44
USING TOURISM BROCHURES IN TEACHING WRITING AT THE SIXTH SEMESTER STUDENTS OF STKIP YPUP
MAKASSAR
Ferdinandus Helin1, Dahlan Bahang2, Andi Heriati Alimuddin3
1STKIP YPUP MAKASSAR Email: [email protected]
2STKIP YPUP MAKASSAR Email: [email protected]
3STKIP YPUP MAKASSAR
Email: [email protected]
ABSTRACT
The objective of the research is to find out whether or not the use of tourism brochures can improve students' writing abilities. This research used pre- experimental method. The population of this research was the sixth semester students of STKIP YPUP Makassar in academic 2021/2022. The method of the research was 20 students and used purposive sampling technique in one class.
The result of the data analysis showed that there was significance difference in students writing ability, where the students score in post-test was higher than score in the pre-test (86.55>60.15) and the result of t-test was higher than t-table (8.43>2.093). Based on the result of this research, it can be concluded that by Using Tourism Brochures can improve students’ writing ability at sixth semester students of STKIP YPUP Makassar.
Keywords: Tourism Brochures, Writing Ability.
INTRODUCTION A. Background
In the modern word, the English language plays an important role in all kinds of interaction, technology, economics, politics, and cultural education fields.
English is an introduction language spoken at international events, and it is used as a medium of information flow in science, technology, and culture as well. As we are developing countries, we should try to be able to speak English to build relationships with other countries in the world.
The researcher realized that in Indonesia, the English language is very important because Indonesia is one of the countries that has many tourism destination as one of the biggest potentials. Therefore, all of us must understand more about the English language, and it will help us communicate with other people, especially foreigners. Although English is not a new thing for sixth semester students, but they still have many difficulties in writing. It is difficult for several students to remember entire words in English and understand when
45 someone is speaking English. Students find English as a foreign language very difficult to master, especially for the productive skills such as writing and speaking ability. The most difficult ability commonly is formal on the writing ability because it is a progressive ability that needs much process such as prewriting, writing and revising.
To improve the students’ writing ability, it is important to introduce a good method. The researcher realized that the good method to teach writing is by using tourism brochures, because, as we know, Indonesia has many tourism places, but it’s so difficult for us to share them with other people, especially foreign tourists.
One of the problems is that there is a lack of writing skills. The researcher thought Tourism brochures will make the students be interested because it is colorful and has many pictures. The students would be able to easily understand the writing ability by using tourism brochures. So, the title of this research is "Using Tourism Brochures in Teaching Writing at the Sixth Semester Students of STKIP YPUP Makassar."
B. Problem Statement
Based on the previous background, the researcher formulated the problem statement as follows: "Is the use of tourism brochures able to improve students' writing ability at the sixth semester students of STKIP YPUP Makassar?
C. Objective of the Research
The objective of the researcher was to found out whether or not the use of tourism brochures can improve students' writing abilities at the sixth semester students of STKIP YPUP Makassar.
D. Significance of the Research.
Significance of this study was being useful, theoretically, practically, and pedagogically, for English learners.
E. The Scope of this Research
This research was focused on writing descriptive text. This was also focused on vocabulary, content, organization, language use, and mechanics in writing ability.
REVIEW OF RELATED LITERATURE A. Previous Related Research Findings
Rismawati (2014) in her Thesis “The Effective of Using Tourism Brochures in Teaching Writing Descriptive Text” found that writing is a skill which is most important reason in teaching writing this paper elaborate how to write using picture media an especially how to write descriptive text using tourism brochures. Tourism brochures will be much more effective for improving student’s writing skills.
46 Ningsih (2015) in her thesis “Improving The Student’ Descriptive Text Ability By Using Tourism Brochure Pictures at The Seventh Graders Of SMP N 5 Batanghari Nuban Satu Atap East Lampung” stated writing is psychological activity to express idea with different purposethe research aimed to know whether tourism brochure picture can improve the students’ writing ability in writing descriptive text in teaching learning process.
B. Some Pertinent Ideas 1. Writing
a. Definition of Writing
Nunan (2003: 88) states that writing is one of the skills in learning English.
It is used to explore or to express fact, feelings, thought from writer to reader in written form. Writing is comprehensive ability involving. Writing is a complex, recursive and difficult process that requires strategic decision making across
multiple domains.
47 b. The Importance of Writing
According to seeken (2018) stated that the important of writing, there are five important as follows:
1) Writing shows you to know the real you 2) Writing can work as your best friend
3) Writing is really important in this digital world 4) Writing give you different perspective
5) Writing helps you persuade people c. Purpose of Writing
According to Rehbein (2015) further more categorized the purpose of writing into three categories namely to inform,to explain, to persuade, and to narrate :
1) To inform 2) To explain 3) To persuade 4) To narrate
d. The Types of Writing
According Meer (2016) classified writing into four types as follow ; 1. ) Expository
2. ) Descriptive 3.) Persuasive 4. ) Narrative e. The Process of Writing
The writing process is a way of looking at writing instruction in which the emphasis is shifted from students’ finished products to what students think and do as they write.
Ruddell has organized the following description of writing process into the categories of before writing, during writing, after writing. The following the description of the categories.
1) Before Writing: Prewriting 2) During Writing: Drafting
3) After Writing: Revising, Editing f. The Characteristic of Good Writing
Donovan (2021) stated there will be different traits that make good fiction versus good poetry or good nonfiction. However, we can pull together a general list of the characteristics of good writing as follows.
1.) Clarity and focus: in good writing, everything makes sense and readers don’t get lost or have to reread passages to figure out what’s going on.
48 2.) Organization: a well organized piece of writing is not only clear, it’s
presented in a way that is logical and aesthetically pleasing.
3.) Ideas and themes: is the topic of your paper relevant? Does your story come complete with themes? Can the reader visualize your poem?
For a piece of writing to be considered wellcrafted, it has to containt clearly identifiable ideas and thems.
4.) Voice: this is what sets you apart from all other writers.
5.) Language ( word choice): we writers can never underestimate or fail to appreciate our most valuable tools:words..
6.) Grammar and style: many writers would wish this one away, but for a piece of writing to be considered good (let alone great), it has follow the rules of grammar (and break those rules only when there’s a good reason).
Style is also important in ensuring that a piece of writing is clear and consistent.
7.) Credibility or believeability: nothing says bad writing like getting the facts wrong or misrepresenting oneself.
8.) Thought-provoking or emotionally inspiring: perhaps the most important quality of good writing is how the reader responds to it does she come away with a fresh perspective and new ideas? Does he close the cover with tears in his eyes ora sense of victory? How readers react to your work will fully determine your succes as a writer.
2. Tourism Brochures
a. Definition of Tourism Brochures
According to Fleming (2020) that tourism brochures are two ponged marketing tools. They entice travellers to visit an area, and once there, they inform visitors about what they can see and do at the destination.
c. The Purpose of Tourism Brochures
According to Fleming (2020) the main purpose of working out a brochure is to present the information about the tourism product and services while persuading the customer to buy this product. Thus, an effective travel brochure should attract the customer and include the message which can stimulate the customer’s positive buying behavior.
d. The Procedures of Making Tourism Brochures
1) Photos or pictures of attraction or the unique at the tourism place.
The colourful of brochures with beautiful pictures are inviting to the readers. Think about the thing that you would like to see and do if you were vacationing at this destination.
2) Research about local historical sites for inclusion in your tourist brochure.
3) Solicit local business to advertise in your brochure. This will help cut the cost of production and distribution
e. The Application of Tourism Brochures in Teaching Writing
49 According to Amelia & Surayatika (2016) Tourism brochures is one of the media that can generate students’ ideas, because tourism brochures are related to places, building, foods, cultures, and many more. Teaching writing by using tourism brochures could enlarge students’ vocabularies in describing objects, know how to interact and response with tourist, and develop real tour guide in the classroom during learning process
The researcher will be applying the teaching writing using tourism brochures such as bellows:
The researcher will give the treatment to the students. The writing will explain about writing and descriptive text, then the researcher will give tourism brochures to each student that they must explain the tourism objects.
Tourism brochures can make students develop their thinking because there are pictures that can make they interest in it.
METHOD OF THE RESEARCH
This chapter conducts of six items; they were research method and design, variable of research, population and sample instrument of the research, procedure of collecting data and technique of data analysis.
A. Research Method and Design
In this research, the researcher used a pre-experimental design with one group pre-test, treatment and post-test. The students were given pre-test, treatment and post- test. The design was illustrated as follows:
B. Variable of the Research
The research has two variables there were independent and dependent variables. The independent variable was Tourism Brochures and the dependent variable was teaching writing.
C. Population and Sample 1. Population
The population of the research was sixth semester students of English department at STKIP YPUP Makassar in the academic years 2021/2022, with the total of the population was 20 students.
2. Sample
A sample was the specific group that collected data from. The researcher used the total sampling technique, where the researcher used the total of the population. Therefore, the total number of the sample was 20 students
D. Instrument of the Research
50 To collected data, the researcher was used pre-test and post-test. The pre-test was administered to know the students’ prior knowledge about writing, while the post-test was given to know the students’ competence in writing after giving the treatment by using Tourism Brochures.
E. Procedure of Collecting Data 1. Pre-test
Before giving treatment, the researcher gave the pre-test to the students that to know the students’ prior ability or knowledge in writing skill.
The researcher asked the students to write down and describe one of the tourism places that they ever visited.
2. Treatment
After the research gave the pre-test to students, the next one was treatment. The research gave the treatment for four meetings, with the general procedures of treatment.
1) The researcher explained to the students about pre-writing, which mean before the students start to write the text about tourism places, researcher prepared one of tourism brochures that want to explain.
2) Then the researcher taught the students about during writing which means the students created a new text from tourism brochures that the students seen.
3) The researcher asked the students to recheck what their written about tourism brochures.
3. Post test
After giving the treatment, the students gave the post test. Post-test was to know the student’s ability after giving the treatment whether or not the result of the post- test was better than pre-test. In the post-test the researcher asked the students to write down again the tourism brochures as they did in pre-test.
F. Technique of Data Analysis
The data were calculated in the mean score to find out the students writing ability, the five components of good writing they are Content, Organization, Vocabulary, Language Use, and Mechanics.
FINDINGS AND DISSCUSIONS A. Findings
The findings of the research were based on the result of the data analysis. The data analysis was used to collect data. The findings of the research were dealing with the scoring and classifying the student’s ability into five components of writing; they are content, organization, vocabulary, language use and mechanics. students’ score of
51 pre-tests (X1) and post-test (X2), gain/difference between the matched pair (D) and the square of the gain, the frequency and the rate percentage of the students’ score in the pre-test and post-test, the mean score of pre-test and post-test, the t-test value and hypothesis testing.
Table 4.4 The rate percentage of pre-test
No Categories Classifying Number of students Percentage
1 Good 85-100 0 0
2 Good 75-84 0 0
3 Fair 65-74 6 30 %
4 Poor 55-64 7 35 %
5 Poor 00-54 7 35 %
Total 20 100 %
Based on the table 4.4 in previous page, the data showed that none of the students got good and very good, the majority of the students got poor and very poor with the rate percentages 35% got poor and 35%got very poor. There were only 30%
got fair.. It is explained that out of the 20 students the dominant students are in the category poor and very poor. While there were none of the students included in the very good and good categories.
Based on the description above, there were many students got very poor score than good score in writing English. Therefore, the researcher implements the Tourism Brochures in improving the students writing ability.
Table 4.5 The rate percentage of post-test
No Categories Classifying Number of students Percentage
1 Very Good 85-100 14 70 %
2 Good 75-84 6 30 %
3 Fair 65-74 0 0
4 Poor 55-64 0 0
5 Very Poor 00-54 0 0
Total 20 100 %
52 Table above showed that the majority of the students were got very good with the percentages was 70%. The rest was got good with the rate of percentage was 30%.
There were none of the students obtained fair, poor and very poor. It is explained that the 20 students dominant in very good category with 14 students. While those included in the good category were 6 students. And there were none students in fair, good, and very good category.
The mean score of the students’ pre-test, post-test and gain
Test Mean score
Pre-test 60.15
Post-test 86.55
Gain 26.4
Based on the table 4.5 previous page, the mean score of pre-test was 60.15 from the total score of 1203 and the mean score of post-test was 86.55 from the total score 1731. The mean score of gain was 26.4 from the total score was 528. In was revealed in increasing score, it is proved by the students’ post-test showed that there was a slight improvement from pre-test and post-test. It could be conclude that the mean score of post-test was greater than the mean score of pre-test. This means the using Tourism Brochures could improve the students’ writing ability at the sixth semester students of STKIP YPUP Makassar. The result of the mean score could be seen in the following graphic.
The mean score of the students in pre-test was 60.15 from the total score 1203 was indicated fairly, while the mean score of post-test was 86.55 from the total of score 1731 was indicated as very good, and the mean score of the gain was 26.4 from the total score of gain 528. Therefore, the mean score of post-test was higher than the mean score of pre-test.
Graphic 4.3 Mean Score of Pre-test, Post-test, and Gain
53 4. T-test Value
Significantly difference at the level significance 0,05, with the degree of is 19 (df=N-1=20-1=19)
Table 4.7 The t-test of students writing achievement
Variable t-test value t-table
X2-X1 8.43 2.093
Table above showed that t-table was smaller than t-test value of the students writing where the value of t-test was 8.43 and t-table was 2.093
5. Hypothesis Testing
To find out the degree of freedom (df), the formula used is as in the following:
Df = N-1, Where (N=20) Df = 20 -1
Df = 19
For level of significance p=0,05 and df=N-1 (19)
For the level significant (p) = 0,05 and the degree of freedom(df)=19, the value of t-table is 2.093. The value of t-test is 8.43, the value of t-test is greater than the value of t-table (2.093). Comparing with the t-test value, it can be concluded that there was there was significant difference between the result of pre-test and post-test score of students’ writing achievement after learning writing by using Tourism
0 10 20 30 40 50 60 70 80 90 100
Pre-test Post-test Gain
Mean score
54 Brochures to increase students’ writing ability. It means the null hypothesis (Ho) is rejected and the alternative hypothesis (H1) is accepted.
According to the table above, it explained that there were 20 students with percentage 100% students whose improved, and none of the students got bad score in post-test. The researcher was categorized that 100% of students got improving their post-test score. It means all the students of the sixth semester in STKIP YPUP Makassar had changed their ability from the low into the high level in written by using Tourism Brochures.
B. Discussion
The description of the data analysis collected through the test as explained in findings section showed the students’ score was improved. It was supported and indicated by the students’ score in pre-test and post-test from 20 students and by the result of the frequency and rate percentage of the students score and also by the result of students’ writing by components of writing when the students wrote a descriptive paragraph.
Based on the research of statistical analysis, the researcher found that the students score in pre-test and post-test was different. In table 4.3 of chapter four showed that the total of the students’ score in pre-test (x1) was 1203 and in the total students’ score in post-test (x2) was 1731. The gain of students score between pre-test and post-test (X2-X1) was 528 and square of gain (D2) was 15.142, it can be indicated that the students total score of post-test was higher than the students’ total score of pre-test after they had been taught by using Tourism Brochures.
In the pre-test and post-test, it can be seen that from 20 students the minimum score in pre-test was 47 and in post-test the minimum score was 81. Meanwhile in pretest the maximum score was 72 and in post-test the maximum score was 92. The table also shows that the students mean score in post-test was 86.55 while in pre-test was 60.15. It can be concluded that the students’ score in post-test was higher than pre-test. It means that, there was improved students’ score in writing ability. From poor into good, it was signifies that classification of students score was increasing and came into a better category score from poor to good. It also indicated that there was an improvement in students score.
Based on the discussion and the result of students’ score above, it was found that the students’ writing in a descriptive paragraph was gradually improving. It was showed that there was a good impact of Tourism Brochures toward the increasing of students’ ability in writing descriptive text. All of the result of instruments after accomplishing the classroom action research revealed the good results from implementing Tourism Brochures in descriptive writing. The students admitted that they were interested this technique. They felt easier in writing descriptive text. The students looked motivated and confident in writing. Considering the explanation
55 above, the researcher concluded that the research was successful and the Using Tourism Brochures could improve the students’ writing ability. The improvement of students’ ability in writing descriptive text can be supported by the improvement of students’ score of STKIP YPUP Makassar.
CONCLUSION AND SUGGESTION
This chapter consists of conclusion and suggestion of this research. The conclusion deal with the result of teaching writing by using Tourism Brochures in and some suggestion that hopefully be usefully and give additional input in teaching and learning English especially in writing ability.
A. Conclusion
Based on the result of data analysis, it could be concluded that the result of the test that the students were taught using Tourism Brochures has successfully improved the students’ writing ability, and they got higher score than before. The total score in pre-test was 1203 and the total score in post-test was 1731. The mean score of the students pre-test was 60.15, while in post-test was 86.55. For the level significance 0.05 and the degree of freedom (df) =20 and t-test value was higher than t-table value was (8.43>2.093).
Therefore the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It can be concluded there were significance differences between the result of pre-test and post-test which indicated that using Tourism Brochures could help the students to improve their writing ability. Furthermore, Using Tourism Brochures improved writing ability at the sixth semester students of STKIP YPUP Makassar.
B. Suggestion
Having concluded the result of this research, the researcher would like to offer suggestion which may be useful in improving writing ability. It can be gotten the conclusion as follow: For the next researcher who would like to study the same field need to know that the descriptive text, it’s not only to create organized text but it also the essential part in writing and to comprehend the reader in their written, the result of the research can be used as an additional reference for further research. And for the teachers and lecturers this Using Tourism Brochures can be an alternative to teach writing in the class.
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