“Teaching How to Write Descriptive Text Using Descriptive Video”

“Teaching How to Write Descriptive Text Using Descriptive Video”

“Teaching How to Write Descriptive Text Using Descriptive Video” Subject of Writing For Academic Purposes Lecturer H Cunong N Suraja
Writer : Nurul Ulfah NPM : 07211210293 Semester VI B FACULTY OF TEACHERS TRAINING AND EDUCATION ENGLISH EDUCATION PROGRAM UNIVERSITY OF IBN KHALDUN BOGOR 2009-2010
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INTRODUCTION Writing is one of skill which very important in English competence. Besides reading speaking and listening, writing skill is rather difficult mastered. The others skill is compounded in writing because the student who has good writing skill, he or she is good in others skill. Actually, writing cannot be
opened done. It has the complex rules according with the kind of writing. Writing as a process to get product is influenced by some elements such as vocabularies, grammar, organization, spelling, and punctuation. In the writing English subject, students have to know and understand those elements. Students have been learned kinds of text in writing skill. They should produce written simple functional text in the recount text, narrative text, news items, procedures, and descriptive text. They can use right diction, grammar, punctuation, spelling, and organization. Based on the title of this paper, writer describes the writing of descriptive text using descriptive video. Descriptive text is difficult enough to learn by the students. Descriptive is a type of text function to describe particular person, place, or thing. The students can use simple present and adjective clause in writing descriptive text. The methods that are usually used to teach writing in the class are guided writing and individual writing. In guided writing method the students’ activity is to write out grammar exercise. This method is not affective to improve student’s writing ability. Whereas in writing the descriptive text using video is more effective and efficient because methods between guided writing and individual writing are compounded into a practice method. The use of descriptive video in teaching descriptive writing can help student to write easily and interesting. In addition, it can develop to assist student’s exercise in writing individually. Although descriptive video technology was developed to assist individuals with visual impairments, it can be used to help all students build their vocabulary, comprehension, writing ability and the generic structure of the text.
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THEORYTICAL BACKGROUND
1. Definition of Descriptive Text
Descriptive text is a text which say what a person or a thing is like. Its purpose or function is to describe and reveal a particular person, place, or thing. The content of text of course has a rule and formation called generic structure or text organization.. The generic structure of descriptive text are : Identification; identifying the phenomenon to be described. Description; describing the phenomenon in parts, qualities, or/and characteristics
Descriptive text also has the gramatical fitures and the significant characteristisc as gramatically. Significant grammatical structure as follows: focus on specific participants use of attributive and identifying processes frequent use of epithets and classifiers in nominal groups use of simple present tense
The purpose from the text above that description is used in all forms of writing to create a vivid impression of a person, place, object or event e.g. to: Describe a special place and explain why it is special. Describe the most important person in your live. Describe the animal’s habit in your report.
Descriptive writing or text is usually also used to help writer develop an aspect of their work, e.g. to create a particular mood, atmosphere or describe a place so that the reader can create vivid pictures of characters, places, objects etc. To complete our intention to, here are the characteristics based on descriptive writing or text, below;
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As a feature, description is a style of writing which can be useful for other variety of purposes as: To engage a reader’s attention To create characters To set a mood or create an atmosphere To being writing to life
Description is one of the genres taught in the eleventh year. It takes 8.77% of all texts found in the textbook. All description texts found in the textbook have good generic structures. They have completed all of their obligatory elements. To describe something is to mention certain details of it so that whoever reads or hears the words can imagine it in their own minds. Everybody can imagine and, as with any ability, with practice you get better. Descriptive language crops up everywhere – it is in fact a very vague term. Descriptions crop up in all kinds of writing,
2. The influences of implementing technology in learning and teaching process Technology is one of most effective media in teaching and learning process. Along of developed word, technology has been growing up each era. It gives the influence into educational process, from methods, instrumens and learning media. How technological media has improved students' learning, helps teachers to think constructively and critically, and builds towards a practical methodology for the design, development and implementation of educational technologies. To explore students' learning, teacher has to use the suitable educational technology bases on subject individual teaching methods and media, including non-interactive media (lectures, print, audio, etc.), hypermedia (CD-ROM, etc.), and interactive media (simulations, modelling programs etc.); and discusses the design methodology, designing learning activities, setting up the learning context and maintaining quality.
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Basicly, technology has to be flexibly and creatively. It is able to size up a task, recognize how technology might help them to fulfill the task, and then use the technology to do so. Helping students learn to apply technology in learning is easier because the use of technology as daily media in teaching learning process. Students are learning to use technology as part of the information problem-solving process to perform better in classroom curriculum. When a teacher reflects on integrating technology skills into teaching and learning, it is not necessary to change the fundamentals of quality instruction or the information problem-solving perspective that is at the heart of the big skills approach. The implementation of technology through the big works in the following ways: ■Develops students’ problem-solving, complex thinking and information management abilities. ■ Enables students to become comfortable with technology and understand that the technologies are valuable tools to help them perform their work. ■ Focuses students’ attention on using technologies as tools to extend knowledge and to individualize learning. ■ develops an active participatory learning process in which students become self-directed learners. ■ Facilitates integrating technology across all grades and into all disciplines. ■ Assists teachers to change their roles from presenters of information to “learning coaches” who offer tools and advice. ■ Helps teachers introduce technology and have students use technologies even if the teachers aren’t experts themselves. Implementing technology within the big process is easy, direct, and powerful. It also encourages classroom teachers, library media specialists, and technology teachers to collaboratively design instruction that can intentionally create challenging and exciting learning experiences. Such opportunities expand the scope of new technology use by all students.
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3. Descriptive Video as implementation of technology in education
One of teaching method which helps students improve their writing abilities and their attention to details while experiencing a new technology called Descriptive Video. Also known as described programming, Descriptive Video refers to programming with an additional audio track that narrates a film’s visual elements. Video is one of technology using as media for teaching and learning. Video uses visual and audiovisual. The video can be stored on videotapes, CD-Rom, DVD, or computer drives, and it can be used in either preservice or inservice teacher education/professional development programs. Kind of descriptive video in this writing is educated video such video of animal’s description, nature, etc.This additional audio track contains narration or description to explain the plot of film and the knowledge of the educated massage. Contributors explain the nature of the video they use in their teacher education programs or courses and talk about how they use it, focusing in particular on principles for: (1) making the videos (decisions about how and what to capture on video, the degree to which the teaching should be scripted, whether it should be shown uninterrupted or segmented and edited, and so on), and (2) principles for using the video in the teacher education program (why and how it is used at what points in the program, how viewings are structured and scaffolded by the teacher
4. Teaching writing of descriptive text using descriptive Video
Teachers can use Descriptive Video technology to differentiate instruction. Described programming gives students models of highly descriptive writing. Some students are able to use these models and improve their writing with relative independence. Other students require greater scaffolding. Actually, the use of media technologies such video offer new literacies and that these literacies depend to some extent on using media technology to communicate effectively. In this paper, students will balance theory with practice, and the successful student will leave with technical, working knowledge of some New Media technology. She
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will also be familiar with what it means to think critically with and through these technologies.
Student’s Descriptive Writing Process
Student’s writing process after watching video ; Describe from memory Take the topic or object that students are going to write base on the video that being watched and picture it in the mind. Imagine that students are close enough to touch and feel the object in the video. Look at it closely and identify its story.. Write every detail about the object that can be remembered. Sketch Student tries to draw a pictures of the object which attends in video. Visualize it in student’s mind and sketch from memory, or place studentsselvis comfortably near the object.. This sketch is just for helping students fully explore the details of the object. Sketching the object also gives a creative outlet for when student are struggling with putting pen to paper. Reviewing and pointing Students tries to remember the plot in descriptive video that has been watched and make the outlines by arranging the description of the object in that video. Compliting Student tries to give the more detail description of object bases on the outline formation.
Teaching descriptive writing process
Steps teaching writing using video: Always preview and evaluate the video even if you produced it yourself. It will help establish relevance in terms of the points or visuals you wish to emphasise during the viewing. Check the room’s lighting, seating, picture and sound quality to be sure that everyone can see and hear the video when it is played.
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Prepare student’s writing tools like book and pencil to darw the key point of video content. Prepare students by briefly reviewing previous related studies, or teach prerequisite skills in order to equalise students’ background. Brief them on the video’s contents and list the key points to direct attention to specific aspects of the video relatinng with what will be wrote. For recapitulation or further discussion, re-play the video to consolidate information which was previously presented rapidly. This contributes to the overall learning experience as students will have the opportunity to see what they have missed in the first showing. Since watching a video is mostly a passive activity, you should introduce activities to motivate student participation, especially before and after the playback Conduct post-viewing discussions or quizzes to emphasise key issues or points. Redirect attention to new content or concepts, and help students to process complex information. Assign writing lists and project work and so on. teacher may identifys other activities that would help to reinforce student learning
Steps teaching writing of descriptive text (After showing a video)
Calkins’s Four Phases of the Writing Process. According to Calkins (1994), there are four distinct phases of the writing process: prewriting, writing, editing, and revising. Phase 1: Prewriting
Teacher gives some questions to the student’s brainstorm a list of object; here writer use an example about animal. Examples of the questions: - What is the animal’s name? - What does the animal look like? - What kind of animal is it? - What is the animal’s habitat? - Is the animal nocturnal or diurnal? - What does the animal eat? Is it herbivore or Carnivore?
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- Tell an interesting fact about the animal. - What enemies does the animal have? From these questions directly show the formulation of descriptive text. This way is to give the direction how to arrange the descriptive text after watching a video to the students. Phase 2: Writing
In this phase, teacher takes an instruction to the students for making outline or mapping of the answering of these questions relate to the content of video. Example: [What is the animal’s name?] ------- The name of this animal is [name of animal]. It is a [mammal, bird, or reptile]. It lives in the forests of [continent or Country]. It can be made like a graphic or mapping before arranging into paragraphs. Other examples takes from Joseph’s completed graphic organizer:
Here is Joseph’s draft report: Hedgehog The name of this animal is hedgehog. It is mammal. It lives in North America, Asia, and Europe. It lives in desert. Hedgehog eats insects, snails, snakes, bird eggs and grass. It is omnivore. It is nocturnal because it eats food at night. Something unusual about my animal is that spines come out when hedgehog is scared. It rolls into a ball. It has enemies like owl, fox, mongoose and wolf.
Hedgehog
Hedgehog eats snails, insects and plants? It is omnivore.
Hedgehog is mammal.
Hedgehog is nocturnal. It hunts for food at night.
Hedgehog rolls in ball when hedgehog is scared.
Hedgehog live in the forest of Europe, Asia, and
North America.
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Phase 3: Editing
Many teachers may ask their students to self-edit because they believe that students should be given the opportunity to self-correct their work. However, students will not be able to self-edit, as they will have trouble finding most of their mistakes and may be frustrated in the attempt. When students are fluent enough to discuss their written ideas and thoughts, the teacher should provide instruction on how to peer edit using think-aloud and modeling. For example, the teacher takes her text as model to edit step by steps, while from generic structures and the use of tense etc. Phase 4: Revising
It is important to tie the type of revision that is possible for each learner. For example, students in the early stages may not yet have developed the skills for describing possessives and tenses; they may only just be learning how to write nouns in the plural form and match them to the correct verb forms. When reviewing students’ papers, teachers tell specific details about what they are supposed to do during the revision process. Simply stating, “Add more information here” is too vague; a more appropriate comment would be “Mention something special that hedgehogs can do here.” If students are a part of the editing process, the revisions will be more meaningful to them. Giving a homework writing
Teacher gives instruction to the student for rewrite descriptive text using descriptive video which is given to each student in a form of CD. Presenting a Finished Document
Teachers should encourage students to share their writing with classmates and family. Students can display work in the classroom and hallway or “publish” classroom books.
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ANALYSIS 1. The efectiveness of using descriptive video in teaching descriptive text;
Point
The efectiveness of using descriptive video for;
Student in learning process
Teacher in teaching process
Times
Student need the focus time and use the full efective times to analyse text by watching video
Teacher has the efective time in teaching when use the video need the enough time to be efective teaching. It must by appointing times in course plan.
Understanding
Student will more understand about the description of their writing and they can easily appointing the plot of the video becomes generic structure of descriptive text
Teacher will more understand about teaching technique how to match the content of video with steps of teaching instruction.
Skill
Student can operate technology as the guided class-learning and self- learning
Teacher can operate technology as the guided learning and teaching
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2. Grafic of Teaching Learrning Process in Descriptive Writing using Descriptive Video
 Preparing for playing a video
 Giving an intruction to note some question
 Playing video
 Controling a watching process and guides it.
 Giving the model outlines of list scene
 Giving intruction to rewrite the content or scene of video
 Editing the writing togethers
 Giving task to rewrite the others video
 Publishing student’s writing
 preparing for watching
 Watching and pointing the main point of the scenes
 Making outlines and explenation of the scenes
 Arranging the outlines become a plot based on the video
TEACHER
STUDENTS
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 Editing it by looking at teacher’s intruction
 Review it at home
3. Compression between Manual Writing and Automatic Writing. Manual writing is done without instrument or technology as a media to get a source for making a text, while automatic writing is writing text by using technology as media and instrument for getting some descriptions about object. Steps to make manual writing are:
1. Find and Explore a Topic
Before the writer can write an effective descriptive paragraph, the writer needs to do two things: find a good topic; study the topic carefully (a strategy that we call probing).
For guidelines and examples, visit Discovery Strategy: Probing its Topic.
2. Draft a Descriptive Paragraph
Once the writer has settled on a topic for its descriptive paragraph and collected some details, the writer ready to assemble those details in a rough draft that begins with a topic sentence. the writer will find a common model for organizing a description at Draft a Descriptive Paragraph.
3. Revise a Descriptive Paragraph
Now the writer will revise your descriptive paragraph, concentrating on its organization. That is, the writer will check to see that its sentences follow a clear and logical order, each detail related to the one that came before and leading to the one that follows. These two exercises will give you practice in revising effectively: Practice in Supporting a Topic Sentence with Specific Details Practice in Organizing a Descriptive Paragraph
4. Revise, Edit, and Proofread
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It's now time to invite someone else (a classmate, for example, teacher) to read the writer’s descriptive paragraph and suggest ways to improve it. Taking the reader's comments into consideration, revise the paragraph one last time, using as a guide this Revision Checklist for a Descriptive Paragraph. For examples of the finished product, see Model Descriptive Paragraphs Example of descriptive text:
The Blond Guitar
By Jeremy Burden My most valuable possession is an old, slightly warped blond guitar--the first instrument I taught myself how to play. It's nothing fancy, just a Madeira folk guitar, all scuffed and scratched and finger-printed. At the top is a bramble of copper-wound strings, each one hooked through the eye of a silver tuning key. The strings are stretched down a long, slim neck, its frets tarnished, the wood worn by years of fingers pressing chords and picking notes. The body of the Madeira is shaped like an enormous yellow pear, one that was slightly damaged in shipping. The blond wood has been chipped and gouged to gray, particularly where the pick guard fell off years ago. No, it's not a beautiful instrument, but it still lets me make music, and for that I will always treasure it. If the writer analyzes the steps of manual writing, it’s use self mind as much and exploring the individual study. This method is fare if it used for high student or Student University, but the automatic writing which use technology as media is special for senior and elementary student. Both of these methods of writing are good for each target.
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CONCLUSION Writing is part of English skill. Writing as a process to get product is influenced by some elements such as vocabularies, grammar, organization, spelling, and punctuation. However descriptive text tends to specify the described object Descriptive text commonly tries to reveal the image of certain person, place, animal, or thing,Text Descriptive text has structure as below: Identification; identifying the phenomenon to be described. And description; describing the phenomenon in parts, qualities, or/and characteristics. The language feature of descriptive text using attributive and identifying process. Using adjective and classifiers in nominal group. Using simple present tense Video is media or instrument to guide student in making descriptive text. This technology is effective if applaying to elementary and junior student. The use of video guides in making an topic and outline of the description text then student easy to arrange these outlines become a text. There are two process of methods which have been explained in this paper, such follows: teaching descriptive writing using descriptive video and learning how to write descriptive text using descriptive video. Both of these process are more efective then manual writing which doesn’t use technology in teaching and learning.
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REFERENCES Berkowitz, R. & Michael B. E. (2000). “Teaching Information &Technology Skills: TheBig6™in Secondary Schools”, Ohio: Linworth Publishing. Bowkett, Steve (2010).” Countdown to non-fiction writing: step by step approach to writing”, New York : Routledge. DiPrince, Dawn (2005).” Twisting Arms Teaching Students How to Write to Persuade”, Colorado: Cottonwood Press Grenville, Kate. (2001).” Writing from start to finish: a six-step guide”, Sydney: Allen & Unwin Haynes Judie & Zacarian, Debie. (2010).” Teaching English language Learners across the Content areas”, Alexandria: ASCD. Nur Listyani, Heny (27th of July 2006). “Generic Structure; Analysis on Written Texts Found in the English Textbook for the Twelfth Year of Senior High School.” (Paper writing), Semarang

DAPATKAN REFERENSINYA DI SINI

Developing Students Writing Skill by Movies

Developing Students Writing Skill by Movies

Developing Students Writing Skill by Movies
Mery apriani
CHAPTER I
INTRODUCTION
In English there are four language skills, they are listening, speaking, reading and writing. The students must master the four of language skills so they can use English actively and also passively. Writing as a part of the language skills besides listening, speaking and reading, must be taught maximally by the teacher to the student. Writing is also one media of communication. According to Byrne (1980:24) writing is a primary means of recording speech, even though it must be acknowledged as a secondary medium of communication, so that the writer can conclude that writing is very important as one media of communication, that can help us to have a good socialization, can express our idea, feeling, and our opinion so that we can have a good interaction with our society. Although, writing is very important for us, it is a difficult subject especially for the student. The reason is because writing is a mixture of our idea, vocabulary and also grammar. Writing skill are more complex and difficult to teaching, requiring, and mastering not only of grammatical and rhetorical devices but also conceptual and judgment, because of the difficulties of writing, some efforts have been done to solve the problem .The main objective is to make the writing become easier to learn for the students. Writing is a very important subject because in writing we must share idea from our brain, it is not easy to translate concept in our brain to be a written language, and we must also be clever to choose and to combine the vocabulary to create something that is meaningful .We also must pay attention to the grammar, so it is normal if the student think that writing is a difficult subject because they must pay attention to many things (idea, concept, vocabulary and grammar).
CHAPTER II
Theoretical Background
A film is one of the visual aids that can be used in a writing class. It makes lessons more fun. It can also be used to create situation for writing classes more clearly, that the students have big enthusiasm in teaching learning process in writing class.
Film, as stated in Microsoft Encarta (2006), is a series of images that are projected into a screen to create the illusion of motion. Furthermore, motion pictures are also called movies, film or cinema, are one of the most popular forms of entertainment, that have people to immerse themselves in an imaginary world for a short period of time. But movies or film can also teach people about history, science, human behavior and any other subjects. Some films combine entertainment with instruction, makes the learning process more enjoyable. In all its forms, cinema is an art as well as a business, and those who make motion pictures take great pride in their creation. Motion pictures are recorded using specially designed cameras that capture the images on rolls of film. After being processed and printed, the film is run through a projector, which shines light through the film so that the images are sparked on a screen. Most movies have accompanying sound.
The functions of film are to educate, entertain, enlighten and inspire the audiences, and in this case the writer tried to use film or movies in the teaching and learning process of narrative text writing. The writer thought that film can also be used as an alternative method in teaching narrative text writing, because the student will get a new experience in their class that is quite different from their daily
experience in their class, and for the teacher a film can be used as an alternative method in teaching that is suitable with their classroom situation.
And as an international language, English is also taught in Indonesia as a foreign language. The goal of English language teaching in Indonesia, as stated in the 12 December 1967 decree of the Indonesian Ministry of Education and Culture, is to give students a working knowledge of the English language with the following detailed objectives in the order of importance: first is to develop students’ effective reading ability, second is to facilitate students to understand spoken language, third is to develop students’ writing skill, and to develop students’ speaking skill. One of the objectives of English language teaching is to give students an effective writing ability. Learning to write is a process of discovering and organizing ideas, putting them on paper and reshaping and revising them. Many students find writing to be the most difficult lesson since they have to write in English to produce an English text. They have to write down what they think of in their mind and state it on a paper by using a correct procedure. A well-written story lets your readers respond to some events; even
they can almost feel the same. The action details and dialogues put the readers in the scene and make it happen for them. Moreover, it often engages readers’ emotion so powerfully. It can play a large role on other types of writing. To figure the problems out, the writer tries to use a film of narrative text in teaching written cycle. Students can feel more relaxed in learning writing and it will be easier for them to produce a narrative text.
CHAPTER III
A. FINDING DATA
A film is one of the visual aids that can be used in a writing class. It makes lessons more fun. It can also be used to create situation for writing classes more clearly, that the students have big enthusiasm in teaching learning process in writing class.
1. Elements of Film
According to Bordwell, a filmmaker has to prepare some basic elements in making a good film. They are script, actors, sets, costumes, aspect ratio lighting, sound, special effects, music and sound effect.
a) Script
Most films are based on written screen plays, which can be adapted from material from other media, such as plays, novels or can be written originally for the screen.
b) Actors
Actors have a very important part in making a film successful in market. They have to be totally involved with the story. They have to act as if they experience the story themselves.
c) Sets
There are two basic kinds of set, the natural and studio constructed. Most members of the audience are not able to differentiate, because the skillful of the filmmakers can create desirable illusions as various and wonderful as they want.
d) Costumes
The clothes people wear reveal much about them; clothes can indicate social, economics, and occupational status and express individual personality.
e) Aspect ratio
The term aspect ratio and format refer to proportions of the film frame. The choice of aspect ratio is crucial to the final ‘look’ of the film. A story set in the open expanse of the desert or the sea, for example, will have more power if the aspect ratio makes it possible to capture that expanse visually. But if a wide screen format is used for dialogue scenes, in which one looks at first at one character in close up and then moves to another.
f) Lighting
Lighting in a film is generally manipulated as to amount, contrast, angle and the kind. Filmmakers talk about two kinds of key lighting; high key and low key. High key lighting tends to bring objects in thebackground or different planes of action into relatively sharp focus. Low key lightning generally requires the use of light from several sources rather than from a single major source, such as the sun. Contrast is important to the effect of lighting generally, the higher the contrast is, the more vivid the emotional tone and three-dimensional effect of the images will be.
g) Special effect
Special effects cinematography is one of the most complex elements in the creation of a film. It ranges from rear screen projection, in which previously photographed material is projected in back of the actors, to the use of elaborate optical benches in which photographed material is re-short to produce entirely new results.
h) Music
Most film viewers know that contemporary films use music in various ways, but few are aware of the extents to produce its effects emotionally and usually ‘blends in’, film music often not consciously noted. Musical usage can range from a stringer –a sharp, usually loud chord that accentuates surprise, revolution, or tenor-to a lush string section playing during a tender or passionate love scene to convey the emotions of two peoples. Music can totally change the mood of scene, rendering it comic, and serious, or deeply disturbing, depending on the filmmaker’s intent.
i) Sound effect
Sound effect involves not only noises that are directly related to what is seen on the screen, such as gunfire, storms, water, and wind. They can also be used to add to the mood and tone of scenes without being directly motivated by the action. With the increasing development of electronic music and varieties of amplified sound, the lines between naturalistic sound effects, music, and electronically generated sound that is used purely for emotional impact have blurred. Bordwell (57:1997) From Brodwell’s opinion, the writer can conclude that the element of film are Script ,actors ,sets ,costumes, dialogue, aspect ratio, lighting, special effect and music.
2. Types of Film
Bordwell and Thompson (1997:50) defined the types of movie or film as follow:
(1) Documentary film
A documentary film supports to present factual information about the world outside the film. As a type of films, documentaries present themselves as factually trustworthy. According to Bordwell and Thompson (1997:44) there are two types of documentary films, they are:
 Compilation films; produced by assembling images from archival
sources.
 Direct cinema; recording an on going event ‘as it happens’ with
minimal interference by the filmmaker.
(2) Fictional film
A fictional film presents imaginary beings, places or events. Yet, if a film is fictional, that does not mean that it is completely unrelated actuality. For one thing, not everything shown or implied by the fiction films needs to be imaginary, a typical fictional film stages its events; they are designed, planned, rehearsed, filmed and refilmed. In a fictional film the agents are portrayed or depicted by an intermediate, not photographed directly in documentary.
(3) Animated film
Animated films are distinguished from live-action ones by the unusual kinds of work that are done at production stage. Animation films do not do continuously
filming outdoor action in the real time, but they create a series of images by shooting one frame at a time.
(4) Experimental or avant-grade film
Some filmmakers set out to create films that challenge orthodox notion of what movies can show and how it can show it. Experimental films are made for many reasons, they are:
 The filmmakers want to express personal experience or view
point,
 The filmmakers may also want to explore some possibilities of
the medium it self,
 The experimental filmmakers may tell no story but they may
create a fictional story that will usually challenge the viewer.
3. Advantages of Film in Teaching Writing
Harmer (2002:282) states that the advantages of using film in teaching and learning process are:
1. Seeing language - in- use
One of the main advantages of film is that students do not just hear language, they see it too. This greatly aids comprehension, since for example, general meaning and moods are often conveyed though expression, gesture and other visual clues. Thus we can observe how intonation can match facial expression. All such, paralinguistic features give valuable meaning clues and help viewers to see beyond what they are listening to, and thus interpret the text more deeply.
2. Cross – cultural awareness.
A film uniquely allows students to look at situations far beyond their classrooms. This is especially useful if hey want to see, for example, typical British ‘body language ‘ when inviting someone out, or how American speak to waiters. Film is also of great values in giving students a chance to see such things as what kinds of food people eat in other countries and what they wear.
3. The power of creation
When the students make their own film as media in teaching and learning process, they are given the potential to create something memorable and enjoyable. The camera operators and directors suddenly have considerable power. The task of filmmaking can provoke genuine creative and communicative uses of the language, with students finding
themselves doing new things in English.
4. Motivation
For all the reasons so far mentioned, most students show an increased level of interest when they have a chance to see language in use as well as hear it, and when this is coupled with interesting tasks.
4. Importance of Writing
Writing, as one of the language skills, has given an important contribution to human work. Generally, writing can be interpreted as the act of forming or tracing a character on paper or other suitable materials with a pen or pencil. Rivers (1968:242)
distinguished writing from other skills according to the form; it was from the simplest form to the most highly developed one. From its simplest one, writing can be conceived as the act of putting down in conventional graphic from something that had been spoken. Another definition is given by Michael (1981:10) that writing could be a systematical visible and permanent representation of the auditory and transient phenomena of speech, Byrne (1980:24) defines that writing is a primary means of recording speech, even though it must be acknowledged as a secondary medium of communication.
Mean while, Flower suggests a more elaborate definition Flower, States writing is a social act that can only occur within a specific situation. It is therefore influenced both by the personal attitudes and social experiences that the writer brings to writing and the impacts of the particular political and institutional context in which it interviews, Analyses of surrounding practices and other techniques, researchers seek to develop more complete accounts to local writing contexts (1989:54). In line with Flower, Nystrand also states that writing is a matter of elaborating text in accordance with what the writer can reasonably assume that the reader knows and expects. Nystrand states: Writing is a matter of elaborating text in accordance with what the writer can reasonably assume that the reader knows and expects, and the process of reading is a matter of predicting text in accord with what the reader assumes about the writer’s purpose (1989: 75). Meanwhile, Meyers says that writing is a way to produce language when you do and when you speak. Writing is communicating with others in a verbal way. Meyers states: Writing is a way to produce language, which you do naturally when you speak. Writing is communicating with others in a verbal way. ssWriting is also an action-a process of discovering and organizing your ideas, putting them on a paper and reshaping and revising them
B. ANALYZING DATA
Writing, as one of the language skills, has given an important contribution to human work. There are so many records of recent activities that we can read today, which can also be read in the future. As a good teacher, we need to use visual aids as a method in writing teaching and learning process because by using visual aids, teacher can give new atmosphere in their class so that the students have a big enthusiasm in teaching learning process, besides visual aid can help students master the material that the teacher gives to them.
From Heaton’s statement above the writer can conclude that besides the other language skills (reading, listening, and speaking), writing is one of language skills that is more complex and difficult than the others. Because students must mastering the grammar and vocabulary. The students must have concept of writing not only in their brain but they also have to translate it in writing language, and it is difficult to write concepts that exist in our brain. So more students assume that writing is a difficult lesson and the result is that the student did not want to study writing or make a text of writing. It is important for teacher to find a method that can make students easily master the material and they can also enjoy the writing class. The writer hopes that film can be an alternative method in teaching narrative texts writing. There are many lots of methods of teaching that can be applied in teaching and learning process such as using pictures, song, card, games, film, drama and more methods that the teacher can use. This method can help the students and teacher in teaching and learning process.
The English teacher can use any kinds of method or visual aid but they must remember that the method must be suitable with their classroom situation; it must be
able to make the students feel comfortable and enjoy the lesson so they can easily master the material. He also had opinion in his book, Visual Aid for Teaching English to Speakers of Other Languages (1965; 41), that the use of any kind of methods has goals to give the students the opportunity to express their own idea, using the language pattern that they have learned. The function of using all kinds of method of opportunity in using English in a way that enables them to express their ideas, interest feeling and needs, clearly, correctly and confidently.
Film, as stated in Microsoft Encarta (2006), is a series of images that are projected into a screen to create the illusion of motion. Furthermore, motion pictures are also called movies, film or cinema, are one of the most popular forms of entertainment, that have people to immerse themselves in an imaginary world for a short period of time. But movies or film can also teach people about history, science, human behavior and any other subjects. Some films combine entertainment with instruction, makes the learning process more enjoyable. In all its forms, cinema is an art as well as a business, and those who make motion pictures take great pride in their creation. Motion pictures are recorded using specially designed cameras that capture the images on rolls of film. After being processed and printed, the film is run through a projector, which shines light through the film so that the images are sparked on a screen. Most movies have accompanying sound. The functions of film are to educate, entertain, enlighten and inspire the audiences, and in this case the writer tried to use film or movies in the teaching and learning process of narrative text writing. From that statement the writer can conclude that visual aids are very important and useful in teaching learning process so that students will be more enthusiastic in learning writing in classroom. And many writer thought that film can also be used as an alternative method in teaching narrative text writing, because the student will get a new
experience in their class that is quite different from their daily experience in their class, and for the teacher a film can be used as an alternative method in teaching that is suitable with their classroom situation.
In this case we can conclude that movie or film is very useful in writing teaching process. Especially in writing narrative text, here there are many step how to write good narrative text.
1. Orientation
In which the writer tells the audience about who the character in the story are, where the story is taking place, and when the action is happen. (Can be a paragraph, a picture or opening chapter)
2. Complication
The story is pushed along by a series of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main character(s) and often serves to (temporally) toward them, for reaching their goal. Narratives mirror the complications we face in life and tend to reassure us that they are resolvable.
3. Resolution
In a “satisfying “narrative, a resolution of the complication is brought about. The complication may be resolved for better or for worse, but it is rarely left completely unresolved (although this is of course possible in certainly types of narrative, which leave us wondering (how is the end?) Based on the statement above, the writer concludes that the generic structures of recount are:
Firstly is an orientation. The readers are introduced to the main characters and possibly some minor characters. Some indication is generally given of where the
action and when an action happened. Secondly is complication. This is where the writer tells how the problem arises; sometimes something unexpected events will happen. Thirdly is resolution. It is an optional closure of event. The complication may be resolved for better or for worse, but it is rarely left completely unresolved. The writer can conclude that resolution is the end of a story. Furthermore, the generic structure of narrative text can be shortened as; orientation, complication and resolution.
CHAPTER IV
CONCLUSION
writing is a very important subject because in writing we must share idea from our brain, it is not easy to translate concept in our brain to be a written language, and we must also be clever to choose and to combine the vocabulary to create something that is meaningful .We also must pay attention to the grammar, so it is normal if the student think that writing is a difficult subject because they must pay attention to many things (idea, concept, vocabulary and grammar). Besides that reason, there is another factor that makes writing be the most difficult subject. The other reason is that there are a lot of many kinds of texts in English, such as narrative, descriptive, recount, spoof and many more. Each text has different characteristics. There are generic social function, structure and lexicon grammatical features. Usually the student can differentiate each text from another and they mix all kinds of texts. This will be a challenge for the teacher to find out how the student can distinguish each kind of text from another. To solve that problem, a teacher must find out how to make them be able to distinguish each kind of text from another, the teacher also must try to develop the ability of writing, grammar and structure of the student, and they also must find out an interesting method or visual aid to teach writing, so they will be interested in writing class.
RFERANCE
Jennifer Peat, Elizabeth Elliott, Louise Baur, Victoria Keena. 2002. Scientific Writing Easy when you know how. BMJ Books, BMA House, Tavistock Square Publisher
Sherwin Cody. 2006. The art of writing and speaking English. The Old Greek Press. Publisher
Peter Elbow. 2000. Every one can write. Oxford University Press.
Mary kay stein, Linda Kucan. 2009. Inatructional Explanation in the Discipline. Springer Science+Business Media, LLC, 233 Spring Street, New York,
NY 10013, USA)

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IMPROVING STUDENTS WRITING SKILL BY WRITING DIARIES REGULARLY THROUGH FACEBOOK

IMPROVING STUDENTS WRITING SKILL BY WRITING DIARIES REGULARLY THROUGH FACEBOOK

IMPROVING STUDENTS WRITING SKILL BY
WRITING DIARIES REGULARLY
THROUGH FACEBOOK
By Gita Grantika Sukmawati 07211210249 English Education Program Faculty of Teachers Training and Education Bogor Ibn Khdalun University
INTRODUCTION A. Background Today, students are expected to be able to communicate in English as one of the international languages that is important in the world. There are many printed materials such as scientific books, magazines and newspaper written in English. These certainly give knowledge and information for the people need. In order to help the Indonesian students master science and technology. English is the first language to be taught ( Departement of Education and Culture, 1993: 28 ) however, for some of English students might be difficult to learn. Therefore, having English as a subject at their school seems to be a burden for some of them. There are many strategies that can make English teaching and learning process communicative but none is the best. Therefore a teacher must try to find out the appropriate strategies to teach his or her students because the teacher has a very important role in the teaching and learning process. One of strategies is using creative language arts, such as song, essay, writing diary, and so on. Structure is one of linguistic aspects which students the should learn, even thought the students may find difficulties in learning and mastering English writing skill. It is important to learn because it permeates all language skill. Subiyakti ( 1988: 12 ) mentions that the objectives of the teaching of English structure is as follows :
“Tujuan pengajaran structure ialah membimbing para siswa dalam membentuk dan memakai kalimat yang benar dan baik secara lisan maupun tulisan.
Keterampilan dalam struktur ini menunjang para siswa dalam pemahaman tulisan atau bacaan maupun pemahaman bahasa inggris lisan” ( The objectives of teaching structure are to help the students form and use the right sentence orally as well as in writing. The mastery of the structure enables the students to comprehend the hard written and oral English materials ). To get the writing skill, there are five components of the materials to be taught, namely: structure, reading, vocabulary, conversation/ dialogue and composition or writing. Relating to the importance of teaching writing skill at the senior high school, as far it is known some students are always faced with problems of using the right sentences. In order to help students improve their English writing skill, strategy is needed to be found. It is writing diaries regulary in every English class. In this study, teachers can help their students build their motivation through writing diaries and make them interested in what they are learning.
THEORITICAL FOUNDATION
A. The Concept of Writing
Oshima and Hogue ( 1983: 2 ) state that a paragraph writing is a basic unit of organization in writing in which a group of related sentences develops one main idea. They further explain that three major structural parts of paragraph of : the topic sentence, supporting sentences, and concluding sentence. It can be said that writing is : (1) a. The act of one who writes, b. The act, practice, or occupation of literary composition. (2) a. A written letter or words, b. A written composition, c. A written or printed, notice, document (3) Composition in specific manner or for a specific purpose. Furthemore, Oshima and Hogue ( 1983: 2 ) say that three major structural parts of paragraph, they are the topic sentence, supporting sentences, and concluding sentence. Topic Sentence
A topic sentence is a sentence which states the main idea of paragraph ( of diary ). It is called the topic of the paragraph and limits the topic that can be discussed completely in the space of single paragraph of diary ( controlling idea ). Supporting Sentences
Supporting sentences are sentences that develop the topic sentences by giving reasons, examples, facts, statistic, quotation, comparison, definition, classifications, descriptive. Concluding Sentences
A concluding sentence is a sentence which signals the end of the paragraph of diary and leaves the reader with importation points to remember. Oshima ang Hogue ( 1983: 4 ) state there are two additional elements of paragraph : unity and coherence. - Unity means that there is only one main idea in the paragraph of diary. The main idea is stated in the topic sentence and then each and every suppoting sentence develops. - Coherence means that the paragraph ( in this study is diary ) is easy to read and understand because, (1) The supporting sentences are in some kind of logical order, and (2) The ideas are connected by the use of appropriate transition signals. The relationship between the ideas is clearly shown by using appropriate transition words and phrases such as “first of all”, the second important characteristic”, “for example” and “in conclusion”. In summary, a well-written diary contains five elements : a topic sentence, supporting sentence, a concluding sentence, unity, and coherence.
B. Concept of the Teaching of Diary Writing
Saleh ( 1985: 2 ) states that teaching English as a foreign language means that English is taught as school subject or a dual level solely for the purpose of giving the learner a foreign language competence which he/ she may use to read literature technical words and scientific book, to understand the dialogue in films, and to communicate orally or in writing, with the people of other countries. Beside that the writing skill is the fourth skills, the learner of English should develop it. It is the hardest one, but the learner should be able to use written English for the purpose of writing out forms, informal letters and business letter also for diary. The way of writing composition can be seperated into two ways, guided composition and free-Composition. Guided composition is developed at the intermediate level. Free-composition is writing on a topic of her or his choices in which the students are taught to express their ideas clearly in practical writing, and it is engaged at the advanced level. The teaching of writing diary in this study is doing through guided writing. “Guide” means something that direct or influences ( conduct, etc ). The words “guide” refers to the way that directs the students’ conduct, and writing refers to the skill of expressing ideas in written form. It means that students enable them to express their ideas in the form of diary, a group of sentences using main idea.
In order to make students’ able to express their ideas in writing diaries, it is necessary for the teacher of English to teach them how a good diary is and what should they have made a good diary or a standard of writing.
C. Diary Writing
This instance of personal, expressive writing based on experience or recollection offers very good insight on the students’ own perception of their learning process by reflecting on their own lives. Additionally, they will gradually gain independence from the teacher and autonomy in their learning. Learning diary, in particular, is multidimensional self-evaluations that create a visible record of the students’ linguistic growth and simulate the development of meaning-making strategies, critical thinking and habits of reflective questioning. A diary is personal record of events that happen over a period of time, usually consist of date of each diary item, and be as brief or detailed as the writer of diary like. Record events in the order in which they happened it. Includes descriptions of the events, impressions about the events, feelings triggered, and opinions the writer of diary formed based on the events. A diary is personal and generally not meant for someone else unless the owner gives permission for it to be shared. Concept of diary is a firsthand record of ideas, impressions, feelings and opinions about the events in a persons’s life. Record the events in the order in which they happen, in as brief or as detailed a way as the writer of diary wish, for example :
June 21st, 2010. Dear diary, today I met Amy after I have been no see her for long time. We talked everything that remains us fourth years ago, where we as a good friend in high school. Hanging out and share everything together. That was a beautiful moment, now she is a wife and mother for two daughters. I’m so glad to know that, but also make jealous for her beautiful life, I wish that I can be like her someday. A written diary consist of one or more sentences and the sentences should have a clear relation with each other. In technical fields, the communicative aspect of writing has gained widespread. Attention as writing has become one of the most widely used modes of communication. Technical writing involves several genres of reporting: oral presentations, technical reports, proposals, business letters, journal articles ( Huckin and Olsen 1983 ). However the basic skill involved in writing diaries as their activity and report. The diary writing describes their daily activity, write on their private book or in other media, telling about their life. Besides its training teh students to write well, this could be made the students closer to their teacher. It can also make the students no seperated walls to learn. The content based approach, which connects language with the study of specific academics, is widely advocated. In teaching English for specific purposes. In teaching writing, it is seen as a good way to develop thinking, researching, and writing ( Shih, 1986: 58 ).
Diary is a book, sometimes with spaces for each day of the year, in which one writes about one daily experiences, record one’s private history. In US, diary also
means calender of a book with spaces for each day of the year, in which one can write down appointments, things to be done in the future, etc. example a desk diary which consists of a note of the next meeting in diary. Beach and Bridwell ( 1984: 47 ) state that if writing is linked to the specific subject matter students are learning, the ability to think and learn can be strengthened simultaneosly because of the students’ high motivation to study. In a word, the content based approach in teaching writing enables student writing to experience the process of learning to write and writing to learn. ( Shih 1986: 26 ). Saleh ( 1996: 14-15 ) states that research findings indicate that successful language learners are those who are not only able to use the language correctly and appropriately in oral communication, but also in written communication actively ( speaking and writing ) as well as passively ( reading and listening ). It means that written communication plays an important role in communicative activities, especially in daily activities. Diary writing, although not the focus of most writing courses, has probably been one of the most effective and popular additions to writing activities. Diary writing can allow a personal voice to develop, which is often lost when only traditional basic writing skills are stressed. Because diary involves students in non-threatening exploration and development of ideas. Diary usually saves the secret of the writer’s life, the open sentences to help you write as follows:
I wish.........
My favorite things are........ I am happy if........>< I hate if......... The best thing of........is........ When I grow up, I will........ Tomorrow........ If only.........
D. Facebook
Facebook is a social networking website launched in February 2004 and operated and privately owned by Facebook, Inc. Users can add people as friends and send them messages, and update their personal profiles to notify friends about themselves. Additionally, users can join networks organized by workplace, school, or college. The website's name stems from the colloquial name of books given to students at the start of the academic year by university administrations in the US with the intention of helping students to get to know each other better. Anyone age 13 or older can become a Facebook user.
Facebook was founded by Mark Zuckerberg with his college roommates and fellow computer science students Eduardo Saverin, Dustin Moskovitz and Chris Hughes. The website's membership was initially limited by the founders to Harvard students, but was expanded to other colleges in the Boston area, the Ivy League, and Stanford University. It later expanded further to include (potentially) any university
student, then high school students, and, finally, to anyone aged 13 and over. The original concept for Facebook was borrowed from a product produced by Zuckerberg's prep school Phillips Exeter Academy which for decades published and distributed a printed manual of all students and faculty, unofficially called the "face book". The website currently has more than 400 million active users worldwide.
Facebook has met with some controversy. It has been blocked intermittently in several countries including Pakistan, Syria, China, Vietnam, and Iran. It has also been banned at many places of work to discourage employees from wasting time using the service. Privacy has also been an issue, and it has been compromised several times. Facebook settled a lawsuit regarding claims over source code and intellectual property. The site has also been involved in controversy over the sale of fans and friends.
A January 2009 Compete.com study ranked Facebook as the most used social network by worldwide monthly active users, followed by MySpace. Entertainment Weekly put it on its end-of-the-decade 'best-of' list, saying, "How on earth did we stalk our exes, remember our co-workers' birthdays, bug our friends, and play a rousing game of Scrabulous before Facebook?"
E. Writing Diary on Facebook
Almost everyone on earth has a facebook. It means that facebook has a very important role and very influential to our lives. Facebook has many functions besides helping to connect with another person, business, facebook also be used as a learning tool, especially writing. One of them is to write a diary, wrote this diary could be written through the note. according to research I have done, it turns out not a few people who wrote the outpouring of his heart through facebook mainly through notes. This means writing through the medium of facebook very effective and often write through facebook, it means that the people used to write for almost every second person to open facebook and means that almost every time people write something on his note.
FINDING DATA A diary is personal record of events that happen over a period of time, usually consist of date of each diary item, and be as brief or detailed as the writer of diary like. Record events in the order in which they happened it. Includes descriptions of the events, impressions about the events, feelings triggered, and opinions the writer of diary formed based on the events. A diary is personal and generally not meant for someone else unless the owner gives permission for it to be shared. Concept of diary is a firsthand record of ideas, impressions, feelings and opinions about the events in a persons’s life. Record the events in the order in which they happen, in as brief or as detailed a way as the writer of diary wish.
Facebook is a social networking website launched in February 2004 and operated and privately owned by Facebook, Inc. Users can add people as friends and send them messages, and update their personal profiles to notify friends about themselves. Additionally, users can join networks organized by workplace, school, or college. The website's name stems from the colloquial name of books given to students at the start of the academic year by university administrations in the US with the intention of helping students to get to know each other better. Facebook has many functions besides helping to connect with another person, business, facebook also be used as a learning tool, especially writing. one of them is to write a diary, wrote this diary could be written through the note. according to research I have done, it turns out
not a few people who wrote the outpouring of his heart through facebook mainly through notes. This means writing through the medium of facebook very effective and often write through facebook, this means that the people used to write for almost every second person to open facebook and means that almost every time people write something on his note.
DATA ANALYSIS The data were gained from some sources like book and internet. The sources gained are absolutely related to the topic or themes. The data then were explored and discussed as good as possible. Students are expected to be able to communicate in English as one of the international languages that is important in the world. There are many printed materials such as scientific books, magazines and newspaper written in English. These certainly give knowledge and information for the people need. In order to help the Indonesian students master science and technology. Facebook has many functions besides helping to connect with another person, business, facebook also be used as a learning tool, especially writing. One of them is to write a diary, wrote this diary could be written through the note.
CONCLUSIONS Based on the data from taken from research findings, it can be concluded that motivation that was given by the teacher can improve the writing skill of the students. The writer would give conclusion as follows:
1) In fact, diary witing was difficult subject because many students rarely taught the writing subject.
2) The students got difficulty in using summarizing to mention or make decision which the best main idea of each paragraph given.
3) The students got difficulty in reordering sentences to make a good paragraph, the difficulties were in using vocabulary. They couldn’t arrange the sentences into logical order.
4) Facebook is a social networking website launched in February 2004 and operated and privately owned by Facebook.
5) Facebook has many functions besides helping to connect with another person, business, facebook also be used as a learning tool, especially writing.
6) The people used to write for almost every second person to open facebook and mean that almost every time people write something on his note.
The teaching and learning activities in the classroom, review the tense in paragraph, and gave the students to ask some difficult words were helpful in teaching writing skill by diary writing through summarizing and reordering sentences.
REFERENCES Arikunto, Suhaimi. 2001. Prosedur Penelitian: Suatu Pendekatan Praktis (Edisi 2). Jakarta: Bina Aksara. Corder, S. Pit. 2002. Error Analysis and Inter Language. Oxford: University Press. Kinsella, Paul. 2000. The Technique of Writing. Texas: Harcourt Brace Jovanovich, Publisher. Oshima, Alice and Ann Hogue. 2007. Writing Academic English: A Writing Sentence Structure Workbook for International Students, London: Addison Wesley Publishing Company. Salvation, Mariolina. 2005. Reading and Writing a Text: Correlation between Reading and Writing Patterns. College English, 45, 7, pp. 657-668.
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developing mind mapping strategy to improve the tenth-year students’ writing ability

Abstract

This study is aimed at developing mind mapping strategy to improve the tenth-year students’ writing ability at Madrasah Aliyah (MA) Mambaus Sholihin Gresik and focused on solving the problem of how the students generate and organize ideas for writing a topic. The design of the study is collaborative classroom action research. Both the researcher and his collaborator work together in cyclic activities – planning, implementing, observing and reflecting on the data gained from the teaching and learning process – which runs into three cycles, each of which covers four meetings. The findings show that by implementing mind mapping with the proper model developed, the students’ ability in writing a descriptive text improves. It is indicated by the improvement of the percentage of the students achieving the score greater than or equal to 65 and of the percentage of the students’ involvement in the writing activities during the implementation of mind mapping in the instructional process in Cycle I, II, and III. The improvement of the students’ ability in writing a descriptive text can be reached but it should follow the procedures of the proper model of mind mapping developed

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The Effectiveness of Using List Group Label in Teaching Vocabulary Viewed from Students’ Creativity

ABSTRACT
MUSTAFIAH NUR PRATIWI, S891102028, 2012. The Effectiveness of Using List Group Label in Teaching Vocabulary Viewed from Students’ Creativity (An Experimental Study for students at the Fifth Grade of SD N VII Wonogiri in the Academic Year of 2012/2013). Thesis. Surakarta. English Education Department of Graduate Program, Sebelas Maret University of Surakarta. 2012. Consultant 1, Dr. Abdul Asib, M.Pd Consultant 2 Drs. Martono, M.A
The objectives of the research are: (1) To identify whether List Group Label (LGL) is more effective than Translation to teach vocabulary to the fifth grade students of SDN VII Wonogiri in the academic year of 2012/2013; (2) To identify whether the students having high creativity have better vocabulary mastery than those having low creativity; and (3) To identify whether there is an interaction between teaching strategies and creativity in teaching vocabulary for the fifth grade students of SDN VII Wonogiri in the academic year of 2012/2013.

The research was carried out at SD N VII Wonogiri, from July 2012 to August 2012. The research method was experimental. The subject of the research was the fifth grade students of SD N VII Wonogiri. The total number of sample was 60 students coming from two classes. Each of them consisted of 30 students. The fifth grade students of VB were as experimental class who were taught using LGL strategy and the fifth grade students of VA were as control class who were taught using Translation strategy. The data were in the form of quantitative data and they were taken by tests. They were the scores of students’ vocabulary test and creativity test after having nine times treatment for each class. The researcher analyzed the data using ANOVA or analysis of variance and Tukey test.
Based on the result of data analysis, the research findings are: (1) The LGL strategy is more effective than Translation strategy to teach vocabulary for the fifth grade students of elementary school; (2) The vocabulary mastery of the students having high creativity is better than that of those having low creativity; and (3) There is an interaction between teaching strategies and students’ creativity. Based on these research findings, it can be concluded that LGL strategy is an effective strategy to improve the vocabulary mastery of the fifth grade students of SD N VII Wonogiri.
The result of the research implies that the use of LGL strategy can be effectively used to improve students’ vocabulary mastery. In LGL, students will develop their academic vocabulary by categorizing words into groups that relate to similar concepts. Therefore, it is recommended that: (1) ) it is better for teachers to apply LGL in the teaching and learning process; (2) the students could use LGL to improve their vocabulary mastery as it can help them to generate, elaborate, and organize their ideas; and (3) the future researchers are expected to conduct the research with different students’ condition like students’ intellegence or self confidence
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Improving Students’ Writing Ability by Using Peer Editing Technique

ABSTRACT
 Improving Students’ Writing Ability by Using Peer Editing Technique (A Classroom Action Research Tarjana. Thesis: English Education of Graduate School. Sebelas Maret University of Surakarta 2011.
The research aims to: (1) know whether Peer Editing Technique can improve students’ ability in writing an expository paragraph; and (2) describe the teaching-learning situation when Peer Editing Technique is applied in the writing class. Action research is implemented in the study because the research methodology enabled me as a researcher to find out and to solve the teaching and learning problem. Action research process consists of planning, action, observation, and reflection. Peer Editing Technique is a techniques focusing on writing. It provides frameworks for pairs or small groups to help each other and critique final and graded written products. There are at least five main activities involved in implementing peer editing technique in teaching writing. They are: (1) Writing paragraph draft, (2) exchanging ideas with pair, (3) doing peer editing, (4) revising, and (5) discussing the students’ difficulties.

The research consists of three cycles using peer editing technique to improve students’ writing ability for the third semester students of English Study program of STKIP HAMZANWADI SELONG in Academic Year of 2010/2011. Each cycle consists of three meetings to write paragraph draft, to exchange ideas with pair, to do peer editing, to revise the draft, and to discuss the students’ difficulties.
The results of the study show that: 1) Peer-Editing Technique can improve students’ ability in writing an expository paragraph 2) Peer Editing Technique can improve classroom situation, especially in writing class. The class is more alive when the students’ exchange ideas with pairs and in a class discussion. It also provides various activities in every meeting. Therefore, Peer Editing Technique is one of the appropriate techniques to improve students’ writing ability in writing by writing paragraph draft, exchanging ideas with pair, doing peer editing, revising, and conducting class discussion. Besides, Peer Editing Technique can improve students’ activities and stimulate students’ participation in teaching and learning activities, it provides various activities that make the class more alive.

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Collaborative Strategic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills

By Christine D. Bremer, Sharon Vaughn, Ann T. Clapper, and Ae-Hwa Kim

The Problem

Reading comprehension is a critical skill for secondary students with disabilities, as it facilitates participation in mainstream content-area classes. Unfortunately, many secondary educators are not adequately equipped to provide reading instruction. This Brief introduces a research-based practice, Collaborative Strategic Reading (CSR), developed by Janette K. Klingner and Sharon Vaughn (1996, 1998).

Overview of CSR

CSR is a reading comprehension practice that combines two instructional elements: (a) modified reciprocal teaching (Palincsar & Brown, 1984), and (b) cooperative learning (Johnson & Johnson, 1987) or student pairing. In reciprocal teaching, teachers and students take turns leading a dialogue concerning key features of text through summarizing, questioning, clarifying, and predicting. Reciprocal teaching was developed with the intention of aiding students having difficulty with reading comprehension. Palincsar and Brown found that seventh graders with poor reading comprehension skills achieved sizable gains through use of the reciprocal teaching method. More recent studies using reciprocal teaching have found it to be effective with struggling middle school and high school readers (Alfassi, 1998; Lysynchuk, Pressley, & Vye, 1990). Klingner and Vaughn (1996) originally designed CSR by combining modified reciprocal teaching with cooperative learning. Through a number of research trials, CSR has been refined and currently consists of four comprehension strategies that students apply before, during, and after reading in small cooperative groups. These reading strategies are: (a) preview (before reading), (b) click and clunk (during reading), (c) get the gist (during reading), and (d) wrap up (after reading).

Research on CSR

The effects of CSR on reading comprehension for students with learning disabilities, including secondary students with learning disabilities, have been examined in a series of intervention studies by Vaughn, Klingner, and their colleagues. Most intervention studies demonstrated that CSR was associated with improved reading comprehension for students with learning disabilities. The first study using CSR was conducted with 26 seventh- and eighth-graders with learning disabilities who used English as a second language. In this study, students learned to use modified reciprocal teaching methods in cooperative learning groups (i.e., brainstorm, predict, clarify words and phrases, highlight the main idea, summarize the main idea(s) and important detail, and ask and answer questions). CSR was effective in improving reading comprehension for most of students with learning disabilities (Klingner & Vaughn, 1996).
CSR has also been combined with other approaches to address the range of skills needed for reading competence in middle school and high school. In a study of 60 sixth-grade middle school students with varied reading levels in inclusive classrooms, a multicomponent reading intervention was used to address the range of reading needs (Bryant et al., 2000). CSR was used in conjunction with two other research-based strategies: Word Identification (Lenz, Schumaker, Deshler, & Beals, 1984), and Partner Reading (Mathes, Fuchs, Fuchs, Henley, & Sanders, 1994). Results revealed that students with learning disabilities significantly improved their word identification and fluency, but not reading comprehension.
The effectiveness of CSR with elementary students with learning disabilities has also been supported. Klingner, Vaughn, and Schumm (1998) implemented CSR with fourth graders with a wide range of reading levels. Students in the CSR group significantly outperformed those in the control group on comprehension. In a subsequent study, fifth-grade students were taught to apply CSR by trained classroom teachers during English as a Second Language (ESL) science classes (Klingner & Vaughn, 2000). Students significantly increased their vocabulary from pre- to post-testing. Furthermore, students in CSR groups spent greater amounts of time engaged in academic-related strategic discussion and assisted one another while using CSR. CSR has also been implemented in conjunction with other research-based reading strategies (writing process approach, classwide peer tutoring, making words) for elementary students with learning disabilities (Klingner, Vaughn, Hughes, Schumm, & Elbaum, 1998). In this study, trained teachers implemented CSR with their students. The results also confirmed that use of CSR has resulted in improvement in reading comprehension and vocabulary for elementary students with learning disabilities.

Implementation of CSR

CSR can be implemented in two phases: (a) teaching the strategies, and (b) cooperative learning group activity or student pairing. The implementation steps described below were developed through a series of research studies (Bryant et al., 2000; Klingner & Vaughn, 1998, 1999; Vaughn et al., 2000; Vaughn, Klingner, & Bryant, 2001).

Phase 1. Teaching the Strategies

Students learn four strategies: preview, click and clunk, get the gist, and wrap up. Preview is used before reading the entire text for the lesson, and wrap up is used after reading the entire text for the lesson. The other two strategies, click and clunk and get the gist, are used multiple times while reading the text, after each paragraph.
Preview. Preview is a strategy to activate students’ prior knowledge, to facilitate their predictions about what they will read, and to generate interest. Preview consists of two activities: (a) brainstorming and (b) making predictions.
A teacher introduces previewing to students by asking them to think about the previews they have seen at the movies. The teacher prompts students to tell what they learn from previews by asking questions such as, “do you learn who is going to be in the movie?” or “do you learn in what historical period the movie will take place?” Then the teacher asks them to skim information such as headings, pictures, and words that are bolded or underlined to determine (a) what they know about the topic and (b) what they think they will learn by reading the text.
Click and Clunk. Click and clunk is a strategy that teaches students to monitor their understanding during reading, and to use fix-up strategies when they realize their failure to understand text. The teacher describes a click as something that “you really get. You know it just clicks.” After students understand, the teacher explains a clunk: “A clunk is like when you run into a brick wall. You just really don’t understand a word the author is using. That’s a clunk.” Then, the teacher reads a short piece aloud and asks students to listen carefully for clunks. The teacher asks students to write down their clunks and then teaches fix-up strategies to figure out the clunks. The teacher can use “clunk cards” (see Materials for detailed description) as reminders of fix-up strategies.
Get the gist. Get the gist is a strategy to help students identify main ideas during reading. One way to identify the main idea is to answer the following questions: (a) “who or what is it about?” and (b) “what is most important about the who or what?” In addition, students are taught to limit their response to ten words or less, so that their gist conveys the most important idea(s), but not unnecessary details.
Get the gist can be taught by focusing on one paragraph at a time. While students read the paragraph, the teacher asks them to identify the most important person, place, or thing. Then the teacher asks students to tell what is most important about the person, place, or thing. Finally, the teacher teaches students to put it all together in a sentence containing ten words or less.
Wrap up. Wrap up is a strategy that teaches students to generate questions and to review important ideas in the text they have read. Wrap up consists of two activities: (a) generating questions, and (b) reviewing.
A teacher initially teaches students to wrap up by telling students to pretend they are teachers and to think of questions they would ask on a test. The teacher suggests the following question starters: who, what, when, where, why, and how. The teacher also encourages students to generate some questions that require an answer involving higher-lever thinking skills, rather than literal recall. Finally, the teacher asks students to write down the most important ideas from the day’s reading assignment.


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