IMPROVING STUDENTS VOCABULARY ACHIEVEMENT IN WRITING DESCRIPTIVE TEXTBY USING REALIA.

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IMPROVING THE

STUDENTS’ A

CHIEVEMENT IN WRITING DESCRIPTIVE TEXT BY

USING REALIA STRATEGY

A THESIS

Submitted to Partial Fulfillment of the Requirement for the Degree of SarjanaPendidikan

By:

FINNY AMELIANA BR SURBAKTI

Reg.No.209421020

ENGLISH LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

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ACKNOWLEDGEMENT

In the name of Allah, the beneficent, the merciful. All praises be to Allah, the lord of the worlds. Who has given the health and strength to the writer in completing this thesis.May Allah’s peace and blessing be upon His final Prophet and Messenger, Muhammad, his family and his companions.

This Thesis is presented to the English Department of Faculty Languages and Arts, State University of Medan as a partial fulfillment of the requirement for the Degree of first strata.

Alhamdulillah, the writer has finished this thesis. Absolutely it is not only an effort by her self alone, there are many hands help her. In this occasion, she presents great honour to :

 Prof. Dr. Ibnu Hajar Damanik, M.Si, Rector of State University of Medan  Dr. Isda Pramuniarti, M.Hum, Dean of Faculty Languages and Arts.

 Prof. Dr. Hj. Sumarsih, M.Pd, Head of English Department.Rika S.Pd, M.Hum, Secretary of English and Literature Department, Dra. MasitowarniSiregar,M.Ed, Head of English Education Study Program.

 Prof. Amrin Saragih, M.A, Ph.D, her advisor, who has given his time, support, guidance, kindness, contributions, and patience in correcting and helping her in finishing this thesis.  Nur Hidayah Nur, S.Ag, principal of SMP negeri 1 Salpian and also for others who help her and

the English teachers for all their permission and support to do this thesis.

 The most special persons in her life, her beloved, dad and mom Sabar Malem Surbakti andIndra Wati Br Tarigan , who have given their support during her study and her writing thesis. Thank you for your kindness and you are so patience and also Her sister Widya Amanda Br Surbakti, Kiki Novia Devi Br Surbakti, and my little brother Wisnu Airlangga Surbakti..

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ABSTRACT

Surbakti, Finny Ameliana I provi g Stude ts’ Vo a ular A hieve e t i Writi g Des riptive te t Using Realia. A Thesis.English Department. Faculty of Languages and Arts.State University of Medan. 2014.

This study attempted to improve stude ts’a hie e e t i riti g des ripti e te t usi g realia strategy. This study was conducted by using classroom action research. The subject of the research was class VIII SMP Negeri 1 Salapian which consisted of 30 students. The research was conducted in two cycles and every cycle consisted of three meetings. The instruments for collecting the data were quantitative data (writing descriptive text) and qualitative data (diary notes, observation sheet and questionnaire sheet). Based on vocabulary scores, stude ts’ s ore kept i pro i g i e er e aluatio . I the test I the mean was 70.36, in the test II the mean was 86.13 . Based on observation sheet and questionnaire, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in writing descriptive. The result of the research showed that by using Realia Strategy sig ifi a tl i pro ed stude ts’ a hie e e t i riti g des ripti e te t.

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LIST OF TABLE

Table Page

3.1 The Activities in Cycle I and Cycle II ... 26

3.2 Scoring of Writing ... 28

3.3 Criteria Stude ts’ Achieve e t ... 28

4.1 The Stude t’s Score fro the First u til the Last Meeti g ... 31

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LIST OF FIGURE

Figure Page

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LIST OF APPENDICES

Appendix Page

A. Lesson Plan ... 47

B. The Calculation of Students’ Mean Score the Range of Score Improvement ... 56

C. The Calculation of Master Students ... 58

D. Students’ Writing Descriptive Text Score Cycle I and Cycle II ... 59

E. Observation Sheet ... 60

F. Diary Notes ... 62

G. Questionnaire Sheet... 65

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technology, business, politic, education, tourism, entertainment and international

relationship. In Indonesia, English itself has been taught from the elementary

school level up to the university level. And even now, it has been taught in

kindergarten school level as well.

In teaching and learning process of English subject, students are taught the

four skills, namely; listening, speaking, reading, and writing. Writing is one of the

important skills in English because it takes a part as an important communication

tools. Through writing, everyone is not only able to express feeling and ideas but

also to communicate with others and have remembering fact and ideas into

writing form.

According to Ariyanti (2010:91), writing is an important skill in taking,

retaining, and expressing information. In addition, “writing is an important part of

language teaching as it also functions as an essential tool for learning in which

students improve their knowledge of the language elements in real use” (Taselin,

2010:104). From the explanation, writing is an important skill to be learned by the

students because it has important roles in the learning activities.

Based on the syllabus of curriculum in Junior High School, student are

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descriptive, report, explanation, hortatory exposition, procedure,discussion,review,

anecdote,spoof, news item.

Descriptive text is a type writing which has the meaningful linguistics unit to describe

person, thing and places by using vivid details. Descriptive text is concerned with creating a

verbal of what we experience.

Although, most students have learned Writing English from primary school up to Senior

High school, most of them cannotwrite well. Based on the data during to Teaching Practice

program (PPL) and based on the data from interviewing the English teacher of SMP Negeri 1

Salapian, it is found that the students have problem in writing. The students cannot write

descriptive text. In order to solve this problem, we needed some creative strategy to make the

teaching writing more effective and interesting.

There are many ways to make teaching writing to more effective and interesting and help

student in write descriptive text well. One of ways that can be used the media. Media is a tool of

teaching in learning process. It can support teaching learning process because it is an instrument

that can effect condition of teaching learning process. In a writing activity, the students must be

able to write some text. It is descriptive text.

According to Leksono (2009:80), descriptive text is fun and it makes students’ writing

more interesting to readers because the students use their words to help readers “see” or to

visualize of people, places, or things. It means that by using descriptive text, the readers can

create their own pictures of what those are written. Writing a descriptive text needs more

attention because the students have to know the things that will be described in detail. Because of

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descriptive text. One of ways which can be considered in writing descriptive text is by using

realia as media in learning activities.

Using media in learning activities is very important for teachers. The benefit of using

media is media helps to enhance the quality in learning. Using media can support the teachers’

materials. Well-designed material takes the wisdom of different accepted learning theorist into

account which results in active and effective learning (Kumar, 1998:7). As a result, media is an

integral part of the learning activities in order to achieve educational goals.

In teaching and learning process, realia has meaningful because realia brings authentic

piece of the target culture into the language classroom. By presenting material through diverse

media , realia helps to make English language input comprehensible as possible and to build an

assosiative bridge between the classroom and the world. Realia is not only series of artifacts that

discribe the costumes traditions of a culture, but they are also a set of teaching aids facilitate the

simulation of experience in target culture. It is mean that, realia can be used to meet the student’s

interest and their level of capability. The word realia means using real items found in the world

around us as an aid to teaching English. Using realia, helps to make English lessons memorable,

it creates a link between the objects, and the word or phrase they show.

Thus ’Realia’ in EFL terms refers to any real objects we use in the classroom to bring the

class to life. In this tip the researcher would like to offer a few suggestions for activities using

realia and to consider why we may want to bring things into the class. Students understand and

retain the meaning of a word better when they have seen or have touched some object associated

with an activity using real objects.

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Based on the background of the study, the problem of the study is formulated as follows :

“Does the use realia significantly improve the students’ achievement in writing descriptive text ?

”

C. The Object of the Study

The objective of this study is to investigate whether is a significant improvement in their

achievement if the students were taught descriptive text by using realia?

D. The Scope of the Study

The scope of the study is limited on describing object and realia about fruit in descriptive

text.

E. The Significances of the study

The findings of this research are expected to be useful for

1. English teachers to use realia in their writing class to improve the students’ writing

achievement,

2. English learners to enlarge their knowledge to write descriptive text by using realia, and

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, it is found that students’ achievement in writing descriptive text

is significantly improved from writing test in cycle 1 to writing descriptive text test in cycle 2. It

means that there is an improvement in students' achievement in writing descriptive text by using

Realia. It is seen from the improvement of the students’ mean score writing descriptive text test

in cycle one significant (70.36), and writing test in cycle two (86.13). The students' score

continuously improved in each test. Therefore, it is concluded that Realia strategy significantly

improves students’ achievement in writing descriptive text

B. Suggestion

Related to the conclusion, suggestions, are staged the following

1. It is suggested for the students to use Realia in learning writing descriptive text because

this Media provide a simple way in learning writing descriptive text, so the teaching and

learning process will not boring and hard.

2. It is also suggested that teacher should better teach writing descriptive text by using

Realia strategy that has a pleasure learning atmosphere so that the students feel more

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