THE USE OF AUTHENTIC MATERIAL AS A MEDIA IN
TEACHING TEXT TO IMPROVE THE STUDENTS ON WRITING
ABILITY FOR THE SECOND GRADE STUDENTS OF MTS N
CEPOGO BOYOLALI IN THE ACADEMIC YEAR 2015/2016
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirements for the Degree of Sarjana Pendidikan Bahasa
Inggris (
S.Pd.I
) in the English Department of Education Faculty
State Islamic Institute (IAIN) Salatiga
Written by:
Nurul Fadilah
NIM. 113 11 028
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE ISLAMIC INSTITUTE (IAIN)
MOTTO
“NO GAIN WITHOUT PAIN”
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the king of universe
and space. Thank you to Allah because the writer can complete this graduating
paper as one of requirement to finish the study in English Department of States for
Institute Islamic Studies Salatiga.
This graduating paper would not have been completed without support,
guidance and help from individual and institution. Therefore, I would like to
express special thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of States for Institute Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.PD., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph. D. as the Head of English Language Teaching
Department of States for Institute Islamic Studies (IAIN) Salatiga.
4. Sari Famularsih, S. Pd. I.,M.A as counselor who has brings up, expoused,
and given the writer advices, sugestions and recommendations for this
graduating paper from beginning until the end. Thanks you for your
patience and care.
5. All lecturers in the English Language Teaching Department who have
given much knowledge, the writer deeply thanks to you all.
7. All of staffs who have helped the writer in processing of graduating paper
administration
Eventually, this graduating paper is expected to be able to provide
useful knowledge and information to the readers. The writer is pleased to
accept more suggestion and contribution for the improvement of this
graduating paper.
Salatiga, March 11th 2016
The Writer
Nurul Fadilah
ABSTRACT
Fadilah, Nurul. 2016. “The Use of Authentic Material as a media in teaching text to improve the students in writing skill for the first grade students of
MTs n Cepogo Boyolali in the academic year 2015/2016”. A
Graduating Paper. English Department of Education Faculty State Islamic Institute (IAIN) Salatiga. Consultant: Sari Famularsih, S.PdI.M.A
Keywords: Authentic Material, Writing skill.
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR’S NOTE ... iii
STATEMENT OF SERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES ... xiii
CHAPTER I INTRODUCTION A. Background of the study ... 1
B. Statement of the problem ... 4
C. The objective of the study ... 5
D. The benefit of the study ... 5
E. Definition of key terms ... 6
G. Review of previous research ... 7
H. Graduating paper organization ... 8
CHAPTER II REVIEW OF RELATED LITERATURE A. WRITING ... 9
1. Definition of writing ... 9
2. Process of writing ... 10
3. The importance of teaching writing ... 12
B. AUTHENTIC MATERIALS ... 13
1. Definition of authentic materials ... 13
2. The use of authentic materials ... 15
3. Types of authentic materials ... 15
C. TEXT ... 16
1. Definition of text ... 16
2. Types of text ... 16
D. GENRE ... 17
1. Definition of genre ... 17
2. Types of genre ... 17
E. DESCRIPTIVE TEXT ... 18
1. Definition of descriptive text ... 18
2. Generic structure of descriptive text ... 19
CHAPTER III
METHODOLOGY OF RESEARCH
A. The Method of Research ... 21
1. Definition of CAR ... 21
2. Characteristics of CAR ... 22
3. Principles of CAR ... 22
B. Place and Time of the Research ... 23
C. The Subject of the Research ... 24
D. The Procedure of the Research ... 24
1. Planning ... 25
2. Action ... 25
3. Observation ... 25
4. Reflection ... 26
E. Technique of Collecting Data ... 26
1. Observation ... 27
2. Test ... 27
3. Documentation ... 27
F. Technique of Data Analysis ... 29
1. Statistical Technique ... 29
2. Descriptive Technique ... 31
G. General Situation of MTSN Cepogo Boyolali ... 32
1. The profile of MTSN Cepogo Boyolali ... 33
2. The condition of teachers MTSN Cepogo Boyolali ... 33
4. The list of students ... 34
CHAPTER IV
THE IMPLEMENTATION OF RESEARCH ... 36
CHAPTER V
CLOSURE
A. Conclusion ... 51 B. Suggestion ... 52
REFERENCES
LIST OF TABLES
Table 2.1 : Example of Descriptive Text ... 19
Table 3.1 : The Schedule of The Research ... 24
Table 3.2 : The Scoring Rubric of Writing Descriptive Text ... 28
Table 3.3 : The Students of F Class ... 35
Table 4.1 : Result of Pre Test and Post Test Cycle I ... 38
Table 4.2 : Result of Pre Test and Post Test Cycle II ... 44
Table 4.3 : The Analysis of Students Writing Skill Improvement ... 48
CHAPTER 1
INTRODUCTION
A. Background of The Study
In this era of information and technology, English become very
important as global language. In indonesia, English as the first foreign
language. According to the Curriculum English has been taught from
elementary school level to the university level (KTSP, Depdiknas: 2006). As
a language learner, studying English should be the most crucial aspect.
According to Aini (2015:1) The students have to master the four basic
language skills, they are reading, listening, speaking and writing.Beside that
there are other element such as grammar, vocabulary, and pronunciation.
The four basic competences especially in writing has the benefit to train the
students to show their idea to other people.
Writing is one part of four skills that important in English.
According to Richards (1990) state that writing form for adult level needs
not only institutional writing but also personal one. The importance of
writing can be seen from the fact that scientific books, novels, reports, letter,
newspaper, magazines, brochures, commercial advertisements are products
of writing. Most of those products are very important for Students being in
their daily activities. When the teacher give writing assigment, Students
don’t know how to express their idea in write text. They always confused
don’t have the motivation when doing it. So, The teacher must use different
technique for students and try to make some technique in teaching English
to be interested in writing class. Other opinion according Febriyani
(2014:13) English teacher should teach harder than other country. To
improve student’s ability in English learning, the teachers have to give some
strategies in teaching English. An interesting teaching and learning process
can motivate students’ learning so their skill also improved. From the
statement, so the teacher must create interesting learning process and they
will be more motivated to learn. The students can understand and
comprehend the material being taught. The teachers can use many ways in
language teaching. For example using media of language teaching. By using
media of language teaching, the teaching-learning process in the classroom
is more comfortable and making exciting classroom. Many kinds of media
of language teaching, one of them is using Authentic material. According to
Aziz (2015:2) It is one of the best media to improve writing skill because the
students enable learners to interact with the real thing and real situation and
it can found in everyday life.
Nunan cited by Oura (1999:67) says Authentic materials as spoken
or writen language data that has been produced in the course of genuine
communication, and not specifically written for purposes of language
teaching. In fact, in his teaching he encourages his students to bring into the
classroom their own samples of authentic language data from “real world”
genuine language drawn from many different sources, including TV and
radio broadcasts, taped conversations, meetings, talks, and announcements.
They also read magazine stories, hotel brochures, airport notices, bank
instructions, advertisements and a wide range of written messages from the
“real world” in situations as they occur.
According to Gebhard cited by Oura gives more examples of
authentic materials EFL- ESL teachers have used. Some of his examples,
which may serve as source material for lesson planning, are shown below:
1. Authentic Listening Viewing Materials like TV commercials, quiz
shows, cartoons, news clips, comedy shows, movies, soap operas,
professionally audio, taped short stories and novels.
2. Authentic Visual Materials : slides, photographs, paintings, children’s
artwork, stick-figure drawings, wordless street signs, silhouettes,
pictures from magazines.
3. Authentic Printed Materials : newspaper articles, , spots reports, obituary
columns, advice columns, lyrics to songs, restaurant menus, street signs,
cereal boxes, tourist information brochures coupons, pins with messages,
and bus schedules.
4. Realia (Real world objects) Used in EFL and ESL Classrooms coins and
currency, folded paper, wall clocks, phones,Halloween masks, dolls, and
puppets, to name a few.
According to Brinton (1991:4). The teachers in planning for the
materials has several advantages. Authentic materials is a media can
reinforce for students the direct relationship between the language classroom
and the outside world. Like to Gebhard cited by Oura (1996:68) says that
Authentic materials as a way to “contextualize” language learning. When
lessons are centered on comprehending a menu or a TVweather report,
students tend to focus more on content and meaning rather than the language
it self. This offers students a valuable source of language input, so that they
are not being exposed only to the language presented by the text and the
teacher.
Based on the explanation above, it gives an inspiration to the writer
conduct a research entitled“The use of authentic material as a media in
teaching text to improve the students in writing skill for the first grade students of MTS N CEPOGO BOYOLALI in the academic year
2014/2015.
B. Statements of The Problem
In this research, there are some statements of the problem are as follows:
1. What is the extent use Authentic material as a media to improve the
students in writing skill of descriptive text for the first grade students of
MTs N CEPOGO BOYOLALI in the academic year 2015/2016?
2. How is the implementation of using Authentic material as a media to
improve the students in writing skill of descriptive text for the first
grade students of MTs N CEPOGO BOYOLALI in the academic year
3. How is the result of using Authentic material as a media to improve the
students in writing skill of descriptive text for the first grade students of
MTs N CEPOGO BOYOLALI in the academic year 2015/2016?
C. The Objectives of The Study
Based on the statement of the problems above, the purposes of the
research are as follow:
1. To measure the students in improving of using Authentic material as a
media to improve in writing skill of descriptive text for the first grade
students of MTs N CEPOGO BOYOLALI in the academic year
2015/2016.
2. To identify the students apply in writing skill using Authentic material
as a media in teaching descriptive text for the first grade students of
MTs N CEPOGO BOYOLALI in the academic year 2015/2016.
3. To find out the use of Authentic material as a media to improve the
students in writing skill in teaching descriptive text for the first grade
students of MTs N CEPOGO BOYOLALI in the academic year
2015/2016
D. The Benefits of The Study
In this research, the benefits of the study are:
1. Theorical
This research may useful for other English teachers in teaching and
2. Practical
a. For the teacher
The finding of the research can help the teacher to enrich
their teaching media and develop their creativity in teaching writing
especially on descriptive text.
b. For the students
The finding of the research can help the students to know
how to improve writing skill.
c. For the Researcher
The researcher hopes that this study can be used by
researcher to have new experience in teaching learning process and
can be facilitate herself and the English learner in writing skill of
descriptive text using Authentic material.
E. Definition of Key Terms
This research is composed of four main terms which are essential
to be described. The writer wants to explain the meaning of the title.
1. Authentic materials
According Oliver (2000:2) quoted by Rasdhi Authentic Materials
is This term is directly related to the students' real life and prepares them
to face and deal with real world situations.
2. Writing
Writing involved planning what we are going to write. First, draft
final version. Many people have thought that this is linear process but a
closer examination of how writers af all different kinds are involve in
writing process. (Harmer, 2007:13)
3. Writing skill
Writing skill are specific abilities which help students or writers
put their thoughts into words in a meaningful form and to mentally
interact with the message. It helps the learner
independence,comprehensibility, fluency and creativity in writing.
(Bram, Barli.1995:25)
4. Descriptive text
Descriptive text is a type of writing in which the objective is to
describe a certain object, especially about person, place, or thing.
(Pardiyono, 2008:56).
F. Limitation of The Problem
This research is concentrated on the use Authentic materials to
teaching Descriptive text to improve writing skill. The responden of this
research is the First grade students of MTs N Cepogo Boyolali. The topic
must be limited in order to investigate and solve the problems more
accurately, exactly, clearly and correctly. Therefore this research especially
would be focused on how far the result the students mastering in writing
G. Review of The Previous Research
There was a previous research from Miftachul Aziz graduating
paper IAIN Salatiga, 2015. The Title is “The use of community language
learning and authentic material in improving students speaking skill”. The
research focused on speaking skill.
The differences between my research paper and the others research
above are my research is focused on the use of Authentic materials to
improve writing skills to teach descriptive text. The research from Miftachul
Aziz is using Community language learning and authentic material to
Improve Students speaking Skill. It is same in media but it different in skill.
H. Graduating Paper Organization
In this section, the writer will discuss about some parts of
graduating paper organization. Chapter I is introduction, consist of
background of the study, limitation of the problem, statement of the problem,
the objective of the study, the benefits of the study, definition of key terms,
review of the previous research and graduating paper organization. Chapter
II is discussion about literature review . Chapter III is about profile of school
and students, and process of this research. Chapter IV is describe about
CHAPTER II
REVIEW OF LITERATURE
A. WRITING
1. The Definition of Writing
Generally, writing is a way in sending message from the writer
to the reader. According to Raimes (1983: 76) states that writing is a
skill in which we express ideas, feeling thought which is to be arranged
in words, sentences and paragraph. Other opinion according Scholes
and Comley (1985:7) said that writing is a way of thinking as well as a
means of communication. So, Writing is a way the writer think or a
way of thinking which is shared to the reader. Ken Hyland (2002:7)
also said that writing has various kinds, it can be used as a means to
express the writers idea based on her experience,thoughts, and
feelings. And in many schools, writing is principally conducted to
demonstrate knowledge of deconstextualised facts with little awareness
of a reader beyond the teacher-examiner. Thus it can be stated that
writing is one of the language skills which need the students to
express ideas, feelings, experience, message and opinion through
words. Writing is function communication, making the students able to
2. Process of Writing
Researcher will describe the process of writing activity that
will be easy to do the process of writing and it can application in in the
classroom. The process of writing is Planning, Draffing, Editing and
Final version ( Harmer, 2004 : 4)
Harmer (2004 : 4) Suggested that the process has four main
elements there are:
a. Planning, Before starting to write or type, you try and decide what
it is they are going to say. For some writers this may involve
making details notes.
When planning, writers have to think about three main issues.
In the first place they have to consider the purpose of their writing
since this will influence (amongst other things) not only the type
of text they wish to produce, but also the language they use, and
the information they choose to include.Secondly, experienced
writers think of the audience they are writing for, since this will
influence not only the shape of the writing ( how it is laid out, how
the paragraphs are structured, etc.), but also the choice of language
– wheater, for example, it is formal or informal in tone. Thirdly,
writers have to consider the content structure of the piece- that is,
how best to sequence the facts, ideas, or arguments which they
b. Drafting
The next step is drafting, drafting is the point at which you
begin to put your ideas from planning as a guide. According to
Harmer (2004:5) This first go at a text is often done on the
assumption that it will be amended later.
c. Editing (Reflecting and revising)
It is almost impossible to write a perfect paragraph on the
first try. The first try called a first draft. The way to revise and
improve the first draft called editing. The writer edit their own or
their peer's work for grammar, spelling, punctuation, diction,
sentence structure. the writer should editing after draffting, because
to editing their writing is important if they want to be a
professional writer.
Harmer (2004:4) said that the writers have produced a draft
they then, usually, read through what they have writen to see where
it works and where it doesn’t. Perhaps the order of the information
is not clear. Perhaps the way something is written is ambiguous or
confusing. They may then move paragraphs around or write a new
introduction. They may use a different form of words for a
d. Final Version,
Once writers have edited their draft, making the changes
they consider to be necessary, they produce their final version.This
may look considerably different from both the original plan and the
first draft, because things have changed in the editing process.
Planning Drafting Editing Final Version
So, from the draft process of writing is planning, in the
planning what are going to say. Then, Drafting is the writer needs
to put your ideas from planning. Editing is the process of
rewriting a paper and Final Version is the written form that they
produce.
3. The importance of teaching writing
According to Harmer (2002:97) said that the reason for
teaching writing to students of English as a foreign language include
reinforcement, language development, learning style, and the most
importantly writing as a skill in its own right.
According to Hyland (2002:105) there are many advantages of
teaching such as :
a. Discource rehearsal: helps learner establish way of engaging in
b. Learning to write: Provide opportunities to employ genres under
realistic conditions.
c. Rhetorical consciousness resing: promotos understanding of reader
needs and writing as means of achieving social and persuasive
purpose.
d. Motivate involvement: Provides the students with the reasons for
writing based on their target needs and current interest.
e. Cooperative engagement: requires students to work with others to
collect data, exchange information and make decision.
f. Learner control: Offer learners opportunities to determine their
own routes and strategies to achieve the goal established by the
stimulation.
g. Real feedback: Requires students to respond immediately judge the
effectiveness of their communication and develop reader
sensitivity.
B. AUTHENTIC MATERIALS 1. Definition of Authentic Materials
According Harmer (2001:205) Authentic materials is language
where no concessions are made to foreign speakers. It is normal,
natural language used by native of a language. This is what our
learning sources that are used in the classroom in writing class In
which studying about text that given to students without cource book.
Other opinion According to Mark Ellis and Cristine johnson
(1994:152) Authentic materials is any kind of material taken from real
world and not specifically created for the purpose of language
teaching. It can be text, visuals, or audio material and it can be realia
such as tickets, menus, maps, and time tables or it can be objects such
as products, equipment, components, or models. Whereas, According
Heitler, (2005:5) Authentic materials are any texts written by native
English speakers for native English speakers.
This section will go through some of the common definitions of the
term "authentic materials", from the point of view of the following
writers:
a. According to Herod (2002) Quated by Azri and Rasdhi said that
Authentic learning 'materials and activities' are designed to imitate
the real world situations.
b. According Nunan (1988) Quated by Azri and Rasdhi defines
authentic materials as the materials "which have been produced for
purposes other than to teach language".
c. According Jordan (1997) Quated by Azri and Rasdhi defines
authentic texts as the ones which are not designed for pedagogical
d. According Jacobson et al (2003, p. 1) Quated by Azri and Rasdhi
sees authentic materials as printed materials, which are used in
classrooms in the same way they would be used in real life.
e. According Stubbs (1996) Quated by Azri and Rasdhi defines
authentic texts as "actual, attested, and such that they have real
authentic instances of use."
f. According to Carter & Nunan (2001, p. 68) Quated by Azri and
Rasdhi authentic materials are "ordinary texts not produced
specifically for language teaching purposes.
2. The use of Authentic Materials
Using Authentic Materials very important to apply in the
clasroom. According Harmer (2001:205) Authentic material can be
used by students at fairly low levels, and it can help students
understand it better, rather than showing them how little they know.
So, The Students will easy understand with material be taught,
Because the students learn with Materials it can found in everyday life.
Example If teachers use magazines, they can use them for several
activities like Pictures can be used for description, comparison, or for
writing mysteries or movie plots, and procedure. if the teacher uses
newspapers, they can use them to work with modals, use the first
paragraph of a story to complete who, what, where, when and
3. Type of Authentic Materials
Many Kind of type Authentic Materials. According to Genhard
(1996) classified authentic materials into three categories as follows:
a. Authentic listening materials, such as radio news, cartoons, songs,
etc.
b. Authentic visual materials, such as street signs, magazines and
newspapers pictures, post cards, etc.
c. Authentic printed materials, such as sports reports, newspapers,
restaurant menus, train tickets, etc.
C. TEXT
1. Definition of text
Text is a semantic unit that is realized in the form of word, clause,
and sentence. It is not only a group of words or sentences.
According Hyland (2004: 6) states that the text is an autonomous
object which can be analyzed and described independently of
particular context, writer or reader.
2. Type of Text
According Mark Anderson and Kathy Anderson (1997:3) There are
two types of text, They are:
a. Literary texts
Literary texts include Aboriginal Dreaming Stories, movie
scripts, limericks, fairy tales, plays, novels, song lyrics, mimes, and
on our life and considers our beliefs. There are three main text
types in this category: narrative, poetic and dramatic. Media text
such as films, videos, television shows, and CD can also fall in this
category
.
b. Factual texts
Factual texts include advertisement, announcements,
Internet web sites, current affairs shows, debates, recipes, reports
and instructions. They present information or ideas and aim to
show, tell or persuade the audience. The main text types in this
category are recount, response, explanation, discussion,
information report, exposition and procedure.
D. GENRE
1. Definition of Genre
According Ken Hyland (2004:18) Genre is a term for groping texts
together, representing how writers typically use language to respond to
recuring situations. So, Genre (in classroom context) is simple texts or
type of literature which is communicative in its explanation to the
2. Types of Genre
There are eight of genre text According Pardiyono, there are :
a. Narration
Narration is story told to make a point. The purpose of narrative is
to amuse and give moral to the reader. It consists of conflict,
climax, resolution (Pardiyono, 2008-93).
b. Exposition
Exposition is the common method of development whether evokes
specific sensory detail (Pardiyono, 2008:86)
c. Procedure is a type of writing that used to explain an activity or a
way to do something in sequent steps (Pardiyono, 2008:125)
d. Recount
Recount is a text created to provide information about past
activities. e.i about weekend activities. (Pardiyono, 2008:97)
e. Anecdote
Anecdote is a story about funny events that have occurred in order
to invite teaders to share your emotions with the reader. Because it
is ridiculous, basically has a funny character (Pardiyono, 2008:104)
f. Newsitem
News item is a type of writing that has the main function or
communication purpose is to inform readers or listeners about
events of the day that are considered newsworthy or important
g. Discussion
Discussion is a type of witing to inform the ideas or opinion of the
writer. This discussion text, the writer progress their idea and they
share with their partner (Pardiyono, :2008:185)
h. Descriptive
Descriptive is a type of writing in which the objective is to describe
a certain object, especially about person, place, or thing
(Pardiyono, 2008:56)
E. DESCRIPTIVE TEXT
1. Definition of descriptive text
Descriptive text is a kind of text with a purpose to give
information. According to Hartman and Blas (1999:63), Descriptive
text says what a person, animal or a thing is like. Its purpose is to
describe and reveal a particular person, place, or thing. Other opinion
about Depdiknas,(2016:93) Descriptive text is a text which presents
information about something specifically.
2. Generic Structure of Descriptive text
The Generic Structure of descriptive text consists of:
a. Identification : Introduce a particular person or thing or place.
b. Description : Describing physical appearance, quality, behavior,
etc.
3. Language Features
b. Using Being verb/to be (am, is, are)
c. Using Verb (Like, have)
d. Adjective (Big, Hard, Beautiful, expensive, large, dsb)
e. Using Noun phrase (Long hair, slim body, clever student, pointed
nose, soft fur, dsb)
f. Using Simple Present Tense Sentences
4. The Example of descriptive text
The following are the example of descriptive text and the generic
structure.
Table 2.1
Example of Descriptive text
Identification There are eighteen lectures in my
college. Most of them are helpful and kind. But
my favorite one is Prof. Patuan Raja, my
Description Prof. Patuan Raja is tall and slim
enough. His skin is black and short. He has an
oval face with a sharp. He is tall and slim
enough. His skin is black and short. He has an
oval face with a sharp nose.
Prof. Patuan Raja is humorous but he
can be a serious one in some situations. His
class is never boring. He has a lof of jokes
which make the lecture interesting and alive. I
always feel excited to study English with him.
Because I always get something new not only
English but also lesson of life. I am lucky to
have a lecturer like him. He is friendly,
dedicated and experienced in his work, and so
CHAPTER III
METHODOLOGY OF RESEARCH
A. The Method of the research 1. Definition of CAR
In this research, the writer applied classroom action research
(CAR). According to Stephen Kemmis as quoted by Hopkins (1993: 44),
Classroom Action Research is a form of self-reflective enquiry undertaken
by participants in social (including educational) situations in order to
improve the rationality and justice of (a) their own social or educational
practices, (b) their understanding of these practices, and (c) the situations
in which the practices are carried out. So, CAR is educational research that
undertaken by teacher (researcher) in order to improve quality of learning,
social practice, and other aspect of education in the class.
According to Arikunto (2006:2) Classroom Action Research is
coming from three words they are: Research, Action and Class. So, there
are three terms that can be explained :
1. Research is an activity to find out accuracy some subjects using
methodology which are interest and important for the writer.
2. Action is Some activities deliberately done by having several aims, in
the research in form activities cycles.
3. Class is a group of students in same time, have same lesson, from
2. Characteristics of CAR
There are two main characteristics of CAR, those are: first, the
problem will be carried is the teacher’s problem which is faced in the
classroom. Second, there is certain action to repair the process of
teaching-learning in the classroom (Supardi, 2006: 108-109).
Those characteristics will support the success of CAR, that is
improve the quality of learning. If the teacher (researcher) does not
know what are the students’ problems in the class, automatically there
is no certain action which aprropriate with students’ needs, so
objectives of CAR will not attained.
3. Principles of CAR
Hopkins (1993: 57) suggest the following six principles for CAR :
a. The teachers’ primary job is to teach, and any research method should
not interfere with or disrupt the teaching commitment.
b. The method of data collection must not be too demanding on the
teachers’ time.
c. The methodology employed must be reliable enough to allow teachers
to formulate hypotheses confidently and develop startegies applicable
to their classroom situation.
d. The research problem undertaken by teachers should be one to
which the are committed.
e. Teacher-researchers to pay close attention to the ethical
f. As far as possible classroom research should adopt a ‘classroom
exceeding’ perspective.
By comprehend those principles above, the principles of CAR are
expected to be able overcome the problems occur in the class and help
students to develop their progress during learning activity.
B. Place and Time of the Research
The research is located at MTs N CEPOGO BOYOLALI, this
school located in Bakulan Village, Cepogo, Boyolali. The research was
applied for the first grade students in this school. The place selection was
based on the consideration that it’s near the place of researcher and the
institution has never conducted research about writing by using Authentic
Material. The students get motivation in learning English even they still
have some difficulties in Writing mastery, be shy and be afraid to create
mistakes which let them to use language to explain their idea in English.
MTs N CEPOGO BOYOLALI is a junior high school which still
consists of the 3th grade of the students. There are six classes of the 7th
grade students, Six classes of the 8th students, and also six classes of the 9th
grade students. The research was done November 2015 until January 2016.
The schedule of research can be drawn in the table below:
Table 3.1
The schedule of the research
1. Saturday January,
4. The subject of the Research
The subject of the research is F class for the first grade students of
MTs N Cepogo Boyolali in the academic year of 2015/2016. It consists of
28 students with 6 boys and 22 girls. The writer chooses F class because of
the students have a lack in writing skill.
5. The procedure of the Research
This study applying Classroom Action Research as a method,
according to (Hopkins, 1985) the major steps are planning, action,
1. Planning
Researcher prepared some instrument which’s support in teaching
learning process, they are:
a. Preparing the Materials, making lesson plan and designing the
steps in doing action.
b. Preparing the students attitude assessment sheet
c. Preparing the students’ list and scoring
d. Preparing sheet for classroom observation (to know the situations
of teaching learning process when the method or technique or
using media is applied
e. Preparing the teaching instrument, it was authentic material as a
media especially using Magazine.
2. Action
The researcher implemented the Classroom Action Research with the
activities bellow:
a. Giving pre-test.
b. Explain the material.
c. Teaching writing using Authentic Material as a Media.
d. Giving occasion to the students to ask any difficulties or problem
e. Giving post-test.
3. Observation
Observation is one of the instruments in collecting data. As a
and note the phenomena investigated like the students' feeling,
thinking, and something they do in teaching learning process. So, the
researcher will observe the students by analyzing the result of field
note which is made by the partner of researcher. Moreover, the
researcher will analyze the result of pre-test and post-test to know
whether the students' writing achievement improves or not.
4. Reflection
Reflecting is an activity in expressing of experience that have
by teacher as a self evaluation. After the researcher has accomplished
analyzing the observation, the researcher will plan the next cycle. If
the researcher find problems in teaching in the first cycle, she will try
to solve the problem in the next cycle. The procedure are briefly
described in the following scheme: (Adapted from Arikunto, 2006: 93)
Revised Plan
F. Technique of collecting Data
The techniques of collecting data are ways to acquire data in a
classroom action research. The act of collecting data will be presented as
follows:
1. Observation
Observations will be gets information about human behavior which
occurs in reality. The observation carried outatSaturday, January, 2016, 07.00-08.30. The researcher planed this observation and wrote
something that happens in the classroom. It was used to know the
situation of the teaching learning process. The writer taught the
students in the class. The teacher observed how the teaching learning
process whether the students enthusiasms or not in the class.
2. Test
Test is a number measuring a person ability, knowledge, or
performance in a given domain (Brown, 2004:3). In this research, the
writer used pre-test and post test to know the differences of students’
improvement of writing before and after the teacher used Authentic
Material. The function of pre-test is to know how far the writing
mastery of the student before they teach by using authentic material as
a media, and the function of post-test is to know the improvement of
writing mastery after they teach by using authentic material as a media
. Pre-test and post-test are to know the differences of the students'
3. Documentation
According Arikunto (2010: 274) states that documentation method
is an activity to look for variable like notes, transcribes, books,
newspaper, magazines, etc. The researcher needs some documentations
and data to know about the school and class situation of this research.
Documentation technique has benefits in the collecting students’ grade
as secondary data to know their advancement writing skill.
Table 3.2
The Scoring Rubric of Writing Descriptive text
and word G. Technique of Data Analysis
The writer conducts the action research of teaching writing
using Authentic Material at 7th grade students of MTs N Cepogo Boyolali.
In Analysis data, the writer uses two technique, namely statistical
technique and Descriptive technique.
In Analysis data, the writer uses a statistical technique to mean
score of the students. The steps are as follow:
a. Mean
The writer uses a formula proposed by Purwanto (1985: 38) by
comparing the mean score, the writer calculate the students’ score
by using the following formula:
∑X
M = ─
N
Where,
M = Mean of student’s score
Σ Fx = The sum of student’s score
N = the total number of student
b. Standard Deviation
The writer will calculate Standard Deviation with formula as
follows :
Where,
SD = Standard Deviation for one sample t-test
D = Difference between pre-test and post-test
c. T-test
After calculating the SD, the writer will calculate T-test to
know is there any significant differences between pre-test and
post-test with the formula as follows:
Where,
t = T-test for differences of pre-test and post-test
SD = Standard Deviation for one sample t-tes
D = Difference between pre-test and post-test
N = Number of observations in sample
d. Percentages score
P =
X 100%
Explanation:
P : Percentages
F : Frequency
N : Number of group
The standardized score (the minimum of passing criteria) is 70.
If the students’ mark less than the standardized, they have not
passed. While students who passed the standardized are students
2. Descriptive technique
Descriptive technique is used to know the students behavior in
teaching and learning process. In descriptive technique, the writer analyzes
the observation sheet which has been made by her partner. the writer
invited an observer of research. The observer of research was one of
student at IAIN Salatiga, named Dewi Nur Waryani. She was in English
Education Department 2011th.
H. General Situation of MTs N Cepogo Boyolali
School : MTs N CEPOGO BOYOLALI
Address : Gunung Wijil RT 07/ RW 03, Bakulan Cepogo Boyolali
District : Cepogo / Boyolali
Status : Accreditation A
Telp/ fax : 0276-333084
Email Address : mtsncepogo@kemenag.go.id
The School is a junior high school located at Gunung Wijil,
Bakulan, Cepogo, Boyolali. The school was built in 1952 and change
become MTs N in 1997. The location of this school is in the middle of the
village. The location near from mountain Merapi. The distance between of
the school and highway is about 6 km.
The width of this school is about 2545 m2. It has 18 classrooms,
office, laboratory and others. The environment is clean and cool. At the
school. Therefore, the sceneries make the school looks beautiful and cool
atmospheres. Beside the school, there is mosque which is used to pray
together exactly in dhuhur time. In the morning the students always
togethers doing Dhuha. The students and the teachers always pray together
in the Mosque. They use to go to the mosque when they hear the bell on
the second rest.
The total number of students of MTs N Cepogo Boyolali in the
academic year of 2015/2016 is 580. They consist of 201 students of the
first grade, 177 students of the second grade and 202 students of the third
grade. In this research, the writer chooses the first grade students as the
sample of the research.
1. The profile of MTs N Cepogo Boyolali
a. The profile of MTs N Cepogo is in the following:
School name : MTs N Cepogo Boyolali
Address : Gunung Wijil
Village : Bakulan
Sub district : Cepogo, Boyolali
Province : Central java
Pos code : 57362
Phone number : 0276 – 3330845
b. The Name of Headmaster
Status : PNS
Education : S2
Phone : 081329025966
2. The condition of Teachers MTs N Cepogo Boyolali
Teacher is someone who transfers knowledge for the students. the
teacher is important in teaching learning process. In this school, there are
38 teachers and 10 staff. Drs. Kirno Suwanto M.pd took as head masters.
Those teachers in this school teach different subject matter out of 17
subjects matters. There are: Indonesian Language, Javanese Language,
Mathematics, Computer, Civic Education, English, Social Sciences,
Natural Sciences, Islamic Education, Sport, Education Trade System,
Arabic Literature, Biology, Ushuludin, Chemistry, Psychology, and
Indonesian Language and Literature. While the staff members in this
school consist of head of administration, administrative staff, librarian,
cleaning service, gardener, and security guard. Both of them do actively
their job in teaching learning process.
3. The list of educational facilities
Facilities and tools are needed in each school to support
teaching-learning process. MTs Negeri Cepogo Boyolali consists of 28 buildings to
support in teaching learning process, they are 18 classrooms. The other
administration office, computer laboratory, chemistry laboratory, canteen,
mosque, toilet., and another. The condition all of them are good.
4. The List of Students in Writing Class by Using Authentic Material
The researcher conducted this action research in MTs N Cepogo
Boyolali especially concern in F class of the first grade students of MTs
Cepogo Boyolali. This class consists of 28 students, they are 6 males and
22 females. The data could be seen in the table below:
Table 3.3
The Students of F Class for the First grade students of
MTs N Cepogo Boyolali in the Academic Year 2015/2016
NO NIS NAMA GENDER
1 3806 Armelia yolandari Female
2 3807 Aulia eka wulandari Female
3 3809 Awatuf mega ardana Female
4 3813 Bayu aji prakoso Male
5 3819 Danis astute Female
6 3820 Desi rohmalia tri kusuma Female
7 3821 Destri safrila Female
8 3831 Dwi lestari Female
9 3834 Dwi rahayu Female
10 3837 Eka ratnaningsih Female
12 3863 Iva arindila putrid Female
13 3869 Karisma putri aulia rofiah Female
14 3879 Llistiyana Female
15 3886 Maya aprilia adi Female
16 3896 Muhammad arsadulngibad Male
17 3902 Muhammad tri wahyudi Male
18 3907 Novi lestari Female
19 3914 Nurul istiana Female
20 3926 Putri siti solikah Female
21 3930 Reni sustiany Female
22 3938 Saiful anwar Male
23 3945 Siti alfiah Female
24 3962 Ummi ghoniyah Female
25 3965 Wahyu cahyaningsih Female
26 3967 Wahyu hidayat Male
27 3974 Wakhid nur islamudin Male
CHAPTER IV
IMPLEMENTATION OF RESEARCH
In this chapter, the writer explain about the implementation of research
and description students’ writing skill improvement . These answer the problems
of this research.
A. The Implementation of Teaching Writing Descriptive Text Using
Authentic Material
In this implementation of research, the writer devide it into to cycles. They
called Cycle 1 and Cycle 2. Each cycle consisted of planning, acting,
observing, and reflecting.
1. Cycle
a. Planning
In this activity, the writer planned some activities:
1) Preparing the Materials, making lesson plan and designing the
steps in doing action.
2) Preparing the students attitude assessment sheet
3) Preparing the students’ list and scoring
4) Preparing sheet for classroom observation (to know the situations
of teaching learning process when the method or technique or
using media is applied
5) Preparing the teaching instrument, it was Authentic material as a
b. Acting
On Wednesday, January 2016 the teacher with her partner entered the class. The teacher greeted students and introduced himself
to students of grade VIIF. Unfortunately, the English class began for
the last two hours of the day. It seemed that some of the students were
tired and do not enthusiastic to get the lesson. Then, the teacher giving
brainstorming and connecting with the lesson and introduced herself to
students of grade VIIF. After that, the teacher started in explaining
little material about descriptive text. Then, the teacher gave the pre test
for the students. The student made a descriptive text about their father.
The students did the assignment individually for the time. After that,
Teacher explained about the definition of Descriptive text, its generic
structure and its lexical grammatical feature to students. The teacher
gave example of descriptive text using magazine as a media. The
students observed public figures picture in magazine. They looked
very enthusiastic. The Teacher asked to students how to describe the
figure personality. Actually they could express its using Indonesian
well. And after that, the teacher gave post test. In post test, the teacher
provided magazines (Nova and Bintang). The student observed public
figure picture in magazines, after that they chose one figure that they
prefer. They cut and paste in the worksheet. The students did the
assignment individually for the time given and submitted on that day .
about they have learnt and the teacher asked the students to prepare the
next topic about describing people.
c. Observation
In this first cycle, the teacher get the notes observation from the
observer. By observed the students’ activity in this teaching-learning
process. The teacher understand that the students were nervous, still
some difficulties to say in English and to write. They still confused
with descriptive text about person. It may caused they less with
vocabulary.
Furthermore, The writer will calculate the result of pre test and
post test above to know the students improvement in learning writing,
the calculating is as follow :
Table 4.1 Result of Pre-Test and Post-test Cycle 1
8 25 60 35 1225
9 30 65 35 1225
10 65 85 20 400
11 60 80 20 400
12 65 85 20 400
13 50 60 10 100
14 50 55 5 25
15 65 65 0 0
16 50 70 20 400
17 25 40 15 225
18 55 65 10 100
19 55 45 -10 100
20 25 55 30 900
21 70 85 15 225
22 25 55 30 900
23 50 65 15 225
24 65 75 10 100
25 60 80 20 400
26 25 55 30 900
27 25 25 0 0
28 65 75 10 100
1) Calculating Mean of Pre-test and Post-test Cycle 1
Mean of pre test 1
M =
M =
M = 45.89
Mean of post test 1
M =
M =
M = 62.5
2) SD of post test and pre test
=
= = =
= 11.24
3) T test Calculation
T =
T
=
T
=
T =
T =
T = 7.76.
4) Percentages Score
P = ≤ 70 = X 100%
= 64.28 %
≥ 70 =
X 100%
= 35.71%
From the percentage in the cycle I, based on the standardized
score (KKM) is 70 and the students who get the score approach with
the KKM is 35.71 % students. The writer wants to get 70 % students
who get score is 70.
It is necessary for the writer to conduct cycle II because from
the results of this cycle is not suitable with the target’s writer. The
writer hopes the students who will pass the KKM in cycle II more than
cycle I.
After analyzing the result of the cycle 1, the teacher and her
partner concluded that the teacher had to be more creative to make
students more interested and more active to give opinion or idea to
express their writing skill. The teacher also had to be more careful in
correcting students’ grammar and vocabulary.
2. Cycle 2
Based on the result of cycle 1, it is necessary for the teacher to
continue to the next cycle In the second cycle, the teacher still used the
same strategy, it was consist of planning, implementation, observation
and Reflection:
a. Planning
1) Preparing the Materials, making lesson plan and designing the
steps in doing action.
2) Preparing the students attitude assessment sheet
3) Preparing the students’ list and scoring
4) Preparing sheet for classroom observation (to know the
situations of teaching learning process when the method or
technique or using media is applied
5) Preparing the teaching instrument, it was Authentic material as
a media especially using Magazine.
b. Action
The second meeting for the cycle 2 was held on
entered the class. The students very enthusiastic when she
entered the class. Then, the teacher greeted students and
reviewed the materials last day. The teacher gave stimulus to
the students to make a paragraph about their friend the next sit.
After that, the teacher remained the students about the previous
meeting material. The teacher explained about descriptive text
and gives another example using authentic material. They
observed some pictures in magazines. They were happy to
learn the material around. Then, she gave the students
assignment to take their post test score.
c. Observing
In the cycle 2, the observation was focused on the
activities done by the students during teaching and learning
process. In this cycle, most of the students was not afraid or
nervous in asking question and express their idea. When they
did not know the translation of some words in English, they
could ask to the teacher, and then the teacher gave the
translation. They also became more active and enthusiastic
when the teacher explains descriptive text using authentic
material. They look so serious and the student that sitting
behind looked serious too in doing their task. That was a good
Furthermore, The writer will calculate the result of pre
test and post test above to know the students improvement in
learning writing, the calculating is as follow:
Table 4.2
Result of Pre-Test and Post-test Cycle 2
Students Number
Score of Pre Test(X)
Score of post Test
(Y)
Score of
Post-Pre(D)
( )
1 55 85 30 900
2 60 80 20 400
3 35 85 50 2500
4 40 85 45 2025
5 60 75 15 225
6 65 80 20 225
7 70 90 25 400
8 50 75 25 625
9 75 80 5 25
11 60 75 15 225
12 60 85 25 625
13 45 70 25 625
14 60 90 30 900
15 55 75 20 400
16 65 80 15 225
17 55 85 30 900
18 45 70 25 625
19 75 85 10 100
20 70 55 -15 225
21 80 90 10 100
22 25 75 50 2500
23 75 75 0 0
24 65 80 15 225
25 50 75 25 625
26 25 65 40 1600
28 50 85 35 1225
∑ 1550 2205 655 21550
1) Calculating Mean of Pre-test and Post-test Cycle 2
a. Mean of pre test 2
M = F
M = 0
M = 55.35
b. Mean of post test 2
M = Fy
M = 0
M = 78.75
Mean of Pre-test = 55.35
Mean of Post-test = 78.75
Mean of pre-test ≤ than post-test
There is an improvement of writing mastery by using authentic
material between pre test 2 and the post 2
2) SD of pre test and post test
SD
=
SD = SD
=
SD = 14.91
3) T test Calculation
T =
T =
T =
T=
T =
T = 8.14
4) Percentages score
P = ≤ 70 =
X 100%
= 7.14 %
≥ 70 =
= 92.85 %
From the calculation above, 92.85% students pass the KKM.
There were 26 students who pass the KKM. Meanwhile, 3 students
didn’t pass the KKM. It can be concluded that students’ progress of
their writing skill, especially in Descriptive text was good. Thus, the
implementation of authentic material as a media to improve students’
writing skill was successful.
d. Reflection
After analyzing the result of cycle 1 and 2 it can be conclude that
using authentic material can interest the students to involve actively in
learning writing in the class. The result of the written test is also good
in cycle II than cycle I.
B. Analysis between cycle I and cycle II
From the result of analyzes in cycle I and II, the writer analyzed
the students improvement from cycle I to cycle II. The improvement is as
follows:
Table 4.3
The Analysis of Students’ Writing Skill Improvement
Class: VII F
Analysis Cycle I Cycle II
Post-test mean 62.5 78.75
t-table = N=28 2.76 2.76
t-test > t-table 7.72 > 2.76 8.14 > 2.76
The table display that the improvement of the students’ writing
skill from the cycle 1 and cycle 2. This meant that the treatment, by using
magazine as a media could improve the students’writing skill.
The table above also showed that t-calculation in cycle 1 to 2 were
greater than t-table, it meant that there were differences between mean of
pre-test and post-test.
Based on the comparison among T-calculation of cycle 1 and cycle
2, the implementation of magazine as the authentic material could improve
the students’ writing skill. It can be seen in the table. The table showed
that T-calculation of cycle 1 was 7.72 and cycle 2 is 8.14.
In addition, the mean of pretest and post test of each cycle
increased. The table above showed that the mean of cycle 1 improved, the
mean of pre-test was 45.89 and the mean of post test was 62.5. In cycle 2,
the mean of pre test and post test also increases. The mean of pre test and
post test in cycle 2 was 55.35 and 78.75.
Table 4.4
The Percentages of Students’ Score
Category Cycle I Cycle II
≤ 70 64.28% 7.14 %
≥ 70 35.71% 92.85%
The table shows the improvement percentages of students’ score
from cycle I to cycle II. The percentage score displays the students who
pass the standardized score it increases. From 35.71 % in cycle I to 92.85
% in cycle II
From the explanation above, it can be shown that using authentic
material could improve students’ writing skill in organizing descriptive
text. Before the media was implemented, the students encountered many
CHAPTER V
CLOSURE
This chapter discussed about research’s conclusion and some suggestions
in teaching writing descriptive text using authentic material.
A. Conclusion
After conducting the research of teaching writing about descriptive text by
applying Authentic Material as a media, the writer draws some conclusions
based on the results of the research. The conclusions are:
1. In Writing There is influence of The use Authentic material as a media
improves students skill in teaching descriptive text for the first grade students
of MTS N Cepogo Boyolali in the academic year of 2015/2016 . Before
applied the media the students were mostly has low motivation and
interest in writing. They were also low in vocabulary in writing descriptive
text and dis not know how to write descriptive text. After the application
of authentic material, the students become more active and it is not only
successful to improve their vocabulary but also increase their writing
skills. It is shown by the increase of mean score of the tests. In cycle I, the
mean of posttest is higher than mean of pretest i.e 62.5 to 45.89
respectively. Besides, the mean of posttest in cycle II is higher than mean
of pretest i.e 78.75 to 55.35 respectively.
2. The implementation using authentic material as a media to improve the
students on writing skill in descriptive text was an alternative way. It is the
media, the students feel bored when they writing. But, after used this
media, the students feel happy and interest to learnt, because they learnt
using material from around them.
3. There is significant improvement by using Authentic material as a media
to teach writing descriptive text. It is the improvement can also be seen by
the calculation based on T-test in each cycles. The t-calculation in cycle I is
7.72 and in cycle II is 8.14. The findings show that the improvement of the
students’ writing skill is significant after applying authentic material. It is
strengthened by the result on passing grade. The Result shows in cycle I are
able to improve students’ writing skill.There are 10 students who passed
the grading, whereas the 18 are not. It is in the percentages of 35.71% on
the post test cycle I. whereas in the cycle II, the post test shows 92.85%.
There is only 2 students who did not pass the grading and 26 students pass
the grading. It can be concluded that students’ progress of writing skill,
especially in Descriptive text is good. Thus, the implementation of
Authentic material as a media to improve students’ writing skill was
successful to apply in the students for the first grade of MTs N Cepogo
B. Suggestions
Based on the research finding and conclusion above, the writer would like
to suggest as follows:
1. For the teacher
Realization of the using authentic material could improve the students
writing skill in Descriptive text. It is recommended for the teacher to
apply this material which can be taken from daily life.
2. For the students
For the students the writer suggest to practice their writing as much as
possible. All the materials around can be used as a topic. So Students
can train themselves and improve their skill in expressing their ideas
logically and orderly in writing. Thus they will have better in writing
product.
3. The Readers
This research hopefully could give information and useful to improve
writing skill.
