THE STUDENTS’ ABILITY TO WRITE DIARY IN

LEARNING VOCABULARY AT THE EIGHT GRADE OF MTS

NURUL ULUM AS’ADIYAH PAMMANA

RESEARCH PROPOSAL

By

SUCI ANUGERAH

NIM 02184140

TARBIYAH FACULTY

STATE INTITUTE OF ISLAMIC STUDIES

IAIN BONE

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 LIST OF CONTENT

CHAPTER I INTRODUCTION1

A. Background......................................................................................

B. Problem Identification...................................................................5

C. Research Question...........................................................................

D. Research Objective.......................................................................4

E. Research Significance.....................................................................

F. Research Scope................................................................................

CHAPTER II LITERATURE REVIEW7

A. Review of Related Literature........................................................7

B. Theoretical Review.....................................................................10

C. Conceptual Framework................................................................24

CHAPTER III RESEARCH METHODOLOGY25

A. Research Approach and Design.......................................................

B. Site and Participants ....................................................................26

C. Research Instruments.......................................................................

D. Procedure of Collecting Data

E. Data Analysis...................................................................................

BIBLIOGRAPHY..................................................................................................35

APPENDICES.......................................................................................................41
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CHAPTER I
INTRODUCTION

This chapter presents the introduction of the research it included

background,problem identification, research question, operational definition,
research objective,research significance, and research scope.

A. Background

English is the international language where commonly utilized almost in

every primary field in the world. This means it has significant roles not only used
for communication but also education, technology, sciences, business,
engineering, trade and commerce, tourism, culture, and so on (Rao, 2019). Indeed,
English takes a special position because it has been universally used and fervently
established as a global language that is dominant in some of the main fields that
can help us globally-connected, it also contributes to our personal and
professional lives. Since English plays a major role in almost every field in today's
globalized world, it requires us to learn the English language deeply.

Furthermore, English has been learned as a foreign language and a

compulsory subject in Indonesia, especially at a secondary degree, for instance,
junior and senior high school. At the secondary level, the Ministry of Education
and Culture has developed a curriculum that aims to give students the knowledge
and skills to enable communicate in English orally or in writing. Additionally,
students need to learn four English skills (Anne Burns, 2018). One of them is
writing skill.

According to (Nana, 2000, p.138) Ability also means something that has a
lot to do with using limb movements, so that it has dexterity in the from of
flexible,reguler,precise and smooth movements . Ability is a person’s skill which
is a real potential ability in recognizing and understanding, analyzing,assessing
and solving problems by using rations quickly and view things that are true and
not true (Nana, 2003, p.91)
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Writing is a complex skill to learn and to teach. By the writing, students

can express their idea and enrich their vocabulary. It develops the students’
knowledge about text, context and reader. According to (Langan, 2005) writing
can be used as mean of communication Therefore, the students must be introduced
to the importance of writing during mastery English. In other hand, students use
some methods to help them know and to understand their writing such to generate
their ideas, choose and organize these ideas, write and revise them and also format
them for publication (Sundem, 2006).

In fact, in writing process, students still find many difficulties of writing.

They often get bad score in their exercise. Sometimes, they feel confuse to get
idea and to understand the content because of the limited vocabulary that they
have. Then, the teacher tries to help solving their problem with some activities.
(Douglos, 2004) there are genres of writing activity that can master the English
writing of students. They are academic writing (for example: paper, article, thesis,
etc.), job related writing (for example: message, email, schedule, advertisement,
memos, report, etc) and personal writing (for example: diaries, questionnaire, etc.
one of activity that can help students’ writing is personal writing or we can call as
diary writing.

Diary writing is an activity that asks some students to write sentences

freely without any worried about grammar. This technique is the traditional
technique that teacher and students use during writing process. Diary writing also
defines as a kind of handwritten activity that arranged by date for the expression
of personal feelings, thoughts and experiences on daily basis and it is not intended
for publication (Johson, 2002, p. 46-50) By writing diary, students can enrich,
recall and also more understand with their vocabulary in their English writing.

Vocabulary is important for the students to master their ability such as in

writing ability. Without vocabulary, the students can’t make any sentences to
write, to read, to listen and to speak. In fact, the students have limited
vocabularies during learn and mastery English in the class. There are two kinds of
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vocabularies that help students master their ability. They are receptive vocabulary
or passive vocabulary that helps student to get and understand vocabulary from
listening or reading activity. The other one is productive vocabulary or active
vocabulary that helps the students to use and understand vocabulary during
writing and speaking activity. In learning vocabulary toward writing process,
there are also several aspects that must student get to solve their problem in
writing. They are vocabulary diversity, content vocabulary, and academic
vocabulary. Vocabulary diversity refers to the most common word that students
used during writing diary. Content vocabulary refers to the means of each word
that students used. When the students write their diary, they should know the
content of vocabulary that they used. So, they will not misuse the vocabulary of
the sentence they made. The other one is academic vocabulary, is refers to
vocabulary in academic context that students use in their diary. This kind of
vocabulary often use in formal writing.

Learning vocabulary can be defined as the activity that students do to

master their vocabulary. In learning vocabulary, students usually use the
vocabulary and recall their vocabulary that they have before. Students sometime
use vocabulary from their finding toward dictionary without knows how to use
and to understand it. The students need to learn vocabulary in their learning
process. Learning vocabulary can help the students master their skill such as
writing skill, which need more vocabulary to practice well. Here, learning
vocabulary that students do by writing English diary. It will start from when they
don’t know about what the vocabulary that they want to write, then they decide to
find the vocabulary in some sources and make it understand easily, until when
they choose the vocabulary during practice and finish their diary writing (Ihda,
2017 ).

Many students’ are not creative in creating a diary with the laerning that
has been carried out by the teacher. It looks from the results of students’diaries
that are exactly the same as those examplified by the teacher. Students’ should be
given the freedom to develop and write down the ideas that the puts into writing
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made by the students’ are more varied according to ideas and ideas each. Due to
the many teachers who do not give the freedom for students’ to express their ideas
and ideas through writing, make students’ less confident and less creative in
develop your own writing.

So that students’ can procedure good writing, teachers are expected to be

able to provide effective writing lessons. Lots of good students’ talk and have a
lot of ideas and ideas in his head but not have the ability to put these ideas into
writing. this can be caused by teachers who are monotonous in carrying out
activities learning and less interesting in applying learning to write on students, so
that learning to write becomes less effective, or because students’ are afraid to
express their ideas because they often many times the idea is not accepted, and is
considered wrong by the teacher himself (Ahmad, 2013, p.245)

To overcome the above, various effort can be made by the teacher in

learning to write diary such as, providing flexibility students’ to developcand
write down their ideas and ideas into a latter. Students will find it easier to express
and develop their ideas or ideas in a conducive atmosphere, namely : relaxed
atmophore, not tense and free from pressure, as well as giving attention and
motivition. In addition, it provides learning activities effort that fosters joy and a
pleasant atmosphere in a learning write a diary (Tia & Mulyanis, 2007, p.83)

Look the importence of writing to help students in their writing skills,

using the method of writing by writing letters to themselves means that writing a
diary is useful for exploring such as the ability to explore topics to be written and
the ability to communicate in written from that helps readers understand ideas and
constantly keeping a diary will help prserve valuable ideas, insight, and memories.

Based on the explanation above, the reseacher is intends to conduct a

research under the tittle “ The students’ ability to write diary in learning
vocabulary at the eight grade of MTS Nurul Ulum As’adiyah Pammana ”.
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A. Problem Identification
Based on observation and interview, the researchers succeeded in
identifying several problems in the teaching and learning process in the
classroom. there are two problems that can be raised in learning English for class
VIII Students’ at MTS Nurul Ulum As’adiyah Pammana . First the students’ lack
of knowladge about English vocabulary . Second, the students’ lack of interest in
writing in english . students’ quite have difficulty learning English because the
lack of students’ vocabulary to write English, students’ feel bored because there is
no more interesting way for students’ to write English.

Based on the problems above the researcher decided to conduct this

research, the researcher will analyze the students’ ability of the eight grade
students of MTS Nurul Ulum As’adiyah Pammana in learning English
vocabulary by using a diary. So this research can be entiteld: “The students’
ability to write diary in learning vocabulary in class the eight Nurul Ulum
As’adiyah Pammana”.

B. Research Questions
Based on the identified problems stated previously, the researcher
formulated the question as follow:

How do the students’ ability in writing diary based on their experiences at

the eight grade of MTS Nurul Ulum As’adiyah Pammana?

C. Research Objectives
The purpose of this research will determine the extent to which students’
writing skills using this diary in vocabulary learning class at the eight MTS
Nurul Ulum As’adiyah Pammana. diary is consist of daily experiences involves
the unstructured, chronological recording of the events of a person’s life as they
a perceive. The researcher will determine whether this diary can measure
students’ vocabulary learning skills through this diary. Reseachers will ask for
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their opinion on this media, especially those who are sitting in class at the eight
MTS Nurul Ulum As’adiyah Pammana.

E.Reserach Significance

The results of this study is expected to provide these following benifits :

1.Theoretically, The results of this research are expected to provide benefits in the
form of increasing knowledge about writing diary and knowledge of learning
English vocabulary.

2. Practically, this research is expected to be a good source of knowledge and

information for people.

a. Teacher, it is hope that they can use this method as a starting point to find
out wether there is an effect on students` english learning through the
students, ability to write diary in learning vocabulary.

b. Students’, the results of this study are expected to have an effect on the
students` they get so that the students’ ability to write diary in learning
vocabulary.

c. Researcher, this reserach will be a source of information or reference for

other reserachers who want to learn more about adding interest in learning
vocabulary.

F. Research Scope

1. Ability

A persons’ ability will participate in determining behavior and results. The

purpose of the ability or ability is the telent inherent in a person to do an activity
physically or mentally which he has acquired since birth,learned, and from
experience (Sigit, 2013, p.245).

2. Writing
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Writing is one of four important skills of english languge. Like another

skill, writing can not mastery without passed learning process. Students’ must
have basic skill to generate ideas, determine the purposes, organize the ideas and
make good sentences (Asmayana and Sri, 2019, p.1 ).

3.Diary

A diary is consist of daily experiences involves the unstructured,

chronological recording of the events of a person’s life as they a perceived
(Asmal, Syafei & Ahdi, 2019).

4.Learning

Learning is a process of effort made by individuals to obtain a new

behavior change as a whole, as a results of the individual’s own experience in
interaction with the environment (Slameto, 2011, p.13).

5.Vocabulary

Vocabulary is not only confined to the meaning of words but also

includes how vocabulary in a language is stuctured how people use and store
words and how they learn words and the relationship between
words,phrases,categories of words and phrases (Nurlaila, 2018, p.2).

After understanding the terms above, it can be seen that this reserach
discusses vocabulary which is a collection of words in write a diary. The research
introduce the diary, namely is to write about each other’s personal experiences,
which can improve response in learning English vocabulary.
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CHAPTER II

LITERATURE REVIEW

A. Review of related Literature

Other researchers have similarities studies that concerns in the students’

ability to write diary in learning vocabulary, their findings are as following :

The first previous study has been done by Hotdalila Daulay (2019, p.68)
entiteld “The Effect of Diary Writing To Students’ Writing Ability At The Grade
VIII Of SMPN 2 Padangsidimpuan”. The students’ writing ability before using
diary writing at grade VIII of SMPN 2 Padangsidimpuan was low. Before using
diary writing, the mean score in pre-test of experimental class was 41.25 and
mean score of control class was 20.36. both of the scores were low, After using
diary writing, the mean score of experimental class was 72.67 and control class
with conventional method was 12.7. The result of research showed that the
students’ score in the experimental class was higher than control class. The score
of tcount was bigger than ttable (3.31 > 2.021). So, there was the effect of using
diary writing to students’ writing ability at grade VIII of SMP N 2
Padangsidimpuan. So, the hypothesis alternative (Ha) was accepted and the
hypothesis null (H0) was rejected.

The second previous research by Sabarudin (2012, p.46 ) entiteld “The

Influence Of Writing Diary On The Students’ Ability In Writing Recount Text At
Eleventh Grade Of Vocational High School Kartikatama 1 Metro” After
considering t-test by using db.39, the writer not found it in the table. So the writer
do an interpolation because 39 is higher than 30 and lower than 40, and as the
result, from interpolation by using db 39, it can be known that the critical value of
ttable for the 5% level is 2,030, the critical value of t- table for the 0.01% level is
2,725. From those all of the data analysis, it can be seen that tobserved (9.631) is
higher than t-table (5% = 2,030, 0.01% = 2,725). The data confirm that tobserved
is higher that ttable, therefore it can be concluded that Hi is accepted and Ho is
rejected. It means that there is significant influence of applying diary toward the
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students‘ability in writing recount text at the eleventh grade of Vocational High

School Vocational High School Kartikatama 1 Metro. So, using diary in
prewriting stage is suitable to help the students to improve their writing ability.
The implementation of diary in writing a recount text not only improved the
students’ writing ability, but also brought students’ positive attitude during the
teaching and learning process, which at the end improved the students’ writing
ability in class.

The third prevous research by Anniza Qanitah Saena (2019, p.76)

entiteld “The students’ writing ability in recount text taught without using diary at
Senior High School 1 Rengat” had increased, although notas much as at the
experimental class which is taught by using diary. It can be seen from the mean
score of pre-test (71) and posttest (75) of control class that increased 4 points
only. The students’ writing ability in recount text taught by using diary at Senior
High School 1 Rengat had increased significantly. It can be seen from the mean
score of pre-test (70) and post-test (84) which is mean it had been increased of 14
points. There was a significant effect between the students’ writing ability in
recount text taught and without being taught by using diary at Senior High School
1 Rengat. It was supported by the result of etasquared formula for effect size was
0.33, it means that null hypothesis (HO) was rejected, while the alternative
hypothesis (Ha) was accepted. It can be conclude that diary writing is an
effectivemedia in improving students’ writing ability in recount text.

The fourth previous research by Rofi’atun Nisyail C (2016, p.55)

entiteld “ The effectiviness of Diary Practice on The Students’ Ability In Writing
Recount Text At MA Terpadu Al-Anwar Trenggalek “Students’ understanding
in Recount text before being tought by using diary practice is fair in both
groups. Their score in pre-test is low than in post-tes. It can be seen from their
total score in pre-test is 2565 (experimental group) and 2465 (control group).
Students’ understanding in Recount text after being tought by using diary
practice is good in experimental and fair in control group. Their score in post-test
is high than in pre-test for experimental group and some of students in control
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group are good and some of them are fair. It can be seen from their total score in
post-test is 2885 (experimental group) and 2420 (control group).

In conclusion, the diffirence between the prevoius study and this study
is related to the research methodology used. This resarch will use diares in
learning english vocabulary. The purpose of this research is to determine
students responses to diary writing in eigth grade MTS Nurul Ulum As’adiyah
Pammana. In particular, to find out student’s response in the use of writing diary.

B. Theoretical Review

Based on the title “The students’ Ability to Write Diary in Learning

Vocabulary at The Eighth Grade of Mts nurul ulum as’adiyah pammana”, the
researcher will spell out the definition of terms below:
1. Ability
a. Definiton of Ability

According to (Homby, 1995) defines ability is the mental or physical

capacity, power or skill required to do something. Oxford defines sufficient
power, capacity to do something legal competency.

According to (Stephen, 2002, p.46) ability refers to an idividual’s capacity

to perfrom various tasks in a job that’s the assessment today about what one can
do whole the ability of an individual is essentially composed of two factors,
intelectual abilty and physical ability.

Based on the definition above, the writer can conclude that ability is skill or
capacity that the required doing something or something that can be used to
measure the succesful of someone, it can be natural or acquired.

Ability can also be called competence. The word competence comes

from English “ competence” which means ability, power, authotity, skill,
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knowladge, and skills, abilities and authotity. So the word competence comes
from the word competent which means having the ability and skill in his/her field,
so that he/she has authotity or authotity to carry aut something within the limis of
this knowladge (Sriyanto, 2010).

Competence is a combination of three educational domains which include :

The realm of knowladge, skills and attitudes that are formed in patterens of
thinking and act in everyday life. On this basis, competence can mean knowladge,
skills and abilities possessed by someone who has become a part of him so that he
can perfrom cognitiv behaviors, affective and psychomotor as well as possible
(Suja’i, 2018, p.14-15). From these definition, it can be concluded that the ability
is the ability or potential to master a skill which is a congential or is the results of
training or practice and is used to doing something that is manifested through is
actions.

(Robbins, 2011) states that ability consist of two factors, namely :

1. Intellectual Ability
Intelectual ability is the ability needed to perfrom various mental activities
of thinking, reasoning and solving problems.
2. Physical Ability
Physical ability is the ability to perfrom tasks that require stamina, skills,
strengths, and similar characteristics.

The ability to write also one of the most important language skills have an
important role in life. Through writing one can express ideas and ideas to achive
their goals. Write is a way of expressing throughts or feelings in written from
through writing activities, a person can express their ideas or express their
feelings in written language . therefore it is natural in learning indonesian
elementry school, writing is one of the emphasized language skills. Even from the
beginning of entering elementry school students’ have been taught how to write
well.
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2. Writing

a. Definition of Writing

Writing is one of the basic skills for lifelong learning. Learners have to
master this skill to simplify the perocess of learning. Indeed writing is not
enough,learners must be able to comprehed the text that has been read and
capable to use the knowladge that was recently acquired to obtain the benifits.
Furthermore, the goals of writing are that learners ought to be able write by
themselves then can understand their own writing. Even teachers must become
better educators by learning and implementing writing strategies that will help
student’s to reach their goals.

Morever, writing becomes among language teaching skill that the

learners convey the idea into a written through symbols or letter. Then, writing is
thinking on paper or talking to someone on paper, which means by writing is
also knwon as a dynamic process which way of transforming thuogth writing,
that includes feeling, idea, silent conversation with readers and yourself. Of
course, writing is the practice of writing things, such as articels, books, stories,
and even diaries. We could spend more time thinking and choosing words to
express our emotions, thoughts, and feeling. Likewise, if it is not so obvious to
convey what we are going to write, we can still recheck, revise, and modify our
writing.

Morever, writing is one of the skills that involve students to generate

language to enable students to express their thought and idea that’s why writing
include as a productive skill when learning english.

According to (James D. Brwon, 1998).( Harmer, 2007) added that

writing along with speaking as productive skills, can make the purose of
communication achieved either in written or spoken language by generating
language. Learners study about writing as an essential part not only for the field
odf education but also in their real life. Eventually, they will have proper
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background knowladge about writing. writing is not a simple ability to

comprhend (Tillema, 2012).

Acording to (Richard & Renandya, 2002) stated that the most

challeging skill for language learners is writing. The challenge is not just to
arrange and generating ideas but also to transfrom those ideas to become a
readable text. Skills that are relevent in writing are complex. Learners must
notice to their plan and orginize skills such as punctuation with spelling skills.

According to (McKay, 2008) said that writing is a procedure as well as

a result. Writing as a procedure requires pre-writing or preparing, drawing up,
editing, and final draft. Besides, as writing procedure goes through, such as
putting up thughts on paper to transfrom thuoght into words that are the product
of writing. (Brown, 2001) this implies that the writing process is not easy, there
are specific items that need to be considered. The quality of the handwriting,
type and medium can influence this procedure . however, this procedure is about
preparing what we are going to write, constructing, reread and editng what we
wrote in the real world, and then creating a final and satisfactory edition.

b.Purpose of writing

Any kind of the text has its own function although is a plain pharse,
such as advertising, has the function of persuanding the reader to buy the item
that they presented. According to (Linda Hoy, 2011) writing has objectives they
are to advise, educate, convince, tell and respond.

Every intention of writing has different characterstic and diffirent types

of text. for example, guidance text is normally found on recipe text, scientific
experiment, direction text, rules, and so on. Then, for desciptive text, the
example is my beloved teddy bear which purposes to describe a particular
person,place, or thing. Next, text like an edvertisiment, letter, poster brochure are
the example of persuading text (Tony Stead, 2011). It is characterized by the
researcher with proof and fact. The other goal in writing is to retell. Here the
author finishes the settings, events, decsriptions, and endings. Finally, the
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response text for instance are like responses to literature, responses to academic
prompt, and responses to personal communication.

c. Writing Performance

The teacher always gives the task for the students to measure how
understand them about material that they have discussed before. It can be some
written or oral task according the ability or skill that teacher wants to test.
According to (Penny, 1991, p.164-166) there are many tasks for evaluating the
students writing.

1) Book report
It can be a fairly routine, exercise which usually done in order to check that
students have read a book. Some preliminary guidance is sometimes needed on
content and organization. In this kind for evaluation, the students must to note any
book that they have read. It is used to train their reading habit, but still with note
that activity in written form.

2) Book review
This kind of writing needs some preliminary guidance, but is more
purposeful, audience-oriented and interesting to do. There are some points in
rewriting and polishing the reviews for publishing within the class such like a
class notice board. In this evaluation, the students will write what activity that
they have done before. It is not like a writing their past experience, but they write
this book for the review. For example after listen the music, the students will
describe by writing the plot or the atmosphere of music as the background. In this
evaluation students may make some diagram or chat to describe the content of
presentation.

3) Instruction sheet
Students usually find this interesting to do. It can be the students to give
advice on the layout of instructions. For example, there is a students who like
reading. In instruction sheet, the students may put the advice of time to enjoy their
reading or advice of kind of book that they will read.
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4) Narrative
Narrative writing can be a fairly interesting task that can be adapted for the
most levels. It depends on the preparation of suitable pictures, perhaps cut from
the magazine. Here, the students will tell the picture in writing form. The picture
that they will tell is usually about fairy tale. So the students tell that picture in
narrative form.

5) Personal story
On the whole students are motivated to write (and read) about personal
experience, also each can write at his or her level proficiency. Personal story also
one of writing performance that motivate the writer such the students to write
freely about their past experience, their plan, or their important note. It depends on
the writer needs as long as use personal story or can be called as diary.

6) Describing a view
In this task, students can be asked to recall and describe a view they are
familiar with. In the students’ activity, they will describe and imagine the view
that they like. Then, they write in writing form with their own word. It is used to
measure how well they can know and describe their familiar view.

7) Describing someone
This task is easy to do, and straight forward to present. It can be interesting
both to write and read. In this task, the students will describe someone who stays
around them. For example describe their classmate.

8) Describing people
Describing people task is different with the task before. This task can be
stimulus to the imagination for the students. It because students will describe by
using more preparation included. For example, the students can describe their idol
or someone special. They can start writing the characteristics and all about it.

9) Answering a letter
This task is usually a highly motivating task, fairly advance, with a clear
audience and purpose. The students will write letter of complaint, and later each
 16

other’s letter. Some pre-teaching of conventional letter formalities and layout in

the target language is necessary.

10) Job application

Some conventions about letters like this will need to be taught, and
perhaps some details about the exact job being applied for. Job application task is
introduced to the students, so when they want to join in some companies, they
have known how to write job application in right way.

11) Propose change

This task is can be advance writing that involving the organized and
convincing presentation of an argument. The teacher can read a similar piece of
writing with the students to supply model.

12) News report

This is clear ‘model imitation’ writing, which is perhaps useful, but not
very interesting to do. It may be interesting with the content of the report or
genuine local event. In preparation, teacher needs to draw the students’ attention
to the typical features of this genre of written discourse.

13) Ideal school

A task which is interesting and relevant for school children, it include with
some preliminary brainstorming of the kinds of the topics they may wish include.
So in this task, the students will write the ideal school based on their perception
and imagination. Then they can tell their imagination of ideal school in
descriptive form.

14) Describing process

A more sophisticated task, requiring precise and orderly representation of
fact: suitable particularly for learners in science or technology. Here, the students
also can describe the process of something do. Usually, this writing task is written
in procedure text. So, the students can describe the process and something related
with.
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15) Film music

This task is a stimulating, fun task for imaginative the students. But, it may
take time to select and prepare a suitable piece of music. This task usually is
applied in fill the blank lyrics. The first, the students will listen the music or film
in many times, and then they fill in the blank with the suitable transcription. This
task also applies to describe the film that they have watched.

In this case, the teacher should give many attentions according to students
understanding towards many types of writing performance. It used for the students
to choose and to organize the idea into the correct written task.

For this research, the researcher uses one type of writing performances.
That is personal story or as called diary. By using diary, the students are not only
able to write their past experience, they also may write about their feeling about
something, plan some activities in future and they can put their important note
freely, without any specific grammatical structure. That technique makes the
students feel comfort with their own writing result, although, they will get little
correction from their teacher as their feedback in learning evaluation.

d.Components of Writing
There are some components of writing that should be considered by
writers. These components will determine whether their writing products are good
or not. Therefore it is very crucial to understand wellthe components of writing.
According to (Hugey, 1983, p. 139), there arefive components needed to create
effective writing, such as content,organization, vocabulary, language use, and
mechanics. Details of those components are as follows :

1) Content
Content is one of writing components that discussed about how
the writer can think creatively and develop their thought to gatherall information
into communicative message.

2) Organization
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Organization refers to the ability of a writer in organizingsentences into a

coherent and cohesive idea. Besides, it refers tothe fluent expression, clearly
supported ideas, well organized andcohesive.

3) Vocabulary
Vocabulary is one of components that influence the audiences’
understanding. Vocabulary represents what the writer intend to saythrough the
way how to select appropriate word in the writing.

4) Language use
Language use refers to the effective complex construction,agreement,
number, word order, articles, pronouns and preposition.In writing, the writer
should master grammatical knowledge.

5) Mechanics
Mechanics is the aspect that makes writing to be meaningful,such as
spelling, punctuation, and capitalization. Those are parts ofmechanics.

Therefore, five components above (content, organization, vocabulary,

language use, and mechanics) should be practiced in developing their
writing skill. Five components above cannot be separated each other,
because if one of them do not include in the writing, it does not make the
writing good and meaningful.

e.Process of Writing
According to (Kane, 2000) said that writing is a reasonable and precious
activity that involves the exercise of mind and the mastering of strategies that
everyone may understand. This means that anyone able to master writing, in order
to master writing, you must spend a lot of time experimenting in writing
production because having a good time in writing practice will provide the utility.
On the other hand when producing the writing, the writer must go through some
 19

significant writing process as described below :

1) Pre-writing stage
2) Drafting stage
3) Revising stage
4) Copyediting stage
5) Publishing stage

According to (Vicki, 2005) pointed out that there are five basic writing
processes that werw mentioned earlier. The frist stage is the prewriting stage, the
writer deals with determining the topic and purpose of the writing itself. During
this period, the writer can use multiple techniques through brainstroming, mind
mapping, columns, and freewriting when collecting and putting ideas on paper
(Cyntia A.Boardman, 2008). The brainstroming technique begins by writing
thoughts on a sheet of paper. From now on, the mind map technique starts by
drawing a circle in a center of the page, adding a topic inside the circle, and
linking the topic and ideas with arrows to show that the ideas are related. Then,
using to column technique, the writer begins with wriing the general subject,
keyword, reason, example and details at the top of each column. Continounsly,
freewriting techniques begin with words or phrases or complate sentence to write
everything related to the topic and avoid grammar, punctuation, or spelling.
After the pre-writing stage is completed, moved to draft as the second
stage in the writing process. In the drafting stage, the goal of the writer’s thinking
is converted in to an abstarct mind, and then the ideas under the text are
understood as the content on the paragraph or page in a more coherent way on the
paragraph or page.
Then the tird stage of the writng process is to revising what comes down
to clarifying the message. At this stage, the writer reads the document or the frist
draft, using the audience anlysis and the purpose of the statement as a guideline
when reviewing the written content to keep it relevant for writing purposes.
According to (Vicki & monetta,2005), when reviewing the written content of the
 20

writing, the writer can use the method of peer review or the tools pf word
processors to ensure that they achieved what they want to say.
After the pre-writing is completed and entering the revising stage, it
enters the fourth stage of copy editing before publishing the writing. In the copy-
editing phase, the writer must carefully check the document in order to spot errors
that the writer must be paid attention to check the grammatical, voice,tone, style,
and awkard sentences by reading the draft backward, from the last sentence of the
draft and then and then moving to the beginning. Also, the process of
proofreading in copy-editing can be controlled or verified using electronic aids for
copying, spell check, theasurus, dictonary,and grammar checker (Jefferson, 2011).
In the final stage, once the writer has finished in copyediting the
document it goes into the publishing as the fifth and final stage in the writing
process. During the publishing phase, the writer must ensure that the document
looks proffesional. Then, when the document looks professional, print it on good
qualiry papers so that it can now be presented to the reader.

f. Teaching writing in the school

Teaching or learning how write successfully certainly poses a challenge
to both language teachers and learners. According to (Stave Graham, 2008) stated
that there are seven recommendations for teaching writing are invest time, incease
students’ writing knowladge, cultivate students’ writing interest, enjoyment and
motivation, help students become strategic writers, teach basic writing skills to
master, use techniqal writing tools and use assessments to assess student’s writing
progress and needs.
Teacher will help students develop their writing skills in many ways. As
(Brwon, 2001) suggested that preserve high self-esteem by reisisting embrassing
students, by all means, is the key challenge of the high school teacher, recognizing
each individual’s talent and courage, saying that error and mistake are common
things in learning affirming competition among classmate and encouarge them to
engage in group work to make it easier for teenagers to take risks.
 21

On the other hand, teaching writing can be more intersting if teachers use
new methods in teaching and some variations. If teachers use a diffirent way,
learners will be more intersted in learning. When, teaching students, teachers must
understand the characteristics of students that related to the learning process
because when teachers know the characteristics of their students, the teacher can
give a proper way.
Writing instruction is to assign students a set of predetermined tasks or
exercises. When teachers teach writing, they not just teach how to establish
writing skill, but also pay close attention to grammatically and systematically
writing sentences in English it means that teaching writing would be efficient if it
relied on the abilities of teacher to teach writing effectively, which could increase
students ability to write effectively.
So, in teaching writing, teachers have to give a clear explanation and
instruction to learners and help learners and help leraners in order to make an
effective writing. besides, in teaching writing teacher need to develop an
innovative approach and appropriatr that interst and suitable for students to
develop their writing skill.

3. Diary

a. Definition of diary

A diary is a permanent personal whiich contains events, thoughts, and

feelings related to a person. (Brwon, 2001) pointed out that diary writing is what
students write when they are thinking, feeling, and reacting to what happened. It
belong to the category or self-writing or writing in the minds of the audience.
Although some cultures think that diaries are a primaliry femele hobby, the truth
is, write a diary is a reguler activity for both men and women. Keeping a diary is a
good habit to recond experiences and feelings then ideas that will be significant
later in life, or maybe will useful to the next generation.
 22

A diary can also have the meaning of a regular record that tracks the
activities that occurred throughout the day. It is a renewed routine, personal, and
wrote for one reader (Taqi et al., 2015). The diary is normally handwritten for the
everyday expression of personal emotions, observations, and experiences arranged
based on date and not intended for publishing (Johnson, 2015). By definition
before, we might assume that a diary is like a book that we write by hand
(handwritten), sharing our emotions, our thought, and our perception every day.
Moreover, it is private and confidential so only the writer and few people could
read it.

Indeed, writing diary is something which people like to do privately.

Ideas with opinions conveyed in the diary are both private and confidential. As a
result, people who want to keep a diary for a few years may only share those parts
of the written text with people they meet and trust to preserve their trust. Keep the
diary written secretly or not to express someone‘s feelings or tell memorable
events. Diary also used for example of a personal recount because it happened and
was told by someone directly. The diary produces highly personalized learning of
language stories. It is typically special for students, which a description of the
student's interest, aversion, liking, and reluctance to learn the language.

b. The Structure of Diary

A diary is usually written in a book. Additionally, the diary typically has

a structure similar to the following:

1) Date

As mentioned above, a diary is written daily and organized by date. A

diarist or people who write a diary, usually start typing by writing a date. For
example Wednesday, 17th of October.

2) Orientation
 23

After the date is written, diarists continue with orientation or

introduction. Here, they will used a greeting like "Dear Diary" and then the first
few sentences to tell you what the story will be about.

3) Paragraphs

The sequence of events will then be presented along with details and
writers' feelings and reactions to them. Moreover, in this part, writers can not only
write about events or activities that took place during the day, but also about their
feelings, thoughts and emotions during the day.

4) Personal reflection

In this part, the writers will reflect on their experiences or events that
day. It is also a summary of what they think and feel during the day.

5) A sign-off

Finally, some writers finished their diary by signing it. However, this is
optional because some other people may not include their signature in their diary
(Hoffman, 2012).

c. The Benefits of Writing Diary

According to (Harmer 2004), the diary goal is for represent something

that happened in writing. Additionally, he stated that writing a diary has several
advantages. By writing a diary, especially in teaching writing, the importance of
contemplation can be reached where the diary gives students the opportunity to
reflect on both what and how students are learning. This allows introspection to
guide them to gain insights that can greatly enhance their progress. Later on,
concerning the student-teacher dialogue. Responsive diary writing offers an
interface for teacher and learner for all that of language level. At the time teacher
told the students to write and choose the topic freely then only the teacher know
about students writing so that students know they got a communication canal that
didn't exist before.( Supiani, 2016) added that advantage of writing a diary that the
 24

learners can uttered their ideas better. As we know by writing diary learners can
show their attention, sense, and hope. Which means students write down
something that occurred, somebody‘s thoughts, and someone‘s feelings. In this
way, it will provide the best solution for improving and developing students in
writing texts notably in recount texts. In addition, through students getting more
opportunities, students ability in writing will much be improved. Through writing
a diary could encourage students' ability and make students show their feeling and
idea easier and freely. Furthermore, through writing diary can convince the
students that writing is not something difficult to be done. The ideas or feelings
can be created easier when they know the way to assist them to express their
thoughts or feelings in writing. Besides, through writing diary students did the test
individually this can motivate and help students explore writing and thinking
skills. Therefore, writing a diary was particularly effective to assist students for
discovering an idea for writing, enhancing writing fluently, and develop writing
habits.

In view of the advantages mentioned, it can be seen that writing a diary

can be incorporated into text recount and writing practices in the classroom. In
this way, writing a diary can bring expected benefits to students and teachers.

d. Issues in Writing Diary

There were issues that the researcher found when implemented writing a
diary of recount text, that are in most cases students have difficulty in developing
the content. They were confused about the story they are going to write. After that
many students did not notice to generic structure of the recount so the researcher
asked students to write clear stories and understand them well. Furthermore,
generally, students find it difficult to uttered their thought because of the lack of
vocabulary, while students can write a story with a simple word. Afterward, due
to a lack of grammatical skills, some students find it difficult to make correct
sentences and students do not know how to use tense. Lastly, regarding spelling
 25

and punctuation errors that may be that the text is unreadable since many students
have bad handwriting.

e. The Implementation of Writing Diary at the Classroom

Each of the academic goals of eight-grade students is to be able to

compose a recount text. However, when learners are asked for write, they are still
unwilling and unconfident because they think they didn‘t have any idea what they
are going to write about. Then, (Harmer 2007) suggested to let learners engage in
easy and enjoyable writing activities. In this way, writing will not just a common
aspect of school life, but will also provide students with a chance for success.

Additionally, learners are also introduced with writing a diary to

familiarize them with the writing process and encourage them to write regularly.
Through write a diary, students can develop their writing skill, in any case, they
will be perfect day by day, as it gives them a better chance to write freely about
what they want. Furthermore, write a diary may be a good option for inspiring and
empowering students to practice writing, particularly for writing recount text.
Besides, in the diary, learners could write everything that interests them. They can
comment in the class they have experienced, they can write about their life, talk
about politics, or write any stories. Students can show their creativity in this way
too (Tuan, 2010).

4. Vocabulary

a. Definition of Vocabulary

As one of the compenents of the language the role of vocabulary in

language learning cannot be doubted. Vocabulary is one of the most important
elements of the language. Without vocabulary, no one can speak or understand a
language. To know vocabulary is, the following are definitions of vocabulary :

According to( Richards, 2002, p.255), vocabulary is the core compenent

of language proficiency and provides much of the basis for how well learners
speak,listen,read, and write. Vocabulary is about words, in a particular language
 26

or group of words that you are trying to learn. Teaching of vocabulary has
assumed as afundamentally impoertant aspect of language developet (Nunan,
1999, p.103).

According to (Thombury, 2002, p.13) that without grammar very little

can be conveyed,wiithout vocabulary nothing can be conveyed.

According to (Homby, 1995, p.1331) vocabulary is the total number of

words in a language; all the known to a person or used in a particular book,
subject, etc; a list of words with their meaning,especially on that accompanies a
textbook. These definitions show that vocabulary is the frist element that English
learners must lear from other to master English in addition to other English
compenents and skills (Asik & Humaerah, 2016, p.55). So that students can use
the vocabulary correctly an precisely in the use and writing.

b. Importance of Learning Vocabulary

Vocabulary is very important thing during English learning process. It
is more important than grammar, because if the students want to make a sentence,
they must to build their vocabulary. They can make the sentences without worry
about grammar, although the sentences structure in disorder. That like Thornbury
stated that (Thombury, 2002) “Without grammar very little can be conveyed,
without vocabulary nothing can be conveyed.” According to Diana, there are
some advantages when the students are learning English vocabulary (Diana,
1991).

1) Students will be better improving their reading, writing, speaking and listening
vocabulary. It happens when the students write their diary. They will get and
learn more new vocabularies or just recall their past vocabularies ever they
use.
2) Students will think more clearly. Thought are limited by vocabulary. In
learning vocabulary toward English diary, the students will think which one is
the match vocabulary for their diary content although they only have limited
vocabulary. Usually, it is helped by recalling their vocabulary, using their
 27

dictionary or asking to their teacher.

3) Students will understand other people idea and explanation easily. For
example, when they have finished their writing diary, they can ask their friend
to review their diary each other. By reviewing their diary each other, they can
learn vocabulary by understanding their friend’s diary.
4) Students’ friend will think they are getting smart. It is proved when the student
can recall their past vocabulary and explain their vocabulary to their friend. It
also will help them when they write their English diary.
c. Dimension of Vocabulary
Hatch and Brown indicated two kinds of vocabularies; they are receptive and
productive vocabulary. So, in this research, the researcher want to measure the
students’ writing result based on receptive and productive type. Receptive and
productive product can be viewed through vocabulary tasks representing the skill
of speaking and writing (Waring, 1997).

Receptive vocabulary knowledge refers to the ability to understand a word

when it is heard or seen. It includes the word that students know and understand
its meaning when they read and listen. Usually, they get receptive vocabulary
when teacher explains or gives the example of lesson material, when they read a
text or listen the story, so they find many vocabularies that have known before.
Students receive many of words to enhance their vocabulary. It used to build their
vocabulary to dominate another skill in mastering english.

In contrast, productive vocabulary is the words that are familiar or easy to

recognize and these are often used by an individual, particularly in writing and
speaking (Micheal & Elfrida, 2005, p.3) Productive vocabulary knowledge refers
to the ability to produce a word when they speak and write. Students usually
produce the vocabulary when they want to write the text or some exercises during
the lesson or in leisure time. they may also produce and practice the vocabulary
when they talk with some people or tell their some story or just ask some
question.
 28

d. Learning Vocabulary
Learning vocabulary is an incremental process and therefore a complicated
process in any learning context (Schmit, 2007). The students must to establish
relationship between form, meaning and function each word in the text. When
students use their vocabulary in their activity, they must to know its meaning,
form and the function that suit to explain the sentence. If they do not get those
purposes, they will get confusing in understanding their sentence such as when
they use it to communicate, to read some texts, and to write their personal story or
other kinds writing performances.

In learning vocabulary, students will find many strategies that help them to
understand and to remember some vocabularies. Students can learn vocabulary
when train their skill, such as writing skill.

Writing skill is a productive skill, which need vocabulary in its activity. For
example, when the students want to write sentences, they will need and use some
vocabularies. They can use dictionary as the tool to help them when they feel
difficult to make those sentences. In this situation, the students need to remember
their vocabularies. It is used to enhance their vocabulary during they learn english.

Learning vocabulary also can be done by retrieval practice. Retrieval practice

is a strategy in which calling information to mind subsequently enhance and boots
learning (Pooja, 2003, p.2). This strategy is implemented by the students if they
forget their vocabulary. By recall the vocabulary, students will use their memory
to remember it. In this research, sometimes students also recall their vocabularies
during writing their diary. In that time, they need their friends’ helping or some
tools to remind them about the vocabulary that they will use in their English diary
writing.

e. Learning Vocabulary in Writing Activity

In learning vocabulary toward diary writing, the students are not focus on
grammatical aspect. It also happens when the students write diary writing in daily
routine. The correlation with the vocabulary and writing divide them into many
 29

aspect include vocabulary diversity, content vocabulary and academic vocabulary

(Natalie & Joshua, 2013, p.47) Besides that, the students can learn vocabulary by
making some vocabulary notes, which consist of difficulty vocabulary.

1) Vocabulary diversity refers to the most common word used in the text. It usually
use in the word that write frequently. The students can list their new or different
vocabulary after their finished their diary.
2) Content vocabulary refers to the means of the word that used in students writing.
It is identified based on the context of the text and the unique to different topic.
Content vocabulary is measured by the focus of the vocabulary topic. It include
with vocabulary that tell the past event, the vocabulary that tell the future plan,
and other.
3) Academic vocabulary refers to the comprised of word that used in a variety of
academic context rather than words associated with specific discipline on topic.
There are some academic vocabularies that were listed such like “analyze”,
“chronology”, “consider”, etc (Jim & Rick, 2018).
So, in this research, the aspect vocabulary that will support the students’ diary
writing is the content of vocabulary and vocabulary diversity. It used for the
researcher to know the content of vocabulary that students use in their diary
writing. The researcher also wants to know how the students learn their
vocabulary in their diary by using vocabulary that they have note after write their
diary.
 30

C.Conceptual Framework

The conceptual framework is arranged by the researcher as follows :

Writing Diary

Learning Vocabulary

Students’ Ability

Figure 1. Conceptual framework

In the conceptual framework above, it can understood that the researcher

will conduct an analysis of students’ writing, especially in writing diary. In
writing diary will be based on personal experiences into a writing so that it
becomes a story of their own experiences. Furthermore, the researcher will
analyze the extent to which students’ ability to write diary in learning vocabulary
is based on their personal experience.
 31

CHAPTER III

RESERACH METHOD

This chapter presents the research design, site and participants, research
isntruments, procedure of collecting data, and data analysis.

A. Research Method

The researcher will use descriptive qualitative which is designed to get

information in concluding the nature of a situation and describing what existx in a
current study objectively. Ary, Jacobs, and Razavieh stated “Qualitative research
is a generic term for a variety of research approaches that study phenomena in
their natural settings, without predetermined hypotheses (George, 2005, p.25).
Qualitative research is one type of research procedure that results in the form of
descritive data, such as written or written tests and the behavior of people
observed. It means that the data were collected and analyzed in forms of descritive
rather than statistical or numerical data. Ibrahim stated that descriptive research is
a research which controls and interprets about condition and phenomena such as
relation point of view, attitudes, process, and the influences of conditions (Nana,
2009, p.65) therefore, the research gained the data from observation,interview,tes
writing. the purpose of using a qualitative approach is so that research can
describe the students’ ability to write diary in learning vocabulary.

B. Site and Partisipants

1. Site
This reserach will place in MTS Nurul Ulum As’adiyah pammana,
Maroangin, Pammana District, Wajo Regency, South Sulawesi.
2. Participants
The researcher will the data from the students as the eight-grade at MTS
Nurul Ulum As’adiyah pammana, which consist of 10 students.

C.Research Insrtument
 32

1. Observation
Observation is the act of nothing a phenomenon, often with
instrument, and recording it for scientific purposes (Laura & Maarten, 2013).
This includes monitoring attention to an object by using all the senses.
Observation is conducted to strengthen the data which are gotten during the
research. The reseearch introduced writing a diary in vocabulary learning and
observing student’s behavior.
2. Interview
An Interview is a conversation process conducted by interviewers and
interviewees with a specific purpose, with guidelines, and can be met face to
face or through certain communication tools (Edi & Fandi, 2016) the researcher
used the interview as one way to collect more data in this research. Interviews
were used to obtain data about student’s response by using a diary in learning
vocabulary.
3. Written Test
Written test which is a test that responses items questions expecting a
written answer. Usually this test used to measure the cognitive aspect of learneas
(Cahbib, 2003, p.43) The researcher will use tests instruments with the aim of
knowing the extent to which students are able to write diary. This tests will be
carried out by giving each students a challange to make diary based on their own
experiences written on paper.

D.Procudure of Collecting Data

Data collecting techniques conducted by researcher are :

1.Observation

Before doing an observation. The researcher took permissioon to do

research from principal, after that the researcher introduced herself for the
students. The researcher obsereved dirrectly the learning process in class and
introduced the use of diary in vocabulary learning process, directing and
observing how student’s respond after viewing usage.
 33

2.Interviews

After doing the writing test, the researcher conducted an interview.

The resarcher interviewed 5 student’directly this media. It means that the
researcher asked about “Are you intersted in learning through write this diary?”
and also other questions related to resarch conducted. Research also prepared a
tape recorder.

3. The test of writing

The test that will be given by the researcher is to provide a challange,
namely asking each students’ to make their own experiences written on paper. In
addition, the researcher will check on by one from the results of students’ writing.
So that in other ways researchers can find out what are their problems in writing.

E. Data Analysis
Data analysis is consisting of three concurrent flows of activity. Data
reduction, data display, and conclusing drawing verification. Technique of data
analysis will use from Miles, Huberman and Saldana, which is called Interactive
Model.

a. Data Reduction
Data reduction is a process of choosing certain data. (Miles &
Huberman,1994,p.60) say that data reduction was the process of selecting,
simplifying, abstracting, and transforming data in the transcriptions. The
researcher collected data only based on needs. That means the researcher
observerved,interviewed ,documentation and tes students of MTS Nurul Ulum
As’adiyah Pammana as needed.
b. Data Display
Data display is a form of data presentation after the data is reduced.
Data dispaly is an organized, compressed assembly of infromation that permits
conclusion drawing and action. In the process of the display the data, it was based
on the formulation of the research problem.The formulation of the research
 34

problems are : 1). How do the students’ ability to write diary based on their
experiences at the eight grade of MTS Nurul Ulum As’adiyah Pammana ? This
step is done by presenting a set of structured information and possibillitas draw
conclusions, because the data obtained during qualitative research process is
usually in the form of narrative.

c. Drawing Conclusion
The last step in interpreting the data was drawing the conclusions.
The researcher will draw the conclusions based on the data which had been
simplified after accomplishing the previous steps. In short, the conclusions
became more accurate and clearer since they were built from the processed data
before.
 35

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Appendix 1
INTERVIEW
Research Interviewed Questions
The Students’ Ability to Write Diary In Learning Vocabulary At The Eigth
Grade of Mts Nurul Ulum As’Adiyah Pammana.

1. Apa yang and tahu tentang kosakata ?

What do you know about vocabulary ?
2. Apakah and senang belajar kosakata ?
Do you enjoy learning vocabulary ?
3. Bagaimana anda mendapatkan kosakata dalam menulis buku harian anda?
How did you get the vocabulary in the diary, describe the difficulties you
faced?
4. Apakah anda kesulitan saat menulis kosakata di buku harian, jelaskan
kesulitan yang anda hadapi ?
Do you have difficulty writing vocabulary in a diary, please explain what
difficults do you face?
5. Apakah anda merasa nyaman dalam menulis dengan menggunakan buku
harian untuk belajar kosakata ?
Do you feel comfortable in writing by using a diary to learn vocabulary?
6. Apa yang anda tahu tentang buku harian ?
What do you know about diary ?
7. Apakah anda tertarik dengan menulis buku harian dalam belajar koasakata.
Mengapa ?
Are you intersted in writing a diary in learning vocabulary. Why ?
8. Apakah menulis buku harian dapat mengembangkan kemampuan kosakata
anda ?
Can writing a diary improve your vocabulary skills ?
9. Apakah buku harian dapat mengatasi masalah yang anda hadapi di
pembelajaran kosakata ?
Can a diary solve the problems that you face in learning vocabulary ?
 42

10. Menurut anda, hal apa yang perlu di lakukan guru untuk mendorong
siswanya agar lebih tertarik untuk belajar kosakata?
What do you think the teacher needs to do encourage students’ to be more
interested in learning vocabulary ?
 43

Appendix 2
Observation List
The Students’ Ability to Write Diary In Learning Vocabulary At The Eigth
Grade of Mts Nurul Ulum As’Adiyah Pammana.

No The Students’ Ability to Write Diary in Yes No

Learning Vocabulary
1. Students’ enthusiasm during the teaching and
learning proces.
(Siswa antusias saat belajar mengajar).
2. Students’ attention to the teacher at the time of
delivering the material
(Siswa memperhatikan guru pada saat
menyampaikan materi).
3. Students’ activity in asking questions
(Siswa aktif dalam menjawab pertanyaan).
4. Students’ activity in answering questions
(Siswa aktif dalam menjawab pertanyaan).
5. Students’ have disccusions with their friends
while writing diary.
(Siswa melakukan diskusi dengan teman mereka
selama menulis buku harian).
6. Students’ use dictonaries to find out their
vocabulary.
(Siswa menggunakan kamus untuk mengetahui
kosakata mereka).
 44

Appendix 3
Written test
The Students’ Ability to Write Diary In Learning Vocabulary At The Eigth
Grade of Mts Nurul Ulum As’Adiyah Pammana.

Write down each of your experiences with the diary that you have prepared !
Diary Writing !