TEACHING DESCRIPTIVE PARAGRAPH WRITING BY USING DIRECT METHOD TO THE EIGHTH GRADE STUDENTS OF SMP PGRI 9 DENPASAR IN ACADEMIC YEAR 2013/2014

Transcription

1 TEACHING DESCRIPTIVE PARAGRAPH WRITING BY USING DIRECT METHOD TO THE EIGHTH GRADE STUDENTS OF SMP PGRI 9 DENPASAR IN ACADEMIC YEAR 2013/2014 Ni Kadek Nita Dewi English Education Study Program Faculty of Teacher Training and Education Mahasaraswati Denpasar University ABSTARCT Writing skill as one of the four language skills, which is difficult to master both for the first and second language. Writing is a way of communication, which can provide any information and message for a purpose. However, the fact existing in the school shows that writing becomes one of the subjects, which is not popular. The undertaking of the present classroom action research was mainly intended to figure out the extend of students writing skill by using direct method. The subjects of present study was the eighth grade students of SMP PGRI 9 Denpasar in academic year 2013/2014 that consisted of 28 males and 22 females. Based on the result of mean score of pre-test which was found out in the pre-cycle showed that the students writing descriptive paragraph ability was which was categorized as low in criteria of qualification. The present classroom action research was then carried out through implementing direct method in twoplanned cycle. In cycle I the mean score of post-test I was which was categorized as good in criteria of qualification; in addition, the mean score of cycle II which was found out in post-test II was which was categorized as very good in criteria of qualification. In each cycle was clearly showed the significant improvement of subjects ability in writing descriptive paragraph in which it improved from low level to very good. Furthermore, the research also showed the positive changing behaviour concerning the method applied in improving subjects writing skill by using direct method. To sum up, the present classroom action study proved that direct method could improve writing descriptive paragraph ability of the eighth grade students of SMP PGRI 9 Denpasar in academic year 2013/2014 and the subjects also responded positively the implementation of direct method. Keywords: direct method, writing skill, descriptive paragraph

2 INTRODUCTION As we know the fastest way to learn a language is by speaking and writing because our brain will remember longer when we are doing productive skills. There are two productive skills, writing and speaking. The terms of writing have several meanings. Many experts have proposed the definition and explanation of writing. Writing can be explained as the act of making up the correct sentences and transferring them through the visual medium on a paper. On the other hand writing is in the sense of the verb write which means to make letters or other symbols on a surface, especially with a pen or a pencil on a paper or it can be defined as a way of communicating a message to a reader for a purpose. The purposes of writing are to express, to provide information, to persuade, and to create a literary work. Concisely, writing ability is the skill to express ideas, thoughts, and feelings to other people in written symbols to make other people or readers understand the ideas conveyed. There are some reasons why teaching writing is important. Firstly, students have chance to explore the language in this case is English while writing something and also gain their experiences. Secondly, students reinforced the vocabulary, grammatical structure and also idioms by teacher in the classroom. The last reason is through the practice of writing, students have chance to apply or use the new vocabulary that they found. The standard competency of writing is the ability to express feelings, thoughts, ideas, and experiences by using simple English in the written form. Based on the standard competency, the students are expected to have the basic ability in writing especially expressing the general and specific information in the

3 written form. When we are writing something we can make our writing more detailed by including detailed description of people, place or thing. It can help the reader to imagine the thing. One of the ways to create good imagination in reader s mind is through writing descriptive paragraph. In the fact, students do not have any passion to write descriptive paragraph because it forces them to think more than speak it; however, both speaking and writing are manners to make communication in different way because in speaking stage both speaker and addressee share information by using facial expression, gesture, body language to explain more about the information without concern in grammatical structure; however, in writing stage both writer and reader mostly are not seeing each other so in sharing information they have to use correct grammatical structure and appropriate vocabulary to express their thoughts or feelings. Based on the researcher experiences during PPL in the SMP PGRI 9 Denpasar, shown that, when the teacher asked students to write a descriptive paragraph, the students said that they did not know how to write and they were not able to link the sentence into coherent ideas in the target language. In other words, the students found difficulties in their writing. There are some other reasons why the students in SMP PGRI 9 Denpasar are weak in writing. Firstly, they are weak in vocabulary it is caused by the economic background of the students. It impacts their point of view of English because they are not able to buy dictionary so they think English is very difficult and make them afraid in learning English. Secondly, the motivations of students are low. Thirdly, the facilitations in the school are not support enough to motivate students learning English. The last is the method that taught by teacher is grammar-translation

4 method so it is not 100 % English. The more often they listen and use English the easier they learn it. From the explanation above, on this research, the writer will use one of the best methods to teach foreign language it is direct method. Direct method is the method in teaching language by using only the target language in the classroom and it is effective because teacher forces the students to listen and speak only target language so the native language is avoided and prohibited. By using direct method the students are not studying the language itself but they are going to know how to communicate by using the language. Because of this problem the researcher highly recommends the direct method in teaching descriptive paragraph writing to the eighth grade students of SMP PGRI 9 Denpasar in academic year 2013/2014. Research Problem Formulating a problem is one of significant aspect of doing research, the writer must decide on specific question to be answer and must stated correctly what is to be told to find the answer. Based on the background of study stated by the researcher, it can be summarized that the students are lack in writing skill especially in descriptive paragraph and one of the methods that can improve students writing skill is direct method. In addition, the research question can formulated as follows: to what extent can the students descriptive paragraph writing to the eighth grade students of SMP PGRI 9 Denpasar in academic year be improved by using direct method?

5 Objective of the Study Based on the research problem, the objective of the study is to find out the extend of students writing skill by using direct method to the eighth grade students of SMP PGRI 9 Denpasar in academic year 2013/2014. Descriptive paragraph Sullivan in Halawa (2011:18) states that descriptive text is a series of sentences develops the main idea that makes the readers see or paint a verbal picture. It also conveys the physical or abstract image of person, places, and objects. Descriptive paragraph directly involves the reader because it gives specific description of our writing that makes the reader easier to imagine it. Moreover, descriptive paragraph uses words to build images for the reader or other word it can be defined as the vivid details of descriptive paragraph can make the reader easily visualize the described thing, person and place. These images may come from sights, sounds, smells, tastes, or even feelings. A descriptive paragraph may describe an event or a place, which involve figurative language (metaphore, simile etc) or describe emotion and feeling. Good descriptive paragraph makes the reader feel as if he or she is present in the scene (Savage and Mayer, 2005:28). In descriptive paragraph, a writer uses details to tell how a subject looks, sounds, smells, tastes, or feels (Savage and Mayer, 2005:33). Descriptive paragraph has generic structure. The generic structure of descriptive paragraph as follows: 1. Identification. Identification means the general statement that consists of main idea of

6 paragraph. It can be the general statement about place, person, or thing that you want to describe. Identification is a part in which you identify or write the recognition. Example: Tori Kelly is one of my favourite singers. 2. Description. Description is the supporting sentences or vivid detail of place, thing, or person that support the main idea that is describing identification so that the reader easily visualize it or they can feel that they involve in the experience. These descriptions must be well organized in order to make it easier to understand. Description is a series of paragraphs about the subject where each paragraph usually begins with a topic sentence. These are some descriptions, which can be drawn based on the identification: Example: - Her voice is really amazing. - She is tall. - She has white skin and beautiful face with dimple on her right cheek. - She has short blonde curly hair. - She is good in playing guitar and piano. - She always uses some accessories such as rings, necklace, bangles, and watch. 3. Conclusion. Conclusion is the last part of descriptive paragraph; however, it is optional. In conclusion, writer can restate the main idea or give the final

7 comment of his/her descriptive paragraph. It also gives signal to the reader if it is the end of paragraph; furthermore, it reminds the reader of the important point. Example: To summarize, Tori Kelly is very stylish singer ever. In descriptive paragraph, writers often use spatial order to organize their ideas. According to Oshima and Hague (2007:62) state that spatial order is the arrangement of items in order by space. It does not usually matter whether the spatial organization is left to right, right to left, near to far, far to near, outside to inside, inside to outside, top to bottom, or bottom to top.it means in writing descriptive paragraph to create good imagination of the reader we should use spatial order or arrangement of items in order by space. It can be from left to right, right to left, far to near, near to far, outside to inside, inside to outside, bottom to top, or top to bottom. It is only helpful to us some kind of spatial order when we write a desciption.as summary, it can be concluded that a descriptive paragraph is a series of sentences develops the main idea and it aims to describe a place, person or something in detail which has generic structure; identification, description and conclusion (optional). Direct Method Direct method is one of methods in teaching foreign language. Direct method introduced it in French and Germany and it became widely use in United States through its use by Sauveur and Maximiliam Berlitz. Direct method was developed by Maximiliam Berlitz towards the end of 19 th century as a reaction to Grammar-Translation method. The direct method is named direct because meaning should be connected directly with the target language without translation

8 into the target language. According to Larsen and Freeman (2000:23) state as with the Grammar- Translation Method, the Direct Method is not new. It means that the Direct Method was revivified recently because the goals of this method is how to use a foreign language to communicate so language teachers believe that this method effectives for students to learn second language; in addition, through this method students are able to speak a foreign language communicatively. Because of its goals this method became popular rather than Grammar-Translation Method. According to Zainuddin et al (2011:64) state the following the direct method was a complete departure from the grammar-translation method. It means that Direct Method is the refinement from Grammar-Translation Method. This method dates back to 1884 when the German scholar and psychologist F.Frankle provided a theoretical justification about the association of form and meaning in target language. It also confirmed by the opinion of Gouin who had done the observation of children of learning language in natural setting in 1880s. He observed that in natural settings children could make direct relation between objects and concepts and corresponding words in target language. The use of objects, visuals and reality by language teachers revolves around specific topics can effectively help students in learning a foreign language. The use of native language is avoided; however, the use of target language is emphasized all the time. Direct method is a method by using only the target language in learning process. There are some major characteristics of direct method of learning writing skill:

9 1. The teacher introduces the new words or sentences in target language by using pictures or pantomime; he never translate it to students native language. 2. Students speak the target language great deal and communicate as in the real situation. 3. Grammar is taught inductively through example of sentences that given by the teacher. Larsen and Freeman (2000:28) state that teachers who use the Direct Method intend that students learn how to communicate in the target language. In order to do this successfully, students should learn to think in the target language. Although the teacher directs the class activities, the student role is less passive than in the Grammar-Translation Method. The teacher and the students are more like partners in teaching/learning process. In other words it can be explained as the language teachers propose the students to communicate in the target language; in addition, to make it effective the students have to think in target language. In learning process by using direct method the role of students are more active rather than in grammar-translation method. This method makes the relation between students and teacher as a partner in teaching learning process. According to Larsen and Freeman (2000:30) state that there may be some techniques of the Direct Method you can adapt to your own approach to teaching. There are eight techniques in Direct Method as follow: reading aloud, question and answer exercise, getting students to self-correct, conversation practice, fill-inthe-blank exercise, dictation, map drawing and paragraph writing.

10 The Use of Direct Method to Teach Writing Direct method as one of the methods to teach foreign language is recently popular since the language teachers believe that this method is effective for students especially in learning second language. The only one role of direct method is no native language is allowed and the use of target language is emphasized all the time. In teaching learning process the relationship between teacher and students is as a partner so they can talk comfortably. Commonly, in applying this method, teacher will give some specific topics to the students. According to Larsen and Freeman (2000:30) state that the following one of the techniques may also be useful in direct method is paragraph writing. In teaching writing paragraph teachers will give specific topic to the students. In this part, teacher will ask some questions to the students and they have to response it orally in target language. Students are intended to think in target language. In teaching activity teacher can use pictures, demonstration, visuals and reality to make students understand and able to associate between form and meaning of the words or sentences. After that teacher will ask the students to write down their own paragraph based on the topic that has given. The students can write a paragraph based on their memory or use the reading passage as the model. Direct method can be applied in teaching writing because the students have learned the use of foreign language as in daily life communication. They think in target language and learn the grammar inductively; therefore, writing can be useful thing to ask student to do. The use of target language only with specific topics in learning process can give a good influence in students writing skill.

11 Significance of the Study This research is concerned with teaching writing descriptive paragraph using Direct Method to improve the students ability in writing. It can improve the students writing ability and students will find the tasks very challenging and interesting. In the writing classroom, the teacher is a motivator/stimulator. Therefore, the findings of the present research are expected to indicate significant theoretical and practical information on the importance of implementing Direct Method in teaching writing, describes as follows: Theoretically, the study will give reasonable benefit in describing the mastering of writing descriptive paragraph by using Direct Method, especially to the eighth grade students of SMP PGRI 9 Denpasar; in addition, the students are expected to study writing skill harder than before because writing is important for both formal and non formal communication. Practically, the result of this research study is expected to give feedback to English language teachers, especially those who teach at eighth grade students of SMP PGRI 9 Denpasar. RESEARCH METHOD Considering the objectives and the problem in this study, the researcher decided to use classroom action research design (CAR). In consequence, this classroom action study was concerned with teaching descriptive paragraph writing by using direct method by using two kinds of tests, that is, initial reflection or pretest and reflection or post-test. Initial reflection (IR) was intended to assess and check the pre-existing writing skill of the students, while reflection (R), which was administered at the end of the second session in each cycle was intended to

12 check the expected improvement in the students writing achievement after they got a treatment by using Direct Method. In this classroom action study, the teaching and learning processes were divided into two cycles where each cycle consisted of two sessions. According to Zuber-Skerritt in Cohen et al (2000:232) state that each session consists of four interconnected activities, namely: strategic planning (P), action (A) i.e. implementing the plan, observation (O) evaluation and self-evaluation, and critical and self-critical reflection on the results of points 1-3 and making decisions for the next cycle of action research (R). It is necessary to note that IR is a term normally used in a classroom action study, which refers to a pre-test in writing descriptive paragraph. The IR was administered to the eighth grade student of SMP PGRI 9 Denpasar, in order to measure the real pre-existing writing ability of the subjects. The mean scores of the IR was compared to the corresponding mean scores of the R administered at the end of each cycle for the sake of establishing the degree of the writing descriptive ability of the subjects. RESULT AND DISCUSSION The data analysis which established the findings of the present classroom action study showed that the mean score of pre-test or IR (X 0 ) obtained by the students was The result of the data analysis of the reflection or post-test in cycle I showed the increasing mean figure of the students was In addition, the result of data analysis of the reflection or post-test in cycle II showed the increasing mean figure of the students was The comparative percentage figures of the total response of the questionnaire for items A, B, C, and D were 17.04%, 64.62%, 18.34%, and 0%. This figure proved that the subjects learning

13 behaviours changing positively, that were, their attitudes and motivation significantly. This also indicated that teaching descriptive paragraph writing by using Direct Method was effective. The findings of this present classroom action study had revealed the effectiveness of direct method in improving descriptive paragraph writing skill in class VIII.1 of the eighth grade students of SMP PGRI 9 Denpasar. In relation to the purpose of this present classroom action study, although the findings of the present classroom action study could not be generelized to the all classes of eighth grade students of SMP PGRI 9 Denpasar, it could be stated that Direct Method could improve the descriptive paragraph writing to the eighth grade students of SMP PRGI 9 Denpasar in academic year 2013/2014. It could be seen from the mean score of pre-test and post-test were improved from in pre-test to in post-test I and in post test II. CONCLUSIONS Based on the data obtained by the students and also the whole discussion have made in each cycle that has been done, it can be concluded as the following: The descriptive paragraph writing of the eighth grade students of SMP PRGI 9 Denpasar in academic year 2013/2014 could be improved by using Direct Method. It can be seen on the mean score of pre-test, post test in cycle I and cycle II. The students average score of the result of pre-test that given in the preliminary observation was which was considered to be low in terms the criteria of qualification. This score increased in first cycle that was which was considered to be good in terms the criteria of qualification with the students mean score of second cycle was that considered to be very good in terms

14 the criteria of qualification. Direct Method is very effective to be applied in the classroom. It can make students enjoy in writing descriptive paragraph. On the other hand, it can be seen by the improvement achieved by the students from pretest, post-test in cycle I and post-test in cycle II. This method can solve the students problem in writing descriptive paragraph. In teaching learning process, the used of Direct Method could maintain and enhance students motivation. And the result of questionnaire showed good findings in term of the students attitude and behaviour toward the application of this method. Obviously, most of students admitted that they like studying especially in writing descriptive paragraph by using Direct Method. SUGGESTION The researcher would like to give some suggestion to the teacher, students, other researchers and other institutions of SMP PGRI 9 Denpasar as follow: 1. For the teacher, the researcher suggest them to apply Direct Method in teaching learning process because this method can improve the students ability in writing skill and also make communicative situation between teacher and students in the class. Based on this research there were significant improvement from cycle to cycle as evidence that Direct Method was successfully improve the students writing skill. 2. For the students, they are suggested to study and practice English language more since it is an international language that widely used and important for their future career. Students are expected to be more active and confident in the class during English subject to improve their ability especially in writing descriptive paragraph.

15 3. For the other researchers, they are suggested to do better research which is related with Direct Method that had been applied in this research and they can apply this method in other language skill. 4. For the other institutions, the researcher suggest to facilitate the students learning process by preparing books, dictionary, and other medias in the school to support the lesson. REFERENCES Brown, H. D. (2004). Language Assessment Principles and Classroom Practices. NY: Pearson Education, Inc. Cohen et al. (2000). Research Methods in Education. London: Routledge Falmer. De La Paz, S.,& Graham, S. (2002). Explicity Teaching Strategies, Skills, and Knowledge: Writing Instruction in Middle School Classrooms, Journal of Educational Psychology, No.4, page 687. Galko, F., D., (2001). Better Writing Right Now. New York: Learning Express, LLC. Graham, S. (2008). Effective Writing Instruction for All Students. United States of America: Renaissance Learning, Inc. Oshima, A.,& Hogue, A. (2007). Introduction to Academic Writing, Third Edition. NY: Pearson. Perutz, V., (2008). A Helpful Guide to Essay Writing. Cambridge: Students Services. Richards, J., C., and Renandya, W., A. (2002).Methodology in Language Teaching.An Anthology of Current Practice. New York: Cambridge University Press.