John W. Creswell-Research Design - Qualitative, Quantitative, and Mixed Methods Approaches ...
John W. Creswell-Research Design - Qualitative, Quantitative, and Mixed Methods Approaches ...
John W. Creswell-Research Design - Qualitative, Quantitative, and Mixed Methods Approaches ...
CHAPTER II
THEORETICAL REVIEW
A. Writing
1. Definition of Writing
students need to have enough ideas, organize them well and express them
in appropriate style. Nunan (2003: 88) states that writing is the mental
reader.
writers to explore thought and ideas, and make them visible and concrete
express them and organizing them into statement and paragraph to make
(2004: 31-33) states that there are many importance of learning writing:
In writing activities, the students have more time to think than they do
in speaking activities. They can express what they know in their mind,
It is a good way for the students to develop their language when they
write down what they think or express their ideas with the accurate
language.
thought.
In teaching writing, the teacher often ask the student to write sentence
a note about what they have learnt while learning process happens. It
makes the students able to understand about the language that has
been thought.
speaking.
When the students write a short dialogue, the students can also
The students prepare first to find the answer and they also write down
the answer then report the answer in front of the class. In the
examination also the students are asked their answer in the form of
written.
From the explanation above the writer can conclude that writing
language.
Harmer (2004: 4-5) states that there are four steps in writing
a. Planning
process, the writer has to think about three main issues. First, the
2. The audiences they are writing for. The audience here is the readers
3. The content structure of the writing, how best the sequence facts,
b. Drafting
writer to write ideas and decide what should come first, second, third
c. Editing
In editing process, the writer read again what they have written
appropriate revision. Here, the writer may change what the writer have
written if they find something bad. For example, the information is not
clear, the grammar is wrong, the diction is not appropriate, etc. The
d. Final Versions
Final versions is the last step of writing. This may look different
fromthe first draft that has been made before due to there are many
four steps in writing. They are: planning, drafting, editing and final
versions.
4. Components of Writing
a. Content
topic talked about. In the content aspect, the writer can develop the
b. Organization
c. Vocabulary
d. Grammar
e. Mechanic
will be unreadable.
5. Purpose of Writing
a. Assignment Purpose
The writer writes since he is asked by someone. The idea to write does
b. Altruistic Purpose
sadness and make their lives much easier by using his writing.
c. Persuasive Purpose
It has purpose to ensure the readers about the truth of the idea given
by teacher.
d. Informational Purpose
e. Self-expressive Purpose
f. Creative Purpose
a. A good writing result shows the abilities of the writer in arranging the
b. A good writing result shows the abilities of the writer to write clearly
c. A good writing result shows the ability of the writer to write surely: it
can take the readers’s interest to the main idea of the writing; it can
d. A good writing shows the ability of the writer to criticize his draft of
writing and then revise it to get the better one. The key of the
e. A good writing result shows the proud of the writer to his writing.
a. Organizing Ideas
idea into sentences. Nation (2009: 119) states that some learners are able
to say what they want to write but have difficulty in putting it into written
sometimes they do not know what they will to write. When writing, the
students usually write contents that are not suitable with the theme.
b. Lack of Vocabulary
the students do not master the vocabularies well. They also usually
c. Grammar Accuracy
When the students are trying to writing, they are usually confused in
the teacher to know about problems in learning writing so they can find
the best way to anticipate it and students can learn writing easier.
Harmer (2004: 41-42) declares that there are some teacher tasks in
writing process:
a. Demonstrating
The teacher has to be able to make the students aware of the language
Teacher has to motivate and provoke their students to start writing and
help them to find out their motivation. The students sometimes lost their
c. Supporting
The teacher has to support the students when they get problem and need
d. Responding
draft.
e. Evaluating
The teacher has to evaluate the student’s task in order to know the
student’s understanding.
9. Types of Text
Based on the School Based Curriculum that used in junior high school, here
Banyumas:
a. Descriptive Text
Wardiman (2008: 122) states that descriptive text is a kind of text which
describe particular thing, animal, person, or others, for instance: our pets
b. Procedure Text
B. Descriptive Text
animal, person, or others, for instance: our pets or a person that is known
physically.
My Brother
Hello, everyone. My name is Riri. I would like to tell you about
my brother. His name is Bambang Pamungkas. Identification
My brother is thirty-five years old. He is anathlete. He is
football player. He joins with Indonesian football team.
My brother is handsome and tall. His height is about 180
centimeters. He has moustache and beard. He has slanted eyes and
pointed nose. His hair is straight. He also has brown skin.
My brother likes playing football. He plays football with his Description
friends three times a week, on Sunday, Thursday and Saturday. My
brother is smart and kind. Everyone loves and respects him. I am
3.
proud of him.
4. That’s my brother. Thank you.
Generic structure are the special characteristic of language in the text. The
a. Identification
b. Description
Pattern:
(+) S + V1 s/es
(?) Do/does + S + V1
C. Monopoly Game
(http://id.wikipedia.org/wiki/Monopoli_%28permainan%29).
Firstly, the student places the token in the start square, then they
begin to roll the dice. From the dice, student can know the number they
get. For example if the dice show four dots, it means the student has to
step forward four squares. In the monopoly board, there are 24 squares. 1
student land on the question square, it means the student has to answer
What is the color of her/his hair?). All of the questions in squares are
related to the picture given by teacher. The students answer are based on
the picture. Then the students write their answeron the blank of paper
provided. If they land on the “Jail” square, they are blocked in the next
turn. The student do not get opportunity to throw the dice in the next
turn, but in the following turn after they are blocked they are able to
throw the dice again. Then if the student land on the “Just Visiting”
square, it means that they only visit in the square without getting question
to answer.If they land on the “Chance” square, they can take one card of
chance and follow the instruction or the clue which is written on the
card.The instruction in the card of chance for example: Throw the dice
once again.
The next student do the same thing as the first student do before.
All the students in group use the same paper to write the answer, so in the
end of game there are some informations that students get with their
group. From the informations, the students are asked to make full text
individually.
c. The first student take turns rolling the dice. Every time they roll the
d. The second student then do the same thing as the first student do,
e. If the student land on the question square, it means the student has to
f. If they land on the “Jail” square, they are blocked in the next turn. The
student do not get chance to throw the dice in the next turn, but in the
following turn after they are blocked they are able to throw the dice
again.
g. If the student land on the “Just Visiting” square, it means that they
h. If they land on the “Chance” square, they can take one card of chance
and follow the instruction or the clue which is written on the card.
i. Teacher gives the time about 25 minutes in every group for one game.
k. As many the students get the turn, the group will get more information
l. Each group is able to add the other information based on the picture
m. The game is played by group, but in the end of game the student write
(http://www.scholastic.com/parents/resources/article/creativity-
play/benefits-board-games)
because the students will feel happy and enthusiastic duringthe lesson.
because they have to manage the students when the students playing the
Monopoly Game:
a. First, teacher makes sure that the students clearly understand about
what they have to do and understand about what they learn about
b. Second, teacher shows the example of Monopoly Game and tell the
c. Third, teacher divides the classroom into group working; every group
full descriptive text in the end of the lesson. The teacher can give the
f. When all the groups play the game, teacher guides the students if there
h. Teacher gives the time 20 minutes for the students in group to make
full descriptive text based on the information that the students get
of the class.
k. The last, all of the students have to write the correct one descriptive
text based on the revision that the teacher and the students made
before.
D. Basic Assumption
make the student more interesred in writing activity. Based on the literature
text. By using Monopoly Game, the students will enjoy in learning and
mastering the material. It is because they play the game and also learn
material unconsciously. This game will help the students to get clue to answer
the question and motivate their competence to construct the good sentence
when playing the game. The students will practice to write then they
and enjoy in following the lesson to learn descriptive text. Using game in the
From the explanation in the previous section, the writer assumes that
E. Hypothesis
effect of using Monopoly Game for teaching writing descriptive text at the
2014/2015.