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THE USE OF THE WORLDS SEVEN WONDERS PICTURES TO TEACH
DESCRIPTIVE WRITING TOTENTH GRADERS
THE USE OF THE WORLDS SEVEN WONDERS PICTURES TO TEACH
DESCRIPTIVEWRITING TO TENTH GRADERS
Nindia Dara KartikaEnglish Department, Language and Arts
Faculty, State University of Surabaya
[email protected]
English Department, Language and Arts Faculty, State University
of [email protected]
AbstractThe present study aims to teach how does the
implementation of the worlds seven wonders pictures, how
theirresults, and how their responses. This study is descriptive
qualitative. The tenth graders of SMA NEGERI 19Surabaya are the
subjects of the study. The data was gained through observation
checklists and field notes, thestudents writing compositions, and
questionnaire. The research was conducted in two meeting. In every
meeting theteacher gave them task in groups. From the result of the
study, the use of the worlds seven wonders pictures helpthe
students to encourage and stimulate their writing ability in
producing written descriptive text easily and properlybased on the
generic structure and linguistic features. It can be proved from
the progression of students writingwhich scored in the term of each
component. Thus, it can be concluded that the use of the worlds
seven wonderspictures was run well, because the students had
progression in their writing ability.Keywords: the worlds seven
wonders pictures, teach, and descriptive writing.
AbstrakPenelitian ini bertujuan untuk mengajarkan tentang
bagaimana mengimplementasi media tujuh keajaiban dunia,
lalubagaimana hasil siswa, dan bagaimana tanggapan mereka setelah
diajari. Penelitian ini adalah deskriptif kualitatif.Subjek dari
penelitian ini adalah siswa kelas X SMA NEGERI 19 Surabaya. Data
diperoleh melalui observasi ceklisdan catatan, hasil komposisi
menulis siswa, dan kuesioner. Penelitian ini dilakukan dalam dua
pertemuan. Dalamsetiap pertemuan, guru memberikan siswa tugas
secara berkelompok. Dari hasil penelitian, penggunaan media
tujuhkeajaiban dunia dapat membantu siswa mendorong dan merangsang
kemampuan menulis mereka di dalammenghasilkan tulisan teks
deskripsi dengan mudah dan baik berdasarkan struktur umum dan unsur
kebahasaan. Itudapat dibuktikan dari kemajuan hasil menulis siswa
yang dinilai sesuai dengan tiap komponen. Jadi, hal ini
dapatdisimpulkan bahwa penggunaan mediagambar tujuh keajaiban dunia
telah berjalan dengan baik, karena siswamengalami kemajuan pada
kemampuan menulis mereka.Kata kunci: gambar tujuh keajaiban dunia,
mengajar, dan tulisan deskripsi.
INTRODUCTIONEducational problems always occur together
with developing and increasing the ability ofstudents,
situations and environmental conditions, theinfluence of
information and culture, and also thedevelopment of science and
technology. In essence,the main function of language is a
communication.Communication is a process of transferringinformation
form one entity to another.Communication holds the important act
for people tosocialize with others. Thus, a good communication
will bring somebody into a good life. There are twoways of
communication, verbal and nonverbalcommunication. Mehrabian says
that verbalcommunication impact more than fifty percents
bynonverbal communication (1967: 248). LaRoche putswriting a skill
that ensures students success in everyaspect of learning and
successes (LaRoche: 2004).Raimes (1983) added that writing also
helps studentsin learning language skills.
Joel Salzman simply defines writing as ataking on paper (Salzman
on LaRoche: 2001). But itis not simply speech written down on
paper. People
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must learn it. It must be someone to teach it. It isbecause
people learn to speak the first language athome without systematic
instruction, where as theyare taught at school to write (Raimes:
1983).
Moreover, sometimes the students face thedifficulties in
writing. For instance, writing adescriptive text, it is as one of
the aspects of languageis actually very necessary in daily life .
Writing adescription is not only because of academic demands, but
also because of the demands of everyday life.Indirectly, in fact we
often writing descriptiveparagraphs about something or event. For
example,when we are in love, we often describe peoplethat we love
with the right choice of words.Generally, the men will describe the
women whothey love specifically, such as about hair , smile
,expression, behavior, body shape, and etc. All thisoverview make
the people can imagine the real objectsomeones profile easily.
However, when the students were asked tocreate a descriptive
paragraph, generally they willencounter obstacles due to hit by a
number ofconcepts and rules that must be understood orfollowed.
Students must write a descriptive paragraphsystematically based on
the the teachers formats.Whereas, sometimes descriptive paragraphs
examplesgiven are also very abstract and not at all known tothe
students. So, how could the students can imaginethe description
penguins for example, because theyseldom or almost never see the
real object or drawingpenguins.
Another case, when the students wereassigned to make an overview
of their headmasterwho is getting mad, definitely they will be able
towrite descriptive paragraphs with his own style assoon.
Constraints in writing descriptive paragraphcan actually be
overcome with the help of media inlearning activities. Using media
in learning activitiesis very important for teachers. The benefit
of usingmedia is media helps to enhance the quality inlearning.
Using media can support the teachersmaterials. Well-designed
material takes the wisdomof different accepted learning theorist
into accountwhich result in active and effective learning
(Kumar,1998:7). As a result, media is an integral part of
thelearning activities in order to achieve educationalgoals. The
worlds seven wonders pictures are one ofkind of media that can be
used for teachers to teachwriting about descriptive text. If the
students wereassigned to make a paragraph description of TheGreat
Wall of China, for example, they would bemore easily complete the
paragraph when providedan interesting picture. The students easily
present thedescription of The Great Wall of China
spesifically,because of the media available. Besides, the
students
will easily describe the history of that building, theshape, the
length and width, the characteristics, andso on.
A study of Indah Estu Wilujeng (2008) haselaborated the
effectiveness of using pictures inteaching and learning of writing.
Her study entitledPictorial Stories Implementation to Improve the
SixthGrade Students Writing Ability at MI Darun NajahJatirejo
Mojokerto. She formulated her researchquestions as follows: (1) How
are the procedures ofusing pictorial stories in teavhing writing to
the sixthgrade students of MI Darun Najah JatirejoMojokerto? and,
(2) Can the implementation ofteaching writing using pictorial
stories improve thesixth grade students writing ability?. At the
end ofher study, she found that the students had
significantimprovement from the 1 cycle to the last cycle.
Shebelieved that the teachnique of presenting pictorialstories in
teaching writing was effective and efficientin motivating and
increasing the students writingability.
In this study, the writer focuses on usingpictures of seven
wonders of the world fordescriptive writing, in which the
descriptive has anaim to provide clear descriptions about a
certainthing. By using pictures, they display the ideas invisual
form. It can helps the students in describingsomething. Pictures
are used in the writing class tohelp the students in finding her
idea and generate itfor their writing. This fact will help the
teacher inguiding the teaching and learning process while
usingpictures.METHODS
This study is a descriptive qualitativeresearch, because the
main aims of the technique areto describe and to explain a natural
phenomenon:what is happening?, what is it happening?, why is
ithappening?, and how is it happening? (Chariri,2009:9). It is
suitable with the objectives of thisresearch, they are to describe
the implementation ofthe worlds seven wonders pictures in
writingactivity, the students writing results, and thestudents
responses.
The data of a qualitative research are servedas interview
transcript, field notes, photo, videorecording, memo or writing
(Hasan, 1990; 27). Thus,the writer is only used the observation
checklists andfield notes, the questionnaires, and the
studentswriting composition.
The students of X MIA 6 of SMA NEGERI19 Surabaya were the
participant of this study. It wasbased on the consideration that
they had a distinct
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THE USE OF THE WORLDS SEVEN WONDERS PICTURES TO TEACH
DESCRIPTIVE WRITING TOTENTH GRADERS
demand of curriculum with the eleventh and twelve,that the
students are supposed to learn how to writedescriptive easily in a
specific time allocation was.
The data were collected to answer how theimplementation of the
Worlds Seven WondersPictures to teach the tenth graders to write
descriptivetext. There are three sets of data to analyze. The
firstis the teacher actions as well as the student
learningactivities during the class, then the second is thestudents
responses toward the implementationthrough their opinions, and the
last is the studentswriting compositions.
The first data were covered by a set ofobservation. The
observation recorded the teachersactions as well as the students
learning activitiesresponding to what the teacher does, starting
from thebeginning until the end of the class. It was thenfollowed
by observations on some aspects of theteaching materials. The data,
gained using checklistand field note, are to answer the first
researchquestion.
The second data was taken when theresearcher passes a
close-structuredquestionnaire to each student. It captured
thestudents opinions toward the teachingimplementation. This was
then to be brought todescribe the students responses, in regard to
answerthe second research question.
The third data was the data in the form ofESL Composition
Profile was used to find out therelation of the topic with the
content, through thestudents writing composition. This data is to
answerthe third research questionRESULTSHow is the results of the
tenth grade students ofSMA Negeri 19 Surabaya after being taught
byusing the worlds seven wonders pictures?
The result of students' writing compositionwas used to know that
the implementation of picturepuzzle helped the students in writing
descriptive text.The researcher collected the students'
writingcomposition from the first and second-dayimplementation. In
this case, the researcher suggestedgrading the students' writing by
using ESLComposition Profile. There were five components ofESL
Composition Profile; content, organization,vocabulary, language
use, and mechanics: Eachcomponent was categorized into four
criteria. Thosecriteria were excellent to very good, good to
average,fair to poor, and very poor.
Here were analysis and example of studentswriting composition in
first and second meeting.
Organization was become one of theimportant component which we
must be concerned inwriting. It was scored based on how well
organized,fluent expression ideas, good understanding ofgeneric
structure, logical sequencing, and cohesivethe students organized
the composition.
Here, the reseacher discussed and gaveexample of students
composition that improved interm of organization in first
meeting.
From the text above, the organizationcomponent was excellent to
very good because thetext had given good understanding of
genericstructure, one sentence to another sentences wererelated
each other, and well organized.
Then, the reseacher gave another example ofthe students writing
composition which scored invery poor in term of vocabulary in first
meeting.
Vocabulary was also part of importantcomponent in writing,
because in vocabulary dealtword/ idiom choice and usage, word from
mastery,and appropriate registeer used.
Here was the example of the studentswriting composition in term
of vocabulary.
From the text above, the vocabularycomponent was very poor
because the text had given
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little knowledge of English vocabulary, such verb;adjective;
adverbial, and the ideas not enough toevaluate.
Beside, the researcher gave another exampleof the students
writing composition which in term oflanguage use component.
The component of language use dealt withtense, number, word
order or function, articles,pronouns, and preposition. Since, the
compositionanalyzed was descriptive text, the evaluation oflanguage
use included the use of simple presenttense, subjective opinions,
abstract nouns, adverbs,modals, connective, emotive words, compound
andcomplex compound.
Here was the example of the studentswriting composition in term
of language usecomponent in first meeting.
From the text above, the language usecomponent was fair to poor
because the text hadmajor problems in simple construction,
frequenterrors of agreement, incorrect of tense (SimplePresent
Tense). Like in the text, which wasincorrected of generic
structure. Then, the tenseshould be used Simple Present Tense, but
in the textthe students used Past Continuous.
Moreover, the reseacher gave anotherexample of the students
writing composition thatimproved in term of content in seond
meeting.
Content was an important component incomposition, since it
conveyed the main ideas of thewriter, The criteria were how
knowledgeable the text,given complete important ideas and
supportingdetails, and relevant to assigned topic/ genre are.
Here, the reseacher gave the example of thestudents writing
composition which improved interm of content component.
It can be seen from the text above that thecontent component was
good to average because thetext was giving some knowledge of
subject andadequate important ideas.
Furthermore, the students should payattention to another
components in writingcomposition, that was mechanics, so that their
writingcomposition readable. It dealt with mastery ofconvention,
spelling, punctuation, capitalization, andparagraphing.
Here was the example of the studentswriting composition which
improved in term ofmechanics component.
From the text above, it can be seen that themechanics component
was excellent to very becausethe text was demonstrated mastery of
convention, butstill hade few errors of spelling. Like in the text,
it iswritten of the word Jawa, it should be Java, andthe word Supa
in the text, it should be Stupa.
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THE USE OF THE WORLDS SEVEN WONDERS PICTURES TO TEACH
DESCRIPTIVE WRITING TOTENTH GRADERS
From the explanation above, it was shownthat the students had
progression in their writing.Most group of students could create
bettercomposition than previous writing. It can be said thatThe
Worlds Seven Wonders Pictures wasappropriate aid to teach
descriptive writing to thetenth graders to help them stimulate
their ideas towrite desciptive writing easily.CONCLUSIONS
Having analyzed the whole data in theprevious chapter, the
reseacher summarizes the resultif this research as follows:1.The
implementation did run well. The teacher hadsuccessfully conducted
the class to have allactivities that were outlined in the lesson
plan.
2.After helping the teacher in analyzing data obtainedduring the
research, the reseacher concluded thatpictures were effective and
useful in helping thestudents to compose descriptive texts.
Theadvantages offered by this media could motivatethe students
willingness to write. The studentswere always enthusiastic whenever
the teachershared different pictures in each meeting. In short,the
goals expected by both the teacher and thereseacher are completely
reached.
3.At the end of the second meeting, the students hadreached the
better score.
In short, the reseacher concluded that thisstudy had
successfully achieved its goals by seeingthem from the teaching and
learning process and thestudents achievement.REFERENCESHasan, Zaini
M. 1990. Karakteristik Penelitian
Kualitatif. Malang: Yayasan Asah AsihAsuh.
LaRoche, Kelly Morisson. 1993. A Focus onPrewriting and
Knowledge LevelStrategies and Skills to Improve theAttitudes and
Writing Skills of MiddleSchool Students (report). PracticumReport.
Nova University
Reimer, Casey Nicolle. 2001. Strategies for Writingto Primary
Students Using the WritingProcess. Masters thesis.
BiolaUniversity
Raimes, Ann. 1983. Technique in Teaching Writing.New York:
Oxford University Press
Wilujeng, Indah. (2008). Pictorial StoriesImplementation to
Improve the Sixth GradeStudents Writing Ability at MI Darun
NajahJatirejo Mojokerto (Unpublished S-1Skripsi). State University
of Surabaya