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FACILITATING STUDENTS' UNDERSTANDING ON DESCRIPTIVE WRITING USING MUSIC VIDEO (An Experimental Research with the Eighth Grade Students of MTs NU 01 Cepiring Kendal in the Academic Year of 2010/2011) A Final Project Submitted in Partial Fulfilment of the Requirement For Gaining the Degree of Bachelor of Education In English Language Education By: ARINA FARDANI Student Number: 073411036 ENGLISH LANGUAGE TEACHING DEPARTMENT EDUCATION FACULTY WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES SEMARANG 2011

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FACILITATING STUDENTS' UNDERSTANDING ON

DESCRIPTIVE WRITING USING MUSIC VIDEO

(An Experimental Research with the Eighth Grade Students of MTs NU 01

Cepiring Kendal in the Academic Year of 2010/2011)

A Final Project

Submitted in Partial Fulfilment of the Requirement

For Gaining the Degree of Bachelor of Education

In English Language Education

By:

ARINA FARDANI Student Number: 073411036

ENGLISH LANGUAGE TEACHING DEPARTMENT

EDUCATION FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2011

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Title

Writer

Student Number

ABSTRACT

:        Facilitating Students' Understanding on Descriptive Writing        Using        Music        Video        (An       

Experimental Research with the Eight Grade Students of MTs NU 01 Cepiring Kendal in the Academic Year of 2010-2011)

:        Arina Fardani :        073411036

The thesis discusses the use of music video in teaching descriptive text.

The background of the study is that in the teaching learning, teacher uses conventional method in teaching descriptive text. In this case, students feel saturated with this monotonous situation. They need a new method or medium in learning English, especially Descriptive text. The study is aimed at responding the following questions: (1) how is the comparison of the students' score between students who were taught by music video and those who were not in MTs NU 01 Cepiring Kendal?, (2) what are the results of experimental class and control class in MTs NU 01 Cepiring Kendal?, (3) what are the advantages of music video in descriptive writing learning which taught in MTs NU 01 Cepiring Kendal?. The topic is discussed through experimental research in MTs NU 01 Cepiring Kendal. The data are gathered through documentation, test and observation. All data then are analyzed using the quantitative approach which used some formula to find the normality, homogeneity, test of average and hypothesis test.

The study shows that: (1) there is a comparison of the students' score between students who were taught with music video and those who were not in MTs NU 01 Cepiring Kendal. It can be showed with the significant difference of the average score of the experimental and control class in pre-test and post-test. The average score for the experimental class was 72.97 for the pre test and 79.0 for the post test. While the average score for the control class was 70.66 for the pre test and 75.09 for the post test, (2) the result of the calculation using the t-test showed that t count = 2.24 and ttable for a = 5% was 1,67. It means that t count was higher than t      table {2.24>1,67}. It can be conclude that there is a significant difference in the student writing score of the eight year students of MTs NU 01 Cepiring Kendal in academic year of 2010/2011 between students who taught writing a descriptive text by using music video and those who taught by using a conventional learning, (3) based on the result, the researcher finds the advantages of using music video in the teaching descriptive text, those are: through music video, students can describe clearer, because music video facilitating students with the real descriptions of people, place, environment and situations. It made students' writing more complete because they can describe all of the things in the video. Using music video as teaching medium also made students interested. Music video, for them, was so new that they were so excited in the teaching learning process.

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ACKNOWLEDGMENT

م�سب ال لله� ر� ال نم�ح ر� مي�ح

First and foremost, I would like to express gratitude to Allah SWT, the

Almighty God for the blessing, kindness, and inspiration in lending me to accomplish the

final project. Without Him, I couldn't stay patient and in control in

writing this final project from the first page to the last page.

Second, Shalawat and Salam always dedicated to our beloved prophet Muhammad

SAW, the last prophet and the prophet who had brought us from the darkness to the

brightness.

I realize that I cannot complete this final project without the help of others. Many

people have helped me during the writing this final project and it would be impossible to

mention of all them. I wish, however, to give my sincerest gratitude

and appreciation to all persons until this thesis can be completely finished. Facilitating

Students' Understanding on Descriptive Writing Using Music Video (An Experimental

Research with Eight Grade Students of MTs NU 01 Cepiring Kendal in the Academic Year of

2010/2011) is a thesis for readers who want to know the use of Music Video in facilitating

students' understanding in writing descriptive text. Therefore, I would like to extend my

appreciation to all of them, especially to:

1. Dr. Suja'i, M.A. as the Dean of Tarbiyah Faculty

2. Siti Tarwiyah, M.Hum. as the Head of English Department

3. Daviq Rizal, M.Pd. as the first thesis advisor and Drs. H. Abdul Wahib,

M.Ag. as the second thesis advisor who both had the responsibility for

their patience in providing careful guidance, helpful corrections, very good

advice as well as suggestion and encouragement during the consultation.

There is no single word that I can say except, ―Thank you very much for

guiding me as good as my parent. You are a nice lecturer.‖

4. All lectures in English Department of Tarbiyah Faculty for valuable

knowledge, and advice during the years of my study.

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5. Afif Abdullah, S.Pd., as the Headmaster of MTs NU 01 Cepiring Kendal,

thanks for the permission to do the research in the school which he lead.

And Irwan Rudiyono, S.Pd., as the Englsih Teacher who has given the

good guidance to do the research.

6. My lovely parent, Romadhon Soffan, BA and Hanik Wiqoyati. Dad, I

hope you rest in peace in the heaven. You are one of the reasons I still

stand strongly in this world. Mom, thanks for all your pray, support, your

deepest love to me and all that you did for me and my life. Everyone

knows that you are the best mom in the world. My brothers, M. Azka

Maulida and M. Aqil Luthfan, thanks for your pray.

7. My lovely and unforgettable friends, Ana Rosyidatullaiiliyah, Atin

Mawaddah Ilmiyati, Lina Hasnawati, Lulu Ekadini, Eva Risliana Dewi,

Kholisatul Umami, Ema Ulfiah and Muhammad Mufti Haris. Thanks for

your existence when I need you, for your immeasurable support, pray and

help, and thanks for this memorable and unforgettable friendship. I will

always keep in my mind.

8. My friends at English Department of Tarbiyah Faculty State Institute for

Islamic Studies Walisongo Semarang, especially TBI B '07, who can not

mention one by one, thanks for giving me a lot of assistance and

motivation. Thanks a lot for cooperation.

Semarang,

The writer,

Nopember 2011

Arina Fardani

Student Number 073411036

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TABLE OF CONTENT

Page

Title.....................................................................................................................

Thesis Statement.................................................................................................

i

ii

Ratification Note.................................................................................................        iii

Abstract...............................................................................................................        vi

Acknowledgement.............................................................................................. vii Table of

Content.................................................................................................          ix The List of

Tables................................................................................................ xi The List of

Appendices....................................................................................... xii

Chapter I                      :        Introduction.........................................................................

Chapter II

A. Research Background.....................................................

B. Questions of the Research...............................................

C. Objectives and Benefits of the Research.........................

:        Review of Related Literatures..............................................

A. Previous Research...........................................................

B. Theoretical Framework...................................................

1. Concepts of Writing.................................................

1

1

4

4

6

6

7

7

2. Concepts of Genre...................................................        14

3. Concepts of Descriptive Text..................................        19

4. Media in Teaching and Learning¼¼¼¼¼¼¼.        22

5. Teaching Descriptive Writing Using Music Video

C. Hypothesis.....................................................................

23

29

Chapter III :        Method of Investigation......................................................        30

A. Research Design.............................................................        30

B. Research Setting............................................................          34

C. Population and Sample...................................................        34

D. Variables and Indicators.................................................        35

E. Data Collection Technique.............................................        37

F. Data Analysis Technique................................................ 39

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Chapter IV

Chapter V

:        Research Findings and Disscussion.....................................        45

A. Description of the Result of the Research......................        45

B. Data Analysis and Hypothesis Test................................        49

C. Disscussion of the Research Findings............................        55

D. Observation Result Demonstrated by Students in the

Class¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼... 56

E. Limitation of the Research.............................................. 58

:        Conclusions and Suggestions............................................... 59

A. Conclusions..................................................................... 59

B. Suggestions..................................................................... 60

Bibliography

Appendices

Curriculum Vitae

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Table 1

Table 2

Table 3

Table 4

Table 5

Table 6

Table 7

Table 8

Table 9

Table 10

Table 11

Table 12

Table 13

Table 14

Table 15

Table 16

Table 17

Table 18

THE LIST OF TABLES

Variables and Indicators of the Research, 34

Check List of Observation, 36

The Explanation of the Writing Criteria, 38

The Lowest and the Highest Score of the Element of Writing, 44

Frequency Distribution of the Pre-Test Score of the Experimental Class, 44

Frequency Distribution of the Pre-Test Score of the Control Class, 45

Frequency Distribution of the Post-Test Score of the Experimental Class, 46

Frequency Distribution of the Post-Test Score of the Control Class, 46

The Average Score of Pre-Test and Post-Test of the Experimental and Control Class, 47

Score of Pre-Test of the Experimental Class and Control Class, 48

The Normality Test of Pre-Test of Experimental and Control Class, 48

The Homogeneity Test of Pre-Test of Experimental and Control Class, 50

The Average Similarity Test of Pre-Test of Experimental and Control Class, 50

The Normality Test of Post-Test of Experimental and Control Class, 51

The Homogeneity Test of Post-Test of Experimental and Control Class, 51

The Score of Post-Test of Experimental and Control Class, 52

Computation of t-Test, 53

Observation Result

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Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Appendix 13

Appendix 14

Appendix 15

Appendix 16

Appendix 17

Appendix 18

Appendix 19

Appendix 20

Appendix 21

Appendix 22

THE LIST OF APPENDICES

The List of VIII C Students (Experimental Class), 1

The List of VIII D Students (Control Class), 2

The Score of Pre-Test of the Experimental Class, 3

The Score of Pre-Test of the Control Class, 4

The Score of Post-Test of the Experimental Class, 5

The Score of Post-Test of the Control Class, 6

Scores of Pre-Test, 7

Scores of Post-Test, 8

The Normality Test of Pre-Test of Experimental Class, 9

The Normality Test of Pre-Test of Control Class, 10

The Levene's Test for Equality of Variances Data of Pre-Test between Experimental and Control Class, 11

The Test Average of Similarity of Pre-Test Score of the Experimental and Control Class, 12

The Normality Test of Post-Test of Experimental Class, 13

The Normality Test of Post-Test of Control Class, 14

The Levene's Test for Equality of Variances Data of Post-Test between Experimental and Control Class, 15

The Test Average of Difference of Post-Test Score of the Experimental and Control Class, 16

Lesson Plan for Experimental Class (1 meeting), 17

Lesson Plan for Experimental Class (2        meeting), 21

Lesson Plan for Control Class (1 meeting), 25

Lesson Plan for Control Class (2        meeting), 29

Worksheet for Test of Free-Writing Descriptive Text, 33

Example of Students' Writing, 34 - 41

st nd

st nd

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CHAPTER I

INTRODUCTION

A. Research Background

Every human beings in this world need language to communicate with

others. Through language people can express their willing and feelings of

something. Language is primary a means of communicating thoughts from one

person to another. People can communicate and share their thought and ideas

with others through language too. Actually, not only human beings that can

communicate between ones and others. But animals also can communicate with

their species and even with human beings. But, their languages differ with the

human beings'. Animals use signs to communicate with others. Human's

language is more complex than that signs. 1

Nowadays, English is widely spoken in all over the world. Long time

ago, English was only used in the business. But now, English is taught at all

levels of education in Indonesia. It means that English is very important thing

that must be mastered well by all people. Mastering English, in peoples' opinion,

is not an easy thing. In English, there are 4 skills that must be mastered. That are listening,

speaking, reading and writing. In the peoples' opinion, the most difficult skill in English is

writing skill.

As the first language in Indonesia, English has been given a special attention.

We can see that English is not only taught at University, Senior high

school and Junior high school, but now it is also taught at Elementary school. Teachers play

an important role in making students better in mastering English.

In this case, teacher should create or establish situation to enable learning to

occur in a fun and interesting environment. To achieve the expected situation,

they should give the students more activities using a new media that can attract

their attention to participate in the lesson actively.

1

1950),p.

1

Claude W.Faulkner, Writing Good Sentences, (New York:Charles Scribner's Sons,

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Learning to write is not same as learning to speak. Some students

thought that writing is more difficult than speaking. Of course, in writing students should

transfer their ideas and thought in a piece of paper. In the process

of writing, students need to feel safe from attacks, emotionally and physically. According to

Dorret, writing involves self-expansion and creativity, and since

writing is a way for students to reveal their inner writing can be taken very personally. It

means that every students have their own creativity in making their

paper full of inks. This creativity can raise up if the writing class situation is supporting,

and the way teachers ask and teach them also same, so it can make students easier to

transfer their ideas in a piece of paper. One of the most 2

difficult aspects of teaching a writing class is getting students motivated and

excited about writing. One reason students maybe hesitant to write is that they

don't have a valid reason to write. Students who really care about their grades

will complete the writing assignment. For those students' who are not motivated

by assignments, there has to be another payoff. Students need an additional motivation to

want to write.

In this case, in order to make students motivated to write, teachers

have a big role in choosing the correct and appropriate media in teaching writing.

Media can be the key for learners to arouse their motivation when following the writing

class. One of the simple but important media in writing is pen and paper.

As Allah states in the Qur'an, surah Al-Qalam: 1-5 :

                                   

                               

2 Teryne Dorret, Breaking the Writing Barrier : Activities for Adolescent, (Vermont, USA : Pro Lingua Associates Publisher,

2001)

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1."Nun. By the pen and what they write",2. "By the grace of your Lord, you are

not made", 3."An unfailing recompense awaits you", 4. "surely you have a Sublime

Character", 5. "you shall (before long) see-as they will see-which of you is mad." 3

According to the verse above, Allah states that ―pen‖ is one of the

tools to write. From that simple tool we can start to share our ideas and thought

in a piece of paper.

Beside the tools that we used, the media in teaching writing are also support

their wants or motivation in writing. Especially in writing descriptive

text, teachers not only use a conventional method or media, but also should use a

new and interesting media to teach their students. One of the media that can be

used is music video. This research is based on the phenomena that students have

difficulties in writing descriptive text. Teachers only explain what the generic structures

and the method of how to write descriptive text, not directly practice to

make it. So, students just know the theory of descriptive text, but in the other

hand, they disable to make it.

Actually, sometimes there are teachers who asked their students to practice

writing descriptive text, but they do not use interesting media, so students get bored in the

teaching learning process. Even, teachers do not use

media that can be a tool for students to describe. Students only depend on their imagination

in describing the object, of course, it is not enough to get the idea of

descriptions.

Through using interesting media, such as music video, it can be wonderful

media in facilitating students' understanding in descriptive writing learning. Through this

too, students can get a clear description of the object. Because music video is 3D (three

dimension) media. It has movements, environments, objects and also clear descriptions. It

is expected that descriptive writing learning using music video can make students easy to

describe the object

and attract their motivation in writing.

3

Mahmud Y. Zayid, The Meaning of the Quran: an English Translation, (Lebanon: Dar Alchoura, 1980),

p.425.

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To facilitate students' understanding on descriptive writing, the

researcher conducted an experimental research under the title ―Facilitating Students'

Understanding on Descriptive Writing Using Music Video (An Experimental Research

with the Eighth Grade Students of MTs NU 01 Cepiring Kendal in the Academic Year of

2010/2011)‖.

B. Questions of the Research

This study is aimed to answer the following questions :

1. How is the comparison of the students' score between students who were

taught with music video and those who were not in MTs NU 01 Cepiring

Kendal?

2. What are the results of experimental class and control class in MTs NU 01

Cepiring Kendal?

3. What are the advantages of music video in descriptive writing learning which

taught in MTs NU 01 Cepiring Kendal?

C. Objectives and Benefits of The Research

Considering the problems above, the study is oriented toward the following aims:

1. To identify the comparison of the students' score between students who were

taught with music video and those who were not in MTs NU 01 Cepiring

Kendal.

2. To identify the results of experimental class and control class in MTs NU 01

Cepiring Kendal.

3. To identify the advantages of music video in descriptive writing learning

which taught in MTs NU 01 Cepiring Kendal.

The benefits of the study can be stated as follows;

1. For the writer.

By conducting this research, hopefully the writer will get some experiences        and 

knowledge        directly        how        to        implement        teaching

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2.

3.

4.

descriptive writing using music video. This research can be an evaluation

for the writer who frequently used monotonous media and technique in teaching

writing in the classroom.

For the teacher

By doing this research, it is as motivation to improve skills in choosing appropriate

and variation learning strategy and the writer hopes the teacher

can use music video as an alternative medium in teaching descriptive. So,

the students will get better achievement.

For the student

The use of music video as an alternative medium in teaching descriptive

text, the writer hopes the students will improve their writing skill in describing

someone or something. Music video can make student interested and more

enthusiastic in learning especially learning writing.

For the school

This study can be starting point to develop the teaching media which applies in the

school.

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CHAPTER II

REVIEW OF RELATED LITERATURES

A. Previous Research

Many researchers have conducted the research about writing skills. Related to this

study, the writer chooses some literatures about previous researches which are relevant to

the teaching of descriptive writing.

1. Thesis under the title The Use of PC Game "Polly Pride Pet Detective" as

Media of Teaching English Vocabulary Items of Descriptive Text          by

Tristanto. In his research, he was using PC Game to teach vocabulary items of

Descriptive text because this game was very educative and interactive. The

researcher was using a Classroom Action Research to run his research. He

took 30 seventh year students of SMPN 1 Pegandon as sample. He was using

quantitative measurement. The result was that PC Game was effective to

improve the students' vocabulary.

The differences between his research and the writer's are on the media and the

language skill. He used the PC Game ―Polly Pride Pet Detective‖ as a media

in teaching descriptive text, while the writer uses the music videos as media.

But, in his research, he only concerns in teaching English vocabulary, while

the writer concerns on the writing descriptive text. And the similarity is, both

of he and the writer concern on researching descriptive text. 4

2. The title is The Effectiveness of Using Pictures in Writing Descriptive Text by

Nur Fitriani SW. Objective of this study is to examine to what extent pictures

as teaching aids can be implied effectively. She was using pictures as media to

teach writing descriptive text. She was taking 2 classes of 8 grade students of th

4

Tristanto, 2201407113, The Use of PC Game "Polly Pride Pet Detective" as Media of Teaching English Vocabulary Items of Descriptive Text, (Semarang: English Department,

Faculty of Arts and Languages, UNNES, 2009), Unpublished thesis

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SMPN 26 Semarang as experimental and control class. The result is that

picture can be an effective media to teach writing descriptive text. 5

The difference between her research and the writer's is on the use of

media. Nur Fitriani used picture to teach descriptive writing, while the writer

uses music video in conducting her research. And for the similarity is on choosing

descriptive text as the material to be researched.

B. Theoretical Framework

1. Concepts of Writing

Writing is a way to produce language and express idea, feeling and

opinion. Then, in the process of writing, what people write is often heavily

influenced by the constraints of genre. Teaching sometimes means instructing,

explaining, or telling; however, very little can be ―taught‖ in this way.

Teaching is waiting, yet there is also time for action. Every teacher has their

own way and style in teaching their students. Every each of language skill

(listening, speaking, reading and writing) also has its own characteristics in

way of teaching. When a teacher taught a different skill of language he/she 6

also must use the appropriate method in order to his/her explanation accepted

by their students. This appropriate media can also support the rise of new

learning atmosphere in the class.

Fundamentally, writing is learned, rather than taught, and the teacher's

best methods are flexibility and support. This means responding to the specific

instructional context, particularly the age, first language and experience of the

students,        their        writing        purposes,        and        their        target        language   

writing

communities, and providing extensive encouragement in the form of

meaningful context, peer involvement, prior texts, useful feedback and 5

Nur Fitiriani SW, 2201407217, The Effectiveness of Using Pictures in Writing Descriptive Text, (Semarang : English Department, Faculty of Arts and Languages, UNNES, 2008), Unpublished Thesis

6 2000), p.14

Earl V. Pullias and James D. Young, A Teacher is Many Things, (America: Faucet,

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guidance in the writing process. This means that teachers have a strong 7

responsibility to make students engage in the writing learning process.

Teacher involvement is needed in making their students understanding about

the material given.

Becoming a good writer is not easy for some people. There are some

steps that must be done in order to be a good writer. We can not deny that sometimes

people write a note about something, shopping list as example, but

they do not realize that they are writing. This process of writing seems to be

the stages a writer goes through in order to produce something in its final written form.

When writing something, writers also should think about the

content of what they will write and thinking their writing is classified into

what type. The media of writing are diverse, people commonly used pen and

paper or sometimes using computer, etc. Things that differ the good writers

and poor writers are on its process. We can ensure that good writers always 8

think carefully every steps that they will pass. So, their writing will look so

different than the poor one.

Good writers always think and plan what they are going to write. This

is their first step of writing. Sometimes it called with pre-writing process. In

this step, the writers have to think about three man issues. First, they have to consider

about the purpose of writing. This purpose, of course, will influence

the text type, the language they use and also the information contained in the writing.

Secondly, good writers tend to consider the audience. Because those

are the people who want to read their writing. They do not want that the readers will be

confused of their writing, if they do not notice of what they

have written. And the last, writers should consider the content structure of the writing,

that is how best to sequence the facts, ideas, or arguments which they

have decided to include. This step called planning. Next step is drafting. This

is the step where the writers start to write after planning what they are going to

7

Ken Hyland, Teaching and Researching Writing, (Britain: Pearson Education Limited, 2002),

p.78 8

Jeremy Harmer, How to Teach Writing, (England: Longman, 2007), p. 3

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write. The amounts of planning they are thinking about will influence how 9

many paragraphs or writings will they produce. In this step also, the writers

required to describe all of their thought in a pieces of papers. After finishing

their writings, good writers reread what they have already written before continuing to

compose. Perhaps the order of information is not clear, the way

it is written is ambiguous or confusing, and overall structures of the writing,

such as individual words and grammatical accuracy.

In this step, the writer can add the needed information or even delete

unimportant words or sentences they have written. In reflecting and revising

their writing, the writers sometimes helped by editors who will give them comments and

suggestions. Having the writing is neatly arranged, the writers produce the final version.

This may look considerably different from both of

the original plan and the first draft, because things have changed in the editing process.

We might decide to represent these stages in the following way : planning, drafting,

editing, final draft. But, to be a good writer, if they just run

the process only in one way, they feel that their writing is not a sophisticated writing.

So, in this case, writers should re-plan, re-draft, and re-edit in order to

be better writing.        Sometimes writers will find a bored situation in this step. 10

They should look their own writing start from the beginning until the end. If

the writers worry about this condition, just take a break for an hour or even

one day before continuing looking their own writing.

According to Meyers, another acts or process of writing includes six

steps. The first actions when we are going to write is exploring ideas. This

action lets your mind explore freely about the topic you will write. But, in exploring

ideas, the writers should focus on the explorations, including something to write

(subject), reason why you write (purpose), and also the person who will read the writing

(audience). Just try to find the subject those

are most interesting for the audiences. In choosing the subject, the writers

must know and care about this subject. This can make the writing more clearly

9 Jeremy Harmer, How to Teach Writing, p. 4 10 Jeremy Harmer, How to Teach Writing,

p. 5

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and the writer can explore the writing confidently in the paper. After

determining the subject, the writers should know the purpose of writing. Usually, the

writer's purpose is to give information about the subject. When exploring ideas, the

writers think about the audiences too. The subject and the purpose also depends on the

audiences. The writers might need to explain a lot

to readers who is never heard of your subject, but just explain much less to

readers who knows the subject well. 11

This process of writing maybe the

easier one before entering the next step. Writers just let their idea flows down

and write what is in their mind.

And the second action is pre-writing. After exploring the idea, it is

time to write the thought on paper. In this step don't worry about grammar, exact word

choice, spelling or punctuation, because maybe there will be a changing of mind and

wording later. This process includes 3 ways, brainstorming, clustering, and free-writing.

You may use one way or more.

One way to capture the thought is by brainstorming, or listing thought as they

come to you. This brainstorming might happen for second or third time to generate more

ideas. Beside brainstorming, the writers also can use clustering

to generate ideas. This may looks like branches. Writing the subject in the middle of the

paper and then circle it. Then, just write related ideas and connect then to the subject

circled. To make the thought more complex, writers can enlarge the branches wider. And

the last way of pre-writing is free- writing. In this way, the form of writing is like the

spoken style. Ignoring the sentences structure , spelling, logic and grammar is allowed.

Let the words

and sentences flow naturally. This can make the ideas down fast from your mind. If the

writing in free-writing disorganized, it is understandable because

later, like brainstorming and clustering, writers can look at, expand on, change

or omit the words or sentences. 12

The writers should not use all of the three

ways given above if they think it is unnecessary. They can choose one of the

11 Alan Meyers, Gateways to Academic Writing Effective Sentence, Paragraphs,

and Essays, (NY:Longman,2005), p. 3.

12 Essays, p. 6.

Alan Meyers, Gateways to Academic Writing Effective Sentence, Paragraphs, and

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ways on pre-writing to expand the ideas. But if writers want to make larger

and more complete writing, they can use all these three ways in order to have larger

expanding idea.

After the writers do the three ways of pre-writing, now it is time to

start organizing the writing. Before organizing the writing, the writers should

think again about the purpose and the audience, then return to the pre-writing

step. Start to select and subtract the best ideas in brainstorming, clustering or free-

writing which have made before by underlining, highlighting or giving

circle on it. Then, rewrite the list and putting the related idea together. Add

those best ideas more complex with expanding the related ideas and focus more

specifically on the subject and add more details. After deciding the best ideas, then

make an outline about the ideas include some supporting details under each choices.

Ignore the parts or ideas which not have correlation with

the ideas chosen. 13

In organizing the writing, they should pay attention on

each sentences or ideas that have written in the previous step. Losing one idea

can make their writing confusing because their writing is incomplete.

After the writers do some pre-writing, selecting the best ideas, expanded them

and arranged in some reasonable orders, now the writers can begin the first draft. Just

write fast to record the thoughts. Write just like speak

to the readers. The writers could say something aloud before write in order to remember

the point. New ideas will come up later, and the writer may discover a better

arrangement of new ideas. If an idea occurs that belongs earlier in the draft, make a note

about it in the margin, write it in the second

sheet of paper or if you use computer just click the mouse at the spot where

you want to insert it. If using the paper, try to use only one side of paper and

for other side used for space for new ideas. Or leave wide margins and double

space to make room for changes. 14

In this step writer will find a lot of new

thoughts. This can make their writing more comprehensive. But the writers

13

Alan Meyers, Gateways to Academic Writing Effective Sentence, Paragraphs, and Essays, p.

8 14

Essays, p.

9

Alan Meyers, Gateways to Academic Writing Effective Sentence, Paragraphs, and

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also should notice every ideas that come up. Avoid the overlapping idea which

will make their writing does not relate each other.

Every writer has to revise his/her writing after finished writing the

first draft. Revising is among the most important steps of writing. After completing the

first draft, just put it away for a while. Because it is hard to

think about changing and correcting the work immediately after finished the

first draft. Better ideas may come to you the day after you have done the first draft. You

also will probably notice more things to change. Read the paragraph carefully and study

its organization, word choice, and details. In

this action the writers probably will find things to omit and think of some

things to add. The writers are expected to add ideas, remove ideas that do not

fit, rearrange sections, say sentences differently and substitute words. It is automatically

that the writing is messy, so the writers should make a clean

copy before going any further. The writers have to be sure about their writing.

They must revise in many times until they are satisfied or even proud what

they have produced. After the writers finished revising the paragraph, they can

begin the final copy. First of all, the writers should edit their work. Check it carefully on

the grammar, word choice, verb forms, punctuation and spelling. Writers can edit their

paragraph by the help of dictionary and other related references. Read the paper more

than once. This draft should be neat and should represent your best effort. Secondly,

writers should proofread their writing. Proofreading means carefully examining the final

copy again. Check

the corrections which have done. The writers can use tools to focus in reading,

in example using ruler under each line to focus the eyes.        This is the last step 15

in making a good writing. After completing this step, writer should be sure

about their writing that this is the best writing. After all the steps are done, writers may

distribute their writing in order other people can read. For the students who asked to

write, it is the time where they can show their work to

their teacher.

15

Alan Meyers, Gateway to Academic Writing Effective Sentence, Paragraphs, and Essays, p. 11

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There are two types of natural writing system (alphabet and picture)

which exist in the native language, that is an important factor in determining

to easy of speech which students learn to write. Writing commonly consist of

two types. The type of writings which deals with fact called practical or factual writing.

They present information or ideas and aim to show, tell or persuade the audience. We

can find it in writing letter, advertisement or summaries. And the second type is literary

writing, which is the writing type

usually exists in literature, for example in novel, romance, science fiction, etc.

They are constructed to appeal to our emotions and imagination. They also

can make us laugh or cry, think about our own life or consider our beliefs. 16

Every kinds of writing has their characteristic according to their purpose of

writing. It depends on the writer what writing they will make. And it also depends on

the reader what book they will read.

To make the writing well-organized, every writing must have the characteristic

of coherence, cohesion and unity. The paragraph has coherence

when the sentences are put in together so that the reader can understand the

ideas easily. Then, cohesion is when all the supporting sentences in the paragraph

connect to each other and support their topic sentence. In connecting one sentence with

others, writer can use cohesive devices. Cohesive devices mean the method of

connecting sentences to each other.

They are connectors, definite articles, personal pronouns and demonstrative pronouns.

The last is unity. Unity here means that all supporting sentences

should relate to topic sentence. If readers find one or more sentences which do

not belong to the paragraph, it can be called as irrelevant sentence. 17

This

characteristic also shows the comparison between the poor writing and the

good one. The good writing must be including these three characteristics, whether the

poor one sometimes does not relate each other and even unable to understand what the

meaning is.

16

Mark Anderson and Kathy Anderson, Text Type in English 1-2, (Australia: Macmillan Education, 1997), p. 1

17 Essays, (United States of America: Pearson Education, 2008),

p. 18

Cynthia A. Boardman and Jia Frydenberg, Writing to Communicate 2: Paragraphs and

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2. Concepts of Genre

Genre is a term for grouping texts together, representing how writers

typically use language to respond to recurring situations. For many people, it

is an intuitively attractive concepts that helps to organize the common-sense

labels we use to categorize text and situations in which they occur. The

concept of genre is based on the idea that members of a community usually

have little difficulty in recognizing similarities in the text they use frequently

and are able to draw on their repeated experiences with such texts to read,

understand, and perhaps write them relatively easily. 18

Genre is a type of writing which members of discourse community

would instantly recognize for what it was. Genre has an important role in teaching-

learning process because it can produce the goal of communication

based on the function of language in social interaction. Genre-based teaching

is useful in the writing class. It is concerned with what learners do when they

write. Every teacher should understand the concept of each kinds of text. It

will make teachers can identify what text should students write and can make

the well-organized writing class. In this case, curriculum and activities will

take a part. It will determine what genre that appropriate with students' need

and also determine the tasks appropriate with that skill. The concept of genre enables

teachers to look beyond content, composing processes, and textual

forms to see writing as an attempt to communicate with readers, to better understand the

ways that language patterns are used to accomplish coherent ad purposeful prose. In

writing something, people don't just write, they write something to achieve some

purpose, that is ―writing is a way to get things done‖. To get things done, to tell a story,

request an overdraft, draft an essay, describe a technical process, describe a particular

person or thing, and so on, teachers should direct students to use the appropriate genre

for organizing the

text. 19

18

Ken Hyland, Genre and Second Language Writing, (United States of America: University of Michigan Press, 2004), p.4 1

9 Ken Hyland, Genre and Second Language Writing, p. 5

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A number of advantages are often given for the use of genre-based

writing instruction. The main advantages are as follows. First, genre-based teaching is

explicit. It means that genre teaching makes clear what is to be learned to facilitate the

acquisition of writing skill. Perhaps the most important advantages is that genre-based

writing instruction seeks to offer writers an explicit understanding of how target texts

are structured and why they are written in ways they are. Teachers in this case

understand that every student

has different skill and knowledge. Clear and explicit genre descriptions are required to

bridge this gap. We know that learning to write involves an acquiring an ability to

exercise appropriate linguistic choices, both within and

beyond the sentence, and teachers can assist this by providing students with examples of

the language they need to create effective texts. This explicitness

gives teachers and learners something to shoot for, a ―visible pedagogy‖ that makes

clear what is to be learned rather than relying on hit or miss inductive methods whereby

learners are expected to acquire the genres they need from

the growing experience of repetition or the teacher's note in margins of their

essays. 20 Second key advantage is that genre-based teaching systematically

addresses texts and contexts. It means that genre teaching provides a coherent

framework for focusing on both language and context. To create a well- formed and

effective text, students need to know how such text are organized

and the lexico grammatical patterns that are typically used to express meanings in the

genre. In addition, however, they also need to know the social purposes of the text type,

the kinds of situation in which its use is appropriate,

who the probable the audience is, what readers are likely to know, and the

roles and the relationship of text users, the type of textual variation that are typical and

possible, how the genre is related to others in the target context,

and so on. 21

20 21

Ken Hyland, Genre and Second Language Writing, p. 11 Ken Hyland, Genre and Second Language Writing, p. 12

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Third, genre based teaching is based on the writer needs. It means that

genre teaching ensures that course objectives and content are derived from student

needs. Genre also offer a principled way of determining the content

and organization of a writing course by basing instruction on the typical patterns and

choices available to students in the texts they will need to write.

As well as knowing how to use genre, writers also know when to use it, and in

many contexts, one genre will set up the successful conditions for the use of

another. 22

Fourth advantage of genre-based writing teaching is that is provides

support for writers as they gradually develop control of a genre. It also gives teachers a

central role in scaffolding students learning and creativity. This teaching emphasises on

the interactive collaboration between teacher and student, with the teacher taking an

authoritative role to scaffold or support learners as they move toward their potential

level of performance and the confidence to independently create the texts. This

scaffolding is most evidence

at the early stages of learning a genre where the teacher intervenes to model

and discuss the text, deconstructing and analyzing their language and structure.

Language activities are selected to relate closely to the ways they are

used in specific kinds of text and help students to create meanings for particular readers

and contexts. This support is gradually reduced until the

learners have the knowledge and skill to perform independently. 23

Fifth, genre-based teaching is empowering. This means that genre

teaching provides access to the patterns and possibilities of variation in valued

texts. The study of such target texts assists learners to manage the appropriate linguistic

and rhetorical tools to gain access to the powerful genres of mainstream culture,

revealing why writers make certain linguistic and rhetorical choices and how to use

these genre effectively. It provides the

22 23

Ken Hyland, Genre and Second Language Writing, p. 12 Ken Hyland, Genre and Second Language Writing, p. 13

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means to reveal writing as relative to particular groups and contexts and help

students unpack the requirements of their target communities. 24

Sixth, genre-based teaching facilitates critical understanding. It

provides the resources for students to understand and challenge valued discourses.

Genre teaching also has potential for aiding students to reflect on

and critique the ways that knowledge and information are organized and constructed in

written English texts. Genre perspectives stress the view that a

text is constructed in response to context and therefore only comprehensible because of

its relationship to a context, the ways it builds its meaning through

a specific set of linguistic choices. Understanding how texts are socially constructed and

ideologically shaped by dominant social groups reveals the

way that they work to represent some interests and perspectives and suppers others. 25

Seventh, genre-based teaching assists teacher development. It increases

teacher awareness of texts to confidently advise students on their writing.

Knowledge of genres has an important consciousness-raising potential for teachers, with

significant implications for both their understanding of writing

and their professional development. Teachers are not only looking at their students

writing but also they are in a better position to reflect on their own writing. In a genre-

based writing course, teachers are confronted with the need

to understand how language is used as a communicative resource. They have

to categorize the texts they asks their students to write, consider how this texts

are similar and different, identify the purposes, analyze the form of writing

and understand the context they are used in. Reflective teacher is therefore

also a more effective teacher. This person is who understands how text are typically

structured, understood, and used in better position, to provide more informed feedback

on writing and to make reasoned decisions about the

teaching practices and material to use. 26

24 25 26

Ken Hyland, Genre and Second Language Writing, p. 14 Ken Hyland, Genre and Second Language Writing, p. 15 Ken Hyland, Genre and Second Language Writing, p. 15

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There are many kinds of genre which are taught to the students. This is

story genres, called as literary texts, which are constructed to appeal our emotions and

imagination. It involves narrative, news story, exemplum, anecdote and recount. The

other one is factual genres. The texts present information or ideas and aim to show and

tell or persuade the audience. It involves procedure, explanation, report, discussion and

exposition. Exposition

has two kinds, analytic exposition which its aim to persuade the reader or listener that

something is the case and hortatory exposition, which is to persuade the reader or

listener that something should or shouldn't be the case.        Different genres deploy the

resources for meaning, making through the 27

grammar in different ways. For example, recounts that retells an event, tends

to use simple past tense. Whereas, descriptive that tells about the descriptions

of place, person or something, tends to use simple present tense.

It should be noted that systematic linguists did not invent genres, their stages and

characteristic lexico-grammatical features. The genre were described already out there

in school and non-school environments. These genres arouse in social interaction to

fulfil humans' social. All genres are equally valuable. However, they are not all equally,

valued, especially in schools. When genre theory suggests that all students are taught the

genres in school, they are not suggesting that genre the only genres around, nor more

valuable than others genre used in the community. 28

Every genre has characteristics such as objective, structure of the text

and linguistic characteristic. By the study kinds of genre the students are expected to be

able to communicate whether their spoken or written after they graduate from the

school.

27 28

Ken Hyland, Genre and Second Language Writing, p. 29 Ken Hyland, Genre and Second Language Writing, p.6

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3. Concepts of Descriptive Text

Descriptive text is a text which say what a person or a thing is like. Its

purpose is to describe and reveal a particular person, place, or thing.

Description is used in all forms of writing to create a vivid impression of a

person, place, object or event. Its purpose are to describe a special place and

explain why it is special, to describe the most important person in your life, to

describe the animal's habitat in your report. Descriptive writing is usually used

to help a writer develop an aspect of their work, in example, to create a

particular mood, atmosphere or describe a place so that the reader can create

vivid pictures of characters, places, objects etc. 29

Writing a description is like creating a picture using words. When the

writers write a description, they should use words that relate to the sense of sight, sound,

touch, smell and taste. These are called sensory words. Sensory words help the readers

imagine what writers are describing. When writers describe what a person looks like,

writers write about the physical

characteristics such as height, weight, and hair colour. 30

There are two keys to writing good description. The first key is to use

space order. Just as writers put the sentences in a time-order paragraph in a

certain order, they must also put the sentences in a description in a certain

order. Instead of using time order, however, writers will use space order. In

space order, writers might describe something from left to right. From

example, when describing a person, writers could start with the person's head

and end with the person's feet. Or when describing a room starting from right

to left or from left to right. The second key to writing a good description is to

use specific details. When describing something, writers will paint a picture

with words. The goal is to make the readers ―see‖ what the writers have

described. The way to do this is to use a lot of specific details. Specific means

exact, precise. The more specific writers can be, the better their readers can

29 W. Rotter / H. Bendl, Your Companion to English Texts: Comprehension - Analysis - Appreciation - Production (Kollegstufe/Abitur/Universität), München: Manz 1978, p. 91 - 102. (http://en.wikipedia.org/wiki/Text_types).

30

Karen Blanchard and Christine Root, Ready to Write, (USA: Longman, 2003), p. 69

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see what they are describing. In example, writers better to write ―a lexus‖ than

write ―a nice car‖, because it is more specific. 31

When writing a description, writers have to follow some steps. This

process of writing is expected in order to make a good description text. The

first thing that writers have to do is gathering materials. The best way to gather material

is to look, watch and pay attention on the subject described. Writers should take a note

about what they see and hear and even smell. They

have to record as much information as possible. This step is needed to write

the first draft. And the second step is arranging the materials. In arranging the materials,

the writers can start in two ways. First is write a topic sentence and

then select the materials to develop and support it, or in the opposite, the writers can

select and arrange the materials through additional brainstorming, clustering, free-

writing or perhaps an informal outline. Then, write the topic sentence. The paragraph

that will be written would probably contains of a general description of the setting,

including its location, and the time of the

scene, details that support the topic sentence, more specific details about the

scene that arranged in logical order, transitional sentences or phrases that introduces the

activities in the scene and the description of those activities.

After arranging the materials, the writers can start to write the first draft. Do

not think that this step is the final arrangement of the writing. In the process of writing

the draft, the writers maybe will find the new or additional details

about the subject. After the writers think that the first draft is finished written,

they can start to read again and revise the draft. In revising the draft, the writers may

need to wait until a few hours or even days. This can make writers

view it with a clear mind and probably with better judgement. In making changes in the

draft, the writers can make notes above the line or write it in

the margin. Then rewrite the paragraph. In writing description, the writers can

not just one time revising. Do it twice. This step expects the writers to return

to the paragraph and revise it again. This time is paying special attention to

31 Ann Hogue, First Step in Academic Writing, (USA: Longman, 1996), p. 72

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specific details and strong word choice. Then edit and proofread your

description, checking for misspelled words. 32

Like other texts, descriptive also has its own characteristics. This

structure of text consists of identification and description. Identification, means

identifying the phenomenon to be described. This part contains the statements which

describe the object to be described. These statements have to

be interesting to read and able to provoke the readers to be interested to read

the full descriptions. Second part is description, means describing the phenomenon in

parts, qualities, or/and characteristics. In describing the object,

the writer should use adjective to illustrate the object's condition. Some dominant

features that usually used when writing a descriptive text such follows : using simple

present tense, using action verbs, using passive voice,

using noun phrase, using adverbial phrase, using technical terms, using general and

abstract noun, and using conjunction of time and cause-effect. As mentioned above, in

describing object, writers should use present tense. One

of the purposes of using present tense in any types of communicating activities

is to give descriptions. Whenever we mean to describe a particular object, which about

general facts of the object, then the use of present tense is considered the most

appropriate one. The use of present tense is very dominant in describing facts, although

in some cases, the uses of past tense is

also possible, such as to describe the conditions of the objects in past time. 33

Here is the example of the descriptive text :

The Muse Live Concert It is the Muse concert, live from Senayan. Thousands of young people are now gathering to see the concert.

They are ready to listen to the music. Now, their eyes are on the empty stage. A very big and bright lamp on the stage is on. It's beautiful.

One by one the group members are walking to the stage. Matt Bellamy is wearing a black t-shirt and black jeans. He has an oval face. Christ is behind him. He is wearing a red polo shirt and blue jeans. And Dominic is walking side by side with Christ. They are waving their hands

32

Essays, p.

63 3

3

2007), p.

48

Alan Meyers, Gateways to Academic Writing Effective Sentence, Paragraphs, and

Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit ANDI,

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and smiling. Everybody is shouting and calling their names. This is amazing. 3

4 From example above, we can see that the first paragraph is the

identification of the text which identify the phenomenon will be described,

that is the Muse concert. The description of the text is on the second and the

last paragraph. Those paragraph gives the clearer information and describe the parts,

qualities and characteristics of the objects. As example in the sentence ―Matt Bellamy

is wearing a black t-shirt and black jeans‖.

4.        Media in Teaching and Learning

According to Gagne' and Briggs in Azhar Arsyad, medium are device

used to deliver content of material which includes some of books, recorders,

videos, films, photos, graphs, pictures, televisions, and computers. In other

word, media is a component of sources of learning or vehicle that consists of

instructional material, which can motivate students to learn. 35

Media is considered as instructional device since it is used to convey

messages in teaching-learning process. In teaching-learning foreign language,

media is classified into three types. The first is visual media. Visual media is

all media that is used in seeing. It is an image that conveys messages to the students

through photo, picture, chart, graph, which illustrate the real object

or situation.        Then, audio media. It is a device that relates to our hearing. The 36

message delivered is expressed by using audible symbols. For example: radio, tape recorder, or electronic transcription. 3

7 The last, the combination from

both of the media above, that is audio-visual media. It is a media that can be

seen and listened, like a film, video, or television.

34

Mukarto, English on Sky 2 : for Junior High School Year VIII, (Jakarta: Penerbit Erlangga, 2007), p. 19. 35

36

37 2002),

p.81.

Azhar Arsyad, Media Pembelajaran,(Jakarta: Raja Grafindo Persada, 2008), p.4-5. Azhar Arsyad, Media Pembelajaran, p.106. Asnawir and M. Basyiruddin Usman, Media Pembelajaran, (Jakarta: Ciputat Pers,

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5. Teaching Descriptive Writing Using Music Video

A music video or song video is a short film integrating a song and

imagery, produced for promotional or artistic purposes. Modern music videos

are primarily made and used as a marketing device intended to promote the

sale of music recordings. 38

Music videos use a wide range of styles of film

making techniques, including animation, live action filming, documentaries,

and non-narrative approaches such as abstract film. Some music videos blend different

styles, such as animation and live action. Many music videos do not interpret images

from the song's lyrics, making it less literal than expected.

Music videos represent a crucial part of the music industry. Artists owe

their careers to music videos as they are being given the chance of impressing

the public not just with their vocal talent, but also with their looks or moves.

Music video isn't that new, in fact they've been around since before

films could have sound. Some performers would project images onto a screen

as they played live, these images would then reflect the themes and emotions

of the music played. 39

Music video that we know nowadays has been

developed from its origin and history. Thirty years ago, music video used to

be less important then it is nowadays. MTV (Music Television) was the phenomenon

that gave so much power and importance to the music video.

MTV started broadcasting in 1981 in the USA and it marked the beginning of

the music video's ruling over the music industry. The first video ever played

on MTV was 'Video Killed the Radio Star' by The Buggles. As MTV was broadcasting

24-hour-a-day music, music videos were needed to be produced.

video

38Frith, Simon, Andrew Goodwin & Lawrence Grossberg, Sound & Vision. The music reader,        (London:        Routledge,        1993),        http://en.wikipedia.org/wiki/Music_video,

retrieved on October 2010.

39

Hugh W Howe, Beauchamp College, http://beauchampcollegemedia.com/2010/09/07/music-video-history-and-development/,

posted on September 7 , 2010 and retrieved on September 27 , 2011.

th

th

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Consequently, music video began to play an important role in artists' careers.

It is considered that even Madonna's career has been greatly influenced by her videos

that presented a sexy, appealing look of the artist. Some experts say

that Madonna has been inspired by the image that the actress Greta Garbo has used in

her silent movies. MTV has been highly controversial: some saw as

the beginning of an amazing, new, fresh era in music, others considered it to

mark the end of true musical talent, as artists have been become more

appreciated for their looks instead of their vocal abilities. 40

In 1894, sheet music publishers Edward B. Marks and Joe Stern hired

electrician George Thomas and various performers to promote sales of their

song "The Little Lost Child". Using a magic lantern, Thomas projected a series of still

images on a screen simultaneous to live performances. This would become a popular

form of entertainment known as the illustrated song,

the first step toward music video. In 1926, with the arrival of "talkies" many musical

short films were produced. Vitaphone shorts (produced by Warner Bros.) featured many

bands, vocalists and dancers. Spooney Melodies in 1930 was the first true musical video

series. Shorts were typically six minutes in duration, and featured Art Deco-style

animations and backgrounds combined

with film of the performer singing. Blues singer Bessie Smith appeared in a two-reel

short film called St. Louis Blues (1929) featuring a dramatized performance of the hit

song. Numerous other musicians appeared in short musical subjects during this period.

Later, in the mid-1940s, musician Louis Jordan made short films for his songs, some of

which were spliced together

into a feature film Lookout Sister. These films were, according to music historian

Donald Clarke, the "ancestors" of music video. Another early form

of music video were one-song films called "promotional clips" made in the

40

Ispas Marin, http://ezinearticles.com/?Some-History-Facts-on-Music- Videos&id=85854, posted on October 23th , 2005, and retrieved on September 25 ,

2011.

th

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1940s for the Panoram visual jukebox. These were short films of musical

selections, usually just a band on a movie-set bandstand, made for playing. Thousands

of "soundies" were made, mostly of jazz musicians, but also of

torch singers, comedians, and dancers. Before the soundie, even dramatic movies

typically had a musical interval, but the soundie put the music in the forefront; virtually

all known jazz performers appeared in soundie shorts. The Panoram jukebox with eight

three-minute soundies were popular in taverns

and night spots, but the fad faded during World War II. Musical films were another

important precursor to music video, and several well-known music

videos have imitated the style of classic Hollywood musicals from the 1930s

to the 1950s. One of the best-known examples is Madonna's 1985 video for

"Material Girl" (directed by Mary Lambert) [4]

which was closely modelled on

Jack Cole's staging of "Diamonds Are A Girl's Best Friend" from the film

Gentlemen Prefer Blondes. Several of Michael Jackson's videos show the unmistakable

influence of the dance sequences in classic Hollywood musicals, including the landmark

"Thriller" and the Martin Scorsese-directed "Bad"

which was influenced by the stylised dance "fights" in the film version of West

Side Story.

In 1956, Petrushka, directed by John David Wilson for Fine Arts Films

aired as a segment of the Sol Hurok Music Hour on NBC. Igor Stravinsky conducted a

live orchestra for the recording of the event. In 1957, Tony Bennett was filmed walking

along The Serpentine in Hyde Park, London as

his recording of "Stranger in Paradise" played; this film was distributed to and

played by UK and US television stations. According to the Internet Accuracy Project,

disk jockey-singer J. P. "The Big Bopper" Richardson was the first to

41

coin the phrase "music video", in 1959. 42

41 Frith, Simon, Andrew Goodwin & Lawrence Grossberg, Sound & Vision. The music video reader.

42 Frith, Simon, Andrew Goodwin & Lawrence Grossberg, Sound & Vision. The music video reader.

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Two key innovations in the development of the modern music video

were the development of relatively inexpensive and easy-to-use video recording and

editing equipment, and the development of visual effects created with techniques such

as image compositing. The advent of high- quality color videotape recorders and

portable video cameras coincided with

the DIY ethos of the New Wave era, enabling many pop acts to produce promotional

videos quickly and cheaply, in comparison to the relatively high

costs of using film. However, as the genre developed, music video directors increasingly

turned to 35 mm film as the preferred medium, while others mixed film and video.

During the 1980s, music videos had become de rigueur

for most recording artists. The phenomenon that was famously parodied by BBC

television comedy program Not The Nine O'Clock News who produced a spoof music

video "Nice Video, Shame About The Song". The genre was also parodied by Frank

Zappa in his satirical 1984 song "Be In My Video". Its increasing dominance had earlier

been critiqued by Joe Jackson in his 1980

song "Pretty Boys" (which still referred to videos as "promos"). In this period, directors

and the acts they worked with began to explore and expand the form

and style of the genre, using more sophisticated effects in their videos, mixing

film and video, and adding a storyline or plot to the music video. Occasionally videos

were made in a non-representational form, in which the musical artist

was not shown. Because music videos are mainly intended to promote the artist, such

videos are comparatively rare; three early 1980s examples are Bruce Springsteen's

"Atlantic City", directed by Arnold Levine, David Mallet's video for David Bowie and

Queen's "Under Pressure", and Ian Emes' video for Duran Duran's "The Chauffeur". In

1983, the most successful and influential music video of all time was released — the

nearly 14-minute-long

video for Michael Jackson's song "Thriller". The video set new standards for production,

having cost US$500,000 to film. That video, along with earlier videos by Jackson for

his songs "Billie Jean" and "Beat It", also was instrumental in getting music videos by

African American artists played on

MTV. Earlier, such videos had been rare: according to MTV, this was because

Page 39: Facilitating arinafarda-5858

it initially conceived itself as a rock-music-oriented channel, although

musician Rick James was outspoken in his criticism of the cable channel,

claiming in 1983 that MTV's refusal to air the music video for his song "Super

Freak" and clips by other African-American performers was "blatant racism".

In 1988, the MTV show Yo! MTV Raps debuted; the show helped to bring hip

hop music to a mass audience for the first time. 43 Those are the explanation of

the origins and developments of music video from the beginning until

nowadays.

Nowadays, video can be used in teaching learning process. People in

few years ago, used audiotape in class, but it just can listen the voice, students

can not watch the picture. But, with music video, students not only can hear

the music or voice but also they can watch the picture in the video and can

catch the meaning of that video. But there are many reasons why video can

add a special dimension to the learning experience. As mention before, music

video can see language-in-use. It means that students do not just hear the

language, they see it too. Through this, students can see beyond what they are

listening to and interpret the text more deeply. Through this video, students

are allowed to look at situations far beyond their classroom. They can develop

their the cross-cultural awareness by watching the body language, the

speaking style and the dress-style of each country through music video. Then,

music video can increase students' power of creation. Students can create their

own video using cameras. It can make the learning more memorable and

enjoyable because students will do ―new thing in English‖. For all the reasons

mentioned, music video will increase the level of interest when they have a

chance to see language in use as well as they hear it.44

From the explanations above, we know that music video can be an

interesting media in teaching, because it uses picture, animation and live

43 Frith, Simon, Andrew Goodwin & Lawrence Grossberg, Sound & Vision. The music video reader.

44 Education Limited, 2002), p. 282.

Jeremy Harmer, The Practice of English Language Teaching, (England, Pearson

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action. This kinds of characteristic can support in teaching descriptive text,

because in making descriptive text, students need a clear things to describe. Teaching

descriptive text is an easy and interesting work. We can describe persons, places or

things around us. Learners who learn descriptive text also

find new atmosphere of learning, because they can explore their knowledge of

their surroundings which have known to be the object of their study.

Writing a descriptive text has to use media. Media can be used in

almost any disciplines to enhance learning, both in class, and also for out-of-

class assignments. Short film and television clips, written articles, and blog postings can

be viewed to reinforce concepts and spark discussion. Songs and music videos,

especially when the lyrics are made available, can be used to the

same effect. The use of media in teaching learning has some advantages. Popular media,

such as music video, are a familiar medium to students that

helps gain attention and maintain student interest in the theories and concepts

under discussion. Students can see the theories and concepts in action. In more

than a figurative sense, theories and concepts leap from the screen. Students

can hone their analytical skills by analyzing media using the theories and concepts they

are studying. The use of media in the classroom enables students to see concepts and

new examples when they are watching television, listening to music, or are at the

movies with friends. Students can experience worlds beyond their own, especially if the

media is sharply different from

their local environment. 45

Teachers, in this case, should facilitate students with the interesting

media that can attract and add students' motivation to write. Teaching descriptive

writing using music video can be a wonderful choice for teachers

to be implemented in their class. As writer mentioned before that music video

is the sophisticated media that can help students to describe more detail about

45 G. Dirk Mateer, Penn State University, http://serc.carleton.edu/sp/library/media/index.html, last modified on october 12th, 2010.

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person or things in that video. The use of music video also can help to make

the class situation more enjoyable.

C. Hypothesis

Hypothesis is a temporary answer of problems in research until proved

from the data which collected. So, hypothesis can define a weak truth statement

towards problems on research and need to prove the truth after collecting data.

The hypothesis of this research is: music video is effective to facilitate

students' understanding on descriptive writing.

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CHAPTER III

METHODS OF INVESTIGATION

A. Research Design

1. Type of Research

This research is an experimental research. Experimental research

methods can be defined as methods used to seek influence over another in

controlled conditions.46 An experimental research involved two groups:

experimental group and control group. An experimental group will receive a

new treatment while control group receives a usual treatment.

2. The Activities of Experimental and Control Group

a. Pre-Test

Pre-test was given to the students before the experiment was run. This test

was for experimental class and control class to measure the students'

understanding about the material before the researcher gave a treatment.

b. Activities in Experimental Group and Control Group

1) Experimental Group

First Meeting:

In opening the class, teacher greeted the students and checked

the attendance list. Then, told the topic of the day followed by giving

introduction about the material by asking some questions, like, ―Do

you have an idol? Who is he/she? How does he/she look like? Can you

describe it?‖

Because teacher used music video as teaching medium, so

teacher gave explanation about it. After that, teacher explained the

descriptive text including social function, language features and

grammatical features. Teacher also did not forget to give the example

of descriptive text. After students understood the material, teacher and

46

Sugiyono, Metode Penelitian Pendidikan : Pendekatan Kuantitatif, Kualitatif dan R&D, (Bandung : Alfabeta, 2008), p.

107.

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students discussed the        social function, language features and

grammatical features of descriptive text.

To know the students' comprehension of the material which

has been given, teacher gave students a jumbled paragraph and asked students

to re-arrange those paragraphs according to the correct structure. Then, teacher

checked students' work and showed the correct arrangement. In order to make

all students understand, teacher discussed and identified generic structure and

language features of the

text. Teacher also asked students to list some adjectives found in the

text.

Having all of those activities, then teacher played the music

video of Cleopatra Stratan and asked students to watch the video while taking a

note about the general characteristics of the person in the video. After that,

teacher chose some students to write their work in

the white board. Teacher discussed the student's work briefly.

Teacher reviewed the material and gave suggestions to students to

study hard and memorized the new material. Finally, teacher dismissed the

class.

Second Meeting:

Same with the first meeting, teacher opened the class by greeting the

students and checking the attendance list. Teacher reminded students about the

previous lesson by giving a descriptive

text and asked students to identify the grammatical patterns of the text. Students

answered this task orally.

For the second time, teacher played music video of Justin Bieber

under the title ―Never Say Never‖. Same with the first meeting, teacher asked

students to watch the video and also taking notes about

the person in the video. After students taking some notes about that person,

teacher asked students to make a descriptive text based on the physical

appearance of the person in the video. After students finished

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their work, they were asked to share their text with their chair-mate to

analyze their work and checked whether the text was correct or

incorrect. Then teacher chose some students to present their writing in

front of class and asked the other students to give responses about their

friend's writing. Then, teacher asked students to re-write the corrected

descriptive text in the worksheet.

Teacher reviewed the materials, and also give explanation

that in studying descriptive text, the media to describe was not only the

things on their surrounding but music video also can be an interesting

media to study descriptive text.

2) Control Group

First Meeting :

At the first meeting, teacher greeted students and checked the

attendance list. Teacher told the topic of that day to students and also

introduced the material by asking some questions, such as, ―Do you

have an idol? Who is he/she? How does he/she look like? Can you

describe it?‖ And students answered these questions orally.

After stimulated students about the material, teacher started

to explain the descriptive text, involved its social function, language

features and also the grammatical features. Then, teacher gave the

example of descriptive text to students. Teacher and students discussed

the example given together.

For the next activity, teacher divided students into some

groups and then gave a jumbled paragraph for each group. Teacher

asked students to re-arrange those jumbled paragraph into correct

arrangement and asked to stick it on the black board. Then, teacher

checked students' work and showed the correct arrangement.

After that, teacher asked students to identify the generic structure and

language features of the text. Teacher also asked students to find and

write some adjectives which found in the text.

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After that activity, teacher wanted to know the students'

understanding about descriptive text through making descriptive text.

So, teacher asked students to make the descriptive text based on the

topic given, in example, my chair-mate. After finishing their work, teacher

asked students to analyze their writing in pair. Feeling their

work correct, teacher chose some students to write their text in the black board.

Then teacher and students analyze the text together.

At the end of the lesson , teacher did not forger to review the material

on that day and gave students suggestion to study hard and memorize the new

material. Finally, teacher dismissed the class.

Second meeting:

Same with the first meeting, in opening, teacher greeted students and

checked the attendance list. Next, teacher told students about the topic of that

day and also reminded students about the previous lesson.

After that, teacher gave an example of descriptive text, but the text was

different with the day before. Students was asked to identify the grammatical

pattern of the text and students answered the questions

orally.

Then, teacher made a descriptive text, describing the physical

appearance of one student in the class and asked students to analyze

the text made by the teacher. To check students' understanding, teacher chose

some students to come forward and point where the identification and

description part of the text is.

As an activity, teacher asked students to make a descriptive

text about the physical appearance of their chair-mate. After students finished

their task, they were asked to share their writing to their chair-

mate, in pair, and analyze and take notes some errors found in the text which

have they made. Then, teacher asked students to rewrite their

text in correct form.

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Teacher reviewed the materials and gave time to students to

ask some questions. And finally, teacher dismissed the class.

3) Post-test

Post-test was given to the experiment class and the control class. The test

was given in order to know the improvement of students' ability in writing

descriptive text. The post-test was given to the experiment class and

control class after received treatment. The experiment class taught in

writing descriptive text using music video. And the control class taught

without using music video.

B. Research Setting

The writer did the study in MTs NU 01 Cepiring Kendal. It is located on

Jl. Soekarno-Hatta Karangsuno Cepiring Kendal 51352. Telp.(0294) 53318, 5135700,

Email: [email protected]. This research was run in March

22 , 2011 until April 5 2011. nd

th

C. Population and Sample

1. Population

Population is all the subject of research. 47

In this study, the population

or the subject of the research are the eight grade students at MTs NU 01

Cepiring Kendal in the academic year of 2010/2011. The number of the

population is 141 students. They are divided into VIII A, B, C and D.

2. Sample

Sample is part of population. 48

In this study, there are two classes as

sample. Where class VIII C as experimental class that consist of 36 students

and class VIII D as control class that consist of 34 students.

Technique of sampling which used by the researcher is Cluster Sampling. This

technique is same with stratified sampling, where the subject

47

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, ( Jakarta : PT Rineka Cipta, 2006),

p.130 48

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.131

Page 47: Facilitating arinafarda-5858

is chosen from the individual groups from population. But, that unit of sample

is a group, in example school, class, and region, and it does not an individual.

In using this technique, first thing that should do is choosing the group randomly. If the

group has chosen, all the member of the group is

automatically included as the subject of the research. 49

According to the technique above, the sample of this research is chosen

using cluster sampling. From 4 classes of eighth grade students of MTs NU 01 Cepiring,

2 classes are chosen as the sample of the research.

D. Variables and Indicators

1. Variables

According to Sugiyono, research variables are all things that shape what

is defined by the researches to be studied in order to obtain information about

it, and the conclusion drawn on next. 50

There are two types of variables:

independent variable and dependent variable. The dependent variable is the

variable that focuses on the central variable, and other variables will act if

there is any relationship. The independent variable is selected by researcher to

determine the relationship with the dependent variable.

So the variables in this study are:

a. Independent variable

The independent variable is selected by researcher to determine the

relationship with the dependent variable. Independent variable in this

study is the use of music video in writing descriptive text.

b. Dependent variable

The dependent variable is the variable that focuses on the central variable,

and other variables will act if there is any relationship. Dependent variable

in this research is the students' achievement in writing descriptive text.

49

Ibnu Hadjar, Dasar-Dasar Metodologi Penelitian Kuantitatif Dalam Pendidikan, (Jakarta: PT Raja Grafindo Persada, 1996), p. 143 5

0 Sugiyono, Statistika untuk Penelitian, (Bandung: CV.Alfabeta, 2007), p.2

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2. Indicators

Based on the variables above, we can make indicators that support

the variables. The schema of indicators variables are stated as follows:

Table 1

Variable

( Independent Variable )

The Use of Music Video

Indicators

        Preparing the music video and the

tools, such as : video player,

computer, LCD, etc.

        Playing music video.

        Stop playing music video after the

students finished describing the

object.

( Dependent Variable )

Students' achievement in writing descriptive text.

Sub-Variable

          Sub-Variable; Students'

ability in understanding

Descriptive Text.

          Sub-Variable; Students'

ability in writing

descriptive text.

Indicators

o        Identifying variation of

sentence structure in

descriptive text.

o        Identifying rhetorical

steps

of the descriptive text.

o        Identifying

communicative

purpose of the descriptive

text.

o        Making correct

descriptive

text.

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E. Data Collection Technique

In collecting the data, the writer used some instruments. This study deals

with achievement of good writing. So, the writing used writing test in gathering

the data.

Therefore, in conducting this study, especially in collecting the data, the

writer needs some methods in order to obtain the expected data.

1. Test

Test is an examination or trial to find its quality, value, composition,

etc. 51

In conducting to this study, the writer used test as the first method of

collecting the data. The test is used to collect the students' writing that must

be analyzed to identify students' achievement on writing descriptive.

The researcher gathered the data by analyzing the test of descriptive

text written by the students. The researcher gave the test twice (pre-test and post-test) in

both experimental and control groups. She gave an assignment to

write a descriptive text about a person. It is the physical appearance of someone. The

students have to use at least 50 words in 35 minutes. Students

must pay attention to the five aspects of writing which is used in the assessment. These

five aspects are as follow; content, organization, vocabulary, grammar and mechanic.

a. Pre-Test

`` Before the teacher explains new material by using music video, the teacher

gave a test to the students. Pre-test was given before the experiment is run.

b. Post-Test

Post-test was given to the experimental class and the control class. The test

was given in order to know the improvement of students' ability in writing

descriptive text. Post test was given to the both of class after receiving

treatment. The experimental class taught in writing descriptive text by

music video. Beside that, the control class taught without using music

video.

51

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p.223

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2. Observation

Observation is an activity that is done by the researcher to get the data.

There are two kinds of observation, they are:

a. Non Systematic observation, which is done by the researcher without

using instrument.

b. Systematic Observation, which is done by the researcher using instrument

as a guide of the research. 52

In this research, the researcher will observe the school, students, and

the English teacher of the school. In this research, the writer will use check list

( Ö ) to get the data. The observation is used to know the activities during teaching and

learning process, such as how teacher explains the materials,

how students' response is and how the students work in doing the test is.

Table 2

Check list of Observation

No. Aspect of Observation 1 2 3 4 5 Total

Score

1

2

3

4

5

Students are enthusiastic in listening

teacher's explanation

Students show curiosity by asking some

questions

Students ask question to clarify

understanding

Students are enthusiastic to answer teacher's

question

Students are ethusiastic in doing the test

52

Burhan        Nurgiyantoro,        Penilaian        dalam        Pengajaran        Bahasa      dan        Sastra        by Modification, (Yogyakarta: BPFE Yogyakarta, 2001),

p. 57

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6 Students are enjoying to learn Descriptive

writing using music video

3. Documentation

Document is a piece of written or printed material that provides a

record of evidence or event an agreement, ownership, identification etc.

Documentation is the accumulation, classification, and dissemination of

information. 53

It refers to the archival data that help the writer to collect the

needed data. In this study, this method is used to get the data that related to the

object research such as students name list and students' scores are included in

the population. In this case, the data was gained by the help of the English

teacher.

F. Data Analysis Technique

The writer analyzed the data through giving test to the students. It needs

some steps in analyzing of the data. The following are the steps had been taken by

the writer.

1. Technique of Scoring Test

In measuring the test, a standard technique should be used to show the

result of research were reliable. To measure the writing test the writer used the

analysis method.

The elements of writing are: Content, Organization, Grammar,

Vocabulary, and Mechanics. After classifying the test items, the writer gave

score for each item. The percentage of the elements of writing can be seen on

table below

53

John Eastwood, Concise Oxford Dictionary, 8        Ed. (London: Oxford University Press,

th

2004) p. 256.

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Table 3

The explanation of criterion

Item analysis                          Score criteria

30-27          EXCELLENT Content knowledgeable,

54

TO VERY substantive,

GOOD:

through development of thesis, relevant to assigned

topic. 26-22 GOOD TO AVERAGE: some knowledge

of            subject,            adequate            range,            limited

development of subject 21-17 FAIR TO POOR: limited knowledge of

subject,              little              substance,              inadequate

development of topic. 16-13 VERY POOR: does not show knowledge

of subject, non substantive, non pertinent, OR not enough to evaluate.

20-18 EXCELLENT TO VERY GOOD: fluent expression, ideas clearly stated/supported, succint, 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:        not        fluent,        ideas

confusing or disconnected, lacks logical sequencing and developing.

9-7 VERY POOR: does not communicate, no organization, OR not enough to evaluate.

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 is 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, idioms, word form, OR not enough to evaluate.

Organization

Vocabulary

54

Alice C Omaggio, Teaching Language in Context, Proficiency-Oriented Structure, (United States of America: Heinle and Heinle Publishers, 1986),

p. 266

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25-22 EXCELLENT TO VERY GOOD: Grammar effective complex construction, few errors of

agreements. 21-18 GOOD TO AVERAGE: effective but

simple        construction        in        grammar,        minor

problems in complex constructions, several errors in agreements, but meaning seldom obscured.

17-11 FAIR TO POOR: major problem in simple/ complex construction in grammar, 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.

5            EXCELLENT            TO            VERY            GOOD: demonstrates mastery of construction. 4 GOOD TO AVERAGE: occasional errors of spelling, punctuation, but meaning not obscured. 3 FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, meaning confused or obscured. 2 VERY POOR: no mastery of conventions,

dominated by errors of spelling, punctuation, capitalization, paragraphing, OR not enough to evaluate. 1 -100

Mechanic

Total of score

Explanation:

a. Content

b. Organization

c. Vocabulary

d. Grammar

e. Mechanic

: The substance of writing, ideas expressed.

: The organization of the content.

: The choice of words, structure and lexical items to give

particular tone a flavor the writing.

: The employing grammatical and syntactic forms.

: The use of graphic convention of the language.

2. Pre-requisites Test

Before the writer determines the statistical analysis technique used,

the first the writer examined the validity sample. The way that was used to

examine the validity sample was normality and homogeneity test.

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a. Normality Test

Normality test used to know the distribution data normal or not. To find

out the distribution data is used normality test with Chisquare.

The writer used Chi-square formula, as follows:

k

i1

X 2 Oi Ei2

Ei Cited from Sudjana.

Where:

X 2

Oi

Ei

k

55

= Chi-kuadrat

= Frequency that was obtained from data

= Frequency that was hoped

= the sum of interval class

b. Homogeneity Test

Homogeneity test is used to compare variance in a group of three

categories data or more and its categories can be compared fairly if the

categories are homogeneity. By:

1) Calculate Mean ( X )

2) Calculate the Variance (S )

Formula:

2

2 1

2 S 2

= n

x x

nn1

2

3) Calculate F

Formula:

F = highest variance 56

lowest variance

c. Test of Average

55 56

Sudjana, Metoda Statistika, (Bandung: Tarsito, 2001), p.273. Sudjana, Metoda Statistika, p. 250.

Page 55: Facilitating arinafarda-5858

It is used to examine average whether experimental class and the

control class that has been decided having significance different average.

The formula that is used in the t-test as follow:

t

x 1 x

2 1

s n1

Where:

s

1

n2

(n 11) s 2

(n1) s

n 1 n 2 2

1

2

2 2

Cited from Sudjana.

Where:

x

1

x 2

n1

n2

s

s 2

57

= the mean score of the experimental group

= the mean score of control group

= the number of the experimental group

= the number of the control group

= standard deviation

= variance

If the obtained score is higher than t-table score by using 5%

alpha of significance, Ho is rejected. It means that Ha is accepted: ―There

is        a        significant        difference        in        writing        achievement        between   

the experimental and control group.‖

4) Data Analysis

The obtained data were analyzed to get the final result. t-Test

formula was used in this research to analyze the data. It showed the final

57

Sudjana, Metoda Statistika, p. 239.

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results of both experimental and control groups who were given different

treatments. The following is the formula of the t-test: 58

t = t - test

Mx = the mean score of experimental group

My = the mean score of control group

åx        = the total of deviation of experimental group

åy        = the total of deviation of control group

Nx        = the number of the students of experimental group

Ny        = the number of the students of control group

58

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik ,p. 311-312

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Description of the Result of Research

The research had been conducted since March 23        of 2011 to

st

been carried through 4 steps. They involve pre-test, two times treatment

and post-test.

To find out the result of students' understanding of writing

descriptive text using music video, the researcher identified some results,

they are: the score of students before treatment and the differences

between pre-test and post-test score of students.

The researcher did an analysis of quantitative data. The data was

obtained by giving test to the experimental class and control class after

giving a different treatment to both classes. The subjects of this research

were divided into two classes. They are experimental class (VIII C) and

control class (VIII D).

Before the activities were conducted, the researcher determined

the materials and lesson plan of learning. The learning process in the

experimental class used music video, while the control class without the

using of music video.

After the both classes conducted the learning process, students

were asked to make a paragraph of descriptive text as their assessment.

This assessment then counted to get the result of this research which

analyzed to prove the truth of hypothesis that has been planned.

The data in this study were gotten from the test result, as follow:

1.        Result of research

a. Analysis of scoring test

After collecting the data, the writer analysis the result of data from

the test have been given to both of class. In scoring of writing test,

the writer gave the score for each element of writing as follows.

th

March 31 of 2011 in MTs NU 01 Cepiring Kendal. This research had

Page 58: Facilitating arinafarda-5858

Table 4

The Lowest and The Highest Score of Element of Writing No        Element of Writing        The Lowest Score        The Highest Score

1                            Content

2                   

Organization 3

4

5

Vocabulary

Grammar

Mechanic

13

7

7

5

2

30

20

20

25

5

The scoring process of pre test and post test of both classes can be

seen in appendix 3-6.

b. The data of score pre-test of the experiment class

Based on the result of research of class VIII C before being taught by

using music video as the media in writing descriptive text the highest

score achieved is 85 and lowest is 62. It means that the range (R)= 23,

the number of class is 6, and the interval of the class is 4.

The result of the calculation above is, then inputted into the frequency

distribution as follow:

Table 5 Frequency Distribution of score pre-test of the experiment

class No.                Interval Class

1

2

3

4

5

6

62 - 65

66 - 69

70 - 73

74 - 77

78 - 81

82 - 85

Sum

Frequency

3

6

10

9

6

2

36

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c. The data of score pre-test of the control class

Based on the result of research of class VIII D before being taught by

using conventional learning (without music video as media) in writing

descriptive text the highest score achieved is 82 and lowest score is

59, range (R)= 23, the number of class is 6, and the interval of the

class is 4.

The result of the calculation above is, then inputted into the frequency

distribution as follow:

Table 6 Frequency Distribution of Pre-Test Score of Control Class

No.              Interval Class

1

2

3

4

5

6

59 - 62

63 - 66

67 - 70

71 - 74

75 - 78

79 - 82

Sum

Frequency

2

6

8

11

6

2

35

d. The data of score post-test of the experiment class

Based on the result of research of class VIII C after being taught by

using music video as the media in writing descriptive text the highest

score achieved is 96 and lowest score is 61, range (R)= 35, the number

of class is 6, and the interval of the class is 6.

The result of the calculation above is, then inputted into the frequency

distribution as follow:

Table 7

Frequency Distribution of Post-Test Score of Experimental Class No.                  Interval Class                    Frequency

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1

2

3

4

5

6

61 - 66

67 - 72

73 - 78

79 - 84

85 - 90

91 - 96

Sum

2

6

9

9

8

2

36

e. The data of score post-test of the control class.

Based on the result of research of Class VIII C after being taught by

using conventional learning (without music video as media) in writing

descriptive text the highest score achieved is 89 and lowest score is

60, range (R)= 29, the number of class is 6, and the interval of class is

5.

The result of the calculation above is, then inputted into the frequency

distribution as follow:

Table 8

Frequency Distribution of Post-Test Score of Control Class

No.                    Interval Class

1

2

3

4

5

6

60 - 64

65 - 69

70 - 74

75 - 79

80 - 84

85 - 89

Sum

Frequency

1

7

9

9

7

2

35

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f. The average score of pre test and post test of the experimental class

and control class.

The data were obtained from the students' achievement scores of the

writing descriptive text. They were pre test and post test scores from

the experimental and control classes. The average score from the

experimental class was 72.97 for the pre test and 79.0 for the post test.

While the average score for the control class was 70.66 for the pre test

and 75.09 for the post test. The following was the simple table for the

pre test and post test students' average scores:

Table 9

Average Score of The Pre test and Post test of The Experimental

and Control Class

Class                      The average score of pre-

Experimental

Control

test

72.97

70.66

The average score of post-

test

79.00

75.09

The more calculation can be seen in appendix 7 and 8.

Based on the table above, it can be seen that there was an improvement of the

students, achievement in writing a recount text.

Each class had different achievement. The achievement of the experimental

class was higher than the control class.

B. Data Analysis and Hypothesis Test

1.        Analysis Phase First

It was done to know the normality and homogeneity of the initial data in

the experimental class and control class.

Table 10

Score of Pre-Test of Experimental Class and Control Class.

Page 62: Facilitating arinafarda-5858

No.

1

2

3

4

5

6

Experimental

36

72.97

30.65

5.53

85

62

N

Average

Variance

Standard Deviation

Maximum Score

Minimum Score

Control

35

70.66

29.35

5.42

82

59

a. Normality Test.

The normality test is used to know whether the data is normally distributed or

not. Test data of this research used the formula of

Chisquare.

Ho: the data of normal distribution

Ha: the data of un normal distribution

Ho accepted if Xcount < Xtable with a = 5% and df = k-1.

Table 11

Normality Test of Pre test of Experimental and Control Class

Class

Experimental

Control

Xcount

0.80

0.89

Xtable

11.07

11.07

Criteria

normal

normal

The more calculation can be seen in appendix 9 and 10.

Based on analysis above, it can be seen that Xcount both of class lower

than Xtable (Xcount < Xtable), so Ho accepted. And the conclusion is that

the

distribution data of experimental and control class are normal.

b. Homogeneity Test

The homogeneity test is used to know whether the group sample that

was taken from population is homogeneous or not.

2                                  2 Ho: 1=2 (homogeny variance)

2                              2 Ha: 12(non homogeny variance)

Ho is accepted if F count < table F

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Table 12

Homogeneity Test of Pre-Test of Experimental and Control Class

Class                        Variance (S )

Experimental                      30.65

Control                                29.35

2

n df        F

count

F tabel

1.77

36        35

35       

34

1.045

criteria

homogenous

The more calculation can be seen in Appendix 11.

Based on the formula:

Fcount                =

=

maximum variance

minimum variance

1.045

Based on computation above it is obtained that Fcount is lower than

Ftable , so Ho accepted. It can be concluded that data of pre test from

experimental        and        control        class        have        the        same        variance 

or

homogeneous.

c. Testing the similarity of average of the initial data between

experimental and control classes.

To test the difference of average, used t-test.

Ho:

Ha:¹

Where:

1 : average data of experimental group

:2a verage data of control group

Table 13

The Average Similarity Test of Pre Test of Experimental and

Control Classes

Source Variance                                Experimental                  Control

Sum

N

Average

2627

36

72.97

2473

35

70.66

Criteria

same

Page 64: Facilitating arinafarda-5858

Variance (s )

Standard Deviation (s)

2

30.66

5.54

29.35

5.42

The more calculation can be seen in Appendix 12.

s

(n 11) s 2

(n1) s

n 1 n 2

2

1

2

2 2

= 5.478

t

x 1 x

2 1

n

s

= 1.780 1

1

n 2

Based on the computation above, tcount = 1.780 and opportunity (1-a)

from the distribution t, we got ttable = 1.99, with a = 5%, and df=n1+n2-

2= 69. Because tcount < ttable, so H0 is accepted. So, it can be concluded

that there is not significant different of the average pre-test between

experimental and control classes, because t-count at the reception area

of Ho.

2.        Analysis of End-Phase

It is done to answer hypothesis of this research. The data used are the

result of post tests of both classes. The experiment class taught by using

music video as teaching media and the control class taught without music

video.

The final analysis contains of normality test, homogeneity test and the

difference average test of post test.

a. Searching for the data normality of the experimental and control

classes.

Table 14

Normality Test of Post-Test of Experimental and Control Classes

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Class

Experimental

Control

Xcount

0.81

1.12

Xtable

11.07

11.07

Criteria

Normal

Normal

The more calculation can be seen in Appendix 13 and 14.

Based on the computation above, it is obtained that Xcount is lower than

Xtable, by a = 5%, with df = 6-1 = 5. So, it can be concluded that the

distribution data of post test of experimental and control class are

normal.

b. Searching for the homogeneity of the experimental and control classes

Table 15

Homogeneity Test of Post-Test of Experimental and Control Class

Class                            Variance            N          df          Fcount Ftable

Experimental                      66.4                    36  35

Control                                41.9                   

35          34

1.58 2.77

Criteria

homogenous

The more calculation can be seen in Appendix 15.

Based on the formula:

Fcount                =

Fcount               

=

maximum variance

minimum variance

1.58

c.

Based on computation above it is obtained that Fcount is lower than

Ftable , it means Ho accepted. It can be concluded that data of post test

of experimental and control classes have the same variance or

homogeneous.

Hypothesis Test

Hypothesis test is used to know whether there is a difference on post

test of experimental class and control classes. The data which is used

to test the hypothesis is score post test both of class. To test the difference of

average used t-test.

Ho: : it means there is no significant difference between the

writing skill improvement of students who were taught

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by using music video and who were taught by

conventional method (without using music video).

Ha: : it means there is significant difference between the

writing skill improvement of students who were taught

by using music video and who were taught by

conventional method (without using music video).

Ha is accepted if tcount > ttable.

Table 16

The score of Post Test of Experimental and Control Classes

No.

1

2

3

4

5

6

Experimental

36

79.0

66.4

8.15

96

61

N

Average

Variance

Standard Deviation

Maximum Score

Minimum Score

Control

35

75.09

41.9

6.47

89

60

Class n

Table 17

Computation of t-Test

Average        Variance        Standard       

tcount

Deviation

ttable

Criteria

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Experimental        36 79.0 66.4 8.15 Ha

accepted 2.24        1.67 Control 35 75.09 41.9 6.47

The more calculation can be seen in Appendix 16.

Based on the computation above, it is obtained that the average of post

test of the experimental class who are taught by using music video is

79.0 and standard deviation (s) is 8.15. While the average of post test

of the control class who are taught by conventional learning is 75.09

and standard deviation (s) is 6.47, with df = 36+35-2= 69 by a = 5%,

so obtained ttable = 1.67. From the result of calculation t-test, tcount =

2.24. If compared between t table and t count , t count > t table . It means that

Ho is rejected and Ha is accepted.

Because t count > t table , it can be concluded that there is a significant

difference between experimental and control class on post test, the

score of the experimental class is higher than the control class.

C. Discussion of The Research Findings

1.        The score of initial ability ( Pre test)

Based on the calculations of normality and homogeneity test from

class VIII C as the experiment class and class VIII D as the control class is

normal distribution and homogeneous.

2.        The score of final ability (Post test)

The result of this research is obtained the average score of

experiment class was 79.0 which were higher than the result of control

class 75.09. The average score of experiment class was 79.0 and standard

deviation (s) was 8.15. Teaching writing in experiment class by using

music video as media to teaching descriptive text can encourage the

students to be more active and motivated. Music video as a teaching media

that can create situation in teaching writing more interesting and make the

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students easier to describe the object. It can be seen on average score of

experiment class which better result than control class.

The average score of control class was 75.09 and standard deviation (s)

was 6.47. Teaching writing in control class by using conventional method to

teaching writing descriptive text make the students

feel saturated with object that usually they describe. The students still had difficult

in transferring their taught and ideas in writing.

Based on the result of calculation, t-test is obtained t count = 2.24

and t table = 1.67, this showed that t count > t table (t count higher than t table ). So

it means that there is a significant difference between writing skill improvement of

students taught by music video and taught by conventional learning in writing

descriptive text.

D.        Observation Result Demonstrated by Students in the Class

The observation was carried out during the experiment focused on the students'

comprehension in Descriptive Text. The concern was given by viewing the students'

observable behavior appeared in class within teaching learning process. In this case, the

researcher saw their activeness, through the questions pertaining to Descriptive Text.

Questioning, here, has many purposes in teaching Descriptive Text. It came from

two sides, from teacher and from the students as well. Firstly, the question which was

given to students provide information about their understanding on Descriptive during

the experiment and enabled teacher to measure their understanding through the answer

they gave whether correct, incorrect or partially correct.

Asking and answering the question between students and teacher made students

get lot of information about Descriptive Text. They got a lot of knowledge about

Descriptive Text, so students can do the test based on their

understanding.

In short, teaching Descriptive Text using music video is effective learning. It can

be showed by the students' enthusiastic in the teaching learning

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process. They paid attention on the video given and really enjoyed to learn

Descriptive Text using music video. The result of calculation can be seen on

the table below.

Tabel 18

Observation Result

No. Aspect of Observation 1 2 3 4 5 Total

Score

1 Students are enthusiastic in listening

teacher's explanation

Students show curiosity by asking some

questions

Students ask question to clarify

understanding

Students are enthusiastic to answer

teacher's question

Students are enthusiastic in doing the test

Students are enjoying to learn Descriptive

writing using music video

Total Score

Ö 4

2 Ö 3

3 Ö 3

4 Ö 4

5

6

Ö 5

Ö 5

6 8        10

24

Score =

= x 100 %

= 80 %

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From the calculation above, can be seen that the result was 80%. It

showed that the use of music video in teaching descriptive writing was very effective.

Based on the result of the observation above, it can be concluded that

the majority of the students joined the class enthusiastically.

D. Limitation of The Research

The writer realizes that this research had not been optimally. There

were constrains and obstacles faced during the research process. Some limitations of this

research are:

1.        The research is limited at MTs NU 01 Cepiring Kendal and just used class

VIII C and class VIII D as sample, so that when the same research is

conducted in other school. It is still possible that different result will be

gained.

2.        Relative of the implementation process of this research have short of time,

makes this research could not be maxium. But it was enough to fulfill all

requirements for a research.

3.        Relative lack of experience and knowledge of the writer, makes

implementation process of this research was less smooth. But the writer

tried as maximum as possible to do this study accordance with the

guidance from advisors.

Considering all those limitations, there is a need to do more research

about teaching writing descriptive text using the same or different media. In the

hope there will be more optimal result.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusion

The conclusion of this research is drawn in accordance with the result of

the data analysis in the previous chapter.

1. There is a comparison between experimental and control class. The average

score for the experimental class was 72.97 for the pre test and 79.0 for the post

test. While the average score for the control class was 70.66 for the pre test

and 75.09 for the post test. So, there is a comparison of students' score

between students who were taught with music video and who were not.

2. There is a significant difference in the student writing score of the eight year

students of MTs NU 01 Cepiring Kendal in academic year of 2010/2011

between students who taught writing a descriptive text by using music video

and those who taught by using a conventional learning. It can be seen from the

result of the calculation using the t-test. It showed that t count = 2.24 and ttable

for a = 5% was 1,67. It means that t count was higher than t table {2.24>1,67}.

3. Each class has different achievement. The achievement of the experimental

class was higher than the control class. In the result of post test of experiment

class was 79.0 which higher than the control class 75.09. It means that writing

a descriptive text by using music video as a media was better than the writing

descriptive text without music video. Through music video, students can

describe clearer, because music video facilitating students with the real

descriptions of people, place, environment and situations. It made students'

writing more complete because they can describe all of the things in the video.

Using music video as media also made students' interest raised. Music video,

for them, was something new, so they were so excited in the teaching learning

process.

Page 72: Facilitating arinafarda-5858

B. Suggestions

One of the constrains that the teacher may face in her duty was how to make a

students interested in her teaching or how to promote the students interested to join the

learning process well. If students have high interest in following the teacher, it would not be

so difficult for the teacher to teach the

lesson.

Based on the result of the study, the writer had some suggestions for English

teacher, students and next researcher. For the English teacher, music

video may become alternative media in teaching writing especially in a descriptive text.

Using music video to teach writing is a good innovation. It can stimulate the students'

interest in writing. By looking at the video of the music,

the students were be able to catch the ideas of what to describe and arranging the paragraph

easily. So, the students will not find difficult in getting idea in writing.

Then, teachers should have the correct and interesting object in teaching

descriptive text, so that students will have new atmosphere in the teaching learning process.

In using music video as media, teacher can find the references of

the music video from internet, or make their own music video by themselves

based on their creativities in order to get the students interest in writing activities.

Before teaching and learning process, the teacher should have prepared

the media well. It means that before using the music video as a media in teaching writing, it

is better if the teacher check whether the tools could be used or not, and

also they have to pay attention on the adequacy of the tools. The type of music

video also must appropriate with the level of the students.

And for the students, they should pay attention to the teacher when he or

she gives the English lesson. And also, students should encourage themselves to

learn English especially writing a descriptive text. In order to be a good writer, the students

should learn the elements of good writing especially grammar and its application in the

writing process. The students should practice their ability of

writing from the simple form to the complex one.

For the next researcher, they can make this study as their reference to conduct

other researchers on the same field. They are also expected to be able to

Page 73: Facilitating arinafarda-5858

cover the limitation about this, they can conduct a research with the same media

but in different genres. The writer hopes that the next researchers can prepare everything as

good as possible in doing research and can follow up this research.

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th t

h

th

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Appendix 1

The List of VIII C Students

(Experimental Class)

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. 32. 33. 34. 35. 36.

Name

Ahmad Zakaria Aris Sulistiyawanto Arya Rachmad Bayu Sodri Asep Aris Munandar Azura Natasa Makiswara Dyah Ayu Lestari Faikhatun Nikmah Hanifatun Nissa' Isna Rizqi Azkia Izzatul Millah Khalimatun Naimah Kunny Riskiyyah Lina Salmah Mughi Tsatullaili Muhammad Marzuki Muhammad Iqbal Bahrudin Muhammad Irfan Naufal Muhammad Khoerun Na'im

Code of Students

E-1 E-2 E-3 E-4 E-5 E-6 E-7 E-8 E-9 E-10 E-11 E-12 E-13 E-14 E-15 E-16 E-17 E-18

Muhammad Nur Jamaluddin Murod        E-19 Muhsinul Mahmud Zain

Mukhammad Rozakq Nihayatuz Zuhriyah Nur Fauziah Nur Maulidah Nur Rohmat Ali Mukti Nurul Najikhah Rahmatul Arofah Rijal Aji Ramadhan Setiya Hayuningsih Siti Laduniah Siti Mudhiatun Sugiarti Sukron Suweifi Tsiqotul Ulya Ummu Dzikriyah Villa Nafisatuddiniyah

E-20

E-21 E-22 E-23 E-24 E-25 E-26 E-27 E-28 E-29 E-30 E-31 E-32 E-33 E-34 E-35 E-36

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Appendix 2

The List of VIII D Students

(Control Class)

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. 32. 33. 34. 35.

Name

Abdul Ghofur Akhmad Zaenal Ikmal Andika Pujo Prastowo Anna Anjarwati Arin Yulianto Boyke Imam Prabowo Daryuni Didik Nur Fajar Ardias Khakim Disa Pamugita Ersanti Ena Samikhah Fajar Nikmatul Fadhilah Huda Saniatun Ifatul Aini Imam Inazi Khoerun Nikmah Maulidatul Rofiqoh Mery Dita Tri Cahyani Mohamad Sahrul Ma'arif Muhammad Rijal Dinul Muzaqi Mukhammad Royfan Zani Naharul Mubarok Nila Novita Sari Nur Asirotul Mauliddiyah Nur Hikmah Siti Khoridatul Ummah Siti Nurkhasanah Siti Trisnawati Siti Yulaikah Sugiyanto Taqwim Umdatul Hasanah Vicky Surya Gunawan Zahrotul Ainiyah Zulikhah Galuh Lukmanul Hakim

Students Code

C-1 C-2 C-3 C-4 C-5 C-6 C-7 C-8 C-9 C-10 C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35

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Appendix 3

The Score of Pre-Test of the Experimental Class

Content        Org.        Vocab          Grammar       

Mechanic 22

21 20 20 22 21 19 19 21 22 20 19 19 20 22 18 20 21 18 21 17 20 21 18 19 22 20 22 20 21 22 21 22 20 21 20

20

18 20 18 15 18 17 16 17 15 18 16 17 18 19 15 18 20 15 17 15 20 18 15 17 20 18 15 18 17 19 18 19 20 20 18

20

18 17 17 18 18 17 14 16 18 17 14 17 17 18 16 16 19 16 16 16 17 18 16 17 20 16 18 17 16 18 18 18 17 19 16

20

18 14 12 17 18 16 10 14 17 12 10 16 12 15 15 12 17 14 14 14 14 18 15 16 20 12 17 12 14 15 18 15 14 17 12

3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

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. 32. 33. 34. 35. 36.

Code

E-1 E-2 E-3 E-4 E-5 E-6 E-7 E-8 E-9 E-10 E-11 E-12 E-13 E-14 E-15 E-16 E-17 E-18 E-19 E-20 E-21 E-22 E-23 E-24 E-25 E-26 E-27 E-28 E-29 E-30 E-31 E-32 E-33 E-34 E-35 E-36

Score

85 78 74 70 75 78 72 62 71 75 70 62 73 70 77 67 69 80 66 71 65 74 78 67 73 85 69 75 70 71 77 78 77 74 80 69

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Appendix 4

The Score of Pre-Test of the Control Class

Content        Org.          Vocab          Grammar       

Mechanic 21

22 19 18 22 19 18 20 21 20 20 20 19 21 19 20 18 21 19 22 18 19 20 18 22 19 20 19 19 21 19 21 19 20 21

17

15 17 15 15 16 15 18 18 18 20 20 16 20 16 20 15 17 16 15 15 17 20 16 15 16 20 15 17 18 15 17 15 18 20

16

18 17 16 18 13 16 17 18 17 17 17 13 19 14 17 16 16 13 18 16 18 17 13 18 14 17 16 17 18 16 16 16 17 19

14

17 16 14 16 10 15 12 18 12 14 14 10 16 10 14 14 14 10 17 15 16 14 9 17 10 14 15 16 18 15 14 15 12 17

3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

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. 32. 33. 34. 35.

Code

C-1 C-2 C-3 C-4 C-5 C-6 C-7 C-8 C-9 C-10 C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35

Score

71 75 72 66 76 63 67 70 78 70 74 74 63 82 64 74 66 71 63 75 67 73 74 59 75 62 74 68 72 78 68 71 68 70 80

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Appendix 5

The Score of Post-Test of the Experimental Class

Content              Org.              Vocab          Grammar        Mechanic       

Score 30

22 19 23 22 30 20 23 21 22 20 22 22 23 17 22 22 23 24 23 21 22 23 22 22 17 19 21 20 22 24 20 16 22 15 22

20

18 17 17 20 20 16 20 19 20 16 19 20 20 15 19 18 17 20 17 19 20 17 20 20 15 17 20 16 18 20 16 15 18 13 20

19

19 18 18 20 19 17 20 17 21 17 17 20 21 17 17 19 18 23 18 20 21 18 21 20 17 18 20 16 19 23 17 16 19 16 21

22

16 16 16 19 22 16 19 14 17 16 14 19 19 15 14 16 16 19 16 16 19 16 17 19 15 16 17 15 16 19 16 15 16 14 17

5

4 3 4 4 5 3 4 3 4 3 3 4 4 3 4 4 4 4 4 4 4 4 4 4 3 3 4 3 4 4 3 3 4 3 4

96

79 73 78 85 96 72 85 74 84 72 75 85 87 67 76 79 78 90 78 80 86 78 84 85 67 73 82 70 79 90 72 65 79 61 84

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. 32. 33. 34. 35. 36.

Code

E-1 E-2 E-3 E-4 E-5 E-6 E-7 E-8 E-9 E-10 E-11 E-12 E-13 E-14 E-15 E-16 E-17 E-18 E-19 E-20 E-21 E-22 E-23 E-24 E-25 E-26 E-27 E-28 E-29 E-30 E-31 E-32 E-33 E-34 E-35 E-36

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Appendix 6

The Score of the Post-Test of the Control Class

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. 32. 33. 34. 35.

Code

C-1

C-2 C-3 C-4 C-5 C-6 C-7 C-8 C-9 C-10 C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35

Content

21

22 21 22 22 21 20 19 21 22 22 21 16 23 17 22 21 20 17 20 20 22 15 20 22 17 22 20 21 22 21 22 21 22 22

Org.

19

19 19 18 19 19 16 17 19 19 20 19 15 21 15 18 20 15 15 15 16 19 13 25 20 15 18 16 19 18 19 20 19 19 20

Vocab

20

17 20 19 17 20 16 18 17 18 21 17 16 23 18 19 20 16 17 16 16 17 15 16 21 17 19 16 17 19 17 21 17 17 20

Grammar        Mechanic        Score 16

14 16 16 14 16 15 16 14 14 17 14 15 18 15 16 17 15 15 15 15 14 14 15 17 15 16 15 14 16 14 17 14 14 19

4

3 4 4 3 4 3 3 3 4 4 3 3 4 3 4 4 3 3 3 3 3 3 3 4 3 4 3 3 4 3 4 3 3 4

80

75 80 79 75 80 70 73 74 77 84 74 65 89 68 79 82 69 67 69 70 75 60 69 84 67 79 70 74 79 74 84 74 75 85

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Appendix 7

Scores of the Pre-Test

Code                    Experimental                   

Code E-1

E-2 E-3 E-4 E-5 E-6 E-7 E-8 E-9

E-10 E-11 E-12 E-13 E-14 E-15 E-16 E-17 E-18 E-19 E-20 E-21 E-22 E-23 E-24 E-25 E-26 E-27 E-28 E-29 E-30 E-31 E-32 E-33 E-34 E-35 E-36

Total Score

n1 Mean

2 S1 S1

85

78 74 70 75 78 72 62 71 75 70 62 73 70 77 67 69 80 66 71 65 74 78 67 73 85 69 75 70 71 77 78 77 74 80 69

2627 36

72,97 30,6563492 5,53681761

C-1

C-2 C-3 C-4 C-5 C-6 C-7 C-8 C-9

C-10 C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35

Total Score

n2 Mean

S 2

S2

2

Control

71 75 72 66 76 63 67 70 78 70 74 74 63 82 64 74 66 71 63 75 67 73 74 59 75 62 74 68 72 78 68 71 68 70 80

2473 35

70,66 29,34957983 5,41752525

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Appendix 8

Scores of the Post-Test

Code                    Experimental                    Code E-1

E-2 E-3 E-4 E-5 E-6 E-7 E-8 E-9

E-10 E-11 E-12 E-13 E-14 E-15 E-16 E-17 E-18 E-19 E-20 E-21 E-22 E-23 E-24 E-25 E-26 E-27 E-28 E-29 E-30 E-31 E-32 E-33 E-34 E-35 E-36

Total Score

n1 Mean

2 S1 S1

96

79 73 78 85 96 72 85 74 84 72 75 85 87 67 76 79 78 90 78 80 86 78 84 85 67 73 82 70 79 90 72 65 79 61 84

2844 36

79,00 66,40 8,15

C-1

C-2 C-3 C-4 C-5 C-6 C-7 C-8 C-9

C-10 C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35

Total Score

n2 Mean

S 2

S2

2

Control

80

75 80 79 75 80 70 73 74 77 84 74 65 89 68 79 82 69 67 69 70 75 60 69 84 67 79 70 74 79 74 84 74 75 85

2628 35

75,09 41,90 6,47

Page 85: Facilitating arinafarda-5858

Appendix 17

LESSON PLAN FOR EXPERIMENTAL CLASS (I)

1. LESSON'S IDENTITY

a. School

b. Subject

c. Grade / Semester

d. Language Focus

e. Material

f.        Time Allotment

:        MTs NU 01 Cepiring Kendal

:        English

:        VIII / I

:        Writing

:        Descriptive Text

:        2 x 40 minutes

2. STANDARD OF COMPETENCE

6.        Expressing the meaning of functional written text and short essay formed

descriptive to interact in daily life context.

3. BASIC COMPETENCE

6.2 Expressing meaning and rhetoric step accurately, smoothly and

acceptably in various kind of written language in daily life context in

descriptive text.

4. INDICATORS

By the end of the study, students will have been able to:

          Analyze the generic structure of descriptive.

          Analyze the grammatical features of descriptive.

5. LEARNING OUTCOME

By the end of the learning, students will have been able to analyze the generic

structure and grammatical features of descriptive text.

6. METHOD OF LEARNING

Audio-Lingual Method

Teacher uses music video as a medium for teaching writing descriptive text.

7. MEDIA OF LEARNING

        Music Video (Song under the title ―Never Say Never‖ by Justin

Bieber)

Page 86: Facilitating arinafarda-5858

        LCD

        Laptop

8. LEARNING MATERIAL

a. Definition of Descriptive Text

― Descriptive Text is a text which describe a particular person, place or

thing‖.

b. Social Function of Descriptive Text

―Social function of descriptive text is to give description and reveal

about an object (person, place or thing)‖.

c. Generic Structure of Descriptive Text

There are 2 steps for constructing a written descriptive text, they are:

1)        Identification : means identifying the phenomenon to be described.

This part contains the statements which describe the object to be

described. These statements have to be interesting to read and able

to provoke the readers to be interested to read the full descriptions.

2)        Description : means describing the phenomenon in parts, qualities,

or/and characteristics.

d. Language Features of Descriptive Text

1) Using current noun or specific participants example : my cat, my

car, my mother, etc.

2) Using Simple Present Tense.

3) Using adjectives to give the clear description of the object,

example: red blonde hair, pointed nose, etc.

4) Using Action Verbs, example: walking, eating, watching, wearing,

etc.

9. LEARNING ACTIVITIES

a. Pre- Acivities

        Greeting (Teacher greets students and checks the attendace list).

        Telling students the topic of the day.

b. Main Activities

Page 87: Facilitating arinafarda-5858

1) BKoF (Building Knowledge of Field)

Giving introduction about the material by asking some questions.

―Do you have an idol? Who is he/she?‖

―How does he/she look like? can you describe it?‖

Students answer the questions orally.

2) MoT (Modelling of Text)

Giving introduction about the music video as a teaching medium to

help students writing a descriptive text.

Giving explanation about social function, language features, and

grammatical features of descriptive text.

Giving example of descriptive text to the students.

Teacher and students discuss the social function, language features,

and grammatical features of descriptive text.

3) JCoT (Joint Construction of the Text)

Giving students a jumbled paragraph and asking them to arrange it.

Checking students work and showing the correct text.

Identifying together about the generic structure and language

features of the text.

Asking students to list some adjectives found in the text.

4) ICoT (Independent Construction of the Text)

Playing the music video of Cleopatra Stratan to the students.

Asking the students to watch the video while taking a note of the

general characteristic of the person in the video.

Choosing some students to write their work in the white board.

c. Post Activites

Teacher reviews the material.

Teacher gives suggestion to students to study hard and also memorize

new material.

Teacher dismisses the class.

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10. ASSESSMENT

Teacher asks students to make a descriptive text based on the person in the

music video.

11. ASPECT TO BE ASSESSED

Grammatical patterns and language.features of descriptive text.

12. SOURCE

Mukarto, dkk., English on Sky 2 for Junior High School Students Year

VIII, Jakarta: Erlangga, 2007.

Joko Priyana, dkk., Scaffolding English for Junior High School Students

Grade VIII, Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional,

2008.

Alexander Mongot Jaya, dkk., English Revolution 4th Edition, Jepara:

Mawas Press, 2009.

Kendal, March 25th, 2011

The Researcher,

Arina Fardani

NIM. 073411036

Approved by :

Headmaster, English Teacher,

Afif Abdullah, S.Ag. Irwan Rudiyono, S.Pd.

Page 89: Facilitating arinafarda-5858

Appendix 18

LESSON PLAN FOR EXPERIMENTAL CLASS (II)

1. LESSON'S IDENTITY

a. School

b. Subject

c. Grade / Semester

d. Language Focus

e. Material

f.        Time Allotment

: MTs NU 01 Cepiring Kendal

: English

: VIII / I

: Writing

: Descriptive Text

: 2 x 40 minutes

2. STANDARD OF COMPETENCE

6.        Expressing the meaning of functional written text and short essay formed

descriptive to interact in daily life context.

3. BASIC COMPETENCE

6.2 Expressing meaning and rhetoric step accurately, smoothly and

acceptably in various kind of written language in daily life context in

descriptive text.

4. INDICATOR

By the end of the study, students will have been able to make a simple

descriptive text.

5. LEARNING OUTCOME

By the end of the learning, students will have been able to make a simple

descriptive text.

6. METHOD OF LEARNING

Audio-Lingual Method

Teacher uses music video as a medium for teaching writing descriptive text.

7. MEDIA OF LEARNING

        Music Video (Song under the title ―Never Say Never‖ by Justin Bieber)

        LCD

Page 90: Facilitating arinafarda-5858

        Laptop

8. LEARNING MATERIAL

a. Definition of Descriptive Text

―Descriptive Text is a text which describe a particular person, place or

thing‖.

b. Social Function of Descriptive Text

―Social function of descriptive text is to give description and reveal about

an object (person, place or thing)‖.

c. Generic Structure of Descriptive Text

There are 2 steps for constructing a written descriptive text, they are:

1) Identification : means identifying the phenomenon to be described.

This part contains the statements which describe the object to be

described. These statements have to be interesting to read and able to

provoke the readers to be interested to read the full descriptions.

2) Description : means describing the phenomenon in parts, qualities,

or/and characteristics.

d. Language Features of Descriptive Text

1) Using current noun or specific participants example : my cat, my car,

my mother, etc.

2) Using Simple Present Tense.

3) Using adjectives to give the clear description of the object, example:

red blonde hair, pointed nose, etc.

4) Using Action Verbs, example: walking, eating, watching, wearing, etc.

9. LEARNING ACTIVITIES

a. Pre- Acivities

Greeting (Teacher greets students and checks the attendace list).

Telling students the topic of the day.

b. Main Activities

1) BKoF (Building Knowledge of Field)

        Reminding students about the previous lesson.

Page 91: Facilitating arinafarda-5858

        Giving students a descriptive text and asking them to identify

the grammatical patterns of the text.

        Students answer the questions orally.

2) MoT (Modelling of Text)

        Playing the video of Never Say Never by Justin Bieber to the

students.

        Asking students to watch the video while taking a note about

the person in the video.

        Asking students to make a simple descriptive text based on

the physical appearance of Justin Bieber

        Asking students to share their text in pair.

        Asking students analyze theirr chairmate's writing and take

note the error writing.

3) JCoT (Joint Construction of the Text)

Choosing some students to present their writing in front of

class.

Asking other students to give respond to their friends.

Giving the correct constructions of the students work if there

are some errors.

4) ICoT (Independent Construction of the Text)

Asking students to rewrite the corrected descriptive text on

thye worksheet.

c. Post Activites

Teacher reviews the material.

Teacher gives suggestion to students to study hard and also

memorize new material.

Teacher dismisses the class.

10. ASSESSMENT

Teacher asks students to make a descriptive text based on the person in the

music video.

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11. ASPECT TO BE ASSESSED

Content, organization, vocabulary, grammar and mechanic.

Guided scoring of writing descriptive text

Element of Writing

1. The Content mastery

2. The Organization mastery

3. The Vocabulary mastery

4. The Grammar mastery

5. The Mechanic mastery

Total Score

Score

30 %

20 %

20 %

25 %

5 %

100 %

12. SOURCE

Mukarto, dkk., English on Sky 2 for Junior High School Students Year

VIII, Jakarta: Erlangga, 2007.

Joko Priyana, dkk., Scaffolding English for Junior High School Students

Grade VIII, Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional,

2008.

Alexander Mongot Jaya, dkk., English Revolution 4th Edition, Jepara:

Mawas Press, 2009.

Kendal, March 29th, 2011

The Researcher,

Arina Fardani

NIM. 073411036 Approved by :

Headmaster, English Teacher,

Afif Abdullah, S.Ag. Irwan Rudiyono, S.Pd.

Page 93: Facilitating arinafarda-5858

Appendix 19

LESSON PLAN FOR CONTROL CLASS (I)

1. LESSON'S IDENTITY

a. School

b. Subject

: MTs NU 01 Cepiring Kendal

: English

c. Grade / Semester : VIII / I

d. Language Focus        : Writing

e. Material                                : Descriptive Text

f.        Time Allotment        : 2 x 40 minutes

2. STANDARD OF COMPETENCE

6. Expressing the meaning of functional written text and short essay

formed descriptive to interact in daily life context.

3. BASIC COMPETENCE

6.2        Expressing meaning and rhetoric step accurately, smoothly and

acceptably in various kind of written language in daily life context in

descriptive text.

4. INDICATORS

By the end of the study, students will have been able to:

          Analyze the generic structure of descriptive.

          Analyze the grammatical features of descriptive.

5. LEARNING OUTCOME

By the end of the learning, students will have been able to analyze the

generic structure and grammatical features of descriptive text.

6. METHOD OF LEARNING

Communicative Learning Teaching (CLT)

7. MEDIA OF LEARNING

        LCD

        Laptop

8. LEARNING MATERIAL

Page 94: Facilitating arinafarda-5858

a. Definition of Descriptive Text

― Descriptive Text is a text which describe a particular person, place or

thing‖.

b. Social Function of Descriptive Text

―Social function of descriptive text is to give description and reveal

about an object (person, place or thing)‖.

c. Generic Structure of Descriptive Text

There are 2 steps for constructing a written descriptive text, they are:

1) Identification : means identifying the phenomenon to be described.

This part contains the statements which describe the object to be

described. These statements have to be interesting to read and able

to provoke the readers to be interested to read the full descriptions.

2) Description : means describing the phenomenon in parts, qualities,

or/and characteristics.

d. Language Features of Descriptive Text

1) Using current noun or specific participants example : my cat, my

car, my mother, etc.

2) Using Simple Present Tense.

3) Using adjectives to give the clear description of the object,

example: red blonde hair, pointed nose, etc.

4) Using Action Verbs, example: walking, eating, watching, wearing,

etc.

9. LEARNING ACTIVITIES

a. Pre- Acivities

Greeting (Teacher greets students and checks the attendace list).

Telling students the topic of the day.

b. Main Activities

1) BKoF (Building Knowledge of Field)

        Giving introduction about the material by asking some

questions.

Page 95: Facilitating arinafarda-5858

―Do you have an idol? Who is he/she?‖

―How does he/she look like? Can you describe it?‖

        Students answer the questions orally.

2) MoT (Modelling of Text)

Giving explanation about social function, language features, and

grammatical features of descriptive text.

Giving example of descriptive text to the students.

Teacher and students discuss the social function, language features,

and grammatical features of descriptive text.

3) JCoT (Joint Construction of the Text)

Giving students a jumbled paragraph and asking them to arrange it.

Checking students work and showing the correct text.

Identifying together about the generic structure and language

features of the text.

Asking students to list some adjectives found in the text.

4) ICoT (Independent Construction of the Text)

Asking students to try to make descriptive text based on the topic.

Asking students to analyze their writing in pair, changeable.

Asking one of the students to write his/her writing in the white

board.

Analyzing together the student's work.

c. Post Activites

Teacher reviews the material.

Teacher gives suggestion to students to study hard and also

memorize new material.

Teacher dismisses the class.

10. ASSESSMENT

Page 96: Facilitating arinafarda-5858

Teacher asks students to analyze the grammatical patterns and language

features of descriptive text.

11. ASPECT TO BE ASSESSED

Grammatical patterns and language features of descriptive text.

12. SOURCE

        Mukarto, dkk., English on Sky 2 for Junior High School Students Year

VIII, Jakarta: Erlangga, 2007.

        Joko Priyana, dkk., Scaffolding English for Junior High School

Students Grade VIII, Jakarta: Pusat Perbukuan Departemen Pendidikan

Nasional, 2008.

        Alexander Mongot Jaya, dkk., English Revolution 4th Edition, Jepara:

Mawas Press, 2009.

Kendal, March 28th, 2011

The Researcher,

Arina Fardani

NIM. 073411036

Approved by :

Headmaster, English Teacher,

Afif Abdullah, S.Ag. Irwan Rudiyono, S.Pd.

Page 97: Facilitating arinafarda-5858

Appendix 20

LESSON PLAN FOR CONTROL CLASS (II)

1. LESSON'S IDENTITY

a. School

b. Subject

c. Grade / Semester

d. Language Focus

e. Material

f.        Time Allotment

: MTs NU 01 Cepiring Kendal

: English

: VIII / I

: Writing

: Descriptive Text

: 2 x 40 minutes

2. STANDARD OF COMPETENCE

6.        Expressing the meaning of functional written text and short essay formed

descriptive to interact in daily life context.

3. BASIC COMPETENCE

6.2 Expressing meaning and rhetoric step accurately, smoothly and

acceptably in various kind of written language in daily life context in

descriptive text.

4. INDICATORS

By the end of the study, students will have been able to make a simple

descriptive text.

5. LEARNING OUTCOME

By the end of the learning, students will have been able to make a simple

descriptive text.

6. METHOD OF LEARNING

Communicative Learning Teaching (CLT)

7. MEDIA OF LEARNING

        LCD

        Laptop

8. LEARNING MATERIAL

a. Definition of Descriptive Text

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― Descriptive Text is a text which describe a particular person, place or

thing‖.

b. Social Function of Descriptive Text

―Social function of descriptive text is to give description and reveal about

an object (person, place or thing)‖.

c. Generic Structure of Descriptive Text

There are 2 steps for constructing a written descriptive text, they are:

1) Identification : means identifying the phenomenon to be described.

This part contains the statements which describe the object to be

described. These statements have to be interesting to read and able to

provoke the readers to be interested to read the full descriptions.

2) Description : means describing the phenomenon in parts, qualities,

or/and characteristics.

d. Language Features of Descriptive Text

1) Using current noun or specific participants example : my cat, my car,

my mother, etc.

2) Using Simple Present Tense.

3) Using adjectives to give the clear description of the object, example:

red blonde hair, pointed nose, etc.

4) Using Action Verbs, example: walking, eating, watching, wearing, etc.

9. LEARNING ACTIVITIES

a. Pre- Acivities

        Greeting (Teacher greets students and checks the attendace list).

        Telling students the topic of the day.

b. Main Activities

1) BKoF (Building Knowledge of Field)

        Reminding students about the previous lesson.

        Giving students a descriptive text and asking them to identify the

grammatical patterns of the text.

        Students answer the questions orally.

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2) MoT (Modelling of Text)

Making a descriptive text about the physical appearance of one

students in the class.

Asking students to pay attention to the text made by teacher and

analyze it.

Choosing some students to show where the identifacation part and

descriptipon part.

3) JCoT (Joint Construction of the Text)

Asking students to make a descriptive text about the physical

appearance of their chairmate.

Asking students to share their text.

Asking students to analyze thier partner's writing and take note of

the errors.

4) ICoT (Independent Construction of the Text)

Asking students to rewrite the correct descriptive text based on the

topic.

c. Post Activites

Teacher reviews the material.

Teacher gives suggestion to students to study hard and also memorize

new material.

Teacher dismisses the class.

10. ASSESSMENT

Teacher asks students to make a simple descriptive text.

11. ASPECT TO BE ASSESSED

Content, organization, vocabulary, grammar and mechanic.

Guided scoring of writing descriptive text

Element of Writing

6. The Content mastery

7. The Organization mastery

Score

30 %

20 %

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8. The Vocabulary mastery

9. The Grammar mastery

10. The Mechanic mastery

Total Score

20 %

25 %

5 %

100 %

12. SOURCE

Mukarto, dkk., English on Sky 2 for Junior High School Students Year

VIII, Jakarta: Erlangga, 2007.

Joko Priyana, dkk., Scaffolding English for Junior High School Students

Grade VIII, Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional,

2008.

Alexander Mongot Jaya, dkk., English Revolution 4th Edition, Jepara:

Mawas Press, 2009.

Kendal, March 29th, 2011

The Researcher,

Arina Fardani

NIM. 073411036

Approved by :

Headmaster, English Teacher,

Afif Abdullah, S.Ag. Irwan Rudiyono, S.Pd.

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Appendix 21

Name Class

:

: Student number :

Theme

Kind of text Time Allotment Instruction              :

WORKSHEET

TEST OF FREE WRITING DESCRIPTIVE TEXT

: Justin Bieber : Descriptive Text : 35 minutes

1. Write your name and class on the top of the paper.

2. Make a short descriptive text about the physical appearance of the person in the video.

3. The duration of writing is 35 minutes. 4. You have to write at least 75 words at 35 minutes. 5.        If you need, you can open your dictionary.

Title:¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

Identification :

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Descriptions :

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¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

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¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼................

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CURRICULUM VITAE

Name

Place and Date of Birth

Address

:        ARINA FARDANI

:        Kendal, July 15 , 1989 th

:        Jl. Kemuning RT 02 RW I Karangayu

Cepiring Kendal 51352

:        085740851519

:        [email protected]

Phone Number

E-mail Address

Education Background :

        SDN 02 Karangayu, graduated in 2001

        SMP Takhassus Al-Qur'an Kalibeber Wonosobo, graduated in 2004

        SMA Negeri 1 Cepiring, graduated in 2007

        IAIN Walisongo Semarang Semester IX

Semarang,

The Writer,

Desember 2011

Arina Fardani