A THESIS
Submitted to the Faculty of Teachers Training and Education
Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of English Education
ARDI HAJARUDDIN 10535 3832 09
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
2015
iii Saya yang bertanda tangan di bawah ini:
Nama : ARDI HAJARUDDIN
NIM : 10535 3832 09
Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran
Makassar, April 2015 Yang membuat pernyataan
Ardi Hajaruddin NIM: 10535 3832 09 Mengetahui
Ketua Jurusan Bahasa Inggris
Erwin Akib, S.Pd., M.Pd.
NBM : 860 934
iv Saya yang bertanda tangan di bawah ini:
Nama : ARDI HAJARUDDIN
NIM : 10535 3832 09
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Improving the Students’ Writing Proficiency in Descriptive Paragraph through Personal Photograph at the Second Year Students of SMA Negeri 1 Cendana Kabupaten Enrekang
Dengan ini menyatakan bahwa:
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, April 2015 Yang membuat pernyataan
Ardi Hajaruddin NIM: 10535 3832 09
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Alhamdulillahi Robbil Alamin, the writer expresses his sincere gratitude to the almighty God, Allah S.W.T., who has given guidance, mercy, and good health, so the writer had the opportunity to finish his thesis. Shalawat and Salam are addressed to the final, chosen, religious messenger, the prophet Muhammad S.A.W.
The writer has received a lot of help, motivation, and support from many people, therefore, the writer would like to express his great thanks an apperception to his beloved parents (Drs. Hajaruddin and Nina Surahmi) who always give financial, motivation, and pray for safety and success his study. Thanks for your support, he will never forget you all.
The writer realized that in carrying out the research and writing this thesis, the writer has received a lot of help, motivation and support from many people, therefore, the writer would like to express his great thanks and apperception to:
1. Dr. H. Irwan Akib, M.Pd., the Rector of the Makassar Muhammadiyah University for his advices during his study at the university.
2. Dr. A. Syukri Syamsuri, M.Hum., the Dean of FKIP UNISMUH Makassar for all advices and motivation.
ix finish this thesis.
4. Mustaqim Muhallim, S.Ag. the academic consultant for his advices during his study at the university.
5. The staff and all lectures of the FKIP UNISMUH especially to the lectures of English Department who taught me for many years.
6. Drs. Abdul Haliq, MM. the headmaster of SMA Negeri 1 Cendana.
7. Nurhaidah, S.Pdi. English teacher in SMA Negeri 1 Cendana.
8. His sisters Fitrina dan Wulandari who always give support.
9. His beloved Maulani Akhmad who always become the special spirit for the writer.
10. Special thanks to “the third consultant” Andi Qayimah Sanmar who has given her valuable time and patient, to support assistance and guidance to the writer until he can finish this thesis.
11. His best friends Muh. Riezal DKBP, Sukaslim Amin, Imam Permana who always gives support and help to the writer.
12. His classmates in EDSA B 2009
13. His friends from Math Education, Lingkar Kreatif, LIMA Studio.
14. Everybody that could not be mentioned one by one, thanks for your support I will never forget you all.
x Billahi Fi Sabililhaq Fastabiqul Khairat
Makassar, February 2015 The Writer,
ARDI HAJARUDDIN
realize how close they were to success when they gave up”
Barang siapa merintis jalan mencari ilmu, maka ALLAH SWT akan memudahkan baginya jalan ke surga. (H.R. Muslim)
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Dengan segala kerendahan hati, Penulis persembahkan skripsi ini kepada:
Rabbi dan Panutanku Allah SWT
Nabi Muhammad SAW
Ridhai dan Rahmatilah segala usaha hambaMu ini.
Ayahanda dan Ibunda Drs. Hajaruddin & Nina Surahmi Terima kasih atas segala cinta, kasih sayang, doa, perjuangan, dan pengorbananmu untuk Ananda.
Saudari-saudariku
Fitrina Hajaruddin & Sri Wulandari
Terima kasih atas semangat dan motivasi darimu.
xi
Year Students of SMA Negeri 1 Cendana Kabupaten Enrekang. English Education Department. The Faculty of Teachers Training and Education. Muhammadiyah University of Makassar. Supervised by Erwin Akib and Ummi Khaerati Syam.
The research question of this thesis is “How does the personal photograph increase the students’ sentence organization in descriptive paragraph; how does the personal photograph increase the students’ sentence content in descriptive paragraph.
The objective of the research was intended to find out the students improvement of writing descriptive paragraph in term of organization and content;
to explain whether or not using personal photograph can increase the students’
writing in descriptive paragraph.
This research used Classroom Action Research that consisted of two cycles. The research population was the second grade students of SMA Negeri 1 Cendana in academic 2014/2015. The sample of this research consisted of 23 students. The instrument used for measuring the students’ ability scoring the student was written test.
The findings of the research were (1) the students’ sentence organization achievement was increased 3,6% from pre test to cycle 1 and was increased 8,8%
from cycle 1 to cycle 2. (2) the students’ sentence content achievement was increased 4,3% from pre test to cycle 1 and was increased 8,9% from cycle 1 to cycle 2. From the finding of the research, it indicated that using personal photograph can increase the students’ writing proficiency.
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APPROVAL SHEET ... ii
SURAT PERJANJIAN ... iii
SURAT PERNYATAAN ... iv
COUNSELLING SHEET ... v
ACKNOWLEDGMENT... viii
ABSTRACT... xi
LIST OF CONTENTS ... xii
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
CHAPTER I : INTRODUCTION A. Background ... 1
B. Problem Statement ... 3
C. Objectives of the Study ... 3
D. Significances of the Study... 4
E. Scope of the Study ... 4
CHAPTER II : REVIEW OF RELATED LITERATURE A. Previous Related Research Findings... 5
B. Some Patients Idea ... 7
1. Personal Photograph ... 7
2. The Concept of Writing ... 13
3. The Concept of Descriptive Writing... 17
xiii CHAPTER III : RESEARCH METHOD
A. Research Design... 26
B. Research Variable and Indicator ... 29
C. Population and Sample... 30
D. Research Instrument... 30
E. Data Collection ... 30
F. Data Analysis ... 31
CHAPTER IV : FINDINGS AND DISCUSSION A. Findings... 36
B. Discussion ... 40
CHAPTER V : CONCLUSSION AND SUGGESTION A. Conclussion... 48
B. Suggestion... 48
BIBLIOGRAPHY... 49 APPENDICES
xiv
of writing proficiency ... 36
Table 2 : The students’ content of writing proficiency... 38
Table 3 : The students’ improvement in Writing proficiency ... 39
Table 4 : Result of the students unity achievement... 41
Table 5 : Result of the students cohesion and coherence achievement... 41
Table 6 : Result of the students logical, communicated, and knowledgeable achievement... 42
Table 7 : Result of students’ clear and meaningful achievement ... 43
Table 8 : Result of the students relevant with the topic achievement... 43
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Figure 2 : Classroom Action Research Design ... 26 Figure 3 : The Students’ Improvement in Writing Proficiency ... 40
1 CHAPTER I INTRODUCTION
A. Background
Every country has their own language to communicate. By using language, they can communicate between one another. It means that language is a mean of communication. Learning a language needs an important skill that children must learn it.
Learning English is not odd for everyone in our country. People realize that they need knowledge to survive their life. The knowledge that they need is not only from their own country but also in other countries. To make relationship with them, people need English communication because English is as one of the international language has an important role in international communication.
People use language as a means of communication because through language, people can express their thoughts and feeling.
There are four skills in English; they are listening, speaking, reading, and writing. Since the language is a tool of communication, the teacher must be able to make the learner communicate information effectively both in spoken and written form as stated by Brown and Yule in Ulfah (2007:18).
Writing means marking letters on a surface, especially with a pen or pencil. This means that marking letters or symbols on any surface using pen or pencil is considered as writing. But nowadays, people write using any tools. For
example: typewriter or computer. Writing is the activity or occupation of writing, example: stories, books, or articles. (Jack, 1982:38).
Writing, we can say that it is more complex than the other language skills. If a student uses both of foreign language orally, so the native speaker can understand and accept unperfected pronunciation or the ungrammatical expressions. The other hand, if the student uses both of language by writing so the native speaker who is reading it able to be more selective in evaluating it that has many mistakes either spelling or grammatical. Even though the delivered meaning is clearly enough and his writing is good enough, but writing should be better and as can as possible without any mistakes because it is supposed the writer’s grade of education.
In learning English, there are many difficulties of writing, the teacher should give more attention to increase the students’ ability in writing. One of the ways in increasing the students’ ability in teaching writing is to provide media which are interesting to them. One kind of useful media in teaching process is visual aids like picture, photograph, etc.
In relation to the importance of meaningful material, the researcher has an alternative to use personal photograph to help the students to express their idea or opinion in the written form because sometimes they are blocked by limited ideas. Students enjoyed doing it, and it increases their attention so by showing a personal photograph, it tends to help the students to express their ideas easier, it is a solution to combine right and left brain in methods, something that will improve memory, comprehension and creative thinking, photograph arguably as a picture
language, contains information as much as, we can read concerning with the difficulties faced by the students in writing. So, through this media the researcher will improve the students’ writing proficiency until 70, it is the successful minimal criteria (KKM) of that school. It means that the target of every focused element in writing was 70 (organization: 70 and content: 70).
Based on the explanation above, the writer interested to carry out the observation which entitled “ Improving the Students’ Writing Proficiency in Descriptive Paragraph through Personal Photograph “.
B. Problem Statement
Based on the background above, the writer formulates the problem statements as follows:
1. How does the personal photograph improve the students’ sentence organization in descriptive paragraph?
2. How does the personal photograph improve the students’ sentence content in descriptive paragraph?
C. Objective of the Study
Based on the research problems above, objective of the study is to find out:
1. The personal photograph improve the students’ sentence organization in descriptive paragraph.
2. The personal photograph improve the students’ sentence content in descriptive paragraph.
D. Significance of the Study
The result of this research is expected to be a piece of useful resources and references in learning and teaching English, particularly in the learning and teaching writing at the senior high school.
E. Scope of the Study
The scope of the research is limited on application personal photograph in increasing the students’ ability in organization and content to write descriptive paragraph.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
The research reports the identification of using several techniques to increase the students’ writing proficiency. Some research findings are briefly cited as follows:
Saleha (2008) in her thesis entitle Increasing the Students’ writing skill through Think-Talk-Write method concludes that the findings of this research
indicates that there are a significant difference of the students’ achievement in writing especially in component of content and organization before and after the application of Think-Talk-Write method. It is proved by the result of t-test in component of content is 15.48 and t-test in component of organization is 14.45.
The data indicates that the value of t-test both of component is greater than table.
So, it means that the application of Think-Talk-Write method is effective to increase the students’ writing proficiency.
Yuharniyati (2007) in her thesis entitle Implementation of Portofolio Assessment to Increase the Students’ Writing Skill, finds that the findings of this
research are (1) the students’ progress in writing for the organization is 0.40 (40%) with t-test 5.9 and t-table 2.060 (5.9 > 2.060). It is significant because the t- test is higher than table, (2) the students’ progress in writing for the content is (59.6%) with t-test 8.82 and t-table 2.060 (8.82% > 2.060). It is significant because t-test is higher than t-table.
5
Aini (2006) in her thesis entitle Using picture media to improve the students’ writing ability, explains that the data is analyzed using the five components of writing, namely; content, organization, vocabulary, language use, and mechanics, furthermore those are calculated using independent t-test. The result of calculation of students’ score from the posttest indicates that there is a significant difference improvement of writing ability between the students’ who are thought by free topic writing and those are not. It is said that the alternative hypothesis (H1) is accepted, which t-test value is 2.000 for the level of significance 0.05, degree of freedom 60. Based on the writing of data analysis, the writer then concludes that using picture media increases the writing ability of the students.
Irawaty (2009) in her thesis entitle Using E-Dialogue Journal to Improve the Students’ Writing Skill, states that the finding of the research at the students’
mean score of pre-test in narrative writing are 60.35 and the students’ mean score post-test are 71.07 with t-test 9.11 and t-table 2.45 where (9.011 > 2.45). It is increased because the t-test is higher than t-table.
Rahmatia (2010) in her thesis entitle Using Dictation Technique to Improve Students’ Writing Ability, explains that the result of this research showed
that pre-test and pot-test are different significantly. It is proven by the value of the t-test 12.2 which is greater than the value of t-table 2.045 with the level of significance (p) 0.05 and average of freedom (n-1) = 29. It can be concluded that the using dictation technique that the using dictation technique can improve the students’ writing ability.
Based on the previous findings above the researcher explains that his research is different from Saleha’s and Yuharniati’s findings. Saleha’s and Yuharniati’s findings concern to increase the students’ writing proficiency generally while this research concern to increase the students’ writing proficiency in writing especially in component of organization and content.
This research also is different from Aini’s finding. Aini’s finding is not just concern to the component of organization and content but also, concern to vocabulary, language use, and mechanics.
The other findings show that this research is same with Saleha’s and Ulfah Yuharniati’s. Saleha’s and Ulfah Yuharniati’s findings are concern in increasing the students’ writing proficiency in component of organization and content.
B. Some Partinents Idea 1. Personal Photograph
a. Introduction to Personal Photograph
As the visual aid, the function of photograph are not different from picture photograph can also be used for writing activities.
However, not all teachers can draw picture, which is appropriate to a certain topic, for example, when the teacher asks to draw the activity of the people in the market. Also not all picture made appropriate to certain situation. While, preparing teaching material must be in short time, for this case-using photograph can be provide in shorter time, and the result of the picture will be more natural and interesting.
Photograph is the production of visible images by the action of light (Americana, 1995:253).
The main function of photograph is communication. One of photograph saves thousand world consists of information as much as we can read in it.
Photograph, moreover can be more realistic, sharper and it can also be formulated as well as we need. Teacher can choose a situation or background, which is appropriate to the learning topic by using camera.
Photographic media can depict content with great accuracy and detail. They also can affect attitudes and simplify the teaching of psychomotor skills (Locates and Atkinson, 1984:155).
Photographic media are produced by exposure and chemical treatment of light-sensitive film. Included are slides, motion pictures, filmstrips, and photographic prints, either in black and white.
Furthermore, Locates and Atkinson (1984:156) divide the characteristic of Photographic media into three:
1) The record visual images by registering on film the pattern of light reflected from objects.
2) The registered images are developed by chemical treatment.
3) The images are then displayed either physically or by projection.
Brown in Rahman (2006: 10) state that pictures can be used in many stages:
1) To introduce and motivate study of new topics.
2) To clarify misconception.
3) To communicate basic information.
4) To evaluate students’ progress and achievement.
It seems that students will be more interested and more stimulated to write when they are asked to speak about something which related to students lives. Discussion about students experience will be very interesting. For example, asking about the students experience, when they went for picnic, camping or another place; can motivate the students to speak. Moreover, the students will be more interested in speak when they are given a certain topic which provided with picture. To do this, using photograph will be very interesting and sentences easily by showing photograph. In short, the students will be more motivated to write when the teacher presents his material by implementing photograph.
It can not denied that most of the use like to see photograph, particularly if the photograph is familiar with us, it may be more interesting to talk when someone shows photograph about something that we do not know at all. We can not talk much about the object or the events if the photograph is not familiar with us. The photograph may be the events when we were in the classroom with friends and teacher, or in a beautiful place for recreation, and sort fort. The events and objects can be a good topic to discuss in the classroom.
b. Using Personal Photograph in Writing Descriptive Paragraph
Teaching of writing should provide variety of techniques in order that the students can follow the course well. There is no one way to teach writing but many ways. One of them is by using media like Personal Photograph. Personal Photograph can be applied as a device in writing activities. It can help students to express their ideas or opinions into the writing form. Personal Photograph is the photograph of the students based on their experience for example, asking about the students experience when they went for picnic, camping or another place. Personal photograph usually capture important moments in our lives. Further, it can help us remember title details about people, places, and events.
Before the actual introduces of the writing activity, the students should be instructed to bring in a couple of personal photographs that have some special meaning to them. Typically, students come to class with the personal photograph of themselves at important events (graduations, weddings, or some sporting competitions).
The students should write one or two page paper (including a short introduction and conclusion) about one of their personal photograph. In the paper, they are to describe the Personal photograph fully and to explain why the photographs importance on their lives? So that other readers will understand what prompted the reflective response.
c. Running of Personal photograph in Teaching
Before the actual introduction of the photograph writing activity, the students should be instructed to bring in a couple of photographs that have some special meaning to them. Typically, students come to class with photographs of themselves at important events (graduations, weddings, or some sporting competitions). On the day of the photograph writing lesson, the students will then be prepared by having the photographs in front of them.
According to Scott, there are 5 steps in teaching by using photograph, they are:
Step 1
It might be helpful to begin the lesson by allowing the students to write a journal entry for 10 minutes about their photographs. While they are writing, the researcher can ask several questions: Who is in the photographs? When were the photographs taken? What was happening in the photographs?
Step 2
After the journal writing is completed, ask several volunteers to briefly describe their photographs. Then, introduce the photograph writing activity. The students should write a one to two page paper (including a short introduction and conclusion) about one of their photographs. In the paper, they are to describe the photograph fully and to explain the photograph's importance on their lives so that other readers will understand what prompted the reflective response.
Step 3
Provide the students with some sample photograph papers written by former students and read them aloud in class. Scott (1996:120) presents her view of using student samples: "Since students vary a great deal in their writing ability, it can be helpful for teachers to collect examples of good student writing. Showing students what constitutes 'good' writing at each level of language study can be very useful". However, since it will be the first time for you to do the activity, you should write a sample based on your own personal photograph.
Step 4
Do a prewriting activity. This activity involves making a timeline for the student's photographs. On a piece of paper, the students make a list of all the events for the day when the photographs was taken. Allow the students to prewrite for 10-15 minutes.
Step 5
Give the students time to draft their papers. Before the students begin drafting, it might be important to highlight the paper's requirements and expectations once more. Further, it is a perfect time to circulate around the room and provide assistance to the students. Finally, give students a week to draft and complete their papers before turning them in for evaluation.
2. The Concept of Writing a. The Definition of Writing
Byrne in Ulfah (2008) stated 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 linked together in certain ways. Writing involves the encoding of message of some kinds that translate throughout into language.
Another statement about writing skill comes from Widdowson, in Saleha (2008) states that writing is a communicative activity and is carried out in accordance with certain general principal in which underline the use of language in communication.
b. The Importance of Writing
There are lot of reason why writing is important by Hairston, in Saleha (2008: 5):
1) Writing is a tool for discovery. We stimulate our thought process by the act writing into information and tab into information and image we have our unconscious mind.
2) Writing helps us to organize our ideas. We can arrange them in coherent form.
3) Writing generates new ideas by helping us to make connection and see relationship.
4) Writing down ideas allow us to dictate ourselves form them.
5) Writing helps us to observe and process information when we write a topic, we learn it better.
6) Writing enables us to solve the problems by putting the element of them into written form, we can examine and manipulate them.
7) Writing on a subject makes us active rather than passive learns of information.
While the other reason:
1) People can read something because of writing so that we know everything.
2) Through writing, we can express our ideas and also our feeling to other people.
3) By expressing idea through writing, the writer can improve the way of delivery ideas and opinions in more appropriate way since she can check and revise her writing before being read by other people.
c. Process of Writing
Every piece of writing involves several processes, Litell (2004: 70) there are three steps you will follow, they are pre-writing, writing, rewriting.
1) Pre-writing
When we want to start our writing, we usually think about the interesting topic for ourselves and the reader as stated by Litell that sometimes you choose to writ in order to communicate something important to you. Whatever you write, and whenever you write, you will find the beginning steps, called pre-writing, very important.
According to Gerhard (1999: 226) in Saleha said that there are two good ways in pre-writing, but the writer just takes two, namely:
brainstorming and questioning. Brainstorming is a technique that guides the writer whether skilled or unskilled writes. To select out an inspiring topic and strategic question and to let the students consider their topics through series question. And make the interesting details about the chosen topic.
2) Writing
At this point in the process of writing, the writer is ready to write.
Simply put the pencil to paper and write. Don not fuss with the writing.
Don not worries about organizing ideas. Don’t fret about spelling or punctuation. Just Write. Litell (2004:71).
3) 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.
d. The Components of Writing
Jacob et al (1981:31) point out five significant in writing, they are content, organization, vocabulary, language usage, and mechanics.
1) Content
There are at least four things that can be measured in connecting with content, the composition should contain one central purpose only, should have unity, should have coherence, and continuity, should be adequately developed.
2) Organization
The purpose of organizing material in writing involves coherences, order of importance, general to specific, specific to general, chronological order and spatial order of pattern. When writing, the learner should arrange their writing chronologically. They should present their ideas based in order of which happened from the beginning to the end.
3) Vocabulary
The effective used of word will always good writing both specific and technical writing. To express ideas we always deal with vocabulary.
The lack of vocabulary makes it difficult to express ideas.
4) Language
Language used in writing description and other form of writing involves correct language and point of grammar. An adequate grammar should be on that is capable of production grammar. We should not be able to do anything more than utter separate items of language for separate function. And also grammar can help students improve the use formal language.
5) Mechanics
There are at least two main parts of mechanic in writing namely punctuation and capitalization. Punctuation is as the way to clarify meaning. In English writing capital letters have two principles. First, they used distinguish between particular and things. Second, it used as first word in quotations, a formal statement and proper adjective, etc.
3. The Concept of Descriptive Writing a. Definition of descriptive Writing
Description writing is a way to present details; even though it is often appears with other or pattern of development. When we write, we are contrastingly describing people, place and objects (Need et al, 1990:116).
Descriptive appears in almost writing because the writer try hard to create word image with ideas that they convey. Description is a common may to present details, but it often appears with other forms or pattern of development.
Need et al (1990:119) further states that two elements are crucial for effective description. First, reader need explicit, specific details if they are to create exactly the mental image have in mind. Vague word, general impression, and skimpy details do not add to concrete image if details appear to all sense, sight, learning, taste, tough and smell. Second, the readers need a logical sequence of details a partial order. The writers describe. A person, a place, and a subject, might work from top to bottom, bottom to top, right to left, clock wise and so on. Having begun a pattern of
movement, however the writer must stick to that spatial presentation of details. Finally, description can be objective or subjective. Using specific but neutral words will not carry personal impression into the description.
Breton (1982:59) states that there are ways to go about writing a description of a place; start from the overall impression, and break it down into the details, or start from the details and build up toward and overall impression (Yarber,1989:85).
Furthermore, Cole et al in Rajab (2008:22) states the purpose of descriptive writing is to communicate to a reader the impression by combining careful observation with descriptive technique that helps us to choose the more effective words. And explain that sensory details are the characteristic that we perceive with five senses, sight, hear, thought, and smell. To create a sharp impression of a person, a place, or a subject, use not only details that we perceive with other sense.
When we plan a description, we may to list as many details as possible. Before writing, however, select only the most important details include in the description. Choose the details that show the subject us unique and help to create a sharp, unified impression of the subject. Choose the whole carefully will make the descriptive writing vivid and interesting.
Specific nouns and strong verbs give the reader a clear mental image of the subject. The reader will easily understand the description of a person, a place, or an object if it organized well and written clearly.
To organize and write description, the following steps may be suggested:
1) Begin the description with a topic sentence that introduces the person, place, and object. And if possible, state the general impression of subject.
2) Percent the supporting sensory details and a logical order, using chronological, or order of important. If we use chronological order, present the details in order in which the appear. If we use spatial order, present the details in order in which they exist in space, such us from left to right, top to bottom, and or front to back. If we use order of importance, the reader may start with lest important details. For the detail they have been draw further in the description. On the other hand, we may capture the reader’s attention by starting with the strongest details and continuing with less striking details that reinforce the impression created by the first details.
3) Use transitional word and phrases to emphasize the order of the description. Example of words then to right finally.
4) Place the group of relates details in a separate paragraph if the details contain many details.
5) Conclude a sentence that relates the general impression or indicates the end of the description.
In connection with the statement above, the writer concludes that descriptive writing is a common way to present details and in the impression of a person, a place, and an object to the readers.
b. Definition of Descriptive Paragraph
Needle in Ulfah (2007: 20) states that descriptive paragraph is a paragraph that describe about people, place, and subject. Description appears in almost writing because the writers try too hard to create word image of ideas that convey.
Besides that, it also describe about a sense of impression such as: the feel, sound, taste and smell. Emotion may be described too, feeling such as happiness, fear, lone lines, gloom, and joy. Description helps the Rader, through his/her imagination, to visualize a scene or a person, or to understand a sensation or emotion. Good descriptions usually have three important qualities. Have a dominant impression supported by specific details, a clearly recognized mood, and logical development.
In order to write an effective description, you need to explore both the details and the feelings related to your experience. Begin by selecting details that appeal to all the senses, sight, hearing, touch, taste, and smell.
Because your senses are telling you about surroundings, use them to provide the vivid details of description. Select specific sensory words that will bring an experience to life. Work from the vocabulary of the sensory words that you have been building.
c. Types of Description
1) Objective description is based purely on observable details: it is not colored by the writer emotion or like and dislike. Objective description records exactly see from the writer vantage point. Some descriptive have not topic (or thesis) statement, however they always begin with some kinds of orienting statement, because the goal of such the description is merely to catalog the details of subject so that reader can visualize (Lennon, 1992:165).
2) Subjective Description
Subjective description can be defined as that has descriptive details by colored by personal impression. The usual goal of subjective description is to create a mood or to share feelings.
According to Lennon (1992:74) that any description has one of these goals
1) To provide factual impression about something to someone who will use, assemble, who need to know more about the factual information of some good reason are called objective description. A strictly objective description has a referential goal. It includes fact about the thing itself.
2) To create a mood or impression in the raiders mind to share a feeling is called subjective description. It has an expressive goal and emphases the writer’s impression about this thing.
d. The Main Part of Paragraph 1) Topic Sentence
The topic sentence state the main idea. It means the topic of paragraph and limit it one or two areas that can be discussed completly in the single paragraph. It catches your reader interest, enticing them to read on. The topic sentence thus serie as your guide, helping you identity the main point and understand how the meaning sentence relate to that point.
2) Supporting Sentence
The topic sentence can be supported by supporting sentence to develop and explain the topic sentence by giving the definition, reason, example, facts, comparison and effect. The supporting sentence follow the topic sentence and make up of paragraph.
3) Concluding Sentence
Signal the end of paragraph or giving conclusion about the topic sentence or content of paragraph. A concluding sentence summarizes or ties together the paragraph ideas while bringing them to a graceful end. Concluding sentence should remain readers of argument, give reader a sense of completness and relate logically to the topic sentence.
e. Characteristics of Effective Paragraph
Saraka (1998:61) stated that there are four main characteristics of an effective paragraph, namely unity, completeness, order and coherence.
1) Unity
A paragraph has unity if every sentence to develop one central idea.
A paragraph does not have unity if initial sentence that not develop or support the main idea of the paragraph unity means ones. The oneness of paragraph is derived from the development one of idea.
2) Completeness
A complete paragraph provides information well enough develop to convince the reader of it is thrust. In the paragraph unity means of paragraph depend on the subject matter.
3) Spatial Order
Spatial order develops paragraph follow depend on the subject matter and our purpose for writing our preference about which information to all our reader next and final. The students write a paragraph using spatial organization to describe their favorite bedroom, favorite restaurant, a tree house, etc. This activity can be altered to having the students describe the classroom, for uniformity, but the students usually proper to describe a spot that is meaningful to them. You might even to have students include a photo, sketch, or collage to illustrate their work
4) Coherence
The world’s coherence means sticking together and paragraph should stick together too. That is, reader must be able to follow a
long from sentence to sentence within the paragraph and from paragraph all the sentences logically follows the order.
C. Conceptual Framework
Figure 1: Conceptual framework
Planning of Lesson Plan based on principal teaching of using
personal photograph INPUT:
Writing Material:
- Descriptive paragraph CYCLE
1
Using personal photograph
Observation Reflection
Planning of lesson plan based on the development from the first
cycle.
CYCLE 2
PROCESS:
This research will follow the principal research of classroom
action research which will be conducted with two cycles.
Using personal photograph
Unity Organization
Coherence and cohesion
Output:
The students’ writing achievement
logical
Content
Meaningful and Relephant with the
topic Observation
Reflection
D. Hypothesis
1. Null hypothesis (H0):
There is no significant achievement of teaching descriptive paragraph through personal photograph.
2. Alternative hypothesis (H1):
There is a significant achievement of teaching descriptive paragraph through personal photograph
26 CHAPTER III RESEARCH METHOD
A. Research Design
This research followed the principal working of Classroom Action Research, which contained of four stages, they were: Planning, Implementation of
Action, Observation, and Reflection.
This research held around two cycles. They were first and second cycle and each cycle was the series of activity which had close relation. Where, the realization of the second cycle was continued and re-corrected from the first cycle.
The scheme of Classroom Action Research by Kemmis Taggart (1988:66) Figure 2: Classroom Action Research (CAR) Design
Reflection Cycle I Action
Observation Planning
Reflection Cycle II Action
? Observation
Planning
CYCLE 1
1. The Planning
The activities that had been done in this stage as follows:
a. Studying and understanding the material that had been taught.
b. Made the lesson plan for the implementation of action.
c. Made the sheet of students’ assessment, to measure the students’
achievement in writing both in organization and content.
2. Implementation of Action
The activities that had been done in this stage were:
a. The students wrote interesting topic based on their personal photograph;
b. The students free wrote their topic and also made a journal entry for ten minutes about their photograph ;
c. The teacher asked several question to the students for explaining their photograph ;
d. The teacher guided the students to write a paragraph;
e. The teacher corrected the students’ writing by filling the error sheet;
f. The students rewrote their writing based on the error sheet.
3. Observation
In this stage the researcher asked the students’ to collect their final writing, to measure the students’ achievement after using photograph in writing.
4. Reflection
Analyzing all of the data which had been collected from observation, to assessed the teaching program’s achievement after gave an action at the first cycle. The gotten result could be a basic to formulate the next better lesson plan.
CYCLE 2
1. The Planning
The activities that had been done in this stage as follows:
a. Studying and understanding the material that had been taught.
b. Made the lesson plan for the implementation of action.
c. Made the sheet of students’ assessment, to measure the students’
achievement in writing both in organization and content.
2. Implementation of Action
The activities that had been done in this stage were:
a. The students wrote interesting topic based on their personal photograph;
b. The students free wrote their topic and also made a journal entry for ten minutes about their photograph ;
c. The teacher asked several question to the students for explaining their photograph ;
d. The teacher guided the students to write a paragraph;
e. The teacher corrected the students’ writing by filling the error sheet;
f. The students rewrote their writing based on the error sheet.
3. Observation
In this stage the researcher asked the students’ to collect their final writing, to measure the students’ achievement after using photograph in writing.
4. Reflection
Analyzing all of the data which had been collected from observation, to assessed the teaching program’s achievement after gave an action at the first cycle. The result was a basic to formulate the next better lesson plan.
B. The Variable and Indicator
This research used two variables, they were:
1) Independent variable
The independent variable was implementation of using personal photograph. It was the method which used by the teacher when taught the material.
2) Dependent variable
The dependent variable was the students’ writing skill both in organization and content with the indicators were as follows:
a. Indicators of the organization were unity, cohesion and coherence.
b. Indicators of the content were clear, logic, communicated, meaningful, relevant with the topic, knowledgeable.
C. Population and Sample
This research was held twice a week in eight times. The subject of this research was all of the students of class XI IPA consisted of twenty three students which taught at the first semester.
D. Research Instrument
In this research, the researcher used one kind of instrument namely written test. The test used in the last item of every cycle to measured the students’
achievement in writing organization and the students’ writing content.
E. Data Collection
The data collected with the following procedures:
1. pre test: the data source in this research was the students’ achievement in writing before they got the writing material through using personal photograph.
2. The teacher gave test to the students. It was done after implementing of using personal photograph in the class or in the observation stage of classroom action research which had done in every cycle. The following activities were:
a. The researcher explained about the procedure of test.
b. The researcher asked the students to propose their interesting topic.
c. The students developed their topic into descriptive paragraph.
d. The students collected their writing result.
F. Data Analysis
The data collected through quantitative analysis. The steps were taken as follows:
1. Scoring the result of the students’ test classified as follows:
The writer corrected the students writing based on the analogies scale for writing.
a. Organization 1) Unity
Classification Score Criteria Excellent
Very good Good
Fairly good Fairly
91-100
81-90 71-80
61-70 51-60
Transition from one idea to another is smooth and provides reader with clear understanding that topic is changing.
Some transition of ideas evidence
There are a few transitional markers or repetitive transitional markers
There is transitiona markers No evidence of concept
(Harmer, in Rahman, 2006: 31)\
2) Cohesion and Coherence
Classification Score Criteria Excellent
Very good
Good
Fairly good
Fairly
91-100
81-90
71-80
61-70
51-60
Organization is appropriate to a write assignment and contain clear introduction, development of idea, and conclusion.
Events are organized logically, but some part of the sample may not be fully developed.
Organization may be extremely simple or there may be evidence of disorganization.
Sample is compared if only a few disjoined sentences
No complete sentences of writing (Harmer, in Rahman, 2006: 31) b. Content
1) Clear and meaningful
Classification Score Criteria
Excellent 91-100 Transition from one idea to another is smooth and provides reader with clear understanding that topic is changing.
Very good Good
Fairly good
Fairly
81-90 71-80
61-70
51-60
Some transition of ideas evidence
There are a few transitional markers or repetitive transitional markers
There is transitiona markers
No evidence of concept
(Harmer, in Rahman, 2006: 32) 2) Logical, Communicated and Knowledgeable
Classification Score Criteria
Excellent
Very good
Good
Fairly good
Fairly
91-100
81-90
71-80
61-70
51-60
Shows a clear understanding of writing, topic and main idea
Shows agood understanding of writing topic, and main idea development
Shows some a good understanding of writing, topic and main idea, less development.
Shows a little evidence of discourse understanding, meaning is conveyed effestively
No evidence of concept of writing (Harmer, in Rahman, 2006: 32)
3) Relevant with the Topic
Classification Score Criteria
Excellent
Very good
Good
Fairly good
Fairly
91-100
81-90
71-80
61-70
51-60
Contains some ideas more than 10 sentence and they are coherence each other
Contains some ideas 6,7 or 8 sentence and they are coherence each other
Contains some ideas 4-5 sentence and they are coherence each other
Contains some ideas 4-5 sentence but some sentence not relevan
No complete sentence are written and (Harmer, in Rahman, 2006: 33) 2. To calculate the mean score of the students’ test result, the researcher used
the following formula:
X =
N
XWhere:
= Mean score
X = the total number N = the number of sample(Tiro, 2002: 69) X
3. To know the development of the students’ writing between cycle I to cycle II, the researcher used percentage technique.
P = × 100
Where:
P : Percentage of the students : The first cycle mean score : The second cycle mean score
(Hasan, in Rahman, 2012:35)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of the result of research findings and discussion that contain data analysis in detail. The research findings cover the result of the data from pretest to cycle I and cycle I to cycle II about the students’ improvement in organization and content.
A. Findings
1. The Increase of the Sentence Organization of Writing Proficiency on Using Personal Photograph.
The analysis of increasing the students’ sentence organization of writing proficiency on using personal photograph in pretest, cycle 1, and cycle 2.
Table 4.1: The Students’ Sentence Organization of Writing Proficiency
No. Indicator
Pre Test Cycle 1 Cycle 2 Improvement
Mean
Score % Mean
score %
Mean
score % PT to CI CI to CII
1 Unity 63.69 64 66.08 66 72.17 72 3.7% 9.2%
2 Cohesion and
coherence 63.04 63 65.21 65 70.65 71 3.4% 8.3%
∑X 126.73 127 131.29 131 142.82 143 7.1% 17.5%
63.36 63 65.64 66 71.41 72 3.55% 8.75%
Table 4.1 shows that in pretest, the students’ unity is 63.69 with the percentage 64%, it improves in cycle 1 to be 66.08 with the percentage is
X
36
66%. In pretest, the students’ cohesion and coherence is 63.04 with the percentage is 63% and it improves in cycle 1 to be 65.21 with the percentage is 65%. So there is improvement after using personal photograph as much as 3.7% of the students’ unity and 3.4% of the students’ cohesion and coherence. The students’ organization in pretest is 63.36 and it improves in the cycle 1 to be 65.64 so the percentage improvement of the students’ organization from pretest to cycle 1 is 3.55%.
Table 4.1 also shows that in cycle 2 the students’ unity is 72.17 with the percentage is 72% and the students’ cohesion and coherence is 70.65 with the percentage is 71% so the improvement of the students’
unity from cycle 1 to cycle 2 is 9.2% and the students cohesion and coherence is 8.3%. The students’ organization in cycle 1 is 65.64 and it improves in Cycle 2 to be 71.41 so the percentage improvement of the students’ organization from cycle 1 to cycle 2 is 8.75%.
2. The Increase of the Content Area of Writing Proficiency on Using Personal Photograph
The analysis of increasing the students’ content area of Writing proficiency on using personal photograph in pretest, cycle 1, and cycle 2.
Table 4.2: The Students’ Content of Writing Proficiency
No Indicator
Pre Test Cycle 1 Cyle 2 Improvement
Mean
Score % Mean
score
% Mean
score % PT to CI CI to CII 1 Clear and
meaningful 62.17 62 64.78 65 70.86 71 9.3% 4.1%
2 Logical, communi cated and knowledge
able
63.91 64 65.43 65 69.78 70 6.6% 2.3%
3
Relevant with the
topic
61.95 62 65.86 66 73.04 73 10.9% 6.3%
∑X 188.03 188 196.07 196 213.68 214 26.8% 12.7%
62.67 63 65.35 65 71.22 71 8.9% 4.2%
Table 4.2 shows that the students’ clear and meaningful achievement in pretest is 62.17 and it improves in the cycle 1 to be 64.78.
In the pretest the students’ logical, communicated and knowledgeable achievement is 63.91 and it improves in the cycle 1 to be 65.43, and the pretest shows the students’ relevant with the topic is 61.95 and it improves in the cycle I to be 65.86. So, there is improvement after using personal photograph in contents area as much as 8.9%.
Even though, there is improvement from the pretest to the cycle 1 but the successful minimal criteria (KKM) as the target for this research is 70, so the researcher decided to organized cycle 2.
Table 4.2 shows that in the cycle 2, the students’ clear and meaningful achievement is 70.86, the students’ logic, communicated, and
X
knowledgeable achievement is 69.78, and the students relevant with the topic achievement is 73.04. So there is improvement from the cycle 1 to the cycle 2 as much as 4.2%.
The improvement of the students’ writing proficiency in descriptive paragraph at the second year students in SMA Negeri Cendana Kabupaten Enrekang through personal photograph as result of table 1 and table 2, will be explain as follows:
Table 4.3: The Students’ Improvement in Writing Proficiency
Variable
Pre test Cycle1 Cycle 2 Improvement
score % score % Score % PT - C.I C.I - C.II PT - CII Organization 63.36 63 65.64 66 71.41 71 3.6% 8.8% 12.70%
Content 62.67 63 65.35 65 71.22 71 4.3% 8.9% 13.64%
∑X 126.03 126 130.99 131 142.63 142 7.9% 17.7% 26.34%
63.01 63 65.49 65 71.31 71 3.9% 8.8% 13.17%
The research finding from table 4.3 indicate that there is improvement of the students writing proficiency in descriptive paragraph from pretest to cycle 1 and to cycle 2 , where in students’ achievement of writing proficiency becomes 71.31 in cycle 2. Therefor the improvement of the students writing proficiency achievement from pretest to cycle 2 is 13.17% it is more clearly shown at figure 3.
X
Figure 3: The Students’ Improvement in Writing Proficiency
Figure 3 indicates that the score of pretest (63.01) is fewer than cycle 1 (65.49). This means that there is improvement, even though it is still classified as fair. This means also the target in cycle 1 which is 70.00 has not been achieved yet. So, the researcher decided to organize cycle 2 with several re-correcting activities and the result of cycle 2 (71.31) is greater than pretest and cycle 1, and it is classified as good. This means there is improvement of students’ writing (13.17%) and the target can be achieved. Finally, using personal photograph is effective for the students.
B. DISCUSSION 1. Organization
Based on the data and analysis is got the result of learning writing organization in pretest, cycle 1 and cycle 2 in the following table.
63,01 65,49 71,31
13,17 0
10 20 30 40 50 60 70 80
pre test cycle 1 cycle 2 improvement
pre test cycle 1 cycle 2 improvement
Table 4.4: Result of the Students’ Unity Achievement
Classification Score Frequency Percentage (%) N
PT C1 C2 PT C1 C2
Excellent Very good
Good Fairly good
Fair
91-100 81-90 71-80 61-70 50-60
0 0 0 11 12
0 0 2 14
7 0 2 7 14
0 0 0 0 48 52
0 0 9 61 30
0 9 30 61 0
23
Based on table 4.4, it indicates that in pretest there are 11 students (48%) get fairly good and 12 students (52%) get fair. It improves in cycle 1 where there are 2 students (9%) get good, 14 students (61%) get fairly good and 7 students (30%) who get fair. Next in cycle 2 it can improve until 2 students (9%) get very good, 7 students (30%) get good and 14 students (61%) get fairly good.
Table 4.5: Result of the Students’ Cohesion and Coherence Achievement
Classification Score Frequency Percentage (%) N
PT C1 C2 PT C1 C2
Excellent Very good
Good Fairly good
Fair
91-100 81-90 71-80 61-70 50-60
0 0 0 13 10
0 0 1 17
5 0 0 7 16
0 0 0 0 57 43
0 0 4 74 22
0 0 30 70 0
23
Based table 4.5, it indicates that in pretest there are 13 students (57%) get fairly good and 10 students (43%) get fair. It improves in cycle 1 where there are 1 student (4%) get good, 17 students (74%) who get fairly good and 5 students (43%) who get fair. Next in cycle 2 it can improve until 7 students (30%) get good and 16 students (70%) get fairly good.
2. Content
Based on the data and analysis is got the result of learning writing organization in pretest, cycle 1 and cycle 2 in the following table
Table 4.6: Result of the Students’ Logical, Communicated, and Knowledgeable Achievement
Classification Score
Frequency Percentage (%) N
PT C1 C2 PT C1 C2
Excellent Very good
Good Fairly good
Fair
91-100 81-90 71-80 61-70 50-60
0 0 1 13
9 0 0 1 15
7 0 0 7 15
1 0 0 4 57 39
0 0 4 66 30
0 0 30 66 4
23
Based table 4.6, it indicates that in pretest there are 1 student (4%) get good, 13 students (57%) get fairly good, and 9 students (39%) get fair.
It improves in cycle 1 where there are 1 student (4%) get good, 15 students (66%) who get fairly good and 7 students (30%) who get fair. Next in cycle 2 it can improve until 7 students (30%) get good, 15 students (66%) get fairly good and only 1 student (4%) get fair.
