1. 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 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 WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES SEMARANG 2011

2. 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: Name Reg Number Department Title : Nur Zaenah : 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 2011 Advisor I Advisor II Siti Tarwiyah, M.Hum. NIP. 19721108 199903 2 002 Dr. H. Ruswan, M.A NIP. 19680424 199303 1 004 ii 3. 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 Name of Student Student Number Department Filed of Study : 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) : Nur Zaenah : 073411018 : Tadris : 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: Semarang, 20 June 2011 THE BOARD OF EXAMINERS Chair Person, Secretary H.Mursid, M. Ag NIP.19670305 200112 1 001 Examiner I, Siti Tarwiyah, M. Hum NIP. 19721108 199903 2 002 Examiner II, Dra. Hj. Siti Mariam, M. Pd NIP.19650727 199203 2 002 Advisor I, Samsul Ma'arif, M. Ag NIP.19741030 200212 1 002 Advisor II, Siti Tarwiyah, M.Hum. NIP. 19721108 199903 2 002 Dr. H. Ruswan , M.A NIP. 19680424 199303 1 004 iii 4. Title Writer Student Number ABSTRACT : 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 X1-1 of SMA Wahid Hayim Tersono Batang in The Academic Year of 2010 - 2011). : Nur Zaenah : 073411018 Key words: Video critic, improve, students' ability, writing, analytical exposition Teaching writing for Senior High School is not an easy job. To teach writing, teacher seldom uses certain methods to teach writing. Moreover, the teaching writing is generally felt boring and even confusing for learners because it needs more analytical ability. It is the task for the teacher to encourage their students to learn to write in the target language. But the problems are different character and competencies students can also be a barrier which may be faced by teacher when he or she teaches in classroom. From this case the researcher intends to conduct the research applying a learning method which is expected to be helpful and beneficial for students as well teachers. The objectives of this study are to identify the extent to which video critic contribute to the development of the ability in writing an analytical exposition text of the eleventh grade students of SMA Wahid Hasyim Tersono Batang in the academic year of 2010/2011 and to identify the extent to which video critic contribute to the development of the positive attitudes in writing analytical exposition text of the eleventh grade students of SMA Wahid Hayim Tersono Batang in the academic year 2010/2011. The subjects of this study were the students of X1 social 1 of SMA Wahid Hasyim Tersono Batang in the academic year of 2010/2011. The number of the subjects was 38 students. This research was a classroom action research. The process of this research was conducted in three stages, including, pre cycle, cycle 1, and cycle 2. Cycle 1 was planed after conducting pre cycle. Cycle 2 was conducted based on the reflection results of cycle 1. The data were collected through observation and test during the teaching learning process in pre cycle, cycle 1 and cycle 2. The data were analyzed using quantitative descriptive analysis. This research founds a significant difference in the achievement of students' writing before and after being treated by using video critic healthy. The average of the students' result in pre-cycle was 62. 21, in the cycle one test were 71. 21, in cycle two test were 76. 42, and in the post-cycle was 77. 34. It proved that the result of the post-cycle was better than the standard score of KTSP (2006) standard that is 65. The non-test analysis shows that the students' positive attitude in writing analytical exposition text increased. The iv 5. students were more attracted, more active, and more interested in studying when they used video critics compared to when they did not use house media. They responded the lesson well and enjoyed the whole of the lesson. v 6. A THESIS STATEMENT I am, the student with the following identity: Name Student Number Department : Nur Zaenah : 073411018 : English Language Education certify that this thesis is definitely my own work. I am completely responsible for the content of this thesis. Other writers' opinions or findings included in the thesis are quoted or cited in accordance with ethical standards. Semarang, 10 June 2011 The Writer, NUR ZAENAH Student Number: 073411018 vi 7. DEDICATION The thesis is dedicated to: My beloved father and mother My beloved brother and sisters All my big family vii 8. ACKNOWLEDGEMENT First and foremost, I would like to express gratitude to Allah SWT, the Almighty God for the blessing, kindness, and inspiration in lending me to accomplish the final project. Without Him, I couldn't stay patient and in control in writing this final project from the first page to the last page. Shalawat and salam for the Prophet Muhammad who brings us from darkness to the brightness. I realize that I cannot complete this final project without the help of others. Many people have helped me during the writing this final project and it would be impossible to mention of all them. I wish, however, to give my sincerest gratitude and appreciation to: 1. Dr. Suja'i, M.Ag. as the Dean of Tarbiyah faculty 2. Siti Tarwiyah, M.Hum as the Head of English Department. 3. Siti Tarwiyah, M.Hum as the first advisor and Dr. H. Ruswan, M.A as the second advisor for their patience in providing careful guidance, helpful corrections, very good advice as well as suggestion and encouragement during the consultation. 4. Lectures in English Department of Tarbiyah Faculty for valuable knowledge, guidance, and advices during the years of my study. 5. Library official who always give good service related with the references in this thesis so that the writer could done this thesis well. 6. Drs. Aminudin as the headmaster of SMA Wahid Hasyim Tersono who had allowed me to carry out the research in his school. Yudha Priyono, S. pd, as the English teacher of XI social 1 who had helped me in conducting the th research in their school, and the students of SMA Wahid Hasyim grade XI social 1, thanks for the cooperation, and also the school administration staff. 7. My dearest inspiration M.Arief taufiqurrahman, SE and Saiful Anam who gives me pray and motivation to finish this my thesis. 8. My best friends Dian, Ani, Rina, Harist. 9. My entire friends TBI 07 especially TBI A. 10. All members of my boarding house, Perumahan Bank Niaga c9 Mrs. Diah, mb luluk, Arifiyani, ila, ika, umi, isti. viii 9. TABLE OF CONTENT TITLE ...................................................................................................................i ADVISOR APPROVAL ......................................................................................ii RATIFICATION ..................................................................................................iii ABSTRACT..........................................................................................................iv THESIS STATEMENT .......................................................................................v DEDICATION ......................................................................................................vi ACKNOWLEDGEMENT ....................................................................................vii TABLE OF CONTENT ............................................................................... . viii LIST OF APPENDICES ......................................................... . ix CHAPTER I INTRODUCTION A. The Background of the Study ................................................ 1 B. Reason for Choosing the Topic............................................... 3 C. Research Question................................................................... 4 D. Objectives of the Study .......................................................... 4 E. Significance of the Study ........................................................ 4 F. Scope of the Study ................................................................. 5 G. Definition of Key Term .. 5 CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Review ................................................................. 7 1. Media .. 7 a. Definition of Media.................................................... 7 b. The Classification of Media........................................ 7 c. The Roles of Using Media in Teaching Learning....... 8 2. Writing .. ................................................ 9 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 ix 10. 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 x 11. CHAPTER V CONCLUSION A. Conclusion ....................................................................... 48 B. Suggestions ..................................................................... 49 References Appendices xi 12. 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 Appendix 9 The Precentages of Student's Observation in Cycle 1 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 xii 13. 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 1 their thoughts and feelings". 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 2 preparation for some other activity". 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. 1 AS 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. 1 14. In this modern world, the functions of English are to communicate in many fields, obtain science, appliance to construct interpersonally, and assess 3 information. 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 cultural4 firmament. 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- 5 'Alaq: 4-5). 3 Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, (Jakarta: Depdiknas, 2004), p. 9. 4 5 Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, p. 9. st Mahmud Y. Zayid, The Quran, (Lebanon: Dar Al-Choura, 1980), 1 Ed., p. 457. 2 15. 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 6 students in learning" . 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 th Writing Analytical Exposition text (A Classroom Action Research with Grade11 Students of SMA Wahid Hasyim Batang in the Academic Year of 2010/2011). 6. O Hamalik, Media Pendidikan, (Jakarta: DEPDIKBUD, 1993). P. 18. 3 16. 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. 4 17. 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 th exposition text using video critic in 11 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 th writing especially in analytical exposition text by using video critic in 11 grade SMA Wahid Hasyim Tersono Batang. 5 18. 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 7 language skills. 2. Improve Based on Oxford Advanced Learners' Dictionary, "improve is make or 8 become better, make good use of something". 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 9 action, the students' talent to do something well. Based on Webster New World Dictionary, "Student is one who studies or investigates; one who is 10 enrolled". 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 7 8 http://www.esl-galaxy.com/video.htm, Retrieved: August 29, 2010 A.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. 6 19. word, spelling, sentence structure, punctuation, and so on, in order to make 11 possible transmission of messages. 5. Analytical exposition text Analytical exposition text is a text that has social function to persuade 12 the readers or listeners that something is the case. 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 7 20. 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 1 presenting language in its more complete communication complex. 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 2 classified into eight groups. 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 (USA: Thomson Learning, 2001) p.142. M. Celce and Murcia Elite Olstain, Teaching English as a Second or Foreign Language. 2 Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Grapindo Persada, 2003) p. 37. 8 21. 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 9 22. 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 3 both visual auditory learners. 3 Jeremy Harmer, The Practice of English Language Teaching, (London: Pearson Education, 2001), p.214. 10 23. 2. Writing a. Definition of Writing "Writing is functional communication, making learners possible 4 to create imagined worlds of their own design." 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. 5 Meyers said that writing is an action. 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 6 your body before you exercise". 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 Essays, (New York: Pearson Education, Inc, 2005), p. 2. 6 Inc, 2003), 3 Ed., p. 41. Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraphs, and Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson Education, rd 11 24. 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 7 not be concerned if you repeat several ideas. 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. 8 (5).Repeat this process until you runs out of ideas. 7 Ann Hogue and Alice Oshima, Introduction to Academic Writing, (New York: Pearson nd Education, Inc, 1997), 2 Ed., p. 68. 8 Karen Blanchard and Christine Root, Ready to write, p. 42-43. 12 25. 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. 13 26. (5).Make sure you have included signal words to help guide the reader. 9 (6).Check the punctuations, spelling and grammar. 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 10 cohesively through meaning". 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 11 meanings. 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. 9 Karen 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 Language in Social-Semiotic Perspective, (Hongkong: Oxford University Press, 1984) p. 11. M.A.K. Halliday, & Ruqaiya Hasan, Language, Context, and Text: Aspects of 14 27. 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, 12 poetic and dramatic. 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, 13 information report, exposition and procedure. 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 14 purpose". 12 Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Macmillan Education Australia, 1997), p. 1. 13 Mark Anderson and Kathy Anderson, Text Types in English, p. 3. 14 Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 4. 15 28. 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. 16 29. 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 15 phenomenon, as though a natural phenomenon. 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 16 issue." 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 17 the reader or listener that something is the case". 15 16 p.69. 17 Rudi Hartono, Genres of Text, p.7 rd Blanchard, Karen and Cristine Root, Ready to write, (USA: Longman, 2003) 3 Ed., Rudi Hartono, Genres of Text, (Semarang: UNNES, 2005), p. 6. 17 30. 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 2).Arguments 3).Conclusion : Introducing the topic and showing speaker or writer's position; outlines of the arguments are presented. : It consist of point and elaboration : 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 18 nominalization. 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. 18 31. 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. 19 (REITERATION) 6. Video critic a. Definition of Video critic Video critic is medium worksheets for teaching a variety of 20 language skills . 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 20 Alexander mongot jaya dkk, English revolution (Jepara : El-rahma), P.56. http://www.esl-galaxy.com/video.htm. Retrieved: August 29, 2010 19 32. 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 21 tasks. 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 21 Jeremy Harmer, The Practice of English Language Teaching, (London: Pearson Education, 2001). P.282. 20 33. 22 2009/2010). 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 23 in the academic year of 2009/2010). 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. 23 Wahyu 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. 21 34. 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 1 involves the systematic collection and analysis of data related to practice". 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. 22 35. 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 2 appropriacy of certain activities and procedures. 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. 23 36. 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 3 reflecting to improve observation during research process. 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 4 that are probably made to get the final goals of the research. This research used action research, therefore; to analysis, the data would be combining both of qualitative and quantitative approaches. 3 4 Jeremy Harmer, The Practice Of English Language Teaching, p. 4. Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT Asdi Mahasatya, 2006), p. 98-99. 24 37. "Quantitative research is a research data in the form of numbers and analyze 5 uses statistic". 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 6 substantial subjective element". 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) th The data collection was started on Monday, November 15 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. 1. Date On Monday, November 15 2010 th Time Task th 11.30 a.m. -12.50 Pre-cycle p.m. 2. 3. On Friday, November 19 2010 07.00 a.m. -08.30 a.m. The First Cycle nd On , November 22 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. 25 38. 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. st 2. Second activity (1 Cycle) a. Planning b. Acting : planning the action related to the student's result on pre test. : - 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. nd 3. Third activity (2 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 26 39. consideration in scoring. They are content, organization, vocabulary, language use (grammar), and mechanics. The scoring guidance is as follows: Categories Content Score Table 2. Score Guidance Criteria 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 stated/ supported; succinct; well-organized; logical sequencing; cohesive. 17-14 Good to average: somewhat choppy; loosely organized but main ideas stand out; limited support; logical but incomplete sequencing. 13-10 Fair to poor: non-fluent; ideas confused or disconnected; lacks logical sequencing and development. 9-7 Very poor: does not communicate; no organization. Vocabulary 20-18 Excellent to very good: sophisticated range; effective word/idiom choice and usage; word from mastery; appropriate register. 17-14 Good to average: adequate range; occasional errors of word/idiom form; choice; usage but meaning not obscured. 27 40. 13-10 Fair to poor: limited range; frequent errors of word/idiom form, choice, usage; meaning confused or obscured. 9-7 Very poor: essentially translation; little knowledge of English vocabulary, idioms, word form. Language use 25-22 Excellent to very good: effective complex construction; few errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions. 21-18 Good to average: effective but simple constructions; minor problems in complex constructions; several errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions but meaning seldom obscured. 17-11 Fair to poor: major problems in simple/complex constructions; frequent errors of negation, agreement, tense, number, word order/ function, articles, pronouns, preposition and fragments, run-ons, deletions; meaning confused or obscured. 10-5 Mechanics 5 4 3 Very poor: virtually no mastery of sentence construction rules; dominated by errors; does not communicate. Excellent to very good: demonstrates mastery of conventions; few errors of spelling, punctuation, capitalization, paragraphing. Good to average: occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not obscured. Fair to poor: frequent errors of spelling, punctuation, capitalization, paragraphing; poor handwriting; meaning confused 28 41. 2 Very poor: no mastery of conventions; dominated by errors of spelling, punctuation, capitalization, 7 paragraphing; handwriting illegible. F. Achievement Level To know whether success or failure a student in writing recount text, to inform their achievement, the writer made students achievement level which on the table below; Table 3. Achievement Level Test Score 80-100 60-79 40-59 20-39 0-19 Achievement Level Excellent Good Fair Poor 8 Very Poor G. Technique of Data Collection To collect the data the writer used three instruments: Observation and Writing test. 1. Observation "Observation is a perception activity to know how far research 9 effectiveness of action have reached target". It means that observation is used to monitor student's activity during the teaching learning process to get a data. To collect a data through observation used checklist technique. 7 244-246. 8 H. D. Brown, Language assessment (NY: Addison Wesley Longman Inc, 2001), p . Martin Parrott, Tasks for Language Teachers: A Resource Book for Training and Development, (New York: Cambridge University Press, 1993), p. 237. 9 Development, p. 139. Martin Parrott, Tasks for Language Teachers: A Resource Book for Training and 29 42. "The checklist technique defines certain behaviors or events that can be 10 checked off as they occur during a lesson". According to Jeffry Glanz, there are some matters, which must be paid attention in doing observation, 11 among others are: a. The purpose of the observation b. The activity occurs teaching learning process c. The social interaction d. People talk to each other e. Investigation is focused on individuals, events, setting, and circumstances. 2. Writing Test The writer carried out the writing test in this research. Writing test is 12 used to measure students' writing ability would be to have them write. Writing is an appropriate test for measuring the students' mastery of the whole language aspects that have been taught in the teaching learning process. There are two kinds of writing test, namely composition test and 13 objective test of writing. In this study, the writer used composition test of writing. In this assignment, the students are required to compose a short paragraph of analytical exposition text based on video, which consists of 10- 15 sentences. 10 Jeffrey Glanz, Action Research: An Educational Leader's Guide to SchoolImprovement, (Norwood: Christopher-Gordon, 1998), p. 142. 11 Improvement, p. 141. 12 1969), p. 69. Jeffrey Glanz, Action Research: An Educational Leader's Guide to School David P. Harris, Testing English as a Second Language, (Bombay: Mc Graw-Hill, 13 David P. Harris, Testing English as a Second Language, p. 72. 30 43. H. Technique of Data Analysis 1. Writing Test Writing test includes pre-cycle test, cycle 1 test and cycle 2 tests. In this research, the researcher also uses mean formula to know the average of students' score and to check students' improvement in learning analytical exposition text. The mean score of the class will be searched by using this 14 X following formula: M Where: M n : The average of student score x : Total score n : The number of students 14 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan (Edisi Revisi), (Jakatta: Bumi rd Aksara, 2002) 3 Ed., p. 162. 31 44. CHAPTER IV RESEARCH FINDING In this chapter, the data that have been collected were analyzed and discussed to know the result of each activity during a research. A. WRITING TEST 1. Pre-cycle Before conducting this action research, a pre-test was given. The purpose of pre-cycle was to know the students' ability in writing analytical exposition paragraph. Pre-cycle was conducted on Monday, 15 November 2010. They were 38 students who followed the test. They had to write an analytical exposition paragraph about healthy theme. The length of paragraph consists of 10-15 sentences. The time allotment was 35 minutes. The pre-cycle result would be compared to the students' test results after treatment to know the improvement of the students' ability in writing analytical exposition. The pre-cycle result can be seen in the table below: Table 1. Score of Pre-cycle test NO Name of students Component of writing score score C O V G 10 13 14 15 11 12 12 11 12 15 13 11 13 12 14 12 11 10 11 13 12 13 11 14 10 12 15 15 11 12 12 11 1 2 3 4 5 6 7 8 Abdul Kharist Abdul Rohman Agung Restu Putra Agus Santoso Ahmad Syaidur Rozat Ahmad Syukron Ahmad Zaenudin Akhmad Zayid F M 13 12 14 12 11 12 13 11 65 58 69 64 55 63 60 57 32 45. 9 Alfiyah 11 12 13 12 11 12 11 12 12 12 11 13 12 11 13 10 Alfiana Rosyida 11 Azizah Fitri Khasanah 12 Faizaturrohmah 13 Fitriyah 14 Hermawan 15 Hikmatul Munifah 16 Ihsanudin 17 Kuniatin Nuqobah 18 Laili Masfufah 19 Laila Fitriani 20 Lailinatul Muhimmah 21 Lukman Hakim 22 Lutfi Agustina 23 Lutfi Fitriyatul Amalia 24 Lutfiyatul Khasanah 25 M. Ali Bagrudin 26 M. Azka Arifian 27 Mohammad Zafik 28 Mohammad Wiwin Y. 29 Mukodimah 30 Nikmatul Fauziyah 31 Nurhayati 32 Octiana Ayu Lestari 58 57 63 13 13 12 13 13 12 13 14 14 14 12 12 13 14 12 14 14 12 14 13 11 14 12 12 13 13 11 12 13 11 11 14 13 13 11 12 13 14 12 10 14 10 10 14 12 12 12 13 13 14 11 11 14 11 14 15 13 14 12 13 65 68 58 60 68 56 62 70 63 67 59 62 12 13 11 12 13 13 14 11 11 12 12 13 11 11 13 14 12 11 12 13 14 12 12 13 13 65 64 56 59 64 15 13 12 6 15 13 12 10 14 14 11 6 14 14 13 6 15 13 12 6 73 67 60 34 33 46. 33 Romayasyifah 34 Siti Azizah 35 Suci Pujiati 36 Umi Khoiroh 37 Widiyaningsih 38 Yahwan Hakim 15 12 16 13 13 11 471 15 12 16 11 14 11 479 15 13 17 12 13 12 468 15 12 14 11 12 12 469 15 11 17 11 12 12 477 75 60 80 58 64 58 2364 M = M = x n 2364 38 = 62.21 From the pre-cycle result above can be concluded that the students' ability in writing analytical exposition text was still poor. Most of the students were poor in all of those components especially in content, organization, and grammar. Most of the students were poor in all of those components especially in ideas, organization, and grammar. The students' writing was not coherent and united. In addition, the content of their essay was lack of ideas. Although they knew the theory of analytical exposition text well, they failed to differentiate the use of verb and adjective. An example of their mistake was found in the sentence, "drug is danger our health", it had to be "drug dangers our health". Then, the students also failed to state the subject in every clause. For example, "drug can make us addicted. Can cause death". It had to be, "drug can make us addicted. It can cause death". Consequentially, the students' grammar was needed to be improved. 34 47. Furthermore, a lot of students ignored the mechanics of writing including the use of capital letters, periods, and comma on their writing. The students used inappropriate vocabulary. Based on the explanation above, the average of students' result in pre- cycle was 62.61. According to Martin Parrott, the students' achievement level in this pre-cycle was failed. It could be said that treatment was important to improve students' writing skill. 2. Cycle 1 In this cycle, the researcher-conducted treatment first before executed a test. It was conducted on Friday, 19 November 2010. There were 38 students following teaching learning process. Teaching learning process during treatment was represented in many steps. a. Planning 1). Choosing the teaching learning materials (health video) 2). Arranging the lesson plan based on the teaching materials 3). Preparing the test Instrument 4). Preparing teaching facilities 5).Preparing students' attendance list b. Acting The first meeting was used to conduct building knowledge of field of modeling of the text stage. Then the next meeting was used to hold join construction of text and independent of text construction. In this cycle, I gave the students treatment, I concerned on the student's difficulty to build the ideas in writing analytical exposition essay. Video critic gave them ideas to build. Therefore, I concerned on some leading question that could help the students comprehend fully. Basically, they knew the pattern of simple present tense, tense that use in analytical exposition. However, they failed in adapting this tense in form of analytical exposition essay. The process of teaching and learning during the treatment was represented in the learning stages. There were four stages in the cycle one. 35 48. The first stage was building knowledge of field. Firstly, in the previous meeting I attached video critic in the classroom. I hope that it could increase their sense of curiosity. Moreover, it was expected that the students would get something to inspire their writing. The next stage was modeling of text. As stated before, the students had almost understood the theory of analytical exposition. However, they got difficulties in writing an essay of analytical exposition. Therefore, I intended to make the students understood, not only the theory but also the application of the theory. I lead them to discuss their mistake in pre-test. Then I chose one of the video. Knowing that students had never used video as media before, I gave them some leading question. To help them, I also used mind map technique. The students were enthusiastic in joining the discussion. Then, I showed them the way to combine those ideas into a coherent essay. They identified the generic structure of the text easily. Having clear with the construction of analytical exposition text, I lead the students to the next stage that was join construction of text. At first, I asked every group to choose one of theme based on the video that have been given. The last stage was independent construction of text. In this stage I asked every student to write an analytical exposition essay based on the video they had watched. The video could be the same, but the essay had to be varied. The topic was still health. The length of the essay was 10-15 sentences and the time allotment was 40 minutes. Moreover, the result of cycle one test can be seen in the table below: Table 2. Score of Cycle 1 test NO Name of students Component of writing score score C O V G 14 14 15 15 15 14 15 12 1 2 Abdul Kharist Abdul Rohman M 14 12 72 68 36 49. 3 4 5 6 7 8 Agung Restu Putra Agus Santoso Ahmad Syaidur Rozat Ahmad Syukron Ahmad Zaenudin Akhmad Zayid Farokhi Alfiyah 16 15 11 15 14 14 16 16 14 15 14 14 16 15 13 15 13 13 16 16 13 13 12 11 15 15 13 13 12 12 78 77 64 71 65 64 9 13 14 15 14 13 15 13 13 14 13 13 13 13 13 16 10 Alfiana Rosyida 11 Azizah Fitri Khasanah 12 Faizaturrohmah 13 Fitriyah 14 Hermawan 15 Hikmatul Munifah 16 Ihsanudin 17 Kuniatin Nuqobah 18 Laili Masfufah 19 Laila Fitriani 20 Lailinatul Muhimmah 21 Lukman Hakim 22 Lutfi Agustina 23 Lutfi Fitriyatul Amalia 24 Lutfiyatul Khasanah 25 M. Ali Bagrudin 26 M. Azka Arifian 66 66 73 15 16 15 16 16 14 14 17 15 16 14 15 15 16 13 15 16 14 16 16 13 14 14 15 15 16 14 14 16 12 13 17 14 15 13 15 15 16 13 12 15 12 12 15 13 13 13 14 15 16 13 12 16 12 13 16 14 15 14 15 75 80 68 69 79 64 68 81 69 73 68 74 14 16 14 15 16 13 12 14 13 16 14 12 15 14 12 72 74 64 37 50. 27 Mohammad Zafik 28 Mohammad Wiwin Y. 29 Mukodimah 30 Nikmatul Fauziyah 31 Nurhayati 32 Octiana Ayu Lestari 33 Romayasyifah 34 Siti Azizah 35 Suci Pujiati 36 Umi Khoiroh 37 Widiyaningsih 38 Yahwan Hakim 13 17 13 16 13 14 13 14 14 15 66 76 16 17 16 13 16 13 17 14 17 15 567 17 16 15 13 16 13 13 13 17 16 554 16 15 13 12 15 14 17 13 15 14 538 16 14 14 10 17 12 15 13 15 13 518 15 16 13 10 16 12 17 13 14 14 529 80 78 71 58 80 64 79 66 74 72 2706 M = M = x n 2706 38 = 71.21 Based on the test result, the average of students in treatment (cycle 1) was 71.21. It increased 9.0 from pre-test and it could be concluded that a first cycle was successful enough. In first cycle, the writer analyzed that some students still had difficult in writing analytical exposition. The students had difficulty in making a paragraph analytical exposition that was united and coherent and they still had difficult in grammar, word choice, and 38 51. mechanics. Based on the problem above, the teacher conducted cycle 2 in order to improve the students' writing analytical exposition. c.Observing This observation is the first one done during this research; it was conducted on Friday, 19 August 2010. In this meeting, all of the students attended in class. While the teacher showing video critic, they watching to the video and listening to teacher's explanation, they did what the teacher says and none students to be crowded also asked permission to leave the classroom. In the second activity, there were not students did not pay attention to the learning process. Yahwan, Umi, Lutfi Agustins, Lukman Hakim, Muhammad Zafik, and Fitriyah were the students who active in asking question because they wanted to know more analytical exposition text. When the teacher gave a task to them, none students did not do the tasks but they are discipline in doing the task but two of the students were not active during a lesson, they were: M.wiwin Y and Octiana Ayu Lestari. These students were also not cooperating with their group although their teacher had admonished them. d. Reflecting 1) The teaching that had done by the teacher had not maximal, because in giving materials was less interesting. 2) The students activity in learning process had not maximal. It was caused many students did not pay attention to the teacher. It still there where many students spoke with their friend when teaching learning process was progress. Beside that, there were many students that did not understand the instruction that was given by the teacher. 3) Teacher should prepare teaching media well. 4) Teacher should improve students motivation in learning process especially for students that less attention. 3. cycle 2 a. Planning 1). Choosing the teaching learning materials (health video) 39 52. 2). Arranging the lesson plan based on the teaching materials 3). Preparing the test Instrument 4). Preparing teaching facilities b. Acting Cycle two took two meetings. The first meeting was on Monday 22 November. The second meeting was on 23 November 2010. Generally, the procedure of teaching learning activity in this cycle was almost the same as the previous cycle. The first meeting was used as joint construction of text and independent of text stages. The main concern on this cycle was on making the students' writing more coherent and better than before. However, I still tried to develop the other components. In building knowledge of field stage, I explored the students vocabulary by drilling them some vocabulary used in analytical exposition. I also used video to inspire the students in varying vocabulary. In the next stage that was modeling of text, I showed them a video. Then, I asked them to explore the video on the white board. I wrote their ideas by using mind map technique. Move to the next stage, joint construction of text. In this stage, every student had to write their own essay about the video they had discussed. The rule was still the same, the time allotment was 40 minutes and the length of essay was 10-15 sentences. The result of students' achievement in writing analytical exposition in the cycle 2 was shown in the table below: Table 3. Score of cycle 2 test NO Name of students Component of writing score Score C O V G 15 14 15 15 16 16 16 16 17 17 17 16 1 2 3 Abdul Kharist Abdul Rohman Agung Restu Putra M 15 15 15 74 79 82 40 53. 4 5 6 7 8 Agus Santoso Ahmad Syaidur Rozat Ahmad Syukron Ahmad Zaenudin Akhmad Zayid Farokhi Alfiyah 17 15 16 16 16 17 15 16 16 16 16 15 15 15 14 16 14 14 14 14 15 15 14 14 14 81 74 75 75 74 9 15 14 17 15 15 16 14 14 16 13 14 13 14 14 16 10 Alfiana Rosyida 11 Azizah Fitri Khasanah 12 Faizaturrohmah 13 Fitriyah 14 Hermawan 15 Hikmatul Munifah 16 Ihsanudin 17 Kuniatin Nuqobah 18 Laili Masfufah 19 Laila Fitriani 20 Lailinatul Muhimmah 21 Lukman Hakim 22 Lutfi Agustina 23 Lutfi Fitriyatul Amalia 24 Lutfiyatul Khasanah 25 M. Ali Bagrudin 26 M. Azka Arifian 27 Mohammad Zafik 71 71 78 15 17 15 16 16 15 15 17 16 15 16 16 16 16 14 17 17 15 16 16 15 16 16 16 16 17 16 15 17 14 14 17 15 14 14 16 15 16 13 14 15 14 13 15 14 14 13 15 15 15 15 14 17 15 14 16 15 15 15 15 77 81 73 76 82 73 72 81 75 74 74 78 15 17 15 14 16 16 15 14 15 14 14 14 16 14 13 14 15 15 14 15 77 76 71 71 41 54. 28 Mohammad Wiwin Y. 29 Mukodimah 30 Nikmatul Fauziyah 31 Nurhayati 32 Octiana Ayu Lestari 33 Romayasyifah 34 Siti Azizah 35 Suci Pujiati 36 Umi Khoiroh 37 Widiyaningsih 38 Yahwan Hakim 17 16 16 15 16 80 17 17 16 15 17 14 18 15 17 15 602 18 17 16 15 18 14 19 14 17 16 604 16 17 14 15 16 14 19 14 16 15 581 17 14 15 12 15 13 17 14 15 14 548 16 17 13 13 17 14 18 14 15 14 569 84 82 74 70 83 70 91 71 80 74 2904 M = M = x n 2904 38 = 76.42 c. Observing This observation is the first one done during this research; it was conducted on Monday, 22 November and Tuesday, 23 November 2010. This observation was executed while students doing test. In a play, all of the students attended in class and listened to teacher's explanation. While doing test, there were five students did not paying attention to the learning process. There was one group still crowded and there was six students' active in asking questions, two students' like to be crowded, such as Wiwid and M.Ulin. In this 42 55. activity, there were four students asked permission to leave the classroom but all of the students discipline in doing the task and none the students were not active during a lesson also they cooperated in performance a play . From the statement above, it can be concluded that while executed observation the writer knew the activity what the students did during teaching learning process. The writer concluded that class XI IPS 1 of SMA Wahid Hasyim Tersono Batang belonging to the active and in the law obedient' students. It was proved while most of the students listened to teacher's explanation, active asked the questions, and discipline in doing a task. In the law obedient' students, it proved from the attendance list and the students were not like to be crowded although two of three students still made crowded. d. Reflecting Evaluate the steps in teaching learning process, discussed the result of observation, and assessed the result of students' understanding for the improvement of students' writing analytical exposition text. According to the researcher, all activities could run well. All of the students were paying attention to the teacher seriously and interestingly while write the lesson. From the result above, I concluded that the research proved that the use of video critics to develop students, ability in writing was significant. From this result, the writer concluded that the students' achievement in writing analytical exposition text using video critics as a medium had a significant improvement and we can look on the graph below: 43 56. Diagram1 Improvement of Students' Score In Writing Analytical exposition text 90 80 70 60 50 40 30 20 10 0 Pre- cycle Series1 Cycle 1 Cycle 2 B. DISCUSSION Table 5 Percentages of Observation No Students' Pre cycle% Cycle 1 % Participation 1 Being enthusiastic in listening to teachers' explanation of analytical exposition text 2 Being answering the teacher question 3 Being serious in group discussion 4 Being enthusiastic in watching video critics Cycle 2 % 100 100 100 47 67 76 26 53 58 61 89 100 44 57. 5 Being enthusiastic in doing test 100 100 100 Table 6 Score of Students' Achievement Pre cycle Cycle 1 65 58 69 64 55 63 60 57 58 57 63 65 68 58 60 68 56 62 72 68 78 77 64 71 65 64 66 66 73 75 80 68 69 79 64 68 No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Code A-1 A-2 A-3 A-4 A-5 A-6 A-7 A-8 A-9 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 Cycle 2 74 79 82 81 74 75 75 74 71 71 78 77 81 73 76 82 73 72 45 58. 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 A-27 A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 70 63 67 59 62 65 64 56 59 64 73 67 60 34 75 60 80 58 64 58 2364 81 69 73 68 74 72 74 64 66 76 80 78 71 58 80 64 79 66 74 72 2706 81 75 74 74 78 77 76 71 71 80 84 82 74 70 83 70 91 71 80 74 2904 46 59. 1. The comparison of pre cycle and cycle 1 In pre cycle we can see that students' activeness were very low. This can be concluded that there were about 47 % students did not give participant to teacher's explanation. It was shown by their attitudes during the class that most of them were talking to each other while the study in progress. Even when they were in groups of discussion, they did not show any enthusiasm in joining the activity. For instance, when teacher pointed one of them to express their writing in front of class, student who was pointed would point another student or his/her partner instead. This repeated over and over until there was someone who did not have a chance to refuse tried to express this expression. In contrast, in cycle 1, students' responds toward speaking were shown significant improvement. It was resulted that students activeness/participation in writing activity were 67%. It increased from pre cycle. Here, 2 students who were pointed to come forward for their group did not refuse or point another partner to come forward instead. From the result above, the average students in Pre Cycle were only 62, 21 and Cycle I was 71, 21, the comparison between Pre Cycle and Cycle I improved 9 %. It meant the use of video critic can improve students' achievement in writing 2. The Comparison of Cycle 1 and Cycle 2 In cycle 1 we can see that students' activeness were very low. This can be concluded that the students did not give attention to teacher's explanation. It was shown by their attitudes during the class that most of them were talking to each other while the study in progress or sleeping. Even when they were in groups of discussion, they did not show any enthusiasm in joining the activity. For instance, when teacher pointed one of them to come forward, student who was pointed would point another student or his/her partner instead. This repeated over and over 47 60. until there was someone who did not have a chance to refuse tried to write their writing. In contrast, in cycle 2, students' responds toward writing were shown the improvement. It was resulted that students activeness/participation in writing activity increased from cycle 1. Here, 4 students who were pointed to come forward for their group did not refuse or point another partner to come forward instead. It can be said that the use of video critic as a medium were effective in improving students' writing ability and motivated them to be more active in engaging themselves in writing activity. In short, students' were more actively writing; they leaved their laziness and embarrassment by actively writing. In addition, their achievement in speaking also increased. Students mean in cycle I 71, 21, increased up to 76, 42 in cycles II. It was higher than minimum score that must be reached. Those indicated that video critic can improve students' writing ability. 3. The comparison of pre cycle and all cycle Interpretation takes the result of analysis, makes the interferences pertinent to the research relation studied and draws conclusion about the relations. In the best average scores of the pre cycle cycle1 and cycle 2 of the students was 62, 21, 71, 21, and 76, 42. It shows that cycle 1 scores of the class (71, 2) is better than (76, 4) the result of the cycle 2 of the class is higher than cycle 1. Based on the result above, the writer concluded that the teaching learning activity by using video critic can improve the students' achievement in writing analytical exposition text. 48 61. CHAPTER V CONCLUSION A. Conclusion Based on the research and observation conducted in this classroom action research it can be concluded: 1. The research on the use of video critic as a medium to improve student's ability in writing analytical exposition text was done in two cycles. In teaching learning process the researcher showed students video critic. In this process, she asked them to pay attention and take any notes about the video. The students had to write who the characters were the problems and how the video ended. The researcher asked some questions related the video. Finally, the researcher asked the students to write an analytical exposition text based on the video. 2. Based on the implementation of video critic in teaching writing, video critic contributed to the development ability in writing analytical exposition text of the eleventh grade students of SMA Wahid Hasyim Tersono in the academic year of 2010/2011. Analysis of pre-cycle, cycle one and cycle two, show that there is a difference in students' writing achievement before and after being treated by using video critic in teaching analytical exposition text. It can be proved from the average score of students from each cycle. In the pre-cycle, the average score of students was 62, 21, in the cycle one test was 71, 21, in cycle two test was 76, 42. It proved that the result of cycle two test was better than the score of KTSP (2006) standard that is 65. The treatments in fact facilitate the students to write an analytical exposition text. Therefore, video critics inspire the students write a coherent and meaningful analytical exposition text. 49 62. B. Suggestions In teaching English, the teacher must create fun and enjoyable atmosphere. The enjoyment is the important thing that hopefully will have good effects on the education. Because what they dislike, they drop as soon as possible. In other words, the teacher should make the teaching learning process enjoyable, because students love to play and learn best when they enjoy themselves. From the conclusions above, there are some suggestions in order to improve writing skill, especially for the teacher, the students, and the reader. The writer's suggestions are as follows: 1. For the teachers a. Teacher is suggested to be creative in teaching writing, because by giving interesting media or technique, students will have an interest to learn writing more b. Teacher should have some strategies and ways to enrich their English teaching techniques. 2. For the students The students should not be afraid of making mistake and worried about their ability in choosing and arranging words to produce sentences in present tense, because it would make them not to enjoy writing and not to be confident enough in writing on their own. In writing analytical exposition text, they should use stages in writing process like prewriting, writing, and revising, so they could write freely and easily. Finally, the writer realizes that this paper is far from being perfect, so that, constructive critics and advice are really expected for the perfection of the thesis. Hopefully, this thesis will be useful for all teachers. Amin ya robb al alamin. 50 63. 51 64. REFERENCES Anderson, Mark and Anderson, Kathy, Text Types in English, South Yarra: Macmillan Education Australia, 1997. Arsyad, Azhar, Media Pembelajaran, Jakarta: PT. Raja Grafindo Persada. 2003. Arikunto, Suharsimi, Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara, 2002 Blanchard, Karen and Root, Christine, Ready to Write, New York: Pearson rd Education, Inc, 2003, Ed. 3 . Brown, H. D., Language Assessment New York: Addison Wesley Longman, 2001. Cambridge, Dictionary of American English, Cambridge: Cambridge University Press, 2000. Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, Jakarta: Depdiknas, 2004. Fauzan, Wahyu, 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). Unpublished Thesis. Semarang : FPBS UNNES, 2009. Feez, Susan and Joyce, Helen, Text-Based Syllabus Design, Sydney: Macquarie University, 2002. Gerot, Linda and Wignell, Peter, Making Sense of Functional Grammar, Sydney: Gerd Stabler, 1994. Glanz, Jeffrey, Action Research: An Educational Leader's Guide to School Improvement, Norwood: Christopher-Gordon, 1998. Guralnik, David B., Webster New World Dictionary of the American Language, NY: Warner Books, 1984. Hamalik, O, Media Pendidikan, Jakarta: DEPDIKBUD, 1993. 65. Halliday, M.A.K & Hasan, Ruqaiya, Language, Context, and Text: Aspects of Language in Social-Semiotic Perspective, Hongkong: Oxford University Press, 1984. Harmer, Jeremy, The Practice of English Language Teaching, England: Pearson rd Education Limited, 2001, Ed. 3 . , ------------------- How to Teach Writing, England: Pearson Education Limited, 2004. Hartono, Rudi, Genres of Texts, Semarang: UNNES, 2005. 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Wallace, Michael J., Action Research for Language Teachers, New York: Cambridge University Press, 1998. st Zayid, Mahmud Y., The Quran, Lebanon: Dar Al-Choura, 1980, Ed. 1 . http://www.esl-galaxy.com/video.htm 66. Appendix 1 STUDENTS LIST NameNo 1 Abdul Kharist 2 Abdul Rohman 3 Agung Restu Putra 4 Agus Santoso 5 Ahmad Syaidur Rozat 6 Ahmad Syukron 7 Ahmad Zaenudin 8 Akhmad Zayid F 9 Alfiyah 10 Alfiana Rosyida 11 Azizah Fitri Khasanah 12 Faizaturrohmah 13 Fitriyah 14 Hermawan 15 Hikmatul Munifah 16 Ihsanudin 17 Kuniatin Nuqobah 18 Laili Masfufah 19 Laila Fitriani 20 Lailinatul Muhimmah 21 Lukman Hakim 22 Lutfi Agustina 23 Lutfi Fitriyatul Amalia 24 Lutfiyatul Khasanah 25 M. Ali Bagrudin 26 M. Azka Arifian 27 Mohammad Zafik 28 Mohammad Wiwin Y. 29 Mukodimah 30 Nikmatul Fauziyah 31 Nurhayati 32 Octiana Ayu Lestari 33 Romayasyifah 34 Siti Azizah 35 Suci Pujiati 36 Umi Khoiroh 37 Widiyaningsih 38 Yahwan Hakim Students Code A -1 A -2 A -3 A- 4 A -5 A -6 A -7 A- 8 A -9 A-10 A -11 A -12 A- 13 A -14 A -15 A -16 A- 17 A- 18 A -19 A -20 A- 21 A-22 A -23 A -24 A -25 A- 26 A -27 A -28 A -29 A- 30 A- 31 A -32 A -33 A -34 A- 35 A -36 A 37 A -38 1 67. Appendix 2 LESSON PLAN (1) School Subject Class/Semester Skill Material Time I. Competency Standard II. Basic Competency : SMA Wahid Hasyim Batang : English : X I/ 1 : Writing : Analytical exposition text : 2 X 45 minutes : Expressing meaning in short functional text and monologue in report, narrative, and analytical exposition in the context of daily life. : To express meaning and rhetorical stage in essay written language accurately, fluently and acceptably in the context of daily life in report texts, narrative texts, analytical exposition texts. : - Students are able to use grammar, vocabulary and punctuation accurately - Students are able to write an analytical exposition text. : Th.M.Sudarwati dkk, Look Ahead an English courses for SMA Grade X1 Jakarta, Erlangga , 2007. : Video : III. Indicator IV. Source V. Media Learning Activities 1. Pre Activities Teacher opens the class by greetings. "Good morning students, how are you today? Teacher checks students attendance. 2 68. 2. Main Activities a. b. c. d. BKOF (Building Knowledge of the Field) Teacher gives introduction about materials by asking some questions. "Do you know analytical exposition text ?" "What do you think about analytical exposition text"? Students answer the questions orally. MOT (Modelling of the Text) Teacher explains students about analytical exposition text ( about the social Function, Generic structure, Lexico grammatical features) Teacher gives an example of analytical exposition text by using slide of power point. Teacher explains to students about the function of video critic in analytical exposition text. JCOT (Joint Construction of the Text) Teacher asks students to watch the video Teacher asks students to take a note Teacher ask students to decided the topic based on the video ICOT (Independent Construction of the Text) Teacher asks students to write an analytical exposition text based on the video show. 3. Post Activities Teacher reviews the material. Teacher gives suggestion to students to study hard and to memorize new vocabulary. Teacher closes the class. 3 69. VI. ASSESSMENT The teacher asks students to write an analytical exposition text based on the video show. Aspects to be assessed - content, organization, vocabulary, grammar and mechanic 4 70. Appendix 3 LESSON PLAN (2) School Subject Class/Semester Skill Material Time VII.Competency Standard VIII. Basic Competency : SMA Wahid Hasyim Batang : English : X I/ 1 : Writing : Analytical exposition text : 2 X 45 minutes : Expressing meaning in short functional text and monologue in report, narrative, and analytical exposition in the context of daily life. : To express meaning and rhetorical stage in essay written language accurately, fluently and acceptably in the context of daily life in report texts, narrative texts, analytical exposition texts. : - Students are able to use grammar, vocabulary and punctuation accurately - Students are able to write an analytical exposition text. : Th.M.Sudarwati dkk, Look Ahead an English courses for SMA Grade X1 Jakarta, Erlangga , 2007. : Video IX. Indicator X. Source XI. Media . Learning Activities 4. Pre Activities : Teacher opens the class by greetings. "Good morning students, how are you today? Teacher checks students attendance. 5 71. 5. Main Activities e. f. g. h. BKOF (Building Knowledge of the Field) Teacher gives introduction about materials by asking some questions. "Do you know analytical exposition text ?" "What do you think about analytical exposition text"? Students answer the questions orally. MOT (Modelling of the Tex