i
THE USE OF THINK TALK WRITE TECHNIQUE AND
PICTURES IN IMPROVING STUDENTS’ WRITING
SKILL (Classroom Action Research Of The Third Grade Students Of
SMKSaraswatiSalatiga In The Academic Year Of 2015/2016
)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the requirements for the degree of
SarjanaPendidikan Islam
(S.Pd.I)English Education Departmen of Teacher Training and
Education FacultyState Institute for Islamic Studies (IAIN)
Salatiga
Directed By:
ARISCA PRATIWI
113 11 104
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
v
MOTTO
“A pessimist sees the difficulty in every opportunity, an optimist sees
the opportunity in every difficulty”
vi DEDICATION
This graduating paper is sincerely dedicated for:
1. My beloved parents Mr. Muh Asnawi and Mrs. Sutini. They are my heroes, thanks for all support, guidance, finance, and encouragement.You are my everything. I hope Allah always blesses you and His affection around you.
vii
ACKNOWLEDGEMENT
All praise due to Allah, the Most Gracious and the Most Merciful. First and foremost, I would like to express my gratitude to Allah because of great blessing the writer could finish this graduating paper successfully. My Blessing and praises to our beloved prophet Muhammad SAW was great revolutionary and true educator who has brought from the darkness to the light.
However, the writer realise that this graduating paper can’t be finished
without the support, guidance, support, advice, help and encouragement from institutions and individuals. Therefore, the writer would thanks to:
1. Dr. RahmatHariyadi, M. Pd., as the Rector of State Institute for Islamic Studies of Salatiga.
2. Suwardi, M.Pd, as the Dean Teacher Training and Education Faculty 3. Noor Malihah, Ph.D., as the Head of English Education Departement 4. RifqiAuliaErlangga, S.Fil. M.Hum, as counselor of this graduating paper.
Thanks you for your suggestion, recommendation, guidance and support for this graduating paper from beginning until the end.
5. All of the lecturers in English Education Department of Tarbiyah Faculty who had given valuable knowledge.
6. All of the staffs who have helped the writer in processing of graduating paper.
7. My parents and my big family who always support and advice me.
ix ABSTRACT
Pratiwi, Arisca. 2016: The Use of Think Talk Write Technique and Pictures in Improving Students’ Writing Skill for the Third Grade Students of SMKSaraswatiSalatiga in the Academic Year of 2015/2016. A Graduating Paper.Teacher Training and Education Faculty.English Education Departement.State Institute of Islamic Studies (IAIN). Counselor Rifqi Aulia Erlangga, S.Fil. M.hum.
Keywords: Think Talk Write Technique, Pictures, Writing Skill.
This study is intended to improve the students’ writing skill using think talk write technique and pictures. The research answered these main questions (1) How is the implementation of think talk write technique and pictures in students’ writing ability in the third grade students of SMK Saraswati Salatiga in the academic year 2015/2016? (2)
How the result of student’s ability in writing when the teacher applying of think talk write
technique and pictures in the third grade students of SMK Saraswati Salatiga in the academic year 2015/2016?. The methodology of this research used Classroom Action Research (CAR). There were two cycles. Each cycle consisted of planning, action, observation and reflecting. From the results, the writer found several findings on it. The
result of this research is there is improvement of students’ writing skill by using think talk write technique and pictures. It can be seen from: (1) The students show active students’ participation, students pay attention to the material and shows enthusiastic in the writing
activity.(2) The percentage of students’ mean score of pre-test I is 20.83%, post-test I is 66.7%, pre-test II is 40% and post-test II is 80%. It can be meant that the students can pass the KKM after learning by using think talk write technique and pictures. (3) The mean of pre- test I is 68.45 and post-test I is 77.83, pre-test II is 69.47 and post-test is 79.
x
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTES ... iii
PAGE OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTARCT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLE AND FIGURE ... xii
CHAPTER 1: INTRODUCTION ... 1
A. Background of the Study ... 1
CHAPTER II THEORITICAL FRAMEWORK ... 11
A. Theoretical Description ... 11
1. Think Talk Write Technique ... 11
a. Definition of Think Talk Write Technique ... ... . 11
b. Precedures of Think Talk Write Technique... . 12
c. Teacher Role in Think Talk Write Technique... 13
2. Pictures ... ... 13
a. Definition of Pictures ... 13
b. Sources Pictures ... 14
c. Types of Pictures ... 20
d. Roles of Pictures ... 20
e. Creating and Adapting of Pictures ... 21
xi
a. Definition of Writing ... 23
b. Writing Process ... 26
c. Writing Goal ... 27
d. Notion of Good Writing ... 28
e. Approach of Writing ... 32
f. Role of Teacher in Writing Class ... 35
CHAPTER III RESEARCH METHODOLOGY ... 37
A. Setting of The Research ... 37
B. Subject of The Research ... 38
C. Method of The Research ... 38
D. Research Procedures ... 39
E. Techniques of Collecting Data ... 42
F. Techniques of Analyzing Data ... 43
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 47
A. Research Finding... . 47
B. Implementation of The Research ... 48
C. Result of The Research... 64
D. Research Limitation... 66
CHAPTER V CLOSURE ... 68
A. Conclusions ... 68
B. Suggestions... 68
xii
LIST OF TABLES
Table 2.1 Five Components of Writing Evaluation ... 29
Table 2.2 The Level Score of Writing ... 32
Table 3.1The Skills Program of SMK Saraswati Salatiga ... 37
Table 3.2Observation Sheet For The Teacher ... 42
Table 3.3Observation Sheet For The Students ... 43
Table 4.1 Result of Pre-Test and Post-Test Cycle I... 48
Table 4.2 Result of Pre-Test and Post-Test Cycle II... 49
Table 4.3 The Mean of The Students Score... 64
LIST OF CHARTS
Chart4.1 The Students’ Mean Score Improvement ... 651 CHAPTER 1
INTRODUCTION
A. Background of The Study
Language is a communication tool that used by human being in our daily life. It is as signaling symbol to express and share their thought or ideas with others orally or written. There are many languages in the world. English is an international language that is very interesting to learn. If we go abroad the language that we are able to communicate with it. Many reasons people learn it. They are not only use it for education, bussiness, travel and etc.
English is a foreign language in Indonesia. It is become subject in Indonesian education. It has recognized and taught since junior high school. It has been one of the subject matter in our curriculum. This subject is seriously learned by students for increasing their language skill. There are four language skills in English. They are listening, speaking, reading, and writing skill. In this study the writer choose writing skill to be come the subject matterr.
2
transform meanings, opinion, ideas, thought, or others. It influences the way we think. It is a part of language expression. It is one of ability that help us in developing our languages and allow us to express ourselves to others in more effective ways.
In the English learning process, writing becomes one of very difficultactivities. Many difficulties that are faced in their learning. The problems are such as the mastery of vocabulary, grammar, and diction. Most of students are poor in writing. The students feel that writing is difficult thing that must be learned. Based on interview with English teacher in SMK Saraswati Salatiga that writing is difficult enough for them. Most of students are difficult in memorizing vocabulary, lazy to read and open dictionary at home, lazy to review their matherial that given by teacher. So that when they read textbooks or make a paragraph, they feel frustrate and confuse.
3
these problems, the teacher’s role really important to help the students in their learning process.
4
Pictures is a visual aids that very interesting. According to (Zenger, 1977) A picture is a flat visual representation of an object, person, or view and its main purpose is to draw attention to or emphasize a certain thing.It will help the teacher in teaching process and the student can easier in expressing what they thought. It can make the material will be fun and attractive.Through pictures, they can express their ideas well and its can stimulate them to write. Its help the students to explain the material clearly. Its also help the teacher in teaching process, the teacher as a mediator, she just look, give instruction for the students and make easy in evaluating each student.
The explanation above, the writer wants to analyze the
improvement of student’s writing ability in senior high school. The writer carries out the research entitled “THE USE OF THINK TALK WRITETECHNIQUE AND PICTURES IN IMPROVING
STUDENT’S WRITING SKILL (A Classroom Action Research of the
third grade of SMKSaraswati in academic year 2014/2015)”.
B. Problems of The Study
Based on the explanation above, this research is aimed to answer the following problems:
5
2. How is the resultof student’s ability in writing when the teacher applying of Think Talk Write technique and pictures for the third grade students of SMK Saraswati Salatiga in the academic year 2014/2015?
C. Objectives of The Study
This research has some purposes, namely:
1. To know the implementation of Think Talk Write technique and pictures in students’ writing abilityfor the third grade students of SMK Saraswati Salatiga in the academic year 2014/2015.
2. To know the result of student’s ability in writing when the teacher applying of Think Talk Write technique and pictures for the third grade students of SMK Saraswati Salatiga in the academic year 2014/2015.
D. Benefits of The Study
This research is hoped that it will be useful for the teachers, students and writer. It consists of theoretical and practical benefits.
1. Theoretical benefit
a. The result of this study can be used to enrich the theory, technique, and media in the teaching language.
b. Strength the knowledge and information in teaching language.
6
The result of this study may be useful as input or evaluation of the English learners, especially students in their learning and English teachers in their teaching.
a. For the students
1. The students able to write better, even through technique and media that combined in learning process. It can help them to improve their skills, especially in writing skill. 2. It can motivate the students in writing skill.
b. For the teachers
1. The result can help the teachers to determine the way of teaching process in writing well.
2. To give important information in applying the way of teaching process to improve the quality of teaching writing.
E. Limitation of The Study
The writer limits this research dealing with the improvement of
student’s writing skill of the third grade students of SMK Saraswati Salatiga in the academic year of 2015/2016 through Think Talk Write technique and pictures.
F. Definition of The Key Terms
1. ThinkTalkWrite
7
process. “Think” in this stage, each student must read the material
that have issue, they must think (how to solve the issue), and
making note as a result of what they thought, “Talk” in this stage,
the students will share the solution of issue in the material and discuss grouply. Here, each of the students will looked advance in their communication, how far is the understand that they get. And
“Write” in the last stage, just write the ideas that they get from
discussion.
Think Talk Write is one of cooperative learning that consists of some member and every group has responsible of their mastering material. Usually, it consists of 5-6 groups depend on total student. This technique trained us be a critical and active. It also train us in developing our knowledge or comprehension. 2. Pictures
According to Zenger (1977) A picture is a flat visual representation of an object, person, or view and its main purpose is to draw attention to or emphasize a certain thing. It can help the students to stimulate what they thought and producing ideas in their writing process. It also can help the teacher when the
teacher’s explanation unclear. Through pictures, the teacher will
8
In thelearning processes, the teacher will know a word
“improve”. Improve is the process to make better or develop in mental capacity by education or experience. In the learning process, we learn step by step. From the steps, we have improvement.
http://www.oxforddictionaries.com/definition/english/improve
4. Writing
According to Leo (2007) Writing is a process of expressing ideas or thoughts in words should be done at our leisure. How can we do something that we do not enjoy? Writing can be very enjoyable as long as we have the ideas and the means to achieve it. Writing is an expression what we thought and producing ideas, so become a paragraph text. A text that described could be a genre text, such as descriptive text, narrative, report, etc.
G. Previous Studies
In this graduating paper, the researcher takes review of related literature from the other thesis. The first research (Endang, 2012) she focuses on what is the effectivness of using picture to improve
students’ writing skill through descriptive text. The real problems
9
The second research (Sari, 2014) she focuses on how is the
procedure of using Think Talk Write strategy in improving student’s
writing skill through analytical exposition. This strategy gives significant effect towards students’ writing achievement, and it helps the students generating and organizing ideas in group because they get opportunity to share and discuss about their ideas to be written, so they can practice their writing ability well.
The third research (Karimah, 2014) she focuses on how to improve the students writing skill through think talk write method and
find out the significance of the students’ difference between before
and after the action.
The difference from the reserach review is in this research, the writer explain the review of them, because she interest with these thesis. So, she choose to research of the use of Think Talk Write
technique and pictures in improving student’s writing skill. she want
10 H. Research Paper Organization
11 CHAPTER II
THEORETICAL FRAMEWORK
This chapter focuses on giving a theoretical foundation of the study. The purpose is giving direction to what extent the study is conducted. This research is concern on the use of think talk write technique and pictures in
improving students’ writing skill (classroom action research of the third grade
students of SMK SaraswatiSalatiga in the academic year of 2014/2015).
A. Theoretical Description 1. Think Talk Write
a. Definition of Think Talk Write
According to Huda (2013: 218) Think Talk Write is one of strategy that train in learning language by spoken and written. It reconigzed by Huinker and Laughlin (1996) in Huda (2013: 218), they said that Learning is a social behaviour. It encourages the student to think, talk, and write (the topic). This strategy used to develop their writing fluently and their comprehension. It give opportunity for the students to absorb the ideas before be a written. And then help the student in organizing and developing the ideas through conversation or discussion.
12
after reading, certainly each student has the different ideas that presented. The second stage "talk" that communicate using language and words they understand.It is important because students use their own language to present their ideas to build atheory and share the information together. Process communication will easier when they interact with their environment. The last stage of the "write" is writing the discussion / conversation. This activity meansconstructing the idea of writing, because after a discussion or dialogue between friends, andlater expressed through writing. It help realize the goal of learning and the teacher know how far the development of students in writing ability.
Think Talk Write is one of cooperative learning that can help the students in their learning process, especially in writing. Its train the students to interact with others, so that they easier to open minded, are more active, and they can express or developing the language in written form.
b. Procedures of Think Talk Write (TTW) Technique
According to Huda (2013: 218-219) the procedures of think talk write are:
13
2) The students are interacting and collaborate with their group to discuss their case (talk). This activity trains the students in developing their thought to express the ideas in discussion. The comprehension are built through their interact in discussion, it expected get solution of the material that given. 3) From discussion, they load their communication and
comprehension in the written (write).
4) The last of learning activities are make reflection and conclusion on the material that learnt. Next, choose one or some person as a volunteer to share the answer of the case in front of other groups and they asked to give other ideas.
c. Teacher Role in Think Talk Write Technique
According to Ansari (2003: 40) in Kuswari (2011: 4) are: a) Teacher asks the questions and gives the task that involvement
of the students and also challenges the students to think. b) The teacher listens the ideas from the students carefully.
c) The teacher asks the students to expresses the ideas in written and orally.
d) The teacher established what will be discussed by the students.
2. Pictures
a. Definition of Pictures
14
media to make it fun. Here, the writer tried to choose pictures as a media, especially in learning language process. According to (Zenger, 1977) a picture is a flat visual representation of an object, person, or view and its main purpose is to draw attention to or emphasize a certain thing. Visual aid or pictures is one of media that very interesting and fun.It will help the teacher to explain the matherial and in getting student attention well.
Another definition (Asnawir, 2002: 54) Picture is one of learning that can be used to explain the subject matter. Picture used almost for all levels of learning or intelligence. The use of picture as a media or means of delivery of the lesson, not only interesting but also can attract the students attention and clarify ideas or information presented to the students of a teacher.
b. Sources of pictures
Picture is one of media that very attractive. We can get it anywhere, because it has many sources. It is possible to find at least some free or cheap picture material. According to Andrew Wright (1989: 182) there are many sources of picture media. They are as the following:
1. Newspaper
15
It is usually small and too distinct for use with the whole class, but they are usually topical and linked with text which can lead to particular activities.
2. Magazines
This is the major source of useful picture material of high quality. Full page picture are big enough for class use, while other are more appropriate for individual work. 3. Advertisement and Publicity
These include direct mail leaflets, posters, and advertisements in magazines and newspaper. Sizes vary, making the pictures of use in both classwork and groupwork.
4. Holiday brochures
These brochures are usually richly illustrated. Most of the pictures are of hotels, places, historical sides or places of great beauty. The pictures are usually only big enough for individual work.
5. Business brochures
16
In some countries catalogues are rich of pictures material.InBritain, they are many catalogues with literally thousands of pictures of every sort of object which a big store can sell, from bed and bicycles.
7. Calender
Commonly, in Indonesia calender are illustrated with written text and picture to make it more interesting. But also for advertisemedia.
8. Greeting cards
Most greeting cards can illustrate. The range of subjects is very wide, in very case the illustration has been chosen to say something to the receiver. It is often worth keeping the text and picture together. There are greeting cards for: various celebrations, wishing people well if they are ill, congratulating them on a success, etc.
9. Postcard
Every possible subject is illustrated on postcards. Postcards are associated with writing.
10.Reproduction of art
17
11.Posters
Posters are designed to be big enough to be seen from a distance and they are thus ideal for class use.
12.Wall charts
Wall charts are produced by some institutions to explain what is done in or by institutions: how steel is made how a firm exports around the world, how to grow rice, how to deal with a road accident, the journey of a letter.
13.Instruction
Instruction for carrying out a process such as cooking or putting on a life jacket are often illustrated.
14.Old books
It is same to throw away a book if it contains illustrations. Old book are often too decrepit or dated to keep, but they may contain unique illustrations.
15.Comics and cartoon strips
These are heavily illustrated. They are sequences of pictures which are closely related to narrative text. The stories in some publications are illustrated by hundreds photographs.
18
Sometimes family photograph can be brought to the lesson, shown and talks about. We all have photograph and slides which we do not kept and never look at.
17.Stamps
Most stamps have pictures of them. The most obvious way of using stamps is to talk about them as stamps: where they come from, why the designs where chosen, how much they are worth. However, they can also be struck into separate cards and used as playing cards for group.
18.Playing cards
Many playing cards have illustrations. The cards can be used for their original purpose and the students asked to play the game in the target language. However, the cards can also be used for the pictures that are on them.
19.Wrapping paper
Wrapping paper is often decorated with pictures. The repetition of the design means that pairs of pictures are available.
20.Course book
There are usually illustrations in the course book. These illustrations can often be used in ways which the author does not suggest.
19
It is very useful if the teacher is a talented artist or if there is a talented artist in the class. However, it is not necessary to be artsitically talented in order to produce pictures. Pictures can be drawn on the board, the overhead projector, large paper, flashcards, group playing cards, handout sheet, or college sheets.
22.Photocopying
Picture can be photocopied but, if they are in copyright only by permission. Some countries have schemes whereby schools can acquire a blanket license for photocopying. In other countries permission should be obtained from the copyright holder. However, the photocopying machine may be used by the teacher to make pictures, for example by photocopying objects such as keys, ticket, etc.
20 c. Types of pictures
People can get pictures anywhere, it may be a large and small size and it can be found in our surrounding. According to Andrew Wright (1989: 193) there are types of pictures. They are chech chart of pictures, pictures of single objects, pictures of one person, pictures of famous people, pictures of several people, pictures of people in action, pictures of places, pictures of the news, pictures of fantasies and pictures of maps and symbols.
d. Roles of Pictures
The language teacher is concerned in helping their student to develop their ability in language skills. In this sense teacher need various strategy and wide resource that can stimulate this development. Picture is one of resources,it is media that can help teacher to success in teaching learning activity. It has some roles in the class. According to Andrew Wright (1989: 17) pictures media have some roles in the class, they are:
1) Picture can motivate students and make them want to pay attention and want to take apart
2) Picture contributes to the context in which the language is being used. They bring the word into the classroom
21
4) Picture can cue responses to questions or cue substitution through controlled practice
5) Picture can stimulate and provide to be referred into conversation, discussion, and storytelling.
e. Creating and adapting of pictures
There are various ways of creating and adapting pictures, which increase their potential. Students or teachers who make the pictures are important which they do it more interesting and high quality professional pictures. There are some tips to create and adapt the pictures (Wright, 1998: 204-211) in the following: 1) Neatness in picture making is much less important than
enjoying the material while creating the picture.
2) A sketchy style is usually less successful than a style which is positive in its use of lines and distinct shapes, even if these not professionally drawn.
3) Simple drawing can be represented by simple stick drawings of objects. (Peoples, animals, things).
4) Picture on the board, the students or the teachers can do it without preparation, and images on it are immediately visible to the whole class. Here, it can grow before one’s eyes and parts can be erased and substituted.
22
prepared beforehand by freehand drawing, photocopying or by tracing. Overlay transparencies can also prepared. These can add for stimulating more open communicative work. 6) Paper and card, they are usually available to the teacher, felt
tip pens give immense scope for the production of pictures. Color is one consideration for its purpose. Drawing can be traced onto card. Picture can be single objects, larger and more complicated wall pictures.
7) College, the detail of persons, objects, and concepts can be cut out of the pictures and stuck onto the others pictures or card to allow the teachers illustrate teaching points in an imaginative and dynamic manners create a picture, which illustrates him/her, wants.
8) Adapting magazine pictures, pictures can be stuck on a piece of paper, and lines, arrows, circles, or others symbols can be drawn on in order to illustrate a language points. 9) Folding the pictures, to control the information, it can be
folded and cut depend on the willing of teachers and students.
3. Writing skill
23
those is writing. Writing is important skill in English. The students learn it to organize their ideas, thought, and feeling in written form.
a. Definition of writing
English has been spoken by all in the world. Everyone recognized it, even though they can or cannot practice in speaking or writing well. There are four language skills that must be mastered by students, such as reading, listening, speaking, and writing.
According to Gelb (1962: 11) states that writing began at the time when man learned how to communicate his thought and feelings by means of visible sign, understandable not only to himself but also to all other persons more or less initiated into the particular system. It is also meant by Leo (2007: 01) who states that writing as a process of expressing ideas or thoughts in words should be done at our leisure. How can we do something that we do not enjoy? Writing can be very enjoyable as long as we have the ideas and the means to achieve it. Writing becomes significant aspect to communicate.
24
able to give clear information to the reader. Pardiyono (2008: 1-4) states that every form of written text should have clear objectives that all information, messages, or ideas must be packaged in one particular type of text. The types intended are narration, description, exposition, recount, procedure, anecdote, news item and discussion:
1) Narration
It is a story told to make a point. The purpose of narrative is to amuse the reader and give a moral message to the reader. It consists of conflict, climax, and resolution (Pardiyono, 2008). 2) Description
It is types of writing in which the objective is to describe a certain object, especially about person, place, or thing.
3) Exposition
25
4) Recount
It is a text created to provide information about past activities, for example about vacation, week end activities, and other information.
5) Procedure
It is type of writing that used to explain an activity or a way to do something in sequent steps.
6) Anecdote
It is a story about funny or silly events that have occured in order to invite readers to share or share your emotions with the reader. Because it is ridiculous, basically has a funny character.
7) News item
It is a type of writing that has the main function or communicative purpose is to inform readers or listener about events of the day that are considered newsworthy or important.
8) Discussion
26 b. Writing Process
The writer will describe the process of writing ability that will be easy to do in the classroom. It used to enable them to transfer their thoughts from mind onto paper to share with readers well. The processes of writing are prewriting, drafting, revising, and editing.
1) Prewriting
Prewriting is the stage how to organize the ideas and develop a topic and get words on paper. It means that the students are getting ready to write and they are planning out of what will be written. The situation of the classroom can influence of what they will write and how they write. To initiate thinking and identify the topic, its have five techniques that will help to identify the topic, they are freewriting, questioning, making a list, clustering, and preparing a scratch outline. It is important in helping the students to explore ideas for writing topics. And the teacher should gives more time to help the students in organizing the ideas that going to write.
2) Drafting
27
the students to sketch out their idea in writing. Its still grammatical error and its need time to correct the words.
3) Revising
This stage is rewriting a paragraph, it means that a writer needs to correct what they have written. It is how to make a paragraph strong and ready to be a good paragraph. There are two stages in revising process, they are revising content and revising sentences.
4) Editing
For the last stage, the students are prepared their writing well for evaluating by teacher. To get good writing, they must know this stage to check a paragraph for mistakes in grammar, punctuation, usage and spelling (checking paragraph error).
c. Writing Goal
According to Hampton in Fajaryani (2015: 21-22) states that writing goal is:
1) Writers are independent when they are able to write without much assistance.
2) Writers gain comprehensibility when they can write so that it can be read and understood by themselves and others.
28
4) Writers again creativity when they can write their own ideas, not copying what has already been written, so that they can be read and understood.
d. Notion of Good Writing
According to Brown (1994: 346-347) the characteristics of good writing are:
1) Focus on goal and main idea in writing
2) Let the first interesting ideas flow onto the paper 3) Follow the general organization in writing
To produce a good writing student need to create it with creative and clear thinking. Students need to fulfill some elements in writing. According to Harris (2001: 68) there are five criteria of good writing, they are:
a) Content: writing must convey the main idea or an attentive reader should be able to grasps the writer purpose.
b) Form: writing should contain logical or associative connection and transition which clearly express the relationship of the idea described.
c) Grammar: writing should adhere to the rules of grammar related to the tenses with sequence of time, the employment of grammatical form and synthetic pattern.
29
e) Mechanic: writing must use good spelling and punctuation. Based on the explanation above, we know that to produce a good writing is not an easy thing. We have to fulfill those 5 elements at least all together. Then, we need to arrange sentence properly and compose it in to good paragraph. Good writing will be produced by students if they able to combine the elements and arrange sentence perfectly. According to Jacobs in Alderson (2002: 116) the evaluation which using analytic score elaborates writing product into five components. They are: content, form/organization, vocabulary/style, language use/grammar, and mechanics.
Table 2.1
Five components of writing evaluation Component Score Criteria
31
Virtually no mastery of sentence construction
dominated by errors of spelling, punctuation, capitalization,
paragraphing,
32
evaluate
They are five elements to score. The maximal score of content is 30, the maximal score of organization is 20, the maximal score of vocabulary is 20, the maximal score grammar is 25 and the maximal score of mechanic is 5. Therefore, the total score is 100.
The writer gives such score that would be classified into five levels as follows:
Table 2.2
The level score of writing
No Score Criteria
1 85 – 100 Excellent
2 71 – 85 Good
3 56 – 70 Fair
4 41 – 55 Poor
5 < 40 Very poor
e. Approach of Writing
1) Process approach
33
more complex than this of course, and the various stages of drafting, reviewing, redrafting and writing, etc.
According to Harmer (2001: 258) process writing is an interrelated set of stages which include:
Drafting
Structuring (ordering information, experimenting with arrangements, etc)
Reviewing (checking context, connections, assessing impact, editing)
Focusing (that is making sure you are getting the message across you want to get across)
Generating ideas and evaluation (assessing the draft)
One of the disadvantages of getting students to concentrate on the process of writing is that it takes time: time to brainstorm ideas or collect them in some other way, time to draft a piece of
writing and then, with the teacher’s help perhaps, review it and edit
it in various ways before, perhaps, changing the focus, generating more ideas, redrafting, re-editing and so on. This cannot be done in fifteen minutes, because classroom time is limited.While the process approach of writing according to Nunan (2011: 97) are: a) Brainstorming
34
topic, either in writing or aloud, quickly and without much planning. If no topic is given, then the students can brainstorm possible topics.
b) Word Mapping
It is more visual form of brainstoming. When the students create word maps, they begin with an idea at the top center of blank piece of paper. Then, they think of related ideas or words and draw relationships with a series of boxes, circles, and arrows.
c) Quick Writing
It is where students begin with a topic, but then writes rapidly about it. As a teacher, you can give the students a limit time, usually 10-15 minutes, and instruct them not to erase or cross out text, to keep writing without stopping, and just let the ideas and words come out without concern for spelling, grammar, or punctuation.
2) Product approach
35
competent user of the language. It’s to development of writing favour classroom activities in which the learner is engaged in imitating (or what was thought to be appropriate), copying, and transforming models of correct language (Nunan, 1991: 88).
Based on the above explanation, between process and product approach are very concerned of learning activity, especially writing. The process approach focuses on how to enhance the learning activity.Here, the teacher train the student to write something. Usually, they write their experience, poem, answer the essay, etc. In the writing ability, as a process approach, the teacher focuses on the grammatical unit and vocabulary. Because its part that very important to know the student abilities and the improvement of them in learning English process.
While as quoted by Fauziati, Leki states that in the product-oriented type of teaching writing, the main purpose of the learners’
writing activity is “to catch grammar, spelling, and punctuation
errors”. It focuses on the result of learning activity. Here, the teacher will be known the improvement of study result of each student.
f. Role of Teacher in Writing Class
36
1) Motivator: in learning writing process, the teacher must motivate the student. Motivate in creating the right conditions to generate ideas and persuading them of the usefulness of the activity.
2) Resource: in writing tasks, the teacher should be ready to supply information and language where necessary. The teacher needs to tell students in offering devices and suggestion to look their progresses and tactful way.
37 CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research method. It focuses the method used in conducting this study. It describes setting of the research, subject of the research,
research design, research procedure, data and data source, instrument of data collection and technique of analyzing data.
A. Setting of the Research 1. Research Location
SMK SaraswatiSalatiga is vocational high school under Yayasan Pembina Rehabilisasi dan Pembangunan Masyarakat which was located on JalanHasanudin No 738 Salatiga, Sidomukti, Salatiga. These sections try to describe about the situation of this school .SMK Saraswati has duration of study 3 years and consists of 4 skills program such as:
Table 3.1 The skills program of
SMK SaraswatiSalatiga in the Academic Year 2015/2016
Skills program Skill competency
Automotive Engineering Lightweight Vehicle Engineering Mechanical Engineering Mechanical Maintenance
Engineering Industry
Electrical Engineering Engineering Power Installation Industrial Automation
Computer Engineering and Informatics
38 2. Time Setting
The subjects of the research were the students in the Third Grade of SMK Saraswati Salatiga in the Academic Year 2014/2015. They consisted of 26 students. This research was conducted on the first semester in the academic year of 2015/2016 for about 7 – 9 September 2015. It was conducted in SMK Saraswati Salatiga.
B. Subjects of the Study
The subject of this research is the third grade students of SMK Saraswati in the academic year of 2015/2016. The writer takes XII MM B class as the subject of this research. It is consist of 26 students. English teacher who become the subject of the research is Ms. NurhayatiS.Pd.
The writer chosen XII MM B class as a research subject because they are more active and it is easily for the writer to apply Think Talk Write Technique and Pictures with active learning and cooperative principles.
C. Method of the Research
39
The goal of classroom action research is to improve quality of teaching and help the teacher in their professional development.
D. Research Procedures
The writer presented the procedure of the research as follows:
1. Planning
As quoted by Sulipan in Hamdani (2008: 52) states that in this stage, planning of action is explained about what, why, where, who, and how the action will be done. The writer must be prepared instrument before enter in the classroom, which can support teaching and learning process. The writer used some planning those were:
a. Preparing material, media, making lesson plan and designing the step in doing the action.
b. Preparing list of students‟ name and scoring as the evaluation instrument.
c. Preparing teaching aids.
d. Preparing sheets for classroom observation (to know the situation of teaching learning process when the method or technique or mode is applied).
e. Preparing test instrument (pre-test and post-test) and the criteria of succesd used in the study.
2. Action
40
are consists of three elements, they are the improvement of practice, the improvement of understanding individually and collaboratively, and improvement of the situation in which the action takes place (Sukardi, 2003: 213). Here, the steps of the activities in action were namely: a. Introduction or greeting and checking the student’s presentences. b. Checking the students’ presences.
c. Giving pre-test.
d. Teaching writing through think talk write and pictures in class. e. Give the explanation about the material.
f. Give the opportunity for the students to ask any difficulties. g. Giving post-test.
3. Observation
Observation is one of activity that used to know how far the action effect have reach target. It is one of the instruments used in collecting the data. It can be systematically used to serve and note the phenomena investigated like students feeling, thinking, and something that they do in teaching learning process. The writer must have a note to get the data
about students’ responses during learning process, because a tool that
used by writer is a test.
4. Reflection
41
weakness of implementing pictures as a media of learning in language class. After that, the writer discusses in describing the students’ improvement of the writing skill in the cycle 1. These stages can be drawn as follow:
Figure 3.1 Cycle of CAR
42 E. Technique of Data Colecting
The act of collecting data will be presented as follows:
a. Test
The way to get some data with test in this research, the writer used two steps. They are: pre-test and post-test. Pre-test gives at beginning of a course of study or training program. The function of pre-test is to
know about students’ writing skill before teaching and learning process.
And then, post-test give after teaching learning process was conducted.
b. Observation
In classroom action research, observation has an important role. It used to monitor the students achievement in learning process. It also helps the collaborator in observing students’ behavior during teaching and learning process. In case, the collaborator observed the learning process and noticed all the activity in observation sheet form. It can be presented below:
Table 3.2
Observation sheet for the teacher
The following table is observation sheet for the teacher No Teacher’s activities
1 Greeting students before the lesson begin 2 Praying before the lesson begin
43
6 Giving motivation for the students 7 Giving explanation of the materials
8 Giving chance to ask questions and suggestions 9 Guiding the students activity
10 Giving feedback after the lesson
Tabel 3.3 Observation sheet for the students No Students activity
1 Pay attention to the material during learning
2 Actively participation in the learning and teaching process 3 Showing enthusiastic in the writing activity
c. Documentation
According to Arikunto (2010: 274) that documentation used to get information and data about teacher, students and school. It is helped the writer to collect data. The documentary data of teacher and student as follows: syllabuses, lesson plan in cycle I and cycle II, pre-test and post-test worksheet, evaluation sheet and observation sheet.
F. Technique of Data Analysis
44 1. Descriptive Technique
A descriptive technique is used to know the students behavior during the teaching learning process. In descriptive technique, the writer analyzes the observation sheet which has been made by her partner.
2. Statistical Technique
A statistical technique is used to know the students’ score of
writing skill in each cycle. This research is calculated by t-test analysis: a. Mean
A set of numbers that collected, add them up and the divide the total by the number of items, you would end up with the mean (Burn, 2010: 122).
Explanation:
M : Mean of students’ score
∑X : The sum of students’ score
N : Number of observation in sample b. SD (Deviation Standard)
The first step, the writer will calculate SD, the pattern is:
45
Explanation:
: Deviation Standard for one sample t-test D : Different between pre-test and post-test N : Number of observation in sample
c. T-test
After calculating the SD, the writer will calculate t-test to know is there any significant differences or no between pre-test and post-test,
( ) (√ )
Explanation:
: T-test for the differences of pre-test and post-test SD : Deviation standard for one sample t-test
D : Different between pre-test and post-test N : Number of observations in sample
d. Percentages score
P =
Explanation:
46
N : Number of observation in sample
47 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the writer would like to analyze the data gathered from the action reserach activities. The data was obtained from teaching learning process
and evaluation. The data analysis is functioned to measure the students’ writing
skill improvements by applying Think Talk Write technique and Pictures.
This chapter focuses on analyzing the collected data. The writer gives the details of the findings. It shows the finding of collected data since in the beginning until the end of the research. In this research consist of field not, the result pre-test and post-test. This research is implemented on two cycles. The findings consist of the results of the cycle I, cycle II. These cycles will show the improvement of the students’ ability in writing skill.
A. Research Finding
Based on the interview with an English teacher, there are some problems on there, most of student in third grade hard to learn writing, they are lack of vocabulary, especially when they write a text. She said there are some caused related to the instructional activities in there, those problems are: the students lazy to write because they feel difficult to organize their ideas and thought, they lazy to memorize vocabulary and get difficult in language use.
48
friend who as a teacher was implemented it, in XII MM B class on 7 - 9 September 2015. The writer acted as teacher and Titik Muarivah as observer. The writer hopes that it could solve the problem and improving the students’ writing skill.
B. Implementation of The Research
In this research, the writer arranged two cycles. Each cycle consist of planning, action, observing and reflection. The whole steps of this research are explained in the description bellow:
1. Cycle 1
The result of both of the tests can be seen in the table as follows:
Table 4.1
Result Of Pre-Test And Post-Test Cycle I
49
The result of both of the tests can be seen in the table as follows:
Table 4.2
Result Of Pre-Test And Post-Test Cycle II
50 T
1. T h e
Result of Mean (Cycle 1) a. Mean of pre-test 1
Mx = Nx
Mx = 164324
Mx = 68.45
b. Mean of Post-test 1
Mx = NY
Mx = 186824
Mx = 77.83
Mean of pre-test = 68.45
Mean of post-test = 77.83
Mean of pre-test ≤ than post-test c. Conclusion
17 PutriFebriyanti 72 77 5 25 18 Rani Noviyanti 60 95 35 1225 19 RestuWidyaUtama 0 0 0 0
20 Ristanti 76 82 6 36
21 RohmatHidayat 0 0 0 0
22 RoniYudhaRisdiawan 0 0 0 0 23 RullyBagasPrasetya 0 0 0 0
24 SaefulAnam 0 0 0 0
25 VardianDwiSaputra 0 0 0 0
26 Yusuf Abdillah 0 0 0 0
51
There is improvement of writing skill through Think Talk Write technique and Pictures between pre-test 1(before the action) and the post-test I (after the action).
2. The Result of SD and To a. SD of pre-test and post-test
From the data above, the teacher calculate SD pre-test and post-test.
SDD √ D 2
N ( D N )
2
√558224 (25624)2
√23258 11449
√11809
= 10.86 b. T-test calculation
To
( ND) (SDD
√N 1)
(
256 24)
(√24 110 86)
52
107 (10 864 8 )
107 226
= 4.73
Percentages Score:
P NFX100
Percentage of pre-test : < 75 =
= 79.17% >75 = = 20.83% Percentage of post-test : <75 =8
24 x 100%
= 33.3% >75 = = 66.7%
The score of result above showed that the students’ score
increased from the pre-test to post-test. The mean of pre-test is 68.45 while the mean of post-test is 77.83.
53
Eventhough in cycle I isnot suitable the writer wants to conduct cycle 2 with the reason that the writer wants to know the result in students improvement with the different material. Does it make different result in cycle I and cycle II.
3. The Result of Mean (Cycle II) a. Mean of Pre-test II
= =
= 69.47 b. Mean of Post-test II
= =
= 79
Mean of pre-test = 69.47
Mean of post-test = 79
c. There is improvement of writing skill through Think Talk Write technique and Pictures between pre-test II (before the action) and the post-test II (after the action).
54
From the data above, the teacher calculate SD pre-test and post-test.
√ ( )
√ ( )
√
√
= 9.8 b. T-test calculation
( ) (√ )
(
)
(√ )
(√ )
( )
= 3.63
55
Percentage of pre-test : < 75 =
x 100 %
= 60 % >75 =
= 40% Percentage of post-test : < 75 =
x 100 %
= 20% >75 =
= 80%
The score of result above showed that the students’ score
increased from the pre-test to the post-test. The mean of pre-test is 69.47 while the mean of post-test is 79.
From the percentage in the cycle 2, based on the standardized score (KKM) is 75 and the students who get the score approach with the KKM is 80% students. The writer wants to get 70% students who get score is 70.
Finaly, the writer get the results of this cycle is suitable with
the target’s writer. It is successful based on the percentage in the cycle I and cycle II.
56
a. Action Planning
The activities in action planning are:
1) Preparing materials, making lesson plan, and designing the steps in doing the action
2) Preparing list of students’ name and scoring 3) Preparing teaching-aids
4) Preparing sheets for classroom observation (to know the situation of teaching learning process when the method or technique or mode is applied)
5) Preparing the tests (to know whether students’ achievement improve or not). It is pre-test.
b. Implementation of the Action
On Monday, 7 September 2015 at 10.15, the writer began the class with Mrs. Nurhayati who helped the writer to introduced herself in front of the class. Before the lesson, she began the lesson
by introducting herself and checking students’ attendance. In the
first meeting, it was followed by 26 students in the class.
57
and the teacher. After the students had finished the pre-test, she collected and began the teaching learning process.
The teacher told the students about the topic, and then the teacher asked the students about it. The conversation between the writer and the students transcripted are as follows:
Writer : “Assalamu’alaikumwr. wb?” Students : “Wa’alaikumsalamwr.wb”
Writer : “Good morning, Class?” Students : “Good morning, Miss!” Writer : “How are you today?”
Students : “I’m fine thank you, and you?”
Writer : “I’m very well, thank you. Ok firstly, I want to introduce my self, my name is AriscaPratiwi, you can call me Miss. Riska.
I’m come from IAIN Salatiga. And today,
we will discuss about procedure text.
Anyone know about it?”
Students : “Yes, miss!”
After the writer said “anyone know about procedure
text?”, many students said “Yes, miss”. They have different responses about procedure text. Some of them said
“(bagaimanacaramembuatsesuatu) how to make something,
58
something, (didalamnyaterdapatlangkah-langkah) the steps,
etc”. But also, any other students forgot about it. To make them have good memorized, the teacher explained about what is procedure text clearly. She used treatment in her teaching process. Her treatment is used think talk write and pictures. In the first meeting, the teacher gave material about manual devices in procedure text.
In the first treatment, she used think talk write technique. In learning process, the students were making group. There are four groups, and each group are consists of six student. In this learning process, she trained the students in writing ability through procedure text. She asked the students to make procedure text grouply. She added the picture as a media to stimulate them in organizing the ideas and thought. The writer said “Do you know what is this?” then they answered together “that is flashdisc, miss”. “yes, right” said the writer. From the picture, the writer asked them to make a procedure text about how to move the file into flashdisc. The students were very enthusiastic and excited about it.
In the end of meeting, the writer gave the post-test to the students after she apply the treatment in her teaching process. The post-test was done around 15 minutes. The writer
59
ready class?”.They answered together “yes, miss”. After the students had finished the post-test, the resecaher asked them to submit it and she closed the meeting.
Writer : “Ok class, the time is over, please submit your test and we will close our meeting
today.”
Students : “Yes, miss!”
c. Observation
In the first cycle, the writer and her partner observed teaching
learning process by monitoring the students’ activity and attention
during the action. Observation focused on students’ writing skill.
60
d. Reflection
After analyzing the result of the action in cycle I, the writer
concluded that the students’ writing skill was improved,. The score
of the result above shows that students’ score increases from the
pre-test to the post-test. Based on the comparison, the students’ writing skill enhances since they got treatment. It means that Think Talk Write technique and Pictures is successful in improving the students writing skill. Here, the teacher had to reflect of what happened in English class. The teacher ask to the students to learn vocabulary at home, she ask the students to practice their writing ability. The teacher gave the example that they can start it through writing a diary or experience. So it can help them in organizing their ideas in written form. In the reflection, she and the students repeated the material together and she has motivate for the students to make them attract in writing ability. The teacher will use the same technique to teach writing with same topic for the next cycle to get better result.
2. Cycle II
a. Action Planning
61
1) Preparing materials, making lesson plan, and designing the steps in doing the action
2) Preparing list of students’ name and scoring 3) Preparing teaching-aids
4) Preparing sheets for classroom observation (to know the situation of teaching learning process when the method or technique or mode is applied)
5) Preparing the tests (to know whether students’ achievement improve or not). It is pre-test and post-test.
b. Implementation in the Action
On Wednesday, 9 September 2015 at 10.00, the writer entered the class with her observer to continue the previous meeting. In this action, the writer explained more about cooking recipes in procedure text.
The steps were as they did before:
Teacher : “assalamu’alaikumwr. wb?” Students : “wa’alaikumsalamwr.wb” Teacher : “Good morning class?” Students : “Good morning, Miss!” Teacher : “How are you today?”
62
Teacher : “I’m very well, thak you. Ok, I meet you all again class, and before the lesson, I will give you pre-test. Are you ready?”
Students : “Ready, miss!”
Before the lesson, she gave the pre-test for the students and walked around the class in order to check the students for doing the test. Then, the writer told to the students about the topic on that day. The writer asked the students to explain about procedure text and the function.
Then, the writer discussed about cooking recipes in procedure
text. In this section, the writer explained some formula’s related
with cooking recipes and asked Mahendra, Putri, and Fauzan to give example about cooking recipes. In this action, the writer just gave a little explanation which had not been understood by the students until they understood well. She explained about the material and she gave example of how to make procedure text in the sentence (what should they write before make it). And she used same mode in teaching-learning process. After the treatment, she gave conclusion about the material. Then, the writer gave them post-test about 15 minutes. After that the writer asked them to submit their post-test.
63
The writer and her partner observed the learning activities since the cyle II was going on. The teacher checked the students understanding about procedure text by reviewing the material in previous cycle.
In this action, almost of them was active in the class based on the observation from the observer during the lesson, the students gave more attention when the teacher explained material before. The teacher realized that the students could absorb the material easily when the teacher used the mode above. Although still some students got difficult of the material. But, they are very enthusiasm and attract with the teacher present. They complete their assignments which given by the teacher. They did both of pre-test and post-test.
d. Reflection
After analyzing the results of cycle II, the improvement of the
students’ writing skill increases significanly than the result of cycle
I. The students’ writing skill is getting increase by Think Talk Write
tecnique and Pictures.
64
happy because there is improvement of the research. The students who pass the KKM were 80%.
C. Result of The Research
From the result of analyzes in cycle 1 and 2, it shows that there is a significant improvement of students’ writing skill, and the writer designed it in table 4.3. The following table is the result of students mean score in number and percentage.
Table 4.3
The Mean Of The Students’ Score
No Total Score Pre-Test 1
Post-Test 1
Pre-Test II
Post-Test II
1 Students’ Mean Score
68.45 77.83 69.47 79 2 Students’ Mean
Score in Percentage
20.83% 66.7% 40% 80%
65
Chart 4.1
The Students’ Mean Score Improvement
The chart of 4.1 shows the students’ mean score improvement. There was little bit improvement of pre-test and post-test. However, the improvement from each test is significant. From the table 4.3 number 2, the writer designed the chart 4.2. It is different from the chart 4.1. The chart
displayed the students’ mean score percentage.
Chart 4.2
The Students’ Mean Score Percentage
68,45
Pre-Test I Post-Test I Pre-Test II Post-Test II
0,00%
66
In the research of cycle I and cycle II shows the students’
improvement in class. It means that the students’ competences are
increase, especially in writing skill. In the academic year of 2014/2015 the standardized score (KriteriaKetuntasan Minimum) in SMK Saraswati is 75. Based on this rule, the mean score of both of cycle pass the KKM.
In the process of applying the technique, most of the students participate in the learning process. The writer concludes that students more interested with the Think Talk Write technique and Pictures. They are cohesive and enjoy in learning process. The test instrument also shows the
development of students’ achievement in the second cycle. It means that
students’ achievements are increase, especially in writing skill. The mean
score of post test in cycle II also pass the KKM. Table above shows that there is significant improvement from cycle I to cycle II.
Based on the explanation above the uses of Think Talk Write technique and Pictures in English learning can improve writing skill. In other word, the treatments in XII MM B students of SMK Saraswati are successful.
D. Research Limitation
