Download Teaching Writing Descriptive Text Using Grammar Translation

Teaching Writing Descriptive Text Using Grammar Translation Method at the Eleventh Grade
Students of MA Mursyidul Falah Karawang
Bahiz Hakim (09220175)
[email protected]
English Education Study Program Language and Arts Department
Sekolah Tinggi Keguruan dan Ilmu Pendidikan(STKIP) Siliwangi Bandung
2013
ABSTRACT
The objective of this research entitled “Teaching Descriptive Writing Using Grammar Translation Method at
the Eleventh Grade Students of MA Mursyidul Falah Karawang” was to find out whether or not teaching
writing descriptive text using grammar translation method was effective to improve students’ writing ability.
This research used one group pretest-posttest and quantitative method. The population of the research was
two classes consisted of 65 students of the eleventh grade students of MA Mursyidul Falah Karawang in
academic year 2012-2013, and the sample was class XI Social 2 contained of 31 students selected using
cluster random sampling technique. The data of this research was collected by giving writing test to the
students’ sample. The collected data was analyzed using t-test for non-independent. The results of the data
analysis showed that : mean score of pretest was 78.7, mean score of posttest was 83.87, and the t-observed was
2.34. The t-critical value with df = n-1 (31-1 = 30) and significance level at 0.05 was 1.70. Based on the data
analysis above, the alternative hypothesis of this research was accepted because the t-observed was higher than
t-critical value (2.34 > 1.70). It can be concluded that the grammar translation method was effective to improve
the students’ writing ability.
Key Words: GTM in Writing Descriptive Text
individual intellectual and language skills to explore
the ideas; it also deals with the creativity that flows
from mind. It is difficult to generate the ideas before
writing we must stimulate the ideas that come from
the creativity of right brain to visualize the ideas and
left brain to think and organize the ideas into a piece
of writing.
The Indonesian’s government has assigned English
as the first foreign language and it become one of the
compulsory subjects which is needed to be taught in
senior high school. In syllabus of school based
curriculum, in studying English there are some
standard competences that needed to be achieved by
the students, such as: listening, speaking, reading,
and writing. And the for the eleventh grade students,
they have to capable in writing some kinds of text or
genre, such as: report, narrative, analytical
exposition, procedure, recount, descriptive, and new
item.
Writing becomes an essential part in learning
English. In conducting the research, the writer only
focuses on descriptive writing that seems familiar for
the students. Descriptive is a text which say what a
person or a thing is like (Gerot and Wignell,
1995:208). The social function of this text is to
describe a particular person, place or thing.
A. BACKGROUND
English is an important language and it is used by
people all over the world as a means of
communication, It becomes International language.
Nowadays, English is regarded as essential language
in globalization era and English grow rapidly, for
instance, many available material resources are
written in English and English becomes a means of
communication in business as well as social
interaction in internet.
In learning English, there are four main skills that
consist of listening, speaking, reading, and writing.
Writing is essential skill that becomes complex skill
to master for the learners because writing is a
productive skill that deals with the way to generate
arid organize the ideas. Hoover (2008:1) emphasized
that writing is vital component of comprehensive
synergy of literacy.
Writing deals with other three skills, those are
reading, listening, and speaking, on the other hand,
writing is the way to express the ideas in literacy
form. In addition, Troyka (1987:12) stated that
writing is thinking process that involves a series of
activities presented in final draft.
There is no doubt that thinking process becomes the
foundation of writing. Besides, writing depends on
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Wishon and Burks (1980:128) stated that
description gives sense impression - the feel, sound,
taste, smell, and look of things which help the reader,
through his/her imagination, to visualize a scene or
person, or to understand a sensation or an emotion.
The writer conclude from the statement above that
the students will be able to generate the ideas to start
writing and the teachers have not found the proper
method in teaching, descriptive writing encourages
the students to write by describing the ideas that they
feel and know. There is the method to develop the
ideas in teaching writing, namely grammar
translation method (GTM). The target of GTM is to
build students’ mental exercise, understanding, and
develop their creativity.
In addition, the advantages are: 1) GTM makes easy
for students’ understanding, because of using mother
tongue in teaching process. 2) GTM can improve
students’ knowledge in vocabularies, because the
students will be given vocabularies memorizing
which is taught in the form of list of isolated word.
From all advantages above, the writer believed that
GTM was a good method to be applied for students
in learning writing.
So teaching descriptive writing using grammar
translation method is appropriate to use.
B. LITERATURE REVIEW
1. Teaching
Language teaching means exposing a language
many times to the student. Harmer (2002:24) said
that language learning is:
“The children and adults are usually exposed to
language which they more or less understand even
if they can’t produce the same language
spontaneously, the student are motivated to learn
the language in order to be able to communicate,
and the student have opportunities to use the
language they are learning, thus giving themselves
chances to flex their linguistic muscles and check
their own progress and abilities”.
Teaching is a social process, to define it is very
difficult, because the teaching influenced by the
political and social backgrounds of the country.
Teaching also is a process that improves the students’
seeking level more easily and it might be overcome
any situation as an easy way.
Teaching process in classroom is dealing with
teacher role. Tudor (1993 in Harmer, 2002:57),
suggested that teachers in learner-centered classroom
need special qualities including maturity, intuition,
educational skills (to develop students’ awareness of
language and learning), an openness to student input,
and a greater tolerance of uncertainty. These qualities
are in marked contrast to move traditional teacher
behavior.
This signifies that if we teach our lesson based on
this way, we may give a change to the children to
learn language in a better way.
2. Writing
One of basic skills in mastering English is writing.
Research on writing in the workplace points to a
number of issues is for writing instruction.
Hoover (2008:1) emphasized that writing is vital
component of comprehensive synergy of literacy.
In addition, Troyka (1987:12) stated that writing is
thinking process that involves a series of activities
presented in final draft.
As students learning and practicing basic types of
writing (Narrative, Descriptive, and Persuasive) and
basic writing conventions, they will apply strategies
to comprehend a wide variety of texts, apply
knowledge of writing conventions to evaluate and
critique texts, write for a variety of purposes and
audiences, write in an effort to communicate
effectively, write coherent sentences and paragraphs,
write to clearly communicate main idea and support
it with appropriate details, write to explain and
describe given topics, write to convey individual
feelings and opinions in an exchange of information,
and increase written vocabulary.
The most important concept of writing is reached
the point at which express the ideas without worrying
about mechanical details, sentence structure, and
other formal writing techniques.
Generally, the purposes of writing are to build
students’ ability and create students’ creativity, and
give stimulus to the materials that students are
needed. Moreover, it is believed to provide students
with good mental exercise which helps develop their
minds.
3. Assessing Writing
The writing assessment of student strengths and
weakness across fluency, content, conventions,
syntax, and vocabulary, the teacher would not
necessarily need to monitor all the product factors,
just those that focus on the student's greatest
challenges and priority instructional objectives.
4. Descriptive
Text is a part of writing skills to show students
ability in sharing their ideas in a letter form. Then, to
improve the ability of students, the writer takes the
writing of descriptive text to help them increasing the
ability of learning English.
Cottrell (2003:177) referred to three main styles
used in academic writing:
“Descriptive, argumentative and evaluative.
Many writing tasks will involve some combination
of the three and the use of critical, analytical skills.
Some courses will require a degree of more
personal, reflective writing. Some guidelines are
provided here, but see the separate on-line guide on
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reflective writing for further guidance if this type
of writing is required on your course”.
Descriptive is a text which say what a person or a
thing is like (Gerot and Wignell, 1995:208). The
social function of this text is to describe a particular
person, place or thing.
Wishon and Burks (1980:128) stated that
description gives sense impression - the feel, sound,
taste, smell, and look of things which help the reader,
through his/her imagination, to visualize a scene or
person, or to understand a sensation or an emotion.
Descriptive text is writing ability to make the
readers or audiences understand with the writer
explanation. The text should be accurate with
common phenomena in the environment to make the
idea understandable as the readers’ feels.
5. Grammar Translation Method
In teaching methods, the difference between a
philosophy of language teaching at the level of theory
and principles and a set of derived procedures of
teaching a language is central.
According Ricards and Rodgers (1986.3) "Grammar
Translation is a language that approaches the
language first through detailed analysis of its
grammar rules, followed by application of this
knowledge to the task of translating sentences and
texts into and out of the target language".
According to Brown (1994:52) “It is called the
classical method: Focus on grammatical rules,
memorization of vocabulary and of various
declensions and conjunction, translation of texts,
doing written exercise.
The writer suggested that the grammar Translation
Method is the method of teaching English by
memorizing the grammar rules and using the mother
tongue in learning process of the target language".
C. RESEACH METHODOLOGY
1. Research Method
In carrying out the study, the writer used
quantitative method. “Quantitative research methods
are used to examine questions that can be best
answered by collecting and statistically analyzing
data that are in numerical form” (Crowl, 1996:10).
The writer would decide to employ a preexperimental design because the design could be
applied within a shorter period.
2. Research Instrument
In this research, the writer uses a common issue as a
topic that is familiar to test the variable. In collecting
the data, the writer used writing test (pre-test and
post-test). The researcher gives an explanation about
the topic to make the sentences. According to Hughes
(1989:10) “the purpose of the test is to establish how
successful individual student, group student, or
courses themselves have been in achieving
objectives”. The test uses explanation of ‘global
warming’ issue as general topic of teaching writing
argumentative text and explants structure and
technique of writing argumentative text.
3. Population and Sample of The Research
a) Populations
According to Crowl (1990:8), “populations are
the group consisting of all people to whom the
researches wish to apply their finding”.
The populations of the research are two classes
consisted of 65 students of the eleventh grade
students of MA Mursyidul Falah Karawang in
academic year 2012-2013.
b) Samples
According to Crowl (1990:15) “samples are
subsets of people used to represent the
populations”.
The samples of the research are one-group
students of the eleventh grade of MA Mursyidul
Falah Karawang. The samples are 31 students.
4. Research Data Collection
The following procedures of the research are: first,
give the subject without treatment. Second, carry out
the pre-test to each class. Third, give the special
treatment to the student. Forth, carry out the Post-test
to each class. Fifth, for acknowledge the
significances of the compare data collection. Sixth,
conclude the research. This research is going to be
held by following the step below:
a. Pre-test.
b. Giving treatment using mind-mapping technique.
c. Post-test.
d. Conclude the data.
5. Research Data Analysis
The writer uses written text, it can be used a variety
of ways either language test like activities. In this
research, the writer uses a common issue ‘Global
Warming’ and then the students describe that issue as
the topic for arguing explanation to form composition
of writing text.
6. Research Design
a. Research Design
Crowl (1996:290) told that the design of the
research is as follows:
One-Group Pretest-Posttest Design
Group
Pre-test
Treatment
Post-test
A
O1
X
O2
Time
Figure 3.1
“The one-group pretest-posttest design differs
from the one-shot case study in that the
questionnaire is administered twice: once as a
pretest (O1) before students start writing with the
word processor (X) and again as a posttest (O2)
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after students have used the word processor. The
result that is examined is a change from pretest to
posttest”.
b. The Data Analysis
 Mean
According to Crowl (1996:135) “the mean is the
arithmetic average of a set of scores”.
The formula of mean is as follows (Crowl,
1996:140):
∑𝑋
𝑀=
𝑁
𝑀 = Mean
∑𝑋 = The sum of the scores
𝑁 = The number of scores
Figure 3.2
 Standard Deviation
“Standard deviation is the square root of the average
squared difference between each score and the mean
score”, (Crowl, 1996:138).
The formula of standard deviation is as follows
(Crowl, 1996:140):
than n. The formula of degree of freedom is as
follows (Crowl, 1996:169):
df
 T-test for Non-independent (or Correlated) Means
Crowl (1996:174) shared that T-test for nonindependent (or correlated) means is the appropriate
test of statistical significance.
The formula of T-test for non-independent (or
correlated) means is as follows (Crowl, 1996:179):
Ď
= Mean of experimental
class (sets of scores)
∑
= Summation (Sum Up)
𝐷
= The difference between
the scores of one person
(matched pair)
2
𝐷
= The squared difference
Ď
(𝑡) =
between the scores of
2
(∑ 𝐷)
one person (matched
2
√∑ 𝐷 − 𝑁
pair)
𝑁(𝑁 − 1)
∑𝐷2 = Square each difference
and sum the squares
(∑𝐷)2 = Sum the differences
and square the sum
𝑁
= The number of
differences
(score
experimental class)
Figure 3.4
 Degrees of Freedom
Degree of freedom is the term used to indicate that
the sample size has been reduced (Crowl, 1996:169).
The main thing to note about degree of freedom is
that degrees of freedom are always slightly smaller
df = Degrees of freedom
n = The number of scores
Figure 3.5
D. FINDINGS AND DISCUSSIONS
1. Result Findings
In this part, the writer explains the result of pretest,
the result of posttest and hypotheses testing using ttest. The process of analyzing data is manually
counted by the writer.
a. Data Analysis of the Students’ Pretest and
Posttest Score
In this part of the research, the writer explains
several steps to analyze the data. There are several
steps to accomplish the result of the data analysis, the
steps is as follows:
 The Students’ Pretest and Posttest Scores
𝜎
∑X
∑ 𝑥2
= Standard Deviation
= The sum of the score
= The sum of the
2
(∑ 𝑋)
squared scores
2
√∑ 𝑥 − 𝑁
2
(∑ 𝑋) = The sum of the
𝜎=
𝑁−1
scores squared
𝑁
= The number of
scores
Figure 3.3
= ( n – 1)
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Table 4.1
The Students’ Pretest and Posttest Scores
Gain
Gain
Name Pretest Posttest
Squared
(X)
(X2)
Stud 1
80
100
20
400
Stud 2
80
80
0
0
Stud 3
90
100
10
100
Stud 4
80
80
0
0
Stud 5
60
60
0
0
Stud 6
90
80
-10
100
Stud 7
80
90
10
100
Stud 8
80
80
0
0
Stud 9
80
90
10
100
Stud 10
70
70
0
0
Stud 11
80
80
-10
100
Stud 12
80
90
10
100
Stud 13
70
90
20
400
Stud 14
90
90
0
0
Stud 15
80
100
20
400
Stud 16
70
80
10
100
Stud 17
80
90
10
100
Stud 18
80
90
10
100
Stud 19
100
90
-10
100
Stud 20
90
100
10
100
Stud 21
70
70
0
0
Stud 22
70
80
10
100
Stud 23
70
80
10
100
Stud 24
70
90
20
400
Stud 25
100
100
0
0
Stud 26
80
60
-20
400
Stud 27
80
70
-10
100
Stud 28
70
100
30
900
Stud 29
60
70
10
100
Stud 30
70
60
-10
100
Stud 31
90
90
0
0
∑X =
∑X2 =
SUM
2440
2600
150
4500
5
 Pretest Mean
∑x
𝑀 =
𝑛
∑ x = 2440
𝑛 = 31
2440
𝑀 =
31
= 78.7
 Posttest Mean
∑x
𝑀 =
𝑛
∑ x = 2600
𝑛 = 31
2600
𝑀 =
31
= 83.87
 Mean of Gain
Based on the result of data analyzed, the writer
calculated the mean of gain used the following mean
formula Crowl (1996:140):
∑𝑋
𝑀=
𝑁
∑ x = 150
𝑛 = 31
∑x
𝑀 =
𝑛
150
=
31
= 4.8
 Standard Deviation
The writer calculates the standard deviation by
using the formula (Crowl, 1996:140) below:
𝜎=
(∑ 𝑋)2
𝑁
𝑁−1
2
√∑ 𝑥 −
∑ 𝑥2
(∑ 𝑋)2
𝑁
𝜎=
= 4500
= (150)2
= 31
(∑ 𝑋)2
𝑁
𝑁−1
2
√∑ 𝑥 −
(150)2
4500−
31
𝜎= √
31−1
4500−
𝜎=√
22500
31
30
4500−726
𝜎=√
30
3774
𝜎= √
30
𝜎 = √125,8
= 11.22
 Non-Independent t-Test
The elaborated below is the result of nonindependent t-test conducted on pretest and posttest
scores (Crowl, 1996:179), the formula as follows:
̅
𝐷
𝑡=
(∑ 𝐷)2
2
√∑ 𝐷 − 𝑁
𝑁(𝑁 − 1)
̅
𝐷
= 4.8
∑ D2
= 4500
(∑ 𝐷)2 = (150)2
N
= 31
𝑡=
𝑡=
𝑡=
𝑡=
̅
𝐷
(∑ 𝐷)2
2
√∑ 𝐷 − 𝑁
𝑁(𝑁 − 1)
4.8
(150)2
√4500 − 31
31(31 − 1)
4.8
22500
√4500 − 31
31(30)
4.8
√4500 − 726
930
4.8
4.8
4.8
𝑡=
=
=
√4.06 2.05
√3774
930
𝑡 = 𝟐. 𝟑𝟒
 Degree of Freedom
The writer calculated the degree of freedom as the
final step of data analysis, the writer uses the
formulas fallows (Crowl, 1996:169):
df = ( n – 1)
n = 31
df = ( 31– 1)
df = 30
 t-critical value
With df of 30 percent of significant level at (0.05)
the writer found that the critical t-value was 1.697.
b. Research Discussions
i. Hypotheses is accepted if t-observed is bigger than tcritical value (2.34 > 1.70)
ii. Grammar Translation Method helps the teacher
in teaching descriptive writing, because it is
effective and easy method followed. By this
method, students can increase their confidence
and mental exercise.
Based on the research finding the t-observed is 2.34,
the t-critical value is 1.70 from significant level at (.05), it
is because t-observed (2.34) is bigger than the t-critical value
(1.70). The hypothesis is accepted. In other word,
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teaching descriptive writing using GTM in improving
students writing skill can be used in teachinglearning process. It means that in the implementation,
there is a positive response from the students using
GTM. It can be effective on the lack of their
motivation in teaching descriptive writing using
GTM in English learning process.
teacher to use Mind-mapping technique in English
teaching-learning process.
E. CONCLUSIONS AND SUGGESTIONS
1. Conclusions
Based on the research and the data that has been
calculated, the writer concludes that Mind-mapping
Technique in teaching writing argumentative is
effective. In addition, it makes the teaching learning
process more interesting. It makes the students
attracted to the materials easily. It also helps the
students to have better ability in improving their
writing skill.
Mind-mapping Technique helps the students in
process of writing argumentative, because it is
effective and easy to follow. By this technique,
students can absorb the materials. Finally, the goal of
the teaching-learning process can be achieved.
2. Suggestions
After doing the research, the writer suggests to the
students or teachers, especially those who involve in
teaching English as follows:
a. Be able to help the students to get better ability in
writing English
b. Be able to build the students’ interest learning
English
c. Be able to create a good teaching learning process
as effective as a possible
d. Be able to manage their teaching method and
technique toward the students’ interest in English.
Mind-mapping Technique also can help the students
to absorb the materials easier, and they can get the
better ability in writing English. Finally, the teachers
and students can achieve teaching learning goals.
Those reasons make the writer suggest the English
Cottrell, Stella. 2003. The Study Skills: Handbook
Second Edition. New York: Palgrave
Macmillan.
F. BIBLIOGRAPHY
Brown, H. Douglas. 1994. Teaching by Principles.
An Interactive Approach to Language
Pedagogy. New Jersey: Practice Hall Regents.
Crowl, Thomas K. 1996. Fundamentals of
Educational Research. USA: Times Mirror
Higher Education Group, Inc.
Gerot, L. and Wignell, P. (1995). Making Sense of
Functional Grammar. Australia: Gerd Stabler,
Antipodean Educational Enterprises (AEE).
Harmer, Jeremy. 2002. The Practice of English
Language Teaching. Essex: Longman.
Hoover, Katylee. 2008. Writing: An Essential
Component of Literacy. Research Alignment for
MM-H California treasures, June: 1-2.
Hughes, A. 1989. Testing for Language Teachers.
Cambridge, UK: Cambridge University Press.
Richards, Jack C.; Rodgers, Theodore S.
(2001). Approaches and Methods in Language
Teaching (2nd ed.). Cambridge, New York:
Cambridge
Troyka, Lynn Quitman. 1987. Handbook for writers.
New Jersey: Practice Hall.
Wishon, George E. and Burks, Julia M. 1980. Let’s
Write English. New York: Litton Educational
Publishing
International>