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IMPROVING STUDENTS’ WRITING SKILL

IN COMPOSING SHORT FUNCTIONAL ENGLISH TEXTS

BY USING GAMES

IN SMK PUTRA TAMA BANTUL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Evita Sari

Student Number: 091214049

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i



BY USING GAMES


A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Evita Sari

Student Number: 091214049

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013


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iii


iv

Cogito ergo sum (I think therefore I am).

(René Descartes)

Always be yourself, express yourself, have faith in

yourself, do not go out and look for a successful

personality and duplicate it.

(Bruce Lee)

Things do not happen. Things are made to happen.

(John F. Kennedy)

I dedicated this thesis to

Jesus Christ

My great parents: Pak Sumadi and Bu Minah

My wonderful aunty: Simbok

My cute brother and sister: Mas Adit and Dik Valen

My beloved man: Bryan

My family and all people who love and help me


http://www.brainyquote.com/quotes/quotes/b/brucelee394186.html



http://www.brainyquote.com/quotes/authors/b/bruce_lee.html

v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, November 8th, 2013

The Writer

Maria Evita Sari

091214049


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Maria Evita Sari

Nomor Mahasiswa : 091214049

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:



BY USING GAMES


beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolakannya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 18 Oktober 2013

Yang menyatakan

Maria Evita Sari


vii

ABSTRACT

Sari, Maria Evita. 2013. Improving Students’ Writing Skill in Composing Short

Functional English Texts by Using Games in SMK Putra Tama Bantul.

Yogyakarta: English Language Study Program, Sanata Dharma University.

English is taught in Indonesia as a foreign language. There are four English

skills, namely writing, speaking, listening and reading. In order to be successful in

the global era, students have to master all of those skills. Unfortunately, many

students think that writing is the most difficult skill to master. Based on the

preliminary study conducted by the researcher, the students of class X

Accountancy 2 of SMK Putra Tama Bantul had difficulties in writing short

functional English texts.

This research aims to solve the problems encountered by the students of

class X Accountancy 2 students in SMK Putra Tama Bantul by using games.

Games were offered as the solution which was considered giving many

advantages in learning writing. The formulated problem of this study is: to what

extent do games improve the X Accountancy 2 students’ writing skill in

composing short functional English texts? Short functional English texts observed

in this research were informal memos and invitation letters.

The researcher employed classroom action research to help the students

improve their writing skill in composing short functional English texts. The

participants of this study were 24 students of X Accountancy 2 of SMK Putra

Tama Bantul. This study consisted of two cycles in which each cycle consisted of

two meetings. The data were obtained by using observation sheets, field notes,

students’ writings, questionnaire, and interview.

The result showed that games improved the students’ writing skill in

composing short functional English texts. It could be seen from the students’

scores obtained in the preliminary study up to the second cycle of this study. The

number of students who reached the passing grade increased. Games helped the

students apply the elements, enrich vocabularies, and organize students’ ideas in

composing short functional English texts. Games are one of media to help

students learn writing. Therefore, it is suggested that teacher can use games in

teaching writing.

Keywords: classroom action research, writing skill, short functional English texts,

games


viii

ABSTRAK

Sari, Maria Evita. 2013. Improving Students’ Writing Skill in Composing Short

Functional English Texts by Using Games in SMK Putra Tama Bantul.

Yogyakarta: English Language Study Program, Sanata Dhrama University.

Bahasa Inggris diajarkan di Indonesia sebagai bahasa asing. Bahasa

Inggris mencakup 4 kemampuan yaitu menulis, berbicara, mendengar dan

membaca. Untuk menjadi sukses pada era globalisasi ini, siswa- siswa diwajibkan

menguasai keempat kemampuan tersebut. Sayangnya, banyak siswa yang berpikir

bahwa menulis adalah kemampuan tersulit untuk dikuasai. Berdasarkan studi

awal yang dilakukan oleh peneliti, siswa kelas X Akuntansi di SMK Putra Tama

Bantul mengalami kesulitan dalam menulis teks fungsional pendek Bahasa

Inggris.

Penelitian ini bertujuan untuk mengatasi masalah siswa X Akuntansi 2

dalam menulis teks fungsional pendek Berbahasa Inggris. Games ditawarkan

sebagai solusi mengingat bahwa games memberikan banyak manfaat dalam

belajar menulis. Rumusan masalah dalam penelitian ini adalah sejauh mana

games dapat meningkatkan kemampuan menulis siswa X Akuntansi 2 dalam

menyusun teks fungsional pendek Bahasa Inggris. Teks fungsional pendek Bahasa

Inggris dalam penelitian ini adalah memo dan undangan tidak resmi.

Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan

membantu siswa meningkatkan kemampuannya dalam menulis teks fungsional

pendek Bahasa Inggris.Peserta dari penelitian ini adalah 24 siswa dari kelas X

Akuntansi 2 di SMK Putra Tama Bantul.Peneltian ini terdiri dari dua siklus. Pada

tiap siklusnya diadakan dalam dua kali pertemuan. Data dalam penelitian ini

diperoleh dari lembar observasi, catatan lapangan, hasil tulisan siswa, kuesioner,

dan wawancara.

Hasil analisa data menunjukkan bahwa games meningkatkan kemampuan

siswa dalam menulis teks fungsional pendek Bahasa Inggris. Hal ini dapat dilihat

dari nilai- nilai para siswa dari studi awal sampai siklus kedua dalam penelitian

ini. Jumlah siswa yang melewati kriteria ketuntasan minimal meningkat.

Gamesmembantu siswa dalam mengimplementasikan elemen, memperkaya

kosakata, dan menyusun ide- ide dalam menulis teks fungsional pendek Bahasa

Inggris. Games merupakan salah satu media untuk membantu siswa dalam

belajar menulis. Oleh karena itu, para guru Bahasa Inggris disarankan untuk

menggunakan games untuk mengajar menulis.

Kata kunci: classroom action research, writing skill, short functional English

texts, games


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ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to Jesus Christ for all of

His help, blessing, love, guidance and grace during my whole life. Because of

Him, I could struggle and pass all of the obstacles from planning up to reporting

the thesis. Jesus is everything to me.

I would like to thank my great supervisor, C. Tutyandari, S. Pd., M. Pd.

for all her help, guidance, suggestions, patience, support, motivation, and

encouragement during the research process until I reported my thesis. My

supervisor always helped me when I felt stuck in doing my thesis.

Next, my gratitude is intended to Dinar Ratnasari S. Pd., who has

permitted me to conduct the research in her classroom. She always gives me

guidance, time and suggestions. I thank Drs. Simon Suharyanta. M. Pd., the

principal of SMK Putra Tama Bantul, who has permitted me to conduct the

research in SMK Putra Tama Bantul. Moreover, I thank the X Accountancy 2

students in SMK Putra Tama Bantul for their help and cooperation during the

research process in their class.

My greatest gratitude goes to my beloved family. I truly thank my great

parents, Bapak Damianus Sumadi and Ibu Maria Goreti Komsius Minah for

their sincere love, patience, advice and prayer. I also thank my brother, Mas

Gregorius Aditya W. and my sister, Dek Valentina Mega P., for their jokes,

caring and love. I also thank my beloved aunt, Simbok for praying and supporting


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me. I love them very much because they are the reasons why I have high spirit in

doing and reporting my research.

My special thank goes to my beloved man, Florianus Bryan Aji for his

support, motivation, love, joke and happiness so I could be strong. He also makes

me happy in doing and reporting my research. I also express my gratitude to my

besties, Karina Lega Ayu, Ratnasari Nugraheni, Yosafat Barona V., Sesilia

Pramita N.S., Adria Cemara, Pipiet Dhanayu, Helen Martasari, Sekar,

Angela Kenya A., Maria Sisca I., Wilda Prandika, Shela Novitasari, Monika

Nur I., Evi Tri P., Budi Prasetyo, Tunggul, Maria Ursula, Fransisca Paula

Genevra, Yohanes Marwan, Yoanes Babtis Mario, Aloysius Indra, Patrisia

Ayu, Mas Kojek, Ceper, Mas Frangky, and Mbak Delis. I thank them for

working together and supporting each other. I thank them for their share, help,

love, and laugh. I’m very glad to meet and know them all.

I am grateful to Sr. Margareth O’Donohue FCJ, Sesilia Pramita N.,

Adria Cemara., and Micahel Dian Teguh S.Pd. for their willingness, time,

kindness, and suggestions in being my proof readers. I also thank Maria

Imaculata W. who lent me a video recorder. I would like to say thanks to all PBI

lecturers, Mbak Dhanniek, Mbak Tari, and Library staff who help me. I would

like to address my gratitude to Podang 9 members, all of PBI students, all

Sanata Dharma University students and all people who always motivate and

support me. I am very blessed to have them all in my life.

Maria Evita Sari


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TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………….. i

APPROVAL PAGES …………………………………………………….. ii

DEDICATION PAGE ……………………………………………………. iv

STATEMENT OF WORK’S ORIGINALITY …………………………... v

PERSETUJUAN PUBLIKASI KARYA ILMIAH………………………….. vi

ABSTRACT ……………………………………………………………… vii

ABSTRAK ……………………………………………………………….. viii

ACKNOWLEDGEMENTS ……………………………………………… ix

TABLE OF CONTENTS ………………………………………………… xi

LIST OF TABLES ……………………………………………………….. xv

LIST OF FIGURES ……………………………………………………… xvi

LIST OF APPENDICES …………………………………………………. xvii

CHAPTER I. INTRODUCTION Page

A. Research Background …………………………. 1

B. Research Problem ……………………………... 4

C. Problem Limitation ……………………………. 4

D. Research Objectives …………………………… 4

E. Research Benefits ……………………………... 5

F. Definition of Terms 6

1.Writing Skill ……………………………….. 6

2.Games in Language Teaching ……………. 7

3.Short Functional English Texts …………… 7

4.Students of X Accountancy 2 of SMK Putra

Tama Bantul ……………………………........

8


xii

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ……………………….. 9

1. Writing Skill ……………………………… 9

a. The Nature of Writing ……………….. 10

b. The Process of Writing ………………. 11

c. Teaching Writing in EFL Classes …… 11

2. Short Functional English Texts …………... 12

a. Informal Memos ……………………... 12

b. Informal Invitation Letters …………... 14

3. Games in Language Learning …………….. 15

a. The Definition of Games …………….. 15

b. The Advantages of Using Games in

Language Teaching …………………..

16

c. The Kinds of Games in this Study ….. 17

4. Classroom Action Research ……………… 18

a. The Definition of Action Research ….. 18

b. The Characteristics of Action Research 18

c. The Advantages of Action Research … 19

d. The Model of Classroom Action

Research ……………………………...

20

B. Theoretical Framework ………………………... 21

CHAPTER III. METHODOLOGY

A. Research Method ……………………………… 24

B. Research Setting ………………………………. 26


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1. School Setting ……………………………. 26

2. Class Setting ………………………..…….. 27

C. Research Participants ………………………….. 27

D. Research Instruments and Data Gathering

Technique………………………………………

27

1. Observation Sheets.……………………….. 28

2. Field Notes ………………………………. 28

3. Questionnaires…………………………….. 29

4. Interviews…………………………………. 29

5. Students’ Written Texts ………………….. 30

6. Students’ Reflection Sheets ……………… 30

E. Data Analysis Technique ………………………. 31

F. Research Procedure ……………………………. 32

1. Conducting a Preliminary Study ………… 32

2. Asking for Research Permission …………. 33

3. Conducting Classroom Action Research…. 33

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Preliminary Study …………………………. 35

B. The Implementation of Games in the First Cycle 37

C. Research Findings in the First Cycle …………... 48

D. The Implementation of Games in the Second

Cycle……………………………………………

52

E. Research Findings in the Second Cycle ……….. 59

F. The Improvement of Students’ Writing Skill in


xiv

Composing Short Functional English Texts …… 63

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions …………………………………….. 69

B. Recommendations……………………………… 70

REFERENCES………………………………………... 72

APPENDICES ………………………………………… 74


xv

LIST OF TABLES

Table Page

Table 4.1 The Students’ Scores in the First Cycle ……………………… 48

Table 4.2 The Students’ Scores in the Second Meeting ………………... 60

Table 4.3 The Students’ Scores in the Preliminary Study, the First, and

the Second Cycle......................................

64


xvi

LIST OF FIGURES

Figures Page

Figure 2.1 An Informal Memo …………………………………………. 13

Figure 2.2 An Informal Invitation Letter ……………………………..... 15

Figure 2.3 The Model of Action Research …………………………….. 21

Figure 4.1 The Percentages Improvement of the Students Who

Reached the Passing Grade………………………………….

66


xvii

LIST OF APPENDICES

Appendix Page

Appendix A Covering Letter for the Head of SMK Putra Tama Bantul 75

Appendix B Research Official Statement from SMK Putra Tama

Bantul …………………………………………………….

77

Appendix C Lesson Plan and Teaching Materials of Cycle One ……... 79

Appendix D Field Notes of Cycle One ………………………………... 91

Appendix E Observation Sheet of Cycle One ………………………… 99

Appendix F Lesson Plan and Teaching Materials of Cycle Two ……... 104

Appendix G Field Notes of Cycle Two ……………………………….. 113

Appendix H Observation Sheets of Cycle Two ……………………….. 120

Appendix I Questionnaire of the Preliminary Study ………………… 125

Appendix J Questionnaire of Cycle One and Two …………………… 129

Appendix K The Raw Data of Questionnaire from the Preliminary

Study ……………………………………………………..

133

Appendix L The Raw Data of Questionnaire from Cycle One ……….. 137

Appendix M The Raw Data of Questionnaire from Cycle Two ………. 142

Appendix N Interview Guide ………………………………………….. 147

Appendix O Interview Transcripts ……………………………………. 150

Appendix P Samples of the Students’ Reflection ……………………. 163

Appendix Q Compiled Rubric for Composing Short Functional

English Texts ……………………………………………..

166

Appendix R Sample of a Student’s Drafts and Revised Written Text in

Cycle One ………………………………………………...

169

Appendix S Sample of a Student’s Drafts and Revised Written Text in

Cycle Two ………………………………………………..

173


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CHAPTER I

INTRODUCTION

In this chapter, the researcher discusses the introduction of this study.

There are six sections in this chapter. Those sections are the research background,

research problem, problem limitation, research objectives, research benefits and

definition of terms used in this study.

A. Research Background

English is the lingua franca used in the global context. Mastering English

is very important because if people do not master English, they will have

difficulties to communicate with others who come from other countries. It is one

reason why English is taught in Indonesian schools.

The English skills that are taught in Indonesia include receptive and

productive skills. The productive skills are writing and speaking. The receptive

skills are reading and listening. Those skills are taught through different texts

which have different functions. Therefore, there are some texts which are taught

in Indonesian schools. Those texts are learned by Indonesian students start the

third grade of elementary school to senior high school and vocational high school.

Based on Peraturan Menteri Pendidikan Nasional, No. 22, 2006 (The

Ministry of Education Regulation, No.22, 2006), the texts which are taught in

vocational high school are descriptive texts, menus, public transportation

departures, memos, and invitation letters. Those texts are learned in all language


2

skills which were mentioned before. The students are expected to master all kinds

of short functional English texts in all English skills. Students have different

difficulties in each skill. Most students think that writing is the most difficult skill

to master.

When the researcher conducted Program Pengalaman Lapangan/ PPL

(Field Experience Program) in class X Accountancy 2 students of SMK Putra

Tama Bantul, the researcher found that most of the students had difficulties in

composing short functional English texts. It can be proved by looking at the score

of their written texts. Based on the students’ writing skill scores, the researcher

found that the other skills’ scores were better than the writing score. Therefore, it

can be concluded that writing skill is the most difficult skill to be mastered by the

X Accountancy 2 students.

After finding the problem in class X Accountancy 2 of SMK Putra Tama

Bantul, the researcher did a preliminary study to obtain more information. In the

preliminary study, the researcher found that the English teacher taught informal

memo and informal invitation letter by explaining them to the students. Then the

students were asked to write informal memo and informal invitation letter. Most

of the students got lower than the school passing grade which is 7.0.

The researcher found some writing problems commonly encountered by

the X Accountancy 2 students. Based on the questionnaires in the preliminary

study, the researcher found that the students had difficulties to apply the elements,

know the meaning of new vocabularies, organize the ideas, and apply the tenses


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used in informal memos and informal invitation. They also felt bored in learning

to compose short functional English texts.

Based on the problems encountered by the students of X Accountancy 2 of

SMK Putra Tama Bantul academic year 2012/ 2013 in the preliminary study, the

researcher conducted classroom action research to help the students improve their

writing skill in composing short functional English texts.

Games were used to overcome problems encountered by the students.

Games in language learning can help the students learn English and improve their

English skill. The essence of games in this research is as tools which help the

students improve the students’ writing skill, understand the materials and make

the learning process more enjoyable.

The use of games is aimed to improve students’ writing skill in composing

short functional English texts. Games motivate the students to learn English in an

enjoyable way. The students take part and be active in the teaching learning

process. Subconciously, they experience the use and practice of the language.

Therefore, they will be able to apply the elements, know the meanings of new

vocabularies, and organize the ideas and apply the tenses used in an informal

memo and an informal invitation letter. For that reason, games help the students

improve their writing skill. Having understood the use of games and the problems

encountered by the students, games can be an alternative solution to help the

students improve their writing skill in composing an informal memo and an

informal invitation letter.


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B. Research Problem

The problem of this study is: to what extent do games improve the X

Accountancy 2 students’ writing skill in composing short functional English

texts?

C. Problem Limitation

This study was Classroom Action Research (CAR) in Class X

Accountancy 2 of SMK Putra Tama Bantul. The participants were twenty four

students of Class X Accountancy 2 of SMK Putra Tama Bantul. This study

focused on using jumbled sentences, jumbled words and flash pictures games to

improve students’ writing skill in composing an informal memo and an informal

invitation letter.

D. Research Objectives

The objective of this study is to overcome problem in composing short

functional English texts encountered by X Accountancy 2 students of SMK Putra

Tama Bantul. Games are the solution to improve students’ writing skill in

composing short functional English texts. This study is to find out to what extent

games improve the X Accountancy 2 students’ writing skill in composing short



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E. Research Benefits

This study gives benefits to these following people:

1. The students of X Accountancy 2 of SMK Putra Tama Bantul

This study will help the students improve their writing skill in composing

short functional English texts. They will be able to apply the elements, know the

meanings of new vocabularies, organize ideas, and apply the tenses used in an

informal memo and an informal invitation letter. The students will also be more

active and enthusiastic in learning English. They will learn English in more

enjoyable ways.

2. English Language Education Study Program Students

The English Language Education Study Program students may use this

study as their additional reference. The benefits of this study can be their

reference in developing techniques in teaching writing. Therefore, they can help

their future students improve their students’ writing skill in composing short


3. English Teachers

The result of this study helps the English teachers in general and the

English teachers of SMK Putra Tama Bantul in particular use games in the

teaching learning process, especially in teaching writing. Therefore, they will help

their students improve their writing skill in composing short functional English


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texts. They can also teach their students in an enjoyable teaching learning

atmosphere.

4. The Researcher

By conducting this study, the researcher can solve the problems

encountered by the students. Besides, the researcher will be more creative in using

games to teach English. The researcher also hopes that games will inspire to

teachers in teaching writing short functional English texts.

5. The Other Researchers

The researcher lets the other researchers use this study for their reference

in conducting their study. Therefore, the other researchers will develop the

learning strategies to teach writing. The other researchers will also create more

creative games in conducting their study. The researcher hopes this thesis can be

beneficial to help those who design materials for the tenth grade students of

vocational high schools which contain games.

F. Definition of Terms

The terms used in this study are:

1. Writing Skill

In this study, writing skill is one of English skills that are learned by the X

Accountancy 2 class. Based on Wright et al. (2006), writing is one of ways “to

communicate something to somebody” (p. 58). In this study, the students’ writing


7

skill is measured from the students’ written texts score and the students’

improvement in each elements of scoring rubric.

2. Games in Language Teaching

According to Brewster, Ellis and Girard (2004), “games are not only

motivating and fun but can also provide excellent practice for improving

pronunciation, vocabulary, grammar and the four language skills” (p. 172). It

means that games help the learners learn English and improve the learners’

English skills. In other words, games help the students learn by doing. In this

study, the researcher uses three kinds of games, namely jumbled sentences,

jumbled words and flash pictures. Those games are used as a media to teach

writing skill in order to solve the problems encountered by X Accountancy 2

students in SMK Putra Tama Bantul.

3. Short Functional English Texts

Based on the competency standard in School Based Curriculum (2006),

short functional English texts are texts that have certain functions which are used

in daily activities. In this study, the researcher focuses on two kinds of short

functional English texts; an informal memo and an informal invitation letter.

Informal memos are a kind of letter used to give instructions to do something,

respond to previous questions, or share new information to someone that is close

to the writer (Bovée & Thill, 1995).According to Rosenblatt, Cheatham and Watt


8

(1977), informal invitations are invitations in a letter form to invite someone to

attend some informal activities, namely dinner, lunch, and annual gatherings.

4. Students of X Accountancy 2of SMK Putra Tama Bantul

The students of X Accountancy 2 of SMK Putra Tama Bantul are students

whose ages range between sixteen and seventeen. Based on the researcher’s

observation, X Accountancy 2 students have difficulties in writing short

functional English texts. Therefore, games help the students improve their writing

skill in composing those texts.


9

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents the theories that support this study.

The related literatures are discussed as the basis of answering the research

questiononto what extentdo games improve students’ writing skill in composing

short functional English texts. There are two sections presented in this chapter,

namelythe theoretical description and theoretical framework. In the theoretical

framework the researcher presents the steps of implementing the related theories

by using games.

A. Theoretical Description

In this section, the researcher discusses four theories which are related to

the study. They are writing skill, short functional English texts, games in language

learning, and classroom action research.

1. Writing Skill

In this sub- section, the researcher discusses three parts which are related to

the study. The parts are the nature of writing, the process of writing, and teaching

writing in EFL classes. In the nature of writing, the researcher discusses the

definition of writing and the characteristics of written products. Then, in the

process of writing, the researcher discusses the steps in producing a written text.

While in the teaching writing in EFL classes, the researcher discusses the

important of teaching writing in EFL classes.


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a. The Nature of Writing

According to Wright et al. (2006), writing has purpose “to communicate

something to somebody” by written form of language (p. 3). It means that people

have to be able to write correctly if they want to communicate with others by

using written language. Moreover, Brown (2007) states that writing is a kind of

skill that “requires learners to product a correct written language” (p. 391). He

also says, “Written products are often the result of thinking, drafting and revising

procedures that require specialized skills…” (2007: 391). In other words, writing

producessome written products after employing some steps.

However, writing is the most difficult skill to master. It is supported by

Tiedt (1989) who says, “… of all the language skills, writing is the most difficult

and it is a hard work” (p. 6). Harmer (2011) agrees with the statement by saying

“writing is a complex skill which requires some steps and takes more time” (p.

52). It shows that writing is a complex skill to master by students.

Brown (2007: 397- 398) presents the characteristics of written language as

follows (all are direct quotes).

1. Permanence: written language has power to clarify the text.

2. Production time: the time in writing written language is limited.

3. Distance: the writers’ background influences their content of writing.

4. Complexity: written language has some sentences and clauses.

5. Vocabulary: in writing written language, the writers also enrich their

vocabulary.

6. Formality: the writers need to write well-structured and correct sentences.


11

b. The Process of Writing

Meyers (2005) states that writing is defined as a process of discovering,

thinking and organizing the ideas, putting them on the paper and revising them.

Those stages require “specialized skills” (Brown, 2007: 391). According to Brown

(2007), there are three stages of composing a written text. In the first stage,

namely prewriting, students may obtain ideas by reading, clustering, questioning,

or making outline.

After obtaining ideas, students go on to the drafting stage. In this stage,

students have their time to compose sentences and paragraphs within class

hour.After the students submit their wrriten texts, the teacher have to give

feedback to their written texts. Then, students go to the last step, namely revising.

In this step, students re-write their drafts into better written texts. The students can

omit or add some important things in editing their drafts (Meyers, 2005).

However, when the classroom time is limited, students may revise their drafts as

homework writing assignment (Harmer, 2011). Finally, the students can submit

their revised written texts to the teacher or post it.

c. Teaching Writing in EFL classes

There are some important reasons why writing is taught in Indonesia as a

foreign language. Raimes (1983) says about there are three reasons why writing is

important as follows:

First, writing reinforces the grammatical structures, idioms, and vocabulary that we have been teaching our students. Second, when our students write, they also

have a chance to be learned to say, take a risk. Third, when they write, they


12

necessarily become very involved with the language: the effort to express ideas

and the constant use of eye, hand, and brain is a unique way to reinforce learning.

(p. 3)

Therefore, the students learn and practice how to apply language features

and construct correct sentences in writing English texts. It is more challenging to

the English teachers who taught EFL classes because English is not the students’

daily language. Therefore, the students will be able to compete in global era in

which English is a global language.

2. Short Functional English Texts

Based on the competency standard in School Based Curriculum (2006),

some short functional English texts that are taught in vocational high school grade

X are menus, public transportation departures, memos, and invitation letters. In

this study, the researcher focuses on an informal memo and an informal invitation

letter. Informal memos and informal invitations have similar grammatical

features. Both of them focus on simple present tense and simple future tense.

a. Informal Memos

Informal memos are a kind of letter used to give instructions to do

something, respond to previous questions, or share new information to someone

that is close to the writer (Bovée & Thill, 1995). Voss (2011) says that a memo

should be easy to read and understand. Based on Raimes (1983), informal memos

require “associated vocabulary, sentences structures and appropriate choice of


13

words” (p. 85). Based on Sularto (2008: 68), the elements of an informal memo

are as follows:

1) addresse

2) addresser

3) content

4) complimentary closing

5) signature

6) sender’s name

Those elements are summarized in the following figure.

Figure 2.1 An Informal Memo

Based on Sularto (2008: 68)

1

2

3

4 5

6


14

b. Informal Invitation Letters

According to Rosenblatt et al. (1977), informal invitations are invitations

in a letter form to invite someone to attend some informal activities, namely:

dinner, lunch, and party annual gatherings. Himstreet et al. (1993) state, “In

informal invitation letters, wording should be conversational, as though were

extending the invitation orally” (p. 478). In other words, the writers use informal

words in writing informal invitation letters. However, according to Raimes

(1983), informal invitation letters have their “associated vocabulary, sentences

structures and appropriate word choice” (p. 85). Therefore, it is important to apply

correct tenses, elements and use appropriate vocabularies in writing an informal

invitation letter. Rosenblatt et al. (1977) state that to show informality, the writer

uses the first personal pronouns “I” and “we”. It means that informal invitation

letters are sent to people who have close relationship with the writer. For example,

the letters are sent to close friends or colleagues. Based on Suryana (2006: 126),

the elements of an informal invitation letter are as follows:

1) date: the day, date and year of the letters

2) greeting/ salutation

3) content/ body

4) complimentary closing

5) signature

6) sender’s name


15

Those elements are summarized in the following figure:

Figure 2.2 An Informal Invitation Letter

Based on Suryana (2006: 126)

3. Games in Language Learning

There are three parts discussed in this section, namely the definition of

games, the advantages of games in the language learning and the kinds of games

used in this study.

a. The Definition of Games

Martin (1995: 1) as cited in Brewster et al. (2004: 172) state, “Games are

fun activities which give young learners the opportunity to practice the foreign

language in a relaxed and enjoyable way”. Therefore, the learners will learn in an

enjoyable situation without realizing it. It means that the learners learn the

materials in a fun way.

1

2

3

4

5

6


16

b. The Advantages of Using Games in Language Learning

There are many advantages of using games in language learning. Bell and

Wieckert (1985) say that games can increase students’ motivation in learning

because games will make them active and participate in language learning.

Moreover, Wright et al. (2006) state, “Games encourage many learners to sustain

their interest and work” (p. 2).

Students’ motivation is important in the learning activities as stated by

Harmer (2007), ”Without such motivation we will almost certainly to make the

necessary effort” (p. 98). Therefore, teachers are expected to be creative to

improve students’ motivation. The teachers can create fun learning and good

atmosphere in class to improve students’ motivation by using games.

However, games create more than only fun in language learning.

According to Brewster et al. (2004), “games are not only motivating and fun but

also can provide excellent practice for improving pronunciation, vocabulary,

grammar and the four English skills” (p. 172). Therefore, it is obvious that games

help the learners learn English and improvethe learners’ English skills. It is

supported by Wright et al. (2006) who say that games in EFL classes are

language games which help the students experience the language rather than

study it. Moreover, Lee (1986) states that games bring a foreign language to life

in the classroom. It is obvious that games really help the learners learn target

language by practicing and using the language. Therefore, the learners’ skill in

language skills will improve.


17

c. The Kinds of Games in this Study

Having known the problems encountered by X Accountancy 2 students,

the researcher chose three kinds of games as follows.

1. Jumbled sentences

According to Raimes (1983), jumbled sentences are a kind of game in

which the students are asked to put jumbled sentences into paragraph order.

Raimes also says that jumbled sentences aim to help the students identify general

and specific statements and understand the structures of the texts (1983).

2. Jumbled words

Jumbled words are a kind of game in which the students are asked to put the

words into correct sentences. Brewster et al. (2004) say that this kind of game “is

focused on memorization” then the students has to “remember and repeat in the

correct order a range of vocabulary and add their own examples”(p. 175). In this

study, the researcher divides each sentence into its constituent words. Those

words are put into one bind. It aims to avoid the words from getting mixed with

the others.

3. Flash pictures

Flash pictures are a kind of game consisting pictures in series that are

flashed by the researcher. Raimes (1983) says that pictures in series guide the

students in obtaining ideas. Raimes (1983) also adds that pictures in series also

help the students organize their ideas.


18

4. Classroom Action Research

The researcher would discuss the definition, the characteristic, the

advantages and the model of classroom action research.

a. The Definition of Classroom Action Research

There are some experts that give the definition of Classroom Action

Research. Elliot (1991: 69) as cited by Hopkins (2008) Classroom Action

Research is the study of a social situation which is aimed to improve the quality of

action within it. Ferrance supports Elliot’s theory by stating that Action Research

is a process in which participants examine their own educational practice by using

the techniques of study.

Kemmis (1983), as cited in Hopkins (2008) states that an action research

aims to improve (a) teachers’ social and educational practices, (b) teachers

understanding of the practices, and (c) teachers understanding of the real situation

in which the action is carried out. Moreover, Wallace (1998) says that action

research aims to develop professionals’ performances. Therefore, classroom

action research aims to improve educational practices in the specific participants

and situation. The improvement is as the result of classroom action research.

b. The Characteristics of Action Research

Burns (1999) presents some characteristics of action research. First, action

research is conducted in small scale of participants. It identifies and investigates

problems within a specific situation. Second, action research gives change and

improvement in practice. Third, action research provides an investigation that is


19

done by teams, practitioners and researchers. Fourth, the changes in action

research are based on the data and information obtained. From the explanation, it

can be concluded that action research is done systematically in particular

participants which aims to solve the problem based on the data obtained.

c. The Advantages of Action Research

Fraenkel and Wallen (2008) state that there are five advantages of action

research. First, action research can be done by any professional in any type of

school, at any grade. It aimed to solve any kind of problem in specific area.

Second, action research improves practice in educational field. Therefore, teachers

or other education professionals can improve their competent in educational

practice. Third, teachers or other education professionals can practice their design

in effective ways. It leads them to be able to modify and enrich their strategies and

techniques. Fourth, action research helps teachers or other education professional

identify problems so they can find ways to solve those problems. Fifth, action

research help teachers or other education professionals share what they had

learned through their own action research. It leads teachers or other education

professionals to reduce the isolation feeling that they experience in the daily tasks

within the school.

Those advantages show that action research is important to be conducted

in the educational field. Therefore, the problems of the educational field; the

problem in a certain school or class can be solved. Besides, there will be

competence improvement in both the practitioners and the participants.


20

d. The Model of Classroom Action Research

In this study, the researcher uses Classroom Action Research Model of

Kemmis and McTaggart (1988), as cited in Hopkins (2008). According to

Kemmis and McTaggart (1988: 10), as cited in Burns (1999: 32), action research

is a spiral steps consists of four steps. They are planning, action, observation, and

reflection. The model of their action research is summarized in Figure 2.3.

Kemmis and McTaggart (1998: 10) as cited in Burns (1999: 32) explain that in the

classroom action research, the researcher should (all are direct quotes):

1) Develop a plan of critically informed action to improve what is already

happening,

2) Act to implement the plan,

3) Observe the effects of the critically informed action in the context in which it

occurs, and

4) Reflect on these effects as the basis for further planning, subsequent critically

informed action and so on, through a succession of stages.

The following figure is a model of action research based on Kemmis and

McTaggart.


21

Figure 2.3 Model of Action Research

Based on Kemmis and McTaggart (1988: 11)

B. Theoretical Framework

In this part, the researcher related the theories to this study. There are four

skills of English, namely writing, speaking, reading and listening. Those skills are

taught through some short functional English texts. Students are obligized to

master all skills. However, most students consider that writing is the most difficult

skill to master. The statement is supported by Tiedt (1989: 6), who says, “of all

the language skills, writing is the most difficult and it is a hard work.” Moreover,

in writing, there are three steps employed as stated by Brown (2007). The stages

are prewriting, drafting, and revising. It is clear that writing is complex skill to

master.


22

In teaching writing, there are some texts that have to be taught in

vocational high school based on competence standard in School Based

Curriculum (2006). Those texts are menus, public transportation departures,

memos, and invitation letters. The researcher focused on writing an informal

memo and an informal invitation letter since the students of X Accountancy 2 had

difficulties in writing those kinds of texts. The students had difficulties in

applying elements, knowing the meanings of new words, applying tenses and

organizing ideas in writing an informal memo and an informal invitation letter.

To answer the research problem, the researcher used some theories about

games. Wright et al. (2006) say “Games help and encourage many learners to

sustain their interest and work” (p. 2). It means that by involving actively in

games, students also learn English in an enjoyable way. Therefore, games will

motivate the students in learning English. Then, they will set their mind set that

writing is not difficult skill to master. It leads the students to be able to apply

elements, know the meanings of new words, apply tenses and organize ideas in

writing short functional English texts.

Based on Wright et al. (2006), games help the students experience the

language rather than study it. It means that students will learn the use and practice

of language from games. Moreover, Brewster et al. (2004) state, “games are not

only motivating and fun but also can provide excellent practice for improving

pronunciation, vocabulary, grammar and the four language skills” (p. 172). For

that reason, games are appropriate to be implemented in learning writing.


23

There were three games in this research, namely jumbled sentences,

jumbled words, and flash pictures. Each game helped students in different aspects

of the problems encountered. Raimes (1993) says that jumbled sentences helped

the students apply the elements of an informal memo and an informal invitation

letter. Brewster et al. (2004) state jumbled words helped the students make correct

sentences and enrich vocabularies. According to Raimes (1983), pictures in series

aimed to help the students organize their ideas in writing an informal memo and

an informal invitation letter. As the result, students of X Accountancy 2 could

improve their writing skill in composing an informal memo and an informal

invitation letter.

In this research, the researcher conducted classroom action research. The

aim of this research was to improve students’ writing skill in composing an

informal memo and an informal invitation letter. Classroom action research was

conducted because it aimed to improve the quality of all practitioners who deal

with the problems (Elliot, 1991). The improvement was shown in the students

written texts.


24

CHAPTER III

METHODOLOGY

This chapter presents the methodology employed in this study. The

researcher divides this chapter into several sections. The sections are the research

method, research setting, research participants, instrument and data gathering

technique, data analysis technique, and research procedure.

A. Research Method

The aim of this study was to find out to what extent games improve

students’ writing skill in composing short functional English texts. The researcher

found problems of writing an informal memo and an informal invitation letter in

class X Accountancy 2 of SMK Putra Tama Bantul. In this study, the researcher

implemented Classroom Action Research (CAR) methodology. Wallace (1998)

states that classroom action research is a process of deciding what the teacher

should do in the future practice based on the data collected. Therefore, the

researcher aimed to solve the problem by implementing a real action.

The researcher adopted the Classroom Action Research model of Kemmis

and McTaggart’s research model. There are four steps in each cycle; planning,

action, observation and reflection. The following are the description of those steps

which were implemented by the researcher.


25

1. Planning

The researcher found the problems encountered by the students of X

Accountancy 2 academic year 2012/ 2013 when the researcher did Program

Pengalaman Lapangan/ PPL (Field Experience Program) in SMK Putra Tama

Bantul. The problems occurred when the researcher taught writing to the students.

After analyzing students’ written texts, the researcher found that they had

difficulties in composing short functional English texts. However, the researcher

ensured the problem by conducting a preliminary study. The researcher conducted

a preliminary study twice on February 15th, 2013 and February 22

nd, 2013. The

topics were writing an informal memo and an informal invitation letter. The

teacher explained those texts and asked the students to compose those texts. Then,

the students were asked to submit their writen texts. Their written texts showed

that they had difficulties in composing an informal memo and an informal

invitation letter. Moreover, the questionnaire showed that the students had

difficulties in applying the elements, knowing the meanings of new vocabularies,

organizing ideas and applying tenses used in an informal memo and an informal

invitation letters. Having known the problem, the researcher planned to design an

action that would be implemented in class X Accountancy 2.

2. Action

In action step, the researcher implemented games that would solve the

problems encountered by the students. There were three games in this step,

namely jumbled sentences, jumbled words and flash pictures. The game in the


26

first meeting of each cycle was jumbled sentences. Jumbled words and flash

pictures were implemented in the second meeting of each cycle.

3. Observation

The researcher conducted observation at the same time of games

implementation. The researcher were helped by two co- observers to observe the

researcher’s and the students’ activities during the implementation of games. The

people who helped the researcher were the English teacher of class X

Accountancy 2 and two students of the English Education Study Program Sanata

Dharma University.

4. Reflection

Reflection was the last step of this study. The researcher analyzed what

went well and what did not. It aimed to see whether students’ writing skill has

improved. The researcher would go to the next cycle in order to gain better

results.

B. Research Setting

There are two sections of the research setting, namely the school setting

and class setting.

1. School Setting

SMK Putra Tama Bantul is a vocational high school which is located at

Mgr. Alb. Sugijopranoto St. No.2, Bantul, Yogyakarta. The total number of

classes was 13 classes which consisted of 8- 35 students each class. The teaching


27

learning process was carried out from 7.00 a.m. to 2.30 p.m. every Monday, from

7.00 a.m. to 2.00 p.m. every Tuesday, Wednesday and Thursday, from 7.00 a.m.

to 11.15.am. every Friday and from 7.00 a.m. to 12.50 p.m. every Saturday. The

school had total 24 English hours. It was handled by two English teachers.

2. Class Setting

This study was conducted in class X Accountancy 2, SMK Putra Tama

Bantul. It was conducted from February 2013 to April 2013. This study was

conducted in the 2nd

semester of academic year 2012/ 2013. The duration of the

English lesson was a hundred and twenty five minutes on Thursday and forty five

minutes on Friday per class hour.

C. Research Participants

The total number of students in class X Accountancy 2 was twenty four.

They had difficulties in composing short functional English texts. They had

difficulties in applying the elements, knowing the meaning of new words,

organizing ideas, and applying the tenses used in an informal memo and an

informal invitation letter. Moreover, they felt bored in learning writing those short


D. Research Instruments and Data Gathering Technique

This section presents the instruments of this study. The researcher

employed six instruments to obtain the data. The six instruments are observation


28

checklists, field notes, questionnaires, interviews, students’ written texts, and

students’ reflection sheets.

1. Observation Sheets

The observation sheets helped the researcher and observers to observe the

researcher’s and students’ activities in the English teaching learning process in

classroom. According to Best and Khan (1986), observation sheet provides list of

statements that are observed during the English teaching learning process.

Observation sheets were also done by co- observers who helped the researcher to

obtain the information (Elliot, 1991). In this study, there were two co- observers

who are two English Language Education Study Program Sanata Dharma

University students.

2. Field Notes

The result of the field notes is used to support the data resulted from the

observation checklist. The field notes helped the researcher reflect the

implementation of classroom action research. Moreover, it helped the researcher

implement the next implementation better. Those statements are supported by

Fraenkel and Wallen (2008) who states “In educational research, this usually

means the detailed notes researchers take in the educational setting (a classroom

or a school) as they observe what is going on …” (p. 506). Therefore, the

researcher and the English teacher wrote the students’ activities and conditions

during the English teaching learning process.


29

3. Questionnaires

A questionnaire is a quick and simple way to obtain rich information about

aspects of classroom and teaching method (Hopkins, 2008). In this study, the

researcher distributed the questionnaires to all students of class X Accountancy 2

in the preliminary study and in the end of each cycle of games implementation.

The purpose of the questionnaire was to obtain information from the students

themselves whether games helped them improve their writing skill in composing

an informal memo and an informal invitation letter. The researcher employed two

types of item responses mentioned by Burns (1999), namely close-ended items

and open- ended items. In the preliminary study, there were thirteen numbers of

close- ended items and three numbers of open-ended items. In the end of each

cycle, there wereeleven numbers of close- ended items and five numbers of open-

ended items.

4. Interviews

The interviews helped the researcher obtain more information from the

students’ opinion. Gall et al. (2007) state that interview “involves asking a series

of structured questions and then probing more deeply with open-form questions to

obtain additional information” (p. 246). In the preliminary study, the interview

was conducted to the English teacher in order to obtain more data on the students’

difficulties in composing short functional English texts. There were four main

questions in interviewing the English teacher. The interview was also conducted

to ten students whose answers in the questionnaire really supported the study. The


30

interview was conducted to ten X Accountancy 2 students of SMK Putra Tama

Bantul in the end of the second cycle.It aimed to know the students’ further

opinion of games implementation whether games could improve their writing skill

in composing short functional English texts. There were eight main questions used

to interview the students.

5. Students’ Written Texts

The students’ written texts were the individual written texts in which the

students compose an informal memo and an informal invitation letter. The

students’ written texts were used to obtain more information on the improvement

of students’ writing skill in composing an informal memo and an informal

invitation letter. Those statements are supported by Burns (1999) who states that

the students’ written texts help the researcher assess the students’ progress in

writing.

6. Students’ Reflection Sheets

The students’ reflection helped the researcher reflect the action of each

cycle of this study. It also helped students reflect what they had got from the

lesson of those days. There were four open- ended questions in the students’

reflection. The students’ reflection was distributed to all of X Accountancy 2

students in the end of each cycle.


31

E. Data Analysis Technique

The researcher aimed to answer the problem formulated and relate the

theories in Chapter II. Then, the researcher used the data triangulation. Data

triangulation was proposed by Elliot and Adelman (as cited in Hopkins, 2008). It

involves comparison of two or more methods of data collection in the study of

some aspects of human behavior (Hopkins, 2008). Therefore, the data

triangulation was important in order to make the data more accurate and valid.

In order to observe whether the students got improvement in writing skill

after implementing games in learning writing an informal memo and an informal

invitation letter, the researcher used the students’ drafts and revised written texts

as the main data. The researcher used a specific rubric from some sources which

was designed by the researcher and the English teacher to measure the students’

writing skill in composing an informal memo and an informal invitation letter (see

Appendix Q). Then, the researcher used the result of students’ drafts and revised

written texts to see whether the students made a good improvement.

The data will be presented in two ways: percentage and description. The

researcher presented the students’ answer in the questionnaire in percentage.

Then, the researcher described the data while answering the problem formulated

based on the percentage.

The students’ answers in interview would be the further information about

the data. The researcher used field notes to describe the activities happen during

the implementation process. In order to make the data more objectives, the

researcher compared the data from field notes with the data from the observation


32

checklists: whether some cases were supported by the observer’s observation or

not.

The researcher used the students’ reflection to be the additional teacher’s

reflection in the end of each cycle. It would indicate what went well and what did

not in implementing the games. Therefore, the teacher could make improvement

in implementing games in the next cycle.

F. Research Procedure

This section describes the procedure of this study. There are three parts in

the research procedure. Those parts are conducting a preliminary study, asking for

research permission, and conducting classroom action research.

1. Conducting a Preliminary Study

The researcher conducted a preliminary study to identify the problem

occurred in English class of X Accountancy 2. In the preliminary study, the

researcher conducted observation. Then the researcher distributed questionnaire to

all of the students to obtain more information on their problems. The researcher

also collected the students’ written texts in the preliminary study. After reading

some literatures related to the problem encountered by X Accountancy 2 students,

the researcher decided to use games in improving students’ writing skill in

composing an informal memo and an informal invitation letter.


33

2. Asking for Research Permission

There were some procedures in gaining the research permission. Firstly,

the researcher asked for the permission from the school (SMK Putra Tama

Bantul). After being accepted by the school headmaster, the researcher asked for

the permission to the Yogyakarta Governor. The researcher went to the Governor

Office to get the permission letter by enclosing the permission letter from the

university and the research proposal. Then the researcher sent it to BAPPEDA

Bantul by enclosing the photocopy of the researcher’s student card. The staff of

BAPPEDA Bantul gave the permission letter to be sent to the school and

university.

3. Conducting Classroom Action Research

In conductingclassroom action research, the researcher took some steps.

Firstly, the researcher made lesson plans in implementing games to improve

students’ writing skill in composing an informal memo and an informal invitation

letter. The researcher also prepared students’ worksheets, students’ handouts,

observation checklists, field notes, questionnaires, interview guidelines and

students’ reflection sheets.

After that, the researcher conducted the first cycle in March 22nd

and April

4th, 2013. The second cycle was conducted in April 5

th and April 11

th, 2013. In

each cycle, there were three games implemented. The game in the first meeting of

each cycle was jumbled sentences. Jumbled words and flash pictures were at the

second meeting of each cycle.


34

In conducting the study, the researcher was helped by two students of the

English Language Education Study Program Sanata Dharma University and

anEnglish teacher of SMK Putra Tama Bantul in doing the observation. The

researcher distributed questionnaires in the end of each cycle to investigate

whether games improve their writing skill in composing an informal memo and an

informal invitation letter. In the end of the second cycle, the researcher

interviewed 10 students to whose answer in questionnaire supported the study. It

aimed to obtain deeper information on their opinion and experiences towards

games implemented in the English teaching learning process.

Finally, the researcher analyzed the data and gained the result. The

researcher also analyzed and reflected on what worked well and what did not. The

reflection of the first cycle was used to evaluate and plan the next cycle.


35

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

The researcher presents this chapter in six parts: the preliminary study, the

implementation of games in the first cycle, research findings in the first cycle, the

implementation of games in the second cycle, research findings in the second

cycle, the improvement of research findings in the first and second cycles. This

chapter presents the research results and discussion in implementing games to

improve students’ writing skill in composing an informal memo and an informal

invitation letter. The research was conducted in two cycles which were applied in

two meetings for each cycle. The study was conducted in March 22nd

, April 4th

,

April 5th

and April 11th

, 2013.

A. The Preliminary Study

The researcher did the preliminary study twice in class X Accountancy 2

of SMK Putra Tama Bantul academic year 2012/ 2013. The first preliminary

study was on Friday, February 15th

, 2013. The teacher explained the elements, the

language features, and vocabulary used in writing informal memos. After

explaining the materials, the teacher gave some written questions about the

elements, the language features, and vocabulary used in composing an informal

memo. Then the students answered the questions. After answering the questions,

the students and the teacher discussed the answer. Most of the students made

many mistakes in answering the questions.


36

In the syllabus, the students were expected to be able to compose memos.

Therefore, after discussing the answers, the teacher asked the students to

composean informal memo. The passing grade of SMK Putra Tama Bantul was

70. However, most of the students of X Accountancy 2 got bad scores in

theirwritten texts so they did not reach the passing grade. Lastly, the students were

asked to submit their revised written texts on the next day. The researcher also

collected their written texts in the preliminary study as the data for the study.

In the second preliminary study which was conducted in February 22nd

,

2013, the teacher explained an informal invitation letter. The teacher explained the

elements, the language features and the vocabulary used in composing an informal

invitation letter. After that, the teacher gave question sheets about the elements,

the language features, and vocabulary used in composing an informal invitation

letter to the students. After answering the questions, the teacher and the students

discussed the answers. Then, the students were asked to compose an informal

invitation letter. In the second preliminary study, the researcher found that

students had difficulties in composing the text. The students submitted their

written texts on the next day. The researcher also collected the revised written

texts of the students.

In order to obtain more information about the problems encountered by the

students of X Accountancy 2, the researcher distributed questionnaires to all

students. The questionnaire showed that most of the students had difficulties in

applying the elements, knowing the meaning of new vocabularies, organizing


37

ideas, and applying tenses used in an informal memo and an informal invitation

letter. They also felt bored in learning writing.

Therefore, the researcher tried to find the appropriate technique to teach

them writing an informal memo and an informal invitation letter. Based on the

observation, the researcher concluded that it was better for the students to

experience the practice and use of the language rather than to listen to teacher’s

explanation. Therefore, the students writing skill was expected to improve.

Moreover, the students of X Accountancy 2 students felt bored easily. They

needed interesting activities in learning writing.

B. The Implementation of Games in the First Cycle

The use of games in the teaching learning process in the first cycle was

conducted in two meetings on Friday, March 22nd

, 2013 and Thursday, April 4th,

2013. The first meeting was conducted in eighty minutes. The second meeting

was conducted in a hundred and thirty five minutes. There were 24 students who

joined the class. The topic in the first cycle was an informal memo. The games of

this studywere implemented based on the steps of classroom action research. The

steps were planning, action, observation, and reflection.

1. Planning

After identifying the writing problems encountered by X Accountancy 2

students of SMK Putra Tama Bantul, the researcher began to do classroom action

research to help X Accountancy 2 students of SMK Putra Tama Bantul improve

their writing skill in composing an informal memo by using games. In this step,


38

the researcher prepared the lesson plan and the materials. In the lesson plan, there

were 3 main activities, namely: pre activities, whilst activities, and post activities.

In pre activities, the researcher planned to review the informal memo that

had been taught by the English teacher. The researcher planned to give some

questions about elements and language features used in informal memos. These

activities aimed to give the students’ view about what they were going to do in

class and recalled what they have learned about an informal memo. After that, the

researcher planned to distribute the students’ call card to each student in order to

help them memorize their numbers.

In whilst activities, the researcher planned to give jumbled sentences of an

informal memo. The class was divided in to six groups so there would be four

students each group. The researcher also planned to give some questions about

elements and language features used in an informal memo. The informal memo

was about a memo from Rani to Tono. The activities aimed to help the students

have experience in arranging an informal memo correctly and applying the

elements and language feature used in an informal memo.

In the next meeting, the researcher planned to give the second game which

was jumbled words. This activity helped the students make correct sentences by

experiencing to arrange the jumbled word and enrich their vocabulary. Therefore,

by playing the games, the students are expected to be able to compose correct

arrangement and sentences in writing an informal memo. Both games were

competition games so the researcher planned to give a gift to the group which won

the games.


39

The last game was flash pictures. It was an individual game. The

researcher planned to ask the students write an informal memo after flashing the

pictures in order to know their improvement in composing an informal memo.

The researcher planned to flash some pictures which helped the students organize

their ideas to compose an informal memo. There were seven pictures; a market, a

watermelon, ten grams of grapes, a half of kilogram of carrots, a kilogram of

chilies, a house and a clock shown 11 a.m. The researcher planned that the girls

pretended to be mother who wrote an informal memo to their sons or daughters to

buy the vegetables and ingredients. The boys pretended to be fathers who wrote

an informal memo to their sons or daughters to buy the vegetables and

ingredients. In conducting the study, the researcher planned to permit the students

to find difficult words in the dictionary. The researcher planned to collect the

students’ drafts in the in the end of the class. After that, the researcher planned to

give feedback to students’ drafts. Then, the researcher planned to give the students

drafts to the students on Friday, April5th

, 2013. Finally, the students were asked to

submit their revised written texts on Saturday, April6th

, 2013.

In post activities, the researcher planned to have a question and answer

session. It was to make sure that the students had understood the topic material.

The researcher also planned to give written reflective questions to the students in

the end of this cycle. Reflective questions were aimed to help the students reflect

what they had learned and help the researcher to reflect the teaching learning

process of the first cycle.


40

2. Action

The action was conducted in two meetings. The first meeting was

conducted on Friday, March 22nd

, 2013. The second meeting was on Thursday,

April 4th

, 2013. The topic was writing an informal memo.

a. First Meeting

1) Pre- Activity

In the beginning of the lesson, the researcher introduced the researcher’s

name. In pre activities, the researcher began the class by greeting the students. As

the introduction, the students were asked what they knew about an informal

memo. Then the students accepted call cards.

2) Whilst Activities

In whilst activities, the class was divided into six groups. The names of the

groups were lion, tiger, ant, dog, cat and dragon. The groups’ name helped

students remember their group names. Each group consisted of four students.

Then, the students were asked to play jumbled sentences in their groups. They

were asked to arrange the sentences given in to the correct arrangement of an

informal memo. They were asked to stick the sentences on the paper prepared.

The informal memo was about a memo from Rani to Tono. They should be

cooperative with their group members. The group who had finished playing the

game should then write their group names on the blackboard. Then, the researcher

and students discussed together the students’ arrangement of the informal memo

and the correct arrangement of the informal memo together. After discussing the

arrangement of the informal memo, the students were asked to answer the


41

students’ worksheets. Then, the students also discussed the questions provided

including the elements and language features of an informal memo.

3) Post Activities

In post activities, the researcher reviewed what the students had learned by

asking and answering questions session. Then, the researcher concluded the

materials by asking the students orally. Finally, the researcher closed the meeting

of that day.

b. Second Meeting

The second meeting was conducted on Thursday, April 4th, 2013. There

were four days of Easter holidays so the researcher could not do the study in the

previous week. There were 24 students joined the lesson. There were 3 mains

activities.

1) Pre- Activities

In pre activities, the researcher began the class by greeting the students.

The students answered the greeting enthusiastically. Then the researcher reviewed

the material of the last meeting and distributed the call card.

2) Whilst Activity

In whilst activities, the students were asked to do the second game;

jumbled words. In this game, the students were asked to arrange the words into

correct sentences in their group. The tenses of the sentences were simple present

tense and simple future tense. Those were the tenses used in writing an informal

memo. The students were asked to stick the arrangement of words dealt with


42

informal memos on the paper prepared. They might look at their dictionary to find

the difficult words. After that, the group who had finished playing the game

should then write their group’s names on the blackboard. Then, some volunteers

chose the sentences that they were going to write on the blackboard. After all of

the sentences had been written, the teacher and students discussed the sentences

one by one. In the discussion, the researcher explained the tenses which were used

in writing an informal memo; simple present tense and simple future tense

because most of them forgot the tenses. The last game was flash pictures. In this

game, the students were asked to look at the some pictures which were flashed by

the teacher. There were seven pictures; a market, a watermelon, ten grams of

grapes, a half of kilogram of carrots, a kilogram of chilies, a house and a clock

indicating 11 a.m. The teacher flashed the pictures three times. After looking at

the pictures, the students were asked to write an informal memo based on the flash

pictures they had seen. The girls pretended to be mothers who wrote an informal

memo to their sons or daughters to buy the vegetables and ingredients. The boys

pretended to be fathers who wrote informal memos to their sons or daughters to

buy the vegetables and ingredients. They had 45 minutes in writing an informal

memo. They might look at the dictionary to help them find difficult words. The

teacher was walking around the class to help students and answer students’

questions during the implementation of the games. Then the researcher asked the

students to submit their drafts. Then, the researcher gave feedback to their drafts

and gave it back on Friday, April 5th

, 2013. After that, the students were asked to

submit their revised written texts on Saturday, April 6th, 2013.


43

3) Post Activities


asking and answering questions session. After that, the researcher distributed

written reflective questions to the students. Then the researcher closed the meeting

of that day.

3. Observation

The observation was conducted in two meetings on Friday, March 22nd

,

2013 and Thursday, April 4th

, 2013. In this stage, the researcher had roles as an

observer and teacher. The researcher asked for help from two co- observers and

the English teacher of the class to observe the researcher and students’ activities

during the implementation of games in teaching writing an informal memo and an

informal invitation letter. The observation was done at when the implementation

of games in the English teaching learning process. The data were obtained from

the teachers’ activities observation sheet, the students’ activities observation sheet

and field notes.

a. First Meeting

The observation in the first meeting was conducted on Wednesday, April

11th, 2013. Based on the observation sheet on the researcher’s activities, the

researcher could do the activity step by step. Moreover, the researcher could

manage the implementation of games. The researcheralso gave clear instruction to

play the games. However, the researcher did not fully use English in teaching the


44

students in order to help the students understand the instructions and the materials.

Besides, the teacher could not yet manage the time well.

Based on the observation sheet on the students’ activities, all of the

students followed the instructions of the researcher. The students could be

managed well so all of the students involved in the teaching and learning process.

All of the students paid attention to the teacher’s explanation. However, some

students did not cooperate actively in their group. Some students asked for the

instructions and materials that they did not understand. All of the students enjoyed

the teaching learning process.

b. Second Meeting

The observation in the second meeting was conducted on Thursday, April

4th, 2013. There were 24 students in the class. It was a very hot day. The lesson

was also in the last lesson hour of the day so the students looked very tired. There

were four days of Easter holidays so the researcher could not do the research in

the previous week.

Based on the observation sheet on the researcher’s activities, the

researcher could accomplish the activities based on the lesson plan. The

researcher could manage the time wisely. Moreover, the researcher also gave

feedback in the end of the discussions to the students. The researcher could

accomplish the objectives of the lesson.

The observation sheet on students’ activity showed that all of the students

played the game in their group. However, there were some students who still did

not involve actively in their group discussion. The field notes also showed that


45

there were some students who did not pay attention to the teacher’s explanation.

Some students asked the teacher to flash the pictures one more time in flash

pictures game. Some students took notes of the pictures flashed by the teacher.

After writing the informal memo, the students revised their drafts at home. The

students submitted the draft and the revised written texts to the researcher on

Friday, April 5th, 2013.

4. Reflection

Based on the implementation of games in the first cycle, the researcher

could reflect what went well and did not go well in the teaching learning process.

The students paid attention to the researcher’s explanation and answered actively

the researcher’s questions. As the researcher wrote in the field note:

“The students listened to her explanation and responded to her questions

actively. By paying attention to the teacher’s explanation, the students

understand the elements, language features and new vocabularies used in

an informal memo and the rules of the game. “The students are also

enthusiastic in playing the games.”

Based on the reflective questions filled in by the students, all of the

students enjoyed the teaching and learning process by playing the games. They

were happy in following the lesson because they had interesting experience in the

teaching and learning process. Most of them wrote that they understood more

materials because the games helped them. As some students wrote in the reflective

sheets:

Student 4: “Game ini membuat saya lebih mudah mengingat tenses yang

digunakan dalam menulis informal memos. Saya senang mengikuti

pelajaran Bahasa Inggris dengan games.“ (The games help me

memorize the tenses used in writing informal memos. I was very


46

happy following the teaching and learning process by doing

games.)

Student 19 :” Pengalaman hari ini sangat menyenangkan karena games yang

digunakan menarik dan membuat saya memahami materi yang

diberikan guru.” (Today’s experience is very satisfying because

the games are interesting. It makes me understand more the

materials given)

Student 16 :“Saya tidak bosan mengikuti pelajaran karena

pelajaran diselingi games, tidak hanya penjelasan guru.” (I am not

bored in following the lesson because I do not only listen to the

teacher’s explanation but also play games)

Most of them wrote that it was interesting when they had to cooperate with

their group members and compete against the other groups as they wrote:

Student 2 :“Pengalaman yang paling menarik adalah saat bekerja sama dengan

teman sekelompok dan adu cepat dengan kelompok lain. Ittu membuat

saya termotivasi untuk menyusun kata- kata dengan benar dan cepat.”

(The most interesting experience is the time I cooperate with the

members of my group. Then the competition makes me arrange the

words correctly and quickly.)

Student 21: “Saya sangat terbantu oleh teman dalam satu kelompok membantu

saya menyusun element memos dan kata- kata.” (My group members

help me arrange the jumbled sentences and jumbled words.)

However, there were some problems in the teaching learning processes that

might affect the implementation of the study. The main problem was time. There

were some activities that consumed time more than that was allocated in the

lesson plan. For example, students were coming late to class after taking a break.

Therefore, students had not enough time to write the informal memo in the second

meeting of the first cycle.

The second problem was in playing jumbled words game, there were only

some of the group members who played the games, the rest talked to the other


47

members who did not play the game also. Learning from the problem, the

researcher planned to make the modification of the game.

The third problem was there were too many pictures flashed in flash

pictures games. They made the students have difficulty in memorizing all the

pictures and made them take a note of the pictures flashed by the teacher.

Therefore, the researcher planned to flash three pictures in the second cycle.

The fourth problem was the paper that was used to write informal memos.

The researcher gave A4 paper that hadno lines on it. It made the students’written

texts untidy. It caused difficulties for the teachers to give the score to the students’

writing. In the second cycle, the researcher planned to give lined paper so the

students would write tidier.

The fourth problem was the unclear flash pictures. They made the students

have difficulties in observing those pictures. Therefore, in the second cycle, the

researcher planned to print the pictures bigger than before and on separate papers.

The other problem was the students’ enthusiasm. Even though the

researcher found that the students’ enthusiasm was good enough, it still needed

attention in order to anticipate the boredom. In the second cycle, the students

would do the same activities;wrote the informal invitation letter, played the

jumbled sentences, jumbled words, and flash pictures, and wrotean informal

invitation letter. Those monotonous activities might be boring for some students.


48

C. Research Findings in the First Cycle

The result of the study in cycle one was13 out of 24 students (54.17%)

reached the passing grade for English subject. The passing grade for English

subject in SMK Putra Tama Bantul was 70. It showed that more than half of the

students reached the passing grade. The percentage increased 41.67% from the

percentage of the preliminary study. Moreover, the X Accountancy 2 class

average score in the preliminary study was 45. Then, the class average score in the

draft of the first cycle was 58.33 and in the revised written textsof the first cycle

was 62.5. Table 4.1 showed students’ scores in the preliminary study, the drafts

and the revised written texts in cycle one based on their written texts.

No. Students’

Numbers

Score in the

Preliminary Study

Drafts Score

in Cycle 1

Revised Written

Texts Score in Cycle 1

Note

1. Student 1 54.17 73.61 75

2. Student 2 59.38 82.85 83.33

3. Student 3 50 58.33 69.44 Failed

4. Student 4 66.67 72.22 94.44

5. Student 5 27.78 47.22 63.89 Failed

6. Student 6 33.33 61.11 63.89 Failed

7. Student 7 58.33 77.78 82.85

8. Student 8 77.78 83.33 86.11

9. Student 9 66.67 88.89 91.67

10. Student 10 73.61 82.85 94.44

11. Student 11 52.78 66.67 69.44 Failed

12. Student 12 2.78 63.89 88.89

13. Student 13 36.11 58.33 63.89 Failed

14. Student 14 44.44 52.78 61.11 Failed

15. Student 15 75 75 83.33

16. Student 16 5.56 44.44 50 Failed

17. Student 17 25 46.88 66.67 Failed

18. Student 18 46.88 73.61 91.67

19. Student 19 50 76.38 86.11

20. Student 20 16.67 44.44 61.11 Failed

21. Student 21 58.33 91.67 94.44

22. Student 22 27.78 75 91.67

23. Student 23 25 47.22 63.89 Failed

24. Student 24 2.78 25 38.89 Failed

Average 45 58.33 62.5

Table 4.1 The Students’ Scores in the First Cycle.


49

The scores in the preliminary study were taken before the implementation

in cycle one using the same writing rubric. The scores in cycle one were taken

based on the students’ drafts and revised written texts in cycle one. The English

teacher of X Accountancy 2 in SMK Putra Tama Bantul was asked to give score

to the students’ written texts. In scoring the students’ written texts, the researcher

and the English teacher used the same writing rubric. Then the researcher chose

the average score for each student. The aim of the activity was to establish

validity.

The students’ score in the preliminary study showed that the students had

difficulties in composing short functional English texts. It was supported by the

result of the questionnaire; 20 out of 24 students (83.33%) had difficulties in

composing short functional English texts. There were only 4 out of 24 students

(16.67) who had no difficulties in composing short functional English texts. In the

questionnaire, most of the students stated that they lacked of vocabulary, forgot

the tenses and did not know what they should write.

Table 4.1 indicated that there were improvements in students’ scores. It can

be concluded that the use of games helped the students write short functional

English texts. From the questionnaire, the researcher found that 18 out of 24

students (75%) agreed that games could help them compose short functional

English texts. There were 4 out of 24 students (16.7%) who strongly agreed that

games could help them compose short functional English texts. There were only 2

out of 24 students (8.3%) who did not agree that games could help them compose

short functional English texts.


50

The researcher also used the writing rubric which indicated the students’

improvement in some aspects. The researcher found that most of the students’

improvements were in elements, ideas and vocabulary aspects. However, it did

not mean that the students did not make improvement in other aspects.

The use of games in teaching short functional English texts could help

them apply the elements of short functional English texts. From the students’

written texts, most of them got better scores in the elements of short functional

English texts after the implementation of games. As the students wrote in the

questionnaire:

Students 8: “Games membuat saya memahami elemen- elemen memo tidak resmi.

Sebelumnya saya sering lupa- lupa.”(Games make me understand

the elements of an informal memo. Before playing the games, I

often forget the elements of an informal memo.)

Student 11 :“Saya sekarang memahami elemen- elemen memo tidak resmi karena

games.” (I understand the elements of an informal memo because

of games.)

Besides, 10 out of 24 students (41.7%) strongly agreed that the use of

games in the English teaching learning process could help them apply the

elements of short functional English texts. There were 13 out of 24 students

(54.2%) who agreed that the use of games in the English teaching learning process

could help them apply the elements of short functional English texts. There was

one out of 24 students (4.1%) who did not agree that the use of games in the

English teaching learning process could help them apply the elements of short


The use of games helped the students organize their ideas in composing

short functional English texts. There were 4 out of 24 students (16.7%) and 18 out


51

of 24 students (75%) strongly agreed and agreed that games helped the students

organize their ideas in composing short functional English texts. There was one

out of 24 students (4.1%) who strongly disagreed that games helped the students

organize their ideas in composing short functional English texts. There was one

out of 24 students(4.1%) who disagreed that games helped the students organize

their ideas in composing short functional English texts.

From the interview, the researcher found that 3 of 10 students said that

they could organize their ideas in composing short functional Engliah texts better

after the implementation of games. A student said:

Student 6: “Saya jadi tahu mau nulis apa setelah dapat games dari guru.Tadinya

saya bingung menyusun ide- ide saya.” (I canorganize my ideas after

the implementation of games).

The use of games helped the students enrich their English vocabulary.

There were 13 out of 24 students (54.2%) who strongly agreed that the use of

games in the English teaching and learning process helped the students enrich

their English vocabulary. Furthermore, 11 out of 24 students (45.8%) agreed that

the use of games in the English teaching and learning process helped the students

enrich their English vocabulary. From the interview, there were 4 of 10 students

said that they knew the meanings of new vocabularies after implementing games.

As a student answered:

Students 15: “Saya tahu arti banyak kosakata baru jadi itu sangat membantu saya

untuk menulis teks.” (I know the meanings of new vocabulary so it

helps me write short functional texts.)


52

D. The Implementation of Games in the Second Cycle

The use of games in the teaching and learning process in the second cycle

was conducted in two meetings on Friday, April 5th and Thursday, April 11

th,

2013. The first meeting was conducted in eighty minutes. The second meeting

was conducted in a hundred and thirty five minutes. There were 24 students who

joined the class. The topic in the second cycle was writing an informal invitation

letter. The steps were planning, action, observation, and reflection.

1. Planning

After reflecting the first cycle, the researcher began to plan the second

cycle action. In this step, the researcher prepared the lesson plan and the materials

based on the reflection done in the first cycle. In the lesson plan, there were 3

main activities, namely; pre activities, whilst activities, and post activities.

In pre activities, the researcher planned to review the informal invitation

letter that had been taught by the teacher. The researcher planned to give some

questions about elements and language features used in an informal invitation

letter. These activities aimed to give the students view about what they were going

to do in class and recall what they had learnt about an informal invitation letter.

After that, the researcher planned to distribute the students’ call card to each

student in order to help them memorize their number.

In whilst activities, the class was divided into six groups with the same six

groups’ names. Each group consisted of four students. The researcher planned to

give jumbled sentences of an informal invitation letter. The jumbled sentences

were about a birthday party invitation letter. The researcher planned to give some


53

questions about elements and language features used in an informal invitation

letter. These activities aimed to help the students have experience in arranging an

informal invitation letter and applying the elements and language feature used in

informal invitation. In the next meeting, the researcher planned to give the second

game which was jumbled words games. The jumbled words dealt with an

informal invitation letter. The researcher planned to give two jumbled sentences to

each student so there would be eight jumbled words in each group. Then each of

them was asked to arrange two jumbled words by themselves. After arranging the

jumbled words, they discussed the arrangement with their group members. This

activity helped students make correct sentences by arranging the jumbled words

and enrich their vocabulary. The aim of this activity was also to make the students

had a responsibility to arrange the words. Therefore, by playing the games, the

students were expected to be able to compose correct arrangement and sentences

in composing an informal invitation letter. Jumbled sentences and jumbled words

games were also competition games so the researcher planned to give a gift to the

group that won the games. The last game was flash pictures. It was an individual

game. In this game, the researcher planned to ask the students to write a

graduation party invitationafter flashing the pictures. It aimed to know their

improvement in writing. The researcher planned to flash some pictures which

helped the students organize their ideas to write an informal invitation letter. The

researcher planned to distribute lined papers so they would be able to write the

informal invitation tidier. The researcher planned to flash three pictures. The

pictures were a house, a graduation cap, and a clock indicating 3 p.m. In


54

conducting the research, the researcher planned to permit the students to find

difficult words in the dictionary. Then the researcher planned to collect the

students’ drafts in the end of the class. Then the researcher planned to give

feedback to the students’ drafts and gave it back on Friday, April 12th

, 2013.

After that, the researcher planned to collect the students’ revised written texts on

Saturday, April 13th

, 2013.

In post activities, the researcher planned to have a question and answer

session. It was to make sure that the students had understood the material. The

researcher also planned to give written reflective questions to the students in the

end of this cycle. Reflective questions were aimed to help the students reflect

what they had learned.

2. Action

The action was conducted in two meetings. The first meeting was

conducted on Friday, April 5th

, 2013. The second meeting was on Thursday, April

11th, 2013. The topic was writing an informal invitation letter.

a. First Meeting

1) Pre- Activities

In pre activities, the researcher began the class by greeting the students. As

the introduction topic, the students were asked about what they knew about an

informal invitation letter. Then the students accepted their call card.


55


In whilst activities, the class was divided into six groups. The names of the

groups were still the same; lion, tiger, ant, dog, cat and dragon. Each group

consisted of four students. There were 24 students who joined the class. Then, the

students were asked to play jumbled sentences in their groups. They were asked to

arrange the sentences given into the correct arrangement of an informal invitation

letter. The informal invitation letter was a birthday party invitation letter. They

were asked to stick the sentences on the paper prepared. The informal invitation

letter was about a birthday party invitation letter. They should have been

cooperative with their group members. The group who had finished should then

write their group name on the blackboard. Then, the researcher and students

discussed together the correct arrangement of the informal invitation letter. After

that, the students also discussed the questions provided including the elements and

language features of an informal invitation letter.

3) Post Activities

In post activities, the researcher reviewed what the students had learned.

The researcher also gave a chance to the students to ask about the materials of the

day. Finally, the researcher ended the meeting of the day.

c. Second Meeting

The second meeting was conducted on Thursday, April 11th

, 2013. There

were 24 students who joined the lesson. There were 3 main activities.


56

1) Pre- Activities

In pre activities, the researcher began the class by greeting the students.

Then the researcher reviewed the last meeting material. Then, the researcher

distributed the call card.


In whilst activities, the students were asked to play the second game;

jumbled words. In this game, the students were asked to arrange the words into

correct sentences in their group. Each student was responsible to arrange the

words into two sentences. The students were asked to stick the arrangement of

words that were used in writing an informal invitation letter on the paper

prepared. Then they discussed the arrangement with the members of their group.

The tenses of the sentences were simple present tense and simple future tense.

Those tenses were the tenses used in writing an informal invitation letter. They

might use their dictionary to find the difficult words. After that, the group who

had finished playing the game should then write their group’s names on the

blackboard. Then, some volunteers chose the sentences that they were going to

write on the blackboard. After all of the sentences had been written, the teacher

and students discussed the sentences one by one. Meanwhile in the discussion, the

researcher also explained the tenses which were used in writing an informal

invitation letter; simple present tense and simple future tense because most of

them forgot the tenses. The last game was flash pictures game. In this game, the

students were asked to look at the some pictures which were flashed by the


57

teacher. There were three pictures; a house, a graduation cap and a clock

indicating 3 p.m. The teacher flashed the pictures two times. After looking at the

pictures, the students wrote a graduation party invitation letter based on the flash

pictures they had seen on the papers which were distributed by the researcher.

They had 45 minutes in writing a graduation party invitation letter. They might

look at the dictionary to help them write a graduation party invitation letter. The

teacher was walking around the class to help students and answer students’

questions during the implementation of the three games. Then, the researcher

asked the students to submit their drafts at the end of the class. After that, the

researcher gave feedback to their drafts and gave it back to the students on Friday,

April 12th

, 2013. Finally, the students had to submit their revised written texts on

Saturday, April 13th

, 2013.

3) Post Activities


asking and answering questions to the students. Then, the researcher distributed

written reflective questions to the students. The researcher also distributed

questionnaire to all students of X Accountancy 2. After that, the researcher ended

the meeting of the first cycle.

3. Observation

The observation was conducted in two meetings on Friday, April 5th, 2013

and Thursday, April 11th

, 2013. It was at the same timeas the action

implementation. The researcher asked for help from two co- observers and the


58

English teacher of the class to observe the teaching learning process during the

implementation. The data were obtained from the teacher’s activities observation

checklists, students’ activities observation checklists and field notes.

a. First Meeting

The observation in the first meeting was conducted on Friday, April 5th

,

2013. The observation sheets on the researcher’s activities indicated that the

researcher could do the activity step by step. The researcher was enthusiastic in

leading the game. The researcher also showed her thumbs up to give non- verbal

reinforcements to the students. The teacher also used Bahasa Indonesia and

Javanese to explain the materials to the students.

The students were enthusiastic in playing the game even though the

weather was very hot. It can be seen by referring to the observation sheet result.

However, some students were still talking to others while playing the game.

b. Second Meeting

The observation in the second meeting was conducted on Thursday, April

11th 2013. There were 24 students who joined the class. The observation sheet on

the researcher’s activities showed that the researcher sometimes used Bahasa

Indonesia in explaining the materials to the students. The researcher also used the

same media in teaching the students.

From the observation sheets of the students’ activities, it can be concluded

that there were more students who cooperate with their group members when they

played the game. Most of the students involved actively in group discussion. They

also had better cooporation with their group’s members.


59

4. Reflection

The implementation of games in the second cycle was satisfactory. Many

things went well in the second cycle. Time management was no longer a problem.

Moreover, there were many students who asked questions related to the topic. It

indicated that the students had curiosity in learning English.

Based on the reflective question filled in by the students, most of the

students were happy to join the English class. They also had new experiences

during the teaching learning process. Some students wrote in their reflective

sheets.

Student 20: “Awalnya saya malas belajar Bahasa Inggris tapi lama-lama senang

karena pelajaran menulis lebih menyenangkan dengan games.”

(Firstly, I am lazy studying English but I become diligent because

the activities to write English texts is very enjoyable.)

Student 9 : “Bahasa Inggris terasa mudah kalau pelajarannya pakai game.”

(English is easy if there are games in learning English)

E. Research Findings in the Second Cycle

The result of the study in the second cycle showed that 19 students

(79.17%) reached the passing grade for English subject. The passing grade for

English subject in SMK Putra Tama Bantul was 70. There was only one student

who did not make significant progress in his written texts. It can be influenced by

others factors. The class average score in the preliminary study was 45.

Meanwhile, the class average score in the end of second cycle was 75. The

following Table 4.2 showed the students’ scores in the preliminary study and

cycle two based on their written texts.


60

No. Students’ Numbers Score in the Preliminary

Study 2

Drafts Score in Cycle 2

Revised Written Texts Score in

Cycle 2

Note

1. Student 1 54.17 76.39 97.22

2. Student 2 59.38 77.78 86.11

3. Student 3 50 63.89 75

4. Student 4 66.67 63.89 86.11

5. Student 5 27.78 66.67 86.11

6. Student 6 33.33 50 69.44 Failed

7. Student 7 58.33 80.32 94.44

8. Student 8 77.78 75 83.88

9. Student 9 66.67 80.56 97.22

10. Student 10 73.61 82.85 97.22

11. Student 11 52.78 72.22 88.89

12. Student 12 2.78 77.78 91.67

13. Student 13 36.11 70.83 75

14. Student 14 44.44 63.89 72.22

15. Student 15 75 83.33 91.67

16. Student 16 5.56 47.22 55.56

17. Student 17 25 63.89 66.67 Failed

18. Student 18 46.88 75 86.11

19. Student 19 50 88.89 94.44

20. Student 20 16.67 58.33 77.78

21. Student 21 58.33 72.22 86.11

22. Student 22 27.78 71.88 88.89

23. Student 23 25 58.33 66.67 Failed

24. Student 24 2.78 44.44 47.22 Failed

Average 45 66.67 75

Table 4.2 The Students’ Scores in the Second Cycle

The scores in cycle two were taken based on the students’ written texts in

the last meeting of cycle two. The English teacher of X Accountancy 2 in SMK

Putra Tama Bantul was asked to give score to the students’ written texts. In giving

the score, the researcher and the English teacher used the same rubric. Then the

researcher chose the average score for each student. The aim of the activity was to

establish validity.

In this cycle, the students’ difficulties in composing short functional

English text decreased. It can be seen from the questionnaire. There were 14 out


61

of 24 students (58.33%) who did not find difficulties in composing short

functional English texts and 10 out of 24 students (41.67%) had difficulties in

composing short functional English texts.

Table 4.2 indicated that there were improvements in students written texts.

The researcher believed that games really helped the students compose short

functional English texts. Moreover, the questionnaire showed that 19 out of 24

students (79.17%) agreed that games could help them compose short functional

English texts. There were four out of 24 students (20.83%) who strongly agreed

that games could help them compose short functional English texts. There was a

student (4.17%) who did not agree that games could help them compose short


Some students in the interview stated that games could help them compose


Student 15 :“ Ya membantu saya dalam mengingat materi apa yang disampaikan.

Terus juga tahu kosakata baru gitu. (My opinion is that games used

in English teaching and learning process help me memorize the

materials and enrich my vocabulary)

Student 17 :” Saya tahu arti banyak kosakata baru jadi itu sangat membantu saya

untuk menulis teks (I know new vocabulary. It helps me write the

text)

Based on the first cycle, the researcher focused on three main aspects of

the writing rubric which indicated the improvements of students’ writing skill in

composing short functional English texts. The three main aspects were elements,

ideas and vocabulary. In the second cycle, the researcher found that the students

also made improvements in those three aspects.


62

The use of games helped the students apply the elements of short

functional English texts. It could be seen from the questionnaire, 13 students

(54.17%) strongly agreed and 11 students (45.83%) agreed that the use of games

in English teaching and learning process could help them apply the elements of



short functional English texts. There were 7 out of 24 students (29.17%) and 16

out of 24 students (66.67%) who strongly agreed and agreed that games helped

the students organize their ideas in composing short functional English texts.

There was one out of 24 students (4.1%) who disagreed that games helped the

students organize their ideas in composing short functional English texts. In the

interview, one student stated that:

Student 20: “Saya sebenernya sering bingung mau nulis apa kalau disuruh nulis

undangan gitu, tapi kalau dikasi games yang gambar- gambar

ditampilin sebentar oleh guru tuh saya jadi ngerti saya mau nulis

apa. Urut- urutannya dan acaranya juga jadi ngerti mau nulis

apa.” (I often get confused what should I write when the teacher

asks me to write an invitation letter. But, flashed pictures game

helps me organize my ideas. I can arrange the arrangements and the

event.)

The use of games in the English teaching learning process helped the

students enrich their English vocabulary. There were 16 out of 24 students

(66.67%) who strongly agreed that the use of games in the English teaching and

learning process helped the students enrich their English vocabulary. Furthermore,

8 out of 24 students (33.33%) who agreed that the use of games in the English

teaching and learning process helped the students to enrich their English

vocabulary. There was no one who disagreed or strongly disagreed that the use of


63

games in the English teaching and learning process helped the students to enrich

their English vocabulary.

Some students stated in the interview:

Student 9: “Banyak kosakata Bahasa Inggris yang saya gak tahu artinya. Dengan

games tadi kosakata Bahasa Inggris saya jadi bertambah.” (I do not

know the meaning of many English vocabularies. Games help me

enrich my vocabulary.)

Student 24: “Kalo pelajaran biasanya cepet banget jelasin arti kosakatanya terus

saya lupa tapi dengan games saya lebih mudah mengingat kosakata

Bahasa Inggris. ” (Before using games, the teacher is too fast in

explaining the meaning of some words so I am easy to forget. But

games make me memorize the vocabulary longer time.)

F. The Improvement of Students’ Writing Skill in ComposingShort

Functional English Texts

The researcher compared the students’ writing scores in the preliminary

study, the drafts and the revised written texts of the first cycle, and the drafts and

the revised written texts of the second cycle to show the improvement of students’

written texts scores. The scores in the preliminary study were taken before

implementing the action. The scores in the first cycle were taken in the last

meeting of first cycle. The scores in the second cycle were taken in the last

meeting of cycle two. Table 4.3 showed students’ scores in the preliminary study,

the drafts in the cycle one, the revised written texts in the cycle one, the drafts in

the second cycle and the revised written texts in the second cycle based on their

written texts.


64

The passing grade for English subject in SMK Putra Tama Bantul was 70.

Table 4.3 showed that 3 out of 24 students (12.5%) reached the passing grade in

the preliminary study. It showed that many students did not reach the passing

grade.

Table 4.3 also showed that 13 out of 24 students (54.17%) reached the

passing grade. It showed that there were more than half of the students reached the

passing grade. The percentage increased 41.67% from the percentage of the

preliminary study. There were 22 students (91.67%) who made improvement in

cycle one based on their written texts. The class average score in the preliminary

study was 45. Meanwhile, the class average score in the end of the first cycle was

62.5. The following table is the table of the students’ scores in the preliminary

study, the first and second cycle

No. Std. # Score in

Preliminary Study

Draft

Score in Cycle 1

Final Revision

Score in Cycle 1

Draft

Score in Cycle 2

Final

Revision Score in Cycle 2

Note

1. 1 54.17 73.61 75 76.39 97.22

2. 2 59.38 82.85 83.33 77.78 86.11

3. 3 50 58.33 69.44 63.89 75

4. 4 66.67 72.22 94.44 63.89 86.11

5. 5 27.78 47.22 63.89 66.67 86.11

6. 6 33.33 61.11 63.89 50 69.44 Failed

7. 7 58.33 77.78 82.85 80.32 94.44

8. 8 77.78 83.33 86.11 75 83.88

9. 9 66.67 88.89 91.67 80.56 97.22

10. 10 73.61 82.85 94.44 82.85 97.22

11. 11 52.78 66.67 69.44 72.22 88.89

12. 12 2.78 63.89 88.89 77.78 91.67

13. 13 36.11 58.33 63.89 70.83 75

14. 14 44.44 52.78 61.11 63.89 72.22

15. 15 75 75 83.33 83.33 91.67

16. 16 5.56 44.44 50 47.22 55.56 Failed

17. 17 25 46.88 66.67 63.89 66.67 Failed

18. 18 46.88 73.61 91.67 75 86.11

19. 19 50 76.38 86.11 88.89 94.44

20. 20 16.67 44.44 61.11 58.33 77.78

21. 21 58.33 91.67 94.44 72.22 86.11

22. 22 27.78 75 91.67 71.88 88.89

23. 23 25 47.22 63.89 58.33 66.67 Failed

24. 24 2.78 25 38.89 44.44 47.22 Failed


65

No. Std. # Score in Preliminary

Study

Draft Score in Cycle 1

Final Revision Score in Cycle

1

Draft Score in Cycle 2

Final Revision Score in Cycle 2

Note

Average 45 58.33 62.5 66.67 75

Percentage of students who

reached the passing grade

12.5% 50% 54.17% 58.83% 79.1%

Table 4.3 The Students’ Scores in the Preliminary Study, the First,

and the Second Cycle

From table 4.3, the researcher found the scores’ improvements of students’

written texts. In the drafts of the cycle one, 12 students (50%) reached the passing

grade for English subject with the class average score was 58.33. Then, the

percentage increased 4.17% from the percentage of the drafts of the students with

the class average score was 62.5 in revised written texts of the first cycle. In the

second cycle, the table 4.3 showed that the students who reached the passing

grade were 14 students (58.83%) with the score average were 66.67. In the revised

written texts, the students who reached the passing grade were 19 students

(79.19%) with the score average was 75.

The following figure showed the improvement ofthe students who reached

the passing grade.


66

Figure 4.1 The Percentages Improvement of the Students who Reached

the Passing Grade

Figure 4.1 indicated that the use of games helped students improve their

writing skill in composing short functional English texts. There was improvement

of students’ scores based on their drafts and revised written texts. From the

questionnaire, it could be seen also that the games helped students improve their

writing skill in composing short functional English texts.

The students’ difficulties in composing short functional English texts

decreased. It could be seen from the first questionnaire that there were 20 out of

24 students (83.33%) who had difficulties in composing short functional English

texts. There were only 4 students (16.67) who had no difficulties in composing

short functional English texts. In the second questionnaire, 14 students (58.33%)

did not find difficulties in composing short functional English texts. Therefore,

41.67% of the students found difficulties in composing short functional English

texts.

0

20

40

60

80

100

Preliminary Study

Draft in Cycle One

Final Revision in Cycle One

Draft in Cycle Two

Final Revision in Cycle Two

12.5

50 54.2 58.8

79.2 87.5

50 45.8 41.2

20.8

The percentage of the students who reached the passing grade

The percentages of the students who did not reach the passing grade


67

After analyzing the result of the first and second cycles, the researcher

found that there were improvement in three aspects; elements, ideas and

vocabulary which included in the writing skill. The use of games in the teaching

learning process could help them implement the elements of short functional

English texts.

The first questionnaire showed that there were 10 out of 24 students

(41.7%) who strongly agreed that the use of games in the English teaching

learning process could help them apply the elements of short functional English

texts. There were 13 out of 24 students (54.2%) who agreed that the use of games

in the English teaching learning process could help them apply the elements of

short functional English texts. There was one out of 24 students (4.1%) who did

not agree that the use of games in the English teaching learning process could help

them apply the elements of short functional English texts. Meanwhile in the

second questionnaire, 13 out of 24 students (54.17%) strongly agreed and 11 out

of 24 students (45.83%) agreed that the use of games in the English teaching and

learning process could help them apply the elements of short functional English

texts.

The use of games in the English teaching learning process helped the

students enrich their English vocabulary. It could be seen in the questionnaire.

The first questionnaire showed that 13 out of 24 students (54.2%) strongly agreed

that the use of games in the English teaching and learning process helped the

students enrich their English vocabulary. Furthermore, 11 out of 24 students

(45.8%) agreed that the use of games in the English teaching and learning process


68

helped the students enrich their English vocabulary. The second questionnaire

showed that 16 out of 24 students (66.67%) strongly agreed that the use of games

in the English teaching and learning process helped the students enrich their

English vocabulary. Furthermore, 8 out of 24 students (33.33%) agreed that the

use of games in the English teaching and learning process helped the students

enrich their English vocabulary.


short functional English texts. It could be seen in the first questionnaire, 4 out of

24 students (16.7%) and 18 out of 24 students (75%) strongly agreed and agreed

that games helped the students organize their ideas in composing short functional

English texts. There was one out of 24 students (4.1%) who strongly disagreed

that games helped the studentsorganize their ideas in composing short functional

English texts. There was one out of 24 students (4.1%) who disagreed that games

helped the students organize their ideas in composing short functional English

texts. In the second questionnaire, 7 out of 24 students (29.17%) and 16 students

(66.67%) strongly agreed and agreed that games helped the students organize their

ideas in composing short functional English texts. There was one out of 24

students (4.1%) who disagreed that games helped the students organize their ideas

in composing short functional English texts.


69

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the research conclusions and the suggestions for the

implementation of games in teaching English class. The conclusions contain the

summary of the findings based on the formulated problem: to what extent do

games improve the X Accountancy 2 students’ writing skill in composing short

functional English texts? In the latter part, the researcher proposes suggestions for

the English teachers and the future researchers.

A. Conclusions

In solving students’ problem dealing with the students’ writing skill in

composing short functional English texts, the researcher implemented classroom

action research using games. The researcher found some significant results

through the processes implemented within this strategy. The researcher

implemented two cycles in this study. Based on the students’ improvement shown

in each cycle, the researcher concluded that the use of games was helpful for X

Accountancy 2 students of SMK Putra Tama Bantul to improve their writing skill

in composing short functional English texts.

After analyzing the students’ scores, the researcher found that the use of

games improved students’ writing skill in three aspects. The first aspect was that

games helped the students apply the elements of short functional English texts.


70

The second aspect was that games helped the students in organizing their ideas to

compose short functional English texts. The third is thatgames helped the students

enrich their vocabulary. Games also helped the students apply tenses used in short

functional English texts. However, the improvement of tenses aspect was not as

significant as in three other aspects.

B. Recommendations

In this section, the researcher recommends some suggestions for English

teachers and also future researchers who want to conduct a study on the similar

topic. The suggestions are presented below:

1. For English teachers

It is suggested that English teachers who want to teach their students about

writing short functional English texts use games as the teaching tool. It is because

the use of games in learning writing short functional English texts provides a lot

of benefits which have been explained in the result and discussion of this study.

However, it is suggested to English teachers to provide the explanations of the

materials besides games. The games should be well- planned. The teacher should

also give clear instructions so the students could understand what they have to do.

2. For future researchers

Future researchers who would like to conduct a study on the similar topic

may use the data in this study to support their study. Besides, it is better if the

researchers can modify the games so they can be more interesting. The researchers


71

should also have an accurate observation in implementing the study. Therefore,

the researchers should be patient in conducting thisstudy.


72

REFERENCES

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http://e-book.ram.edu/e-book/e/EN420/en420-chapter9.pdf

74

APPENDICES


75

APPENDIX A

Covering Letter for the Head

of SMK Putra Tama Bantul


76


77

APPENDIX B

Research Official Statement

from SMK Putra Tama Bantul


78


79

APPENDIX C

LESSON PLAN AND TEACHING MATERIALS OF CYCLE ONE


80

LESSON PLAN

First Cycle

School : SMK Putra Tama Bantul

Subject : English

Class/ Semester : X Accountancy 2/ 2 Skill : Writing

A. Competence Standard

1. Communicating using English in Novice Level.

B. Basic Competence

1.6. Understanding memos and menu, public transportation departure, and traffic

symbols.

C. Indicators

1. Students are able to identify the elements of an informal memo. (Activity A)

2. Students are able to identify the language features used in an informal memo.

(Activity D)

3. Students are able to identify the detailed information of an informal memo.

(Activity C)

4. Students are able to find the meanings of new words in an informal memo.

(ActivityB )

5. Students are able to use the tenses in an informal memo correctly. (ActivityE )

6. Students are able to write a correct informal memo based on the flash card

shown. (Activity F)

D. Learning Purpose:

By the end of this study, the students will be able to write an informal memo

correctly.

E. Learning material: an Informal Memo

F. Learning Strategy: presentation, group work, and game


81

G. Learning Activities

First Meeting

Time Allotment: 80’

No. Activities Time

Allocation

1. Pre- Learning activities

1) Greeting

2) Short Introduction

3’

2. Main Activities

1) Exploration

a) The students are asked to remember about informal

memos.

2) Elaboration

a) The students gather in groups of four

b) Students accept jumbled text of an informal memo

c) Each student reads the sentences they have got in

groups.

d) Students are able to arrange the jumbled informal

memo into correct order in group by doing the

jumbled sentences game. Then stick it on the paper.

The first group who has finished the game has to

scream their group’s name.

e) Students discuss the arrangement of an informal

memo which has been done by students.

f) Students accept the correct arrangement of an

informal memo.

g) Students are able to identify the elements of informal

memo by analyzing the informal memo.

h) Students are able to identify the detailed information

and meanings of new words in informal memo.

i) Students are able to identify the language features

used in an informal memo by answering the

questions given in students’ worksheets.

5’

3’

2’

5’

15’

10’

2’

7’

10’

8’


82

j) Teacher and students discuss the answers of the

questions.

10’

3. Post- Learning Activities

3) Confirmation

a) The students make a review on the elements and

language features used in an informal memo.

b) Questions and answer

5’

2’

Second Meeting


No. Activities Time

Allocation


1) Greeting

2) The students are asked about the previous lesson

5’

2. Main Activities

1) Exploration

Students are asked about the elements and language features

of an informal memo.

2) Elaboration

a) Students work in groups of four

b) Students accept the jumbled words

c) Students arrange the jumbled words. The first group

who has finished the game has to write their group’s

names on the blackboard.

d) Students discuss the jumbled words.

e) Students watch flash pictures.

f) Students write an informal memo based on the flash

pictures shown.

5’

2’

2’

30’

20’

10’

45’


3) Confirmation

a) The students make review on the tenses used in

informal memo

5’


83


c) The students answer the questionnaire and students’

reflection distributed by the teacher researcher.

5’

5’

H. Source and teaching media:

1. Teacher’s handout

2. Games (Jumbled sentences of an informal memo, jumbled words, flash pictures)

3. Blackboard, Chalk, Paper

4. Books (Games for Language Learning, Bring me to the world of a professional

worker: English for vocational school Book 1)

I. Assessment

Form: Written: Students’ drafts and revised written texts.

J. Materials

A. Please rearrange the following jumbled sentences in to the correct order!

(jumbled sentences)

An Informal Memo

1. You need to buy some vegetables and ingredients.

2. Thank you very much dear.

3. With love,

Mom

4. She is sick now

5. I have to go to your aunt’s home.

6. Please buy: 0,5 kilograms of onions, 0,5 kilograms of potatoes, 5 grams of

chilies, and 7 grams of carrots.

7. Therefore, please make some food for your sister.

8. To : Rina

9. You can take the money on the kitchen table.

10. Don’t forget to buy some fruits also such as a kilogram of apples

11. From: Mom

B. Please match the following words with their meaning!

No. Words Answer Meanings

1. Vegetables … a. long pointed orange roots eaten as a vegetable

2. Ingredients … b. a girl or woman who has the same


84

parents as another person

3. Onions … c. plants, roots, seeds, or pods that are

used as food

4. Carrots … d. vegetables with a strong smell and

flavor, made up of several layers surrounding each other tightly in a

round shape, usually brown or red on

the outside and white inside

5. Sister … e. foods that are used with other foods in

the preparation of a particular dish.

C. Based on the informal memo, please choose whether each of the following

statements is true (T) or false (F)!

1. Rina wrote a memo for her mother. T F

2. Rina has to buy 5 kilograms of potatoes. T F

3. Rina has to buy apple. T F

4. Rina’s aunt is sick T F

5. RIna’s mother will cook the vegetables for Rina’s sister. T F

D. Look at the text again!

1. What is the purpose of the informal memo?

_____________________________________________________________

_____________________________________________________________

2. What are the elements of an informal memo?

a. …………………………….

b. …………………………….

c. …………………………….

d. …………………………….

e. …………………………….

f. …………………………….

3. Language features:

A/an …………………….. usually uses ……………………….. tense and

……………………….. tense.

Examples of sentences:

_____________________________________________________________

_____________________________________________________________

E. Arrange the following words into correct sentences! (jumbled words)

1. am in I house my friend’s

2. meeting he forget not come to does to

3. dinner Rina, please food some make for


85

4. do they buy any not vegetables ?

5. goes market to she the

6. be meeting there at a will 8

a.m.

7. visit we some museums will tomorrow

8. be Toni here 5 p.m. at will

9. your come I not to tomorrow will house

10. will be not too mother there

F. Look at the flash pictures! Please write your own informal memo based on

the pictures! (flash pictures)

Source:

https://upload.wikimedia.org/wikipedia/commons/f/f1/F

ruits_and_Vegetables_at_Pike_Place_Market.jpg

1kg Source: http://mycookingmagazine.com/wp-content/uploads/2012/02/chili-peppers.gif

½ kg

Source:

http://www.fitho.in/wp-

content/uploads/2010/08/Carrot-Vegetable.jpg

10 grams

Source:

http://www.wallpaperpimper.com/wa

llpaper/Food/Fruit/Purple-Grapes-

Vine-4-RFD90FEF4G-1024x768.jpg


86

1 Source: http://4.bp.blogspot.com/_LTFtTbIQoLc/S-

QYJLepbzI/AAAAAAAAAPI/c4UX0O7a0q0/s320/se

mangka.jpg

Source:

http://www.clker.com/cliparts/u/6/K/C/6/S/el

even-o-clock-md.png

Source:

http://upload

.wikimedia.org/Wikipedia/commons/h/house_cartoon.jpg

Bantul, March, 2013

Maria Evita Sari

091214049

Approved by,

English Teacher Advisor


87

Attachment 1

Correct arrangement of informal memo

Information:

a. The name of the person to whom the messages are delivered.

b. The name from whom the messages come.

c. Content

d. Complimentary closing:

e. Signature

f. Sender’s name

MEMO

To : Rina a.

From : Mom b.

I have to go to your aunt’s home. She is sick now.

Therefore, please make some food for your sister.

You need to buy some vegetables and ingredients.

Please buy: 0,5 kilograms of onions, 0,5 kilograms c.

of potatoes, 5 grams of chilies, and 7 grams of carrots.

Buy a kilogram of apples and two kilograms of grapes also.

Take the money on the kitchen table. Thank you very much dear.

With love, d.

e.

Mom f.


88

Attachment 2

Students’ handout

Unruk menunjukkan suatu kegiatan yang menjadi KEBIASAAN.

(+) I + am

YOU

WE + are + KATA BENDA/ KATA SIFAT

THEY

HE

SHE + is

IT

(-) I + am

YOU

WE + are + not + KATA BENDA/ KATA SIFAT

THEY

HE

SHE + is

IT

(?) am + I

are + YOU

WE

THEY

is + HE + KATA BENDA/ KATA SIFAT

SHE

IT

SIMPLE PRESENT TENSE


89

(+) I

YOU

WE + KATA KERJA 1 + OBYEK

THEY

HE

SHE + KATA KERJA S/ES + OBYEK

IT

(-) I

YOU

WE + DO NOT + KATA KERJA 1 + OBYEK

THEY

HE

SHE + DOES NOT + KATA KERJA S/ES + OBYEK

IT

(?) I

YOU

DO + WE + KATA KERJA 1 + OBYEK

THEY

HE

DOES + SHE + KATA KERJA 1 + OBYEK

IT


90

Untuk menyatakan kegiatan yang AKAN TERJADI.

(+) I

YOU

WE

THEY + WILL+ KATA KERJA 1/ TO BE + OBYEK

HE

SHE

IT

(-) I

YOU

WE

THEY + WILL NOT+ KATA KERJA 1/ TO BE + OBYEK

HE

SHE

IT

(?) I

YOU

WE

WILL + THEY + KATA KERJA 1/ TO BE + OBYEK

HE

SHE

IT

Source:

Azar, B. S., & Hagen, S. H. (2009) Understanding and using English grammar (4th

ed).New York: Pearson Education.

SIMPLE FUTURE TENSE


91

APPENDIX D

FIELD NOTES OF CYCLE ONE


92

FIELD NOTES 1

MEETING 1 OF THE FIRST CYCLE

The first meeting was conducted on Friday, March 22th, 2013. The research was

conducted in class X Accountancy 2 in SMK Putra Tama Bantul. There were 24 students

came to the class. The time allocation was 80 minutes.

The students had shouted the researcher’s name outside the class. The students

knew the researcher because the researcher practiced her Program Pengalaman

Lapangan/ PPL (Field Experience Program) there before. In the beginning of the class,

the students looked tired but looked busy with their own activities. The researcher greeted

the students and checked the attendance list. The topic today was an informal memo.

After having some chit- chat with the students, the researcher explored what the students

knew about an informal memo. The researcher asked about the elements, the tenses used

and language features of an informal memo. Some students answered the questions even

though the answers were not totally correct. Then the students accepted their call cards to

help the students in memorizing their number.

After that, the class was divided into six groups, namely lion, tiger, ant, dog, cat

and dragon. Each group had four members. Then the researcher explained the rules of

jumbled sentences game. The students listened to the researcher’s explanation. The

students arrange the sentences in to correct order based on the elements of an informal

memo. The informal memo was an informal memo from Rani to Tono. The group that

had finished the game should write their group’s name on the blackboard. The situation of

the class became noisy. Some of the students did not play the games. They looked played

in playing the games. However, most students looked enjoy the games. While the

students playing the game, the researcher walked around and observed. The researcher


93

was helped by two students of English Education Study Program Sanata Dharma

University to observe the students’ activities.

After all group finished the game, the researcher lead the discussion of the correct

arrangement of an informal memo. Some students were surprised that their answers were

incorrect. It was interesting that the students had different opinion about what actually the

first sentence in the content of an informal memo. The researcher let them argue and

defend their opinion. Then the researcher gave them some guidance question which let

them to same idea about the text.

Then the researcher distributed the students’ worksheet that provided the

questions about the elements, vocabularies and language features of an informal memo.

The students discussed the answer with their friends in group. The researcher let the

students to find the difficult words in the dictionaries. After that, the researcher and the

students discussed the answers of the students’ worksheet. Some students asked some

questions related to the materials discussed.

After the discussion, the researcher asked the students about what they had

learned from the games and students’ worksheet. The students answered it

enthusiastically. Finally, the researcher ended the lesson. Reflecting the first meeting of

the first cycle, the researcher realized that the researcher should manage the time well

because the game was consuming time. After the class, the researcher had discussion with

the English teacher about the activities, games and materials on that day.

Bantul, March 22, 2013

The Researcher

Maria Evita Sari


94

FIELD NOTES 2

MEETING 2 OF THE FIRST CYCLE

It was the second meeting of the first cycle. It was held on Thursday, April 4th,

2013. The time allocation was 125 minutes. There were 24 students joined the class. The

room was so hot so the students were lack of enthusiasm in joining the class.

In the beginning of the class, the researcher greeted the students and cheeked the

attendance list. The researcher began the activity by asking the students about the

elements and language features of an informal memo. It was good because the researcher

could recall the students’ memory about the elements and language features of an

informal memo. Then the researcher distributed the call card to the students.

The next activity was playing jumbled words. The researcher explained the rules

of the games. Some students did not pay attention to the teacher’s explanation. Then the

students gathered in their group similar to the previous meeting. After that the researcher

distributed the jumbled words to every group. There were ten sentences in jumbled words

game. The students worked together with their group’s member to finish the jumbled

words as soon as possible. All of them wanted to be the winner. The students became

enthusiastic in the activity. The activity worked well although some students did not play

the games because they had conversation with their group members. Some students

looked at the dictionary to find difficult words. The group that had finished the game

wrote their group’s name on the blackboard. The researcher and the outside researcher

were walking around to observe the students activities.

After all group finished the game, some students wrote the sentences on the

blackboard. Then the students and the researcher discussed the correct arrangement of the


95

words. In explaining the correct arrangement of the words, the researcher explained about

simple past tense and simple future tense. Some students who were confused of the tenses

asked the researcher to explain it once more.

The next game was flash pictures. The researcher explained the game’s rules to

the students. The students listened to it carefully. There were seven pictures in this game:

a market, a watermelon, ten grams of grapes, a half of kilogram of carrots, a kilogram of

chilies, a house and a clock shown 11 o’clock. The researcher flashed the pictures in front

of the class. The students were asked to write an informal memo. The girls were asked to

be mothers and the boys were asked to be fathers. They had to write an informal memo

about buying vegetables and ingredients to their sons or daughters. The students might

not take any notes; they had to memorize all the pictures. They might look at the

dictionaries to find difficult words. The researcher was walking around the class to

observe the students’ activity. The students looked very serious in writing the informal

memo.

After writing the drafts, the students submitted the drafts to the researcher. The

researcher gave feedback to their drafts. Then, the researcher gave the students’ drafts on

back the next day. After that, the students had to submit their revised written texts on the

next two days. In the end of the class, the researcher reviewed what the students had

learned by asking some questions.

In all activities, the students listened to the researcher explanation and responded

to the researcher questions actively. By paying attention to the researcher’s explanantion,

the students understood the elements, language features and new vocabularies used in an

informal memo and the rules of the game. The students were also enthusiastic in playing

the games.


96

After all activities finished, the researcher gave reflective questions to the students

to know what they had learnt and their opinion about the games. The researcher used the

answer of students’ reflection to reflect the researcher’s action. Therefore, the researcher

improved the aspects that need to be improved. Then, the researcher distributed the

questionnaire to all of students to support the data. The researcher also interviewed 10

students to obtain deeper information.

Writing was consuming time. Therefore, the researcher should paid attention to

her time management. The researcher also realized that the pictures were not bigger

enough to be seen by the students who sit at the back. Therefore, the researcher should

have made the pictures bigger in the next cycle.

Bantul, April 4th, 2013

The Researcher

Maria Evita Sari


97


98


99

APPENDIX E

OBSERVATION SHEET OF CYCLE ONE


100


101


102


103


104

APPENDIX F

LESSON PLAN AND TEACHING MATERIALS CYCLE TWO


105

LESSON PLAN

Second Cycle

School : SMK Putra Tama Bantul

Subject : English

Class/ Semester : X Accountancy 2/ 2 Skill : Writing

A. Competence Standard

2. Communicating using English in Novice Level.

B. Basic Competence

8. Writing an invitation letter.

C. Indicators

1. Students are able to identify the elements of the informal invitation letter.

(Activity A)

2. Students are able to identify the language features used in the informal invitation

letter. (Activity D )

3. Students are able to identify the detail information. (Activity C)

4. Students are able to find the meanings of new words in the informal invitation

letter. (Activity )

5. Students are able to use the tenses in an informal invitation letter correctly.

(Activity E)

6. Students are able to write a correct informal invitation letter in five sentences

based on the flash card shown. (Activity F)

D. Learning Purpose:

By the end of this study, the students are able to write an informal invitation letter

correctly.

E. Learning material: an Informal Invitation Letter

F. Learning Strategy: presentation, group work, and game


106

G. Learning Activities

First Meeting


No. Activities Time

Allocation


1) Greeting

2) Short Introduction

3’

2. Main Activities

1) Exploration

The students are asked to remember about informal invitation

letters.

2) Elaboration

a) The students gather in group of four.

b) Students accept jumbled text of an informal

invitation letter.

c) Each student reads the sentences they have got in

group.

d) Students are able to arrange the jumbled informal

invitation letter in to correct order in group by doing

jumbled sentence game. Then stick it on the paper.

The first group who has finished the game has to

scream their group’s name.

e) Students discuss the arrangement of informal

invitation letter which has done by students.

f) Students accept the correct arrangement of an

informal invitation letter.

g) Students are able to identify the elements of an

informal invitation letter by analyzing the informal

invitation letter and answer the students’ worksheets.

h) Students are able to identify the detail information

and meanings of new words in the informal

5’

3’

2’

5’

15’

10’

2’

7’

10’


107

invitation letter by answering the students’

worksheets.

i) Students are able to identify the language features

used in an informal invitation letter by answering the

questions given in students’ worksheets.

j) Teacher and students discuss the answers of the

questions.

8’

10’

3 Post- Learning Activities

3) Confirmation

a) The students make a review on the elements and

language features used in an informal invitation

letter.


5’

2’

Second Meeting

Time Allotment:125’

No. Activities Time

Allocation


1) Greeting

2) The students are asked about the previous lesson

5’

2. Main Activities

1) Exploration

Students are asked about elements and language features of an

informal invitation letters.

2) Elaboration

a) Students work in group of four

b) Students accept the jumbled words

c) Students arrange the jumbled words. The first group

who has finished the game has to scream their group’s

name.

d) Students discuss the jumbled words and the tenses

3’

2’

30’

20’

10’

40’


108

used in jumbled words.

e) Students watch flash pictures.

f) Students write an informal invitation letter based on

the flash pictures shown.


3) Confirmation

a) The students make review on the tenses used in

informal memo


c) The students answer the questionnaire and students’

reflection distributed by the teacher researcher.

5’

5’

5’

H. Source and teaching media:

1. Teacher’s handout

2. Games (Jumbled sentences of an informal invitation letters, Jumbled words,

Flash pictures)

3. Blackboard, Chalk, Paper

4. Books (Games for Language Learning, Bring me to the world of a professional

worker: English for vocational school Book 1)

I. Assessment

Form: Written: Students’ drafts and revised written texts.

J. Learning Materials

i. Please rearrange the following jumbled sentences in to the correct order!

(jumbled sentences)

An Informal Invitation Letter

1. Dear Jono,

2. My parents prepare a simple party for me.

3. Your beloved friend,

Ahmad Dani

4. I will celebrate my seventeen birthday.

5. I would like you to come to my birthday party.

6. I am sure your arrival will make the party happier.


109

7. Bantul, April 6th, 2013

8. The party will be held at my house, Jln. Adipati Ukur No. 35 on Sunday, April

14th, 2013 at 10 a.m.

ii. Please match the following words with their meaning!

No. Words Answer Meanings

1. simple … b. to make something, especially a meeting or

an election happen.

2. celebrate … c. to make or get something or someone ready

for something that will happen in the future .

3. held … d. easy to understand or do; not difficult.

4. prepare … e. when someone or something arrives somewhere.

5. arrival … f. to take part in special enjoyable activities in

order to show that a particular occasion is

important.

C. Based on the informal invitation letter, please choose whether each of the

following statements is true (T) or false (F)!

1. Ahmad Dani invites Jono to come to his birthday party. T F

2. Ahmad Dani will celebrate his birthday on Monday. T F

3. Ahmad Dani won’t Jono to come to his birthday party. T F

4. Jono’s parents prepare Ahmad Dani’s birthday party. T F

5. Ahmad Dani’s birthday party will be a great birthday party. T F

D.Look at the text again!

1. What is the purpose of the informal invitation letter?

2. What are the elements of an informal invitation letter?

a. …………………………….

b. …………………………….

c. …………………………….

d. …………………………….

e. …………………………….

f. …………………………….

3. Language features:

A/an …………………….. usually uses ……………………….. tense and

……………………….. tense.

Examples of sentences:


110

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

E.Arrange the following words into correct sentences! (jumbled words)

1. would you to like come to to party

graduation party

2. garden the at me meet to like you

would I

3. eighteen like would I to my to party

birthday you come

4. arrival will your make party the am sure

happier I

5. without I party the will your nothing am

arrival be am

6. celebrate party on April

23rd

,

2013

at will I 6

p.m.

graduation Monday, my

7. parents will my great a party me for

a

8. tomorrow dinner will we have 7p.m. at

F.Look at the flash pictures! Please write your own informal invitation letter

based on the pictures! (flash pictures)

Source:

http://blog.timesunion.com/opinion/files/2011/06/

0602_WVcollegedebt1.jpg

Source:

http://watermarked.cutcaster.com/cutcaster-

photo-100887249-Alarm-clock-shows-Three-

o-clock.jpg

http://www.featurepics.com/FI/Thumb300/20

110103/Cartoon-Sun-1747894.jpg


111

Source:

http://www.featurepics.com/FI/Thumb30

0/20090713/Cartoon-House-1247770.jpg

Bantul, May, 2013

Maria Evita Sari

091214049

Approved by,

English Teacher Advisor


112

Attachment 1

Correct arrangement of an informal invitation letter.

Information:

a. Date: the day, date and year of the letters

b. Greeting/ Salutation

c. Content/ Body

d. Complimentary closing

e. Signature

f. Sender’s name

Bantul, April 6th

, 2013 a

Dear Jono, b

I will celebrate my seventeen birthday.

My parents are preparing a simple party for me.

The party will be held at my house,

Jln. Adipati Ukur No. 35 on Sunday, April 14th

, 2013 c

at 10 a.m.

I would like you to come to my birthday party.

I am sure your arrival will make the party happier.

Your beloved friend, d

e

Ahmad Dani f


113

APPENDIX G

FIELD NOTES OF CYCLE TWO


114

FIELD NOTES 1

MEETING 1 OF THE SECOND CYCLE

The third meeting was conducted on April 5th, 2013. There were 24 students in

the class. The researcher gathered the students after all of them gathered in the room. The

students answered the researcher enthusiastically. It was good because the students

looked ready to follow the lesson. After great the students, the researcher checked the

attendance list and distributed the call cards to the students.

Then the researcher introduced the topic to the students. The topic of the second

cycle was an informal invitation letter. The researcher asked the students about the

elements and language feature of an informal invitation letter. It aimed to recall the

students’ memory about the elements and language features of an informal invitation

letter.

After the students answered the researcher’s questions, the researcher divided the

class into six groups. The researcher explained again the rules of the game to the students.

Then the researcher gave jumbled sentences to the students. The jumbled sentences were

about a birthday party invitation letter. The students were not confused to play the game.

The students looked enthusiastic when they played the game. The students also looked

more cooperative with their group members. The students can finish playing the game

faster than what they did in the meeting 1 of the first cycle.

The group that had finished playing the game should then write their group’s

name on the blackboard. While the students playing the game, the researcher walked

around and observed. The researcher was helped by two students of English Education

Study Program Sanata Dharma University to observe the students’ activities. In the end of


115

the game, the researcher lead the discussion of the correct arrangement of a birthday party

invitation letter after all group finished playing the game. Some students did mistakes in

arranging the sentences.

Then the researcher distributed the students’ worksheet that provided the

questions about the elements, vocabularies and language features of a birthday party

invitation letter. The students discussed the answer with their friends in group. The

researcher let the students to find the difficult words in the dictionaries. There were some

students asked about the questions provided in the students’ worksheets. After that, the

researcher and the students discussed the answers of the students’ worksheet.

After the discussion, the researcher asked the students about what they had

learned from the games and students’ worksheet. The researcher ended the lesson by

greeting and thanking to them.

Bantul, April 5 2013

Maria Evita Sari

091214049


116

FIELD NOTES 2

MEETING 2 OF THE SECOND CYCLE

The meeting 2 of the second cycle was held on April 11th, 2013. There were 24

students in the class. The students looked tired because it was the last lesson hour on that

day. The researcher began the lesson by greeting the students. After checking the

attendance list, the researcher distributed the call cards to each student. The students also

looked unmotivated because the time allocation was 125 minutes. The researcher

motivated them to have motivation in joining the lesson.

The next activity was playing jumbled words. Before dividing the class into six

groups, the researcher explained the rules of the games. After that, the researcher

distributed the jumbled words to every group. There were eight sentences in jumbled

words game. Reflecting the first cycle, the students had to arrange two jumbled words.

Then they had to discuss the arrangement with their group members. Therefore, the

students did not have unimportant conversation with their friends. Each student also had

the responsibility in playing the game. The students played the game seriously. They

might look at the dictionary to find difficult words. The group that had finished playing

the game should then write their group’s name on the blackboard. The researcher and the

outside researcher were walking around to observe the students activities.

After all group finished the game, some students wrote the sentences on the

blackboard. Then the students and the researcher discussed the correct arrangement of the

words. In explaining the correct arrangement of the words, the researcher explained again

about simple past tense and simple future tense.


117

The next game was flash pictures. Before flashing the pictures, the researcher

explained the game’s rules to the students. There were three pictures in the game: a

graduation cap, a house and a clock indicating 3 p.m. The pictures were bigger than the

pictures in the second meeting of the cycle one. The researcher flashed the pictures in

front of the class twice. The students had to look at the pictures and remember the

pictures. The students were asked to write an informal invitation letter. They might look

at the dictionaries to find difficult words. The researcher was walking around the class to

observe the students’ activity. The students looked very serious in writing the informal

invitation letter. Some of them asked the researcher about difficult words.

After writing the drafts, the students submitted the drafts to the researcher. The

researcher gave feedback to their drafts. Then, the researcher gave the students’ drafts on

back the next day. After that, the students had to submit their revised written texts on the

next two days. In the end of the class, the researcher reviewed what the students had

learned by asking some questions.

Then the researcher distributed reflective questions to the students to know what

they had learnt and their opinion about the games. Then, the researcher distributed the

questionnaire to all of students to support the data.

Bantul, April 11th, 2013

Maria Evita Sari

091214049


118


119


120

APPENDIX H

OBSERVATION SHEETS OF CYCLE TWO


121


122


123


124


125

APPENDIX I

QUESTIONNAIRE OF THE PRELIMINARY STUDY


126

RESEARCH INSTRUMENT

STUDENTS’ QUESTIONARIE ON THE PRELIMINARY STUDY

Kuesioner

Nama/ No. Callcard: ________________________________

Jawablah pertanyaan di bawah ini dengan jujur. Identitas akan dijamin kerahasiaannya.

Jawaban anda akan sangat membantu guru untuk meningkatkan kualitas mengajarnya

sehingga anda bisa mendapatkan kualitas pelajaran yang lebih bermutu.

i. Berdasarkan pengalaman Anda, isilah kuesioner di bawah ini dengan memberi

tanda centang (√) pada kolom yang sudah tersedia.

No. Pernyataan SANGAT

TIDAK

SETUJU

TIDAK

SETUJU

SETUJU SANGAT

SETUJU

1. Saya menyukai kegiatan

menulis dalam Bahasa Inggris

2. Kemampuan menulis

Bahasa Inggris saya

sangat baik

3. Saya selalu

mendapatkan nilai yang

baik pada kegiatan menulis dalam Bahasa

Inggris

5. Saya pernah menulis

teks fungsional pendek seperti memo dan

undangan tidak resmi

dalam pelajaran menulis Bahasa Inggris

6. Saya mempunyai

kendala pada saat

menulis dalam Bahasa Inggris terutama

menulis teks fungsional

pendek seperti memo dan undangan tidak

resmi

7. Kesulitan yang paling

sering saya hadapi pada


127


TIDAK

SETUJU

TIDAK

SETUJU

SETUJU SANGAT

SETUJU

saat menulis teks

fungsional pendek

seperti memo dan

undangan tidak resmi adalah masalah tenses

dan grammar


sering saya hadapi pada saat menulis teks

fungsional pendek

seperti memo dan undangan tidak resmi

adalah masalah

vocabulary

9. Kesulitan yang paling sering saya hadapi pada

saat menulis teks

fungsional pendek seperti memo dan


adalah masalah mechanics (ejaan,

tanda baca, dsb.)


sering saya hadapi pada saat menulis teks

fungsional pendek

seperti memo dan undangan tidak resmi

adalah menemukan ide

untuk menulisnya

11. Kesulitan yang paling sering saya hadapi pada

saat menulis teks



adalah menghafalkan

elemen- elemennya.


sering saya hadapi pada

saat menulis teks fungsional pendek

seperti memo dan


adalah masalah organization teks nya


128


TIDAK

SETUJU

TIDAK

SETUJU

SETUJU SANGAT

SETUJU

13. Saya selalu aktif

bertanya dimana letak

kesalahan saya pada

saat menulis Bahasa Inggris

ii. Berikan pendapatmu sesuai pengalamanmu.

1. Tolong ceritakan sedikit tentang kesulitan yang kamu hadapi pada saat menulis teks

fungsional pendek seperti memo dan undangan tidak resmi.

________________________________________________________________ ________________________________________________________________

2. Bagaimana teknik yang diajarkan guru saat mengajar menulis teks fungsional

pendek seperti memo dan undangan tidak resmi? Jelaskan! ________________________________________________________________

________________________________________________________________

3. Apakah yang kamu rasakan ketika guru menyuruhmu menulis teks fungsional pendek seperti memo dan undangan tidak resmi?

________________________________________________________________

________________________________________________________________

Terima kasih atas kerjasamanya ^.^


129

APPENDIX J

QUESTIONNAIRE OF CYCLE ONE AND TWO


130

RESEARCH INSTRUMENT

STUDENTS’ QUESTIONARIE ON THE IMPLEMENTATION OF GAMES

KUESIONER

Nama/ No. Callcard: ________________________________

Jawablah pertanyaan di bawah ini dengan jujur. Identitas akan dijamin kerahasiaannya.

Jawaban anda akan sangat membantu guru untuk meningkatkan kualitas mengajarnya

sehingga anda bisa mendapatkan kualitas pelajaran yang lebih bermutu.

i. Berdasarkan pengalaman Anda, isilah kuesioner di bawah ini dengan memberi

tanda centang (√) pada kolom yang sudah tersedia.


TIDAK

SETUJU

TIDAK

SETUJU

SETUJU SANGAT

SETUJU

1. Saya suka menulis teks fungsional

pendek dalam Bahasa Inggris

2. Saya telah memahami

karakteristik teks fungsional pendek dalam Bahasa Inggris

dengan baik

3. Saya sering merasa kesulitan

untuk menulis teks fungsional pendek dalam Bahasa Inggris

4. Penggunaan games banyak

membantu saya dalam pelajaran Bahasa Inggris aspek menulis teks

fungsional pendek.

5. Penggunaan games dalam

pelajaran Bahasa Inggris aspek menulis surat tidak resmi

membantu saya memahami

elemen- elemen teks fungsional pendek.


pelajaran Bahasa Inggris aspek

menulis teks fungsional pendek menambah kosakata baru dalam

Bahasa Inggris saya.


pelajaran Bahasa Inggris aspek menulis teks fungsional pendek

membantu saya lebih memahami

tenses yang digunakan dalam menulis teks fungsional pendek

dalam Bahasa Inggris.


131

No. Pernyataan SANGAT TIDAK

SETUJU

TIDAK SETUJU

SETUJU SANGAT SETUJU

8. Penggunaan games dalam pelajaran Bahasa Inggris aspek

menulis teks fungsional pendek

membantu saya menyusun ide-

ide saya dalam menulis teks fungsional pendek dalam Bahasa

Inggris.



membuat materi Bahasa Inggris

yang diajarkan berkesan bagi saya.


pelajaran Bahasa Inggris aspek

menulis teks fungsional pendek membuat saya merasa senang

belajar Bahasa Inggris.



memotivasi saya untuk belajar

Bahasa Inggris.


132

ii. Berikan pendapatmu sesuai pengalamanmu.

1. Kesulitan apa yang anda alami dalam belajar bahasa Inggris aspek menulis teks

fungsional pendek?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2. Apa pendapat dan perasaan anda tentang belajar menulis teks fungsional pendek

dalam Bahasa Inggris dengan menggunakan games?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

3. Apakah penggunaan games dalam pelajaran menulis teks fungsional pendek dalam

Bahasa Inggris membantumu saat menulis? Bila ya dalam hal apa sajakah games

membantumu?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

4. Bila penggunaan games dalam pelajaran menulis teks fungsional pendek dalam

Bahasa Inggris tidak membantumu, apakah alasannya?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

5. Bagaimana teknik yang diterapkan oleh guru dalam mengajar menulis teks

fungsional pendek dalam Bahasa Inggris menggunakan games? Hal apa yang perlu

diperbaiki/ diubah?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Terima kasih atas kerjasamanya ^.^


133

APPENDIX K

THE RAW DATA OF QUESTIONNAIRE FROM

THE PRELIMINARY STUDY


134

RAW DATA QUESTIONNAIRE

Preliminary Study

PART A

NO. STATEMENTS Σ Responses

(n People of 31 Responses)

STRONGL

Y

DISAGREE

DISAGREE AGREE STRONG

LY

AGREE

Σ % Σ % Σ % Σ %

1. Saya menyukai

kegiatan menulis

dalam Bahasa Inggris

0 0 2 22

2. Kemampuan menulis

Bahasa Inggris saya

sangat baik

0 0 19 5

3. Saya selalu mendapatkan nilai

yang baik pada

kegiatan menulis dalam Bahasa Inggris

0 0 20 4

4. Saya pernah menulis

teks fungsional


resmi dalam pelajaran

menulis Bahasa Inggris

0 0 1 22 1

5. Saya mempunyai

kendala pada saat

menulis dalam Bahasa Inggris

terutama menulis teks



0 0 17 7


sering saya hadapi pada saat menulis

teks fungsional


resmi adalah masalah

tenses dan grammar

0 0 3 15 6

7. Kesulitan yang paling sering saya

hadapi pada saat

menulis teks

0 0 1 18 5


135



STRONGL

Y

DISAGREE


LY

AGREE

fungsional pendek

seperti memo dan

undangan tidak resmi adalah masalah

vocabulary


sering saya hadapi pada saat menulis

teks fungsional


resmi adalah masalah

mechanics (ejaan,

tanda baca, dsb.)

0 0 5 14 5


sering saya hadapi

pada saat menulis teks fungsional

pendek seperti memo

dan undangan tidak

resmi adalah menemukan ide

untuk menulisnya

0 0 21 3

10. Kesulitan yang paling sering saya hadapi

pada saat menulis

teks fungsional


resmi adalah

menghafalkan elemen- elemennya.

0 0 1 19 4


sering saya hadapi

pada saat menulis teks fungsional

pendek seperti memo

dan undangan tidak resmi adalah masalah

organization teks nya

0 0 2 16 6

12. Saya selalu aktif

bertanya dimana letak kesalahan saya pada

saat menulis Bahasa

Inggris

0 0 7 10 7


136



STRONGL

Y

DISAGREE


LY

AGREE

13. Saya menyukai

kegiatan menulis


0 0 2 21 1

PART B

1. Tolong ceritakan sedikit tentang kesulitan yang kamu hadapi pada saat menulis teks

fungsional pendek seperti memo dan undangan tidak resmi.

Kurang vocabulary (6)

Lupa urut-urutannya (5)

Sulit mendapatkan ide (6)

Kesulitan dalam tenses/ grammar (5)

Lupa ejaannya (2)

2. Bagaimana teknik yang diajarkan guru saat mengajar menulis teks fungsional

pendek seperti memo dan undangan tidak resmi? Jelaskan!

Bagus, karena tidak bikin ngantuk (4)

Kurang, karena bikin ngantuk (7)

Bagus, karena jadi tidak bosan (8)

Kurang, karena merasa bosan belajar menulis (2)

Bagus, tanpa alas an (2)

3. Apakah yang kamu rasakan ketika guru menyuruhmu menulis teks fungsional

pendek seperti memo dan undangan tidak resmi?

Takut salah karena merasa tidak bisa (9)

Takut tidak bisa menulis dalam Bahasa Inggris (11)

Biasa saja (3)

Senang karena saya suka menulis Bahasa Inggris (1)


137

APPENDIX L

THE RAW DATA OF QUESTIONNAIRE FROM CYCLE ONE


138


First Cycle

PART A



STRONGL

Y

DISAGREE


LY

AGREE

Σ % Σ % Σ % Σ %

1. Saya suka menulis

teks fungsional

pendek dalam Bahasa Inggris

0 0 7 29.17 12 50 5 20.83


karakteristik teks

fungsional pendek dalam Bahasa Inggris

dengan baik

0 0 5 20.83 16 66.67 3 12.5

3. Saya sering merasa kesulitan untuk

menulis teks

fungsional pendek


8 33.33 7 29.177 9 37.5 0 0

4. Penggunaan games

banyak membantu

saya dalam pelajaran Bahasa Inggris aspek

menulis teks

fungsional pendek.

0 0 2 8.3 18 75 4 16.7

5. Penggunaan games dalam pelajaran

Bahasa Inggris aspek

menulis surat tidak resmi membantu saya

memahami elemen-

elemen teks

fungsional pendek.

0 0 1 4.1 13 54.2 10 41.7

6. Penggunaan games

dalam pelajaran

Bahasa Inggris aspek menulis teks

fungsional pendek

menambah kosakata

baru dalam Bahasa Inggris saya.

0 0 0 0 11 45.8 13 54.2

7. Penggunaan games

dalam pelajaran

1 4.1 6 13 4 16.7


139



STRONGL

Y

DISAGREE


LY

AGREE


menulis teks

fungsional pendek membantu saya lebih

memahami tenses

yang digunakan dalam menulis teks

fungsional pendek

dalam Bahasa

Inggris.

8. Penggunaan games

dalam pelajaran



membantu saya

menyusun ide- ide saya dalam menulis

teks fungsional

pendek dalam Bahasa Inggris.

1 4.1 1 4.1 18 75 4 16.7

9. Penggunaan games

dalam pelajaran


fungsional pendek

membuat materi Bahasa Inggris yang

diajarkan berkesan

bagi saya.

2 8.3 6 25 9 37.5 7 29.17




membuat saya merasa

senang belajar

Bahasa Inggris.

0 0 3 12.5 14 58.33 7 29.17

11. Penggunaan games

dalam pelajaran


fungsional pendek

memotivasi saya

untuk belajar Bahasa

0 0 2 8.3 14 58.83 8 33.33


140



STRONGL

Y

DISAGREE


LY

AGREE

Inggris.

PART B


functional pendek ?

Menyusun kalimat (6)

Menulis sesuai elemen- elemennya (1)

Sulit kosakatanya (7)

Menulisnya ke dalam Bahasa Inggris (9)

Tidak paham apa itu memo (1)



Seru, karena langsung tahu cara membuat memo dengan tidak hanya

penjelasan guru (1)

Senang, lebih memotivasi saya (3)

Senang, bisa lebih dimengerti (14)

Membantu menambah kosakata (2)

Membantu memahami elemen- elemen memo (3)

Membantu mengingat apa yang telah dipelajari (1)


Bahasa Inggris membantumu saat menulis? Bila ya, dalam hal apa sajakah games

membantumu?

Ya, dalam memahami elemen- elemen memo (4)

Ya, dalam menambah kosakata (7)

Ya, dalam membuat kalimat Bahasa Inggris dalam memo dengan tenses

yang benar (8)

Ya, dalam memotivasi (2)

Ya, dalam mengingat apa yang dipelajari (2)

Ya, dalam mengerjakan soal (1)



-


141



diperbaiki/ diubah?

Jangan terlalu cepat menjelaskan materinya (7)

Games lebih menantang (3)

Pembagian kelompoknya lebih acak lagi (1)

Waktu untuk menulis memo (1)

Tidak ada yang perlu dirubah. Sudah cukup bagus (3)

Gambarnya lebih besar lagi (4)

Idak ada ide (5)


142

APPENDIX M

THE RAW DATA OF QUESTIONNAIRE FROM CYCLE TWO


143


Second Cycle

PART A



STRONG

LY

DISAGRE

E

DISAGREE AGREE STRONGL

Y

AGREE

Σ % Σ % Σ % Σ %

1. Saya suka menulis

teks fungsional pendek dalam Bahasa

Inggris

0 0 4 16.67 10 41.67 6 25


karakteristik teks fungsional pendek


dengan baik

0 0 3 12.5 15 62.5 6 25

3. Saya sering merasa

kesulitan untuk

menulis teks

fungsional pendek dalam Bahasa Inggris

9 37.5 9 37.5 6 25 0 0

4. Penggunaan games

banyak membantu saya dalam pelajaran


menulis teks

fungsional pendek.

0 0 1 4.17 19 79.17 4 20.83

5. Penggunaan games

dalam pelajaran

Bahasa Inggris aspek menulis surat tidak

resmi membantu saya

memahami elemen-

elemen teks fungsional pendek.

0 0 0 0 11 45.83 13 54.17

6. Penggunaan games

dalam pelajaran Bahasa Inggris aspek

menulis teks

fungsional pendek

menambah kosakata baru dalam Bahasa

Inggris saya.

0 0 0 0 8 33.33 16 66.67


144



STRONG

LY

DISAGRE

E


Y

AGREE

7. Penggunaan games

dalam pelajaran Bahasa Inggris aspek

menulis teks

fungsional pendek membantu saya lebih

memahami tenses

yang digunakan

dalam menulis teks fungsional pendek

dalam Bahasa

Inggris.

0 0 5 20.83 14 50 5 20.83




membantu saya

menyusun ide- ide saya dalam menulis

teks fungsional

pendek dalam Bahasa

Inggris.

0 0 1 4.17 16 66.67 7 29.17

9. Penggunaan games

dalam pelajaran


fungsional pendek

membuat materi

Bahasa Inggris yang diajarkan berkesan

bagi saya.

0 0 0 0 13 54.17 11 45.83



menulis teks

fungsional pendek membuat saya merasa

senang belajar

Bahasa Inggris.

0 0 1 4.17 16 66.67 7 29.17

11. Penggunaan games

dalam pelajaran


menulis teks

0 0 0 0 13 54.17 11 37.5


145



STRONG

LY

DISAGRE

E


Y

AGREE

fungsional pendek

memotivasi saya untuk belajar Bahasa

Inggris.

PART B


functional pendek ?

Lupa elemen- elemennya (2)

Kurang mengerti arti kosakatanya (8)

Kurang paham menyusun kata- kata menjadi kalimat sesuai tensesnya (6)

Kelas ramai (2)

Kadangpelajaran membosankan (6)



Senang karena bisa bekerja sama dengan teman sekelompok (2)

Senang, lebih memotivasi saya (3)

Senang, bisa lebih dimengerti (15)

Membantu memahami elemen- elemen undangan (1)

Membantu mengingat apa yang telah dipelajari (1)

Membantu menambah kosakata (2)


Bahasa Inggris membantumu saat menulis? Bila ya, dalam hal apa sajakah games

membantumu?

Ya, dalam memahami elemen- elemen undangan (2)

Ya, dalam membantu saya menemukan ide (4)

Ya, dalam menambah kosakata (6)

Ya, dalam membuat kalimat Bahasa Inggris dalam memo dengan tenses

yang benar (6)

Ya, dalam memotivasi (2)

Ya, dalam mengingat apa yang dipelajari (2)

Ya, dalam menulis undangan (1)

Ya, jadi lebih cepat menulis undangan (1)


146



-



diperbaiki/ diubah?

Jangan terlalu cepat menjelaskan materinya (4)

Games lebih menantang (1)

Waktu untuk menulis undangan (4)

Tidak ada yang perlu dirubah. Tekniknya sudah bagus. (15)


147

APPENDIX N

INTERVIEW GUIDE


148

STUDENTS’ INTERVIEW GUIDE IN THE END OF CYCLE 2

1. Menurut kamu, apakah menulis dalam Bahasa Inggris itu sulit?

2. Menurut kamu, apakah belajar menulis dalam Bahasa Inggris menyenangkan?

Mengapa?

3. Apakah kamu sudah memahami tentang apa yang telah diajarkan pada materi

memo dan undangan tidak resmi?

4. Apakah penggunaan games dalam pelajaran menulis memo dan undangan tidak

formal membantumu? Dalam hal apa?

5. Jika tidak, mengapa?

6. Menurut kamu, apakah hasil tulisanmu meningkat setelah implementasi games?

7. Bagaimana pendapatmu tentang penggunaan games saat pelajaran menulis memo

dan undangan tidak formal?

8. Apakah saran yang kamu berikan kepada guru yang menggunakan games untuk

mengajar teks fungsional pendek Bahasa Ingris?


149

TEACHER’S INTERVIEW GUIDE ON THE PRELIMENARY STUDY

1. What do you think about X Accountancy 2 studants?

2. What do you think about the students’ writing skill in writing short functional

texts?

3. What are their difficulties in writing short functional texts?

4. In your opinion, what kind of activities that can improve students’ writing skill

in writing short functional texts?


150

APPENDIX O

INTERVIEW TRANSCRIPTS


151

Interview Transcripts

Place: BK Room

Date: Thursday, April 11, 2013

i. Student 1

1. Menurut kamu, apakah menulis dalam Bahasa Inggris itu sulit? Dalam hal apa?

Jawab :Lumayan, nggak tahu apa yang mau ditulis.


Mengapa?

Jawab :Cukup menyenangkan.

3. Apakah kamu sudah memahami tentang apa yang telah diajarkan pada materi memo

dan undangan tidak resmi?

Jawab :Sudah paham.



Jawab :Saya kan bingung apa yang mau ditulis, tapi tadi saya jadi dapat idea pa

yang mau ditulis gitu mbak.


Jawab : -


Jawab :Meningkat.



Jawab :Nyenengke mbak, jadi saya nggak ngantuk. Cepet mudeng juga.


152



Jawab :Nggak ada mbak, cuman pakai games terus aja, hehehe.

ii. Student 5


Jawab :Sulit waktu nulis kalimatnya.


Mengapa?

Jawab :Sedikit menyenangkan.



Jawab :Sudah cukup paham kok.



Jawab :Aku jadi tahu mbak tenses- tensesnya jadi agak mudah buat nulisnya. Tapi

kadang aku masih bingung juga.


Jawab : -


Jawab :Meningkat, hehehe.



Jawab :Seru mbak, temen- temen kelompokku semangat banget e.


153



Jawab :Nggak ada mbak.

iii. Student 6


Jawab :Sulit, kurang ide buat menulis.


Mengapa?

Jawab :Lumayan.Ya menyenangkan aja.



Jawab :Sudah mbak, gampang ternyata.



Jawab :Saya jadi tahu mau nulis apa setelah dapat games dari guru. Tadinya saya

bingung menyusun ide- ide saya.


Jawab : -


Jawab :Sepertinya meningkat mbak.



Jawab :Bagus. Jadi lebih gampang menerima pelajarannya.




154

Jawab :Games yang lebih menantang ya mbak, biar jadi tambah seru.

iv. Student 9


Jawab :Lumayan karena aku gak terlalu ngerti kosakata yang dipakai.


Mengapa?

Jawab :Kadang- kadang mbak, tergantung situasi dan kondisi.



Jawab :Pastimbak.



Jawab :Banyak kosakata Bahasa Inggris yang saya nggak tahu artinya. Dengan

games tadii, kosakata Bahasa Inggris saya jadi bertambah gitu.


Jawab : -


Jawab :Kayaknya meningkat deh mbak.



Jawab :Menyenangkan, jadi mengalami langsung nyusun- nyusun kata- kata gitu.



Jawab :Good pokoke mbak.


155

v. Student 11


Jawab :Kadang lupa urut- urutannya. Bingung e.


Mengapa?

Jawab :Kadang iya, kadang enggak. Kalau gurunya nyenengke ya seneng, kalau

enggak ya enggak.



Jawab :Cukup paham.



Jawab :Jadi lumayan inget urut- urutannya terus dapat kosakata baru.


Jawab : -


Jawab :Hehe.. nggak tahu mbak.. semoga aja gitu.



Jawab :Aku sebenernya pengen jadi pemenangnya, tapi enggak bisa.. haha



Jawab :Cukup menariklah.


156

vi. Student 15


Jawab :sulit mbak, sulitnya ya karena aku nggak tahu kosakatanya, artinya, dalam

menerjemahkan sulit sekali


Mengapa?

Jawab :Ya terkadang menyenangkan terkadang enggak.



Jawab :Lumayan mbak.



Jawab :Ya membantu saya dalam mengingat materi apa yang disampaikan. Terus

saya juga jadi tahu kosakata baru gitu.


Jawab : -


Jawab :Ya lumayan mbak, hehe.



Jawab :Pokoknya saya senang mbak kalua pelajarannyan pakai games.



Jawab :Gambarnya yang agak gede mbak, aku duduk di belakang e, jadi agak gak

lihat gambarnya.


157

vii. Student 16


Jawab :Kadang sulit kadang enggak, tergantung teksnya apa dulu. Kalau yang

panjang- panjang ya lumayan sulit, kalau yang pendek ya lumayan bisalah.


Mengapa?

Jawab :Kadang senang kadang enggak juga mbak. Ya tergantung gurunya

ngajarnya gimana.



Jawab :Kayaknya sih udah mbak.



Jawab :Ya, Games membuat saya hafal elemen memo dan undangan.


Jawab : -


Jawab :Nggak terlalu pasti sih mbak, tapi pengennya ya gitu.



Jawab :Jadi lebih mudeng aku



Jawab :Apa ya, nggak ada deh mbak kayaknya.


158

viii. Student17


Jawab :Sulit dalam hal kosakata.


Mengapa?

Jawab :Tergantung mbak, kalau gurunya gak jelasin terus ya menyenangkan. Tapi

kalau dijelasin terus ya saya ngantuk.



Jawab :Sudah.



Jawab :Saya tahu arti banyak kosakata baru jadi itu sangat membantu saya untuk

menulis teks.


Jawab : -


Jawab :Iya.



Jawab :Pendapat saya tentang games dalam pelajaran menulis tadi membantu saya

memperkayya kosakata Bahasa Inggris.



Jawab :Sudah cukup bagus. Kalau ngajar di sini lagi, pakai games aja ya mbak.


159

ix. Student 20


Jawab :Lumayan, sulit kalau disuruh nyari ide- idenya. Aku nggak bisa cepet dapet

ide gitu mbak orangnya.


Mengapa?

Jawab :Menyenangkan, apalagi kalau mbak yang ngajar. hehe



Jawab :So pasti mbak.



Jawab :Saya sebenernya sering bingung mau nulis apa kalau disuruh nulis

undangan gitu, tapi kalua dikasih games yang gambar- gambar ditampilin sebentar

oleh guru tuh saya jadi ngerti mau nulis apa. Urut- urutannya dan acaranya juga

jadi ngerti mau nulis apa mbak.


Jawab :


Jawab :Mungkin mbak karena aku nggak yakin e.



Jawab :Seneng aku mbak. Jadi nggak ngantuk meski panas banget kelase.




160

Jawab :Nggak ada saranku mbak.

x. Student 24


Jawab :Sulit. Kalau lupa kata apa yang mau dipakai ya jadi sulit mau nulisnya.


Mengapa?

Jawab :Iya mbak.



Jawab :Paham.



Jawab :Kalau pelajaran biasanya cepet banget jelasin arti kosakatanya terus saya

lupa tapi dengan games saya lebih mudah mengingat kosakatanya memo dan

undangan.


Jawab : -


Jawab :Meningkat mbak, hla aku ngerti banyak kosakata jadinya.



Jawab :Menyenangkan karena aku jadi nggak pusing mbak.



Jawab :Apa ya? Nggak ada mbak.Jangan cepet- cepet jelasin materinya aja mbak.


161

Interview Transcript

English Teacher’s Interview in Preliminary Study

Place: Library

Date: Friday, February 22, 2013

1. What do you think about X Accountancy 2 students?

Answer: I think you have also known them, right. Because you did your PPL last

semester. In my opinion, they are active students. But sometimes they were lazy

in doing the tasks. Because, you know, the class situation was so hot. They come

from different falimy background so they have different ability in English. But in

my opinion, their speaking skill is not good enough. Moreover, their writing skill

also is low.

2. What do you think about the students’ writing skill in writing short functional

texts?

Answer: As you know the result of their writing of memo and invitation letter

were not good enough. They got bad score in writing those texts. However, I

think it can be improved.

3. What are their difficulties in writing short functional texts?

Answer: In my opinion, they have difficulties in finding ideas, implementing the

elements of the texts, finding the meaning of new vocabularies and writing

correct sentences. Sometimes, they seem not enthusiastic in joining the lesson.

They sometimes do not listen to my explaination.

4. In your opinion, what kind of activities that can improve students’writing skill in

writing short functional texts?


162

Answer: Hmm.. Let me think. I think the activities must be fun of course. The

activities should help the students to really solve their problems, as I have

mentioned before. What else... The activities should make them learning by

doing. Something like they experience the use of language theirself. So they will

understand and remember more I think. Perhaps, you can give them something

like games, the appropiate games of course.


163

APPENDIX P

SAMPLES OF THE STUDENTS’ REFLECTION


164

Student’s Reflection in the First Cycle


165

Student’s Reflection in the Secomd Cycle


166

APPENDIX Q

COMPILED- RUBRIC FOR COMPOSING SHORT FUNCTIONAL

ENGLISH TEXTS


167

ENGLISH SHORT FUNCTIONAL TEXTS WRITING RUBRIC

No. Aspects Excellent Good Satisfactory Needs

Improvement

1. Elements Each part is

complete and

correct.

One part of

the informal

memo/ invitation

letter

incomplete or

incorrect.

More than

one parts of

the informal memo/

invitation

letter

incomplete or incorrect.

Most parts of

the informal

memo/ invitation

letter

incomplete or

incorrect.

2. Sentences

Sentences are

complete, well constructed

and varied

structure.

All sentences

are complete and well

constructed.

Most

sentences are complete and

well

constructed.

A few need some work.

Many

sentences and

need work

3. Ideas Ideas were

expressed in a clear and

organized

fashion.

Ideas were

expressed in a clear manner

but the

organization

could have been better.

Ideas were

organized but not very clear.

The informal

memo/ invitation

letter were a

collection of

unrelated sentences.

4. Grammar There are no

errors in grammar

There are 1-2

errors in grammar

There are 3-4

errors in grammar

There are

more than 4 errors in

grammar.

5. Spelling There are no

errors in spelling

There are 1-2

errors in spelling

There are 3-4

errors in spelling

There are


spelling.

6. Capitalization There are no

errors in capitalization

There are 1-2


There are 3-4


There are


capitalization.

7. Punctuation There are no errors in

punctuation

There are 1-2 errors in

punctuation

There are 3-4 errors in

punctuation

There are more than 4

errors in

punctuation.

8. Vocabulary There are no inappropriate

vocabulary

There are 1-2 inappropriate

vocabularies

There are 3-4 inappropriate

vocabularies

There are more than 4

inappropriate

vocabularies

9. Differentiation Do not have confusion in

differentiating

an informal

Have confusion in

differentiating

an informal

Have confusion in

differentiating

an informal

Cannot differentiate

an informal

memo and an


168

No. Aspects Excellent Good Satisfactory Needs Improvement

memo and an

informal invitation

letter

memo and an

informal invitation

letter that

leads to minor

mistake.

memo and an

informal invitation

letter that

leads to major

mistake.

informal

invitation letter.

SCORE: (elements ___ + sentences ___ +ideas ____ + grammar ___ + spelling ___ +

capitalization ___ + punctuation ___ + vocabulary ___ + differentiation) : 36 x 100

The writing rubric was adopted from:

Brown, Douglas H. (2004). Language assessment, principles and classroom practices. New York: Pearson Education.

Brown, Douglas H. 2007. Teaching by principles:An interactive approach to language

pedagogy. New York: Pearson Education, Inc. Brown, Kenneth G.,& Barton, David J. Brief guide to business writing. University of

Iowa

National Council on Economic Education.Assessment rubric for complaint letter.

Retrieved February 18, 2013, from http://www.econedlink.org/lessons/docs_lessons/630_rubric1.pdf

Texas A&M University Central Texas (2012).Bussiness Strategy. Retrieved from

February 20, 2013, http://www.tamuct.edu/departments/syllabi/summer2012/GB459115.pdf


169

APPENDIX R

SAMPLE OF A STUDENT’S DRAFTS AND REVISED WRITTEN TEXT

IN CYCLE ONE


170

A STUDENT’S WRITTEN TEXT IN PRELIMINARY STUDY


171

A STUDENT’S DRAFT IN CYCLE ONE


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A STUDENT’S REVISED WRITTEN TEXT IN CYCLE ONE


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APPENDIX S

SAMPLE OF A STUDENT’S DRAFTS AND REVISED WRITTEN TEXT

IN CYCLE TWO


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A STUDENT’S DRAFT IN CYCLE TWO


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A STUDENT’S REVISED WRITTENT TEXT IN CYCLE TWO


plagiat merupakan tindakan tidak terpuji · 2016. 4. 28. · lecturers, mbak dhanniek, mbak tari,...

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