PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · 2017-12-16 · Penelitian ini menggunakan PTK sebagai...

THE INFLUENCE OF TEACHER’S WRITTEN FEEDBACK ON

GRAMMATICAL ACCURACY IN DESCRIPTIVE TEXTS WRITTEN

BY EIGHTH GRADERS OF SMP PANGUDI LUHUR I YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Fransisca Ariesta

Student Number: 131214035

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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THE INFLUENCE OF TEACHER’S WRITTEN FEEDBACK ON

GRAMMATICAL ACCURACY IN DESCRIPTIVE TEXTS WRITTEN

BY EIGHTH GRADERS OF SMP PANGUDI LUHUR I YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Fransisca Ariesta

Student Number: 131214035

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


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THE STRUGGLE YOU’RE IN

TODAY IS DEVELOPING THE

STRENGTH YOU NEED FOR

TOMORROW

-Anonymous-

I dedicate this thesis to:

My parents, sister, brother, boyfriend, and friends who are always there

to accompany me


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, October 13, 2017

The Writer

Fransisca Ariesta

131214035


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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIK

Yang bertanda tangan ini, saya mahasiswa Universitas Sanata Dharma :

Nama : Fransisca Ariesta

Nomor Mahasiswa : 131214035

Demi pembangunan ilmu pengetahuan, saya memberikan kepada perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul :

THE INFLUENCE OF TEACHER’S WRITTEN FEEDBACK

ON GRAMMATICAL ACCURACY IN DESCRIPTIVE TEXTS WRITTEN

BY EIGHTH GRADER OF SMP PANGUDI LUHUR I YOGYAKARTA

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya

maupun memberikan royalti, kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 13 Oktober 2017

Yang menyatakan

Fransisca Ariesta


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ABSTRACT

Ariesta, Fransisca (2017). The Infuence of Teacher’s Written Feedback on

Grammatical Accuracy in Descriptive Texts Written by Eight Grader of SMP

Pangudi Luhur 1 Yogyakarta. Yogyakarta: Sanata Dharma University.

Writing is producing whole pieces of communication and developing

information. The product itself is known as text. Based on 2013 curriculum, junior

high school students must understand some types of texts as the basic competency

with grammar as one of the indicators. There are a lot of ways which can be used

to analyze the students‟ grammatical mistakes. One of the ways is teacher‟s

written feedback which was implemented in the 8th

grade students especially class

B in SMP Pangudi Luhur 1 Yogyakarta academic year of 2016/2017.

This research was conducted to answer two research questions i.e. how are

the 8th grader students‟s perceptions on the influence of teacher‟s written

feedback on grammatical accuracy in writing descriptive text? and to what extent

does the teacher‟s written feedback influence the grammatical accuracy in writing

descriptive text written by the 8th graders of SMP Pangudi Luhur 1 Yogyakarta?

The use of teacher‟s written feedback is expected to increase students‟

grammatical accuracy in writing, especially in descriptive text.

Classroom Action Research (CAR) was chosen as the methodology of this

research. There was one cycle which consisted of three meetings with different

topics of descriptive text. The students were asked to write a descriptive text in

each meeting. The writing product of descriptive texts were analyzed by

considering six aspects: simple present tense, word order, clause structure,

determiner and article, preposition, and punctuation. In addition, the researcher

employed questionnaires to obtain supportive data. The results of both data were

concluded to see the elevation of students‟ grammar accuracy in descriptive

writing and their perceptions about teacher‟s written feedback.

The results showed that the grammar accuracy in students‟ writing product

were increased after the written feedback were given by the teacher. The

elevations were focused to those six aspects which had been mentioned before.

From the questionnaires data, it could be concluded that the students had good

perception about teacher‟s written feedback in writing descriptive texts. Then, the

English teachers are suggested to employ teacher‟s written feedback in order to

increase students‟ grammatical accuracy.

Keywords : teacher‟s feedback, descriptive text, grammar accuracy


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ABSTRAK

Ariesta, Fransisca (2017). The Infuence of Teacher’s Written Feedback on

Grammatical Accuracy in Descriptive Texts Written by Eight Grader of SMP

Pangudi Luhur 1 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.

Menulis merupakan cara untuk berkomunikasi dan mengembangkan

informasi. Hasil dari produksi itu sendiri disebut sebagai teks. Berdasarkan

kurikulum 2013, siswa sekolah menengah pertama harus menguasai beberapa

jenis teks sebagai kompetensi dasar dengan tata Bahasa yang baik sebagai salah

satu indikator. Banyak sekali metode yang bisa digunakan untuk menganalisis tata

Bahasa para siswa, diantaranya adalah umpan balik guru secara tertulis. Umpan

balik guru secara tertulis ini digunakan di kelas 8 SMP Pangudi Luhur 1

Yogyakarta ditahun ajaran 2016/2017 khususnya di kelas 8B.

Penelitian ini dilakukan untuk menjawab dua rumusan masalah yaitu,

bagaimana persepsi siswa kelas 8 terhadap umpan balik guru secara tertulis dalam

ketelitian tata bahasa dalam menulis teks deskriptif dan seberapa besar umpan

balik guru secara tertulis mempengaruhi ketelitian tata bahasa dalam menulis teks

deskriptif pada siswa kelas 8 di SMP Pangudi Luhir 1 Yogyakarta. Penggunaan

dari umpan balik guru secara tertulis diharapkan dapat meningkatkan ketelitian

tata bahasa dalam menulis teks deskriptif

Penelitian ini menggunakan PTK sebagai metodologi penelitian. Penelitian

ini berfokus pada satu siklus yang terdiri dari tiga pertemuan dengan topik teks

diskriptif yang berbeda disetiap pertemuannya. Para siswa diminta untuk menulis

sebuah teks deskriptif disetiap pertemuan. Terdapat 24 siswa dari kelas 8B yang

menyelesaikan keseluruhan tugas menulis sebuah teks deskriptif tersebut. Hasil

dari tugas menulis teks deskriptif para siswa dianalisis dengan

mempertimbangkan enam unsur: simple present tense, urutan kata, struktur

klausa, kata penentu dan kata sandang, kata penentu letak, dan tanda baca.

Sebagai tambahan, data juga dihasilkan melalui angket. Hasil dari kedua data

tersebut disimpulkan untuk melihat kenaikan dari ketelitian tata bahasa dalam

menulis teks deskriptif dan persepsi mereka terhadap umpan balik guru secara

tertulis.

Berdasarkan hasil analisis tugas menulis para siswa, dapat dilihat adanya

peningkatan dari ketelitian tata bahasa setelah diberikan timbal balik secara

tertulis oleh guru. Kenaikan ini difokuskan oleh enam unsur seperti yang telah

disebutkan sebelumnya. Kenaikan ini juga dapat dilihat dari nilai para siswa. Data

hasil angket menunjukkan bahwa para siswa memiliki persepsi yang baik terhadap

timbal balik guru secara tertulis dalam menulis teks deskriptif. Kemudian guru

Bahasa Inggris disarankan untuk menggunakan timbal balik guru secara tertulis

untuk menganalisis level tata Bahasa siswa.

Kata Kunci : teacher‟s feedback, descriptive text, grammar accuracy


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ACKNOWLEDGEMENTS

I dedicate my greatest and deepest gratitude to Jesus Christ and Holy

Mary for their blessing, love, and strength. Through Their grace, I could finish

this thesis.

My sincere appreciation also goes to my thesis advisor, Ibu Monica Ella

Harendita, M.Ed, for her great patience and encouragement in guiding me during

the process of making this thesis. I really appreciate the knowledge, time and

guidance she has shared with me.

My deepest appreciation goes to the headmaster and the extracurricular

coordinator in SMP Pangudi Luhur 1 Yogyakarta Br. Yosep Anton Utmiyadi

FIC, S.S. and Bapak Isidorus Sumardiyono, M.Si. for giving me a permission to

gather the data in SMP Pangudi Luhur 1 Yogyakarta. Not only the Headmaster

and the Extracurricular Coordinator, my deepest appreciation also goes to 8th

students especially 8B for becoming my research participants.

I would like to express my great thanks to Bapak Priyatno Ardi, S.Pd.,

M.Hum. who gave me some journals during my thesis process. My special thanks

also goes to Anselmus Apri Hariadi, S.Pd., Marcelina Karina, S.Pd and other

seniors in PBI for giving me inspiration in writing the thesis. My special thanks

also goes to Cornelia Liris, S.Pd., Martha Giovanni A.P, S.Pd., and Astrid

Pramuningtyas, S.Pd., Inggit Rositasari, S.Pd. for being my proofreaders.

My deepest gratitude goes to my beloved parents, Bapak Wildan Efendi

and Ibu Maria Yulita R.P. for their prayer, support, and endless love in my life,


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especially during the thesis writing process. My deepest thanks also go to my

beloved little sister, Angelia Gesti Williana and my lovely little brother,

Yocephus Tri Juniarta. I thank them since they are my reason for writing this

thesis. It is a great blessing to have family like them in my life.

I would like to dedicate my appreciation to my beloved grandmothers

Perpetua Marliyah, Juwarni, and Marmi for their prayer and never ending

advices. I also thank them for taking care of me like their own daughter since I

was a little girl. My deepest thanks also go to my uncles and my aunties Ignatius

Lilik Sukeri, Kabul Wiyanto, Vincentia Aminah, Lucia Udiasih, and

Fransiska Diah, S.E for their encouragement through the college time specially

through writing this thesis.

My best thanks are delivered to my dearest person, Antonius Agus

Wijaya, S.Pd. for his love, patience, understanding, encouragement, loyalty, time

and everything which he has been given for me. I thank him for always be there

when I need him. Not only him, my best thanks are also delivered to my best

friends called Alpha Team, My twin sister Capella Yuna, my cat and dog friend

Angela Sona, S.Pd., my Toa friend Angela Yonara, and the most beautiful

friend above all Eukharistia. I thank them for the friendship, drama, happiness,

love, and time we ever had, you guys mean a lot for me.

Special thanks go to all of my friends in the English Language Education

Study Program especially small B class of 2013 for the friendship, togetherness,

and the learning process. Special big thanks also go to all of my friends in


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Proposal Seminar until Thesis class such as Mbak Deta, Diva, Lia, Kharis,

Indrajit, Angga, Leo, Novan, Justice, and Mbak Merly.

Let me also thank everyone whom I could not mention one by one, start

form my family, colleague, and friend. I thank them for their encouragement and

help through this thesis writing process.

Fransisca Ariesta


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TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................... i

APPROVAL PAGE ............................................... Error! Bookmark not defined.

STATEMENT OF WORK‟S ORIGINALITY ....................................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi

ABSTRACT .......................................................................................................... vii

ABSTRAK ............................................................................................................. viii

ACKNOWLEDGEMENTS ................................................................................... ix

TABLE OF CONTENTS ...................................................................................... xii

LIST OF FIGURES ............................................................................................. xiv

LIST OF TABLES ................................................................................................ xv

LIST OF APPENDICES ...................................................................................... xvi

CHAPTER I. INTRODUCTION

A. Research Background ............................................................................... 1

B. Research Question .................................................................................... 4

C. Research Significance .............................................................................. 4

D. Definition of Terms .................................................................................. 5

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ............................................................................ 9

1. Written Feedback .................................................................................. 9

2. Grammar ............................................................................................. 11

3. Writing ................................................................................................ 14


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4. Descriptive Text .................................................................................. 14

5. Writing Assessment ............................................................................ 15

B. Theoretical Framework .......................................................................... 16

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method .................................................................................... 19

B. Research Setting ..................................................................................... 23

C. Research Participants ............................................................................. 24

D. Instruments and Data Gathering Technique ........................................... 24

E. Data Analysis Technique ........................................................................ 26

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. Students‟ Perceptions on the Influence of Teacher‟s Written Feedback to

Grammatical Accuracy in Writing Descriptive Texts ....................................... 29

B. The Influence of Teachers‟ Written Feedback to Students‟ Writing in

Descriptive Texts .............................................................................................. 39

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ............................................................................................ 54

B. Recommendations .................................................................................. 55

REFERENCES ...................................................................................................... 57


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LIST OF FIGURES

Page

Figure 2. 1: Theoretical Framework...................................................................... 16

Figure 3. 1: Action Reflection Cycle .................................................................... 21

Figure 4. 1: Students‟ Good Perception on the Influence of Teacher‟s Written

Feedback to Grammatical Accuracy in Writing Descriptive Texts ............. 28

Figure 4.2: The Number of Students‟ Mistakes …………………..……...…...... 42


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LIST OF TABLES

Page

Table 3. 1: Writing Assessment ............................................................................ 27

Table 4. 1: The Questions Related to Writing....................................................... 29

Table 4. 2: The Questions Related to Grammar .................................................... 31

Table 4. 3: The Questions Related to Feedback in Grammar .............................. 33

Table 4. 4 The Average Score of 24 Students‟ Descriptive Texts ........................38

Table 4. 5: The Results of Paired Sample T-test .................................................. 40

Table 4. 6: The Students‟ Pre-test Writing and the Analysis in

Simple Present Tense .................................................................................... 44

Table 4. 7: The Students‟ Post-test Writing and the Analysis in

Simple Present Tense .................................................................................... 44

Table 4. 8: Students‟ Pre-test writing and the Analysis in Word Order ............... 45

Table 4. 9: Students‟ Post-test writing and the Analysis in Word Order .............. 46

Table 4. 10: Students‟ Pre-test writing and the Analysis in Clause Structure ...... 47

Table 4. 11: Students‟ Post-test writing and the Analysis in Clause Structure ..... 47

Table 4. 12: Students‟ Pre-test writing and the Analysis in

Determiner and Article .................................................................................. 48

Table 4. 13: Students‟ Post-test writing and the Analysis in

Determiner and Article .................................................................................. 48

Table 4. 14: Students‟ Pre-test writing and the Analysis in Punctuation .............. 49

Table 4. 15: Students‟ Post-test writing and the Analysis in Punctuation ............ 50

Table 4. 16: Students‟ Pre-test writing and the Analysis in Preposition ............... 50

Table 4. 17: Students‟ Post-test writing and the Analysis in Preposition ............. 51


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LIST OF APPENDICES

Appendices Page

Appendix 1. The Letter of Inquiry to Conduct the Research…….........................59

Appendix 2. The Lesson Plan for the Whole Three Meetings……............…..….61

Appendix 3. Questionnaires………………………….......................…………....70

Appendix 4. The Result of Students‟ Descriptive Texts..................……..............73

Appendix 5. The Student‟s Improvement in Each Aspect of Grammar…............80

Appendix 6. The Student‟s Mistakes in Each Aspect of Grammar..…………....87

Appendix 7. The Result of the Observation…………………………............…...90

Appendix 8. The Result of the Questionnaires…….…………..…........………...93


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CHAPTER I

INTRODUCTION

This chapter is divided into four major parts, namely research background,

research question, research significance, and definition of terms.

A. Research Background

As Torild and Helga (1994) argue, there are four skills in learning English

namely writing, reading, speaking, and listening. As writing is one of four skills in

learning English, it can be inferred that including writing in English as the core

competency within 2013 curriculum in Indonesia is indeed important.

Raimes (1983) states that writing is producing whole pieces of

communication and developing information, ideas or arguments for a particular

reader or a group of readers. Writing does not only deal with the arrangement of

writing content, but also deals with standard forms of grammar, vocabulary, and

organization as well. As a result, one of the products in producing whole pieces of

communication and developing information is a text.

As stated in 2013 curriculum, eighth grader students must be able to

understand some kinds of texts such as descriptive text as the basic competence.

According to McMurrey and Campman (1983), a descriptive text is a text which

describes something in detail to give information about a thing, a place, or a

person to the readers. The goal of a descriptive text is to enable the readers to

visualize a person, a place, or a thing as detailed as possible which includes the


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use of appropriate senses such as sight. However, the other senses such as smell,

hearing, touch, and taste play an important role in description as well (as cited in

Hanafitria, 2009, p. 12). Therefore, the students can avoid any misconception and

misunderstanding by writing in detail. This is the reason why writing descriptive

texts need to be learnt in the school, especially junior high school students.

According to D'Eloia (1977) junior high school students are accustomed to

exercise with patterns based on their individual language, therefore they have high

potential to make mistakes in learning English (as stated in Moran and J.Jacobi,

1990).

Similarly, Raimes (1983) argues that writing is not easy. Both teachers and

students need to have good grammatical knowledge to analyse and discover

language patterns errors which appear in the sentence, to figure out the right

diction, and to organize the idea coherently. The arrangements of writing, namely

content, standard forms of grammar, vocabulary, and organization can cause error

especially in standard forms of grammar.

Richard, et al., (2006) state that grammar is the study of syntax (word

order), clause and phrase structure, and the classification of parts of speech (e.g.

noun, verb, predicate, clause, etc.). Grammar is divided into two aspects, namely

descriptive which describes the existing patterns of sentences and generative or

transformative which the rules of grammar can be defined and can be generated

into grammatically acceptable sentences. As stated by D'Eloia (1977) that junior

high school students have high potential to make mistakes in learning English,


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feedback is used to discover language pattern error which appear in the sentences

and help them to improve their grammar accuracy in writing descriptive text.

Carson (2011) states that feedback is a response or a reaction from another

person to something people do that can be used to help people assess and improve

on their performance in the future. Bitchener, Young, and Cameron (2005) add

that there are two forms of feedback, namely direct and indirect feedback. In this

case, the researcher only uses direct feedback as the media to analyze and

discover language patterns errors that appear in the sentence in order to improve

the participant‟s grammar accuracy (as stated in Carson, 2011, p. 6)

In addition, Ken and Fiona (2006) state that direct feedback form may take

various forms including crossing out an unnecessary word, phrase, or morpheme,

inserting a missing word or morpheme, or writing the correct word or form near

the erroneous form (e.g., above it or in the margin) to gain better understanding in

the future. From the definition above, the researcher infers that the activities like

crossing out an unnecessary word, phrase, or morpheme; inserting a missing word

or morpheme; or writing the correct word or form near the erroneous form can

also be called as written feedback.

In this research, the writer would like to discover the influence of teacher‟s

written feedback towards grammatical accuracy of eighth grade students in SMP

Pangudi Luhur 1 Yogyakarta in writing descriptive texts. As the researcher was a

teacher in SMP Pangudi Luhur 1 Yogyakarta and taught eighth graders for almost

two years. The researcher wanted to develop the students‟ grammatical accuracy

in writing descriptive text considering that writing is one of four skills in learning


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English and writing as the core competency within 2013 curriculum in Indonesia.

In addition, the teacher wants to make the students feel confident in writing a

descriptive text because a descriptive text is taught from the seventh grade of

junior high school.

The measurement of this research was obtained from the students‟

descriptive writing tests results which were conducted three times. Those three

descriptive writing tests were conducted with different kinds of topic in each

meeting. Therefore, the result of the research can be implemented into English

extracurricular teacher in the following semester.

B. Research Question

Based on the research background above, the problems are formulated into

two research questions:

1. How are the eighth grader students‟s perceptions on the influence of teacher‟s

written feedback on grammatical accuracy in writing descriptive text?

2. To what extent does the teacher‟s written feedback influence the grammatical

accuracy in writing descriptive text for eighth grader students of SMP

Pangudi Luhur 1 Yogyakarta?

C. Research Significance

The researcher expects that the research can provide benefits to:


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1. The Students of SMP Pangudi Luhur 1 Yogyakarta

The teacher‟s written feedback is expected to encourage students to

become independent learners by being aware of their mistakes in grammatical

aspects in writing descriptive text. Moreover, the students are also expected to be

able to correct their writing from teacher‟s written feedback.

2. English Teachers and English Extracurricular Teachers

For teachers in class and in extracurricular in SMP Pangudi Luhur 1

Yogyakarta, the researcher would like to introduce a new teaching and learning

strategy reference in order to know grammatical mistakes and improve the

students‟ grammar level through descriptive text. Henceforth, the students‟

writing product can be used to compare students‟ grammar level in each class.

3. ELESP Students and other Future Researchers

The researcher expects that the research can be beneficial for ELESP

students and other future researchers who are interested in conducting the same

topic of this research and do further research related to this topic in education

field.

D. Definition of Terms

This study concerns with some terms. Therefore, it is significant to clarify

some concepts in order to avoid misinterpretation. The terms that need to be

defined in this research are as follows:


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1. Feedback

Hattie and Timperley (2007) state that feedback is one of the most

powerful influences on learning and achievement. It needs to provide information

specifically relating to the task or process of learning that fills a gap between what

is understood and what is aimed to be understood. Carson (2011) states that

feedback is a response or reaction from another person to something people do

that can be used to help people assess and improve on their performance in the

future. From the thory above, the person who is responsible to give response or

reaction is the teacher. The response or reaction form is written feedback.

2. Descriptive Text

History (2015) states that a descriptive text is a text which describes a

person, a place, or a thing with some appropriate senses in order to visualize the

readers. Simple present tense is used as the language feature in the descriptive

text. In addition, McMurrey and Sue (1983) state that a descriptive text is a text

which has a purpose to give information. In this research, a descriptive text is a

text that describes people, objects, or events using appropriate details. The kind of

details are some things or some events that the writer sees, hears, smells, touches,

and tastes. Besides, the descriptive text in this research only focuses on “someone

who the writer sees or likes”. Furthermore, a descriptive text in this research is

one of the target topics to be learned by the students in English Extracurricular. In

this study, the descriptive text refers to a text which explain a person, a place, a

thing or an event in detail. The detail can be some people, places, things, or events

which the writer sees, hears, smells, touches, and tastes.


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3. Grammar Accuracy

According to Nunan (2003) “grammar is generally thought to be a set of

rule specifying the correct ordering of words at the sentence level” (as cited in

Baninda, 2015, p. 154). Yule (2010) adds that grammar is strict rules which are

used to combine words into phrases. The strict rules of combining words into

phrases aim to account for all the grammatical sequences in a language and rule

out all the ungrammatical sequences. In this study, grammar refers to a set of rules

which are used to combine words into phrases. There are two aims of the rules,

namely giving explanation about grammatical sequences in a language and

preventing the ungrammatical sequences in a language. Nunan (2003) also states

that accuracy is an ability to produce grammatically well-formed words, phrases,

and sentences (as cited in Lestari, 2011, p. 27). In short, grammar accuracy is the

ability to produce sentences with correct agreement between the subject and the

verb.

4. SMP Pangudi Luhur 1 Yogyakarta

SMP Pangudi Luhur 1 Yogyakarta is located at Jalan Timoho 2 No 29

Yogyakarta. The school has twenty one classes that are divided into three grades.

They are seventh, eighth, and nineth grades. The eighth grade consists of seven

classes containing forty two until forty four students in each class. This research

focuses on the 8B class as the participants of this research.

5. Classroom Action Research

McNiff (2002) defines that action classroom research is a powerful tool for

change and improvement at the local level. It is one of the teaching methods that


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increasing powers of analysis and heightening self-awareness, and it uses

feedback from data for ongoing cyclical process. In this study, action research is

used as an action of implementing in order to know the influence of teacher‟s

written feedback to the students‟ grammar accuracy in descriptive text. As stated

by McNiff (2002) that classroom action research uses feedback from data on

ongoing cyclical process, this research only uses one cycle with three steps of

procedure.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter has two sections, namely theoretical description and

theoretical framework. The theoretical description presents some theories related

to the research. Meanwhile, theoretical framework presents some theories that are

used to help the researcher conduct the research to answer the research question.

A. Theoretical Description

In this section, the researcher discusses the theories that are used in this

research. There are five major theories explained in this section: written feedback,

grammar, writing, desriptive text, and writing assessment.

1. Written Feedback

In this section, the researcher reviews two points about feedback, namely

the definition and the type of feedback. Those two points are used in this research

as an instrument to analyse the students‟ grammar accuracy improvement in

writing descriptive text. The theories which are presented in this section are all

essential theories that will be used in order to be able to answer the formulated

problem.

a. The Definition of Feedback

Hattie and Timperley (2007) state that feedback is one of the most

powerful influences on learning and achievement. It provides information

specifically relating to the task or process of learning that fills a gap between what


10

is understood and what is aimed to be understood. In learning activities, people

who obtain feedback want to make change for better result. Similarly, Carson

(2011) states that feedback is a response or reaction from another person to

something that people do which can be used to help people assess and improve on

their performance in the future. In this research, the response or reaction is

feedback which is given by the teacher in students‟ descriptive text.

b. Types of Feedback

According to Bitchener, Young, and Cameron (2005) there are two forms

of feedback namely direct and indirect feedback. Direct or explicit feedback

occurs when a teacher identifies an error and provides the correct form, whereas

indirect feedback refers to a situation when a teacher indicates that the error has

been made but does not provide a correction, thereby leaving the students to

diagnose and correct it. In this section, the researcher only explains the theory

used in this research which is direct feedback.

1) Direct / Correction Feedback

D'Eloia (1977) argues that Junior High School students often make error in

their writing in English language learning activities. Likewise, Ken and Fiona

(2006) state that the teacher gives correction through direct feedback in the form

of crossing out an unnecessary word, phrase, or morpheme; inserting a missing

word or morpheme; or writing the correct word or form near the erroneous form

(e.g., above it or in the margin) in order to gain better understanding in the future.

From the definition above, the researcher infers that the activities like crossing out

an unnecessary word, phrase, or morpheme; inserting a missing word or


11

morpheme; or writing the correct word or form near the erroneous form can be

called as written feedback/correction as well. Srichanyachon (2012) says that

“direct feedback is a technique correcting students‟ error by giving an explicit

written correction” (p. 11). Hence, the correction given by the teacher can help the

students to recognize their error.

In this research, the researcher gave the feedback to student‟s writing in

grammar aspect as proposed by Srichanyachon (2012). Srichanyachon (2012) says

that direct feedback should give clear explanation about the grammatical errors.

Next, the students revise their mistakes based on the correction given. In addition,

Zamel (1985) also states that in student-centred learning, tutors or teachers are

considered as the most important guiding feedback focus on textual errors related

to grammar and structure. Furthermore, more feedback on grammar is needed

with second language students (L2) because correct grammar does not come all at

once. Students will improve over time if they are given appropriate correction.

Griffin (1982) states that mechanics and style of feedback: comments, edits,

minimal marks or correction symbols that attend to textual features such as

punctuation, grammar,spelling, capitalization, the format of the essay.

2. Grammar

a. Definition of Grammar

Richard, et al. (2006) state that grammar, as far as the present review was

concerned, refers to written sentence grammar which includes the study of syntax

(word order), clause and phrase structure, and the classification of parts of speech

(e.g. noun, verb, predicate, clause, etc.)


12

b. Aspects of Grammar

In this research, the researcher uses six aspects of grammar, namely simple

present tense, word order (syntax), clause structure, determiner and article,

punctuation and preposition.

1) Simple Present Tense

According to Azar (1992), simple present tense is a tense which expresses

general statements of fact and general truth. It expresses habitual or everyday

activities as well. The basic patterns of simple present tense are “subject + V1 or

V1s/es” and there must be “to be” after the subject and before the adverb/noun.

2) Word Order (Syntax)

Yule (2010) states that syntax is structure and ordering of components

within a sentence. Syntax is used to analyze syntactic structure. It is used to

arrange words to make phrases, clauses and sentences as well. Aitchison (2012)

adds that syntax is the ways in which words can be linked together to form larger

units. It is used to analyze sentences into componen parts.

3) Clause Structure

According to Yule (2010) sentence structures which is included within

other sentences structures is called as clauses. Matthews (1997) adds that clause is

a syntactic unit which includes a verb and the elements that accompany it. In this

aspect, the researcher focuses on the clause structure in modal “can” which tells

about the ability. Azar (1992) argues that the modals “can” is used to express

ability. Khorn (1986) adds that the modal auxiliaries do not change for person or

number.


13

4) Articles

According to Khorn (1986), articles refer to words “a” “an” and “the”

which are used as the full form of one when the writer emphasizes the number.

Articles are divided into two categories. The words “a” and “an” belong in

indefinite article while a word “the” belongs in definite article. The words “a” and

“an” are used to indicate that something which the speaker is talking about are

being mentioned for the first time and they are not identified. In addition, the

word “the” is used to indicate that a noun has been identified. The word “the” is

not used with names of persons, languages, most countries, streets or the time of

day as well.

5) Punctuation

According to Minimum Requirement (2012) which was made by the

English Language Education Study Program of Sanata Dharma University,

punctuation has three important points. One of those three important points is the

students should use a capital letter at the beginning of every sentence, a full stop

or period (.) at the end of the statement.

6) Preposition

Robbins (2015) argues that English speaker uses preposition “in” to refer to

a large and most general place. “In” refers to longer period of time as well. While

“on” refers to more specific period of time or particular days. In addition, “at”

refers to the most specific times, certain street, specific place, exact address or

intersection.


14

3. Writing

Listening, reading, speaking and writing are four skills that have to be learnt

by the students in language learning activities. In this section, the researcher will

only talk about writing. Based on Raimes (1983) writing is producing whole

pieces of communication and developing information, ideas or arguments for a

particular reader or a group of readers. Writing does not only deal with the

arrangement of writing content, but deals with standards forms of grammar,

vocabulary, and organization as well. Writing is not easy since both teachers and

students need grammatical knowledge to analyse and discover language patterns

errors that appear in the sentence, find the right diction, and organize the idea.

4. Descriptive Text

McMurrey and Sue (1983) state “description is a way to enable the reader to

visualize a person, a place, or a thing with some appropriate senses included”. (as

cited in History, 2015, p. 18). Wardiman, Jahur, and Djumas (2008) state that the

generic structure of descriptive text is divided into two parts namely identification

and description. The identification part is used to identify a phenomenon which

wants to be described. The description part is used to potray parts, qualities, or

characteristics. In addition, Wardiman, et. al. (2008) add that the language feature

which is used in descriptive text is simple present tense. Furthermore Azar (1992)

says “simple present expresses general statement of facts and timeless truths”

(p.13).


15

5. Writing Assessment

In writing activities, assessing is needed in order to measure the students‟

understanding. Besides, assessing can also be used to see the students‟

improvement in writing tasks.

In this research, the researcher created writing assessment which is

synthesized from Richard, et al. (2006). Richard, et al. (2006) state that grammar

includes the study of syntax (word order), clause and phrase structure, and the

classification of parts of speech (e.g. noun, verb, predicate, clause, etc.). In

addition, the writing assessment is synthesized from Azar (1992) who states that

simple present expresses general statement of facts and timeless truths.

The results of synthesizing the theories created writing assessment in

grammar aspects namely simple present tense, word order, clause structure,

determiner and article, punctuation and preposition.


16

B. Theoretical Framework

The theoretical framework based on the theories is synthesized and

displayed in the following figure which is adapted from Hariadi (2016)

Figure 2. 1: Theoretical Framework


17

In this section, the researcher summarizes and synthesizes all major

relevant theories which will help the researcher conduct the study to answer the

research problem. The research problem is the extent to which teacher‟s written

feedback can influence the grammatical accuracy in writing descriptive text.

In writing, the students may apply some rules in their writing product, but

the rules may be wrong or may need to be corrected. In this condition the value

from Ken and Fiona (2006) that direct feedback may take various forms, including

crossing out an unnecessary word, phrase, or morpheme; inserting a missing word

or morpheme; or writing the correct word or form near the erroneous form (e.g.,

above it or in the margin) in order to gain better understanding in the future. The

various forms of direct feedback are helpful to help the students to correct their

sentence structure in the writing product.

There are two forms of feedback according to Bitchener, Young and

Cameron (2005), namely direct and indirect feedback. Direct or explicit feedback

occurs when the teacher identifies an error and provides the correct form, while

indirect feedback refers to situation when the teacher indicates that the error has

been made but does not provide a correction, thereby leaving the students to

diagnose and correct it. In this section, the researcher only explains the theory

used in this research which is direct feedback.

Furthermore, the researcher wants to use descriptive text writing to be

analyzed in this research. According to McMurrey and Sue (1983) descriptive

writing refers to a text which lists the characteristics of something or someone that

you want to picture. The goal of description is to enable the reader to visualize a


18

person, a place, or a thing, you must provide as much detail, and the right kind of

detail, as possible.

In this research, the researcher uses Classroom Action Research (CAR) as

the methodology. The theories about this methodology are taken from McNiff

(2002), Cohen, Manion, and Morrison (2013), and Stenhouse (1979). There are

four main stages model based on Lewin (1984) which is called action-reflection

cycle as the procedure, namely planning, acting, observating, and reflecting. From

ongoing cyclical, the researcher only used one action-reflection cycle. This action-

reflection cycle guided the writer in conducting the research. There are six

grammar aspects, namely simple present tense, word order, clause

structure,determiner and article, punctuation and preposition that are used to

assess the students‟ descriptive writing tests.

In order to know the students‟ perception about the influence of teacher‟s

written feedback, the theory of writing by Raimes (1983), grammar by Richard, et

al., (2006) and Ken and Fiona (2006) were applied. Those theories were also used

to make questions of the questionnaires.


19

CHAPTER III

RESEARCH METHODOLOGY

The methodology used in conducting the research will be presented in this

chapter. It covers research method, research setting, research participants,

instruments and data gathering technique, and data analysis technique.

A. Research Method

The research was conducted by employing Classroom Action Research

(CAR). This method was used in order to answer the research question which was

“to what extent does the teacher‟s written feedback influence the grammatical

accuracy in writing descriptive text for 8th grader students of SMP Pangudi

Luhur 1 Yogyakarta”. Based on the research question, the appropriate method of

conducting this research is Classroom Action Research.

Burns (1994) states that classroom action research is the application of

fact finding to practical problem solving in a social situation with a view to

improving the quality of action within it, involving the collaboration and

operation of researchs, practitioners and laymen.

Based on this research, the researcher found a problem related to the

influence of teacher‟s written feedback on grammatical accuracy. To what extend

teacher‟s written feedback influence the grammatical accuracy in writing

descriptive text for 8th grader students. After seeing the main problem, the

researcher tried to find the answer related to the problem and implementing the


20

suitable solution. The researcher tried to apply teacher‟s written feedback in an

action classroom research with three meetings as the solution.

McNiff (2002) states that classroom action research is a powerful tool for

change and improvement at the local level. It is one of the teaching method that

are increasing powers of analysis and heightening self-awareness, and its uses

feedback from data for ongoing cyclical process. In addition, McNiff (2002) also

argues that the power of analysis and heightening self-awareness also called as

self-reflective practice because it requires individuals or practitioners to reflect

their own works.

Corey (1953) argues that action classroom research is a process in which

practitioners study problems scientifically in order to evaluate, improve and

practice from the feedback given. He also states that the aim of action classroom

research is increasing practical improvement into better understanding based on


21

practice for the practitioner. In this research, the practitioners are the eighth grader

students of SMP Pangudi Luhur 1 Yogyakarta.

McNiff (2002) argues that action research sets eight-stages model as the

procedure for action classroom research namely reviewing the current practice,

identifying an aspects which want to be improved, imagining a way forward on

the practice, trying the new method, monitoring and reflecting on what happens,

modifying the plan in the light of what has been found, what has happenend and

continue, evaluating the modified action, and the last continuing the method until

it is satisfied.

However, the researcher summarizes eight stages model into four main

stages model based on Lewin (1984) which is called action-reflection cycle as the

procedure (as cited in McNiff, 2002, p. 41).

Figure 3. 1: Action Reflection Cycle

The activities of reviewing the current practice and identifying aspects

which wanted to be improved belonged to Planning. The Acting process belonged

to the implementation of the planning, imagining a way forward on the practice,

Planning

Acting

Observing

Reflecting


22

trying the new method, modifying the plan in the light of what has been found,

what has happenend and continued could be implemented in this process. After

implementing the action, the Observing process belonged to the observing the

results of data find out the purpose of the research. Reflecting process belonged to

sharing the results and reflecting the process. In this process, the results of data

observations were concluded.

In the planning process, in order to see the aspect that the student wished

to improve and the improvement, the students were asked to make a writing

product. After that the teacher identified the writing product and gave feedback on

it. In this research, the topic of the writing was a descriptive text. The more

specific topic was describing people. The writing product in this cycle was called

as pre-test.

The second procedure was acting, as acting is the implementation of

planning, the teacher explained the material about descriptive text and the general

feedback which was given to the students in the beginning of the test. In this

procedure, the writing product was called as test.

The next process was observing. As observing process belonged to the

observing the results of data find out the purpose of the research, in this process

all the data from the planning and acting were analyzed.

The last procedure was reflection, in the reflection the teacher reviewed

the materials about the descriptive text and general feedback which was given to

the student in their test. In this last procedure, the teacher also gave the students a


23

final writing test or called as post-test in order to see the improvement of the

student.

B. Research Setting

The research was conducted in English extracurricular of SMP Pangudi

Luhur 1 Yogyakarta. English extracurricular is a compulsory course in SMP

Pangudi Luhur 1 Yogyakarta for students in the seven and eight grade. The course

takes 90 minutes in every meeting. The learning activities in the class are under

the guide of tutor from undergraduate students of English Language Education

Department of Sanata Dharma University. The tutors are encouraged to help

students develop four English skills.

In organizing the English extracurricular learning process, SMP Pangudi

Luhur 1 Yogyakarta gives full authority to the tutors to decide what kind of

language focus, teaching method, teaching approach, and teaching technique the

tutors may use. Moreover, the tutors have their rights to design the learning

handout, quizzes, assignments, and any kind of assignments. Furthermore, in the

learning process of English extracurricular there is no specific competency that a

student needs to accomplish in each English extracurricular level.

In detail, the research was done in April, the academic year of 2016/2017

consists of three meetings. The first meeting was conducted on April 11, 2017.

The second meeting was conducted on April 17, 2017. The third meeting was

done on April 24, 2017. In this case, the different topics of descriptive text were

provided in each meeting.


24

C. Research Participants

The participants of this research were 8B students of SMP Pangudi Luhur 1

Yogyakarta. The class consisted of 44 students, but the researcher only chose 24

students who joined the whole meetings of this research and completed all the

tests. While the 20 students did not join the whole meetings of this research and

did not complete all the tests.

D. Instruments and Data Gathering Technique

The data gathering techniques were used to find the result of this research.

This research consisted of three steps of data gathering technique, namely

descriptive writing test, questionnaires, and observation.

1. Descriptive Writing Tests

This research used students‟ descriptive writing tests as the data gathering

technique. The tests were held three times of extracurricular meeting hour. The

researcher only uses one cycle based on action-reflection cycle by Lewin (1946 as

cited in McNiff, 2002, p. 41) which is divided into three meetings namely pre-test,

test, and post- test. The evaluations of the three tests are based on the same

scoring rubric. The use of the same level of difficulty and scoring rubric aim to

find a supportive data to answer the extent to which written feedback could help

the grammatical accuracy students in writing. Eventhough this research consisted

of three meetings, but the researcher only used two meetings called as pre-test and

post-test to know the extent to which written feedback could help the grammatical


25

accuracy students in writing descriptive text. The pre-test is used to measure the

students‟ current level of writing ability and understanding on the use of writing

elements; whereas the post-test is used to identify the students‟ understanding and

the progress. In this tests, the students are required to identify mistakes on the

grammatical accuracy.

2. Questionnaires

The questionnaires were used as a supportive data to answer the students‟

perception to which teacher‟s written feedback could help improve the

grammatical accuracy students in writing English. There were fifteen close-ended

questions which had to be marked in each question.

3. Observation

Marshall and Rossman (1995) as cited in Cohen, Manion, and Morrison

(2013) say that observation is looking systematically on people, events,

behaviours, settings, and routines and so on. Observation is a research process that

offers an investigator the opportunity to gather „live‟ data from naturally occurring

social situation. Observation method has the potential to yield more valid data

than interferential method.

Observation checklist contained list of statements that were observed

during the English extracurricular teching-learning class in one of the meeting or

cycle. It was needed to observe teacher and students‟ condition, and teacher and

students‟ participation in following the English extracurricular teching-learning

class activities. Besides, the observation here was used as one of the a supportive

data to measure the triangulation. The observer of the observation was the other


26

teacher who also teach in the same school and conducted classroom action

research.

E. Data Analysis Technique

1. Descriptive Writing Tests

In this research, the researcher had a technique to analyse the collected

data. There was a technique used in this research by analysing the students‟

descriptive writing test. In order to find out the influence of the teacher‟s written

feedback, the teacher compared the first descriptive test before the students are

given the feedback (pre-test), the second descriptive test after the students are

given the feedback (cycle 1), and the last descriptive test where the teacher is sure

that the students are mastering the material (post-test). In analysing the students‟

descriptive writing test, the researcher created writing assessment which

synthesized from Richard, et al., (2006) who states that grammar includes the

study of syntax (word order), clause and phrase structure, and the classification of

parts of speech (e.g. noun, verb, predicate, clause, etc.) and synthesized the theory

from Azar (1992) who says that simple present expresses general statement of

facts and timeless truths. As descriptive text is a text which visualizing a person, a

place, or a thing as detailed as possible which includes the use of appropriate

senses, hence descriptive text can be concluded as general statement of facts as

well.

The results of synthesizing the theories created writing assessment in

grammar aspects namely simple present tense, word order, clause structure,


27

determiner and article, punctuation and preposition. The results of the analysis

technique can be seen by the score the students had from the first until the third

test.

Table 3. 1: Writing Assessment

No The Grammar Aspects Score

1 Simple Present Tense 5 4 3 2 1

2 Word Order 5 4 3 2 1

3 Clause Structure 5 4 3 2 1

4 Determiner and Article 5 4 3 2 1

5 Punctuation 5 4 3 2 1

6 Preposition 5 4 3 2 1

Notes :

Score 5 with 0 mistakes

Score 4 with 1-5 mistakes



Score 1 with 16 or more mistakes


28

2. Questionnaires

The data from questionnaires was presented in percentage. The formula of

the students‟ answer is as follows :

Notes :

a :percentage of students‟ answers

n : the number of students who answer

∑N : the total number of students who finish the questionnaires

After the percentage of students‟ answer was known, the formula was used

to find out the average of each student‟s answer were as follows:

Notes:

X : average of each students‟ answer

∑N : total percentage of students‟ answer

m : the number of questions


29

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter is divided into two parts. First part is research results and

discussion of students‟ perceptions about the influence of the teacher‟s written

feedback to grammatical accuracy in writing descriptive text. The second part is

research results and discussion to answer the research question namely to what

extent the teacher‟s written feedback influences the grammatical accuracy in

writing descriptive text of 8th grader students.

A. Students’ Perceptions on the Influence of Teacher’s Written Feedback to

Grammatical Accuracy in Writing Descriptive Text

In this research, the researcher used questionnaires in order to collect the

data. The questionnaires consisted of 15 close-ended statements. The purpose of

the 15 close-ended statements were to identify the students‟ perceptions on the

influence of teacher‟s written feedback. In the close-ended statements, the

students were given options to confirm their statements in scale one to four. Scale

one indicated that they strongly disagree with the statements. Scale two indicated

that they disagree with the statements. Scale three indicated that they agree with

the statements. Scale four indicated that they strongly agree with the statements

stated in the questionnaires. The data of students‟ perceptions through the

influence of teacher‟s written feedback to grammatical accuracy in writing

descriptive text are shown in Figure 4.1.


30

Figure 4. 1 Students’ Good Perception on the Influence of Teacher’s Written

Feedback on Grammatical Accuracy in Writing Descriptive Text

Based on the results of the questionnaires given by the researcher, there

were 37 from 44 students who completed the questionnaires. There were 7

students who did not do the questionnaires. Figure 4.1 showed that the students

had good perceptions on the influence of teacher‟s written feedback to

grammatical accuracy in writing descriptive text. It was proven by the percentage

of the questionnaires results. There were 36% of the students who strongly agreed

and had good perceptions on the influence of teacher‟s written feedback to

grammatical accuracy in writing descriptive text. There were 56% of the students

who agreed and had good perceptions on the influence of teacher‟s written

feedback to grammatical accuracy in writing descriptive text. Only 7% out of

100% who disagreed and did not have good perceptions on the influence of

teacher‟s written feedback to grammatical accuracy in writing descriptive text.

While the rest, there were 1% of the students who strongly disagreed and did not

have good perception on the influence of teacher‟s written feedback to

1%

7%

56%

36%

Strongly Disagree on the Influence of

Teacher‟s Written Feedback

Disagree on the Influence of


Agree on the Influence of Teacher‟s

Written Feedback

Strongly Agree on the Influence of



31

grammatical accuracy in writing descriptive text. The percentage of the students

who strongly agreed and disagreed was slightly different, however the percentage

of students who strongly agreed was higher than the percentage of students who

disagreed and did not have good perceptions on the influence of teacher‟s written

feedback to grammatical accuracy in writing descriptive text.

The questions of the questionnaire were classified into three parts

considering the theory of : writing, grammar and feedback on grammar.

1. Writing

According to Raimes (1983), writing is producing whole pieces of

communication and developing information, ideas or arguments for a particular

reader or a group of readers. Writing does not only deal with the arrangement of

writing content, but also deals with standards forms of grammar, vocabulary, and

organization. Writing needs grammatical knowledge to analyze and discover

language patterns errors appear in the sentence, find the right diction, and

organize the idea.

From those 15 statements, there were 3 statements related to writing.

Those 3 statements were described in table 4.7. as follows:

Table 4. 1 The statements related to writing

Statements Answer Types

1

(SD)

2

(D)

3

(A)

4

(SA)

Writing is one of the important parts in English 3% 0% 72% 25%

Writing in English is easy 0% 17% 64% 19%

I like writing in English 3% 33% 44% 19%

Average 2% 17% 60% 21%


32

Notes:

SD : Strongly Disagree A : Agree

D : Disagree SA : Strongly Agree

From the table 4.1, there were 72% of the students who agreed that writing

was one of the important parts in English. There were 25% of the students who

agreed that writing was one of the important parts in English. In contrast, there

were 3% of the students who strongly disagreed that writing was one of the

important parts in English. In the second statement related to writing, there were

64% of the students who agreed that writing in English was easy. There were 19%

of the students who strongly agreed that writing in English was easy. In contrast,

there were 17% who disagreed that writing in English was easy. In the third

statement related to writing, there were 44% who agreed that the students liked

writing in English. There were 19% who strongly agreed that the students liked

writing in English. In contrast, there were 33% who disagreed and 3% who

strongly disagreed that the students did not like writing in English.

In short, there were 60% who agreed that writing was one of the important

parts in English. Furthermore, writing in English was easy and the students liked

writing in English. There were 21% who strongly agreed that writing was one of

the important parts in English. Henceforth, writing in English was easy and the

students liked writing in English. In contrast, there were 17% who disagreed. The

students stated that writing was not one of the important parts in English. In the

same way, the students stated that writing in English was difficult and the students

did not like writing in English. There were 2% who strongly disagreed that

writing was one of the important parts in English. Furthermore, the students stated


33

that writing in English was difficult and the students did not like writing in

English.

2. Grammar

Richard, et al., (2006) state that written sentence grammar includes of the

study of syntax (word order), clause and phrase structure, and the classification of

parts of speech (e.g. noun, verb, predicate, clause, etc.). From those 15

statements, there were 2 statements classified into grammar. Those 2 statements

were described in table 4.8. as follows:

Table 4. 2 The statements related to grammar

Notes :



From the table 4.2, there were 58% of the students who strongly agreed that

the students must have knowledge about grammar in writing English. There were

39% of the students who agreed that they must have knowledge about grammar in

writing English. Whereas, 3% who disagreed that the students must have

knowledge about grammar in writing English. In the second statement related to

grammar, there were 56% who strongly agreed that grammar was the important

aspect in writing English. There were 39% who agreed that grammar was the

Statements

Answer Types

1

(SD)

2

(D)

3

(A)

4

(SA)

I must have knowledge about grammar in

writing English 0% 3% 39% 58%

Grammar is the important aspect in writing

English 0% 6% 39% 56%

Average 0% 5% 39% 57%


34

important aspect in writing English. In contrast, there were 6% of the students

who disagreed that grammar was the important aspect in writing English.

In other words, there were 57% of the students who strongly agreed and

39% of students who agreed that writing in English needed knowledge about

grammar since grammar was the important aspect in English writing. On the

contrary, there were 5% of the students who disagreed and 0% who strongly

disagreed that writing in English needed knowledge about grammar since

grammar was the important aspect in English writing. In conclusion, there were

57% of the students who strongly agreed that grammar was the important aspect

in writing English. In addition, the students must have knowledge about grammar

in writing English. From those two statements related to grammar, there was 0%

who strongly disagreed about the questions.

3. Feedback on Grammar

Hyland (2006) states that direct feedback form may take various form,

including crossing out an unnecessary word, phrase, or morpheme; inserting a

missing word or morpheme; or writing the correct word or form near the

erroneous form (e.g., above it or in the margin) in order to gain better

understanding in the future. From the definition above, the researcher infers that

the activities like crossing out an unnecessary word, phrase, or morpheme;

inserting a missing word or morpheme; or writing the correct word or form near

the erroneous form can also called as written feedback/correction. In addition,

Srichanyachon (2012) states that direct feedback is a technique correcting

students‟ error by giving an explicit written correction. The correction given by


35

the teacher helps the students to recognize their error as it is near the erroneous

form.

Table 4.3 The statements related to feedback in grammar

Statements

Answer Types

1

(SD)

2

(D)

3

(A)

4

(SA)

The feedback in grammar part given by the teacher

are needed in writing English 0% 3% 58% 39%

I feel happy with the feedback in grammar part

given by the teacher 0% 6% 64% 31%

Feedback make me feel more motivated to write in

English by pay more attention in grammar 0% 8% 58% 33%


make me understand my mistakes in grammar 0% 8% 56% 36%


help me analyse my mistakes in grammar 0% 8% 56% 36%


help me analyse my mistakes in word order 0% 3% 61% 36%


help me analyse my mistakes in clause structure 3% 3% 47% 47%


help me analyse my mistakes in punctuation 0% 8% 61% 31%


help me analyse my mistakes in determiner and

article; like a, an, the. 3% 0% 64% 33%


help me analyse my mistakes in preposition 0% 3% 61% 36%

Average 1% 5% 59% 36%

Notes :



From the table 4.3, there were 58% of the students who agreed that the

feedback in grammar part given by the teacher were needed in writing English.

There were 39% of the students who strongly agreed that the feedback in grammar

part given by the teacher were needed in writing English. In contrary, there were

3% of the students who disagreed that the feedback in grammar part given by the


36

teacher were needed in writing English. In the second statement related to

feedback in grammar, there were 64% of the students who felt happy with the

feedback in grammar part given by the teacher. There were 31% of the students

who felt strongly happy with the feedback in grammar part given by the teacher.

In contrast, there were 6% of the students who were not happy with the feedback

in grammar part given by the teacher. In the third statement related to feedback in

grammar, there were 58% of the students who agreed that feedback made them

feel more motivated to write in English by paying more attention in grammar.

There were 33% of the students who strongly agreed that feedback made them

feel more motivated to write in English by paying more attention in grammar. In

contrast, there were 8% of the students who disagreed that feedback made them

feel more motivated to write in English by paying more attention in grammar.

In the fourth statement related to feedback in grammar, there were 56% of

the students who agreed that feedback in grammar part given by the teacher made

them understand their mistakes in grammar. There were 36% of the students who

strongly agreed that feedback in grammar part given by the teacher made them

understand their mistakes in grammar. In contrast, there were 8% of the students

who disagreed that feedback in grammar part given by the teacher made them

understand their mistakes in grammar. In the fifth statement related to feedback in

grammar, there were 56% of the students who agreed that feedback in grammar

part given by the teacher helped them analyse their mistakes in grammar. There

were 36% of the students who strongly agreed that the feedback in grammar part

given by the teacher helped them analyse their mistakes in grammar. In contrast,


37

there were 8% of the students who disagreed that feedback in grammar part given

by the teacher helped them analyse their mistakes in grammar.

In the sixth statement related to feedback in grammar, there were 61% of

the students who agreed that feedback in grammar part given by the teacher

helped them analyse their mistakes in word order. There were 36% of the students

who strongly agreed that the feedback in grammar part given by the teacher

helped them analyse their mistakes in word order. In contrast, there were 3% of

the students who disagreed that feedback in grammar part given by the teacher

helped them analyse their mistakes in word order.

In the seventh statement related to feedback in grammar, there were 47%

of the students who agreed that feedback in grammar part given by the teacher

helped them analyse their mistakes in clause structure. There were 47% of the

students who strongly agreed that the feedback in grammar part given by the

teacher helped them analyse their mistakes in clause structure. In contrast, there

were 3% of the students who disagreed and 3% of the students who strongly

disagreed that feedback in grammar part given by the teacher helped them analyse

their mistakes in clause structure.

In the eighth statement related to feedback in grammar, there were 61% of


helped them analyse their mistakes in punctuation. There were 31% of the

students who strongly agreed that the feedback in grammar part given by the

teacher helped them analyse their mistakes punctuation. In contrast, there were


38

8% of the students who disagreed that feedback in grammar part given by the

teacher helped them analyse their mistakes punctuation.

In the ninth statement related to feedback in grammar, there were 64% of


helped them analyse their mistakes in determiner and article. There were 33% of

the students who strongly agreed that the feedback in grammar part given by the

teacher helped them analyse their mistakes in determiner and article. In contrast,

there were 3% of the students who strongly disagreed that feedback in grammar

part given by the teacher helped them analyse their mistakes in determiner and

article.

In the tenth statement related to feedback in grammar, there were 61% of


helped them analyse their mistakes in preposition. There were 36% of the students

who strongly agreed that the feedback in grammar part given by the teacher

helped them analyse their mistakes in preposition. In contrast, there were 3% of

the students who disagreed that feedback in grammar part given by the teacher

helped them analyse their mistakes in preposition.

In general, there were 59% of the students who agreed and 36% of

students who strongly agreed that teacher's written feedback in grammar aspect

were needed in writing English and it helped the students to understand their

mistakes in grammar. Moreover, by being given the feedback, the students were

also motivated to write in English by paying more attention to grammar. On the

contrary, there were 5% of the students who disagreed and 1% who strongly


39

disagreed that teacher's written feedback in grammar part were needed in writing

English and it helped the students to understand their mistakes in grammar.

In short, the average showed that 59% of the students who agreed that

teacher's written feedback in grammar aspect were needed in writing English and

it helped the students to understand their mistakes in grammar. Furthermore, the

feedback in grammar part given by the teacher helped the students analyse their

mistakes in grammar. In the same way, the students felt more motivated to write

in English by paying more attention in grammar by given the feedback.

B. The Influence of Teachers’ Written Feedback to Students’ Writing in

Descriptive Text

In this research, the students were given written feedback by the teacher.

The teacher‟s written feedback was expected to help the students to assess their

writing test and improve their grammar accuracy. In the same way, Carson (2011)

states that feedback is a response or reaction from another person to something

people does that can be used to help people assess and improve on their

performance in the future.

The influence of teacher‟s written feedback to grammar accuracy was

limited in terms of six grammar aspects, namely word order (W), determiner and

article (D&A), preposition (P), simple present tense (T), clause structure (C), and

punctuation (P) which synthesized theories from Richard, et al., (2006) and Azar

(1992).


40

The participants of this research were 8B class students in SMP Pangudi

Luhur 1 Yogyakarta. The class consisted of 44 students. They had been given

three descriptive text tests. The first test was categorized as Pre-test. The second

test was categorized as Cycle 1 test. The last test was categorized as Post-test. The

details of students‟ descriptive writing scores for the pre-test, test, post-test are

described in Table 4.4.

Table 4. 4 The score and the average of 24 students’ descriptive text

Student

The Score

Pre-Test Cycle 1 Post-Test

1 76 90 86

2 73 80 80

3 80 83 86

4 76 86 83

5 83 93 96

6 80 90 93

7 80 90 96

8 83 93 93

9 90 93 86

10 76 83 83

11 83 93 86

12 86 83 90

13 83 100 100

14 83 90 83

15 93 86 90

16 86 90 80

17 70 83 80

18 73 86 93

19 80 86 90

20 83 83 86

21 76 83 90

22 80 86 90

23 80 70 93

24 73 86 90


41

Table 4.4 showed the results of whole descriptive writing tests that were

done by 24 students. The average score showed that the influence of teacher‟s

written feedback helped the students in increasing grammatical accuracy in

descriptive text. It could be proven by the average score from the pre-test, test,

and post-tests. In the pre-test the average score was 80.25. In the second test or

called as test, the average score was 86.92. In the post-test, the average score was

88.46.

The researcher presented a paired sample t-test results as stronger evidence

that the influence of teacher‟s written feedback helped the students in increasing

grammatical accuracy in descriptive text as well. The data is presented below:

Table 4.5 The results of Paired Sample T-test

Average 80.25 86.92 88.46


42

From the data above, there was a significant difference in the scores for

students‟ pre-test (M=80, 2500, SD=5, 53448) and the students‟ post-test (M=88,

4583, SD=5, 42922) conditions; t (23)-5,820, p=0.000. Since the p-value which

was less than 0.05, these results showed that teacher‟s written feedback did

improve students‟ grammar accuracy in descriptive text. It was consistent with

Hattie and Timperley (2007) who state that feedback is one of the most powerful

influences on learning and achievement.

In addition, the improvements of the students‟ descriptive texts were seen

in six grammar aspects columns, namely word order (W), determiner and article

(D&A), preposition (P), simple present tense (T), clause structure (C), and

punctuation (P) which can be seen in appendix section. The number in the

columns contained the students‟ mistakes

As the researcher has explained previously that the improvement is seen

from the S (score), there were 10 students whose descriptive texts improved.

There were 7 students whose descriptive texts improved only in cycle 1 yet the

post-test scores were lower. There were 4 students whose descriptive texts

improved in the cycle 1 yet still got the same score in the post-test. There were 2

students whose descriptive texts did not improve in the cycle 1 yet still improved

in the post test. There was only 1 student whose descriptive text did not improve.

Based on those 24 students, the improvement of the grammar aspects in

every test was different. The differences of improvement in grammar aspects were

completed from the pictures of students‟ descriptive writing texts in the

appendices. Those pictures showed the first descriptive writing test to the third


43

descriptive writing test. They were compared in order to analyze the improvement

of grammar aspects in descriptive writing.

In addition, the researcher presented the figure of students‟ mistakes in

grammar from the pre-test until the post test. The details of students‟ mistakes in

grammar from the pre-test until the post-test are described in figure 4.2.

Figure 4. 2 The number of students’ mistakes

As it is shown in Figure 4.2, there were six aspects of grammar namely

tense, word order, clause structure, determiner and article, punctuation, and

preposition. In this section, the researcher intended in explaining each of the

apects. The first aspect was tense aspect, the number of students‟ mistakes in the

pre-test were 81 and the test were 71, while the post-test were 58. From the pre-

test, the mistakes were reducing 23 points in the post-test. The Second aspect was

81

35

37

33

12

2

54

71

12

24

65

45

7

58

2

22

29

69

4

Tense Word order Clausestructure

Determinerand Article

Punctuation Preposition

Pre-test Test Post-test


44

word order. In the word order, the number of students‟ mistakes in the pre-test

were 35 and the test were 12. While in the post-test were 2.

From the pre-test, the mistakes were reducing 33 points in the post-test.

The third aspect was clause structure. In the clause structure aspect, the number of

students‟ mistakes in the pre-test were 37 and the test were 24. While the post-test

were 22. In this aspect the mistakes were reducing 15 points from the pre-test.

Fourth aspect was determiner and article. In the determiner and article aspect the

number of students‟ mistakes in the pre-test were 33 and the test were 65 while in

the post-test were 29. From the pre-test, the mistakes were reducing 4 points in the

post-test. The fifth aspect was punctuation. In the punctuation aspect the number

of students‟ mistakes in the pre-test were 122 and the test were 45 while the post-

test were 69. From the pre-test, the mistakes were reducing 53 points in the post-

test. The last aspect was preposition. In the last aspect, the number of students‟

mistakes in the pre-test were 54 and the test were 7 while the post-test were 4.

From the pre-test, the mistakes were reducing 50 points in the post-test.

From this data, it could be concluded that the influence of teacher written

feedback was effective to reduce the mistakes on grammatical accuracy in writing

descriptive text made by eighth graders students of SMP Pangudi Luhur 1

Yogyakarta. The researcher presents the data about the students‟ improvement in

six grammar aspects namely tense, word order, clause structure, determiner and

article, punctuation, and preposition In detail as follows.


45

1. Students’ Improvement in Aspect of Tense (Simple Present Tense)

In terms of tense, the number of students‟ mistakes in the pre-test were 81

and 58 for the post-test. It was good because the students‟ mistakes were reduced

23 points. In this part, the researcher presents some mistakes which were made by

the students in term of tense both in pre-test and post-test as follows:

a. Students’ Pre-Test

Table 4.6 Students’ pre-test writing and the analysis in simple present tense

The Students‟ Writing The Correct Form

Name : ………………….

I a fivethey herold

Address: …………………

My height 185cm

I not get a glasses

My habit playing game

My eyes is brown

My job student

My eyes is small and black

My name Jeva

My favorite drink and food is …………

My names is ……………

I am fifteen years old

I live …………………

My Address is ………….

My height is 185cm

I do not wear glasses

My habit is playing game

My eyes are brown/ I have

brown eyes

I am a student

My eyes are small and black

My name is Jeva

My favorite drink and food

are………


46

b. Students’ Post-test

Table 4.7 Students’ post-test writing and the analysis in simple present tense


Her height 175 cm

Her weight 120kg

She have

She live

She is like KFC

Her height is

Her weight is 120kg

She has

She lives

She likes

Based on the analysis, generally the students did not write “to be” after the

subject. While according to Azar (1992), simple present tense basic patterns are

“subject + V1 or V1s/es” and there must be “to be” after the subject and before

the adverb/noun. Therefore, the students needed to improve their grammatical

accuracy.

Teacher‟s written feedback was used as the media in order to improve the

student‟s grammatical accuracy. It could be seen by the student‟s average of

mistakes which was reduced 1 point in simple present tense. In other words, the

influence of teacher‟s written feedback could help the student to improve their

grammar accuracy especially in simple present tense.

2. A students’ Improvement in Aspect of Word Order

In terms of tense, the number of students‟ mistakes in the pre-test were 35

and 2 for the post-test. It was good because the students‟ mistakes were reduced

33 points. In this part, the researcher presents some mistakes which were made by

the students in term of word order both in pre-test and post-test as follows:


47


Table 4.8 Students’ pre-test writing and the analysis in word order


I have long wavy hair and black

I have black short hair

I have black browny wavy hair

I have long black hair is straight

I have long wavy black hair

I have short black hair

I have wavy black browny hair

I have long straight black hair

b. Students’ Post-Test

Table 4.9 Students’ post-test writing and the analysis in word order


Her drinks favorite are …….. Her favorite drinks are…

In terms of word order, generally the students wrote “long wavy hair and

black” while the correct form based on the adjective order of descriptive text, the

first order is length, the second is type of hair, and then color, after that noun. In

short, the correct form is “long wavy black hair”.

Teacher‟s written feedback was given in the student‟s writing test.

Moreover, the teacher explained the material about descriptive text before the test,

reviewed the material about descriptive text before the post-test and explained the

student‟s mistakes in general as well. As stated previously that the mistakes were

decrease, it could be concluded that teacher‟s written feedback was helpful in

decreasing mistakes which were made by the student.


48

3. Students’ Improvement in Aspect of Clause Structure

In terms of clause structure, the number of students‟ mistakes in the pre-

test was 37 and 22 for the post-test. It was good because the students‟ mistake

were reduced 15 points. In this part, the researcher presents some mistakes which

were made by the students in term of clause structure both in pre-test and post-test

as follows:


Table 4.10 Students’ pre-test writing and the analysis in clause structure


My hobby is play

My hobbies are listening to the music,

watch movies and sleep

My abilities is basketball and playing guitar

My hobby is playing

My hobbies are listening to the

music, watching movies and

sleeping

My abilities are playing

basketball and playing guitar


Table 4.11 Students’ post-test writing and the analysis in clause structure


His hobbies is play basketball His hobby is playing basketball

In this case, the students wrote “I can singing” while according to Khorn

(1986) the modal auxiliaries do not change for person or number. It could be

concluded that the right form of “I can singing” was “I can sing”. In general

analysis, the students made mistake in writing the clause structure. As stated


49

previously that the mistakes decreased, it could be concluded that teacher‟s

written feedback was helpful in decreasing mistakes which were made by the

student. Therefore, the teacher always gave her written feedback to the students‟

writing test. Moreover, the teacher explained the material about descriptive text

before the test, reviewed the material about descriptive text before the post-test

and explained the student‟s mistakes in general as well in order to prevent the

students make the same mistakes in the future.

4. Students’ Improvement in Aspect of Determiner and Article

In terms of determiner and article, the number of students‟ mistakes in the

pre-test were 33 and 29 for the post-test. In this part, the researcher presents some

mistakes which were made by the students in term of word order both in pre-test

and post-test as follows:


Table 4.12 Students’ pre-test writing and the analysis in determiner and article


I have flat nose

I have oval / round face

I have a brown eyes

I have a short hair

I have a brown colored skin

I student

I don‟t wear a glasses

I have a flat nose

I have an oval

I have brown eyes

I have short hair

I have brown skin

I am a student

I don‟t wear glasses


50


Table 4.13 Students’ post-test writing and the analysis in determiner and article


She has small nose

He is student

He has handsome face

She has beautiful face

He is nice person

He has a sexy lips

She has a small nose

He is a student

He has a handsome face

She has a beautiful face

He is a nice person

He has a sexy lip

In general analysis, the number of mistakes were reduced 4 points. The

students did not put “a” or “an” before explaining something which was singular.

Some of the students wrote “I have flat nose”. While according to Khorn (1986),

the words “a” and “an” are used as the full form of one when we emphasize the

number. In additional, “a” and “an” are used to indicate that something which the

speaker is talking about are being mentioned for the first time and they are not

identified. In short, the correct form is “I have a flat nose” because the student

only has one nose.

5. Students’ Improvement in Aspect of Punctuation

In terms of punctuation, the number of students‟ mistakes in the pre-test

were 122 and 69 for the post-test. It was good because the students‟ mistake were

reduced 53 points. In this part, the researcher presents some mistakes which were


51

made by the students in term of punctuation both in pre-test and post-test as

follows:


Table 4.14 Students’ pre-test writing and the analysis in punctuation


Mostly, the students did not put a full stop

at the end of the sentence

The Students‟ Writing

Put a full stop at the end of the

sentence

The Correct Form

I have black, straight, medium hair

He was born in October 15th year in 1990

Medium black straight hair

He was born on October 15th(,)

1990


Table 4.15 Students’ post-test writing and the analysis in punctuation


Some of the students still did not put a full

stop at the end of the sentence

Put a full stop at the end of the

sentence

In general, the students did not put a full stop in the end of a sentence. This

problem was the concern of the research in grammar aspect as stated by Griffin

(1982) that the mechanics and style of feedback: comments, edits, minimal marks

or correction symbols that attend to textual features such as punctuation, grammar,

spelling, capitalization, and the format of the essay.


52

6. Students’ Improvement in Aspect of Preposition

In terms of punctuation, the number of students‟ mistake in the pre-test

was 2 and 0 for the post-test. It was good because the students‟ mistake had

reduced. In this part, the researcher presents some mistakes which were made by

the students in term of punctuation both in pre-test and post-test as follows:


Table 4.16 Students’ pre-test writing and the analysis in preposition


Table 4.17 Students’ post-test writing and the analysis in preposition


No student made mistakes in

preposition

Based on the analysis, generally the student misplaced to put “on”, “at” or

“in” in address and place, eventhough the teacher has explained the material about

preposition in front of the class and gave the example on how to write the correct

address by using “on”, “at” or “in”. While according to Robbins (2015), English

uses preposition “in” to refer to a large and most general place. “in” refers to

longer period of time as well. While “on” refers to more specific period of time or


I live in Ki Mangun Sarkono street

no.2

I live at Ki Mangun Sarkono street no.2

I live at Bumi raya Residence

I live at Sleman

I live on Bumi raya Residence

I live in Sleman


53

particular days. In addition, “at” refers to the most specific times, certain street,

specific place, exact address or intersection.

As the researcher has explained previously that the teacher always gave

her written feedback in the students‟ descriptive test, it could be concluded that

teacher‟s written feedback was helpful in decreasing mistakes which were made

by the student. Therefore, the mistake only appeared in the first test.


54

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

The first section of this chapter presents the conclusion of this research.

The second section provides recommendations for the English language tutors

who want to use feedback in grammar accuracy and also other researchers who

want to conduct the same topic as this research.

A. Conclusions

This research aimed to figure out two research questions. The first

research question was how are the 8th grader students‟ perceptions on the

influence of teacher‟s written feedback on grammatical accuracy in writing

descriptive text. The second question was to what extent the teacher‟s written

feedback influences the grammatical accuracy in writing descriptive text for 8th

grader students of SMP Pangudi Luhur 1 Yogyakarta. The detail conclusions are

described as follow:

1. The 8th grader students’ perceptions on the influence of teacher’s written

feedback on grammatical accuracy in writing descriptive text

Based on the questionnaires results, the students had good perceptions on

the influence of teacher‟s written feedback to grammar accuracy in descriptive

text. They agreed that teacher‟s written feedback could help them in grammar


55

accuracy, especially in simple present tense, word order, clause structure,

determiner and article, punctuation and preposition.

2. To what extent the teacher’s written feedback influences the grammatical

accuracy in writing descriptive text for 8th grader students of SMP

Pangudi Luhur 1 Yogyakarta.

Based on the average scores from three tests, the average scores were

increasing. In the pre-test the average score was 80.25. In the second test or

called as test, the average score was 86.92. In the post-test, the average score

was 88.46. It showed that the influence of teacher‟s written feedback helped the

students in increasing grammatical accuracy in descriptive text. In addition, the

influence of teacher‟s written feedback could reduce the mistakes made by the

students in writing descriptive text.

A paired sample t-test results showed that the influence of teacher‟s

written feedback helped the students in increasing grammatical accuracy in

descriptive text as well.

B. Recommendations

These recommendations are directed to the English teachers, English

tutors, students and other future researchers who want to conduct the same type of

research.


56

1. English Language Teachers and Tutors

After discovering that the influence of teacher‟s written feedback could

reduce students‟ mistakes in grammar when writing descriptive text, English

language teachers and tutors are recommended to apply written feedback in their

class activities. It can help the teachers and tutors to analyse students‟ mistake in

grammar. Not only that, the teacher and tutors can see the progress whether the

students revise their work after given the written feedback as well.

2. Students

Most of the students can give their best attention in writing the descriptive

text even though it takes three times. Some of them are still not confident about

what they wrote. The students tend to produce a few sentence in a paragraph. In

the class activities, the students who are not confident, tend to keep asking to the

teacher about the word spelling, vocabulary, etc. In addition, different topics are

recommended in teaching descriptive texts. It will reduce students‟ boredom in

writing descriptive texts.

3. Other Future Researchers

Since this research method consists only one cycle, future researchers are

recommended to develop this research wider and to be more creative. Future

researchers may use comparative studies between two classes or more in order to

compare the results from this kind of research.


57

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APPENDIX 1

The Letter of Inquiry to Conduct Research


61


62

APPENDIX 2

The Lesson Plan for the Whole Three

Meetings


63

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Pangudi Luhur 1 Yogyakarta

Mata Pelajaran : Ekstrakurikuler Bahasa Inggris

Kelas/Semester : VIII / Dua

Alokasi Waktu : 2 x 45 menit

Topik Pembelajaran : Descriptive Text ( Describing People)

Skill : Writing Skill

A. KOMPETENSI INTI

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai


64

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. KOMPETENSI DASAR

KD 4.12 : Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang

orang, binatang, dan benda, dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Kompetensi Dasar Indikator

4.12 Menyusun teks deskriptif lisan

dan tulis, pendek dan sederhana,

tentang orang, binatang, dan

benda, dengan memperhatikan

fungsi sosial, struktur teks, dan

unsur kebahasaan yang benar dan

sesuai konteks.

4.12.1 Menentukan tema descriptive

teks. (describing people)

4.12.2 Menyebutkan ciri- ciri atau

ragam bahasa tertulis dalam

teks descriptive (describing

people)

4.12.3 Menyebutkan fungsi sosial

dalam teks descriptive

(describing people)

4.12.4 Menganalisis struktur teks

dalam teks descriptive

(describing people)

4.12.5 Menganalisis unsur

kebahasaan dalam teks

descriptive (describing

people)

10.12.6 Menyusun descriptive teks

dengan memperhatikan

struktur teks dan unsur

kebahasaan sesuai tema


65

(describing people)

10.12.7 Menggunakan feedback dari

guru yang telah didapat untuk

menulis kembali descriptive

text

10.12.8 Menyusun teks descriptive

tertulis secara runtut

menggunakan grammar yang

benar berdasarkan feedback

yang guru sudah sediakan.

C. Tujuan Pembelajaran

Pada akhir proses belajar dan mengajar, siswa diharapkan mampu untuk:

1. Siswa mampu untuk menyebutkan ciri- ciri atau ragam bahasa tertulis

dalam teks descriptive (describing people) dengan benar

2. Siswa mampu untuk menyebutkan fungsi sosial dalam teks tertulis

descriptive (describing people) dengan benar

3. Siswa mampu untuk menganalisis struktur teks dalam teks tertulis


4. Siswa mampu untuk menganalisis unsur kebahasaan dalam teks tertulis


5. Siswa mampu untuk Menyusun descriptive teks dengan memperhatikan

struktur teks dan unsur kebahasaan sesuai tema (describing people)

dengan baik dan benar

6. Siswa mampu menggunakan feedback dari guru yang telah didapat untuk

menulis kembali descriptive text dengan tema yang sama dengan baik


66

7. Siswa mampu menyusun teks descriptive tertulis secara runtut

menggunakan grammar yang benar berdasarkan feedback yang guru

sudah sediakan.

D. METODE PEMBELAJARAN

Diskusi

Praktik

E. MEDIA ATAU ALAT PEMBELAJARAN

1. Media

Laptop, LCD, Papan Tulis, dan Karalink

D. MATERI PEMBELAJARAN

Materi pembelajaran yang akan digunakan dalam pembelajaran adalah

Descriptive Text. Meliputi definition, language feature, characteristics and

the generic structures of Descriptive Text.

Sumber materi:

http://www.englishindo.com/2015/07/contoh-descriptive-

text.html#ixzz4ZJCpca5G


http://www.englishindo.com/2015/07/contoh-descriptive-text.html#ixzz4ZJCpca5G

http://www.englishindo.com/2015/07/contoh-descriptive-text.html#ixzz4ZJCpca5G

67

E. KEGIATAN PEMBELAJARAN

Kegiatan Deskripsi Kegiatan Alokasi

Waktu Guru Peserta Didik

Pembukaan

Memberi salam pada siswa

dalam bahasa Inggris yang

baik dan benar.

Menjawab salam

mengunakan bahasa Inggris

yang baik dan benar. Peserta

didik sudah siap berada di

dalam kelas untuk

mengikuti proses belajar

dan mengajar.

2 menit

Memastikan keadaan kelas

termasuk jumlah peserta

didik dan kehadiran

peserta didik.

Menjawab dan merespon

dengan baik.

2 menit

Mengajukan pertanyaan

terkait dengan materi

Menjawab pertanyaan-

pertanyaan dari guru tentang

materi

3 menit

Menjelaskan tujuan

pembelajaran,

menyampaikan cakupan

materi dan penjelasan

uraian kegiatan

Mendengarkan dan

menyimak apa yang di

katakan oleh guru, bertanya

bila ada yang dirasa kurang

jelas kepada guru.

3 menit

Isi

Eksplorasi

Memberikan contoh

descriptive text (describing

people)

Mendengarkan dan

menyimak dengan baik

penjelasan yang di

sampaikan oleh guru.

5 menit


68

Bertanya pada peserta

didik apakah peserta didik

tahu jenis teks descriptive

text secara details

Menjawab pertanyaan yang

di ajukan oleh guru. 2 menit

Menjelaskan secara singkat

tentang descriptive teks

(fungsi sosial, struktur

teks, unsur bahasa dan

contoh)

Mengikuti penjelasan guru

dengan baik dan mencatat

bila diperlukan. 15 menit

Memberikan waktu kepada

peserta didik untuk

membenarkan dengan cara

menulis kembali text

descripting people

sebelumnya yang sudah

diberi feedback

Mengerjakan dengan teman

tentang text mereka.

10 menit

Elaborasi

Memberikan waktu kepada

peserta didik untuk

mengerjakan/ membuat

text tentang descripting

people yang baru

Mengerjakan tugas yang

diberikan oleh guru

30 menit

Konfirmasi

Me review kembali

pembelajaran tentang

descriptive text dengan

cara memberikan

pertanyaan- pertanyaan

kepada peserta didik.

Menjawab pertanyaan yang

di ajukan oleh guru.

3 menit

Memberikan umpan balik

terhadap proses dan hasil

Bertanya bila masih ada

pertanyaan tentang materi 2 menit


69

pembelajaran. yang sudah diberikan dan

didiskusikan.

Penutup

Menginformasikan

rencana kegiatan

pembelajaran untuk

pertemuan berikutnya.

Mendengarkan dan

mencatat informasi yang

diberikan oleh guru tentang

rencana kegiatan

pembeljaran untuk

pertemuan berikutnya.

2 menit

Menutup kelas dengan

salam menggunakan

bahasa Inggris yang baik

dan benar.

Menjawab salam

mengunakan bahasa Inggris

yang baik dan benar. 1menit

F. PENILAIAN

1. Aspek Keahlian

Tekhnik : Test Tertulis

Media : Rubrik Penilaian

Rubrik penilaian ini dipergunakan untuk mengetahui

perkembangan grammar accuracy peserta didik dalam

pembuatan teks descriptive dengan tema describing people


70

Notes :

Score 5 with 0 mistakes




Score 1 with 16 or more mistakes

No The Grammar Aspects Score

1 Simple Present Tense 5 4 3 2 1

2 Word Order 5 4 3 2 1

3 Clause Structure 5 4 3 2 1

4 Determiners and Articles 5 4 3 2 1

5 Punctuation 5 4 3 2 1

6 Preposition 5 4 3 2 1


71

APPENDIX 3

Questionnaires


72

KUISIONER

Nama :

Absen : _____/8B

Dibawah ini ada beberapa pertanyaan. Berikanlah tanda () pada kotak disetiap

statement dibawah berdasarkan pendapatmu!

Notes :

1: Sangat tidak setuju 3: Setuju

2: Tidak setuju 4: Sangat setuju

No Pertanyaan Skala

1 2 3 4

1 Writing merupakan salah satu kemampuan terpenting

dalam Bahasa Inggris

2 Menulis dalam Bahasa Inggris merupakan hal yang tidak

sulit.

3 Saya suka menulis dalam Bahasa Inggris

4 Saat menulis dalam Bahasa Inggris, saya harus

mempunyai pengetahuan di bagian “grammar”

5 “Grammar” merupakan aspek penting dalam menulis

teks Bahasa Inggris

6 Pemberian “feedback” dari guru dibagian “grammar”

dalam teks diperlukan

7 Saya merasa senang dengan adanya “feedback” dari

guru dibagian “grammar”

8

Dengan pemberian “feedback”, saya merasa lebih

termotivasi untuk menulis dengan lebih memperhatikan

“grammar”

9 Pemberian “feedback” dari guru dibagian “grammar”

membuat saya mengerti kesalahan dalam “grammar”

10 Pemberian “feedback” membantu saya dalam

mengenali kesalahan “grammar” di teks Bahasa Inggris


mengenali kesalahan susunan kata di teks Bahasa Inggris

12

Pemberian “feedback” membantu saya dalam

mengenali kesalahan struktur klausa di teks Bahasa

Inggris


mengenali kesalahan dalam tanda baca

14

Pemberian “feedback” membantu saya dalam

mengenali kesalahan dalam kata penentu; seperti a, an,

the.


mengenali kesalahan dalam kata preposisi


73

QUESTIONNAIRES

Name :

Absence : _____/8B

There are some questions provided, give () sign in every statement‟s table

depend on your opinion.

Notes :

1: Strongly disagree 3: Agree

2: Disagree 4: Strongly Agree

No Question Scale

1 2 3 4

1 Writing is one of the important parts in English

2 Writing in English is easy

3 I like writing in English

4 I must have knowledge about grammar in writing

English

5 Grammar is the important aspect in writing

English

6 The feedback in grammar part given by the teacher

are needed in writing English

7 I feel happy with the feedback in grammar part

given by the teacher

8 Feedback make me feel more motivated to write in

English by pay more attention in grammar


make me understand my mistakes in grammar


help me analyse my mistakes in grammar


help me analyse my mistakes in word order


help me analyse my mistakes in clause structure


help me analyse my mistakes in punctuation

14


help me analyse my mistakes in determiner and

article; like a, an, the.


help me analyse my mistakes in preposition


74

APPENDIX 4

The Results of Students’ Descriptive Text

Table 4.1. The pre-test result of Students’ Descriptive Text

Student

Number

Descriptive Writing Task 1

T W C D&A Pu Pr S


75

1 - - - - - - -

2 8 5 1 2 8 3 76

3 1 1 0 0 0 2 90

4 6 1 3 2 7 3 73

5 9 3 2 4 6 2 73

6 - - - - - - -

7 3 2 1 2 1 2 80

8 5 3 3 2 2 3 80

9 8 1 1 2 2 1 76

10 0 1 1 2 2 3 83

11 1 1 1 1 3 2 80

12 3 1 3 2 5 4 80

13 2 2 0 1 1 2 83

14 0 2 1 0 2 2 90

15 - - - - - - -

16 10 5 5 0 9 3 76

17 0 1 0 0 12 2 83

18 - - - - - - -

19 0 0 0 3 3 2 86

20 5 0 2 3 2 1 83

21 1 1 0 1 3 1 83

22 2 1 1 0 2 1 83

23 - - - - - - -

24 - - - - - - -

25 - - - - - - -

26 3 0 0 0 1 0 93

27 2 1 0 0 1 3 86

28 3 3 1 1 19 1 70

29 3 1 0 0 1 2 86

30 3 1 2 3 2 2 80

31 8 0 2 3 12 2 73

32 2 1 1 0 10 2 80

33 3 0 1 2 0 0 90

34 1 1 2 0 8 2 80

35 4 2 2 1 1 1 80

36 2 1 3 2 2 0 83

37 - - - - - - -

38 - - - - - - -

39 6 1 2 1 1 2 76

40 2 1 3 4 3 3 80

41 4 1 4 4 1 1 80

42 2 0 1 2 2 2 83

43 3 1 1 0 11 8 73


76

Notes:

SN : Students Number T : Tenses (Simple Present Tense)

W : Word Order C : Clause Structure

D&A : Determiner and Article Pu : Punctuation

Pr : Preposition S : Score

Table 4.1 shows the results of the pre-test in descriptive text that were done by 44

students. There were 9 students who did not complete the writing test.

44 4 1 0 2 14 0 80


77

Table 4.2. The Cycle 1 (test) result of Students’ Descriptive Text

Student

Number


T W C D&A Pu Pr S

1 4 1 1 3 0 2 83

2 7 0 0 0 5 0 90

3 0 0 1 0 1 0 93

4 6 1 0 1 8 0 80

5 - - - - - - -

6 - - - - - - -

7 - - - - - - -

8 4 1 1 2 2 0 83

9 1 0 1 1 3 0 86

10 0 1 0 0 2 0 93

11 2 0 0 6 0 0 90

12 1 0 0 4 1 0 90

13 0 1 0 3 0 0 93

14 1 0 0 2 0 0 93

15 4 0 2 1 4 1 83

16 3 0 2 10 2 0 83

17 2 0 0 3 0 0 93

18 2 0 0 3 0 0 93

19 3 1 1 3 0 1 83

20 - - - - - - -

21 0 0 0 0 0 0 100

22 0 0 6 2 0 0 90

23 2 0 0 0 0 0 96

24 - - - - - - -

25 - - - - - - -

26 1 3 2 5 0 1 86

27 4 0 1 2 0 0 90

28 5 1 1 0 8 0 83

29 - - - - - - -

30 - - - - - - -

31 6 0 0 2 0 0 86

32 10 0 1 2 0 0 86

33 - - - - - - -

34 - - - - - - -

35 - - - - - - -


78

Notes:





Table 4.2 shows the results of the test in descriptive text that were done by

44 students. There were 14 students who did not complete the writing test.

36 6 2 0 2 0 2 83

37 - - - - - - -

38 - - - - - - -

39 1 0 1 5 2 1 83

40 2 1 0 8 0 0 86

41 3 0 4 1 12 1 70

42 - - - - - - -

43 3 0 3 1 0 1 86

44 0 0 0 0 15 0 86


79

Table 4.3. The post-test result of Students’ Descriptive Text

Student

Number


T W C D&A Pu Pr S

1 1 0 0 1 0 0 90

2 3 0 1 3 5 0 86

3 - - - - - - -

4 4 1 1 1 8 0 80

5 6 3 1 2 9 0 76

6 0 0 0 4 0 0 96

7 1 0 0 0 0 0 96

8 1 0 1 0 2 0 86

9 7 0 2 1 3 0 83

10 0 0 0 0 1 0 96

11 3 0 0 0 1 0 93

12 0 0 1 0 0 0 96

13 5 0 1 0 0 0 93

14 2 0 0 2 0 1 86

15 2 2 2 2 0 0 86

16 1 0 3 1 2 1 83

17 7 0 0 2 3 0 86

18 1 0 1 1 18 0 76

19 1 0 2 3 0 0 90

20 2 0 1 2 3 0 86

21 0 0 0 0 0 0 100

22 0 0 1 1 12 0 83

23 2 0 1 0 0 0 93

24 - - - - - - -

25 2 0 0 3 0 0 93

26 5 0 0 2 1 0 90

27 1 1 1 3 14 0 80

28 1 0 0 1 11 1 80

29 0 0 1 1 0 0 93

30 3 0 1 3 2 1 83

31 0 0 0 2 1 0 93

32 8 0 0 0 2 1 90


80

33 5 2 1 5 2 0 83

34 0 0 0 1 0 0 96

35 4 2 3 1 1 0 83

36 1 0 2 1 1 0 86

37 7 1 2 2 5 0 80

38 4 0 1 4 0 0 90

39 4 0 2 2 0 0 90

40 0 0 3 1 0 0 90

41 1 0 0 1 0 0 93

42 7 0 0 1 0 0 90

43 3 0 0 2 2 0 90

44 - - - - - - -

Notes:





Table 4.3 shows the results of the post-test in descriptive text that was

done by 44 students. There were 3 students who did not complete the writing test.

From the table 4.1 until 4.3 show that there are only 24 students from 44 students

who complete the whole test processes (Pre-test, Cycle 1(Test), and Post-test). 20

students did not complete the whole test processes. In this case, this research

focuses on those 24 students (see Table 4.5 on the next page) as participants of

this research since they completed the whole tasks.


81

APPENDIX 5

The Student’s Improvement in Each Aspect of

Grammar


82

1. Student’s Improvement in Aspect of Tense (Simple Present Tense)


83

2. Student’s Improvement in Aspect of Word Order


84

3. Student’s Improvement in Aspect of Clause Structure


85

4. Student’s Improvement in Aspect of Determiners and Articles


86

5. Student’s Improvement in Aspect of Punctuation


87

6. Student’s Improvement in Aspect of Preposition


88

APPENDIX 6

The Students’ Number of Mistakes in Each

Aspect of Grammar


89

SN

Tense Word Order Clause Structure

Determiners and

Articles Punctuation Preposition

Pre

test Test

Post

test

Pre

test Test

Post

test

Pre

test Test

Post

test

Pre

test Test

Post

test

Pre

test Test

Post

test

Pre

test Test

Post

test

1 8 7 3 5 0 0 1 0 1 2 0 3 0 5 5 0 0 0

2 6 6 4 1 1 1 3 0 1 2 1 1 7 8 8 3 0 0

3 5 4 1 3 1 0 3 1 1 2 2 0 2 2 2 3 0 0

4 8 1 7 1 0 0 1 1 2 2 1 1 2 3 3 1 0 0

5 0 0 0 1 1 0 1 0 0 2 0 0 2 2 1 3 0 0

6 1 2 3 1 0 0 1 0 0 1 6 0 3 0 1 2 0 0

7 3 1 0 1 0 0 3 0 1 2 4 0 5 1 0 4 0 0

8 2 0 5 2 1 0 0 0 1 1 3 0 1 0 0 2 0 0

9 0 1 2 2 0 0 1 0 1 0 2 2 2 0 0 2 0 1

10 10 3 1 5 0 0 5 2 3 0 10 1 9 2 2 3 0 1

11 0 2 7 1 0 0 0 0 0 0 3 2 12 0 3 2 0 0

12 0 3 1 0 1 0 0 1 2 3 3 3 3 0 0 2 1 0

13 1 0 0 1 0 0 0 0 0 1 0 0 3 0 0 1 0 0

14 2 0 0 1 0 0 1 6 1 0 2 1 2 0 12 1 0 0

15 3 1 5 0 3 0 0 2 0 0 5 2 1 0 1 0 1 0

16 2 4 1 1 0 1 0 1 1 0 2 3 1 0 14 3 0 0

17 3 5 1 3 1 0 1 1 0 1 0 1 19 8 11 1 0 1

18 8 6 0 0 0 0 2 0 0 3 2 2 12 0 1 2 0 0

19 2 10 8 1 0 0 1 1 0 0 2 0 10 0 2 2 0 1


90

20 2 6 1 1 2 0 3 0 2 2 2 1 2 0 1 0 2 0

21 6 1 4 1 0 0 2 1 2 1 5 2 1 2 0 2 1 0

22 2 2 0 1 1 0 3 0 3 4 8 1 3 0 0 3 0 0

23 4 3 1 1 0 0 4 4 0 4 1 1 1 12 0 1 1 0

24 3 3 3 1 0 0 1 3 0 0 1 2 11 0 2 8 1 0


91

APPENDIX 7

The Result of the Observation


92


93


94

APPENDIX 8

The Result of the Questionnaires


95

Question

Number

Answer Types

1

(Strongly Disagree)

2

(Disagree)

3

(Agree)

4

(Strongly Agree)

1 3% 0% 72% 25%

2 0% 17% 64% 19%

3 3% 33% 44% 19%

4 0% 3% 39% 58%

5 0% 6% 39% 56%

6 0% 3% 58% 39%

7 0% 6% 64% 31%

8 0% 8% 58% 33%

9 0% 8% 56% 36%

10 0% 8% 56% 39%

11 0% 3% 61% 36%

12 3% 3% 47% 47%

13 0% 8% 61% 31%

14 3% 0% 64% 33%

15 0% 3% 61% 36%

Average 1% 7% 56% 36%

The students‟ perception on the teacher‟s written feedback to students‟

writing in descriptive text can be seen in each question on the first table on the left

of the table. The scales from one to four were shown in percentages. The averages

of those percentages of students‟ perceptions were also provided on the bottom of

the table from the average, it could be seen that the lowest percentage was on the

scale one that was strongly disagree.


PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · 2017-12-16 · Penelitian ini menggunakan PTK sebagai...

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