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CHAPTER 1
INTRODUCTION
1.1. Background of the Problem
In this globalization era, learning English is important. Today, there is some
technology and information media are used English and people must learn English in
order to used them. Knowing the important role of English in the world today, the people,
especially students, have to equip with the skills of English, such as listening, speaking,
reading, and writing. Because of this reason, teaching and learning English at the school
is important.
In Indonesia, English is taught in junior high school and senior high school, even
in Elementary School. Studying English is not a new thing for the students of senior high
school before. Although English is not the new thing for senior high school students, in
fact they still have many difficulties in studying English. As we know that English is not
the Indonesian native language. It is difficult for the students to remember all the words
in English and to understand when someone speaking English.
The language skills to be achieved are divided in to two parts of language
function, namely, oral and written English as a means of communication. In this case
listening and speaking is oral language; reading and writing are written language.
However for the students the written one is the most difficult skill of language.
Writing is one of difficult subjects at school. So the teacher must create the
subject so that the students can study the subject easily. Besides, the kinds of the text can
also be important in teaching English in order to make the writing teaching successful. To
select the appropriate texts, the teacher must consider the characteristics of the students,
which directly related to the learning process.
In the teaching and learning process of writing, the teacher has an important role.
John (1997: 12) states that, “Teacher’s role is to help students develop viable strategies
for getting started(finding topics, generating ideas and information, focusing and
planning, structure and procedure), for drafting, (encouraging multiple drafts of
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reading),for revising (adding, deleting, modifying and rearranging ideas), and for
editing(attending to vocabulary, sentence, structure, grammar, and mechanics)”
There are many kinds of texts that can be used such as narrative, descriptive,
explanation, recount, information, report, news item, exposition, and argumentation.
They are very useful for the teacher to achieve the instructional goals of teaching learning
process and they can also be interesting for the students. In this study I try to find out
what the text that is really good for teaching writing.
I try to find out the effect of using a muted news video (movie maker) to motivate
the senior high school students’ ability in writing a news item text. By using news item
text as a genre for teaching writing, the students will be more interested and easy to study
it because the students often find the text in magazines, newspaper, television, radio or
internet. And if they success to write a news item text, they can publish it on the internet,
newspaper, or magazines.
1.2. Identification of the Problem
Based on the background of the problem above, the identification of the problem
is the effect of using a muted news video (movie maker) to motivate the senior high
school students’ ability in writing a news item text. There are several factors that cause
the students get some difficulties in writing a news item text. The factors are come from
the students’ side and the teacher’s side. The factors that come from the students’ side are
the students still get difficulty in writing and choosing the appropriate words because they
have lack of vocabulary, and the students confuse how to combine one word to another
word or combine from one sentence to another sentence because they do not understand
enough about the grammar and language feature of the text. Whereas the problems that
come from the teachers’ side are the teacher, lack of facilities and materials, and does not
use interesting media to interest the students in process of learning writing a news item
text.
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1.3. Limitation of the Problem
Based on the identification of the problem above, this study is limited of the effect
of using a muted-news video (movie maker) to motivate students to write a news item
text.
1.4. Formulation of the Problem
The formulations of the problem in this research based on the limitation of the
problem above are:
a. How does the design of learning program by using a muted news video (movie
maker) in teaching writing a news item text for X.2 students at SMA Adabiah
Padang?
b. How does the implementation of learning program by using a muted news video
(movie maker) in teaching writing a news item text for X.2 students at SMA Adabiah
Padang?
c. How is the result of learning program by using a muted news video (movie maker) in
teaching writing a news item text for X.2 students at SMA Adabiah Padang?
1.5. The Purpose of the Research
Based on the formulation of the problem, this research is aimed to obtain some
results about:
a. The design of learning program by using a muted news video (movie maker) in
teaching writing a news item text for X.2 students at SMA Adabiah Padang.
b. Implementation of learning program by using a muted news video (movie maker) in
teaching writing a news item text for X.2 students at SMA Adabiah Padang.
c. Result of learning program by using a muted news video (movie maker) in teaching
writing a news item text for X.2 students at SMA Adabiah Padang.
1.6. Significance of the Research
This research conducted to motivate the students’ ability in writing a news item
text by using a muted news video (movie maker). They will get interest when they see a
movie maker about the news. It will invite them to write about the news. This research
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was expected to be able to give the teachers information about effective media in
teaching writing. In theoretically, a muted video (movie maker) can be used to motivate
the students to write a news item text. It is hoped that this media can be a solution for
teachers to teach a news item text, especially for teachers who teach at tenth grade
students of SMA Adabiah Padang.
1.7. Definition of Key Terms
- Writing ability: the skill to express ideas, thoughts, and feelings to other people in
written symbols to make other people or readers understand the ideas conveyed.
- News Item Text: a type of text which is aimed at describing what happened, what led
to the happening, what the likely effects will be, who was involved, and when and
where it happened (Nation, 2009)
- Muted News Video: the video about news or events of the day without voice in it.
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BAB II
REVIEW OF RELATED LITERATURE
2.1. English Language Teaching
English is an international language. In Indonesia, English becomes an important
subject at Junior High School, Senior High School, and even in elementary school. The students
are expected to speak, listen, read, and write English fluently. That is way teaching English is
important.
Harmer (2004: a. 57) describes that teaching means to give (someone knowledge) or to
instruct or train (someone). It is undertaking certain ethical task or activities the intension of
which is to induce learning. Therefore, English language teaching means that the teacher gives
some knowledge about English so that they can use English well anywhere.
Based on the 2004 curriculum, English is one of the primary subjects at school. The
objectives of teaching English for senior high school students as a primary subject of the study
are:
a. Developing the communication skills in English both spoken and written language.
The abilities to communicate include listening, speaking, reading, and writing.
b. Giving information that English is one of the most important foreign languages that
become means of communication in education. So the students can be motivated to
learn English.
c. Developing the understanding of language and culture. Therefore, the students do not
only understand about the language itself, but also about the culture that uses English
as a native speaker.
The role of an English teacher in Senior High School is very important. It is because the
teacher has a task to develop the material and technique in teaching English in the classroom in
order the students can master English well.
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2.2. Teaching Writing in Senior High School
The senior high school students are expected to reach informational level because they
are prepared to the university. They are expected to produce knowledge using their own
language. In this case, the students must be able to create a text in English using their own
words. They can write texts such as narrative, descriptive, recount, report, expository and so on.
One of the goals in learning English at senior high school is to develop communication
skill in English both spoken and written language. The students must be able to deliver their
message in spoken or written language. Because of this study focus on writing, so the teachers
must be good in teaching writing to the students in order the students can deliver a message in
written form.
According to 2004 curriculum of senior high school, teaching writing can include some
following:
a. Grammar (simple present tense, simple past tense, simple future tense)
b. Introducing texts (narrative, recount, descriptive, anecdote, exposition)
c. Generics structure of the texts
From the explanation above, I come to a conclusion that writing teaching for senior high
school students must be related to curriculum. Furthermore, the teacher must be able to make an
interesting teaching especially in teaching writing. Parents also would be very helpful to
encourage them to learn writing and finally the expected result can be reached.
2.3.General Concept of Writing
Writing is the most difficult skill in learning language. It is because writing is the act of
making up correct sentences and transmitting them through the visual medium as mark on paper
(Widdowson, 1978:62). The students are expected to produce a text in English correctly. Because
of English is a foreign language, so they have to translate their ideas in native speaker to English
on paper.
Troyka (1987:3-4) states that writing is a way of communicating a message to a reader
for a purpose. The purposes of writing are to express the ideas, to provide information for a
reader, to persuade the reader, and to create a literary work. In addition, the purpose of writing
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can be agreed with the types of text. For example, a narrative text can have a purpose to entertain
a reader or purpose of a procedure text is to tell the reader how to make something.
According to Harmer (2004: b.86) writing is a process and that we write is often heavily
influenced by constraints of genres, then these elements have to be present in learning activities.
Boardman (2002: 11) states that writing is a continuous process of thinking and organizing,
rethinking, and reorganizing. Writing is a powerful equipment to organize overwhelming events
and make them manageable. Writing is a form of thinking using the written language.
Based on the definitions above, the writer can conclude that the writing is a way to
communicate by using written language. Someone can deliver what he thinks to the reader by
writing it on a paper. Because it writes on a paper, so the message can safe for a long time and
the message can be read by the other readers.
2.3.1. Principles for Teaching Writing
According to Nation (2009), there are some principles to evaluate teaching and learning
activities, they are:
a. Meaning-focused input
- Learning should bring experience and knowledge to their writing.
b. Meaning-focused output:
- Learners should do lots of writing and lots of different kinds of writing. Different
genres use different writing conventions and draw on different language features
(Biber, 1989) and so it is useful to make sure that learners are getting writing
practice in the range of genres that they will have to write.
- Learners should write with a message-focused purpose.
- Writing should interest learners and draw on their interests.
- Learners should use writing to increase their language knowledge.
- Learning should experience a feeling of success in most of their writing.
- Learners should develop skill in the use of computers to increase the quality and
speed of their writing.
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- Writing instruction should be based on a careful need analysis which considers
what the learners need to be able to do with writing, what they can do now, and
what they want to do.
c. Language-focused learning
- Learners should know about the parts of the writing process and should be able to
discuss them in relation to their own and others’ writing.
- Learners should have conscious strategies for dealing with parts of the writing
process.
- Where the L1 uses a different script or where learners are not literate in their L1,
the learners should give attention to clarity and fluency in producing the form of
the written script.
- Spelling should be given an appropriate amount of deliberate attention largely
separated from feedback on writing.
- Teacher should provide and arrange for feedback that encourages and improves
writing.
- Learners should be aware of the ethical issues involved in writing.
d. Fluency development
- Learners should increase their writing speed so that they can write very simple
material at a reasonable speed.
2.4. News Item Text
2.4.1. Definition of News Item Text
News item is one kind of genres of texts. Linda Gerot and Peter Wignelstate that genre is
a type of writing that provides systematic linguistics and characteristic lexicogrammatical
features. The genres are described in school and non-school environment. These genres arose in
social interaction to fulfill human social purposes. They state that beside news item text, there are
many kinds of genre, those are spoof, recount, report, analytical exposition, anecdote, narrative,
procedure, description, hortatory exposition, explanation, discussion, and review. Each genre of
texts has different purposes, generic structures, and language features.
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In this research, the writer will focus on one of genres of texts that is news item text.
According to Didin Kholidin a news item text is a text which informs readers about events of the
day and the events are considered newsworthy or important.
Based on the definition above, it can be concluded that a news item text is a text that
based on factual information, tell the readers, viewers, or listeners the events of the day. The
events must be important and newsworthy. News item is divided into two
2.4.2. Social Function of News Item Text
According to Eltis on literacy and education network of school education:
“The social function of news item is to informs readers‟ of daily newspaper about events of the day which are regarded as newsworthy or important. Newspaper need to make the news as readable as possible in order to attract as many readers as possible. News stories especially the ones published in afternoon newspaper often make the events of the day as dramatic or as sensational as they can in order to make more people buy them.”
It means that the purpose of news item text is to give the important information deals
with events that are regarded as newsworthy in some ways. The information is based on the
facts. The information consist of the answer of word questions (who, what, where, why, when
and how). Besides that, the purpose of it is to interest the readers, so they are interested to find
the news.
2.4.3. Generic Structures of News Item Text
Each text of genres has a specific structure based on the communicative purpose of the
text itself. However, there are similarities among the texts which have some purposes. The
similarities create an expectation of the general schematic structure on the text that is called
generic structure of a text. The generic structure of news item usually has three components.
First, Newsworthy Events; It is a term of news which illuminates the sequences events in daily
life. This term is put at the beginning of the news to interest the reader or listener. This stage
gives information to answer “who”, “what”, “when”, “where” and “why” the events occurred.
Second, Background Events; It contains information about “how” and “why” that events
occurred; the crisis is lead up in this stage. The news writer not only gives the information
before the crisis but also after the crisis as a result to the future.
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Third, Sources. This stage shows where the journalist got the information about the
events. It provides the real arguments from the sources of news. Whether the news is true or not
needs to a reliable and relevant source of information. Sometimes the journalist quotes the exact
words from the person as sources of news in direct speech. The sources can be the comments by
participants, witnesses, or authorities of the events.
It is argued that generic structure consists of schematic structure which consists of
special characteristic. It explains the differences among genres. News item text has special
language feature, those are newsworthy event that explain who, what, when and where the event
happened. Background events explain about why and how the events are happened. And the true
arguments from person who has seen the events named sources.
2.4.4. Lexicogrammatical Feature of News Item Text
News Item Text has The Significant Lexicogrammatical Feature. Firstly is short. The
telegraphic information about story summarized in one sentence headline. For example,
“Monkey Forest Gets Kalpataru Nomination”. Second, use material or action processes to re-tell
story. For example, started moving, left, destroyed, flattened, ripped, through, were unroofed,
drowned, etc. Third, use projecting verbal processes in sources stage. Fourth, focus on
circumstantial meanings (especially in newsworthy background).
Finally, often dramatic use of participant structure especially thematic position. Muchlas
Yusak adds the Significant Grammatical Features of news item texts. First, short, contains
telegraphic information about story captured in headline. Second, the use of Material Processes
to retell the event. Third, the use of projecting Verbal Processes in sources stage. Finally, Focus
on Circumstances.
For grammatical words, in the news item text, many of verbs used in passive voice. There
are saying verbs, such as said, told, commented, replied, and so on, and action verbs, such as hit,
kick, run, walk, etc.
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This is an example of news item text:
Title Monkey Forest Gets Kalpataru Nomination
Newsworthy
Event
Ubud: The sacred monkey Forest of Padangtegal in Ubud, Gianyar, has been
nominated for the Kalpataru Awards 2012 along with 13 other nominees
across Indonesia.
Background
Events
Kalpataru Awards are the highest distinction for environment-related
achievements by individuals, business, and places. The Awards are usually
presented by President Susilo Bambang Yudhoyono in conjunction with
World Environment Day, June 5.
The Monkey Forest is owned by the village of Padangtegal and is
currently under the management of Padangtegal Wenara Wana Foundation. It
is home to rare and endangered flora and plants. It is also home to around
605 Balinese long-tailed macaques (Macaca fascicularis).
Together with Udayana University, the foundation identified a number
of rare plants in the forest. There are around 115 species of plants, while
some of the trees are considered sacred and holy, only being used for
spiritual and religious purposes.
2.5. Video As a Medium in Teaching
One way to support teaching and learning process is a medium. It can make teacher’s
presentation in the classroom easier. It is also expected that students will get better understanding
from the teacher’s explanation; therefore, medium also has contribution in improving students’
ability. Gerlach and Ely state that the media are person, material or events that established
condition which enable the learners acquire knowledge, skill and attitude.
Based on the statement above, medium is needed to help students in acquiring lessons
that are being taught. Medium gives some resourceful teaching aids that help both teacher and
students in material.
According to Arsyad teaching media can be classified into three categories. First, Visual
media; they are media that can be seen. It would captivate visual sense eyes mostly. It can be
formed of picture, moving picture or animation and flashcard, etc. Second, Audio media; they are
media that can be listened from audio media. It means that audio media has sound which is
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listened by us. And to mean as thinking that the contents message in audiotape form such as
vocal cord /tape recorder and video compact disk which can stimulus thought feeling, idea and
students it happens on teaching and learning process. Third, Audio visual media; they are media
that have sound and picture. Video is an example from audio visual media in teaching and it has
a sound because of it that is produced to get to appear the reality picture in the original form it
describes science theory and animated.
In this study, the researcher uses visual media named muted news video (movie maker),
because by using video it can motivate the students to learn and pay attention to the material
given. Video is important tool for students’ life in the classroom. Watching a video in lesson in
quite different from watching television program for killing free time or relaxing at home; where
the teacher facilitate the activities and exercise that supports the students to be more attractive
and understand the video.
There are some important things that have to be known before preparing and selecting
video. First, the kinds of video; when using authentic video make sure that they have a high
visual content. For example: cartoons, short stories, advertisements, or educational programmers.
Second, length of video; Short video selected is better to use for ESL learners. The maximum
length of video is five until ten minutes. If the videos are too long, students will be difficult to
understand. Third, the choosing of language level; when using video, make sure that video
selected is as a much visual support as possible. We do not choose the video with unusual
expression and slang language.
Harmer also states on their book the reasons why video can be special medium in
language learning process. First, seeing language in use; one of the advantages of video is that
the students not only hear the information of native speaker but also they can see how the
expression and gesture of speaker. Thus the students can observe how the intonation can match
with the facial expression. Second, cross cultural awareness; the video allows students to look
situation beyond their classrooms or environments. It also learns the value for students about
differentiate of cultures among nations, for example: the typical British “body language” when
inviting someone, how the Americans speak to waiters, and kinds of foods in different country.
Third, the power of creation; when students are able to use video in their learning process, they
are given the potential to create something which are enjoyable and memorable. It can increase
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the creativity of students. The task of video-making can provoke creativity of students
themselves. Finally, motivation; video can give the great increased of interest because they have
the chance to see language using as well as hear it. So, they can couple both of hearing and seen
tasks in interesting.
There are three basic types of video which can be used in class. First, Off-air
programmers; this type uses recorder to record the television program to engage students’
sensibilities and to consider their comprehensibility. Generally, some off-air video is difficult for
students to understand; especially where particularly marked accents are used is a high
preponderance of slang or regional vernacular. The best programmers that can be used in
learning process are the programmers that including prediction, cross-cultural awareness,
teaching language, or as spurs for the students’ own creativity.
Second, the learners use real-world video. It can help students free in their choice based
on how engaging and comprehensible the extract, and whether it has multi-use potential. Finally,
using language learning videos. Nowadays, many publishers produce freestanding language
learning videos- or videos to accompany and complete course book. It can be alternative way to
accompany workbooks. The main advantage of this video is the teacher and learners can produce
their learning video based on their particular level in mind. However, it also has the danger. They
fail the quality test either because the production is poor, the situations and the language are
inauthentic, or the content is too unsophisticated.
According to Betsy Parrish, video have an advantage over audiotapes so the learners can
look for visual code in their understanding from what they heard. Video consist of facial
expressions, gestures, and body language. They provide more vivid representations of language
in variety of context for learners.
Harmer also states that using video as media in teaching learning process has advantages
and disadvantages that can be a consideration in using this medium. The advantages using video
are; first, video provides audio and visual contribution. When using video, students not only hear
language, but also they can see it too. This greatly can be aids comprehension, for example;
general meaning and moods are often convoyed through expression, gestures, and other visual
clues. Students can imitate some expressions or gesture in spoken language that they have seen.
Second, video uniquely allows students beyond their classroom. This is especially useful if they
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want to see, for example, typical British “body language‟ when inviting someone out, or how
American speaks to waiters. Video also gives great of value in giving students a chance to see
such thing as what of food people eat in other countries, and what they wear. They not only learn
about language, but also they can learn about culture of another country. Third, when students
use video themselves they are given potential to create something memorable and enjoyable. In
addition students will be enjoyable in learning activity. Video can help them to achieve in
understanding the material. Finally, for all of the reasons so far mentioned, most students show
an increased level of interest when they have a chance to see language in use as well as hear it. It
can motivate students in process teaching learning.
Beside the advantages, there are disadvantages of using video. First, students have to
provide activities that are unique learning experiences and do not just replicate home television
viewing. It can make students be bored easily, when they watch the video which have been seen
before.
Second, teachers ought to be sure that their students can see and hear the video. If all
students cannot watch and hear clearly, they will get difficult to catch information on video.
Third, some students become frustrated when teacher constantly stop and start the video, only
showing little bits at a time.
Finally, video can make students sleep. It can happen when theme of video is unfamiliar
with them. They will get difficult to express their opinion based on video which has seen.
According to researcher, a good teacher has to choose the best video which is related with
materials. The selecting of video has to be adjusted with the students’ level and age. Video has to
have a good moral value in order to persuade and motivate students in doing positive something.
2.6. Using Video in Teaching Writing News Item Text
The researcher suggests to motivate students in writing can be used visual video. It is
because it can be effective language learning tools. According to Hanson-Smith, there are many
benefits of using videos as in-class learning resources. In addition, video is increasing access to
professional visual resources that are free, authentic, and suitable for language learning
development. Finally, it can give the contributions and the benefits of implementing a video
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production component in language classes. Sharp also adds that describes a class video project
suitable for senior high school students. Based on statement, implementing video production in
the middle school classroom can easily be extrapolated to the college-level classroom.
Harmer suggested a variety of viewing techniques when using video in teaching writing
activities. First, silent viewing; in the learning process, teacher plays the video without the sound.
Second, freeze framing; teacher freeze and ask the students about their opinion of the pictures
and what will happen next. Third, partial viewing; teacher covers most of the screen with piece
of paper. Fourth, picture and speech; teacher manage the class into two parts. Half of the class
watches the video in the classroom while half of them face away. Fifth, subtitles films; teacher
shows students the video and its subtitle. Students see and hear the English language and the
compare between written and spoken language.
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CHAPTER III
RESEARCH METHODOLOGY
To achieve the objectives of this research, the writer applies the following research
methodology, such as research design, subject of the study, procedure of the study, data
collection, instrument of the study, and data analysis.
3.1. Research Design
A research method used in this study is an action research. Action research designs are
systematic procedures done by teachers (or other individuals in an educational setting) to gather
information about, and subsequently improve, the ways their particular educational setting
operates, their teaching, and their students learning (Mills, 2011). Thus, aim of the researcher is
to improve the practice of education by studying the problem. This research will be conducted in
the classroom. This activity contains several cycles. In each cycle have four elements: planning,
acting, observing and reflecting.
According to Priyono (1999:10), there are three steps in this design:
1. Planning
Planning is the first step of the research procedure. This activity covered the
problem identification. So, in this step the writer will find the solution of the
occurred problem.
2. Acting
The aim of this phase is to solve the problem that happened in Junior High School
students in speaking ability in the classroom.
3. Observing
Observing is the activity of collecting data to supervise to what extent the result of
“acting” reach the objective. The data are qualitative and quantitative research.
According to Elliot (1996: 70), based on the model above, there is a basic cycle of
activities. The activities can be elaborated as follows:
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3.1.1. Identifying initial idea
The initial media refers to a state of situation one wishes to change or to improve on,
(Elliot, 1991: 72). In this research the initial idea is thought that there will be a change on the
writing by narrative text.
3.1.2. Planning
Planning is followed up for identifying the text to find out solution for problems. This
research is intended to find out:
a. The students’ response during learning process.
b. The students’ improvement of writing by a news item text.
c. The writer will conduct two cycles of research to know the improvement of writing by
news item text. To know students’ ability in producing the news item text, the writer asks
to the students to produce news item text.
3.1.3. Implementing
Implementing is the performing of planned action. Based on the model above, the
researcher can change the plans after conducting one cycle when they are needed. In this study,
the writer will conduct five activities the elaboration of plans is as follows:
a. First Cycle
In the first cycle, there are two parts and each part consists of several activities. The first
is modeling of the text; there will be three activities. The second part is Join Construction of the
Text; there will be four activities.
After conducting and observing the implementing cycle, the next step that the writer
will be done is evaluating. The evaluating is a fact-finding about the result of the action. It is an
analysis to find out the effect of using the media muted news video (movie maker) in writing a
news item text.
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1. Modeling of the Text
In the first activities of Modeling of the Text, the writer will introduce the news item
text to the students. Then the writer will distribute the reading text to the students. The students
are grouped into several groups consists two students based. Ask them to understand the content
of the news and discuss it to the writer.
In the second activities of Modeling of the Text, the writer will ask the students to
understand the generic structure of the text first. The both the writer and the students will discuss
the generic structures of the text. The generic structures of news item texts are newsworthy
events, background events, and sources.
In the third activities of Modeling of the Text, the writer will explain about passive
voice. It is because, many of verb used in a news item text are in passive voice. Then the
researcher will ask to the students to make sentences using passive voice as exercises before
making the true news item text.
2. Join Construction of the Text
In the first activity of Join Construction of the Text, the writer will ask to the students to
make a planning to write news item text in a group. It is based on the text that had been given
before. In this case, the students should try to explore their idea and then they should arrange the
main idea every paragraph.
In the second activity of Join Construction of the Text, the writer will ask to the students
to arrange the first draft of news item based on the text given and pay attention to the generic
structures of the text and consult the work to the teacher or writer and friends. The writer or
teacher will give suggestion.
In the third activity, the writer will ask to the students to discuss the suggestion given by
writer or teacher and friends. Then the writer gives the suggestion to the friends need. They may
be able to use dictionary if they have difficulties in vocabulary.
In the fourth activity, the students should arrange the second draft based on the
suggestion given by the teacher and friends. After arranging the second draft, the students will
read once more carefully. They should pay attention to the generic structures of the text,
grammar, spelling, vocabulary, punctuation, etc. If there are many mistakes, they have to revise
it. Then they will make the final copy.
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b. Second Cycle
In the second cycle, the writer will divide the activities into two parts. The first is to do
Modeling of the text where there will be three activities. The second part is to do Independent
Construction of the Text where there will be five activities.
1. Modeling of the Text
In the first activities of Modeling of the text, the writer will discuss about news item text
again. The second activities, the teacher and the students will discuss about the generic structures
and language features of the text. Then, the writer will recall the lesson about passive voice to
make sure that the students have known about the language feature that will be used in news item
text.
In the third activities the writer will give an opportunity to the students to ask about
everything that relate to the news item text before they are given assignment to produce news
item text individually.
2. Independent Construction of the Text
In first the activity of Independent Construction of the Text, the writer will ask to the
students to make planning to write news item text individually. It is based on the muted news
video (movie maker) given. In this case, the students should try to explore their ideas and arrange
it in a paragraph.
In the second activity, the writer will ask to the students to arrange the first draft of news
item text based on the text given and consult the work to the writer or their teacher.
In the third activity, the writer will ask to the students to arrange the second draft based
on the suggestion given by the teacher. They may be able to use dictionary if they have many
difficulties in vocabulary.
In the fourth activities, the students should read the text once more carefully before
making the final copy. The students should pay attention to the grammar, spelling, vocabulary,
punctuation, etc. If there are many mistakes, they must revise the draft and finally they arrange
the final copy of the text.
19
3.2. Subject of the Study
The writer will hold the classroom research in SMA Adabiah Padang. The writer will
choose students in X.2 classroom. Moreover, they are chosen as the subject of the study based on
two reasons, they are:
1. The students are all in the same grade.
2. The students had been studying English for some period of time, so those classes
are considered parallel.
I will choose one class of the students from the whole class as sample in this study. Gay
(987: 98) states that study needs 30 students for each experimental group as a sample can already
represent for the whole population of the study.
3.3. Instrument of the Study
Before collecting the data, the writer selects a news item text as the instrument. The
writer will also make an interview to the students about the difficulties they find in producing
news item text. A writing test is actually subjective as said by Harris (1969: 69) that composition
tests are unreliable measure because:
1. Students perform differently on different types and on different occasion.
2. The scoring of the composition is by a nature highly subjective.
In addition, he says (1969: 70) that in writing composition students can cover up
weakness by avoiding problems (e.g. the use of certain grammatical patterns and lexical items)
they find difficulties. From the above advocating ideas, I decide to use composition test to
subject research. Before material and test are given for the students, I will show it to the English
teacher.
Besides news item text, the writer will choose muted news video (movie maker) as a
media for students in order to motivate them to write the text.
3.4. Data Collection
This action research needs the data to support the investigation. Elliot (1998, 77-83)
stated that there is a list of techniques and methods which can be used to gather evidence in the
reconnaissance and monitoring phases of action research. They are diaries, profiles, document
20
analysis, tape/video recording and transcript, using an outside observer, interviewing, the running
commentary, the shadow study, checklist, questionnaires, inventories, triangulation, and analytic
memos.
This research will use some of them which are appropriate to the school environment
and can be done to support the action research. In this research, to collect data, the writer will use
observation form, pre- test and post- test. The aims of using this technique are to know the
difficulties of the students in understanding narrative, to gather information and find a simple
way for students to produce text, to know the effect of using the process genre model to teach
writing.
3.5. Research Procedure
3.5.1. Identification of the Problem
The problems of this research are students have several difficulties in writing a news item
text. Because the students think writing in English is very difficult, they also do not have a
motivation to write. For this reason, the writer wanted to solve these problems by using
innovation in teaching writing. To motivate them to write about a news item text, this research
will use muted news video (movie maker) as a visual to improve students’ motivation to write a
news item text. By using this video, the students are hoped can write the news item text, because
they can elaborate the events based on the context and situation of the text.
3.5.2. Planning
Planning of this research:
- This research location was in SMA Adabiah Padang that it samples were students of X.2
class in academic year 2012/2013.
- Before the research, there was an orientation and preliminary observations to determine
focus of the research. It was aimed to look for the problems and problem in students’
learning.
21
- Planning learning activities that are going to implement, such as the materials to be
taught, the media to be used, the method of learning to be used, the approaches to be used
and class management.
- Preparing lesson plan, materials, media, and tools that needed.
- Preparing students’ activity in process of learning activity, such as discussion task with
teacher, discussion task with other students and post-test for independence task.
- Setting up the evaluation to be provided, as well as interviews and observation
guidelines. If the evaluation did not change and improvement for what that has been done
so the researcher relearns the issue and found some solutions of the problems.
3.5.3. Action
The actions that the writes will be done are:
- Applying or doing of the planning learning activities based on what has planned on the
planning activity.
- Setting up the class, material, media, method and approaches based on the planning.
- Discussing and giving tasks for the students based on the lesson plan.
- Setting up the evaluation for observation of the research. It is done when the action in
progress.
3.5.4. Observation
- Doing observation by using the format of observation, such as note and checklist.
- Describe the results of action research.
- Assessing the action by looking the students’ participation, activity, assignment and test.
3.5.5. Reflection
- Reflection was done at the end of the cycle, which was a reflection of an analysis of
actions taken or not achieved. The results of the reflection were the basis for a plan of
22
action to the second stage of the cycle until there was an improving students’ reading
comprehension.
- Explain about the results of evaluation, if there is no improvement for the students, it will
be improved in the next cycle. If there is an improvement, it will used in the next cycle.
3.6. Method of Analyzing Data
Analyses of Data were performed after application of the relevant actions implemented.
Processing of data analysis was done based on the activities of student can write the news item
text correctly agree with the generic structures of the text. In data analysis, it is divided into two
parts, (1) quantitative data, and (2) qualitative data.
Data were analyzed as follows:
a. If the students do not have an interest and motivation to write a news item text, the
teacher can ask them what the problem is. And try to find out the solution in order to
motivate them to write news item text.
b. If they do not understand enough the purpose, generic structure and language feature of
news item text, so the teacher has to explain more in order the students can more
understand about them.
c. If many students can comprehend the purpose, generic structure, and language feature
of news item text and write the text correctly, it means the researcher succeeded in this
research.
23
CHAPTER IV
RESULT AND DISCUSSION
4.1. Result of the Research
4.1.1. Cycle 1
4.1.1.1. Planning
The researcher identified the problems about students’ difficulties in writing a news item
text and solved that problems by using muted news video (movie maker) as a visual to motivate
students’ in writing a news item text.
To implement the technique of the research, the researcher prepared planning of learning
activities. The subject was news item text. Planning of the materials that were going to be
implementing in the class, it was about writing news item text. Before the students wrote about
news item text, teacher explained the news item text and gave the example of news item text.
The material would teacher taught had already done in lesson plan. The teacher created lesson
plan first and also prepared the activities for students.
After lesson plan and material had been done by teacher, the media would be prepared
well. In this case, a muted news video (movie maker) as a visual was the choice to motivate
students’ ability in writing a news item text. For this reason, it was necessary to prepare
multimedia tools such as in-focus (LCD), speaker, power point and video hyperlink about news
item text.
4.1.1.2. Action
In this action of the research, the researcher applied the action based on the planning of
learning:
The researcher played a news video to the students. After the students watched the video,
teacher / researcher asked them what they saw in a video. From the video that the
24
students saw before, teacher tries to activate their background knowledge about the news
that the students have ever seen in their life.
After they watched the video, teacher explained the news item text one by one, start from
the definition, purpose of the news item text, generic structure of news item text, and also
language feature of news item text.
To comprehend more about news item text, the teacher gave the students the example of
news item text in written form. Asked them to read and comprehend the text. And after
that, asked them to answer some following questions.
Then, the teacher would explain some generic structure in the text. What is newsworthy
event? What are background events? What happened in background events? And who
gives a comment in sources?
Before starting to write a news item text, teacher explains them about passive voice,
relative pronoun, saying verb, and action verbs. They are the most verbs and tenses that
used in news item text.
The last activity, the teacher asked them to sit in group and make the news based on the
topic given.
4.1.1.3. Observation
While the learning activities, the researcher did the observation. It was aimed to know the
effectiveness learning activity. The researched made note about the observation. From of learning
activities that have been conducted, the researcher found these following:
Students could share their opinion about the news together and made them in news.
Students could help each other to write news in a team work.
Students knew where their mistake in spelling, punctuation, grammar, and word choices
after they checked their writing with the teacher.
25
4.1.1.4. Reflection
Based on the observation, learning activities will be analyzed and made the reflection.
From the reflection, it is found many good things and bad things. Then researcher chooses some
good things that are going to be done in the next cycle. In this cycle, the teacher found:
The students are enthusiastic in writing the news item text together because they can
share their opinion, but not all of the students wanted to write it by themselves.
The result of students’ writing news item text is good enough. It is because they made it
together and still teacher helped them to check it again. It can be seen from the students’
writing.
4.1.2. Cycle 2
4.1.2.1. Planning
The planning in cycle 2 is based on reflection in cycle 1 to get improvement. It is based
on the aim of this research is to motivate them to write about news item text by using a muted
news video (movie maker) as a visual. The researcher creates the new learning process, but video
is the choice in improving students’ motivation in writing.
To implement the technique of the research, the researcher prepared planning of learning
activities. The subject was news item text. Planning of the materials that were going to be
implementing in the class, it was about writing news item text. Before the students wrote about
news item text, teacher explained the news item text and gave the example of news item text.
The material would teacher taught had already done in lesson plan. The teacher created lesson
plan first and also prepared the activities for students.
After lesson plan and material had been done by teacher, the media would be prepared
well. In this case, a muted news video (movie maker) as a visual was the choice to motivate
students’ ability in writing a news item text. For this reason, it was necessary to prepare
multimedia tools such as in-focus (LCD), speaker, power point and video hyperlink about news
item text.
26
4.1.2.2. Action
In this action of the research, the researcher applied the action based on the planning of
learning:
The researcher played a news video to the students. After the students watched the video,
teacher / researcher asked them what they saw in a video. From the video that the
students saw before, teacher tries to activate their background knowledge about the news
that the students have ever seen in their life.
After they watched the video, teacher explained the news item text one by one, start from
the definition, purpose of the news item text, generic structure of news item text, and also
language feature of news item text.
To comprehend more about news item text, the teacher gave the students the example of
news item text in written form. Asked them to read and comprehend the text. And after
that, asked them to answer some following questions.
Then, the teacher would explain some generic structure in the text. What is newsworthy
event? What are background events? What happened in background events? And who
gives a comment in sources?
Before starting to write a news item text, teacher explains them about passive voice,
relative pronoun, saying verb, and action verbs. They are the most verbs and tenses that
used in news item text.
The last activity, the teacher gave them a muted news video (movie maker) about “Cows
Crashed a Party”. After they watched the video, the teacher asked them to write the news
about that based on the generic structure and language feature had been explained before.
4.1.2.3. Observation
While the learning activities, the researcher did the observation. It was aimed to know the
effectiveness learning activity. The researched made note about the observation. From of learning
activities that have been conducted, the researcher found these following:
Students were interested to watch the video about the text, and they have a motivation in
learning.
27
Students could understand about the text, because of video as an audio-visual.
Students wrote their news well.
4.1.2.4. Reflection
Based on the observation, learning activities will be analyzed and made the reflection.
From the reflection, it is found many good things and bad things. Then researcher chooses some
good things that are going to be done in the next cycle. In this cycle, there some effects of using
video as an audio-visual in writing class:
The use of muted news video (movie maker) as a visual make the students get motivation
in writing of news item text.
The students are enthusiastic in writing the news item text, because they just elaborated
the events of the video.
The result of students’ writing news item text is good enough. It can be seen from the
students’ writing.
28
CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the result of the research in the previous chapter, I can conclude that:
a. It is described that the students have more knowledge about what news item texts are;
among others are generic structure and many types of news item texts. They seem know
the steps to make a good writing and it is very useful for them when they write
something. Therefore they can make a news item text better than before. It was supported
by the significant result of cycle 1 that is lower (50%) than cycle 2 (70%).
b. The teachers seem have more knowledge in teaching writing because by reading this final
project, they will know the steps in writing. Therefore they can use this method to
increase the students’ achievement in writing.
c. It is expected that this research will be useful for someone who will have are search or
final project about teaching writing because in this research there are many steps in
conducting research that can be used as references.
5.2. Suggestions
Based on the conclusions above, I will like to offer some suggestions, among others:
a. The students should learn more about news item texts in order they can get more
knowledge. It will be better for them to use the steps in writing when they write
something in order they can make a good writing. If they have many difficulties, they can
ask the teacher.
b. It will be better for the teachers to use the rule in writing, in this case is the steps in
writing when they teach writing in order they can increase the students’ achievement in
writing. They also should help their students when they have difficulties in writing.
29
c. The teacher and the students must work together in teaching and learning process,
especially in writing lesson, they should help each other to make the teaching writing
process successful.
30
BIBLIOGRAPHY
Arsyad, Azhar, Media Pembelajaran, Jakarta: PT. Raja Grafindo Persada, 2003
Creswell, J. W. Educational Research - Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. United States of America: Pearson Education. 2012
Eltis, KJ, Literacy and Education research Network and the Directorate of Studies, A Genre-
Based Approach to Teaching Writing Book 1: An Introduction to Genre- Based Writing,
Australia: Common Ground. 1990
Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook,
Australia: Gred Stabler AEE, 1998
Harmer, Jeremy, The Practice of English Language Teaching, England: PearsonEducation
Limited, 2001
Nation, I. Teaching ESL/EFL Reading and Writing. New York and London: Routledge, Taylor &
Francis Group. 2009
Kholidin, Didin, News Item Text, taken
from:http://www.smanpluspropriau.com/index.php/bahasa-inggris. Retrieved on June 1st
2013
31
APPENDIXES
Appendix 1
List of Students’ Name of X.2
NO NAMA SISWACYCLE
1 21 ANNISA HASTRIYANA2 CLAUDIA SEKAR AYU3 DHICKY RUFEL4 DICKY ALVIENDO5 DIEGO SEFINDA6 DINO FEBRIYADI7 DWIKE YUNI AMBAR SARI8 FADHIL NOVRIAL9 FADLY DWI RIZA10 FEBRI ANDRIAS11 FRISKA TRI OCTAFLIANI12 HAFIZH F. R.13 IKKE YOLANDA PUTRI14 IVAN ADE BRATA15 JESSI JULIANI PUTRI16 JOSSY FADILLA PUTRI17 KHAIRATU SAADAH18 LUSI PERMATA SARI19 M. ALVIN JULIAN20 MEGA LHARHAS SAKTI21 MONIKA INDRIADI22 MUHAMMAD DAHLAN RIZAL23 MUHAMMAD FAWZY24 NILAM KUSUMA PUTRI25 NINDI FEBIOLA26 NOFRIDA SAFITRI27 NURUL HASANAH DANIYAH P28 RAKHA SYAMMARY29 RIFQA SYAHIDAH30 RIRIN AFRIANI31 SUCI RAMADHANI32 TIARA INDAH WICAKSANA33 UMMI LATIFA NASHRAH34 VEMMY ARDHYA MELINA35 VIKRA YUDHA YOLANDA AFZA36 WANDA TRY ADHITAMI37 WEGI NANDA SATRIA38 WINDI AFRIYANTI39 YANE FIRAWATI40 YOGA ARZA PRATAMA
32
Appendix 2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA Adabiah Padang
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / 2
Pertemuan Ke :
Alokasi Waktu : 2 x 45 menit
WRITING
A. Standar Kompetensi
12. Mengungkapkan makna dalam teks fungsional pendek dan essai sederhana yang
berbentuk narrative, descriptive, dan news item dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
12.2. Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dalam teks berbentuknarrative,
descriptive dan news item.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa
Menggunakan kalimat reported speech dalam
menyampaikan sebuah berita.
Menggunakan kalimat simple present dalam
sebuah deskripsi.
Menggunakan adverbial clause dalam menulis
sebuah berita.
Menghasilkan teks berbentuk news item.
Menghasilkan teks berbentuk narrative.
Religius, jujur, toleransi, disiplin,
kerja keras, mandiri, demokratis, rasa
ingin tahu, semangat kebangsaan,
cinta tanah air, mengahrgai prestasi,
bersahabat, cinta damai, gemar
membaca, peduli lingkungan, peduli
sosial, tanggung jawab.
33
Kewirausahaan/Ekonomi Kreatif
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
D. Tujuan Pembelajaran
Siswa mampu menggunakan kalimat reported speech dalam menyampaikan
sebuah berita.
Siswa mampu menggunakan kalimat simple present dalam sebuah deskripsi.
Siswa mampu menggunakan adverbial clause dalam menulis sebuah berita.
Siswa mampu menghasilkan teks berbentuk news item.
Siswa mampu menghasilkan teks berbentuk narrative.
E. Materi Pokok
Teks tulisan berbentuk news item.
Title Monkey Forest Gets Kalpataru Nomination
Newsworthy
Event
Ubud: The sacred monkey Forest of Padangtegal in Ubud, Gianyar, has been nominated for
the Kalpataru Awards 2012 along with 13 other nominees across Indonesia.
Background
Events
Kalpataru Awards are the highest distinction for environment-related achievements by
individuals, business, and places. The Awards are usually presented by President Susilo
Bambang Yudhoyono in conjunction with World Environment Day, June 5.
The Monkey Forest is owned by the village of Padangtegal and is currently under the
management of Padangtegal Wenara Wana Foundation. It is home to rare and endangered flora
and plants. It is also home to around 605 Balinese long-tailed macaques (Macaca fascicularis).
Together with Udayana University, the foundation identified a number of rare plants in
the forest. There are around 115 species of plants, while some of the trees are considered
sacred and holy, only being used for spiritual and religious purposes.
Sources
Tas Diantoro Hadi, chairman of the Kalpataru Awards National Committee, said that the
Monkey Forest was the only candidate from Bali this year. “We will categorize the Monkey
Forest as a forest conversation nominee,” he said.
34
NEWS ITEM
Social function to inform readers about events of the day. The events are
considered newsworthy or important.
Generic Structure
o Newsworthy event(s): Recount(s) the event(s) in a summary form.
o Background events: elaborate what happened, to whom, in what circumstances.
o Sources: comments by participants, witnesses and authorities on the events.
Grammar Focus
o Passive Voice Subject + to be + Past Participle/V3
Tenses Active Passive
Simple Present
Simple Past
Present Perfect
Past Perfect
Present Future
S + V1 + O
S + V2 + O
S + have/has + V + O
S + had + V + O
S + will/shall + V + O
S + am/is/are + V3
S + was/were + V3
S + have/has + been + V3
S + had + been + V3
S + will/shall + be + V3
F. Metode Pembelajaran/Teknik
a. Pendekatan : Contextual Teaching and Learning (CTL)
b. Strategi Pembelajaran : Cooperative Learning
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
Bertanya jawab tentang
pertanyaan teks fungsional
pendek sederhana
berbentuk news item.
Membahas unsur dan
makna dalam pertanyaan
teks fungsional pendek
sederhana berbentuk news
Dengan kelompok
belajarnya, siswa diberi
tugas untuk melakukan
hal-hal berikut, dan
melaporkan setiap
kegiatan kepada guru
Siswa melakukan berbagai
kegiatan terkait dengan
wacana berbentuk news
itemdi luar tugas tatap
muka dan terstruktur yang
diberikan guru.
Siswa mengumpulkan
setiap hasil kerja dalam
35
item.
Membahas ciri-ciri
leksikogramatika.
Memberikan contoh news
item kepada kelompok
atau kelas (monolog)
Menjelaskan kembali
kepada kelompok atau
kelas.
Membahas kesulitan yang
dihadapi siswa dalam
melakukan kegiatan
terstruktur dan mandiri.
portofolio, dan
melaporkan hal-hal yang
sudah diperoleh serta
kesulitan yang dihadapi
secara rutin kepada guru.
Langkah-langkah Kegiatan
1. Kegiatan Awal (10 menit)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas
(nilai yang ditanamkan: santun, peduli)
b. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
c. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter.
d. Dengan merujuk kepada silabus, RPP, dan bahan ajar, menyampaikan butir
karakter yang hendak dikembangkan selain yang terkait dengan SL/KD.
e. Memutarkan video yang bersangkutan dengan news item.
f. Guru mengajukan beberapa pertanyaan yang berkaitan dengan materi dan
pengetahuan umum siswa.
Contoh:
- What did you see on the previous video?
g. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
After reading this following news item I hope you will be able to write the news
item and also identify some information in the news item text.
36
h. Menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
i. Memberikan teks dan meminta siswa untuk mengidentifikasi apa informasi yang
ada dalam teks.
2. Kegiatan Inti (70 menit)
a. Eksplorasi
Dalam kegiatan eksplorasi guru:
- Memberikan stimulus berupa pemberian materi mengenai makna kata dan kalimat
dalam teks komplikasi dalam sebuah berita, mengidentifikasi topik, dan
mengidentifikasi informasi tertentu dari teks yang diberikan.
- Mendiskusikan materi bersama siswa (Buku: bahan ajar bahasa Inggris mengenai
makna kata dan kalimat dalam teks komplikasi dalam sebuah berita, mengidentifikasi
topik, dan mengidentifikasi informasi tertentu dari teks yang diberikan.
- Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau
mempresentasikan mengenai makna kata dan kalimat dalam teks komplikasi dalam
sebuah berita, mengidentifikasi topik, dan mengidentifikasi informasi tertentu dari
teks yang diberikan.
- Siswa diminta menulis sebuah berita, mengidentifikasi topik, dan mengidentifikasi
informasi tertentu dari teks yang diberikan.
b. Elaborasi
Dalam kegiatan elaborasi guru:
- Membiasakan siswa memahami makna kata dan kalimat dalam teks komplikasi dalam
sebuah iklan, mengidentifikasi topik, dan mengidentifikasi informasi tertentu dari
teks yang diberikan.
- Siswa menjawab beberapa pertanyaan tentang informasi yang tekandung di dalam
teks berita, seperti:
o What is the title of news item text?
o What are the details?
- Siswa mendiskusikan jawaban dengan anggota kelompok masing-masing dibimbing
guru.
- Memfasilitasi siswa melalui pemberian tugas mengerjakan soal latihan yang ada pada
buku ajar Bahasa Inggris untuk dikerjakan secara individual.
37
3. Kegiatan akhir (10 menit)
- Siswa diminta membuat rangkuman dari materi mengenai cara membaca nyaring
bermacam wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar,
mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
- Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
- Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai makna kata
dan kalimat dalam teks komplikasi dalam sebuah berita, mengidentifikasi topik, dan
mengidentifikasi informasi tertentu dari teks yang dibaca dari soal-soal latihan yang
belum terselesaikan.
H. Sumber Pembelajaran
Buku Bahasa Inggris Look Ahead.
LKS Bahasa Inggris kelas X Semester 2 Intan Pariwara
Internet
I. Penilaian
Writing
Bentuk : essai.
J. Evaluasi
Kisi-kisi soal
Writing
Mengungkapkan
makna dalam teks
fungsional pendek
dan essai
sederhana yang
berbentuk
narrative,
descriptive, dan
news item dalam
konteks kehidupan
sehari-hari.
Mengungkapkan makna
dan langkah-langkah
retorika secara akurat,
lancar, dan berterima
dalam konteks kehidupan
sehari-hari dalam teks
berbentuk narrative,
descriptive dan news item.
Siswa mampu menggunakan
kalimat reported speech dalam
menyampaikan sebuah berita.
Siswa mampu menggunakan
kalimat simple present dalam
sebuah deskripsi.
Siswa mampu menggunakan
adverbial clause dalam menulis
sebuah berita.
Siswa mampu menghasilkan teks
berbentuk news item.
Siswa mampu menghasilkan teks
berbentuk narrative.
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Presentasi Tulisan
No Elemen yang DinilaiSkor
Maksimal
Penilaian
Peserta Didik
1 Mengidentifikasi tujuan teks berita 20
2 Menemukan informasi tertentu dalam teks berita 20
3 Menemukan pernyataan yang tidak tepat dalam teks
berita
20
4 Menemukan persamaan kata tertentu dalam teks berita 20
5 Menemukan acuan kata tertentu dalam teks berita 20
Total Skor 100
Padang, Maret 2013
Guru Bahasa Inggris Mahasiswa PL Bahasa Inggris
SMA Adabiah 1 Padang Universitas Negeri Padang
Polmusvita Rezi S.Pd, Nastiti Kharisma
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Appendix 3
Material
Grammar Focus
o Passive Voice Subject + to be + Past Participle/V3
Tenses Active Passive
Simple Present
Simple Past
Present Perfect
Past Perfect
Present Future
S + V1 + O
S + V2 + O
S + have/has + V + O
S + had + V + O
S + will/shall + V + O
S + am/is/are + V3
S + was/were + V3
S + have/has + been + V3
S + had + been + V3
S + will/shall + be + V3
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NEWS ITEM
Social Function Generic Structure Language Features
To inform the readers about
events of the day.
Newsworthy event(s) Recount(s) the event(s) in a
summary form. Background events Elaborate what happened, to
whom, in what circumstances. Sources Comments by participants,
witnesses and authorities on the event.
Use of simple present tense.
Use of passive voice
Use of saying verbs Use of action verbs
Appendix 3
Material
READING EXERCISE
Text 1
Robots have become part of human life.
Robots are machine controlled by a computer, programmed to do the endlessly repetitive
work which most people would find both tiring and boring. Robots can also sometimes be
programmed to work with substance and carry out jobs which may be dangerous to our health.
Only a computerized robot can ‘learn’ to do such work instead of a person. The memory
of a computers remembers all the instructions which a programmer or operator supplies, so that it
can order the robot to do whatever the computer instructs it to do. For example, in the
manufacture of cars, robot arms can be ‘trained’ to spray on paint from every angle.
Text 2
We should be proud of the Indonesian university students for their achievement in the
International Robotics Competition in San Mateo, California, United States of America. The
competition was held from April 20 to 22, 2012. In the competition they won three gold medals.
Wahidin Wahab, a robotics expert from the University of Indonesia, said, “Besides that
achievement, the Indonesian team has won the smart robotic competition in the United States of
America at the beginning of April 2012.”
To develop research on robotics in Indonesia, DP2M – DIKTI and university in Indonesia
hold an Indonesian Robotics Competition. This event is held every year and followed by students
from all universities in Indonesia.
“Through the Indonesian Robotics Competition we can see whether the interest of
Indonesian people, especially youngsters, in robotics is good enough,” said Wahidin.
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Appendix 3
Material
Answer the following questions based on the texts.
Text 1
1. What is the purpose of the text?
2. What are robots?
3. What robot can ‘learn’ to do difficult work?
4. “… so that it can order the robot to do whatever the computer instruct it to do.”
(Paragraph 3). What does the word ‘it’ refer to?
5. “… programmed to do endless repetitive work…” (paragraph 2 )
What word is similar to ‘endless’?
Text 2
1. According to the text, in what event did Indonesian university students get an
achievement?
2. Where did the event take place?
3. How many days did the event take place?
4. Who is Wahidin Wahab?
5. How often do DP2M – DIKTI and universities in Indonesia hold Indonesian Robotics
Contest?
Answer Key:
Text 1
1. To describe robots in common.
2. They are machines controlled by a
computer, programmed to do the
endlessly repetitive work which most
people would find both tiring and
boring.
3. A computerized robot.
4. It refers to ‘the memory of a computer’.
5. It is ‘forever’.
Text 2
1. In the International Robotics
Competition.
2. In San Mateo, California, United States
of America.
3. Three days.
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4. A robotics expert from the University of
Indonesia.
5. Once a year.
Appendix 3
Material
WRITING EXERCISE
Write a news item text based on the previous video.
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Appendix 4
Series of Muted News Video (Movie Maker)
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Six cows stole and drank the beer.
“The cows were actually drinking the beer left on the picnic table.”
Police said.People run away and call 911
In Boxford, Massachusetts.
Six cows crashed a party.
