introducing descriptive text to the students use …
TRANSCRIPT
INTRODUCING DESCRIPTIVE TEXT TO THE STUDENTS USE
ENGLISH TOURISM BROCHURES
A THESIS
Submitted to the Faculty of Cultural Sciences of Hasanuddin University
in Partial Fulfillment of Requirement to Obtain
Sarjana Degree in English
RISKA JOHAN
F 211 13 306
ENGLISH DEPARTMENT
FACULTY OF CULTURAL SCIENCE
HASANUDDIN UNIVERSITY
2018
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ACKNOWLEDGMENT
Alhamdulillah, Praise to Allah Subhanahu wa Taala, the Most Gracious and
Merciful, for the health, strength, and also guidance to the writer’s presence in this
world especially to accomplish her thesis as one of requirements to obtain her degree
in English Department, Faculty of Cultural Science Hasanuddin University. Shalawat
and salam also go to Prophet Muhammad Shallallahu ‘alaihi wa sallam, the greatest
of humankind.
In this occasion, the writer would like to express her grateful thanks to the
following people for their help, care, and advice, so that the writer can finish her
study. Those people are as follows:
1. The writer would like to deliver her deepest gratitude to her beloved parents,
Sakka Sammang and Naidah Made Djohan for all the prayers, motivation,
love, and care. Thank you for always being there to support every decision the
writer takes. She is on her way to make you proud. Special thanks are also
dedicated to her brothers, Ridzwan and Rizal for all the fight, advice, and
protection.
2. The writer expresses her deep appreciation to Dr. Andjarwati Sadik, M. Ed.
and Dr. Abidin Pammu, M. A (TESOL) as the writer’s first and second
consultant for their time to help and to guide the writer in writing her thesis.
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3. All lecturers of English Department, Faculty of Cultural Science, Hasanuddin
University for improving the writers’ knowledge during her study. Not
forgotten also, all the staff that already help the writer during administration
process.
4. The writer thanks to her cousins, Syahrul Nizam, Sartina, Nursyafika, Eka
riska and Nurhalimah, S. Pd for their support and motivation.
5. The writer thanks to her second family, Kiki, Rezki, Hasna, and Rahma for
being such a perfect companion in her campus’ life. Then, to her best friend
Mimin, Yusliana and Akbar. Thank you for all the supports, motivation and
togetherness.
6. The writer also dedicated her special thanks to all friends in Etcetera 2013 for
all experiences, laugh and spirit. It also goes to X A of SMK Negeri 4 Sidrap
for their cooperation as the subject of this thesis.
As the conclusion, the writer hopes this thesis will give a good contribution
for the students of English Department and also for the future study about similar
topic. The writer realizes that this thesis is still far from being perfect, therefore any
suggestion or criticisms will be very much appreciated for the improvement of this
writing. Thank you.
Makassar, 15th
March 2018
Riska Johan
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TABLE OF CONTENTS
TITLE............................................................................................................. i
APPROVAL .................................................................................................. ii
LEGITIMACY ............................................................................................. iii
ACKNOWLEDGEMENT .......................................................................... iv
ABSTRAK ..................................................................................................... vi
ABSTRACT .................................................................................................. vii
TABLE OF CONTENT ............................................................................... viii
LIST OF TABLE ............................................................................................. xi
CHAPTER I : INTRODUCTION
A. Background ................................................................................ 1
B. Identification of the Problem ...................................................... 4
C. Scope of the Problems ................................................................. 4
D. Research Questions ..................................................................... 4
E. Objectives of the Study ............................................................... 5
F. Significance of Study…………………………………… .......... 5
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CHAPTER II : THEORITICAL BACKGROUND
A. Previous Studies .......................................................................... 6
B. Theoretical Framework .............................................................. 9
1. The Concept of Writing ........................................................ 9
a. Definition of Writing....................................................... 9
b. Components of Writing ................................................... 10
c. Aspects of Writing .......................................................... 11
d. The Process of Writing.................................................... 11
2. The Concept of the Types of Texts ..................................... 12
a. Narrative Text…………………… .................................. 12
b. Expository Text………………………………………….13
c. Descriptive Text…………………………………………13
d. Structure of Descriptive Text……………………………14
e. Language Features of Descriptive Text………………….15
3. The Concept of English Tourism Brochures………………..16
a. The Definition of English Tourism Brochures………….16
b. The Use of Brochures for Teaching Learning…………..17
C. Conceptual Framework ............................................................... .19
D. Hypothesis................................................................................... .20
CHAPTER III : RESEACRH METHODOLOGY
A. Methodology ............................................................................... 21
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B. Populations and Sample .............................................................. 21
C. Research Instruments .................................................................. 22
D. Method of Collecting Data……………………………………...23
E. Method of Analyzing Data……………………………………...26
CHAPTER IV: FINDING AND DISCUSSION
A. Finding ........................................................................................ 30
a. Data Description.............................................................. 30
1. Data Presentation of Writing Tests………………….31
2. The Mean Score and Standard Deviation of the
Students Pre-test and Post-test .................................. .36
3. The Results of Interview........................................... .37
B. Discussion ................................................................................... .43
CHAPTER V: CONCLUSSION AND SUGGESTION
A. Conclusion................................................................................... 46
B. Suggestion ................................................................................... 47
BIBLIOGRAPHY
LIST OF TABLE
APPENDICIES
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ABSTRAK
Riska Johan, 2018. Introducing Descriptive Text to the Students Using English
Tourism Brochures (Dibimbing oleh Andjarwati Sadik dan Abidin Pammu).
Penelitian ini bertujuan untuk mengetahui kemampuan menulis siswa dalam
teks deskriptif menggunakan brosur pariwisata berbahasa Inggris sebelum dan setelah
perlakuan; dan mengetahui pemahaman siswa terhadap tipe-tipe teks.
Penelitian ini menggunakan metode kuantitatif. Populasi penelitian ini
terdiri dari 58 siswa di kelas X A SMK Negeri 4 Sidrap. Berdasarkan saran dari
guru-guru bahasa Inggris, 16 orang siswa dipilih sebagai sampel. Instrumen yang
digunakan adalah tes (pre dan post tes), in-depth interview dan observasi.
Hasil penelitian ini menunjukkan bahwa penggunaan brosur bahasa Inggris
untuk meningkatkan pemahaman siswa dalam menulis teks deskriptif memberikan
pengaruh yang positif. Hal ini dapat dilihat di dalam meningkatnya jumlah siswa dari
tingkat “Fair” dan “Poor”. Di sisi lain, jumlah siswa dengan kemampuan “Very Poor”
menurun. Hal itu perlu untuk dipertimbangkan bahwa penggunaan brosur tersebut
perlu ditunjang oleh kesiapan siswa dalam beberapa aspek, seperti kosa kata, tata
bahasa, penciptaan ide, dan organisasi ide.
Kata kunci: teks deskriptif, kemampuan menulis siswa, brosur pariwisata berbahasa
Inggris.
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ABSTRACT
Riska Johan, 2018. Introducing Descriptive Text to the Students Using English
Tourism Brochures (Supervised by Andjarwati Sadik and Abidin Pammu).
This research aims to explore the students’ understanding of descriptive text
using English tourism brochures before and after the treatment; and to explore the
students’ understanding of the types of text.
This research used quantitative method. The population of this research
consisted of 58 students in class X A of SMK Negeri 4 Sidrap. Based on the
suggestion from the teachers, 16 students were selected as the sample. The
instruments used were test (pre and post-test), in-depth interview, and observation.
The findings reveal that using English tourism brochures to improve the
understanding of the students in writing descriptive text generally brings positive
effect. This can be seen in the increasing number of students of “Fair” and “Poor”
levels. On the other hand, the number of students with “Very Poor” ability decreased.
It is necessary to consider that the use of the brochures need to be supported by the
readiness of students in several aspects, such as vocabulary, grammatical structure,
creation of ideas, and organization ideas.
Keywords: descriptive texts, writing ability, English tourism brochures.
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LIST OF TABLES
Table 1: The students’ score Pre-test for SMK Negeri 4 Sidrap………………..31
Table 2: The students’ score Post-test for SMK Negeri 4 Sidrap……………....32
Table 3: The pre-test and post-test in writing descriptive text.........................…33
Table 4: The classification and the range of the pre-test and the post-test……..34
Table 5: The mean score and standard deviation of the students’ in the pre-test
and post-test…………………………………………………………...35
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CHAPTER I
INTRODUCTION
A. Background
English is an important and popular language in the world. It is universal language
to connect one individual to other individuals around the world. It helps them to
exchange their thought, ideas, as well as their feelings. By using the language, people
can easily share information around the world through a range of media such as
internet, newspapers, television, radio, and so on. It will enlarge human knowledge
about things happened in the world.
English language as an international language constitutes both productive and
receptive skills. They are speaking, listening, reading and writing. Every skill is
related to each other. These skills should be mastered well by the students to increase
their ability in English learning. The four English skills are divided into productive
skills (speaking and writing) and receptive skills (listening and reading).
In Indonesia, English language has been taught in secondary and tertiary
education. For example, in senior high school the materials taught are various which
are based on the 2013 National Curriculum. The contents of the materials including
short story, poem, short drama and the four skills.
Writing as one of the four language skills plays an important role in the context of
English teaching as a foreign language in Indonesia. Based on my experience as an
English department student, writing is one of the most difficult skills. This is due to
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the combination of all skills, grammatical structure, organization of ideas to express
the ideas in the written form. There are many types of writing such as description,
narrative, procedure, explanation, persuasive and etc (Anderson, 1997).
The following is the explanation of the writer‟s preliminary observation or
research at the school where this research was conducted. She had a chance to talk to
two English teachers in order to get information on her research.
Based on the discussion, she found that there were factors of students failed in
writing, such as, students: lack of understanding of the types of text, cannot express
their ideas, opinions, feelings in writing and think that the methods used by the
teachers were monotonous. As a result, this made the students got bored. One more
thing is descriptive text is taught at the second semester and it is limited to describing
things. It is important to state that at the time she observed, the students at grade tenth
who would be the participants of this research were still followed KTSP (School
Based Curriculum). However, when she conducted her research, the teachers at the
school applied K13 (Curriculum 2013) where descriptive text is taught at the second
semester.
In relation to this research, a number of studies had been conducted. As examples,
two of them were chosen to support this current research. One was written by
Halimatuhsa‟diah (2011) focused on “Improving Students‟ Ability in Writing
Descriptive Texts through a Picture Series-Aided Learning Strategy.” The
participants in her research were the tenth grade students of a Public Senior High
School in East Java, Indonesia. The findings revealed that the use of the picture
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series-Aided learning strategy was able to improve the students‟ actively in the
learning process. For example, making comments or asking questions to either the
teacher or the students about the instruction.
Another research conducted at the tenth grade students of MAN 2 Model, Palu by
Wardani, Basri and Waris (2014). Their research entitled “Improving the Ability of
Students in Writing Descriptive Text Through Guided-Question Technique.” The
findings indicate that the use of guided-question technique was effective media to
improve the ability of students in writing descriptive text. By using this technique, it
helps the students produced their writing by answering the questions that made them
wrote more easily.
Based on the two research presented above, it can be concluded that both of the
research talk about writing descriptive text. It is related to the writer‟s research.
However, the objects of their research in writing descriptive text were pictures and
guided question technique. The objects of this research is English tourism brochures.
Therefore, the writer conducted this research “Introducing Descriptive Text to the
Students Use English Tourism Brochures.”
This research focuses on the use of English tourism brochures. The reasons for
choosing brochures are:
1. It contains a lot of pictures, information and tourist spots.
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2. It helps the students to express their ideas in the written form easily. It can
also guide the students to create and to arrange the words into paragraphs
that they get from the brochures.
B. Identification of the problem
From the background of the study, the writer identifies several problems are as
follows. The students:
1. lack of understanding the types of text, especially descriptive text.
2. consider learning English is difficult, particularly English writing.
3. think the methods used by the teachers are monotonous.
C. Scope of the Study
The writer has stated that the students of SMK Negeri 4 Sidrap still do not
understand the types of text, especially descriptive text. Therefore, the writer limits
her research on the use of English tourism brochures in descriptive text for year tenth.
The materials used were 4 English tourism brochures: Solo the Spirit of Java, Gunung
Pati, Kepulauan Seribu, and Waerebo. These are only examples among other
brochures.
D. Research Questions
Based on the scope of the study, the research questions of this research are:
1. How is the students‟ writing ability of descriptive text using English tourism
brochures before and after the treatment?
2. How is the students‟ understanding of the types of text?
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E. Objective of the Research
Based on the research question above, the objective of this study are as follows:
1. To explore the students‟ writing ability of descriptive text using English
tourism brochures before and after the treatment.
2. To explore the students‟ understanding of the types of text.
F. Significance of the Research
The significance of the research was divided into two parts: theoretically and
practically. Theoretically, it is expected to provide useful information for the
development of English language study, especially in writing. Practically, there are
three significant implications expected from the study:
a. For English teachers, this research is expected to give helpful information for
English teacher in teaching descriptive text using English tourism brochures.
b. For students, this research is expected to assist students in writing English
descriptive text in good and easy way using English tourism brochures.
c. For other researchers, this research is expected to be useful information for the
next researcher to conduct other research about other media in teaching
descriptive text.
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CHAPTER II
LITERATURE REVIEW
In this section, the writer presents some theories which relate each other in order
to support the analysis. This chapter consists of previous studies, theoretical
background, and conceptual framework.
A. Previous Studies
The writer reviewed a number of studies related to the strategy of introducing
students‟ writing descriptive text. For completing this research, the writer found out
some references which might be useful for this current study. Based on this part, the
writer presents findings which are:
A study regarding to the use of picture media was conducted by Zahra entitled
“The Effectiveness of Teaching Descriptive text Using Picture Media on Students
Ability” (2014). In this research, she took 80 students and divided them into 2 classes.
For the first class, she used experimental group by giving the treatment through
pictures. For the second class, she used control group by giving the treatment using
conventional teaching. Both of classes had been given pretest previously, and the end
her found that students of the first group were improved more effectively toward their
writing ability than the second group. She concluded that using pictures media not
only helped the teachers to teach writing ability but also achieved the learning goals.
Another research was conducted by Hami entitled ”Improving Students’ Ability in
Writing Descriptive Text through Wholesome Scattering Game” (2011). The
participants in his research were the 8th
Grade Students of Mts Sunan Ampel Patean
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Kendal in the Academic Year 2010/2011. He focused on the use of wholesome
scattering game to improve students ability in the writing descriptive text. In his
research, there were two cycles in teaching classes. Both cycles of group were asked
to participate in his pre-test to learn their writing ability. The first cycle, he took
wholesome scattering game as media in teaching descriptive text, for example, he has
given some key words instruction to the students to describe their best friend in the
class. The second cycle, he asked students to describe beach. The result showed that
wholesome scattering game improved students‟ ability in writing text. The
advantages from this research were the students could arrange the word and develop
their pharagraph in describing objects easily and accurately.
Lastly, a research by Harsul entitled “Improving Ability in Writing Descriptive
Text through Mind Mapping for Grade VII Students of SMP Negeri 2 Gamping
Sleman” (2014). In his study, he found that the use of mind mapping in teaching
writing descriptive text was able to improve the students‟ writing skill. It included
their abilities in generating ideas, vocabularies, language use and mechanics. Besides,
teaching writing descriptive text using mind mapping could attract students‟ attention
and motivation. The students became more enthusiastic in writing after mind
mapping was applied in the class.
From the previous studies above, the writer found that they discussed about
writing descriptive texts through different media, objects, and purposes. Meanwhile,
the writer had her own area of research as follow:
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1. The first previous study entitled “The Effectiveness of Teaching Descriptive
text Using Picture Media on Students Ability” (2014) where she tried to
explore using picture could be the effective media to help the students‟
ability in writing descriptive text. In contrast in this research, the writer uses
English tourism brochures as the media to introduce the students about how
to write descriptive text.
2. The next research was conducted by Hami entitled “Improving Students’
Ability in Writing Descriptive Text through Wholesome Scattering Game”
(2011) focused on how the students improved the students writing ability in
writing descriptive text. Meanwhile, this research focuses on introducing
writing descriptive text. Furthermore, the writer expects that after
introducing the types of text, the students were able to understand how to
write descriptive texts.
3. Finally, Harsul research was entitled “Improving Ability in Writing
Descriptive Text through Mind Mapping for Grade VII Students of SMP
Negeri 2 Gamping Sleman” (2014) where he tried to improve the students‟
descriptive text writing for the 7th
grade students of SMP Negeri 2 Gamping
Sleman as the participants for his research. In this research, the writer uses
the tenth grade students of SMK Negeri 4 Sidrap as the participants.
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B. Theoretical Background
1. The Concept of Writing
There were some concepts of writing as follows:
a. Definition of Writing
Archibald (2001:154) said that writing is a skill that needs knowledge and
proficiency in many areas. It is called multidimensional skill which is complex skill
and produced from the interaction of the writer‟s knowledge, experience, skills and
the cognitive demands of the task. Next, Bello (1997) states that writing enhances
language acquisition as learners experiment with words, sentences and other elements
of writing to communicate their idea effectively and to reinforce the grammar and
vocabulary they are learning in class. Then, Brown (2001:244-245) states that writing
is thinking process. It is a process of putting ideas down on paper to transform
thought into words and give them structure and coherent organization. After that,
Hyland (2003:9) viewed that writing is a way of sharing personal meanings and it
emphasizes the power of the personality to construct someone‟s view based on a
certain topic. Finally, Oshima (1997:2) define „writing is a progressive activity. It
means that when you first write something down, you have already been thinking
about what you are going to say and how you are going to say it.
Based on some definition of writing above, the writer concluded that writing is a
process of thinking in form of multidimensional skills in putting the ideas of words
on paper. Then, the ideas are processed by thought in an organized, structural and
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coherent. In this case, the authors get ideas from their experience and knowledge
interaction.
b. Components of Writing
According to Jacobs et al. (1981), the ESL (English as Second Language)
Composition Profile is used to identify the students‟ written competence based on
five scales. These scales are used for a general evaluation of their proficiency level
although specific features of composition are also involved. Compositions are scored
using the following categories: content, organization, vocabulary, language use, and
mechanics. These five scales are used to have an overall account of the written
assignment:
1) Content: this category considers the development of ideas and
comprehension of the topic.
2) Organization: this category includes the logical sequence of ideas, the
structure and cohesion of the paragraphs.
3) Vocabulary: this category deals with the selection of words, expressions and
their usage.
4) Language usage: this category includes the use of grammar categories, and
the use of complex syntactic structures.
5) Mechanics: this category includes the evaluation of punctuation, spelling,
and the use of capitalization.
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c. Aspects of Writing
According Marsh and Hallet (2008), the act of writing involves three important
elements as follows:
1) Composition
It is involves the content of writing, generating ideas, deciding on the form
of the written text and thinking about who will read it and why.
2) Transcription
It is involves paying attention on how the writing is presented so that others
can read and understand it easily. This includes aspects such as handwriting,
spelling, punctuation, and general layout.
3) Review
It is involves changing aspects of composition and transcription in order to
improve what has been written.
d. The Writing Process
According to Sundem (2007:41), the steps of the writing process are presented as
follows:
Step 1: Prewriting.
This is the planning phase of the writing process when students brainstorm,
research, gather and outline ideas, often using diagrams for mapping out their
thoughts.
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Step 2: Rough Draft.
The Students create their initial composition by writing down all their ideas in
an organized way to convey a particular idea or present an argument.
Step 3: Revising.
The students review, modify, and reorganize their work by rearranging,
adding, or deleting content, and by making the tone, style, and content appropriate for
the intended audience. The goal of this phase of the writing process is to improve the
draft.
Step 4: Editing.
The students work with the teachers or peers to correct all mistakes in
grammar and spelling.
Step 5: Publishing.
In this last step of the writing process, the final writing is shared with the
group. Sharing can be accomplished in a variety of ways, and with the help of
computers, it can even be printed or published online.
2. The Concept of the Types of Texts
There were some kinds of the texts. They were as follows:
a. Narrative Text
Narrative text is informative text which is the telling of a story that contain events
or experiences in chronological orders. The main purpose of a narrative is to
entertain, to gain, and to hold readers' interests. There are many types of narrative,
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such as, fairy science fiction, romances, horror stories, adventure stories, historical
narratives, myths, and legends.
b. The Expository Text
Expository is used in giving information, making explanations, and interpreting
meanings. It includes editorials, essays, informative and instructional material. For
example, the cognitive analysis and subsequent syntheses of complex facts.
c. The Descriptive Text
Descriptive text is a text that describes characteristic of a person or things in a
descriptive manner. According to Oshima and Hogue (1997:50), descriptive writing
appeals to the senses. It tells how something looks, feels, smells, tastes, and/ or
sounds. In additon, a good description is like a “word picture”; the reader can imagine
the object, place, or person in his or her mind. A writer of a good description is like
an artist who paints a picture that can be “seen” clearly in the mind of the reader.
According to Wyrick (1987), the writer of description creates of word pictures of
person, places, objects and emoticons using a careful selection of detail to make an
impression on the reader.
Priyana (2008: 18) said that a descriptive text is a kind of text which describes
the characteristics of something in order to make clear impression of a person, place,
and object or event. Langan (2011: 185) said that a descriptive text means when
someone describe other people or something and give the readers a picture in words.
To make the word picture as vivid and real as possible, he/she must observe and
record specific details that appeal the readers‟ senses (sight, hearing, taste, smell, and
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touch). Based on the definition of descriptive text above the purpose of descriptive
text is to present the reader with a picture of person and subject or setting. Similar to
Langan (2011: 189), the main purpose of a descriptive text is to make readers see or
hear, taste, smell, or feel what the author wrote. The details key to descriptive text is
enabling audiences to imagining and feeling what is being described.
According to Gerot and Wignell (1994), “Descriptive text is a kind of text with a
purpose to give information. The context of this kind of text is the description of
particular thing, animal, person, or others, for instance: people pet are well known”.
By reading a descriptive text, readers feel that they see the description just like they
see pictures. It aims to describe an object or a person that the writer wants to describe.
Thus, in writing a descriptive text, the writers should know well what they want to
describe. They describe their ideas and think vividly based on what they see, hear,
taste, smell, or touch.
From the explanation above, it can be concluded that descriptive text is a text
that describes a particular person, place or thing. It tells how something looks, smells,
tastes, feels and sound. In this research, the writer only focuses on descriptive text
because the writer wants to study about introducing descriptive text to the students
using English tourism brochures.
d. The Structure of Descriptive Text
The generic structure of the descriptive text is different from other texts. There
are two main components in the generic structure of descriptive text. They are
identification and description.
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Sudarwati and Eudia (2005:27) mention that “there are two components of the
generic structure of descriptive text. They are identification; identify phenomenon to
be described and description; describes parts, qualities, and characteristics”.
Sudarwati and Eudia add that “the language features for descriptive text are focus on
specific participants, use of attributive and identifying process. It uses classifiers in
nominal groups, and use of Simple present tense”. However, Gerot and Wignell
(1994:208) state that the Generic structure of descriptive writing are: a) Identification
which identifies phenomenon that will be describe b) Description which describe
parts, qualities, or characteristics of something or someone in detail.
e. Language Features of Descriptive Text
According to Oshima and Hogue (1997:50), there are some of language features
in a descriptive text. They are as follows:
1) Use of particular nouns.
2) Use of detailed noun groups to provide.
3) Information about the subject.
4) Use of a variety of types of adjectives.
5) Use of relating verbs to provide information about the subject.
6) Use of thinking and feeling verbs to express the writer‟s personal view about
the subject or to give an insight into the subject‟s thoughts and feelings.
7) Use of action verbs to describe the subject‟s behavior use of adverbials to
provide more information about this behavior.
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8) Use of similes, metaphors and other types of figurative language,
particularly in literary descriptions.
Knapp and Watkins (2005:98-99) state that there are several grammatical
features of descriptive writing as the following:
a) In descriptive text, the present tense is predominantly used.
b) Although present tense may be used in literary description, it is past tense
that tends to dominate.
c) Relational verbs are used when classifying and describing appearance or
qualities and partsor function of phenomenon.
d) Action verbs are used when describing behaviors or users.
e) Mental verbs are used when describing feeling in literary descriptions.
f) Adjective are used to add extra information to nouns and may be technical,
everyday, or literally, depending on the text.
g) Personal and literary description generally deal with individual things.
3. The Concept of English Tourism Brochure
There were some concepts of English tourism brochures. They were as follows:
a. Definition of English Tourism Brochure
Tourism brochure is a bunch of paper that contains a lot of pictures, information
and even the spots which present in a map. Ross Bainbridge (2006: 1) states that
tourism brochure is defined as brochure, but it contains higher quality visual. Ideal
tourism brochure should also give information about flights, roads, the shortest way
of reaching a particular place, and other information. Moreover, it gives us
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information about tourism places. The information can be about tour programs,
culinary and historical places. It is provide an interesting page, colorful pages, nice
photography, and awesome description about the tourism places.
Thompson (2008: 2) states that teaching using tourism brochure is appropriate
for increasing the students‟ ability in writing because tourism brochure can help
teachers to arise students‟ curiosity and imagination. It will stimulate the students‟
imagination with paying attention and keeping their eyes on brochure. Beside that,
the students will have an opportunity to use the knowledge that they get from outside
of the school, such as, knowledge of tourism sight and activity in the tourism places.
All of the activities will help students in generating and creating ideas when they are
going to write.
Based on explanation above, it may be inferenced that English tourism
brochures is a booklet which is consist an information of place, especially tourism
places. The information shows to people about tour programs, culinary and historical
places. Furthermore, it is one of teaching media that can be used by teaching writing.
it also help teacher to arise the students curiosity and imagination.
b. The Use of brochures For Teaching Learning
Brochures can be very valuable tool for teaching and learning. Johahi (2008)
mentions that there are two advantages of using tourism brochures in the class.
Firstly, it provides students an opportunity to use the knowledge that they get from
outside of the school such as knowledge of the tourism part and activity in the
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tourism places. Secondly, it makes students acquire English vocabulary and practice
that they require in their career purpose (maybe became a tour guide).
The reason of using tourism brochures in teaching writing as media is relevant
for the students. It will be more helpful for students, they can learn and practice
English during their learning process. Apart from this, tourism brochures are
available with colors, pictures, words, and so on. Thus, the students would enjoy
learning English with variations of activities and practices. The activities are
important for their comprehension and would provide them with fun classroom
learning studies.
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C. Conceptual Framework
Students
Pre-test
Treatments
(Used English tourism brochures)
Post-test
Students‟ Writing Descriptive Texts
Diagram 1
Diagram of pre-experimental research with one group pre-test and post-test design.
There were many ways to introduce the descriptive text writing to the students
such as writing using series picture, tutorial video, and so on. It was because the
20
picture could be used to give students English lessons as an opportunity to practice
the language in the real context in which they can use it to communicate their ideas.
Using English tourism brochures collaborated with the diagram above might
also help the students in increasing their ability in writing descriptive text. In order to
see the improvement, the results of pre-test and the post-test were compared. If the
hypothesis was true, it would approve that English tourism brochures was the
effective writing learning strategies in introducing to the students‟ about writing
descriptive text.
D. Hypothesis
The hypothesis of the research presented as follows:
Alternative hypothesis : There was a significant difference of the students‟
writing ability before and after presented writing
descriptive text by using English tourism brochures.
Null hypothesis : There was no significant result student writing ability
before and after giving treatment.
21
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology which consists of population and sample,
instrument of the research, method of collecting data and method of analyzing data.
A. Methodology
Sugiyono (2011) stated that “methodology refers to ways of obtaining,
organizing, and analyzing data. Methodology decisions depend on the nature of the
research question.” It included the design, setting, sample, methodological limitations
and the data collection and analysis technique in a study. In this research, the writer
used quantitative method to count and classify, to build statistical models to explain
what was observed. The data were analyzed quantitatively.
B. Population and Sample
a. Population
Best (1981) stated that population is any group of individual that have one or
more characteristics in common. According to Arikunto (1998), population defines a
set (or collection) of all elements possessing one or more attributes of interest.
In this research the population were the students of SMK Negeri 4 Sidrap which
consisted of four classes of grade tenth. The number of students in the four classes
were 58 students. There were 16 students in class A, 8 students in class B, 17 students
in class C and 17 students in class D. The total number of population was 58.
22
b. Sample
Sample is a part that can represent all the population observed. Best (1981) stated
that sample is a small proportion of a population selected for observation and
analysis.
The sample of this research was one of the four classes that was class X A. The
number of students in one class was 16 students. The class was chose because it was
better than the other classes, based on the recommendation on the teachers in the
class.
C. Instrument of the research
There were three instruments used in this research:
1. Writing test
The writer administrated pretest to the 16 students. In the pre-test the students
were asked to describe their school in one paragraph, 50-75 words. It was assumed
that the students were still fresh about their school situation. Therefore, they were
asked to describe their school.
2. Interview
The writer interviewed the students‟ by using 5 questions to explore the students‟
understanding of the types of text. This interview was an open-ended with the
following questions:
1. Do you know how many types of text in English?
2. Do you know what are they?
3. How do you know the types of text?
23
4. How good is your understanding of the types of text?
5. Where did you learn the types of text?
3. Observation
The writer did the observation to explore the students understanding of the types
of text.
D. Method of Collecting Data
In collecting the data of this research, the writer followed some steps:
1. Pre-test
Before the treatment, the writer administrated the pretest which was carried out on
Friday morning, 4th
August 2017. It lasted for 45 minutes. The writer asked the
students to describe about their school in one paragraph, 50-75 words. The writer
distributed the question based on the descriptive text that described of their school to
identify the students‟ prior knowledge of their writing ability.
2. Interview
Before the treatment, the writer interviewed the students by using 5 questions to
explore the students understanding of the types of text. This interview was an open
ended.
3. Observation
The writer did the observation to explore the students understanding the types of
text.
24
4. Treatment
The treatment was conducted four times. In each meeting the writer discussed the
following:
The first meeting was on Friday, 11th
August 2017. The topic was about
“Solo the Spirit Java” with the following procedures. The writer explained:
1. the types of text such as narrative, description, persuasive and
expository;
2. the definition and example of each type of texts such as
narrative, description, persuasive and expository. In this case, the
writer only focused on descriptive text to improve the students‟
writing ability;
3. the use of English tourism brochure to teach the descriptive text;
4. the elements of brochures; and
5. how to write a descriptive text based on the English tourism
brochure entitled “Solo the Spirit Java”.
The second meeting was on Saturday, 12th
August 2017.The topic was about
“Gunung Pati” by following the statement. The writer explained:
1. the definition of descriptive text;
2. the language features and the examples of descriptive text;
3. the definition and example of English tourism brochures,
especially English tourism brochure about place;
25
4. the elements of brochure; and
5. how to write a descriptive text based on the English tourism
brochure entitiled “Gunung Pati”.
The third meeting was on 19th
August 2017. The topic was about “Waerebo”
with the following the instructions. The writer explained:
1. the definition of descriptive text;
2. the language features and the example of descriptive text;
3. the definition and example of English tourism brochures,
especially English tourism brochures about place;
4. the elements of brochure; and
5. how to write a descriptive text based on the English tourism
brochure entitled “Waerebo”.
The fourth meeting was on 25th
August 2017. The topic was about
“Kepulauan Seribu” by following the steps. The writer explained:
1. the definition of descriptive text;
2. the language features and the examples of descriptive text;
3. the definition and example of English tourism brochures,
especially English tourism brochures about place;
4. the elements of brochure; and
5. how to write a descriptive text based on the English tourism
brochure entitled “Kepulauan Seribu”
26
5. Post-test
After the treatment, the writer administrated the post-test which was conducted on
Saturday morning, 26th
August 2017. It lasted for 45 minutes. It was carried out to
find out the students‟ writing ability and their progress after giving the treatment
about the use of English tourism brochures. This was to improve their writing
descriptive text. The content of the post-test was similar with the pre-test.
E. Method of Analyzing Data
The writer analyzed the data quantitatively. The writer used statistic analysis to
describe one of two research variables. The process was presented as follows:
a. The writer tabulated the result of the test. Then, the total score of each students
were presented in table. The writer classified the students‟ score using scoring
rubric by Jacobs adapted from Weigle (1981:198) in Halimah. The categories for
evaluating writing were presented below:
Score Level Criteria
CONTENT 30-27 Relevant to topic
26-22 Mostly relevant to topic but lacks detail
21-17 Inadequate development of topic
16-13 Does not show knowledge of subject
ORGANIZATION 20-18
Ides clearly stated or supported, well-organized
17-14 Loosely organized but main ideas stand out, logical
27
but incomplete sequencing
13-10 Ideas confused or disconnected, lacks logical
sequencing and development
9-7 No organization
VOCABULARY 20-18 Effective word or idiom choice and usage
17-14 Occasional errors of word or idiom form, choice,
usage but meaning not obscured
13-10 Frequent errors of word or idiom form, choice, usage
and meaning confused or obscured
9-7 Little knowledge of English vocabulary, idioms word
form
LANGUAGE
USE
25-22 Few errors of agreement, tense, number, word order
or function, articles, pronouns, preposition.
21-18 Several errors of agreement, tense, number, word
order or function, articles, pronouns, preposition
17-11 frequent errors of negation, agreement, tense,
number, word order or function, articles, pronouns,
preposition and/or fragment, run-ons, deletions
10-5 Dominated by errors
MECHANICS 5 Few errors of spelling, punctuation, capitalization
4 Occasional errors of spelling, punctuation,
28
capitalization
3 Frequent errors of spelling, punctuation,
capitalization, paragraphing, poor handwriting
2 Dominated by errors of spelling, punctuation,
capitalization, paragraphing, handwriting illegible
b. The scoring system of the students pretest and posttest was classified by (Dirjen
Pendidikan Dasar dan Menengah, 2005:28) in Halimah as follows:
1. 86 – 100 is classified as very good
2. 71 – 85 is classified as good
3. 56 – 70 is classified as fair
4. 41 – 55 is classified as poor
5. 0 – 40 is classified as very poor
c. The writer used SPSS 16 to analyze the data. To counted the mean score of the
students score in the pretest and post test. The formula as follows:
Where:
M :Mean Score
(X) : The sum of total score
29
N : Number of students
(Anas, 2008: 81)
d. The writer count the standard deviation of the students pre-test and post-test using
the following formula :
SD
Where:
SD : Sum of squares
X1 : The sum of total score
n : Total number of sample
(Anas, 2008: 260)
30
CHAPTER IV
FINDING AND DISCUSSION
This chapter discusses the result of the research. In this chapter, there are two
focuses. They are the data presentation of writing descriptive text tests and interview.
In writing descriptive text, the students were asked to answer one question and five
questions of interview. The writer presents the data which are arranged according to
the students‟ writing score, the classification of students‟ score, mean score and
standard deviation of the pre-test and the post-test based on the score of the result of
the tests.
A. Data Description
The writer started activities by checking the students‟ attendance list and
describing the instructional objectives that would be achieved. The writer introduced
and explained about material to the students. Then, the writer gave English tourism
brochures and asked the students to write a paragraph of descriptive text based on the
brochures given to them. From the writer‟s observation during the teaching process,
some of the students seemed easy to write their ideas using the English tourism
brochures. On the other hand, some of the students seemed difficult to writer their
ideas. They confused with the brochures they have seen.
31
1. Data Presentation of Writing Tests
In this section, the writer explained the writing test data to answer the first
research question that is “how does the use of English tourism brochures improve
students‟ understanding in writing descriptive text?”
In this research, the writer asked the students to describe their school in one
paragraph that consisted of 50-75 words as the material of the pre-test and post-
test. Four English tourism brochures were used as the teaching materials in the
treatment of the research. The topics of the English tourism brochures were: (I)
Solo the Spirit Java, (II) GunungPati, (III) Waerebo, (IV) Kepulauan Seribu.
Each topic of brochures consisted of pictures of tourist destination. The topics
aimed to explore how English tourism brochures improved the students‟
understanding towards writing descriptive text. In the table below, the writer
showed the sum of the sixteen students‟ score in the pre-test and post-test.
32
Table 1: The score of students’ Post-test for SMK Negeri 4 Sidrap
No Student The students score
Total Score Content Organization Vocabulary Language Used Mechanics
1. A-01 14 7 7 5 2 35 35
2. A-02 13 7 7 5 2 34 34
3. A-03 13 7 7 5 2 34 34
4. A-04 13 7 7 5 2 34 34
5. A-05 13 7 7 5 2 34 34
6. A-06 13 7 7 5 2 34 34
7. A-07 14 7 7 6 3 37 37
8. A-08 13 7 7 5 2 34 34
9. A-09 13 7 7 5 2 34 34
10. A-10 15 10 10 11 4 50 50
11. A-11 13 7 7 5 2 34 34
12. A-12 14 8 7 5 3 37 37
13. A-13 14 7 7 5 2 35 35
14. A-14 13 10 7 11 2 43 43
15. A-15 14 10 7 7 2 38 38
16. A-16 17 10 9 11 3 50 50
Total 597 597
33
Table 2 : The score of students’ Post-test for SMKN 4 Rappang.
No Student The students score
Total Score Content Organization Vocabulary Language Used Mechanics
1. A-01 15 10 10 11 3 49 49
2. A-02 17 10 7 11 3 48 48
3. A-03 15 9 7 8 3 42 42
4. A-04 14 11 7 11 2 48 48
5. A-05 13 7 7 10 3 40 40
6. A-06 14 10 7 7 2 40 40
7. A-07 22 14 12 13 4 65 65
8. A-08 14 10 7 8 2 41 41
9. A-09 17 10 7 11 3 48 48
10. A-10 22 14 9 18 5 68 68
11. A-11 14 10 7 7 2 40 40
12. A-12 15 10 10 11 3 49 49
13. A-13 14 7 7 5 2 40 40
14. A-14 15 10 10 11 3 43 43
15. A-15 17 11 7 7 3 45 45
16. A-16 22 14 10 11 3 60 60
Total 772 772
34
Table 3 below shows the pre-test and post-test in writing descriptive text.
No Sample Pre-test score Post-test score
1 A-01 35 49
2 A-02 34 48
3 A-03 34 42
4 A-04 34 48
5 A-05 34 40
6 A-06 34 40
7 A-07 37 65
8 A-08 34 41
9 A-09 34 48
10 A-10 50 68
11 A-11 34 40
12 A-12 37 49
13 A-13 35 40
14 A-14 43 49
15 A-15 38 45
35
16 A-16 50 60
Total 597 772
The results of the above table show that all students increased in their post-
test. However, when the scores were converted into the five classifications of writing
where the scores followed the range, the position of the students changed between
“Fair”, “Poor” to “Very Poor”. The following (Table 4) shows the position of the
students.
Classification The Range Pre-test Post-test
F % F %
Excellent 86-100 - - - -
Good 71-85 - - - -
Fair 56-70 - - 3 18%
Poor 41-55 3 18% 9 57%
Very Poor 0-40 13 82% 4 25%
Total 16 100% 16 100%
36
The data in table 4 indicates that none of the students (0%) classified into
“Excellent” and “Good” both in pre-test and post-test.
In the “fair” classification only 3 (18%) students among sixteen where in the classific
ation. Furthermore, there were 3 (18%) students fell into “Poor” classification in the
pre-test. While in the post-test, the number of students in the “Poor” classification
increased to 9 (57%) students. There were 13 (82%) students were in the “Very Poor”
classification in the pre-test. The number of students who got “Very Poor”
classification was decreased into 4 (25%) students in the post-test.
2. The Mean Score and Standard Deviation of the Students in the Pre-test and
the Post-test.
The table 5 below shows the mean score and standard deviation of the students in
the pre-test and the post-test.
Mean N
Standard
Deviation
Minimum Maximum
Pre-test 37.31 16 5.498 34.00 40.00
68.00 Post-test 48.25 16 8.888 50.00
37
Based on table 5 above, the result showed that the mean score for pre-test from
16 students was 37.31 and the standard deviation was 5.498 (2.34) with minimum
score of the students was 34. Meanwhile, the mean score from the post-test was 48.25
and the standard deviation was 8.888 (2.98) with minimum score was 50. It meant
that after giving the post-test, the students‟ improved in their writing ability based on
the minimum and the maximum score of students (see table 5).
4. The results of the Interview
In this section, the writer analyzed about “how good is the students‟
understanding of types of text” to answer the second research question. In this part,
the writer utilized open-ended questions which consisted of 5 questions, they are:
1. Do you know how many the types of text in English?
There were eleven students (A-01), (A-02), (A-03), (A-04), (A-07), (A-09), (A-10),
(A-12), (A-14), (A-15) and (A-16) who knew about the types of text. On the other
hand, there were only five students (A-05), (A-06), (A-08), (A-11) and (A-13) did not
know about the types of text.
2. Do you know what are they?
Some of the students answered YES, I know what the types of text as are
mentioned below:
“Descriptive” (A-07), (A-04), (A-10), (A-14), (A-16) : Five students
“narrative” (A-02), (A-03), (A-07), (A-09), (A-12), (A-16) : Six students
“persuasive” (A-07), (A-16) : Two students
“expository” (A-01), (A-07), (A-15) : Three students
38
The following is the explanation of the above findings:
Five the students answered that they knew “descriptive” text; six students knew
“narrative” text. Furthermore, two students knew “persuasive” text. While, three out
of sixteen students knew “expository” text.
3. How do you know types of text?
Subject
Response
By reading
Indonesian
textbooks.
From teacher
From university
students
A-01 _ √ _
A-02 √ _ _
A-03 _ √ _
A-04 _ √ _
A-07 √ _ _
A-09 _ _ √
A-10 √ _ _
A-12 √ _ _
A-14 √ _ _
39
A-15 _ √ _
A-16 √ _ _
Note: – No response
There were six students gave their answers like:
“I know the types of text by reading Indonesian textbooks” (A-02), (A-07), (A-
10), (A-12), (A-14) and (A-16).
“I know types of text from the teachers, when I learn Indonesian subject” (A-
01), (A-03), (A-04), and (A-15).
“I know types of text from the students of university, when they come into my
school and teach about English lesson” (A-09).
Based on the statements above, it can be seen that there were six students (A-
02), (A-07), (A-10), (A-12), (A-14) and (A-16) answered that they knew the types of
text by reading Indonesian textbooks, three students (A-01), (A-03), (A-04), and (A-
15) knew from teacher and only one student (A-15) knew from university students.
However, there were five students who did not give response about this question.
They were (A-05), (A-06), (A-08), (A-11), and (A-13).
40
4. How good is your understanding of the types of text?
Some of the students answer that their understanding about the types of text as
mentioned below:
“I know the definition and example of each types of text” (A-07), and (A-16).
“I only know the definition of the types of text” (A-03), (A-04), (A-09), (A-10) and (A-
14).
“I know some of the definitions of the types of text, such as, the definition of
“Expository” and “narrative” text” (A-01), (A-02), (A-12), and (A-15).
Based on the answers above, the students‟ understanding of the types of text
were classified into:
“Excellent” : -
“Good” : -
“Fair” (A-07) and (A-16) : two students
“Poor” (A-01), (A-02), (A-12), (A-15) :four students
“Very Poor” (A-03), (A-04), (A-09), (A-10), (A-14) :five students
The following is the explanation of the above finding:
There was no students classified into “Excellent” and “Good.” Next, there were
two students in “Fair” classification. Four students fell into “Poor” classification.
Finally, there were five students were in the “Very Poor” classification.
41
5. Where do you learn the types of text?
The students had various answers toward this question. They learned the types of
text in:
Subject Response
Junior high
school
The library The class
A-01 _ _ √
A-02 √ _ _
A-03 _ √ _
A-04 _ √ _
A-07 √ _ _
A-09 _ √ _
A-10 √ _ _
A-12 √ _ _
A-14 √ _ _
A-15 √ _ _
A-16 √ _ _
Note: - no response
42
There were six students gave their answers, such as:
“I learn types of text in the class with all of my friends” (A-01).
“I learn types of text in the junior high school, when I was in the 8th
grade” (A-02),
(A-07), (A-10), (A-12), (A-14), (A15) and (A-15).
“I learn types of text in the library, when the teacher did not come into my class” (A-
03), (A-04), and (A-09).
Most of the students learned about types of text in junior high school. They had
been taught about the types of text into form of paragraph. While, three students
learned about types of text in the library by reading the textbooks and only one
student who learned in the class.
Based on the above interview, the writer concluded that most of the students
knew about the types of text. However, they could not mention all of the types of
text. It meant that the students only knew certain types of text from the total of four
types. There were some of the students said that they understood the definition of
types of text. Therefore, it could be concluded that most of the students
comprehended the types of text.
43
B. Discussion
In this section, the writer discusses the findings of the research.
The results of the findings are divided into four parts. The first part is presented
in Table 1 (The score of the students‟ pre-test for SMK Negeri 4 Sidrap). The next
part is shown in Table 2 (The score of the students‟ post-test for SMK Negeri 4
Sidrap). Then, the other part presented in Table 3 (The pre-test and post-test in
writing descriptive text). Finally, Table 4 (Classification and range of pre-test and
post-test). the results of the research indicate that there is a bring positive effect of
the treatment given in terms of their pre-test to post-test, even though, none of the
students occupies “Excellent” and “Good” classification.
However, when their scores converted into the classification and range of pre-test
and post-test (Table 4), their scores changed based on the range. It is therefore, there
is no students in the “Fair” classification falls into the range of 56-70 in the pre-test.
However, three students fall in the range in the post-test, this indicates improvement.
This research is in line with Thompson‟s theory. He said that teaching using
English tourism brochures is appropriate for increasing the students‟ ability in
writing. It is because English tourism brochures help the teacher to arise the students‟
curiosity and imagination. It stimulates the students‟ imagination with paying
attention and keeping their eyes on brochures.
Furthermore, three students in the “Poor” fall into the range of 41-55 in the pre-
test. In fact, in the post-test, the number of the students in the range increase to nine
44
students. This is the effect of converting their pre-test and post-test into the
classification and the range of writing. Besides, the most influential factors that make
the scores decrease are: they lack of ideas; they lack of vocabulary; their English
writing skill is very Indonesian; when they are given a task to write, they first write in
Indonesian then translate it to English; their curriculum is based on K13 where the
time for studying English is less than before. It used to be three meetings/week
(fourty-five minutes/meeting or equals to one hundred and thirty-five minutes or two-
hours fifteen minutes/week). In the K13 curriculum is only once a week (fourty-five
minutes). In addition, they consider English is difficult. Furthermore, there were five
of them not paying attention when the write gave the treatment.
In fact, only seven among sixteen students indicate positive progress in
understanding descriptive texts through English tourism brochures. This again
happens when their scores in the pre-test and the post-test converted into the
classifications and the range of their writing results.
This situation is also found in Chainera‟s research. Although she did not use the
same medium, however, she also found that six of her participants got lower grade
(C) in their pre-test, but in their post-test increased to sixteen participants. This
indicates that this situation can occur depends on the condition of the research
participants.
45
From the explanation above, the writer concludes that to be successful in using
English tourism brochures to improve students‟ understanding of descriptive texts
students showed should fulfill some conditions as mentioned previously.
46
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter deals with the conclusions and suggestions regarding the findings
of the research at the SMK Negeri 4 Sidrap.
A. Conclusion
The writer finds that English tourism brochures contribute significantly in
improving the students‟ understanding of descriptive texts based on the results of
their pre-test and post-test. However, when their scores converted into the
classification and range of pre-test and post-test (Table 4), their scores change based
on the range. It is therefore, there is no students in the “Fair” classification falls into
the range of 56-70 in the pre-test. However, three students fall in the range in the
post-test, this indicates improvement.
Furthermore, three students in the “Poor” fall into the range of 41-55 in the pre-
test. Surprisingly, in the post-test, the number of the students in the range increase to
nine students. This must be caused by some factors.
The most influential factors that make the scores decrease are: they lack of ideas;
they lack of vocabulary; their English writing skill is very Indonesian; when they are
given a task to write, they first write in Indonesian then translate it to English; their
curriculum is based on K13 where the time for studying English is less than before. It
used to be three meetings/week (fourty-five minutes/meeting or equals to one
hundred and thirty-five minutes or two-hours fifteen minutes/week). In the K13
47
curriculum is only once a week (fourty-five minutes). In addition, they consider
English is difficult. Furthermore, there were five of them not paying attention when
the writer gave the treatment. It is therefore, to be successful in using English tourism
brochures to improve students‟ understanding of descriptive texts, students should
fulfill some conditions.
B. Suggestion.
Based on the results of data analysis and conclusions, the writer suggests the
followings:
1. To the Students
The students needs to explore their experience in writing activities and discover
their own best way of learning writing. They should practice regularly to improve
their writing skills. Since writing is a complex activity, the students can try to use
some media that make them feel easy and enable them to write more effectively. It is
suggested that when using English tourism brochures to improve students‟
understanding of writing descriptive texts, students should prepare themselves to be
ready writing descriptive texts.
2. To the English teachers
The teachers need to consider using some strategies in teaching writing that may
facilitate the students‟ learning process appropriately. It is suggested to the English
teachers to use English tourism brochures as an alternative media in teaching writing
by focusing their students to the elements of English writing that can support students
48
in understanding descriptive texts. For example, vocabulary, grammatical structures,
creation ideas, and organizing ideas etc.
3. To the other Researchers
Other researchers can use this study as a basis for conducting another study in the
same field in order to investigate a further effect of English tourism brochures to
improve students‟ writing ability.
49
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APPENDICIES
Appendix 1: The List of Students
List of the Students
No. Name Code
1.
2.
3.
4.
5.
6
7.
8.
9.
10.
11.
12.
Andi Nur Azikin
Atika Yuniarti
Dismayanti
Diemas A. M
Harmadi Wardana
Ilham Jaya
Muthia Nur Adabiya
Muh. Abrar Farid
Muhammad Firdan
Muh. Kamrul S.
Muhammad Qadri
Muh. Rafli Ramadan
A-01
A-02
A-03
A-04
A-05
A-06
A-07
A-08
A-09
A-10
A-11
A-12
13.
14.
15.
16.
Muhammad Zulkifli
Nur fadillah
St.Maimuna
Yuni Syafa Wati
A-13
A-14
A-15
A-16
Appendix 2 : The Writing Test
Pre-test
NAME :
CLASS :
1) Write down a paragraph of descriptive text about describing your school of
SMK Negeri 4 Sidrap, 50-75 words.
Appendix 3 : The Writing Test
Post-test
NAME :
CLASS :
2) Write down a paragraph of descriptive text about describing your school of
SMK Negeri 4 Sidrap, 50-75 words.
Appendix 4: Scoring rubric by Jacobs adapted from weigle (1981:198).
Score Level Criteria
CONTENT 30-27 EXCELLENT TO VERY GOOD: knowledgeable,
substantive, thorough development of ideas, relevant
to assigned topic.
26-22 GOOD TO AVERAGE: some knowledge of subject,
adequate range, limited development of ideas, mostly
relevant to topic, but lacks detail.
21-17 FAIR TO POOR: limited knowledge of subject, little
substance, inadequate development of ideas.
16-13 VERY POOR: does not show knowledge of subject,
non-substantive, not pertinent, or not enough to
evaluate.
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, not enough to evaluate.
VOCABULARY 20-18 EXCELLENT TO VERY GOOD: sophisticated
range, effective word/idiom choice and usage, word
form mastery, appropriate register.
17-14 GOOD TO AVERAGE: adequate range, occasional
errors of word/idiom form, choice, usage but
meaning not obscured.
13-10 FAIR TO POOR: limited range, frequent errors of
word/idiom, choice, usage, meaning confused or
obscured.
9-7 VERY POOR: essentially translation, little
knowledge of English vocabulary.
LANGUAGE
USE
25-22 EXCELLENT TO VERY GOOD: effective complex
constructions, few errors of agreement, tense,
number, word order/function, articles, pronouns,
preposition.
21-18 GOOD TO AVERAGE: effective but simple
construction, minor problems in complex
constructions, several errors of agreement, tense,
number, word order/function, articles, pronouns,
preposition 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/or fragment, run-ons,
deletions, meaning confused or obscured.
10-5 VERY POOR: virtually no mastery of sentence
construction rules, dominated by errors, does not
communicate, or not enough to evaluate.
MECHANICS 5 EXCELLENT TO VERY GOOD: demonstrate
mastery of convention, few errors of spelling,
punctuation, capitalization, paragraphing.
4 GOOD TO AVERAGE: occasional errors of
spelling, punctuation, capitalization, paragraphing
but meaning obscured .
3 FAIR TO POOR: frequent errors of spelling,
punctuation, capitalization, paragraphing, poor
handwriting, meaning confused or obscured.
2 VERY POOR: no mastery of conventions, dominated
by errors of spelling, punctuation, capitalization,
paragraphing, handwriting illegible, or not enough to
evaluate.
Appendix 5: List of Teaching Treatment
Teaching by using English tourism brochures
1. Topic : Writing, types of texts and English tourism brochures
Meeting : First
Time : 45 minutes
Objective :
1. The students do not know about writing.
2. The students do not understand about types of texts, such as the definition
of types of texts and the examples of types of texts.
3. The students do not understand about English tourism brochures, such as
the definiton of English tourism brochures and the uses of English tourism
brochures in writing descriptive text improvement.
Activity:
1. The writer explains about writing.
2. The writer explains about types of texts, such as the definition of types of
texts and the examples of types of texts. In this research, teacher focuses
on descriptive text
3. The teacher explains about English tourism brochure, such as the
definition of English tourism brochure and the uses of English tourism
brochure in writing descriptive text improvement.
Instruments:
Writing (menulis) adalah proses berfikir. Proses meletakkan gagasasn
atau ide dari pemikiran menjadi kata-kata ke dalam bentuk tulisan yang
memiliki struktur dan organisasi yang koheren.
Types of texts (tipe-tipe teks) adalah jenis-jenis karangan atau tulisan yang
berisi karangan sesuai dengan konteks dan tujuan yang ingin dibahas di
dalam tulisan. Teks merupakan media atau cara yang dilakukan guna
mengungkapkan peristiwa atau kejadian dengan komunikatif.
Ada beberapa tipe-tipe teks, antara lain:
1. Narrative Text
Definition
Narrative text is a story with complication or problematic events and
it tries to find the resolutions to solve the problems. An important part of
narrative text is the narrative mode, the set of methods used to
communicate the narrative through a process narration.
Purpose
The purpose of narrative text is to amuse or to entertain the reader
with a story.
Generic Structure
- Orientation (Sets the scene) : where and when the story happened and
introduces the participants of the story: who and what is involved in
the story.
- Complication : Tells the beginning of the problems which leads to the
crisis (climax) of the main participants.
- Resolution : The problem (the crisis) is resolved, either in a happy
ending or in a sad (tragic) ending
- Re-orientation/Coda : This is a closing remark to the story and it is
optional. It consists of a moral lesson, advice or teaching from
the writer.
Language Features
- Using processes verbs
- Using temporal conjunction
- Using Simple Past Tense
- Using relative clause
- Using direct speech and indirect speech
- Using Action Verb
2. Descriptive text
Definition
Descriptive text is a text which say what a person or a thing is like.
Purpose
Its purpose is to describe and reveal a particular person, place, or
thing.
Generic Structure
- Identification ; identifying the phenomenon to be described.
- Description ; describing the phenomenon in parts, qualities, or/and
characteristics.
Language Feature
- Using attributive and identifying process.
- Using adjective and classifiers in nominal group.
- Using simple present tense
- Using noun phrase
2. Persuasive Text
Definition
Persuasive text is aims to persuade the reader to want to do something
in accordance with the wishes of the author. In order for the goal to be
achieved, the author should be able to put forward evidence with data and
facts.
Purpose
Its purpose are to argue a case from a particular point of view to
attempt to convince the reader/listener
Generic structure
The generic structure of a persuasive text (introduction, body and
conclusion) into an appropriate and effective text structure.
1. Introduction / OPENING STATEMENT
- Get the readers attention by using a "hook."
- Give some background information if necessary.
- Thesis or focus statement
2. Body/Arguments
- Provides evidence to support the opinion offered in the thesis
statement in the introduction. The body should consist of at least
three paragraphs. Each paragraph is based on a solid reason to
back your thesis statement. Since almost all issues have sound
arguments on both sides of the question, a good persuasive writer
tries to anticipate opposing viewpoints and provide counter-
arguments along with the main points in the essay.
3. Conclusion
- Summarizing the most important details of the argument
Language features
Aimed at influencing the attitude and opinion of the reader so that
they want to do, act, according to the desired author.
Proving truth, the author's opinion so as to create confidence and
trust in the reader.
Using several techniques such as rationalism, identification,
autosuggestion, projections and replacement.
Written in simple present tense
4. Expository Text
Definition
Expository is a text which tells processes relating to forming of
natural, social, scientific and cultural phenomena. Explanation text is to
say ‘why’ and ‘how’ of the forming of the phenomena. It is often found in
science, geography and history text books.
Purpose
The writer's purpose is to explain how something works or state
reasons for some phenomenon. Explanations answer the questions "how"
or "why".
Generic structure of Explanation
- General statement; stating the phenomenon issues which are to be
explained.
- Sequenced explanation; stating a series of steps which explain the
phenomena.
Language Features
- Using question mark, such as how
- Using indefinite transition
- Using temporal conjunction
- Using process verb
- Using simple present tense
English Tourism Brochures (brosur pariwisata berbahasa Inggris) adalah
brosur cetakan yang berisi informasi, gambar-gambar dan tempat-tempat
yang menarik.
English Tourism Brochures dapat digunakan sebagai sebuah media dalam
meningkatkan kemampuan menulis siswa. Menurut pendapat ahli bahwa
brosur pariwisata berbahasa Inggris bisa digunakan dalam pelajaran writing
dalam rangka meningkatkan kemampuan menulis. Sebagaimana yang kita
ketahui bahwa di dalam brosur terdapat banyak informasi dan gambar
tempat-tempat menarik yang dapat kita temukan. Selain itu, brosur
pariwisata berbahasa Inggris juga lebih menarik dibandingkan dengan
beberapa selembaran brosur atau buku. Oleh karena itu, brosur pariwisata
berbahasa Inggris memiliki beberapa manfaat dalam hal peningkatan
penulisan siswa.
REFERENCES :
http://www.englishdirection.com/2008/03/text-types-complete-overview.html
http://www.englishdirection.com/2011/01/jenis-jenis-text-bahasa-inggris-for.html
http://englishwithfarida.blogspot.com/2012/04/jenis-teks-bahasa-inggris-materi-
kelas.html
http://complitestudy.blogspot.co.id/2013/06/persuasive-text.html
Appendix 6
Topic : Writing descriptive text
Meeting : Second
Time : 45 minutes
Objective : Practicing the students’ writing
Activity :
1. The writer explained the types of text, such as narrative, description,
persuasive and expository.
2. The writer explained the definition of each types of texts, such as
narrative, description, persuasive and expository.
3. The writer explained the example of each types of texts,
such as narrative, description, persuasive and expository. This activity
is focused on descriptive text.
4. The writer explained about the use of English tourism brochures to
teach writing descriptive text.
5. The writer give the students a English tourism brochure.
6. The writer asked the students to write descriptive text based on the
English tourism brochure.
7. Giving time to finish the worksheet.
8. Collecting the worksheet to the writer.
