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IMPROVING THE STUDENTS’ ABILTY IN WRITING DESCRIPTIVE TEXT THROUGH HAIKU TECHNIQUE
(A Classroom Action Research at the Second Year of MAN PANGKEP)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
SUKRIANI 10535 4365 09
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
2014
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Sukriani
NIM : 10535 4365 09
Jurusan : Pendidikan Bahasa dan Sastra Inggris
Judul skripsi : Improving the Students‟ Ability in Writing Descriptive Text through Haiku Technique (A Classroom Action Research at the Second Year of MAN PANGKEP).
Dengan ini menyatakan bahwa:
Skripsi yang saya ajukan di depan tim penguji adalah asli hasil karya saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, April 2014 Yang Membuat Perjanjian
Sukriani_
10535 4365 09
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SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : SUKRIANI
NIM : 10535 4365 09
Jurusan : Pendidikan Bahasa dan Sastra Inggris
Judul skripsi : Improving the Students‟ Ability in Writing Descriptive Text Through Haiku Technique (A Classroom Action Research at the Second Year of MAN PANKEP).
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi saya, saya akan menyusun sendiri skripsi saya dan tidak dibuatkan oleh siapapun.
2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan pembimbingan yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penciplakan (plagiat) dalam penyusunan skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai aturan yang ada.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, April 2014 Yang Membuat Perjanjian
Sukriani 10535 4365 09
Quotation
“Verily, with every difficulty there is relief, Therefore, when thou art free (from thine immediate task), still labour hard,
And to thy lord turn (all) thy attention.
(QS. 94:6,7,8)
“Sesungguhnya sesudah kesulitan ada kemudahan,
Maka apabila engkau telah selesai (dari suatu urusan), tetaplah
Bekerja untuk urusanl ain,
Dan hanya kepada Tuhanmulah engkau berharap…”
(QS. 94:6,7,8)
I dedicate this thesis especially to my parents and all people who know
me.
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ABSTRACT
SUKRIANI, 2014. Improving the Students’ Ability in Writing Descriptive Text through Haiku Technique(A Classroom Action Research at the Second Year of MAN Pangkep), guided by Fahmi Room and Radiah Hamid.
This research aimed to find out the improvement of the students‟ ability to write descriptive text through Haiku Technique viewed from its grammar and organization at the Second Year of MAN Pangkep in the 2013/2014 Academic Year.
The researcher used a Classroom Action Research (CAR). This research had conducted two cycles, where each cycle consisted of four meetings. It employed writing test as instrument. A number of research subjects were 28 students in class XI language class. Those consist of 15 women and 18 men.
The result of data analysis indicated that use of Haiku Technique could improve the students‟ ability to write descriptive text. The mean scores of students in diagnostic test was 51.21 became 64.5 in cycle I. After revision in the cycle II, the mean score in cycle II was 74.38.
From the description above, it can be concluded there was improvement of students‟ ability is 13.84% to write descriptive text viewed from its organization and language use through Haiku Technique at the Second Year of MAN Pangkep.
ABSTRACT
SUKRIANI, 2014. Meningkatkan Kemampuan Siswa dalam Penulians Teks Deskriptif melalui Teknik Haiku (Penelitian Tindakan Kelas di Kelas Dua MAN Pangkep),
dibimbing oleh Fahmi Room dan Radiah Hamid.
Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan siswa dalam menulis teks deskriptif melalui Teknik Haiku dilihat dalam penggunaannya dari segi ketata bahasaan dan organisasinya di Kelas Dua MAN Pangkep Tahun Akademik.
2013/2014
Peneliti ini menggunakan metode Penelitian Tindakan Kelas (PTK). Penelitian ini telah dilakukan sebanyak dua siklus, dimana setiap siklus terdiri dari empat pertemuan.
Disini menggunakan tes menulis sebagai instrumen. Jumlah subyek penelitian adalah sebanyak 28 siswa di kelas XI bahasa. Mereka terdiri dari 15 perempuan dan 18 laki-laki.
Hasil analisis data menunjukkan bahwa penggunaan Teknik Haiku dapat meningkatkan kemampuan siswa dalam menulis teks deskriptif. Nilai rata-rata siswa dalam tes diagnostik adalah 51,21 menjadi 64,5 pada siklus I. Setelah revisi pada siklus II, nilai rata-rata pada siklus II adalah 74,38.
Dari uraian tersebut di atas, dapat disimpulkan bahwa ada peningkatan sebanyak 13.84% pada kemampuan siswa dalam menulis teks deskriptif dilihat dalam penggunaannya dari segi ketata bahasaan dan organisasinya melalui Teknik Haiku di
Kelas Dua MAN Pangkep.
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ACKNOWLEDGEMENTS
By reciting Bismillahi Rahmani Rahim, the researcher started the process of this activity including the primarily observation, literature review, writing process, getting research, and consultation. Therefore, my gratefulness is adhered to almighty God (Allah SWT) who has given me the best everything to complete the whole process of this work. Salam and Shalawat are delivered to the final, chosen, religious messenger, the prophet Muhammad S.A.W.
Further, the researcher also expresses sincerely unlimited thanks to her beloved parents (Abd.Rafiq and Hj.Nurlaela) for their prayers, financials, motivations and sacrifices .
The researcher realizes that in carrying out the research and writing this thesis, many people had contributed their valuable suggestion, guidance, assistance, and advice for the completion of this thesis. Therefore I would like to thanks them:
1. Rector of Muhammadiyah University of Makassar, Dr. Irwan Akib, S.Pd.,M.Pd.
2. Dean and Vices Dean of Faculty of Teacher Training and Education (FKIP), Dr. A. Sukri Syamsuri, S.Pd.,M.Hum, Khaeruddin, S.Pd., M.Pd
(PD I), Dra. Syahribulan. K, M.Pd (PD II), and Mustaqim Muhallim, S.Pd.,M.Pd (PD III).
3. Head of English Department, Erwin Akib, S.Pd.,M.Pd and his vice Amar Ma‟ruf, S.Pd.,M.Hum.
4. My greatest thanks are due to my first consultant Dr. Fahmi Room, M.
Hum and Dra. Radiah Hamid, M.Pd., as the second consultant who had given their valuable time and patient, to support assistance and guidance to finish this thesis.
5. The staff and all lecturers of the FKIP UNISMUH especially to the lecturers of English Department who taught me for many years.
6. Head of Lembaga Penelitian Pengembangan dan Pengabdian Masyarakat (LP3M), Muhammadiyah University of Makassar, Ir. Abubakar Idhan, MP.
7. Head master of MAN PANGKEP, Drs. Syarifuddin, MM for his permission in doing research in her school and also a great thankful for the English teacher of XI Language Class of MAN PANGKEP, Hasniati, S.Pd, for her support, assistance and guidance while I am doing my research.
8. All my friends in L Class of English Education Department 09, especially for his lovely best friends(Dila, Elha, Muly, Anty, Shry, Mira, Uky, Ulla, Firman, Syawal) in Seven Nucleuses . For their loves, togetherness fully with joy and joke, you would never be forgotten and would be pleasant memories till the end.
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9. And last but not least, all my beloved brothers (Muh. Ariefuddin, Muh.
Risal and Muh. Asrar), sisters (Sarfia, Satriah, Zamrah Khaeriyah and Fitrah Handayani), brothers in law (Muh.Faisal, S.Apt and Firman S.Pd), sisters in law (Nuraeni, Wahyuni, S.Pd and Nur Asifa), nephews (Muh.
Taufiquerrahman Arief, Muh.Nashiruelrrahman Arief, Muh.Fajroelrrahman Arief, Muh. Faris Mundzir, Muh.Nidal Nufli, Muh.Khazirun Nawal and Muh.Fathurrahman Asrar) and nieces (Nuerfadhilah Arief, Nurul Inayah Ulfa and Raihanah Hafidzah) who love me very much and always give the love sincerely and purely without time.
Finally, by reciting Alhamdulillahi Robbil Alamin, the researcher has succeeded to finish his work or research according to the target of time and also target of the research, nothing left or forgotten to do.
Researcher
Sukriani
TABLE OF CONTENTS
COVER ... i
LEMBAR PENGESAHAN ……… ii
APPROVAL SHEET ...… ... iii
CONSELLING SHEET ………...iv
SURAT PERNYATAAN ... .. v
SURAT PERJANJIAN …. ... ... vi
MOTTO ... vii
ABSTRACT ... viii
ACKNOWLEDGEMENT ... ix
TABLE OF CONTENTS ... xii
LIST OF TABLES ... xv
LIST OF GRAPHICS ... xvi
CHAPTER I: INTRODUCTION A. Background ... 1
B. Problem Statement ... 4
C. Objective of the Study ... 4
D. Significance of the Study ... 5
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E. Scope of the Study ... 5
CHAPTER II: REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ... 6
B. The Concept of Writing ... 7
1. The Definition of Writing ... 7
2. The Components of Writing... 9
3. The Forms of Writing... 12
4. The Characteristic of Good Writing ……….. 13
5. Process of Writing…..……….. 14
C. Concepts of Descriptive Text ... 16
1. What is Descriptive Text……… 16
2. The Structure of Descriptive Text………. 17
3. Why Write Descriptive?... 17
D. The Concept of Writing Haiku……… 18
1. Definition of Haiku Technique………. 18
E. Conceptual Framework……….. 20
CHAPTER III: RESEARCH METHOD A. Research design ... 23
B. Research Variable and Indicators ... 28
C. Research Subject ... 28
D. Research Instrument ... 28
E. Procedure of Data Collection ... 29
F. Technique of Data Analysis………. 32
CHAPTER IV: FINDINGS AND DISCUSSION
A. Findings ... 33 B. Discussion ... 42 CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ... 48 B. Suggestion ... 49 REFFERENCES
APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
Table 1: The Students‟ Mean Score and Improvement in Organization ………...38 Table 2: The Students‟ Mean Score and Improvement in Language Use………..40 Table 3: The Students‟ Mean Score and Improvement in Writing Skill Result…42 Table 4: The Students‟ Participation in Learning Writing……… 44
LIST OF GRAPHICS
Graphic 1: The Improvement of the Students‟ Mean Score in Writing Skill
Viewed from Organization ... 39 Graphic 2: The Improvement of the Students‟ Mean Score in Writing Skill
Viewed from Language Use ... 41 Graphic 3: The Improvement of the Students‟ Writing Ability Result ... 43 Graphic 4: The Improvement of the Students‟ Activeness ... 45
1 CHAPTER I
INTRODUCTION
A. Background
Language is the most important thing for people as a means of communication. That it is basically a means of both oral and written communication, so there are four skill should be mastered in learning English;
speaking, reading, listening and writing. Writing will provide a basis for development of other language skills . According to Morley (2007:28), writing is a form of knowledge creation, as it is in science and other forms of knowledge. It is also an important skill to help students to explore their thoughts or their ideas, express their feeling, inform and convince other people. By developing students‟
ability in writing, the teachers develop their students‟ ability to become more independent learners. The students will be able to reproduce language accurately and refine their understanding of grammar and develop their own vocabulary. The students can improve their writing ability, they can reach the achievement in writing teaching, therefore, they should explore a new productive strategy in brightening writing classes in order to encourage students in learning writing skill.
They should create interesting and entertaining materials to motivate the students‟
active responds in doing writing exercise.
In the implementation of teaching and learning process of English, the improvement of basic skills of language is still problem and one of them is writing in general, writing is usually considered as the most frustrating to master for the
students who are learning English. They think that writing is very hard to do because they need to master vocabulary and grammar when they ask to write something. In the process of teaching and learning writing, some teachers do not know how to teach writing correctly. The teacher usually asks the students to write sentence as many as they can but they do need to know how to make their students write as many as they can. This fact encouraged the research to focus on helping the students‟ how to write.
In the Diagnostic test, result about the students‟ achievement especially in writing skill at the second year students of MAN Pangkep is still low. They have less motivation in writing subject because they always think that writing is such a difficult thing. When they want to write something, the students get difficulty in expressing their idea then organize it. It is proved by the mean score of the students in writing skill is poor (53). Therefore the students‟ mean score is still low because the successful minimal criterion (KKM) is 70. The research has found especially in MAN Pangkep that students can not write their task because of many reasons. For example the students do not know how to start their writing as well as, they do not have enough ideas to writing. Many students become anxious when they attempt to write. Some get panick at the sight of the blank page and say they have a writing phobia. In this study, the researcher wants to solve this problem until the students have a good score minimum 70.
As a purpose to the above responce, the teacher has to employ a good technique or strategy to provide inspiration for the students that will motivate them to express themselves creatively through writing. So, teaching English in
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the classroom as a great way to encourage teaching use “Haiku Technique” in teaching writing. Haiku Technique is one of the interactive technique that is found by Kevin (2008) at University of Central Florida. The Haiku technique can help the teacher to make an interactive and fun teaching process. Which it can stimulate the students creativity, develop their thought and their imagination.
Aside from facilitating the development of voice and audience awareness, haiku also helps them learn to write fluently and acquire vocabulary because its form requires close attention to select the appropriate words to communicate specific feelings.
In the research would like to offer one method called Haiku Technique. It is started by writing the topic in a circle in the middle of our paper. As the students think of related ideas. The students write these ideas in smaller circles around the first circle. The related idea in each small circle many may produce even more ideas, and therefore more circle, around it. It can be one of good strategy to improve the students‟ ability in writing.
Based on the statement above, the writer interested in conducting a research on the title “IMPROVING THE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT THROUGH HAIKU TECHNIQUE” (A Classroom Action Research at the Second Year of Man Pangkep) .
B. Problem Statement
Based on the background above, the researcher formulates the research questions as follows:
1. How is the improvement of the students‟ ability in writing descriptive text viewed from its grammar through Haiku Technique at the Second Year of MAN PANGKEP?
2. How is the improvement of the students‟ ability in writing descriptive text viewed from its organization through Haiku Technique at the Second Year of MAN PANGKEP?
C. Objective of the Study
Referring to the background and problem statement, the aim of the study are:
1. To find out the improvement the students‟ ability in writing descriptive text viewed from its grammar through Haiku Technique at the Second Year of MAN PANGKEP.
2. To find out the improvement the students‟ ability in writing descriptive text viewed from its organization through Haiku Technique at the Second Year of MAN PANGKEP.
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D. Significance of the Study
The significant of the study are explained as follows:
1. For the teachers, the result of this research can help them to develop their teaching method so they can make their students active in their learning process where all students give their participation well.
2. For students, the result of this research can make them more active in their learning without being shy and afraid because they use real objects. This way of course can make the students are motivated in learning English and is expected to be meaningful information and techniques for students in learning and improving their writing skill especially to write descriptive text.
3. For the next researchers, the result of this research is expected to be useful and helpful information and can be a valuable reference for another research relating to this case or the writers for the English teaching development in future.
E. Scope of the Study
The scope of the research is restricted to the teaching of writing skill. It will be conducted at the second year of MAN Pangkep. The kinds of text which will be observed is descriptive text views from its organization and language use skill by using Haiku Technique.
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The previous related research findings are discussed as follows:
Muflih in Rostina (2010:7) Thesis: stated that the students have low ability in writing and the difficulty of writing is also caused by the component of writing.
Because the difficulty of writing, teacher should give more attention to teach writing skill.
Lida, (2010:29). Journal. Writing Haiku in a Second Language, found that previous studies of second language literary writing have suggested the use of li terature as an integrated approach for reading and writing literary texts in second language composition classrooms on the other hand, conceptualized a methodological guideline for poetry writing in an second language. His empirical research on poetry writing and ESL (English as a Second Language) learners allowed for the understanding of both lexical and textual characteristics of 844 poems written by 81 advanced ESL learners in an American State University. This study showed that second language poetry is characterized as short, direct, descriptive, and personal, and that ESL learners can write poems by bringing the individual perspective on particular events and experiences and the emotional states of the writer. It not only provides empirical evidence that second language writers have the ability to write poetry in the target language but also opens room for conducting further research on poetry writing and second language writers.
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Cash (2010:20) Journal. Image, Text, and the Barthesian Haiku. The haiku is introduced here in a very strange place indeed. Immediately after telling us that this excessive quality of the image (identified in this essay as the obtuse meaning) cannot be described (a description would be a contradiction in terms). The haiku is here quite explicitly given the task of doing the impossible: to describe the indescribable, to provide a caption to the image that does not delimit its multiplicity or fix the terror of uncertain signs to a definite signified. The haiku has a capacity that other forms of writing lack: to be like an image, to achieve a presence that exceeds meaning.
From the previous related research findings above, the writer can conclude that writing strategy above is an interesting strategy to write an English text. So that, the writer wants to try another strategy or technique namely Haiku Technique in order to improve the students‟ writing skill specially in writing descriptive text.
This technique is one of a good technique because can make stimulate the students skill in writing by working (writing) together with friends in their group or theirself and sharing each other in composing a good descriptive text.
B. The Concept of Writing 1. Definition of Writing
Many language researcher have their own definitions of writing. Richard in Rostinah (2010:16), states that writing is a way of expressing thought from mind to printing materials. We can state that writing is a kind of activity where the writer puts all the ideas in his mind on the paper from words to sentences, sentences to paragraph and paragraph to essay.
Oshima and Hogue, (1997:2) stated that writing is a progressive activity.
This means that when you first write something down, you have already been thinking about what you are going to say and how are you going to say it.
Kroma in Sartika (2011:10) defined writing is kind of activity where the writer express all the ideas in his mind in the paper from words to sentences, sentences to paragraph and paragraph to essay. Byrne in Ismayanti (2008:1) states that writing is clearly more than the prediction of the sounds. The symbols have been arranged according to certain in convention. As rule, however the students do not write just one sentence or a number of sentence as arranged in particular order and linkedtogether in certain in certain ways.
Fromkin ad Rodman in Rahmawati (2010:14). Writing is complex, in addition to the knowledge of vocabulary, grammar, and syntax, writer must also has a good knowledge of other writing mechanics such as the use of punctuation, capitalization, question mark, and etc. these mechanic are used to reveal syntactic structure.
Horiston in Sartika (2011:10) defined writing is a tool for discovery.We stimulate our thoughts process by act of writing and tap into information and image that we have in our unconscious mind.
According to D‟ Angelo writing is form of thinking, but it is thinking for a particular audience, and for a particular occasion. This concept that one of the most important of these principles are those task as a writer is to master the principles of writing and thinking that will help them to achieve his goals. The
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most important of these principles are those invention, arrangement and style.
(1980:5)
According to Nunan writing is not a natural activity. All physically and mentally normal people learn to speak a language. Yet all people have to be taught how to write. This is a crucial difference between the spoken and the written forms of language. There are other important differences as well. Writing, unlike speech, is displaced in time. Indeed, this must be one reason why writing originally evolved since it makes possible the transmission of a massage from one place to another. A written massage can be received and referred back to at any time. It is permanent in composition with the ephemeral „here one minute and gone the next‟ character of the spoken language that is recorded on tape or disk.
(1991:36)
Based on the definitions above, the writer concludes that writing is a tool of communication which is used to express messages or ideas in our mind in written materials.
2. The Components of Writing
There are five main components of the writing. They are content,organization, grammar, vocabulary, and mechanics.
1) Content
The content tends to relevance, clarity, originality, logic, etc. The content itself must be clear for the readers so they can get the information from it. To
have a good content in a piece of writing, the content should be unify and complete.
a) Unity in writing means that each sentence must relate each other and support the main idea.
b) Completeness means that the main idea has been explained and develop fully completeness that controlling idea with is developed thoroughly by these of particular information.
2) Organization
Organization concern with the way how the writer arranges and organizes their ides and their messages in writing from which consist of some partial order.
In writing, the writer should know about what kinds of paragraph that they want to write and what topic that they want to tell to the readers. It must be supported by cohesion.
(a) Coherence
Coherence means that sticking together and in coherent essay, all the idea sticks together. A coherent paragraph is each idea in supporting sentence related to the topic or the idea. Which the ideas are put in the right order and never confused. It makes the writers see the essay and follow sentence paragraph.
(b) Cohesion
Cohesion means the organisation of language, or how the sentences are connected and related or the connection of ideas at the sentence level. The cohesion of writing focuses on the “grammatical” aspects of writing.
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(c) Spatial order
If the purpose of the paragraph is to tell how something looks, most effective organization pattern is usually spatial. if the writers write a description of neighborhood, a room, or a holding that they want to the readers have a mental picture of what they are describing a house of building, they will probably describe the exterior and the interior of the building by moving systematically rather than haphazardly over the scene, convey the viewer of the overall plan arrangement of the scene.
3) Grammar
Grammar plays important roles in the writing. It governsutterances that we produce to be right and orderly. Therefore, it also has great influence of on the quality of writing.
In order to have a good grammar in writing, writers should pay attention to the use of grammatical rules concerning tenses, preposition, and conjunction, clause (adjective or adverb clauses). Articles, etc.
4) Vocabulary
Vocabulary is one of the language aspects dealing with the process of writing study. In the process of writing, the writer always thinks about putting words into sentences and then putting sentences into paragraphs until they can create a piece of writing. So, mastering word choice can help us to develop our writing.
5) Mechanics
It deals with capitalization, punctuation, spelling, etc. It is very important part in writing because it will lead the reader to recognize immediately what the writer means. Punctuation is important as the way to clarify meaning. In English writing capital letter have to principles. First, they used to distinguish between particular and things. Second, it used as first word in quotations, a formal statement and proper adjectives, etc. The use of favourable mechanic in writing will make the reader easy to group the conveying ideas and message towards the written text.
3. The Forms of Writing
The forms of writing are divided into five divisions‟ namely narrative, descriptive, recount, expository and argumentative:
1). Narrative
Narrative is the form of writing used to relate the story of acts orevents. It places occurrences in time and tells what happened according to natural time sequences. Types of narrative include short stories, novels, and new stories, as well as large part of our everyday social interchange in the form of letters and conversation. (McDougal, Littlell& Company, 1999:104).
2). Descriptive
Descriptive reproduces the way things look, smell, taste, feel, or sound. It may also evoke moods, such as happiness, loneliness, or fear. It is used to create a visual image of people, places, even of units of time-days, times of day, or
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seasons. It may be used also to describe more than the outward appearance of people. It may tell about their traits of character or personality.
3). Recount
Recount is a text which retells events or experience in the past. Its purpose is to retell events. The generic structures of recount areorientation-events- re-orientation. It has a similarity with the generic structures of narrative. The differentiated of recount text with narrative text only is in events. There is no complication in recount.
4). Expository
Expository is used in giving information, making explanations, and interpreting meanings. It includes editorials; essay, and informative and instructional material. Used in combination with narrative, exposition supports and illustrates. Used apart from narrative, it stands alone as an essay.
5). Argumentative
Argumentative is used in persuading and convincing. It is closely related to exposition and it is often found combined with it. The aim is to make a case or to prove or disprove a statement or proposition. It may present arguments to persuade the reader to accept an idea.
4. The Characteristic of Good Writing
Adelstein and prival, in Sartika (2011:10) stated some characteristic of the good writing as follows:
1) Good writing reflects the writer‟s ability to use the appropriate voice even though all good writing convey the sound and someone talking to
someone else, the voice heard through the writing must also suit with the purpose and audience of the occasion.
2) Good writing reflect the writer‟s ability to organize the material into a coherent writing so that it moves logically from a central, dominant idea to supporting points and finally to consistent ending conveying to the reader a sense of a well thought out plan.
3) Good writing reflects the writer‟s ability to write clearly and unambiguously, to use sentence structure, language and example so that the one possible meaning is the writer‟s intended one.
4) Good writing reflects the writer‟s ability to write convincingly to interest readers in the subject and to demonstrate a though and sound understanding of it.
5) Good writing reflects the writer‟s criticize the first draft and revise it.
Revision is the key of effective writing.
5. Process of Writing
This section includes a description of the activities leading to the writing f the previous essay. These activities include prewriting, writing and rewriting.
a. Prewriting
Oshima (1997: 15) states that brainstorming is prewriting activity in which you come up with a list of ideas about a topic on your own in small groups with
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your classmates. You quickly write down a list of ideas that come to your mind as you are thinking about a general subject or specific topic.
b. Writing
Litell (1981: 7 ) at this point in the process of writing, you are ready to write. Simply put your pencil to paper and write. Don‟t fuss with the writing.
Don‟t worry about organizing ideas. Don‟t fuss about spelling or punctuation. Just Write.
According to Oshima (1997: 85) there are several steps in writing process, they are:
1. Prewritten to get previous ideas 2. Organize the ideas
3. Write the rough draft 4. Editing the rough draft 5. Write the second draft 6. Write the final draft c. Rewriting
At this stage of the process you will need to work more carefully. Read what you have written and repair it as you can. Finally, when you are satisfied that your writing is clear and correct, write it out its final form. Write carefully. Make your work as neat as possible.
C. Concepts of Descriptive Text 1. What is Descriptive Text?
Descriptive text is constantly describing people, place and object or thing in a way that enables the reader to visualize it. Description appears in almost writing because writers try hard to create word image of ideas that they convey.
There are two elements are crucial for effective description. First, the readers need explicit, specific details if they are created exactly the mental image in their minds. The readers are better able to create exactly the mental image if the details appeal to all sense, sight, hearing, taste, touch and smell. Second, the readers need a logical sequence of detail in partial order. The writers describe a person, a place and an object, might work from top to bottom, bottom to top, right to left, clock wise and so on.
Descriptive text is a part of factual genres. Its social function is to describe a particular person, place or thing. More often, description is a part of another piece of writing and is used to inform an audience about how something or someone looked or to persuade an audience to see something from the writer‟s point of view. Description in writing is the process of creating visual images and sensory impression through words.
Descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds. A good description is like a "word picture";
the reader can imagine the object, place, or person in his or her mind. A writer of a good description is like an artist who paints a picture that can be "seen" clearly in the mind of the reader (Oshima and Houge, 1997: 50).
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Description gives sense impression the feel, sound, taste, smell, and look of things. Emotion may be described too, feelings such as happiness, fear, loneliness, gloom and joy. Description helps the reader, through his/her imagination, to visualize a scene or person, or to understand sensation or an emotion (Wishon, 1980:130).
2. The Structure of Descriptive Text
a) The generic structures of a description are as follows:
- Identification : identifies the phenomenon to be described
- Description of features : describes features in order of importance:
1) Parts/things (physical appearance)
2) Qualities (degree of beauty, excellence, or worth/value) 3) Other characteristics (prominent aspects that are unique).
b) The generic features of description are:
- Verb in the present tense (it uses Past tense if the thing to be described doesn't exist anymore)
- Adjective to describe the features of the subject
- Topic sentences to begin paragraphs and organize the various aspects of the description
3. Why Write Descriptively?
Writing descriptively teaches students can embody to organize their thinking, search for and communicate details, define people, places and things, and write with clarity and purpose. And also, writing descriptively is an important
element in both fiction and nonfiction writing. This mini-lesson focuses on encouraging students to use descriptive language when they write about real and imagined places.
D. The Concept of Writing Haiku 1. Definition of Haiku Technique.
Haiku Technique is one of the interactive technique that is found by Kevin (2004:4) at University of Central Florida. The technique is adapted from a short poem in Japanese called Haiku . This poem is very unique because it‟s out of the common pattern of general poem and usually writes on the paint or the picture. The language used is very simple, short, but beautiful, and the themes‟ of Haiku are the realities and sketch of the real lives. This tiny poem can say important things about how we feel about the world around us. Haiku was invented hundreds of years ago in japan. It was used to express feelings about nature, animals, and the seasons at a particular time and place and to share those feelings with others.
According to Pallegrino (2008:5) writing haiku is a creative, self- exploration process that builds poetic and language skills. Writers use existing vocabulary, develop and expand vocabulary, appreciate the nuances of words and word combinations, learn syllabication, experiment with word order and word patterns, and develop grammar and punctuation skills. The fun and challenge of creating haiku is a non-threatening and enjoyable approach to teaching language without the structure of text books and traditional lesson plan methods. In effect, students will be developing language skills in a natural way.
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Haiku is a form of poetry popular in Japan, which is becoming more widely appreciated around the world in this century. Writing haiku should be based first on imitation. Explaining the haiku is best done by reading, studying and analyzing haiku by other writers. Then students will be able to write their own haiku by following the form and idea of haiku, develop their own voice, realize an appreciation and understanding of poetry, and improve both their writing and
“confidence” skills. Most of the participants perceive haiku writing to be a valuable task for developing a sense of self-expression. Composing haiku is a genre-specific writing to express the writer‟s voice and is regarded as a task for the participants to negotiate the meaning to express their thoughts in texts.
Blasko and Merski in Lida (2012:124) Journal; Writing Haiku in a Second Language. haiku is neither a fiction nor an imagination; rather, it refers to a direct response to the world. However, haiku should not be mere word sketches but must express something deep and thoughtful and reflect how the writer feels. This humanistic approach opens up possibilities for haiku writers to seriously consider and express the relationship between themselves and the natural world and haiku is not a useful task as a learning tool, and the doubt that haiku writing contributes to the development of English writing skills. The following responses reflect the participants‟ negative attitudes.
Haiku is poetic form that allows Japanese writers to express their thoughts and feeling without being restricted to the simple observation and description of the natural phenomena surrounding a human life and composing haiku in a creative writing class at the secondary level (Cheney 2002:83). Now days, Haiku
become popular and had been transforming into many languages, include English, Korea, India, and Indonesia
For Example:
Borobudur
Have some good temple A Beatifu place Famous the world
The Haiku technique can help the teacher to make an interactive and fun teaching process which it can stimulate the student‟s creativity and their imagination. And its Interactive activities should engage students and teacher in the learning process, by requiring participant involvement and allowing students and teacher to reflect on their performance.
E. Conceptual Framework
Haiku Technique is an alternative teaching technique. This requires the students to write a descriptive text based on pictures. The pictures will help them to write a descriptive text. It is included in the process which will be conducted in cycle 1 and in cycle 2. In the final version the teacher can get information about the influence of Haiku Technique to the students‟ writing achievement. So, the main purpose of this learning and teaching process is improvement of the students‟ writing both grammar and organization.
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INPUT:
Writing Material:
Description Text
PROCESS:
The implementation of Haiku Technique in classroom action
research
Output:
The improving of students‟ writing achievement
Organization
Language Use CYCLE 1
Planning of Lesson Plan based on principal teaching of Haiku
Technique
Implementation of Haiku Technique
Observation
Reflection
CYCLE 2
Planning of lesson plan based on the development from the first cycle.
Implementation of Haiku Technique
Observation
Reflection
Process of Class Action Research (CAR).
1) Planning focus the lesson planning and prepare the material of descriptive text before enter the class.
2) Action focuses the implementation of lesson planning in teaching and learning process in the class room.
3) Observation focuses the observation teaching and learning process in the classroom to know effective the process of teaching and learning in the class.
4) Reflection focuses the result of teaching and learning process achieve.
Learning process is the main activity in the school. There is interaction between teacher and students. The Conceptual above shows the process of the research to improve the students‟ writing skill by applying dyads and triads strategy. In English learning process as input or as English materials will use descriptive text to measure the student writing skill and the process of dyads and triads as a strategy.
23 CHAPTER III RESEARCH METHOD A. Research Design
This research used Classroom Action Research (CAR) that consisted of planning, action, observation and reflecting. It conducted in two cycles each cycle comprises four meetings. Cycle one observed the students‟ competence in writing by using Haiku technique. After found the result of cycle one, the researcher continued to the second cycle to improve the prior cycle. The procedures of the class action research were:
Cycle I
The activity in this research was conducted in four times meeting and then had stages as follows:
1. Planning
a. Understanding the curriculum of the school that used for the school in the first semester 2013/ 2014.
b. Making lesson planning based on the syllabus, and arranged material of lesson planning based on the teaching of writing ability.
c. Making the observation paper to observe the condition of learning process.
d. Arranging the evaluation test to know the improvement of the result study after they studied through haiku technique.
2. Action
In this activity, it had scenario learning process it should based on haiku technique in writing skill as like that:
a) Pre-writing activity
a) The teacher explains the purpose of the study.
b) The teacher explained descriptive text.
c) The teacher gave some explanations about Haiku Technique and how to run this technique.
b) While-writing activity
a) The teacher showed a picture.
b) The teacher read short poem or Haiku based on picture.
c) After read the poem, told the students that the poem was made up of images, that the images created the emotions they had as they listened to the poem.
d) The teacher asked the student what they thought and images is.
e) The teacher wrote the responses on the white board based on the image.
f) The teacher chose several words which presented the sense or things of the poem.
g) The teacher gave a task student to developed the words into writing descriptive text form.
h) The teacher assisted the students to write their text.
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c) Post-writing activity
a) The teacher gave correctness.
b) Researcher asked to the students to reflected on what they have learned during the entire writing process.
3. Observation
Observation collected data activity related with the learning English process which had solving problem and learning strategy. Thus, in this stage the researcher asked the students to collected their final writing, to measured the students‟ achievement after implemented the Haiku Technique.
4. Reflection
The reflection done to know the result of the students‟ ability in applying Haiku technique after gave revision. The reflection meant for making conclusions.
The researcher used cycle II as the consideration things for measuring the students‟ ability accordance with the result of cycle I.
Cycle II
In the second cycle was conducted four times meeting, this cycle consisted of planning, action, observation and reflection as follow:
1. Planning
a. Continued the activities that had been done it first cycle b. Repaired the weakness in the first cycle
c. Made planning again in the scenario learning process from the result of cycle I reflection
d. Action research repaired 2. Action
a) Pre-writing activity
1) The researcher gave the students‟ motivation to increase their motivation in learning writing process before began the lesson.
2) The researcher gave the material about descriptive text. In this section the researcher rearranged teaching material to get the interest of the students.
3) Researcher gave the students a chance to generated theirs ideas.
b) While-writing activity
a) The teacher shows a picture.
b) The teacher read short poem or Haiku based on picture.
c) After read the poem, told the students that the poem was made up of images, that the images created the emotions they had as they listened to the poem.
d) The teacher asked the student what they thought and images was.
e) The teacher wrote the responses on the white board based on the image.
f) The teacher chose several words which presented the sense or things of the poem.
g) The teacher gave a task student to developed the words into writing descriptive text form.
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h) The teacher assisted the students to write their text.
d) Post-writing activity
a) The teacher gave correctness.
b) Researcher asked to the students to reflect on what they had learned during the entire writing process.
3. Observation
In the case the observation done at the cycle II was almost with the observation at cycle I included done the evaluation which used the result of the study to knew how far they had improvement and observed the students activeness in learning process by used observation checklist.
4. Reflection
Based on observation the research activity in teaching and learning process in cycle II, the result of this cycle explained as follows:
a. The students gained improvement, the students‟ mean score was 75.38 while the standard of writing in curriculum was 70. This mean target in cycle II achieved.
b. The students had been active in teaching and learning process.
From the result of the researcher could draw that teaching writing through haiku technique improved the students‟ writing skill.
B. Research Variables and Indicators 1. Independent Variable
The independent variable was implementation of Haiku technique. It was the method used by the Researcher taught to students how to write descriptive text through Haiku Technique.
2. Dependent Variable
The dependent variable was the students‟ writing skill to write descriptive text.
3. Indicators
The indicators of this research used to measured the variables. Those were Organization and Language Use. Organization focused on coherence and cohesion. Language Use focused on agreement.
C. Research Subject
Research subjects in this Classroom Action Research was at the Second Year Students of MAN PANGKEP.
D. Research Instrument
In this section, the research used two instruments for collecting data:
1. Observation Sheet
It aims to collect data about the students‟ participation during in teaching learning process through Haiku Technique.
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2. Test
The test used to get about the students‟ writing ability through Haiku Technique. It was done to know the improvement of writing skill of students. The test was given at the end of cycle one. Then, at the end of cycle two a test again as the last evaluation test. From that last test, researcher knew the improvement of students‟ writing skill.
E. Procedure of Data Collection
To collect the data with the following procedures:
1. The researcher used observation sheet to find out the students‟ participant in teaching learning process through Haiku Technique. It done in every cycle. It summed at the end of cycle one and two.
The criteria of the students‟active participation as follow:
The Students‟
Active Participation
Score Indicator
Very Active 4 Students are very active to respond the material
Active 3 Students respond to the material actively
Fairly active 2 Students respond the material just once or twice.
Not active 1
Students just sit down during the activity without doing something.
2. The researcher gave a test to students to find out their improvement of students in writing descriptive text by using Haiku Technique.
Researcher gave a test to students by following the steps below:
a. Researcher prepared test material or topic for students.
b. Researcher asked students to follow all steps in haiku technique to made writing.
c. Researcher gave correction to their writing base on their mistakes.
There are two components that concerned of the researcher in this research to measured which used criteria as follows:
There is a component that concerns of the researcher in this research to measure. Those are organization and language use which use criteria as follows:
a. Organization 1) Coherence
Indicators Scores
Ideas and arguments are logically organized and the text
is coherent 4
Ideas and arguments are logically organized although there may be some incoherence, jumping or breaks in the flow.
3 Ideas and arguments are not well organized or tent to be
disconnected. 2
No transitional markers 1
(Adapted from Weigle, 2002:116)
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2) Cohesion
Indicators Scores
Sentences connect naturally and logically. Cohesion is
achieved in such way that it attracts no attention. 4 Sentences are sufficiently connected. Cohesive devices
are used, but they may be occasionally mechanical or repetitive.
3
Sentences may be poorly connected. Cohesive devices are missing, and or they are mechanically or repetitively used.
2
Sample is compared if only a few disjoined sentences. 1
(Adapted from Kie, 2013:98) b. Language Use
1) Agreement
Indicators Scores
Very few agreement inaccuracies 4
Few agreement inaccuracies but not affect on meaning 3
Numerous agreement inaccuracies 2
Frequent agreement inaccuracies 1
(Adapted from Weigle, 2002:116)
F. Technique of Data Analysis
Calculating the mean score of the students‟ writing test by using the following formula:
̅ = ̅ = Mean
N = the total number of the student
(Gay,1981:298) Calculating the percentage of the students‟ activity in learning process by using the following formula:
P= X 100 Where: P = percentage
F= frequency
N= number of the students
(Sudjana, 1990:26) After collecting the data of the students, researcher classified the score of the students into the following criteria:
a. The score of the result in study 0-60 is low.
b. The score of the result in study 61-70 is fair.
c. The score of the result in study 71-80 is good.
d. The score of the result in study 81-100 is very good.
(Adapted from Amris, 2012:22)
33 CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of the findings of the research and discussion that contains of data analysis in detail. The findings of the research cover the result of the data from cycle I and cycle I to cycle II about improvement the students‟
ability in writing descriptive text and the improvement of the students‟ activeness in teaching and learning process.
A. Findings
The findings of classroom action research dealing with the answer of the problem statement which aims to improve students‟ achievement in writing descriptive text viewed from its organization and language use. The findings consist of the implementation of haiku technique, the students‟ achievement in writing skill and the students‟ activeness in teaching and learning process at second year of MAN PANGKEP. To measure the students‟ achievement of their writing result there are two components of writing that is concerned by the researcher, namely: organization and language use.
1. The Improvement of the Students’ Ability to Write Descriptive Text Viewed from its Organization
The application of Haiku Technique in improving the students‟ ability to write descriptive text viewed from its organization can be seen clearly in the following table:
Table 1. The Students’ Mean Score and Improvement in Organization
Indicators Cycle I Cycle II Improvement
(C I to C II) (%)
Coherence 63.04 73.57 16.70
Cohesion 64.04 75.14 17.33
Mean Score 63.54 74.36 17.03
The table above shows the result of the students‟ achievement in writing descriptive text through Haiku Technique viewed from its organization in cycle I and cycle II. The indicators of organization consist of coherence and cohesion. In the cycle I, the students‟ mean score of coherence is 63.04 and the students‟ mean score of cohesion is 64.04. From the result of coherence and cohesion mean score in cycle I was classified as fair. It means that score did not achieve the score target is 70, and almost achieve from this score target, so the researcher continued to cycle II.
After doing cycle II, the students‟ mean score of coherence in cycle II become 73.57 (the improvement is 16.70 %) and the students‟ mean score of cohesion become 75.14 (the improvement is 17.33 %). The score was classified as good. It indicates that there is improvement of the students‟ score in organization from cycle I to cycle II. The improvement of cycle I to cycle II was 17.03 %. Its result of mean score above indicated that the score achieved the score target II after the researcher did some efforts in teaching and learning process.
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To see clearly the improvement of the students‟ writing ability views from organization can be presented as the following chart:
Graphic 1: The Improvement of the Students’ Mean Score in Writing Skill Viewed from Organization
The graphic above shows the improvement of the students‟ writing skill of organization from cycle I to cycle II after taking an action in two cycles through Haiku Technique. There is a significant improvement that shown clearly in the mean score of organization from cycle I to cycle II. In this Graphic can be seen that the students‟ mean score improvement coherence greater than cohesion from cycle I to cycle II (10.01 % < 10.95%). It indicates that there is improvement of the students‟ mean score in organization (10.48%) form cycle I to cycle II.
2. The Improvement of the Students’ Ability to Write Descriptive Text Viewed from its Language Use
The application of Haiku Technique in improving the students‟ ability to write descriptive text viewed from its language use can be seen clearly in the following table:
16 16.5 17 17.5 18
Improvement (CI to CII)
Writing Mean Score of Organization
Coherence Cohesion X(Organization) 16.70 %
17.03 % 17.33%
Table 2. The Students’ Mean Score and Improvement in Language Use
Indicators Cycle 1 Cycle 2
Improvement (CI to CII)
(%)
Agreement 67.92 75.23 10.76
Mean Score 67.92 75.30 10.87
The table above shows the result of the students‟ achievement in writing descriptive text through Haiku Technique viewed from its language use in cycle I and cycle II. The indicators of language use consist of agreement. In the cycle I, the students‟ mean score of agreement is 67.92. From the result of agreement mean score in cycle I is classified as fair. It means that score did not achieve the score target was 70, and almost from this score target, so the researcher continued to cycle II.
After doing cycle II, the students‟ mean score of agreement in cycle II become 75.23 (the improvement is 10.76 %). The score was classified as good. It indicates that there is improvement of the students‟ score in language use from cycle I to cycle II. The improvement of cycle I to cycle II is 10.87 %. Its result of mean score above indicated that the score achieved the score target II after the researcher did some efforts in teaching and learning process.
To see clearly the improvement of the students‟ writing skill views from language use can be presented as the following chart:
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Graphic 2: The Improvement of the Students’ Mean Score in Writing Skill Viewed from Language Use
The graphic above shows the improvement of the students‟ writing skill of language use from cycle I to cycle II after taking an action in two cycles through Haiku Technique. There is a significant improvement that shown clearly in the mean score of language use from cycle I to cycle II. It indicates that there is improvement of the students‟ mean score in language use (10.87%) from cycle I to cycle II.
3. The Improvement of the Students’ Writing Skill through Haiku Technique
The improvement of the students‟ writing skill which focused its organization and language use at the Second Year of Man Pangkep through Haiku Technique. It is indicated by the main score of cycle I and cycle II tests that will be shown clearly in following table:
0 2 4 6 8 10 12 14 16 18
Improvement (CI to CII)
Writing Mean Score of Language Use
Agreement Language Use
10.87 % 10.76%
Table 3. The Students’ Mean Score and Improvement in Writing Ability Result
Students’ Writing Skill
Cycle 1 Cycle 2
Improvement (C21 to C2)
(%)
Organization 63.54 74.36 17.03
Language Use 67.92 75.30 10.87
Mean Score 65.73 74.83 13.84
The table above shows the result of the students‟ achievement in writing descriptive text through Haiku Technique in cycle I and cycle II. In the cycle I, the students‟ mean score of organization is 63.54 and the students‟ mean score of language use is 67.92. From the result of content and organization mean score in cycle I is classified as fair. It means that score did not achieve the score target was 70, and almost from this score target, so the researcher continued to cycle II.
After doing cycle II, the students‟ mean score of organization in cycle II become 74.36 (the improvement is 17.03 %) and the students‟ mean score of language use become 75.30 (the improvement is 10.87 %). The score was classified as good. It indicates that there is improvement of the students‟ score in content from cycle I to cycle II. The improvement of cycle I to cycle II is 13.84
%. Its result of mean score above indicated that the score achieved the score target II after the researcher did some efforts in teaching and learning process.
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To see clearly the improvement of the students‟ writing ability views from organization and language use can be presented as the following chart:
Graphic 3: The Improvement of the Students’ Writing Ability Result
The graphic above shows the improvement of the students‟ writing skill from cycle I to cycle II after taking an action in two cycles through Haiku Technique. There is a significant improvement that shown clearly in the mean score from cycle I to cycle II. In this Graphic can be seen that the students‟ mean score improvement of organization is greater than language use from cycle I to cycle II (17.03 % > 10.87%). It indicates that there is improvement of the students‟ mean score in writing skill (13.84%) from cycle I to cycle II.
4. The Result of the Students’ Activeness in Teaching and Learning Process (Observation Result)
The result of observation of the students‟ activeness in teaching and learning process through Haiku Technique in improving the students‟ ability in writing at the Second Year of Man Pangkep which conducted in two cycles
0 2 4 6 8 10 12 14 16 18
Improvement (C I to C II)
Students' Writing Skill
Organization Language Use X(Student's Writing Ability)
17.03 %
10.87 % 13.84 %
during 8 meetings is taken by observer through observation sheet. It can be seen clearly through the following table:
Table 4: The Students’ Participation in Learning Writing
Cycles Meetings Percentages Averages Improvement
I
I 51.79%
63.84%
II 58.93%
III 66.07%
IV 78.57% 7.14%
II
I 54.46%
70.98%
II 65.18%
III 75.89%
IV 88.39%
The table above shows the students‟ activeness in learning writing skill through Haiku Technique. In cycle I in the first meeting, the students‟
participation was 51.79%, the second meeting of the students‟ participation was 58.93% and then the third meeting and the four meeting of the students‟
participation were 66.07% and 78.57%. And the average score of students‟
participation in cycle I was 63.84%.
In cycle II the improvement the students‟ activeness is up. In the first meeting of cycle II 54.46%, the second meeting of the students‟ participation was 65.18% and then the third meeting and the four meeting of the students‟
