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CHAPTER 1
INTRODUCTION
objective of the study, significance of the study, delimitation of the study and
Writing is among the most important skills that foreign language students
need to develop, and the ability to teach writing is leading to the competence of
well-trained teacher. Due to this importance, this skill still needs a lot of attention
carefully in order to master the writing skill, which the learners can use to
Students cannot learn to write naturally as they learn to walk and to talk.
The psycologist Eric Lenneberg as quoted by Brown (2007: 390) once noted, that
human being universally learn to walk and to talk, but that swimming and writing
water available and usually only if someone teaches us. We learn to write if we
are members of a literate society and usually only if someone teaches us. Gelb as
212) states that writing is the language representation by using graphic signs. It is
not similar with speech, it is not easy to acquired, but has to learn through
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sustained conscious efforts. Writing gives the students more thinking time than
they get when they attempt spontaneous conversation (Harmer, 2007a: 112).
Writing itself can only occur after the main ideas are in the place (Clark, 2008: 8).
It means that we can get the point of someones mind through his writing. It
allows writers to explore thoughts and ideas, and make them visible and concrete,
available for reflection, rearranged, and changed. Writing is one of the important
ways of expressing thoughts and communicating ideas with others. Writing has
their own signs, symbols, and devices to make communication more effective
(Harmer, 2004: 10), and it is simply the sign representation of speaking (Brown,
2007: 391). Moreover, learners are expected to be able to express their thoughts
and ideas into written language clearly. Harmer (2007: 112) states that writing is a
tool for practicing and working with the language the people or learners studying.
It will be meaningless for them if they do not have the competence to express their
thoughts and ideas in written form even though they have good thoughts and
place in most English syllabuses. Even so, arguments are sometimes put forward
for not teaching students to write because it is felt that a command of the spoken
language and of reading is more important. For many vocational high school
students this may be true, but today, given the importance of English as an
international language, more and more people need to learn to write in English for
being the last skill to teach, writing has now become a much more important
21, 2016. It states that the syllabus of 2013 Curriculum for vocational high school
should include the objective of learning writing as a skill. The core competence
for tenth graders of vocational high school is that the students are expected to be
Writing for students is not an easy matter, especially when the students
activity because to write the text the writer needs special attention to a good
coherent and cohesive. The fact that writing is difficult as also been identified by
some researchers (Reppen: 2002, Megawati: 2011, Nurjanah: 2011, Ikawati: 2011,
Akmala: 2011, Ahn: 2012, Utami, Mukhaiyar: and Rozimela: 2012, Syafii: 2013,
and Elashri: 2013). They found that writing was considered as the most frustrating
skill to master because the students often felt confused to develop their ideas and
to organize them.
In most cases, there are two main problems in teaching writing in the
classroom. The first, English teacher has limited time in teaching English in the
classroom. It is only once a week. It is around two times forty-five minutes per
meeting. The teacher has to integrate the four skills in ninety minutes. The English
teacher tends to focus on reading comprehension. The second, the teacher does
not make English writing as a habit. Therefore, students do not have much time to
English writing needs a lot of practice. The lack of exercises makes the writing
result unsatisfactory.
In the context of teaching and learning writing for the tenth graders of
SMKN 1 Wonorejo, the condition is more or less the same. Because of the
conventional teaching and learning style, the students have little opportunity how
to write well. In writing paragraph, the students writing skill is still low. The
students said that they had no idea what to write. They were quiet and looked at
the blank paper. The students cannot write their own paragraphs correctly and
properly.
In order to get more realistic and authentic data in teaching writing, the
paragraphs on 15 February 2017. The result of the preliminary study showed that
students writing skill is still low. It can be seen from the mean score, that is,
offers English once a week with two times forty-five minutes per meeting. It is
conducted by integrating the four language skills and components. The time
out of 90 minutes per meeting. Due to the time limitation, writing sometimes
should be done at home as homework or even skipped. It was also found that the
ability of the students in writing words and phrases was relatively low. They have
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significant problems in filling the gaps and ordering jumbled letters into a word.
In the sentence level, their ability to rearrange jumbled words into grammatical
and meaningful sentences was also low. They could not make their own simple
sentences.
According to the interview with some students, there are some problems
arise in writing process. First, most students stated that it was difficult to write in
English. Their difficulties were on getting ideas, organizing ideas, and finding the
right words to express their ideas. Second, there were not activities processes of
practicing the teacher provided in writing and training how to get and organize the
other words, the content. Third, the students rarely did the writing process such as
drafting, revising, and editing their text after they had written the text. The teacher
only asked the students to produce a good text without having those processes.
Good writing needs a careful planning, drafting, revising, and editing. Through
these stages, the ideas and thoughts can be clearly conveyed. Therefore, the
teacher should teach students habit of writing process in order to produce their
good text.
This research will focus on the tenth graders ability in writing sentence
and paragraph level. Based on the preliminary study, both students ability in
ordering jumbled sentences into a good paragraph and writing their paragraph are
relatively unsatisfying. They still have problems in writing their own paragraph
because the teacher assigns them to write by themselves without giving any
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their paragraph is still low. Moreover, the students are not motivated to join the
English lesson because the teacher teaches monotonously. She only discusses
what is printed in the textbook. We know that the lessons, which always consist
of the same routines, patterns, and formats, have been shown to lead to an increase
in boredom. It makes the students reluctant to join the English lesson. Lightbown
& Spada (2001: 57) states that varying the activities, tasks, and materials can help
Cahyono and Widiati ( 2011: 69) explain that compared to other English
skills, writing is the most complicated aspect that the second language learners
need to build and achieve. In the same statement, Brown (2007: 395) reveals that
teacher also needs to improve the material to help students gain a better result in
writing. Therefore, when teaching writing, the teacher should handle the learning
activities more purposively in terms of strategy and material so that the process is
meaningful to the students. Brown (2007: 65) suggests that to create a stronger
It can be seen that varying the activities and materials will make the
students have desire to learn. Variety of factors can create a desire to learn.
Perhaps the students like the subject or maybe they are simply interested in seeing
what it is like. This desire is called motivation. Motivation may happen inside the
classroom; this could be caused by the teachers method, the activities that
In this case, the teacher has to use appropriate, fun, and effective media in
teaching and learning writing. It has been widely admitted that selected and
property used instructional media is beneficial for education. One of media that
can be used in teaching and learning writing is video. The main reason why it is
mood, motivating the students and the most important thing is it makes learning
fun.
The following are the advantages of using video in the classroom. First,
notice sensory images, dynamic futures, relevant issues, and inherent problems.
Second, they give students the ability to perceive dynamic moving events. This
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advantage is particularly important for lower achieving students and for students
with low knowledge. Pacer Center is also believed that using visual aid especially
video is the best method to engage students on many different level (2005: 1).
Third, video allows students to develop skills of pattern recognition, which are
related to visual and auditory cues rather than to events labeled by the teacher. In
sum, video images are ideal for creating common experience for the teacher and
learners that can be used for getting new knowledge (Cruse, 2006: 10-11).
words (such as narration) the learners could store the information in memory.
the pictures contain the same information as the words. Thus, according to this
learners prefer visual presentations and others prefer verbal presentations, then a
way, learners could select the delivery route they prefer. Thus, according to a new
It is good to encourage the students to watch while listen, they get to see
language in use. They can see the intonation matches with facial expression and
communication are easier to see on film than to describe in book or hear on audio
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track (Harmer, 2007b: 308). In short, audio visual aids including video is
worthwhile in teaching writing since it can be applied for various activities and
different part of the brain than that which processes textual and linguistic learning,
and the limbic system responds to these pictures by triggering instinct, emotion
and impulse. Memory is strongly influenced by emotion, with the result that
learning. Videos may help to promote learning in students with high visual
orientation in their learning styles. In line with this opinion, Willis (1983: 30)
stated that video can motivates students, bringing real life into the classroom,
language. Furthermore, SEG Research Teams research also has shown as that the
information is presented using both channels, the brain can accommodate more
information that is new. Narration and video is much more effective than narration
and to help the teachers teach them easier than before. In this case, the researcher
writing descriptive text. The videos show famous people profiles in their short
biography film. The reason why the researcher chooses the videos is related with
the curriculum. The first grade will learn descriptive text of describing people,
historical places, and tourist resorts. She selects describing people with the
assumption that the students will be interested to them. The videos are taken from
Valentino Rossi. The famous people are very popular and well known, but the
researcher chooses them because the videos use English Narration and with high
quality pictures.
maintain some kinds of text type (genre), namely procedure, narrative, recount,
and descriptive text. Every type of text has its own attribute on its arrangement.
the topic usually reveals the characteristics of a thing, person, place, or other
specifically. This type of text helps the reader through imagination to visualize a
Some features can become the rule in writing descriptive text. They are:
(a) the language used are simple sentences, (b) the idea of what something or
someone looks like, (c) sensory description; what is heard, seen, smelt, felt, tasted,
and (d) strong development of the experience puts the reader as he or she can see
skill, the students can simply understand writing description text. This is due to its
generic structure, which consists of two main points namely identification and
picture about what they are going to describe. Then in the description stage, they
text is observation to object that is going to be described then synthesize the ideas
into text. Although the condition is so, students more likely find it difficult to
convey their thought. One of the problems is that they have limited ideas to
express (Huda, 2009:85) that makes them feel uncomfortable with the result of
their writing.
To help such kind of condition, there are some ways for teacher to teach
how students can arrange a good descriptive text. One of them is to make students
clearly imagine the thing, person, or situation they are going to describe. The
teacher can give some questions to direct students attention to the target object.
In this case, to help the students to compose their descriptive text, videos are used.
and Ulfah (2015). Both conducted their research to the same skill, media, and text
research in writing descriptive text by using video as the media. The finding
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showed that video has proven to be effective not only activating the students
prior knowledge but also showed that the students were very motivated and
enthusiastic.
number of efforts have been made to develop the students writing skill, among
and interesting technique to solve it. The teacher proposes a certain technique to
interactive writing to improve the students writing skill. There are some reasons
why the researcher uses interactive writing. First, the students are provided some
sequence steps to support their ability to write words and phrases (Herrel and
Jordan, 2012: 169). The teacher leads the students through direct instruction in
writing English sentences related to the topic. The teacher starts writing
instruction with showing the video and doing the procedures of interactive
writing. Second, interactive writing adjust the task to the levels of individual
students. Interactive writing can easily be done in variety situation. The teacher
must aware the language development levels of the students, such as the students
sharing the pen, physically and figuratively, with the teacher. The composition is
read and reread by the group to make the reading and writing connection.
technique does not always require individual instruction. English learners can be
grouped for this process in order to adapt the students involvement based on their
language level and understanding of English writing. They can watch a video and
write about the video. Interactive writing is an activity that the students and
teacher create writing through board. The teacher assists the students to write the
text word by word on the board. All students participate in creating and writing
the text on the board, and they write the text on a white board. After writing,
students read and reread the text using shared and independent reading. Teacher
skills, writing the text that the students cannot do independently and sharing their
Although the lesson is organized and structured (McCarrier et al., 2000: 72), it
holds both dynamic and organic aspects. Teachers adapt interactive writing to fit
their style and the writing needs of their students. The recommended sequence
that adapted from McCarrier et al. (2000: 73) is as follows: 1) Provide a base of
a shared classroom experience. There are many experiences that meet this
requirement, such as a video watched together, a book read together, the content
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studied in a science or social studies lesson, a math procedure the class is working
on, or a class field trip or school assembly, 2) Talk to establish purpose. The
teacher and the students consider the form and function of the writing. Together
they think about who the audience is, the overall message they want to convey,
and why it is important. For example, in response to a video that they have
watched, field trip they might decide to write a letter to thank the hosts, a retelling
to share their experience, or a report to share what they learned, 3) Compose the
text. The teacher and students discuss the specific content of the writing. Students
share their ideas as the teacher helps the class negotiate the precise language of
the text. During this phase, she provides instruction to support students' writing
vocabulary or language that will advance the ideas, and, in some cases, ultimately
suggesting the final sentence based on their discussion. The teacher might also use
Construct the text. The text is written on sentence strips or chart paper with an
students take turns with the pen (or marker). The teacher writes some of the
message and then chooses students to write at points of high instructional value.
often by using correction tape to cover mistakes so that the final piece is in
publishable form. As in the compose phase, the teacher may often use think-
alouds to model specific points about the writing that are emerging in the lesson.
This thinking might address letter formation, spelling, spacing, or other important
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aspects, 5) Revisit the text to support word solving. After the message is complete,
the teacher helps the students to revisit a few of the instructional points
emphasized. The teacher asks students to continue interacting with the message to
find examples of principles explicitly taught during the lesson. She might ask
someone to come up and find a word that ends with the -ing sound or a word with
a capital letter. The review often ends with the teacher briefly summarizing what
is learned about the craft and conventions of writing; for example, Today we
used a question for our lead. It was a good choice because it will immediately get
our audience interested in our writing. We also focused on adding -ed to words to
show the story already happened. The teacher uses the opportunity of having a
text in which all students have ownership to reinforce key writing principles that
the students will use in their own writing, 6) Extend the learning. The class
continues to use the completed writing piece as an instructional tool. For example,
the teacher might mount the writing to make a class book or mural that the
students can reread regularly, or she might share the writing with families in a
newsletter. Students may also write similar pieces on their own. Students often
illustrate final pieces with collages, photographs, or other forms of art that match
that stated by McCarrier et al. (2000: 8-9) are as follows: 1) Students become
sees the process of producing a piece of writing, 3) Students who read and write
very little independently have a chance to see themselves as readers and writers,
4) Students have a sense of control and ownership over the text, 5) Students gain
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knowledge that can be used to create other texts, f) Students think about audiences
for their writing, g) Most importantly, students have fun doing it.
relatively effective has also been identified by some researchers (Marconi: 2002,
Jones: 2008, and Kronenberg: 2014). They found that Interactive Writing was
showed great growth in their independent writing ability. The researchers also
to read and write. Since these reciprocal tasks are social constructs, instructional
techniques that support the primary student within a group setting continue to
evolve. The studies above have proven that the experimental group with
Interactive Writing gets better achievement than the control group. In addition,
Button et al (1996: 454) concluded that interactive writing provides a means for
isolated skills lesson, but within the framework of constructing texts filled with
personal and collective meaning. They also stated that interactive writing provides
need. Roth & Dabrowski (2016) explained that interactive writing fits within
However, there will be some differences between the previous study and
this study. The three researches above use an experimental method while in this
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study the researcher will use Classroom Action Research and utilize videos as
present study.
This research has both theoretical and practical contribution to the teaching
English and teaching writing particular. For theoretical contribution, this research
for teaching writing subject and its implementation. The findings of this research
For English teachers, the findings of the research give the alternative
research can be used to develop and enrich the technique of the teaching technique
especially in writing.
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conducting the research with similar field and give a useful consideration to
develop further research. They can develop the research based on this research
result.
improving the students writing skill, which is conducted at the X TKJ 1 students
language skills are taught in an integrated way at the vocational high school, the
researcher is only focusing on how to improve the students writing skill by using
In this research, the researcher needs to specify some key terms to avoid
1. Writing skill
Writing Skill is the students ability to express and organize the ideas and
2. Interactive writing