The writer is interested in the estafet writing method for students because it can improve their writing especially in descriptive text. Therefore, using estafet writing method in descriptive text can help students to develop their idea in descriptive text and also can motivate student to write their idea thought. Based on the above explanation, the writer concludes that Relay Writing is important, it can be used to help students achieve descriptive text writing.
Based on the background of the research, the problem of this study is formulated as follows: “Does the relay writing method affect students' performance in descriptive writing?”. To find out whether using relay writing method affects students' performance in writing descriptive text or not. The writer understands more about the relay writing method in writing, especially in learning descriptive writing.
Relay Writing is one of the teaching methods that becomes a source for the teacher to solve students' problems in learning to write. Using relay writing method, there are some advantages and disadvantages of relay writing method. Time is limited in the application of the relay writing method to writing in learning.
According to Syathariah procedure of Estafet writing method is Before starting the estafet writing method, the teacher explains a topic and the material to be taught.
Writing Genres
- Descriptive
- Recount
- Narrative
- Procedure
- Explanation
- Discussion
- Exposition
- News Item
- Report
- Anecdote
- Review
Recount is a text to inform an event or entertain people about past activities. A story is any written English text in which the writer aims to amuse, entertain and deal with actual or vicarious experiences in various ways. Procedure is any written English text in which the writer describes how something is accomplished through a series of actions or steps.
Explanation is text to explain why an object exists as it does, or to describe how an object works. It is also to describe the process involved in the formation or processing of an object or phenomenon. A sequenced explanation of why or how something occurs. Essential lexicogrammatical features of explanatory text are.
Discussion is a written English text in which the writer presents some points of view about a problem. Exposition is a text to argue that something is the case (analytic exposition), or to argue that something ought to be or ought to be. Focus on generic human and non-human participants, excluding speakers or writers who refer to themselves.
Anecdote is any written English text in which the writer shares with others an account of an unusual or funny incident. Review is a text for criticism and a result of evaluation from literature. In conclusion, genre is defined as the text that acts as a frame of reference so that a text can be made effective (Pardyono, 2007: 2). There are other genre types, but in this study the writer focuses on descriptive text. There are other genre types, but in this study the writer focuses on descriptive text.
Text
It means that the text is a meaningful linguistic unit which can be a word, a sentence, or a paragraph, or even one that is larger than a paragraph.
Descriptive text
Kinds of Descriptive Text
There are some components commonly used by students to describe, namely describing process, event, person and place. When describing a process in descriptive writing, it is important for the writer to know that describing a process does not just explain how something happened and was done. The writer must be able to remember and recall the event and enable the description of the moment.
To describe the person, the first thing the writer does is to recognize his or her individual characteristic. In description and object accuracy was done by providing the physical characteristics of the object such as the color, shape, form, and so on.
Conceptual Framework
The relay writing method is used to get students to develop their imagination and idea to create a sentence or a paragraph. Therefore, it can be assumed that using the Estafet writing method will affect students' performance in writing, especially descriptive text.
Research Design
Population and Sample .1 Population
Sample
The Instrument for Collecting Data
Technique for Collecting Data
- Pre-Test
- Teaching Procedure
- Teaching for Experimental Group
- Teaching for Control Group
- Post-Test
- The Procedure of Scoring The Test
The teacher distributes the objective test, which asks students to write a descriptive text. Moreover, to know whether the estafet writing method has a significant effect on students' achievement in writing a descriptive text or not. To determine the correct answer from the test that the student has taken, the writer makes the correct answer based on the specification of the test question.
It consists of 31 sentences that belong to the point of specifying the generic structure in descriptive written text. 2 sentences are included in the identification which is worth 20 points if the student writes correct identification sentences. n if students write two or more identifications then with a fixed value of two, but if students write less than two then the value will be reduced to 10 point. Adjective use has 8 points if the student writes the adjective with 8 words correctly, but if students write eight or more adjectives, then with a fixed value of eight, but if students write less than eight, then the value will be reduced by one point .
However, if students write eight or more simple present tense, then at a fixed value of 2, but if students write less than eight, the value will be reduced by 2.
Scoring The Test
Organization refers to students' ability to write down ideas, information in a good logical order. Vocabulary refers to students' ability to use a word or idiom to logically express an idea. It also refers to the ability to accurately use synonym, antonym, prefix and suffix.
Language can refer to students' ability to write simple, complex or compound sentences correctly and logically. It also refers to the ability to use agreement in sentences and some other words such as nouns, adjectives, verbs and tenses. Effective complex construction, few agreement errors, tense, number, word order/function, articles, pronouns, prepositions.
Effective but simple constructions, less problem in complex construction, more agreement errors, tense, number, word order/function, articles, pronouns, prepositions, but meaning is rarely obscured. Major problems in simple/complex construction, frequent negation errors, agreement, tense, pronoun, preposition and/or fragments, deletions, meaning confused or obscured. Virtually no mastery of sentence construction rules, dominated by errors, does not communicate or not enough to evaluate.
Mechanics refers to students' ability to use words correctly; using the function correctly; paragraph and text can be read correctly. No mastery of conventions, dominated by errors in spelling, punctuation, capitalization, paragraphs, handwriting illegible or insufficient to be graded.
The Validity and the Realiability of the Test
The Validity of the Test
According to Arikuntos, validity is a measure that shows the levels of validity or validity of something. An instrument is declared valid if it is able to measure what is intended and the data accurately reveal the studied variables. In this study, students' writing achievement is the aspect to be measured.
The content validity of the test shows that the test can represent the curriculum that covers all the materials and the objectives that the students will achieve.
The Realiability of the Test
The Technique of Analyzing Data
Nx = total number of experimental group samples Ny = total number of control group samples.
The Procedure of Analyzing Data The data analyzed by using some steps