A STUDY ON THE USE OF DIARY WRITING - core.ac.uk filei a study on the use of diary writing to improve the 8th grade students’ vocabulary mastery in smp negeri 13 yogyakarta a sarjana

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A STUDY ON THE USE OF DIARY WRITING

TO IMPROVE THE 8TH

GRADE STUDENTS’ VOCABULARY

MASTERY IN SMP NEGERI 13 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Vitaloka Irmala Dewi

Student Number: 131214085

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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iii


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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, August 12th

2017

The Writer


131214085


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Vitaloka Irmala Dewi

Nomor Mahasiswa : 131214085

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A STUDY ON THE USE OF DIARY WRITING

TO IMPROVE THE 8TH

GRADE STUDENTS’ VOCABULARY MASTERY

IN SMP NEGERI 13 YOGYAKARTA

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

kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam

bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan

secara terbatas, dan mempublikasikan di internet atau media lain untuk

kepentingan akademis tanpa perlu meminta ijin saya maupun memberikan royalti

kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian ini saya buat dengan sebenarnya,

Dibuat di Yogyakarta

Pada tanggal: 12 September 2017

Yang menyatakan,



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ABSTRACT

Dewi, Vitaloka Irmala. (2017). A Study on the Use of Diary Writing to Improve

the 8th Grade Students’ Vocabulary Mastery in SMP Negeri 13 Yogyakarta.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

Diary writing is a personal record of a writer’s life experiences

(Fitzpatrick, 2005). People usually write a diary to express their feelings in

written form. However, the purpose of diary writing is not only expressing

feelings but also practicing writing especially for students who learn English as a

Foreign Language. In education, diary writing is often used as the medium for

young learners to improve their English since diary writing is considered as one of

fun ways in learning English. Related to this reason, an English teacher in SMP

Negeri 13 Yogyakarta implemented diary writing in his class to help the students

to improve their vocabulary mastery.

The diary writing was implemented as the solution proposed by the

English teacher because of the students’ lack of vocabulary mastery. Through

implementing diary writing, the English teacher expected that students’

vocabulary mastery would be improved. Therefore, this research aimed to analyze

how diary writing improved students’ vocabulary mastery.

There were two research questions addressed in this research, (1) “How is

diary writing implemented for the 8th

Grade B of SMPN 13 Yogyakarta to

improve their vocabulary mastery?” and (2) “To what extent does diary writing

improve the vocabulary mastery of 8th

Grade of SMPN 13 Yogyakarta?” This

research belonged to a survey research. The participants in this research were the

8th

grade B of SMP Negeri 13 Yogyakarta and the English teacher. The researcher

used three research instruments to obtain the data. They were observation,

questionnaire, and interview.

The results of this research showed that diary writing was implemented as

a weekly exercise which was done by the students at home. The explanation of to

what extent the implementation of diary writing helped students to improve their

vocabulary mastery was divided into three parts. There were (1) Diary writing

helped students to improve their writing ability, (2) Diary writing helped students

to get new vocabulary, and (3) Diary writing helped students to memorize new

vocabulary. Based on the interview, there were two major suggestions suggested

by the students to maximize the implementation of diary writing, namely, giving

corrective feedback and scores.

Keywords: diary writing, vocabulary mastery, writing ability


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ABSTRAK

Dewi, Vitaloka Irmala. (2017). A Study on the Use of Diary Writing to Improve

the 8th Grade Students’ Vocabulary Mastery in SMP Negeri 13 Yogyakarta.

Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

Diary writing adalah catatan pribadi sang penulis tentang pengalaman –

pengalaman didalam hidupnya (Fitzpatrick, 2005). Orang biasanya menulis diary

untuk mengungkapkan perasaan mereka dalam bentuk tulisan. Namun, tujuan dari

menulis diary tidak hanya untuk mengungkapkan perasaan tapi juga untuk melatih

menulis Bahasa Inggris terutama untuk para pelajar Bahasa Inggris sebagai bahasa

asing. Didalam dunia pendidikan, menulis diary sering kali digunakan sebagai

media untuk pelajar muda untuk meningkatkan kemampuan Bahasa Inggris

mereka karena menulis diary dianggap sebagai salah satu cara yang

menyenangkan untuk belajar Bahasa Inggris. Oleh karena itu, seorang guru

Bahasa Inggris di SMP Negeri 13 Yogyakarta mengimplementasikan diary

writing di kelasnya untuk membantu para siswa meningkatkan penguasaan

kosakata mereka.

Diary writing diimplementasikan sebagai solusi yang diusulkan oleh guru

Bahasa Inggris karena kurangnya penguasaan kosakata Bahasa Inggris para

murid. Dengan mengimplementasikan diary writing, guru Bahasa Inggris

mengharapkan agar penguasaan kosakata para murid meningkat. Maka dari itu,

penelitian ini bertujuan untuk menganalisa bagaimana diary writing meningkatkan

penguasaan kosakata para murid.

Terdapat dua rumusan masalah didalam penelitian ini, (1) “Bagaimana

diary writing diimplementasikan untuk murid kelas 8 B SMP Negeri 13

Yogyakarta?” dan (2) “Sejauh mana diary writing meningkatkan penguasaan

Bahasa Inggris murid kelas 8 B SMP Negeri 12 Yogyakarta?” Penelitian ini

merupakan penelitian survei. Peserta didalam penelitian ini merupakan murid

kelas 8 B dan guru Bahasa Inggris SMP Negeri 13 Yogyakarta. Peneliti

menggunakan tiga instrumen untuk mengumpulkan data, yaitu observasi,

pembagian kuesioner, dan wawancara.

Hasil dari penelitian memperlihatkan bahwa diary writing

diimplementasikan sebagai kegiatan latihan mingguan yang dilakukan oleh para

murid. Penjelasan untuk sejauh mana diary writing membantu murid

meningkatkan penguasaan kosakata Bahasa Inggris dibagi menjadi tiga bagian.

Ketiga penjelasan tersebut yaitu (1) Diary writing membantu murid untuk

meningkatkan kemampuan menulis Bahasa Inggris, (2) Diary writing membantu

murid menemukan kosakata baru, (3) Diary writing membantu murid untuk

mengingat kosakata baru. Berdasarkan hasil wawancara, saran yang diberikan

oleh para murid yaitu memberikan koreksi umpan balik dan pemberian nilai.

Kata Kunci: diary writing, vocabulary mastery, writing ability


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ACKNOWLEDGEMENTS

I would like to devote my deepest gratitude to Allah SWT for giving me

blessings, strength, and love in every moment of my life. I would like to send my

big gratitude and love to my beloved parents. Bapak Sih Yuwono and mama

Hartini for their unconditional love, support, and prayers for me. They are my

biggest motivation in finishing this thesis. I also thank my little brother Deo

Bhakti Permana, my lovely aunt Sri Haryati, and my uncle Aris Iswanto for their

endless encouragement and love for me.

I would always be grateful for my beautiful and awesome thesis advisor,

Yuseva Ariyani Iswandari, S.Pd., M.Ed. Without her guidance, suggestion, and

motivation, I would not be able to finish my thesis. I thank her for spending her

valuable time to have a discussion with me and read my thesis. I also want to

express my warmest gratitude to the Headmaster of SMP Negeri 13 Yogyakarta

for giving me permission to conduct the research and M. Kantet Wiwoho, S.Pd. as

the English teacher in SMP Negeri 13 Yogyakarta for his kindness and

helpfulness during the data gathering in this thesis. Furthermore, I would like to

express my sincere thankfulness for all of the lecturers and staff of the English

Language Education Study Program of Sanata Dharma University for the precious

life lessons they have shared with me, especially F.X Ouda Teda Ena, Ed.D. as

my academic advisor.

I would never forget to thank my roommate, Maria Rosari Triharcahya

Wijayanti and my best friends Dian Faqih, Maria Srimeitika, Dian Natalia Aryani,


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and Cynthianita Septifani Purnomo who always motivated and supported me

during my difficult and joyful times. In addition, I would also express my

gratitude to my “Thesis Ceria” friends, especially to Restu, Mercy, and Afreil

who always encouraged and helped me during the process of making this thesis.

Finally, my gratitude also goes to my classmates, members of Class C batch 2013,

members of FKM Budi Utama and friends from other communities in university.

Without them, my study in college would not have been as beautiful as what I

have been going through. Moreover, I would like to express my sincere gratitude

to those whose names cannot be mentioned one by one for their contributions and

love to me.



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TABLE OF CONTENTS

Page

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

APPROVAL PAGES .............................................................................................. ii

STATEMENT OF WORK'S ORIGINALITY ...................................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ......................................................... v

ABSTRACT ........................................................................................................... vi

ABSTRAK .............................................................................................................. vii

ACKNOWLEDGEMENTS ................................................................................. viii

TABLE OF CONTENTS ......................................................................................... x

LIST OF TABLES ............................................................................................... xiii

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

LIST OF APPENDICES ........................................................................................ xv

CHAPTER I. INTRODUCTION ............................................................................. 1

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

B. Research Questions ...................................................................................... 5

C. Research Significance .................................................................................. 6

1. The Teachers ............................................................................................. 6

2. The Students .............................................................................................. 6

3. The Future Researchers ............................................................................. 6

D. Definition of Terms ...................................................................................... 7

1. Perception .................................................................................................. 7

2. Diary Writing ............................................................................................ 7

3. Vocabulary Mastery .................................................................................. 8

CHAPTER II. REVIEW OF RELATED LITERATURE ....................................... 9

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

1. Perception .................................................................................................. 9


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Page

2. Diary Writing .......................................................................................... 11

3. Vocabulary Mastery ................................................................................ 14

4. Technique of Learning Vocabulary ......................................................... 15

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

CHAPTER III. RESEARCH METHODOLOGY ................................................. 18

A. Research Method ........................................................................................ 18

B. Research Setting ......................................................................................... 19

C. Research Participants ................................................................................. 19

D. Instruments and Data Gathering Technique ............................................... 20

1. Observation ............................................................................................. 20

2. Questionnaire .......................................................................................... 21

3. Interview .................................................................................................. 21

E. Data Analysis Technique ........................................................................... 25

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................. 27

A. The Implementation of Diary Writing in the 8th

Grade B

of SMP Negeri 13 Yogyakarta .................................................................. 27

B. How the Use of Diary Writing Improved Vocabulary Mastery

in the 8th

Grade of SMP Negeri 13 Yogyakarta ......................................... 30

1. Diary Writing Helped Students to Improve Their Writing Ability ......... 31

2. Diary Writing Helped Students to Get New Words ................................ 32

3. Diary Writing Helped Students to Memorize New Vocabulary ............. 36

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ........................ 42

A. Conclusion .................................................................................................. 42

1. The Implementation of Diary Writing in the 8th

Grade B

of SMP Negeri 13 Yogyakarta ............................................................... 42


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Page

2. How Diary Writing Improved Students’ Vocabulary

Mastery in the 8th

Grade B of SMP Negeri 13 Yogyakarta.................... 43

3. Students’ Suggestions on the Implementation of Diary

Writing in the 8th

Grade B of SMPN Negeri 13 Yogyakarta ................. 45

B. Recommendations ...................................................................................... 46

1. For the English Teachers of SMP Negeri 13 Yogyakarta ....................... 46

2. For the Students in the 8th

Grade B of SMP Negeri 13 Yogyakarta ....... 46

3. For the Future Researchers ...................................................................... 47

REFERENCES ...................................................................................................... 48

APPENDICES ....................................................................................................... 52


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LIST OF TABLES

Table Page

3.1. Timeline of the Data Gathering …………………………………………...19

3.2. The Blue Print of the Research ……………………………………………22


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LIST OF FIGURES

Figure Page

2.1. The Perceptual Process ……………………………….…………..…….…10

3.1. Example of Questionnaire Data Display ………………..…………………25

4.1. The Result of Questionnaire on the Use of

Diary Writing to Improve Students' Writing Ability ..………………...…..30

4.2. The Result of Questinnaire on the Use of

Diary Writing to Get New Words ………………………..…………...…. 32

4.3. Student’s Diary Writing on the Use New Vocabulary …………….…..… 34

4.4 The Result of Questionnaire on the Use of Diary

Writing to Help Students Memorize the New Vocabulary ……….……… 35

4.5. Student’s Diary Writing on the Use of Word Repetition ……………...… 36

4.6. Student’s Diary Writing on the Use of Word Repetition ……………...… 37


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LIST OF APPENDICES

Appendix Page

1. Letter of Permission ………………………………………………….……52

2. Observation’s Result ………………………………………………………53

3. The Questionnaire’s Sheets ………………………………………….…….54

4. The Result of a Student’s Questionnaire.………………………………….57

5. The Result of Close-ended Questionnaire ……..……….……………..…..58

6. The Result of Open-ended Questionnaire ……………….………………...59

7. The Result of Interview with the Teacher………….…....………………...66

8. The Result of Interview with the Students ………………………………..68


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CHAPTER I

INTRODUCTION

This chapter consists of four parts. The first part is research background

which discusses the research rationale and the description of the topic. The second

part is the research questions which present the two research questions. The third

part is the research significance which presents the benefits of conducting this

research. The last part is the definition of terms which explains several definitions

to which the researcher refers in conducting the research.

A. Research Background

According to British Council (2013) English is spoken at a useful level by

1.75 billion people worldwide. It also reveals that in 2020, there will be two

billion people using English. People will communicate to each other more and

more and English becomes the operating system of that global conversation

related to the world development such as technology, business, and entertainment.

It means people around the world use English not only as the international

language but also as the medium to share, take & give information related to the

world development. Therefore, being able to use English is necessary since people

are demanded to follow the development. In order to be able to use English,

almost every country in the world equips its people with the ability of using

English.

There are many ways to learn English. One of them is learning English at

school. In Indonesia, English language can be learned in kindergarten, elementary


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school, junior high school and senior high school. However, according to

Kementrian Pendidikan dan Kebudayaan Indonesia in 2013, English language

subject becomes a compulsory subject in junior and senior high school which

means that learning English in kindergarten and elementary school is just an

option, depending on the school policy whether or not it provides the students

with English language subject. It means learning English in Indonesia formally

begins in junior high school.

Ellis (2003) defines young learners are at the age of 4- 18 years old. It

refers to junior high school students who are about 13 – 16 years old. Since junior

high school students are about 13 to 16 years old, they can be categorized as

young learners. Teaching English in junior high school is very important because

it becomes the basis for the higher level. Brewster, Ellis, and Girard (1992, pp. 23-

24) mention some reasons for starting to learn a foreign language at early age.

First, teaching English to young learner is aimed to increase the total number of

years spent in learning language. Second, young learners have a greater facility

for understanding and imitating what they hear than adult. Based on those reasons,

it seems clear that learning English is very important for junior high school

students to master English.

To be acknowledged as having mastery in English, the students should

master productive skills, such as speaking and writing. It means that students

should be able to use English productively. Furthermore, nowadays, being able to

speak English is not enough because not all communication activities can be held

in the form of spoken language. They sometimes need a written form. It is


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supported by Langan (2005) that writing can be used as a mean of

communication. Therefore, students must be introduced to the importance of

writing in the earlier level, formally in junior high school so that they can have a

good writing ability.

In order to have a good writing ability, students have to master vocabulary

because it influences how clear they convey their thought to the reader. Wilkins

(1972) wrote that “. . . while without grammar very little can be conveyed,

without vocabulary nothing can be conveyed” (pp. 111–112). It means that

students have to master vocabulary because without mastering vocabulary,

students will not be able to say or write English. It shows how important

vocabulary is. Therefore, students have to be able to memorize the English

vocabulary so that they can be able to write.

Based on those aspects, junior high school students have to be more

focused on learning vocabulary in order to master the English vocabulary.

However, based on the observation during the Program Praktik Lapangan (PPL),

the researcher found out that the 8th

Grade B students of SMPN 13 Yogyakarta

were lack of vocabulary mastery that made them difficult to write in English. This

phenomenon happened because the students were lazy to bring dictionary to the

school which meant they did not try to find the meaning of vocabulary that they

found during the English class and rarely practiced writing. Jean and Barbara

(1988) state “although an individual’s mastery of a language usually grows

stronger overtime, in some cases it actually becomes weaker and may even

disappear” (p. 2). This statement explains that even if an individual has mastered a


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language, she or he still needs practice so that the knowledge can be maintained.

Students in junior high school, who are mostly not really familiar with English

language might feel difficult to learn it if they do not practice a lot. It was what

happened in SMPN 13 Yogyakarta especially with the 8th

Grade B students. The

lack of vocabulary mastery resulted difficulties in delivering messages in a spoken

or written way. They thought that they did not have talents in English especially in

writing. This reason brought the students to consider that English is very difficult

language to learn.

Based on those reasons, the students seemed to hate English subject in the

school. Therefore, the teacher tried a new teaching technique and medium which

could encourage and motivate the students in the writing class, and also could

improve their vocabulary mastery. Based on the observation, the teacher proposed

diary writing as the solution for overcoming that problem. Langan (2008 & 2011)

states that as writing is an ability, it makes sense that the more students practice to

write, the better their writing will be. He also proposes that keeping a daily or

almost daily journal or diary can be an excellent way to get practice in writing.

Since the main problem in this case was that the students lack of practices, the

teacher thought that diary writing could solve this problem.

Diary writing helps students to master vocabulary in a fun way. Through

diary writing students can keep a record of their ideas, opinions, and their stories

of daily life. It may also encourage the students to become involved and interested

in writing. Harmer (2007) states that there are some benefits of diary writing. The

first is the value of reflection. A diary provides an opportunity for students to


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think about what they are learning and also how they are learning. The second is

freedom of expression. Diary writing allows students to express feelings more

freely. In expressing their feelings, students will use variety of vocabulary so that

they can express their feelings in a diary. By using variety of vocabulary, students

will automatically increase their vocabulary mastery. It has been stated by

Kirkgouz (2009) that by keeping a diary, many students revealed their learning

strategies, and in many cases, they became aware of the strategies they used in

learning and remembering the meaning of unfamiliar words. It means that writing

a diary helps students to remember the meaning of unfamiliar words that they use

because they will get used to get new words in expressing their feelings on a

diary. Through writing a diary, it was expected that the students could be

encouraged to practice writing and use variety of new vocabulary by making

weekly stories. By making weekly stories and using a variety of new vocabulary,

students could improve their vocabulary mastery. Therefore, this research was

aimed to analyze how diary writing improved students’ vocabulary mastery based

on students’ perception.

B. Research Questions

Based on the research background above, the research questions are:

1. How is diary writing implemented for the 8

th Grade B of SMPN 13 Yogyakarta

to improve their vocabulary mastery?

2. To what extent does diary writing improve the vocabulary mastery of 8

th Grade

of SMPN 13 Yogyakarta?


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C. Research Significance

By considering this research, the researcher expects this research provides

benefits for:

1. The Teachers

The result of the study will provide an alternative way for learning English

in the class. This alternative way can be enjoyable to help teachers to improve the

students’ vocabulary mastery. The result can also be a reference for the teachers to

conduct interesting activities in the class to improve students’ motivation in

learning English which is often considered very difficult by students.

2. The Students

This research will help students to learn vocabulary in a fun way to

improve their vocabulary mastery and writing skill. The students can be more

interested in learning English as a foreign language and omit the assumption that

learning English language is very difficult. It helps students to be able to use

English in spoken or written way.

3. The Future Researchers

This research can be a reference to other researches who focus on topics

related to diary writing and students’ vocabulary mastery. This research can also

be a reference for future researchers who are focusing on a topic related to writing

ability because the researcher has provided some explanation about writing ability

related to diary writing. Therefore, this research is expected to inspire future

researchers to conduct any research related to education issues to improve

Indonesian students’ ability in learning English as a foreign language.


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D. Definition of Terms

In this part, the researcher will explain the definition of perception, diary

writing and vocabulary mastery.

1. Perception

According to James (2007), perception has been defined as the

consciousness of particular material things present to sense. It has been also stated

by a psychologist, Sharma (2016), that perception is a process of interpretation of

a present stimulus on the basis of past experience. Therefore, it can be defined that

perception is the consciousness of what people have experienced. In this research,

perception refers to students’ opinions about their experience and feelings on the

use of diary writing to improve students’ vocabulary mastery in the 8th

Grade B of

SMPN 13 Yogyakarta.

2. Diary Writing

Writing is a complex process of putting ideas down on paper to transform

thoughts into words (Brown, 2001, p. 336). According to Harmer (2001, p.79)

writing is a form of comunication to deliver or to express feeling through written

form. According to Stanley, Shimkin, and Lanner (1988, p. 3), “A journal or diary

is a record, often kept daily, of one’s life, a kind of personal account book.” The

similar description is also proposed by Fitzpatrick (2005, p. 4), he states that “a

diary is a personal record of a writer’s life experience and is usually private.” The

purpose of a journal or diary is “to give your writing muscles a daily workout”

(Massielo, 1986, p. 37). In this research, diary writing is defined as a weekly


8

activity for students in which they are required to write their weekly stories freely

in order to improve their vocabulary mastery.

3. Vocabulary Mastery

Hornby (1995, p. 1331) states that vocabulary is the total number of the

words which make up a language. This statement is then strengthened by Burns

(1975, p. 295) who says that vocabulary means the stock of words used by a

person, class or profession. The importance of vocabulary has been highlighted

for EFL learners, because of their limited exposure to language and not having

enough opportunity to use learnt items in real situations (Gu, 2003). Hornby

defines the word `mastery` as a complete knowledge or complete skill (1995, p.

721). Based on Langford (1995), “…vocabulary mastery is defined by the ability

to demonstrate sufficient knowledge of the vocabulary words to be able to define

and use them in sentences” (p. 68). It means that mastery is the capability in

showing the comprehension of words, and words should be defined or used in

sentences. Therefore, in this research, vocabulary mastery is defined as the ability

of understanding the meaning and the use of a word. The students are expected to

master vocabulary by understanding the meaning and using the words correctly.

There are two elements of vocabulary mastery which are proposed by Dale &

O’Rourke (1971). They are knowing the meaning of a word and understanding

how to use the word. It means in order to be acknowledged as having good

vocabulary mastery, the students are not only supposed to be able to know the

meaning of words that they use but also able to understand how to use those

words correctly.


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CHAPTER II

REVIEW OF RELATED LETARATURE

This chapter discusses the review of related literature of the research. This

chapter consists of two sections. They are theoretical description and theoretical

framework.

A. Theoretical Description

This part consists of some theories which are related to the research. In this

part, the researcher will also review the theories of perception, the perceptual

process, diary writing, vocabulary mastery, and technique of learning vocabulary.

1. Perception

According to Gibson, Invancevic, Donnely, and Konopaske (2009),

perception is a process of organizing and interpreting various stimuli. It is also

related to the experience as it has been said by Sharma (2016) that perception is a

process of interpretation of a present stimulus on the basis of experience. Based

on those explanations, perception can be defined as a condition of a person in

organizing and interpreting the stimuli on the basis of experiences. By organizing

and interpreting the stimuli, people can create meaning of what has happened. It

influences their behaviors of what they have experienced. In short, the reaction of

having meaning of what has happened is called perception. The following figure

2.1 shows the process of perception by Altman, Valenzi, and Hodgetts (1985).


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Perception,

organization

Sensor’s

Behavioral

and

Stimuli

selection of

response

interpretation of

Stimuli

stimuli

Figure 2.1. The Perceptual Process

Figure 2.1. shows the process of how someone forms perception. Firstly,

the person receives the stimuli. In this step, the person is receiving something as

the stimuli and beginning to experience the stimuli. Secondly, the person selects

the stimuli in the form of perception. After experiencing the stimuli, the person is

beginning to select the information of having experienced the stimuli in the form

of perception. Thirdly, the perception begins to be organized and interpreted. In

this step, the person is interpreting the perception whether they have positive or

negative response toward the stimuli. Then, the perception will create behavioral

responses. Therefore, positive perception creates positive behaviors.

a. Factors Influencing Perception

A person’s perception is influenced by some factors. According to Altman,

Valezi, and Hodgetts (1985), there are four main factors that influence perception:

1) Selection of Stimuli

According to Altman, Valenzi, and Hodgetts (1985), the process of stimuli

depends on the person who receives the stimuli. Every person has her or his own

way in receiving the stimuli. The way the person receives the stimuli is one reason

why people perceive things differently. Each person who receives the stimuli will


11

select specific cues and filters, or screens, out the others. After they get the

stimuli, they will organize the stimuli itself.

2) Organization of Stimuli

After getting the stimuli, a person will arrange the stimuli so it can be

meaningful. It helps the person to bring order out of the chaotic onslaught of

sensory data. It happens by selecting the items and putting it together in

meaningful way based on the experience (Altman, Valenzi, and Hodgetts, 1985).

3) The Situation

The situation of the person affects his or her perception. A person who is in

a good situation will have good perception, while a person who has a bad situation

will have bad perception. The person will also adjust his or her behaviors

(Altman, Valenzi, and Hodgetts, 1985).

4) Self-concept

According to Altman, Valenzi, and Hodgetts (1985), the way a person

receiving and knowing the stimuli is called self-concept. It is important for the

person to have self-concept because it leads the person to have perception towards

surroundings. Then, it determines what he or she perceives.

2. Diary Writing

According to Stanley, Shimkin, and Lanner (1988), diary is a journal or

diary of a record, often kept daily, of one’s life, a kind of personal account book.

In other words, a diary is used as a personal book to record someone’s life and it

has several benefits as it has been stated by Harmer (2007) that there are some


12

benefits of diary writing. The first is the value of reflection. The second is

freedom of expression. The next is developing writing skils.

Sadeq, Taiba, Akbar, Rahima, Taqi, Hanan, Shuqair, and Khaled (2015)

conducted a study entitled ”EFL Writing Student’s Perception of The Effect Of

Diary Writing” which was published by European Centre for Research Training

and Development UK. The study was conducted in the college of basic education.

Two courses of “Advanced Writing” took part in this investigation. The total

number of student participants was 51. In the beginning of the semester (fall

2014/2015), the students were asked to write their dairy on daily basis. The

instructor followed up on the writing process every 10-15 days. The act of

presenting a diary was graded. The result showed that the students seemed to find

diary writing as an interesting experience because it improves their language

proficiency.

Another study was conducted by Barjesteh, Vaseghi, and Gholamni (2011)

entitled “The Effects of Diary Writing on EFL College Students’ Writing

Improvement and Attitudes” on 44 male participants in the third-year students

majoring in mechanical engineering at Petroleum University of technology in

Mahmoodabad, Iran. Their study was an experimental study in which the

participants were given a treatment and they were scored with an expository

writing test before the treatment and at the end of the treatment. The result

showed that there is a significant effect on diary writing on the improvement of

grammatical accuracy in the EFL college students.


13

A similar study was conducted by Tuan (2010) entitled “The Effects of

Diary Writing on EFL College Students’ Writing Improvement” on 85 second-

year students from the two classes practically the same writing proficiency level

attending the third course of writing at the Faculty of English Linguistics and

Literature of the University of Social Sciences and Humanities in Ho Chi Minh

City (USSH-HCMC) with the tests in the form of essay writing to measure the

students writing proficiency level in terms of fluency and accuracy. His research

showed that there is an improvement on the students’ writing.

Those studies show that diary writing helps students in improving their

English especially in the writing skills. The studies also show that diary writing

has played an important role in education. Students are able to express themselves

freely as it is stated by Tuan (2012), who explored the possibility of EFL journal

writing as abridge for creative writing and self-expression. The students pointed

out that they expressed themselves better after they started writing their diaries,

and their language had improved. Through diary writing students can improve

their ability in English and teachers can provide an interesting technique in

learning English.

The studies are likely to support diary writing in relation with vocabulary

improvement because improving writing ability means improving other features

in writing ability. One of the important features in writing ability is vocabulary

mastery. Bitcherner (2008) states that there are three features in writing ability.

They are vocabulary mastery, knowledge of grammar, and the mechanics of

writing. Besides, Nation (2012) emphasizes that vocabulary mastery is dealing


14

with the measurement of productive skill that is required for writing. Productive

skill is a skill to produce information in a form of sentence as it has been stated by

Ganesh (2015) that productive skill is useful for producing and conveying

information such as writing ability. Therefore, in order to have good writing

ability, a writer should have productive skill to produce information. In this case,

the productive skill determines vocabulary mastery as the most important feature

in writing ability. Based on those explanations, it can be concluded that in

improving writing ability includes improving vocabulary mastery.

3. Vocabulary Mastery

According to Coady and Huckin (1998) vocabulary is central to language

and of critical importance to the typical language learning. Haycraft, quoted by

Hatch and Brown (1995) indicates two kinds of vocabulary, namely receptive

vocabulary and productive vocabulary.

a. Receptive Vocabulary

Receptive vocabulary is the word that learners recognize and understand

when they are used in context, but they cannot be produced. It is vocabulary that

learners recognize when they see or meet in reading text. It is not used it in

speaking and writing (Stuart Webb, 2005).

b. Productive Vocabulary

Productive vocabulary is the word that the learners understand. It can be

pronounced correctly and used constructively in speaking and writing. It involves

what is needed for receptive vocabulary plus the ability to speak or write at the


15

appropriate time. Therefore, productive vocabulary can be addressed as an active

process, because the learners can produce the words to express their thoughts to

others (Stuart, 2005).

In order to understand the language, vocabulary is crucial to be mastered

by the learner. Vocabulary mastery is needed to express students’ ideas and to be

able to understand other people's sayings. According to Dale & O’Rourke (1971),

mastering vocabulary is not only knowing the meaning of a word but also

understanding how to use a word. Therefore, mastering vocabulary is one of the

learners’ needs in order to understand the language. In English teaching-learning

process, good vocabulary mastery can help the students to understand the lesson.

In order to master vocabulary, students have to have a lot of writing practices so

that they can easily remember all of the the words they use. As it has been stated

by Jean and Barbara (1988),” although an individual’s mastery of a language

usually grows stronger overtime, in some cases it actually becomes weaker and

may even disappear” (p. 2).

4. Technique of Learning Vocabulary

Merritt (2013) proposes a technique of learning vocabulary, simply named

making sentence or phrase. A learner can learn hundreds of new vocabulary items

but it will be useless if they don’t know how to apply those words in different

contexts. Making sentences or phrases can be done by the learners in the writing

practice. Barjesteh (2011) defines diary writing as a kind of free-writing practice

where the writers write without fear of being evaluated. It means that learners can

practice writing through diary writing which requires the students to write without


16

fear of being evaluated. By practicing diary writing, the learners can improve their

vocabulary mastery. Moreover, a study which is conducted by Barjesteh,

Vaseghi, and Gholami (2011) is a class action research study which shows that

diary writing gives positive effect on the learners’ vocabulary mastery. The result

of this study is gathered by conducting pre-test and post-test to investigate the

effect of diary writing on the learners’ vocabulary mastery. Therefore, it seems

clear that diary writing is a technique of vocabulary learning that can improve the

learners’ vocabulary mastery.

B. Theoretical Framework

This section emphasizes the relation between the theories and the research

that will be used to answer the research questions. There are two research

questions in this study. They are (1) How is diary writing implemented in the 8th

Grade B of SMPN 13 Yogyakarta to improve students’ vocabulary mastery? and

(2) To what extent does diary writing improve the 8th

Grade B of SMPN 13

Yogyakarta students’ vocabulary mastery?

The first research question will be answered using the theory by Shoari and

Davatgari (2015) that state that through making sample sentences first of all

learners have been inspired, since they were free in type of sentences of which

they were asked to produce. It means that diary writing is implemented by giving

freedom to the students to write down their daily stories. By writing freely, the

students will be developing in producing the sentences. As it has been supported

by Hamp and Heasley (2006) that diary writing gives learners the opportunity to

practice free writing about what they want and whenever they want to. Therefore,


17

it is expected that diary writing can encourage the students to practice writing and

use variety of English vocabulary through their daily stories in diary writing.

The second research question will be answered using the theory by Harmer

(2007) who states that there are three benefits of diary writing. The first is giving

value of reflection. By writing a diary, students will have an opportunity to think

about what they have learned and how they have learned. In this research, through

writing a diary, students will be able to improve their vocabulary mastery by

reflecting their mistakes during the learning process and writing it down in a

diary. The second is giving freedom of expressions. Diary writing allows the

students to express their feelings freely. By expressing their feelings freely in a

diary, the students are expected to use variety of new vocabulary that they find in

the dictionary. Besides, diary writing is considered as a kind of free-writing

activity where the writers write without fear of being evaluated (Barjesteh, 2011)

so that the students will not feel afraid to express their feeling on a diary.

Therefore, this activity will help the students to improve their vocabulary mastery

by writing freely. The third is developing writing skills. Writing a diary will

develop students’ writing skills which means that it influences vocabulary because

vocabulary is one of the characteristics of writing skills as it has been stated by

Brown (2001, pp. 341-342) that one of several characteristics of written language

is vocabulary. Therefore, it seems clear that developing writing skills also means

developing vocabulary mastery. This phenomenon happens because while writing

the diary, students are required to find new vocabulary to describe their

experiences or feelings in the diary.


18

CHAPTER III

RESEARCH METHODOLOGY

This chapter provides the research methodology of the research. This

chapter is divided into five sections. They are research method, research setting,

research participants, instruments and data gathering technique, and data analysis

technique.

A. Research Method

This research belongs to a survey research which aims to explain attitudes

and behavior on the basis of data gathered at a point time (Ray, Jacobs, Sorensen,

and Razavieh, 2010). Another purpose in this this kind of research is stated also

by Lodico, Spaulding, Voegtle (2006, p. 157) that a survey research has the

sample purposes such as gathering opinions, beliefs, or perception about an issue

in a large group of people. The researcher uses survey because of its capability to

obtain information from large sample of the population (McIntyre, 1999, p. 74).

Therefore, the capability of obtaining a large sample of population is needed to be

able to get a big number of the participants.

In conducting the research, the researcher chose a cross-sectional survey

because of the limited time. Besides, a cross-sectional design involves collection

of data from a sample that has been drawn from a predetermined and specific

population and allows the researcher to collect data in one point in time. Although

the duration in collecting all the data may range from one day to a few weeks

(Fraenkel & Wallen, 2008). In addition, a survey has been found to be useful in


19

describing the characteristics of a population under research since it allows the

researcher to ask individuals to describe the existing phenomena (Kathuri & Pals,

1993).

B. Research Setting

This research was conducted at SMPN 13 Yogyakarta, Yogyakarta in the

academic year 2016/2017. The researcher was focusing in one class, that was the

8th

Grade B. This class was chosen because the English teacher in this class used

diary writing as the technique to improve students’ vocabulary mastery.

Furthermore, this research was held in April - May, 2017.

Table 3.1. Timeline of the Data Gathering

No Instrument Date

1 Observation Tuesday April, 18th

2017

2 Teacher’s Interview Friday April, 21st 2017

3 Questionnaire Distribution Tuesday, April 25th

2017

4 Students’ Interview Friday May, 16th

2017

C. Research Participants

The participants in this research were the 8th

Grade B of SMPN 13

Yogyakarta students. There were 30 students, and the teacher of English language

subject in this class. The teacher was interviewed in order to help the researcher

to know the background of using diary writing and also how the implementation

of diary writing in the class. Furthermore, there were 10 students who were

interviewed in order to strengthen the findings on the questionnaire. These 10


20

students were chosen based on their answers on the questionnaire who answered

completely and reasonably.

D. Instruments and Data Gathering Technique

In gathering the data, the researcher used three techniques. They were

observation, questionnaire, and interview.

1. Observation

Observation was chosen because it helped the researcher to know the

situation and the characteristics of the students in the class. As it has been stated

by Wallace (2002) that through observation, we can know what goes in the

classroom. In this research, observation was used to know the teaching and

learning proses in the 8th

Grade B of SMP Negeri 13 Yogyakarta. According to

Borg and Gall (1983), observation is included into the naturalistic situation in

which the participants do not aware that they are being observed. There were two

main parts in this observation. The first was observing the class situation and the

teaching and learning process to know how diary writing was implemented in the

class. During the observation, the researcher did not involve in the teaching and

learning proscess. Choudhury (2016) explains that when the observer observes the

group without involving in the group activities, it is known as non-participant

observation. It means the researcher does not try to influence the particpants or

take part in the group activities. Therefore, in this research, the researcher was a

non-participant observer.


21

2. Questionnaire

A questionnaire is defined as a document containing questions and other

types of items designed to solicit information appropriate to analysis (Babbie,

1990). Moreover, questionnaire is equally used in survey research, experiments

and other modes of observation. In this research, the questionnaire was conducted

once during the research to know how diary writing improves students’

vocabulary mastery. The questionnaire consisted of close-ended and open-ended

questions. The value of each column for close-ended questions concerned the

following agreements:

1 is for agree

2 is for strongly agree

3 is for disagree

4 is for strongly disagree

There were three open-ended questions given to gather more data about

how diary writing improved students’ vocabulary mastery.

3. Interview

The interview was conducted after the questionnaire to get the clearer

information about the topic and to verify the result of the questionnaire. This

research used semi structured interview. As it has been proposed by Ary, Jacobs,

Sorensen (2010, p. 438) that semi structured interview is a non-standardized and

frequently used in qualitative analysis. In this type of interview, the researcher has

a list of key themes, issues, and questions to be covered. The order of the


22

questions can be changed depending on the direction of the interview. An

interview guide was also used but additional questions could be asked to the

students. The interview contained of four main questions which could be

developed during the interview to get the deep information with no possible

answer was suggested. The interview was conducted for 10 students who have

completely answered all questions in the questionnaire. Table 3.1 shows the

blueprint of the research.

Table 3.2 Observation, questionnaire, and interview blueprints

No Aspects Theories Observa-

tion

Questionnaire

Interview Close-ended Open-

ended

1

How

diary

writing

is

implem

ented in

the

class.

Shoari

and

Davatgari

(2015)

stated

that by

making

sample

sentences

first of all

learners

have

been

inspired,

since

they were

free in

type of

sentences

of which

they were

asked to

produce

The

students

write a

diary as an

assignment

from the

English

teacher

Saya selalu

menulis diari

Bahasa

Inggris setiap

kali

pertemuan

mata

pelajaran

Bahasa

Inggris di

kelas

The

students

submit

their diary

writing to

the teacher

Saya menulis

diari tentang

hal-hal yang

membuat

saya senang

The

teacher

asks the

students

what they

have

written on

the diary

Saya menulis

diari tentang

hal-hal yang

membuat

saya sedih


23

No Aspects Theories Observa

-tion

Questionnaire

c. Interview Close-

ended

Open-

ended

The

teacher

gives

feedback

on

students’

diary writings

2 Students’

feelings

on the

use of

diary

writing

Saya

merasa

senang

menulis

diari Bahasa

Inggris

Apa saja

hal-hal

yang

mebuat

anda

senang

meulis

diari

Bahasa

Inggris

Bagaimana

pendapat

anda

tentang

tugas

menulis

diari dalam

pelajaran

Bahasa

Inggris

selama ini?

3 How

diary

writing

affects

students

vocabula

ry

mastery

Harmer

(2007)

states

that there

are three

benefits

of diary

writing:

Giving

value of

reflectio

n, Giving

freedom

of

expressio

ns, and

developi

ng

writing

skills.

Saya bebas

menulis apa

saja tentang

hari hari

saya dalam

diari

Apa saja

kesulitan

anda saat

menulis

diari

bahas

inggris

Apa saja

kesuliatan

anda saat

menulis

diari Bahasa

Inggris?

Bagaimana

cara anda

mengatasi-

nya?

Saya juga

menulis hal

hal yang

terjadi pada

saat

pelajaran

Bahasa

Inggris

berlangsung

Apakah anda

merasa

penguasaan

kosakata

Bahasa

Inggris anda

bertambah

saat menulis

diari Bahasa

Inggris?

Mengapa?


24

No Aspects Theories Observa-

tion

Questionnaire

Interview Close-ended Open-

ended

Saya menulis

hal yang saya

mengerti dan

atau tidak

mengerti pada

saat mata

pelajaran

Bahasa Inggris

berlangsung

dalam diari

Apa saja

hal hal

yang

membuat

menulis

diari

Bahasa

Inggris

meningkat-

kan

penguasaan

kosakata

anda

Menulis diari

Bahasa Inggris

membantu

saya

menemukan

kosakata baru

Menulis diari

membantu

saya

menghapal

kosakata baru

Saya merasa

menulis diari

Bahasa Inggris

membantu

saya

meningkat-kan

kemampuan

saya dalam

menulis

Bahasa Inggris


25

E. Data Analysis Technique

In analyzing the data, the researcher used two kinds of data analysis

techniques. They are quantitative and qualitative data. The quantitave data is

gathered from the questionnaire. In the questionnaire the respondents are given

four options to each statement. They are “agree”, “strongly agree”, “disagree”,

and “strongly disagree”. After gathering all of the data of the questionnaire, the

data will be processed using numerical percentage.

The formula used is:

= the number of respondents based on the degree of agreement

= the number of all respondents

After finding the degree of agreement percentage for each statement, the

researcher would present the data by using figure as illustrated in Figure 3.1.

Figure 3.1. Example of Questionnaire Data Display

Questionnaire's Statement

Agree

Strongly Agree

Disagree

Strongly Disagree

𝜋

χx100


26

In order to get the validity of the data obtained from the observation,

questionnaire, and interview, the researcher conducted data triangulation. Patten

(2002) proposes that triangulation is the use of a variety data sources in a study

which aims to find the consistency of the data. Therefore, the researcher used the

data triangulation in order to get the consistency of the data. Along with the

questionnaire, the qualitative data from the open-ended questions was also needed

to be analyzed. Therefore, the qualitative data was gathered from the open-ended

questionnaire and the interview. The result of qualitative data was analyzed by

using steps which are proposed by Miles and Huberman (1994). There are three

steps. First is data reduction. In this step, the data were analyzed by selecting,

simplifying, and focusing the data. Second is data display. In this step, the data

were organized in a form of table. Third is conclusion. In this step, the data were

concluded based on the findings. In this research, the findings were divided into

two parts. The first part was the implementation of diary writing and the second

part was how diary writing improved students’ vocabulary mastery.


27

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher would like to provide findings and data

collection to answer the research questions. The first is how diary writing is

implemented in the 8th

Grade B SMP Negeri 13 Yogyakarta. Then, the second is

how diary writing improves the 8th

Grade B students’ vocabulary mastery.

A. The Implementation of Diary Writing in the 8th

Grade B of SMP Negeri

13 Yogyakarta

In order to investigate the implementation of diary writing in the 8th Grade

B SMP Negeri 13 Yogyakarta, the researcher did an observation and interviewed

the English teacher. Based on the observation, diary writing was done by all

students of the 8th Grade B students at home because the researcher found out that

when the class was begun, the teacher asked the students to submit their diaries.

Moreover, based on the interview with the teacher, he said that he asked the

students to write the diary at home because he thought that students could have

more than enough time to write. It is supported by Corona, Spangenberger, and

Venet (1998) who state that a teacher should provide ample time for students to

fully experience the writing process. By giving more than enough time to write,

students would be able to experience the writing process more deeply without

being afraid of having not enough time to write the diary so that the students

could enjoy their writing process. After writing the diary at home, the students

would submit their diary to the teacher in every meeting of English subject class.


28

It was revealed that after giving the diary back to the students, the teacher and the

students discussed what the students had written on their diaries by asking three to

four students about what topics they wrote on their diaries, for example friends,

school, or home. Then, the teacher would ask what difficulties they found in

writing diary about those topics. Based on the difficulties which were noticed by

the students, the teacher would give some short explanation related to the

students’ difficulties in writing diary such as the use of words and the use of past

tense. In this case, the use of past tense was related to the use of regular and

irregular verb. The teacher also invited the students to discuss the unfamiliar

words they found during the time making the diary by asking some students to

give examples of the unfamiliar words in their diary and asking the meaning of

those words.

After conducting the observation, the researcher interviewed the English

teacher in order to get more data of the implementation of diary writing. Based on

the results of the interview, diary writing was not a compulsory activity for the 8th

Grade B students. He explained that diary writing was an exercise for students at

home to improve their vocabulary mastery because the students were very lazy to

bring dictionary to the school which made the students never tried to find the

meaning of new vocabulary they got during the English class lesson. As the result,

students had very low vocabulary mastery that affected their achievement in

English subject. The teacher demanded the students to write a diary in every

meeting as a writing practice at home to improve students’ vocabulary. It was

found that the students were free to write any topics on their diary books. It could


29

be about school, family, friends, etc. These topics encouraged students to write a

diary because they did not have to write something related to school material.

However, based on the result of the interview with the students, there was one

student, namely S27, stated that he was afraid to write about love in his diary

because he did not want his love story was read by the English teacher. This

statement became a contradiction in which it contradicted the definition of diary

writing as a free writing without being afraid of being evaluated proposed by

Barjesteh (2011). Therefore, the researcher concluded that even though the

students were free to choose the topics, some students might consider that diary

writing given by the teacher was homework in which they could not write about a

very personal thing. It is supported by Fitzpatrick (2005) who states that a diary is

a personal record of a writer’s life experience and it is usually private. It means

diary writing is usualy not read by other people. In this research, diary writing

could not be as free as it is defined because it would be read by the English

teacher. Thefore, in this case, diary writing was a writing practice given by the

teacher which allowed the students to write what experiences they wanted to

share.

Based on the interview, by implementing writing practice such as diary

writing, the teacher tried to focus on two purposes. The first was focusing on the

use of past tense. He added that it was focusing on the use of irregular verb

because the students seemed to have difficulty in memorizing the irregular verb

used in past tense. The second was the use of vocabulary in order to improve

students’ vocabulary mastery. He also added that because of the students’ laziness


30

to bring dictionary, diary writing could be a way to make students constantly open

the dictionary at home to get new vocabulary that they would write in the diary.

Students would also use the same new vocabulary that they got when writing

other stories in the diary. By using the same new vocabulary, students could

maintain the new vocabulary in their memories that brought the students to master

vocabulary well. In this case, the teacher pointed out that mastering vocabulary

was the main purpose of diary writing to increase students’ achievement in

English subject.

B. How the Use of Diary Writing Improved Vocabulary Mastery in the 8th

Grade of SMP Negeri 13 Yogyakarta

In this part, the researcher is going to discuss how the use of diary writing

improves students’ vocabulary mastery. In order to obtain the data, the researcher

had spread questionnaire to 30 students in the 8th Grade B. The questionnaire

consisted of two parts. They were close–ended questions and open-ended

questions. The researcher also conducted an interview to 10 students in order to

strengthen the findings on the questionnaire. The researcher found that there were

three ways how diary writing improved students’ vocabulary mastery. The first is

diary writing helped students to improve their writing ability. The second is diary

writing helped students to get new vocabulary. The last is diary writing helped

students to memorize the new vocabulary.


31

1. Diary Writing Helped Students to Improve Their Writing Ability

In order to have a good writing ability, a student has to master vocabulary,

grammar, and mechanics of writing as it has been proposed by Bitcherner (2008)

that there are three features in writing ability. They are vocabulary mastery,

knowledge of grammar, and the mechanics of writing. Based on the data gathered,

it was found that diary writing improved students’ writing ability. The finding is

shown in figure 4.1.

Figure 4.1. The Result of Questionnaire on the Use of Diary Writing to Improve Students'

Writing Ability

The result showed that there were 28 students (93%) agreed that diary writing

helped them to improve their writing ability. Most of the students agreed that their

writing ability was improved because they kept on writing the diary every week

and it gave them an opportunity to have writing practice.

Since there are three features in writing ability namely vocabulary mastery,

knowledge of grammar, and mechanics of writing, the researcher had asked the

43%

50%

0% 7%

Strongly Agree

Agree

Strongly Disagree

Disagree


32

students through the interview related to what feature was improved the most as

the result of writing a diary towards their writing ability. There were eight out of

ten students stated that their vocabulary mastery was improved. They said that

their vocabulary mastery was improved because while writing the diary, students

were likely opening the dictionary and getting many new words. By opening the

dictionary and getting new words, students could improve their vocabulary

mastery. One of the statements is stated by student 16:

“Yes, of course my writing ability is improving. It improves my

vocabulary mastery because I arrange the sentence and get new words by

looking at my dictionary”. [S16]

This statement is supported by Schmitt (1997) who proposes that one of the

strategies to master vocabulary is by getting up a new word in a dictionary.

Through writing a diary, students could improve their writing ability in which one

of the features is vocabulary mastery. In this case, the students had improved their

productive vocabulary because they produced words while writing the diary. It is

supported by Stuart (2005) who states that productive vocabulary is the word that

can be pronounced and used correctly in speaking and writing. It means the 8th

grade B students of SMP Negeri 13 Yogyakarta have improved their productive

vocabulary through writing a diary.

2. Diary Writing Helped Students to Get New Words

Mastering vocabulary means knowing the meaning of a word and

understanding how to use it. It has been stated by Dale & O’Rourke (1971) that

mastering vocabulary is not only knowing the meaning of a word but also

understanding how to use the word. It means that in mastering vocabulary, the


33

students need to know the meaning and understand how to use the words.

Knowing the meaning and comprehending how to use the words will be done in

the process of changing the words from the source language to the target language

using dictionary. In this process, students will get the new words. By getting the

new words, the students will find the meaning of those new words in the

dictionary. Based on the finding, it was shown that diary writing helped students

to get new words as shown in table Figure 4.2.

Figure 4.2. The Result of Questinnaire on the Use of Diary Writing to Get New Words

Based on the figure, it was shown that there were 29 students (97%)

agreed that diary writing helped them to find new words. Most of the students

agreed because while writing the diary, they tended to find difficulties in changing

the Indonesian words into English words. Therefore, they needed the dictionary to

find the English words. This explanation was stated on the result of the open –

ended questions in the questionnaire. The statement is stated by student 7:

”My difficulty in writing English diary is in the use of vocabulary so when

I get the words that I don’t know I will open my dictionary.” [S7]

50% 47%

0% 3%

Strongly Agree

Agree

Strongly Disagree

Disagree


34

The statement above showed that students would use a dictionary to find

the new words. The students could increase their words collection and use those

new words in other diary stories. Therefore, it was no doubt that the use of

dictionary really helped students to master vocabulary. It was supported by Peters

(2007) that dictionary look-up greatly increased the chances of vocabulary

learning. Students would regularly open the dictionary every time they got the

new unfamiliar words and memorize them to be used in other diary stories. The

following interview result would also support diary writing improved vocabulary

mastery by getting new words in the dictionary. The finding is stated by student

17.

”…. My vocabulary mastery is also improving because I write my diary in

Indonesian language first then I change it into English. In changing the

words, I need to open my dictionary and ask my parents….” [S17]

Based on those findings, it was clear that the 8th grade B SMP Negeri 13

Yogyakarta would get the new vocabulary through writing an English diary. It

could be concluded that the students were likely to know the meaning of

vocabularies they found in the dictionary as they had to use it appropriately in

their diaries. By knowing the meaning of the words , students could improve their

vocabulary mastery (Dale & O’Rourke, 1971). The following figure 4.3 shows the

words that a student used.


35

Figure 4.3. Student’s Diary Writing on the Use New Vocabulary

Based on the figure 4.3, it could be seen that student 13 used three

adjectives words. They were crowded, ridiculous, and exciting. Based on the

observation that the researcher had done during the class activity, it was found

that crowded, ridiculous, and exciting were the new words for student 13. Even

though the diary was not written in the correct grammar, it could be seen that the

student tried to use variety of adjectives to express his feeling in the diary which

showed that their vocabulary mastery would be improved by getting more new

words through writing a diary. In this case, the students had improved their

receptive vocabulary because they got new words by reading dictionary. It is

supported by Stuart (2005) who states that receptive vocabulary is the word that

learners recognize and understand when it is used in context but cannot be

produced. Therefore, it seems clear that diary writing could improve students’

receptive vocabulary by reading dictionary.


36

3. Diary Writing Helped Students to Memorize New Vocabulary

Based on the research findings, diary writing would involve students to use

dictionary. Nations (2015) states that the dictionary use strategy involves using a

dictionary to help memorize a word. Besides, memorizing words itself includes in

a strategy of mastering vocabulary as stated by Cameron (2001) that defines

mastering vocabulary strategies as “the actions that learners take to help

themselves understand and memorize vocabulary items”. Therefore, the following

finding would show how diary writing helped students to improve their

vocabulary mastery by memorizing the words using dictionary. The finding of the

close–ended question is shown in the Figure 4.4.

Figure 4.4. The Result of Questionnaire on the Use of Diary Writing to Help Students

Memorize the New Vocabulary

This research finding showed that there were 28 students (94%) agreed that

diary writing helped them to memorize new vocabulary. Most students felt that

they could memorize the new vocabulary that they had found in the dictionary.

The reasons were stated on the result of the open-ended question in the

questionnaire. The statement is stated by student 1.

37%

57%

0% 6%

Strongly Agree

Agree

Strongly Disagree

Disagree


37

”Through writing the new words continuously, I will automatically

memorize those new words”. [S1]

This statement showed that diary writing as a writing practice could help

the students to memorize the new words by using the words repeatedly. Besides,

Practice and repetition are important methods by which students can become

familiar with new words and memorize how to use the words correctly

(Laflamme, 1997). Students should be frequently exposed to the same words

through practice exercises. The results of the interview also showed the same idea.

The result is stated by student 18:

“Yes, of course. My vocabulary mastery is improving because I find new

words when I write my diary then I will memorize those new words by

writing them over again.” [S18]

The statement above was proven that diary writing provided a writing practice for

students in which they could use some same words in the diary and memorize not

only the words but also the meaning of those words.

The following figures are presented to show the repetition of a word used

by one of the students.


38

Figure 4.5. Student’s Diary Writing on the Use of Word Repetition

Based on figure 4.5, it could be seen that the student wrote a diary about a friend

named Filla who still became his friend when others were getting far from him.

He wrote that Filla strengthened him and understood his situation. In this diary,

the students used the word “strengthened” which was found as the new word he

got after opening the dictionary. A week after, the student used the word

“strengthened” again in his diary. It can be seen on the figure 4.6.

Figure 4.6. Student’s Diary Writing on the Use of Word Repetition

In this diary, the student wrote the same topic as the first picture. It was

related to a girl named Filla who still supported him even though he had ever

ignored her. In this opportunity, the student used the word “strengthened” again.

Based on those two figures, it could be seen that the students would use the same

new vocabulary for different time. This repetition on the use of the same

vocabulary would help the students to memorize the new vocabulary they found

by using them again.

It seemed clear that students’ vocabulary mastery was improved because of

the use of writing practice and reading dictionary everytime they found new


39

words and used them repeatedly. Therefore, according to the students, writing the

diary helped them to memorize the words they found. By memorizing the new

words, students would be able to know the meaning of the words and understand

how to use the words. Those were the research findings that explained how the

use of diary writing improved students’ vocabulary mastery in the 8th grade B

SMP Negeri 13 Yogyakarta. The first was by improving writing ability. The

second was by helping students to find new words in the dictionary. The last is by

helping the students to memorize the new words that the found in the dictionary.

At the end of the interview, the researcher asked a question related to

students’ suggestions on the use of diary writing to improve students’ vocabulary

mastery. There were nine out of ten students suggested that the implementation of

diary writing should be provided with corrective feedback to know their mistakes

so that they would not do the same mistakes. One of the statements is stated by

student 5:

”I think giving corrective feedback is needed so that I can know what my

mistakes are, ……..” [S5]

The same idea was stated by student 9:

“Feedback is needed because the teacher never gives us other assignments

so corrective feedback in the diary will really help me ………” [S9]

Hattie & Timperley (2007) states that corrective feedback was among the

most powerful influences on achievement. It means that giving corrective

feedback to students’ works helps them to grow better. Therefore, In order to

achieve the main purpose of diary writing implementation, the teacher should give

corrective feedback. However, Truscott (1996) argues against corrective feedback.


40

He proposes that corrective feedback on students’ writing is not only useless but also

can damage the students. The potential damage that can occur are feelings of

being fearful, overwhelmed, overly-controlled, and incompetent. For instance,

students will become fearful of making future errors and will take fewer risks

following corrective feedback. Therefore, giving corrective feedback to the

students’ works is not always a good idea. This thought might be the teacher’s

consideration for not giving corrective feedback directly to students.

Another suggestion was related to score. They wanted to have a price of

what they have done by getting scores. There were seven out of ten students stated

that they needed score. One of them is stated by student 12:

“….scoring so that our works are not meaningless.” [S12]

The statement by student 12 showed that by getting score, their works

would be not meaningless. However, some experts argue against numerical

scores. They think that numerical scores would tend to channel students’ attention

to the self and away from the practice, thus leading to negative effects of

numerical scores because the students will pay more attention on how to get good

scores rather than how to have good learning process, (Szalma (2006). In this

case, there were some students who had stated that score did not matter as long as

they got the feedback, as stated by student 16:

“Getting score is not important. The most important is that we know what

mistakes we make.” [S16]

Students 16 explained that he preferred to get corrective feedback rather

than a score because through getting feedback he could know what mistakes he

made in his writing. If the teacher gave scores, some students might be afraid of


41

being evaluated. Therefore, a score does not need to be given as long as the

student can take the value of making diary writing by getting feedback in a form

of short explanation which is given by the teacher in front of the class. This

statement is supported in the benefits of diary writing that stated by Harmer

(2008) that diary writing gives freedom expression without having afraid of being

evaluated.


42

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of this study.

The conclusions are summarized from the research findings and data analysis. The

recommendations are presented to the English teacher, students, and future

researchers.

A. Conclusion

There are three conclusions in this study based on the research findings and

the data analysis. The first is the implementation of diary writing in the 8th Grade

B SMP Negeri 13 Yogyakarta. The second is how the use of diary writing

improved students’ vocabulary mastery. The last is students’ suggestions on the

use of diary writing to improve their vocabulary mastery.

1. The Implementation of Diary Writing in the 8th

Grade B of SMP Negeri

13 Yogyakarta

Based on the result of the questionnaire and the interview with the

students, it was found that the students were interested in writing an English diary.

Most of them stated that by writing diary, they could write their feelings related to

what they wanted. Besides, writing an English diary helped them to practice

English. Therefore, the students did not hesitate to write an English diary and

submit it in every English subject meeting.


43

Based on the observation, diary writing in the 8th Grade B SMP Negeri 13

Yogyakarta was a kind of weekly free writing practice that was done by the

students at home. The teacher asked the students to write diary writing at home

because students could have more enough time to enjoy writing the diary without

being afraid of having not enough time at home. The students could write

anything they wanted related to their activities at school or at home. Then, the

diary was submitted to the teacher in every English subject meeting. The feedback

was given in a form of short explanation in front of the class. The teacher would

ask three to four students related what students had written on their diaries and

what difficulties they found in writing the diary. Then, the teacher would give the

explanation based on students’ difficulties. Besides, the teacher also gave some

explanation based on students’ mistakes in general after reading the students’

diary. Therefore, it could be concluded that the implementation of diary writing in

the 8th Grade B SMP Negeri 13 Yogyakarta was effective because the feedback

was given even though in a form of short explanation in front of the class.

2. How Diary Writing Improved Students’ Vocabulary Mastery in the 8

Grade B of SMP Negeri 13 Yogyakarta

Bitcherner (2008) has stated that vocabulary mastery is one of the features

in writing ability. Related to diary writing, based on the result of the questionnaire

and the interview with the students, it was found that diary writing helped students

to improve their writing ability. Most of the students agreed that diary writing

improved their writing ability by providing them an opportunity to practice

writing and get new vocabulary. By getting new vocabulary, students could use


44

variety of vocabulary in writing. This affected their writing ability because in

order to have good writing ability, students have to master vocabulary. In this

case, it could be concluded that diary writing helped the students to improve their

writing ability which required vocabulary mastery as one of the features of

writing.

Based on the result of the questionnaire and the interview, most students

stated that diary writing helped them to improve their vocabulary mastery by

getting new vocabulary in the dictionary. In the result of the interview, it was

found that students did not directly write an English diary. First, they wrote the

Indonesia version. Then, they changed it into English. On the process of changing

the words, the students needed dictionary because there were many new words

they got. By getting new vocabulary in the dictionary, students could know the

meaning of the new vocabulary they got and understand how to use them

appropriately. Therefore, by knowing the meaning of the words and understanding

how to use them in the diary writing, students’ vocabulary mastery could be

improved.

Diary writing was not only helping the students to get the new vocabulary

but also helping them to memorize the new vocabulary they got. Based on the

result of the questionnaire, most of the students agreed that diary writing helped

them to memorize the new words in the dictionary. The reason of this statement

was provided in the result of the interview. It was found that writing an English

diary constantly helped them to memorize the words because after they got the

new words, some of those new words they got in the dictionary were being used


45

again. This repetition helped the students to memorize the words. Therefore, the

students found diary writing as a writing practice that would help them to

memorize new vocabulary they found in the dictionary when they continued to

write the English diary and use the new vocabulary over again.

Based on those findings, it could be concluded that first, diary writing

improved the 8th Grade B students’ vocabulary mastery by helping them to

improve they writing ability that required vocabulary mastery as one of the

features in writing. Second is by helping the students to get new vocabulary in the

dictionary while they tried to change the Indonesian words into English. The last

is by giving students an opportunity to use the new vocabulary over again so that

they could memorize the new vocabulary they got. In conclusion, it seems clear

that diary writing was an interesting activity that brought the students to improve

their vocabulary mastery especially for students in the 8th Grade B of SMP

Negeri 13 Yogyakarta.

3. Students’ Suggestions on the Implementation of Diary Writing in the 8th

Grade B of SMPN Negeri 13 Yogyakarta

Even though the results of the gathered data showed that students in the 8th

Grade B perceived positive perception, the researcher also gathered students’

suggestion on the implementation of diary writing so that it could be implemented

more effectively. The students’ suggestions were gathered through the interview

with the students. Based on the interview, the researcher divided the results into

two major suggestions. The first was students needed corrective feedback for their

diary writings. By getting corrective feedback from the teacher, the students


46

expected that it could help them to know their mistakes in writing a diary. The

second was students needed score for their diary writings. The students thought

that a score was needed so that their works were not useless. In this case, the

students needed appreciation in a form of scoring. Those were the students’

sugestions on the use of diary writing to improve students’ vocabulary mastery in

the 8th grade of SMP Negeri 13 Yogyakarta.

B. Recommendations

There are some recommendation presented to the English teacher in SMP

Negeri 13 Yogyakarta, students, and future researchers.

1. For the English Teachers of SMP Negeri 13 Yogyakarta

It is important for the English teachers, especially the English teacher of

SMP Negeri 13 Yogyakarta to maximize the implementation of diary writing.

Giving corrective feedback for each student is suggested since feedback plays an

important role in students achievement in writing ability especially in improving

their vocabulary mastery. The teacher should consider using diary writing as the

medium to provide more writing practices to the students outside the classroom.

Since writing is an ability that needs practice.

2. For the Students in the 8th

Grade B of SMP Negeri 13 Yogyakarta

The students in the 8th Grade B are recommended to be more active in

learning vocabulary by practicing writing. The students should not be lazy to

bring dictionaries at school to help them improve their vocabulary mastery.


47

Besides, the students can ask their English teachers if there is something

confusing related to the use of the new words they get in the dictionary.

3. For the Future Researchers

Future researchers could conduct a study related to the use of diary writing.

Future researcher could chose the topics of diary writing related to the

improvement of students’ vocabulary mastery or writing abilty. Futures

researchers can also use a classroom action research study to calculate the

students’ vocabulary mastery or writing ability improvement in other schools

where the English teachers do not implement diary writing as a writing to improve

students’ vocabulary mastery and writing ability.


48

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52

APPENDICES


53

Appendix 1: Permission letter to conduct research


54

Appendix 2: The result of observation

Object : Kelas VIII B SMP Negeri 13 Yogyakarta

Date : Tuesday April, 18th

2017

No Statements Yes No Notes

1

The students write a diary as

an assignment from the

English teacher

√

2

The students write a diary as

homework from the English

teacher

√

3 The students write a diary as

a reflection from the teacher √

4

The students submit their

diary writing to the teacher

in every meeting

√

5

The teacher asks the

students what they have

written on the diary before

starting the lesson

√

6

The teacher gives feedback

on the students’ diary

writings

√

7 The teacher gives the diary

back to the students √

8 The teacher gives mark on

the students’ diary writing √ A signature

9 The teacher gives score on

the students’ diary writing √

10 The teacher puts students’

marks or scores in the list √


55

Appendix 3: The questionnaire’s sheets

I. Kata Pengantar

Sehubungan dengan penyelesaian tugas akhir atau skripsi yang sedang

saya lakukan di Fakultas Keguruan dan Ilmu Pendidikan Universitas Sanata

Dharma (FKIP-USD), maka saya melakukan penelitian dengan judul : “A Study

on the Use of Diary Writing to Improve the 8th Grade Students’ Vocabulary

Mastery in SMP Negeri 13 Yogyakarta”.

Adapun salah satu cara untuk memperoleh data adalah dengan

menyebarkan kuesioner kepada responden. Untuk itu, saya mengharapkan

kesediaan Adik-adik sekalian untuk mengisi kuesioner ini sebagai data yang akan

dipergunakan dalam penelitian.

II. Petunjuk Pengisian

1. Kuesioner ini semata-mata hanya digunakan untuk keperluan akademis,

mohon dijawab dengan jujur.

2. Bacalah dan jawablah semua pernyataan dan pertanyaan dengan teliti

tanpa ada yang terlewatkan.

3. Untuk bagian A, berilah tanda (√) pada kolom yang tersedia sesuai dengan

pilihan anda.

4. Untuk bagian B, isilah pertanyaan dibawah ini sesuai dengan pendapat

anda.


56

III. Nama :

Kelas :

Bacalah pernyataan dibawah ini dan beri tanda √ pada kolom yang tersedia sesuai

dengan pilihan anda!

SS : Sangat Setuju TS : Tidak Setuju

S : Setuju STS : Sangat Tidak Setuju

No Pernyataan Sangat

Setuju Setuju

Tidak

Setuju

Sangat

Tidak

Setuju

1

Saya selalu menulis diari Bahasa

Inggris di rumah setelah pelajaran

Bahasa Inggris di sekolah

2 Saya merasa senang menulis diari

Bahasa Inggris

3 saya bebas menulis apa saja tentang

hari hari saya dalam diari

4

Saya menulis hal hal yang terjadi pada

saat pelajaran Bahasa Inggris

berlangsung

5

Saya menulis hal yang saya mengerti

dan atau tidak mengerti pada saat mata

pelajaran Bahasa Inggris berlangsung

dalam diari

6

Saya merasa menulis diari Bahasa

Inggris meningkatkan kemampuan

saya dalam menulis Bahasa Inggris

7

Menulis diari Bahasa Inggris

membantu saya menemukan kosakata

baru

8 Menulis diari membantu saya

menghafal kosakata baru


57

A. Isilah pertanyaan dibawah ini sesuai dengan pendapat anda!

1. Apa saja hal-hal yang membuat anda senang menulis diari writing di rumah?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

________________________________________

2. Apa saja kesuliatan anda saat menulis diari Bahasa Inggris? Bagaimana cara anda

mengatasinya?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

________________________________________

3. Apa saja hal – hal yang membuat menulis diari Bahasa Inggris meningkatkan

penguasaan kosakata anda?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

________________________________________


58

Appendix 4: Student’s questionnaire result


59


60

Appendix 5: The result of close – ended questionnaire

No Statement SA A D SD Total

A D

1 I always write an

English diary

writing after

English Language

subject meeting at

home

(3)

10,00%

(18)

60,00%

(9)

30,00%

(0)

0.00%

(21)

70,00%

(9)

30,00

%

2 I feel happy to

write an English

diary writing

(3)

10.00%

(20)

66,66%

(6)

20,00%

(1)

3,33%

(23)

76,66%

(7)

23,33

%

3 I am free to write

anything in my

diary

(10)

33,33%

(18)

60,00%

(1)

3,33%

(1)

3,33%

(28)

93,33%

(2)

6,66%

4 I write anything

that happens in

English Language

subject meeting

(0)

0,00%

(16)

53,33%

(12)

40,00%

(2)

6,66%

(16)

53,33%

(14)

46,66

%

5 I write anything

that I understand

and I don’t

understand related

to English

Language subject

in my diary

(3)

10.00%

(13)

43,33%

(13)

43,33%

(1)

3,33%

(16)

53,33%

(14)

46,66

%

6 I feel that writing

English diary

increases my

ability in writing

English

(13)

43,33%

(15)

50,00%

(2)

6,66%

(0)

0,00%

(28)

93,33%

(2)

6,66%

7 Writing an

English diary

helps me to find

new vocabulary

(15)

50,00%

(14)

46,66%

(1)

3,33%

(0)

0,00%

(29)

96,66%

(1)

3,33%

8 Writing an

English diary

helps me to

remember new

vocabulary

(11)

36,66%

(17)

56,66%

(2)

6,66%

(0)

0,00%

(28)

93,99%

(2)

6,66%


61

Appendix 6: The result of open-ended questionnaire

No Questions Participants Answers

1

Apa saja hal-hal yang

membuat anda senang

menulis diari writing?

S1

Kita bisa menceritakan apa

yang terjadi di sekolah

maupun di tempat lain yang

kita temui, bercerita sambil

belajar Bahasa Inggris.

S2 Menenangkan hati

S3

Karena menulis diari writing

membuat saya menemukan

kosakata baru dan bisa

sebagai meluapkan

kesenangan, kesedihan, dll.

S4

A. Membantu saya

menemukan kosakata baru

B. Membantu saya menghafal

kosakata baru

S5

Penggunaan Bahasa Inggris

membuat saya menjadi

tantangan, mampu

mencurahkan kegiatan yang

menarik pada buku diari dan

meningkatkan kosakata baru

S6

Karena saya dapat

menceritakan kegiatan saya

kedalam buku

S7

Hal yang bisa membuat saya

senang ataupun curahan hati

saya ketika saya senang dan

susah

S8 Membantu menghafal

kosakata baru

S9

Menambah ilmu dan

memanfaatkan jam kosong

saat dirumah

S10

Mengisi waktu luang dan bisa

sambil belajar Bahasa Inggris


62


S11

Menulis hal-hal menarik

disekolah

S12 Menambah pengetahuan akan

kosakata baru

S13 Saya dapat mengungkapkan

perasaan saya

S14

Membantu dalam

mengungkapkan perasaan

saya

S15

A. Mengisi waktu kosong

dengan hal yang bermanfaat

B. mampu meningkatkan

kemampuan dalam pelajaran

Bahasa Inggris

C. Selalu membuka kamus

S16

Menambah kegiatan baru dan

menambah kosakata serta

kelancaran

S17

Menjadi tempatku

mengeluarkan uneg-uneg

atau tempat curhat meskipun

dengan menulis dikertas

S18 Saya bisa mengerti Bahasa

Inggris keseharian

S19 Pengetahuan bertambah

S20

Saya bebas menulis apa saja

tentang hari-hari saya

didalam diari

S21 Saya bebas menulis tentang

perasaan saya

S22 Karena saya bisa

mengungkapkan isi dan

keadaan saya pada hari itu

dengan menulis diari

S23 Dapat mengingat kembali

kejadian atau peristiwa yang

telah terjadi sebelumnya

S24 Dapat menemukan kosakata

baru dan membantu

menghafal kosakata

S25 Saya bisa menulis perasaan

saya


63


S26 Saya bisa menulis keseharian

saya

S27

Menulis diari ini membuat

waktu luang saya terisi dan

saya tidak bosan dirumah

S28

Karena bisa menceritakan

suatu peristiwa atau masalah

pribadi

S29

Yang membuat saya senang

adalah saya bisa menuliskan

pengalaman saya terhadap

suatu bidang tulisan dan

mengerti kosakata baru

S30 -

2 Apa saja kesulitan anda saat

menulis diari Bahasa

Inggris? Bagaimana cara

anda mengatasinya?

S1 Kesulitan saya saat menulis

diari adalah saya belum

terlalu fasih dalam berbicara

Inggris jadi jika saya

kesulitan saya selalu buka

Google

S2 Harus memikirkan atau

mencari kosakata yang benar

dan baik

S3 Tidak lancar berbahasa

Inggris, cara mengatasinya

dengan searching di Google

S4 Menulis sebisanya dulu, baru

nanti ditanyakan ke guru

S5 kesulitan : penggunaan past

tense dan verb yang

terkadang salah, cara

mengatasinyabertanya pada

kakak

S6 Terjemahan Google

S7 Kesulitan saya dalam menulis

diari Bahasa Inggris adalah

kosakatanya, jadi saya akan

membuka kamus atau

menggunakan aplikasi

S8 Melihat kamus

S9 Belajar


64


S10

Kata-kata yang belum

dimengerti, cara

mengatasinya dengan

membuka kamus

S11

Tidak tahu arti kosakata

Bahasa Inggris, jadi saya

membuka kamus

S12 Kesalahan dalam menyusun

kalimat

S13 Tidak ada

S14 Membuat kalimat Bahasa

Inggris. Melihat kamus

S15

Sibuk, capek, dan males.

Kemudian saya membuat

jadwal untuk membuat diari

S16

Saya tidak tahu Bahasa

Inggris suatu kalimat dan

meletakkan kata-kata yang

sering terbalik, kemudian

saya melihat kamus dan tanya

orang tua

S17

Saat menggunakan kosakata

tepat dan benarnya , jadi

cuma asal-asalan

menggunakan Bahasa

Inggrisnya

S18

Tidak mengetahui kosakata

yang baru kemudia saya

membuka dan memahami isi

kamus

S19 Memakai Google terjemahan

S20 -

S21

Menemukan kosakata yang

sulit dengan menggunakan

kamus

S22

Tidak tahu Bahasa Inggris,

caranya belajar

menggabungkan kata Bahasa

Inggris dengan baik

S23

Sulit mengartikan kosakata

yang belum pernah dipelajari,

lalu saya membuka kamus


65


S24 Membaca kamus

S25 Masih banyak kata yang

kurang tahu artinya

S26 Melihat buku catatan

S27

Saya kesulitan mencari

kosakta yang tepat dalam

Bahasa Inggris, mengatasinya

dengan menanyakan ke kakak

saya

S28

Mengartikan kosakata ke

Bahasa Inggris, membuka

kamus

S29 Sulit menentukan kata kerja

bentuk pertama dan kedua

S30 -

3 Apa saja hal-hal yang

membuat menulis diari

bahaha inggris

meningkatkan penguasaan

kosakata?

S1 Saat menulis kosakata terus

menerus otomatis kita bisa

hafal saat membaca pun kita

menghafal kata tersebut

S2 Dapat mencari kosakata di

kamus

S3 Karena disana kita bisa tahu

kata-kata yang kita tidak tahu

S4 Menjadi lebih banyak tahu

kosakata baru

S5 Dengan mempelajari lebih

dalam dan mencatat hal-hal

penting terkait kosakata sulit

di buku Bahasa Inggris

S6 Karena dapat menemukan

kosakata baru

S7 Hal-hal yang berisi curahan

hati saya

S8 Dapat menemukan kosakata

baru

S9 -

S10 Banyak kosakata baru yang

muncul

S11 Membuka kamus untuk

mencari arti kosakata yang

tidak diketahui


66


S12 Karena saya akan berusaha

mencari kosakata yang tepat

untuk di gunakan

S13

Kosakata baru yang saya tulis

pada diari menambah

pengetahuan saya

S14 Sering membuka kamus

S15 Jadi ingat hafal kosakata

S16 Kosakata baru muncul dan

sering membaca kamus

S17 Menambah pengetahuan dan

penguasaan vocabulary

S18 -

S19 -

S20

Karena kita bisa mencari

kata-kata yang tidak

dimengerti dalam Bahasa

Inggris

S21 Dengan mencari kosakata

baru di kamus

S22 -

S23 Mendapatkan banyak

kosakata baru

S24 -

S25 Ya, tentu. Dengan membuka

kamus

S26 Kata-katanya

S27 Saya menjadi lebih hafal

kata-kata Bahasa Inggris

S28 Karena bisa mengetahui kata-

kata Bahasa Inggris

S29

Ada kosakata yang tidak saya

mengerti saya akan mencari

di kamus atau Google

terjemahan

S30 -


67

Appendix 7: The result of interview with the teacher

1. Sejak kapan bapak menerapkan diary writing sebagai tugas rumah untuk

siswa kelas 8B SMP Negeri 13 Yogyakarta?

Baru mbak, jadi teknik ini baru saya terapkan. Sebenarnya saya sendiri ini baru

coba - coba. Awalnya itu karena ya, saya jujur saja ya mbak ya, bukannya

bermaksud untuk gimana, tapi siswa - siswa kami itu untuk hal akademiknya

itu sedikit kurang, terutama untuk Bahasa Inggris ya dan para siswa itu juga

kalau di minta membawa kamus itu susah mbak, banyak yang malas, jadi saya

ingin mencoba sesuatu yang kira kira menarik untuk siswa tapi juga tidak

membosankan, maka dari itu saya menerapkan ini.

2. Apakan hanya di kelas 8B saja Bapak menerapkan diary writing?

Mengapa?

Iya mbak, karena kelas 8B ini kalau dibandingkan dengan kelas lain itu lebih

mudah lah diaturnya mbak, lebih nurutlah kalau disuruh mengerjakan tugas-

tugas. Kalau untuk dikelas lain sebenarnya akan diterapkan juga.

3. Apakah menulis diary Bahasa Inggris ini adalah kegiatan wajib?

Sebenarnya nggak wajib mbak, karena ini kan sifatnya hanya untuk melatih

siswa menulis saja, makanya saya juga ga ngambil nilai, hanya saya beri tanda

saya untuk yang mengerjakan.

4. Apakah topic untuk menulis diary writing harus mengenai sesuatu yang

berhubungan dengan pelajar Bahasa Inggris di sekolah?

Oh nggak mbak, saya suruh nulis bebas kok, karena kalau berpatokan dengan

topic sekolahan biasanya itu siswa-siswanya malah malas gitu mbak, malah jadi

nggak menarik. Jadi saya perbolehkan untuk menulis bebas tentang apa saja

supaya Vocabulary nya juga lebih bervariasi yang dipakai.

5. Bagaimana penerapan diary writing ini di kelas 8B Pak?

Cuma kayak pekerjaan rumah saja mbak, karena saya juga nggak sering, ya

jaranglah memberikan tugas-tugas latihan di rumah mbak, karena percuma

mbak, beberapa siswa itu mengerjakannya disekolah liat punya temannya, jadi

saya berikan tugas menulis diary dalam Bahasa Inggris. Kalau menulis diari kan

kalau liat punya teman ketahuan mbak karena diarinya tetap saya baca mbak

walaupun sekilah gitu, soalnya kadang waktunya juga mepet.


68

6. Apakah ada tujuan lain dari penerapan diary writing selain melatih siswa

untuk menulis Bahasa Inggris?

Lebih ke penggunaan past tense sama menambah vocabulary ya mbak ya,

karena siswa itu kalau di suru bawa kamus sendiri itu susah. Kalau past tense

itu siswa sulit menghafal ini mbak, bentuk verb two yang irregular, nah dengan

menulis diary kan siswa itu akan berusaha mencarinya di kamus mbak, sama

kosakata – kosakata yang ingin mereka gunakan bisa di cari di kamus terus di

tulis di diary. Seperti itu. iya jadi ke penggunaan verb sama kosakata yang tepat.

7. Apakah diary writing yang sudah di kumpulkan para siswa di berikan

nilai?

Nggak mbak, cuma tanda tangan saja. Kalau saya berikan nilai nanti malah

dapat nilai yang bagaimana ya, ya kurang memuaskanlah karena penguasaan

Bahasa Inggris siswa disini masih agak rendah mbak, ini saja masih banyak

yang belum mengerti pengguna past tense mbak, jadi fokus saya disini bukan

dinilai, tapi lebih ke latihan menulisnya para siswa mbak. Kalau feedback,

memang jarang mbak, karena ya itu waktunya mbak soalnya kalau saya beri

feedback dan nggak selesai pada hari itu nanti siswa nggak bisa bikin diari lagi

karena bukunya ada di saya. Tapi sebagai gantinya itu saya bahas kesalahan

siswa secara umun didepan kelas, itu lebih ke penggunaan past tense sama

penggunaan kosakata juga mbak, kan ini juga berhubungan sama recount text.

8. Sejauh ini bagaimana hasil dari teknik diary writing yang bapak

terapkan? Apakah berpengaruh dengan nilai ujian para siswa?

Sejauh ini ya lumayan mbak, mungkin kalau dilihat dari hasil ulangan tengah

semester kemarin ya belum ya mbak ya, tapi kalau saya mengajar waktu

menerangkan itu kadang saya bertanya ke siswanya beberapa vocabulary itu

beberapa siswa bisa menjawab mbak. Contohnya ya apa ya kemarin itu saya

lupa e mbak.

9. Apakah Bapak sudah pernah menanyakan pendapat siswa mengenai

penerapan diary writing ini? Bagaimana tanggapan mereka?

Oh kalau itu belum pernah si mbak, tapi sejauh ini menurut saya banyak yang

senang mbak, karena pada rajin ngerjain juga dan kalau di diari itu memang

kebanyakan siswa menulisnya nggak tentang pelajaran tapi menurut saya itu

baik baik saja yang penting menggunakan Bahasa Inggris mbak.


69

Appendix 8: The result of interview with the students

1. Bagaimana perasaan anda saat menulis diari Bahasa Inggris di rumah?

Mengapa?

Participants Answers

S4

Senang, ya bisa tahu kosakata yang nggak tahu jadi tahu, bisa

nulis sebisanya, nanti kalau ngga tahu bisa langsung tanya ke

guru.

S5

Ya alhamdulillah seneng, saolnya bisa nambah kosakatanya

terus sama kata kerjanya juga, curhat juga, kalau curhat kadang

nulis kadang sama teman.

S9

Ya seneng, soalnya kalau cerita sama orang kan nanti jadi

ghibah jadi mending nulis saja, kan kalau dipikir- pikir sendiri

nanti stres jadi di tulis saja.

S10

Emm ya lumayan menyenangkan lah mengisi waktu luang, bisa

sambil nulis Bahasa Inggris, ya sambil belajar juga si soalnya

kemarin nilai ulangan Bahasa Inggris aku lumayan mepet.

S12 Ya lumayan senang si mbak, bisa nambah kosakata baru.

S15

Yo seneng, tapi agak susah. Seneng nya bisa nulis bebas. Susah

nya itu kan aku sibuk to mbak, terus ga punya kamus juga, jadi

aku searching di google.

S16

Kalau aku diarinya itu kalau bahasa indonesia aku suka, kalu

Bahasa Inggris itu agak susah kosakatanya jadi aku sering buka

kamus sama google translate.

S17

Ya tentulah seneng, kan jadi bisa tempat curhat juga, terus jadi

menguasai dan memahasi Bahasa Inggris, pokoknya menambah

wawasan.

S18

Pastinya itu ya seneng, karena bisa mengetahui tentang apa itu,

menjadikan bhs indo jadi bhs inggris dan mendapat kosakata

baru.

S27

Ya kalau aku sih seneng aja mbak, soalnya itu kita bisa jadi ke

inggris- inggrisan gitu soanya kan biasanya kalau curhat sama

temen itu pake bahasa jawa.


70

2. Topic apa saja yang anda tulis saat menulis diari Bahasa Inggris di rumah?


S4

Tentang kegiatan di sekolah, terus di rumah juga, waktu liburan

bisa curhat.

S5

Ya itu ,apa, ya ada kegiatan apa gitu di sekolah yang menarik

atau kegiatan di luar sekolah gitu, yang apa ya, yang beda gitu

pokoknya.

S9 Keluargaku, terus kegiatan di perkemahan gitu mbak.

S10 Ya kegiatan di rumah sama di sekolah si mbak.

S12 Tentang kegiatan di luar sekolah.

S15 Tentang temen temen si mbak.

S16 Kegiatan di sekolah sama di luar sekolah.

S17 Tentang di luar sekolah pokoknya.

S18 Tentang guru sama kegiatan di sekolah.

S27

Kalau aku tentang sekolah saja mbak, kalau tentang cinta takut

di baca sama gurunya.


71

3. Menurut anda, apakah menulis diari bahasa ingris di rumah meningkatkan

kemampuan anda dalam menulis Bahasa Inggris? Bagian apa yang

meningkat? Mengapa?


S4

Iya, aku lebih di grammar si mbak, soalnya kan ada pemakain

kalimat gitu yang banyak. Jarang buka kamus juga soalnya ya

pakai pengetahuan yang udah ada saja.

S5

Emmm ya iya sih. Emm vocabulary yang nambah, terus sama

grammar juga meningkat. Soalnya lebih tahu kosakata nggak

usah buka kamus lagi soalnya pas nulis udah buka kamus terus.

S9

Banget. Yang meningkat itu kata kerja, terus yang apa grammar

sama sentences, vocabulary juga meningkat, kan ada yang aku

nggak tahu gitu terus pas buka buka kamus jadi ketemu.

S10

Iya. Yang meningkat kosakatanya, soalnya tuh lebih fokus nyari

kosakata di kamus terus dihafalin, kadang ada yang masih lupa

juga sih, kadang kadang kalau nggak ada kamus ya tanya sama

temen yang tau.

S12

Iya, aku lebih di grammar si mbak, soalnya kan ada pemakain

kalimat gitu yang banyak. Jarang buka kamus juga soalnya ya

pakai pengetahuan yang udah ada saja.

S15 Insyaallah iya mbak. Emm vocabulary insyaallah, gara gara harus

nyari nyari kata di kamus sama di google.

S16

Iya he’e pastinya. Aku lebih ke sentence sama kosakata, kan

latihan bolak balik kata sama nemu kata baru penempatannya

lebih tahu.

S17

Iya tentu pastinya, kan udah kaya latihan nulis.ya dari kata kerja,

verb gitu, vocabulary juga, soalnya kan dari bahasa indonesia

nulis nya terus di rubah terus itukan aku nyari nya buka buka

kamus, tanya orang tua juga. Terus di hafalin beberapa.

S18 Ya iya. Kalau yang meningkat itu kosakata, karena ya itu tadi

dapet kosakata baru waktu nulis diarinya terus di hafalin.

S27

Yaiyalah mbak, ya kan bisa latihan nyusun kalimat Bahasa

Inggris biar nggak wagu. Aku yang meningkat vocabulary,

grammar juga. Gara gara buka kamus terus.


72

4. Apa saran anda untuk kegiatan menulis diari Bahasa Inggris di rumah?


S4 Ooo iya perlu feedback sama nilai, karena kan supaya nanti kita

bisa tahu kemampuan kita.

S5 Emmm ya kalau aku rasa sih perlu feedback mbak, soalnya kan

jadi bisa tahu salahnya dimana, nilai juga perlu.

S9

Perlu si, kan pak guru jarang memberi tugas Bahasa Inggris, kalau

ada feedbak dari diari ini kan bisa bantu bangetlah. Terus beri

hukuman mbak buat yang nggak bikin dairi, terus di kasih nilai

juga, kalau di kasih nilai tugas kan ntar pada ngerjain semua.

S10 Kasih feedback aja mbak, nggak usah nilai, soalnya kan ini bersifat

pribadi jadi ya sesuai kemampuan masing masing.

S12 Perlu feedback sama nilai mbak, biar nggak sia sia pekerjaannya.

S15 He’em itu perlu feedback. Terus mau kayak di bahas gitu mbak,

sama di kasih nilai.

S16 Iya perlu dikasih feedback, kalau nilai ga perlu si yang penting kan

di kasih tahu yang salah yang mana gitu mbak.

S17

Di lanjutkan aja, terus di bimbing, di kasih tau mana yang salah

mana yang bener, kalau nilai sih menurut aku ga perlu, cukup di

kasih saran sama nasehat saja.

S18 Perlu feedback supaya bisa tahu kesalahannya mbak.

S27 Di kumpulin terus di kasih nilai terus diperingkat biar ada kayak

kompetisi gitu mbak antar teman.


Documents

A STUDY ON THE USE OF DIARY WRITING - core.ac.uk filei a study on the use of diary writing to improve the 8th grade students’ vocabulary mastery in smp negeri 13 yogyakarta a sarjana