View of THE USE OF AUTHENTIC MATERIALS IN TEACING SHORT FUNCTIONAL TEXT TO IMPROVE THE STUDENTS’ WRITING SKILL

(1)

YAYASAN AKRAB PEKANBARU Jurnal AKRAB JUARA Volume 7 Nomor 4 Edisi November 2022 (84-99)

83 THE USE OF AUTHENTIC MATERIALS IN TEACING SHORT

FUNCTIONAL TEXT TO IMPROVE THE STUDENTS’ WRITING SKILL

--- Utep Sobali ¹, Redjeki Agoestyowati ²

Politeknik LP3I Jakarta ¹, Institut STIAMI ²

(Naskah diterima: 1 September 2022, disetujui: 31 Oktober 2022) Abstract

This study aimed to know the use of authentic materials as a media in teaching short functional text to improve the students’ writing skill and the second one is to find out the students' perceptions towards the use of authentic material in teaching short functional text. The writer used action research to collect the data. There are four steps in conducting action research, they are plan, action, observation, and reflection. These steps were conducted in three cycles. The population of the study is second grade Senior High School students of SMA PGRI Rancaekek Bandung. The sample of this study is the students of IPA 1. The class consists of 28 students. The result of this study shows that the use of authentic material can improve the students’ writing ability. The improvement could be seen from the mean score of writing in every cycle. The mean score of cycle 1 was 68.67, mean score of cycle 2 was 70,92 and the mean score of cycle 3 was 72,03. Authentic material is extremely helpful for the students when they are writing the text. It can be seen from the result of questionnaire, there are 85% students like to use the authentic material in writing announcement text, and 25% students didn’t like it. The writer may conclude that teaching announcement text by using authentic material can be applied in improving students English writing skill.

Keywords: Authentic Materials, Teaching Short, Functional Text, To Improve The Students' Writing Skill.

Abstrak

Penelitian ini bertujuan untuk mengetahui penggunaan bahan autentik sebagai media dalam pembelajaran teks fungsional pendek pendek untuk meningkatkan keterampilan menulis siswa dan yang kedua adalah untuk mengetahui persepsi siswa terhadap penggunaan bahan autentik dalam pembelajaran teks fungsional pendek. Penulis menggunakan penelitian tindakan untuk mengumpulkan data. Ada empat langkah dalam melakukan penelitian tindakan, yaitu perencanaan, tindakan, observasi, dan refleksi. Langkah-langkah tersebut dilakukan dalam tiga siklus. Populasi penelitian ini adalah siswa kelas II SMA PGRI Rancaekek Bandung. Sampel penelitian ini adalah siswa IPA 1. Kelas tersebut terdiri dari 28 siswa. Hasil penelitian ini menunjukkan bahwa penggunaan materi otentik dapat meningkatkan kemampuan menulis siswa.

Peningkatan tersebut dapat dilihat dari rata-rata skor menulis pada setiap siklus. Nilai rata-rata siklus 1 adalah 68,67, nilai rata-rata siklus 2 adalah 70,92 dan nilai rata-rata siklus 3 adalah

(2)

84 72,03. Materi otentik sangat membantu siswa ketika mereka menulis teks. Hal ini dapat dilihat dari hasil angket, terdapat 85% siswa yang suka menggunakan bahan autentik dalam menulis teks pengumuman, dan 25% siswa tidak menyukainya. Penulis dapat menyimpulkan bahwa pengajaran teks pengumuman dengan menggunakan bahan autentik dapat diterapkan dalam meningkatkan keterampilan menulis bahasa Inggris siswa.

Kata Kunci: Authentic Materials, Teaching Short, Functional Text, Untuk Meningkatkan Keterampilan Menulis Siswa I. LATAR BELAKANG

anguage is a system for the expression of meaning. It means that the main function of a language is for communication used by people in everyday life. Language is used by humans in order to know and understand when they communicate with each other. As far as we are concerned, God created humans different in characteristics and conditions, so people need to interact with each other. As created in Al-Qur‟an (Q.S an- nisaa‟:1) “O people! be careful of (your duty to) your Lord, who created you from a single being and created its mate of the same (kind) and spread from these two, many men and women; and be careful of (your duty to) Allah, by Whom you demand one of another (your rights), and (to) the ties of relationship; surely Allah ever watches over you”.

English language becomes an important means of communication and it is used as an International Communication in our country, Indonesia. Now we are entering the

global information era where every state in the world shares information to fulfill the need for knowledge. Regarding the global information era, English is essentially needed to be mastered by everyone, because English is the first foreign language that is considered important to the development of science, technology, art and culture, and also relationship with other countries. As a foreign language in Indonesia, English language is very important to be studied. English is studied seriously by many people to acquire better prospects in their own communities of international world. To make English easier to be studied, the government obliges the students to learn English from the basic.

There are four skills in learning English, namely, listening, speaking, reading and writing. Learning English is not only learning to speak, to read and to listen, but also how to write. So, writing is one of the important aspects that has to be studied. J.B.

Heaton (1975:135) states “writing skills are

L

(3)

85 complex and sometimes difficult to teach,

requiring mastery not only of grammatical and rhetorical devices but also conceptual and judgmental elements”. Based on the statement above, it can be concluded that writing is one skill that is more complicated than the others.

One of the reasons that makes writing difficult is using the grammar, punctuation and capitalization. Students must master the grammar, punctuations and capitalization in order to write well. In addition, English writing skill is especially important because writing is a means of developing creativity. In fact, there are some factors that the students might think that writing is very difficult. First, they find difficulties in gathering their ideas and organizing their ideas in a paragraph.

Second, students do not have much idea of what they have to write and how to begin writing. As a matter of fact, they waste too much time thinking about what they are going to do in writing instead of free writing. Third, students are afraid of making errors. Most of the students only focus on not making errors in spelling, grammar, and punctuations to their writing rather than strengthening their ideas to be vivid. Spelling, grammar, and punctuation are also important parts in writing a paragraph, so the student has to understand, when they

must start free writing. But the most important part is how the writers can give clear views through their writings. Finally, most teachers tend to use the traditional method and media. It means that the teacher takes the major role explaining everything, doing what the student is supposed to do while the student's role is only listening to what is explained to him/her by his/her teacher. The problems of the students could influence the students‟ ability in writing English. The problems must be solved immediately.

Students‟ writing problems can be solved by giving a lot of opportunities to write in English whether in the classroom or out of the classroom. Practicing writing English in the classroom should be done through appropriate media or techniques to improve their writing skills, and it must be enjoyable. The uses of attractive media are needed to solve the problems above. One of the media that can be used is authentic materials. Because of the problems mentioned above, the writer chooses to conduct this study “The use of authentic materials in teaching short functional text to improve the students writing ability”.

II. METHOD

The research method used in this study is qualitative method. In this study, the

(4)

86 researcher used practical action research

design. According to Creswell (2012:579)

“Practical action research is the research when the researcher seeks to research problem in their own classroom so they can improve their own professional performance”. The form of action research is called practical action research, and its purpose is to research a specific school situation with a view toward improving practice (Schmuck, 1997 quote in Creswell 2012: 580). Practical action research involves a small-scale research project, narrowly focuses on a specific problem or issue, and is undertaken by individual teachers or teams within a school or school district.

According to Kemmis and Mc Taggart (1988) cited in Creswell (1999:22) “Action research occurs through a dynamics and complementary process, which consist of four essential

„moment‟: planning, action, observation and reflection”. Based on the opinion above, the researcher will explain the procedure of the research, they are:

1. Planning

In this stage, the researcher prepared some aspects needed to conduct the study, for instance, created a lesson plan in every meeting for each cycle, prepared teaching material that would be presented in the class,

created observation sheets including teacher and students‟ observation sheets and prepared a writing test.

2. Action

In this stage, the researcher gave the students a treatment on how to write short functional text by using authentic materials as media of learning. The researcher gave the assignment to all of the students as well to make it impactful for upskilling student writing skill. At the end of the lesson the researcher scored their writing task and evaluated the students‟ mistakes.

3. Observation

In this stage, the teacher was observed by the home teacher of the school, when the researcher implemented authentic material as a media in teaching short functional text. Home teacher gave her opinion about the activity of teacher in teaching learning process based on the criteria available on teacher‟s observation sheet. Home teacher not only observed of the teacher but also, she observed the activity of the students during teaching learning process.

Home teacher gave opinion about activity given on student‟s observation sheet.

4. Reflecting

(5)

87 After the teacher got the score of student‟s

writing test and the result of student‟s and teacher‟s observation form, the teacher and home analyzed and interpreted the result of them. Both of them tried to analyze what problem was being encountered since the teacher implemented authentic materials in teaching short functional text. They also analyzed the strengths and weaknesses of the teacher when he delivered the lesson.

To collect the data, the researcher used some techniques, such as observation, questionnaire, documents and test. The researcher uses triangulation technique to get the validity of the instruments. The purpose of the technique is to test the trust-worthiness of the data and to encourage ongoing reflection on them as fart of the process data analysis. To analyze the data, the researcher uses descriptive method.

III. RESEARCH FINDINGS AND

INTERPRETATIONS

The research was conducted at SMA PGRI Rancaekek. It is located at Jl. Bojongloa Rancaekek Bandung. The research was conducted at second grade of IPA 1. The class consists of 28 students. Since Classroom Action Research (CAR) was used as the research method, the teaching learning process

was conducted in four meetings. The first meeting was arranged for the pre-test. The second meeting was arranged for cycle 1, the third meeting was arranged for cycle 2, and the last meeting was arranged for cycle 3. This study took 80 minutes for each meeting. This study was done twice a week, on Tuesday and Wednesday from 09.00 until 10.20 am.,

1. The Implementation of Authentic Materials in Teaching Short Functional Text.

The teaching learning process was conducted in three cycles. Each cycle took 80 minutes for each meeting. The study was done twice a week. Every Tuesday from 09.00 to 10.20 and on Wednesday 09.00 to 10.20. In this research, the researcher acted as the teacher and the home teacher acted as the observer of the research.

A. The Cycle I

In the first cycle, the researcher was done in four stages, they are: plan, action, observation, and reflection.

1) Plan

In this step, the researcher prepared some instrument just like lesson plan, teaching material, observation sheet, and questionnaire.

The first instrument is lesson plan, it is contained about the activities that must be

(6)

88 done by the teacher when he taught the

material in the class. The lesson plan consists of learning objectives, the stages of teaching learning activities and evaluation tools.

The second instrument is teaching material, the researcher made the example of announcement text, it was about student‟s organization and also the researcher used authentic material as media of learning. The purpose of using authentic material is to guide the students to make announcement text.

The third instrument is observation form. The observation form is divided into two kinds; They are teacher‟s and students‟

observation form. Teacher‟s observation form is used to observe the activity of the teacher during delivering the lesson. The student‟s observation form is used to observe the activities of the students during accepting the lesson by using authentic material as media of learning. Observation form was filled by home teacher as the observer of the research.

2) Action

In this step, the researcher was implemented action based on the lesson plan.

Firstly, the researcher explained about the material, it was about announcement text. For the first meeting, the researcher explained about definition of announcement text, generic

structure of announcement text and sample of authentic material. The researcher gave some examples of announcement text and the researcher used the authentic material to guide the students in writing announcement text.

After the teacher was done deliver the material, the teacher asked the students to write the composition of announcement text by using authentic material that was given by the teacher.

3) Observation

At the first meeting, the researcher explained the objectives the lesson. The students gave positive responses. Some of the students seem to be active and enthusiasm to follow teaching learning process. During the teaching learning process, the teacher gave the clear instruction, so the students generally were able to carry the task well. At that time, the students got some troubles in learning process. They had difficulties to arrange the word into sentences, they have less vocabulary mastery. In the other problem, they did not have any idea at all what topics will be written down.

4) Reflection

Based on the result of observation sheet in the first cycle, the researcher and the

(7)

89 observer try to reflect the result of the first

cycle. The reflections are:

a) The teacher could not manage the class well, so there were many students were noisy. Therefore, condition of the class was very crowded.

b) Some of the students had difficulties to arrange the word into good sentences.

They didn‟t know part of speech.

c) The teacher could not check one by one the students‟ writing test result because the teacher had limited time.

d) Most of the students didn‟t bring dictionary. The found difficulties to find the meaning of unfamiliar words. Some of the students don‟t have smart phone to get online dictionary.

Based on the reflections above, the researcher would like to change the strategies of teaching material by using authentic material as media in the next cycle, in order all the activities can run well.

B. The Cycle II 1) Plan

In this step, as usual, the researcher prepared some instrument as a like lesson plan, teaching material, observation sheet, and questionnaire. In this step, the researcher would make some changes in order to get the

best result. So, the researcher had a plan to explain an announcement text and authentic material detailly. The researcher had a plan to put the students in group of five and the teacher gave authentic announcement text for each group. Then, the students need to analyze the generic structure of announcement text properly.

2) Action

In this step, the researcher implemented action based on the lesson plan arranged.

Firstly, the teacher asked the students to work in a group, then, he explained about announcement text and authentic material. For the second meeting, the researcher explained about tenses used to make announcement text.

And also, the teacher explained about the generic structure of announcement text more detail. After the researcher finished delivering the materials. The teacher asked the students to write down the composition of announcement text by using authentic material given. The students work in a group. Each group must have one authentic material for guiding them to write announcement text. The students arranged the announcement with the topics determined by the teacher. They worked together with their teams.

3) Observation

(8)

90 In the second cycle, the researcher well

prepared and organized in the class. The students looked more active and enthusiasm.

They gave good responses, so the teaching learning process was running well. Authentic materials made the students more active in teaching learning process. It‟s helpful for them.

4) Reflection

Based on the experience of the second cycle, the researcher and the observer made some reflection based after teaching learning process was done. The reflections are:

a) The teacher could prepare well about preparation of the class such as making a lesson plan, preparing a lesson and arrange a test.

b) The teacher could make the class more active.

c) The teacher could explain the materials clearly and make the students easily to write a composition of the text.

d) The researcher could work together. If they found some difficulties they could ask to their teammates.

e) The researcher could manage the class well, so the teaching learning process could be enjoyable.

However, there are some improvements in the second cycle, the teacher still found difficulties in facing the students. Some of the students were noisy in the class when the teacher delivered the lesson. Some of them did not bring authentic materials, so some students are still confused in writing announcement. In the next cycle the researcher should monitor them.

C. The Cycle III 1) Planning

In order to get the better result in the third cycle, the researcher wanted to make some improvement. The researcher wanted to make the strategy of learning. The students still work in a group, but all of the students should bring authentic announcement text themselves. The teacher would choose the members of the group. The teacher would like to divide the students into three criteria of groups, they are: high, middle and low achievement. This was done in order to help the weaker and the teacher would focus on helping weaker students.

2) Action

In this step, the researcher was done in three steps, they are: The first step the teacher asked the students to work in groups. The students were divided into group of 3. Each group consists of high, middle and low

(9)

91 achievement. The teacher asked the students to

bring authentic material. The second step, the teacher taught the materials, the teacher reviewed the previous materials. The teacher explained about authentic material and announcement text. The teacher gave the example of announcement text. After the teacher finished delivering materials. The teacher asked the students to make their composition about school announcement text.

The last step, the students should work in a group, so if there is one student gets the problem. The student could ask to their friends. The teacher focused to the lowest students, tried guiding them slowly.

3) Observation

In this stage, the researcher presented material about announcement text. The researcher asked the students to bring the example of authentic announcement personality. It could be a guidance for them to write announcement text. They had enthusiasm in teaching and learning process.

4) Reflection

The reflections of the third cycle are:

a) The students didn‟t feel strange anymore in writing announcement text, because the students could be able to catch up the lesson.

b) The students could improve their writing skill using authentic materials.

c) The implementations of the third cycle run well.

d) The students asked a lot about some difficulties encountered during making a composition of the text.

Although, there are some improvements in the third cycle, there is also some weaknesses.

Some of the students ignored the task given by the teacher and never bring dictionary.

2. Research Findings

In this sub chapter, the researcher elaborates the data based on research questions in the previous chapter as follows:

a. How does authentic material improve the ability of the students in writing short functional text?

b. What are the students‟ perceptions toward the use of authentic material in teaching short functional text to improve the students‟ writing ability?

To answer the first research question, this subsection reveals the data of the research:

a. Students writing test

The test was conducted to gain information about how does authentic material improves students‟ writing skill. The test was

(10)

92 conducted in the last meeting in every cycle.

The result of the test is presented below:

Table 4.1. The score of students writing test in every cycle

Studen ts

Pre - test

Impro ve test Cycle 1

MMC (KK M)

1 69 70 73 75 75

2 50 52 61 63 75

3 77 77 79 80 75

4 53 58 60 63 75

5 64 62 73 73 75

6 78 77 77 78 75

7 89 89 89 95 75

8 72 72 73 73 75

9 58 60 71 71 75

10 49 51 65 65 75

11 51 54 70 70 75

12 65 65 73 75 75

13 60 60 65 68 75

14 44 50 60 63 75

15 67 67 75 75 75

16 64 65 73 73 75

17 60 62 65 65 75

18 61 61 78 80 75

19 63 62 75 77 75

20 58 60 65 65 75

21 68 68 75 76 75

22 70 71 73 73 75

23 58 60 65 65 75

24 60 60 78 78 75

25 57 58 60 60 75

26 61 61 75 73 75

27 62 61 70 75 75

28 55 57 70 70 75

In the pre-test, the result shows that the highest score of the test was 89 and the lowest score was 44. The mean of pre-test was 62.25. There was one student (4%) who got 89. And it was categorized as “very good scale”. Eight students (28%) got the score around 66-79. It was categorized as “good scale”. Fourteen students (50%) who got score around 56-65, it was categorized as “moderate scale”. The last, five students (18%) got score around 39-55. It was categorized as

“Unsatisfactory scale”.

In the first cycle, the highest score was 89 and the lowest score was 50. The mean of the score was 68.67. There was one student (4%) who got the score around 80-100.

It was categorized as “Very Good scale”.

Seven students (25%) got score around 66-79.

It was categorized as “Good scale”. Sixteen students (57%) got the score around 56-65.it was categorized as “Moderate scale”. And the last, four students (4%) who got the score

(11)

93 around 39-55. It was categorized as

“Unsatisfactory scale”. In the first cycle, the students had difficulty in writing announcement text because the students were still confused to arrange the word into paragraph, the students were still confused about the structure of announcement text.

In the second cycle, the result showed that the students had a little improvement. The highest score was 89 and the lowest score was 60. The mean score of cycle 2 was 70.92.

There was one student (4%) who got the score around 80-100.It was categorized as “Very Good scale”. Eighteen students (64%) got score around 66-79. It was categorized as

“Good scale”. Nine students (32%) got the score around 56-65.it was categorized as

“Moderate scale.

Based on the result of the third cycle, the highest score was 95 and the lowest score was 60. The means score was 72.03. There were three students (11%) who got the score around 80-100.It was categorized as “Very Good scale”. Seventeen students (61%) got score around 66-79. It was categorized as

“Good scale”. Eight students (28%) got the score around 56-65.it was categorized as

“Moderate scale”. Based on the result in cycle 3, there are some improvements if we compare

with the first and second cycles. The mean increased around 1.11%. According to researcher, this result was considered to be successful. The post test score in this cycle showed that the students writing skill got improvement.

Based on the result of all cycles, there is an improvement, It could be seen from the mean of writing test in every cycle. The students‟ achievement increased from 68.67 in the first cycle to 70.92 in the second cycle, and 72.03 in the third cycle. The graph of students‟

achievement in every cycle is presented below:

Chart 4.1 The Comparison of Student’s Mean Score

b. Observation

1) The result of teachers’ observation sheet

(12)

94 The teachers‟ observation sheet

describes what happened during the teaching learning process from the first cycle until the third cycle. The researcher acted as a teacher and the home teacher acted as an observer. The result of teachers‟ observation sheet is presented below:

Table 4.2 The result of teachers’

observation in the class

INDICATOR

Score in Cycle 1

Score in Cycle 2

Score in Cycle 3

Highest Score

1 3 4 5 5

2 4 4 4 5

3 4 4 4 5

4 5 5 5 5

5 4 4 5 5

6 3 4 4 5

7 3 3 3 5

8 4 4 4 5

9 5 5 5 5

10 4 5 4 5

11 4 5 4 5

12 3 3 3 5

13 2 4 4 5

14 2 2 2 5

15 2 2 2 5

16 3 2 2 5

17 2 3 3 5

18 2 3 3 5

19 2 2 4 5

20 2 3 5 5

Based on the result of teacher‟s observation sheet, in the first cycle stated that there were a lot of problems encountered. They are classroom management, lesson order.

Most of indicators still same with the first cycle. The teacher got improvement in indicator number 1, the preparation of the class as a like lesson plan, learning material and attendance list. The teacher prepared it well.

For the first indicator the teacher got 4 points.

For sixth indicator the researcher got 4 points for interaction between teacher and the students. The teacher did not make a distance with the students. So, the students did not afraid to ask something if they have a question about the lesson. The teacher got 4 points for the indicator. For indicator number 10 and 11 explained about the stages of the teacher in teaching learning process as systematically and the teacher used approach based on the activity. The teacher got 5 points. In cycle 1 the teacher just got 4 points. Indicator number 13 about the use of learning media, the teacher asked all of the students to bring authentic materials to guide the students in writing

(13)

95 announcement text. In this indicator, the

teacher got 4 points. Indicator number 17, 18, explained about appreciate to the students who able to finish their evaluation and relation between students and teacher in learning process. In this indicator the teacher got 3 points. The last indicator that got improvement was the indicator number 20. It was explained about the way how the teacher explained the material and gave the enough time for the students to answer the question. In the indicator, the teacher got 3 points.

In the cycle III, the teacher was improved in some indicator. The teacher got 5 points in prepared of the materials and opening the class with fun. For indicator number five the researcher got 5 points, in mastering the materials and the teacher could convey it well.

The teacher didn‟t doubtful when he delivered materials. For indicator number 19, it was about conveying the lesson with loudly sound.

The teacher got 4 points. Explained the material and gave the enough time for the students to answer the question. In this indicator, the teacher got 5 points. In this cycle the teacher got some improvement in teaching in the class. This step helped the students to understand the lesson easily than the previous cycle.

2) The result of students’ observation sheet

The teachers‟ observation sheet describes what happened during the students accepted the lesson from the first cycle until the third cycle. The home teacher acted as an observer. The result of students‟ observation sheet is presented below:

Table 4.3. The result of students’

observation in the class INDIKATOR Score

in Cycle 1

Score in Cycle 2

1 4 4 5 5

2 3 3 3 5

3 3 4 4 5

4 3 3 4 5

5 4 4 4 5

6 4 4 5 5

7 3 5 5 5

8 3 4 4 5

Students‟ observation consists of eight questions that were related to activity of the students during learning process. In the cycle 1, the first indicator got 4 points, it was about the students could make the relation with the others in learning process. All of the students were active in learning process. It scores was 3

(14)

96 points. For indicator number 3, the scored was

got 3 points, the indicator explain about all of the students were active in asking the question.

The students could interaction with the teacher, for this indicator the students got 3 points. For indicator number 5, the students got 4 points, the indicator explain about the students could understand about the lesson.

The students were enthusiastic in teaching learning process by using authentic materials as media of learning, it scored was 4 points.

The absence of the students was over 90 %, this got 4 points. All of the students made note about the lesson, the students got 4 points.

In the second cycle, there was some indicator that got improvement, such as indicator number 3, 7, and 8. For indicator number 3, the students got 4 points. It was about most of the students active in learning process. For indicator number 7, the absence of the students almost 100%, so the students got 5 points. And the last indicator, some of the students made note about the lesson. The students got 4 points.

In the third cycle, the first indicator got 5 points, it was about the students could make the relation with the others in learning process.

All of the students were active in learning process. It scores was 3 points. For indicator

number 3, the scored was got 4 points, the indicator explained about all of the students were active in asking the question. The students could interaction with the teacher, for the indicator the students got 4 points. For indicator number 6, it was about the enthusiasm of the students in learning process, it scored was 4 points. The absence of the students was over 90 %, this got 5 points. All of the students made note about the lesson, it scored 4 points.

To answer the second research question, this subsection reveals the data of the research:

B. Questionnaire.

1) Pre-questionnaire

The pre-questionnaire was given before the treatment begin. In this research, the pre- questionnaire consists of ten questions. The pre-questionnaire had 4 options, they are strongly agree (SA), agree (A), disagree (D), strongly disagree (SD). In this stage the students must answer some questions that were related to their writing experience. This was done in order to know their perception in writing announcement text before authentic materials was implemented. The researcher used percentage category to analyze the

(15)

97 questionnaire. The result of the questionnaire

will be explained in the table below:

Table 4.3. The Result of Students’

Responses

Numb er of Indicat or

Strongly Agree

Agree Disagree Strongly Disagree

F % F % F % F %

1 0 - 1

1 40

% 1 6

57

%

1 3%

2 0 - 8 29

% 1 9

68

%

1 3%

3 0 - 3 11

% 2 4

86

%

1 3%

4 1

0 36

% 1 1

39

%

4 14

%

3 11

%

5 1

6 57

% 1 0

36

%

2 7% 0 -

6 1

6 21

% 1 4

50

%

8 29

%

0 -

7 2

5 90

%

1 3% 2 7% 0 -

8 2 7% 9 32

%

5 18

% 1 2

43

%

9 1

3 46

% 1 5

54

%

0 - 0 -

10 6 21

% 1 7

61

%

3 11

%

2 7%

Mea

27

%

35

%

31

%

7%

n Total for (+) Responses= 62%

Total for (-) Responses = 38%

Base on result of pre-questionnaire above, most of the students (39%) agreed and (36%) strongly agreed that writing is bored activity. They did not like writing English.

There were (50%) agreed and (21%) strongly agreed that delivering the lesson by the teacher was very bored. 93% students hoped the new media in learning writing short functional text.

For the last indicator, the students had difficulties in arrange the word into good sentences. There were (21%) students who strongly agreed and (61%) agreed. It means that the students need motivation in writing English. They have less vocabulary mastery.

The students had difficulties to make a composition of the text.

2) Post Questionnaire

The post questionnaires were administered to the students to know the students‟ perception toward the use authentic material in learning announcement text. The questionnaire consists of 20 questions, which consists of students‟

opinion about toward the use of authentic materials. Post questionnaire was given to the students after finished all the cycle. Here is the result of the data.

(16)

98 Table 4.4. The result of students’ responses

Number of Indicato r

Strongly Agree

Agree Disagree Strongly

Disagree

F % F % F % F %

1 4 14% 20 72% 4 14% -

2 7 25% 15 54% 4 14% 2 7%

3 10 36% 11 39% 7 -

4 2 7% 20 72% 6 21% -

5 13 46% 15 54% - - -

6 4 14% 24 86% - -

7 5 18% 15 54% 6 21% 2 7%

8 6 21% 10 36% 10 36% 2 7%

9 8 28% 15 54% 5 18% -

10 10 36% 12 43% 6 21% -

11 15 54% 13 46% - -

12 3 11% 19 68% 6 21% -

13 6 21% 16 58% 6 21% -

14 9 32% 17 61% 2 7% -

15 5 18% 16 58% 7 25% -

16 7 25% 21 75% - -

17 8 28% 20 72% - -

18 11 39% 21 75% - -

19 9 32% 19 68% - -

20 14 50% 14 50% - -

Mean

28% 60% 11% 1%

Total for (+) responses = 78% Total for (-) responses = 12%

Based on the result of post questionnaire, most of the students (78%) agreed that the implementation of authentic material could help them to improve their writing skill (12%) disagree with the statement. Most of the students gave positive responses toward the use of authentic materials.

IV. CONCLUSION

The result of the research shows that authentic materials can improve the students‟ writing skill. Even though, the result of the test didn‟t conform to the expected score. The result showed that there is an improvement in every cycle. After being analyzed, the result score in the first cycle, the result showed that 25% of the students were in a good scale. Thus, in cycle 2, the students who were in “average scale” increased to 64%. In the last cycle, the students who were in “good scale” decreased to 61%. This happened because students score move to “very good scale”. In addition, the researcher also investigated about the perception of the students toward the use of authentic materials in teaching short functional text. The students gave positive responses. The students stated that authentic material could help them in writing announcement text more easily. There were 88% of the students stated that they liked to write announcement text using authentic materials. Based on the research findings it can be concluded that most of the students got the best result after being taught by using authentic materials as media of learning.

V. BILBIOGRAPY

Azizah, A Raihani. (2014) The Use of Diary in Teaching Recount Text to Improve

(17)

99 Students’ Writing Ability. (An Action

Research Study at Eight Grade of SMP PGRI 11 Bandung). UNINUS.

Unpublished Paper.

Brown, H. (2004). Principles of Language Learning and Teaching. 4^th Edition.

Longman Newyork.

Burns, A. (1999) Collaborative Action Research for English Language Teachers. Cambridge University Press.

Cameron, S. (2013). Comprehending Short Functional Text. USA.

Creswell, John W. (2012). Educational Research : Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston : Pearson Edition

Definition announcement text available at:

http://shoendhawa.blogspot.com/2012/

11/short-functional-text

announcement.html#sthash.5D2Ipw9R.

dpuf...definition. Browsed on 29th September 2014.

Harmer, J. (2004). How to Teach Writing.

Pearson Education Limited Longman.

Heaton, J. B. (1975). Writing English Language Test. Longman Group UK Limited. New York.

Johnson, A. (2008). Teaching Reading and Writing. New York : A Division of Rowman & Littlefield Publisher.

Misbahudin, (2014). The Application of Uucingan (Sundanese game) in Improving Students’ Speaking Ability.

UNINUS. Unpublished Paper.

Mishan, F. (2005). Designing Authenticity into Language Learning. UK.

Pelton, P Robert. (2010). Action Research for Teacher Candidates. Rowman &

Littlefield Education Lanham, Maryland • New York • Toronto • Plymouth, UK.

Rivaldo, R. (2012). The Effectiveness of Using Authentic English Materials to Improve Students’ Reading Comprehension. (a case study of students‟ at second grade of SMP PGRI Haurpugur). UNINUS.

Unpublished Paper.

Sundari, S. (2011). The Effectiveness of Picture as Authentic Material to Improve the Students’ Writing Descriptive Text. (a case study of 8^th grade of MTs Plus Raden Paku Trenggalek). Airlangga University.

Published Paper.

Tamo, D. (2009). The Use of Authentic Materials in Classroom.

Thanajaro, M Mtetinee. (2000). Using Authentic Material to Develop Listening Comprehension in the English as Second Language Classroom. Virginia Polytechnic Institute and State University Published Paper.

Urquhart, V& Mclver.M. (2005). Teaching Writing in the Content areas. United State of Virginia: McRel.

Weigle, C Sara. (2002). Assessing Writing.

Cambridge. University Press.