TEACHING WRITING DESCRIPTIVE TEXT BY USING DIRECT METHOD AT FIRST

GRADE STUDENTS OF SMPN 2 PEDES KARAWANG

JOURNAL
Submitted to the English Education Study Program Language and Arts Departement
of STKIP SILIWANGI BANDUNG in Partial Fulfilment
of the requirements for Sarjana Pendidikan Degree

By
YAYAN SURYANA
10220609

ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ARTS DEPARTEMENT

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN (STKIP) SILIWANGI BANDUNG
2012

TEACHING WRITING DESCRIPTIVE TEXT BY USING DIRECT METHOD AT FIRST

GRADE STUDENTS OF SMPN 2 PEDES KARAWANG

By
YAYAN SURYANA
NIM. 10220609
e-mail : yayansuryana704@yahoo.co.id

ABSTRACT
The objective of this research entitled "Teaching Writing Descriptive Text by Using Direct Method at First
Grade Students of SMPN 2 Pedes-Karawang" was to find out whether or not teaching writing by using Direct
Method teaching approach can improve students` writing ability. This research used one group pretest-posttest
design and quantitative research method. The instrument used in this research was tests (pretest and posttest).
The population of this research was 32 of the first grade students of SMPN 2 Pedes-Karawang and the sample
was entire population. The data of this research were collected by giving the tests (pretest-posttest) to the
students sample. The collected data were analyzed by using t test formula. The results of data analysis showed
that: the mean score of pretest was 51.41, the mean score of posttest was 73.63 and the t observed was 21.57.
The t critical value with degree of freedom 32 and level of significance at 5% (0,05) was 2.02. Based on the data
analysis above, the alternative hypothesis was accepted because the t observed was higher than t table
(21.57>2.02). It also meant that Teaching Speaking by Using Direct Method was effective to improve students
speaking ability.
Key words : Observation, Direct Method, Writing Descriptive Text Book.

A.

Introduction
English is everywhere. Therefore English is
said to be the most widely used as international
language (Alwasilah, 1997:118). Since English is very
important it has been teaching from Junior High
School to university for many years. In spite of long
period of Eglish teach in, the result of teaching in
general is unsatisfied. The fact implies that all over
the world, Indonesia should master English for diverse
purpose
(Departemen
Pendidikan
Nasional,
2008:103).
In Indonesia, English learned mainly for the
absorption and development of science, technology,
social culture and for the development or relations
with the teaching of English as Junior High School
implementation of English teaching at Junior High
School is reliatively new. Considering the factor, the
writer is interested in investigating how the teaching
and learning, particularly writing is carried out. It has
proceeded since Departement of National Educational
of West Java Issued the Based Cucciculum 2006.
Facing this condition, as one of the subject at Junior
High School more specifically English is taught as
the local content.
Writing is one of the four language skills needed
by students. Often, when given a writing assignment,
students sit for long periods thinking, but not
producing much. This is because students lack of
vocabulay and they have not mastered English

grammar well. In fact, vocabulary and grammar is

important in writing. The writer is very interested in
investigating how the teaching particulary writing
using by picture at the seventh grade at SMP Negeri 2
Pedes. In there the writer want to meet some problems
face by students in learning English, specially in
writing theirs problem are difficult words. From these
problems, the writer tried to use picture in teaching
English.
B. Literature Review
1. Teaching Approach
In teaching process an English teacher should
improve their professionalism to help their students.
One way to achieve this goal is to use an approach.
According to Anthony in Brown (1994:48) approach
is a set of assumptions dealing with the nature of
language, learning, and teaching.
2.

Teaching Methods
English teacher also need a method to help their
students in mastery English ability. According to
Brown (1994:51) Method is a generalized set of
classroom specification of accomplishing linguistic
objectives.
3. Teaching Technique

According to Brown (1994:51), technique is

any of wide variety of exercises, activity, or
1

5)

Research Data Analysis Technique

The data were analyzed by using T-test formula
according to Hatch and Farhady (1982:115). The
formula of T-test is as follows :
For computing thes tandar deviation, the writer used
the formula from (Hatch and Farhady, 1982:56), as
follows :

devices used in the language classroom for

realizing lesson objectives.
4.

Teaching Strategy
Strategy is a basic thinking to do something.
Strategic teaching describes instructional processes
that focus directly on fostering student thinking, but
goes well beyond that (Kizlik,2012)
5. Definition of Teaching

Teaching refers to guiding and facilitating

learning, enabling the learner to learn, setting the
conditions for learning (Brown, 1994: 7).
According to Biggs (1991) in Syah, the concept
of teaching divided into three definitions. First in
quantitative definition, teaching is the
transmission of knowledge. Second in
institutional definition, teaching is the efficient
orchestration of teaching skill. Third in
qualitative definition, teaching is the facilitation
of learning.

SD

( )

= Standard Deviation
= refers to total differences between pretest and post test result
= number of fairs

In computing the standar error of differences between

two means, the writer used the formula :
=

6. Definition of Learning

Learning is a process of change behavior that

is resulted from experience and training. Hilgard
in Sanjaya (2006:110) explains: learning is the
process by which an activity originates or
changed through training procedures (whether in
the laboratory or in the natural environment) as
distinguished from changes by factors not
attributable to training.

SD
n

= refers to standar error of differences

Between to means
= refers to standard deviation
= refers to the total of observation

In order to know the significant of the treatment, the

data are analyzed using t-test. The formula t-test is :

C.
1)

Research Methodology
Research Design
According to Burn (1994:125) research design
is essentially a plan or strategy aimed at enabling and
searches to be option to research questions . There
were many designs that could be utilizied in
educational research. Hatch and farhady (1982:19)
mention five major classes of research design : pre
experiment, quasi experiment, ex post facto, and
factorial facto and factorial design. The research used
experiment design which pretest dan posttest design.
2) Research Method
This research used quantitative method.
According to Larsen-Freeman and Long (1991:11) a
quantitative study is an experiment design that test
hypothesis through the uses of objective instrument
and analysis.
3) Research Instrument
The instrument that were used for gathering the
data was test ( pretes and posttest).
4) Research Subject
The instrument that were used for gathering the
data was test ( pretes and posttest).

x1
x2
SD

t=

= the mean of pre-test

= the mean of post-test
= refers to standar error of diferences
between two means

In computing the degree of freedom, the writer used

the formula :
DF = n - 1
6) Direct Method

Still, the Direct Method was not without its

problems. As Brown (1994:56) points out, "(it)
did not take well in public education where the
constraints of budget, classroom size, time, and
teacher background made such a method difficult
to use." By the late 192 Then the writer looked
for the critical value of ttable 25 with the
significance level at 0.05 (5%). The table showed
2.06. From applying the t-test, the writer obtained
the t obs = 17.22. Meanwhile the ttable showed 2.06.
It means that t obs is higher than ttable.
0s, the method was starting to go into decline
and there was even a return to the Grammar
2

Translation Method, which guaranteed more in the

way of scholastic language learning orientated around
reading and grammar skills. But the Direct Method
continues to enjoy a popular following in private
language school circles, and it was one of the
foundations
upon
which
the
well-known
"Audiolingual Method" expanded from starting half
way through the 20th century. Richards and Rodgers
(1986:9-10) summarize the key features of the Direct
Method thus:

From data above, we know that the mean score of

writing pre test 51.41, while the mean score of writing
post test is 73.63. the difference of pre test and post
test is 22.22
2) Analysis of the result pre test and post test
After collecting the data, the writer processed the data.
The purpose of the data processing is to change the
raw data into the refine data in order to give direction
in further investigation. The writer used some
formulas, from Hatch and Farhady (1952:55-57) and
got some data as follows:
- Mean of pre test
= 51.41
- Mean of post test
= 73.63
- Standar deviation
= 7.38
- Standar error
= 1.03
- Tobs
= -21.57
- Degree of freedom
= 31
Then the writer looked for the critical value of ttable =
32 with significance level at 0.05 (5%). The table
showed = 2.02. From applying the t-test, the writer
obtained the t obs = 21.57. Meanwhile the ttable showed
2.02. it means that tobs is higher than ttable

D. Research Finding and Discussions

1. Findings
The research was conducted with the purpose of
finding out whether teaching writing. In relation to the
objective above, this research gathered the data
through pre test and post test. The data results of the
tests were presnted below :
Table 1. The Result of Pre test - post test Score
(n)

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32

Score
X

1
42
48
56
44
46
48
36
65
48
67
68
44
56
47
68
49
26
69
46
52
24
64
49
68
48
54
42
46
48
62
46
69
1645
51.41

2
65
72
76
69
71
74
55
86
75
87
86
64
72
70
80
74
56
90
66
72
58
82
70
76
73
74
68
76
74
77
82
86
2356
73.63

(D)

(D 2)

23
24
20
25
25
26
19
21
27
20
18
20
16
23
12
25
30
21
20
20
34
18
21
8
25
20
26
30
26
15
36
17
711

529
576
400
625
625
676
361
441
729
400
324
400
256
529
144
625
900
441
400
400
1156
324
441
64
625
400
676
900
676
225
1296
289
16853

3) Discussions
The hypothesis of this research is the approach of
this teaching can not improve students writing. The
hypothesis will be accepted, if the obtained tobs is
smaller than ttabel. The result of computation showed
that tobs = -28.43 while t table = 2.87 it is clear that tobs
is higher than the critical valueof 2.06 at a significant
level of 5%. There is a significant difference between
students pre test and post test score. It means that the
hypothesis is rejected.
From the result above, the writer summarized that
teaching writing through colud improve writing of the
first grade students of SMPN 2 Pedes Karawang.
H.

Conclusions and Suggestions

A. Conclusions
Based on the data, teaching writing using pictures was
more effective than teaching writing without pictures.
It is found that the alternative hypothesis was accepted
and the null hypothesis was rejected.
B.
1.

2.

Suggestions
It is good for a teacher to motivate students to
write they want without being worried about
producing errors. The teachers are expected to be
the facilitators and motivators not to be the
decision makers.
It is advisable for a teacher to use of pictures in
teaching writing.

REFERENCES
Alwasilah, A. Chaeder, 1997. Politik Bahasa dan
Pendidikan, Bandung. Remaja: Rosda Karya.
Brown, H. Douglas. 1994. Principle Of Language
Learning & Teaching Third Edition. Prentice Hall.
Inc.
Burn, Robert B. 1994. Introducing to Research
Methods. Australia: Longman Australia Pty Ltd.
Hatch, E. and Hossein Farhady. 1982. Research
Design and Statistic for Applied Linguistic.
Newbury House Publisher. Inc.
Larsen-Freeman, D. & M. H. Long. 1991. An
introduction to Second Language Acquisition
Research. London: Longman.
Lawrey. Chambers, D.W. 1995. The Language Arts,
Lowa: W.M.C. Brown Company Publisher.
Mc Arthur. 1992. The Oxford Companion to the
English Language. Oxford New York: Oxford
University Press.