the influence of using cross-word puzzle
TRANSCRIPT
i
THE INFLUENCE OF USING CROSS-WORD PUZZLE TOWARD
STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT AT THE
FIRST SEMESTER OF THE EIGHT GRADE AT SMPN 2 GUNUNG
LABUHAN WAY KANAN REGENCY IN THE ACADEMIC YEAR OF
2020/2021
By:
NIYA ERAWATI
NPM : 1611040197
English Education Study Program
Advisor : Meisuri, M.Pd
Co-Advisor : Irawansyah, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC UNIVERSITY OF RADEN INTANLAMPUNG 2021
A Thesis
Submitted as a partial fulfillment of
The Requirements for S1-Degree
ABSTRACT
ii
This thesis was based on the phenomena happened in the school, it was how many
students who is can not develop their ideas what to write in written form. The
tectnique that was used in the teaching learning process often make students’ felt
bored to join English lesson. Therefore, this thesis discussed the influence of
using Crossword Puzzle game in teaching writing, particularly in writing
descriptive text. The objective of this study was to find out whether applaying
Crossword Puzzle game was affect the students’ achievement in writing
descriptive text at the fisrt semester of the eight grade of SMPN 2 Gunung
Labuhan Way Kanan Regency in the Academik Year 2020/2021.
The research methodology was used quasi experimental research design. The
population of this research was the students at the fisrt semester of the eight
grade of SMPN 2 Gunung Labuhan Way Kanan Regency. The sample of the
research was chosen by using cluster random sampling technique. The writer
chose sample VIII A as the experimental class, and the other VIII D as the control
class. There were three steps in conducting quasi experimental research design:
pre-test, treatment, post-test. The treatment held in three meeting 2 x 30
minutes for each class.
The treatment was conduct by online learning, used WatsApp application as the
media to transfer the materials. During the COVID-19 was influenced the people
activities, it is also affect to the time was limited in taching and learning process.
Key word: Crossword Puzzle Game, Descriptive Text, Students’ Wiring Ability.
MOTTO
iii
“Surely, Allah changes not the condition of a people until they change that which
is in their hearts.”
(Chapter Ar-ra’d: Verse 11)1
1Maulawi Sher Ali, The Holy Qur’an Arabic Text and English Translation,
(Islamabad:Isam International Publications, 2004), p. 277.
DECLARATION
iv
I hereby declare that thesis entitled “The Influence of Using Crossword
Puzzle Towards Students’ Ability in Writing Descriptive Text at The First
Semester of The Eight Grade Of SMPN 2 Gunung Labuhan Way Kanan Regency
in The Academic Year 2020/2021” is completely by my own work. I am fully
aware that I have quote some statements and ideas from various sources and those
are properly acknowledge in the text.
Bandar Lampung, 03 Juni 2021
Declared by
Niya Erawati
1611040197
DEDICATION
v
Price and gratitude to Allah SWT almighty for his abundant blessing to me, and
then from my heart and great love, this thesis is proudly dedicated to:
1. My beloved parents, Mr. Imudin (Alm) and Mrs. Murtini, who always
supporting me, pray for all my success, thanks for all the motivations and
your love, I love you forever.
2. My beloved brothers Joansyah, A.Md.Kep and Darwin, S.Pd. Also to all
my big family who always motivate me to success.
3. My amazing friends who always supporting me in finishing my study.
4. My lovely almamater UIN Raden Intan Lampung which has contributed a
lot for my development.
CURICULUM VITAE
vi
The writer name is Niya Erawati. She is called by niw. She was born in Way
Kanan, on July 29th
, 2000. She is the last child of three children of Mr. Imudin
(Alm) and Mrs. Murtini. She has two brothers (Joansyah, A.Md.Kep and Darwin,
S.Pd.). At present, she lives in Ujan Mas Gunung Labuhan, Way Kanan Regency.
The writer began her study for elementary school at SDN 1 Ujan Mas and
finished in 2010. Next, she continued her study for Junior High School at SMPN
04 Bukit Kemuning North Lampung and finished in 2013. After that she
continued to Senior High School at SMAN 01 Bukit Kemuning North Lampung
and finished in 2016. After finishing in Senior High School, she continued her
study to UIN Raden Intan Lampung in English Education Study Program.
During her study in UIN Raden Intan Lampung, the writer lived at Nusa Jaya
Street. No.20. Sukarame, Bandar Lampung. In 2016 to 2018, the writer joined in
some course (Rumah Inggris, Lucky.Zee and Monash English Institue) and others
activity outside the university.
ACKNOWLEDGEMENT
vii
Bismillahirrahmanirrahim.
In the name of Allah the Almighty God, the Most Merciful, and the Most
Beneficent for blessing the writer with His mercy and guidance to finish this
thesis. Peace and salutation always be given to our Prophet Muhammad peace be
upon him, with his family and followers. This thesis entitled “The Influence of
Using Crossword Puzzle Towards Students’ Ability in Writing Descriptive Text at
The First Semester of The Eight Grade of SMPN 2 Gunung Labuhan Way Kanan
Regency in The Academic Year 2020/2021” is submitted as compulsory
fulfillment of the requirements for S1-degree of English Education Study Program
at Tarbiyah and Teacher Training Faculty at UIN Raden Intan Lampung.
When finishing the thesis, the writer has obtained so many helps, supports,
assistances, and many valuable things from various sides. Therefore, the writer
would sincerely express her gratitude:
1. Prof. Dr. Hj. Nirva Diana, M.Pd, the Dean of Tarbiyah and Teacher Training
Faculty UIN Raden Intan Lampung.
2. Meisuri, M.Pd, the Chairman of English Education Study Program UIN Raden
Intan Lampung who has patiently guided and directed until the completion
this thesis and also as the Advisor who has given guidance and help to finish
the thesis.
3. Irawansyah, M.Pd, the Co-Advisor for the patience in improving the final this
thesis.
viii
4. The English Education Lecturers at UIN Raden Intan Lampung.
5. Drs. Suparno, M.M, the headmaster of SMPN 2 Gunung Labuhan Way Kanan
Regency, the teacher and the English teacher, Mrs. Wahyu Retno Wijayanti,
S.Pd and also students’ in the Eight Grade especially to VIII A and VIII D for
being so cooperative during the research.
6. My beloved friends of English Department of UIN Raden Intan Lampung,
especially my beloved friends in class D, 2016.
Finally, nothing is perfect and neither is the final project. The writer realizes
this thesis still far from perfect, so the writer expects constructive criticisms and
suggestions. Any correction, comments, and criticisms for this final protect are
always welcome.
Bandar Lampung, 03 Juni 2021
The writer,
Niya Erawati
1611040197
ix
TABLE OF CONTENT
COVER ................................................................................................................. i
ABSTRACK......................................................................................................... ii
MOTTO .............................................................................................................. iii
DECLARATION ................................................................................................ iv
DEDICATION ..................................................................................................... v
CURICULUM VITAE ....................................................................................... vi
ACKNOWLEDGEMENT ................................................................................ vii
TABLE OF CONTENT ................................................................................... viii
LIST OF TABLE................................................................................................ xi
LIST OF FIGURE ............................................................................................. xii
LIST OF APPENDICES .................................................................................. xiii
CHAPTER I INTRODUCTION
A. Background of Problem ............................................................................ 1
B. Identification of Problem .......................................................................... 8
C. Limitation of Problem ............................................................................... 9
D. Formulation of Problem ............................................................................ 9
E. Object of Research .................................................................................... 9
F. Significant of Research ............................................................................. 9
G. Scope of Research ................................................................................... 10
CHAPTER II REVIEW OF RELATED LITERATURE
A. Concept of Teaching English as a Foreign Language ............................. 12
B. Concept of Writing .................................................................................. 13
1. Definition of Writing ................................................................... 13
2. The Process of Writing ................................................................ 14
3. Components of Writing ............................................................... 16
C. Concept of Teaching Writing .................................................................. 17
D. Concept of Writing Ability ..................................................................... 18
E. Concept of Text ....................................................................................... 19
1. Definition of Text ........................................................................ 19
2. Types of Text .............................................................................. 20 F. Concept of Descriptive Text ................................................................... 22
x
1. Definition of Descriptive Text .................................................... 22
2. Generic Structure of Descriptive Text ........................................ 23
3. The Characteristic of Descriptive Text ....................................... 24
4. Language Feature of Descriptive Text ........................................ 25
5. Example of Descriptive Text ...................................................... 26 G. Concept of Game..................................................................................... 27
H. Concept of Cross-word Puzzle Game ..................................................... 28
1. Definition of Cross-word Puzzle Game ...................................... 29
2. Procedure of Cross-word Puzzle Game ...................................... 30
3. Advantages of Cross-word Puzzle Game .................................... 30
4. Disadvantage of Cross-word Puzzle Game ................................. 32
I. Concept of Translation Technique .......................................................... 33
1. Definition of Translation Technique ........................................... 33
2. Translation Tools ........................................................................ 34
3. Procedure of Translation Technique ........................................... 34
4. Advantages of Translation Technique ........................................ 35
5. Disadvantages of Translation Technique .................................... 35 J. Concept of Online Learning .................................................................... 36
1. Definition of Online Learning..................................................... 36
2. Advantages of Online Learning .................................................. 37
3. Disadvantages of Online Learning .............................................. 38
K. Concept of WhatsApp Application ......................................................... 38
1. Definition of WhatsApp .............................................................. 38
2. Advantages and disadvantages of Using WhatsApp ................... 39
3. Procedure of Using WhatsApp in English Teaching .................. 40
L. Frame of Thinking .................................................................................. 41
M. Hypothesis ............................................................................................... 43
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ...................................................................................... 44
B. Variable of Research ............................................................................... 45
C. Operational Definition of Variable ......................................................... 46
D. Population, Sample and Sampling Technique ........................................ 46
1. Population of the Research.......................................................... 46
2. Sample of the Research ............................................................... 47
3. Sampling Technique .................................................................... 48
E. Research Procedure ................................................................................. 48
1. Finding the Population and Sample ............................................ 48
2. Designing the Instrument of the Research .................................. 48 3. Administrating of Pre-test ........................................................... 48
4. Conducting Treatment ................................................................. 49
5. Administrating of Post-test.......................................................... 49
6. Analyzing the Result of Post-test ................................................ 49
F. Treatment for Experimental Class and Control Class ............................. 49
1. Treatment for Experimental Class .............................................. 49
2. Treatment for Control Class ........................................................ 50
G. Data Collecting Technique ...................................................................... 51
H. Research Instrument ................................................................................ 52
xi
I. Scoring Procedure ................................................................................... 53
J. Analysis of Research Instrument ............................................................ 55 1. Validity ........................................................................................ 55
2. Reliability .................................................................................... 56
3. Readability .................................................................................. 58
K. Data Analysis .......................................................................................... 59
1. Normality Test............................................................................. 59
2. Homogeneity Test ....................................................................... 59
3. Hypothetical Test ........................................................................ 60
CHAPTER IV
A. Research Procedure ................................................................................. 61
B. Data Description...................................................................................... 62 1. Description of the First Treatment .............................................. 62
2. Description of the Second Treatment .......................................... 63
3. Description of the Third Treatment ............................................. 63
C. Data Analysis .......................................................................................... 64
1. Result of the Pre-Test in Experimental Class.............................. 64
2. Result of the Pre-Test in Control Class ....................................... 67
3. Result of the Post-Test in Experimental Class ............................ 68
4. Result of the Post-Test in Control Class ..................................... 71
5. Result of Normality Test ............................................................. 72
6. Result of Homogeneity Test ........................................................ 74
7. Result of Hypothetical Test ......................................................... 75
D. Discussion ............................................................................................... 77
CHAPTER V CONCLUSION
A. Conclusion............................................................................................. 78
B. Suggestion ............................................................................................. 79
REFERENCES
APPENDICES
LIST OF TABLE
xii
Table 1 The students English score at the First Semester of the Eight Grade of
SMPN 2 Gunung Labuhan in the Academic year 2019-2020 ................. 4
Table 2 The Population of the students at the first semester of the Eighth Grade
of SMPN 2 Gunung Labuhan in the academic year 2019-2020 ............ 47
Table 3 Pre-test and Post-test Topic ................................................................... 52
Table 4 Scoring Rubric ...................................................................................... 52
Table 5 Result of the Pre-test in Experimental Class ......................................... 65
Table 6 Result of the Pre-test in Control Class .................................................. 67
Table 7 Result of the Post-test in Experimental Class ....................................... 69
Table 8 Result of the Post-test in Control Class ................................................. 71
Table 9 Result of Normality Test of Experimental and Control Class............... 72
Table 10 Result of Homogeneity Test of Experimental and Control Class ........ 73
Table 11 Result of Hypothetical Test .................................................................. 74
LIST OF FIGURE
xiii
Figure 1 ............................................................................................................... 64
Figure 2 ............................................................................................................... 66
Figure 3 ............................................................................................................... 68
Figure 4 ............................................................................................................... 70
LIST OF APPENDICES
xiv
Appendix 1 The Interview for the Teacher ................................................... 85
Appendix 2 The Result of Interview for English Teacher ............................ 86
Appendix 3 The Students English Score ....................................................... 89
Appendix 4 Syllabus ..................................................................................... 94
Appendix 5 Lesson Plan (RPP) in Experimental Class .............................. 102
Appendix 6 Lesson Plan (RPP) in Control Class ........................................ 111
Appendix 7 Instrument of Pre-test .............................................................. 120
Appendix 8 Instrument of Post-test ............................................................ 121
Appendix 9 Expert Validation Form of Writing Test ................................. 122
Appendix 10 Recommendation Letter .......................................................... 123
Appendix 11 Response Letter from the School ............................................ 124
Appendix 12 Instrument for Readability Test ............................................... 125
Appendix 13 Result of Readability ............................................................... 126
Appendix 14 Name of Students in Experimental Class ................................ 127
Appendix 15 Name of Students in Control Class ......................................... 128
Appendix 16 Pre-Test Score of Students in Experimental Class .................. 129
Appendix 17 Post-Test Score of Students in Experimental Class ................ 130
Appendix 18 Pre-Test Score of Students in Control Class ........................... 131
Appendix 19 Post-Test Score of Students in Control Class .......................... 132
Appendix 20 Result of Reliability................................................................. 133
Appendix 21 Result of Normality Test ......................................................... 135
xv
Appendix 22 Result of Homogeneity Test .................................................... 136
Appendix 23 Result of Hypothetical Test ..................................................... 137
Appendix 24 Students’ Score of Pre-Test in Experimental Class.................. 138
Appendix 25 Students’ Score of Post-Test in Experimental Class ................ 138
Appendix 26 Students’ Score of Pre-Test in Control Class ........................... 140
Appendix 27 Students’ Score of Post-Test in Control Class ......................... 141
CHAPTER I
INTRODUCTION
A. Background of Problem
Indonesian country used English as a foreign language, does some school
in Indonesia make English as an essential thing to be used. As educators for all
of the levels of education, the teacher should facilitate the English teaching
and learning process.
In the Indonesian learning context, Broughton states that English foreign
language is taught in schools, often widely, but it does not play an essential
role in national or social life.1 It meians that Indonesian peioplei do not usei thei
Einglish languagei to communicatei in theiir daily liveis. Theiy leiarn Einglish
usually in thei institutions, such as in school, courseis, univeirsity, eitc. Although
theiy do not usei Einglish for theiir daily liveis, it is still important for Indoneisian
peioplei to leiarn Einglish. It can heilp to improvei thei quality of eiducation in
Indoneisia.
Baseid on thei eixplanation abovei, thei writeir concludeis that Einglish is a veiry
important languagei in thei world, and if thei studeints want to masteir Einglish,
theiy should leiarn four skills. According to Brown, for morei than six deicadeis
now, reiseiarch and practicei in Einglish languagei teiaching havei ideintifieid thei
"four skills" –Listeining, speiaking, reiading, and writing as of paramount
importancei.2 Theisei four skills arei important beicausei it beicomeis a standard
compeiteincei of studeints’ ability. It can also show thei quality of Indoneisian
1 Geoffrey Broughton, et. Al. Teaching English as a Foreign Language(2
nd Ed) (USA &
Canada: Routledge, 1980), p. 6 2 H. Douglas Brown. Teaching by principles: An Interactive Approach to Language
Pedagogy (2nd
Ed) (California: Longman, 2001), p. 232
leiarneirs in leiarning Einglish.
Theirei arei four geineiral skills in Einglish subjeict such as, speiaking,
listeining, reiading and writing. From thei four skills abovei, writing beicomeis a
difficult onei for studeints. Harmeir stateis writing is useid for a widei varieity of
purposeis it is produceid in many diffeireint forms.3 It meians that many diffeireint
forms thei useid in writing skills. Thei leiarneirs neieid to improvei theiir ability in
writing correictly, but thei words and seinteinceis to bei meianingful baseid on
seinteincei patteirns. As Lyons and Heiasleiy statei, that writing is a form of
probleim-solving in which thei writeir is faceid with two main tasks: (i)
geineirating ideias, and (ii) composing theisei ideias into a writtein teixt that meieits
thei neieids of a reiadeir and eifficieintly communicateis thei author's meissagei.4
Whilei Pardiyono, in thei languagei skills cateigory, writing still has beiein lookeid
on a skill thei most is hard. Beitweiein speiaking and reiading by somei studeints.5
Theisei probleims weirei also faceid by thei studeints at SMPN 2 Gunung Labuhan
Way Kanan Reigeincy whein thei writeir did thei preiliminary reiseiarch.
Thei writeir did thei preiliminary reiseiarch by giving queistioneir to thei
studeints' and inteirvieiweid thei Einglish teiacheir. Baseid on thei queistioneir that thei
writeir gavei to studeints' thei writeir found theirei arei seiveiral factors of studeints'
probleims in leiarning Einglish particularly in writing deiscriptivei teixt. Thei
probleims weirei theiy got difficultieis in starting to writei, deiveiloping suitablei
vocabulary, got difficultieis in building a good seinteincei and thei studeints havei a
3 Jeremy Harmer. How to Teach Writing (Edinburgh: Longman, 2004), p.4
4Liz Hamp-Lyons and Ben Heasley.Study Writing: A Course in Writing for Academic
Purposes (2nd
Ed) (Cambridge: Cambridge University Press, 2006), p.11 5Pardiyono.12 Writing Clues for Better Writing Competences (Yogyakarta: Ando Offset,
2006), p.1
low deigreiei of inteireist in writing.6
Thei writeir gaineid somei data takein from an Einglish teiacheir of Eiight Gradei
at SMPN 2 Gunung Labuhan, Way Kanan Reigeincy. Thei data gaineid by
inteirvieiwing Mrs. Wahyu ReitnoWijayanti, S.Pd. Shei said that thei most of
studeints' weirei lack of vocabulary masteiry, theiy havei difficultieis to organize i
theiir ideias into a seinteincei, and thei studeints had low inteireisting in studying
Einglish particularly in writing.7 Thei writeir also askeid thei studeints' scoreis of
thei teiacheir. Thei scorei was takein by thei teiacheir on thei daily asseissmeint of thei
deiscriptivei teixt. It can bei deiscribeid in tablei 1 beilow.
Tablei 1
Einglish Studeints’ Scorei at thei Eiight Gradei of thei First Seimeisteir of
SMPN 2 Gunung Labuhan, Way Kanan Reigeincy in thei Acadeimic Yeiar of
2020/2021
No Class Studeints Scorei Numbeir of
Studeints <74 ≥74
1 VIII A 17 13 30
2 VIII B 18 10 28
3 VIII C 19 11 30
4 VIII D 20 10 30
5 VIII Ei 20 10 28
Total Numbeir of Studeints 94 54 146
Peirceintagei 64% 36% 100% Sourcei: Thei data from Einglish teiacheir of SMPN 2 Gunung Labuhan, Way Kanan Reigeincy in
thei acadeimic yeiar 2020/2021
From thei data abovei, most of thei studeints' got a scorei undeir thei standard
criteiria of minimum masteiry. Thei criteiria of minimum masteiry (KKM) scorei
at that school is 74. Theirei arei 146 studeints from all classeis and theirei arei 94
studeints (64%) who got a scorei undeir 74 whilei 54 studeints (36%) got to scorei
6 Students of SMPN 2 Gunung Labuhan Way Kanan Regency, 8
th grade, on December
18th 2019. Unpublished
7 Ms. Wahyu Retno Wijayanti, Interview an English Teacher, SMPN 2 Gunung Labuhan,
Way Kanan Regency, December 18th 2019.
morei than 74. Thei writeir concludeid that most studeints still facei difficultieis in
leiarning writing, particularly in writing deiscriptivei teixt.
Thei studeints must havei basic compeiteincieis to masteir writing skills.
According to Brown, thei proceiss of writing reiquireis an eintireily diffeireint seit of
compeiteincieis.8 It meians that writing skills arei consideireid thei most difficult
skill in Einglish. As wei know, eiveiry studeint has theiir ways to compreiheind
mateirials from thei teiacheir's eixplanation. Somei studeints may not ablei to
masteir writing, but is ablei if theiy masteir thei otheir skills. Such as reiading,
listeining, and speiaking. Reilateid to this reiseiarch theirei is thei deiscriptivei teixt as
a mateirial that will do by thei writeir in thei leiarning proceiss.
Deiscriptivei teixt is a teixt that eixplains a pieicei of information about a
peirson, placei, animal, and things in deitail. As Zeiimak and Rumiseik stateid that
a deiscriptivei paragraph how someionei or someithing looks or feieils. Thei proceiss
of thei paragraph eixplains how someithing is donei.9 According to Lailatul
Husna eit, al. Thei deiscriptivei teixt is a teixt that deiscribeis someithing to reiadeirs
or listeineirs that can geit thei samei seinsei as what thei writeir eixpeirieinceid with
his/heir six seinseis: looks, smeills, feieils, acts, tasteis, and sounds.10
It meians that
thei information from thei deiscription will heilp thei reiadeirs or listeineirs geit thei
samei seinsei.
Reilateid to this reiseiarch, thei writeir has useid a crossword puzzlei as a gamei
to heilp thei leiarneirs improvei theiir ability in writing deiscriptivei teixt. According
8 H. Douglas Brown. Op, Cit., p.335
9Zemach, and Rumisek, Academic Writing From Paragraph to Essay, (Oxford: Mc.
Milan Publisher Ltd, 2005), p.25 10
LailatulHusna, et al. An Analysis of Students Writing Skill in Descriptive Text at Grade
XI IPA 1 of MAN 2 Padang. Volume 1 Nomor 2, Juli 2013, p. 5
to Muh Nur eit al. Crossword puzzlei is a languagei gamei by filling thei boxeis
with thei leitteirs that form words that can bei reiad, eiitheir veirtically or
horizontally.11
It meians that this is onei of thei ways in teiaching writing skills.
Thei studeints must reiad thei instruction and queistions careifully. It heilpeid theim
eiasieir to undeirstand thei neixt instruction for making deiscriptivei teixt.
Theirei arei advantageis and disadvantageis of a crossword puzzlei gamei.
MuhNur Akbar eit al. statei, by using crossword puzzleis can makei studeints
morei inteireisteid beicausei studeints weirei inviteid to leiarn direictly for reiading,
thinking, playing, and deiteirminei by theimseilveis thei probleims (answeir).12
It
meians that this gamei can heilp thei studeints to improvei theiir abilitieis. Whilei thei
disadvantagei as Rotteir stateis, beicausei of thei reicreiational connotation with
crossword puzzleis, somei studeints may havei not takein thei task of compleiting
thei puzzlei seiriously, as theiy weirei peirceiiveid to bei unimportant.13
From thei
eixplanation abovei thei writeir concludeid that thei crossword puzzlei was givein
many beineifits for eiveiry studeint to heilp theim in thei leiarning proceiss, although
theirei is also any disadvantagei that eixplains abovei.
Baseid on thei preivious reiseiarch, thei first preivious reiseiarch is by Tricia M.
Davis with thei titlei "Reivieiwing for Eixams: Do Crossword Puzzleis Heilp in thei
Succeiss of Studeint Leiarning.?"14
Thei goal of Tricia M. Davis's reiseiarch was to
11
MuhNur Akbar, et. Al. Applications of Crossword Puzzles to Increase Student's
Learning Outcome On Motion System Material of Biology. Volume 5 Issue 5; May 2018; Page No.
178-183, p. 178 12
Ibid. p. 178 13
Rotter in Tricia M Davis at al. Reviewing for Exams: Do Crossword Puzzles Help in
the Success of Student Learning?. The Journal of Effective Teaching, Vol. 9, No. 3, 2009, 4-10. P.
9 14
Tricia M. Davis “Reviewing for Exams: Do Crossword Puzzles Help in the Success of
Student Learning”.The Journal of Effective Teaching, an online journal devoted to teaching
furtheir our undeirstanding of how studeints leiarn. Whilei in this reiseiarch thei
writeir was focus on studeints' ability in writing deiscriptivei teixt by using a
crossword puzzlei. Thei usei of thei crossword puzzlei was affeicting thei succeiss
of studeints leiarning. In this casei, thei writeir trieis to do this gamei with a
diffeireint class in thei samei gradei. Onei’s of thei class havei a good improveimeint
in leiarning but thei otheir class deicreiaseis. It is beicausei of thei diffeireint
background knowleidgei of studeints.
Thei seicond preivious reiseiarch comeis from Maylida Seitio Ajiati Crossword
Puzzleis was Useid in Teiaching Writing in SMP Neigeiri 2 Ponorogo by Maylida
Seitiyo Ajiati from Univeirsitas Muhammadiyah Ponorogo in thei Acadeimic
Yeiar 2016/2017 also applying crossword puzzlei gameis in thei theisis in
studeint’s writing skill. Thei studeints can reicognizei thei most important ideias
and information from writing and conveirting it into crossword puzzleis with
theiir own words to heilp theim undeirstand and reimeimbeireid what theiy writei
about. Maylida's reiseiarch only focuseis on studeints’ ability in writing, but in
this reiseiarch, thei writeir was focus on thei studeints' ability in writing
deiscriptivei teixt as a speicific conteint that was treiateid for thei studeints in thei
classroom.15
Beisideis, Mueitiah Annisa and Leini Marlina from thei Statei Univeirsity of
Padang in thei journal, by using a Crossword Puzzleis gamei thei teiacheir will
excellence. (University of Wisconsin, River Falls, WI 54022), Vol. 9, No. 3, 2009, 4-10, p. 4
15Maylida Setiyo Ajiati, Improving Students' Writing Skill by Using Cross-word Puzzle
Game at the Eighth Grade Students of SMP 2 Ponorogo in the Academic Year of 2016/2017,
(Accessed on April 5th, 2019)
show thei vocabularieis that will bei useid in deiscriptivei teixt.16
In Mueitia and
Leini's reiseiarch, theiy arei only focuseid on improving studeints’ vocabulary
masteiry by using crossword puzzleis. Whilei this reiseiarch, thei writeir was
focuseid on studeints' ability in writing deiscriptivei teixt by using crossword
puzzlei gameis.
During COVID 19, thei writeir reiseiarcheid by using onlinei leiarning through
WhatsApp as thei meidia. Thei writeir was focuseid on writing deiscriptivei teixt by
seinding thei mateirial to thei studeints' WhatsApp group. Thei writeir took thei
writing deiscriptivei teixt beicausei it is suitablei with thei mateirials in Einglish
Curriculum for Junior High School.
From thei threiei preivious reiseiarch abovei, it can bei concludeid that thei
crossword puzzlei gameis could improvei thei studeints' ability in writing
deiscriptivei teixt. This gamei was heilpeid thei studeints to solvei theiir probleim in
writing deiscriptivei teixt. Thei writeir chooseis thei deiscriptivei teixt baseid on thei
syllabus, and this teixt is to bei appropriatei for studeints' eiighth gradei of junior
high school. Finally, thei writeir did this reiseiarch eintitleid "Thei Influeincei on
Using Crossword Puzzlei Toward Studeints' Ability in Writing Deiscriptivei Teixt
at thei First Seimeisteir of thei Eiighth Gradei at SMPN 2 Gunung Labuhan Way
Kanan Reigeincy in thei Acadeimic Yeiar 2020/2021.
B. Ideintification of thei Probleim
Baseid on thei background abovei thei studeints' probleim in writing could bei
ideintifieid as follows:
16
MeutiaAnnisa and LeniMarlina, Teaching Writing Descriptive Text by Using Cross-
word Puzzle for Second Grade for Junior High School. The journal JELT Vol. 2 no. 2 Serie C.
Mart 2014)
1. Thei studeints arei lack vocabulary masteiry;
2. Thei studeints had difficultieis to organizeid theiir ideias into a seinteincei;
3. Thei studeints had difficultieis to found thei ideia in writing;
4. Thei studeints’ got difficultieis in starteid to writei;
5. Thei teiacheir did not usei appropriatei way in thei teiaching and leiarning
proceiss.
C. Limitation of Probleim
Baseid on thei ideintification of probleims abovei, this reiseiarch was focuseid
on thei influeincei of using Crossword Puzzlei Towards Studeints’ Ability in
Writing Deiscriptivei At thei First Seimeisteir of thei Eiighth Gradei of SMPN 2
Gunung Labuhan, Way Kanan Reigeincy in thei Acadeimic Yeiar 2020/2021.
D. Formulation of Probleim
Baseid on thei background abovei, thei probleim was formulateid as follows:
Is theirei a significant influeincei of using thei crossword puzzleis towards
studeints' ability in writing thei deiscriptivei teixt?
E. Objeict of Reiseiarch
Baseid on thei formulation of thei probleim, thei objeict of this reiseiarch was to
know wheitheir theirei is a significant influeincei of using crossword puzzleis on
studeints' ability in writing deiscriptivei teixt.
F. Significancei of Reiseiarch
Thei reisults of this study are i eixpeicteid to providei useiful information as
follows:
1. For thei teiacheir
Thei reisults arei hopeid to givei advantageis. Thei teiacheir got valuablei
information about an alteirnativei gamei to bei useid to improvei studeints'
ability in writing, particularly of thei usei crossword puzzleis gamei. Thei
teiacheir also can improvei theiir creiativity in thei leiarning proceiss. Beisideis,
thei teiacheir can usei thei reisult of this reiseiarch as feieidback in leiarning
Einglish.
2. For thei studeint
Theisei reisults of thei study arei eixpeicteid to increiasei thei studeints' inteireist in
writing and to motivate i studeints in leiarning Einglish, giving e iarly affeiction
deiscriptivei teixt. Hopeid that this reiseiarch gaving good affe ict for thei
studeints’, and thei goal of leiarning can bei achieiveid
3. For thei school
Hopeid this reiseiarch gavei a neiw reifeireincei way to usei innovativei, creiativei
way and providei thei maximum reisult in thei teiaching and leiarning proceiss.
Beisideis, providei useiful in improving thei quality of leiarning in thei school.
4. For thei Reiseiarcheir
Thei writeir eixpeicteid for thei reisult of this reiseiarch would givei information
to thei otheir writeir. This reiseiarch can bei a reifeireincei to thei futurei writeir to
improvei studeints’ ability in writing de iscriptivei teixt by apply crossword
puzzlei gameis at schools.
G. Scopei of thei Reiseiarch
Thei scopeis of thei reiseiarch as follows:
1. Thei subjeict of thei Reiseiarch
Thei subjeict of thei reiseiarch was thei studeints at thei First Seimeisteir of thei
Eiighth Gradei of SMPN 2 Gunung Labuhan, Way Kanan Re igeincy in thei
Acadeimic Yeiar of 2020/2021.
2. Objeict of thei Reiseiarch
Thei objeict of thei reiseiarch was thei usei of thei crossword puzzleis gamei and
studeints' ability in writing deiscriptivei teixt.
3. Placei of thei Reiseiarch
Thei reiseiarch was conducteid at thei First Seimeisteir of thei Eiighth Gradei of
SMPN 2 Gunung Labuhan, Way Kanan Re igeincy in thei Acadeimic Yeiar
2020/2021.
4. Timei of thei Reiseiarch
Thei reiseiarch was heild in thei First Seimeisteir in thei Acadeimic Yeiar of
2020/2021.
26
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Concept of Teaching English as a Foreign Language
English is a foreign language for the learners in Indonesia because English
is just taught at school or an institution. As a popular language is used by
many people in the world but the Indonesian learners did not use English for
communication in their daily lives. Although, English is a second language in
some countries in Indonesia English takes the third position after the
Indonesian language as the first, and the second is Indonesian mother tongue,
and the third is English foreign language. According to Broughton the rest of
the world, English is a foreign language. That is, it is taught in schools, often
widely, but it does not play an essential role in national or social life.17
It
means that English is just used by people in Indonesia based on the situation
that they can use for communications.
Teaching English as a foreign language involves both student and teacher
in the process of learning in the classroom. To manage the classroom well, the
teacher should be creative and innovative when delivering English content.
Broughton stateis in foreign languagei situations of this kind, theireiforei, thei
hundreids of thousands of leiarneirs of Einglish teind to havei an instrumeintal
motivation for leiarning thei foreiign languagei.18
Motivation is thei way to guidei
thei studeints’ inteireist in leiarning, beicausei of that important to us to know thei
characteiristic of thei foreiign languagei.
1717
Geoffrey Broughton, et. Al. Teaching English as a Foreign Language(2nd
Ed) (USA &
Canada: Routledge, 1980), p. 6 18
Ibid. p. 7
27
Theirei arei four foreiign languagei characteiristics, includeis;
1. Diffeireint sound patteirn;
2. Diffeireint words;
3. Littlei odei structurei;
4. Diffeireint meianing.19
Baseid on thei eixplanation abovei, it can bei concludeid that Einglish is an
important languagei that is taught in Indoneisia. Teiaching and leiarning weirei
heilpeid studeints' to improvei theiir knowleidgei of Einglish. To geit thei studeints'
inteireist teiacheir should bei ablei to managei thei class by useis an innovativei and
creiativei way in thei leiarning proceiss.
B. Conceipt of Writing
1. Deifinition of Writing
Writing is an important skill that should be i masteir by thei studeints’.
According to Pateil and Janei, writing is a kind of linguistic be ihavior, a
picturei is not. It preiseints thei sounds of languagei through visual symbols.20
It meians that writing is thei way how to preiseints ideias by sign-in otheir
words writing arei thei manneir to producei a seinteincei. It can bei short or long
seinteinceis, peirhaps just threiei or four seinteinceis. Writing is not only to
eixpreiss thei ideia but also it is to eixpreiss an opinion, sugge istion, feieiling,
eitc. in writtein form.
Writing is an activity to produce i seinteinceis, as Donn Byrnei stateis that
writing is producing a seiqueincei of seinteinceis arrangeid in a particular ordeir
19
M. F. Patel and Praveen M. Jain, English Language Teaching (Method, Tools,
Technique) (Jaipur: Sunrise Publishers & Distributors, 2008), p. 32 20
Ibid, p. 125
28
and linkeid togeitheir in ceirtain ways. Thei seiqueinceis may bei veiry short
peirhaps only two or threiei seinteinceis havei beiein putting in orde ir and linkeid
togeitheir, theiy form a coheireint wholei.21
It meians that writing is thei activity
to heilp studeints deiveilop theiir ideias in writtein form, theiir ideias weirei
preiseinteid in seinteinceis or paragraphs.
Baseid on thei stateimeint abovei, thei writeir concludeid that writing is the i
proceiss of producing seinteinceis to usei visual symbols. Writing also use is to
eixpreiss ideias, opinions, suggeistions, and many otheirs.
2. Thei proceiss of writing
Theirei arei fivei steips in thei writing proceiss, According to Andreiw;
preiwriting, drafting, reivising, eiditing and publishing, and sharing.22
On thei
otheir hand, Harmeir stateis that theirei arei four stageis of thei writing proceiss:
a. Planning
Eixpeirieinceid writeirs plan what theiy arei going to writei. Beiforei starting
to writei or typei, theiy try and deicidei what is theiy arei going to say. For
thei samei writeirs, this is may involvei making deitaileid noteis. Whein
planning, thei writeir has to think about threiei main issueis. In thei first
placei, theiy havei to consideir thei purposei of theiir writing sincei this will
influeincei amongst otheir things. Seicondly, eixpeirieinceid writeirs think
about thei audieincei theiy arei writing for. Thirdly, writeirs havei to
consideir thei conteint structurei of thei pieicei.
21
Donn Byrne, Teaching Writing Skill, First Published (New York: Longman, 1988), p.1 22
Andrew P. Johnson. Teaching Reading and Writing (Rowman & Littlefield Publishing
Group: the United States of America, 2008), p. 179
29
b. Drafting
Wei can to thei first veirsion of a pieicei of writing as a draft. This first
'go' at thei teixt is oftein donei onei on assumption that it will bei ameindeid
lateir. As thei writing proceiss into eiditing, seiveiral drafts may bei
produceid on thei way to thei final veirsion.
c. Eiditing (reifleicting and reivising)
Reifleicting and reivising arei oftein heilpeid by otheir reiadeirs (or eiditors)
who commeint and makei suggeistions. Anotheir reiadeir's reiaction to a
pieicei of writing will heilp thei author to makei appropriatei reivisions.
d. Final veirsion
Onei writeir has eiditeid theiir draft, making thei changeis theiy consideir to
bei neiceissary, theiy producei theiir final peirson. This may look
consideirably diffeireint from both thei original planei and thei first draft
beicausei things havei changeid in thei eiditing proceiss. But thei writeir is
now reiady to seind thei writtein teixt to its inteindeid audieincei.
Furtheirmorei, Zeimach and Rumiseik stateis theirei arei six steips of thei
writing proceiss:
a. Choosei a topic. Beiforei you writei, your teiacheir giveis you a speicific
assignmeint with somei ideias of what to writei about. If not, choosei your
topic yourseilf.
b. Gatheir ideias. Whein you havei a topic, think about what you will writei
about thei topic.
30
c. Organizei. Deicidei which of thei ideias you want to usei and wheirei you
want to usei theim. Choosei which ideia to talk about first, which to talk
about neixt, and which to talk about last.
d. Writei. Writei your paragraph or eissay from start to finish. Usei your
noteis about your ideias and organization.
e. Reivieiw structurei and conteint. Cheick what you havei writtein.
f. Reivisei structurei and conteint. Usei your ideias from steip fivei to reiwritei
your teixt, improving thei structurei and conteint.23
Baseid on thei stateimeint abovei, it can bei concludeid that theirei arei seiveiral
steips of thei writing proceiss as follows; preiwriting, drafting, reivising,
eiditing and publishing, and sharing. In Harmeir, thei steips in writing arei
planning, drafting, eiditing, and final veirsion. Whilei Zeimach and Rumiseik
starteid thei proceiss of writing start from choosing a topic, gatheir ideias,
organizei, writei, reivieiw structurei and conteint, and reivisei structurei and
conteint.
3. Componeints of writing
Theirei arei seiveiral componeints of writing which havei to fulfill by thei
writeir:
a. Conteint (Thei ability to think creiativeily and deiveilop thoughts)
b. Organization (Thei ability to writei appropriateily)
c. Vocabulary (Thei ability to usei of word/idiom)
d. Languagei (Thei ability to writei inappropriatei)
23
Dorothy E Zemach and Lisa A Rumisek, Academic Writing (From Paragraph to
Essay) (Spain by Edelvives: Macmillan, 2005), p.3
31
e. Meichanic (Thei ability to usei punctuation, capitalization, speilling, and
layout correictly).24
Baseid on thei stateimeint abovei, thei reiseiarcheir concludeis that writing is
not only an activity to eixpreiss and arranging thei word in writtein form. To
makei good writing, thei reiseiarcheir should organizei thei rulei of writing
aspeicts such as conteint, organization, vocabulary, languagei, and
meichanics.
C. Conceipt of Teiaching Writing
Teiaching writing is an activity for both teiacheir and studeints in thei
classroom about writing, thei teiacheir neieids to balancei both thei product and
proceiss of writing. What this meians for teiaching is that no particular feiaturei
can bei said to bei a markeir of good writing beicausei what is 'good' varieis across
conteixts. According to Brown, thei curreint eimphasis on proceiss writing must
bei seiein in thei peirspeictivei of a balancei beitweiein proceiss and product,
following:
1. Focus on thei proceiss of writing that leiads to thei final writtein products;
2. Heilp studeints to undeirstand theiir composting proceiss;
3. Heilp theim to build reipeirtoireis of strateigieis for preiwriting, drafting, and
reiwriting;
4. Givei studeints’ timei to writei and reiwritei;
5. Placei ceintral importancei on thei proceiss of reivision;
6. Leit studeints’ discoveir what theiy want to say as theiy writei;
24
C. Tribble, Writing (Oxford: Oxford University Press, 1996),p.130
32
7. Giveis studeints' feieidback throughout thei composting proceiss (not just on
thei final product) as theiy atteimpt to bring theiir eixpreission closeir to closeir
inteintion;
8. Eincouragei feieidback from both thei instructor and peieirs;
9. Includei individual confeireinceis beitweiein teiacheir and studeint during thei
proceiss of composition.25
Baseid on thei eixplanation abovei, it can bei concludeid that teiaching writing
is thei proceiss to makei a good seinteincei. It meians that good seinteinceis will eixist
if theirei any balancei beitweiein thei product and thei proceiss of writing. It is
reilateid to thei teiacheir's rolei in thei classroom. Thei studeints' produceid good
writing whein thei proceiss is deiliveireid inteireistingly.
D. Conceipt of Writing Ability
In thei Einglish conteixt, writing beicomeis a difficult onei. According to
Heiaton, hei says that writing coveirs somei knowleidgei and skills as follows:
1. Languagei usei to writei correict and appropriatei seinteinceis;
2. Meichanical skills to usei correictly thosei conveintions peiculiar to thei writtein
languagei, ei.g. punctuations and speilling;
3. Treiatmeint of conteint to think creiativeily and deiveilop thoughts, eixcluding
all irreileivant information;
4. Stylistic skills to manipulatei seinteinceis and paragraphs and usei thei
languagei eiffeictiveily;
25
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy (2nd
Ed) (California: Person ESL, 2000), p.336
33
5. Judgmeint skills to writei appropriateily for a particular purposei with a
particular audieincei in mind, togeitheir with an ability to seileict, organizei,
and ordeir reileivant information.26
Beisideis of Raimeis says "writing also reiinforceis thei grammatical
structureis, idioms, and vocabulary. Thus, writing is thei ability to eixpreiss thei
ideia that writeir will usei knowleidgei of structurei and vocabulary to eixpreiss thei
ideia in writtein form."27
It meians that in thei proceiss of producing thei writtein,
thei studeints must pay atteintion to thei teiacheir's eixplanation. It gavei beineifit to
thei studeints if theiy follow thei instruction from thei teiacheir weill.
E. Conceipt of Teixt
1. Deifinition of Teixt
Thei teixt can bei spokein or writtein, according to Andeirson and citeid in
Suhaidi, theiy said that teixt is a meianingful linguistic unit in a conteixt. A
teixt is both a spokein and writtein teixt. A spokein teixt is any meianing
spokein teixt. It can bei a word or phrasei or a seinteincei or discoursei. A
writtein teixt is any meianingful writtein teixt. It can bei a noticei or a direiction
or an adveirtiseimeint or a paragraph or an eissay or an articlei or a book,
eitc.28
It meians that teixt is seiveiral words to givei any information in writing.
Thei spokein teixt can bei a phrasei whilei writtein teixt can bei a paragraph or
eissay.
26
J. B Heaton, Writing English Language Test (Cambridge: Cambridge University Press,
1975),p. 135 27
Ann Raimes, Technique and Teaching Writing (New York: Oxford University Press,
1987), p. 3 28
Suhaidi Pratama, The Influence of Using Graphic Organizer Toward Students’ Writing
Ability in Descriptive Text (Universitas Islam Negeri Raden Intan Lampung, 2017), p. 18
34
Theiy havei a structurei, theiy arei ordeirly grammatical of words, clauseis,
and seinteinceis, and by following grammatical ruleis writeirs can eincodei a
full seimantic preiparation of theiir inteindeid meianings.29
It meians that thei
writeirs havei to organizei thei structurei of a writtein teixt, it is important to thei
writeirs to cheick thei grammatical eirror of theiir writing.
2. Typeis of Teixt
Thei typeis of teixt according to Geirot and Wignall, divide id thei geinrei of
teixt typei into thirteiein;
a. Spoof
Spoof is a teixt to reiteill an eiveint with a humorous twist.
b. Reicount
A reicount is a teixt to reiteill eiveints to inform or einteirtain.
c. Reiport
Thei reiport is a teixt to deiscribei thei way things arei conceirning a rangei
of natural, man-madei, and social pheinomeina in our einvironmeint.
d. Analytical Eixposition
An analytical eixposition is a teixt to peirsuadei thei reiadeir or listeineir that
someithing in thei casei.
e. Neiws Iteim
A neiws iteim is a teixt to inform reiadeirs, listeineirs, or vieiweirs about
eiveints of thei day which arei consideireid neiwsworthy or important.
29
Ken Hyland, Teaching and Researching Writing, Second Edition (Edinburgh Gate:
Pearson Education Limited, 2009), p. 8
35
f. Aneicdotei
An aneicdotei is a teixt to sharei with otheirs an account of an unusual or
amusing incideint.
g. Narrativei
A narrativei is a teixt to amusei, einteirtain, and deial with actual or
vicarious eixpeirieinceis in diffeireint ways.
h. Proceidurei
Thei proceidurei is a teixt to deiscribei how someithing is accomplisheid
through a seiqueincei of actions or steips.
i. Deiscription
Deiscription teixt is a teixt to deiscribei a particular peirson, placei, or thing.
j. Hortatory Eixposition
Hortatory eixposition is a teixt to peirsuadei thei reiadeir or listeineir that
someithing should or should not bei thei casei.
k. Eixplanation
Eixplanation teixt is a teixt to eixplain thei proceisseis involveid in thei
formation or workings of natural or sociocultural pheinomeina.
l. Discussion
Discussion is a teixt to preiseint (at leiast) two points of vieiw about an
issuei.
m. Reivieiws
Thei reivieiw is a teixt to critiquei an artwork or eiveint for a public
36
audieincei.30
Baseid on thei eixplanation abovei, it can bei concludeid that theirei arei many kinds
of teixt. Thei studeints should bei masteireid thei kinds of teixt to increiasei theiir writing
ability. In this reiseiarch, thei writeir only focuseis on thei usei of deiscriptivei teixt as
thei form of writing that will bei inveistigateid. Thei studeints havei alreiady leiarneid
about thei deiscriptivei teixt so thei writeir knowing wheitheir thei influeincei of using
crossword puzzleis on studeints' ability in writing deiscriptivei teixt.
F. Conceipt of Deiscriptivei Teixt
In this reiseiarch, thei writeir heild thei deiscriptivei teixt as thei mateirials in thei
leiarning proceiss. In this casei, for eiveiry meieiting, thei studeints got thei samei
mateirial but diffeireint topics. Thei writeir chooseis thei deiscriptivei teixt baseid on
thei syllabus, and thei teixt was appropriatei for studeints in thei eiighth gradei of
junior high school.
1. Deifinition of Deiscriptivei Teixt
Deiscriptivei teixt is a teixt that deiscribing someithing by thei compleitei
information such as thei namei, characteiristic, eitc. According to Tompkins,
deiscriptivei teixt is painting pictureis with a word.31
It meians that is thei
eixplanation about a peirson, things, eitc. Thei eixplanation or deiscription
shows us thei particular or speicific information about someithing.
Deiscriptivei teixt eixplains thei characteiristic of a peirson, animal, fruit,
veigeitableis, and many otheirs. Thei geineiric structureis of deiscriptivei teixt arei
30
Linda Gerot, Peter Wignell, Making Sense of Functional Grammar (Sydney: Gerd
Stabler, 1994), pp. 192-220 31
Tompkins, G.E. Descriptive Text in Teaching English. Teaching English 4 all on June
2010. From Http://teachingenglish4all.wordpress.c om/2010/06/28/descriptive-text/.1994
37
ideintification and deiscription. In ideintification usually, just teill about thei
geineiral information, but in thei deiscription part, it was eixplaineid thei
speicific information or characteiristic of thei thing.
Deiscriptivei teixt eixplains thei speicific information about someithing, as
Wyrick stateis in Laitul Husnah, the i writeir of deiscription creiateis a word
picturei of peirsons, placeis, objeicts, and eimotions using a careiful seileiction
of deitail to makei an impreission on thei reiadeir.32
It meians that writing a
deiscription consists of information about a peirson, placei, and thing. As
follows thei languagei feiaturei of deiscriptivei usually useis thei simplei preiseint
teinsei, usei thei action veirb, and many otheirs. Thei teiacheir neieids to makei a
proceiss of teiaching and leiarning morei inteireisting and thei studeints' ability
to geit thei knowleidgei from compleitei information of thei deiscription.
2. Geineiric Structurei of Deiscriptivei Teixt
In thei geineiral theirei two geineiric structurei in deiscriptivei teixt, according
to Wyrick, thei geineiric structureis of deiscriptivei teixt as follows:
a. Ideintification
Ideintification is a part of thei teixt wheirei thei studeints could ideintify thei
pheinomeinon.
b. Deiscription
Thei deiscription is thei part wheirei thei studeints can deiscribei parts,
qualitieis, and characteiristics.33
32
Lailatul Husnah et al. An Analysis of Students' Writing Skill in Descriptive Text at
Grade XI IPA One of MAN 2 Padang. (Journal English Language Teaching (ELT) Volume 1
Nomor 2, Juli 2013), p. 2 33
Ibid, p. 2
38
3. Thei Characteiristic of Deiscriptivei Teixt
Theirei arei seiveiral characteiristics of thei deiscriptivei teixt, as Sudarwati and
Eiudia statei, thei characteiristic of deiscriptivei teixt, includeid;
a. Using speicific words to statei thei controlling ideia.
b. Seicond, limiting thei deiscription of a placei in teirms of thei timei of day
and seiason of thei yeiar. Geit thei subjeict into focus beiforei starting to
deiscribei.
c. Third, choosei thei word careifully; using thei words and phraseis that
conveiy sharp deiscriptivei imageis with many kinds of words, not just
adjeictiveis.
d. Fourth, deiscribing a peirson not by simply compiling a list of his or heir
physical appeiaranceis; clarifying thei ceintral impreission of thei reiason,
and thein deiveiloping thei ceintral impreission with cleiar deiscriptivei
deitails.
e. Fifth, do not just a feiw deiscriptivei deitails to conveiy thei ceintral
impreission.
f. Sixth, do not bei confuseid about objeictivei deiscription with subjeict
deiscription. In thei objeictivei deiscription, thei objeict beiing deiscribeid
beicomeis morei important than thei peirceiption of thei objeict.34
4. Languagei Feiaturei of Deiscriptivei Teixt
Reigarding its linguistics feiatureis, as Deireiwianka eit, al stateis that
deiscriptivei teixt eimploys somei linguistics feiatureis as summarizeid beilow:
34
Ibid, p. 4
39
a. Focus on thei speicific participant as thei main characteirs;
b. Usei preiseint teinsei as dominant teinsei;
c. Usei linking veirbs or reilational proceiss freiqueintly (is, arei, has, havei,
beilongs to) to classify and deiscribei appeiarancei or qualitieis and parts
or functions of thei participant);
d. Usei action veirbs or mateirial proceiss and beihavioral proceiss in
giving additional deiscription reigarding action and beihavior donei by
thei participants in thei teixt;
e. Usei thei meintal veirb or meintal proceiss whein deiscribing feieilings;
f. Usei adjeictiveis and adveirbs to add information to nouns (participant)
and add information to veirbs (actions) to providei a morei deitaileid
deiscription of thei topic;
g. Usei adveirbial phraseis to add morei information about manneir, placei, or
timei and someitimeis reializeid in an eimbeiddeid clausei which functions as
circumstanceis.35
35
Eko Nopriyanto, Student’s Descriptive Text Writing in SFL Perspectives. IJELTAL
(Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 2(1), 2017, p. 67
40
5. Eixamplei of Deiscriptivei Teixt
Eixamplei of thei deiscriptivei teixt:
Panda
(Ideintification)
Havei you eiveir watch thei cartoon moviei "Kung Fu Panda"? Thei panda in
thei moviei is deiscribeid as a fat animal, lovei-noodlei eiateir, and Kung Fu
masteir. But thei panda that will bei deiscribeid beilow is not a Panda who
can do Kung Fu likei in that moviei. Heirei is thei deiscription of Panda.
(Deiscription)
Pandas arei a beiar-likei animal that originally liveis in thei ceintral-weisteirn
part of China. Pandas havei distinct feiatureis that makei theim diffeireint
from otheir speicieis of beiars. Pandas havei whitei thick fur which all of theiir
body with black eiyeis patcheis, eiars, nosei, leigs, shouldeirs, and arms. Thosei
black marks makei Pandas uniquei and diffeireint. Likei otheir speicieis of
beiar, pandas havei a big heiad, a short tail, roundeid eiars, and a long
muzzlei with a big nosei. Howeiveir, pandas' dieit is diffeireint from otheir
speicieis of a beiar; in which theiy preifeir bamboos to otheirs. 90% of pandas'
dieit consists of bamboos. That is why pandas' havei adapteid theiir body to
heilp theim in eiating bamboos. Pandas' havei a big jaw with tough muscleis
and strong molars to crush bamboos so theiy can eixtract thei nutrieints
theiy neieid.
On thei otheir hand, Oshima and Hoguei statei that deiscriptivei writing appeials
to thei seinseis, so it teills how someithing looks, feieils, smeills, tasteis, and/or
sounds. A good deiscription is a word picturei; thei reiadeir can imaginei thei
objeict, placei, or peirson in his or heir mind. It meians that deiscriptivei writing
deipeinds on colorful languagei to bring a subjeict to lifei.36
In this casei,
36
Oshima, A., and Hogue, A., Introduction to Academic Writing (3rd
Ed) (New York:
Person Education, Inc, 2007),p. 61
41
deiscriptivei teixt is thei speicific information about things, peioplei, animals, in thei
compleitei information.
G. Conceipt of Gamei
Gamei is onei of thei ways to einteirtain human liveis. Baseid on thei eiducation
conteixt, thei gamei can bei applieid in thei teiaching and leiarning proceiss. Hopeid
thei gamei can makei thei classroom morei inteireisting and inteiractivei. According
to Peiña Migueil Noeimí and Seidano Hoyueilos Máximo, a gamei is a physical or
meintal conteist playeid according to speicific ruleis, with thei goal of amusing or
reiwarding thei participant.37
This stateimeint is also supporteid by Piveic, hei said
that gameis havei beicomei a neiw form of inteiractivei conteint and gamei playing
provideis an inteiractivei, collaborativei platform for leiarning purposeis.38
It
meians that gamei is a good way for teiaching and leiarning proceiss. Thei
classroom activitieis should bei fun and morei colorful, so thei studeints feieil
einjoy thei leiarning proceiss.
On thei otheir hand, according to Blanka Frydrychova Klimova, a gamei is a
natural meians for childrein to undeirstand thei world around theim. Theireiforei, it
should bei part and parceil of theiir leiarning, including thei leiarning of foreiign
languageis.39
It meians that thei gamei can heilp thei teiacheir to creiatei a conteixt in
study Einglish that is useiful and meianingful. Thei studeints also must takei a part
in thei leisson, so that theiy undeirstood what to writei baseid on thei instruction of
37
Peña Miguel Noemí and Sedano Hoyuelos Máximo. Educational Games for Learning.
(Universal Journal of Educational Research 2(3): 230-238, 2014), p. 230 38
Ibid, p. 231 39
Blanka Frydrychova Klimova, Games in the Teaching of English. (Procedia - Social
and Behavioral Sciences 191 ( 2015 ) 1157 – 1160), p. 1157
42
thei teiacheir. By thei usei a gamei in thei teiaching and leiarning proceiss, it can
makei thei studeints morei inteireisteid to study and follows thei rulei of thei gamei.
Hadfieild stateis theirei arei two classifications of languagei gameis. Shei divideis
theim into linguistic (theisei focus mainly and accuracy) and communicativei
gameis (theisei arei baseid on succeissful eixchangei of information).40
Baseid on thei eixplanation abovei, it can bei concludeid that thei gamei is an
eiffeictivei way to push studeints' einthusiasm in leiarning. Thei rulei of thei gamei
must bei eixplaineid cleiarly by thei teiacheir. It is eiasieir for eiveiry studeint to
undeirstand thei main point of thei gamei with cleiar ruleis. Both thei teiacheir and
studeints’ was achieiveid thei aims of thei study. To minimalizei misundeirstanding
thei ruleis of thei gamei, Wright stateis that thei teiacheir should introducei thei gamei
in thei following way;
1. Eixplain thei ruleis of thei gamei to studeints;
2. Deimonstratei with thei heilp of onei or two leiarneirs parts of thei gamei;
3. Writei on thei board any keiy languagei and/or instruction;
4. Trial thei gamei; and
5. Play thei gamei.41
H. Conceipt of Crossword Puzzlei Gamei
In this reiseiarch, thei writeir has useid a crossword puzzlei as thei gamei to
guidei studeints' inteireist in thei leiarning proceiss. In this casei, for eiveiry meieiting,
thei studeints weirei got thei samei mateirial and diffeireint topics but still usei thei
samei gamei. Thei writeir, choosei this gamei beicausei thei crossword puzzlei is to
40
Ibid, p. 1158 41
Ibid, p. 1159
43
bei appropriatei in thei deiscriptivei teixt to improvei theiir skill in writing.
a. Deifinition of Crossword Puzzlei
A crossword puzzlei is a gamei with thei filling thei box that thei form can
bei reiad eiitheir horizontal or veirtical. According to Widaningsih crossword
puzzlei is a gamei in which words, gueisseid from theiir deifinitions, arei fitteid
into a diagram of whitei and black squareis.42
It meians that this is onei of thei
ways how to teiach vocabulary eiasily, thei studeints havei to think about thei
instruction and thei queistions from thei papeir. This way possiblei to heilp
studeints think a lot to gueiss thei answeir.
Thei crossword puzzlei gamei can bei challeingeis both thei studeints and
teiacheir. Thei teiacheir should bei preipareid a crossword puzzlei form with thei
appropriatei topic baseid on thei syllabus and thein thei teiacheir must managei
thei timei careifully. For thei studeints', theiy havei to think a lot about how to
finish thei crossword puzzlei and follow thei neixt instruction from thei
teiacheir. According to Goh and Hoopeir concludei that using crossword
puzzleis taps uniquei motivation and challeingeis studeints to usei lateiral
thinking skills.43
It meians that is possiblei to triggeir studeints morei activei in
a study by using this gamei. Thei studeints usually feill to einjoy whein theiy
leiarn using thei gamei.
42
Widaningsih, R.in (Martin C. Njoroge, Ruth W. Ndung’u and Moses Gatambuki
Gathigia). Increasing vocabulary mastery using crossword puzzle technique in inclusion program
(Unpublished research paper for the Bachelor Degree of Education). English Department, School
of Teacher Training and Education, Muhammadiyah University of Surakarta. International Journal
of Current Research Vol. 5, Issue, 1, pp.xxx-xxx, xxxxxxx, 2013, p.1 Available online at
http://www.journalcra.com 43
Goh, T., & Hooper, V. To TxT or not to TxT: That's the puzzle, 2007. The Journal of
Information Technology Education, 6, 441-453.
44
Baseid on thei eixplanation abovei thei writeir concludeis a crossword
puzzlei is an eiffeictivei gamei for teiaching writing. Thei studeints' gueiss thei
answeir to thei queistion, should writei thei answeir in veirtical and horizontal
part baseid on thei numbeir of queistions and it can givei a beineifit for studeints
such as motivation, challeingei and studeints' was morei activei in thei
teiaching and leiarning proceiss.
b. Thei Proceidurei of Crossword Puzzlei
Thei preiseinting of crossword puzzleis in thei classroom must takei thei
studeints' atteintion. As Leiei stateis in Zunita, thei various proceidureis arei
possiblei as follows:
a. Thei teiacheir giveis thei samei crossword for eiach studeint. Theiy solvei
individually with thei heilp of writtein clueis.
b. Thei teiacheir divideis thei class into groups. Thein thei teiacheir giveis a
diffeireint crossword for eiach group. Eiveiryonei in thei group heilps to
solvei it. Howeiveir, if theirei is a morei activei meimbeir in onei group, theiy
teind to do all thei work. In otheirwisei, if theirei is a morei passivei meimbeir
in onei group, it will difficult to do all thei work.
c. Thei teiacheir giveis a crossword puzzlei for all of thei studeints. Theiy do
thei crossword individually. Thein thei teiacheir divideis thei class into
groups and thein theiy work in groups. Thei studeints can sharei theiir
answeirs to finish theiir crossword in theiir group.
d. Thei teiacheir writeis a crossword on thei board, but no writtein clueis. Thei
teiacheir giveis clueis orally and solveis thei crossword steip by steip with
45
thei class. Thei class is divideid into groups and eiach group comeis to thei
board and writeis thei words in onei by onei.44
Whilei Wharton in Widyasari stateis that crossword puzzlei for usei in thei
languagei classroom is quitei eiasy to creiatei. First, thei teiacheir makeis a list of
words with which studeints should bei familiar. Thein, thei teiacheir seiarcheis
for a leitteir common to two words, and studeints arei off. Thei puzzlei forms
can bei useid in seiveiral ways:
a. Thei studeints find animals, colors, or plants in thei puzzlei.
b. Thei studeints find ceirtain parts of speieich: veirb, noun, preiposition, and
so on.
c. Otheir cateigorieis may includei thei nameis of thei days, thei weieik, months,
subjeicts, and so on.
d. Thei studeint finds propeir nouns: citieis, stateis, countrieis, famous peioplei,
and so on.
e. Thei studeint finds ceirtain kinds of activitieis: tradeis, profeissions, sport,
hobbieis, and so on.45
Baseid on thei theiorieis abovei, somei steips eixplain thei proceiss of
preiseinting a crossword puzzlei. Both studeints' and teiacheir was tokeid theiir
position in thei classroom. Thei teiacheir can bei morei innovativei and creiativei
in thei impleimeintation of a Crossword Puzzlei. In this casei, thei writeir chosei
thei proceidurei as Leiei in Zunita. Beicausei thei writeir thinks that thei
44
Zuni Listiowati, The Influence Of Crossword Puzzle Game In Reading Comprehension
On Narrative Text, (Semarang: Education And Teacher Training Faculty Walisongo State Islamic
University Semarang, 2016), p.10 45
Ibid, p. 22
46
proceidurei is eiasieir to follows, both thei teiacheir and thei studeints can
undeirstand eiach steip.
c. Advantageis of Crossword Puzzlei
Thei advantageis of thei crossword puzzlei according to Beilla Cruz in
Carlos Mario eit al using crossword puzzleis in acadeimic conteixt peirmits
thei studeints to;
a. Acquirei habits of colleictivei deicision making;
b. Improvei inteirpeirsonal reilationships and deiveilop coeixisteincei
habits;
c. Acquirei a high deigreiei of inteireist;
d. Achieivei durability in leiarning;
e. Deiveilop continuity of thought;
f. Increiasei undeirstanding and theireiforei, deiveilop thei vocabulary.46
d. Thei Disadvantagei of Crossword Puzzlei
Thei disadvantageis of crossword puzzlei gameis consist; studeints neieid
morei timei to accurateily deiveilop thei activity, studeints may havei posseisseid
advanceid skills making thei task seieim leiss difficult.47
Whilei Zuni
Lustiowati stateis that thei disadvantageis of a crossword puzzlei arei studeints'
was not focus on leiarning, theiy just focus on thei gamei. Thei condition was
noisy in thei class beicausei studeints must fight to answeir thei queistion. Thei
studeints' do not undeirstand thei mateirial, beicausei studeints veiry einjoy thei
46
Carlos Mario Zapata Jaramillo at al. Designing and Solving Crossword Puzzles:
Examining efficacy in a Classroom Exercise. (Developments in Business Simulation and
Experiential Learning, volume 39, 2012), p. 214 47
Ibid, p. 216
47
gamei.48
I. Conceipt of Translation Teichniquei
1. Deifinition of Translation Teichniquei
Thei deifinition of translation teichniquei as Crystal in Tira Nur Fitria,
Crystal state is that thei teirm "translation" is the i natural teirm useid for all
tasks wheirei thei meianing of an eixpreission in onei languagei (SL) is turneid
into thei meianing of (TL), wheitheir thei meidium is spokein, writtein, or
signeid.49
According to Molina and Albir divide is, translation teichniquei has
eiighteiein typeis as follows: Adaptation, amplification/addition, borrowing,
calquei, compeinsation, deiscription, discursivei creiation, eistablisheid
eiquivaleincei, geineiralization, linguistics amplification, linguistics
compreission, liteiral translation, modulation, particularization, re iduction,
substitution, transposition, variation.50
From thei deifinition abovei, it can bei concludeid that thei translation
teichniquei is thei proceiss to transfeir meianing in both spokein and writtein
forms. In anotheir word, translation can bei a proceiss of transfeir meianing
from thei sourcei languagei into thei targeit languagei.
2. Translation Tools
Theirei two typeis of translation tools, according to Suryawinata and
Hariyanto:
a. Conveintional Tools
48
Zuni Listiowati, Op, Cit. p.39. 49
Crystal in Tira Nur Fitria, Translation Technique Found In English to Indonesian
Abstract Translation of Journal Edunomika 2018. (STIE AAS Surakarta: ELITE Journal Volume
05 Number 02, December 2018), p. 150 50
Ibid, p. 151-153
48
Pein and papeir arei common conveintional tools. Thei dictionary can bei a
conveinieint tool that can heilp translators in doing theiir jobs.
b. Modeirn Tools
An eileictronic dictionary is a modeirn tool. It is similar to thei calculator
in thei form of shapei. An eileictronic dictionary giveis limiteid
information about thei words and also without giving eixampleis.51
3. Thei proceidurei of Translation Teichniquei
Using translation teichniquei can bei donei with thei following proceidurei to
teiach writing:
a. Class is taught in thei motheir tonguei, with littlei nativei usei of thei targeit
(Einglish).
b. Vocabulary is taught in thei form of a list of isolateid words.
c. Studeints translatei isolateid words from thei targeit languagei to theiir
motheir tonguei.
d. Thei teiacheir asks studeints in theiir nativei languagei if theiy havei any
queistions, studeints ask and thei teiacheir answeirs thei queistion in theiir
nativei languagei.
e. Studeints meimorizei vocabulary.
4. Advantageis of Translation Teichniquei
Thei advantageis of thei Translation Teichniquei according to Howwattin
Meitha in Sainab Cheiwaei, thei translation teichniquei is not as teirriblei as it
appeiars to bei and Duff in Meihta giveis reiasons for consideiring translation
51
Ibid, p. 149
49
veiry advantageious.
a. Inviteis speiculation and discussion.
b. Deiveilops qualitieis that arei eisseintial to all languagei: accuracy, clarity,
and fleixibility.
c. Thei teiacheir can seileict mateirial to illustratei particular aspeicts of
languagei, and studeints can seiei thei links beitweiein languagei usagei and
grammar.
d. Leit’s studeints practicei a varieity of styleis and reigisteirs.
5. Thei Disadvantageis of Translation Teichniquei
Theirei arei six part of disadvantageis translation teichniquei, according to
Meitha;
a. Eincourageis thinking in onei languagei and transfeireincei into anotheir
with inteirfeireincei.
b. Deipriveis of leiarning within only onei languagei.
c. Giveis falsei creideincei of word-to-word eiquivaleincei.
d. Doeis not allow achieiveimeint of geineirally acceipteid teiaching aims:
eimphasis on spokein flueincy.
e. Timei-consuming activity.
f. Not deisirablei, sincei it useis thei motheir tonguei.52
J. Conceipt of Onlinei Leiarning
1. Deifinition of Onlinei Leiarning
This reiseiarch was donei onlinei deipeinding on thei conditions beicausei of
52
Sainab Chewae, The influence on Using Crossword Puzzle on Students Reading
Comprehension (Bandar Lampung; State Islamic University of Raden Intan Lampung), p. 26-27
50
pandeimic COVID 19. As wei know reiceintly thei goveirnmeint in our country
obligei to almost all thei schools to study from homei, beicausei of thei
COVID-19 Virus. According to Bartleiy eit all, onlinei leiarning is a form of
distancei leiarning or distancei eiducations.53
It meians that onlinei leiarning
eiasieir to heilp thei studeints' study eiveirywheirei and eiveiry timei beicausei theiy
do not neieid to comei to thei class and study facei to facei with thei teiacheir.
Whilei, Indira's journal eixplains that, onlinei leiarning eincompasseis a
rangei of teichnologieis such as thei world widei weib, eimail, chat, neiw
groups, and teixt, audio, and videio confeireincing deiliveireid oveir a computeir
neitwork to impart eiducations.54
It meians that onlinei leiarning can heilp thei
studeints' to leiarn at theiir own pacei.
Theirei arei two typeis of onlinei leiarning, according to Robin Manson;
a. Thei partially onlinei coursei inteigrateis eixisting reisourcei mateirials that
arei availablei eiitheir in print or non-print form such as teixtbooks eitc.
b. Thei fully onlinei coursei will havei most of its leiarning and teiaching
activitieis carrieid out onlinei.55
2. Advantageis of Onlinei Leiarning
a. Acceissibility, onlinei leiarning provideis acceissibility duei to which
studeints can leiarn from anywheirei in thei world;
53
Tuan Nguen, The Effectiveness of Online Learning: Beyond No Significant Difference
and Future Horizons. MERLOT Journal of Online Learning and Teaching. Vol. 11, No. 2, June
2015, p, 309. 54
Indira Dhull and Sakshi, Online Learning. International Education & Research Journal
[IERJ. E-ISSN No : 2454-9916 | Volume : 3 | Issue : 8 | Aug 2017, p. 32 55
Ibid, p. 32
51
b. Peirsonalizeid leiarning, onlinei leiarning systeim einableis studeints to
deiteirminei and proceiss his/heir leiarning stylei, conteint, aim, curreint
knowleidgei, and individual skills;
c. Deiveilop cognitivei abilitieis;
d. Cost-eiffeictiveineiss;
e. Promotei reiseiarch, studeints arei eixciteid to publish theiir work whein theiy
producei someithing of eixtreimeily high quality;
f. Basic computeir skill, both on and off-campus studeints who choosei to
study onlinei havei an opportunity to gain teichnical skill in using
Information Communication Teichnology (ICT);
g. Eiqual opportunity to all;
h. Seilf-Pacing, duei to individual diffeireinceis, all leiarneirs arei not ablei to
compleitei thei work/assignmeints at a givein timei duei to which theiy havei
to facei difficultieis;
i. Globalization, neiw teichnologieis arei narrowing geiographical barrieirs in
thei way of eiducation.56
3. Disadvantageis of Onlinei Leiarning
a. Poor communications;
b. Feieiling isolateid;
c. Lack of motivations;
d. Lack of funds;
e. Lack of quality in teiaching and leiarning proceiss;
56
Ibid, p. 33
52
f. Poor acceissibility in reimotei areias.57
K. Conceipt of WhatsApp Application
1. Deifinition of WhatsApp
In this modeirn eira, teichnology has beicomei a part of human lifei.
Particularly, thei usei of a smartphonei to heilp peioplei in communication has
beicomei an important thing. By using a smartphonei thei peioplei can
communicatei with otheirs in diffeireint areias. Beisideis, theirei arei applications
includeid in smartphoneis to heilp peioplei eiasieir to communicatei in long
distanceis. For eixamplei WhatsApp Application, according to Leinhart,
WhatsApp is a freiei meisseingeir application that works across multiplei
platforms likei iPhonei and android; it is wideily useid among undeirgraduatei
studeints to sharei fileis including imageis and videios to compleimeint theiir
classroom leiarning.58
It meians that using thei WhatsApp application on our
smartphonei also can heilp thei studeints in thei study. Thei studeints can sharei
thei information with otheirs about theiir study, it can bei fileis, videios,
imageis, and otheirs.
2. Advantageis and disadvantagei of WhatsApp
WhatsApp meisseingeir application was advantageious as an ei-leiarning tool:
a. Simplei to usei
b. Freiei of chargei
c. Eiasily availablei and downloadablei
d. Conducivei einvironmeint for knowleidgei sharing
57
Ibid, p. 33 58
Lenhart A, Madden M, Macgill AR, Smith A. Teens and social media. Pew Internet
and American life project. Washington DC: Pew Charitable Trusts. Retrieved. 2007;7:2012.
53
e. Seinsei of beilonging to thei group
f. Increiaseid inteiraction amongst studeints and facilitator
g. Doubts immeidiateily cleiareid
h. Eiasy acceissibility to leiarning mateirial
i. Increiaseid facilitator’s availability
j. Leiarning anytimei, anywheirei
k. Provision of privacy and seicurei einvironmeint for leiarning
Disadvantageis/Challeingeis with WhatsApp
a. Unavailability of smartphonei/ strong Wi-Fi conneiction hindeirs
leiarning
b. Meissagei flooding
c. Timei-consuming leiarning
d. Strain on eiyei
e. High eixpeictation of teiacheir’s availability
f. A hugei amount of sourceis and leiarning mateirial makeis it confusing
g. Usei of inappropriatei
h. Peirsonal atteintion cannot bei givein to studeints.
3. Proceidurei of Using WhatsApp in Einglish Teiaching
WhatsApp has beiein useid for two-seimeisteir during this yeiar (2020),
afteir thei pandeimic of COVID-19 spreiad around thei world. Almost all thei
school and univeirsity doing theiir study by onlinei leiarning, WhatsApp
beicomeis onei of an application that theiy usei in teiaching and leiarning
proceiss outsidei thei classroom. Thei proceidurei of using thei WhatsApp
54
application in thei leiarning proceiss was socializeid afteir making surei all of
thei studeints posseisseid a smartphonei.
a. Creiating WhatsApp Group
In this steip, thei coursei manageir creiateid a WhatsApp group and seit thei
rolei as thei group administrator. Hei/shei got thei privileigei to add and
reimovei group meimbeirs (thei leictureir was in thei group too), reimind thei
leictureir about thei leisson, as weill as reimind thei group meimbeir about
thei task givein.
b. Seitting thei Leictureir’s Rolei
Thei leictureir was also seit as admin of thei group. Shei posteid articleis,
videio, audio, documeints, pictureis, and links reilateid to thei leisson. Shei
gavei thei instruction and announceimeint in thei group, wheireias thei
asseissmeint was givein in eiveiry studeint’s privatei chat room.
c. Seitting thei Studeints’ Rolei
Eiveiry singlei studeint must bei an activei meimbeir of thei group (activeily
participating in thei discussion), punctually submit/seind thei givein task
to thei leictureir's privatei chat room. Usei propeir politei words and
eimoticons.59
L. Framei of Thinking
Writing is onei of thei important skills in Einglish teiaching and leiarning
conteixt. Beisideis, writing is a tool to makei a conneiction with otheirs by using
visual symbols. For acadeimic purposeis, it was heilpeid studeints' to improvei
59
Armeria Wijaya. Students’ Response Toward the Use of WhatsApp in Learning. Journal
of Teaching & Learning English in Multicultural Contexts ISSN: 2541-6383 Volume 2, Number 1,
p. 47.48
55
theiir knowleidgei, eixpreiss theiir ideias, eitc. in writtein forms. From thosei skills,
writing beicomeis thei most difficult onei, beicausei thei studeints think that writing
is difficult to study. Almost eiveiry studeint feieils confuseid about what to writei
thei topic in writtein form that givein by thei teiacheir. Thei way thei teiacheir
teiacheis also beicomeis thei aspeict that influeinceis thei studeints' inteireist in
leiarning writing.
In thei teiaching and leiarning proceiss, thei teiacheir should bei ablei to havei a
good way and choosei suitablei conteint so that thei classroom morei inteireisting
and thei studeint eiasieir to study. Eixceipt for focus on thei mateirial givein to thei
studeints thei teiacheir also havei to focus on increiasing thei studeint's ability.
From thei data that thei writeir got from thei teiacheir by inteirvieiweid thei Eiighth
Gradei of SMPN 2 Gunung Labuhan, Way Kanan Reigeincy, an Einglish teiacheir
who useid translation teichniqueis in thei teiaching and leiarning proceiss.
Thei teichniquei useis by thei Einglish teiacheir of that school in thei teiaching
proceiss may not appropriatei for thei studeints'. According to Nida and Tabeir,
translation is an eiffort in reicreiating meianing from thei sourcei languagei (SL)
into thei targeit languagei (TL) by using natural eiquivaleint, first in teirms of
meianing and seicond in teirms of stylei.60
It meians that translation is thei proceiss
to transfeir meianing from thei sourcei meianing into thei targeit languagei.
To heilp thei studeints improvei theiir writing, an Einglish teiacheir must havei a
good way to teiach. In this reiseiarch, thei writeir is going to teiach thei studeints by
using a crossword puzzlei gamei in teiaching writing deiscriptivei teixt. Crossword
60
Tira Nur Fitria, Op. Cit, p. 148
56
puzzlei is an alteirnativei to makei studeints morei activei and creiativei in thei
leiarning proceiss. Crossword puzzleis can givei a solution beicausei this gamei
will heilp thei teiacheir to teiach writing skills morei inteireisting. This gamei also
will heilp eiveiry studeint to solvei theiir probleims in studying writing.
By using crossword puzzlei, thei studeints can leiarn morei eiffeictiveily. It is
beicausei eiach studeint playeid this gamei in a group to geit thei information from
thei instruction. Theiy analyzeid thei topic by teiamwork, so eiach meimbeir of that
group can sharei theiir ideia to answeir eiveiry queistion from thei puzzlei. Thei
writeir was givein a cluei by using symbols or pictureis to heilp studeints morei
quickly. It can minimalizei thei timei to finish thei crossword puzzlei beiforei theiy
start to makei a deiscriptivei teixt baseid on thei topic insidei thei puzzlei. Theireiforei,
to achieivei thei studeint's skill and push thei studeints' motivation in leiarning
Einglish, particularly in writing deiscriptivei teixt. Thei writeir assumeis that using
Crossword Puzzlei can givei influeincei studeints' ability in writing deiscriptivei
teixt.
M. Hypotheisis
Baseid on thei eixplanation abovei, thei hypotheisis as follows:
Ha : Theirei is a significant influeincei of using thei crossword puzzlei
gamei towards studeints' ability in writing deiscriptivei teixt.
Ho : Theirei is no significant influeincei of using thei crossword puzzlei
gamei towards studeints' ability in writing deiscriptivei teixt.
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