THE USE OF V IMPRO (A Classroom Actio Tersono Subm WALISONGO S VIDEO CRITIC AS A MEDIUM OF TEAC OVE STUDENTS’ ABILITY IN WRITIN ANALYTICAL EXPOSITION TEXT on Research with Students of X1-1 at SMA o Batang in the Academic Year of 2010 – 20 THESIS mitted in Partial Fulfillment of the Requiremen for Gaining the Degree of Bachelor In English Language Education By Nur Zaenah Student Number: 73411018 EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC SEMARANG 2011 CHING TO NG A Wahid Hayim 011) nt C STUDIES
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THE USE OF VIDEO CRITIC AS A MEDIUM OF TEACHING TO
IMPROVE STUDENTS’ ABILITY IN WRITING
(A Classroom Action Research with
Tersono Batang
Submitted in Partial Fulfillment of the Requirement
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
VIDEO CRITIC AS A MEDIUM OF TEACHING TO
IMPROVE STUDENTS’ ABILITY IN WRITING
ANALYTICAL EXPOSITION TEXT
lassroom Action Research with Students of X1-1 at SMA Wahid Hayim
Tersono Batang in the Academic Year of 2010 – 2011
THESIS
Submitted in Partial Fulfillment of the Requirement
for Gaining the Degree of Bachelor
In English Language Education
By
Nur Zaenah
Student Number: 73411018
EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2011
VIDEO CRITIC AS A MEDIUM OF TEACHING TO
IMPROVE STUDENTS’ ABILITY IN WRITING
SMA Wahid Hayim
2011)
Submitted in Partial Fulfillment of the Requirement
STATE INSTITUTE FOR ISLAMIC STUDIES
Assalamualaikum Wr. Wb.
After correcting it to whatever extent necessary, we state that the final project
belongs to student as
Name
Reg Number
Department
Title
is ready to be submitted to join last examination.
Wassalamu’alaikum Wr. Wb.
Advisor I
Siti Tarwiyah, M.Hum.
NIP. 19721108 199903 2 002
ii
ADVISOR APPROVAL
Dear Sir,
Dean of Faculty of Tarbiyah
State Institute for Islamic Studies
(IAIN Walisongo Semarang)
Assalamualaikum Wr. Wb.
After correcting it to whatever extent necessary, we state that the final project
belongs to student as bellow:
: Nur Zaenah
Reg Number : 073411018
: English
: THE USE OF VIDEO CRITIC AS A MEDIUM
OF TEACHING TO IMPROVE STUDENTS’
ABILITY IN WRITING ANALYTICAL
EXPOSITION TEXT
(A classroom Action Research with Students of
XI-1 of SMA Wahid Hasyim Tersono Batang in
the Academic Year of 2010-2011)
is ready to be submitted to join last examination.
Wassalamu’alaikum Wr. Wb.
Semarang, 3 March
Advisor II
Siti Tarwiyah, M.Hum. Dr. H. Ruswan
19721108 199903 2 002 NIP. 19680424 199303 1 004
Dean of Faculty of Tarbiyah
State Institute for Islamic Studies
(IAIN Walisongo Semarang)
After correcting it to whatever extent necessary, we state that the final project
USE OF VIDEO CRITIC AS A MEDIUM
TEACHING TO IMPROVE STUDENTS’
WRITING ANALYTICAL
(A classroom Action Research with Students of
1 of SMA Wahid Hasyim Tersono Batang in
2011)
3 March 2011
H. Ruswan, M.A
80424 199303 1 004
iii
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO SEMARANG
FAKULTAS TARBIYAH Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615387 Semarang 50185
RATIFICATION
Thesis with the following identification:
Title : THE USE OF VIDEO CRITIC AS A MEDIUM OF
TEACHING TO IMPROVE STUDENTS’ ABILITY IN
WRITING ANALYTICAL EXPOSITION TEXT
(A classroom Action Research with Students of XI-1
of SMA Wahid Hasyim Tersono Batang in the
Academic Year of 2010-2011)
Name of Student : Nur Zaenah
Student Number : 073411018
Department : Tadris
Filed of Study : English Language Education
had been ratified by the board of examiner of education Faculty of Walisongo
State Institute for Islamic Studies and can be received as one of any requirement
for gaining the Bachelor Degree in English Language Education on:
a. The Definition of Writing ........................................... 9
b. Writing Process ........................................................... 9
c. Text………………………………………………....... 12
a. The Definition of Text ......................................………. 12
b. The Types of Text. ........................................................ 13
x
4. Genre…………………………………………………… .. 14
a. The Definition of Genre ............................................. 14
b. The Kinds of Genre .................................................... 14
5. Analytical exposition Text……………………………… .. 15
a. The Definition of Analytical exposition .................... 16
b. The Social Function of Analytical exposition ........... 16
c. The Generic Structure of Analytical exposition . ..... 16
d. The Significant Lexicogrammatical ........................... 17
6. Video Critic……………………………………………. .... 18
a. The Definition of Video Critic ................................... 18
b. The Advantages of Using Video Critic
in Teaching Writing .................................................. 18
B. Previous Research ................................................................... 19
CHAPTER III RESEARCH METHODOLOGY
A. Setting of the Study ................................................................ 21
B. Participant of the Study .......................................................... 21
C. Research Design ...................................................................... 21
D. Research Procedure ................................................................. 24
E. Scoring Technique .................................................................. 25
F. AchievementsLevel……………………………………… 28
G. Technique of Data Collection ................................................ 28
H. Technique of Data Analysis .................................................... 30
CHAPTER IV RESEACH FINDING AND ANALYSIS
A. Writing Test .......................................................................... 31
1. The Data Analysis of Pre-cycle Finding ................ 31
2. The Data Analysis of Cycle 1 Finding…………….34
3. The Data Analysis of Cycle 2 …………………… 38
B. Discussion of Research Finding ............................................ 45
1. The comparison pre cycle and cycle 1 .................. 45
2. The comparison cycle 1 and cycle 2…………….. 46
3. The comparison pre cycle and all cycle……… ..... 47
xi
CHAPTER V CONCLUSION
A. Conclusion ....................................................................... 48
B. Suggestions ..................................................................... 49
References
Appendices
xii
LIST OT APPENDICES
Appendix 1 List of Students
Appendix 2 Lesson Plan Cycle 1
Appendix 3 Lesson Plan Cycle 2
Appendix 4 Writing Test
Appendix 5 The Observation of Teacher’ Performance in Cycle 1
Appendix 6 The Observation of Teacher’ Performence in Cycle 2
Appendix 7 The Observation of Students’ Activeness in Cycle 1
Appendix 8 The Precentages of Student’s Observation in Cycle 1
Appendix 9 The Observation of Students’ Activeness in Cycle 2
Appendix 10 The Precentages of Student’s Observation in Cycle 2
Appendix 11 The Pictures of Student’s Activity in the Classroom
Appendix 12 students worksheet
1
CHAPTER 1
INTRODUCTION
A. Background of the Study
English is an international language used as a means of communication
both oral and written in most countries in the world. People use English in order
to make international contacts and to cooperate among people in different
countries in the world. Therefore, it is very important for us to learn English. In
addition, we need to learn and to practice the language as much as possible in
order to use English correctly.
‘’Language is the system of sounds and words used by humans to express
their thoughts and feelings”.1 The mean language is an important thing in order to
communicate in the society because through language people can express their
wishes, feelings and ideas. However, the problems appear when people from
different countries with different cultures and backgrounds meet and speak
different languages. They do not understand each other. Therefore, they have to
master international languages used by most people in the world.
In language, the purpose of teaching English is to master four skills:
listening, speaking, reading, and writing. “Writing is frequently useful as
preparation for some other activity”.2 It is a process of discovering and organizing
ideas, putting them on papers, and revising them. By writing, we can express our
ideas well; however, to get our meaning strong, interesting, and clear for the
reader, this skill must be improved by practicing a lot. Because writing has many
contributions for our life, we can make a habit of writing to develop this skill.
1AS Hornby, Oxford Advanced Learner’s Dictionary, (New York: Oxford University Press.
1995), p. 473. 2 Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p. 33.
2
In this modern world, the functions of English are to communicate in
many fields, obtain science, appliance to construct interpersonally, and assess
information.3 People begin to realize the importance of using English as a means
of communication because communication among people in the world is
becoming more and more urgent.
People learn English for several purposes includes developing ability
to communicate in the form of oral and write, growing awareness
concerning reality that English as one of foreign language to become
especial appliance learn, and developing the understanding of each
other relevant between cultures, language and extend cultural
firmament.4
Knowing that English is quite significant for Indonesia in the future, the
government always makes efforts to improve the quality of English teaching, such
as making a new curriculum. English writing has many contributions to our life;
we can make a habit of writing to develop this skill. However, many students still
have difficulties in writing because of the lack of ideas, vocabulary, grammar, and
ability to make sentences in a good arrangement.
Recently, many Indonesians keep trying to develop their English by taking
either formal or informal courses especially in English writing because it cannot
be taught; it takes continual practice.
Realizing that writing skill is very important for English learners in addition
to the other skills, it is essential for the students to develop their writing skills in
English. Allah decrees in the holy Qur’an:
“Who taught by the pen, taught man what he did not know”. (QS. Al-
‘Alaq: 4-5).5
3 Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, (Jakarta:
Depdiknas, 2004), p. 9. 4Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, p. 9.
5 Mahmud Y. Zayid, The Quran, (Lebanon: Dar Al-Choura, 1980), 1
st Ed., p. 457.
3
From the verse above, we know that writing has an important role in
human life. Allah explained in the verse that Allah taught human by pen. By
writing the people will get some information. That is why human being needs to
learn how to write correctly.
Many students feel that writing is a boring activity. Therefore, teaching
learning process of writing should be varied to make students feel fun during the
process. In language learning, students need more than instruction and command
from their teacher. This is challenge for the teacher to be able to motivate the
students to pay attention. Hamalik says that “media can be used to motivate
students in learning”6. The teachers’ creativity in using teaching aid will increase
the probability that the students will learn more and the knowledge will retain
better in their mind. The writer hopes that by using such kind of teaching aid, our
students will not be bored and learn English with full of motivation. A good
teacher has some media and he will select the most effective one in order the
learners to be more interested in the lesson. There are many media which can help
that teachers make the students attracted to join the lesson.
Video critic is including in teaching media. It can use as medium of
students’ creativity. Therefore, the writer want to use video critic as an alternative
medium to improve students’ ability in learning English, especially to improve
their ability in writing analytical exposition text. The writer will introduce the
media to students of SMA Wahid Hasyim Batang by conducting a research in title
“The Use of Video Critic as Medium of Teaching to Improve Students’ Ability in
Writing Analytical Exposition text (A Classroom Action Research with Grade11th
Students of SMA Wahid Hasyim Batang in the Academic Year of 2010/2011).
6. O Hamalik, Media Pendidikan, (Jakarta: DEPDIKBUD, 1993). P. 18.
4
B. Reasons for choosing the topic
The writer chooses this research topic for at least the following reasons:
1. Writing is an important skill, but many students feel that writing is difficult
and boring. In teaching writing, teacher can use some media to support
teaching and learning process. Analytical exposition text is one of genre in
writing. Students can persuade by presenting arguments to analyze or explain
“how” or why”. Thus, analytical exposition text hoped will be the beginning
for students to like writing.
2. The use of video critic as medium are thought to be able to stimulate students’
ability in learning writing, especially in writing analytical exposition text.
C. Research Questions
The research questions of this study can be formulated as follow:
1. How is the implementation of using video critic in improving students’ ability
in writing analytical exposition text?
2. How is the improvement of students’ ability in writing analytical exposition
text after being taught by using video critic?
D. Objectives of the Study
The objectives of this study are:
1. To describe the implementation of using video critic in improving students’
ability in writing analytical exposition text.
2. To identify the improvement of students’ ability in writing analytical
exposition text after being taught by using video critic.
E. Pedagogical Significance
The result of conducting this study is useful for teacher, students, school,
readers, and writer.
5
1. Teacher
The result of this study may show the teacher that video critic can be an
interesting media in teaching writing analytical exposition text. It will become
a good stimulant to improve students’ ability in writing.
2. Students
The result of this study may motivate students to improve their interest in
learning writing, especially in writing analytical exposition text.
3. School
The school will make a right decision to use some media for supporting
teaching and learning process, especially to use video critic in writing class.
4. Readers
The readers can get more information and knowledge from this research.
5. Writer
The writer will get information about the implementation of using video critic
in improving students’ ability in writing analytical exposition text and the
improvement of students’ ability in writing analytical exposition text after
being taught by using video critic.
F. Scope of The Study
To limit the scope of the research and to analyze the problems, the findings of
the research should be limited by the following factors:
1. This research is limited only on the teaching writing especially in analytical
exposition text using video critic in 11th grade students of SMA Wahid
Hasyim Tersono Batang.
2. The instructional material will be confined to a number of units taken from a
guide book.
3. The problems that might come up during the implementation of teaching
writing especially in analytical exposition text by using video critic in 11th
grade SMA Wahid Hasyim Tersono Batang.
6
G. Definition of the Key Term
In order to avoid mistakes and misunderstanding in term and contents of
the topic of this study, the writer explains each term as follows:
1. Video critic
Video critic is medium video worksheets for teaching a variety of
language skills.7
2. Improve
Based on Oxford Advanced Learners’ Dictionary, “improve is make or
become better, make good use of something”.8 In this study, improve means a
process to increase the students’ ability in writing analytical exposition text,
so that become well.
3. Students’ Ability
Students’ Ability has many meanings, they are the students’ power or
capacity to do or act in any relation, the students’ competence in any field of
action, the students’ talent to do something well.9 Based on Webster New
World Dictionary, “Student is one who studies or investigates; one who is
enrolled”.10
4. Writing
Writing is one of skills; it is both physical and cognitive activity in
which the writer is required to produce a number of variables that consist of
7http://www.esl-galaxy.com/video.htm, Retrieved: August 29, 2010
8A.S. Hornby, Oxford Advanced learner’s Dictionary of Current English (New York : Oxford
University Press, 1987),p. 427. 9 A.S. Hornby, Oxford Advanced learner’s Dictionary of Current English, p.2.
10 David B. Guralnik, Webster New World Dictionary of the American Language, (NY:
Warner Books, 1984), p. 593.
7
word, spelling, sentence structure, punctuation, and so on, in order to make
possible transmission of messages.11
5. Analytical exposition text
Analytical exposition text is a text that has social function to persuade
the readers or listeners that something is the case.12
So writing analytical
exposition text here is the activity to express ideas, opinions and feelings in a
text.
11 Cambridge, Dictionary of American English, (Cambridge: Cambridge University Press,
2000), p. 1006. 12 Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p.6
8
CHAPTER II
REVIEW OF RELATED LITERATURE
The use of Video Critic As A Medium of Teaching to Improve
Students’ Ability in Writing Analytical Exposition Text
A. Theoretical Review
1. Media
a. Definition of Media.
Media is the plural form of medium. According to Celce Murcia
”Media are tools or physical things used by the teacher to motivate the
students by bringing a slice of real life into the classroom and
presenting language in its more complete communication complex.1
The writer can say that media is important in teaching and learning
English. On the one hand, media help the teacher to deliver the
material being taught easier. On the other hand, the students can
understand the material easily. Moreover, media is a good way to
engage the students in learning English.
b. Classification of Media
Kemp, which is cited by Arsyad, states that media can be
classified into eight groups.2 Those groups are:
1. Printed Media
Printed media consist of materials, which is prepared on
papers. The materials will be used for instructional and
informational purposes.
2. Display Media
Most of display media are used by instructor to transmit
the massage or information in front of small class or audience.
1 M. Celce and Murcia Elite Olstain, Teaching English as a Second or Foreign Language.
(USA: Thomson Learning, 2001) p.142. 2 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Grapindo Persada, 2003) p. 37.
9
These categories include chalkboard, flip chart, cloth broad,
and bulletin board. Chalkboard is the simplest of display
media. Chalkboard is always found in the classroom. With
good planning from teacher like using colors chalk, chalkboard
can be an effective media in teaching and learning process. Flip
chart is an advantageous display media if it is used to present
visual information such as chart, diagram, and others. Bulletin
board is usually used to present three dimensions of visual. It
will be placed in the strategic place where every people can see
it.
3. Overhead transparencies or projector (OHP)
Transparencies are popular form of instructional media.
Overhead transparencies are a visual form of word, sign,
picture, or chart which is prepared to be projected in a screen or
wall by a projector. Overhead Transparencies are designed to
be used in front of class where all students can see.
The advantages of overhead transparencies are:
a. OHP can reach a large group.
b. Teacher can face students directly because OHP can be
placed in front of class. So, teacher is able to control
students and manage activity in the class.
c. It has an ability to bring colors.
4. Audio Tape Recording
Audio material is an economical way to provide certain
type of informational and instructional content. Recording may
be prepared for group or individual. Audio tape recording is
closely related with the students’ skill especially in listening.
Audio tape recording has some advantages, like:
a. The operating system is very easy.
b. It can record an event that can be used later.
5. Slide Series and Film Strips
10
Slides are a form of projected media, which are easy to
prepare. The slide size is 35 mm with 2x2 inch of frame. The
frame is made from cardboard or plastic. Slides series and
filmstrips frequently serve as the starting effort in a media
production program.
6. Multi Image Presentation
Combination of visual materials can be effective when
used for specific purposes. Two or more pictures are projected
simultaneously on one or more screens for group viewing.
7. Video and Motion Picture
Video and film are both “media of motion” in a frame,
where the frame is projected by a projector lens mechanically.
Video and film can be more effective than the other
instructional media for relating one idea to another, building a
continuity of thought, creating dramatic impact.
c. The Roles of Using Media in Teaching-Learning Process.
Media play important roles in teaching learning process. The
followings are the brief explanation on the roles of media:
1. To serve as an important motivator in the language teaching
process
2. To provide the students with content, meaning and guidance
3. To lend authenticity to the classroom situation
4. To provide the teacher with a way of addressing the needs of
both visual auditory learners.3
3 Jeremy Harmer, The Practice of English Language Teaching, (London: Pearson Education,
2001), p.214.
11
2. Writing
a. Definition of Writing
“Writing is functional communication, making learners possible
to create imagined worlds of their own design.”4 It means that, through
writing, learners can express thought, feeling, ideas, experiences, etc to
convey a specific purpose. The purpose of writing is to give some
information.
Meyers said that writing is an action.5 This means that when we
first write something down, we have already been thinking about what
we are going to say and we are going to say it. Then after you have
finished writing, we read over what we have written and make changes
and corrections.
b. Writing Process
Writing is a never one-step action. And there are many steps of
writing process, those are;
1) Prewriting
“Prewriting is the thinking, talking, reading and writing you
do about your topic before you write a first draft. Prewriting is a way
of warming up your brain before you write, just as you warm up
your body before you exercise”.6
In prewriting step, you gather ideas to write about. Take
notes is one of way to gather ideas. There are several ways to warm
up before you write.
4 Richard Kern, Literacy and Language Teaching, (New York: Oxford University Press,
2000), p. 172. 5 Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraphs, and
Essays, (New York: Pearson Education, Inc, 2005), p. 2. 6 Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson Education,
Inc, 2003), 3rd Ed., p. 41.
12
a) Brainstorming
Brainstorming is a prewriting activity in which you come
up with a list of idea about a topic on your own or in small groups
with your classmates. You write down quickly a list of ideas that
come to your mind as you are thinking about general subject or a
specific topic. Follow these brainstorming steps:
(1).Write down your general subject or specific topic.
(2). Make a list of everything that comes to your mind about it.
(3). Use words, phrases, and sentences. Do not worry about the
order of ideas, mechanics, grammar, or spelling.
(4).Just keeps writing down whatever comes to your mind until
you run out of ideas. Because you are only brainstorming, do
not be concerned if you repeat several ideas.7
b) Clustering
Clustering is another prewriting technique. It is a visual
way of showing how your ideas are connected using circles and
lines. The steps are;
(1). Write your topic in the center of a blank piece of paper and
draw a circle around it.
(2).Write any ideas that come into your mind about the topic in
circles around the main circle.
(3).Connect those ideas to the center word with a line.
(4).Think about each of your new ideas, and then connect them.
(5).Repeat this process until you runs out of ideas.8
7 Ann Hogue and Alice Oshima, Introduction to Academic Writing, (New York: Pearson
Education, Inc, 1997), 2nd Ed., p. 68.
8 Karen Blanchard and Christine Root, Ready to write, p. 42-43.
13
2) Writing
After you have finished in prewriting, you can continue to the
next step (writing). As you write, the first draft on your paragraph,
use the ideas you generated from prewriting as a guide. As you
write, remember to:
a) Begin with a topic sentence that states the main ideas, includes
several sentences that support the main idea.
b) Stick the topic does not include information that does not directly
support the main idea.
c) Arrange the sentences so that the other ideas make sense.
d) Use signal words to help the reader understand how the ideas in
your paragraph are connected.
3) Revising
It is almost impossible to write a perfect paragraph on the
first try, so it needs to be revised. The steps are:
a) Add new ideas to support the topic.
b) Cross out sentences that do not support the topic.
c) Change the order of the sentences.
d) Using the following checklist to revise your paragraph.
(1).Make sure you have a topic sentence.
(2).Cross out sentences that do not relate to the main idea.
(3).Check to see if the sentences are in the right order.
(4).Add new ideas if they support the topic sentences.
14
(5).Make sure you have included signal words to help guide the
reader.
(6).Check the punctuations, spelling and grammar.9
3. Text
a. Definition of Text
In general, text is an article we often read. We know that human
beings are different from other creatures. We live in a world of words.
When these words are put together to communicate a meaning, a piece
of text is created. They will think to express their expression. We can
say that human need to express their own in many ways that can be
understood by others. Human can use a text as one of the ways to
express their own.
“A text is any stretch of language which is held together
cohesively through meaning”.10 It means that when we use language to
write, we are creating and constructing a text. When we read, we are
interpreting texts. Moreover, when we talk and listen, we are also
creating and interpreting texts.
Halliday and Hasan said that a text is a social exchange of
meanings.11 It means that the sentence may have different meaning
according to the context. For example: I am buying a drink for every
body here, and the mean of that sentence is one drink for all or one
drink for each. Therefore, if we are a teacher, we must be able to
develop students’ abilities to exchange the meanings in different points
of sentence.
9Karen Blanchard and Christine Root, Ready to write, p. 44. 10 Susan Feez and Helen Joyce, Text-Based Syllabus Design, (Sydney: Macquarie
University, 2002), p. 4. 11 M.A.K. Halliday, & Ruqaiya Hasan, Language, Context, and Text: Aspects of
Language in Social-Semiotic Perspective, (Hongkong: Oxford University Press, 1984) p. 11.
15
b. Types of Text
There are two main categories of text. They are literary and
factual. Within these are various text types. Each text type has a
common way of using language.
1) Literary text
Literary text is a text that appeals to our emotions and
imaginations. Literary text can make laugh or cry, think about our
own life or consider our beliefs. Literary text includes aboriginal
dreaming stories, movie scripts, limericks, fairy tales, plays, novels,
song lyrics, mimes and soap operas. Media text such as films,
videos, television shows and CDs can fall in this category.
There are three main text types in this category: narrative,
poetic and dramatic.12
2) Factual text
Factual text is a text that presents information or ideas and
aim to show, tell or persuade the audience. This text includes
advertisement, announcement, internet website, current affairs
shows, debates, recipes, reports and instructions. The main text types
in this category are recount, response, explanation, discussion,
information report, exposition and procedure.13
4. Genre
a. Definition of Genre
“Genre is used to refer to particular text-types, not to traditional
varieties of literature. It is a type or kind of text, defined in terms of its
social purposes; also the level of context dealing with social
purpose”.14
12 Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Macmillan
Education Australia, 1997), p. 1. 13Mark Anderson and Kathy Anderson, Text Types in English, p. 3.
14 Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 4.
16
The meaning of the genres intended is that students are able to
understand the concept and they would be able to identify a kind of
texts that students will have to write.
b. Kinds of Genre
There are fifteen types of genre text, they are:
1) Narrative is a kind of genre used to amuse, to entertain and to deal
with actual or various experiences in different ways.
2) News story is a factual text which informs reader’s events of the day
which are considered newsworthy or important.
3) Exemplum is a kind of genre used to deal with incidents that are in
some respects out of the usual, point to some general values in the
cultural context.
4) Anecdote is a kind of genre used to share with others an account of
an unusual or amusing incident.
5) Recount is a kind of genre used to retell events for the purpose of
informing or entertaining.
6) Spoof is a kind of genre used to retell an event with a humorous
twist.
7) Procedure is a kind of genre used to describe how something is
accomplished through a sequence of actions or steps.
8) Explanation is a kind of genre used to explain the processes involved
in the formation or workings of natural or socio-cultural phenomena.
9) Report is a kind of genre used to describe the way things are, with
reference to arrange or natural, manmade and social phenomena in
our environment.
10) Analytical exposition is a kind of genre used to persuade the reader
or listener to take action on some matter.
17
11) Hortatory exposition is a kind of genre used to persuade the reader
or listener that something should or should not be the case.
12) Discussion is a kind of genre used to present (at least) two points
of view about an issue.
13) Description is a kind of genre used to describe a particular person,
place or thing.
14) Review is a kind of genre used to critique an art work or event for a
public audience.
15) Commentary is a kind of genre used to explain the processes
involved in the information (evolution) of a social-cultural
phenomenon, as though a natural phenomenon.15
5. Analytical exposition
There are many references to define what recount is, such as;
definition, social function, generic structure and significant
lexicogrammatical features or language features.
a. Definition of Analytical exposition
“An exposition text is a piece of text that presents one side of an
issue.”16 The purpose of an exposition text is to persuade the readers or
listeners by presenting one side of an argument.
From the definition above, it can be concluded that an analytical
exposition text is a spoken or written text, which is used to persuade
other people about their ideas.
b. Social Function of Analytical exposition.
“The social function of analytical exposition text is to persuade
the reader or listener that something is the case”.17
15Rudi Hartono, Genres of Text, p.7
16 Blanchard, Karen and Cristine Root, Ready to write, (USA: Longman, 2003) 3
rd Ed.,
p.69. 17 Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6.
18
It means that the purpose of analytical exposition is to invite the
readers to aware with something occurs in our environment.
c. Generic Structure of Analytical exposition
There are some steps for constructing a written analytical
exposition, they are;
1).Thesis : Introducing the topic and showing speaker or
writer’s position; outlines of the arguments are
presented.
2).Arguments : It consist of point and elaboration
3).Conclusion : Reiteration (restatement), restates speaker or
writer’s position.
d. Significant Lexicogrammatical or Language Feature of analytical
exposition
The significant lexicogrammatical or language features of
analytical exposition are:
1) Using simple present tense to state the general statements of fact, to
express habitual or everyday activity, to indicate a situation that
exists right now.
2) Using relational processes and internal conjunction to construct the
arguments.
3) Focusing on generic human and non-human participant.
4) Using reasoning clause through causal conjunction and
nominalization.18 Below is the example of analytical exposition text.
Why Hats Should Be Worn in the Playground
Students should always wear hats in the school playground to
protect their skin and eyes. (THESIS)
18 Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, (Sydney: Gerd
Stabler, 1994), p. 212.
19
Firstly, hats protect the skin from sunburn. As we know, lunch and
recess are during the sunniest part of the day. Without hats, student’s skin
would get much burnt and that could cause skin cancer. (ARGUMENT 1)
Secondly, hats can help prevent eye damage from the sun. Even on
cloudy days there can be a lot of glare from the sun. Hats help to prevent
some of the glare so that we do not have to squint and hurt our eyes.
(ARGUMENT 2)
In conclusion, hats should be worn in the playground at all times.
(REITERATION) 19
6. Video critic
a. Definition of Video critic
Video critic is medium worksheets for teaching a variety of
language skills20.
Short video extract can be used as one component in a longer
lesson sequence, whether to illustrate the topic, to highlight and
language point, or to settle a class after a noisy activity. Video critic can
enhance stimulation not only because it can provide very telling
feedback when students can watch themselves.
b. The Advantages of Using Video Critic in Teaching Writing
1) There is the obvious but nevertheless very important factor of added
interest provided by a visual stimulus. The added interest increases
learner motivation.
2) Video provides for learners to hear authentic language used in the
context.
3) Video provides practice in listening comprehension.
4) Video effectively stimulates further activity.
To some people video is merely a glorified version of audiotape
and the use of video in class is just listening with pictures. But there
19 Alexander mongot jaya dkk, English revolution (Jepara : El-rahma), P.56.
20 http://www.esl-galaxy.com/video.htm. Retrieved: August 29, 2010
20
are many reasons why video can add a special, extra dimension to the
learning experience:
1) Seeing language in use
One of the main advantages of video is that students not just hear
language, but they see it too. This greatly aids comprehension, since
for example; general meaning and moods are often conveyed through
expression, gestures and other visual clues.
2) Cross-cultural awareness
Video uniquely allows students to look at far beyond their
classroom. Video is also of great value in giving students a change to
see such things as what kinds of food people eat in other countries
and what they wear.
3) The power of creation
When students use video cameras themselves they are given the
potential to create something memorable and enjoyable.
4) Motivation
For all of the reason so far mentioned, most students show an
increased level of interest when they have a chance to see language
in use as well as hear it and when this is coupled with interesting
tasks.21
B. Previous Research
This research is similar to these two following previous research,
except that, this research will focus on improving students’ ability in writing
analytical exposition text, not on students’ achievement. The two researches
which relevance to this research is as follows:
1. Research entitled: Documentary Photographs as Media in Developing
Student’s Ability in Writing Analytical Exposition text (An action research
to the eleventh graders of SMA N 1 Grobogan in the academic year
21Jeremy Harmer, The Practice of English Language Teaching, (London: Pearson
Education, 2001). P.282.
21
2009/2010).22 The result showed that there was a difference in
achievement of students’ writing before and after treating by using
documentary photographs. The average of the students’ result in pre-test
was 62.85, in cycle one test was 72.38, in cycle two test was 76.88, and in
the post test was 77.93.
2. Research entitled: The Student’s Ability in Creating Written Analytical
Exposition text (The case of grade XI students of SMA N 1 Banjarnegara
in the academic year of 2009/2010).23 The objectives of his study were to
know the students’ ability in creating analytical exposition text which they
study in senior high school grade XI. It showed from the result of students’
achievement in post test that increase from pre test. From this thesis, the
researcher found the same in genre, but differ in media.
22 Retno Megayanti, (2201405638) Documentary Photographs as media in developing
students’ ability in writing analytical exposition text (an action research to the eleventh graders of
SMA N 1 Grobogan in the academic year 2009/2010), (Semarang: FPBS UNNES), 2009.
23Wahyu fauzan, (2201405612), The students’ ability in creating written analytical
exposition text (the case of grade XI students of SMA N 1 Banjarnegara in the academic year of
2009/2010), (Semarang: FPBS UNNES), 2009.
22
CHAPTER III
RESEARCH METHOD
A. Setting of the Study
There are some reasons why the writer chose SMA Wahid Hasyim
Tersono Batang as a research object. First, the writer’s background has bailed
out science in that school. Therefore, the writer has known the ability students
in writing analytical exposition text. Second, research location is near the
writer’s home so it makes easier for the writer to execute research.
B. Participant of the Study
This study was conducted in SMA Wahid Hasyim Tersono in the
academic year of 2010/2011. Because analytical exposition text taught at
eleventh grade, the subjects of study were IPS 1 students of SMA Wahid
Hasyim Tersono, consist of 38 students (16 boys and 22 girls).
C. Research Design
In this study, the writer used classroom action research (CAR). Action
research is a kind of research that is conducted in the classroom by a teacher.
This research can offer new ways and procedures to improve teacher’s
professionalism in the teaching learning process and students’ learning result.
“Action research is a method of professional self-development which
involves the systematic collection and analysis of data related to practice”.1
From the statement above, it can be concluded that action research emerge
caused by the existence of awareness actor activity which feel less satisfied
with his job result. Constituted of awareness alone, actor activity tries to
complete his job, the actor activity conducted work repeatedly, and the process
is controlled seriously for getting a better result.
1 Michael J. Wallace, Action Research for Language Teachers, (New York: Cambridge
University Press, 1998), p. 255.
23
Action research is the name given to a series of procedures teachers
can engage in, either because they wish to improve aspects of their
teaching, or because they wish to evaluate the success and or
appropriacy of certain activities and procedures.2
By the definition of action research above, it can be concluded that
action research is a series of procedures carried out by a teacher in the
classroom to improve aspects of teaching and to evaluate the success in
appropriateness of certain activities and procedures. Seeing that action research
is significant for the repair of teaching learning process, therefore there are
characteristics of action research. They are:
1. On the job problem oriented
It means that a problem that observed is a real problem emerging from
work world researcher. If researcher is a teacher, hence problems observed
are the problem of school or class.
2. Problem solving oriented
This means that action research is one of trouble-shooting strategies that
exploits real action in the form of process innovative development “tried at
the same time walk" in detect and problem solve.
3. Improvement oriented
The mean of this character is the research affirmation for the
importance of each component from an organizational system to develop
well.
4. Multiple data collection
Multiple data collection is used to fulfill critical approaches principle of
data collections; many ways are generally used to collect the data, including
observation, test, interview, questionnaire, etc. All these ways are focused to
get result validation of research.
2 Jeremy Harmer, The Practice Of English Language Teaching, (England: Longman,
2003), P. 344.
24
5. Cyclic
Action research is applied to pass sequences of planning, acting,
observing and reflecting, by cycle which intrinsically explains critical idea
and reflective to effectiveness of action.
6. Collaborative
Collaborative here, it means that a researcher collaborates with other
people, every step of the research, such as planning, acting, observing and
reflecting to improve observation during research process.3
Based on statement above, that one of characteristic action research is
cycle, there are four components in one cycle for doing classroom action
research. They are:
1. Planning
Planning is a plan to conduct treatments or after making sure about the
problem of the research, a researcher needs to prepare before doing an
action research.
2. Acting
This section discusses about the steps and activities that would be taken
by the researcher. It means that a researcher implemented the plan, which is
made in previous phase in the field of research.
3. Observing
In this step, a researcher has to observe all events or activities during
the research. The observation is done during the research in purpose of
getting any data to show students’ condition while research is conducted.
4. Reflecting
Reflecting is the inspection effort on the success or the failure in
reaching the temporary purposes in order to determine the alternative steps
that are probably made to get the final goals of the research.4
This research used action research, therefore; to analysis, the data
would be combining both of qualitative and quantitative approaches.
3 Jeremy Harmer, The Practice Of English Language Teaching, p. 4. 4 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Asdi
Mahasatya, 2006), p. 98-99.
25
“Quantitative research is a research data in the form of numbers and analyze
uses statistic”.5 It means that quantitative research is used to determine how
large a sample size will be needed from a given population in order to achieve
findings with an acceptable degree of accuracy calculate the sample size for a
survey and quantitative research refers to counts and measures of things.
“Qualitative research is a type of investigation in which there is a
substantial subjective element”.6 It means that qualitative research is collecting,
analyzing, and interpreting data by observing what people do and say.
Qualitative research refers to the meanings, concepts, definitions,
characteristics, metaphors, symbols, and descriptions of things.
D. Research Procedure
Research procedure is something, which have been planned to execute
research with purpose to obtain a data. In this section, the writer conducted
four activities, they are;
1. First activity (Pre-Cycle)
The data collection was started on Monday, November 15th 2010. The
first step, research focused on building the rapport with the English teacher of
SMA Wahid Hasyim Tersono-Batang, in order to build trust and comfort, for
the sake of getting an in-depth data. Researcher is interviewing English
teacher; discussing about what there are the problems of students’ writing
especially in writing analytical exposition text. The second, researcher and
teacher will discuss to arrange an action plan that will be applied in this study.
The following is the schedule of the research:
No. Date Time Task
1. On Monday, November 15th
2010
11.30 a.m. -12.50
p.m.
Pre-cycle
2. On Friday, November 19th 2010 07.00 a.m. -08.30 a.m. The First Cycle
3. On , November 22nd 2009 11.30 a.m.-12.50 p.m. The Second Cycle
5 Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: CV. Alfabeta,
2008), p. 7. 6 Michael J. Wallace, Action Research for Language Teachers, p. 258.
26
In this study, the researcher gave test which was focused on writing
analytical exposition text. As mentioned above, there were three times of tests
such as: first test in pre cycle, second test in first cycle, and third test in second
cycle. Each cycle, there were 10-15 sentences in which are arranged by
students. So there were 30-45 sentences in all cycle of tests. From tests above,
it had been given to the students of the SMA Wahid Hasyim Batang, followed
by 38 students, 16 boys and 22 girls.
2. Second activity (1st Cycle)
a. Planning : planning the action related to the student’s result on pre
test.
b. Acting : - showing video related topic.
- explaining analytical exposition text
- giving student’s group assignment to make analytical
exposition text.
c. Observing : observing students’ activity while they were doing the
duty.
d. Reflecting : concluding the result of the first cycle.
3. Third activity (2nd Cycle)
a. Planning : planning the action related to the student’s result test.
b. Acting : Reviewing the material about analytical exposition text.
Showing video related topic.
Asking the students to make analytical exposition text.
c. Observing : observing student’s activity while they were doing duty.
d. Reflecting : concluding the result of the second cycle.
E. Scoring Technique
In this study, the writer used rating scale to score or evaluate the
students’ achievement in writing. There are five aspects, which are used as
27
consideration in scoring. They are content, organization, vocabulary, language
use (grammar), and mechanics. The scoring guidance is as follows:
Table 2. Score Guidance
Categories Score Criteria
Content 30-27
Excellent to very good: knowledgeable; substantive;
thorough; development of thesis; relevant to assigned
topic.
26-22
Good to average: some knowledge of subject; adequate
range; limited development of thesis; mostly relevant to
topic, but lacks detail.
21-17 Fair to poor: limited knowledge of subject; little
substance; inadequate development of topic.
16-13 Very poor: does not show knowledge of subject; non-
substantive; not pertinent.
Organization 20-18 Excellent to very good: fluent expression; ideas clearly