IMPROVING STUDENTS’ SKILL

TO GENERATE IDEAS

IN WRITING DESCRIPTIVE TEXTS

USING 3D POP-UP PICTURES

(A Classroom Action Research at SMP N 1 Mayong, Jepara)

A THESIS

By:

Nanda Dimas Cahaya Pamungkas

S891502014

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2017

APPROVAL

IMPROVING STUDENTS’ SKILL TO GENERATE IDEAS

IN WRITING DESCRIPTIVE TEXTS USING 3D POP-UP PICTURES

(A Classroom Action Research at SMP N 1 Mayong, Jepara)

Nanda Dimas Cahaya Pamungkas

S891502014

This thesis has been approved by the consultants of English Education Department of

Graduate Program of Faculty of Teacher Training and Education

of Sebelas Maret University Surakarta

In December 2016

Consultant I Consultant II

Dra. Dewi Rochsantiningsih, M.Ed, Ph.D Dr. Sujoko, M.A

NIP. 19600918 198702 2001 NIP. 19510912 198003 1002

Approved By

Head of Education Department of Graduate Program

Faculty of Teacher Training and Education

Sebelas Maret University

Dr. Ngadiso, M.Pd.

NIP. 19621231 198803 1009

LEGITIMATION

IMPROVING STUDENTS’ SKILL TO GENERATE IDEAS IN WRITING DESCRIPTIVE

TEXTS USING 3D POP-UP PICTURES

(A Classroom Action Research at SMP N 1 Mayong, Jepara)

By:

Nanda Dimas Cahaya Pamungkas

S891502014

This Thesis Has been Approved by The Consultants of English Education Department of

Graduate Program Teacher Training and Education Faculty of Sebelas Maret University

Surakarta in January 2017

Board of examiners: Signature

Chairman Dr. Ngadiso, M.Pd (………………………)

NIP. 19621231 198803 1009

Secretary Dr. Abdul Asib, M.Pd (………………………)

NIP. 19520307 198003 1005

Examiners 1. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D (………………………)

NIP. 19600918 198702 2001

2. Dr. Sujoko, M.A (………………………)

NIP. 19510912 198003 1002

Legalized by

The Dean of Teacher Training and

Education Faculty of Sebelas Maret

University

The Head of English Education

Department of Graduate Program

of Teacher Training and

Education Faculty of Sebelas

Maret University

Prof. Dr. Joko Nurkamto, M.Pd

NIP. 19610124 198702 1001

Dr. Ngadiso, M.Pd

NIP. 19621231 198803 1009

PRONOUNCEMENT

This is to certify that I myself write the thesis entitled: IMPROVING

STUDENTS’ SKILL TO GENERATE IDEAS IN WRITING DESCRIPTIVE

TEXTS USING 3D POP-UP PICTURES (A Classroom Action Research at SMP

N 1 Mayong, Jepara)

It is not a plagiarism or made by other authors. Anything related to others’

works are written in quotation, the sources of which are listed on the bibliography.

If later on this pronouncement proved incorrect, I am ready to accept any

academic punishment, including the withdrawal or cancellation of academic

degree.

Surakarta, January 2017

Nanda Dimas Cahaya Pamungkas

NIM S891502014

ABSTRACT

Nanda Dimas Cahaya Pamungkas, NIM.S891502014. Improving Students’ Skill

to Generate Ideas in Writing Descriptive Texts Using 3D Pop-up Pictures (A

Classroom Action Research at SMP N 1 Mayong, Jepara). Thesis, the

consultants: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D and Dr. Sujoko, M.A.

Surakarta: English Education Department of Graduate School, Sebelas Maret

University, 2016.

The objectives of the research are: (1) to identify whether the use of 3D

Pop-up pictures can improve the students’ skill to generate ideas in writing

descriptive text or not; and (2) to describe the difficulties in implementing 3D

Pop-up pictures in this research.

The Classroom Action Research was conducted at SMP N 1 Mayong,

Jepara for 7 months from June to December 2016. The subject of the research was

the seventh grade students of SMP N 1 Mayong, Jepara consisted of 36 students.

The method consisted of 2 cycles. Every cycle included planning, acting,

observing, and reflecting. In collecting data, I used observation, documentation,

questionnaire, interview, and test. After collecting the data, the researcher

analysed quantitative and qualitative data. The quantitative data were analysed by

Descriptive Statistics. It compared among, Pre and post test 1 and 2. Meanwhile

the qualitative data were analysed by CCM (Constant Comparative Method). It

consisted of comparing incidents applicable to each category, integrating

categories, delimiting theory, and writing theory.

The result of the research shows that 3D Pop-up picture can improve

students’ skill to generate ideas, which focuses on (1) increasing the number of

paragraphs in piece of writing; (2) increasing the number of sentences in each

paragraph to support main idea; (3) mention objective facts of a thing; (4) mention

the opinion of the thing they describe; (5) produce more grammatical sentences;

(6) use correct precise diction; (7) connect the sentences by using cohesive

devices. The mean score for pre test: 50.9, test cycle I: 62.2 and for test cycle II:

73.2. Compared to KKM (passing grade) which is 73, the score is improving.

There are some difficulties in the implementation of teaching writing using 3D

Pop-up picture: (1) making the students concentrate when the teacher explains the

material; (2) increasing the ability of the students to know the meaning of the

words in English; (3) making the class situation became quiet; (4) making the

students more active to interact with the teacher by asking some questions; (5)

making the students participate to move forward to write their answer.

In conclusion, 3D Pop-up picture is able to improve students’ skill to

generate ideas in writing descriptive texts and there are some difficulties in

implementing 3D Pop-up picture. The suggestion for English teacher that 3D Pop-

up picture can be used in teaching writing, especially descriptive text.

Key words: writing, 3D Pop-up picture, generating idea, descriptive text, and

classroom action research.

ABSTRAK

Nanda Dimas Cahaya Pamungkas, NIM.S891502014. Meningkatkan

Kemampuan Siswa untuk Menghasilkan Ide dalam Menulis Teks Deskriptif

Menggunakan Gambar 3D Pop-up ( Penelitian Tindakan Kelas di SMP N 1

Mayong, Jepara). Tesis, pembimbing: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D

dan Dr. Sujoko, M.A. Surakarta: Pendidikan Bahasa Inggris Program

Pascasarjana, Universitas Sebelas Maret, 2016.

Tujuan dari penelitian ini adalah: (1) untuk mengidentifikasi apakah

penggunaan gambar 3D Pop-up dapat meningkatkan kemampuan siswa untuk

menghasilkan ide-ide dalam menulis teks deskriptif; dan (2) untuk

mendeskripsikan kesulitan dalam menerapkan gambar 3D Pop-up dalam

penelitian ini.

Penelitian tindakan kelas dilakukan di SMP N 1 Mayong, Jepara selama 7

bulan dari bulan Juni sampai Desember 2016. Subjek penelitian ini adalah siswa

kelas VII A SMP N 1 Mayong, Jepara terdiri dari 36 siswa. Metode ini terdiri dari

2 siklus. Setiap siklus meliputi perencanaan, tindakan, pengamatan, dan refleksi.

Dalam pengumpulan data, digunakan observasi, dokumentasi, angket, wawancara,

dan tes. Setelah mengumpulkan data, peneliti menganalisis data kuantitatif dan

kualitatif. Data kuantitatif dianalisis dengan Deskriptif Statistik. Ini dibandingkan

antara, Pre dan ujian akhir 1 dan 2. Sementara data kualitatif dianalisis dengan

CCM (Metode Perbandingan Konstan). Ini terdiri dari perbandingan insiden yang

berlaku untuk masing-masing kategori, mengintegrasikan kategori, pembatasan

teori, dan menulis teori.

Hasil penelitian menunjukkan bahwa gambar 3D Pop-up dapat

meningkatkan kemampuan siswa untuk menghasilkan ide-ide, yang berfokus pada

(1) meningkatkan jumlah paragraf dalam tulisan; (2) meningkatkan jumlah

kalimat dalam setiap paragraf untuk mendukung gagasan utama; (3) mampu

menyebutkan fakta-fakta dari obyek yang dilihat; (4) mampu menyebutkan

pendapat tentang hal yang mereka gambarkan; (5) mampu menghasilkan kalimat

dengan grammar yang benar; (6) dapat menggunakan pemilihan kata yang tepat;

(7) dapat menghubungkan kalimat dengan menggunakan kata hubung. Skor rata-

rata untuk pre test: 50.9, tes siklus I: 62.2 dan untuk tes siklus II: 73.2.

Dibandingkan dengan KKM (kriteria ketuntasan minimal) yang merupakan 73,

skor meningkat. Ada beberapa kesulitan dalam pelaksanaan pengajaran menulis

menggunakan gambar 3D Pop-up yaitu: (1) membuat siswa berkonsentrasi saat

guru menjelaskan materi; (2) meningkatkan kemampuan siswa untuk mengetahui

arti dari kata-kata dalam bahasa Inggris; (3) membuat situasi kelas menjadi

tenang; (4) membuat siswa lebih aktif dalam berinteraksi dengan guru dengan

mengajukan beberapa pertanyaan; (5) membuat siswa berpartisipasi untuk maju

ke depan untuk menulis jawaban mereka.

Kesimpulannya, gambar 3D Pop-up mampu meningkatkan kemampuan

siswa untuk menghasilkan ide-ide dalam menulis teks deskriptif dan ada beberapa

kesulitan dalam penerapan gambar 3D Pop-up. Saran untuk guru bahasa Inggris

yaitu gambar 3D Pop-up dapat digunakan dalam pengajaran menulis terutama teks

deskriptif.

Kata kunci: menulis, gambar 3D Pop-up, menghasilkan ide, teks deskriptif, dan

penelitian tindakan kelas.

MOTTO

“Do what you can, with what you have, and where you are.”

(Theodore Roosevelt)

Dedication

My Father Murtandho

My Mother Ninik Suharmini,

Mas Tuhu & Mega

ACKNOWLEDGMENT

In the name of Allah, the most gracious and the most merciful, all praises

and thanks are only dedicated for Allah SWT, who gives the blessing and help so

I can finish the thesis.

I would like to express special gratitude to those who have given their

help, guidance, and support in writing this thesis:

1. The Dean of Teacher Training and Education Faculty for approving this

thesis.

2. The Head of English Department of Teacher Training and Education Faculty

for giving permission to write the thesis.

3. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D, the first consultant for her patience,

guidance, and suggestions.

4. Dr. Sujoko, M.A, the second consultant for his patience, guidance, and

suggestions.

5. Rofi’i, S.Pd, M.Pd. as the Headmaster of SMP Negeri 1 Mayong, Jepara for

facilitating the writer in collecting the data.

6. Rochmawati Noviana, S. Pd as the English teacher of VII A, SMP Negeri 1

Mayong, Jepara who has helped in doing the research.

7. The students of VII A, SMP Negeri 1 Mayong, Jepara for the cooperation

during the research.

8. Staff TU SMP Negeri 1 Mayong, Jepara for their best support, joy, and the

workload they have given.

I accept every suggestion, criticism, and comment from those who concern

to this thesis. I hope that this thesis will be able to give contribution and be useful

for readers especially for those who are interested in the similar study.

Surakarta, January 2017

Nanda Dimas Cahaya Pamungkas

TABLE OF CONTENTS

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

THE APPROVAL PAGE ……………………………………………… ii

LEGITIMATION .................................................................................... iii

PRONOUNCEMENT …………………………………………………. iv

ABSTRACT ……………………………………………………………. v

ABSTRAK ……………………………………………………………… vi

MOTTO ………………………………………………………………... vii

DEDICATION …………………………………………………………. viii

ACKNOWLEDGEMENT …………………………………………….. ix

TABLE OF CONTENTS ……………………………………………… x

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

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

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

CHAPTER I INTRODUCTION

A. Background of the Research ………………………………………… 1

B. Problem Statement ………………………………………................... 4

C. Objective of the Research …………………………….……………... 4

D. Significance of the Research ………………………….……………... 4

CHAPTER II LITERATURE REVIEW

A. Theoretical Description ……………………………….……………… 6

1. Writing ……….………………………………………..…………... 6

a. The Nature of Writing ………………………………………….. 6

b. Writing Skill …….…….………………....................................... 10

c. Micro and Macro Skill ……………………………………......... 11

d. Difficulties in Writing ………………………………………….. 12

e. Teaching Writing …………………………………………......... 12

f. Generating Idea ………………………………………………… 15

2. Descriptive Text ………………..………………………………….. 22

a. Texts.…....……..………………...….…….…………………….. 22

b. Definition of Descriptive Text ……………..…………………… 23

c. Language Features of Descriptive Text …….………………….. 25

d. Challenge in Writing Descriptive Text ………………………… 27

3. Media………………………………....…...……………………….. 30

a. A Learning Media ……………................................................... 32

b. Pop Up Pictures as Instructional Media………………………... 34

c. Advantages of Pictures….…………..…………………….......... 35

d. Teaching Writing Using 3DPP……………..…………………... 35

B. Review of Related Researches………………………..………………. 39

CHAPTER III METHOD OF THE RESEARCH

A. Context of the Research ………………………..……….………….... 45

1. Setting of the Research …………………………………………… 45

2. Time of the Research ……………………………………………... 45

3. Subject of the Research …………………………………………... 46

B. The Method of the Research ..…..…………………………………… 46

1. Action Research ……….…………………………………………. 46

2. The Procedure of the Research …………………………………... 48

C. Techniques of Collecting Data …..………………………………….. 49

D. Techniques of Analyzing Data …….………………………………... 55

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Sit

uation Prior before Research …………………………………….. 57

B. .................................................................................................... Research Implementation ……………………………………………

1. Cycle 1 …………………………………………………………..

a. Planning ……………………………………………………..

b. Acting ……………………………………………………….

1) First Meeting ………………………………………….....

2) Second Meeting ……………………………………….....

3) Third Meeting ……………………………………………

4) Fourth Meeting …………………………………………..

c. Observing …………………………………………………....

d. Reflecting …………………………………………………....

1) The Strengths in Cycle I …………………………………

2) The Weaknesses in Cycle I……………….……………. .

2. Cycle 2 …………………………………………………………..

a. Planning ……………………………………………………..

b. Acting ……………………………………………………….

1) First Meeting …………………………………………....

2) Second Meeting ………………………………………....

3) Third Meeting ……………………………………………

4) Fourth Meeting ………………………………………….

c. Observing ……………………………………………………

d. Reflecting ……………………………………………………

1) The Strengths in Cycle II …………….………………….

2) The Weaknesses in Cycle II ……………….…………….

3. Summary of Research Findings ………………………………….

62

63

63

65

65

66

67

69

70

73

75

76

78

78

79

79

80

81

82

84

87

90

91

92

C. Discussion …………………………………………………………… 96

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ………………………………………………………….. 103

B. Implication ………………………………………………………….. 104

C. Suggestion …………………………………………………………… 105

BIBLIOGRAPHY……………………………………………………….. 107

APPENDICES ………………………………………………………….. 112

LIST OF TABLES

Table Page

Table 2 The Example of Descriptive Text ......................................................... 25

Table 3.1 Time Setting of the Research ................................................................ 44

Table 3.2 Scoring Rubric of Writing Test ............................................................. 51

Table 3.3 Range Score of Generating Idea ........................................................... 51

Table 3.4 Scoring Rubric of Generating Idea ....................................................... 53

Table 3.5 Technique of Collecting and Analysing Data ....................................... 54

Table 4.1 Students’ Writing Score on Pre-research .............................................. 58

Table 4.2 Students’ Score of generating Idea on Pre-research ............................. 59

Table 4.3 Students’ Score of generating Idea on Pre-research Scale 100 ............. 59

Table 4.4 The Result of Pre test on Generating Idea ........................................... 60

Table 4.5 List of Activities Using 3DPP .............................................................. 61

Table 4.6 Problem Indicators and Activities ........................................................ 62

Table 4.7 Process of the Research......................................................................... 63

Table 4.8 Planning of Students’ Activity in Cycle I ............................................. 65

Table 4.9 The result of Observation in Cycle I ..................................................... 72

Table 4.10 The Result of Generating Idea on Cycle I........................................... 73

Table 4.11 Students’ Writing Score in Post Test Cycle I ..................................... 73

Table 4.12 Students’ Score of Generating Idea in Post Test Cycle I .................... 74

Table 4.13 Students’ Score of Generating Idea in Post Test Cycle I Scale 100 ... 74

Table 4.14 Post Test Score Cycle I ....................................................................... 75

Table 4.15 Planning of Students’ Activity in Cycle II .......................................... 79

Table 4.16 The Result of Observation in Cycle II ................................................ 87

Table 4.17 The Result of Generating Idea on Cycle II ......................................... 87

Table 4.18 The Result of Writing on Cycle II ...................................................... 88

Table 4.19 Students’ Writing Score in Post Test Cycle II .................................... 88

Table 4.20 Students’ Score of Generating Idea in Post Test Cycle II ................... 88

Table 4.21 Students’ Score of Generating Idea in Post Test Cycle II Scale 100 .. 89

Table 4.22 Post Test Score Cycle II ...................................................................... 89

Table 4.23 The Comparison between Cycle I and II ........................................... 92

Table 4.24 The Comparison Score ........................................................................ 94

Table 4.25 The Comparison of Average Score on Writing .................................. 95

Table 4.26 The Comparison of Average Score on Generating Idea ..................... 95

LIST OF FIGURE

Figure Page

Figure 3.1 The Wheel Process of Writing ..........................................................37

Figure 3.2 Classroom Action Research Model ...................................................45

LIST OF APPENDICES

Appendix Page

Appendix 1 Syllabi ......................................................................................... 112

Appendix 2 Lesson Plan 1 ............................................................................... 119

Appendix 3 Lesson Plan 2 .............................................................................. 147

Appendix 4 Cycle I Field Note 1 .................................................................... 173

Appendix 5 Cycle I Field Note 2 .................................................................... 175

Appendix 6 Cycle I Field Note 3 .................................................................... 177

Appendix 7 Cycle I Field Note 4 .................................................................... 179

Appendix 8 Cycle II Field Note 1 ................................................................... 181

Appendix 9 Cycle II Field Note 2 ................................................................... 183

Appendix 10 Cycle II Field Note 3 ................................................................... 185

Appendix 11 Cycle II Field Note 4 ................................................................... 186

Appendix 12 Interview in Pre-Research .......................................................... 188

Appendix 13 Interview after Research ............................................................. 192

Appendix 14 Observation in Cycle I ................................................................. 196

Appendix 15 Observation in Cycle II .............................................................. 197

Appendix 16 Students Scoring Result .............................................................. 198

Appendix 17 Questionnaire ............................................................................... 210

Appendix 18 Writing Sheet ............................................................................... 220

Appendix 19 Readability of Writing Text ........................................................ 221

Appendix 20 Photographs ................................................................................ 222

Appendix 21 Surat Keterangan Penelitian ....................................................... 225

Appendix 22 Students’ results .......................................................................... 226