CHAPTER I

INTRODUCTION

1.1 BACKGROUND OF STUDY

English is one of the most popular languages used by people in every country.

They usually use it to communicate, share knowledge and information. English is

used in all areas of lives like technology and internet. In Indonesia, English play a

role as compulsory foreign language that must be learned by students from

elementary school until senior high school. Therefore, as an international language,

English is used as a tool of communication all over the world. Consequently, many

people tend to master English to compete in globalization.

English has four basic skills, namely: listening, speaking, reading and writing

practiced and conducted in the classroom. In this case, English teachers must be able

to master those basic language competences very well. D’Angelo (1989:5) as cited in

Abidin, Supardi, Salam (2013), writing is a form of thinking. It means that writing is

an activity to express ideas, issues, events, feeling or thinking to the others through

written form. Writing needs hard thinking to produce idea, through words, sentences

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paragraph, and composition. Also, writing needs the right spelling, punctuation, word

choice, and so on. Therefore, writing involves several components which have to be

considered while a learner is writing. However, writing is considered as a difficult

skill as it requires active thinking throughout a continuous process in which thoughts

and ideas are transferred into written text. From the statement above, it means that

English students should master written English though they have difficulties in

learning this skill.

In writing, there are some types of writing. One of type of writing is descriptive

text. According to Henning (1992: 2), as cited in Muhib, Anggani, Hartono (2014),

descriptive text is a text which lists the characteristics of something. In descriptive

text the writer is usually also used to help a writer develop an aspect of his or her

work to create a particular mood, atmosphere or to describe a place so that the readers

can create vivid pictures of characters, place, object etc. In description, a writer uses

words to paint a picture of something, a person, a scene, or even a feeling. In

describing the object, the writer tells the most significant features or attributes, of the

“thing” he or she is talking about. Descriptions range from very precise to very

creative. As wanting to describe something in a written form, they have to write it in

a descriptive text, even in the simplest form. In science, descriptions tend to be exact,

as when an author describes an apparatus or a particular organism.

Based on the class observation in SMP N 1 Atap Pejukutan, it was found that

students had problems when they were asked to write, especially in writing

descriptive paragraph. In addition, the students also could not make the text coherent,

so that the readers can follow the development of the ideas. The difficult of writing
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involve vocabulary, knowledge grammar, punctuation, spelling of words, arranging

words in sentences and less idea. The following table display data on the-in-

competency of students in writing.

Table 1.1

Writing Competency

No Performance Students’ Competency

Indicator Category Total of Percentage
Number
1 ≥ 75 2 6%

2 ≤ 74 34 94%

Total 36 100%
Source: Result of Preliminary Observation Data Analysis

Generally there are 34 (94%) students who were not competent in writing. In

other words, there were 2 (6%) students who were facing problems in writing, since

their writing scores exist below the mean score of 74. For information only, the

students’ writing mean score = 57.3. This result was based on the criteria set forth in

the performance indicator for competency in writing. The performance indicator

below 74 indicated students as having problem in writing. Contrastively, those who

scored above 75 indicated students as having no problem in writing.

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Table 1.2

Writing Competency Based on Indicator

On Preliminary Observation

(Descriptive text)

Suitability of the title

Comported of score
Orderly post
vocabulary
Authenticity

Choose the

Grammar
Structure

Dictions

Total
No

S1 3 2 2 2 2 3 2 16 45,71
S2 4 3 5 3 4 4 4 27 77,14
S3 3 2 3 2 3 3 2 18 51,43
S4 4 3 2 3 4 2 2 20 57,14
S5 3 3 2 2 3 3 2 18 51,43
S6 3 2 3 2 3 2 3 18 51,43
S7 2 3 3 4 2 3 3 20 57,14
S8 2 2 3 3 3 2 2 17 48,57
S9 4 5 4 4 4 5 3 29 82,86
S10 3 2 2 2 2 3 2 16 45,71
S11 3 3 2 2 3 2 3 18 51,43
S12 2 2 3 3 3 4 2 19 54,29
S13 2 2 2 3 2 2 3 16 45,71
S14 2 2 3 3 3 3 2 18 51,43
S15 3 2 2 3 2 2 2 16 45,71
S16 4 5 4 3 4 4 5 29 82,86
S17 3 2 2 3 3 3 4 20 57,14
S18 2 2 3 4 2 3 3 19 54,29
S19 3 3 4 2 3 2 2 19 54,29
S20 4 3 2 3 2 2 3 19 54,29
S21 3 2 2 3 3 2 2 17 48,57
S22 2 3 3 2 3 3 3 19 54,29
S23 4 5 5 4 5 4 4 31 88,57
S24 4 3 2 2 4 3 3 21 60,00
S25 3 2 4 4 2 3 2 20 57,14
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S26 3 3 3 3 3 3 3 21 60,00
S27 2 2 3 2 3 2 3 17 48,57
S28 3 2 3 3 2 2 4 19 54,29
S29 4 2 4 4 3 2 4 23 65,71
S30 4 4 5 4 4 4 4 29 82,86
S31 2 4 2 3 2 2 3 18 51,43
S32 3 2 4 3 4 3 2 21 60,00
S33 2 2 2 2 4 3 3 18 51,43
S34 2 3 3 2 3 3 3 19 54,29
S35 4 3 2 3 2 2 3 19 54,29
S36 2 2 3 4 2 2 3 18 51,43
Sum 106 97 106 104 106 100 103 722 2062,8571
Mean 2,94 2,69 2,94 2,89 2,94 2,78 2,86 20,06 57,30
% 58.9 53.9 58.9 57.8 58.9 55.6 57.2 401.1 1146
Sources: Data analysis of June 2015
Note : Writing indicators (A (A) authenticity, (B) title suitability, (C) text structure, (D) vocabulary,
(E) grammar, (F) diction and (G) orderly post )

According to the table above, there were 2 students did not have problem in

descriptive text and there were 34 students had problem in descriptive text. Student

number 1 had problem in all of writing indicator, Student number 2 had problem in

suitability the title and chose the grammar. Student number 3 had problem in all of

performance indicators. Student number 4 had problem in authenticity and grammar.

Students’ number 5 and 6 had problem in all of performance indicator of writing.

Student number 7 had problem in authenticity, suitability of the title, structure,

grammar, dictions and orderly post. Student’s number 8 and 9, 10, 11, 12,13,14,15

had problem in all of performance indicator of writing. Student number 16 had

problem in vocabulary only. Student number 17 had problem in all of performance

indicator of writing. Students’ number 18 had problem in authenticity, suitability of

the title, structure, grammar, diction and orderly post. Student number 19 had

problem in authenticity, suitability of the title, vocabulary, grammar dictions, and

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orderly post. Students’ number 20 had problem in suitability of the title, structure,

vocabulary, grammar, dictions, orderly post. Student number 21 and 22 had problem

in all of performance indicator of writing. Student number 23 can reach the all of

performance indicator of writing. Student number 24 had problem in suitability of the

title, structure, vocabulary, dictions, orderly post. Student number 25 had problem in

authenticity, suitability of the title, grammar, dictions and orderly post. Student

number 26, 27, 28 had problem in all of performance indicator of writing. Student

number 29 had problem in suitability of title, grammar, dictions and orderly post.

Student 30 did not have problem in each performance indicator. Students 31 had

problem in authenticity, structure, vocabulary, grammar, dictions, orderly post.

Students 32 had problem in authenticity, suitability of the title, vocabulary, dictions,

orderly post. Students 33 had problem in authenticity, suitability of the title, structure,

vocabulary, dictions and orderly post. Student 34 had problem in all of performance

indicator of writing. Student 35 had problem in suitability of the title, structure,

vocabulary, grammar, dictions and orderly post. And students 36 had problem in

authenticity, suitability of the title, structure, dictions and orderly post.

The conclusion of the preliminary observation in term of students difficulties

in writing was the seventh grade students of SMPN 1 Atap Pejukutan have problems

in writing in each performance indicator of writing. The writer concludes that they

are facing some difficulties. Therefore, their capability in writing is very low. It can

be seen through the result of the preliminary observation of students writing that most
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of the students get score are fewer than 75. Besides, 75 is the Standardized of

Minimum Score (KKM) of English in their school.

Besides that, the difficulty on writing descriptive text is traditional teaching

methods; teachers are forced to change their techniques during teaching. In the

process of teaching, teacher usually gives tasks from the textbook, students answer

the questions and submit them to the teacher. It means that the teacher didn’t concern

with students’ writing ability and teaching it in an interesting way. Therefore, it needs

to develop and apply the effective methods to enhance the students’ writing skill.

Based on the statement above it is known that to improve students’ ability in

writing, there should be a suitable technique, it not only how to write well but how to

develop students mind in organizing ideas. The teacher should find the best way to

teach the writing material and the teacher should solve the problem with the various

strategies. In order to solve the problems, many methods and technique can be

applied in teaching writing to make it effective and more interesting. One of the

methods is Make-A-Match technique. By applying Make-A-Match strategy, a teacher

can make a positive atmosphere in the classroom.

Make a Match technique is a technique for teaching students’ by asking the

student to find their couple or match, Lie (2010:55). The benefit of this technique is

the teacher can make students active and fun. It also makes the students interested and

all of students can participate in teaching and learning process. The benefit of this

technique is the teacher can make students active and fun. It also makes the students

interested and all of students can participate in teaching and learning process. By
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learning model make a match, learners can work with members of the group and can

compete with other groups.

1.2 PROBLEM STATEMENT

Based on the background of the study above, the problem statement of the

study can be stated as follows:

 How Make-A-Match strategy could improve competence of writing

descriptive text of eight grade students of SMP Negeri 1 Atap Pejukutan

in academic year 2015/2016?

1.3 PURPOSE OF STUDY

The purpose of the study is to know the application of Make-A-Match

strategy improve students’ writing competence in writing descriptive text.

1.4 SIGNIFICANCE OF STUDY

1. For the students

The result of this study would be helpful for the students who learn English

writing in order to improve their writing ability and also to make students realize their

problems and their lack in writing descriptive text.

2. For the EFL teaching

The result of this study is expected to provide some benefits for them in their

teaching and learning process. It also gives many benefits for teachers to be more
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sensitive and respectful about the difficulties that are faced by students in writing

descriptive text.

1.5 SCOPE OF STUDY

This study is limited to an effort to improve the writing competency in

descriptive text of eight grade students of SMP Negeri 1 Atap Pejukutan in academic

year 2015/2016 by implementing Make-A-Match strategy.

1.6 DEFINITION OF KEY TERMS

1.6.1 WRITING COMPETENCE
Meyers, (2005) as cited in Wiguna (2015), writing is communication to

convey ideas to other people. It also explained further by Meyers that writing is

also an action, a process of discovering and assembling ideas, capturing them on

paper, and reshaping and revising them.

According to Rychen and Salganik (2001 : 04) as cited in Wahyu Nur Bayti

(2012) Competence is more than just knowledge and skill, it involves the ability to

meet complex demands by drawing on and mobilizing psychosocial resources

including skills and attitudes in a particular context.

Based on statements above, the researcher can conclude that writing

competence is not only express ideas, issues, events, feeling or thinking to the

others in written form, but it also about our attitude, skill, and knowledge in

writing.
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1.6.2 DESCRIPTIVE TEXT

Quinta and Rosa (2014), Descriptive text is a text that describes an

imaginary view or draw up about a real object (person, place, things). In

description, a writer uses words to paint a picture of something, a person, a scene,

or even a feeling.

1.6.3 MAKE-A-MATCH

Huda in Januar (2014), Make a Match Technique requires students look

for a partner while studying a concept or a particular topic in a pleasant

atmosphere. By learning model make a match, learners can work with members

of the group and can compete with other groups.

 CHAPTER II
REVIEW OF LITERATURE

Based on the problem stated before, if Make-A-Match is applied in teaching

writing in descriptive text, the students’ competency in writing would improve.

2.1 DEFINITION OF WRITING

Writing is one of the language skills that have to be mastered. Writing has an

important role in education especially for those who are studying at universities. They

have to master writing skill to finish their assignment such as, writing a paper,

designing a proposal, writing some reports, writing scientific, and others. It is

impossible for the students to graduate their education without mastering writing

achievements either in the first language or second language.

In mastering writing skill, the students are expected to write their idea in a good

organization based on the rule of writing system. According to Gabrielatos, 2002 (as

cited in Suprianti, 2013: 3) writing is a complex activity, and its development

involves not only the accurate use of grammar and a good range of vocabulary. In

writing, there are a number of interrelated elements such as awareness-raising,

practice and feedback. In line with Gabrielatos, Chakraverty and Gautum,

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2001 (as cited in Suprianti 2013: 3) state that writing can be determined as a complex

activity. In order to produce a good piece of writing, a good knowledge of grammar

use, organization, syntax, and diction are needed.

Hidayah (2014) writing is a means of recording something, information,

knowledge and history and express them in the form of written text. Writing is

specific abilities which help writer put their thought in to words in meaningful form

and mentally interact with the message. It has purpose not only for media but also

giving information. Everyday many people do writing activity by using mobile phone

to sending a message. It has purpose that giving information. Writing can be said to

be act of forming symbols. When we write, we used graphic symbols. Harmer

(2007:33) states “Writing is frequently useful as preparation for some other activity,

in particular when students write sentence as a preamble to discussion activities”.

Moreover, writing is a process of making written products. Based on Linse

(2005) as cited in Quinta and Rosa (2014) defines that writing is a process of

composing of a piece of text. In composing a text, the process are arranging the ideas

into sentences, putting them into paragraph, and finally arranging the paragraph into

good structure of text.

Langan, 2001 (as cited in Mettaningrum 2013: 1) state that writing is a

process of discovery that involves a series of steps of practices. In other words,

Boardman, 2002 (as cited in Karolina, Intan. 2006:8) states that writing is a

continuous process of thinking and organizing, rethinking, and reorganizing. Writing

is a powerful tool to organize overwhelming events and make them manageable.

Writing is really a form of thinking using the written word.

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Writing is a productive skill in the written mode. According to Tarigan

(1985:5), writing is productive skills for writing an indirect communication and the

nature of the character is very different from that expressed by speaking directly,

therefore writing is included an ability. It is more complicated than it seems at first,

and often seems to be the hardest skill.

It can be concluded that writing is productive and complex activity where the

students are expected to write their idea in a good organization use process of

thinking and organizing, rethinking, and reorganizing.

2.2 DEVELOP HANDWRITING SKILLS

An important skill for teens to develop is adult-level handwriting. While

rounded, uneven characters with childish shapes are acceptable for beginning

students; teens will want to develop a more “adult” appearance to their handwriting if

they want to be taken seriously in future academic and professional endeavors.

a. Give teens lots of opportunity to practice their handwriting. Most assignments

are typed these days and this removes a student’s chance to improve their

handwriting. Require shorter assignments to be handwritten or find other ways for

them to spend time improving their skills.

b. Encourage legibility, even lettering, and clean lines. The writing doesn’t need

to be in cursive in order to look adult and professional, it simply needs to be precise.

When teens excel at this, reward them. If they struggle, show them what needs to be

improved and give them opportunity to fix mistakes.

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c. Give handwriting exercises as minor extra credit. Repeated lines of the same

letter will give students great practice and allow them to easily see improvements and

become acquainted with appropriate gestures.

Simplify.

Adults should learn literacy in many of the same ways as a child would. These

are basic building blocks and should not be skipped, just because they are simplistic.

Streamline the learning process by giving your students the most basic skills so that

they will be prepared for the more complex ones.

Build trust.

Because there is such a social stigma attached to adult illiteracy, you will

absolutely have to develop trust with your students. Do not judge them, do not make

them feel stupid, do not criticize them for mistakes and be patient with them at all

times.

Most of all show them that you make mistakes too. Show them when you

don’t know things. Let them see you look a word up in a dictionary, to find its

spelling or meaning. Let them see you ask for help when you need it, such as if you

are unsure of the grammar of a sentence. Modeling behavior in this way will show

your students that not knowing something is not a sign of stupidity or weakness of

character.

Build self confidence.

Build their self confidence. Illiterate adults are often ashamed of themselves

for not knowing how to read or write. Building their confidence will encourage them

to take risks without fear of mistake or rejection. Doing that is essential to the
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learning process. When your students do well, tell them so. When your student makes

a mistake, emphasize any way in which they were right or acting logically before

showing them how to do it correctly.

Foster passion.

People who love something will always put more work into it and do it

better at it than those who are doing something they don’t like. Give your students a

reason to love what they are doing. Men might enjoy being able to read sports stories

or game descriptions, where women might enjoy reading about beauty tips or how to

make their own clothes and accessories.

Build skills to correct levels.

Slowly move them from the basic skills to the higher levels, as outlined in the

teen section. With time they will reach a skill level appropriate with their age. This

will significantly improve their work prospects as well as their confidence.

2.3 CONCEPT OF A TEXT

Karim and Rachmadie (1996:1) define a text as a unit of information and

unified by a central idea. Moreover a text is made up of three kinds of sentences that

can help writer to develop main idea, opinion, or feeling about a topic (Karim and

Rachmadie, 1996:3).

As a text in general, unity and coherent that the sentences have in a paragraph

must be meaningfully related to one another and the relationship among the sentences

must be clear. The three kinds of sentences that should build a paragraph are:
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Topic sentences

The topic sentences are the most general statement of a paragraph. It consists

of an idea and a controlling idea. The topic sentences lets the readers know the focus

of a paragraph in simple and direct terms (Axelrod and Cooper, 1999:354)

Supporting details

The supporting details support the idea of the topic sentence. In making

supporting details, the students can give examples reasons and facts. The sentences

should serve to back up, clarify, illustrate, explain, or prove the points that are made

on the topic sentences.

Concluding sentence

The concluding sentence tells the readers that the paragraph is finished and it

completes the picture of the story about the subject of a text

According to Heaton (1975:138), there are four skills necessary for writing.

They are:

a. Grammatical skill: The ability to write correct sentences.

b. Stylistic skill: The ability to manipulate sentence and use language

effectively.

c. Mechanical skill: The ability to use correctly those conversations peculiar to

the written language e.g. punctuation, and spelling

d. Judgment skill: The ability to write in an appropriate manner for a particular

purpose with on ability to select, organize and relevant informant

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2.4 WRITING PROCESS

When the student wants to write they should remember about process of

writing if they want to get a good piece of writing. A process is a sequence of

operations or actions by which something is done. According to Cambrige

Dictionary, process is a series of actions that you take in order to achieve a result.

According to Hedge, 1988 (as cited in Ariningsih. 2008: 14) Writing Process

is an approach to teach writing that allows students to write their own ideas with their

own process. The writing process approach includes five steps: pre writing, drafting,

revising, editing and publishing.

According to Peregoy and Boyle (2004), there are five process of writing:

1. Prewriting

Prewriting is a part of the writing process that includes all the things a writer

does before composing, including selecting a topic and planning.

2. Composing

Composing is act of writing. the focus should be on getting one’s thoughts

down, rather than creating a finished, error-free piece on the first attempt.

3. Revising

Revising is a procedure in the writing process in which the writer reviews

what has been written and makes changes in content and expression.

4. Editing

Editing is a process of making correction in a written piece. Often, there is a

focus on mechanical errors, rather than on making changes in content.

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5. Publishing

Part of writing process in which students share their writing in some way.

2.5 THE PURPOSE OF WRITING

When someone writes something, he or she has purposes for writing. Each

writer has his own purpose, in accordance with the text of which was planning to

write. In addition, based on Competency Standard- Standar Kompetensi (SK) and

Basic Competency- Kompetensi Dasar (KD), the second year students are expected to

be able to express meaningful ideas in term of functional text and simple short essay

in the form of descriptive and recount to interact with people in their nearest

Environment According to Braine and May defined four common purposes in

writing, there are; writing to inform, writing to explain, writing to persuade, and

writing to amuse others. First, writing to inform purposed to educate the readers

about a topic of which we have some knowledge. Writing that provides interesting

details and facts to hold an audience’s attention.

It means that writers share interest knowledge to readers knows. Second,

writing to explain is to describe the topic which was not clearly becomes more

understandable, by using examples or other facts.13 In other words, a writer takes

what is unclear and makes it clear. Then, writing to persuade is more demanding and

more ambitious than many other types of writing. It means that writers convince the

readers to accept the ideas. The last, writing to amuse other means someone who uses
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language and established forms well to express his or her point of view. It is writing

to entertain and give the reader something to enjoy.

2.6 THE IMPORTANCE OF WRITING

Writing is considered as one of the most important skill that must be acquired.

Through writing people can share their experience and knowledge with other people.

Writing is the primary basis upon which your work, your learning and your intellect

will be judge in the college, in workplace and in the community.

According to Pillai (2012) writing is important because writing is useful in

some parts of human life. Through writing people can express their ideas, especially

to the people who are emotional and cannot express their thought verbally, they can

express their feelings through writing a novel, biography and diary. People also can

be judge from their quality of writing. From their writing, we know how mature the

writer is, how knowledgeable the writer and how careful the writer is. Besides,

writing is also used as a record. It means that people often take a note in a meeting,

make a record of their experiment, or just write their experience in their blog and it

will be saved as future references.

Moreover, Walsh (2010) stated that writing is important because it is used in

education and in the workplace. Writing is important in the education means that it is

used in the educational scope like in school when the student making an essay to

fulfill their assignment or in the college the student makes their research proposal.
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While writing in the workplace, it is related to job. It is like the application letter that

someone sent to a company, memos from the manager to another parties of a

company and email. Both the educational and the workplace need a good competency

of writing.

2.7 TEACHING WRITING

Teaching writing in a school follows what is required by the school

curriculum. The teaching writing should be in line with the school curriculum. The

school curriculum usually arranges the standard competence that should be reached

by the students. In teaching writing, the objective of the study should reach the

standard competence of the curriculum. The learning process is said to be successful

when the learning objective is reached.

In teaching writing, knowing the nature of the school subject of writing is also

important. Kennedy (1998, p. 10) distinguishes the main idea of the school subject of

writing into three parts, those are prescriptive, conceptual, and strategic and

purposeful.

1) Prescriptive

In this term, teaching writing should enable students to know which nouns to

capitalize, how to use quotation marks, periods, and commas, which verb forms to

use with different sentence structures and so forth. It deals with the pattern of

good form of writing.

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2) Conceptual

It is important to students to know the concept of their writing. Student should

know which genre of writing that they write about. Therefore, teaching writing

should help students to know the concept of their writing.

3) Strategic and Purposeful

In this case, teaching writing should enable students to be familiar and

comfortable with the way that they use to express their idea into writing. In other

term, realizing the process of students writing is important to students. It enables

students to know their writing well.

2.7.1 Teach pre- and post-writing process skills.

It will be important for children to learn that there is more to writing that

just putting words on a page. Teaching pre- and post-writing skills will teach

children to analyze writing, as well as working to build their language skills.

a. Outlines are example of a pre-writing skill. Outlining what they intend

to write will help learners work through logical processes. It will also teach them

to think of elements of writing (different paragraphs or subtopics) as a unified

whole, rather than pieces simply placed next to each other.

b. Editing is an example of a post-writing skill. Editing their own work,

as well as the work of others, will build language skills. This will make your

students more competent writers, as well as increasing their confidence in their

writing. If they know how to look for mistakes and correct them, they will be less

restrained by fear of failure.

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2.7.2 TEACHING TEENAGERS

a. Build on earlier skills.

Just because your students should have learned basic grammar or spelling

when they were younger does not mean that those skills should be neglected now.

Continue to build on and maintain skills like grammar, spelling, parts of speech,

and voice, tense and writing style. This will keep their skills sharp, as well as

helping any students who may have fallen through the cracks.

b. Encourage creativity.

By this older stage, many people will have a reduced capacity for

creativity. Creative thinking skills, however, lead people to be better problem

solvers and innovators, so such skills should be fostered in any way possible.

Writing is one of the best opportunities for students to bring creativity into their

academics. Encourage them to take new approaches to assignments and methods

of reading.

c. Emphasize critical thinking.

During this time in their lives, children should be developing the skills

necessary to prepare them for higher learning. This will ensure that they have the

most opportunities possible. An absolutely necessary skill for higher education, as

well as a vital life skill, is critical thinking. Encourage your students to really

think about the things they are reading and writing. This will prepare them to do

everything from analyze news stories to participating fully in the political process.

a. Have your students ask questions about what they are reading. Who wrote this

book? Why did they write it? Who did they write it for? What impact did the
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environment around them have on the text? There are many questions like

these which can serve to illuminate information hidden within the things they

read.

b. Have your students ask questions about their own writing. Why did I choose

this voice? Why do I have the opinion I've expressed? Why is this something I

care about? What would I rather be writing? These kinds of questions can lead

your students to learn a lot about them but it will also help them make more

conscious decisions about the things they write.

2.8 DEFINITION OF WRITING COMPETENCE

Education expects learners to be competent person. A competent person does

not merely have knowledge, but also being able to perform their knowledge and

values. The students would be considered having competence if they can master the

material given, perform the material, and finish the assignment given by the teacher

with excellent standard.

According to Rychen and Salganik (2001 : 04) as cited in Wahyu Nur Bayti

(2012) Competence is more than just knowledge and skill, it involves the ability to meet

complex demands by drawing on and mobilizing psychosocial resources including skills

and attitudes in a particular context.

A competency is the capability to apply or use a set of related knowledge,

skills, and abilities required to successfully perform "critical work functions" or tasks

in a defined work setting. Competencies often serve as the basis for skill standards
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that specify the level of knowledge, skills, and abilities required for success in the

workplace as well as potential measurement criteria for assessing competency

attainment.

Based on statements above, it can be conclude that writing competence is not

only express ideas, issues, events, feeling or thinking to the others through written

form, but it also about our attitude, skill, and knowledge in the process of writing.

2.9 DEFINITION OF DESCRIPTIVE TEXT

Descriptive is considered as the easier genre rather than other genres to be

learned and to be taught (Khairina and Siregar, 2015). However, because of the

components such as punctuation, spelling, grammar that they should notice in

writing, the students keep thinking that writing is so hard, whatever the genre is asked

to write. That’s why teacher should select an appropriate technique in teaching

writing, to make students creative and interested in order to minimize students’

difficulties in writing.

Descriptive text is one of several materials that are learned by studentsin

second grade of junior high school and senior high school. Descriptive Text is a kind

of text with a purpose to give information, the context of this kind of text is the

description of particular thing, animal, person or others (Gerot & Wignell in

Syahputra & Ardi: 2013). In this material, students learned about social function, the

generic structure, and the lexico grammatical features. From prior observation by the

researcher, there are many students who are still confused to write something. It is
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because the students are still difficult to start their writing, especially in writing

English.

2.10 MAKE-A-MATCH

2.10.1 Definition of Make-a-Match

Sulistyaningsih & Utomo (2014) states the make a match is a learning

technique by dividing students into small group and are looking for partner.

This lesson include active learning and is one instructional technique of active

thinking which can help learners in terms of remembering what they have

learned and can comprehension test learners after the teacher explains the

material learning. Excellence models cooperative make a match is learners

look for pairs of cards they carry while learning about the subject matter into

the atmosphere fun and competitive and can make learners are motivated to be

active for a couple looking their cards. By learning model make a match,

learners can work with members of the group and can compete with other

groups.

2.10.2 Teaching Technique by using Make-a-Match

According to Lie (2010: 56), the steps of how to teach using Make-a-Match

technique as follow.

1. Teachers set up some cards contain concept or topic that some may be

suitable for reviews (preparation for tests or exams)

 26

First step is teacher give 2 kinds of cards. The first card is topic/title of the

materials and second card is the answer.

2. Each student gets one card

Teacher gives all of the students the card (topic and answer). One student

gets one card.

3. Each student is thinking of an answer / question of cards held

After get the card, the students start to think about the answer or topic.

4. Every student look for a partner who has a card that matches the card

(keywords of the answers)

Then students find out his/her partner based on the topic or answer.

5. Teachers set up that some cards contain concepts or topics installments

that are suitable for review sessions, on the contrary a matter of the card

section and other parts of the answer cards

Make a Match technique is a technique for teaching student writing by

asking the student to find their couple or match (Lie, 2010: 55). This

technique can be used in all subjects and for all age levels of students. The

things that the teacher needs to be prepared in teaching writing by using Make

a Match are the cards. The cards consist of cards containing questions and

other cards containing the answers to these questions. The next step is the

teacher divides the class into two groups of the community. The first group is

the group that carries the cards contains questions. The second group is the

group that takes the cards containing the answers.

 27

2.10.3 The strength and weaknesses of Make-a-Match technique

Sulistyaningsih & Utomo (2014), the make a match is a learning

technique by dividing students into small group and are looking for partner.

By learning model make a match, learners can work with members of the

group. Inaddition, learner can compete with other groups.

1. The strengths of Make a Match technique

As a new technique that offers a number of activities in the classroom.

Ningsih (2010) mentioned that “Make a Match technique” provides

several strengths, such as

a. Increase participation among group members.

The first strength of Make a Match technique is it can increase

participation among group members. It means that this technique

makes them feel motivated, that is why all students participate

during the learning process. In addition, participation is the way in

which they can improve speaking ability through practice because

the more they practice, the cleverer they are.

b. Suitable for simple task.

The second strength of Make a Match technique is it is suitable

for simple task. The task for the students in this technique is so

simple because they would learn something while playing. This

condition would make them easily to absorb the material of

learning.
 28

c. More opportunities for the contribution of each member of the

group.

The third strength of Make a Match technique is it creates

more opportunities for the contribution of each member of the

group. In this technique, each member of the group can share their

ideas or opinion freely without any hesitation with their group. It

makes the condition of the discussion run effectively.

2. The weaknesses of Make a Match technique

Ningsih (2010), Make a Match technique also has some weaknesses which

can be seen as follow:

a. Making noisy in the class

Mastering the material for the teacher is a must in teaching

learning process. When the teacher could not master the class, the

class would be so noisy. This condition would disturb the other

class of course.

b. Difficult to make students focus.

Focus is the important element when we learn something.

When the students can not focus to the lesson, they would not be

able to absorb material of learning easily.

2.11 EMPIRICAL REVIEWS.

Rohma Fitriani (2013) in her research entitled Improving Students’ Writing

Skill by Using Make a Match Method at The Eighth Grade of SMPN 2 Sambit in the
 29

Academic Year 2012/2013. The subject of this research was the students of the eighth

grade class B of SMPN 2 Sambit in the 2012/2013 academic year, which consisted of

32 students. This Classroom Action Research was conducted in two cycles. The

researcher used three research instruments. They are: observation check list,

questionnaire, and test. It was seen from the improvement of students’ score from

cycle I to cycle II. The students’ percentage who reached KKM in Cycle I was

31.25% up to 100% in cycle II. The questionnaire result showed that the students

were interested in this technique. It was seen from the total of the questionnaire I was

60.49% and the second questionnaire II was 84.38%. The observation check list

result showed that the students become active during teaching learning process. It was

seen from the total of the first observation check list was 57.59% in cycle I up to

95.98% in cycle II. Based on the result of this research, the implementation of Make a

Match method can improve students’ writing skill at the eighth of SMPN 2 Sambit in

the academic year 2012/2013.

Another research related with this strategy is the research written by Lely and

Sinulingga (2013) in their research entitled Improving Student’s Vocabulary

Achievement In Writing Descriptive Text Through Make-A-Match Method. The

objective of this study was to discover whether the use of Make a Match Method

could significantly improve students’ vocabulary achievement in writing descriptive

text. This study was conducted by applying Classroom Action Research which was

carried out in two cycles in six meetings. The subject of this study was students of

SMA Negeri 1 Pollung which consisted of 34 students. The techniques for data

analysis were quantitative and qualitative. It was found that teaching-learning process
 30

ran well. Students were active, enthusiastic and interested on writing descriptive text.

The result of this study showed that the use of Make a Match Method significantly

improved student’s vocabulary achievement in writing descriptive text.

Besides the research above, there is another researcher who conducts a research

by using Make-A-Match strategy. The researcher’s name is Dwi Yuni Saputri (2013)

in her research entitled The Effectiveness of Make-A-Match Technique to Improve the

Students’ Ability in Writing Descriptive Text at the Eighth Grade of SMPN 4

Purworejo in the Academic Year 2012/2013. The objective of this research is to find

out whether make match technique is effective or not to improve students’ ability in

writing descriptive text at the eighth grade students of SMP N 4 Purworejo in the

academic year 2012/2013. The type of this research is experimental research. The

number of the sample is 63. The result of the research finds that the mean score of

pre-test in experimental group is 73.74 and the mean score of post-test is 84.90. Then

the value of t-test is 6.34 and the t-table is 2.000. The result of computation shows

that t-value is higher than t-table, that is 6.34 > 2.000 so it can be stated that the

hypothesis “make match technique to improve students’ ability in writing descriptive

text is effective” is accepted.

From the empirical reviews above, the writer would try to use make a match

method in teaching writing. The method is Make-A-Match technique. The writer

would try to find out whether the use of writing descriptive text by using Make-A-

Match is effective to improving writing achievement to VII grade of SMP Negeri 1

Atap Pejukutan. The benefit of this technique is the teacher can make students active
 31

and fun. It also makes the students interested and all of students can participate in

teaching and learning process. By learning model make a match, learners can work

with members of the group and can compete with other groups. So the writer use

writing through Make-A-Match technique to give stimulation to the students.

 CHAPTER III
METHOD OF RESEARCH
This chapter presents the explanation of method that is used in this study. The

explanation of the procedures included the ways of collecting data. The strategy

which is used by the researcher to find out the answer for the research problem have

been stated in background of the study.

3.1 SUBJECTS OF STUDY

The subjects of this study are the students of the eight grade at SMP N 1 Atap

Pejukutan. There are 36 students consisting of 16 female students and 20 male

students. The subjects are chosen because the students have problems in each

indicators (authenticity, grammar, vocabulary, suitable of the title, dictions, structure,

and orderly post) in writing competency.

3.2 SETTING

This research would be conducted in two cycles until the technique used by

researcher shows the improvement of students’ writing achievement.

32
 33

3.3 RESEARCH INSTRUMENT

Instrument is an important factor in a research because it is crucial to get data

and it should be constructed as valid and reliable as possible. The explanation of each

instrument used can be seen as follows.

1) Test

There are two types of writing test that is used in this research. The first

one is pre-test. It is used to measure students’ writing achievement before the

implementation of the strategy. The second one is post-test. It is used to

measure students’ writing achievement after the implementation of the

strategy. This test is also given at the end of the cycle.

2) Researcher’s Diary

This kind of instrument is used by researcher to take a note on classroom

activities during teaching and learning process. It is used to record students’

behaviors and also condition of class during teaching learning process. Data

from researcher’s diary is used to know students’ problems, so that researcher

can make a decision about what should be done to minimize these problems.

It can help researcher to find a better teaching process so researcher can get

better result in each cycle. Besides that, the researcher’s diary is helpful to

decide next preparation which is suitable to classroom’s condition in order to

get better result in the next cycle.

3) Flashcard

Flashcard refers to media of learning which can be combined with

Make a Match technique. Flashcards are cards with a word or words, number,
 34

or a picture on it for use in the classroom by teacher and students that help to

learn and memorize new words.

4) Questionnaires

Questionnaire is divided into two categories. The first is implemented

after pre-test. It is used to know about problems that students faced in writing

class. The second is given at the end of the cycle in order to know students’

response after giving the strategy.

5) Lesson Plan

Lesson plan is use to plan of teaching scenario in the classroom. It is

very important to conduct the research. This lesson plan would show the steps

in teaching in classroom.

3.4 RESEARCH DESIGN

This study uses classroom action research design since this study aims at

improving the writing achievement of the eight grade students in SMP N 1 Atap

Pejukutan by using Make-A-Match Activity. The cyclic consists of planning, action,

observation, and reflection. The action research can be seen below.

 35

Below are the explanations of each step of the cycle:

1. Planning

In planning, researcher would plan all things required for the research. The

preparations are as follows.

a. Preparation of the materials needed for conducting Make-A-Match. In this

case, researcher uses descriptive text material.

b. Preparation of the teaching scenario that is used in teaching writing in

classroom while conducting research

c. Preparation of some instruments (questionnaires, researcher’s diary, and

writing test) needed in collecting data.

2. Action

After planning is complete, it would be implemented in this action stage. The

action in this research would involve the teaching and learning process in classroom

that based on teaching scenario that have been planned using Make-A-Match

strategy.
 36

3. Observation

Observation would be done during and after action. During action, researcher

would observe classroom’s situation and students’ behavior in diary. After action,

post-test and questionnaires would be given to students and then the result of post-test

and questionnaires are analyzed in this stage. Analyzing post-test is intended to find

out result whether students’ writing achievement improved or not. On the other hand,

analyzing the diary is intended to know students’ response towards the action.

4. Reflection

This step would be done at the end of the action to find out weaknesses of the

action based on result of observation. In this research, researcher would analyze the

result of observation so that researcher would know the improvement of students’

writing achievement.

3.5 PROCEDURES OF DATA COLLECTION

The action in this study would be conducted in accordance with procedures,

which consist of planning, action, observation, and reflection. Before the first cycle

implemented, researcher conducted a preliminary classroom observation, an informal

interview and also pre-observation test to determine problem that would be occurred.

The procedures are explained as follows:

a) Planning

In this step, the researcher would prepare some materials related with the

implementation of Make-A-Match technique. Those are teaching scenario in

 37

form of lesson plan, text that would be used in teaching learning process, and

researcher’s diary to note everything which is happen when learning process.

b) Action

In this step, the researcher would begin to use Make-A-Match technique in

teaching learning process. The learning process would be conducted in

accordance with the lesson plan. The text which would be used is the same

text that has been prepared by researcher. In every meeting, the researcher

would take a note of everything happened in the classroom.

c) Observation

In this step, the researcher would observe the students’ behavior and

classroom’s situation when teaching learning process happen. The researcher

would give students test in order to know their understanding in writing in

two until four meetings. During the test, researcher would observe the

situation of the class and everything that occurs during the test to know

whether they do test themselves or not. After that, the result of the test would

be collected to know students’ prior knowledge in writing achievement.

d) Reflection

The purpose of this step is to know the result of the test, observation, and the

researcher’s diary. If the result of the first cycle is not improved a lot or the

result is below the passing grade of the class, then the researcher would repeat

the cycle with some additional treatments. This can be done by looking the

diary to help researcher find weaknesses or improvement towards the strategy.

After the students achieve a good score, the researcher would give
 38

questionnaires to students. It is done to know the students’ response after

treated with this strategy.

3.6 DATA ANALYSIS

The data would be obtained from the result of pre-test and post-test. Pre-test was

done before the implementation of action. Post-test is the result of action over

students’ learning. Result of pre-test would be compared with result of post-test to

know the effectiveness of treatment in order to improve students’ writing

achievement. There would be two types of data, namely quantitative and qualitative

data. Quantitative data would be gathered from result of pre-test and post-test.

However, qualitative data would be obtained from researcher’s diary and result of

questionnaire during action at the end of cycle.

Here are the formulas used in this research:

a. The score of each students are calculated by using the following formula:
The total number of items answered correctly
𝑥= x 100%
The total number of item

b. The mean score of the whole students are calculated by using the following

formula

x 100%
 39

c. The percentage of students achieving score < 67. Here is the formulation of the

percentage of students’ problem on writing compentency.

x 100%

d. The percentage of students’ success on writing competency based on the writing

indicator:

x 100%

e. Analyzing the data from questionnaire

x 100%

3.7 SUCCESS INDICATOR

The data which is found in each cycle is compared to data on pre-test. It is done

to know students’ improvement in writing competency. This research can be called

successful if 75% of students have reached standard score of English subject in

writing competency for seventh grade students that was 75. This score is used to be

target score because it becomes the standard passing grade score (KKM/Ketuntasan

Kriteria Minimal) in SMP N 1 Atap Pejukutan for seventh grade students in academic

year 2015/2016 in writing competency.

 CHAPTER IV
FINDINGS AND DISCUSSION

4.1 Students’ Writing Competency in Descriptive Text

After diagnosing the students’ writing competency in general, in terms of text

types and its writing indicators, an action had been implemented in teaching writing

through Make-a-Match strategy. Implementation of the action had been conducted in

two cycles. The results could be shown consecutively in a sequence of preliminary

observation, cycle I and cycle II in the following table.

Table 4.1

Preliminary Observation:

No Performance Students’ Competency

Indicator Category Total of Percentage
Number
1 ≥ 75 2 6%
2 ≤ 74 34 94%
Total 36 100%
Sources: Data analysis of May 2016

40
 41

Generally writing, there are 34 (94%) students who were not competent in

writing. In other words, there were 2 (6%) students who were facing problems in

writing, since their writing scores exist below the mean score of 74. For information

only, the students’ writing mean score = 57.3. This conclusion was based on the

criteria set forth in the performance indicator for competency in writing. The

performance indicator below 74 indicated students as having problem in writing.

Contrastively, those who scored above 75 indicated students as having no problem in

writing.

In the first cycle, the general writing competency of the eight grade could be

shown in the following.

Table 4.2

Cycle I:

No Performance Students’ Competency

Indicator Category Total of Percentage
Number
1 ≥ 75 14 41%
2 ≤ 74 20 59%
Total 34 100%
Sources: Data analysis of May 2016

Generally writing, there are 22 (61%) students who were not competent in

writing in cycle I. In other words, there were 14 (39 %) students who were still facing

problems in writing. The number of students who still found difficulty in writing was

reduced from 34 (94%) in preliminary observation to 22 (61%) in Cycle I.

Competency wise, the students’ writing competency had been improved from a mean

score of 57.3 in preliminary observation to a mean score of 72.2 in Cycle I. This

 42

conclusion was based on the criteria set forth in the performance indicator for

competency in writing. The performance indicator below 74 indicated students as

having problem in writing. Contrastively, those who scored above 75 indicated

students as having no problem in writing.

Table 4.3

Cycle II:

No Performance Students’ Competency

Indicator Category Total of
Percentage Number

1 ≥ 75 15 75%
2 ≤ 74 5 25%
Total 20 100%

Sources: Data analysis of May 2016

Generally writing, there are 5 (15%) students who were not competent in

writing in Cycle II. In other words, there were 5 (15%) students who were still facing

problems in writing. The number of students who still found difficulty in writing was

reduced from 34 (94%) in preliminary observation to 5 (15%) in Cycle II.

Competency-wise, the students’ writing competency had been improved from a mean

score of 57.3 in preliminary observation to a mean score of 78 in Cycle II. This

conclusion was based on the criteria set forth in the performance indicator for

competency in writing. The performance indicator below 74 indicated students as

having problem in writing. Contrastively, those who scored above 75 indicated

students as having no problem in writing. The continued improvements in the

 43

students’ writing competency in the preliminary observation, Cycle I and Cycle II had

been made possible since the students were very much assisted by the Make a Match

strategy in describing a person, an object, an animal or an idea. Students were very

enthusiastic involved in the teaching and learning processes

4.2 Students’ Writing Competency Based on Its Indicators

After analyzing the students’ writing competency in general and in terms of text

types, further analysis had been done in terms of the writing indicators. There are

seven writing indicators set forth in The Kurikulum 2013 or A Science-based

Curriculum, namely: (1) authenticity, (2) title suitability, (3) text structure, (4)

vocabulary, (5) grammar, (6) dictions and (7) Orderly post. The implementation of

Make a Match technique resulted in the following data.

Table 4.4

Preliminary Observation:
Writing Competency Based on Indicator in Descriptive text
Suitability of the title

Comported of score
Orderly post
vocabulary
Authenticity

Choose the

Grammar
Structure

Dictions

Total
No

S1 3 2 2 2 2 3 2 16 45.71
S2 3 3 3 3 2 3 3 21 65.14
S3 3 2 3 2 3 3 2 18 51.43
S4 4 3 2 3 4 2 2 20 57.14
S5 3 3 2 2 3 3 2 18 51.43
S6 3 2 3 2 3 2 3 18 51.43
S7 2 3 3 4 2 3 3 20 57.14
 44

S8 2 2 3 3 3 2 2 17 48.57
S9 4 5 4 4 4 5 3 29 82.86
S10 3 2 2 2 2 3 2 16 45.71
S11 3 3 2 2 3 2 3 18 51.43
S12 2 2 3 3 3 4 2 19 54.29
S13 2 2 2 3 2 2 3 16 45.71
S14 2 2 3 3 3 3 2 18 51.43
S15 3 2 2 3 2 2 2 16 45.71
S16 4 3 3 3 3 3 3 23 73.86
S17 3 2 2 3 3 3 4 20 57.14
S18 2 2 3 4 2 3 3 19 54.29
S19 3 3 4 2 3 2 2 19 54.29
S20 4 3 2 3 2 2 3 19 54.29
S21 3 2 2 3 3 2 2 17 48.57
S22 2 3 3 2 3 3 3 19 54.29
S23 4 5 5 4 5 4 4 31 88.57
S24 4 3 2 2 4 3 3 21 60.00
S25 3 2 4 4 2 3 2 20 57.14
S26 3 3 3 3 3 3 3 21 60.00
S27 2 2 3 2 3 2 3 17 48.57
S28 3 2 3 3 2 2 4 19 54.29
S29 4 2 4 4 3 2 4 23 65.71
S30 3 3 5 3 3 3 3 23 65.71
S31 2 4 2 3 2 2 3 18 51.43
S32 3 2 4 3 4 3 2 21 60.00
S33 2 2 2 2 4 3 3 18 51.43
S34 2 3 3 2 3 3 3 19 54.29
S35 4 3 2 3 2 2 3 19 54.29
S36 2 2 3 4 2 2 3 18 51.43
Sum 106 97 106 104 106 100 103 722 2062.8571
Mean 2.94 2.69 2.94 2.89 2.94 2.78 2.86 20.06 57.30
% 58.9 53.9 58.9 57.8 58.9 55.6 57.2 401.1 1146
Sources: Data analysis of May 2016

Note : Writing indicators (A) authenticity, (B) title suitability , (C) text structure, (D)
vocabulary, (E)grammar, (F) diction ,(G) orderly post.

According to the table above, there were 2 students did not have problem in

descriptive text and there were 34 students had problem in descriptive text. Student
 45

number 1 had problem in all of writing indicator, Student number 2 had problem in

suitability the title and chose the grammar. Student number 3 had problem in all of

performance indicators. Student number 4 had problem in authenticity and grammar.

Students’ number 5 and 6 had problem in all of performance indicator of writing.

Student number 7 had problem in authenticity, suitability of the title, structure,

grammar, dictions and orderly post. Student’s number 8 and 9, 10, 11, 12,13,14,15

had problem in all of performance indicator of writing. Student number 16 had

problem in vocabulary only. Student number 17 had problem in all of performance

indicator of writing. Students’ number 18 had problem in authenticity, suitability of

the title, structure, grammar, diction and orderly post. Student number 19 had

problem in authenticity, suitability of the title, vocabulary, grammar dictions, and

orderly post. Students’ number 20 had problem in suitability of the title, structure,

vocabulary, grammar, dictions, orderly post. Student number 21 and 22 had problem

in all of performance indicator of writing. Student number 24 had problem in

suitability of the title, structure, vocabulary, dictions, orderly post. Student number 25

had problem in authenticity, suitability of the title, grammar, dictions and orderly

post. Student number 26, 27, 28 had problem in all of performance indicator of

writing. Student number 29 had problem in suitability of title, grammar, dictions and

orderly post. Student 30 did not have problem in each performance indicator.

Students 31 had problem in authenticity, structure, vocabulary, grammar, dictions,

orderly post. Students 32 had problem in authenticity, suitability of the title,

vocabulary, dictions, orderly post. Students 33 had problem in authenticity, suitability

of the title, structure, vocabulary, dictions and orderly post. Student 34 had problem
 46

in all of performance indicator of writing. Student 35 had problem in suitability of the

title, structure, vocabulary, grammar, dictions and orderly post. And students 36 had

problem in authenticity, suitability of the title, structure, dictions and orderly post.

Table 4.5

Cycle I:

Writing Competency Based on Indicator in Descriptive text

Suitability of the title

Comported of score
Orderly post
vocabulary
Authenticity

Choose the

Grammar
Structure

Dictions

Total
No

S1 3 4 4 2 3 4 4 24 68.57
S2 4 5 4 3 4 4 4 28 80.00
S3 4 4 3 4 3 3 2 23 65.71
S4 4 3 4 3 4 2 4 24 68.57
S5 3 3 4 2 3 3 4 22 62.86
S6 5 4 3 4 4 5 4 29 82.86
S7 4 3 3 4 4 3 4 25 71.43
S8 4 4 3 3 3 4 4 25 71.43
S10 3 4 4 2 4 3 4 24 68.57
S11 3 3 2 2 3 2 3 18 51.43
S12 5 4 3 4 4 5 4 29 82.86
S13 5 4 3 4 4 5 4 29 82.86
S14 4 4 3 3 5 3 4 26 74.29
S15 3 4 2 4 4 2 2 21 60.00
S16 4 5 4 4 4 4 4 29 82.86
S17 3 2 4 4 3 3 4 23 65.71
S18 2 2 3 4 2 3 3 19 54.29
S19 5 4 3 5 4 3 3 27 77.14
S20 5 4 3 4 4 5 3 28 80.00
S21 5 4 3 4 4 5 4 29 82.86
S22 4 3 3 4 3 3 3 23 65.71
 47

S24 5 4 3 4 4 4 3 27 77.14
S25 5 4 3 4 4 4 4 28 80.00
S26 3 3 3 3 3 3 3 21 60.00
S27 4 4 3 2 3 4 3 23 65.71
S28 3 4 3 3 4 4 4 25 71.43
S29 4 4 4 4 5 4 3 28 80.00
S30 4 4 5 4 4 4 4 29 82.86
S31 4 4 4 3 4 5 5 29 82.86
S32 3 2 4 3 4 3 4 23 65.71
S33 5 4 4 4 4 5 4 30 85.71
S34 5 4 3 4 4 4 4 28 80.00
S35 5 4 4 4 4 3 3 27 77.14
S36 5 4 3 4 4 5 4 29 82.86
Sum 145 136 123 127 136 135 130 932 2662.871
Mean 403 3.78 3.42 3.53 3.78 3.75 3.61 25.89 73.97
% 80.56 75.56 68.33 70.56 75.56 75.00 72.22 517.78 1479.37
Sources: Data analysis of May 2016
Note Writing indicators (A) authenticity, (B) title suitability , (C) text structure, (D)
vocabulary, (E)grammar, (F) diction ,(G) orderly post.

According to the above table, there were students still had problem in

descriptive text and there were students number 16, 29, 30, 33 did not have problem

in descriptive text. The other students still found difficulties in each performance

indicator of writing descriptive texts. Based on the result this cycle, it was very

important to continue to the next cycle increased the students writing skill. The

implementation of Make a Match strategy in teaching descriptive text has not shown

the good achievement.

 48

Table 4.6

Cycle II:
Writing Competency Based on Indicator in Descriptive text

Suitability of the title

Comported of score
Orderly post
vocabulary
Authenticity

Choose the

Grammar
Structure

Dictions

Total
No

S2 4 5 4 3 4 4 4 28 80.00
S3 4 4 3 4 3 4 5 27 77.14
S4 4 3 4 3 4 4 5 27 77.14
S7 4 4 4 4 5 4 4 29 82.86
S8 4 4 4 4 5 4 4 29 82.86
S10 4 4 3 4 4 3 5 27 77.14
S11 4 3 2 5 3 3 3 23 65.71
S12 5 4 3 4 4 5 4 29 82.86
S15 3 4 2 4 4 2 3 22 62.86
S17 3 2 4 4 3 3 4 23 65.71
S19 4 4 4 4 5 4 4 29 82.86
S22 4 3 3 4 3 3 3 23 65.71
S24 5 4 3 4 4 4 5 29 82.86
S26 3 3 3 3 3 3 3 21 60.00
S28 3 4 3 3 4 5 5 27 77.14
S29 4 4 4 4 5 4 3 28 80.00
S32 3 3 4 3 5 3 4 25 71.43
S33 5 4 4 4 4 5 4 30 85.71
S34 5 4 3 4 4 4 5 29 82.86
S35 5 4 4 4 4 3 3 27 77.14
Sum 150 141 129 137 152 142 145 996 2845.7143
Mean 4.17 3.92 3.58 3.81 4.22 3.94 4.03 27.67 79.05
% 83.33 78.33 71.67 76.11 84.44 78.89 80.56 553.33 1580.95
Sources: Data analysis of May 2016
Note : Writing indicators (A) authenticity, (B) title suitability , (C) text structure, (D)
vocabulary, (E)grammar, (F) diction ,(G) orderly post.
 49

According to the above table, The table showed the improvement of the

students writing competency in descriptive text. In the preliminary observation, Cycle

I and Cycle II had been made possible since the students were very much assisted by

the Make a Match technique in describing a person, an object, an animal or an idea.

Students were very enthusiastic in the teaching process. And this table showed that

the implementation Make a Match is appropriate to improve students writing

competency.

4.3 Questionnaire Analysis

The result of the questionnaire can be seen as follows:

Table 4.7

Questionnaire analysis

No. PERNYATAAN SS S KS TS

1. Setelah menggunakan strategi Make-

A-Match kemampuan saya dalam 100% 0.00% 0.00% 0.00%
berbahasa inggris menjadi lebih baik
2. Di dalam menerapkan strategi Make-
A-Match ini guru saya sering 2.7% 97.3% 0.00% 0.00%
memberikan masukan positif yang
mampu membuat saya termotivasi
untuk memperbaiki tulisan saya
3. Perasaan saya senang dalam menulis
Deskriptif teks yang ditugaskan oleh 100% 0.00% 0.00% 0.00%
guru
4. Saya merasa terbantu dalam
mengembangkan ide-ide saya dalam
menulis saat penerapan strategi
Make-A-Match ini
1. Authenticity 86.2% 13.8% 0.00% 0.00%
2. Title suitability 13.8% 86.2% 0.00% 0.00%
3. Structure 75% 25% 0.00% 0.00%
4. Vocabulary 100% 0.00% 0.00% 0.00%
5. Grammar 25% 75% 0.00% 0.00%
 50

6. Diction 24% 76% 0.00% 0.00%

7. Orderly post 50% 50% 0.00% 0.00%
5. Strategi Make-A-Match dapat
membantu dan memudahkan saya 97.3% 2.7% 0.00% 0.00%
dalam membuat kalimat-kalimat
yang berkaitan secara logis (saling
berkaitan) di sebuah paragraf
deskriptif
6. Strategi Make-A-Match dapat
memudahkan saya dalam menulis 13.8% 86.2% 0.00% 0.00%
deskriptif teks
7. Saya merasa lebih dekat dengan guru
karena guru saya mampu mengenal 91.7% 8.3% 0.00% 0.00%
kelemahan dan kelebihan saya dalam
menulis deskriptif teks

Table 4.7 shows the result of the questionnaire that had been shared to 34

students. This questionnaire was used to analyze the students’ responses toward the

implementation of Make-a-Match. The result of the percentage of each statement can

be seen as follows.

1. The percentage of the first statement “Setelah menggunakan strategi Make-A-

Match kemampuan saya dalam berbahasa inggris menjadi lebih baik” shows that

100% of the students strongly agreed to the statement.

2. The second statement was “Di dalam menerapkan strategi Make-A-Match ini

guru saya sering memberikan masukan positif yang mampu membuat saya

termotivasi untuk memperbaiki tulisan saya”, shows that 2.7% of the students

strongly agreed, 97.3% agreed.

3. The third statement was “Perasaan saya senang dalam menulis Deskriptif teks

yang ditugaskan oleh guru”, shows that 100% strongly agreed toward the

questionnaire.
 51

4. The statement number four was “Saya merasa terbantu dalam mengembangkan

ide-ide saya dalam menulis saat penerapan strategi Make-A-Match ini: (a).

Authenticity: 86.2% strongly agreed and 13.8% agreed, (b). Title suitability:

13.8% strongly agreed and 86.2% agreed, (c). Text structure: 75% strongly agreed

and 25% agreed, (d). Vocabulary: 100% strongly agreed, and (e). Grammar: 25%

strongly agreed and 75% agreed, (e) Diction:24% strongly agreed and 76 agreed,

and (f) Orderly post: 50% strongly agreed and 50 agreed.

5. Statement number five was “Strategi Make-A-Match dapat membantu dan

memudahkan saya dalam membuat kalimat-kalimat yang berkaitan secara logis

(saling berkaitan) di sebuah paragraf deskriptif”, there were 97.3% strongly

agreed and 2.7% agreed.

6. Statement number six was “Strategi Make-A-Match dapat memudahkan saya

dalam menulis deskriptif teks” there were 13.8% strongly agreed and 86.2%.

7. Statement number seven was “Saya merasa lebih dekat dengan guru karena guru

saya mampu mengenal kelemahan dan kelebihan saya dalam menulis deskriptif

teks” there were 91.7% strongly agreed, 8.3% agreed.

Based on the description of the questionnaire analysis, it can be concluded

that (1) Make-a-Match is successful in helping the students to write descriptive text,

(2) Make-a-Match is also a good technique that can increase the students’ self-

confidence, (3) Make-a-Match increases the students content and development,

organization, vocabulary, grammar, and mechanic mastering.

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4.4 Reflection

After doing the action research, it can be concluded that using Make-a-Match

can motivated the students to involve actively in writing a text. Besides, they can be

active in the English class. The result of the test was also good; the students could

increase their score in each cycle.

The result of pre-test and post test were used to know the score. As stated

before, there are two cycles in this action research, each cycle used pre-test and post-

test. The writer gave pre-test to the students before she taught and post-test after she

taught for each cycle. The students result of cycle 2 was show an improvement; it is

100% who passed Standardized of Minimum Score (KKM), it was reached the target.

Teacher did not continue to the next cycle because the students had been shown an

improvement and attained the KKM.

4.5 Discussion

This study was classroom action based research which aimed to improve

students’ writing competency and motivation through the implementation of Make-a-

Match. The study consisted of 2 cycle, in each cycle consisted of four sessions. In

each cycle the students were taught how to write descriptive text. The materials were

how to describe animal, place and people. After the first four sessions were done the

students were given evaluation I, and the next four session were implemented to find

out how the improvement. The students were given test in evaluation II. Then, the

result of the writing test in each cycle was analyzed. At the end, it would be seen
 53

whether the implementation of Make-a-Match can solve the students’ problem in

writing or not.

Diagram of Students' Writing

Competency
90
80
70
60
50
40
Score
30
20
10
0
Preliminary Test Cycle I Cycle II

Picture 1. Diagram of students writing competency

The result of the analysis showed that, the students’ writing competency could

be improved through the implementation of Make-a-Match. The improvement can be

seen from the score that the students got from preliminary test, evaluation I to

evaluation II. The mean score gained in preliminary test, evaluation I, evaluation II in

a row were 57,30, 73,97, and 79,05. From the analysis it can be known that the

students’ writing competency had been improved from a mean score of 57,30 in

preliminary observation to a mean score of 73,97 in cycle I, and 79,05 in Cycle II.

The continued improvements in the students’ writing competency in the preliminary

observation, Cycle I and Cycle II had been made possible since the students were

very much assisted by the Make-a-Match technique in describing about a person, an

 54

place and an animal. Students were very enthusiastic involved in the teaching and

learning processes.

From the analysis it also can be known that the number of students who

passed the Standardized of Minimum Score (KKM) was increased. There were 2

students out of 36 students who passed the Standardized of Minimum Score (it was

75) in preliminary research, and there were 14 students who passed the Standardized

of Minimum Score in cycle I and there were 31 students out of 34 students who

passed the Standardized of Minimum Score in cycle 2. As mentioned in methodology

of the research, the research can be called successful if 75% of students have reached

Standardized of Minimum Score that is 75. And there were 79.05% out of 36 students

passed the Standardized of Minimum Score.

The result of the study indicated that Make-a-Match was successful in

improving the students’ writing competency. It implied that Make-a-Match was a

good technique which could help the student to rewrite or construct a text confidently

since they were given opportunities to be more confident with their writing as there is

vocabulary preparation for students as beginner learners to ease them in writing.

Since the students were confidence in writing by them-selves then automatically the

motivation of the students is increased. Each step of Make-a-Match technique led the

students to write confidently during the learning process with great enthusiasm.

From the explanation was mentioned before, it could be concluded that those

steps related each other and worked together to help the students to improve their
 55

writing competency. It was also known that there were some difficulties faced by the

students. They faced the difficulties especially in the first meeting since it was a new

technique for them. Teacher explained the technique first make sure the students

understood the technique. Another problem was the way in writing descriptive

especially in authenticity, suitability of the title, structure, vocabulary, grammar,

dictions, orderly post. However, the difficulty was slowly decreased since they get

used by the technique and the difficulty could be handled.

In short, based on the discussion above Make-a-Match technique could improve

the students’ writing competency and motivation. The result of this study was also

supported by others researchers who proved that Make-a-Match was an effective

technique to improve students’ writing competency. First, Rohma Fitriani (2013)

found that the implementation of Make a Match method can improve students’

writing skill. Second, Lely and Sinulingga (2013) in their research entitled Improving

Student’s Vocabulary Achievement In Writing Descriptive Text Through Make-A-

Match Method. The result finally showed that Make-a-Match could also help the

students in practice writing descriptive text. Third, Dwi Yuni Saputri (2013) in her

research stated that the hypothesis “make match technique to improve students’

ability in writing descriptive text is effective” is accepted.

 CHAPTER V
CONCLUSION AND SUGGESTION

5.1 Conclusion

After the implementation of a Make-a-Match technique to the learning of

writing at SMP Negeri 1 Atap Pejukutan, the result of this research showed that the

use of Make-a-Match technique had successfully improved students’ writing

competency at SMP Negeri 1 Atap Pejukutan in academic years 2015/2016. The

conclusion could be drawn from the result of research as follows:

The process of teaching and learning writing using Make-a-Match technique

process creates the positive atmosphere in the classroom, and also makes students

creative in finding the ideas and most of the students are enthusiastic to learn writing

subject using clustering technique. It can be seen on the result of observation in the

class that most of the students feel enjoyable and happy in teaching learning process.

Generally writing, there are reduced number of students who were not

competent in writing at SMP Negeri 1 Atap Pejukutan. It can be proved from the

following fact. Competency-wise, the students’ writing competency had been

56
 57

improved from a mean score of 57.30 in preliminary observation to a mean score of

73,97 in Cycle I and 79.05 in Cycle II.

The students’ writing competency in descriptive had been improved viewed

from the performance indicator in the preliminary observation, Cycle I and Cycle II.

In other words, the students were more competent in describing a person, an object,

an animal or an idea. Similarly, they were also more competent in describe how

something is achieved through a sequence of actions or steps briefly.

The number of students who still had problems in each of the first descriptive

indicators was reduced continually in the preliminary observation, Cycle I and Cycle

II.

The continued improvements of the students’ writing competency in

descriptive in the preliminary observation, Cycle I and Cycle II had been made

possible since the students were very much assisted by the Make-a-match technique

in describing an object, an animal or an idea through a sequence of actions or steps.

Students were also very enthusiastically involved in the teaching and learning

processes.

5.2 Suggestion

Learning from an impressive improvement of the technique in writing at SMP

Negeri 1 Atap Pejukutan, the writer would propose some suggestions that hopefully

would useful as follows:

a. The writer suggested that the teacher should used various techniques in

the classroom because it can motivate their students and they would not
 58

get boring easily Make-a-Match technique could improve students’

writing ability, It is suggested that the English teacher implement the

Make-a-Match technique as an alternative technique in writing.

b. Students should be assisted with the other technique that is appropriated

with the subject which would be discussed in the learning process which

makes them easy to express their ideas, feelings, thoughts and the likes.

So, it makes the learning process more fun and easy to understand by the

students.

c. The writer suggested for other researcher, the result of this study can be

used as an additional reference with different discussion.