Professional Documents
Culture Documents
1. Background
enable students to use English for communication. Whereas, communication itself may
accur in oral and written forms. In other words, the students are expected to be able use
English not only in speaking but also in writing. English is a compulsory subject in
Indonesia. It is given from the first grade of Junior High School until the first grade of
University. When learning English as a foreign language, the learners are required to be
able to communicate. It means that, she/he will be able to communicate and will be able
to use the foreign language, such as transfer the information, message, and ideas with
other people from different part of place and language in the world. From this, we can
There are four skills that students need to have in order to concern about in
learning English.. The four language skills are listening, speaking, reading, and writing.
These skills are related to each other. Moreover, English mastery is important in career
development, therefore students need to understand and use English to improve their
confidence in facing global competition. One of the skill the students should master is
writing.
Writing is one of four language skills which is considered important for foreign
language learning. Writing is an activity of using the language to express ideas, feeling,
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or desire in the form of writing. Through writing, people are able to say something
prosesses of planning, drafting, reviewing, and revising and some approaches to the
teaching of first and second language writing teach students to use these processes.”
Writing is one of the aspects which the students should learn. Writing is
demanding mental activity, yet some people appear to write without great
effort. Writing involves both engagement and reflection. An engaged
writer who was created appropriate constraints can be carried along by the
flow of mental assosiation, without deliberate..
listening, speaking, and reading in the school. The students are expected to master
writing skill in the curriculum. Writing is a skill that can determine our success in the
school, such as write our task, proposal and report. It can be concluded that writing skill
Teaching writing is not so easy because many students still have problems to
write, especially in Junior High School. The students get confused to use the elements
English language is not common in our country, so that’s why the students have
difficulties when they want to write. The other problems when teaching writing process,
sometimes the students feel unhappy and confused to start writing, such as how to get
Based on the problems above, the appropriate method, technique, or strategy are
needed to solve the students’ difficulties in learning writing. One of them that the writer
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will use to solve the students’ problems is use Wholesome Scattering Game Strategy
game which students predict the content and duplicate the sentences by using single
word that have been given by the teacher. Wholesome Scattering Game is one of the
strategies that is often use by the teacher in learning English. In addition, this strategy
will make the students enjoyable, creative, and memorable about the material especially
in writing skill.
Based on the explanation above, the writer ineterest and will conduct a research
study with the title “Teaching Writing Descriptive Paragraphs by Using Wholesome
Palembang”.
Based on the writer’s experience on Field Teaching Practice (PPL) II, the writer
found out that many students have low motivation in writing, such as in vocabulary,
grammar, and punctuation. The students cannot show their ideas in the teaching
learning process, especially in writing. Those are the reason why the writer will do this
research with the title “Teaching Writing Descriptive Paragraphs by Using Wholesome
Scattering Game to the Eighth Grade Students of State High School 16 of Palembang”
In this study, the writer focuses on teaching writing descriptive paragraphs with
the theme “My Idol” by using Wholesome Scattering Game to the eighth grade students
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2.2 Formulation of Problem
The problem of this study was formulated in the following question: “Is it
The objective of this study was to find out whether or not it is effective teaching
The result of this reseach can give teachers alternative strategy to teach writing.
The teachers can create enjoyable atmosphere in teaching activities in order the
students will be motivated and interested in learning activities. The teachers can
find the best way to teach writing by using wholesome scattering game strategy.
able to improve the students’ descriptive writing achievement. The students are
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3) Other Researchers
The result of this research will be a source of the material in conducting similar
studies and future studies. It also can be useful source and information for other
In this research, the writer will be able to get valuable experience to increase her
5. LITERATURE REVIEW
In this part, the writer discusses about (1) concept of teaching, (2) concept of
writing, (3) concept of paragraph, (4) concept of descriptive paragraph, (5) concept of
wholesome scattering game (WSG), (6) adventages and disadventages of WSG strategy,
(7) procedure of teaching writing through WSG strategy, (8) related previous study, (9)
the students. There are many definitions of teaching such as the one given by Sari
causing to know or understand.” Teaching is an activity to aim, give the easier how the
way to find something (not give something) based on the students’ ability (Umar,
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2008:51). According to Brown (2000:7), “Teaching is guiding and facilitating learning,
enabling the learner to learn, setting the condition for the learning. It means that the
students are possible or easy learn. As a guide, a teacher shows or helps students to
stimulates the interest of learners and as manager, a teacher arranges information and
Based on explanation above the writer can conclude that, teaching is the process
to deliver and transfer the knowledge to the students by a teacher as facilitator, guide
Writing is one of four skills that is reputed hardest for some people. In fact, it is
not easy as we always think. Among the skills, writing is the most difficult skill to be
learn, because it needs hard thiking in producing words, sentence and paragraph at the
same time. Sometimes students feel difficult to organize their ideas. Furthemore, many
students make some mistake and face difficulties to build and develop their imagination.
record our knowledge, but the very moment at which we confront what learning and
understanding are all about.” It means that, when you first write something, you have
already been thinking about what you want to say and how to say it. Then after you
have finished writing, you read over what you have written and make changes and
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corrections. You write and revise and write and revise again until your writing has
Based on the ideas presented previously, the writer can conclude that, writing is
an activity to share our knowledge or an activity to share or explore the writer’s ideas or
something that we have thought into written form by using the rules of writing exactly.
It is really not easy work to do. In writing a paragraph we need to thinking, asking
question and reading many sources to know the truth of the information when we will
write.
statements that a writer develops about a subject. The first sentence states the spesific
A paragraph has three parts namely: a topic sentence, supporting sentence and
concluding sentence. In a paragraph the topic sentence is the most important sentence in
a paragraph. It tells about the topic which is going to discuss. According to Oshima and
Hogue (2007:39), “Topic sentence has two parts, a topic and a controlling idea. The
topic names the subject to the paragraph will say about the topic. The position of the
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The following are the tips to write a good paragraph based on Oshima and
Hogue (2007:47):
Repeat the idea in the topic sentence in the diffrent word. Don’t just
Based on the explain above, the writer can conclude that paragaraph is a
group that has related sentences one each other and has three parts: 1) topic sentence, 2)
supporting sentence, and 3) concluding sentence. And paragraph also is the collection
from the sentences that has meaning which is related of one each other.
which has specific the function to give description about an object (human or non
human).” According to Hami (2011:16), “There are two keys to write good description.
The first key is to use space order, and the second key is to use specific detail.” In space
order, students might describe something from top to bottom or from left to right. For
example, when they describe a person, they could start from the person’s head until the
person’s feet. The second key to writing good description is to the specific detail. It’s
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means that when students describe something, they must be ilustrate the things detail
Descriptive Text.”
1) Identification
The form of statements that describe the object to be described.
The statements should be interesting, capable to provoking the
readers to be interested to read the description completely.
The use of adjectives or degree of comparison is helpful.
2) Description
Given the picture of the condition of the object can been reviewed
from some aspect, such as: Location, means of transport, people,
weather, size, etc.
Grammatical Patterns:
a. Present tense, present perfect tense
b. Verb, be ( is,are), have linking verbs ( seems, looks, sounds,
like).
c. The use of the adjectives that have a fuction to describe or
ilustrate the condition of the object.
Based on the explanation above, the writer can conclude that descriptive text is a
kind of text that describes about something. The purpose is to describe and reveal a
particular person, place, or thing. This text has two generic structurs, identification and
description.
increase the students’ writing ability. In this game the students are given some
keywords to stimulate their writing ability. The students can find ideas to write sentence
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According to Hess (1991:39), “Wholesome scattering game is a game which
students predict the content of passage and duplicate sentence by using single word that
have been given by the teacher.” Students on occasion not only predict the content of
the passage they are about to read, but also almost duplicate sentences, which actually
appear in it. Before the teacher performs the main activities in playing wholesome
scattering game, the teachers should be prepare the instrument early. The teachers can
chooses twelve to the sixteen keyword from the paragraph that is going to read with the
1) To stimulate students’ ideas to write sentence. Students usually have the blank
idea when they are thought material. In this game, students will be given some
keyword to stimulate their brain. They hoped can get some ideas in writing
descriptive paragraph.
2) Easy to be prepared. When teachers want to use a media in their learning
activities, they have to decide whether it is difficult to prepare or not, and
wholesome scattering game is a simple game because this game easy to be
prepared. The teachers prepare some keyword appropriate for material.
3) The students can develop their text based on keyword that have been given by
the teacher.
1) The teachers need more time to collect and prepare the keyword appropriate for
material before teaching and learning process.
2) The students still have limitation by the keyword that have been given by the
teacher in organizing sentences.
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5.5.2 Procedure of Teaching Writing through Wholesome Scattering Game
1) The teacher asks three to five students to come forward and write down the
keywords that the teacher dictates on the board. Each student write the
keywords randomly and arrange the keyword in unusual shape such as
horizontally, vertically, or square. In this step, the teacher not comment the
spelling that the students write.
2) While the students in the board are doing this game, the students in their seat
can produce their own arrangement of the word on paper or their notebook.
3) When the teacher has finished dictating the words, the students who write
down in the board return to their seat.
4) The teachers ask to the students, if anyone in the class have a produce
particularly unusual arrangement of the word. If there are volunteers, the
teacher ask them to display their arrangements.
5) The teacher start to correct the spelling, pronounciation and meaning
6) The teachers ask to the students to write sentences using the words on the
board and make a good descriptive text individually, in a group or in pairs
with the time limit only twenty five minute. The text that the students
produce should be as close as possible with the teacher’s text.
7) The teachers should stop them, when the time is up and ask them to tell in
front of the class.
8) At the end of the game, the players who has score the most point is declared
is the winner. This score based on the matrix assessment for students’
writing ability.
game, the teachers should make some preparation, one of them is the teacher should
prepare a text then choose twelve or fifteen keyword from the text, especially in the
descriptive text.
“The implementation of wholesome scattering game, the teacher can use same
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1) The teacher asks three students to come forward and write the keyword that is
dictated by a teacher.
2) The teacher asks to the students to write the keyword in diffrent or unusual
shapes.
3) From the keyword, the teacher asks the student to make a good descriptive text
in group.
4) After twenty five minutes, each group will present their text in front of the class.
5) Based on the presentation, the teacher will decide which group as the winner. In
this case, the winner is the one that can make a descriptive text close enough
with the original text that is kept by the teacher.
In this part, the writer explains the similarities and diffrences between the
writer’s study and other’s study done. The title of the previous study is “Increasing the
Writing Ability through Wholesome Scattering Game to the seventh grade students of
There are some the similarities and differences between the previous study and
the writer’s study. The similarites between the previous study and the writer’s study is:
(1) the same of strategy, (2) the same of the instrument of the research is writing test.
While, the differences between the previous study and writer’s study is population and
method of research. In the previous study, Juvrianto’s study took the population of the
seventh grade students of the State High School 1 of Parepare. The writer will take the
eighth grade students of the State High School 16 of Palembang. For the method of
research, the writer’s mehtod of research is Pre-experimental and the previous study is
Quasi-experimental method.
through Wholesome Scattering Game, t-obtained was higher than t-table. It means that
Increasing the Writing Ability through Wholesome Scattering Game to the seventh
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grade students of the State High School 1 of Parepare can increase the students writing
ability.
5.7 Hyphoteses
regarding the possible outcomes of a study.” The hypothesis of this study are in the
form of null hypothesis (Ho) and the alternative hypothesis (Ha), as a stated below:
by using Wholesome Scattering Game to the eighth grade students of State High
School 16 of Palembang.
Testing hyphotesis means to reject or accept this reserach. In this study, the
2010:372). The total number of the sample in this study are 37 students with the degree
of freedom (df) is 36 (n-1), the significance level is 5% (0.05) for the one tailed test and
the critical value in the t-table is 1.68. The criteria for testing hypothesis are (a) If the t-
obtained is less than of t-table, the null hypothesis (Ho) will be accepted and the
alternative hypothesis (Ha) will be rejected, (b) if the t-obtained higher of t-table, the
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null hypothesis (Ho) will be rejected and the alternative hyphotesis (Ha) will be
accepted.
6. RESEARCH METHODOLOGY
In this part, the writer discusses about (1) research variables, (2) operational
definitions, (3) method of research, (4) population and sample, (5) technique for
collecting data, (6) validity, (7) reliability, and (8) technique for analyzing data
for variation within a class of objects, such as chair, gender, eye color, achievement,
There are two kinds of research variables. They are the independent variable and
the dependent variable. The independent variable is pressumed to have an effect on, to
influence somehow another variable and the dependent variable is a variable that the
descriptive paragraph.
The are four terms will be use in this study, they are: Teaching, Writing,
Descriptive Paragraph and Wholesome Scattering Game. The terms are operatioally
define as follows:
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1) Teaching
2) Writing
Writing is an activity which imagine what are in their mind and then there are
3) Descriptive Paragraph
passage and duplicate sentence by using single word that have been given by the
teacher.
method is a way to do something. In this study, the writer will be use pre-experimental
method with the one group pre-test and post-test design. According to Arikunto
According to Fraenkel et al, (2012:269), “The one group pre test and post test
design, a single group is measured or observed not only after being exposed to a
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In this case, the writer will use one of pre-experimental categories, it is the one
O1 X O2
X = treatment
In doing this research, the writer will be take the following steps:
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6.4 Population and Sample
6.4.1 Population
researcher, the group to whom the researcher would like to generalize the results of the
study.” The population this study will be take all the eighth grade students of state high
TABLE 1
No Classes Total
1 VIII.1 35
2 VIII.2 37
3 VIII.3 35
4 VIII.4 36
5 VIII.5 33
6 VIII.6 35
7 VIII.7 35
8 VIII.8 34
9 VIII.9 35
10 VIII.10 35
Total 350
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6.4.2 Sample
In this study, the writer will use the cluster random sampling method. According
sampling except that groups rather than individuals are randomly selected (that is, the
In this study, the writer use lettery system to taking a sampling. First, the writer
will be take a piece of paper then, divided it into ten pieces. Second, the writer write
down each classes on paper. Third, put them into a glass, after that, the writer will
shuffle and then take one paper as the sample of the study. As a result, one class as a
sample of this study. The sample of this study can be see on Table 2 below:
TABLE 2
1 VIII.2 37
Total 37
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6.5 Techniques for Collecting Data
In collecting the data, the writer will use a written test. According to Arikunto
1) Pre-test will be given before doing the teaching experiment to the students.
The use of Wholesome scattering game strategy will be applied by the writer.
The pre-test will be given to know a measure the students’ ability in the material, and
the post-test will be given to the students after the treatment to measure whether the
strategy is effective or not. The writer will be comparing the students’ scores before
and after the treatment to know that the implementation of the method success or not.
6.5.1 Validity
instrument for use. According to Arikunto (2014:211), “Validity is a size that indicates
the level of accuration”. The validity of the measurement instrument shows how far the
instrument can measure something that has to be measured. Even though the
measurement instrument will be show high reliability by giving the consistent result
Therefore, the validity of the test is the extent to which the test measures what is
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intended to measure. The writer will make a planning of the test in the table of
specification below:
TABLE 3
TEST OF SPECIFICATION
Basic of Type of
Material Indikator Direction
competence test
consisting of teacher
6.5.2 Reliability
the scores obtained, how consistent they are for each individual from one
In this study, to measure the reliability the test items, the writer will use Inter
rater reliability. and The writer will need two judge, the first judge from the teacher of
English teacher and the second judge from the writer itself.
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𝐧.𝐫𝐱𝐲
r=
(𝐧−𝟏)𝐫 𝐱𝐲+𝟏
Before, calculating r-value, the value of standard deviation and the correlation between
two raters have to be found out first, the test is reliable if t-value > t-table. This
∑(𝑿−𝑴𝒙)² ∑(𝒀−𝑴𝒚)²
Sx =√ Sy = √
𝑵 𝑵
And the formula to calculate the correlation between the two jugdes is:
∑(𝑿−𝑴𝒙)(𝒀−𝑴𝒚)
rxy =
𝑵.𝑺𝒙.𝑺𝒚
Where:
r : inter-rater reliability
N : number of students
n : number of raters
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6.6 Technique for Analyzing the Data
The data will be analyze by using: (1) criteria for scoring the student’s writing,
In this study for scoring the writing test or to analyze the student’s test in writing
descriptive text, the writer will focus on the items in the elements of writing as state by
Heaton (1989:146), there are five major items or categories, they are:
TABLE 4
THE CRITERIA FOR SORING THE STUDENT’S WRITING
No Element Score Criteria
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15 Vey poor: does not communicate no
organization
3 Vocabulary 30 Excellent to very good: sophisticated
range-effective word/idiom choice usage
25 Good to average: adequate range-
occasional errors of word/idiom for choice
20 usage but meaning not obscured
Fair to poor: limited range-frequent errors
15 of word/idiom form, choice usage
Vey poor: essentially translation little
knowledge of english vocabulary.
4 Language use 30 Excellent to very good: effective complex
instructions
25 Good to average: effective but simple
constructions
20 Fair to poor: major problem in
simple/complex constructions
15 Vey poor: virtually no master of sentence
construtions rules
5 Mechanic 30 Excellent to very good: demonstrated
master of conversation
25 Good to average: occasional errors of
speeling, punctuation
20 Fair to poor: frequent errors of spelling,
punctuations, and capitalization
15 Vey poor: no master of convensions
dominated by errors of spelling,
punctuations, capitalization, paragraphing.
individual whether they very good, good, and poor. They are as follows:
TABLE 5
CONVERSION OF PERSENTAGE RANGE
Persentage grade Qualification
91 - 100 Excellent
81 - 90 Very good
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71 - 80 Good
61 - 70 Moderate
51 - 60 Enough
41 - 50 Low
31 - 40 Poor
0 - 30 Very poor
In analyzing the data, this study will be use matched T-test. It is will use to
know the diffrence between the students’ achievement in the pre-test and post-test.
Therefore, the matched t-test will be apply with the formula as follows (Hatch and
Lazaraton, 1991:288)
̅̅̅̅
𝑋̅1 − 𝑋̅2
t= ̅
𝑆𝐷
Where:
̅
𝑆𝐷 : Standrad Errors of diffrences between two means
̅ is as follows:
The formula for 𝑆𝐷
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1
∑𝐷²(𝑁)(∑𝐷)²
̅=
𝑆𝐷
𝑆𝐷
SD = √
√𝑛 𝑛−1
Where:
SD = Standard Devision
n = Number
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