THE INFLUENCE OF CONTENT BASED INSTRUCTION(CBI)

TOWARDS STUDENTS’ WRITING DESCRIPTIVE TEXT ABILITY

AT THE SECOND SEMESTER OF THE EIGHTH GRADE
OF SMPN 35 BANDAR LAMPUNG
IN THE ACADEMIC
(2019/2020)

A THESIS
Submitted as a Partial Fulfillment of the Requirements for S1 Degree

By

ANANDA SHOFITA
NPM. 1511040194

Study Program: English Study Program

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY
LAMPUNG
2019
 i

ABSTRACT

THE INFLUENCE OF CONTENT BASED INSTRUCTION (CBI)

TOWARDS STUDENTS’ WRITING DESCRIPTIVE TEXT ABILITY AT
THE SECOND SEMESTER OF THE EIGHTH GRADE OF SMPN 35
BANDAR LAMPUNG IN THE ACADEMIC YEAR OF 2019/2020

By
ANANDA SHOFITA

This research aimed to find out the influence of content based instruction (CBI)
towards students‟ writing descriptive text ability of the second semester of the
eighth grade of SMPN 35 Bandar Lampung in academic year 2019/2020. Writing
is the complex skill to write ideas in written language. It is a skill where the writer
comprehend the topic or situation then write it into written form with good
sentence organization. Content based instruction (CBI) could help students easier
in writing. It is an approach where the teacher gives instruction based on the class
situation. As it names, the content of material in teaching learning is based on the
teacher‟s instruction.

There were two variables in this research, the independent variable was the
content based instruction (CBI) (X) and dependent variable was the students‟
writing descriptive text ability (Y). In this research methodology used was Quasi
experimental design with pre-test and post-test. The population of this research
was the eighth grade of SMPN 35 Bandar Lampung. In determining the sample of
research, the researcher used cluster random sampling technique. The samples of
research were 2 classes VIII B consisted of 23 students while in VIII E consisted
of 25 students. In collecting the data, there were pre-test and post-test instrument.
After giving the post-test, the researcher analyzed the data of research.

From the data analysis, it was obtained that t-test was higher than Sig α 0.05 (2.69
> 1.68). Therefore, it can be concluded that there was significant influence of
content based instruction (CBI) towards students‟ writing descriptive text ability
of the second semester of the eighth grade of SMPN 35 Bandar Lampung in the
academic year of 2019/2020.

Keywords:Content Based Instruction (CBI), Descriptive Text, Writing Ability.

 iv

DECLARATION

I hereby stated that this thesis entiled “The Influence of Content Based Instruction

(CBI) Towards Students Writing Descriptive Text Ability at the second Semester

of The Eighth Grade of SMP 35 Bandar Lampung in The Academic

(2019/2020)‟‟ is completely my own work. I am fully aware that I have quoted

some statement, references, and ideas from various sources and theyare properly

acknowledged in the next.

Bandar Lampung, January, 2020

ANANDA SHOFITA
NPM. 151104094
 v

CURRICULUM VITAE

The name of researcher is Ananda Shofita. She was born in Tulang

Bawang on January 26rd, 1997. She is the first children from two siblings of Mr.

Suparnu and Ms. Nur Eliyah . She has younger brother, Bagas Muhamad Satria.

She began her study at SDN 1 Sukamaju and graduated in 2009. She continued

his study at SMPN 1 Banjar Agung and graduated in 2012. After she graduated

from Junior High School in 2012, she continued her study at SMAN 1 Banjar

Agung and she graduated from that school in 2015. In 2015, she was accepted to

be student in English Education Study Program of Teacher Training Faculty

through UMPTKIN at State Islamic University of Raden Intan Lampung. While

being a college students, the researcher was a member of UKM KOPMA.

in the seven semester, the Reseracher had her KKN group 203 in Tetaan,

Penengahan, Lampung Selatan. After having KKN , She Had her PPL in Smpn 35

Bandar Lampung.
 vi

DEDICATION

I offer up my praise and gratitude to Allah SWT for the abundant blessing

to me. Then, I faithfully dedicated this thesis to:

1. My beloved parents Mr. Suparnu and Ms.Nur Eliyah who always pray

for my success and give me motivation and support to study hard until

now. So I could finish this thesis.

2. My Old Sister,(Kak Lisa, Mbak Ratna Sari,mbk Linda )who always

give suggestion and motivated me in my life and study

3. My beloved younger sister, (Desi Rahmawati, Eka Ratna Tiningsih,

Hanisa Nurjanah, Leni fitrianingsih) who always give me suggestion

and motivated me in my life and study.

4. My beloved brother Bagas Muhamad Satria, who always give me

suggestion and motivated me in my study

5. My beloved boy friend Muhamad Sulaiman who always give me spirit

and Suggestion for my Success in my study

6. My beloved friends, (intan sakinah, Sri safitri Mulya Ningsih, Yeni

yuliawati, viska tri cahya) who always give me support and learn in

my study

7. My beloved Almamater, Raden Intan State Islamic University.

 vii

MOTTO

“For indeed, with hardship (will be) ease! Indeed, with hardship (will be) ease
(QS. Al insyirah : 5-6)1

1
Abdullah Yusuf ‘Ali, The Holy Qur’an Arabic Text With English Translation, New Johar Offset
Printers, India, 2006, P.1219.
 viii

ACKNOWLEDGEMENT

Alhamdulillahirobbil „alamin, all praise be to almighty Allah SWT, for the

blessing, mercy and kindness who always guides and protects the researcher

during every step in his life. Shalawat and salam never forget to convey to our

prophet Muhammad SAW who always brings us from the darkness to the

lightness. By the grace of Allah, so that the researcher could finish his thesis

entitled “The Influence of Content Based Instruction (CBI) Towards Students

Writing Descriptive Text Ability at the Second Semester of the Eighth Grade of

SMPN 35 Bandar Lampung in the academic (2019/2020)

”. This thesis is submitted as one of the fulfilment of the requirements for

the award of undergraduate degree of English Education Study Program at State

Islamic University of Raden Intan Lampung.

In doing this thesis, the researcher could not finish this thesis alone. The

researcher has obtained so much help, motivation, suggestion, aid, support and

many valuable things from various sides. Therefore, the researcher would like to

express his deepest feeling os his heart for people who always care of her and she

would like to convey thankfulness in depth to:

1. Prof. Dr. Hj. Nirva Diana, M.Pd, the Dean of Education and Teacher

Training Faculty and his staff who have given their goodness and services

as long as her study program.

2. Meisuri, M.Pd, the chairman person and Yulan Puspita Sari, M.Pd the

vice chairman person of English Education Study Program

 ix

3. Dewi Kurniawati, M.Pd as the advisor of the researcher who has

contributed and guided the investigator in the accomplishment of the

thesis.

4. Dr. Nur Syamsiyah, M.Pd as the second advisor, who has always

patiently guided and given suggestion in arranging this thesis until

finished.

5. All lecturers of English Department of Raden Intan State Islamic

University Lampung, who have taugh the researcher since the first of her

study.

6. All of my classmates (PBI Class C 2015) who have accompanied the

researcher during at class and outside class. The researcher is rightfully

proud to have such a good classmates and all the students of English

Education Study Program who cannot the researcher mention one by one

of their name.

7. All friends in teacher training (PPL) at SMP Negeri 35 Bandar Lampung

and all member of KKN posko 203, thank you for their nice attention and

accepting the researcher in part of their story life.

8. All the societies of Teluk Betung village and the teacher of SMP Negeri

35 Bandar Lampung as well as the students that had come to the life of

researcher and helped the researcher in the process of study.

However, the researcher realizes that this thesis has limitation in certain

way and this thesis is far from being perfect. Thus, critique, comment, and

suggestion, are expected to arrange paper better in the forthcoming. Hopefully,

 x

this thesis can be useful and can give the beneficial for the readers who want to

obtain information about educational value.

Bandar Lampung, January 2020

The Researcher

ANANDA SHOFITA
NPM.1511040194
 xi

TABLE OF CONTENT

COVER ............................................................................................................................ i

ABSTRCT .......................................................................................................................... ii

APPROVAL ...................................................................................................................... iii

ADMISSION ..................................................................................................................... vi

DECLARATION ............................................................................................................... v

CURRICULUM VITAE ................................................................................................... vi

DEDICATION ................................................................................................................... vii

MOTTO ............................................................................................................................. viii

ACKNOWLDGMENT ..................................................................................................... xi

LIST OF CONTENT ....................................................................................................... xii

LIST OF FIGURES .......................................................................................................... xiii

LIST OF APPENDIXS ..................................................................................................... xiv

CHAPTER I: INTRODUCTION

A. Backround of the Problem ........................................................................................ 1

B. Identification of the Problem .................................................................................. 9

C. Limitation of the Problem ......................................................................................... 10

D. Formulation of the Problem ..................................................................................... 10

E. Objective of the Research ......................................................................................... 10

F. Significant of the Research ....................................................................................... 11

G. Scope of the Research .............................................................................................. 11

CHAPTER II :REVIEW OF LITERATURE

A. Concept of Writing .................................................................................................. 12

1. Definition of Writing ......................................................................................... 12

 xii

2. Writing Ability ................................................................................................. 13

3. The Process of Writing ....................................................................................... 14

4. The Function of Writing ..................................................................................... 16

5. The Purpose of Writing ...................................................................................... 17

B. Concept of the Text ............................................................................................... 19

a. Definition and Kind of the Text ....................................................................... 19

b. Concept of Descriptive Text ............................................................................... 20

1. Definition of Descriptive Text ....................................................................... 20

2. Languages Features ........................................................................................ 22

3. Example of Descriptive text .......................................................................... 22

C. Concept of Content Based Instruction ..................................................................... 23

1. Definition of Content Based Instruction ....................................................... 23

2. Procedure of Content Based Instruction ....................................................... 26

3. Advantages and Disadvantages of Content Based Instruction ..................... 26

4. Teaching Writing Ability in Descriptive Text by using

Content Based Instruction .............................................................................. 28

D. Scientific Approach (Cooperative Learning ) .......................................................... 30

1. Advantages of Scientific Approach(Cooperative Learning) ....................... 30

2. Disadvantages of Scientific Approach (Cooperative Learning ................... 32

E. Frame of Thinking .................................................................................................... 32

F. Hypothesis ............................................................................................................... 34

CHAPTER III:RESEARCH METHODOLOGY

A. Research Design............................................................................................................ 35

B. Variable of Research ..................................................................................................... 37

 xiii

C. Operasional Definition of Variable .............................................................................. 37

D. Population, Sample, and Sampling Technique ............................................................. 38

1. Population ................................................................................................................ 38

2. Sample ...................................................................................................................... 38

3. Sampling Technique ................................................................................................. 39

E. Research Prosedure ...................................................................................................... 39

F. Scoring Criteria ............................................................................................................. 41

G. Data Collecting Technique............................................................................................ 42

H. Research instrument ...................................................................................................... 43

I. The Validity and and Readability of Test ................................................................... 44

1. The Validity of Test ................................................................................................ 44

2. Readability of Test ................................................................................................. 45

J. The Data Analysis ......................................................................................................... 46

1. Data Normality Test .......................................................................................... 47

2. Homogenity of Test .......................................................................................... 48

3. Hypothesis Test ................................................................................................. 49

CHAPTER IV RESULT AND DISCUSSION

A. Data Description ........................................................................................................... 50

B. Research Procedure ...................................................................................................... 52

C. Result of Research ........................................................................................................ 51

1.Result of Pre-Test in Experimental Class .................................................................. 51

2. Result of Pre-Test in Control Class ......................................................................... 52

3.Result of Post-Test in Experimental Class................................................................. 53

4.Result of Post-Test in Control Class .......................................................................... 54

 xiv

D. Result of Data Analysis ............................................................................................... 56

1. Result of Normality Test ......................................................................................... 56

2. Result of Homogenety Test .................................................................................... 57

3. Result of Hypothical Test ....................................................................................... 58

E. Discussion ..................................................................................................................... 59

CHAPTER V CONCLUSION AND SUGESTION ......................................................... 64

A. Conclusion .............................................................................................................. 64

B. Suggestion ............................................................................................................... 64

REFERENCES .................................................................................................................

APPENDICS ......................................................................................................................
 xv

LIST OF FIGURES

1. Graph of Pre-test in Experimental Class……………………………… 52

2. Graph of Pre-test in Control Class…………………………………… 53

3. Graph of Post-test in Experimental Class…………………………… 54

4. Graph of Post-test in Control Class………………………………… 55

5. Graph of Difference between Post-test in Experimental and

Control Class………………………………………………………. 56
 xvi

LIST OF APPENDICES

1. The Result of Interview with English Teacher ............................................................ 66

2. Interview with Students ............................................................................................... 68

3. The Result of Questionnaire to Students ..................................................................... 70

4. Syllabus ....................................................................................................................... 72

5. Lesson Plan Experimental Class ................................................................................. 78

6. Lesson Plan Control Class ........................................................................................... 108

7. Instrument of Pre-test in Experimental and Control Class .......................................... 138

8. Instrument of Post-test in Experimental and Control Class ........................................ 139

9. Expert Validation of Writing Test ............................................................................... 140

10. Instrument of Readability ............................................................................................ 141

11. The Students‟s Writing Score in Preliminary Research .............................................. 142

12. The Mean Score of Students in Experimental Class ................................................... 150

13. The Mean Score of Students in Control Class............................................................. 151

14. The Writing Score of Pre-test in Experimental and Control Class ............................. 152

15. The Writing Score of Post-test in Experimental and Control Class ............................ 156

16. The Difference of Post-test in Experimental and Control Class ................................. 157

17. The Result of Normality .............................................................................................. 158

18. The Result of Homogeneity......................................................................................... 162

19. The Result of t-test ...................................................................................................... 163

20. The Result of Readability ............................................................................................ 165

21. The Documentation of Research ................................................................................. 16

 1

CHAPTER I
INTRODUCTION

A. Background of Problem

Writing is oneof English skills that must be mastered by the

English language learners. Nunan states that writing is the mental work of

inventing ideas, thinking about how to express them, and organizing them

into statements and paragraphs that will be clear to a reader. 2Writing is

essentially an orderly process of thinking, So that what is written is easily

understood by the reader.

In learning writingalso includes the learning of writing skills, rules

and conventions.Writing is very important and has good value in

Language. Kingstone et al state that student‟s achievement in learning

English is only measured by the productive skills, especially the writing

performance. Moreover, recently people prefer the written form of

communication in assessing information to the oral communication. 3 It

means that the objective of English teaching and learning must be

emphasized at helping the students to be able to communicate both in

spoken and written form.

There are so many benefits in writing such as for transferring about

human‟s idea into many products like magazines, books, articles, etc. In

education area, through writing teachers can know many things about the

students‟ ability, because writing contains many aspects or components

2
David Nunan, Practical English Language Teaching, (Singapore: McGraw-Hill
Company), 2003,p.88.
3
Kingstone et al, Academic Wriitng for Students, (London: Oxford University Press),
2004,p.22.
 2

such as grammar to arrange sentences, vocabulary, spelling, organization,

and content. Through writing students can expose their ideas and increase

their creativities to become more creative students. Learning writing is the

most difficult language skills. It also considered as the most complicated

language skill to be learned, compared to other language skills.

In writing process learners always involve thinking skill an creative

skill. Not only that, but also it is supported by right rules. mastering

vocabularies and tenses become the main key to get good writing.

Learners have to choose appropriate vocabularies to arrange words to

become sentence and develop it into paragraph. Writing is important but in

fact the teaching of writing is not sucessful yet. It can be seen from the

learner‟s performance in writing and their responses towards writing.

Harsyaf at al state that most of the English learners might agree

that writing is the most difficult skill to master. Students‟ low interest

and lack ability in writing their ideas with the use of correct grammar,

vocabulary and punctuation are some indicators showing the

unsuccesssful of teaching writing.4 It means that students sometimes can

speak fluently but they cannot write in English well. It happens because

the indicators of writing itself.

In writing, students often ask to write some sentence, paragraph or

even text with the purpose. There are many kind of English texts which

can be used to measure students‟ writing ability. Descriptive text is one

4
Harsyaf et al, Teaching Writing: Supplement Module, (Ministry of National Education:
Center for Development and Empowerment of Language Teachers and Educational Personnel),
2009,p.83.
 3

of them. Descriptive text is one of the texts which has specific purpose to

describe something. According Anderson & Anderson that descriptive

text is a text that describes particular person, place, or thing.5 It means

that descriptive text usually use to describe something like person, place

or thing.

Based on preliminary research at the eighth grade of SMPN 35

Bandar Lampung, the researcher found that the students have difficulties

in writing ability. The researcher held an interview to English teacher at

the eighth grade on July 24, 2019. By interviewing an English teacher,

the researcher got the result that the students have difficulties in writing

Frequently, the students do not know what should be written first and

how to arrange words become good sentence.6 The students also have

difficulties in comprehending some vocabulary and language use. They

often make mistake in putting appropriate vocabulary in their writing

text and also sometimes their content do not suitable to the topic given.

Due to this problems, the researcher concludes that the students at the

eighth grade of SMPN 35 Bandar Lampung need to be identified more

and need to be taught by using interesting strategy.

Furthermore, the English teacher said that many students are not

interest in learning English Writing. Sometimes, the students‟ writing

composition do not appropriate to the topic given. They have difficulties

in relating their ideas to the topic. The teacher also said that, it is good

5
Mark Anderson & Anderson, Text Type in English 3, (Australia: MacMillan),
2003,p.26.
6
Rina Fitria, The English Teacher at the Eighth Grade of SMPN 35 Bandar Lampung,
Interview, July 24 2019.
 4

for students to know the generic structure of texts. By knowing the

generic structures, the students‟ writing composition will be organized

well. In the end, the researcher asked to the teacher about the students‟

score of English in Writing Descriptive text.

The criteria of minimum mastery (KKM) score of English subject

at that school is 75. From the interview,the researcher got the students‟

writing scorefrom the English teacher of SMP 35 Bandar Lampung .

The data showed many student of eighth grade did not pass the

minimum score as shown on the table 1.

Table 1
The Data of Students’ Writing Score at the Second Semester of the
Eighth Grade at SMPN 35 Bandar Lampung in Academic Year of
2019/2020
Students Score The Number of
No Class
Students’
≤75 >75
37
1 VIIIA 29 8
34
2 VIIIB 28 6
35
3 VIIIC 28 7
38
4 VIIID 28 10
33
5 VIII E 24 9
TOTAL 137 40 177

PRECENTAGE 77.4% 22.6% 100%

Source: The data of the eighth gradeof SMPN 35 Bandar Lampung in
2019/2020.

From the result above, the standard score of KKM in SMPN 35

Bandar Lampung is 75. It was found that there were 40 students

whohave passed score 75 from the total 177 students (22.6%). It means

that the students who got score under the minimum mastery criteria
 5

were 137 students (77.4%). From this result, the researcher concludes

that the students have difficulties in writing, it proved by their score.

To support the result above, the researcher gave questionnaire to

the students on the same day as interview that is on July 24, 2019. It

consists of some questions related to writing descriptive text. The

researcher gave the questionnaire after interviewing English teacher in

order to support the result of interview. The result of questionnaire

relates to the result of interview to English teacher. Here, the teacher

has responsiblity to build students confidence in learning. As Claire

states that teacher can help their students use their first language skills

in learning a second language by making clear the interrelationship

between reading and writing in both the first and second language. 7 It is

clear that the role of teacher have much effect to the students‟ learning

habit.

The researcher choose descriptive text because this text is available

at the second semester of the eighth grade in syllabus. In conducting the

research, the matarial should be appropriated to the material of teaching

learning in classroom. In descriptive text the students have to describe

the object and make the reader can see, feel, hear, and touch the object. It

means that the students use their imagination and knowledge in their

writing so, the students can feel more comfortable in writing by

describing the object that they see, feel or imagine.

7
Gaudiani Claire, Teaching Writing in the Foreign Language Curriculum, (Washington
DC: Center for Applied Lingusitic), 1998,p.10.
 6

In writing, the students must follow the rules in making

composition. Raimes states in controlled composition students are given

passage to work with; they do not, therefore, have to concern themselves

with content, organisation, finding ideas, and forming sentences. They

write the passage down, making a few specified changes, usually of a

grammatical or structural nature.8 It means that in making composition,

the students need to consider content, organization, ideas, and the form of

sentence.

Trisha suggest that it is necessary for both students and instructors

(teacher) to be aware of the discourse that take place in the writing

conference in the writing conference. Instructors should explicitly teach

teechniques for contributing input and negotiating meaning. 9 It means

that teacher or instructor needs specific technique in teaching, so that

students will understand the material clearly. It helps them to understand

how to write well.

Davies mentions that the Content Based Instruction is an approach

that can be said to be successful when students can master and make

language and subject matter through reciprocal process.10 It means that

Content Based Instruction can be used to teach in all English skills,

especially in writing. Through this, the students can master languages

and follow the lesson effectively. Teacher will use this approach, in order

8
Ann Raimes, Techniques in Teaching Writing, (Oxford: Oxford University Press),
1983,p.52.
9
Dvorak Trisha, Writing in the Foreign Language: Listening, Reading and Writing,
(Middlebury: Northeast Conference on the Teaching of Foreign Language), 1986,p.145.
10
Davies, S. Content-Based Instruction (CBI) in EFL Contexts. (U.K: Oxford
University Press, 2003). p.1.
 7

to make teaching and learning process easier. So that both teacher and

student engage each other and have good collaboration.

The previous studies that relevant to the use of Content Based

Instruction (CBI) conducted by Tiur Asih Siburian. She conducted a

research entitled Improving Students‟ achievement on writing

Descriptive Text throughContent Based Instruction (CBI). In this study,

the students‟ achievement in writing descriptive text is very low, Content

Based Instruction (CBI) is applied to solve the problem. Action research

is conducted for the result and qualitativeand quantitative technique are

applied in this research. The subject of this research is grade VIIIin

Junior High School, Rantau Parapat, North Sumatera, Indonesia. In the

first test, the studentsget the mean of mark 66,4375. It dramatically

increases on the second test, which gets 78,125.Additionally, on the third

test the mean of students‟ mark reaches a pick on 87,5625.Observation

result showed that the students gave their good attitudes and responses

duringteaching and learning process by applying the application

ofContent Based Instruction (CBI).Questionnaire and interview report

showed that students agree that the application of Content Based

Instruction (CBI) had helped them in writing descriptive text. It can be

conclude that the students‟ achievement is improved when they are

taught byContent Based Instruction (CBI). 11

11
TiurAsihSiburian, International journal of Language Learning and Applied
linguistics World Vol.3 No.3: improving students „ achievement on writing
Descriptive Text through Think Pair Share,(Universitas Negeri Medan,july, 2013
),p.42. available ,august 6th 2019 at 23.08 AM
 8

There is differences between previous study to this research. In

previous study, it aimed their researchs to solve the students‟ problem in

writing and to improve the students‟ score in writing. It has differences to

this research because in this research, the researcher aims her research on

finding influence of independent variable to the dependent variable. It

means there is no need for the researcher to improve the students‟ writing

ability and also not to solve their problems. The researcher will just apply

her approach namely content based instruction, then see the result

whether or not it has good effect to the students‟ writing ability.

Reffering to the students‟ problems in learning writing and by

seeing the previous studies above. The researcher conducted a research

by using Content Based Instruction (CBI). This research taught about

new style in teaching writing through Content Based Instruction (CBI).

That was about how the writer combain the basic procedure of CBI to the

writing descriptive text and made it more specific to describe about

animal. It has differences to the previous research, because they have

used CBI‟s procedures originally and has no spesific

description.Therefore, the researcher conducted a research entitled “The

Influence of Content Based Instruction (CBI) towards Students‟ Writing

Descriptive Text Ability at the Second Semester of the Eighth Grade of

SMPN 35 Bandar Lampung in 2019/2020”.

 9

B. Identification of Problem

Based on the interview with the English teacher and the students in

SMPN 35 Bandar Lampung during the preliminary research, the

researcher identified some problems as follows:

1. The students have difficulties in learning structure, grammar,

vocabulary.

2. The students havelack of motivation in learning writing.

3. The students do not know how to arrange good composition in writing.

C. Limitation of Problem

Based on the identification of the problem above, it was impossible

for the researcher to investigate all the problems. Therefore, the

researcher focused her research only on the students‟ difficulty in writing

descriptive text, especially about the description of animals. It has been

chosen due to the limited time, fund, and energy of theresearcher.And the

material of description text has been chosen based on syllabus at SMPN

35 Bandar Lampung at the second semester of the eighth grade. Besides,

the researcherapplied Content Based Instruction(CBI) in teaching

writing.

D. Formulation of the Problem

Based on the identification of problem and limitation of problem,

the researcher formulated the probem: Is there any significant of

influence of Content Based Instruction(CBI) towards students‟ writing

descriptive text abilityat the second semester of the eighth grade of

SMPN 35 Bandar Lampung in 2019/2020?

 10

E. Objective of the Research

Related to the formulation of the problem above, the objective of

the research as follows : To know whether there is an influence of

Content Based Instruction(CBI) towards students‟ writing descriptive

text abilityat the second semester of the eighth grade of SMPN 35 Bandar

Lampung in 2019/2020.

F. Significant of the Research

This research aims at having the following uses:

a. Theoretically:

For the theoretical contribution, the result of this research are expected

to support the previous theories about the influence students writing

ability in descriptive text through content based instruction

b. Practically :

1. For the teacher, hopefully this research will help teacher to apply

appropriate media in teaching reading comprehension. This media

is expected to contribute ideas determining the curriculum, provide

feedback to teachers, especially teacher of English. An English

teacher can give students the chance to develop any material which

has been taught so that students truly understand and correct

implementation in everyday life.

2. For the students, it is expected to further increase students‟

learning, especially in English class. It helps the students‟ to

improve their writing descriptive text through content based

instruction . Then, this research used is expected to solve students‟

 11

problem in reading activity and improve their writing descriptive

text

3. For the school, it is expected that this research will give motivation

for the school to observe in teaching English, especially in teaching

writing

G. Scope of Research

1. The Subject of Research

The subject of this research was the students at the second semester

of the eighth grade of SMPN 35 Bandar Lampung in academic year of

2019/2020.

2. The Object ofResearch

The object of this research was the students‟ writing descriptive

text ability. Especially to describe animals.

3. The Place of Research

This research was conducted at SMPN 35 Bandar Lampung. Which

is located on St. Drs. Warsito No.48, Kupang Kota, Tlk. Betung Utara,

Bandar Lampung, Lampung 35211.

4. The Time of Research

This research was conducted at the second semester of eighth

Grade of SMPN 35 Bandar Lampung in the academic year of

2019/2020.
 12

CHAPTER II
REVIEW OF LITERATURE

A. Concept of Writing

1. Definition of Writing

Writing is the most difficult skill for the English learners as the

second language to master. The difficulties are the structure,

grammar, ideas and many more. The skill in writing includes the

competence of punctuation and capitalization. From that, we know

that writing is one of important complex communication form.

Academic writing, as the name implies, is the kind of writing that you

are required to do in college or university.writing makes letters,

numbers, etc., using a pen, pencil or paint gives birth to thoughts or

feelings such as making letters, etc. with writing.

Dian RevtyaWati statesWriting is a productive skill in the

written mode. It is more complicated than it seems at first, and often

seems to be the hardest of the skills, even for native speakers of a

language. This happens because writing involves not just graphic

representation of speech, but the development and presentation of

thoughts in a structured way12.

Writing is a person's ability to express ideas, ideas by using a

good and correct set of written languages. words of language skills

12
Dian RevtyaWati, Improving the Students’ Descriptive Text Writing Ability
throughthe Implementation of Clustering Technique at the Tenth Grade of MAN
1 Metro.English Education: JurnalTadrisBahasaInggris, (UIN) RadenIntan
Lampung,11 (1), 2018, 129 .Retrivied on August 6 th 2019, 23.08 PM
 13

or abilities contain two meanings, namely competence and

performance. here competence refers to conceptual knowledge about

systems and linguistic rules, while performance refers to skills using

a system of linguistic rules that have been known for various

purposes of communication use. Writing is a process of producing a

sequence of sentences arranged in a particular order and linked

together in certain ways. A sequence of sentences whether it is short

or long after being put in order and linked together, they will form a

coherent whole.13

Based on the definition of writing above, the writer concludes

that writing is the ability to create words or idea of the writer by

expressing their ideas, feeling and thought in order to transfer a

message to the reader which requires some stages in writing.

2.Writing Ability

When we discuss about the definition of writing ability to the

approaches to the teaching of writing, it is not plausible to find “the”

writing ability which is accepted and agreed amongst all researchers

and practitioners of English writing. Since writing ability is

multifaceted in its own right, any approach and accordingly its

definition of writing ability cannot be thorough and comprehensive in

its own right.

Each approach anddefinition has its own merits and demerits,

depending on which facet it mainly focuses on among complex

13
Byrne, D. Teaching Writing Skills. (London: Longman Press, 1988). p.12.
 14

aspects of writing. Some approaches in teaching writing can be

grouped into two groups: the product approach vs. the process

approach. It appears, however, appropriate to classify them into

three approaches, Writing ability is then defined as technical

competence to arrange and produce written form in which the writer

uses certain of variables. As Peha states that writing is the

communication of content for a purpose to an audience.14

Based on the explanation above, it can be concluded that

writing ability is the most difficult skill for the English learners

as the second language to master.Writing can be said as a process

of giving and putting idea or message into words. In short, the

successfulness in writing is depend on how much the readers can

understand what the writer‟s mean. So, to be a good writer is not

easy because a writer must pay attention to principal purpose or

writing and also must consider the aspects of writingin his

writing.

3.The Process of Writing

Teaching writing is not an easy because the students have not fully

developed an ability to connect cause and effect, and they do not have

an intuitive sense to write. The teacher should improve students‟

ability about how to connect their ideas so that their writing can be

composed well. The students also should be inspirited for what they

write into a text or paragraph. In order to be good in writing, the

14
Steve Peha,A Journal: The Writing Teacher’s Strategy Guide (online), Retrieved
on September, 9 2019 at 7:39pm from http://www.ttms.org.
 15

teacher should have a strategy to teach their students that make them

know how to connect their ideas and then inspiring them to write.15

It means that when we discuss about the definition of writing

ability according to the approaches to the teaching of writing, it is not

plausible to find “the” writing ability which is accepted and agreed

amongst all researchers and practitioners of English writing. Since

writing ability is multifaceted in its own right, any approach and

accordingly its definition of writing ability cannot be thorough and

comprehensive in its own right.

Lindy added about the process of writing, a sound understanding of

grammar, like a brick wall, must be built one level at a time. The

students cannot miss a level and go on to the next. If they master each

level as it is presented, they will find that grammar is neither as

difficult nor as complicated as they may have thought. The students

will also find, as they work through the writing section of the text, that

by applying their knowledge of grammar they can greatly improve

their writing skills. So they can create a good writing in sentences,

paragraphs, and texts. 16 It means that in the process of writing, the

students must understand grammar because it is the main factor in

influencing writing skill. When the students understand grammar, they

will be easir to write writing composition, even there are the others

indicators but grammar affect much to their writing skill. Without it,

their composition will not understandable.

15
Lindy, Teaching Writing in The Middle School. (United States: Grrenwood
Publishing Group, Inc, 1988). p.3.
16
Ibid.
 16

Based on the theories above, the researcher concludes that

the process in writing is quite hard to be taught. Therefore, the

teacher need to guide their students in order to make them able to

write well. To make them able to write, they can be taught by using

some steps namely planning, drafting, editing, and final. Each steps

has its own function which can make students fluent to write and

make them easier to combine each words to become good

paragraph.

4. Function of Writing

In writing, we have to know that there are some functions

of writing itself. After knowing the function of writing we may

knowwhat would we do when we write a composition. It can be

for an action, or entertain. The function of writing can be

explained below: According Chodiyah written language serves a

range of function in everyday life, as follows:

1) Primary for action

Public sign, e.g. on roads and stations; product labels and

instruction on food, tools or toys purchased, recipes, maps,

television and radio guides bills; menus, telephone directories,

ballot papers, computer manual monitors and printouts. To

socials contact. Personal correspondence letters, postcard,

greeting cards.

2) Primarily for information

 17

Newspaper (news, editorial) and current affairs magazines,

hobby magazines, non-fiction books, including textbooks,

public notices, advertisement, etc.

3) Primarily for entertainment

Light magazines, comic strips, fiction books, poetry and drama,

newspaper features, film subtitles, games (including computer

games).17

From the explanation above, the researcher concludes that

generally, there are three functions of writing. They are; for action,

information, and for entertainment. All of these functions has its

own aims. Action refers to social contact, such as product labels,

instruction on food, tools or toys purchased, recipes, maps,

television, etc. Information refers to news editorial, such as

magazines, hobby magazines, non-fiction books, including

textbooks, etc. And the last is for entertainment, it refers to entertain

someone, such as on fim, or game.

5. Purpose of Writing

Purpose is similar to function, but it more deeper. Writing must

have purposes at least to improve someone‟s ability to comprehend

and write at the same time.

Based on Granville in Albert Efendi Pohan there are three

purposes of writing: to entertain, to inform and to persuade. They

can be described as follows:

17
Chodiyah, Writing Languages. (Yogyakarta: Grafinda, 2012). p.2.
 18

1) To entertain

Writing to entertain generally takes from of imaginary or

creative writing. It means that the writer needs to use his/ her

creativity. It must not make the readers laugh, but engage

theirfeeling in some ways.

2) To inform

Writing to inform has purpose to tell the reader about

something. This kind of informative writing can focus on

objects, places, procedures, and events. It can be seen in

newspaper and articles, scientific or business reports,

instructions or procedures, and essays for school and

university.

3) To persuade

The writer tries to convince the reader to something that a point

of view is valid by presenting the fact/ data so thatreaders

follow writer‟s opinions and act upon it.18

For the most students, writing in English needs great effort.This is

because in writing, students should know right structure and choose

appropriate words to use in sentences. Writing is hard work. But,

writing is also opportunity to convey something about yourself, to

communicate ideas to people beyond your immediate vicinity, to

learn something you didn‟t know. To make good use of those

18
Albert, Efendi Pohan. The Students’ Type Errors on Writing Descriptive Text
(An Analysis Study at Senior High School). Riau: University of Riau, 2018.
Retrivied on August, 26 2019 from http//anglo-saxon-journal-vol-9-no-1-92-
100.
 19

opportunities, you need to develop the confidence that will enable

you to overcome whatever frustrations a writing assignment

maypresent.19

Based on theories above, the researcher concludes that

writing is difficult skill because many students cannot express their

ideas in written text. The purpose of writing is to give information

from the researcher to the reader. A written text is used to convey

the written message or information correctly and effectively.

The researcher should be able to communicate the idea or thought

in written language clearly in order the reader can understand what

are the researcher‟s ideas or thought the purpose of her/his

writtentext. On the other hand, writing also has many purposes such

as to entertain, to inform, and to persuade. Three of the purposes

can be separated based on kind of text. It means each text has

different purposes.

B. Concept of the Text

a. Definition and Kind of the text

Text refers to any written record of a communicative event. The

event itself may involve oral language or written language. Text

consists of more than one sentences combine to from a meaningful

which that is convey a complete message. As Klarer states that the

word „text‟ is related to „textile‟ and can be translated „fabric‟ just

19
McCrimmon, James M. Writing with a Purpose. (New Jersey: Houghton
Mifflin Company, 1983). p.6.
 20

as single threads from a fabric, so words and sentencces from a

meaningful and coherent text.20 It means that the text is coherent

for the readers and language perceived to be meaningful, it is a

discourse. Discourse brings together language.

Text is defined as a language expression which according to

content, syntax, pragmatics is a unity. Based on this opinion, there

are at least three things that must exist in a text, namely content,

syntax, pragmatics. Firstis the content of a text that is very related

to semantics i.e. study in language related to the meaning to be

conveyed by the author / writer.

From the explanation above, it can be concluded that there

are many kinds of text in English for teaching and learning and the

researcher concludes that the text is an original word of something

written, printed, or spoken in contrast a summary paraphrase.

There are so many text such as; narrative, explanation, descriptive,

procedure, spoof, etc. Those text has their own functions and has

purposes whether just for entertainment or for spesific study.

b. Concept Descriptive Text

1. Definition of Descriptive Text

Description is kind of writing used fo resenting a verbal portrait of

a person, or thing. This writing is used when thewriters want to give

details information and to make writing. In other words, it used to

develop a picture of “what is look like” it seems that the

20
Mario Clarer. An Introduction to Literary Studies. (New York: Bantam Books),
1991.p.1.
 21

interpretationof the writer will color the result of the writing. It is

because the writer does notonly give the information itself, but also

creates the certain image of the object.It supported by Anderson that

descriptive is a factual description describes a particular person,

place or thing. It is purpose is to tell about the subject by describing

it is features without including personal opinion. Factual description

different from an information report, because it is describes specific

subject rather than a general group. 21It means that descriptive text is

to describe a particular person, place or thing. Such as hair colors,

shapes, sizes, weight, height, contents, a so on. In writing the text is

using simple present tense. A descriptive text is a text list the

characteristic of something.Descriptive text is to describe a particular

thing, place and person. It is produce through thing, look, smell, taste

or sound.e factual description of despriptive text:22

H
The factual description scaffold

1. A general opening statement in 1. This statement introduces the subject of the

the first paragraph description to the audience
2. It can give the audience brief details about
the when, where, who or what of the subject
2. A series of paragraphs about the 1. Each paragraph usually begins with a topic
subject sentence
2. The topic sentence previews the details that
will be contained in the remainder of the
paragraph
3. Each paragraph should describe one feature
of the subject
4. These paragraph build the description of the
subject

3. A concluding paragraph 1. The concluding paragraph signals the end of

(optimal) the text

21
Anderson, M., & Anderson, K. Text Type in English. (Australia: Macmilian
Education, 1998). p.26.
22
Ibid.
 22

2. Languge features of descriptive text.

a) Using attributive and identifying process.

b) Using adjective words.

c) Using simple present tense.

d) Using conjunction

Pardiyono says that to make the descriptive text clear, the students

must implement the important part of descriptive besides the genre. 23 It

means that the students must be able to understand the grammatical,

purposes of descriptive text then they can write descriptive text

correctly. that there are five scoring criteria for scoring writing, they are:

task,fulfillment/content,organization, vocabulary, language and

mechanics.24

From all the definition above, it can be concluded that students‟

descriptive text writing ability is the ability to describe the

characteristics of something ; it can be a person, a place, or thing so the

readers understand about the object even can imagine.

3. Example of Descriptive Text

Identification: Fita Dewi is a model Jakarta.She is a student of Senior

High School 35 Jakarta. Fita is second daughter of Mr Budi Putra and Mrs.

Nana Fitra . Fita became a famous model Teenage in 2006 and YTV jrang-

jreng in 2005.

Description: Fita has white-skinned. She is tall and slender. She is 16

years old. Fita has wavy, short,black hair, a pointed nose and rather big
23
Pardiyono, Pastibisa, Teaching Genre Based Writing,(Yogyakarta: CV Andi Offset,
2012),p. 34.
24
. Ibid .36
 23

ears. Her face is oval and her cheeks are dimpled when she smile. Fita is

an attractive girl. She like a wearing catton jacket and a t-shirt. She always

wants to feel relaxed. She is neet and well dressed.Fita is cheerful and

friendly girl. Everybody like her because she is humorous and creative

girl. Her hobbies are cooking sunadanese food, eating, singing and

shopping. Fita has beautiful voice and her favorite singer is Rossa.25

From all the definition above, it can be concluded that

students‟descriptive text writing ability is the ability to describe the

characteristics of something: it can be a person, a place, or thing so the

readers understand about the object even can imagine it with good mastery

of aspects of writing like content, organization, vocabulary, language use

and mechanics.

C. Concept of Content Based Instruction (CBI)

a. Definition of Content Based Instruction

Content-Based Instruction (CBI) can be defined as a teaching

strategy that emphasize learning about something rather learning about

language.26 It means that content based instruction is teaching organized

around the content or information that students will acquire, and not

around the linguistic or other type of syllabus. There are several definitions

of CBI with different emphases in the context of language learning.content

based instruction focuses not on the language it self, but rather on what is

25
English Book of the Eighth Grade: When English Rings a Bell, Kemendikbud RI
2017,p.19.
26
Davies, S. Content-Based Instruction (CBI) in EFL Contexts. (U.K: Oxford University
Press,2003). p.1.
 24

being taught through the language , that is the language becomes the

medium through which something new is learned.

For example by studying the French revolution while using the

French language.the language being learned and used content. This

approach is very students- contered as it depends entirely on the students

ability to use the language. Geneses and lindholm-Leary states point out,

there are alternative forms of Content Based Instruction depending on

theeducational level, the organization of the currriculum and the relative

emphasis on language or content.27

It means that one of the benefits of CBI is that the use of material

from certain subjects as material for language learning can maximize

students' exposure to the language they are learning. This exposure is

contextual because it suits the needs of students. Learning through

successful CBI can make students master both language and subject

matter through reciprocal processes.

A strong form is CBI which emphasizes the contents of subjects.

The main purpose of this form is mastery of subjects. Syllabus is

arranged based on subject themes and organized based on the topic

sequence of subjects, and serves as a support program for subject

mastery. Mastery of language skills is secondary.Among the two forms

above, there is a combined form that can be implemented with regard to

the condition of the student.

27
Genesee,F,.& Lindhol-Leary,K. (2013). Two Case Studies of Content-Based language
education. Journal of immersion and Content Based Language Education,1,3-
33.Retrivied on August, 27 2019.
 25

In the context of learning English as a foreign language, through

CBI students need to be involved in a variety of activities in order to be

able to master the target language and subject matter. Here are five

principles in the CBI:

1) Learning activities are based on content, not on linguistic aspects.

2) Skills should be integrated.

3) Students should be actively involved in all stages of the learning

process.

4) The contents should be chosen based on their relevance to the

needs of students that are in line with academic goals.

5) Materials and tasks should be authentic.

Based on the explanation above, definition of content based

instruction is Content based instruction is teaching organized around the

content or information that students will acquire, and not around the

linguistic or other type of syllabus.

Content-Based Instruction is a strategy to second language

acquisition that emphasizes the importance of content in contrast to other

approaches or methods which are centered around/on the language

itself.As Richards and Rodgers point out, if the information delivered

through the content is interesting and useful, learner should acquire the

language faster.28 It means that content based instruction provide good

content which is interesting to follow and useful to be learned, because it

acquires language faster.

28
J. C. Richards and T. S. Rodgers, Approaches and Methods in Language Teaching,
(Cambridge: Cambridge UniversityPress, 2Nd(edition, 2013). p.207.
 26

b. Procedure of Content Based Instruction

The procedure of content based inctruction as follows:

a. Preparation

1) Choose a subject of interest to students

2) Find three or four suitable sources that deal with different aspects

of the subject. These could be websites, reference books, audio or

video of lecture or even real people.

b.During the lesson

1) Divide the class into small groups.

2) Give the students certain topic (adding picture could be the best

option).

3) Give learners 20 minutes to describe the topic given.

4) Learners do their writing and submitt it to teacher.

5) There should then be some product as the end result of this sharing

of information which could take for of a group report or

presentation of some kind.29

c. Advantages and disadvantages of Content-Based Instruction

There are advantages and disadvantaged of content based instruction as

follows:

Advantages

a) Students can also develop a much wider knowledge of the

world through Content-Based Instruction which can feed

29
Nik Peachey, Content Based Instruction (British Council; Teaching
English(edition,2012),p.42
 27

back into improving and supporting their general

educational needs.

b) It can make learning a language more interesting and

motivating. Students can use the language to fulfill a real

purpose, which can make students both more independent

and confident.

c) Content-Based Instruction is very popular among ESP

(English for Specific Purposes) teachers as it helps students

to develop valuable study skills such as note taking,

summarizing and extracting key information from texts.

d) Taking information from different sources, re-evaluating

and restructuring that information can help students to

develop very valuable thinking skills that can then be

transferred to other subjects.

e) The inclusion of a group work element within the

framework given above can also help students to develop

their collaborative skills, which can have great social value.

f) Learners are exposed to a considerable amount of language

through stimulating content. Learners explore interesting

content & are engaged in appropriate language-dependant

activities. Learning language becomes automatic.30

30
Ibid.
 28

Disadvantages

a) Content Based Instruction language instruction can confuse

learners and may give them the impression that they are not actually

learning language.

b) Overuse or native language can be a problem in some parts of the

lesson.

c) Finding information sources and text that lower levels can

understand can be difficult.31

Based on the explanation above, the researcher concludes that

characteristic and advantages from content based instruction is a

content is interesting and useful, learner should acquire the language

faster Students can also develop a much wider knowledge of the

world through Content-Based Instruction which can feed back into

improving and supporting their general educational needs.It can

make learning a language more interesting and motivating. Students

can use the language to fulfill a real purpose, which can make

students both more independent and confident.

4. Teaching Writing Descriptive Text by Using Content Based Instruction

(CBI)

Based on the procedure of CBI state by Richards & Rodgers, the

researcher makes specific procedure refers to teaching writing

descriptive text in order to gain the aim of research. Here, the researcher

explaines about specific steps in teaching through CBI. This has been

31
Ibid.
 29

made because the researcher needs more specific content in teaching

writing. The steps of teaching can be described as follows:

a. First activity

The teacher writes down the words that agree with the topic in front

of class. For example: dog, cat, rabbit, and bird. It means that the

topic is about pets. Then, the teacher brings pictures to class. After

that, the teacher asks the students to observe and discuss the pictures

with their seatmate.

b. Main activity

To improve the writing skill, teacher asks the students to describe

the animal.

c. Closing activity

Gathering the students, the teacher concludes the materials about

descriptive text. Then, the teacher explains again the main points of

the materials and asks the students if they find the difficulty. There

are somesimple activities in the class that using Content Based

Instruction in writing descriptive text.32

Based on the steps of teaching writing by using CBI, the

researcher concludes that there are three activities in this case. The

first activity in learning is ask the students to choose a topic and deal

with it. Then in main activity, the students will describe the topic

which has been chosen. At the end of activity, the teacher clarify and

give feedback about the process of teaching and learning on that day.

32
Nik Peachey.Op.Cit.
 30

Also clarify the students difficulties in writing descriptive text,

especially in describing animal.

D. Scientific Approach (Cooperative Learning)

Problem in learning process is one of the problems in teaching and

learning activity. Years after years, the Indonesian government keeps

making any improvement in the educational field, one of which is to make

improvements to the learning activities namely the curriculum

improvement and the standard process improvement. Since the

implementation of the curriculum 2013 (K13), then the learning process at

school in Indonesia gradually until the year 2019/2020 shall apply the

learning process guided by the principles of scientific approach.33 It means

that in Indonesia since applied curricumum 2013, educational field uses

scientific approach in teaching-learning process.

Scientific approach is an approach in teaching-learning which aims

to make the students easier to understand the material. According to

Abidin scientific approach in teaching learning is a teaching learning based

on scientific approach which is oriented to develop student‟s ability to

solve the problem by using integrated inquiry activities which demand to

have a critical thinking, creative, to increase the students‟ understanding. 34

It means that scientific approach has purpose to solve the students‟

problem in learning and increase their abilities.

33
Permendikbud, Regulation of Minister of Education and Culture, Standard of Primary
and Secondary Education, No.65, 2013.
34
Al Abidin Yunus, Desain Sistem Pembelajaran Dalam Konteks Kurikulum 2013,
(Bandung: PT.Refika Aditama), 2014,p.125.
 31

The learning with scientific approach is one of the activities with

more effective learning results compared to the traditional learning. 35 It

means that scientific approach is more effective to be used in teaching-

learning process than traditional learning. It is a modern approach in

education field. So that the student will be easy in receiving the material

from teacher.

Said states that learning with scientific approach is a scientific and

inquiry approach, where students‟ act directly either individually or in

groups to explore the concept and principles during the learning activities

and the teacher‟s task is to direct the learning process performed by the

students and provide any corrections to the concepts and principles which

the students have been obtained. 36 It is clear that through scientific

approach, the students will act directly and the teacher‟s role as the

director in teaching-learning.

In scientific approach, there are so many specific method or

strategy which is uses by the teacher. Cooperative learning is one of them.

According to Said cooperative learning is the learning using small groups

in which the students work together to maximize their learning activities,

each other or as a team.37 It means that cooperative learning defined as a

strategy in teaching where there is small groups and the students will work

together with their groupmates.

35
Atsnan & Gazali, Penerapan Pendekatan Scientific dalam Pembelajaran, A Journal of
UNY 2013, Retrieved on November, 22 2019 from www.iosjournals.org.
36
Isa Muhammad Said, The Scientific Approach-Based Cooperative Learning, IOSR
Journal of Research & Method in Educational (IOSR:JRME), Volume 6, Issue 3 Ver, IV May-
June 2016,p.68.
37
Ibid.
 32

1. Procedure of Scientific Approach (Cooperative Learning)

According to Felder the steps in teaching by using scientific approach

(cooperative learning) that can be followed by the teacher as follows:

1) Convey the purpose of learning and motivate the students.

2) Serve the information.

3) Organize the students into small groups.

4) Guide the groups to work and learn.

5) Evaluate the task.

6) Give the appreciation/recoignition.38

2. Advantages of Scientific Approach (Cooperative Learning)

According to Varelas & Ford below the advantages of scientific

approach:

1) It develops creative thinking abilities of learners.

2) It develops sense of inquiry

3) It allows teacher to improve the learning process.

4) It build learners‟ knowledge.39

2. Disadvantages of Scientific Approach (Cooperative Learning)

According to Said below the disadvantages of scientific approach:

1) Teacher need to prepare the material specifically.

2) Students need to explore their mind widely.

3) All students must follow the rules and push their knowledge

harder.40

38
Richard M Felder, Cooperative Learning in Technical Courses: Procedures, Pitfalls,
and Payoffs, (North Carolina: ERIC Document Reproduction Service Report), 1994,p.3
39
Verelas & Ford, The Scientific Method and Scientific Inquiry: Tension in Teaching
Learning, (USA: Wiley Inter Science), 2009,p.31
 33

E. Frame of Thinking

In a teaching-learning, one of the way is English teachers should be

able to choose the most appropriate technique which is suitable to increase

the students‟ writing ability. Writing is one of four skills in mastering

English, so it plays an important part in mastering English. According to

the students, writing is difficult enough to master, but if students practice

in many times, they will be able to write well. There are a lot of ways in

writing, descriptive is one of them.

Based on the previous explanation, the researcher assumes that

writing ability which is accepted and agreed among all researchers and

practitioners of English writing. Since writing ability in descriptive text is

multifaceted in its own right, any approach and accordingly its definition

of writing ability cannot be thorough and comprehensive in its own right.

Content based instruction is a strategy in which students work

individually, the researcher use this strategy for research, it is can be used

in a variety of ways for variety goals, but it is primarily used for the

acquisition and presentation of a new material, review, or informed

debate.The components in writing are grammar, spelling, vocabulary, etc.

to make a good writing. That is not easy to transfer something in written

form. The students must have the ability of writing that have the writer

wrote in the components of teaching writing. The CBI strategy will give

many benefits to the student in learning writing. By using CBI the students

will feel interested and more active in learning writing. Besides, CBI can

40
Op Cit, Isa Muhammad Said, p.69.
 34

stimulate them to create more idea individually. But they can share their

ideas one another even that is about how to develop the topic or about

components of writing. There are come characteristic in teaching writing

by using content based instruction (CBI) which relates to the indicators of

writing.

From these characteristics and the indicators of writing, the

researcher concludes that there is relation between the characteristic of

content based instuction (CBI) towards students‟ writing ability. It means

that, it is clear through content based instuction (CBI) the students were

able to pass all of the indicators of writing and able to make good

arrangement based on the topic provided.

F. Hypothesis

Based on the theories and frame of thinking above, the researcher

formulated the hypothesis as follow:

1. : There is an influence of content based instruction (CBI) towards

student‟ writing ability in descriptive text at the second semester of the

eighth grade of SMPN 35 Bandar Lampung in the academic year of

2019/2020.

2. : There is no influence of content based instruction (CBI) towards

student‟ writing ability in descriptive text at the second semester of the

eighth grade of SMPN 35 Bandar Lampung in the academic year of

2019/2020.
 66

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100.
Anderson, M., & Anderson, K. (1998).Text Type in English. Australia: Macmilian
Education.
Bambang,S. (2006). Metode Penelitian Untuk Pengajaran Bahasa
Asing,Pendekaan Kuantitatif dan Pendekatan Kualitatif.Yogyakarta: Graha
Imu.
Byrne, D. Teaching Writing Skills. (1988). London: Longman Press.
Chodiyah. (2012).Writing Languages.Yogyakarta: Grafinda.
Davies, S. Content-Based Instruction (CBI) in EFL Contexts. (2003). U.K: Oxford
University Press.
Dian, R Wati, Improving the Students’ Descriptive Text Writing Ability through
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