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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 1 2 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 3 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) 4 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, 6 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>