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THESIS
By
ANAM FADLILLAH
1210231016
THESIS
By
ANAM FADLILLAH
1210231016
i
IMPROVING ELEVENTH GRADE STUDENTS WRITING ABILITY BY
USING JOURNALISTIC QUESTION TECHNIQUE AT
VUTTISARTIVITTAYANUSORN ISLAMIC SCHOOL
THESIS
Presented to
University of Muhammadiyah Jember
in partial fulfillment on the requirements for
the degree of Sarjana in English Language Education
By
ANAM FADLILLAH
1210231016
The only man who never makes mistakes is the man who never does anything
- Theodore Roosevelt -
iv
AGREEMENT
This is to certify that the Sarjana thesis of Anam Fadlillah has been approved by
the thesis advisors for further approval by the Board of Examiners.
v
APPROVAL SHEET
This is to certify that the Sarjana thesis of Anam Fadlillah has been
approved by the Board of Examination as the requirement for the degree of
Sarjana in English Language Education.
Acknowledged by
Dean of Faculty of Teacher Training and Education
vi
PREFACE
This thesis is composed to make the readers understand about the use of
students find writing as one of the most difficult skills in English. In order to face
this common problem, the researcher wants to improve the students writing ability
through the available teaching method, in this case the Journalistic Questions
Technique.
The objective of this research referring to the research problem is to find out
how Journalistic Questions Technique can improve writing ability of the eleventh
2015/2016 academic year, starting from the introduction in first chapter, review
result of the research in fourth chapter, discussion in fifth chapter, and conclusion
As this thesis is far from being perfect, suggestions and criticism are needed.
Finally, it is expected that the result of the study will be valuable for the English
The Researcher
vii
ACKNOWLEDGMENT
1. Drs. H. M. Zaki Hasan, M.Si. The Dean Faculty of Teacher Training and
patiently.
3. Anita Fatimatul Laeli, M.Pd. as my second advisor, who has patiently guided
me in writing my thesis.
Islamic School.
School.
Islamic School.
And also for those who cannot be mentioned one by one from the report.
The Researcher,
viii
DEDICATION
I think without the help and the guidance from the other people, I cannot
father, Mr. Sutali Mathari and Mrs. Sutiati, who had raised me with full of
struggle and love so much, hope and prayers have give guidance to the gate
of success.
me, always give your spirit and prayer to me. I really happy that you
always at my side.
3. My Hidden Alley boarding house family, thank you for always supporting
me in a weird way, but I like it though, I love to laugh together with you
guys.
4. All my best friends in the 2012 periods class especially A class. Thank you
very much.
5. All my friends in Debate Club, English Club and EXCELLO. Thank you
7. My Blue Almamater, thank you for the opportunity that has been given.
ix
TABLE OF CONTENTS
COVER i
TITLE SHEET ii
LOGO iii
AGREEMENT iv
APROVAL SHEET v
PREFACE vii
ACKNOWLEDGMENT viii
DEDICATION ix
TABLE OF CONTENS x
LIST OF TABLE xii
LIST OF DIAGRAM xiii
LIST OF APPENDICES xiv
ABSTRACT xv
CHAPTER I INTRODUCTION
1.1 Background of the Research 1
1.2 Problem of the Research 4
1.3 Objectives of the Research 4
1.4 Operational Definition of the Terms 4
1.5 Significances of the Research 5
1.6 Scope of the Research 6
x
3.4 Area of the Research 22
3.5 Procedure of the Research 23
3.5.1 Preliminary Study 23
3.5.2 Planning 24
3.5.3 Acting 24
3.5.4 Observing 25
3.5.5 Reflecting 26
3.6 Criteria of Success 26
3.7 Instrument of the Research 27
3.7.1 Instruments Analysis 28
CHAPTER V DISCUSSION 42
REFFERENCES 46
APPENDICCES 48
xi
LIST OF TABLES
Table Page
xii
LIST OF DIAGRAM
Diagram Page
xiii
LIST OF APPENDICES
Appendix Page
1. Research Matrix 48
2. Research Subject 49
3. Preliminary Study 50
4. Try-Out Subject 51
5. Try-Out Task 52
6. Try-Out Score 54
8. Attendance List 57
xiv
ABSTRACT
The second and foreign language learners of English (ESL and EFL)
consider writing as the most difficult skill to learn and also to teach. As the
preliminary study of the students in Thailand, I found that, most of students unable
to write well because they think writing is a boring activity to do. This problem
caused by their difficulties to generate idea. Therefore, I try to improve their writing
ability by implementing journalistic questions technique (JQs) to help them gather
ideas. The purpose of this study is to find out how JQs can improve students writing
ability through the idea development.
This study employed classroom action research. The subject of the research
is the 11th grade students of Vuttisartvittayanusorn Islamic School Krabi, Thailand
consisting of 7 students. To obtain the data of the study, I used an essay test and
classroom observation. The test measures the students writing achievement after
teaching and learning process, while classroom observation measures the students
activeness in the class during teaching and learning process. The data was analyzed
using formula E = n/N x 100%.
JQs improves the students writing ability in two cycles from M = 54.3 in
Cycle 1 to M = 65.7 in Cycle 2 and the percentage of students scored 65 (E =
28.8%) in Cycle 1 to (E = 71.4%) in Cycle 2. The observation result from 49.9%
students activeness in Cycle 1 to 78.5% students activeness in Cycle 2. The
difference between cycle 1 and cycle 2 is the process of using JQs. Cycle 1 students
create their own questions to develop their ideas through answering them. In cycle
2, teacher provide the questions for the students to ease them finding the answer on
the text. It can be concluded that JQs is able to improve the students writing ability
at VuttisartVittayanusorn Islamic School Krabi Thailand in 2015/ 2016 academic
year by providing the questions by the teacher to build students ideas development
and get more focus on browsing the ideas in the news text.
xv
CHAPTER I
INTRODUCTION
Since ASEAN announced the ASEAN Free Trade Area (AFTA), Thailand
defined in its education, which they use The Basic Education Core Curriculum as
their curriculum education. It is stated that English language is very important and
This curriculum aimed to enabling the learners to get a good ability to use the
ability to help them able to exchange data and information, express feelings and
opinions, interpret and present data, concepts and views on various matters, and
1
2
Based on the curriculum, the eleventh grade students should have already
able to write summarise the main idea/theme identified from analysis of matters,
August, 26th 2015, showed that students are lack of ideas to summarize in
paragraph. This problem happened because there are no techniques used or known
by the students to brainstorm some ideas, in other word it is called by the pre-
mistake, and it will make students able to imitating, copying and transforming of
correct language but hard to develop their writing (Nunan, 1991: 86-87). The
other problem is because of the teaching and learning process focus more in using
the teacher center in the class and it influences the students in their writing ability.
And the effect that they still have some difficulties in gathering their idea to
news text, and some of them still cannot gather any ideas.
2001; v). Process approaches to writing tend to focus more on the varied
developing new ideas, on this view the researcher is using a familiar technique,
also known as 5W-1H or questioning technique, this technique guides the students
supported by Gordon Taylor, (2009: 22-24) stated that the most important ability
needed to master the writing is the ability to make a question of the topic/text.
questioning and answering will create a good cooperative learning in the class that
will change the atmosphere of the classroom study from a quiet class to the
learning involves healthy noise, from keeping the eyes on the paper to the solving
a problem together, from sitting quietly to the active one, and from the talking is
The current research about using the journalistic question also had
constructing ideas and composing them into a news text. Which resulted that the
writing a news text. It also improved the students interest in writing. The students
were actively involved in the teaching and learning process. Most of them were
School, Krabi, Thailand, it was known Journalistic Question Technique had never
been used to teach writing. The most method used is lecturing method which tend
to focus more on the writing product rather than its process. But the fact is that
4
by using the lecturing method some students even felt bored during the teaching
because summarizing was stated on the Basic Course Outline of English for
Question Technique has some advantages to the students writing ability, which
Academic Year
research were formulated as How can the use of Journalistic Question Technique
This classroom action research is intended to find out how the Journalistic
Question Technique can improve the eleventh grade students writing ability in
Academic Year.
5
The operational definition will guide the reader to understand the concept
about the study. It enables the researcher and the readers to get mutual
technique acts as a tools to help students find the main idea and supporting idea of
the text by creating some question related to the text. The questions can be taken
from the teacher or students, if they want to add some more questions they need as
2. Writing Ability
The results of the research were expected to be useful for the students, the
This chapter will review about the description of the two variables based on
some experts, which consist of the definition of writing ability and also the
Writing ability is one of four skills in English language, which concern on the
word to be a sentences and create them to be good paragraph. Gathering all of them to
be a good paragraph is not easy, we need to consider and understand the four aspects
language need to know by every writer because it is the building blocks of language;
2. Textual knowledge: the knowledge of how these building blocks are put together to
form coherent texts; 3. Functional knowledge: about how language is used to achieve
So a good text is when the idea of the writer is appropriate with the word they use in
7
8
be more careful on the process of writing which can lead every writer to create a good
the text is achieved and sociolinguistic ally accepted is by using their critical
thinking.
The writing process is focus more on activity that happen on the very first
beginning of writing, when every writer making a plan or drafting etc. but for young
writer, usually, they just done this only in their head, and the effect is they will be
forgetting some statement or ideas that they wanted to write. So, understanding this
activity will make them know how importance the process of writing to make a good
writing product (Rahim & Ismail, 2014: 794). There are three steps of writing process
activity: 1) Pre-writing is everything writer do before he/she begin to draft the paper.
Look over an assignment handout, choose and narrow the topic, and assess the
audience and purpose. Research is also an important aspect of pre-writing. (and more
explanation of this step will be explained in the second chapter); 2) Drafting is the
stage when the writer begins to put the result of his/her pre-writing in paragraph
form; and the 3) Revising is the step when the writer need to consider that his writing
product is fit to the assignment task, and each paragraph has a topic sentence, the
grammar, etc. So, to do all these process, every writer need to call on the two
opposite abilities or activities that: Generating and Criticizing (Elbow, 2000: 52-55).
Generating ideas is one big problem faced by young writer, sometimes they
hard to state what do they have to write first, and how they will end up the text. There
are a lot of expert said that the important thing in writing is its process not the
9
product. Because in the process of writing there are a lot of activities that writer need
to do to make a very good product of writing. In this step of writing, the writers
creativity acts much to think what to write, how to write and to end up the text; and
the next is Criticizing, in this step the writer need to use his critical thinking to
understanding these abilities cannot guarantee the final process of pre-writing is done
well. So, the writer also need to understand the two knowledge to make these abilities
developed well and done effectively. The two main knowledge that writer need to be
considered are: 1) process knowledge: understanding what to prepare for the ideas,
this is important for writer to develop his ideas in the text, in order to make him easier
to carry out all of supporting ideas for the main ideas he got in the text; 2) content
knowledge: the writer must really understand the ideas and the concepts of the text
that the writer wanted to write, in order to prepare which word or sentences that
There are some advantages of using pre-writing activities: 1) this activity will
writing activities not only help students acquire the target language but also they will
help students build their interpersonal, thinking, planning skill; 3) this activity also
help students to plan and organize their writing well; 4) pre-writing also help students
to gain more motivation to write; 5) in this stage students will be able to solve the
problem they faced based on the techniques they use in pre-writing such as:
There are three main focus of component that is used to indicate the quality of
a. Organization
the reader can decide what text it is. This component refers to how effective
the introductory paragraph that the writer made, the arrangement of the ideas,
whether the main ideas and the supporting ideas is in the right places or not,
and whether the text is appropriate with the target text that the writer wanted
organization interfere.
(Poor) evidence; writer has not made any effort to organize the
composition.
b. Grammar
Grammar is one of the aspects of the language system and essential element of
writing that relates to whether or not the students use correct form of the
language, because grammar will help the reader to get the correct meaning of
the text. If the use of the clauses is incorrect or other grammar element of
grammar is incorrect, the text message will not be delivered well to the reader
c. Vocabulary
A good writing can be assessed from the use of its vocabulary, because from
the appropriate vocabulary, the sense of the text will be able to be delivered
well to the writer. Peter Elbow (1998:7), stated that the writer should be able
13
to deliver his ideas as a good speaker which has a good ability in eloquence,
in order to create a good understanding of the text to the reader. And the
to gain a good composition of text. The product will be achieved when the process of
writing is done well. One thing that we need to do is brainstorm every idea we need
14
to explain on the text, this activity is called by pre-writing activity. There are many
kind of prewriting techniques used for gathering ideas, such as: brainstorming,
Grenville, 2001: 10-46). This research will focus on one technique of brainstorming
that famous among every expert writer, such as: Sarah Gravett, Thomas S. Kane, etc.
the other reason is because this technique can help the writer to gathering the ideas
generally six question: Who, What, When, Where, Why and How, to gain the
important information they need to put into a paragraph. They also stated some
importance of this technique that: 1) this technique is a structured method than others,
moreover in this research students need to summarize a news given by the teacher. 2)
this technique also helps students to criticize their works whether all the important
and specific details have been provided on the text or not. 3) it also helps student to
enhance their critical thinking by finding and answering the question. 4) it also helps
student to anticipates the question that teacher likely to have about the paper. 5) it
also helps students to focus on their research about the news text item given
Basically, journalistic question technique is very simple, but it need very high
critical thinking to make it good. What we need to understand, why we have to make
what is the problem and ideas, and then we can use the answer of the question to be
our idea or topic even our sub-topic. Well, every people, actually always asking a
15
question before creating a composition, but all of them are done in their mind, and it
makes them, sometimes, forget what to do and its hard to put it out to be a
production of ideas. In short, creating a question to develop our ideas is really useful
for a writer, especially students who are rarely write or even never do writing (Taylor,
2009: 21-27).
able to help every writer to find out any information we are looking for. So based on
these, we know how to start our writing. Even if we cannot find the answer in our
head we can reread the news text to find the missing information of our question.
Question. The question will guide them to understand the text and also to find out the
firstly, students read the text given by the teacher to analyze what the news is about.
Secondly, students create some questions related to the text. After that, students
answer the questions based on the text. Finally, they compose their answer into a
sentences and gather them into a summary paragraph (Mogahed, 2013: 65). By
the use of each WH question, because some of question has a similarity but the goal
of the question is different. The other advantage is to make them understand and
achieve the goal of the question in order to have the right answer of the question.
And the kinds of question that used in journalistic question will be explained bellow:
a. Who: this kind of question usually used when someone want to ask about
journalistic question is asking about who are our reader, so we can decide the
appropriate words or phrase that equal with them (Mohammad & Hussein,
2013:194). Not only that we also can ask about the information needed related
b. What: this kind of question used when someone asking for information about
phenomenon. The use of this example to the journalistic question is to find out
the main idea and supporting idea of the news text. Example:
c. When and Where: these two kinds of question used to ask question about time
and location or place or position. The use of this question to the journalistic
question is to find out the place that the news happened and the time exactly it
happened. Example:
d. Why: this kind of question is the hardest question that every writer faced.
Based on Mogahed (2013: 65) stated that the real pre-writing activity is
beginning when the writer faced the question Why, because the writer need
to focus on what should the reader need to know about the topic. Sometimes,
the answer of Why question is really implicit through the text that makes
e. How: this kind of question usually used to find out every supporting idea of
the text, because this question is asking about the description of how
able to know what they are looking for, even though they cannot find the answer of it
in their head, so they should begin to find them in the text. In this process the writer
will got critical skill, so they can develop their skill through thinking about the
question and finding out the answer (Kane, 2000: 25). Means that, this technique is
powerful technique to develop a great deal information about the topic very quickly,
because by using the question made, the writer able to directly find the ideas that they
need to use/know as a part of their writing, such as the main idea of the topic or even
every supporting idea needed. The answer of the questions will be a great foundation
the enhancing students motivation to write essay through brainstorming (in this case
they were using journalistic question as the brainstorming technique) found that
writing process; journalistic question makes students focus better on the various
aspects of the topic and produce richer and more penetrating ideas rather than
freewriting technique; and in their research, found that students preferred to use
So, based on the experts explanation and findings, Journalistic question can
improve students ideas development by keep finding out the problem in the topic to
19
make it as an idea. Also, by this technique student will be able to develop their
critical thinking by creating and answering the question that they made. By all of
these, students will gain a positive class environment which student as a center
learning, and it will make them more active, it is indeed that student will get
improvement in their writing ability. And the writing will not be end in the class only
because this technique also able to increase their motivation to love writing as stated
Based on the research problem and the relevant theory reviewed above, the
Journalistic Question improves the writing ability of the eleventh grade students of
their ideas and critical thinking in expressing the questions and its answer.
CHAPTER III
RESEARCH METHOD
In this research, Classroom Action Research (CAR) is the method that the
researcher uses to overcome the writing problem faced by students in the class. Based
both lesson or teaching method (Ary, 2010:513-514). Therefore, this research intends
to improve the writing ability by using Journalistic Question for the eleventh year
This research will be done collaboratively with the English teacher who
School. The collaboration focuses on finding and solving the research problem,
planning the action, acting the research, observing, evaluating and analyzing the data.
Based on the research design, the actions of the research are implemented in
20
21
1. Planning
A plan is a stage where the researcher develops an action that he/she need to do to
solve the problem found in the class. Which, in this research the problem is the
students writing ability that need to be improved because they have no idea of
developing ideas to compose into a paragraph text. To improve their writing ability,
2. Acting
In this stage, the researcher, implement the technique to the students and collects
the data from them based on their achievement in the class and the writing product.
3. Observing
Based on the data collected, the researcher observes whether the students have
4. Reflecting
Based on the result of observation, the researcher will modify the method and
approach to improve the weaknesses of the cycle 1 if the cycle 1 is not success.
subjects are taken by using purposive sampling. It means that the researcher selects a
sample based on the prior information, which provide the data he needs. There is only
one class in the eleventh grade. In this case, the subjects are choosen based on the
consideration that their writing ability need to improve since their writing ability
mean score in the previous class was 56.4 (see appendix 2). Based on the interview
with the English teacher the writing ability of this class was really need to be
improved, caused of the their score cannot achieve the target of the study that the
teacher planned; also, their ability in the idea development is very low, which is
1. It is easily accessible, both the headmaster and the teacher gave the researcher
2. As informed by the English teacher in the preliminary study, the eleventh grade
3. Journalistic Question had never been applied by the English teacher in teaching
Writing.
23
The procedure of this research are: the planning of the action, the
implementation of the action, class observation and evaluation, and reflection the
This research began with a preliminary study on September 7th to September 30th
2015.
The researcher observed the class and interviewed the school principal and
English teacher to investigate whether the students had problem in writing ability.
the English teacher used the teacher-centered method, which focused on the
atmosphere in the class and made the students are bored in learning writing.
Based on the interview, the students are still unable to develop their own idea
well, they need more guidance to generate their idea. So, the researcher took the
students writing midterm score data from the English teacher as the preliminary
study.
The researcher analyzes the writing score data from the English teacher, but the
data could not reach the standard passing score, that it has mean 56.4 (See
24
Appendix 1). While, the requirement of students scoring higher than 65 must be,
at least, 70% of students in the class. Based on this data, showed that students
3.5.2. Planning
In this classroom action research, the planning of the action is activities done by
English teacher before doing the actions of the research. They were as follows:
a. Choosing the themes and sub themes that were taught in the 2014 / 2015
academic year
b. Selecting the materials that are used in teaching writing, it will take from
students text book and the internet. They are chosen based on the themes and
c. Writing the lesson plans for the Cycle (if the Cycle 1 do not success, the lesson
plans for Cycle 2 will be revised based on the based the obstacles faced in the
Cycle 1).
d. Preparing the way to score the students writing test collaboratively with the
English teacher.
3.5.3. Acting
classroom hours. The action given are teaching writing ability by using Journalistic
Questions. The implementation of the action in the cycle 1 based on the lesson plan I
25
and II. Each meeting provided 80 minutes. If cycle 1 is not successful, the lesson
plans for the cycle 2 will be revised based on the lesson plan in the cycle 1 and the
3.5.4. Observing
students critical development in the class while teaching and learning process and
strategy. During the class the English teacher will observe how students attention,
how do they ask and answer question, how do they give opinion or suggestion, and
how do they do the task. From this observation the researcher can also find the
gives a task related to the topic. To observe, whether the technique is effective to
develop students writing ability or not. To measure the percentage of their writing
n
ability the researcher uses this formula: E 100%
N
Where:
n : The total number of the students achieving the minimum standard scores.
3.5.5. Reflecting
The researcher and the collaborator will do the reflection after analyzing the
result of Cycle 1. This reflection is intended to find out whether the action that is
done in this cycle still has weaknesses or not and to identify what points is well done
based on the collected data of observation and test. The cycle will be stopped if the
target of the research has been achieved. But if it has not, the researcher should revise
If the target has not achieved yet, the researcher and the English teacher will discuss
the result in detail to find another alternative or solution to solve the problem
encountered both by the students and the English teacher, which is used as the
The criteria of success are used to find out whether the goal of the action is
achieved or not. Based on the criteria of assessment in the Chapter II, the average
level of writing is when the quality of writing has a value 3 for each aspect. Because
of the aspect of this research focus more on the quality of students ideas, so the
good level (4). Then, the target score of this research is: 4 (good) for the organization;
n
average score from those aspects the researcher uses this formula: E 100
N
27
Based on the calculation by using formula above, the average level of writing ability
based on the rubric is 66.6. Therefore, the actions are regarded successful if more
than 70% of students achieve the minimum standard. However, if the requirement
above could not be achieved in Cycle I, the action will be continued to Cycle 2.
particular method (Ary, 2010:201). They are needed in order to get the data for the
research. The instrument of this research is using a class observation and test as a
a. The observation is a tools to collect data based on the students activeness and
their idea development during the class. Which, this tools will be observe by
the English teacher, while the researcher teaches the students about the news
item and journalistic question as a technique to brainstorm the ideas. And the
Participation
No. Name Active Passive
1 2 3 4
1
28
1. Paying Attention
2. Asking/Answering Question
3. Giving Opinion/Suggestion
indicators above.
a. Validity of Instrument
considered is its validity. In this research, the researcher uses content validity.
Content validity is when the purpose and the test are relevance each other
(Ary, 2010:226-228). In this research, the test is about writing ability that
is to make them able to summarize a news item easily; and they have a
measured by the maximum sentences and words in a sentence they can made
based on the task. The Basic Education Core Curriculum of Thailand will be
Strand 1: Question
Standard F1.3:
Indicator
I. Identifying the generic
structure of a news item text.
Answer:
II. Responding to a written
monologue of news item well. Based on students idea
in paragraph.
b. Reliability of Instrument
Reliability of the test is the measurement that measure the consistence of the
test and how the test is reliable to measure the quality of the students (Ary,
measure the reliability the researcher uses the Alpha Formula to measure the
reliability of the students Try-out score (see appendix 4). And the Alpha
Formula is:
= 1
1
r11 = The reliability of instrument
= Total of variants
on the criterion above it can be concluded that the test is reliable with high
index reliability.
CHAPTER IV
This chapter presents the result of Cycle 1 and Cycle 2 that reflect the result of
There were two cycles, and each cycle consisted of two meetings. Cycle 1 was held
on September 7th and September 9th. Cycle 2 was conducted on September 23rd and
September 28th. The Cycle 1 test was held on September 14th and the Cycle 2 test was
held on September 30th. When this research conducted, the students were about to
- The first meeting was held on September 7th 2015 from 10.40 until 12.00
- The second meeting was held on September 9th 2015 from 9.20 until 10.40,
Cycle 1 was carried out through certain procedures with cyclical model which
consists of four steps (1) planning, (2) acting, (3) observing, and (4) reflecting.
32
33
1. Planning
The first step in doing action research was planning the action. It was discussed
with the English teacher when the action could be started and how was the best way to
implement Journalistic Questions in improving the 5/11th grade class writing ability.
The researcher and the English teacher also discussed about material that would be
given to the students, and the discussion result was the news item as the material. Then,
it was prepared the lesson plan for the first and second meeting in the cycle 1 (see
appendix 10). The lesson plans of Cycle 1 were made based on Basic Education Core
method to develop ideas to summarize the news text. The topics were about the news
of Three Young Women Hit by Car in London and Malaysian Women Suggested to
Carry Condoms. The implementation of the action was done in two meetings and each
2. Acting
The implementation of the action was based on the lesson plan. The action of
this cycle was implementing the journalistic questions in free writing. In the class
teacher discuss the generic structure of the news item with students in order to make
them familiar with the news item. Then, we discuss the content of the news text by
asking students to create any question relate to the news text. In the last activity,
3. Observing
The observation was done in two section, the first section is to calculate the
checklist observation during teaching and learning process. The students were
considered active when they fulfilled at least three of the indicators as it was stated in
the previous chapter. In this case, the English teacher as the observer did the
observation activity.
And the second section is to measure the students writing ability after learning
writing through journalistic questions technique. To measure their writing abilities, the
researcher used an essay test. This measurement is to observe whether the cycle 1 is
4. Reflecting
The reflection was done after observing students writing ability and their
improvement of joining class activity. The students mean score in the cycle 1 was
54.3 and only 28.6% students that passed the criteria of success, it showed that
students writing ability and their classroom activeness was could not fulfil the
success criteria of the research. Based on the observation, showed that they had some
difficulties on creating questions which is very needed in this technique which made
some students could not able to involve in learning activities during implementing the
technique.
students to make their own question to develop some ideas is not effective for
students. It should be another cycle to fix this problem, that to give more guidance for
creating the questions and answer. Then, the action on cycle 2 needed the teachers
Since the result of the action in Cycle 1 had not achieved the objective of the
research yet, the implementation of Cycle 2 was needed. In Cycle 2, was gave the
students a question guidance. There were two meetings in Cycle 2. They were as
follows:
- The first meeting was held on September 23rd 2015 from 10.40 until 12.00
- The second meeting was held on September 28th 2015 from 9.20 until 10.40,
Cycle 2 covered four steps consist of (1) Planning (2) Acting (3) Observing (4)
Reflecting.
1. Planning
As the first step in Cycle 1, it was discussed with the English teacher about the
suitable material that would be given to the 5/11th grade class. The material was the
news about Cops Put Black Woman in Mental Hospital Because They Didn't Believe
She Owned BMW and Tobacco development in Indonesia. Which the implementation
questions. The questions were from the teacher, means that students did not need to
create questions by themselves. The implementation of the action was done in two
meetings and each meeting provided 80 minutes. It was hoped that students would be
2. Acting
The implementation of the action in Cycle 2 was revised on the problem found
in Cycle 1. It was expected that after implementing the action in Cycle 2, the results of
the students score in writing ability would be better than the first one. The lesson plans
36
of Cycle 2 were made based on Basic Education Core Curriculum of Thailand (see
appendix 11).
The action of this cycle was implementing the journalistic questions in guided
writing. In the class teacher discuss the generic structure of the news item with students
in order to make them focus more on the ideas that they need and to ease them finding
the answer of questions given by the teacher. In this method, the questions were from
the teacher but if some students had a question they also able to make the question they
had. Finally, they summarized the news text in at least 7 10 sentences based on the
In Cycle 2, the class was more conductive as the students involved more in the
activity. They were answering question and also some of them were able to criticize
their friends question if it was not suitable with the news text.
3. Observing
As in the cycle 1 the observation was done also in two section, the first section
was to calculate the improvement of students activeness in the class based on the
English teachers checklist observation during teaching and learning process. The
students were considered active when they fulfilled at least three of the indicators as it
is stated in the previous chapter. In this case, the English teacher as the observer did
the observation.
And the second section was to measure the students writing ability after
abilities, it was used an essay test. This measurement is to observe whether the cycle 2
4. Reflecting
As in the cycle 1 the reflection was done after observing students writing
ability and their improvement of joining class activity. The students mean score in
the cycle 2 was 65.7 and only 28.6% students that could not passed the criteria of
success, it showed that their writing ability and the involvement of classroom
activeness was improved more than the cycle 1. It showed in their activeness of
joining the class activity during teaching and learning process and their writing
product after the teaching and learning process. Their improvement was because of
questions provided by the teacher could help them more to develop some questions
and answer, and also it could help passive students to get involved in the teaching and
learning process.
For the observation result of Cycle 1 (see Appendix 12). Based on the
process.
Meeting Active
Meeting 1 (3/7) X 100% = 42.8%
Meeting 2 (4/7) X 100% = 57.1%
Total 99.9%
Average 49.9%
38
This means that students active involvement in the teaching learning process
of writing ability was not yet fulfilled. It can be concluded that the students did not give
optimum response, or most of them were passive. Most of them were paying attention
to the lesson but not performing the method yet. In other words, teaching speaking
The item of evaluation was made based on the Basic Education Core
Curriculum of Thailand in the form of essay test, and was done on 14th of September
2015 from 09.20 until 10.40. The writing test was conducted to measure the students
organization, grammar and vocabulary in writing. The topic was to summarize the
news text about the urgency of carrying condoms in Malaysia. All students of 5/11th
grade students were present joining the test. From the test result (see appendix 13), 2
students got 65 and 5 students got 65 in writing ability. The calculation of Cycle
The mean score was 54.3 and the percentage of students who scored 65 was
28.6%. Based on the above table, teaching writing through journalistic questions
39
technique in cycle 1 could not reach the mean of students standard passing score (M =
65) and the requirement of students scoring 65 is 70%. From the data above, it can
For the observation result of Cycle 2 (see Appendix 16). Based on the
process. It can be concluded that the requirement of students active involvement in the
teaching learning process of speaking ability (70%) had already been fulfilled. In Cycle
2, the students were more actively involved in the teaching learning process than in the
action in Cycle 1. In Cycle 1, only some students were able to ask question and
answering question, and none of them are able to give opinion of their friends question
and answer, but in the Cycle 2 most of them were able to ask and answer the questions
given by teacher and their friends, and some of them able to criticize their friends
questions and give some opinion about the news item text. In other words, teaching
English writing ability by using journalistic questions technique could improve the
students speaking ability because it could reach the requirement of students active
Meeting Active
Meeting 1 (5/7) X 100% = 71.4%
Meeting 2 (6/7) X 100% = 85.7%
Total 157.1%
Average 78.5%
After conducting two meetings, the researcher gave a test to find out the
significant impact of journalistic questions on the students writing ability. The test
was held on September 30th 2015 from 09.20 until 10.40. The topic was to summarize
the news text about the records of the top university in the world, Asia, and Thailand.
All students of 5/11th grade students were present joining the test. Based on the test
result, 5 students got 65 and 2 students got 65 in writing ability. The calculation
The mean score was 65.7 and the percentage of students who got score 65
was 71.4%. It means that teaching English through journalistic questions in Cycle 2
could reach the mean of students standard passing score (M = 65) and the requirement
application on the students speaking ability and most of students got better score than
in the Cycle 1. From the data above, it can be concluded that the requirement in this
DISCUSSION
The result of writing test in cycle 1 showed that the mean score of students
writing ability was 54.3 and the percentage of students who scored 65 was 28.8%,
and the students active involvement in teaching and learning process was 49.9%. It
means that the standard mean score (M=65) and the requirement of students scoring
65 had not achieved yet, while it showed also that the students could not participate
more during teaching and learning process. From the data can be concluded that cycle
Therefore, the researcher investigated the cause of this matter. The data
showed that students were not able to develop their ideas through journalistic
stated by Hyland (2003: 27) that understanding the process knowledge is very
that used questions as the preparation before generating ideas, thats why the first
cycle was failed. In order to fix this problem, the teacher provide the questions for
students, and the students are expected to be able to understand the text by answering
that journalistic questions also can be implemented in guided writing by providing the
42
43
providing some questions from the teacher give significant improvement to students
writing ability and also their active participation in the class. It showed on the result
of the cycle 2, that the mean score of students writing ability improved from 54.3 to
65.7 and the percentage of students who scored 65 was 71.4%. this improvement
effected by their classroom active participation, because in this cycle most of them
are able to answer the question and produce the writing well. As stated by Elbow
(1998: 7-11; 2000: 52-55) that to make a good composition of writing writer need to
call on the abilities or activities that: Generating and Criticizing. Based on the method
improved since they got the provided questions from the teacher to brainstorm some
ideas through journalistic questions. Kane (2000: 25) stated that the use of
journalistic questions is to help students acquire their critical thinking. Based on the
observation result showed that students critical thinking was improved. And by
improving students critical thinking, students are able to improve their ideas
From the discussion above it can be concluded that teaching writing by using
ability.
CHAPTER VI
This chapter presents the conclusion and suggestion. The suggestion was given
6.1 Conclusion
Based on the discussion of the result, it can be concluded that the use of
academic year by providing the questions by the teacher to build students ideas
development and get more focus on browsing the ideas in the news text.
6.2 Suggestion
By considering the result of the research, some suggestions are given to the
44
45
2. The Students
changes from a passive approach to an active one and students place a higher value
information. That is why the students are suggested to participate in the pre-writing
step using Journalistic Questions Technique actively, and they must practice their
English not only in class but also in daily activities in order to improve their ideas
Questions Technique, and it can improve the students writing ability. Other
speaking skills
46
REFERENCES
Altricher, H., Kemmis, S., McTaggart, R., & Zubber-Skerritt, O. 2002. The Concept
of Action Research. The learning Organization, Emerald: Vol. 9 Num. 3.
Dananto, B. 2011. Improving the Students Writing Skill in News Item Text using the
Journalists Questions Technique. Unpublished Journal. Surakarta: Program
Pascasarjana Pendidikan Bahasa Inggris Universitas Sebelas Maret.
Elbow, P. 2000. Everyone can Write. Oxford University Press: Oxford New York.
Elbow, P. 1998. Writing with Power: Techniques for Mastering the Writing Process.
Oxford University Press: Oxford New York.
Grenville, K. 2001. Writing from Start to Finish. Allen & Unwin: Australia.
Kagan, S. & Kagan, M. 2009. Kagan Cooperative Learning. Kagan Publishing: San
Clemente
Kane, T.S. 2000. Essential Guide to Writing. Barkley Book: New York.
Nunan, D. 1991. Language teaching methodology. Printice Hall: New York, London,
Toronto, Sydney, Tokyo, Singapore.
47
Rahim, A., Ismail, F.B. 2014. Comparative Analysis of Process Versus Product
Approach of Teaching Writing in Malaysian Schools: Review of Literature.
Middle-East Journal of Scientific Research 22 (6): 789-795.
Weigle, S.C. 2002. Assessing Writing. Cambridge University Press: Cambridge, New
York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi, Dubai,
Tokyo.
Appendix 1 48
RESEARCH MATRIX
PRELIMINARY STUDY
STUDENTS WRITING SCORE
School : Vuttisart Vittayanusorn Islamic School
Class : M 5/11 (Eleventh Grade of Senior High School)
Semester : Midterm Examination of Semester 1
Academic Year : 2015/2016
Teacher : Thikhamphon Soongyai
No Name Score
1 Mariam Saochaom 65
2 Wanida Khaongam 60
3 Chonlada Ritidet 60
4 Yanin Saochaom 60
5 Wanwiwa Wangsob 65
6 Chalalai Wangsob 55
7 Suhaidee Sulong 30
Test
Directions: the purpose of this task is for you and me to find out how well you
know and can apply the Journalistic Question as your pre-writing activity. Read
the following passage and summarize it using your own word words referring to
the urgency of carrying condoms in Malaysia in 7-10 sentences!
be released: that she owned the BMW, that she was a professional banker, and that
President Barack Obama followed her on Twitter.
But all three of those things happened be true, the lawyer says.
To add insult to injury, Brock says she later received a $13,000 bill from the
hospital.
Appendix 6 54
TRY-OUT SCORE
School : Vuttisart Vittayanusorn Islamic School
Class : M 6/12th grade class
Semester : Try-out
Academic Year : 2015/2016
Teacher 1 : Anam Fadlillah
Teacher 2 : Thikhamphon Soongyai
INSTRUMENT ANALYSIS
Reliability Calculation by Using Alpha
Writing Component
No Score Square Score
o g v
1 3 2 3 8 64
2 3 3 3 9 81
3 2 1 3 6 36
4 3 3 4 10 100
5 2 1 3 6 36
6 4 3 3 10 100
7 3 3 4 10 100
8 3 3 4 10 100
9 4 3 3 10 100
10 3 2 3 8 64
11 3 3 3 9 81
12 3 2 3 8 64
13 4 3 4 11 121
14 3 3 4 10 100
43 35 47 125 1147
Square Score 137 95 161 393
Variants Formula:
(x)
=
Alpha Formula:
= 1
1
3 1.12
= 1
31 2.21
= 1.5 x 1 0.506
= 1.5 x 0.494
= 0.741
Appendix 8 57
ATTENDANCE LIST
Class : 5/11
Semester :1
1 Mariam Saochaom
2 Wanida Khaongam
3 Chonlada Ritidet
4 Yanin Saochaom
5 Wanwiwa Wangsob
6 Chalalai Wangsob A A
7 Suhaidee Sulong
7 6 7 6 7 6
Appendix 9 58
Lesson Plan
A. Competence Standard
Language for Communication
Standard F1.3: Ability to present data, information, concepts and views about
various matters through speaking and writing
B. Key Stage Indicator
Grade 10-12
2. Speak and write to summarize the main idea/theme identified from analysis
of matters, activities, news, incidents, and situations in accordance with their
interests.
C. Indicators
I. Identifying the generic structure of a news item text.
II. Responding to a written monologue of news item well
III. Summarizing a news item text writtenly
D. Specific Instructional Objective
1. Students are able to identify the generic structure of a news item text.
2. Students are able to respond to a written monologue of news item well
3. Students are able to summarize a news item text writtenly
Appendix 10 59
2. Newsworthy events
A young woman is in a critical condition in hospital after a car hit three friends in central
London. They were hit in York Way, Islington, but the driver failed to stop at the scene. The
car was later found abandoned having crashed into a tree, police said The victims, aged 20,
were taken to hospital and one of them is in a critical condition. A second victim was seriously
injured but remains in a stable condition. The third suffered a broken leg. A 33-year-old woman
has voluntarily attended a north London police station and has been arrested.
3. Resource of information
North London Police and the crash witnesses.
Appendix 9 60
c. Closure : 10
- The students are given chances to ask some questions about news item text
- Leave taking
2. Source Material
Source : Basic Education Core Curriculum of Thailand, News.Sky.com,
Dictionary
3. Evaluation
It is done after the teaching learning process
- Form : written test
- Instrument : group description
- Scoring :
1. Poor (1)
2. Fair (2)
3. Satisfactory (3)
4. Good (4)
5. Excellent (5)
Appendix 9 61
Total Convert
ASPECT OF EVALUATION
Na Score ed
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
(12/15) X
80
1 100
2
Appendix 9 62
Lesson Plan
A. Competence Standard
Language for Communication
Standard F1.3: Ability to present data, information, concepts and views about various
matters through speaking and writing
B. Key Stage Indicator
Grade 10-12
2. Speak and write to summarize the main idea/theme identified from analysis of matters,
activities, news, incidents, and situations in accordance with their interests.
C. Indicators
I. Identifying the generic structure of a news item text
II. Identifying certain information of a news item text
III. Responding to a written monologue of news item well
IV. Summarizing a news item text writtenly
D. Specific Instructional Objective
1. Students are able to identify the generic structure of a news item text.
2. Students are able to identify certain information of a news item text
3. Students are able to respond to a written monologue of news item well
4. Students are able to summarize a news item text writtenly
Appendix 9 63
The Jakarta Post, Malaysian Women Suggested to Carry Condoms: 25/08/2015 16:48
Malaysian Deputy Health Ministry urged every woman to carry a condom to protect against
HIV, a news report said.
This is not to debate them but to protect them. Women are the first ones to get exploited by
their partners (whom are infected by HIV-positive) Abdul Latiff Ahmad was quoted as saying
by Sunday Star Newspaper. But this just a suggestion, its up to them.
Abdul latiff made remark to coincide with the International Aids Memorial day, which was
celebrated openly for the first time in Malaysia, in bid to reduce stigma for HIV-victim. In the
past the event was held behind closed door.
Last year, 745 Malaysian women were identified as HIV-positive and 193 were diagnosed with
AIDS, he said in the report. Officials have said nearly 81000 Malaysian have been infected with
HIV, less than 10 percent are woman, but the number is steadily rising.
Malaysian Aids Council president, Adeebah Kamarulzaman, was quoted as saying besides sex
workers, many women who contract HIV are housewives, were infected unknowingly by their
husbands. Its not that people dont know that condoms can protect them. But there are some
men who dont care to take precaution, even though they know they have HIV she said.
c. Closure : 10
- The students are given chances to ask some questions about news item text
- Leave taking
2. Source Material
Source : Basic Education Core Curriculum of Thailand, the Jakarta Post,
Dictionary
3. Evaluation
It is done after the teaching learning process
- Form : written test
- Instrument : group description
- Scoring :
1. Poor (1)
2. Fair (2)
3. Satisfactory (3)
4. Good (4)
5. Excellent (5)
Appendix 9 65
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
(12/15) X 100 80
1
2
Appendix 10 66
TEST
Directions: the purpose of this task is for you and me to find out how well you
know and can apply the Journalistic Question as your pre-writing activity. Read
the following passage and summarize it using your own word words referring to
the urgency of carrying condoms in Malaysia in 7-10 sentences!
This is not to debate them but to protect them. Women are the first ones to get
exploited by their partners (whom are infected by HIV-positive) Abdul Latiff
Ahmad was quoted as saying by Sunday Star Newspaper. But this just a
suggestion, its up to them.
Abdul latiff made remark to coincide with the International Aids Memorial day,
which was celebrated openly for the first time in Malaysia, in bid to reduce stigma
for HIV-victim. In the past the event was held behind closed door.
Last year, 745 Malaysian women were identified as HIV-positive and 193 were
diagnosed with AIDS, he said in the report. Officials have said nearly 81000
Malaysian have been infected with HIV, less than 10 percent are woman, but the
number is steadily rising.
Meeting 1 Meeting 2
No Name of Students Active Passive Active Passive
1 2 3 4 1 2 3 4
1 Mariam Saochaom
2 Wanida Khaongam
3 Chonlada Ritidet
4 Yanin Saochaom
5 Wanwiwa Wangsob
6 Chalalai Wangsob - - - - - -
7 Suhaidee Sulong
Total 3 4 Total 4 3
Lesson Plan
A. Competence Standard
Language for Communication
Standard F1.3: Ability to present data, information, concepts and views about
various matters through speaking and writing
C. Indicators
I. Identifying the generic structure of a news item text.
II. Responding to a written monologue of news item well
III. Summarizing a news item text writtenly
2. Newsworthy events
Police arrested her and released without charges but she got a bill from
hospital
Based on the hospital record for eight days, Kamillah Brock really true that
she had that BMW, she was a professional banker and that President Barack
Obama followed her on Twitter.
3. Resource of information
Huffington Post and news.yahoo.com
c. Closure : 10
- The students are given chances to ask some questions about news item
text
- Leave taking
G. Source Material
Source : Basic Education Core Curriculum of Thailand,
News.Sky.com, Dictionary
H. Evaluation
It is done after the teaching learning process
i. Form : written test
ii. Instrument : group description
iii. Scoring :
1. Poor (1)
2. Fair (2)
3. Satisfactory (3)
4. Good (4)
5. Excellent (5)
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
(12/15) X 100 80
1
2
Appendix 13 73
Lesson Plan
A. Competence Standard
Language for Communication
Standard F1.3: Ability to present data, information, concepts and views about
various matters through speaking and writing
C. Indicators
II. Identifying the generic structure of a news item text.
III. Responding to a written monologue of news item well
IV. Summarizing a news item text written
2. Newsworthy events
Indonesia continually counts as among countries with the highest smoking rates worldwide
3. Resource of information
The world health organization
Appendix 13 75
G. Source Material
Source : Basic Education Core Curriculum of Thailand, News.Sky.com,
Dictionary
H. Evaluation
It is done after the teaching learning process
i. Form: written test
ii. Instrument : group description
iii. Scoring:
6. Poor (1)
7. Fair (2)
8. Satisfactory (3)
Appendix 13 76
9. Good (4)
10. Excellent (5)
ASPECT OF EVALUATION Total Score Converted
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
(12/15) X 100 80
1
2
Appendix 14 77
Test
News Item Text
Bangkokpost.com, Chulalongkorn tops Thai universities in rankings:
15/09/15 06:37
Chulalongkorn University ranked top among Thai universities in the latest rankings
which also saw two tertiary institutions in Singapore breaking the world's top 15
for the first time.
But overall, the three Thai leaders performed worse than they did last year, with
overall rankings 10-50 notches lower.
CU retained its lead at No. 253 in the world's ranking in 2015, down 10 places from
last year, according to the QS World University Rankings released on Tuesday.
Mahidol University came second at 295, down from 257 a year ago.
Chiang Mai University was in the range between 551 and 600, down from 501-550
in 2014.
The remaining five Thai universities retained last year's rankings: Thammasat
University (a range between 601 and 650), Kasetsart University (651-700), Khon
Kaen University (701+), King Mongkut's University of Technology Thonburi
(701+) and Prince of Songkhla University (701+).
''Remarkably, Chulalongkorn University ranks 120th globally in the 'Academic
Reputation' criterion, based on the survey of nearly 77,000 academics,'' the UK-
based rating agency said. "It also does well in the 'Employer Reputation' indicator
where it ranks 232nd globally.
"Mahidol University is the second best nationally and as also for academic
reputation, achieving a global rank of 240th," it added.
The annual rankings were judged on research, teaching, employability and
internationalisation from 76,798 academics and over 44,000 employers on
universities from 82 countries.
Massachusetts Institute of Technology kept its reputation as the world's best
university, followed by Harvard, up from the fourth place last year, and Cambridge,
which moved down from the second spot a year ago.
Appendix 14 78
A. Create your own questions and answer those questions before summarizing
the news above in order to use it as your guidance! (Journalistic Question)
1. What is the main idea of the passage?
Answer:
_________________________________________________________
2. Who responsible of rating the universities?
Answer:
_________________________________________________________
3. When did the rate released?
Answer:
_________________________________________________________
4. What are the consideration of ranking judgement?
Answer:
_________________________________________________________
5. Where the source of information comes from?
Answer:
________________________________________________________
6. ________________________________________________________?
Answer:
________________________________________________________
7. ________________________________________________________?
Appendix 14 79
Answer:
_________________________________________________________
8. ________________________________________________________?
Answer:
_________________________________________________________
B. Create a summarize of the text above using your own words based on your
journalistic question referring to records of the top university in the world,
Asia, and Thailand in 7-10 sentences!
Appendix 15 80
Meeting 1 Meeting 2
No Name of Students Active Passive Active Passive
1 2 3 4 1 2 3 4
1 Mariam Saochaom
2 Wanida Khaongam
3 Chonlada Ritidet
4 Yanin Saochaom
5 Wanwiwa Wangsob
6 Chalalai Wangsob
7 Suhaidee Sulong
Total 5 2 Total 6 1
The undersigned:
I state that this thesis is my own creation. It doesnt copy from other
resources that I claim as my own creation.
If it will be proved tomorrow, or it could be proved that the thesis is
from only copy and paste, I will be ready for all the consequences.
Anam Fadlillah
NIM. 1210231016
Appendix 18 83
CURRICULUM VITAE