.12.
5
Tricia Hedge, Writing; Resource Books for Teachers, (Oxford: Oxford University Press, 1988), p. 5.
6
Sylvan Barnet & Marcia Stubbs, Practical Guide to Writing; Fourth Edition, (New York: Brown & Company, 1983), pp. 4 – 5.
7
David Nunan, Language Teaching Methodology, (London: Prentice Hall, 1991), p. 84.
8
Jo McDonough & Christopher Shaw, Materials and Method in ELT; A Teacher’s Guide, (Oxford: Blackwell Publishers, 1993), p. 177.
9
write. Second, they are difficult to compose writing that comprehensible because they have limited vocabulary. Third, they are confused in making sentences with correct grammar. The last, students have low motivation in writing because the teacher still confuse about teaching technique and media which suit to the current curriculum in writing. Consequently, students’ achievement is not equal; the smarter students got high rank, but for who do not have well in English, they got score lower. It is also supported by the pre-action test result that only four students passed the criterion minimum completeness (KKM).
Sarkhoush also found some students admitted that they always showed negative attitude and unmotivated regarding to the approaches and methods they used.10 However teaching method is important in teaching learning
process because it can affect students’ motivation in teaching learning process.
Having a good teaching method is one of criteria of good teacher. One criterion of good teachers was they supposed to have variety of instructional methods to help learners understand the lesson better.
To overcome this problem, Project-Based Learning (PBL) approach was introduced to change that methods to be more learner-centered learning activities to help students comprehend in writing recount text with joyful learning atmosphere, because, as Boaler (cited in Ocak & Uluyol) said that PBL raised students’ motivation positively.11 Moreover, PBL challenged the students to think critically in solving complex problems in group working.
In the current curriculum, Ministry of National Education and Culture in Indonesia provided three kinds of learning models in implementing 2013
10Hoda Sarkhoush, ‖Relationship among Iranian EFL Learners’ Self
-Efficacy in Writing,
Attitude towards Writing, Writing Apprehension and Writing Performance‖, Journal of Language
Teaching and Research, Vol.4 No.5, September 2013, pp. 1126 –1132.
11Mehmet Akif Ocak & Celebi Uluyol, ―Investigation of College Students’ Intrinsic
be a learning model which can lead the students in constructivist investigation by doing exploration, assessment, interpretation, and synthesis to solve the complex problem.13
Project-Based Learning, according to Thomas, is a model that organizes learning around projects and it involves completing complex tasks that typically result in a realistic product, event, or presentation to an audience.14 PBL cannot be said to be the best method in teaching-learning activity, since it is not appropriate method for teaching certain basic skill such reading, yet it enhances the quality of learning with project and leads to higher-level
cognitive development through students’ engagement with complex problems.
In this research, Pop-Up Book is used as the product of the project that students will be done. Pop-Up Book is unique and familiar with children, stimulates for product activities (writing) and gives students illustration on what the students are going to write.15
This research intends to introduce Pop-Up Book as the media in giving the project to the students to improve their writing skills according to
Gultekin’s finding16
and it is expected to reform teacher-centered writing teaching approaches, to give the students more opportunities to share their ideas; develop their leadership skill and help each other in facing the problem in writing comprehension.
12
Kementerian Pendidikan dan Kebudayaan, op. cit, p. 2.
13
Ibid, p. 31
14
John W. Thomas, Ph. D, A Review of Research on Project-Based Learning, (California: Autodest Foundation, 2000), pp. 1 – 8.
(http://www.bie.org/research/study/review_of_project_based_learning_2000 ) retrieved on June 29, 2014
15Patrick Shannon & Barbara G. Samuels, ―Developing an Understanding of Literacy Through
Production of Pop-Up Books‖, Reading Horizons, Vol. 25 No. 3, 1985, p. 213.
(http://scholarworks.wmich.edu/reading_horizons/vol25/iss3/9) retrieved on June 23, 2014 at 9:30 am.
16
Mehmet Gultekin, ―The Effect of Project Based Learning on Learning Outcomes in the 5th
Grade Social Studies Course in Primary Education‖, Educational Sciences: Theory & Practice, Vol. 5
Based on the background above, some problems are identified. They are as follow:
Students have low writing ability.
Students’ motivation in doing writing task is low.
Students are not feeling joyful when doing writing task is given.
The teachers tend to apply the teacher-centered activities in the class.
The variation of the teaching media in teaching writing is very low.
The grammatical rules materials are too hard.
C.
Limitation of the Problem
As identifying the problems, one problem that is interested to be investigated; teachers tend to apply the teacher-centered writing activities in
the class and as the result, students’ writing ability is low. Hence, the writer
will try to improve students’ writing recount skill by using Pop-Up Book as a media in Project-Based Learning approach.
D.
Formulation of the Problem
After conducting the limitation of the problems, the research problem is formulated into: ―Can PBL (i.e.) Pop-Up Book improve students writing recount text skill?‖
E.
Objective of the Study
The objective of this research is to investigate whether or not Pop-Up Book improves students’ ability in writing recount text.
F.
Significance of the Study
This study is to fulfill one of the requirements of having undergraduate degree from State Islamic University Syarif Hidayatullah Jakarta of English Education Department.
b. English teachers
Through this observation, it will give an alternative in teaching writing especially in recount text with an interesting and challenging way.
c. The students
It can help them in comprehending their writing joyfully and be more useful input for them to encourage themselves to improve their achievement.
d. Further researchers
Other researchers who are interested in investigating on the students’
writing recount text ability can get basic information from this study, do they can do their research deeper and better than this study.
7
A.
Literature Review
1.
Writing
It is a common awareness that writing is considered as the hardest skill to master. It requires a great intellectual capacity to produce a good writing product.
Richards stated that writing is the most difficult skill for second language learners.1 Consequently, writing has some aspects such as the use of vocabulary, structure of the sentence, composition of the sentence, and grammatical rules.2 Brown emphasized that writing is precisely a thinking process.3
Langan claimed that writing was a skill.4 It means that writing is a skill which anyone can learn with practice and hard work until they master because this is not a natural gift which some people have and others do not. Thus, in order to have a good writing, it needs a practice to develop that skill.
In addition, Clouse claimed, ―… writing was a process… you cannot expect to write a polished piece quickly anymore than you can expect to plan a big event – such as a wedding – quickly.‖5 In educational field, writing is evidence of successful learning outcomes because there are feedbacks from the understanding of learning where the results of the
1
Jack C. Richard, Willy A. Renandya (ed.), Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 303.
2
Sara Cushing Weigle, Assesing Writing, (Cambridge: Cambridge University Press, 2002), p. 20.
3
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Edition, (USA: Longman, 2001), p. 336.
4
John Langan, op. cit, p. 11.
5
writing can be analyzed directly.6 Kolker added, ―Writing is essential when the second language is needed for academic or professional
purposes.‖7
Moreover, Raimes said that writing could help the students learn because it improved the materials have been taught such as grammatical structures, idioms, vocabulary, gave the students chance to know more about the language, and of course, bridged the students in expressing their ideas.8 However, beginner writers such as junior high school students often find difficulties during writing. They consider that it is hard to find the right topic to write. Therefore, as teachers, we have to be able to direct them to find the right topic.
Hayes & Flower (cited in Sara Cushing, 2002) said, ―writing is recursive and not a linear process: thus instruction in the writing process may be more effective than providing models of particular rhetorical forms
and asking students to follow these models in their own writing.‖9
In addition, there are four basic principles to be given in order to have students effective writing, they are; (1) start with a clearly started point; (2) provide logical, detailed support for your point; (3) organize and edit connect your supporting material; and (4) revise and edit so that your sentences are effective and error-free.10
2.
Recount Text
a.
Definition of Recount Text
Writing has several types or genres. One of text types that junior high schools learn is recount text. Anderson assumed, ―Recount is a piece of writing that retells past events usually in order in which they
6
Jack C. Richards, Language Teaching Matrix, (New York: Cambridge University Press, 1990), p. 100.
7
Elaine Kolker Horwitz, Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching, (USA: Pearson Education Inc, 2008), p.136.
8
Ann Raimes. Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p. 3.
9
Sara Cushing, op. cit., pp. 23 – 24.
10
happened and the purpose of a recount is to give the audience a description of what occurred and when it occurred.‖11
In other source tells, ―Recount is used to retell events for the purpose of informing or entertaining. Since its main purpose is to retelling events, it uses Past Tense and focuses on a specific
participant.‖12
It means that recount text is writing text type which retells the past events chronologically in order to describe what happened in the past time through sequence of events entertainingly.
b.
Generic Structure of Recount
The basic structure of recount text consists of three main parts; they are orientation, events and re-orientation or conclusion (optional). 13
1)
Orientation
The orientation tells the background information about the story. It introduces the reader with who were involved in the story, what, when and where the events take place.14 It mostly often appears in the first paragraph.
2)
Events
The orientation followed by the events. The function of the events is telling the sequence events happened.15 Events are the main important part of recount text because they are the core of the story. Events written in series of paragraph which telling all of the past events occurred.
11
Mark Anderson & Kathy Anderson, Text Types in English 3, (Australia: Macmillan Education Australia, 1998), p. 24.
12
Hemalatha Jagannathan et al, Symphony 2 English Course Book For Junior High School Grade VIII, (New Delhi: Allied Publishers Pvt. Ltd., 2010). p. 15.
13
Hemalatha Jagannathan et al, loc. cit.
14
Mark Anderson, loc. cit.
15
3)
Re-Orientation or Conclusion
In this part, the writer can choose whether to give the reader conclusion or not. Re-orientation is a closure of the events.16 It is optional because some recounts are only consisting of orientation and the sequences of events. The conclusion or comment of the story can be given in the last paragraph after events are told.
c.
Language Features of Recount
Anderson divided the language features of recount text into four, they are: (1) proper nouns to identify those involve in the text, (2) descriptive words to give details about who, what, when, where and how, (3) the use of the past tense to retell the events, (4) words that show the order of events.17 Another feature given by Zuraida is that recount text contained past tense to talk about things that already happened, and the using of adverbs of time were needed to tell those things happened.18 In short, the key of recount text is the using of past tense and order words which tells the past sequence events.
3.
Teaching Writing
Writing is considered to be the most difficult skill among other
language skills, as Richards stated that ―Learning to write in either a first
or second language is one of the most difficult tasks a learner encounters
and one that few people can be said to fully master.‖19
Thus Harmer mentioned that there was a basic model for teaching writing as a productive skill which provides five stages; (a) lead-in, engage students with the topic; (b) set the task, students’ assignment that should
16
Ibid.
17
Mark Anderson, loc.cit.
18
Nur Zaida, Bright: An English for Junior High School Students, (Jakarta: Penerbit Erlangga, 2014), pp. 199 – 210.
19
be completed; (c) monitor the task, responding and directing students’ work; (d) give feedback, give input advice to the students’ work result; and (e) follow-up
Richards added that there were four basic writing stages which the teachers are required in teaching writing, they are planning, drafting (writing), revising (re-drafting), and editing.20
1)
Planning (Pre-Writing)
Planning is also called pre-writing. Pre-writing is any activity
that supports and stimulates students’ thoughts for getting started to
think about their writing topic.21 Sometimes students face the problem that they are hard to generate their ideas, but how to deal with this problem is facilitate the students with small-group tasks, debates, discussion or brainstorming.22
2)
Drafting (Writing)
After planning what the writers are going to write, the next step is drafting. Smallet et al said, ―Drafting is the actual writing of
the paragraph or essay. ―23
At this stage, students should ignore the grammatical rules and stay focus on the fluency of writing as it has been planned.24
3)
Revising (Re-Drafting)
Revising is an activity of writing to improve the whole content and the organization of ideas in order to have a good
20
Jack C. Richard & Willy A. Renandya (ed.), op.cit., p. 316.
21
Ibid.
22
Don Snow, From Language Learner to Language Teacher: An Introduction to Teaching English as a Foreign Language, (USA: Teachers of English to Speakers of Other Languages, 2007), p. 160.
23
Regina L. Smalley et al, Refining Composition Skills: Academic Writing and Grammar, (New York: Heinle Cengage Learning, 2012), p. 8.
24
structure and easy to understand.25 In other words, revising can be an evaluation of the students writing after they planned and drafted to avoid words errors or ambiguity.26
Revising can be done by peer-assessment with classmates. Anthony Seow (cited from Richards and Renandya) gave example of Peer Responding Checklist table.
[image:27.595.110.513.144.766.2]Table 2.1
Peer Responding Checklist27
When responding to your peer’s draft, ask yourself these questions: What is the greatest strength of this composition?
What is the greatest weakness?
What is the central idea of this composition? Which are the ideas which need more elaboration?
Where should more details and examples be added? Why? What are some of the questions that the writer has not answered? At which point does this composition fail to hold the reader’s interest? Where is the organization confusing?
Where is the writing unclear or vague?
(Adopted from Jack C. Richards & Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, 2000)
4)
Editing
Editing is the final stage of writing. At this stage, the teacher will examine the students writing if their writings are settled and prepared as the final drafts which are to be collected.28 Teacher can
enhance students’ editing process by giving them this list of questions:
Is there anything that I don’t understand?
Is there anyplace where I want to know more?
Is there anyplace where I wanted on example?
Is there anything that seems out of place?
Is that anything that seems unnecessary?29
25
Ibid.
26
Regina L. Smalley et al, loc. cit.
27
Jack C. Richard, Willy A. Renandya (ed.), op.cit., p. 318.
28
Ibid., p. 319.
29
4.
Project
–
Based Learning (PBL)
a.
Definition of PBL
Project-Based Learning (PBL) is known as an active methods since twentieth century pioneered by John Dewey.30Similar to Bell, ―PBL is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century.‖31 Furthermore, Thomas mentioned:
―PBL is a model that organizes learning around projects. It is
based on challenging questions or problems, that involves students in design, problem-solving, decision making, or investigative activities; gives students the opportunity to work relatively
autonomously over extended periods of time…‖32
PBL involves students completing authentic project by working in small and collaborative groups, student-centered where they can investigate questions that raise their curiosities while still achieving academic goals.33 Students develop a question and are guided through
research or project under the teacher’s supervision.34
It can be inferred that PBL is not only do the project collaboratively, but also foster natural curiosity of real issues that enable students to rely on strategies to resolve complex problems.
Blumenfeld et al stated, ―project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage
30
Ilknur Guven, Mehtap Yurdatapan & Fatma Sahin, The Effect of Project-Based Learning Educational Applications on the Scientific Literacy of 2nd Grade Elementary School Pupils, International Journal of Education and Research, Vol. 2 No. 1, January 2014, p. 1.
31
Stephanie Bell, Project-Based Learning for the 21st Century: Skills for the Future, The Clearing House, Vol. 83 No. 2, 2010, p. 39.
32
John W. Thomas, op. cit., p. 1
33Pamela J. Beres, ―Project
-Based Learning and its Effect on Motivation In the Adolescent Mathematics Classroom‖, Education and Human Development Master’s Thesis State University of New York, New York, 2011, p. 3. (http://www.brockport.edu/ehd/) retrieved on July 2, 2014 at 17:54.
34
students in investigation of authentic problems.‖35 In addition, in PBL students will have learning experiences that result in in-depth understanding of important ideas in the content.36 Duffy & Cunningham (cited by Tamim & Grant, 2013) stated:
―PBL is an instructional model that is based in the constructivist approach to learning, which entails the construction of knowledge with multiple perspectives, within a social activity, and allows for self-awareness of learning and knowing while being context
dependent.‖37
Krajcik and Blumenfeld supported that PBL was based on constructivist finding that students gain a deeper understanding of material and it engages students in real and meaningful problem.38 By using PBL method in class, it teaches students in constructing their ideas in problem solving which means that they are learning contextual materials.
b.
Advantages and Disadvantages of PBL
There are many advantages of PBL. Gultekin found that PBL gave enjoyable learning atmosphere and improved the research skills of science students.39 Panasan & Nuangchalerm claimed that PBL was
efficient and effective in students’ process skills and critical thinking.40
35
Phylis C. Blumenfeld et al, Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning, Educational Psychologist, Vol. 26 No. 3&4, 1991, p. 369.
36
Joel I. Klein, et al, Project-Based Learning Inspiring Middle School Students to Engage in Deep and Active Learning, (New York: New York City Department of Education, 2009), p. 8.
37
Suha R. Tamim & Michael M. Grant, Definitions and Uses: Case Study of Teachers Implementing Project-based Learning, Interdiciplinary Journal of Problem-based Learning, Vol. 7 No. 2, Fall 2013, p. 73.
38
Joseph S. Krajcik and Phyllis C. Blumenfeld, Project-Based Learning, (Cambridge Books Online, 2013), p. 318. (http://dx.doi.org/10.1017/CBO9780511816833.020) retrieved on July 7, 2014 at 14:37
39Mehmet Gultekin, ―The Effect of Project Based Learning on Learning Outcomes in the
5th Grade Social Studies Course in Primary Education‖, Educational Sciences: Theory & Practice,
Vol. 5 No. 2, November 2005, p. 552.
40
In addition, PBL raised elementary students’ IOWA Test of Basic
Skills scores from ―well below average‖ to ―well above the district
average‖.41 Thomas also noted that PBL increased students’ critical thinking, problem-solving skills and impacted lifelong learning positively.42 Noe & Neo (cited by Tamim & Grant, 2013) added, besides critical thinking, PBL can foster presentation and communication skills because they work effectively on a team.43
There is a list of advantages in implementing PBL based on Indonesia curriculum, they are:
It improves students learning motivation, encourages the students to perform essential job and encourages their self-esteem.
It increases problem-solving skill.
It creates active learning class.
It fosters collaborative learning.
It stimulates students to learn, to develop and to practice the communicative skills.
It gives students team management experiences.
It drives students in learning authenticity.
It makes fun learning.44 (Translated from Kementrian Pendidikan dan Kebudayaan)
Nevertheless, Project-based learning is not affective when the classroom management and the implementation are not well-prepared.45 There are many disadvantages of PBL as follows:
It has high time spent in solving the problem.
It costs much in making the project.
Some teachers stay in comfort zone where traditional approach is believed as the best in the classroom.
It needs plenty of instruments provided.
The low-skilled students in doing research and collecting data will be neglected.
41
John W. Thomas, op.cit., p. 9
42
Ibid. pp. 3 – 4.
43
Suha R. Tamim & Michael M. Grant, loc. cit.
44
Kementerian Pendidikan dan Kebudayaan, op. cit., p. 32.
45
Mark Richards, Disadvantages of Project-Based Learning,
The possibility of unmotivated students on the participation is considered.
When various topics addressed to different groups of students,
students’ understanding of each topic entirely is concerned. 46 (Translated from Kementrian Pendidikan dan Kebudayaan)
5.
Pop
–
Up Book
Pop-up book was not known who was the first inventor, but one of the earliest examples was produced in the 13th century by Catalan mystic and poet Ramon Lull of Majorca.47 The first name of Pop-up book was
―metamorphoses‖ books and be changed to be ―pop-up books‖ in 1929 by British book publisher, S. Louis Giraud.48
Pop-up books or also known as movable books are kind of lift-the-flap book, as Dean & Son claimed, ―pop-up book is a book which characters can be made to move and act in accordance with the incidents described in
each story.‖49
Pop-up book is unusual book because it is made by craftsmen or even paper engineers who used cut-out scenes aligned one behind the other to give 3D effects as a movable book and each layer was fixed to the next by a piece of ribbon that emerged behind the uppermost portion, and when this was pulled, the whole scene sprang up into perspective.50
As define by the Web pages of the University of Virginia’s Web site for its Brenda Forman Collection exhibit, the term ―pop-up books‖
includes formats of ―mechanical, movable books, [that] unfold and rise
from the page to our surprise and delight. Through the use of rivets flaps, tabs, folds and cut paper, these books perform before our eyes.‖51
46
Kementerian Pendidikan dan Kebudayaan, op. cit., p. 33.
47
Ann Montanaro, A Concise History of Pop-up and Movable Books, 2009,
(http://www.libraries.rutgers.edu/rul/libs/scua/montanar/p-intro.htm) retrieved June 15, 2014 at 17:31. 48 Ibid. 49 Ibid. 50 Ibid. 51
University of Virginia, Pop Goes the Page:Movable and Mechanical Books From the Brenda Forman Collections Library, (2000)
From those statements above, as a three-dimension book, movable books or pop-up books are unique because they give illustrations that could be viewed from all sides. Pop-up book can be considered as a ―living
model‖.52
According to Shannon & Samuels, pop-up books provide some unique features. First, they are popular with children. Second, pop-up books are
engaging, and they hold children’s attention. Moreover, these books present interesting cognitive challenges for students. They also provide useful tools with which children can develop and practice their literacy and begin to understand its nature – the production of meaning.53
Regarding to its uniqueness, pop-up books are trusted to engage students in understanding their literacy interestingly.
B.
Previous Study
There are three previous researches in implementing PBL. First, Ocak and
Uluyol investigated the impact of PBL on the students’ intrinsic motivation in
Computer Hardware students of Gazi University. The writers used a case study design for their research and based on the results, Ocak and Uluyol found that PBL positively affected engagement and interest in class. Students felt positive pressure to complete their assignments and PBL increased communication between group members.54
Second, quasi-experimental study conducted to the pre-service teachers of science education in Uludag University by Ozer and Ozkan. They observed whether or not the pre-service teachers’ learning the biology topics through PBL was effective on their scientific process skills; estimating, hypothesizing and examining, measuring, test designing, numeral and spatial correlating, data recording and interpreting, and if it was, on which of them it was effective. As the
52
Ann Montanaro, loc. cit.
53
Patrick Shannon & Barbara G. Samuels, loc. cit.
54
result, the pre-service teachers were positively affected by the PBL Method while learning biology topics in developing their process skills. However, there were some skills which not showed its improvement on the test group. It is indicated caused by their lack of pre-knowledge of biology, whereas, the knowledge of biology affects the scientific process skills acquisition directly.55
The last is Gultekin’s research. It aimed to investigate the effects of project-based learning on learning outcomes of students in fifth-grade Social Studies in primary education and to know students’ opinion regarding PBL approach in Turkey. As Gultekin observed with semi-structured interview and experimented
by using students’ achievement test, the result is positive that PBL effected to
students’ academic outcomes. Research findings claimed that PBL improves students’ skills, makes learning enjoyable, meaningful, and leads them to be more
cooperative also develops a variety of abilities.56
55Dilek Zeren Ozer & Muhlis Ozkan, ―The Effect of Project Based Learning Method on
Science Process Skills of Prospective Teachers of Science Education in Biology Lessons‖, Internastional Online Journal of Educational Science, Vol. 5 No.3, 2013, pp. 635 – 645.
56
19
A.
Place and Time of the Study
This study took place at the second grade junior high school students in SMP 48 Kebayoran Lama, Jakarta.
This research started on August 29th, until September 17th, 2014. The action in cycle 1 was conducted in three meetings started from August 29th, 2014. Meanwhile, the action in cycle 2 was conducted on September 12th, 2014.
B.
Research Method
The method used in this research was Class Action Research (CAR). CAR was a type of classroom research carried out by the teacher in order to improve their competence about what future practice should be.1 Burns believed that CAR was a way for teachers to improve their teaching skills and for students to increase their understanding in order to bring better changes or improvements in practice at the class.2 Similar to Curry, ―One principle of action research is
that the end goal of any investigation of one’s teaching is change—which may lead to future investigations about the effects of such change.‖3
In addition, Kember assumed:
―… action research deals with social practice. Education is social
practice… In most cases it involves the direct interaction of
teachers and groups of students… Action research is portrayed as a
cyclical or spiral process involving steps of planning, acting,
1
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 1998), pp. 4 – 12.
2
Anne Burns, Doing Action Research in English Language Teaching: A Guide for Practitioners, (New York: Routledge, 2010), pp. 1 – 2.
3Marry Jane Curry, ―Action Research for Preparing Reflective Language Teachers",
observing and reflecting. It is normal for a project to go through
two or more cycles in an iterative process.‖4
These four phases (planning, acting, observing and reflecting) must be done to obtain the result of this research.
Furthermore, the researcher used descriptive analysis
C.
Research Design
The CAR procedure used in this research was Stephen Kemmis & Robin McTaggart’s design which consisted of four phases within one cycle, those were planning, acting, observing, and then reflecting in a spiral system which are interrilated.5 After finishing the first cycle, it would probably be found some new problems or the previous unfinished problems, yet. Therefore it was necessary to continue to the second cycle which had the same concept as it was done in the first cycle.
[image:35.595.114.513.199.637.2](Adapted from Syamsuddin AR & Vismaia S. Damaianti, 2009) Figure 3.1
Stephen Kemmis & Robin McTaggart Reseacrh Design
4
David Kember, Action Learning and Action Research, (New York: Routledge, 2000), pp. 24 – 25.
5
Syamsuddin AR & Vismaia S. Damaianti, Metode Penelitian Pendidikan Bahasa, (Bandung: PT Remaja Rosdakarya, 2009), p. 203.
ACTION PLAN
Reflection
Observation Action
ACTION PLAN
Reflection
Observation Action
Cycle I
D.
Subject or Participants of the Study
The subject of this research was second year SMPN 48 Jakarta Selatan students, academic year 2014/2015. The number of the students consisted of 36 (thirty six). There were17 female students and 19 male students. This class is chosen based on observation and interview with the English teacher.
E.
The Wri
ter’s Role on the Study
In this CAR, the researcher acted as a planner, a students’ writing assessor, an observer and an English teacher. The researcher made lesson plans, prepared teaching tools, observed, collected the data and reported the result.
F.
Class Action Research (CAR) Procedures
Action research tries to take an action and positive effect for the educational change in the specific school environment that was studied.6 In conducting this research, the researcher collaborated with the English teacher at SMPN 48 Jakarta. By following the Kemmis & Taggart design, the researcher started from planning phase until reflecting phase.
1.
Planning Phase
Planning phase is made based on the diagnosed problem as the result interview with English teacher. Then the researcher prepares all things concerning the implementation of CAR. The preparation consists of preparing the instruments such as observational sheet, writing exercises, the model of Pop-Up Book and scoring form.
2.
Acting Phase
After accomplishing the planning phase, the researcher and the teacher are collaborating to overcome the problems. During this period, the procedures selected for collecting data were developed and put into
6
actions. The teacher become as an observer while teaching and learning is held by the researcher teaches in the class.
3.
Observing Phase
This phase is done at the same time with the acting phase. As an observer, the teacher observed the implementation of CAR in order to gather relevant data. The researcher who assisted the teacher observed the teaching-learning activities, students’ behavior or their responses and
students’ ability in group working. In this phase, the researcher used diary and video recording in order to have a deep issues observation.
4.
Reflecting Phase
In reflecting phase, the researcher used the journal and video recording during acting and observing phase. It reviewed the implemented actions. If the problem unfinished in the cycle 1 or still might have found some problems, so the writer should plan again a cycle 2 with the same concept as the first one.
G.
Instrument of the Study
The writer used several instruments:
1.
Class Observation
The observation was conducted during the teaching and learning
activities on students’ general behavior and classroom situation prior to the research. It supposed to give clearer view concerning students’ learning
behavior, classroom interaction, and students’ performances.
2.
Questionnaire
achievement in implementing PBL using Pop-Up Book for their writing activities.
3.
Document Analysis
This was the product of students’ writing at the first and the second cycle. It was a group work recount writing project.
4.
Tests
The tests were used to get the result in every post test in each cycle. By
testing students’ individual writing ability, the improvement of students’
score could be analyzed. They should write a recount text with the different theme between cycle one and cycle two.
5.
Recorded Situation
There were some video recordings and photographs taken during the research.
H.
Technique of Data Collection
In collecting the data, this research used qualitative and quantitative data. Qualitative data is derived from teacher interview, observation within the
physical activity in the classroom and questionnaire to know the students’
perception. Additionally, the result from the test would be the quantitative data.
1.
Questionnaire
Questionnaires carried out only once. It was after CAR. The questionnaires distributed at the end of the study to the second grade students of SMPN 48 Jakarta. The writer used opened-ended answer of questionnaires. The aim of using questionnaires was to know the
students’ perception about writing recount text through PBL and
questionnaire covered of two categories; the students’ response
(advantages and disadvantages) toward teaching-learning process using PBL and the result of the students’ writing activity.
2.
Observation
Observation is the technique in collecting data about the process of English teaching-learning in the physical classroom. It was conducted during the implementation of PBL as an approach in writing recount text. In this case, the observers were the English teacher and the writer herself. The teacher observed the class situation while writing activity and the
students’ general behavior toward learning process. Besides field notes
which were taken from both English teacher and the writer, recording videos helped to make the observation clearer.
3.
Document Analysis
There were two parts of document analysis; the first cycle document and the second cycle document. Document analysis was conducted on both cycles. The first was occurred in cycle 1 and continually conducted in the cycle two. The documents were the product of the student group work in Pop-Up Book project regarding to know the students’ ability in writing recount.
4.
Test
I.
Technique of Data Analysis
In analyzing the data related to the students’ writing ability, the researcher used analytical scoring rubric adopted from Weigle7. There were five components presented in the analytical scoring rubric for writing, i.e., content, organization, vocabulary, language and mechanic component. The following table was the analytical scoring rubric used by the researcher to analyze the
students’ paragraph writing. (See appendix 1)
To get mean of students’ writing score within one cycle, it used the
formula:8
Explanation: Mx : mean
x : individual score n : number of students
In order to know the class percentage whether it passes the KKM 73, this formula is used:9
Explanation:
P : the class percentage F : total percentage score N : number of students
7
Sara Cushing, Ibid, p. 116.
8
Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2008), p. 81
9
[image:40.595.115.515.165.677.2]The last step is analyzing students score whether there is improvement or no by counting pre test and post test score on both cycle 1 and cycle 2. It is
analyzed after students’ mean scores per action are gained. The formula is:
Explanation:
P : percentage of students’ improvement y : pre-test score result
y1 : post-test score 1 result
Explanation:
P : percentage of students’ improvement y : pre-test score result
y2 : post-test score 2 result
Meanwhile, in analyzing data to get the percentage of questionnaire result, this formula is used:
Explanation:
n : number of students who answered the option N : number of all students in the class
After getting the students’ writing score individually, the researcher used the formula taken from Anas Sudijono’s book to get the mean of students’
[image:41.595.123.511.180.596.2]writing score and to get the class percentage which passed the KKM (73). At the end, after all steps of analyzing the data was done, the researcher made
In analyzing numerical data, the writer finds out the average of students’
writing score per action within one cycle. It uses the formula:10
Explanation: : mean
x : individual score n : number of students
In order to know the class percentage whether it passes the KKM or not, this formula is used:11
Explanation:
P : the class percentage F : total percentage score N : number of students
The last step is analyzing students score whether there is improvement or no by counting pre test and post test score on both cycle 1 and cycle 2. It is
analyzed after students’ mean scores per action are gained. The formula is:
Explanation:
P : percentage of students’ improvement y : pre-test score result
y1 : post-test score 1 result
10
Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2008), p. 81
11
Explanation:
P : percentage of students’ improvement y : pre-test score result
y2 : post-test score 2 result
Meanwhile, in analyzing data to get the percentage of questionnaire result, this formula is used:
Explanation:
n : number of students who answered the option N : number of all students in the class
Besides students’ writing ability, the researcher analyzed their response from questionnaire and observation by using Miles and Huberman qualitative data analysis through three activities, namely; (1) Data reduction is the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions; (2) Data display is an organized, compressed assembly of information that permits conclusion drawing and action; (3) Conclusion drawing and verification are the last activity in concluding the data analysis. ―Final‖ conclusions may not appear until data collection is over, depending on the size of the corpus ofild notes; the coding, stotage, and retrieval methods used.12
12
29
A.
Research Findings
1. Data Description
In this research, the data from the process of research implementation were described. They were acquired from the beginning to the end of the cycle. Those were Planning, Acting, Observing and Reflecting.
a. The result of Pre-Test
The pre-test had done before the CAR. It was done conducted on August 27th, 2014. The pre-test used to measure the students’ writing recount text skill before implementing the CAR.
[image:44.595.117.509.207.769.2]Table 4.1
The Students’ Score in Pre-Action Test
Students’ Number
Pre-Action Test
1 67
2 56
3 68
4 63
5 46
6 73*
8 68
9 77*
10 -
11 64
12 68
13 64
14 45
15 76*
16 46
17 68
18 55
19 -
20 71
21 69
22 58
23 40
24 58
25 58
26 62
Note *) = Students who passed the KKM 73 (Seventy Three)
Firstly, the researcher calculated the mean score such as below:
Next, to know the students’ passed the KKM percentage class, the following formula was used:
28 50
29 53
30 69
31 64
32 69
33 68
34 72
35 68
36 68
2138
Based on the result of test, the data showed that the mean pre-test score was 62.88. There were only four students or 11% of them who derived the score above the criterion of minimum completeness (KKM). Meanwhile, the other 32 students were below that criterion. The lowest achievement gained score was 40.
After analyzing the pre-test result, it could be said that most of secondary grade students in SMPN 48 Jakarta had difficulty in writing skill. It was clearly showed from the pre-test mean score that there were 32 students did not pass the KKM. Thus, it needed to find out the solutions to overcome this problem. The researcher used Pop-Up Book in teaching writing as an innovation in teaching learning process and using class action research design consisted of two cycles.
b. Cycle One
a) Planning Phase
In Class Action Research, the first phase is planning. Planning was made base on the diagnosed problem from the result of interview and pre-test result.
The instruments such as model of Pop-Up Book, writing assessment rubric, observational sheet, writing test questions and the model of recount text were prepared in planning phase.
b) Acting Phase
Acting phase was the implementation of the lesson plan prepared in the previous phase. In this phase there were three meetings held. The researcher and the teacher work collaboratively. The researcher taught the students in the class, besides the teacher played a role as an observer who observed everything involved in teaching and learning activities.
There were three activity steps: firstly, preliminary activities. It was when the students and teacher came to the class followed with the
routine greeting and after that the teacher refreshed students’ memory
about recount text, such as generic structure and grammar.
The second were main activities. In this part, the students were asked to complete a list of verbs and to make five sentences in past
form based on the verbs given with the „holiday’ theme. They were
also shown the example of recount text and its generic structure (orientation, events and re-orientation). After that, they exchanged their work in order to know the mistakes and revised their peers’ writing. Afterwards, the researcher grouped them into twelve groups and they gathered to make the project’s draft. During discussion in the group, they were given the examples of Pop-Up Book from the teacher. After all drafts settled, they worked with their own groups and started to complete their writing and to construct their Project. During the project making, the writer gave work sheet to strengthen their understanding of recount text which had done collaboratively.
this cycle, the students did the post-test cycle one by continuing the holiday theme recount text paragraph.
c) Observing Phase
During the implementation of teaching and learning process to
improve students’ writing ability by using PBL, the researcher and the
teacher did the observation. The situations in the class were also recorded.
At the beginning, students felt anxious. To overcome the problem, the researcher gave a verb listing game and the students were so exciting to play. Unfortunately, they seemed not really comprehend the material but they tried to answer every questions correctly by raising their hands. Gradually, every time they were asked to answer the questions, they had self-confident to raise their hands and answer it almost correct. They usually raised their hands along with other friends.
In groups, they could work cooperatively because they chose their own group member. They liked to share their ideas about holiday experiences. During the draft making, everybody sat with their group and when the researcher showed the examples or the model of Pop-Up Book, most of the students’ motivation arose. They showed their amazement. Along the demo of Pop-Up Book making, the students
focused to the researcher’s instructions and followed the step
seriously. Finally, when they started to construct the Pop-Up Book with their group, they tried to have an excellent story and beautiful Pop-Up Book.
Moreover, when the project making day came, the students were excitedly bringing the stuffs and the materials to do the project. They looked very enjoy doing the project. Someone said, “Miss, aku dong
lemnya buat sendiri lho…” However, some were not fluent in
the project because they always asked the teacher or researcher concerning their drawing quality, the writing content or organization, grammar and so on. Moreover, they were still showing their doubtful
expressions like “Gambar apa ya, Miss?”, “Saya ke Paris atau ke Monas ya, Miss?” As the result, the bell rang when they had not finished their project. In order to increase their motivation, it was necessary to have a well-prepared plan for the next cycle.
d) Reflecting Phase
It was significant to find out students’ knowledge of the basic
elements to write recount text. Even though they answered almost correct about mentioning the generic structures of recount text (orientation, events and re-orientation) and the use of past tense, but their writings were still simple in the case of other indicators (content, organization, vocabulary, language and mechanics). The indicator was adopted to be research writing assessment from Sara Cushing. It could be seen by the product of their Pop-Up Book project. (For more details, see appendices 4 and 5)
Document analysis one
1) The first Pop-Up Book project of group one had good content which told about their holiday going to Tiongkok. Unfortunately, the organization was loosely and unclear but main ideas stand out. It could be seen from the story written
“… Much later we finished in Tiongkok. We saw beautiful park and we ate in ressaudt. In Tiongkok we worked and shopping. Tomorrow we went to zoo. After noon we’re come
back and finished in Indonesia…” Those sentences would
make the reader confuse because of its unwell-organized. Moreover, the vocabulary choice was so poor. They wrote
“finished in Tiongkok” → “landed in Tiongkok”,
“The next day, we went to the zoo…” There were also so many grammatical errors. They still did not put the proper
tense in writing recount text, for example “we’re come back”
→ “we came back”. Mechanically, they had frequent errors
of spelling like “ressaudt” which meant “restaurant”,
“feeling” became “filling” and the incomplete punctuations in adding comas after adverbial times or places, for example
“In Tiongkok we worked and shopping.” there was no coma
after Tiongkok.
2) In the first cycle, the group two got very good content and organization writing. There were only few errors on
vocabulary and grammar, for example “we eat” → “we ate”. The language use had already effective but there were same
conjunctions, “and then”, used. It presumed the reader a plain text.
3) Group three achieved the highest score for each project in cycle one and cycle two. In cycle one, their writing was very knowledgeable and understandable in content aspect. They organized it very well and logical sequence. The word choices, word forms and any matters on vocabulary were excellent. Otherwise, there were still verb agreement and
minor grammatical problems. They wrote “There very cheerful”, however it should be written “there was very cheerful”, “I am very happy” →“I was very happy”, “sit” →
“sat”. Mechanically, there was no error of spelling, punctuation, and even capitalization.
very good in keeping that story in line to the topic. In addition, it was very fluent in expressing the ideas, very clearly stated and well-organized. Meanwhile, there was an awkward and illogical statement which would make misinterpretation to the reader when they wrote the closing of
the story “We went to Indonesia with car up in the direction Egypt and Egypt directly to the International airport for with the plane heading to Indonesia.” That sentence had bad vocabulary choice and confused meaning.
They probably meant, “We went to Indonesia by plane but to reach the international airport in Egypt, we had to drive a car.” In language aspect, there was a few problem in
tense for example, “we directly help” → “helped”. There were also some deletions just like “… to spend the schools
for three days…” → “… to spend the school (holiday) for
three days…”, “suddenly ‘duaarr’ explosion sound” → “suddenly (I heard) ‘duaarr’ explosion sound” and “After a day of victims…” → “After a day of (helping) victims…”. The occasional error in mechanic was the
capitalization. It should be written “Gaza” not “gaza”,
“International airport” without “i” in capital.
5) The first impression for the fifth group’s project was too simple. They made first mistake in the preposition of time,
“On the morning” → “In the morning”, ”In the trip” → “On
the trip”. The content was relevant to the topic but not really
good in developing their ideas. They organization of writing was lack of development because it had limited in details. There were a few errors of word choice, but the major of the problems were the word function and tenses, for example,
because Arif already passable. They also went on the trip.”
→ “Arif vomited and we stopped for a while. After Arif already passably. They also continued the trip.”
6) Group 6 writing project was very substantive content but the paragraph somewhat choppy because the improper word choice and frequent problems of word ordered. For examples;
“… too waited that time” might be meant by “waited for that time”, “… because I with my family together.” → “we could spend our time together.”, and "I went to that place to anniversary the happy new years on two thousands thirdteen.” → “to celebrate 2013 new year”. Mechanically,
they did misspelled in word “feling”→”filling.
7) Group seven, both in first project and second project, had very poor cohesive in paragraph organization. In the first project, the content was good but the main ideas were unclear stated. They had illogical sequence because they wrote in
paragraph one, “Last month my friend’s and I holiday in Bandung.” but tin paragraph three, there was “… we
