A.

Title: Enhancing the Students’ Writing Skill in Writing Descriptive Text through
Chain Writing Method at Nineth Grade of SMPI Assyafiiyah

B. Background of Study
According to Tarigan, writing is an activity to produce or draw graphic symbols,
which represent a language that is understood by people. 1 Besides that there is a
definition of writing from Wasilah, writing is considered difficult and people will be able
to write after they have mastered listening, speaking, and reading skills. 2 Students must
have the thinking power to able to express ideas in written form. Idea is an important role
in writing because ideas help students find a story line that will be poured into their
writing. Writing is called be difficult in English skills because writing must adjust to
grammar, punctuation, and can be understood by readers like writing descriptive text.
Descriptive text is a type of text which is widely use in the daily life in describing
object, place, people, animals etc.3 Moreover Wyrick stated, that the writer of description
creates a word picture or person, place, objects, and emotions using a careful selection of
detail to make an impression on the reader. 4 The keywords of descriptive text are
describing objects, people, and places by giving the characteristics of what is described
and involving the senses. So that, the reader seems to see by themselves described in the
text.
In addition, in writing descriptive text, it is important to know such as the
structure of the text, the characteristics and the rules of the language used. What
distinguishes descriptive text from other text is the structure of the text. However, there
are students who does not understand the structure of descriptive text, which requires
students to read more examples of descriptive text. Students said that learning descriptve
text even in english lesson make them feel bored which they translate into english.
Sometimes they also feel confuse to translate it remember english language is not same

1
Risky Ayu Mahrdhikaningrum, “Using the Brainstorming Technique to Improve the Eight Grade Students’ Writing
Ability at SMP N 1 Nanggulan Kulon Progo,” (Dissertetion, Yogyakarta State University, 2016), 10.
2
Ufi Ruhama dan Dewi Ismu Purwaningsih, “Improving Students’ Writing Skills through the Application of
Sycnectic Model of Teaching Using Audiovisual Media,” English Language Teaching Educational Journal
(ELTEJ) 1, no. 3 (2018): 176, https://doi.org/10.12928/eltej.v1i3.293
3
Wahab Syahirul Alim, English for Islamic Studies (Kadur: Duta Media Publishing, 2019), 74.
4
Lailatul Husna, Zainil, dan Yenni Rozimela, “An Analysis of students’ Writing Skill in Descriptive Text at Grade
XI IPA 1 of MAN 2 Padang,” Journal English Language Teaching (ELT) 1, no. 2 (July, 2013): 2.
 with indonesian. Take example like translate the noun with adjective into english, they
translate without use grammar whereas grammar in writing is important.
Based on those problems, there is a way to solve it, namely using chain writing
method. Chain writing method is a method that is used to help students in the learning
process of English lesson especially in writing activity.5In the chain writing method, each
student works in groups. Each group write down their feelings and ideas in a text and it
will be the complete text that has been written by students. 6 Employing this method will
make students more fun in study English because the chain writing method is like a game,
which aims to make students excited and interested in learning to write a text including
descriptive text.7 Therefore this method can be used in teaching learning process of
descriptive text.
Based on the problem above, the researcher decides to conduct a research entitled.
“Enhancing the Students’ Writing Skill in Writing Descriptive Text through Chain
Writing Method at Nineth Grade of SMPI Assyafiiyah”

C. Research Problem
According to Creswell, research problem are the educational issues, controversies,
or concerns that guide the need for conducting a study.8 The problems of the present
study are as follow:
1. How to teach descriptive text through chain writing method?
2. How can chain writing teaching method enhance the students’ writing skill in writing
descriptive text?

D. Research Objective
Related to the research problem, this research aims as follow:
1. To know how to teach descriptive text through chain writing teaching method.

5
Retno Fitriyanti, “The Effect of Chain Writing Method on Writing for Grade 3 Students,” Scholaria 7 no. 3
(September, 2017): 277.
6
Anggun Pertiwi, “Chain Writing Method and Media Picture in English Descriptive Text Learning,” Inference:
Journal of English Language Teaching 2 no. 1 (March, 2019): 28.
7
Ibid, Anggun Pertiwi, “Chain Writing Method and Media Picture in English Descriptive Text Learning,” 28.
8
John W. Creswell, Educational Research, Forth Edition (Boston: Pearson, 2012), 59.
 2. To know how the chain writing method can enhance the students’ skill in writing
descriptive text.

E. Significance of Study
(kurang pengantar) This research will explain about the improving of study of
enhancing students’ writing skill in writing descriptive text through chain writing
teaching method at nineth grade of SMPI Assyafiiyah as follow:
1. Theoretically
This research is expected to give knowledge about the enhancement of the
students’ writing skill in writing descriptive text through chain writing teaching
method at nineth grade of SMPI Assyafiiyah.
2. Practically
It can enrich the student’s knowledge as the candidate of English teacher language
for their students in the future. This research also helps the teacher as the evaluation
in the teaching learning process.

F. Hypothesis
Hypothesis is a tentative answer to a research problem whose validity remains to
be tested empirically.9 There are two hypothesis namely null hypothesis and alternative
hypothesis as follow:
1. Null hypothesis (Ho): There is no enhancement the students’ writing skill in writing
descriptive text through chain writing teaching method at nineth grade of SMPI
Assyafiiyah.
2. Alternative hypothesis (Ha): There is enhancement on students’ writing skill in
writing descriptive text through chain writing teaching method at nineth grade of
SMPI Assyafiiyah.

G. Scope and Limitation

A scope based on guide writing of scientific word of IAIN Madura, the important
thing to discuss is population or subject of research. 10 Whereas limitation according to
9
Pedoman Penulisan Karya Ilmiah, Revisi 2020 (Pamekasan: Stain Pamekasan Press, n.d.), 18.
10
Pedoman penulisan Karya Ilmiah, 19.
 Creswell are potential weakness or problem the study identified by researcher. 11 So, the
scope of this research is how to enhance the students’ writing skill in writing descriptive
text through chain writing method. While the limitation is at nineth grade of SMPI
Assyafiiyah.

H. Definition of Key Term

To avoid misunderstanding about the definitions that are used in the research, the
researcher give some explanation that concerns with the definitions. They are:
1. Enhancement is a change from being unable to doactivities and starting do the
activities to be better.
2. Writing is an activity to express and to create ideas in written form. Writing
descriptive text is make an activities in writing to give describing object, person, or
place.
3. Chain writing is teaching method that conduct in group by students which each
member of group had task to could write in alternate.

I. Previous Study
There are some previous researches, they are as follows:
1. Tika Dwisari conducted research entitled “The Implementation of Chain Writing
Method to Increase Students’ Ability Writing Narrative Text at MTs. Al-Muttaqin
Padang Tualang Langka in 2018”. She stated that the result of data analysis showed
that there was improving students’ ability at writing narrative text from each cycle. It
showed from that mean of pre-test was 60.16, the mean of post-test I was 72.96, and
the mean of pot-test II was 80.53. The research concluded that the students’ ability at
writing narrative text was improved by using chain writing. The similarity between
the previous study and the present study is using chain writing method and
Classroom Action Research (CAR) as research design. While the difference between
the previous study and present study such as, in the previous study the researcher
discuss about Narrative Text. Whereas in the present study the researcher will
discuss dig further about Descriptive Text.

11
John W. Creswell, 199.
 2. Putri Fitriyani conducted research entitled “The Effect of Using Chain Writing
Method on Students’ Writing Performance of Recount Text at the Second Grade of
MTs. Negeri 2 Tangerang in 2019”. She stated that the data analysis showed that the
chain writing method had a significant effect on students’ writing performance of
Recount Text at the second grade students of MTs. Negeri 2 Tangerang. It showed
from pre-test that both classes had a slight difference in the mean score, where
experimental class got 53.38 and the control class got 50.29. However, the post-test
score showed that the experimental class got higher mean score (75.03) than the
control class (60.32). Moreover, after calculating the data using t-test, the result
showed that t-test (5.43) was higher than the t-table in significant level of 5% (2.00)
and 1% (2.66). The similarity between the previous study and the present study is
using chain writing method. While the difference between the previous study and
present study such as, in the previous study discuss about Recount Text which used
quantitative quasi-experimental research design. Whereas in the present study the
researcher will discuss dig further about Descriptive Text which use Classroom
Action Research (CAR) research design.

J. Review Related Literature

1. Writing
a. Definition of Writing
According to tarigan, writing is an activity to produce or draw graphic
symbols, which represent a language that is understood by people. 12 Every people
can write their feel or idea but not of them can write down it esy. Sometimes it
can be difficult for the people make a writing. To be a good writer needed often
try and practice it.
Another definition of writing from Sapkota, writing is the act of putting
down the graphic symbols that present a language in order to convey some
meaning so that the reader can grasp the information which the writer has tried to

Ibid, Risky Ayu Mahrdhikaningrum, “Using the Brainstorming Technique to Improve the Eight Grade Students’
12

Writing Ability at SMP N 1 Nanggulan Kulon Progo,” 10.

 impart.13 The writing will give information for a reader which need it. This
activity make students had critical thinking in pour their written.
Tarigan mengatakan, secara umum fungsi utama tulisan adalah sebagai
alat berkomunikasi yang tidak langsung. hal ini mengandung bahwa dengan
tulisan maka seseorang dapat menyampaikan gagasan atau pikirannya tanpa harus
bertemu langsung atau tatap muka. sedangkan tujuan menurut Keraf adalah
keinginan untuk memberikan informasi dan menerima informasi dari orang lain,
memantapkan orang lain dalam pola pikir seseorang dalam menanggapi suatu
informasi, mendeskripsikan suatu benda, bunyi, dan lainnya, dan menceritakan
kejadian atau peristiwa yang didengar atau dialami kepada orang lain.
berdasarkan fungsi dan tujuan diatas, peneliti menyimpulkan bahwa fungsi
menulis adalah sebagai alat komunikasi dari penulis yang dilakukan secara tidak
langsung dan tujuan menulis adalah memberikan informasi kepada pembaca.

b. Aspects of Writing
Ada lima komponen dalam menulis, komponen-komponen adalah:
1) Content adalah sebuah paragraf harus mengembangkan isi utama.
2) Organization adalah penjelasannya tidak berbelit-belit, tiap kalimat dapat
mendukung ide utama paragraf, dan setiap menambahkan kalimat baru
kalimat tersebut mendukung kalimat sebelumnya.
3) Vocabulary adalah pemilihan kosakata harus sesuai dengan isi paragraf.
4) Grammar adalah kalimat harus benar susunannya.
5) Mechanic adalah penulisan harus memperhatikan ejaan (spelling), tanda baca
(punctuation), dan capitalization.14
Komponen content, organization, vocabulary, grammar, and mechanic
sangat penting daalam sebuah tulisan. Hal ini dapat membuat penulis lebih mudah
dalam mengukur sukses atau tidak tulisannya.

13
Putri Fitriyani, “The Effect of Using Chain Writing Method on Students’ Writing Performance of Recount Text,”
(Dissertation, Syarif Hidayatullah State Islamic University Jakarta, 2019), 7.
14
Egi Novitasari, “The Effectiveness of Using Chain Story Technique Towards Students’ Ability Writing
Descriptive Text at the First Semester of the Eight Grade of SMP Perintis 2 Bandar Lampung,” (Dissertation, State
Islamic University of Raden Intan Lampung, 2019), 20-21.
 c. The Genre in Writing

2. Descriptive Text
a. Definition of Descriptive Text
Descriptive text is a text that describes objects, people, and places. In
descriptive text the reader will imagine the situation, feelings, and can feel what is
being done in the explanation of the text. Expressing ideas in written form
requires creativity and the ability of students to tell them through writing. 15So that
students can think analytically about the contents of the essay they have written.
While the characteristics of descriptive text are (1) describing an object
such as: a person object, certain places, (2) involving the five senses (sight,
hearing, and touch), (3) describes the physical characteristics and properties of
certain objects, such as: size, shape, colour, and personality in a clear and detailed
manner, (4) many words or phrases are found that mean adjectives or
circumstances.16 Descriptive text is easy to guess by looking at the characteristics
of the use of words and form the structure of the text which does not escape from
describing the subject itself.

b. Generic Structure of Descriptive Text

According to Paltridge, generic structure is a general form of a genre; each
genre has its own generic structure, it describes the structure of text based on its
internal patterning of the rhetorical organization.17Every texts had different
generic structure, the function is to help students in write descriptive text.
The structure of the descriptive text is divided into three structures,
namely (1) identification, this section contains the determination of the identify of
a person, object, or other object, (2) description, this section describes the
15
Romanda Pratama Putra, Siti Samhati, dan Iqbal Hilal, “Pembelajaran Menulis Teks Deskripsi pada Siswa Kelas
VIII SMP Negeri 7 Bandar Lampung,” Jurnal Kata (Bahasa, Sastra, dan pembelajarannya), (Desember, 2018): 1.
16
Dian Ekasari, “Kemampuan Menulis Teks Deskripsi Siswa Kelas VII SMP Negeri 1 Sindue Melalui Metode Mind
Mapping,” Jurnal Bahasa dan Sastra 5, no. 3 (2020): 20.
17
Novia Sartika dan Mochamad Nurdin, “Students’ Ability in Writing Descriptive Text Based on its Generic
Structure at the Tenth Grade Students of Vocational High School,” Professional Journal of English Education2, no.
4 (July, 2019): 437.
 classification of the object described which explained in more detail by providing
clear pictures, (3) closing, general impression.18 It is important to pay attention to
the structure of the text, the goal is that there are differences between descriptive
text and other texts.

c. Types of Descriptive Text

According to Abigail in a journal of Wa Ode Sry Mulyani, Hilaluddin
Hanafi, and Erny Harijaty stated that there are three types of descriptive text as
follow19:
1) Place description
This description provides a very important exposure to be described in
detail. Correct writing can make readers feel as if they can feel what author
feels. For example, tourist attractions and places that have an impression.
2) time description
This description uses time as a sign which is the time sequence that occurs
in the text. Readers can compare events in a chronological order. For
example, take a walk to town.
3) People description
This description can describe several aspects such as: the property field,
the physical field, and the character field.

3. Chain Writing
a. Definition of Chain Writing
Chain writing is a learning method by doing or active learning which aims
to enable students to associate learning as a fun activity. 20 Chain writing means a
method are written by group of students which trying to connect the sentence by
sentence to make complete a writing. According to Syathariah, chain writing is a
18
Sherlina Jamal, “Kemampuan Menulis Teks Deskripsi Berdasarkan Pengamatan Langsung Siswa Kelas VII SMP
Negeri 3 Sungguminasa Kabupaten Gowa,” Jurnal Pendidikan Bahasa dan Sastra Indonesia (November, 2018): 6.
19
Wa Ode Sry Mulyani, Hilaluddin Hanafi, dan Erny Harijaty, “Kemampuan Menulis Teks Deskripsi SIswa Kelas
VII SMP Negeri 2 Raha,” Jurnal BASTRA (Bahasa dan Sastra) 4, no. 3 (Juli): 9.
20
Tika Dwi Sari, “The Implemantation of Chain Writing Method to Increase Students Ability Writing Narrative Text
at MTs. Al-Muttaqin Padang Tualang Langkat,” (Dissertation, State Islamic University of North Sumatera Medan,
2018), 2.
 method that requires students to be active in the learning process and which has
the goal to make the students enjoy the learning process in the class. 21The students
can study enjoy and the lesson more easy to understand by students that explained
by teacher in front of the class. Students feeling become enjoy and see sense with
hear sense can be focus in learning process.
There are some benefit from chain writing method such as: students give
attention to teacher, students not feel bored in learning process in the class,
students more active in doing task cause chain writing conduct by group, students
become better in writing, and got confidence to pour their ideas.

K. Research Method
1. Research Design
This research uses classroom action research (CAR), according to Kemmis, that
“Classroom action research is a form of reflective and collective research conducted
by researcher in social situations to improve their reasoning social practices.” 22
Meanwhile, according to Elliot stated that “Research is a study of social situations
with a view to improving the quality of action through the process of diagnosis,
planning, implementation, monitoring, and studying the effects it causes. 23 That
means classroom action research is research carried out with special actions to
improve student learning performance in class.
Etymologically, there are three terms that have a relationship with classroom
action research namely, research, action, and class.24 First, research is a problem
solving that is doing systematically, empirically, and controlled. The research
process is doing stages starting from the existence of problems and problem solving.
Second, action is a certain treatment doing by the teacher to direct the performance
improvement carried out. CAR is not only conducted with the aim of knowing
21
Ibid, Putri Fitriyani, “The Effect of Using Chain Writing Method on Students’ Writing Performance of Recount
Text,”17.
22
Wina Sanjaya, Penelitian Tindakan Kelas (Jakarta: Prenada Media, 2016), 20.
23
Wina Sanjaya, 20.
24
Wina Sanjaya, 21-22.
 curiosity about something that is done in class but also to improve performance in
order to achieve maximum results. Third, the class shows where the teaching and
learning process takes place. Classroom action research is conducted in real terms
without setting, according to the conditions in the classroom and the teacher is fully
responsible for the class.

2. Data Collection Procedure

Classroom action research is research that tries teaching methods that are repeated
or cyclical. This research will be conducted in two cycles consisting of planning,
implementation, observation, and reflection.25 The following are the features of
classroom action research.
a. Cycles or repetition are only conducting from implementation and observation,
while reflection is doing only once after the research is carried out three times.
b. The repetition is conducting at least three times, namely implementation and
observation. The first iteration is not called repetition, but rather trying a new
method. The second iteration is conducting with the intention of making
improvement if the presentation of the previous method is not good. The purpose
of the third repetition is to strengthen the method being tasted in order to obtain a
clear picture.
c. After the three repetitions, the researcher could doing reflection by asking the
subject of student as receive of action to ‘remember the past’ when trying a new
method. In this study, it is important to involve students in reflecting because
students are the subject of action where students can provide information about
the ongoing action process. Therefore, when the reflection takes place, students do
the following:
1) Giving an impression or reaction to the learning process is done by trying new
methods.
2) Giving reasons why the new methods is used, for example, pleasant or not in
the opinion of students.
3) Giving an opinion about the method that was tried.

25
Suharsimi Arikunto, Suhardjono, dan Supardi, Penelitian Tindakan Kelas (Jakarta: PT Bumi Aksara, 2015), 41.
 Reflection must be done by students because it is the students who get the action
and try out new methods. A learning process can be felt by students who are involved
in the classroom action research. Therefore, it is important to obtain information
from students and this research is also conducted for students to further increase their
understanding of the quality of writing descriptive text.

3. Setting Research
This research was conducted at SMPI Assyafiiyah in Tamberu Agung village.

4. Subject Research
The subjects in this study were students of the nineth grade that consist of 23
students. Which had 12 male students and 11 female students.

5. Data Collection
a. Data Research Instrument
Research instrument is a tool used by researcher to collect data. 26 In this
study using the instrument as follow:
1) Questionnaire, used to find out the answer from students after conducted
activities given the action.
2) Field notes, used to record activities during research such as planning,
implementation, observation, and reflection.
3) Observation guide lines, used to try out the action in cycle I, and cycle II.
4) Writing descriptive text assessment sheet, is used to assess students’ writing
descriptions which include: (a) the suitability of the title, (b) the suitability of
the content with the audio visual recording, (c) the accuracy of the use of
sentences, and (d) the accuracy of spelling and writing.

b. Data Collection Technique

Techniques in data collection as follow:
1) Observation

26
Pedoman Penulisan Karya Ilmiah, 23.
 Observation is the main instrument because classroom action research is
research that conducts direct observations of the object of research. In do the
observation, the researcher recorded: (a) the enthusiasm of students when the
method was applied, (b) the activeness of students in class, (c) process when
students practiced audio visual media based on Madura culture.
2) Interview
Interview were conducted after the actions were done on students. The
goal is to know students’ condition and students’ perception in the learning
process.
3) Questionnaire
The distribution of the questionnaire aims is to know the student’s
response to a learning process that has been conducted.
4) Description writing test
Description writing test was do before the action and after the action using
audio visual media based on Madura culture.

6. Data Analysis Technique

Data analysis in this study conducted by qualitative analysis. Qualitative data
analysis was used to determine the learning process, especially various actions that
used to writing description of learning processed by chain writing method.

7. Success Indicator
The success of action research is marked by a change in the direction of goodness.
Indicators of success in classroom action research are grouped into two aspects:
a. Indicators of success seen from learning activities of the learning process in the
classroom as follow:
1) The learning process is conducted in an interesting and fun way. This can be
shown by student activities in learning.
2) Students active during the learning process. This can be shown by 75% of
student’s independence in learning to write descriptive text with audio visual
media.
 b. The result of success indicator, described from in the practice of writing
description using audio visual media. Success is obtained if there is an increase
with 75%of students achieving an average value of approximately 70% between
the achievement of research subject before being given action and after being
given action.

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