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, Teachers 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

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 tex t. 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 teachers 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.

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 3

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.

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.

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

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.

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.

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.

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 Newsworthy Event Monkey Forest Gets Kalpataru Nomination 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. 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 Background Events 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 teachers presentation in the classroom easier. It is also expected that students will get better understanding from the teachers 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 11

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 12

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 13

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 14

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: 16

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. b. c. The students response during learning process. The students improvement of writing by a news item text. 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. 18

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.

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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.

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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 GenreBased 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 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 33 34 35 36 37 38 39 40 NAMA SISWA ANNISA HASTRIYANA CLAUDIA SEKAR AYU DHICKY RUFEL DICKY ALVIENDO DIEGO SEFINDA DINO FEBRIYADI DWIKE YUNI AMBAR SARI FADHIL NOVRIAL FADLY DWI RIZA FEBRI ANDRIAS FRISKA TRI OCTAFLIANI HAFIZH F. R. IKKE YOLANDA PUTRI IVAN ADE BRATA JESSI JULIANI PUTRI JOSSY FADILLA PUTRI KHAIRATU SAADAH LUSI PERMATA SARI M. ALVIN JULIAN MEGA LHARHAS SAKTI MONIKA INDRIADI MUHAMMAD DAHLAN RIZAL MUHAMMAD FAWZY NILAM KUSUMA PUTRI NINDI FEBIOLA NOFRIDA SAFITRI NURUL HASANAH DANIYAH P RAKHA SYAMMARY RIFQA SYAHIDAH RIRIN AFRIANI SUCI RAMADHANI TIARA INDAH WICAKSANA UMMI LATIFA NASHRAH VEMMY ARDHYA MELINA VIKRA YUDHA YOLANDA AFZA WANDA TRY ADHITAMI WEGI NANDA SATRIA WINDI AFRIYANTI YANE FIRAWATI YOGA ARZA PRATAMA CYCLE 1 2

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Appendix 2 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah Mata Pelajaran Kelas/Semester Pertemuan Ke Alokasi Waktu

: SMA Adabiah Padang : Bahasa Inggris :X/2 : : 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 Religius, jujur, toleransi, disiplin, menyampaikan sebuah berita. kerja keras, mandiri, demokratis, rasa Menggunakan kalimat simple present dalam ingin tahu, semangat kebangsaan, sebuah deskripsi. cinta tanah air, mengahrgai prestasi, cinta damai, gemar Menggunakan adverbial clause dalam menulis bersahabat, sebuah berita. Menghasilkan teks berbentuk news item. Menghasilkan teks berbentuk narrative.

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 Newsworthy Event Monkey Forest Gets Kalpataru Nomination 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. 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. Background Events 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. Tas Diantoro Hadi, chairman of the Kalpataru Awards National Committee, said that the Sources Monkey Forest was the only candidate from Bali this year. We will categorize the Monkey Forest as a forest conversation nominee, he said.

NEWS ITEM 34

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 Simple Present Simple Past Present Perfect Past Perfect Present Future Active S + V1 + O S + V2 + O S + have/has + V + O S + had + V + O S + will/shall + V + O Passive 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 Dengan pertanyaan teks fungsional pendek Membahas sederhana kelompok Siswa melakukan berbagai kegiatan terkait dengan wacana berbentuk news itemdi luar tugas tatap muka dan terstruktur yang diberikan guru. Siswa mengumpulkan

belajarnya, siswa diberi tugas hal-hal untuk melakukan dan setiap

berbentuk news item. unsur dan

berikut,

melaporkan kegiatan kepada guru

makna dalam pertanyaan teks fungsional pendek

sederhana berbentuk news item. Membahas ciri-ciri

setiap hasil kerja dalam portofolio, dan

melaporkan hal-hal yang

35

leksikogramatika. Memberikan contoh news item kepada kelompok

sudah

diperoleh

serta

kesulitan yang dihadapi secara rutin kepada guru.

atau kelas (monolog) Menjelaskan kepada kelas. Membahas kesulitan yang dihadapi melakukan siswa dalam kegiatan kembali atau

kelompok

terstruktur dan mandiri.

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. h. Menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

36

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. 3. Kegiatan akhir (10 menit) 37

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 Mengungkapkan makna Siswa langkah-langkah secara dan mampu menggunakan

kalimat reported speech dalam menyampaikan sebuah berita. mampu simple menggunakan present dalam

makna dalam teks dan fungsional pendek retorika dan sederhana berbentuk narrative, descriptive, essai lancar,

akurat, Siswa berterima kalimat

yang dalam konteks kehidupan sehari-hari berbentuk dalam

sebuah deskripsi. mampu menggunakan

teks Siswa

narrative,

adverbial clause dalam menulis sebuah berita. Siswa mampu menghasilkan teks berbentuk news item. Siswa mampu menghasilkan teks berbentuk narrative.

dan descriptive dan news item.

news item dalam konteks kehidupan sehari-hari.

38

Presentasi Tulisan
No

Elemen yang Dinilai

Skor Maksimal

Penilaian Peserta Didik

1 2 3

Mengidentifikasi tujuan teks berita Menemukan informasi tertentu dalam teks berita Menemukan pernyataan yang tidak tepat dalam teks berita

20 20 20

4 5

Menemukan persamaan kata tertentu dalam teks berita Menemukan acuan kata tertentu dalam teks berita Total Skor

20 20 100

Padang, Maret 2013

Guru Bahasa Inggris SMA Adabiah 1 Padang

Mahasiswa PL Bahasa Inggris

Universitas Negeri Padang

Polmusvita Rezi S.Pd,

Nastiti Kharisma

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Appendix 3 Material

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

Grammar Focus o Passive Voice Subject + to be + Past Participle/V3 Tenses Simple Present Simple Past Present Perfect Past Perfect Present Future Active S + V1 + O S + V2 + O S + have/has + V + O S + had + V + O S + will/shall + V + O Passive 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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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 5. It is forever. Text 2 1. In the International Robotics

Competition. 2. In San Mateo, California, United States of America. 3. Three days. 4. A robotics expert from the University of Indonesia. 5. Once a year. 42

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.

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)

In Boxford, Massachusetts.

Six cows crashed a party.

People run away and call 911

Six cows stole and drank the beer.

The cows were actually drinking the beer left on the picnic table. Police said.

44