Contoh Karya Tulis Bahasa Inggris
CHAPTER I
INTRODUCTION
1.1 Problem Background
No attainment without knowledge. To do anything we need knowledge of anything what we want to do, if not, you should be ready to fail or at least what you want is not appropriate with the reality happen.
There are so many languages in the world; these are English, Spanish, Japanese, Chinese, and the other else. Even, in Indonesia has variety language; those are Bahasa Indonesia as a nation language, Sunda, Java, Bata, Bugis, Bali Language and so on. But in this case, we are going to talk about English.
English is the language which has been agreed as international language. English is not different with the other language which in its body includes four aspects of skill; those are listening, speaking, reading and writing. And in those aspects we can find out most important thing that include in every words. That is vocabulary.
Talking about skill, writing is one of four aspects that in reality is not difficult but so many people lazy in application to do it, even though if it is not supported by plenty vocabulary, so in language mastery feel so difficult to be increased.
Now English is the most common language used throughout the world. A distinction is often made that depends on how the language is learned: as a native language (or mother tongue) or as a foreign language. English is as a foreign language in Indonesia. Nowadays, English is getting more and more important. It is used as a mean of communication and development of knowledge, technology, culture and art. Many schools in Indonesia, English is determined as a compulsory subject in national curriculum. The curriculum that progresses now what it is called A Kurikulum Tingkat Satuan Pendidikan (KTSP) or issued in 2006 curriculum. In this curriculum, vocabulary and writing skill are two of the point in teaching learning English for junior high school.
In my experience when I was teaching in SMP N 3 Pekalongan as practice teacher, there in found the problem that significant enough specially in writing. It is happen because the students do not interest with general teaching method I have applied and it is to be worse because the students’ vocabulary is poor. So, the writer interest to do experiment in students of SMP N 3 Pekalongan to find out the students’ achievement in learning vocabulary and writing skill by using Draw-Label-Caption (DLC) Method and to get the conclusion is this method can give the good effect for the students’ vocabulary and writing skill.
1.2 Problem Identification
Based on the background of the problem above, the problem identification at the second semester of eighth level at SMP N 3 Pekalongan Academic Year 2011/2012 is:
1. The method who often to use does not interest for the students, so the students did not interest to study well.
2. The students confuse to take the main idea when they start to write, it’s caused by students’ vocabulary is poor so they cannot make written text well.
1.3 Problem Limitation
The study of this research is just using Draw-Label-Caption Method to the students’ achievement in learning vocabulary and writing skill at the second semester of eight level in SMP N 3 Pekalongan, where the researcher just take one class as the object of research randomly.
1.4 Problem Formulation
In this research, the writers just to focus about achievement in learning vocabulary and writing performance especially use the Draw Label Caption Method. So the problem formulation is follow:
1. How to what extent the effect of using Draw Label Caption Method to the students’ achievement in learning vocabulary and writing performance at the second semester of eighth level at SMP N 3 Pekalongan academic year 2011/2012.
1.5 Research Scope
1. This research is Classroom Action Research.
2. The object of the research is students’ achievement in learning vocabulary and writing performance.
3. The subject of this research is the researcher.
4. The sitting of this research will be conducted at the second semester of eighth level at SMP N 3 Pekalongan Academic Year 2011/2012
5. Time of the research will be conducted in January 2012.
1.6 Research Objective
There are some objectives of the research that will be formulated by researcher to identification:
1. To find out the effect of using Draw Label Caption Method to the students’ achievement in learning vocabulary and writing skill.
2. To explore whether Draw Label Caption Method can give the good effect to the students’ achievement in learning vocabulary and writing skill.
3. To dig out the students’ potency in learning vocabulary and writing skill through Draw-Labe-Caption Method.
1.7 Research Benefit
Base on the sub fundamental above, the research benefits as following:
1. For the English teachers
For the deepest of my heart, wish this study will be contribute to English teachers to use this method and can apply in many variety.
2. For the students
Hopefully, by using this method which is applied by teachers can improve the students’ achievement in learning vocabulary and writing skill.
3. For the other researchers
Hopefully, this study can inspire to make the most beautiful and the good study of the research and improve the other students’ skill through DLC Method.
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Previous Research Overview
In 2006, Hasanah wrote as said in the Putri’s research about; increasing the students’ ability in writing recount text through WH-Question at class VIII.1 of SMPN 1 Sukadana East Lampung, by Hasannah. In this research the writer explain that WH-Question can be implemented to the Junior High School students. The teacher recommended explaining the text related to social function, generic structure, and significant loxiogrammatical features. The weakness of this research is effective to increasing the students’ writing recount, because it just related to ask the students with WH-Questions but it is not give illustration to the reader, so the reader cannot understand about this research.
In 2010, Putri wrote about the increasing the students’ writing narrative paragraph ability in English interactional through picture at the eleven science 1 class of SMA N 1 Seputih Raman, Central Lampung. In this research the researcher explain that the picture can help the students to express their idea, feeling, emotion because picture can give the meaning of something. In this research the writer contained the plan, action, observation and reflection. Based on the result, the researcher concluded that the students’ narrative paragraph writing ability has increase by applying picture. The implies that the picture is appropriate in instruction in instrument narrative paragraph text.
As said in the Erson script (2008), Rivers said that it would be impossible to learn a language without vocabulary mastery, learning language means learning it is vocabulary mastery. It means that vocabulary mastery is the most important thing in language. A language will be meaning full because of its use of vocabulary.
Consider to previous research overview above, the researcher will be using DLC in the study to the students’ achievement in learning vocabulary and writing skill, with the expectation this method can be increasing the students’ achievement and be better than the studies before.
2.2 Theoretical Review
In this section, the writer is going to explore the theory of method and the research object. The basic theories are follows:
2.2.1 Draw Label Caption Method
Draw-Label-Caption Method (DLC) is one of methods who often used by teachers in the world. This method uses picture as the media, where the students should draw a picture at the first learning and teaching activities and then after the students finished for drawing. The next steps are labeling the pictures which have been drawn by the students, and for the last step is caption the idea for starting to write where the students take ideas. After they have done there steps, the students have to write paragraph writing using vocabulary which they have labeled.
Draw-Label-Caption is both a lesson plan and a pre-writing technique that can help students brainstorm before writing a fictional story or a personal narrative. It can also be used to introduce new vocabulary or review vocabulary. The basic technique is that students draw a picture, then label everything in the picture, and then give an overall caption or summary of what is happening in the picture. (http://www.macromedia.com/support/authorware/ts/documents/alpha_channel/Inverse.gif).
2.2.1.1 The concept of Draw Label Caption Method
Here it is the steps of Draw Label Caption Method like have been written by Steve Peha through his Email stevepeha@ttms.org:
· Draw. Make a quick pencil sketch of your scene. This is rough sketch: using outlines only, stick people are encouraged. Try to include as many little details as you can. You cannot have too many details. Do not forget to include yourself in the picture if it is appropriate.
· Label. Create a one-or two-word text label for each item in your drawing. Label everything you can think of, even different part of things.
· Caption. Write a single sentence underneath the picture that tells what is happening. This can be a very simple sentence or something more complicated if you are up for it.
2.2.2 Vocabulary
Vocabulary is a basic element of language and the most part in the languages, every language have vocabulary in its body. That is very impossible if any language that does not have vocabulary. It is not different in the English, that the vocabulary is important. When people listen, the voices which are they are listening are vocabularies. When people speak, the things which are they are speaking are vocabularies. When they are reading, the books which are they are reading are collection of vocabularies. When people are writing, the things which are they are writing are vocabularies. So, we can see together that the vocabularies is the most, real, very important to be mastery for everyone who want to have interaction with the other people in their social life.
By Center for Research on Education Testing (CRET) in the Research on Vocabulary Competency of Key Subject and PISA-Type Knowledge Application Competency by Dr. Yiping Zhang, Dr. Hiroshi Watanabe, Keitaro Kamata, Chie Hoshi, Kenji Shimada, Masami Sunaga, Rie Yokoi, Daisuke Abe, state that
“Vocabulary competency is the ability to comprehend and make use of terms that may possibly prevent or slow down the mastery of the subjects.”
2.2.2.1 The classification of vocabulary
Vocabulary has many classifications in its body, that classification as billow:
1. Nouns
2. Verbs
3. Adjective
4. Adverbs
5. Phrasal verbs
6. Quantifying expressions
7. Words with several meaning
8. Metaphors and idioms
There are the classifications of vocabulary but in application present especially in Junior High School, the vocabulary is adapted based on the level as object.
2.2.3 Writing
Writing is one of the skills in English which should be able by students that used words as the object to give some information to the readers.
At a book with the title Paragraph Writing, from sentence to paragraph, Dorothy E Zemach and Carlos Islam state that: writing is a important form of communication in day-to-day life and very important part in the school and university study, but it is especially important in high school and college. Writing is also one of the most difficult skills to master in both first language and a second language. Students can find it challenging to find ideas to include in their writing, and each culture has its own style for organizing academic writing.
Raimes (1987, 76) as said in Putri’s thesis state that writing is skill in which we express ideas, feeling, and through which are arrange in words, sentence and paragraph using eyes, brain, and hand. Writing also reinforces the using of structure, idiom, and vocabulary. Thus writing is the ability to express ideas, feeling and through of the writer using knowledge of structure and vocabularies to express the writers’ ideas in written form.
2.2.3.1 Writing Paragraph
Emilia Highlight in 2008, 72 explain that defines paragraph as a group of sentences that clearly and concisely express one basic idea and every paragraph related each other. It means that paragraph must have one main idea to represent the sentences involved: in summary paragraph is a basic unit of organization in writing in which a group of related sentence develops on main idea and some sentences to support the main idea.
According Pardiono (2007, 3) there are ten types of paragraph. They are mention bellow:
1. Description
Descriptive is a type of written text, which has the specific fungtion to give description about an object (humor, no humor)
2. Recount
Recount is the type of written text which tell the information to the reader about the past activities or about the past count.
3. Narrative
Narrative is a kind of genre tell event in the past time, and priority problematic experience and resolution to amuse the reader or listener, and beside that to give the reader or listener about moral message.
4. Procedure
Procedure is a type of written text which tell about the instruction how to do something.
5. Explanation
Is the type of written text which tell about how process of the phenomenal are happen.
6. Discussion
Discussion is a type of written text which use for clear way about the argument to respond about the social issue.
7. Exposition
It is the type of written text to argue that something are the case (analytical exposition) and to argue that something should be or ought to be (hortatory exposition)
8. News Item
It is the kind of written text that has the main function or communicative purpose is to inform reader or listener about the events of the day that are considered newsworthy or important.
9. Report
Report is one of the written styles that has the main function or communicative purpose is to inform reader or listener about the events.
10. Anecdote
It is the written style to tell us about the funny story
2.3 Frame of Thinking
In this research the researcher makes the title; “the effect of using Draw-Label-Caption Method to the students’ achievement in learning vocabulary and writing skill at the second semester of eighth level at SMP N 3 Pekalongan”, east Lampung.
Base on the problem background at the first chapter and then the writer makes a title like have been exploring above so the writer have a discussion thinking bellow:
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Double paradigm with two dependent variables
X: Draw-Label-Caption Method.
Y.1: Students’ Vocabulary
Y.2: Students’ Writing Skill
That label has meaning that DLC is going to treat to the students’ vocabulary and writing skill. To see the students’ vocabulary trough students’ writing skill it is caused if the students have plenty of vocabulary students may be able to write but if the students can write well it is mean that the students have plenty of vocabulary.
Based on that thinking process, the researcher hopes that using draw label caption method can give good effect to the students’ achievement in learning vocabulary and writing skill, easy in imagine what were they are going to write and quick in write their ideas and their imaginations about the story more wide by plenty vocabulary.
CHAPTER III
RESEARCH METHOD
3.1 Research Design
This study is Classroom Action Research.
According to Arikunto (2006) Classroom Action Research is an observation of learning process such an action which arise in the class.
Then Suharsimi (2002) explained Classroom Action Research as combination of 3 words, Research, Action, and Classroom as follow:
· Research is the activity pay close attention of subject, using the special methodology direction to get data or information than useful of increase the quality of thing that interested and important for research.
· Action is movement of action that done with certain purpose, in the research is conducted in cycles of action.
· Class is a group of the student that the same time receives the same material from teacher.
At 2007, 15 Arikunto state that the research will be conducted in four steps, they are planning, acting, observing, and reflecting.
1. Planning
The researcher will be using Classroom Action Research in this study, where the researcher will be doing two cycles; they are cycle one and two.
The steps are follows:
a. Making lesson plans using DLC Method in those lesson plans.
b. Preparing the instrument sheets (questionnaire and test).
2. Acting
In this steps the write will be carry out instructional though DLC as the method to see the effect of using that method to the students’ achievement in learning vocabulary and writing skill. This study will be done in a class which is taken which is the class which has students’ low ability. Related to the schedule in that school, the action consist of two cycles, each cycle need three meetings and allocation of the time is 2 x 40 minutes.
· Questionnaire
This instrument is used to see the students’ difficulties and characteristics. This case the writer is going to use some questions to explore students’ ability. This sheet includes the questions which rivers to students’ vocabulary and writing performance.
· Taking test that include pre-test and post-test
Ø Pre-test, this test has two tests. The first test to see the students’ vocabulary and the second test to see students’ performance in writing.
Ø Treatments are going to treat to the students as long as the research is going on. The treat will be use DLC clearly.
The scenarios are:
a. The teacher (researcher) explains how to make written text using DLC method.
b. The teacher asks students to draw pictures.
c. The teacher asks students for labeling anything in the pictures.
d. The teacher guides students to make written text based on the picture which they have written.
e. Checking the students’ writings to see how many the students’ vocabulary and see the students’ writing ability.
f. The teacher gives the formative test after the activities in the cycle.
Ø Post-test is used to see the students’ achievement in learning vocabulary and writing skill trough students’ ability after they were given the treat using DLC Method.
3. Observing
Observing will be used to take data about the students and the teacher activities. The observing will be used in every cycle.
4. Reflection
Reflection will be gotten from the teacher and the students’ data from observation in each action. This reflection will be used to evaluate and reflect the materials to know do the DLC Method can give good effect to the students’ vocabulary and writing skill.
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3.2 Research Variable
Variables are object of the research of something that can be focus of research. The objects of this study are the students in one class that will be choose randomly in SMP N 3 Pekalongan at eighth level.
The classifications of these variables are:
ü The Draw-Label-Caption Method as independent variable: X
ü The students’ vocabulary is dependent variable: Y.1
ü The students’ writing skill is dependent variable: Y.2
3.3 Research Instrument
In this study, the instruments to collect the data will be using the test and interview for all of the students that will be analyzed and treated for getting data by validity test. Finally the items test can be used to experimental and control test in pre/post test.
Validity Test, to measure the test has a good validity the researcher here only sees from content and construct validity, content validity is the extent to which a test measures a representative sample of the subject matter content. The focus validity is on the equality of the sample and not simply on the appearance of the test. It means the items of the test should represent the material being used. Meanwhile, construct validity is concerned with whether the test is to know the certain language knowledge or certain language skills. It is evident that knowing the structure means that the students are able to construct means that the students able responding of Draw Label Caption, the test items given here should really measure or really test the students ability to produce or construct the sentence. In this case is for constructing writing mastery.
According to Arikunto (2007, 150) the research instruments as follow as:
1. Test: a list of questions or exercise. The question is related with the materials of Draw-Label-Caption Method. It means that the test is used to know the students’ knowledge about vocabulary and writing skill before and after using DLC Method.
2. Interview: a list of question that is given to the students directly. It means to get the problems of the students in vocabulary and writing.
3.4 Success Indicator
3.4.1 Percentage
Percentage if the Draw-Label-Caption is called success if the students’ achievement is increase on each cycle 65%≤.
Adapted From Haris (1997, 88-89) in the Putri script. In the writing paragraph, the researcher considers some aspect based on the following:
a. Content: the subject of the writing idea expressed (unity).
b. Grammar: the employment of grammatical form and synthetic patterns.
c. Form: the organization of the text.
d. Vocabulary: the selection of words that suitable with the content.
e. Punctuation: the convention devices used clarify the meaning.
For scoring the test of writing skill and vocabulary will be derived as follow:
Content : 10%
Grammar : 20%
Form : 10%
Vocabulary : 40%
Punctuation : 20%
3.4.2 Table scoring criteria
No | Content | Grammar | Form | Vocabulary | Punctuation | Total score |
0-3-5-7-10 | 0-5-10-15-20 | 0-3-5-7-10 | 0-15-25-30-40 | 0-5-10-15-20 | ||
1……… ……….. ……….. ……….. ……….. ………. |
a. Content
10: all the developing sentences support the main idea
7: three of the developing sentences support the main idea.
5: two of the developing sentences support the main idea
3: one of the developing sentence support the main idea
0: there is no the developing sentence
b. Grammar
20: all the sentences are written in the right form of tense.
15: three of the sentences are written in the right tense
10: two of sentences are written in the right tenses
5: one of sentence is written in the right tense
0: there is no sentence is written right
c. Form
10: all of generic structures are used well
7: three of generic structures are used well
5: two generic structures are used well
3: one of generic structure is used well
0: no generic structures are used well
d. Vocabulary
40: all of noun phrases are used correctly
30: no more than five noun phrases are used faulty
25: no more than ten noun phrases are used faulty
15: no more than fifteen noun phrases are used faulty
0: all of noun phrases are used faulty
e. Punctuation
20: all of sentences are used with correct punctuation
15: three four of the sentences are using correct punctuation
10: a half the sentences are using correct punctuation
5: a quarter of the sentences are using correct punctuation
0: there is no sentences are using correct punctuation
3.5 Data Collecting Technique
3.5.1 Questionnaire
In this case, the writer will be using papers with the questionnaire in it. That questionnaire include some question for exploring the students feeling when they are studying writing and vocabulary and to know the students background in each home, it is needed because the students’ characteristic often caused by family and social community.
3.5.2 Test
In this discussion, the writer decided the test in to three steps, they are:
1. Pre test
This test will be done to see the students’ basic in writing and vocabulary usage.
2. Treatment
The treatment will be given after pre test, in every treatment the students are guided by using DLC Method.
3. Post test
This test is conduct to see the students’ progress after they were treated the DLC Method.
3.6 Data Analysis Technique
In this analysis technique, the writer has two collecting the data, those are data analysis active students and analysis of learning result data.
3.6.1 Data Analysis Active Students
After the researcher got the complete data, the researcher will analyze the data from test and interview. Students can be called active in learning if they have done more than a half activity in treatment learning process. After the data were counted, we can see the active students and to see the percentage of active students on each meeting we can use this formula: 
Explanation: %B percentage of active students
MB number of active students
N number of students
To find out the average of percentage of active students in cycle, we use the following formula:
Explanation: %C average of active students in each cycle
∑%B the average number of active students in each cycle
D number of meeting in a cycle
3.6.2 Analyses of Learning Result Data
To know the result of students learning after applying picture is taken data formative test at the end of each cycle. The students can be called as mastery learning if they got the score at least 65≤.
For counting the students’ percentage that was got 65≤ is:
Explanation: %X percentage of the students that have gotten score 65≤
∑S: number of students that gotten score 65≤
N: number of all students
REFERENCES
Brown, H.D., 2001, Teaching by principles, an interactive approach to language pedagogy, second edition, San Francisco State University.
Peha, Steve, 2002, The writing teacher’s strategy guide at http://www.ttms.org/julie_bumgardner_one_day_at_a_time/one_day_at_a_time.htm
Zemach, D.E and Islam, Carlos, paragraph writing, from sentence to paragraph.
Al Qur’an, verse 11, Al Mujaadilah (58)
Al Qura’an, verse 9, Az Zumar (39)
Ibn Majah, number of hadits 1/224
Tirmidhi, number of haidts 218
Bukhari Muslim, number of hadits 6518
White, S.A. and Winters, Andrea, 2002, connecting vocabulary, build vocabulary through reading and skill-based activities, United State of America
Sugiono, 2010, metode penelitian pendidikan, pendekatan kualitatif, kuantitatif, dan R&D, Bandung
Arikunto, Suharsimi, 2006, prosedur penelitian, satuan pendekatan praktik, edisi revisi VI, Jakarta
The contemporary writer, a practical rhetoric, W. Ross Winterowd, second edition, 1981.8, New York
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