18
DISCOVERY
JURNAL
Terbit tiga kali setahun pada bulan April, Juni, dan September. Berisi tulisan yang diangkat dari hasil penelitian, pengajaran bahasa, linguistik, analisis
konseptual dan literary
PELINDUNG
DEKAN FKIP UIR Nazirun, M. Ed
PIMPINAN REDAKSI Johari Afrizal, M.Ed
WAKIL PIMPINAN REDAKSI Sri Yuliani, M.Pd
Khulaifiyah, M.Pd
SIRKULASI Yulianto, M.Pd Diah Ayu Rizqiani, M.Hum
DEWAN REDAKSI Miranti Eka Putri, M.Ed
Aladin, Drs Marhamah, M.Ed Fitra Elia, M.Hum
Afrizal, M.Pd Estika Satriani Arimuliani Ahmad
REVIEWER Seno Himala Putra, Prof
Syofianis, M.Ed Betty Sailun, M.Ed
Rugaiyah, Dr
Design Cover Miranti Eka Putri, M.Ed
19
Daftar Isi
IMPROVING STUDENTS‟ ACHIEVEMENT IN WRITING RECOUNT
TEXT THROUGH PORTFOLIO ASSESSMENT ... 1 - 10 Oksilawati, Betty Sailun and Fitra Elia
THE EFFECT OF THEMATIC LEARNING STRATEGY TOWARD
STUDENTS‟ LEARNING ENGLISH ACHIEVEMENT AT SDN 002
TERPADU SENAMA NENEK ... 11 - 16 Leowaldi, Syofianis and Johari Afrizal
AN ANALYSIS OF THE FIRST YEAR STUDENTS‟ WRITING PHARAGRAPH ON TEACHER‟S TECHNIQUE REVISIONAT SMAN 1
SUNGAI LALA INHU ... 17 - 25 Andi Aprianto, Seno H. Putra and Miranti Eka Putri
THE CORRELATION BETWEEN THE THIRD YEAR STUDENTS
ENGLISH VOCABULARY MASTERY AND READING
COMPREHENSION TEXT AT SMA YLPI PEKANBARU ... 26 - 33 Kurniawati B, Seno Himala Putra and Wistri Agus M.H
THE EFFECT OF EXPLICIT VOCABULARY INSTRUCTION
STRATEGY TOWARDS THE STUDENTS‟ ENGLISH
VOCABULARIES OF FIVE YEAR STUDENTS OF ELEMENTARY
SCHOOL 10 OF TEBING TINGGI MERANTI ... 34 - 40 Nia Rosiana, Syofianis and Khulaifiyah
IMPROVING STUDENTS‟ VOCABULARY BY USING REAL OBJECT OF GRADE III AT SDN 114 SUKAJADI, PEKANBARU (A CLASS
ROOM ACTION RESEARH) ... 41 - 52 Nova Puspitasari, Syofianis and Sri Yuliani
IMPROVING STUDENTS‟ VOCABULARY MASTERY BY USING
MATCHING WORD GAME AT THE FOURTH GRADE OF SDN 018
20
THE EFFECT OF (PWIM) PICTURE WORD INDUCTIVE MODEL TOWARDS READING OF THE FIRST YEAR STUDENTS AT SMP N
25 PEKANBARU ... 65 - 71 Mia Jermianti, Rugaiyah and Sri Yuliani
THE EFFECT OF WORD SPLASH STRATEGY ON STUDENTS‟
READING COMPREHENSION OF THE SECOND YEAR STUDENTS
AT MTSN DALU-DALU ROKAN HULU ... 72 - 79 Hana Pratiwi, Syofianis and Yusrizal
AN ANALYSIS OF MEMBERS‟ PRONUNCIATION OF ENGLISH
WORDS AT ENGLISH ZONE COMMUNITY PEKANBARU ... 80 - 85 Rica Handayani, Syofianis and Yusti Elida
AN ANALYSIS THE SECOND YEAR STUDENT‟S ABILITY IN USE
HOLTICULTURE TERMINOLOGY AT SMKN PERTANIAN
TERPADU PROVINSI RIAU ... 86 - 92 Susilawati, Khulaifiyah and Sri Yuliani
IMPROVING STUDENTS‟ READING COMPREHENSION OF
NARRATIVE TEXT THROUGH FUN READING QUIZ OF THE
SECOND YEAR AT SMP TRI BHAKTI PEKANBARU ... 93 - 103 Siska Citra Dewi, Kurniawan and Amelia Roza
USING SPELLING BEE GAME IN IMPROVING THE STUDENTS‟
VOCABULARY MASTERY OF THE FIFTH YEAR AT SDN 008
KUALU (A CLASSROOM ACTION RESEARCH) ... 104 - 113 Nirwana, Betty Sailun and Marhamah
17
AN ANALYSIS OF THE FIRST YEAR STUDENTS’ WRITING PHARAGRAPH ON TEACHER’S TECHNIQUE REVISION
AT SMAN 1 SUNGAILALA INHU
* Andi Aprianto, **Seno H. Putra, **Miranti Eka Putri ** Dosen FKIP Universitas Islam Riau
* Mahasiswa FKIP Universitas Islam Riau
Abstract
The objective of this research was to investigate the teacher technique in revising students writing of the first students at SMAN 1 Seilala INHU and the components of writing such as; spelling, article, preposition, word choice, article, grammar, tense, and also preposition error. The design of this research is descriptive qualitative form. The samples of the research were 24 students writing paragraph of the first students at SMAN 1 Seilala INHU and also one teacher who teach them. The writer used two kind of instrument to get the data, they were interview and portfolio. The researcher was used six indicators in each instrument. The data was got from 24 students, and also from one teacher who was given thirteen questions about six indicators and how teacher revised students writing of letter paragraph. After analyzed the data from 24 students and interview one teacher, first, the researcher found that English teacher used technique in revising students writing of letter paragraph of the first students at SMAN 1 Seilala INHU, and the technique was Direct Feedback Revision. The researcher also found that, the most error from six indicators was come from punctuation. There are three types of revising that usually used by teacher, first by using code, second by using symbols, and the last by using verbal comment. In this
research, teacher used underline, and giving code “add”, crossing, and the last giving
verbal comment in revising students writing and the component of writing such as; spelling, punctuation, plural/singular, word choice, preposition, and also article.
Keyword: Writing Achievement, Portfolio, Recount Text.
Introduction
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scaffolding provided by the teacher to build learner confidence, and an important area for both first language (L1) and second language (L2) writing research. It also helps students
become informed of errors and many writing European Journal of Social Sciences –
Volume 26, Number 4(2011) 495 problems that they failed to perceive (Frank berg-Garcia, 1999).
Writing will help students mastering the other skills and of course in mastery English completely. The students are sometimes afraid and shy to speak what they want to say but they can tell what they think and what they want to say into draft or writing before speaking. Thus, if students are having problem in expressing an idea, he/she can write it down. Then, student itself or possibly the reader will understand it. While, there
are still some teachers who haven„t given their attention on this case completely. If
teacher want to help the students to be a good writer in English, he / she must be able to teach writing effectively in the classroom.
Teaching writing is always related to how to give feedback directly or indirectly on writing in a good way, especially by the teacher. Roger (2001) tells that some feedback from teacher serves unhelpful feedback to student; they are too generalized or unclear, subjective and focused on some aspect of performance that make the students
cannot change. That is why giving feedback to students„ writing is important skill that is
seldom taught. Through feedback, we can help students compare their own performance with the ideal and to diagnose their own strength and weaknesses. Feedback that is given
directly or indirectly can improve student„s writing. But there will always be of what feedback will give the best impact of the improvement toward the students„ writing itself
not only in the short time but also in a long time of their life.
The researcher thinks teacher feedback is one of positive support that can be
given by an English teacher to their students in order to improve students„ writing and
minimize their errors. Besides that, there are some reasons why feedback is so helpful for
the students„ writing, it is because feedback can be durable, and it will keep in mind of receiver and the feedback can„t just lose in certain time. And then, feedback, the thought
and comment will be saved for a very long time in the memories. Feedback will be read and resistant.
Using teacher„ feedback might be a starting point to start the improvement for students„ ability in writing. Because the researcher thinks that the evaluation in
writing process in classroom should be started by the teacher first before it can affect
the students„ ability to evaluate their writing by themselves. Teachers have to
evaluate their comprehension in writing, not only giving a material in every meeting, but they have to learn more than what they have got in order to master all aspect
about writing. Also they have to receive student„s critics when they found any mistakes or error on teacher writing. That„s why feedback not only must be
19 Methodology
This research is a descriptive research, which aims at describing the findings in a qualitative ways. It is designed to ascertain the technique used by the English teacher
in Revising students writing error at the first year student„s of SMA N1 Seilala
INHU. In this research, it consist one variable that is English teacher„s feedback on
student„s writing paragraph.
Participants
The population of this study is the first year students at SMAN 1 Seilala INHU. There
are three classes with 40 students in each class. The total number is 120 students. Because the total number of the students of the first year students at SMAN 1 Sailala INHU was more than 100 students, the researcher will take 20 percent of the total population become the sample. The technique that used is random sampling technique. Thus, the total number of the sample of this research is 24 students.
Instruments
revising students writing. In one semester, teacher will gives students one or two times, it based on the teacher and how far the ability of the students understanding the material in curriculum. Task will give by the English teacher after the lessons was end. Before teacher gives the task, usually teacher gives the explanation about the structure of the material until the students understand enough by asking them.
The researcher will collect and analyzed the data based on the techniques and indicators.
Results and Discussion
Based on the data that the researcher got from the first students at SMAN 1 Seilala INHU, the students have mastered the English writing; include the component of writing such as tense, spelling, punctuation, plural/singular and capitalization. Even sometimes there are some students do some mistakes and error in applying those components in writing. So, the teacher needs to use the techniques in order to revise students writing error, there are two techniques usually used by the English teacher in revise students writing error, first by using code and the second by using written
comment. There were 24 students„ writing tasks as sample; it„s including the teacher in
20
1. Student 01 had a very good letter writing arrangement. She had one punctuation error,
one preposition error, and also has two spelling errors. The teacher only gives the underline mark and then writes the correct one above the underline words to revise
student„s error. And sometimes give ―add‖ code in order to ask students to add the
word with the suitable word according to the text. The teacher also use verbal
comment in revising student„s writing, and the comment was ―Very good‖.
2. Students 02 had a good letter writing arrangement. She had three spelling errors, and
also she had two punctuation errors. The teacher only gives the underline mark and sometimes uses circling and then writes the correct one above the underline words to
revise student„s error. And sometimes give ―add‖ code in order ask to the students to
add the word with the suitable word and sometime gives code ―??‖ in order un -understanding word according to the text. The teacher also use verbal comment in
revising student„s writing, and the comment was ―Good
3. Student 03 had a good letter„s writing arrangement. She had two punctuation errors,
three word choice errors, and also had one singular/plural error. The teacher only
gives the underline mark and sometimes uses crossing mark ―X‖ and Question mark ―?? then writes the correct one above the underline words to revise student„s error. And teacher sometimes gives code ―add‖ to announce the student about adding the
word or pronoun and also adding article according to the text.
4. Student 04 had a good letter„s writing arrangement. He had three word choice errors, six punctuation errors, and one spelling error. Teacher gives underline mark to revise
the student„s writing error and then write the correct one above the word underlined. Sometimes the teacher gives cross mark ―X‖ in order to delete the wrong word that
make the structure of sentence was gone wrong. And teacher always use ―add‖ code
in addition, to remind the students about word that must be add to make the sentence is more suitable. And in the last revising, teacher gives verbal comment. And in this
comment, teacher gives ―Good‖ comment.
5. Student 05 had a very good letter„s writing arrangement. She had two spelling error, two plural/singular errors, two word choice errors, one preposition error, and also she had one punctuation error. In this case, teacher only give underline mark in revising
student„s writing and then write the correct answer or word above the word underlined. And sometimes, teacher revises the student„s grammar directly, also by
using underline mark and sometimes didn„t use underline mark. And in the last
revising student„s writing, teacher gives verbal comment, and the comment was ―Very Good.
6. Student 06 she had very good letter„s writing arrangement. She had one spelling error, and three punctuation errors. In revising student writing, teacher underline the error word or letter, and then directly write the correct one above the word or letter
underlined. Sometimes teacher used question mark ―??‖ in order to ask student about
what exactly she would like to write. And sometimes teacher correct the students
grammar, for example the use of ‗to-be„ in her writing. In the last, teacher gives
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7. Student 07 had very good letter„s writing arrangement. He had one plural/singular error, one punctuation error, and also she had two word choice errors. In revising
student„s error, teacher only gives underline mark and then writes the correct one above the word underlined, and sometimes teacher gives cross mark ―X‖ it means
deleting the error word or letter. In the last, teacher gives verbal comment in revising
student„s writing, the comment was ―Very Good‖.
8. Student 08 had very good letter„s writing arrangement. She had two spelling errors,
and she also had two punctuation error. In revising student„s error, teacher only give
underline mark and then write the correct one or the suitable one above the underlined
word/letter. Sometimes, teacher revises student„s grammar and also capitalization directly, but not deeply. In the last, teacher gives verbal comment in the end of
revising. The comment was ―very Good‖.
9. Student 09 had very good letter„s writing arrangement. She had one misspelling error, and also she had one plural/singular error. Teacher use underline mark and then write the correct answer above the text or word that must be revise by the student with the
correct one. Sometimes, teacher must revise student„s tense and word structure. The teacher only gives the ―add‖ code to add the word, and sometimes crossing the error
word and directly adding the word that unsuitable on the paper. I the last, teacher
gives verbal comment on student„s task, and the comment was ―Very Good‖.
10. Student 10 had a very good letter„s writing arrangement. She had one word choice
error, and also one preposition error. In revising student„s error, teacher underlines
the error word, and then writes the correct one above the word underlined. To make
student„s writing more structure, sometimes teacher needs to revise student„s word
structure and tense on their writing, but not deeply. And in the last, teacher gives the
verbal comment. And the comment was ―very good‖.
11. Students 11 had very good letter„s writing arrangement. She had one spelling error, one plural/singular error, two punctuation errors, and also four word choice errors. In
revising student„s writing error, teacher only underlines the error one, and then writes the correct one above the word underlined. And sometimes, if there any word structures, and also grammar that contain an error, teacher also revises but not deeply, because considering the students capabilities. Usually, teacher used cross
mark ―X‖ means delete, and ―add‖ code mean adding the word or letter. In
addition, teacher gives verbal comment in revising student„s writing, and the comment was ―Very Good‖.
12. Students 12 she had very good letter„s writing arrangement. She had three plural/singular errors. In revising student„s writing, teacher gives underline to the
word or letter, and crossing the letter means delete and give code ―add‖ means add the letter. In the last, teacher gives verbal comment. And the comment was ―Very Good‖.
13. Student 13 he had very good letter„s writing arrangement. He had two punctuation
error, and one spelling error. To revise student„s error, teacher gives underline and
revises the error by write the correct one or adding the letter if the error was need more letter to add. In the end, teacher used verbal comment to the task that was
22
14. Student 14 he had good letter writing„s arrangement. He had three punctuation
errors, and also he had four word choice errors. In revising student„s error, teacher
only gives underline and directly corrects the error by write the correct one above the
word underlined. Sometimes teacher gives code ―add‖ in order to add the missing
word or letter. In the end of revising, teacher gives verbal comment, and the
comment was ―Good‖.
15. Student 15 he had good letter„s writing arrangement. He had two punctuation errors,
and also had two word choice errors. In revising student„s writing error, teacher only
underlines the error and then write or adding the correct one, and sometimes give
―add‖ code. In addition, teacher use verbal comment in the end of revising. And the
comment was ―Very Good‖.
16. Student 16 she had very good letter writing„s arrangement. She had one preposition
error, and also she had one punctuation error. In revising student„s error, teacher underlines the student„s error, and then writes the correct answer above the word
underlined. Sometimes, teacher gives ―add‖ code in order to add the missing words
or letters. And sometimes, teacher gives cross mark on the mistakes word. In the
end, teacher gives verbal comment on student„s writing, and the comment was
―Good‖.
17. Student 17 she had good letter writing„s arrangement. She had two word choice
errors, and she also had six spelling error. In revising student„s writing error, teacher
only underline the error, and then directly write the correct answer above the word underlined. In the end of revising, teacher gives verbal comment and the comment
was ―Good‖.
18. Student 18 he had very good letter writing„s arrangement. He had two punctuation
errors, one article error, and also he had one preposition error. In revising student„s
error, teacher only gives underline and then teacher writes the correct one above the
word underlined. Sometimes teacher gives ―add‖ code in order to adding the word, and sometimes teacher use question mark ―??‖ in order to make clear the word un-understandable. In the end of revising, teacher gives verbal comment. And the
comment was ―Very Good.
19. Student 19 had very good letter writing arrangement. He had four punctuation errors,
one word choice error, and also had two spelling errors. In revising student„s error,
teacher only gives underline and then teacher writes the correct one above the word
underlined. Sometimes teacher gives ―add‖ code in order asking the students to add
the word with the suitable one. In the end of revising, teacher gives verbal comment.
And the comment was ―Very Good.
20. Student 20 had very good letter writing arrangement. She had four spelling error,
and one word choice error. In revising student„s error, teacher only gives underline
and then teacher writes the correct one above the word underlined. Sometimes, teacher crosses the letter or word in order asking the students to delete the word or letter. In the end of revising, teacher gives verbal comment. And the comment was
―Very Good‖.
21. Student 21 had very good letter writing arrangement. She had three spelling errors,
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underline and then teacher writes the correct one above the word underlined. Sometimes, teacher crosses the letter or word in order asking the students to delete the word or letter. In the end of revising, teacher gives verbal comment. And the
comment was ―Very Good.
22. Student 22 had very good letter writing arrangement. She had two spelling error, and
also had one punctuation error. In revising student„s error, teacher only gives
underline and then teacher writes the correct one above the word underlined. Sometimes, teacher crosses the letter or word in order asking the students to delete the word or letter. In the end of revising, teacher gives verbal comment. And the
comment was ―Very Good‖.
23. Student 23 had very good letter writing arrangement. She had six spelling errors, and
also had one punctuation error. In revising student„s error, teacher only gives
underline and then teacher writes the correct one above the word underlined. Sometimes, teacher crosses the letter or word in order asking the students to delete the word or letter. In the end of revising, teacher gives verbal comment. And the
comment was ―Very Good‖.
24. Student 24 had very good letter writing arrangement. She had one spelling error, one
punctuation error, two word choice errors, and also had one prepositions error. In this error, teacher used underline to revise the students writing, after that the teacher writes the correct answer above the underlined word. For the some error cases, teacher cross the error means delete. In the end of revision, teacher gives verbal
comment, and the comment for this writing was ―Very Good‖.
Conclusion
Based on the documents of students writing task, generally students are able to produce and arrange a letter. They can make heading of the letter, body and also they can make the closing of the letter. Their error sometimes comes from tense, grammar, punctuation, capitalization, plural/singular and also article. Some of them revise by teacher directly, and some of them corrected but not deeply. In giving the writing task of letter, teacher only gives on time in one semester, it based on the teacher syllabus.
Generally, in revising students„ writing task English teacher corrects the students writing of the letter based on the generic structure of letter. Start from the heading of the letter, body, and also the conclusion or closing. But, teacher not fully focused in correcting students„ error of the generic structure of letter, but focused in revising
students„ error of punctuation, preposition, capitalization, plural/singular, word
choice and also article. Based on the way teacher revised students error, teacher usually uses underline, crossing the word or letter, and sometimes gives ―add‖ code.
After teacher underline, crossing, and give ―add‖ code, teacher revise directly and
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