Skripsi 1 RIYATUN. 2007.

DEVELOPING STUDENT'S NARRATIVE WRITING THROUGH FAIRY TALES (An Action Research at Year VIII of SMPN 38 Semarang in the Academic Year 2006/2007). Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT This study was conducted based on the considerations that according to the Government Regulation Number 19 Year 2005 formal English teaching is emphasized on reading and writing in which the goal of every plan in teaching and learning process is writing. Written fairy tales are expected to be beneficial as models for teaching linguistic features and generic structure characterizing narrative text. The aim of this study is to describe to what extent the teaching of linguistic features and generic structure characterizing narrative through fairy tales contribute to the students improvement in writing narratives. This study is an action research. There were four steps in conducting an action research: Planning. Action, Observation, and Reflection. This action research was done in two cycles. The first cycle was elaborated into five meetings (activities) with narrative linguistic features and its generic structure as the topic foci of discussion, whereas the second cycle was elaborated into three activities in which some difficult material the students failed in the first cycle was explained more elaborately. The results of this study showed that the students improvement in writing narrative was statistically significant. There were 7.23% and 0.42% of improvements of narrative linguistic features and generic structure respectively. According to Brown and Baileys scoring rubric of writing the students achievement was less good or still in the level of adequate. Referring to my experiences in conducting this study, I offered several pedagogical implications. The first is that a teacher needs interesting teaching media to attract the students attention and enable them in internalizing the material given so that their memory span about the material is longer. The second is that it is advised that teachers not skip one or more of the teaching cycles (BKOF, MOT, JCOT, and ICOT) especially in teaching language learners at beginning level. Furthermore, it is also important that teachers use time allotted effectively so that the students can practice a lot and get more exercises without ignoring other materials.

Skripsi 2 Subhan, Husni. 2007. OUTDOOR CLASSICAL MUSIC AS AN ALTERNATIVE MEDIA FOR TEACHING STUDENTS IN WRITING DESCRIPTIVE TEXT (A CASE OF THE SECOND YEAR STUDENTS OF SMA SEMESTA SEMARANG IN THE ACADEMIC YEAR OF 2006). Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT

This final project is an experimental research. In this study, the writer limits the discussion by stating the following problem: How does outdoor classical music as an alternative media affect the students in writing a descriptive text? The aim of this experimental research is to analyze how outdoor classical music affects the students in writing a descriptive text. So, we can determine whether there is significant difference in the achievement between students who were taught descriptive text by using outdoor classical music and without outdoor classical music or not. There were three steps in conducting this experimental research; choosing the eleventh grade of SMA Semesta Semarang as the population, taking two groups of the students as the samples; one as an experimental group and the other as a control group that consist of 16 students each group and after that conducting real experiment. To obtain the data, the writer used post-test only in implementing the step. The result of this research shows that the experimental group gets better scores than the control group. The difference between the two groups is 3,5 and ttest shows that this difference is significant. Dealing with this experimental research, the writer suggests that outdoor classical music can be used as a media for teaching students in writing a descriptive text. The purpose is to create a new situation that makes students interested in learning English.

Skripsi 3 Karolina, Intan. 2006. TEACHING NARRATIVE TEXT IN IMPROVING WRITING TO THE TENTH GRADE STUDENTS OF SMA NEGERI 1 PETARUKAN, PEMALANG. Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT

The final project is about the teaching narrative texts in improving writing skill to the tenth grade students of SMA N 1 Petarukan. Teaching writing to Senior High School is not an easy task. It requires a lot of creativity from a professional teacher. The object of the study is to find out the students achievement in writing narrative texts. It is expected that the research would be useful for the teachers and students in language teaching and learning process. The subject of the study is the tenth grade students of SMA N 1 Petarukan, Pemalang in the academic year of 2005 / 2006. There were 42 students (25 girls and 17 boys). The writer took all of them as the subject of the study. The technique used for collecting data is pre-test and post-test and interview. First, the writer gave a pretest. It was conducted at the beginning of the research. Second, the second activity was held. It was continued with the third activity, the fourth activity, the fifth activity, the sixth activity and post-test was conducted. At last the teacher made interview with the students about the difficulties in writing. The result of the study was that the students progress during teaching and learning activity by using narrative texts to improve writing skill was good. The students achievement in writing was improved, it was supported by the significance result of the pre-test was 62.09%; writing the first draft on the first cycle was 65.52%; writing the second draft 71.53%; writing the final copy was 74.38%; writing the first draft on the second cycle was 72%; writing the second draft was 75.42% and writing the final copy was 79.71%. Therefore, teachers should always try to create an interesting text for their teaching. Based on the result, teachers can apply narrative text to improve the students writing skill.

Skripsi 4 Listina, Harmonia Idea. 2006. TEACHING NARRATIVE IN SENIOR HIGH SCHOOL AN ACTION RESEARCH STUDY FOR XITH YEAR STUDENTS IN SMA 16 SEMARANG IN THE ACADEMIC YEAR OF 2006. Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT This final project is an action research which was aimed at improving teaching narrative at Senior High School (SMA) students through writing narrative. The study was conducted at SMA 16 Semarang and the subjects were XIth IPS 1 students in the academic year of 2005/2006 The research procedures were as follows: 1. Planning ( the on-the job educational problem was identified, the most probable cause of the problem was determined, and the feasible solution was finally developed) 2. Teaching or acting (the selected feasible solution (writing narrative based on generic structures and language features of narrative genre) was implemented in two cycles; these are spoken and written language). 3. Observing (a variety of data was collected to justify the extent to which the research objective was attained. 4. Reflecting (the data was analyzed to justify the significant improvement) The classroom action research was done in three stages (pre-test, test, and post-test). Every stage consisted of two cycles (spoken and written cycles) in different kinds of treatment. Both cycles which consisted of four stages, namely; (1). Building knowledge of the field / BKOF; (2) Modelling of text; (3) Joint construction of text; and (4) Independent construction of text. The first classroom stage, it treated the writing by giving a kind of Barbie film titled Rapunzel as a Barbie. This treatment was given to identify the students weaknesses in their learning, there were lack of vocabulary; ungrammatical sentences; incorrect word choice; using wrong tenses and the rhetorical of the students writing story did not suitable the generic structures and the lexicogrammatical features of narrative writing based on curriculum. After seeing the film, the students asked for rewriting about the story. Moreover, the writer intended for getting the students participation on equal basis in written by sharing and discussing about the topic by discussing the generic structures and the lexicogrammatical features of narrative genre, and making the first draft of writing narrative. The second, it treated as the same as the first stage but in reflecting activities or for the joint construction of the class, the teacher let the students to review and revise their first into the second draft. After discussing the topic and getting suggestion from the teacher and friends, at the last, the students discussed to edit and revise the second draft for determining the final writing of narrative story. From the first stage, the writer found that the students were not aware of how to solve their difficulties for writing the story. Surprising phenomena occurred in this second planning of the action research. Almost all of the students wrote their first draft by using present tenses, so by the fact that the students still had problem for their writing process. Finally, in the last stage, the writer tried to reduce their problem because this problem would impede the students comprehension in their learning process. By asking the students for making discussion about the topic and the writer also gave explanation as clear as possible to overcome the students weaknesses in their learning process. It needed longer time to handle that problem because their progress depends on their own ability because every student has different level of comprehension. So the students writing ability improved although it did not so drastically.

For analyzing all the data had been obtained, the writer used Brown an analytical scale for writing composition. Pearson moment product as quoted by Arikunto is used for calculating the data. After eight meetings, which were divided into two cycles, there was an increase for the students writing ability. Based on the pre-test or before giving the treatment there were only 44,05% of the students mastered the narrative topic. The students improvement for writing narrrative went up slightly, it was proven by the precentage of the test 66,05 was higher than pretest. Finally, by the fact that precentage of post-test 80,05% was higher than test so it can be said that they were able to improve their writing ability. From this action research it can be concluded that the students improve their writing ability using effective and efficient way of writing. An effective way related to the rhetorical of writing narrative (the generic structures and the lexicogrammatical features of narrative) based on CBC of 2004. For improving the students writing skill, hopefully the similar action research should be applied on teaching learning process as well as conducted in SMA 16 Semarang or even in classes of other schools. The writer also hopes other English teachers would like to practice a similar action research for their classes to enable the students to write effectively to comprehend texts or genre besides reading and speaking.

Skripsi 5 Hidayah, Tias Evi. 2007. A CORRELATION BETWEEN STUDENTS MASTERY OF PAST TENSE AND THEIR ACHIEVEMENT IN WRITING RECOUNT (THE CASE OF THE ELEVENTH YEAR STUDENTS OF SMA I WELERI IN THE ACADEMIC YEAR OF 2006/2007). Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT

The ability to write recount, which constitutes communicative competence, requires another supporting sub competences. The past tense should be acquired in order to be able to write recount well. The objective of the study is to reveal whether there is a correlation between students mastery of past tense and their achievement in writing recount. Furthermore, it attempts to find out the extent to which the students mastery of past tense affects their achievement in writing recount. To achieve the objectives of the study, the writer conducted a field research in which a test of past tense and that of writing recount were administered. The subjects of the study were the eleven graders of SMA I Weleri. There were 233 students from which 50 students were taken as the sample. With the intention of drawing representative sample, cluster random sampling was applied. The data were in the form of students scores on both tests. Since this study is a correlational one, the data was statistically computed using Pearson Product Moment correlation formula. The obtained r value was 0.724, while the critical value of r for twotailed test with = 5% and df = 48 was 0.284. Because r value was higher than the critical value, the correlation coefficient was significant. Thus, the null hypothesis saying There is no correlation between students mastery of past tense and their achievement in writing recount was rejected. The obtained regression equation was = 18.585 + 0.774 X and the determination coefficient was 0.525. This indicates that 52.5% of the variation of students achievement in writing recount was accounted for by the relationship with their mastery of past tense, while the remaining 47.5% was probably due to other relevant factors, which was excluded in this study. It is suggested that further research in the same topic should take those relevant factors into consideration. Moreover, In terms of the relationship between past tense and recount, the writer recommends diary-writing practice as a means of enhancing students mastery of past tense and recount.

Skripsi 6 AN ERROR ANALYSIS ON SIMPLE PRESENT TENSE IN DESCRIPTIVE WRITING MADE BY THE EIGHTH YEAR STUDENTS OF SLTP N 2 UNGARAN IN THE ACADEMIC ABSTRACT

This thesis mainly aims at determining students mastery in using simple present tense in descriptive writing and finding out the dominant errors because the students often find difficulties in using this kind of tense especially in descriptive writing. This study was conducted under the consideration that simple present tense plays an important role in writing a descriptive text. This thesis has two objectives. First, it is aimed at finding out various kinds of errors on simple present tense in descriptive writing made by the eighth year students of SLTP N 2 Ungaran. Second, it is aimed at finding the dominant errors. The population of this study was the eighth year students of SLTP N 2 Ungaran in the academic year of 2005/2006 which consisted of seven classes; they were VIIIA, VIIIB, VIIIC, VIIID, VIIIE, VIIIF, VIIIG class. The total number of the population was 276 students; out of which 35 students were chosen as the samples. Cluster proportional random sampling was used to collect the data because the population consisted of several groups and the samples were taken proportionally to represent each of the groups, so that they were all well represented. The samples were taken 12.5% from every class to collect the data. The instrument the writer used is a written test consisting of an outline in writing a descriptive text. The students errors in using simple present tense in their descriptive writing were classified and they were also counted to finding out the dominant errors. The students errors were classified into three categories. Those were be verb errors, non-be verb errors, and adverb of frequency errors. Be errors were divided into 3 types of errors, they were omission of be, wrong form of be, and double be. Non-be errors were divided into 4 types of errors. Those were the use of auxiliary be (be before verb), the use of to before verb, -s form errors, and other errors related to verb. Another kind of error was related to adverb of frequency. The numbers of those errors in percentage were as follows: be verb errors 36.38%, non-be verb errors 48.33%, and adverb of frequency errors 15.29%. It is concluded that the dominant errors lies on the use of non-be verb in their descriptive writing. Based on the results of the research, it is suggested that the eighth year students of SLTP N 2 Ungaran should be given intensive exercises on non-be verb in their writing. It is quite necessary for the eight year students and the teacher of SLTP N 2 Ungaran to be informed about the results of this study, so that they can improve their teaching learning process.

Skripsi 7 Nugraheni, Retno Dewi. 2009. A COMPARATIVE STUDY ON WRITING SKILL BETWEEN STUDENTS WHO USE MONOLINGUAL DICTIONARY AND THOSE WHO USE BILINGUAL DICTIONARY (A CASE OF THE TENTH YEAR STUDENTS OF SMAN 7 SEMARANG IN THE ACADEMIC YEAR OF 2008/2009). Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT

This study is comparative study on writing skill between students who use monolingual dictionary and those who use bilingual dictionary The subjects consisted of two groups; students who used monolingual dictionary numbering 33 students and students who use bilingual dictionary numbering 33 students. Random sampling was used to get the samples for both of the groups. The data concerning to the students achievement in writing skill. The data were collected by distributing the test to the samples. Each group, then, did the writing test with a number of 20 item tests. There were two hypotheses to be examined: working hypothesis and null hypothesis. The working hypothesis (Ha): There was a significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary. The null hypothesis (Ho): There was no significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary The formula to measure this comparison was using t-test. The result of the t-test formula was 2.434. Since the obtained value (2.434) was higher than the table value (1.67); that was = 2.434 > 1.67, it means that the null hypothesis was rejected. The result proved that students' writing skill taught by using monolingual dictionary were better than students taught by using bilingual dictionary. In conclusion, the study accepted the working hypothesis and refused the null hypothesis. It shows that there was a significant difference on writing skill between students who use monolingual dictionary and those who use bilingual dictionary. The material that teacher uses for teaching can influence the students' achievement in writing class. It was expected that the English teachers of the school should think smartly how to improve the students' writing skill. We as the English teacher have to know that one important factor that influences the students' writing skill achievement is vocabulary mastery. The slight difference can be seen from the means of both groups. From the calculation, the mean of the experimental group is higher than the controlled group. It means that using monolingual dictionary is better than using bilingual dictionary in L2 learners.

Skripsi 8 Dewi, Tata Normala. 2009. THE USE OF CHAIN PICTURES AS A MEDIUM FOR DEVELOPING STUDENTS WRITING SKILL OF NARRATIVE TEXTS ( A CASE OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2 REMBANG IN THE ACADEMIC YEAR OF 2008/2009). Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT

Language plays a very important role in human life. People speak language to convey messages, to show their feeling or to ask questions. English, known as an international language has been chosen by the Indonesian government as the first foreign language. In English there are four language skills; they are listening, speaking, reading and writing. Writing is generally regarded as the most difficult of the four skills. It requires mastery not only of grammatical and rhetorical devices but also conceptual devices and judgments. In this study the writer used chain pictures as a medium to make writing easier for the students to learn. The main objective of this study is to find out whether or not the use of chain pictures is effective for developing students writing skill of narrative text. To achieve the objective of the study, the writer conducted an action research. This research was held at SMP Negeri 2 Rembang. The subject of the study was the eighth graders. There were 23 students; 17 girls and 6 boys. The action consisted of four activities. The first was a pre-test. It was continued with the treatment. The last activity was doing the post-test and answering a questionnaire. The questionnaire was meant to investigate whether the students are interested or not in learning. In analyzing the data, the writer used a simple quantitative measurement. The analysis of the data showed that there was a significant difference of the students achievement in the pre-test, treatment and post-test. The students achievement in the pre-test was 52.91%, in the treatment was 63.73% and in the post test was 73.61%. It showed that the students achievement in writing narrative text improved. Based on the study, it is found that the use of chain pictures is effective for developing students writing skill of narrative texts. Chain pictures are very beneficial for the students in order to facilitate them in learning English especially writing narrative texts. Therefore, a teacher should always give an interesting atmosphere in teaching-learning process to make the students enjoy learning English more.

Skripsi 9 Kristin. 2009. AN ANALYSIS ON WRITING EXERCISES IN THE ENGLISH TEXTBOOK FOR THE YEAR SEVEN OF JUNIOR HIGH SCHOOL STUDENTS PUBLISHED BY ERLANGGA, 2007. Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT

This study describes the writing exercises in the English Textbook of English On Sky 1 for Junior High School Students Year VII published by Erlangga. In conducting the research, the writer used descriptive analysis since the purpose of the study is to describe the relevancy of the writing exercises in the textbook to the 2006 curriculum in terms of clear direction, provision of model, and whether they are guided or free writing. Before making conclusions of the analysis, the writer took some steps in collecting the data. First, the writer took the copy of the textbook. Second, the writer analyzed the data by choosing all kinds of writing exercises in the textbook. Third, the writer categorized them in the tables in terms of the relevancy between writing exercises in the textbook and the 2006 curriculum, regarding clear direction, provision of model, and whether they are guided or free writing. At last, the writer gave the interpretation of the relevancy between the writing exercises and the 2006 curriculum in terms of clear direction, provision of model, and whether they are guided or free writing. The result of the analysis showed that four writing skills demanded by the 2006 curriculum are included in the textbook. There are 91.40 % of writing exercises relevant to the 2006 curriculum. 94.11 % of them have clear directions, 52.94 % of them have models, and 76.47 % of them are guided. Based on the result of the study, the writer concluded that there is a relevancy between the writing exercises in the textbook and the writing skills demanded by the curriculum in terms of clear direction, provision of model, and whether they are guided or free writing. Meanwhile, the writer found that there is inequality of the number of the writing exercises on each skill in the textbook.

Skripsi 10 NAWATI , INTANIA DESI. 2008. CONTENT VALIDITY OF THE ENGLISH NATIONAL WRITING TEST FOR JUNIOR HIGH SCHOOL BASED ON THE GRADUATE COMPETENCE STANDARD OF KTSP CURRICULUM (THE CASE STUDY OF THE NATIONAL TEST FOR JUNIOR HIGH SCHOOL IN THE ACADEMIC YEAR OF 2007/2008). Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT

The final project is an analysis of the content validity of the English National Test for Junior High School in the writing section. The data is the National Test of the English subject in the Academic Year of 2007/ 2008. As a contribution to education, this study is to find the level of the content validity of the English national writing test and to give the suggested test items that should meet the Graduate Competence Standard. To achieve the objective of the study, the writer analyzed the content validity of the English national writing test items and made the suggested test items based on the Graduate Competence Standard, and then found the reliabilities. The sources of the data were the English National Test for Junior High School in the Academic Year of 2007/ 2008 and the scores from 42 students of SMP 1 Semarang and 38 students of SMP Nusa Bhakti Semarang in the Academic Year of 2008/ 2009. In drawing conclusion about the content validity of the English national writing test for Junior High School based on the Graduate Competence Standard of KTSP Curriculum, the analysis of the data is compared to the Graduate Competence Standard of KTSP Curriculum. After analysing the data the writer found that there are no items which indicate that the student must possess the ability of writing so that the items do not meet the Graduate Competence Standard. Although there are indicators for writing, those are restricted only in the organizations and the arrangements of the texts. It can be concluded that the content validity of the English national writing test is not congruent with the Graduate Competence Standard.

Skripsi 11 RETNO, AYU. 2007. THE USE OF ANIMATION MOVIES FOR DEVELOPING STUDENTS WRITING SKILL OF NARRATIVE TEXTS A CASE STUDY OF TEACHING ENGLISH AT ELEVENTH GRADE STUDENTS OF SMA NEGERI 10 SEMARANG IN THE ACADEMIC YEAR OF 2006/2007). Semarang: UNNES (Universitas Negeri Semarang) ABSTRACT

English is an international language, which is spoken in international events and is used as the medium of transferring information flow on science, technology, and culture as well. As a matter of fact, students should be able to perform language skill such as listening, speaking, reading and writing. But for the students, writing is the most difficult subject. That is why the curriculum 2004 of Senior High School emphasizes more on developing students writing skill. In this final project the writer wants to know how well the eleventh grade students of SMA N 10 Semarang master the language skills, especially the ability of writing a narrative text. There are two basic problems that the writer wants to discuss, they are; what are the students difficulties in understanding narrative as one of text types and to what extent teaching writing of a narrative text using a film Brother Bear, can improve students writing skill especially those of the eleventh grade students of SMA Negeri10 Semarang in the academic year of 2006/2007. Since teaching writing of a narrative text by using Brother Bear, a film can help students develop their writing skill, the writer gave them more exercises on writing narrative texts of a film. The objectives of the study are; to know what the students difficulties in understanding a narrative text and to know to what extent teaching writing of a narrative text can improve students writing skill. The research will give some useful information about a narrative text and teaching writing by using a film Brother Bear. It will be more interesting for the students to produce a narrative text by listening the dialogue of the film. The techniques of collecting data were by using tests. An interview was also done to know students difficulties in producing a narrative text faced by the students. The result of the tests shows that the students scores in the writing draft I were 64, 3%. It means that the test was not successful. On the other hand, in the writing of the revision II, the students achievement reached 72, 9%. It means that the test was successful.