AN UNDERGRADUATE THESIS
INCREASING
THE STUDENTS’ ABILITY IN WRITING A RECOUNT TEXT THROUGH WORD WALL MEDIA AT MTS TRI BHAKTI AT-TAQWA
EAST LAMPUNG
IN THE ACADEMIC YEAR OF 2017/ 2018
By:
FAUZIYAH JANNATI Student Number : 13107267
Tarbiyah & Teacher Training Faculty English Education Department
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1439 H/ 2018 M
INCREASING
THE STUDENTS’ ABILITY IN WRITING A RECOUNT TEXT THROUGH WORD WALL MEDIA AT MTS TRI BHAKTI AT-TAQWA
EAST LAMPUNG
IN THE ACADEMIC YEAR OF 2017/ 2018
Presented as a Partial Fulfillment of the Requirements For the Degree of Sarjana Pendidikan (S.Pd)
In English Education Department
By:
FAUZIYAH JANNATI Student Number : 13107267
Tarbiyah & Teacher Training Faculty English Education Department
Sponsor : Dra. Umi Yawisah, M.Hum Co-Sponsor : Syahreni Siregar, M.Hum
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1439 H/ 2018 M
INCREASING
THE STUDENTS’ ABILITY IN WRITING A RECOUNT TEXT THROUGH WORD WALL MEDIA AT MTS TRI BHAKTI AT-TAQWA
EAST LAMPUNG
IN THE ACADEMIC YEAR OF 2017/ 2018
ABSTRACT BY
FAUZIYAH JANNATI
Recount text writing ability is a ability of the students in making recount text. It is ability that is very well, because may this ability, students are able to answering their idea in a paper. However, students are often seeing problems to memorizing this ability. It caused by several problems such as: teacher has not many various media to teach writing ability, the students are difficulties to write because they just have a little bit of vocabulary, and etc. Therefore, to increase their recount text writing ability, the researcher used word wall media in learning process.
This research uses Classroom Action Research (CAR). In this Classroom Action Research was done in two cycles. Each cycle consists of planning, acting, observing and reflecting. The research aims to know the level of writing ability and to find out the increasing writing ability in writing recount text through the word wall media. The subject of this research is the students of class VIII D in MTs Tri Bhakti At-taqwa East Lampung. And the research asked Mrs.Zulfanil Azizah as collaborator in this research.
Then to collect data the researcher uses test (pre-test and post-test), observation, documentation and filed note.
The result of this research showed that the average score of pre-test and post-test is increasing;. The average score at pre-test 58.26 and in post-test 1 63.91, it increases 5.65 point. And then the average score at post-test 2 74.56, it increases 10.65 point better than post-test 1. While, the percentage of the students pass at the pre-test 21.73% of total students, and at post-test 1 52.17% and then, at post-test 2 86.95% students who are able passed the exam. Based on the result above, it can be said that word wall media can increase recount text writing abilities. This media make students are interested and motivated in the class. So that, they fell so enjoy doing the task. And it also makes them easier in studying the material.
Keywords: writing, recount text, word wall.
PENINGKATAN KEMAMPUAN MENULIS TEKS RECOUNT DENGAN MENGGUNAKAN MEDIA WORD WALL DI MTS TRI BHAKTI AT-TAQWA LAMPUNG TIMUR
TAHUN AJARAN 2017/ 2018
ABSTRAK OLEH
FAUZIYAH JANNATI
Kemampuan menulis teks recount merupakan kemampuan siswa dalam membuat teks recount. Ini merupakan keterampilan yang sangat baik, karena melalui kemampuan ini siswa mampu mengeksplorasi ide-ide mereka dalam secarik kertas. Akan tetapi siswa menemui permasalahan dalam mengembangkan kemampuan ini. Hal ini disebabkan oleh beberapa masalah, seperti:guru tidak memiliki banyak media dalam mengajar kemampuan menulis, siswa kesulitan untuk menulis karena mereka hanya memiliki sedikit kosakata dan lain-lain. Oleh karena itu, untuk meningkatkan kemampuan menulis siswa peneliti menggunakan media word wall dalam proses pembelajaran.
Penelitian ini menggunakan Penelitian Tindakan Kelas. Dalam Penelitian Tindakan Kelas dilakukan dalam dua siklus. Setiap siklus terdiri dari perencanaan, tindakan, observasi dan refleksi. Penelitian ini bertujuan untuk mengetahui tingkat kemampuan menulis siswa dan mencari tahu peningkatan kemampuan menulis melalui latihan merangkai paragraf dengan menggunakan media word wall. Subjek penelitian ini adalah siswa kelas VIII D di MTs Tri Bhakti At-taqwa Lampung Timur. Dan penelitian ini meminta Ibu Zulfanil Azizah sebagai kolaborator dalam penelitian ini. Kemudian, untuk mengumpulkan data, peneliti menggunakan tes (pre-tes dan post-tes) , observasi dan catatan lapangan.
Hasil penelitian ini menunjukkan bahwa nilai rata-rata dari pre-tes dan post-tes mengalami peningkatan nilai. Nilai rata-rata pada pre-tes 58.26 dan post-tes 1 63.91 telah terjadi peningkatan sebesar 5.65 poin. Kemudian, nilai rata-rata post-tes 2 74.56, juga telah terjadi peningkatan 10.65 poin daripada post-tes 1. Sedangkan, presentase siswa yang lulus pada pre-tes 21.73% dari total siswa, dan pada post-tes 1 52.17% ,dan kemudian pada post-tes 2 86.95% siswa yang mampu lulus ujian. Berdasarkan hasil di atas, itu dapat disimpulkan bahwa penggunaan media word wall dapat meningkatkan kemampuan menulis teks recount. Media ini membuat siswa tertarik dalam proses pembelajaran. Sehingga, mereka merasa santai dalam mengerjakan tugas. Dan ini juga membuat mereka lebih mudah dalam memahami materi pembelajaran.
Kata kunci: menulis, teks recount, media word wall.
MOTTO
“Verily, with every difficulty there is relif”
(QS. Al-Insyirah:6)
“ A person who never made a mistake never tried anything new.”
(Albert Einstein)
DEDICATION PAGE
This undergraduate thesis would highly be dedicated to:
Allah SWT and Nabi Muhammad SAW who always guide me and take care of me to be a good person.
My beloved parents (Juwaini and Khomsatun), my beloved big family, my beloved friends Eti Purwanti, Dian Anggraini, Wahyudin, and all of friends who can‟t mention one by one, who always prays and gives me support and guidance to be successful in my study. I love you so much and forever. You are spirit in my life.
TABLE OF CONTENTS
COVER ... i
TITLE PAGE ... ii
APPROVAL PAGE ... iii
NOTA DINAS ... iv
RATIFICATION PAGE ... v
ABSTRACT ... vi
ABSTRAK ... vii
STATEMENT OF RESEARCH ORIGINALITY ... viii
ORISINALITAS PENELITIAN ... ix
MOTTO ... x
DEDICATION PAGE ... xi
ACKNOWLEDGEME ... xii
TABLE OF CONTENTS ... xiii
LIST OF TABLES ... xvi
LIST OF FIGURES ... xvii
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem Identification ... 4
C. Problem Limitation ... 4
D. Problem Formulation ... 5
E. Objective of the Study ... 5
F. Benefits of the Study ... 5
CHAPTER II THEORETICAL REVIEW ... 7
A. The Concept of Writing and Writing Ability ... 7
1. The Concept of Writing ... 7
2. The Concept of Writing Ability ... 9
3. The Types of Text ... 10
4. Process of writing ... 11
5. The Concept of Recount Text ... 13
B. The Concept of Word Wall Media ... 15
1. The Definition of Word Wall ... 15
2. The Types of Word Wall... 16
3. The Technique of Word Wall Media ... 18
4. The Steps of Word Wall Media ... 19
5. The Advantages and Disadvantages of Word Walls Media 20 6. Using Word Wall Media to Increase the Students‟ Writing Ability ... 20
C. Action Hypothesis ... 21
CHAPTER III RESEARCH METHODOLOGY ... 23
A. The Operational Definition of Variables ... 23
B. Setting and Subject of the Research ... 24
C. Action Plan ... 25
D. Data Collection Method ... 29
E. Data Analysis Method ... 31
CHAPTER IV RESULT OF THE RESEARCH ... 36
A. Description of the Research :Location ... 36
1. The Brief History of the School ... 36
2. The Condition of Building ... 36
3. The Condition of Teacher and Student ... 37
B. Description of Research Result ... 39
1. The Result of Pre-Test ... 39
2. Action and Learning in Cycle 1 ... 42
3. Action and Learning in Cycle 2 ... 47
4. Interpretation ... 52
CHAPTER V CONCLUSION AND SUGGESTION ... 59
A. Conclusion ... 59
B. Suggestion ... 60 BIBLIOGRAPHY
APPENDIXES
CURRICULUM VITAE
LIST OF TABLES
1. Table 1 The data of pre-survey ... 2
2. Table 2 The Condition of Teachers ... 37
3. Table 3 The Condition of Students ... 39
4. Table 4 The Students‟ Result at the Pre-Test ... 40
5. Table 5 Frequency of Student‟s Score at Pre-Test ... 42
6. Table 6The Students‟ Result at the Post-Test Cycle I ... 44
7. Table 7 Frequency of Student‟s Score at Post-Test ... 46
8. Table 8 The Student‟s Result at Post-Test Cycle 2 ... 49
9. Table 9 Frequency of Student‟s Score at Post-Test 2 ... 51
LIST OF FIGURES
F.1 Spiral Classroom Action Research ... 26 F.2 The Graph of the Comparison of the Average on Pre-Test, Post-Test 1 55 F.3 The Graph of the Comparison of the Average on Pre-Test, Post-Test 1 and
Post-Test 2 ... 57
CHAPTER I INTRODUCTION
G. Background of the Study
English is one of the important languages in the world. It is one of the major languages used by the people world widely either as the first language or the second language. Even, in many countries, English becomes the first and second language in which their books specifically scientific books are written in English. It demands the people to understand English language especially the text itself. In English, there are four aspects of language such as; listening, speaking, reading and writing skills. From those four skills, writing is a skill in which it can be used to communicate with others indirectly.
Writing can be considered as one of the fundamental skills rather than the other skills. It is because that writing is one of the basic skills of learners who want to learn English. Meanwhile, in the learning process there are some difficulties of students who learn English as a foreign language. In fact, students cannot mastery in learning English, because they have problems in teaching and learning English. The students do not have limited vocabulary will be understand the meaning words. The student also has lack motivation to write.
Besides, writing has an important skill in English because is one of the way for communication. Writing involves more than just producing
words and sentences, but in writing activity the students should be able to combine words and sentences grammatically into written text. There are many text types taught in Junior High School. Each text has different social function, schematic structures, and language features. One of the texts taught for the eighth grade students of Junior High School is recount text.
In this case, the writer tried to study about increasing the students‟
ability in writing a recount text through word wall media at MTs Tri Bhakti At-Taqwa East Lampung in the academic year of 2017/ 2018. That is consisting about 23 students. Furthermore, the data can be shown as follow:
Table 1
The Data of Pre-Survey on March 29, 2017 to the Eighth Grade of MTs Tri Bhakti At-taqwa in the Academic Year of 2017/2018
No. Initial Name Scores Categories
1. ADR 30 Failed
2. AS 45 Failed
3. DK 30 Failed
4. EAf 30 Failed
5. FS 35 Failed
6. FA 55 Failed
7. GAP 25 Failed
8. HDY 35 Failed
9. HA 45 Failed
No. Initial Name Scores Categories
10. IETT 65 Failed
11. IR 60 Failed
12. KMR 30 Failed
13. MDR 45 Failed
14. MFBY 30 Failed
15. MI 60 Failed
16. MASP 30 Failed
17. MAH 35 Failed
18. MHAn 35 Failed
19. NHF 30 Failed
20. REP 65 Failed
21. RA 25 Failed
22. RH 50 Failed
23. MLM 45 Failed
Source: The English Teacher Achieves, Taken On The Pre-Survey At March 29, 2017
From the table 1 above, all of students failed in writing test, because the minimum mastery criterion (KKM) for English in MTs Tri Bhakti At- taqwa is 70. It means that they do not have good writing ability. We are see that all of students included into failed level for the score < 70. It means 23 students in VIII.D class are failed writing.
Based on the problem description above, it seems to be necessary to teach English with suitable media. Teacher should be creative in choosing the media that can help students to increase their interest in writing. As we know, if students are interested in learning given by teacher, they can easily understand the material.
Therefore, the writer will observe the effective medium in teaching writing, especially in writing recount text. To overcome these problems, one of the alternative media to help students improve writing ability in recount text using word wall media because this media is an organized collection of vocabulary systematically displayed in large letters and taped to the walls of a classroom.
H. Problem Identification
Referring to the background above, the problems can be identified as follows:
1. The students‟ recount text writing abilities are still low.
2. The students are difficulties to write because they just have a little bit of vocabulary.
3. The students have lack of motivation in writing.
I. Problem Limitation
Based on the identification of the problems above the writer would like focus on using word wall media in teaching recount text toward the
students‟ writing ability at MTs Tri Bhakti At-taqwa East Lampung in the Academic Year 2017/2018.
J. Problem Formulation
The writer uses word wall media as teaching writing recount text focus on the problem, as follow:
“Can the use of word wall media increase the students‟ ability in writing a recount text at MTs Tri Bhakti at-Taqwa East Lampung?”
K. Objective of the Study
The writer is aimed to know whether word wall media can increase the students‟ recount text writing ability.
L. Benefits of the Study 1. For the student
By using word wall media in writing recount text, the writer hopes the students will be more motivated and interested in learning English, especially in writing and got easy way to make a good paragraph.
2. For the English teacher
a. It can be used as information to improve learning English activity in the future.
b. To encourage the teacher in teaching English more effectively, creatively and fun.
3. For the institution
It is hopefully be a positive contribution for the English teaching and the teaching of English writing in recount text.
CHAPTER II
THEORETICAL REVIEW
D. The Concept of Writing and Writing Ability 6. The Concept of Writing
Writing is an activity that can usefully be prepared for by work in the other skills of listening, speaking and reading.1 Writing is one of four language skills. Through English writing, the students will be able to express their idea and feeling. Learning writing as a foreign language is not easy because they will meet all of learning problems such as vocabulary, grammar or structure, and sound system.
Generally, writing can be interpreted as the act of forming or tracing a character on paper or other suitable materials with a pen or pencil. As Hornby states in Oxford Advance Learner’s Dictionary, Writing is the activity to make letters or number on a surface, especially using pen or pencil.2
According to Harmer, writing is away to produce language and express idea, feeling and opinion. Furthermore he states that writing is a process that what people write is often heavily influenced by the
1 I.S.P Nation, Teaching ESL EFL Reading and Writing, (New York and London: Taylor and Francis Group, 2009), p.113.
2 As. Hornby, Oxford Advance Learner’s Dictionary. (Oxford: Oxford University Press, 2010) 8th Ed. p.1722.
constraints of genres, and then these elements have to be present in learning activities.3
Another definition is given by Jordan, he said that writing is a method used by human to conduct intercommunication by means of conventional visible marks. It is also used to deliver or to communicate non verbal message, idea, expression, feeling or thought. Through a piece of writing human being construct their communication in various ways.4
Then, Heaton states that writing is complex and sometimes difficult to teach and also to learn, requiring mastery not only grammatical and rhetorical devices but also of conceptual and judgmental elements.5 In the other word writing convert the mastery of language, mechanical skill, treatment of content, stylistic skill and evaluative skills.
Furthermore, Brown states that “writing is simply the graphic representation of spoken.”6 It means that writing as the representation spoken to communicate information.
Meanwhile, Sanggam Siahaan argues that “writing is the written productive language skill.”7 It means that writing is a process of communication, which uses a conventional graphic system to convey a message to a reader that should be learnt. In this process, in order to have skill in writing someone should know the steps of arranging letters, words,
3 Jeremy Harmer, How to Teach Writing. (Longman: Pearson Education Limited, 2004), p.31.
4 R.R Jordan, Academic Writing Course,(England:Longman, 2003).,p.41.
5 J.B. Heaton, Writing Language Test, (New York: Longman Group, 1975), p.135.
6 H.Douglas Brown, Teaching by Principle ( San Fransisco : San Fransisco State University ),p.335.
7 Sanggam Siahaan, The English Paragraph, (Yogyakarta: Graha Ilmu, 2008), p.2.
sentences, by using knowledge of structure and some others related to one another. It is also important that communication will be successful if the reader understands what the message means because writing is drawing the graphic symbols that represent one language in order that people can understand it.
Based on the theoretical foundation above, it is clear that writing is important skill to be learned. The writer can be concluded that writing is a process transferring information, idea, or feeling which is use by papers, public books, and writing letters.
7. The Concept of Writing Ability
The writing ability are complex and difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgment elements. According to Heaton, the following analysis attempts to group the many and varied skills necessary for writing good prose into five general components8:
a. Language use: the ability to write correct and appropriate sentences.
b. Mechanical skills: the ability to use correctly those conventions particular to the written language, e.g. punctuation, spelling.
c. Treatment of content: the ability to think creatively and develop thoughts, excluding all irrelevant information.
8 J.B. Heaton, Writing English., p.135.
d. Stylistic skills: the ability to manipulate sentences and use language effectively.
e. Judgment skills: the ability to write in an appropriate manner for a particular purpose with a particular audience in mind, together with an ability to organize and order relevant information.
On the other hand, Oxford Advanced Learner‟s Dictionary defines the word of ability as a level of skill or intelligence.9 It means that ability is the quality of level skill or intelligent which is own by the people to do something.
Based on statement above, it can be inferred that ability is the level of skill to do something, especially the power to perform, whether physical, mental, financial, and intellectual to accomplish something.
Thus, by writing ability means the level of skill of mental activity to produce or reproduce useful written texts which is the result in a text able to convey message between writer and reader in communication.
8. The Types of Text
The type of texts at a glance, as follow:10 a. Narrative
Narrative is to tell a story.
9 AS. Hornby., Oxford Advanced, p.2.
10 Kate Grenville, Writing From Start To Finish, (National Library of Australia: 2001), p.194
b. Recount
Recount is to tell about a series of events happening one after the other.
c. Report
Report is to give information.
d. Review
Review is to assess the value of an art work.
e. Account
Account is to write about event of the past.
f. Discussion
Discussion is to discuss both sides of an argument.
g. Exposition
Exposition is to argue for a point of view.
h. Procedural recount
Procedural recount is to record a procedure.
9. Process of writing
Writing is never a one-step action; it is an ongoing creative act.
When you first write something, you have already been thinking about what to say and how to say it. Then after you have finished writing, you read over what you have written and make changes and corrections. You write and revise and write and revise again until you are satisfied that your writing expresses exactly what you want to say.
The process of writing has five steps as follow:11
a. Prewriting
The goal here is to generate ideas. Listing, brainstorming, outlining, silent thinking, conversation with a neighbor, or power writing (described below) are all ways to generate ideas. It means that prewriting understands what the writer knows.
b. Drafting
Drafting is the writer‟s first attempt to capture ides on paper. Quantity here is valued over quality. If done correctly, the draft is a rambling, disconnected accumulation of ideas. It means that drafting is moving thoughts and ideas into text.
c. Revising
Revising is where shape the blob adding parts, talking parts away, and continually molding and changing. Here flow and structure is looking.
Reread of paragraph and move things around. It means that the revising is clarifying the message.
d. Editing
This is stage where grammar, spelling, and punctuation, errors are corrected.12 It means that editing is the process of selecting and preparing written. The editing process can involve correction, condensation, organization, and many other modification performed
11 Andrew P.Johnson, Teaching Reading and Writing: a guide book for tutoring and remediating student, (United Kingdom: 2008), p.179
12 Ibid., p.180
with an intention of producing a correct, consistent, accurate and complete work.
e. Publishing and Sharing
This is where students‟ writing is share with an audience. Writing becomes real and alive at this point. Publishing can involve putting together class books, collection of writing, school or class newspaper, school or class magazine, or displaying short samples of writing in the hall or out in the community.
Writing experience become even more powerful by having students read their work out loud in small groups, to another classmate, on in large group setting.13
10. The Measurement of Writing
There are some criteria commonly use in measuring students‟, these are:14
No Writing Performance
Score Category Standardization 1. Content 30-27 Excellent Knowledgeable, substantive,
relevant to assigned topic.
26-22 Good Some knowledge of subject, mostly relevant to the topic but lack detail.
21-17 Fair Limited knowledge of subject, inadequate development of topic.
16-13 Poor Does not show knowledge, not pertinent to topic
13 Ibid.
14 Batoul Ghanbari, dkk “Rating Scales Revisited: EFL Writing Assessment Context of Iran under Scrutiny” in Language Testing in Asia, Volume two, Issue one, February 2012, p.94
2. Organization 20-18 Excellent Fluent expression, ideas clearly stated, well organized, logical sequencing and
relevant to generic structure.
17-14 Good Loosely organized but main ideas stand out, limited support and logical but incomplete sequence.
13-10 Fair Not fluent, ideas confused or disconnected, lacks logical sequencing, generic structure not clear.
9-7 Poor Does not communicate, no organization, not enough to evaluate.
3. Vocabulary 20-18 Excellent Effective word/ idiom choice and usage, word form
mastery, appropriate register.
17-14 Good Adequate range, occasional errors of words/idiom form, choice, usage, but meaning not obscured.
13-10 Fair Limited range, frequent errors of words/idiom form, choice, usage, meaning confused or obscured.
9-7 Poor Essentially translation, little knowledge of English vocabulary, idiom, word form, or not enough to evaluate.
4. Grammar 25-22 Excellent Effective complex
construction, few errors of agreement, tense, number, word order/function, article, pronoun and preposition.
21-18 Good Effective but simple
construction, several errors of agreement, tense, number, word order/function, article, pronoun and preposition, but meaning seldom obscured.
17-11 Fair Major problem complex/simple
constructions, frequent errors of negation, agreement, tense,
number, word order/ function, articles, pronoun, preposition meaning confused.
10-5 Poor Virtually no mastery of sentence construction rules, dominated by errors, did not communicate
5. Mechanic 5 Excellent Demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing.
4 Good Occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not obscured.
3 Fair Frequent error of spelling, punctuation, capitalization, paragraphing, poor
handwriting, meaning confused or obscured.
2 Poor No mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible.
11. The Concept of Recount Text
A.S. Hornby stated that recount is to tell about something.
Recount text is a text which retells events or experiences in the past.15 On the other word, recount text is a text that tells the reader about the writers‟
story, action or activity.
Based on the article written by Nurdiono, a recount text is a text which tells about something that happened in the past. The details in a recount can include what happened, who was involved, where it took
15 A.S. Hornby, Oxford Advanced, p. 1230.
place, when it happened and why it occurred.16 Its purpose or goal is to entertain or inform about the past activity to the reader or listener.
Recount text is organized chronologically and it is built of three elements, as follows:
a. Orientation: tells who were involved in the story, when, where, and why the story happened.
b. Events: tells what happened in chronological order.
c. Re-orientation: concludes the experience.
Moreover, there are some language features of recount text, such as:
a. Introducing personal participant (I, we, my group, etc.) b. Using chronological connection (then, first, after, that, etc.) c. Using action verbs. (went, run, played, etc.)
d. Using simple past tense. (we went for a trip to zoo, etc.)
e. Using adverbs and adverbs of phrases. (in my house, two days ago, slowly, etc.)
f. Use adjectives. (beautiful, slow, etc.)
16 Nurdiono, “Definition of Recount Text”, in www.nurdiono.com, accessed on September 25th, 2017
E. The Concept of Word Wall Media 7. The Definition of Word Wall
A word wall is a collection of high-frequency sight words that are age appropriate, classified into groups or categories, and is located on the wall of a classroom for children to easily see and learn17
According to Jennifer Crosberry, A word wall is a group of words that are displayed on a wall, bulletin board, chalkboard, or whiteboard in a classroom. The words are printed in a large font so that they are easily visible from all student seating areas. These words are referred to continually throughout a unit or term by the teacher and students during a variety of activities.18
Then, Allen states that word wall is built upon the spiral theory of mastery repetition reinforces previously learned principles. Regular use throughout the school year allows you to recycle many words.19
Seeing word on the wall helps the students become excited about words and understand that the words are important and can be used over and over again.
On the other hand, according to Len, media education is one of the few instruments which teachers and students possess for beginning to challenge the great inequalities in knowledge and power which exist
17 Joanne Jasmine and Pamela Schiesl “The Effects of Word Walls and Word Wall Activities on the Reading Fluency of First Grade Students” in Reading Horizons, Volume 49, Issue 4 2009 Article 5, November/December 2009, p.302.
18 Jennifer Crosberry, Word Walls: A Support for Literacy in Secondary School Classrooms, (2004), p.3.
19 Jannet Allen, Words, Words, Words Teaching Vocabulary in Grades 4-12, (Stenhouse Publisher,1999), p.70
between those who manufacture information in their own interests and those who consume in innocently as news or entertainment.20 It means that Media is important in teaching learning process especially for language teaching and learning in writing ability. Media is used by the teacher as a method in teaching activities. Besides, the students also can more active in the class and make English learning processes more effective.
Based on definitions above, the writer concludes that a word wall media is a systematically organized collection of words displayed in large letters on a wall or other large display place in the classroom. It is a tool to use, not just displayed.
8. The Types of Word Wall
There are many different types of word wall, as follows:21 a. Name Word Wall
A word wall can be created with the first and/or last names of the students. For example: John, Cathrine, and etc.
b. High-Frequency Word Wall
A word wall can be created with high-frequency words which are appropriate for the grade level.
c. Prefix and Suffix Word Wall
20 Len Msterman, Teaching the Media, (UK: Taylor & Francis e-Library, 2005), p. 10
21 Tracy E. Dennis, “Interactive Word Wall” in English Language Lerner, 2013
A word wall can be created with words which contain specific prefixes and/or suffixes. For example, a focus on suffixes might include working and quickly, a focus on prefixes might include undone and preview.
d. Literature word wall
Word wall can also be created to help students during a literature study. The teacher should select keywords, new vocabulary words or even characters‟ names from the piece of literature the class will be reading.
e. Chunking wall
The chunking wall is built with developing readers and writers who already have knowledge of letter names and basic letter- sound correspondences.
9. The Technique of Word Wall Media
The techniques of using word wall media in the classroom are:22 a. Incorporate into your daily instruction.
Teacher asks question related to the material they will learn.
b. Plan time to write with the words.
At the planning stage, the teacher designed the lesson plan and instructional materials.
22 ibid
c. Use review activities to practice so the words become automatic for students.
At the implementation stage, the teacher introduces the genre of topic recount text, provides a good sample of recount text and explains the structure of it.
d. Model how to use the Word Wall.
In her teaching, the teacher asks the students about the topic.
e. Sort and categorize words & phrases.
Seeing word on the wall helps the students become easier to write recount paragraph related to the topic.
f. Refer to those words often.
Through word wall for a target topic, teacher writes the keywords in a large letters on the cardboard to the size as much as possible can be seen clearly by the students in the class.
g. Have students interact with the Word Wall.
The teacher gives practice to the students to write recount text individually.
h. Provide conversational scaffolds that structure the ways that students study, think about, and use words.
The teacher asks the students about the topic they have learned that day.
10. The Steps of Word Wall Media
The guidelines for applying a word wall are:23 a. Be selective about what words go on the wall.
b. Use words developmentally appropriate for students in the classroom.
c. Add words gradually.
d. Make words very accessible by putting them where everyone can see them, possibly easy to manipulate.
e. Write them big and in black or bold colors.
f. Identify the key vocabulary words that students need to know for a specific topic.
g. Make sure that word walls are spelled correctly in any writing students do.
It is important to expose students in many different types of word. Use high-frequency words along with phonograms (word family), contractions, antonym, synonyms, homophones, and other words wall.
11. The Advantages and Disadvantages of Word Walls Media
There are some advantages and disadvantages of word walls media, such as:
a. Advantages
1) Media is very flexible, so it can be used up to high school level course with different variations.
23 ibid
2) Word wall is very interesting, because the use of students as being in the game that can sharpen thinking how fast, accurate and precise.
3) Not monotonous, since they require the student to be more creative.
b. Disadvantages
1) Word walls just a visual medium.
2) Word wall used individually.
3) Not sensitive to environmental hazard (water, ink, etc).
12. Using Word Wall Media to Increase the Students’ Writing Ability There are many reasons why use word wall, as follow:24 a. Facilitate word analysis
b. Promote cooperative group learning
c. Develop a growing core of words that become part of a reading and writing vocabulary
d. Foster reading and writing
e. Motivate students to learn more words f. Visual record of skills and content
g. Visual map of connections between words and characteristics that form categories
h. Support the usage of words to construct knowledgeable conversations
24 Tracy E. Dennis, “Interactive Word Wall”.
i. Highlight difficult concepts
j. Develop independence by visually scaffolding key information
The important role in efforts to increase learning outcomes as much as possible in teaching writing is supported by effective media.
Teacher should prepare a wide variety of media that can be used in the teaching of writing skills. It is useful to encourage the implementation of teaching and learning writing skills more effectively and efficiently. As we know that media is a source of learning, broadly interpreted by the media to people, object, or event that create the condition to enable students to acquire knowledge, skills and attitudes. In this research, the writer focuses on using word wall media to increase the students‟ recount writing ability.
F. Action Hypothesis
In line with the frame of theories and assumption the writer formulates the hypothesis, “by using word wall media, the students will be able to increase their writing ability in recount text among the eighth graders of MTs Tri Bhakti At-Taqwa East Lampung in the Academic Year 2017/2018”.
CHAPTER III
RESEARCH METHODOLOGY
F. The Operational Definition of Variables
The operational definition of variable is the definitions that based on the properties that are defined and can be observed. Then, variable is everything that is formed and defined by the researchers to be studied in order to obtain information about it, and then be concluded. The operational definitions of variables in this research are:
1. Independent variable
The independent variable (X) in this research is word wall media. So it influences dependent variable that is writing recount text ability. In this research the writer will research the increasing the students‟ ability in writing a recount text through word wall media at MTs Tri Bhakti At-Taqwa East Lampung in the academic year of 2017/
2018.
2. Dependent variable
Dependent variable (Y) in this research is writing recount text ability. How the students can write recount text with indicators as follows:
a. Write a short text and simple in form of recount with the rhetoric of the right.
b. Revealing the nuances of meaning and measures of developing the right rhetoric in written texts shaped recount.
This variable will be measured through Writing Test. This test is in form Essay Writing Test with the theme is my holiday. The writer also established the measurement of good paragraph in writing. The good paragraph must consist of some sentences that have good content, organization, grammar (simple past tense), vocabulary, and mechanic.
G. Setting and Subject of the Research
This research will be done in MTs Tri Bhakti At-taqwa which is located in Rama Puja, Raman Utara, East Lampung. It is one of school which has not been implemented word wall media yet. In this research, the writer uses teacher as collaborator.
The subject of this research is students of class VIII D of MTs Tri Bhakti At-taqwa East Lampung in academic year 2017/2018 on the second semester. This class consists of 23 student.
The writer chooses this class because this class has lowest English ability especially in writing recount text paragraph that is proved by the pre- survey result. So the writer wants to know whether increasing the students‟
ability in writing recount text by using word wall media and helps students easier to make a good recount text paragraph.
H. Action Plan
The writer uses the classroom action research. Therefore, the action research can be done exactly. McNiff said that the action research is a name given to particular way of researching us own learning.25 In other word, action research is a way to investigate our learning process in classroom.
From the explanation above, it can be concluded that classroom action research is a research in teaching and learning process in the class which has the goal that is to solve problem. The goal of this research is to find the problem solving in teaching and learning process.
In the classroom action research, the writer would like to conduct the research in two cycles. There is a relationship between one and the others.
They are planning, acting, observing and reflecting.
Here is the step of classroom action research design:
Figure 1
Figure 1. Sequences of Classroom Action Research26
25 McNiff, Jean Whitehead, Action Research : Principles and Practices, Second Edition , (London and New York, 2002).,p.15
26 Ibid.,p.41
Based on the explanation above, it can be inferred that the classroom action research is a dynamic process that has four aspects (planning, acting, observing and reflecting) in every cycle, it is done the class to increase the quality of learning process.
Classroom action research cycles are:
1. Cycle 1 a. Planning
Planning is the first step in every cycle. Without planning, this research will be not focus. Therefore, the function of planning is to be reference in every research activities. The students should follow the planning that has made for successfully this research.
Here are the steps that researcher make in planning:
a) The writer prepares a lesson plan.
b) The writer prepares the material and technique of teaching.
c) The writer prepares the source of learning.
d) The writer prepares format to observe.
e) The writer prepares format to evaluate the students‟ activities after teaching learning process.
b. Acting
Acting is the second step in every cycle. Acting is the implementation that doing in the class after the writer makes the planning. In this step the researcher acts as follows:
a) Pre-Teaching Activities
1) Pray and greet the students.
2) Check the attendance list.
3) Ask the students condition
4) Choose the appropriate with the material going to be taught.
b) While Teaching Process
1) Interaction between the students and the writer in the topic.
2) The writer asks to the students to make recount text about the topic individually.
3) The writer moves among the students to control their activities.
c) Post Teaching Activities
1) The writer asks the students to revise or rewrite to get the better result.
2) The writer collects students work.
3) The writer asks the students about the topic they have learned that day.
c. Observing
In this step the researcher observes the instructional process by using observation format, there are some steps and the outlines of observation such as, student‟s skill in question answer, the teacher‟s participation in instructional process.
d. Reflecting
Reflecting is the last step that the writer has done. The writer will try to see and amuse again something that writer has done. It is also to know whether there is effect to the students‟ learning process.
By reflecting, the writer will know the strength and weakness from the action that writer has been done.
The writer uses data from evaluation to make improvement for the second cycle. The writer decides that the next cycle focuses on the weakness in preview cycle.
2. Cycle 2 a. Planning
a) The writer identifies the problem and finds the problem from the first cycle.
b) The writer prepares a lesson plan.
c) The writer prepares the material, method, and strategy of teaching.
d) The writer prepares the source of learning.
e) The writer prepares guidance to observe and evaluate.
b. Acting
The writer applies the action plan II.
a) Pre-Teaching Activities
1) Praying and greeting the students.
2) Checking the attendant list.
3) Asking the students condition.
4) Choose the appropriate with the material going to be taught.
b) While Teaching Process
1) The writer applies the lesson.
2) The writer shows the cue to the students repeat and practice.
3) The writer gives evaluation.
c. Observing
In this step, the writer observes the process of teaching learning by using format of observation to collect the data in action plan II.
d. Reflecting
After comparing the score distribution of pre-test and post- test, the writer review and reflect on the attitude and teacher performance whether is positive or negative.
I. Data Collection Method
To collect data,the writer use the data collection method as folows:
1. Test
Test is a set of stimuli presented to an individual in order to elicit responses on the basis, which a numeral score could be assigned.27 The tests were divided into two parts: pre-test and post-test.
a. Pre-test
The purpose of pre-test is to know the students‟ achievement before they are given treatment. The writer administrated pre-test in the first meeting of the research in order to find out the initial the differences between the groups who have similar level. The pre-test in this research is in the form of essay.
b. Post-test
The post-test is given in the last meeting after the treatment in order to find out whether the treatments gave any contribution to the students‟ achievement in the experimental. The improvement can be seen if the mean score of the experimental group is higher than the control group if there is significant difference between the pre-test and post-test scores of the experimental group.
27 Jack R.Fraenkel and Norman E.Wankel, How to Design and Evaluate Research, (Mc Graw Hill Inc, 2008),.p101
2. Observation
Observation is a data collection method by observing directly to the object that examined. In this research is used observation sheet.
Observation sheet observes the students activates. The purpose of the observation is to explain the situation being investigated; activities, people, or individuals are involved in data collecting strategy in which the activities of subjects are visully examined.
3. Documentation
Documentation is the data collection method which is used to know about the history of the school, the sum of the teacher, official employed and the students.
4. The Field Note
To collect the data more accurately , the writer uses the field notes. It will make the data analyzed simpler. In many professions, it is a manner of good practice to make „‟field notes‟‟ while actually engaged in profesioanal. This note has been prepared systematically and given interpretation by the reserach.
J. Data Analysis Method 1. Formula of the Research
Data analysis will be conducted by taking the average score of the pre-test and post-test in cycle I and cycle II. The formula to get the average of pre-test and post-test as follow:28
̅ ∑
Notes:
x = Mean (Average score)
∑ = Sum of
X = Raw score
N = Total of Students
The data will be conducted in each test by taking the average score of the pre-test and post-test furthermore to know the gain. Then the result is matched by the minimum criteria of writing skills in this class at least 70. If the result score of the students fulfilled more than 70, and 80 % of the students has been passed, so the writer can stop the research. But if from the cycle I, there are some students are not successful, so we conduct
28 Donald Ary, Introduction to Research in Education, Eight edition (USA: Wadsworth, 2010) p.108
cycle 2. The minimum cycle in Classroom Action researchis two cycles.
So, if in cycle 2 all of the students are successful, it is not continue to other cycle.
2. Indicator of Succes
In this research, the writer has success indicator to know increasing the students‟ writing ability through using word wall media in english learning. Indicator can be started successful in teaching learning process if the result of the cycle 2 more successful than cycle I. Indicator of the students activity that will be observed that the students can succes in writing especially in recount text if they was completed minimal 5 (50 %) indicators in observation sheet of students‟ activity such as:
a. Interesting to follow the class
b. Responding the topic anthusiastically c. Pay attention to the teacher explanation d. Focussing on the recount text.
e. Understanding about generic structure of recount text.
f. Encouraging to be more active.
g. Encouraging to give and respond the instructure.
h. Understanding the material give.
i. Able to make recount text.
j. Able to increase their writing ability especially recount text writing.
Indicator of the research is if 80 % students can fullfil Minimum Standard Criteria (KKM) 70 in the post-test. It means that using word wall as media in english learning succes to use and it can increase the students ability in writing.
CHAPTER IV RESULT OF THE RESEARCH
A. Description of the Research Location
1. The Brief Mts Tri Bhakti At-taqwa East Lampung History
MTs Tri Bhakti At-taqwa East Lampung established at 1961, it is located on Jl Simpang Rantai No. 06 Rama Puja Raman Utara, East Lampung. The total of the teachers here are 24. MTs Tri Bhakti At-taqwa East Lampung in the academic year 2017/2018 is led by Drs. Hi. Rohmat Saifulllah S.Pd. M.Pd.I, and it has 411 students, which consist of 191 male students and 220 female students. And for the education staff, MTs Tri Bhakti At-taqwa East Lampung has a significant personal enough; it could be seen from their background of education themselves, because almost the teachers who teach there are teaching the lesson which is appropriate with their program before. And it could be said that the miss mate presentation is very low. There was 27 employers with 2 English teacher, and the facility that I could find there is about 13 classes, 1 library,1 computer centre, 1 administration room, 1 mosque, 1 headmaster room,1 teacher room, 1 art room and 4 bathroom.
2. The condition of Building MTs Tri Bhakti At-taqwa East Lampung The buildings of MTs Tri Bhakti At-taqwa East Lampung consists of: 13 classrooms, 1 headmaster room, 1 teacher rooms, 1
administration room, 1 computer centre, 1 library, 1 art room, 4 bathrooms, and 1 mosque.
3. The Condition of Teachers and Students in MTs Tri Bhakti At-taqwa East Lampung
The numbers of teachers and official employers of MTs Tri Bhakti At-taqwa East Lampung in the academic year 2017/2018 are 24 that can be identified as follows:
Table 2
The Condition of Teachers in MTs Tri Bhakti At-taqwa East Lampung
No Name Teacher
1 Drs. Rohmat Saifulllah S.Pd. M.Pd.I
Headmaster and English
2 Ahmad Dimyati Religion
3 Ahmad Anshori Religion
4 Sukiran, S.Pd.I Religion
5 Khoirul Muslimin, S.H.I Religion
6 Maksum, S.H.I Religion
7 Suwardi, S.H.I Religion
8 Ahmaad Khoirudin, S.Pd
Mathematics and Science
9 Isyi Alfarisi, S.Ag Religion
10 Khusnul Khotimah, S.Pd.I Religion
11 Munadziroh, S.Sos.I Indonesian
12 Wahyuni, S.E Social studies
13 Zulfanil Azizah, S.Ag English
14 Suwanto, S.Pd.I Sport
15 Alifah, S.Pd.I Mathematics
16 Albinaiyah, S.Pd.I Religion
17 M. Fatkhurrohman, S.Pd.I Social studies
18 Dra. Komyati Science
19 Widodo, S.Pd Sciences
20 Misbahul Huda, M.Pd.I Religion
21 Hj. Mukhul Kholidah, S.H.I Religion
22 Triana Dewi Mathematics
23 Iman Abiworo, S.Pd.I Religion
24 Zamroni Aly A.Ma. Religion
The numbers of students of MTs Tri Bhakti At-taqwa East Lampung in the academic year 2017/2018 are 411 students, which consist of 191 male students and 220 female students.
Table 3
The Condition of Students in MTs Tri Bhakti At-taqwa East Lampung No
Description of Student
VII VIII IX
Male Female Male Female Male Female
1
Student in the academic year 2017/2018
68 77 56 79 67 64
2 Total student
145 135 131
3 Total class 5 4 4
Source: Documentation result in MTs Tri Bhakti At-taqwa East Lampung
B. Description of Research Result
In this research, the researcher conducted the research in two cycles.
Each of cycle consists of planning, acting, observing, and reflecting. The researcher gave the pretest for the students. It was aimed to know the ability of the students before and after having the treatment.
1. The Result of Pre-test
To see the students‟ writing ability before implementing the treatment, the researcher conducted the pre-test. It carried out on Saturday, December 2nd, 2017. All of the students were given a pre-test that must be done individually.
Based on the result of pre-test, there are 18 students (78.26%) who were not successful and 5 students (21.73%) who were successful.
The complete students were which fulfill the minimum standard at Mts Tri Bhakti At-taqwa East Lampung at least 70. So, we can compare that the success students were more be less than not success students. And from the result of pre-test, we got average 58.26. The result of pre-test can be seen on table.
Table 4
The Students’ Result at the Pre-Test
No Name Score of Pre Test Note
1 ADR 60 Incomplete
2 AS 45 Incomplete
3 DK 60 Incomplete
4 EA 60 Incomplete
5 FS 60 Incomplete
6 FA 70 Complete
7 GAD 50 Incomplete
8 HDY 55 Incomplete
9 HA 70 Complete
10 IETT 70 Complete
11 IR 50 Incomplete
12 KMR 60 Incomplete
13 MDR 60 Incomplete
14 MFBY 55 Incomplete
15 MLM 50 Incomplete
16 MI 70 Complete
17 MASP 45 Incomplete
18 MAH 50 Incomplete
19 MHA 55 Incomplete
20 NHF 55 Incomplete
21 REP 60 Incomplete
22 RA 60 Incomplete
23 RH 70 Complete
Total 1340
Average 58.26
The highest score = 70 The lowest score = 45
The number of students who get 70 or more = 5 Note:
CO ; Content OR : Organization VC : Vocabulary GR : Grammar M : Mechanic
Table 5
Frequency of 5Student’s Score at Pre-Test
Student’s Score Frequency Percentage (%) Note
70-79 5 21.73% Complete
60-69 8 34.78% Incomplete
50-59 8 34.78% Incomplete
40-49 2 8.69% Incomplete
Total 23 100%
Based on the table above, we can see that the result was unsatisfactory. It was the reason the researcher used word wall as an alternative media to increase the student‟s ability to write recount text.
2. Action and Learning Process in Cycle I a. Planning
In this cycle, the researcher and collaborator would like to make and discuss about the lesson plan. And then the researcher and the collaborator identify the problem and found the causes of the problem. The last the researcher and the collaborator plant to give the task and evaluation. The evaluation was about essay.
b. Action
Doing acting is the second step in activity. It is the realization from the planning that the researcher and collaborator have made. The implementation of this cycle was conducted in one meeting.
It was done on Saturday, December 30th, 2017 at 09.00 until 10.30. At the beginning of teaching learning process, the teacher greeted students by saying “good morning” and all of the students answered by saying “good morning miss”. Then, the researcher asked about their condition first before checked attendance list. Before doing the next action, the teacher gave some questions, for example “what do you know about recount text?” Only a few students could answer it by using Indonesian. This happened because their teacher seldom gave the explanation about paragraph in English and also writing assessment.
Then the researcher explained about recount text and then gave some questions about the component of recount text such as orientation, event, and re-orientation.
There were no students who could answer it. After that, the teacher explained about that and asked students whether or not they had some questions. At the end of this meeting the teacher gave post- test cycle I with the similar task on pre-test but using a word wall media. The teacher gave words that related to the topic and posted on the wall. The topic is about “Holiday”. Then the teacher asked the
students to make a recount text based on the word contain on the wall individually.
The students were disciplined and obeyed my instruction although some of them tried to discuss it with their friend, sitting near them.
Based on the result of post-test 1, there are 12 students (52.17%) who were success and 11 students (47.82%) who were not successful. It was more be higher than the result of the pre-test. The criterion of students who was successful in mastering the material was the students who got the minimum score of 70.
After looking the score of pre-test and post-test, it can be said that the student‟s score increased from the average in pre-test 58.26 and the average in post-test cycle I 63.91. The result of post-test I can be seen on table.
Table 6
The Students’ Result at the Post-Test Cycle I
No Name Score of Post Test I Note
1 ADR 60 Incomplete
2 AS 60 Incomplete
3 DK 70 Complete
4 EA 75 Complete
5 FS 70 Complete
6 FA 70 Complete
7 GAD 65 Incomplete
8 HDY 65 Incomplete
9 HA 80 Complete
10 IETT 70 Complete
11 IR 65 Incomplete
12 KMR 70 Complete
13 MDR 75 Complete
14 MFBY 65 Incomplete
15 MLM 55 Incomplete
16 MI 60 Incomplete
17 MASP 80 Complete
18 MAH 50 Incomplete
19 MHA 50 Incomplete
20 NHF 70 Complete
21 REP 60 Incomplete
22 RA 75 Complete
23 RH 70 Complete
Total 1470
Average 63.91
The highest score = 80 The lowest score = 50
The number of students who get 70 or more = 12 Note:
CO ; Content OR : Organization VC : Vocabulary GR : Grammar M : Mechanic
Table 7
Frequency of Student’s Score at Post-Test 1
Student’s Score Frequency Percentage (%) Note
80-89 2 8.69% Complete
70-79 10 43.47% Complete
60-69 8 34.78% Incomplete
50-59 3 13.04% Incomplete
Total 23 100%
Based on the table above, we can see that the average score of pre-test and post-test increased, but it was not fulfill KKM at least 80 % students must got >= 70. In cycle I, showed that the success students were only 12 students or 52.17%. So, it was not fulfill KKM and we must do cycle 2.
c. Observation
When the teacher asked them to get the point of the task individually, they had difficulties to do it. They also did not have a confidence to convey their idea to write.
d. Reflecting
In the end of cycle I there was a result that the student‟s activities increased. The teacher asked to the students whether they had question. Some of the students said that English was not easy because they did not understand about the grammar and their vocabulary.
3. Action and Learning Process in Cycle 2 a. Planning
In planning, the researcher and collaborator would like to make and discuss about the lesson plan. The researcher reviewed the last material and asked the feedback from the students. And then the researcher and the collaborator plant to give the task and evaluation.
The evaluation was about essay.
b. Action
The researcher arranged the schedules for implementing word wall media as media again as a treatment in cycle 2 because some students did not passed the minimum criteria in cycle I.
It was done on Saturday, January 6th 2018 at 09.00 until 10.30. At the beginning on the class the researcher greeted the students, and then asked about what they did yesterday. After that, explained the student‟s mistakes by giving some examples.
The process at cycle 2 was focused on the first cycle weakness, the researcher found that the student‟s problem was in grammar and vocabulary, it was seen clearly that they were lack of vocabulary knowledge. In term of mechanic which deals with punctuation and spelling, the students tended to write the punctuation marks exaggeratedly which actually no need at all.
There are five general components in writing. Two of them are vocabulary and grammar. Vocabulary is the word that is suitable with the context and grammar is the employment of grammatical forms and syntactical pattern. We must use suitable words and good grammar in writing a paragraph so that the readers can understand the information easily.
Therefore, the researcher gave example how to use the right vocabulary and good grammar. Then the researcher gave time to the students to understand both sentences and hoped that students could conclude the use of incorrect vocabulary and grammar. After that, the researcher asked “could you get the point of it now?”, all of the students answered ”yes.”
