Jurnal Kependidikan DISCOVERY Vol. 1 No. 3 September 2013 ISSN

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2 DISCOVERY JURNAL Terbit tiga kali setahun pada bulan April, Juni, dan September. Berisi tulisan yang diangkat dari hasil penelitian, pengajaran bahasa, linguistik, analisis konseptual dan literary PELINDUNG DEKAN FKIP UIR Nazirun, M. Ed PIMPINAN REDAKSI Johari Afrizal, M.Ed WAKIL PIMPINAN REDAKSI Sri Yuliani, M.Pd Khulaifiyah, M.Pd SIRKULASI Yulianto, M.Pd Diah Ayu Rizqiani, M.Hum DEWAN REDAKSI Miranti Eka Putri, M.Ed Aladin, Drs Marhamah, M.Ed Fitra Elia, M.Hum Afrizal, M.Pd Estika Satriani Arimuliani Ahmad REVIEWER Seno Himala Putra, Prof Syofianis, M.Ed Betty Sailun, M.Ed Rugaiyah, Dr Design Cover Miranti Eka Putri, M.Ed Telp ext

3 Daftar Isi IMPROVING STUDENTS ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH PORTFOLIO ASSESSMENT Oksilawati, Betty Sailun and Fitra Elia THE EFFECT OF THEMATIC LEARNING STRATEGY TOWARD STUDENTS LEARNING ENGLISH ACHIEVEMENT AT SDN 002 TERPADU SENAMA NENEK Leowaldi, Syofianis and Johari Afrizal AN ANALYSIS OF THE FIRST YEAR STUDENTS WRITING PHARAGRAPH ON TEACHER S TECHNIQUE REVISIONAT SMAN 1 SUNGAI LALA INHU Andi Aprianto, Seno H. Putra and Miranti Eka Putri THE CORRELATION BETWEEN THE THIRD YEAR STUDENTS ENGLISH VOCABULARY MASTERY AND READING COMPREHENSION TEXT AT SMA YLPI PEKANBARU Kurniawati B, Seno Himala Putra and Wistri Agus M.H THE EFFECT OF EXPLICIT VOCABULARY INSTRUCTION STRATEGY TOWARDS THE STUDENTS ENGLISH VOCABULARIES OF FIVE YEAR STUDENTS OF ELEMENTARY SCHOOL 10 OF TEBING TINGGI MERANTI Nia Rosiana, Syofianis and Khulaifiyah IMPROVING STUDENTS VOCABULARY BY USING REAL OBJECT OF GRADE III AT SDN 114 SUKAJADI, PEKANBARU (A CLASS ROOM ACTION RESEARH) Nova Puspitasari, Syofianis and Sri Yuliani IMPROVING STUDENTS VOCABULARY MASTERY BY USING MATCHING WORD GAME AT THE FOURTH GRADE OF SDN 018 KUBANG JAYA KAMPAR Rany Nur Annisa, Kurniawan and Yulianto 19

4 THE EFFECT OF (PWIM) PICTURE WORD INDUCTIVE MODEL TOWARDS READING OF THE FIRST YEAR STUDENTS AT SMP N 25 PEKANBARU Mia Jermianti, Rugaiyah and Sri Yuliani THE EFFECT OF WORD SPLASH STRATEGY ON STUDENTS READING COMPREHENSION OF THE SECOND YEAR STUDENTS AT MTSN DALU-DALU ROKAN HULU Hana Pratiwi, Syofianis and Yusrizal AN ANALYSIS OF MEMBERS PRONUNCIATION OF ENGLISH WORDS AT ENGLISH ZONE COMMUNITY PEKANBARU Rica Handayani, Syofianis and Yusti Elida AN ANALYSIS THE SECOND YEAR STUDENT S ABILITY IN USE HOLTICULTURE TERMINOLOGY AT SMKN PERTANIAN TERPADU PROVINSI RIAU Susilawati, Khulaifiyah and Sri Yuliani IMPROVING STUDENTS READING COMPREHENSION OF NARRATIVE TEXT THROUGH FUN READING QUIZ OF THE SECOND YEAR AT SMP TRI BHAKTI PEKANBARU Siska Citra Dewi, Kurniawan and Amelia Roza USING SPELLING BEE GAME IN IMPROVING THE STUDENTS VOCABULARY MASTERY OF THE FIFTH YEAR AT SDN 008 KUALU (A CLASSROOM ACTION RESEARCH) Nirwana, Betty Sailun and Marhamah 20

5 Abstract AN ANALYSIS OF THE FIRST YEAR STUDENTS WRITING PHARAGRAPH ON TEACHER S TECHNIQUE REVISION AT SMAN 1 SUNGAILALA INHU * Andi Aprianto, **Seno H. Putra, **Miranti Eka Putri ** Dosen FKIP Universitas Islam Riau * Mahasiswa FKIP Universitas Islam Riau The objective of this research was to investigate the teacher technique in revising students writing of the first students at SMAN 1 Seilala INHU and the components of writing such as; spelling, article, preposition, word choice, article, grammar, tense, and also preposition error. The design of this research is descriptive qualitative form. The samples of the research were 24 students writing paragraph of the first students at SMAN 1 Seilala INHU and also one teacher who teach them. The writer used two kind of instrument to get the data, they were interview and portfolio. The researcher was used six indicators in each instrument. The data was got from 24 students, and also from one teacher who was given thirteen questions about six indicators and how teacher revised students writing of letter paragraph. After analyzed the data from 24 students and interview one teacher, first, the researcher found that English teacher used technique in revising students writing of letter paragraph of the first students at SMAN 1 Seilala INHU, and the technique was Direct Feedback Revision. The researcher also found that, the most error from six indicators was come from punctuation. There are three types of revising that usually used by teacher, first by using code, second by using symbols, and the last by using verbal comment. In this research, teacher used underline, and giving code add, crossing, and the last giving verbal comment in revising students writing and the component of writing such as; spelling, punctuation, plural/singular, word choice, preposition, and also article. Keyword: Writing Achievement, Portfolio, Recount Text. Introduction English as a global language sets the important role in teaching English at school from elementary school until senior high school, and even in university. English is more like tool to communicate each other around the world, whether it is as second language or foreign language. From these facts, students are not only expected to speak English fluently but they also have to be able to fulfill four language skills; speaking, writing, reading, and listening. These four skills are integrated and related to each other. Based on curriculum KTSP, all skills in teaching and learning English that are integrated each other must be learnt and taught by both students and teacher, including writing skill. The philosophy of teaching is fostering student learning with helpful writing instruction and giving effective feedback is a central concern for any teacher of writing and the 17

6 scaffolding provided by the teacher to build learner confidence, and an important area for both first language (L1) and second language (L2) writing research. It also helps students become informed of errors and many writing European Journal of Social Sciences Volume 26, Number 4(2011) 495 problems that they failed to perceive (Frank berg- Garcia, 1999). Writing will help students mastering the other skills and of course in mastery English completely. The students are sometimes afraid and shy to speak what they want to say but they can tell what they think and what they want to say into draft or writing before speaking. Thus, if students are having problem in expressing an idea, he/she can write it down. Then, student itself or possibly the reader will understand it. While, there are still some teachers who haven t given their attention on this case completely. If teacher want to help the students to be a good writer in English, he / she must be able to teach writing effectively in the classroom. Teaching writing is always related to how to give feedback directly or indirectly on writing in a good way, especially by the teacher. Roger (2001) tells that some feedback from teacher serves unhelpful feedback to student; they are too generalized or unclear, subjective and focused on some aspect of performance that make the students cannot change. That is why giving feedback to students writing is important skill that is seldom taught. Through feedback, we can help students compare their own performance with the ideal and to diagnose their own strength and weaknesses. Feedback that is given directly or indirectly can improve student s writing. But there will always be of what feedback will give the best impact of the improvement toward the students writing itself not only in the short time but also in a long time of their life. The researcher thinks teacher feedback is one of positive support that can be given by an English teacher to their students in order to improve students writing and minimize their errors. Besides that, there are some reasons why feedback is so helpful for the students writing, it is because feedback can be durable, and it will keep in mind of receiver and the feedback can t just lose in certain time. And then, feedback, the thought and comment will be saved for a very long time in the memories. Feedback will be read and resistant. Using teacher feedback might be a starting point to start the improvement for students ability in writing. Because the researcher thinks that the evaluation in writing process in classroom should be started by the teacher first before it can affect the students ability to evaluate their writing by themselves. Teachers have to evaluate their comprehension in writing, not only giving a material in every meeting, but they have to learn more than what they have got in order to master all aspect about writing. Also they have to receive student s critics when they found any mistakes or error on teacher writing. That s why feedback not only must be developing by students, but also both of them. The reason why the researcher wanted to do this study at SMAN 1 Sei Lala, because the researcher had got some problem related to this study in this School and wants to solve it. The researcher in doing this action put the target on the first grade students at SMAN 1 Sei Lala with the purpose of students were able to write a composition better than before and to apply their knowledge into writing text. 18

7 Methodology This research is a descriptive research, which aims at describing the findings in a qualitative ways. It is designed to ascertain the technique used by the English teacher in Revising students writing error at the first year student s of SMA N1 Seilala INHU. In this research, it consist one variable that is English teacher s feedback on student s writing paragraph. Participants The population of this study is the first year students at SMAN 1 Seilala INHU. There are three classes with 40 students in each class. The total number is 120 students. Because the total number of the students of the first year students at SMAN 1 Sailala INHU was more than 100 students, the researcher will take 20 percent of the total population become the sample. The technique that used is random sampling technique. Thus, the total number of the sample of this research is 24 students. Instruments The instrument of this researcher will be portfolios and interview. It will describe as follows: 1. Portfolios In this research, the researcher will use the students writing task. The researcher will collect the student s writing which is revised by using teacher feedback techniques in revising students writing. In one semester, teacher will gives students one or two times, it based on the teacher and how far the ability of the students understanding the material in curriculum. Task will give by the English teacher after the lessons was end. Before teacher gives the task, usually teacher gives the explanation about the structure of the material until the students understand enough by asking them. The researcher will collect and analyzed the data based on the techniques and indicators. Results and Discussion Based on the data that the researcher got from the first students at SMAN 1 Seilala INHU, the students have mastered the English writing; include the component of writing such as tense, spelling, punctuation, plural/singular and capitalization. Even sometimes there are some students do some mistakes and error in applying those components in writing. So, the teacher needs to use the techniques in order to revise students writing error, there are two techniques usually used by the English teacher in revise students writing error, first by using code and the second by using written comment. There were 24 students writing tasks as sample; it s including the teacher in interview. The result of the students writing task, can be seen and explained as follows: 19

8 1. Student 01 had a very good letter writing arrangement. She had one punctuation error, one preposition error, and also has two spelling errors. The teacher only gives the underline mark and then writes the correct one above the underline words to revise student s error. And sometimes give add code in order to ask students to add the word with the suitable word according to the text. The teacher also use verbal comment in revising student s writing, and the comment was Very good. 2. Students 02 had a good letter writing arrangement. She had three spelling errors, and also she had two punctuation errors. The teacher only gives the underline mark and sometimes uses circling and then writes the correct one above the underline words to revise student s error. And sometimes give add code in order ask to the students to add the word with the suitable word and sometime gives code?? in order ununderstanding word according to the text. The teacher also use verbal comment in revising student s writing, and the comment was Good 3. Student 03 had a good letter s writing arrangement. She had two punctuation errors, three word choice errors, and also had one singular/plural error. The teacher only gives the underline mark and sometimes uses crossing mark X and Question mark?? then writes the correct one above the underline words to revise student s error. And teacher sometimes gives code add to announce the student about adding the word or pronoun and also adding article according to the text. 4. Student 04 had a good letter s writing arrangement. He had three word choice errors, six punctuation errors, and one spelling error. Teacher gives underline mark to revise the student s writing error and then write the correct one above the word underlined. Sometimes the teacher gives cross mark X in order to delete the wrong word that make the structure of sentence was gone wrong. And teacher always use add code in addition, to remind the students about word that must be add to make the sentence is more suitable. And in the last revising, teacher gives verbal comment. And in this comment, teacher gives Good comment. 5. Student 05 had a very good letter s writing arrangement. She had two spelling error, two plural/singular errors, two word choice errors, one preposition error, and also she had one punctuation error. In this case, teacher only give underline mark in revising student s writing and then write the correct answer or word above the word underlined. And sometimes, teacher revises the student s grammar directly, also by using underline mark and sometimes didn t use underline mark. And in the last revising student s writing, teacher gives verbal comment, and the comment was Very Good. 6. Student 06 she had very good letter s writing arrangement. She had one spelling error, and three punctuation errors. In revising student writing, teacher underline the error word or letter, and then directly write the correct one above the word or letter underlined. Sometimes teacher used question mark?? in order to ask student about what exactly she would like to write. And sometimes teacher correct the students grammar, for example the use of to-be in her writing. In the last, teacher gives verbal comment in revising student s writing. And the verbal comment to this writing task was Very Good. 20

9 7. Student 07 had very good letter s writing arrangement. He had one plural/singular error, one punctuation error, and also she had two word choice errors. In revising student s error, teacher only gives underline mark and then writes the correct one above the word underlined, and sometimes teacher gives cross mark X it means deleting the error word or letter. In the last, teacher gives verbal comment in revising student s writing, the comment was Very Good. 8. Student 08 had very good letter s writing arrangement. She had two spelling errors, and she also had two punctuation error. In revising student s error, teacher only give underline mark and then write the correct one or the suitable one above the underlined word/letter. Sometimes, teacher revises student s grammar and also capitalization directly, but not deeply. In the last, teacher gives verbal comment in the end of revising. The comment was very Good. 9. Student 09 had very good letter s writing arrangement. She had one misspelling error, and also she had one plural/singular error. Teacher use underline mark and then write the correct answer above the text or word that must be revise by the student with the correct one. Sometimes, teacher must revise student s tense and word structure. The teacher only gives the add code to add the word, and sometimes crossing the error word and directly adding the word that unsuitable on the paper. I the last, teacher gives verbal comment on student s task, and the comment was Very Good. 10. Student 10 had a very good letter s writing arrangement. She had one word choice error, and also one preposition error. In revising student s error, teacher underlines the error word, and then writes the correct one above the word underlined. To make student s writing more structure, sometimes teacher needs to revise student s word structure and tense on their writing, but not deeply. And in the last, teacher gives the verbal comment. And the comment was very good. 11. Students 11 had very good letter s writing arrangement. She had one spelling error, one plural/singular error, two punctuation errors, and also four word choice errors. In revising student s writing error, teacher only underlines the error one, and then writes the correct one above the word underlined. And sometimes, if there any word structures, and also grammar that contain an error, teacher also revises but not deeply, because considering the students capabilities. Usually, teacher used cross mark X means delete, and add code mean adding the word or letter. In addition, teacher gives verbal comment in revising student s writing, and the comment was Very Good. 12. Students 12 she had very good letter s writing arrangement. She had three plural/singular errors. In revising student s writing, teacher gives underline to the word or letter, and crossing the letter means delete and give code add means add the letter. In the last, teacher gives verbal comment. And the comment was Very Good. 13. Student 13 he had very good letter s writing arrangement. He had two punctuation error, and one spelling error. To revise student s error, teacher gives underline and revises the error by write the correct one or adding the letter if the error was need more letter to add. In the end, teacher used verbal comment to the task that was given; the comment was Very Good. 21

10 14. Student 14 he had good letter writing s arrangement. He had three punctuation errors, and also he had four word choice errors. In revising student s error, teacher only gives underline and directly corrects the error by write the correct one above the word underlined. Sometimes teacher gives code add in order to add the missing word or letter. In the end of revising, teacher gives verbal comment, and the comment was Good. 15. Student 15 he had good letter s writing arrangement. He had two punctuation errors, and also had two word choice errors. In revising student s writing error, teacher only underlines the error and then write or adding the correct one, and sometimes give add code. In addition, teacher use verbal comment in the end of revising. And the comment was Very Good. 16. Student 16 she had very good letter writing s arrangement. She had one preposition error, and also she had one punctuation error. In revising student s error, teacher underlines the student s error, and then writes the correct answer above the word underlined. Sometimes, teacher gives add code in order to add the missing words or letters. And sometimes, teacher gives cross mark on the mistakes word. In the end, teacher gives verbal comment on student s writing, and the comment was Good. 17. Student 17 she had good letter writing s arrangement. She had two word choice errors, and she also had six spelling error. In revising student s writing error, teacher only underline the error, and then directly write the correct answer above the word underlined. In the end of revising, teacher gives verbal comment and the comment was Good. 18. Student 18 he had very good letter writing s arrangement. He had two punctuation errors, one article error, and also he had one preposition error. In revising student s error, teacher only gives underline and then teacher writes the correct one above the word underlined. Sometimes teacher gives add code in order to adding the word, and sometimes teacher use question mark?? in order to make clear the word ununderstandable. In the end of revising, teacher gives verbal comment. And the comment was Very Good. 19. Student 19 had very good letter writing arrangement. He had four punctuation errors, one word choice error, and also had two spelling errors. In revising student s error, teacher only gives underline and then teacher writes the correct one above the word underlined. Sometimes teacher gives add code in order asking the students to add the word with the suitable one. In the end of revising, teacher gives verbal comment. And the comment was Very Good. 20. Student 20 had very good letter writing arrangement. She had four spelling error, and one word choice error. In revising student s error, teacher only gives underline and then teacher writes the correct one above the word underlined. Sometimes, teacher crosses the letter or word in order asking the students to delete the word or letter. In the end of revising, teacher gives verbal comment. And the comment was Very Good. 21. Student 21 had very good letter writing arrangement. She had three spelling errors, and she had one punctuation error. In revising student s error, teacher only gives 22

11 underline and then teacher writes the correct one above the word underlined. Sometimes, teacher crosses the letter or word in order asking the students to delete the word or letter. In the end of revising, teacher gives verbal comment. And the comment was Very Good. 22. Student 22 had very good letter writing arrangement. She had two spelling error, and also had one punctuation error. In revising student s error, teacher only gives underline and then teacher writes the correct one above the word underlined. Sometimes, teacher crosses the letter or word in order asking the students to delete the word or letter. In the end of revising, teacher gives verbal comment. And the comment was Very Good. 23. Student 23 had very good letter writing arrangement. She had six spelling errors, and also had one punctuation error. In revising student s error, teacher only gives underline and then teacher writes the correct one above the word underlined. Sometimes, teacher crosses the letter or word in order asking the students to delete the word or letter. In the end of revising, teacher gives verbal comment. And the comment was Very Good. 24. Student 24 had very good letter writing arrangement. She had one spelling error, one punctuation error, two word choice errors, and also had one prepositions error. In this error, teacher used underline to revise the students writing, after that the teacher writes the correct answer above the underlined word. For the some error cases, teacher cross the error means delete. In the end of revision, teacher gives verbal comment, and the comment for this writing was Very Good. Conclusion Based on the documents of students writing task, generally students are able to produce and arrange a letter. They can make heading of the letter, body and also they can make the closing of the letter. Their error sometimes comes from tense, grammar, punctuation, capitalization, plural/singular and also article. Some of them revise by teacher directly, and some of them corrected but not deeply. In giving the writing task of letter, teacher only gives on time in one semester, it based on the teacher syllabus. Generally, in revising students writing task English teacher corrects the students writing of the letter based on the generic structure of letter. Start from the heading of the letter, body, and also the conclusion or closing. But, teacher not fully focused in correcting students error of the generic structure of letter, but focused in revising students error of punctuation, preposition, capitalization, plural/singular, word choice and also article. Based on the way teacher revised students error, teacher usually uses underline, crossing the word or letter, and sometimes gives add code. After teacher underline, crossing, and give add code, teacher revise directly and write above the error word or letter the correct one. In the last, teacher gives verbal comment based on the students error. 23

12 References Azar, Betty Schampfer Fundamentals of English grammar second edition, United State of America: Longman. Edge, Julian. Mistakes and correction. London New York. Listya, Rafella An analysis of teacher s correction on the first student essay assigmentd st SMA N 1 RENGAT. Pekanbaru : Unpublished Thesis. Lee, Ice How Do Hongkong English Teacher Correct Error Writing?.Vol. 31, No. 1 page-166. Hongkong : Educational Journal the Chinese University of Hongkong. Sattayatham and Ratanapinyowong Analysis of Errors in Paragraph Writing in English by First Year Medical Students from the Four Medical Schools at Mahidol University. Vol. 8, page 21. Silpakorn University International Journal. Yang, Wenfen A Tentative Analysis of Errors in Language Learning and Use. School of Foreign Languages, Qingdao University of Science &Technology, Qingdao, China. Journal of Language Teaching and Research, Vol. 1, No. 3, pp Abeywickrama,Rohan An Analysis of Errors in English Writing of Sinhala Speaking Undergraduates.Volume 9 Number 1. Sabaramuwa University Journal. Dadashi, Mehdi The Effect of Direct and Indirect Corrective Feedback on Students Spelling Errors. Bogotá, Colombia. Pages Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras. Liu, Yingliang The Effects of Error Feedback in Second language writing. Vol. 15, Arizona Working Papers in SLA & Teaching. Bitchener, John The effect of different types of corrective feedback on ESL student writing. V Auckland University of Technology, Private Bag, Auckland, New Zealand. Journal of Second Language Writing. Ellis, Rod A typology of written corrective feedback types. Volume 63. Published by Oxford University Press; all rights reserved. ELT Journal

13 Lindquist, Angela A study on feedback and error corrections in Swedish upper-secondary students English essay. Swedish: Karlstads Universitet. America. Cambride University. Nunan, david Research methods in language learning. United States of America. Cambridge University. Rein, miles Key to correction marks. Bentley collage. Treiman, R. and D.C Bourassa The development of spelling skill. Topics in Language Disorder. Sudijono, Anas Pengantar Statistic Pendidikan. Jakarta, Rajawali. Venesky, R The American Way of Spelling: The Structure and Origins of American English Orthography. New York: the Guilford press. Wishon, George E. and Julia M.Burk Let s Write English Revised Edition. United State of America: Litton Educational Publishing International. Weigle, Sara Causing Assessing Writing. United State Of America: Cambridge University Press. Melzer, Dan Writing Assignment Across Curriculum: A National Study of College Writing. National Council of Teacher of English. 25

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