Thesis Encarta-Edtwin Sulispriyanto 11520010 FKIP PBI UNISRI 2015

IMPROVING STUDENTS ENGLISH WRITING ABILITY BY USING
INTEGRATION OF MICROSOFT ENCARTA BASED LEARNING

(A Classroom Action Research for Tenth C Grade Students
of SMK Wijaya Kusuma Surakarta in Academic Year 2014/2015 )
by :
EDTWIN SULISPRIYANTO
NPM. 11520010
THESIS
Written and Submitted as a Partial fulfillment of Requirements
for Achieving English Language Education Bachelor Degree
TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF SLAMET RIYADI
SURAKARTA
2015
APPROVAL
This thesis has been approved and examined by the consultants to be examined by the
board of examiners of Teacher Training and Education Faculty of Slamet Riyadi
University.
Approved by,
First consultant,
Second consultant,
Dr. Sri Handayani, S.Pd, M.Hum

NIDN. 0625017401
Ulupi Sitoresmi, SS, M.Hum

NIDN. 0027107401
ii
ACCEPTANCE
This thesis has been approved and examined by Board of Examiners of Teacher
Training and Education Faculty of Slamet Riyadi University as a partial fulfillment of
requirements for the undergraduate Bachelor degree of English Education.
Tittle
Name
NPM
: IMPROVING STUDENTS ENGLISH WRITING ABILITY

BY USING INTEGRATION OF MICROSOFT ENCARTA
BASED LEARNING (A Classroom Action Research for Tenth
C Grade Students of SMK Wijaya Kusuma Surakarta in
Academic Year 2014/2015)
: EDTWIN SULISPRIYANTO
: 11520010
Examination Date : Thursday, 20 August 2015

The Board of Thesis Examiners:
1. Luqman Al Hakim, S.Pd, M.Pd

Chair Person
: ()
2. Lusiana Dewi K. , S.Pd, M.Pd.

Secretary
: ()
3. Dr. Sri Handayani, S.Pd, M.Hum

Examiner I
: ()
4. Ulupi Sitoresmi, S.S, M.Hum

Examiner II
: ()
iii
ABSTRACT
Edtwin Sulispriyanto. 11520010. IMPROVING STUDENTS ENGLISH
WRITING ABILITY BY USING INTEGRATION OF MICROSOFT
ENCARTA BASED LEARNING (A Classroom Action Research for Tenth C
Grade Students of SMK Wijaya Kusuma Surakarta in Academic Year
2014/2015). A thesis : Teacher Training Faculty, English Department, Slamet Riyadi
University, Surakarta, 2015
This research is aimed at: (1) identifying whether or not integration of Microsoft
Encarta-based learning improves the students writing ability at the tenth C grade of
SMK Wijaya Kusuma Surakarta and (2) describing how integration of Microsoft
Encarta based learning improves students writing competence.
The method used in this research was a Classroom Action Research. The research
was conducted in three cycles at tenth C grade of SMK Wijaya Kusuma Surakarta from
October 2014 to April 2015. In collecting the data, the researcher used observation,
interview, field note, and test (pre test and post test). In analysing the data, t test
formula was employed to calculate the mean score of pre test and post test.
The research findings show that the use of integration of Microsoft Encarta-based
learning can improve students writing ability. The improvements of the students can be
seen from the followings: (1) the students are able to develop the supporting details of the
topic; (2) the students are able to organize the supporting idea to make adequate text; (3)
the students can use the correct spelling and punctuation; and (4) the students are
motivated to find their writing style towards the integration. Besides, the improvement of
the students writing competence can be seen from the improvement of the mean , KKM ,
t test scores as follow: pre test (4.44 and 30.20 ), post test one (6.647 and 55.50
and 4.176) and post test two (10.65 and 68.40 and 4.478), and post test three (15.529
and 99.7 and 5.029) . The class condition had also improved. The improvement of class
condition includes: (1) the students participation are more attractive both in group and
individual, (2) the students are more active and enthusiastic during the teaching learning
process, (3) the students pay more attention and more focus on the activities during the
teaching learning process and during the integration.
In conclusion, Microsoft Encarta-based learning can improve students writing
competence and learning condition in the classroom.
Key words: Writing and thinking, writing ability improvement, Classroom Action
Research, Microsoft Encarta Integration
iv
MOTTO
So next time someone complains that you have made a mistake, tell him that may be
a good thing. Because without imperfection, neither you, nor I would exist.
(Stephen William Hawking)
One: remember to look up at the stars and not down at your feet. Two: never give up
work. Work gives you meaning and purpose and life is empty without it. Three: if
you are lucky enough to find love, remember it is rare and dont throw it away.
(Stephen William Hawking)
Leave nothing undared. Seek by looking Lords perspective

(Eugene de Mazenod)
I don't care that they stole my idea . . . . I care that they don't have any of their
own , then If your hate of them could be turned into electricity, it would light up the
whole world.
(Nikola Tesla)
DEDICATION
This thesis is dedicated to:

1. My Almighty and Merciful Lord
2. My Beloved Parents , Sumardi Wiyono and MG. Ruspartiyah
3. My Lovely Brothers , Stefanus Wahyudi and FX. Prasetya Wibowo
4. The Oblates of Mary Immaculate Missionary
5. Miguel Angel Villace , magister of Frere lInstruction Chretienne de Ploermel
6. Mrs. Cindy Soeparno
vi
ACKNOWLEDGEMENT
Prayerful to Thee, My Lord which Thy blessing to the researcher so that finished this
thesis as a partial fulfilment to the requirement for the graduate degree of education in
English.
In this occasion, the researcher would like to express her deepest gratitude and
appreciation to the following:
1. Dra. Sri Hartini, M.Pd., The Dean of Teacher Training and Education Faculty of
Slamet Riyadi University for her approval of this thesis.
2. Dr. Sri Handayani, S.Pd, M.Hum., The Head of English Department of Teacher
Training and Education Faculty of Slamet Riyadi University for giving the
researcher permission to write this thesis and also as the first consultant who has
given guidance and motivation to the best result of this thesis.
3. Ulupi Sitoresmi, S.S, M.Hum., as his Academic Counselor for her guidance and
also as the second consultant who has given guidance and motivation to the best
result of this thesis.
4. All my beloved Lecturers in Slamet Riyadi University for the guidance.
5. Drs. Winarno , the Headmaster of SMK Wijaya Kusuma, Surakarta, who has
given the researcher permission in that school.
6. Dra. Sri Rahayu, M.Pd ., the English teacher of SMK Wijaya Kusuma, who has
given advice to the researcher practicing process.
vii
7. His
Beloved Parents (Mr. Sumardi Wiyono
and Mrs. Maria Gorreti
Ruspartiyah) who have given supports, loves, spirit, and prayer.

8. His beloved brothers (Stephanus Wahyudi Hidayat and Franciscus Xaverius
Prasetya Wibawa) who have given spirit and prayer.
9. His beloved teacher in Frere lInstruction Chretienne de Ploermel Noviciate ,
Mrs. Cindy Soeparno, M.Hum and family who have given love, spirit,
support, care and prayer.
10. His beloved friends in the class of PBI 09 (2011) who have given pray,
motivation, and care.
11. The XC students of SMK Wijaya Kusuma Surakarta, who have participated
well during the research.
12. Those who cannot be mentioned by the name in favour of praying and
supporting the researcher to accomplish this researcher.
13. Nothing is perfect, neither is this work. He hopes and accepts every comment
and suggestion. Hopefully, this thesis will be useful for the readers.
Surakarta, May 2015

The researcher,
ESP
viii
TABLE OF CONTENTS
Page
TITLE PAGE
APPROVAL
ii
ACCEPTANCE
iii
ABSTRACT
iv
MOTTO
DEDICATION
vi
ACKNOWLEDGEMENT
vii
TABLE OF CONTENT
ix
LIST OF APPENDICES
xii
CHAPTER I INTRODUCTION
A. Background of the Study
B. Limitation of The Study
C. Problem Statement
D. Aim of the Study
E. Benefit of the Study
CHAPTER II UNDERLYING THEORIES, RATIONALE, HYPOTHESIS 6

A. Underlying Theories
1. The Review of Writing

a. Writing Definition
b. Thinking in Writing
c. Writing Phenomenon
ix
d. Writing : Pre-writing to Sentence Combining
e. Succession as Writing Indicators on Writing

Element
10
f. The Basic Procedures Toward Ideas to Writing
11
g. Integrating the Elements and Rubrics in Process
13
h. Macro and Micro Writing Skill
14
2. The Notion of Integration Of Microsoft Encarta

a. Microsoft Encarta : the History and Phenomenon
15
15
b. Microsoft Encarta as ICT Phenomenon and Its Effect

on Education History
1) The Benefits of ICT in Education in History
15
16
2) Microsoft Encarta as Example of ICT

based activity
16
B. Rationale
18
C. Hypothesis
19
CHAPTER III RESEARCH METHOD
20
A. The Setting and the Time of Research
20
B. The Method of the Research
20
C. The Model of Action Research
21
D. The Technique of Collecting Data
22
E. The Technique of Data Analysis
24
CHAPTER IV RESULT OF THE STUDY
27
A. Introduction
27
1. Classroom members
27
2. Schedule of the CAR
27
B. Research Finding
28
1. The result of pre-interview
28
2. The result of pre-observation
29
3. The result of pre-test
30
4.
30
Implementing the Classroom Action Research

a. Cycle one
31
b. Cycle two
41
c. Cycle three
50
C. The Discussion of Research Finding
58
1. Process of Classroom Action Research (CAR)
59
2. The Product of Classroom Action Research (CAR)
60
3. The Data of Analysis Interpretation
62
CHAPTER V CONCLUSION AND SUGGESTION
64
A. Conclusion
64
B. Suggestion
65
BIBLIOGRAPHY
66
APPENDICES
70
xi
LIST OF APPENDICES
Appendix 1 Lesson plans
71
Appendix 2 The features used in the research
97
Appendix 3 The letter of preliminary research
99
Appendix 4 The letter of research permission
100
Appendix 5 The interview between a teacher and the researcher
101
Appendix 6 The interview between a student and the researcher
103
Appendix 7 The class members
106
Appendix 8 The Classroom Action research schedule
108
Appendix 9 table 4.3 Style writer Colors and type explanation
110
Appendix 10 table 4.5 The result of pre-test
111
Appendix 11 table 4.5 The result of post-test 1
112
113
114
Appendix 14 The result of scoring rubrics based on the writing elements
115
Appendix 15 the Result of Data Analysis
116
Appendix 16 Students product pre-test
117
Appendix 17 Students product post-test 1
118
119
121
Appendix 20 Students attendance
124
Appendix 21 Cycles Finding Framework
125
Appendix 22The calculation review
126
xii
Appendix 23 the instruments
128
Appendix 24 Documentary
130
Appendix 25 Field Note
132
Appendix 26 The cycles framework
138
xiii
CHAPTER I
INTRODUCTION
A. Background of The Study

There are four language skills that should be mastered by students in
English learning. Those are reading, listening, speaking, and writing. And
these skills are integrated to each other. One which is more attracted is
writing. Sharpless (1999: 12) states that writing is a process of design, a skill
that is grounded in the way we use our intelligence to create and share things
of meaning in the world. Writing is a complex process, and most of the
research literature recognizes the difficulty which poses students. There are
two main facts which state that writing is so difficult. First fact is that writing
is not a spoken language, as it requires audiences or the readers to understand
and to interpret what has been written1. Parker (1993) states that writing is
torment to students2. From this fact, it is believed that writing requires great
deals of skills and conventions such as writing readiness and grammatical
rules for students to become proficient and effective writers. Second fact is
writing is not just putting pen to paper or writing ideas to paper, but it is how
ideas are presented and expressed affectively and effectively. Writing urges
not only the students but also people who need to learn writing for
occupational or academic purpose. This perspective leads teachers to make
Yah Awg Nik, Azizah Hamzah, Hafiz Raffidee bin Hasbollah, Why Writing in ESL Became
Difficult for Undergraduates,2009, page 1.
2
Parker. S , The Craft of Writing, London, Paul Chapman Publisher, 1993.
students master not only writing skill information but also effective and
productive collaboration in writing.
Based on preliminary research on XC grade in SMK Wijaya Kusuma
activity on writing, several problems occurred. First, it was related to students
learning condition in writing class. They were unable to generate idea. They
had limited vocabulary so that they used to stop to write. They could not move
in writing process. Second, students were still incapable to arrange good
sentences; there were mistaken grammatical use in their developing stage, and
error checking on punctuation, spelling, and capital letters. The third, students
were not enthusiasm in learning English, especially writing activity, their
Minimum Completion Standard (KKM) were still below than 66.68. Fourth,
teachers were in difficulty to lead students using ICT features to enhance their
learning integrated with rubrics, and then the students were remained silent,
then application of this were expensive. To enhance this, ICT is needed to be
developed on writing ability.
The techniques work on English writing
elaboration such as generating ideas, problem solving activity, enriching

materials and development.
Hence, these are the opportunity and challenge to start a Microsoft
Encarta - based learning on English activity to endure students ability
included their writing skill. Encarta integration features engage those above
difficulties: technical problems, situation, teaching process, and product.
Towards the ideal, Encarta Integration focused on demonstrating their learning
writing based on to the consideration key factors in the activities toward those
difficulties. Writing requires the use of creative and critical thinking,

information skills to investigate, draw conclusions about, and create content
and quality without getting rid on students weakness in correction according
to the appropriate elements of writing through ICT. Otherwise, before using
ICT, students may not have access to the full learning experience that Chris
Anson describes3 :
We, teachers need to experience what our students experience . . . to feel the pressure
of a deadline or that often productive discomfort of imagining our peers experiencing
our words. . . . We need to remember the moments of difficulty, of being twisted up in a
tangle of assertions . . . we need to remember as well the moments of satisfaction or
triumph when were surprised by our own words and their elegance or intelligence.
(Anson 3031)
Anson here recommends that teachers need to come into what our students
experiencenot only to write what have our students written (see also Barr
Ebest, 2005: 6) 4 . A crucial step towards understanding ones writing
students toward being rooted in the fieldcomes in sharing an equivalent
experience of difficulty through writing elements, rather than only sharing
equivalent topics or genres of writing.
B. Limitation of The Study
This research emphasized Microsoft Encarta integration through each
cycle. The researcher using adequate elaboration which working on the
students writing skill indicators learning variable through Classroom Action
Research (CAR) worked the parameters. Researcher focused on 10th C grade
in SMK Wijaya Kusuma Surakarta.
3
Anson, Chris,Teaching Writing Creatively: A Summer Institute for Teachers, Teaching

Writing Teachers of High School English and First-Year Composition. (Ed), Robert Tremmel and
William Broz. Portsmouth, NH: Heinemann, 2002, page 2739.
4
Barr Ebest, Sally, Changing the Way We Teach: Writing and Resistance in the Training of
Teaching Assistants. Carbondale: Southern Illinois UP, 2005, page 60.
C. Problem Statement
This research begins to propose questions towards the students writing
difficulties. The questions are :
1. Does Integration Microsoft Encarta improve students English Writing
Ability through the cycles on 10th C grade in SMK Wijaya Kusuma
Surakarta year 2014/2015?
2. How is Microsoft Encarta-based learning implemented in each cycle ?
D. Aim of The Study
The aim of the study are :
1. To know whether integration of Microsoft Encarta-based learning
improves English writing students at 10th C grade of SMK Wijaya
Kusuma in the academic year 2014/2015 through the cycles.
2. To describe the implementation of Microsoft Encarta Integration on
10th C grade of SMK Wijaya Kusma in the academic year 2014/2015
E. Benefit of The Study
1. Theoretical benefit
a. For the teachers :
The features found in the literature works integrally with
authentic content; authentic assessment, teacher-students cooperative
learning, reflection, and the incorporation of skills are included as the
useful information.
b. For the students :

The situation enhances the students to solve their own
problems without feeling afraid of being wrong. It is a big chance for
students to be more in generating ideas, powering potential of writing
character, and elaborating process in each cycle.
c. For the school :
The result will be a useful reference of developing teaching
technique. It is also an ideal time to integrate ICT teaching techniques
through software features and usages in the school.
2. Practical benefit
Practically, application of Encarta - lends itself particularly well to
an interdisciplinary approach to instruction. Those are as follow:
a. Students develop their knowledge; skills and stamina for independent
learning that are required for success in vocational high school,
college and the world of work.
b. The teachers have not only revealed the importance of metacognitive
and self-regulatory capabilities on the part of experts, but also the
absence of planning and self-monitoring writing skill on the part of
inexperienced and young problem solvers teachers5.
Metacognition refers to learners' automatic awareness of their own knowledge and their ability to
understand, control, and manipulate their own cognitive processes. Metacognitive skills are
important not only in school, but throughout life.
CHAPTER II
UNDERLYING THEORIES, RATIONALE, HYPOTHESIS
A. Underlying Theories
1.
The Review of Writing

a. Writing Definition
Harmer (2004: 86) states that writing is a process that what we
write is often heavily influenced by constrains of genre, and then its
elements have to be present in learning activities. Tommasello
(2014:104) states that writing is activity through process and product
works into a pint or idea in relative scope of readable form. Hence,
from the definitions above, it can be concluded that writing is the
process of using symbols (letters of the alphabet, punctuation and
spaces) to communicate thoughts and ideas in a readable forms in
relative scope through process-product orientation.
b. Thinking in Writing
According to Tommasello (2014:104), thinking is explicating
conceptual content in conventional linguistic format (content that was
only implicit in some original communicative act) makes this content
ripe for self-reflection in a way of linguistics relativity6. This means
that writing is a cognitive activity through interpreting a rhetorical
situation, imagining what a reader would expect (later be called
Michael Tomasello, A Natural History of Human Thinking, Harvard University Press, (2014),
page 104.
readers consideration), gauging one's own feelings about a topic,

envisioning ways to present a position, and even considering the
meaning of terms in an assignment, writers are making critical
decisions to develop into readable form7.
Brown (2001:335) connects writing and thinking in a very
basic way. He states that written products are often the result of
thinking. In considering of this thinking and writing contain as a
pedagogical aspect.
Teaching writing has evident which reigned
specific viewpoint on forms of the basis for designing writing

techniques principles. To mention a few, Brown brings up that it is
important to balance process and product, account for cultural or
literary backgrounds and provide as much authentic writing as
possible (2001:347). Cushing Wiegle states that writers spend a lot of
time planning and editing their work for both organization and
content, as well as taking the audience into consideration (2002:2223). Then, Strmquist refers to Hayes-Flower model 4 from 1981,
"A Cognitive Process Theory of Writing", and writes those different
stages that a writer goes through when writing is controlled by an
over-arching factor; a component within the writers writing ability,
through which the different thought processes in the writing takes
place (2007:32). It also means that time and readers considerations
are influenced by the cognitive process. It can be concluded that there
7
Linda Flower, Victoria Stein, John Ackerman, Margaret J. Kantz, Kathleen McCormick, Wayne
C. Peck , Reading to Write Exploring a Cognitive and Social Process , Oxford University Press ,
1990 , page 40.
is a circumstance of cognitive activity moving the writing capability to

produce readable form towards considerations influenced by cultural
or literary backgrounds through time.
Those statements above attempt to resolve some paradoxes
that face us when we try to understand how writing and thinking is as
activity. Hence, writing can be concluded as follows:1) writing is a
demanding mental activity, yet some people appear to write without
great effort; 2) most writing involves deliberate planning, but it also
makes use of chance discovery through thinking; 3) writing is
analytic, requiring evaluation and problem solving, yet it is also a
synthetic, productive process; 4) a writer needs to work within the
constraints of grammar, style and topic; 5) some kind of writing
(creative writing) involves the breaking of constraint; 6) writing is
primarily a mental activity, but it relies on physical tools and
resources from pens into paper to word device or processors; 7)
writing is a solitary task, but a writer is immersed in a world of social
and cultural influences.
c. Writing Phenomenon
Writing phenomenon is not only a spoken language but contains
pedagogical aspect. This is supported and developed by Hedge, who
states that writing is about guiding students to: produce whole pieces
of communication, to link and develop information, ideas, or
arguments for a particular reader or a group of readers. (2005:10)
Therefore, effective writing requires several things: a high degree of

organization regarding the development and structuring of ideas,
information and arguments. Furthermore, Hedge mentions features
such as a high degree of accuracy, complex grammar devices, a
careful choice of vocabulary and sentence structures in order to create
style, tone, and information appropriate for the readers of ones
written text (2005:7). Weigle looks at the writing ability as a social
and cultural phenomenon and as a cognitive activity (2002:14). All
these points make the teaching writing a complex matter, since all this
should be taken into consideration for efficient learning of writing
strategies and development.
d. Writing : Pre-writing to Sentence Combining
Pre-writing engages students in activities designed to help them
generate or organize ideas for their composition. Engaging students in
such activities before they write a first draft improves the quality of
their writing. Pre-writing activities include gathering possible
information for a paper through reading or developing a visual
representation of their ideas before sitting down to write. Sentence
combining involves teaching students how to write increasingly.
Complex sentences which are defined in this combining enhance the
quality of their writing. Studies establishing the effectiveness of
sentence combining primarily compared with traditional grammar
10
instruction. It can be concluded that pre-writing to sentence combining

improves students ability based on their product.
e. Succession as Writing Indicators on Writing Elements
Applebee and Langer (2006) on the association of strategies
based on formal writing achievement show that the association
between making changes to fix mistakes and achievement was by
far the strongest (p.24). This supported by North Coast Institute
(2007) that formal writing should possess the characteristics as follow:
(1) focus on the issue, not the writer, (2) choose words with precise
meanings, (3) avoid using slang, jargons, clichs, and abbreviations,
and (4) make your claims tentative rather than definite (p.1). Both
fixing mistakes and those characteristics are informal writing
indicators. These indicators are needed to be applied through formal
and informal writing.
One of writing is free writing. It is typically done by a student
for their own purposes, such as, to learn from reading, to better
understand ideas, and to explore or personally engage in what they are
reading (Graves, Juel, & Graves, 1998). It is concluded that writing
activity gives the writer the freedom to explore ideas without worrying
about making or correcting any mistakes. Then, writing serves: to
develop abilities: the abilities to define, to classify, to summarize and
to develop writing towards the rubrics (Empire State College, 2007). It
11
can be concluded that rubrics are integrated in writing elements

empower accuracy and ability.
The writing rubrics, an instrument that identifies the criteria that
is assessed in performance that are defined by descriptors included:
building the argument sequences: introduction to the idea, main
analysis, supporting evidence, conclusion; and formal aspects of the
writings elements: organization, use of language, referencing, layout,
and mechanics of language.
f. The Basic Procedures Toward Ideas to Writing
Brandon (2010: 29-70) presents a writing process of main steps:
prewriting, writing, revising and editing. Here are the details:
1) Prewriting
Prewriting is the initial stage of writing which helps students generate
ideas and prepares them to write an essay. Techniques for generating ideas
for essays suggested by Wyrick (2002: 7-17) Trimmer (2004: 30-47),
Brandon (2005: 31-45), and The Writing Center of the University of
Kansas (2005) are free-writing or looping, clustering or mind-mapping,
brainstorming, interviewing, reading and note-taking, journal writing, and
surfing the internet.
2) Writing
Writing or drafting means producing a preliminary written version
from the outline. It is the way to convert ideas into words. Most writers
write straight through the first draft without stopping to make correction.
At this stage, the outline is used as a guide for both the readers and writer.
3) Revising
Revising is the time to make improvement to a piece of writing.
Changes can be made to content and organization by adding and deleting
details, or improving clarity, style and flow of ideas. Checking the
mechanics, grammar accuracy and coherency are also developed in this
step.
4) Editing
Editing includes checking various aspects on the surface level such as
spelling, punctuation, capitalization, grammar or page formatting to ensure
that appropriate conventions are met.
(Brandon, Lee. Brandon, Kelly . (2010). Paragraphs and Essays: With
Integrated Readings (11th edition) . Wadsworth Publishing , page 29-70)
12
Hyland (2003:12) emphasizes that the teachers role is to guide

students through the writing process, avoiding an emphasis on form to
help them develop strategies for generating, drafting and refining
ideas or pint. Since writing has always been regarded as a difficult
skill, instructors of English writing skills accept that students writing
abilities may not reach a satisfactory level due to some errors. The
errors found in students writing show that they face severe difficulties
due to their lack of writing strategies as well as lack of language
proficiency.
The major difficulty was verb tenses. Using verb tenses has always been a
serious difficulty and problem in writing for most students. Another major
difficulty encountered by students is word choice. Hence, encouraging
students to consider readers knowledge during the prewriting stage should
be stressed. It would be an advantage if instructors design activities that
create specific readers other than the instructors themselves so that students
have a clear context for writing. (Boonpattanaporn , Pornpan, A Comparative
Study of English Essay Writing Strategies and Difficulties as Perceived by
English Major Students: A Case Study of Students in the School of
Humanities, the University of the Thai Chamber of Commerce , 2005, page
8)
Therefore, pointing out errors and giving feedback by

instructors might not be enough to help students improving their
writing ability. In order to assist students to overcome difficulties, it is
necessary to examine what students actually think and do when they
write. The results reveal their strength and weaknesses and give
opportunities for instructors to advise and provide assistance regarding
their writing practice in a more practical and flexible way.
13
g. Integrating the Elements and Rubrics in Process

There are four criterion of writing according Harris, as follows:
1)
2)
3)
4)
Mastering Vocabulary : it plays an important role in a language, especially in the

writing activity. Vocabulary refers the writers knowledge. The number of words
that is mastered indicates a number of concepts and improve by reading and
listening a lot from what has been mastered.
Mastering Grammatical Rules : it consists of phonology, morphology and
syntax. Phonological rules dont have any roles in the writing activity, while
morphological and syntactical rules play some important roles in the writing
activity, it deals with the effective use of the right affixes, conjunction, prefixes
and composition, and the structure of the sentences.
Coherency: it means that the writers paragraph is easy to read and understand
because the supporting sentences are in some kind of logical order and the ideas
are connected by use of appropriate transition signals.
Spelling : One of the most difficult and confusing aspects of the English
language is spelling system. There is often a discrepancy between the
pronunciation of a word and its spelling. They cannot always know how to spell
a word by its pronunciation or how to pronounce it by its spelling, to avoid this
problem; the students are suggested to open dictionaries before they are going to
write.
(HARRIS, David Payne, Testing English as a Second Language. New York; Mc
Graw-Hill Book Company, 1969, page 68-69)
Table 2.1 Scoring rubrics of writing
14
The standard of scoring writing rubrics is based on the products

of procedure achievement. The researcher occurs on analytic scoring
rating composition tasks is suggested by Brown and Bailey in HD
Brown (2003: 244-245) at that table above.
h. Macro and Micro English Writing Skill
In writing, there are some aspects which have to be considered.
Brown (2003:221) has summarized all those aspects into two main
skills; they are the micro skills and macro skills of writing. Later they
can be used in teaching writing as well as assessing writing.
Micro skills:
1) Produce graphemes and orthographic patterns of English8.
2) Produce writing at an efficient rate of speed to suit the purpose.
3) Produce an acceptable core of words and use appropriate word order patterns.
4) Use acceptable grammatical systems (e.g., tense, agreement, pluralization),
patterns, and rules.
5) Express a particular meaning in different grammatical forms.
6) Use cohesive devices in written discourse.
Macro skills:
1) Use the rhetorical forms and conventions of written discourse.
2) Appropriately accomplish the communicative functions of written texts
according to form and purpose.
3) Convey links and connections between events, and communicative such
relations as main idea, supporting idea, new information, given information,
generalization, and exemplification.
4) Distinguish between literal and implied meanings of writing.
5) Correctly convey culturally specific references in the context of the written
text.
6) Develop and use a battery of writing strategies, such as accurately assessing
audience's interpretation, using prewriting devices, writing with fluency in
the first drafts, using paraphrases and synonyms, soliciting peer and
instructor feedback, and using feedback for revising and editing.
(BROWN, H.D, Language-Assessment Principles and Classroom Practice
Longman,2003, page 221)
A grapheme is the smallest unit used in describing the writing system of a language, originally
coined by analogy with the phoneme of spoken languages. A grapheme may or may not carry
meaning by itself, and may or may not correspond to a single phoneme. Orthographic pattern is the
conventional spelling system of a language.
15
2.
The Notion of Integration Of Microsoft Encarta

a. Microsoft Encarta : the History and Phenomenon
Based
on
Microsoft
Software,
Encarta
is
a digital multimedia encyclopedia which is published by Microsoft

Corporation from 1993 to 2009 9 . In 2008, the complete English
version, Encarta Premium, consisted of more than 62,000 articles,
numerous photos and illustrations, music clips, videos, interactive
contents, timelines, maps & atlas and homework tools. According to
Computer Language Company Incorporation,
Encarta is intelligent
digital encyclopedia which was launched in 1993 on CD-ROM . It

was initially based on the Funk & Wagnalls Encyclopedia and later
augmented with the inclusion of Colliers and New Merit Scholars
Encyclopedias10. Based on MSN (originally The Microsoft Network;
stylized as msn), Encarta is a collection of Internet websites and
services provided by Microsoft. Microsoft Encarta was created to
explore scholarly knowledge from one of the worlds most trusted
encyclopedias11. This software helped families and lifelong learners
explore a world of knowledge. Hence, it can be concluded that
Encarta intelligent encyclopedia software is designed to easily find
relevant and reliable information for everyone in the family on just
Microsoft Encarta Premium , Microsoft Student with Encarta Premium, 2009.

Oscar Bonafante, Computer Desktop Encyclopedia copyright, The Computer Language
Company Inc. All Right reserved. 1981-2015
11
Microsoft Network, MSN.
10
16
about any subject whether searching online or offline and for more
integrations to enhance learning based ICT.
There are two main reasons of Encarta phenomenon as ICTbased learning. Firstly, students need to develop the skills which will
enable them offered by ICT. Secondly, there is a growing body of
academic research (Interactive Education project at Bristol University
in the UK) which demonstrates how ICT enhances the quality of
teaching and learning in schools, and thus contributes to the raising of
standards of achievement in education. This below are some of them:
1) The Benefits of ICT in Education in history
In the UK, all research into ICT in education is monitored
by
BECTA
(British
Educational
Communications
and
Technology Agency). Encarta gains in understanding and

analytical skills, including improvements in developing of writing
skills including spelling, grammar, punctuation, editing and redrafting), also fluency, originality and elaboration (Lewin et al,
2000).
2) Microsoft Encarta as an example of teaching writing ICTbased activities
Jill Blackmore et al states that (2003:2) most of the
significant positive computer effects in ICT-based technique are
students being in technology rich classrooms or come from action
research based projects with researchers reflecting on practice.
17
Certainly, ICT can be a stimulus to reform classroom practices.

But the most productive use of ICT is more likely to occur in
transformed classrooms alongside the students learning style and
adequate significance of skills production12.
Encarta as an example of ICT-based technique occurs to
reform classroom students learning styles and the problems on
writing. The problem lies in the stages of the writing lesson
through Encarta. It is about how students put the correct grammar,
mechanics, organization of the paragraphs, and make the works to
become unique based on their application.
For example, if teacher wants students to create slide about the products or
their experiences on something. Firstly, teacher must remember that
students are learning a set of new and valuable skill on writing alongside
the traditional subject content. Secondly, the teacher and students use the
Encarta-integration to engage the ideas, outlining, revising and debating
until the slides are made. In the example, they are earning how to use
Microsoft PowerPoint as well as something about the ideas using the
features in low cost.
(Lewin, C., Scrimshaw, P., Mercer, N., and Wegerif, R, The KS1 Literacy
Evaluation Project Using Low Cost Computers, Open University Centre for
Language and Communication, Multilingual Matters, Ltd.)
The writing procedures are also integrated by maintaining

the process of using Microsoft Encarta tools (features,
encyclopedia, dictionary and sync applications) to endeavor the
writing elements improvement.
12
Jill Blackmore, Lesley Hardcastle, Esm Bamblett, Janet Owens, Effective Use of Information
and Communication Technology (ICT) to Enhance Learning for Disadvantaged School Students,
Deakin Centre for Education and Change; Institute of Disability Studies, Deakin University and
Institute of Koorie Eduction, Deakin University, 2003, page 2.
18
a.
b.
c.
Pre-writing: Encarta provides of generating ideas through the features.

Students are easily to choose or combine the ideas in to write through the
encyclopedia tools.
Writing: Encarta provides the ideas in sequences to make the user
compose some draft of writing without any correction.
Revising and Editing: This integration works on next procedures: revising
and editing. In revising, Encarta integration is used to improve the
content, to maintain organization, to enhance clarity, style, flows of the
ideas, and to check the mechanics, grammar accuracy and coherency. In
editing, Encarta integration helps students in checking various aspects on
the surface level such as spelling, punctuation, capitalization, grammar or
page formatting to ensure that appropriate conventions are met.
At next, Encarta is emphasized through these following

engagements (GE-REDOC):
a.
b.
c.
d.
Generate : a topic or a title is determined. It is guided by the teacher or the

students or the writers. The Encarta as the implementation helps them to
find or combine the ideas into subtopics through the encyclopedia, videos,
pictures, or articles. It infers the concept that will conduct readers
perspective. A lesson plan is the main aspects to form from guided
generated ideas. The other one is collaborated by others materials
(authentic or artificial)
Empowering sync: the concept or outline collaborated by the individuals
or group to produce the characterful writing. This works are the way to
provoke or to have the readers is attracted through the genre or rhetorical
development. The outline is developed in composing without correction.
Encarta integration such as Universalis or Rosetta Stone will useful on
this steps.
Editing-Revising Sync: after the outline or concept is developed enough,
the writers could revising or editing by using Encarta-Style writer Encarta dictionary to reform the elements of writing, such as capital
letters, punctuation, diction, mechanics, coherency, passive-active option
according to rubrics. The writing indicators will be focused in this step. It
means the ideas composition, sequence and logical order, genre, purpose,
mechanics, coherency are acquired. This is the teacher role to help the
writers or the students English writing ability is improved. The
integration Encarta-Style Writer or White smoke are useful here.
Opportunity and Continuity: The products of writing in this step are
regarded as the track of writing improvement. It is a way of writing style
to get their positive or implicit function. The products may not over at
here. That is way the new style of learning or teaching writing leads the
students to endure another purpose in bigger ideas or purpose (such as
readability, other disciplines or literatures).
B. Rationale
To capture the uniqueness of Encarta-Based Learning and to provide
a way of screening out non-examples from this review the integrations are
focused on questions or problems that have students to encounter the central
19
concepts and principles of a writing discipline. The goal around Encartas

thematic units is students pursue, as well as the activities, products, and
performances occupy their time, must be "orchestrated in the service of an
important intellectual purpose" alongside writing elements. Hence, the
purpose using Encarta integration is also both process- and product-orientated
at different work stages, so the work and language skills are developed.
C. Hypothesis
In line with those above theories, the researcher states:
a. The writing ability is influenced by the role and process in fulfilling
writing rubrics. The students are able to enhance their problem-solving
skill, enriching materials, discussion activity to meaningful learning
when Microsoft Encarta Integration -Based Learning is emphasized.
That is the reason that Microsoft Encarta improves English students
writing ability.
b. The implemented sequence procedures in cycles show that the teacher
roles and process-product orientation endures students to focus on
writing succession indicators in the procedures (pre-writing, writing,
revising, and editing) and the rubrics. Hence, their activity through the
cycle endures the agility and ability of writing without fearing of
making mistakes based on GE-REDOC engagements.
20
CHAPTER III
RESEARCH METHOD
A. The Setting and the Time of Research

In this study, the researcher worked on the tenth grade students of SMK
Wijaya Kusuma Surakarta academic year 2014/2015 as the setting and time
of the research. The school is located at Jl. Pleret Utama , Jetis, Sumber,
Surakarta. SMK Wijaya Kusuma Surakarta is located in strategic place;
therefore it is easy to find some facilities supporting the learning process, for
example, photo copy service, language lab, and library. The research was
conducted through teaching and learning process in the classroom of XC.
B. The Method of the Research
The method which was used in this research was action research
method. Kemmis-Hopkins (1993: 44) considers action research as a form of
self-reflective inquiry undertaken by participants in social (including
educational) situation in order to improve the rationality and justice of (a)
their own social or educational practices; (b) their understanding of these
practices; and (c) the situations in which the practices are carried out.
According to Burns (1999: 30), there are four characteristics of the action
research. They are: (a) Action research is contextual, small scale and
localized. It identifies and investigates problems within a specific situation.
(b) It is evaluating and reflecting as it aims to bring about change and
improvement in practice. (c) It is participatory as it provides for collaborative
investigation of team of colleagues, practitioners and researchers. (d)
20
21
Changes in practice are based on the collection of information or data that is

provides the impetus for change.
C. The Model of Action Research
In this study, the conducted classroom action research was an
attempt to improve the students writing ability by using Microsoft Encarta
Integration. The model of classroom action research was used in this study
is based on the model developed by Kemmis and McTaggart in Burns
(1999: 32). They state that action research occurs through a dynamic and
complementary process, which consists of four essential moments: of
planning, action, observation and reflection. Kemmis develops this model
based on the Lewins original concept. Those steps can be illustrated below.
The diagram can be explained as follows13:
Figure .1 the Classroom Action Research cycles

1.
13
Identify the problem

The teacher identifies the problem before planning the action. The
problem refers to the students difficulties in understanding the text. In this
study, the researcher does the observation technique to find the problems. The
researcher observes the learning activities during the lesson.
The cycle may vary, not only two cycles. It depends on the needs of significant improvement
22
2.
Implementing the action

a. Planning: In this step the researcher develops a plan of critically informed
action to improve what was already happening. In this step the researcher
makes plan to teach by making lesson plan and preparing the materials, pre
and post-test.
b. Action: The researcher implements the plans that have been made before.
In this step the researcher implements her teaching by using project based
learning.
c. Observing: The researcher observes the effects of the critically informed
action in the context in which it occurs. The researcher also observes how
the process of teaching runs, whether it is suitable with the plan or not.
d. Reflection: Reflection is done to know the problems and an issue when the
action is implemented. If the researcher finds some weaknesses of the
activities that have been carried out in using the technique, the researcher
revises it in the next cycle. The researcher reflects on these effects as the
basis for further planning in the next cycle. If the progress has reached the
standard expected, the cycle will be stopped.
e. Evaluation act : In order to make sure whether there is an improvement of
the students recount text mastery or not, the researcher gives the test.
(BURNS, Anne..Collaborative Action Research For English Language
Teacher. Cambridge University Press,Cambridge, 1999, page 32)
D. The Technique of Collecting Data

In this classroom action research, the researcher used test and nontest to collect the data:
1. Test
According to Brown (2004:3) test is a method of measuring
ability, knowledge, or performance in a given domain. The test which
was used in this research was essay test through pre-test and post-test
2. Non-test
a. Interview
According to Hopkins (1993: 110) Interviewing in
classroom research can take four forms: it can occur between
teacher and students, observer and students, pupil and students
and, occasionally, teacher and observer. This later activity,
however, normally occurs as a consequence of peer
23
observation. The researcher interviewed the teachers and

students to get information about the problems toward English
teaching-learning activity in this research.
b. Observation
According to Richards and Lockhart (1996:12)
observation is suggested a way to gather all information about
teaching. In many language programs, teachers are often
reluctant to take part in observation or related activities since
observation is associated with evaluation. Thus in order for
observation to be viewed as a positive rather than a negative
experience, the observer's function should be limited to that of
gathering information. In this research, observation took all the
patterns of students behavior and things that happened in the
class.
c. Documents
Documents are the archives or corpus of materials.
This was used in such a case, interlocutors do not make a
selection of persons or situations in order to produce data by
applying methods to study them, but we take existing materials,
which we select in order to analyze them. (Flick: 2007). All
information from this research therefore were checked, was
cared with integrated parameters which the analysis has been
applied. A potential weakness, however, is the span of
24
inferential reasoning. That is, the analysis of the content of

written materials. This research used sources of data from
lesson plans, printout of Encarta implementation, and students
score.
E. The Technique of Data Analysis
The data analysis consists of five stages. Burns (1999: 157) states:
1. Qualitative data
a. Assembling the data
In this step the researcher assembled the data that she/he has
collected over period the research. The data are from field note,
researchs diaries, and interviewing result. Those are : the preliminary
products, informational research gathered by researcher.
b. Coding the data
Coding is a process attempting to reduce the large amount of data
that may be collected to more manageable categories of concept,
themes or types. Categories or codes can be developed to identify
pattern more specifically. The coding activity in this research was
described in the findings of the research (chapter IV)
c. Comparing the Data
The main aim at this stage is to describe and display the data
rather than to interpret or explain them. Comparison can be made to
see whether themes or patterns are repeated or develop across
25
different data techniques. In this research of writing enhancement

were described as the comparison.
d. Building interpretation
This stage demands a certain amount of creative thinking as it
is concerned with articulating underlying concept and developing the
theories about why particular pattern of behaviors, interaction or
attitudes have emerged. The researcher here needed to compare data
several times of post-questions, rethought the connections, and
developed the explanation of the bigger picture underpinning the
research.
e. Reporting Outcome
A final stage involves presenting an account of the research
or others. A major consideration is to ensure that the report sets out
the major process of the research, and that the finding and outcomes
are well supported with example from the data. In this research, the
outcome was the final considerations after completing cycles.
Figure 3. 2 Qualitative techniques
2. Quantitative data
The students achievement data are the result of pretest and
post-test. In analyzing the test score of the written test, a statistical
26
technique is used to find the mean score of the students. The data
from the written test are analyzed in order to know whether the
technique
used
can
overcome
the
students
problem
in
understanding the text or not. The objective and the hypothesis of

this research are tested using the non-independent t-test. It is used
to answer the problem that claims that there is a significant
difference between the students achievement before and after the
action. The formulas were used as follows on this research:
a.
The mean of pre-test and post-test

The mean of pre-test and post-test can be calculated with
the formula as follows:
X
X
N
Y
N
X = mean of pretest scores

Y = mean of posttest scores
N= the number of sample
b. The t-value
The t-value can be calculated with the formula as follows
(Ary, Donald and Jacob, L.C. Razaviech, 1979 : 150) :
D 2
D 2
N
N ( N 1)
Fig. 3.3 t-test equation

= the t-value for non-independent (correlated) means
= the differences between the paired scores
D = the mean of the differences
= the sum of the squared differences
D2
t
D
= the number of pair
27
CHAPTER IV
RESULT OF THE STUDY
This chapter presents the results of this classroom action research

included: introduction, research finding and discussion. The introduction sub
chapter presents the classroom members and CAR schedule. Second subchapter is
about research finding which presents the result of pre-interview, pre-observation,
pre-test, and the implementation of Microsoft Encarta integration-based learning
through the cycles. The last subchapter presents the research finding discussion. It
consists of the process of CAR, product of the research, and data analysis
interpretation.
A. Introduction
The aim of this research was to find out how Microsoft Encarta
integration-based learning can improve the students writing ability in
English. This focused on the 10th Grade C students of SMK Wijaya Kusuma
Surakarta. This research was also oriented on CAR as the method to earn the
significance implementation through its cycles.
1. Classroom members
Based on preliminary research, class XC consisted of eighteen
students. The researcher put the list of class members in the appendix 7
(table 4.1)
2. The CAR schedule
The researcher also described the schedule of Classroom Action
Research (CAR) activity as follow showed in table 4.2 (appendix 8 ).
27
28
B. Research Finding
1. The result of Pre-interview
The researcher did the interview on Tuesday, 21st October 2014
with the teacher of SMK Wijaya Kusuma academic year 2014/2015. In
this pre-interview, the researcher pointed the three questions.
The
questions were about the students difficulties in writing, methods and

teaching-learning atmosphere. The first problem was students
difficulties encounter. The English teacher said that writing bear them a
big burden. Some elements of writing such as using vocabulary,
constructing sentences, using mechanics were integrated with verb
problems. Second problem was the methods. The teacher said that
writing class using dictionary, authentic materials, and task-based
learning was useful to make the students achieve English skill learning
but not writing class. Those burdened the students in trouble in putting
correct diction and tenses. It was identified when they used dictionary
to write. The most difficulty is using verbs in their writing task. The
third problem was about studying enthusiasm. The teacher said that
writing class had low enthusiasm even with dictionary. That was the
reason that they were lack in composing ideas and boring class
situation. An example ICT device,
(Summit IntelliMetric, 2008)
i.e. :
Correct English v.1.0
software was very high cost earned, so
teachers or school couldnt afford, then the teacher proposed the low
cost even the free one. Here, figure 4.1 was the needed application but
29
the price is so high, hence the researcher was requested to develop the
low cost ICT-based learning software integration with their available
devices, such as Microsoft Office 2007, Windows XP to 8.01 for
Operating System, and offline operation user.
Figure 4.1. High priced for a month, online and unaffordable tool for writing
2. The result of pre-observation

The researcher did pre-observation on Monday, 27 October
2014. The observation has taken in Class X C of SMK Wijaya Kusuma.
Based on observation, the researcher identified that their writing ability
was still low and there were some difficulties on writing activity. The
Minimum Completion Standard of English in the XC grade of SMK
Wijaya Kusuma Surakarta (KKM= Kriteria Kelulusan Minimum)
pointed on score 66,68 and the mean score of the students pre test
was 32,0. It meant that the students were far from KKM qualification.
Teacher tried ICT technique such as digital dictionary and F7 function
30
in Microsoft word, but it still didnt improve their writing indicators

achievement. As solution and improvement of the students writing
competence, the researcher used Microsoft Encarta Integration.
3. The result of pre-test
The pre-test was conducted on Monday, 27 October 2014. It was
emphasized before implementing Microsoft Encarta integration. This
was applied in how students wrote simple understanding on invitation
sentences using would could - will. It took 30 minutes, and then the
researcher identified their difficulties. The result was described on table
4.4 in appendix 10. The mean of the pre-test was 4.44, then converted
to 100 % KKM , became 32,0 it meant that the class was below KKM
(Kriteria
Kelulusan
Minimal).
The
indicated
problems
were
organization, language development, spelling-mechanics-punctuation,

grammar and style and quality of expression.
4. Implementing the Classroom Action Research
The implementation of improving writing by using Integration of
Microsoft Encarta through Classroom Action Research was conducted
in three cycles. Each cycle was held in two meetings. Each meeting
took 90 minutes. Every cycle focused on composing invitation letter.
The implementation of first cycle was held from March 24th, 2015 to
March 26th, 2015, the second cycle was held from March 31st , 2015 to
April 2nd , 2015, and the third was held from April 7th, 2015 to April, 9th
,2015 It consisted of four steps (appendix 1) , as follow:
31
4.1. Cycle One

i.
Identifying Problem
The researcher identified the problem before planning the
action. The researcher observed the class to know the situation
referred to the difficulties. The researcher also gave pre test to
the students of class XC of SMK Wijaya Kusuma Surakarta to
know students ability in composing invitation text. The
researcher asked the students to compose sentences which
connected to invitation. From the result of pre test, students got
32.20 (KKM) and 4.706 as the mean score. The incorrect
sentences were identified in vocabulary, composing sentences,
coherency indicators of invitation elements, and tenses through
verbs and passive voice.
ii.
Planning
Based on the problems identified, the researcher used
Integration of Microsoft Encarta to solve the problems. The
researcher made a lesson plan before emphasizing the Encarta
features. Next, the researcher gave the basic material of invitation
and applied Microsoft Encarta integration. First, the researcher
taught the grammar review of using would-could-RSVP-will.
Second, the researcher praised what they had understood of using
that grammar review in formulating the sentences. Then, the
researcher gave example of indicating their difficulties on writing
32
activity through the integration in phase questioning and

polish. The researcher prepared an example from their products.
Before giving chances to the students, the teacher led the students
to understand how to apply Microsoft Encarta integration in their
Microsoft Word.
iii.
Implementing the Action
1) First meeting
The first meeting was conducted on March 24th, 2015 at
12.10 to 13.30. The researcher taught the material based on the
lesson plan that had been made in planning. The students made
personal invitation. The researcher made them practicing about
grammar review and formulated sentences according the
keyword of invitation element such as verbs, auxiliary, the
outline and the type of invitation
[1.]
Opening
At 12.30 a.m. the researcher as a teacher entered the
laboratory. The researchers greeted, Its been long months

we didnt meet for English class. How are you today? and
they replied, We are fine Pak Edwin?, then the
researcher replied to ask, Who is absent today? and the
students replied Novita. She is sick. The researcher
marked the student name list and asked the students about
the topic of the lesson. The researcher asked about the
33
topic, that was Invitation. What do you think about

Personal Invitation? Some of the students replied,
Undangan, Mr. misalnya pernikahan, wawancara, ulang
tahun. It meant that some students knew about kinds of
invitation by their personal experience.
[2.]
Main Activity
The researcher asked them to mention the verbs of
invitation through sentences in Indonesian, Maukah
engkau datang ke ultahku? Next they said, Can you
come ? , Jangan terlambat, silakan datang ke interview
dalam rangka test masuk kerja . The researcher said,
How do you say those in English. Some of them opened
the dictionary and their handout then said,Can you come
at interview?, Please, come to my party. Suddenly the
researcher asked them to write down their sentences to the
white board. Vita came forward and wrote, Please, come
to my house . I have birthday party sweet seventeen. Dewi
said, GPL you are welcome in class-meeting at this
month. The researcher praise them, Ini awal yang baik,
bagus sekali, dua orang sudah berani nulis.walau sedikit
ada kekurangan. Do you know what are them ?. Then,
they did not response to the mistakes in formulating the
sentences. They were in silent. The researcher asked one of
34
them to take papers of first assignment. One of them said,

Piye ,Mr. Aku nggak ngerti . The researcher said to them,
Dont be so stressed, tulis saja sesuai petunjuk. Look at
the direction. Jangan stress dulu. Next , the researcher
continued, Tulis dulu di kertas yang sudah disediakan ,
yakni menulis 10 kalimat yang memiliki unsur undangan.
Write ten sentences of invitation elements. Then, write
again your sentences in Microsoft word. Is there any
question? . They answered, OK..Mr Then , the
researcher asked to click adds-in button after dragging
their sentences. The students said, What is this ?. The
researcher said, Please, click selected documents at the
integration menu bar. There are shown your written
sentences in many colors. Check those sentences one by
one. Continue by your selves the incorrect words,
sentences, or bog. Then, make them correct according to
the alternatives, the tenses which we are learning today,
capital letter. Ask me if you are in doubt or blank .
Students seriously worked with their paper. There was an
example at this figure 4.2 .The researcher explained the
type and colors which engage students in comprehending
writing indicators as this table 4.3 (see : appendix 9).
35
Figure 4.2 . Encarta integration: Style writer MS Office in a student worksheet at Polish phase (
GE-REDOC engagement)
[3.]
Closing
Before the class was ended, the teacher reviewed the
materials and asked whether the students have obstacles in

comprehending the feature at their works. The researcher
asked, Any problems?. The students answered, No,
sirpengin prakteknya biar disuruh buat surat pakai
Bahasa Inggris nggak kacau lagi. The researcher
continued, That would be our next meeting : endeavoring
your skill of writing. Keep your mind intact on this
integration. Yang utama kuatkan dulu pada detail
penggunaan integrasi ini. Then class was dismissed by
student led-prayer.
36
2) Second Meeting
The second meeting was conducted on Thursday, March
26th, 2015. The lesson started at 11.00 a.m. to 12.30 am.

[1.]
Opening
The researcher came to class XC and entered the
computer laboratory. The researcher waited until the students

ready to start the teaching and learning process, after the students
were ready, the researcher asked, Good day students?. The
students replied Good day, Mr. Edwin? Then, the researcher
asked the class condition, Hows this day, sleepy? and replied
by the students we are fine. And you? so the researcher
replied, Im fine too, thank you. Ready to continue? The
researcher checked the students attendance by asking , Who is
absent today? and the students replied Nihil. The researcher
asked them to open their last files that they have elaborated using
the integration.
[2.]
Main Activity
The researcher started to identify the tenses as their most
mistakes in writing capacity. The researcher said, Open your

last file, then drag all sentences, and change the language ribbon
in English U.S or U.K, then identify the tenses. Tenses are very
important. Correct the mistaken tenses by looking blue, green, or
red underlined verbs. Just click your mouse at right side then
choose the appropriate according what our learning about
37
could-would-will or abbreviation, or other tenses. Bukalah file

terakhir, drag seluruh kalimat, ubahlah bahasa penulisan
menjadi bahasa Inggris UK atau US, lalu lihatlah tenses yang
telah kalian gunakan. Tenses sangat penting. Betulkan tenses
yang salah dengan melihat tenses yang verbalnya bergaris biru,
hijau atau merah. Klik mousemu pada bagian kanan , lalu
pilihlah mana yang tepat menurut apa yang telah dipelajari
tentang could-would-will atau singkatan atau tenses yang
lain. Since students were engaged in this integration, their
writing class became interactive. Dewi continued to ask the

researcher, Mr. Edwin, gimana kalau tensesnya kelirucara
melihatnya maksudnya. - Mr. Edwin , How to confirm that our
tenses whether wrong or correct, and how to fix it? . The
researcher answered, Mari, saya lihat kalimat dari contoh
undanganmu. Let me check your sentences, to endeavor your
tenses checking. Here figure 4. 3 below was the Dewis :
38
Figure 4.3. F7-Spelling & Grammar application
Mistakes in tenses did not accuse students as burden in

accomplishing their writing. The tenses correction above showed
above that this sentence, We hopes that we will get the same
support from you as we continue to receive in the others was
not correct. Then she changed, We hope that we will get the
same support from you as we continue to receive in the others.
Students continued for their problems which have tenses problem
or verbs mistake in their application. (hopes was changed to
hope , to received was changed to receive).
[3.]
Closing
Before class was ended, the teacher reviewed the materials
and asked whether students have obstacles in comprehending the
feature at their correcting tenses and latest first meeting. The
researcher asked, Any problems? The students answered, No,
Sir. The researcher continued, Next meeting will be testing
your error recognizing in invitation using our two meeting.
Then class was dismissed by student led-prayer.
39
iv.
Observing The Action
1) First Meeting
The first meeting contained an introduction of integration
of Microsoft Encarta for their improving techniques. Students
were in silent. The researcher conducted the students to
recognize this technique and to familiarize the features
integration. The researcher implemented their forming respond to
pursue pint, verbal thinking, and prior knowledge of invitation
without considering too many their mistakes. The features helped
them to learn the type, color, and elements of the integration.
Their mind started to open for correcting based on features. Their
enthusiasm continued for next development on tenses which
researcher had not started yet. The problems were found that
several students could not master the integration of Microsoft
Encarta faster and choose the correction alternatives within the
features.
2) Second meeting
The second meeting emphasized tenses correction for

their products. The process showed that students delighted to
know the basic grammar review about present tense, to infinitive,
and subject-verb agreement. This was a progress of using
integration. The researcher led their two-way sharing difficulties.
Some students could not still use the integration features until
40
this second meeting. It meant that there was an effect using this
integration of Microsoft Encarta. Since GE-REDOC engagement
emphasized until this second meeting, the students velocity in
comprehending tenses was effective.
v.
Reflection
The researcher reflected those two meetings that
Integration of Microsoft Encarta was emphasized. Most of the
students had more motivation in learning writing. It meant that
the technique could improve their writing ability in identifying
and correcting writing elements. Based on the result of post-test
1, the researcher found that the students of XC grade improved
their writing skill but not so significantly in achieving KKM
(Kriteria Kelulusan Minimal) . Their mean was 8.65 in post-test
and that was 55.5 as their minimum completion grade (KKM). It
meant that the researcher needed to afford more. The table 4.5 in
appendix 11 showed their result of post-test 1.
vi.
Evaluation
The
researcher
focused
on
KKM
for
next
implementation. The integration would be targeted to endorse

students on sentences coherency, capital letters, grammar and
paragraphs maintaining. Post-test 1 focused on grammar and
error spelling, acknowledging students at the features integration
for the first time. Hence, GE-REDOC was proven in evolving the
41
students mean and enthusiasm. Then, the weaknesses were

identified that there were some students learnt slowly and the
result was still below KKM (Kriteria Kelulusan Minimal)

4.2. Cycle Two
i.
Identifying Problem
The researcher identified the problem before planning the
action. The researcher observed to know the situation referred to the
difficulties described the cycle 1. The researcher focused on the
weaknesses, i.e. slow learners and improving KKM.
ii.
Planning
Based on the problems identified, the researcher used
Integration of Microsoft Encarta: GE- REDOC to solve the problems.
The researcher made a lesson plan before emphasizing the features.
Next, the researcher gave the materials invitation - the basics and how
to apply Microsoft Encarta integration. First, the researcher taught the
grammar review of using would-could-RSVP-will.
Second, the
researcher praise what they have understood of using those tenses and
features colors and type. Then, the researcher gave example of
indicating their difficulties on writing activity through the integration
in phase questioning and polish. The researcher prepared an
example from nine mistaken invitations. Before giving chances to the
students, the researcher led the students to make pairs and solve their
difficulties of the latest meeting using F7 (Grammar Spelling) or Style
42
writer. There were nine groups in this cycle. Each group contained
two compared products. These products were compared to find how
far students conduct the integration of a mistake letter.
iii.
1) First meeting
The first meeting was conducted on March 31st, 2015 at 12.10 13.30 pm. The researcher taught the material based on the lesson
plan that had been made in planning. The students screened the
mistaken invitation in pairs with two products for each pair.
[1.]
Opening
At 12.10 am, the researcher as a teacher entered the
laboratory. The researchers greeted, Good day, are still in good
condition? and they replied, Yes we are fine, this is the two
last lesson, then the researcher replied to ask, How is absent
today? and the students replied Nihil, Sir. The researcher
asked about the topic, that was screening Invitation. What do
you think if you got a wrong invitation? Some of the students
replied, Salah tulisan maksudnya, Pak. ?waah berarti ndak
menghargai kuwi. At least we laugh.The researcher continued,
what if you made mistakes. It could be, will you ? . Bagaimana
jika yang buat kesalahan itu kamu ? Apa yang kamu buat ? .
The students were silent again, then the researcher said, It could
43
be solved, if you use what I am teaching now. Ini bisa diatasi jika
kamu menerapkan apa yang sedang saya ajarkan.
[2.]
Main Activity
Researcher asked them to make pairs groups. Then, they
make nine groups. Each group consisted of two students. The
researcher showed an example of wrong invitations, which were
described below on figure 4.4. , then continued to theirs.
Figure 4.4. An example of mistaken invitation
Check those sentences one by one. Continue by your

selves the incorrect words or sentences or bog. Then, make them
correct according the alternatives, the tenses which we are
learning today, capital letter. Ask me if you are in doubt or
blank. The researcher explained the color-underlined which
engage students in comprehending writing indicators toward the
capital letters as this figure of 4.5 below.
44
Figure 4.5 . Encarta integration: towards capital letters
Next step was instructed the students to apply coherency,

punctuation, spelling, tenses checking (as the previous checking
tenses in cycle 1). The figure 4.6 showed that recognizing error
using integration features corrected writing elements.
Figure 4.6 Style writer was used by Group III
The researcher commanded the students to make two

repaired products of mistaken letters. The students began to do
this cycle easier than the first cycle. The figure above was from
Group III. The students asked, Mr, kalau misalnya nama jalan
itu apa ya harus di betulkan dalam bahasa Inggris. Should we
translate into English those words , such as : Jl. Legiman ? The
45
researcher answered, If it is so necessary, but it usually we just

let them as they are . If you find abbreviation like that : PS. It
means you need to write as English writing rule. Anything else ?.
Student said, Pak, kalau sudah tidak ada warna atau tanda
yang menyertai kata-kata itu, apakah itu sudah betul ? Sir, if
there is nothing sign such as colored or different-typed on those
words, is it our letter will be correct ?. The researcher continued,
That is very good questions. It has two options. First, you have
to be sure that your writing is correct. This means that you have
finished already. The other option is that you share your writing
with your friends, teacher, or online software. After making
correct letter according to the accurate ideas, supporting
sentences, grammar, and its content, which means your writing
would be good. Then , students continued to their work in pairs
to correct the mistaken invitation letter.
[3.]
Closing
Before class was ended, the teacher reviewed the materials
feature at their works. The researcher asked, any problems ?.
The students answered, no, sirpengin prakteknya biar disuruh
buat surat bahasa inggris nggak kacau lagi. The researcher
continued, that would be our next meeting: endeavoring your
skill of writing based on your own theme. Keep your mind intact
46
on this integration. Then class was finished by student ledprayer.

2) Second Meeting
The second meeting was conducted on Thursday, April 2nd, 2015. The
lesson started at 11.00 a.m. to 12.30 p.m.
[1.]
Opening
The researcher came to class XC and entered the computer
laboratory. Researcher waited until the students were ready to start the
teaching and learning process. After the students are ready, the
researcher asked, How are you ? still OK ? The students replied
Good day, Mr. Edwin? Then, the researcher asked the class
condition, Hows this day? and replied by the students We are fine.
And you? so the researcher replied Im fine too, thank you. Ready to
combat your difficulties more ?. The researcher checked the students
attendance by asking Who is absent today? And the students replied,
No one absent, Sir. The researcher asked them to open their last files
that they have elaborated using the integration just like last meeting an
error invitation.
[2.]
Main Activity
The researcher started to ask pair to present their writing. Group
II came forward to present their writing improvement. Figure 4.7 below
showed that Group I has checked error sentences, corrected, and

organized the paragraph.
47
Figure 4.7 The Feature : Checker , InDict and Style writer in correcting tenses
Group II presented their grammar correction on capital

words, the name, and abbreviation. Group II asked to the
researcher, Sir, why phrase per person in black in Encarta
integration, but not in tenses checker? The researcher
explained, There is a different perspective in choosing accurate
word. You may choose per person or each person. But, well
done because group II corrected the passive voice. It is a great
progress from simple problem. Give applause for Group II.
Other students said, Ini menyenangkan, Pak. Kerjaan saya jadi
mudah..Nggak takut salah lagi The researcher asked Group
VIII to present their works. There were improvising way in
checking error diction, coherency, and capital letters. Group VIII
empowered their discussion in using words Kid dance noun ,
48
than kid dancing and identified error verb came to come

after auxiliary can. The improvising was in figure 4.8 below.
Figure 4.8. Improvising diction, verbs, and capital letters using Checker and Style Writer in MS-Office
Mistakes in verbs, tenses, subject, capital letters, and

diction did not accuse students as burden in accomplishing their
writing. From these two examples, students enjoy to ease their
doubt on correcting the mistakes.
[3.]
Closing
Before class was ended, the teacher reviewed the material
feature at their presentation. Then class was dismissed.
49
iv.
1) First Meeting
The irst meeting comprised about introduction of incorrect
invitation. Based on target, students were optimized when the features
integrating their understanding writing. The problem was found that
students comprehended in capital letters, and verbs correction.
2)
Second meeting
Second meeting emphasized tenses correction, voices, diction,

verbs for their products. The process showed that students delighted to
enhance their style in writing about present tense, to infinitive,
coherency, and subject-verb agreement. This was also a progress of
using integration. Their two-way presentation sharing minimized the
difficulties. It meant that there was an effect using this integration of
Microsoft Encarta in cycle II. While GE-REDOC engagement
emphasized until this second meeting, the students velocity in
comprehending writing elements.
v.
Reflection
The researcher reflected cycle II that those two meetings that
Integration of Microsoft Encarta has been emphasized. Most of the
students had more motivation in learning writing. It meant that the
technique could improve their writing ability in identifying and
correcting writing elements. Based on the result of post-test 2, the
researcher found that students of XC graded improved their writing skill
50
included achieving KKM (Kriteria Kelulusan Minimal). Their mean was

10.65 in post-test 2 and 68.4 was their KKM. It meant that the researcher
needed to afford their writing grade more. The table 4.6 showed their
result of post-test 2 in appendix 12.
vi.
Evaluation
The researcher focused on KKM and writing indicator grade (1420) for next implementation. The integration would be targeted to
endorse students on generating ideas, empowering sync, sentences
coherency, capital letters, grammar and paragraphs maintaining. Posttest 2 focused on grammar and error spelling, acknowledging students
at the features integration (Encyclopedias, dictionary, articles, F7,
Style Writer).
4.3. Cycle Three

i.
Identifying Problem
The researcher identified the problem before planning the action.
The researcher observed the detail situation referred to the difficulties.
The researcher focused on the GE-REDOC towards KKM and mean
post-test 3.
ii.
Planning
Based on the problems identified, the researcher used Integration of
Microsoft Encarta: GE- REDOC to improve writing ability. The
researcher made a lesson plan before emphasizing the integration. Next,
the researcher gave the materials invitation - the basics, invitation types
51
and how to apply Microsoft Encarta integration. First, the researcher

taught
the
grammar
review
of
using would-could-RSVP-will-
preposition. Second, the researcher praise what they have understood of

using those tenses and features colors and type for their product in last
meeting. The researcher took the Microsoft Encarta application. Their
difficulty such as independently applying their style on writing activity
through the integration in phase questioning and polish was maintained.
Th researcher instructed to compose own invitation theme (based on
lesson plan III). Before giving chances to the students, the researcher led
the student to open Encarta Premium.
iii.
1) First meeting
The first meeting was conducted on April 7th , 2015 at 12.10 -13.30
pm. The researcher taught the material based on the lesson plan that had
been made in planning. The students determining the ideas using Encarta
Premium, then started to make outline of invitation letter based on theme,
the formulate the outline, compose the ideas to sentence combining,
empower their style and expression, and apply editing-revising steps
using the integration feature.
[1.]
Opening
At 12.10 pm, the researcher as a teacher entered the
laboratory. The researcher greeted, Hello, are you still in good
condition? and they replied, Yes we are fine, this is the last
52
lesson. Then the researcher replied to ask, Do you know who is

absent today ? ,and the students replied None, Sir The
researcher asked, There will be a time that every of you make
invitation no what matter the theme is? Some of the students
replied, undangan nikah , Pak. atau rapat Karang taruna atau
undangan menonton film. Birthday invitation is boring theme, Sir
The researcher continued, Suppose that you are a secretary. Then
your superior urges you to compose meeting invitation letter. Or
what would you do if invitation statement is in dialogue. Could you
arrange them both?
[2.]
Main Activity
The researcher asked them to open Microsoft Encarta. The
students started to open Microsoft Encarta. The researcher said,
First step is choosing the theme. Pilihlah ide pokok dari dialog
mengenai invitation atau surat undangan. Choose a theme to
compose an outline of invitation dialogue or invitation letter based
on the type using Encarta Premium. Lalu buatlah kerangkanya
dahulu dengan bahasa Indonesia atau Bahasa Inggris. . Students
began to choose articles, pictures, and pattern of making invitation.
Others preferred to make dialogue to compose their outline. Figure
4.9 showed some of them of figure encyclopedia, dictionary, and
Office document.
53
Figure 4.9 . All features were used by a student
The students began to write their generating ideas and

empowering sync steps (GE-REDOC). The use Ind-Eng
dictionary offline, encyclopedias, and F7 (Grammar-Spelling) in
their process was applied while they were writing. The students
became aware on detecting their mistaken. For instance, Yuli
asked, Sir, can I write and editing my invitation ? The
researcher answered, Yes, that will be shortened your time. It is a
great progress. That is equal to another students. The statistical
data in figure 4.10 below showed that the student enhancing her
writing procedure due to the progress.
54
Figure 4.10 Readability checking, in GE-REDOC
[3.]
Closing
Before class was ended, the researcher reviewed the
materials and asked whether students have obstacles in
comprehending the feature at their works. The researcher asked,
Any problems ?. The students answered, Not yet, Sir. The
researcher continued, that would be our next meeting: We
endeavor your skill of writing based on your own theme. Keep your
mind intact on this integration Then class was finished by student
led-prayer.
2) Second Meeting
The second meeting was conducted on Thursday, April 9th, 2015. The
lesson started at 11.00 a.m. to 12.30 p.m.
55
[1.]
Opening
The researcher came to class XC , then entered the
computer lab. Researcher waited until the students ready to start
the teaching and learning process. After the students already, the
researcher asked, How are you ? still OK ? . The students
replied Good day, Mr. Edwin?. Then, the researcher asked the
class condition, Hows this day? and replied by the students
We are fine. And you? so the researcher replied Im fine too,
thank you. Ready to combat your difficulties more ?. The
researcher checked the students attendance by asking Who is
absent today? and the students replied Nihil. Researcher
asked them to open their last files that they have elaborated using
the GE-REDOC engagement.
[2.]
Main Activity
The researcher started to lead the students opened their
last work. This empowered writing invitation in the form of
dialogue. The researcher opened the discussion, We will
continue our writing invitation in a dialogue form. Students at
this pace needed an Indonesian as generating ideas way. Then
they tried to write in English without any correction as describe
in figure 4.11.
56
Indonesian
Selly
: Halo Josh, apa kabar?
Josh
: Baik, hi Selly! Sudah lama tidak
berjumpa denganmu. Apa kabar? Apa yang
kau lakukan sekarang?
Selly
: Baik Josh. Yah, kau tahu, aku
sibuk bekerja Aku dengar, kau berbisnis
properti saat ini. Apakah itu benar?
Josh
: Ya benar sekali. Aku mencobanya
setahun yang lalu dan hingga saat ini aku
masih terus berjuang dengan bisnis ini.
Selly
: Bagus sekali Josh! Aku bangga
melihat namamu di koran. Kau sepertinya
sudah menjadi pebisnis properti paling
populer di kota ini.
Josh
: Hahahaha, aku hanya beruntung
Selly.
Selly
: Josh, Aku akan menikah.
Bersediakah datang ke pesta pernikahanku
dan menjadi pendamping wanita? Aku
memerlukanmu, sahabat terbaikku.
Josh
: Wow, itu adalah kabar paling
menggembirakan yang pernah aku dengar.
Selly
: Ini undangannya Josh. Jadi,
bagaimana?
Josh
: Tentu saja aku datang!
Selly
Josh
: Terima kasih Josh.

: Sama-sama Selly.
English translation
Selly : Hello Josh , how are you ?
Josh : Well , hi Selly ! Have not met you .
How are you? What are you doing now?
Selly : Both Josh . Well , you know , I was
busy working . I hear , you're doing business
in the current property . Is that true?
Josh : Yeah right. I tried it a year ago and to
this day I'm still struggling with this
business .
Selly : Nice Josh ! I am proud to see your
name in the paper . You seem to have
become the most popular property business
in this city .
Josh : Hahahaha , I'm just lucky Selly .
Selly : Josh , I'm getting married . Will you
come to my wedding and become a female
companion ? I need you , my best friend .
Josh : Wow , it is the most exciting news
I've ever heard .
Selly : This invitation Josh . So how?
Josh : Of course I'm coming !
Selly : Thank you Josh .
Josh
:Equally
Selly
.
Figure 4.11. A dialogue was made using the integration features
[3.]
Closing
Before class was ended, the teacher reviewed the
materials and asked whether students have obstacles in
57
comprehending the feature at their presentation. Then class

was dismissed.
iv.
1)
First Meeting
First meeting comprised empowering generating ideas using
Encarta Premium. Based on target, the students were optimized
when the features integrating their understanding writing at GE
steps of GE-REDOC. The problem was found that students
comprehended in capital subject-verb agreement, word order, and
coherency. The students were eager to combine any articles,
pictures, and Encarta dictionary. Then, integration of Microsoft
Encarta was applied to strengthen Editing-Revising-Opportunityand Continuity steps in order to produce a compatible writing
product of invitation letter.
2)
Second meeting
The second meeting emphasized tenses correction, voices,

diction, verbs for their products of invitation based on dialogue
form. The process showed that the students apply Indonesian
sentences to formulate a good outline. Then, they started to
translate in English in Generating ideas and Empowering sync.
After writing without any correction, they applied Microsoft
Encarta integration to endeavor dialogue-based invitation towards
Editing-Revising-Opportunity-Continuity. Although the shown
58
figure indicated 2.2 Flesch Kincaid, the product was easy to be

readable one.
v.
Reflection
The researcher reflected cycle III that those two meetings that
Integration of Microsoft Encarta has been emphasized. Most of the
students had more motivation and found their way in learning writing. It
meant that the technique could improve their writing ability in
identifying and correcting writing elements. Based on the result of posttest3, the researcher found that students of XC grade improved their
writing skill included achieving KKM (Kriteria Kelulusan Minimal).
Their mean was 15.529 in post-test 3 and 97.1 was their KKM.. It meant
that the researcher found the significance. The table 4.7 showed their
result of post-test3 in the appendix 13.
vi.
Evaluation
The researcher focused on KKM and writing indicators scoring
rubric (14-20) for the implementation. Hence GE-REDOC was proven to
be in improving the students writing ability based on the observation,
data means and KKM.
5. Discussion of Research Finding

This discussion consisted of three parts; those were process,
product, and data analysis interpretation. For further describing, here are
those three parts:
59
1) Process of Classroom Action Research (CAR)

The researcher had conducted for XC students of SMK Wijaya
Kusuma to improve writing ability in three cycles using the integration
of Microsoft Encarta. The implementation of the technique included:
1) Working individual and group to endorse their learning towards the
integration and their product, 2) Planning to improve their grade, KKM
(Kriteria Kelulusan Minimal ), and their significance. 3) Drafting their
main points in sharing their difficulties, and 4) applying the
engagement (GE-REDOC) to earn writing final products which was
continued to calculate.
By using the integration of Microsoft Encarta-based learning,
the students were free to explore, determine ideas, sharing the
difficulties through individual or in groups (see : Becker , 2000). There
were two categories of students. Some preferred to start Indonesian
based outline in starting their writing, then editing and revising it. The
others were able to combine the source of authentic material such as
Encarta premium, internet, their invitation samples (undangan, ulem,
panggilan kerja,). Then, editing-revising steps were emphasized.
Those two type of learning style toward writing contained openminded discussion without worrying of making mistakes and delightful
curiosity.
60
2) Product of Classroom Action Research (CAR)

The researcher emphasized and recorded data including pretest, post-test 1, post-test 2, and post-test 3. To confirm the
significance those cycles, the researcher applied t-test equation then
calculated the margin error until 1% for .05 level and 0.1 level. The
significance was very important to claim whether there was a change
before and after Classroom Action Research (CAR). Here are the
formulas:
y
X
Z
X
Y
Z
N ,
N ,
N ,
N ,
t
D
N
N ( N 1)
Where x = pre-test , y = post-test 1 , z = post-test 2, = post-test 3
Based on the means formula, at pre-test, post-test 1, post-test 2, and

post-test 3 are described in this table 4.8 below :
Table 4.8 . The means of post-test 3 > mean at pos-test 2 > mean at post-test 1 > pre-test.
Phase
Pre-test
Post-test 1
Post-test 2
Post-test 3
Means
4,706
8,647
10,653
15,529
The means showed that there was a significance because mean at posttest 3 > mean at post-test 2 > mean at post-test 1 > pre-test. Then the
researcher continued calculated ttest value, then reduce its margin error
61
until 1 % using Taylor Units equation by Bambang Triadmojo (2002 :

5 ) as follow :
a = p*n+1 p*n
p*n+1
Hence in table below, determined the approximate t-test value :

Table 4.9. The t-test of post-test 3 > mean at post-test 2 > mean at post-test 1 > pre-test.
t-test 1
4,18030209 t-test 2
Reduced to
ME 1 %
4,176
4,4828036 t-test 3
Reduced
to ME 1 %
4,478
Reduced to
ME 1 %
5,0826498
5,029
Where
ME 1 % = margin error calculation to 1 %
a
= error on completion margin error
p*
= best measurement
Based on the statistical table of t
test
value, N 1 were 18 1 = 17 ,
so that in findings degree of freedom N-1 = 17 a t-test value of 2,110

was needed to significance at the .05 level and 2.898 at the .01.
Comparing on t
test
value between pre-test and post test 1 , 4.176 was
more than .05 and .01 significance at N-1 = 17. It meant that students
writing ability had improved.
Continued to t
test
value between post-test 2 and post-test 1, there
were 18 1 = 17, so that in findings degree of freedom N-1 = 17 a t-test

value of 2,110 was needed to significance at the .05 level and 2.898 at the
.01. Comparing on t
test
value between post-test 2 and post test 1 , 4.478
was more than .05 and .01 significance at N-1 = 17. It meant that
students writing ability also had improved.
62
Next to the t
test
value between post-test 3 and post-test 2 , there
were 18 1 = 17 , so that in findings degree of freedom N-1 = 17 a t-test

value of 2,110 was needed to significance at the .05 level and 2.898 at
the .01. Comparing on t
test
value between post-test 2 and post test 1 ,
5.029 was more than .05 and .01 significance at N-1 = 17. It meant that
students writing ability had improved too (see : appendix 14 )
3) Data Analysis Interpretation

The interpretation of the data analysis of data result among the
pre-test, post-test 1, post-test 2, and post-test 3 were as follow :
In pre-test , the students mean score in writing test before
implementing Classroom Action Research was 30,20. This meant that
the t-test pointed on 4.176 times was more than .05 of 2,110 and .01 of
2.898 significance at N-1 = 17 (between pre-test and post-test 1). The
significance was achieved after implementing the integration of

Microsoft Encarta-based learning. The result showed that post-test 1
mean at 8,647 and at Grade 2 level based on writing scoring rubric
(level 6-11)
In post-test 2 , the students mean score in writing test before
implementing Classroom Action Research was 55,5. This showed ttest value pointed on 4.478 times was more than .05 of 2,110 and .01 of
2.898 significance at N-1 = 17 (between post-test 2 and post-test 1) .
The significance was achieved after implementing the integration of

63
mean at 10.65 and at Grade 3 level based on writing scoring rubric

(level 12-14).
In post-test 3 , the students mean score in writing test before
implementing Classroom Action Research was 97,1. The t-test value
pointed on 5,029 times was more than .05 of 2,110 and .01 of 2.898
significance at N-1 = 17 (between post-test 2 and post-test 1). The
significance was achieved after implementing the integration of

mean at 15.53 and at Grade 4 level based on writing scoring rubric
(level 15-17).
According to those interpretations, it was concluded that
Integration of Microsoft Encarta-based learning could improve
students English writing ability of XC graded students of SMK
Wijaya Kusuma in academic year 2014/2015.
64
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After discussing and analyzing the data which were obtained from the
Classroom Action Research (CAR), the researcher concluded as follow:
1. Integration of Microsoft Encarta-based learning improved the students
English writing ability of XC graded students of SMK Wijaya Kusuma
Surakarta in academic year 2014/2105. It could be seen from the mean
score on pre-test and post-tests. Based on pre-test mean score 8.647,
Browns Writing Grade 2 (level 6-11), with t-test value pre-test and posttest 1 was 4.176. Based on post-test 2 mean score 10,65, Browns Writing
Grade 3 (level 12-14), with t-test value pre-test and post-test 1 was 4,478.
Based on post-test 3 mean score 15.53, Browns Writing Grade 4 (level
15-18), with t-test value pre-test and post-test 1 was 5.078 (see appendix
15).
2. The students became active, and more motivated in learning English
when the integration of Microsoft Encarta was emphasized. Students
more delightful to generate ideas by combining Encarta integration such
as Encarta encyclopedias, internet, or authentic materials and starting
using Indonesian to formulate an outline. Students were open-minded to
share their difficulties and applied GE-REDOC engagement to produce
compatible
writing.
Students
accelerated
the
process-products
engagement by using the integration in pairs or individually without

64
65
worrying of being wrong (anxious) in diction, spelling, grammar,

mechanics, writing style of expression, coherency, capital letters, and pint
of thinking (see also : Sulispriyanto et al :2015)
B. Suggestion
After conducting the research towards writing skill by using
integration of Microsoft Encarta-based learning, the researcher gives
suggestion to teachers, students, and school.
1. For the English teacher
Integration of Microsoft Encarta-based learning would be familiarized by
English Class for next step of improvement. Not only writing skill are
improved, but also other skill would be developed using this in task-based,
project-based or inquiry-based learning.
2. For the students
The students should develop themselves by familiarizing GE-REDOC
engagement in Integration of Microsoft Encarta in another field such as free
writing, formal writing, and correcting written English. Not only more than
writing ability is improved, but also the thinking acceleration is also
increased.
3. For the school
In order to enrich students knowledge in English using this integration by
updating adequate peripheral device (hardware/software) to integrate and to
familiarize Encarta integration for future purposes, such as : competition,
job futures, and school quality national standard.
66
BIBLIOGRAPHY
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70
APPENDICES
70
71
Appendix 1 Lesson Plans

LESSON PLAN (CYCLE 1)
School
Subject
Class/term
Meeting
Duration
: SMK WIJAYA KUSUMA

: English
: XC/2
: 1 and 2
: 2 x 45 minutes
I. Standard competence : Communicating using English at Novice

II. Basic Competence
: 1.8. Writing simple Invitation
III. Indicators
Students are able to :
a. Formulate words into good sentences of invitation
b. Arrange sentences into a good invitation
c. Write simple invitation (e.g.: birthday, graduation, marriage) correctly
IV. Material
1. Technical Grammar review: contains the request in term of invitation
2. Kinds of Invitation
3. Samples of invitation (personal invitation).
4. Parts of personal invitations.
5. Contents, style, spelling and punctuation.
6. Writing : compose an invitation
a. Students formulate an invitation outline in Indonesian
b. Translating into good sentences based of theoretical grammar
review
c. Arrange an invitation based on theme
V.
Methods and technique
Praise-Questioning -Polish (PQP) towards writing difficulties In Polish
phase, ICT-based learning technique using Encarta Integration (Style
writer-F7 in Microsoft Word - GE-REDOC) is emphasized.
VI.
Teaching-Learning Steps
Steps
Opening
Teacher activity
Students activity
a. Greets the students

and check their
attendance
b. Reviews the latest
lesson
c. Explains the aim of
todays learning about
a. Greet and pray

together before
starting the lesson
b. Answer what the
latest one is
c. Ask why students
must learn this
time Character
building
5
Openminded in
respect
72
invitation
d. In Brain storming step
:asks them if their
boss asked to make an
invitation, or their
parents asked them to
make birthday
invitation or their
family meeting, what
would they do
e. Asks start to make an
invitation based on the
theme.
f. Increases students
degree of curiosity to
obtain self-made
invitation
a. Explains the grammar
review of Could, Will,
Would and
preposition (at, in, on)
function in sentences.
Exploration
invitation
d. Answer some
solutions
e. Choose the best

theme and start to
make invitation
f. Empowering the
writing elements
such as ideas, diction
etc.
a. Mention and
practice the
sentences using
could , would, will
and preposition
(at, in, on)in
appropriate function.
b. Note the important
information
b. Explains the invitation

letter : types, structure,
and
c. Asks them to write
down their sentences in c. Write the sentences
a paper using Microsoft
using those
Word
mentioned word
above by Microsoft
Word
PQP implementation
PRAISE step
d. Praises for what
PQP implementation
students like about the
authors writing style
d. Relieve what they
or ideas, praise their
have at first step on
works
writing
QUESTIONING step
e. Removes any
confusion students
e. A student asks or
have, asks what their
gives question with
difficulties are
the elements of
writing towards
invitation letter.
f. Instructs them to
f. Integrate adds-in
20
Respect
and openminded
73
integrate their words

using adds-in Encarta
integration: dictionary
Eng-Ind , F7 and Style
writer.
g. Collects their product
as the Pre-test, then
give their score based
on Bailey & Brown
scoring rubrics
Microsoft Encarta :
dictionary Eng-Ind ,
F7 and Style writer
g. Submit their works

to teacher and
consider their
mistakes in writing
elements based on
their achievement
POLISH step
Elaboration
h. Applies Revising
h. Apply the step
Editing to correct their
Generate work using Style-writer
Empowering in Encarta Integration
Revising-Editing
features in Microsoft
using Encarta
Word. It is emphasized
integration features
GE-REDOCS
using Style writer
according the
writing elements.
The product will be
edited through
Microsoft Word by
Using GE-REDOC
engagement.
Polishing their
product into
compatible one
a. Asks their response
a. Answer the question
using this editing
on what, how, what
revising on their
if , about the features
sentences
of Encarta
Integration, such as :
the color red
(passive voice),
orange (glue, bogg) ,
black (capital,
punctuation), brown
(effective sentence),
b. Asks them to arrange
etc.
paragraphs based on
b. Write and combine
the invitation structure
the correct sentences
/ parts.
into a rough
c. Asks them how they
invitation based on
40
Active,
openminded
74
response the Encarta

Integration
implementation and
collect their
improvement as their
post-test 1
Confirmation a. Gives feedback to
students or groups
b. Asks whether there is
another problems in the
material, elaboration in
creating invitation
Closing
a. Draws a conclusion of
this improvement
strategy and ask
whether students need
to know more in using
Microsoft Encarta
Integration.
b. Gives them a home
work of composing
invitation letter in
various type
c. Closes the class and
pray
the structure
c. Give response on
this implementation
and gather their new
treatment within
a. listen to the teacher
20
Openminded
10
respect
b. Response what their

difficulties
a. Picture their
meaning finding, the
way in editingrevising their
activity into a good
products.
b. Prepare their idea for
the next meeting
c. Pray and close the

learning activity
VII.
TOOLS , MATERIAL OF LEARNING RESOURCES
A. Tools or Media
1. Computers which have been installed Microsoft Office and Encarta
Integration
2. LCD, laptop, writing tools
3. Style Writer 7.1.0 and Microsoft Encarta tutorial
B. Materials of learning resources
1. Handout ENGLISH PROGRESS X ; Novice level ; ENGLISH
SENTENCE STRUCTURE , BASIC SPEAKING SKILL
2. Invitation samples as authentic materials
3. A paper of essay test
VIII.
EVALUATION BASED ON PROCESS AND PRODUCT
A. Process-based
An observation occures the development of students understanding the
material, such as writing easy sentences in order to compose a simple
invitation. Behavioral aspect, degree of curiosity and entusiasm are bold
indicators throungh the technical implementation (ICT-based Encarta
Integration ) . Some incidential interviews are occured to identify the next
75
difficulties after the evaluation act, tutorial and implementation during

features integration.
B. Product-based
Collected review by using test, interview and students psychological-based
are important aspect to measure the effectivenes or significant impuls on
improving writing ability. It is measured by using Bailey & Brown scoring
rubrics towards Hylands elements of writing (table below).
76
Learning Materials

a. will, - indicates the certainty plan (less formal)
b. could or would indicates the polite invitation/request
c. Prepositions indicates the elements of invitation
1) In : place - time ( single ) : in the morning, in spring, in year
2) On : place (surface/ nempel) time (day,month)
3) At : place time (details) : at 6 pm, at France Street 65
d. Term :
1) Rpondez S'il Vous Plat, which translates roughly as please
reply or reply if it pleases you
2) ASAP : As Soon As Possible
2. Make your own themes of invitation and start to write your s on using will,
could, would, at , in, on in the front of the class
3. Look at this example below!
June 12, 2010
Dana and Chuck Norris
777 Lander Lane
Meridian, ID 83642
Dear Mr. and Mrs. Norris,
You are cordially invited to a formal dinner in honor of Samuel Green on July
21st,
2010
at
8
p.m.
at
the
Boise
Hilton.
As
you are
an
associate
of Mr. Green, we
would
like you to speak briefly about his work in the lumber industry. If this
possible,
please
let
me
know
within
the
next
week.
Please note that this is a black-tie event, RSVP with the names of those
attending by July 14th .
Sincerely yours,
John Cougar
a. Pre-test
Write down 10 sentences of using will or could or would and
preposition (in, at, on) in order to compose appropriate sentences of invitation
letter. Dont forget to open your dictionary, keep focus your grammar usage,
mechanics, capital letter, and coherency among the sentences.
77
b. Post-test 1
Arrange a simple invitation letter! Choose one of these themes: birthday,
meeting, dinner, and job interview. Dont forget to open your dictionary,
keep focus your grammar usage, mechanics, capital letter, and coherency
among the sentences.
4. Kinds of Invitation letter

a. BUSINESS EVENTS. The business invitation letter is used to invite
clients to a business-related event. It can be a super sale on the business's
services or products, an open house for a new office or store or any other
event that involves the business. An interoffice business invitation letter
is used to invite employees to a business-oriented happening, such as the
annual office party or a corporate management seminar. Business event
invitation letters follow the same format as other business letters, with a
formal salutation, body of the letter explaining the missive's intent and a
formal closing.
b. SOCIAL EVENTS. Although preprinted invitation cards are readily
available for social events, an invitation letter can be included to further
personalize the invite. Social events can be formal gatherings, such as
weddings, catered parties and black tie dinners, or they can be casual
affairs, such as a backyard birthday bash or a barbecue. Other social
events include gallery openings and art shows, concerts and
performances, and personal events such as an intimate birthday party,
bridal shower or seasonal and holiday celebrations. The format should
follow that of other personal letters and the wording should express the
78
personal nature of the invitation. Rather than the formal business

greeting, feel free to start the letter as you would to a personal friend,
using a more personal salutation. Include a reason why you'd love for the
guest/s to be there.
c. OTHER. Other types of invitation letters include those that invite
someone to speak at an engagement or accept employment or another
type of offer. Such invitations should include all the basics of the offer:
start date, payment rendered and anything else necessary for the invitee
to make an informed decision on his response. It should also outline how
to respond and the response deadline.
d. ELECTRONIC INVITATIONS. Electronic invitations, such as those
you send via email, adhere to the letter format that suits the event, either
a formal business letter or personal letter style. Begin the electronic
greeting with the appropriate salutation, followed by the body of the
letter and closing. Benefits of emailing invitations include saving on
postage and printing costs, the ability to send out large amounts of
invitations at once, getting immediate RSVPs by recipients and including
links in your electronic invite to directions of other details. Drawbacks
include your message being inadvertently sent to the recipient's spam
folder. Following up with a phone call might be necessary to ensure the
recipients received your invitation letter.
e. BASICS AND RSVP. Every invitation letter should outline the basics,
including what the invitation is for, when and where the event is being
held and the general gist of the event. Additional helpful information
includes directions to the event, the attire and how many guests, if any,
the invitation recipient can bring to the event. Invitation letters that
require an RSVP from the recipient should make it clear you're expecting
a response. They should also note how a person should respond, either by
email, phone or an enclosed postcard and the response deadline and
contact information where you can be reached. If you're expecting a
response by postcard, including a self-addressed, stamped postcard or
small envelope helps ensure a response.
a. Birthday party
Dear all,
It takes great pleasure in inviting you at the party of my lovely family on
the 90th birthday of my grandfather.
He is the most lovable member of our family and community and we
would like to make this day joyous celebration and an extravagant event.
We would like to make it a special day for hm. We request you to make a
note of this date 24 February 2011 as most important and please be free to
attend the event, since you have touched him during his journey of life
please come and make it a memorable occasion.
I look forward to your presence in this happy occasion at Griyadi Hotel
Solo on Tuesday, 24 March 2011.
79
Thanks and regards

Liliput
b. Meeting invitation
Solo, 23 January 2015
Dear
Clolo Neighbor:
The purpose of this letter is to invite you to attend a neighborhood
association informational meeting on Monday at Balai Kampung Clolo,
Wonorejo (a neighbor home? a banquet room in a nearby restaurant?),
from 6 pm to 8 pm.
The purpose of this meeting is to hear about the City of Kadipiros
Neighborhood and Community Resources Program, and to see if we would
like to form our own neighborhood association. This would be a voluntary
group of neighbors who seek to preserve the strengths of our
neighborhood, build a sense of community, and address any problems or
issues that may arise. Everyone is welcome and encouraged to participate.
The organization would be representative of the Dinas Lingkungan Hidup
Solo at Sumpah Pemuda No.18, Kadipiro, Solo
Please join us on 27th January 2015 to meet your neighbors, hear about the
Neighborhood and Community Resources Program, and determine where
we would like to go from here.
If you have any questions about this informational meeting, please contact
Maya - 08224536712. If you have any questions about the City of City of
Kadipiros Neighborhood and Community Resources Program, please call
the Community Outreach Coordinator at (0271) 730-7472.
I hope to see you on that day.
Solo, 23 January 2015.
Sincerely,
Ronald 0271 997856
c. Wedding Invitation
To: Mr. & Mrs. Danny Floyd
in Manchester
Dear Mr. & Mrs. Floyd,
Mrs. Soina Long and Mr. Leo Long would like to cordially invite you to
witness the marriage of their one and only lovely daughter Samantha Long
to Engr. Alvin Drift, the son of Mrs. Elisa Drift and Mr. Emmanuel Drift.
You have been a witness of their relationship, thus they want you to
witness as they tie the knot in marriage.
This will be on June 16, 2009, a Sunday at exactly 8:00 in the morning at
the Hyatt gardens, Manila. We are hoping that you will be able to grace
80
this ceremony because this is the most important day in our daughters life
and we want you to be a part of it. Reception will follow after for lunch.
Please confirm your attendance at telephone number 977-890-3568
Best Wishes
d. Interview or Job invitation
Dear Jane Tessa,
Thank you for applying for the position of office administrator with ABC
Company in Minneapolis, MN.
We would like to invite you to come to our office to interview for the
position. Your interview has been scheduled for May 1, 1pm, at 123 Main
Street, Minneapolis, MN 55199.
Please call me at 651-555-6666 or email me at
johnsmith@abccompany.com if you have any questions or need to
reschedule.
Sincerely,
John Smith
e. Personal invitation
15th November, 2010
To
Mr. and Mrs. Francis Waltz
Far East Avenue
Saint Street , Canada
Dear Francis,
Good Day!
We would like to invite you to the coming birthday party of our son
Francis John Waltz Jr. as he is celebrating his first birthday. The said party
will be on November 27, 2010 at Toy Kingdom just along Almond road.
All kids are expected to wear their beautiful fancy dress. We will be
delighted with your presence in this party together with your family. We
will be arranging transportation for all the guests for your convenience in
going to the venue of the said party promptly.
It is a great honor for us to see you at the party and please do confirm your
attendance before the party in the given number so that we will arrange the
service accordingly.
Best regards,
Mr. and Mrs. Patricia Samonte
81

a. Contents
: informal or formal
b. Style
: diction, grammar focus, spelling, mechanics,
coherence (glue)
d. Students formulate an invitation outline in Indonesian
e. Translating into good sentences based of theoretical grammar
review
f. Arrange an invitation based on theme
f. Dinner invitation
June 12, 2015
Dana and Chuck Norris
777 Lander Lane
Meridian, ID 83642
Dear Mr. and Mrs. Norris,
You are cordially invited to a formal dinner in honor of Samuel Green on
July 21, 2010 at 8 p.m. at the Boise Hilton.
As you are
an associate of Mr. Green, we would
like you to speak briefly about his work in the lumber industry. If this
possible, please let me know within the next week.
Please note that this is a black-tie event, RSVP with the names of those
attending by July 14.
Sincerely yours,
John Cougar
82
LESSON PLAN (CYCLE II)

School
Subject
Class/term
Meeting
Duration
: SMK WIJAYA KUSUMA

: English
: XC/2
: 3 and 4
: 2 x 45 minutes

III. Indicators
c. Write simple invitation (e.g.: birthday, graduation, marriage)
correctly
IV. Material
a. Students formulate an invitation outline in Indonesian
b. Translating into good sentences based of theoretical grammar
review
c. Arrange an invitation based on theme
V. Methods and technique
VI. Teaching-Learning Steps
Steps
Teacher activity
Students activity
a. Greets the students and

check their attendance
a. Greet and pray

5
together before
starting the lesson
b. Answering what the
latest one is
c. Listen to the
teacher
Opening
lesson
c. In brain storming step:
checks an error
invitation.
a. Divides the class into
a. Do the command
time
Character
building
Openminded in
respect
83
pair groups
Exploration
Elaboration
about dividing into

groups
b. Underline the
incorrect words,
sentences based on
shared invitation
Emphasize PQP
PRAISE PHASE
c. Focus to teacher
emphasizing
direction
b. Asks them to underline

the incorrect words,
sentences based on the
shared invitation
Conducts PQP
PRAISE PHASE
c. shows their progress at
last activity and this
underlining incorrect
content
d. mentions the progress
d. Focus to teacher
from two activities =
emphasizing
writing a simple
direction
invitation and grabbing
the incorrect of its
elements
QUESTIONING PHASE QUESTIONING
PHASE
e. asks what are the
e. Answer what are
students difficulties in
their difficulties
doing this task
POLISH PHASE
POLISH PHASE
f. shares and Instructs
f. Applying the step
them to integrate their
Empowering words using adds-in
Revising-Editing
Encarta integration
using Encarta
.
using Style writer
according the
writing elements.
d. Asks their response
d. Answering the
using this editing
question on what,
revising on their
how, what if , about
sentences
the features of
Encarta Integration,
such as : the color
red (passive voice),
orange (glue, bogg)
, black (capital,
punctuation),
brown (effective
sentence), etc.
e. Asks them to arrange
e. Write and combine
paragraphs based on the
the correct
20
Respect
and openminded
40
Active,
openminded
84
invitation structure /
parts.
sentences into a
rough invitation
based on the
structure
f. Give response on
this implementation
and gather their
new treatment
within
f. Asks them how they

Integration
implementation and
collect their
post-test 2
Confirmation a. Gives feedback to
a. Students listen to
20
students or groups
the teacher
b. Asks whether there is
b. Response what
their difficulties
creating invitation
Closing
a. Draws a conclusion of a. Picture their
10
this improvement
meaning finding,
strategy and ask
the way in editingwhether students need
revising their
activity into a good
Microsoft Encarta
products.
Integration
b. Gives them a home
b. Prepare their idea
work of composing
for the next meeting
various type
c. Closes the class and
learning activity
pray
Openminded
respect
VII.
A. Tools or Media
Integration
1. Handout ENGLISH PROGRESS ; Novice level ; ENGLISH
VIII.
A. Process-based
85

B. Product-based
86
Learning Materials
a. will, - indicates the certainty plan (less formal)
b. could or would indicates the polite invitation/request
c. Prepositions indicates the elements of invitation
4) In : place - time ( single ) : in the morning, in spring, in year
5) On : place (surface/ nempel) time (day,month)
6) At : place time (details) : at 6 pm, at France Street 65
d. Term :
3) Rpondez S'il Vous Plat, which translates roughly as please
reply or reply if it pleases you
4) ASAP : As Soon As Possible
2. Look at this example below! The incorrect invitations.
individually from group of letter that you two has chosen
Then fix them
3. Post test 2
Here below are the incorrect invitations. Please correct them using your Here
below are incorrect invitations. Please correct them using your appropriate
comprehension about letter of invitation with your Letter groups, and then do
it individually. Dont forget to open your dictionary, keep focus your
grammar usage, mechanics, capital letter, and coherency among the
sentences.
Letter I
Jakarta, 12 Maret 2015
Dear,
Job hunters
does you need just a few more job skills to made you more marketable?
attends rex's job skill seminar and learnt several invaluable skills guaranteed
to better your present situation or help you find a job. just a phone call away.
here are six reasons to sign up today:
*(list six prominent features)
nine out of ten of doe's job skill students, have advanced to better
employment.
or came to does job skill office recruitmet used your application,
monday,23th 2015 at employee services office , jl. legiman 345, central
Jakarta
Contacted me today to enrolled in my (date) class. Call 555-5555.
P.S. You can never being too qualified.
87
Jakarta, 12 March 2015

Dear,
Job hunters
Do you need just a few more job skills to make you more marketable?
Attends Rex's job skill seminar and learn several invaluable skills guaranteed
to better your present situation or help you find a job. Just a phone call away.
Here are six reasons to sign up today:
*(list six prominent features)
Nine out of ten of doe's job skill students, have advanced to better
employment.
Or come to does job skill office recruitment uses your application on
Monday,23rd 2015 at Employee Services Office , Jl. Legiman 345, Central
Jakarta
Contact me today to enroll in my (date) class. Call 555-5555.
PS. You can never be too qualified.
Letter II
we, the springfield country clubs announces annual valentine's sweetheart
ball february 14, at 9:00 p.m. in the doe hotel ballroom. the Zoe wildcats will
once again provide the music. dress is semiformal and the cost is $10.00 per
person. light refreshments will be serves. please rsvp by february 10.
We, the Springfield country clubs announce annual Valentine's Sweetheart
Ball on February 14, at 9:00 p.m. in the Zoe hotel ballroom. The Zoe wildcats
will once again provide the music. Dress is semiformal and the cost is $10.00
per person. Light refreshments will be served. Please RSVP by February 10.
Letter III
mr. and mrs. doe are pleased to invite you and your partner to the annual
company christmas party on the evening of december 21 in the hickory lodge
in springfield. we hope you will join us for an evening of great food and good
fun to celebrate both the season and a banner business year. there will be lots
of wassail and eggnog, and a few surprises as well.
if past parties are any indication of what we can expect, you won't want to
miss this one. please r.s.v.p. to jane doe by december 19. we hope to see you
there.
Mr and Mrs Doe are pleased to invite you and your partner to the annual
company Christmas party on the evening of December 21st in the Hickory
lodge in Springfield. We hope you will join us for an evening of great food
and good fun to celebrate both the season and a banner business year. There
will be lots of wassail and eggnog, and a few surprises as well.
88
If past parties are any indication of what we can expect, you won't want to
miss this one. Please R.S.V.P. To Jane Doe by December 19th. We hope to
see you there.
Letter IV
come one, come all to the annual maple street block party! as you old-timers
know, we maple street residents hold our block party in the intersection of
center and maple every july. this year the party will be on thursday, july 24,
beginning at 6:00 p.m. we have several new residents in the neighborhood
who we want to welcome, so it should be fun.
john doe will be the master of ceremonies for the "neighborhood roast." our
guess is he is attempting to remove himself from the volley of appropriate
insults he deserves for his christmas decorations this year.
please plan to come and call jane doe at 555-5555 to arrange food
assignments. see you there!
Come on, come all to the annual maple street block party! As you old-timers
know, we, Maple Street Residents hold our block party in the intersection of
centre and maple every July. This year the party will be on Thursday, July
24th, beginning at 6:00 p.m. We have several new residents in the
neighbourhood who we want to welcome, so it should be fun.
John Doe will be the master of ceremonies for the "neighbourhood roast." our
guess is he is attempting to remove himself from the volley of appropriate
insults he deserves for his Christmas decorations this year.
Please plan to come and call Jane Doe at 555-5555 to arrange food
assignments. See you there!
Letter V
my sincere thanks for the thoughtful invitation to speak at your banquet next
month. i am sorry that my travel plans will take me away during that week, so
i won't be able to be part of the program; otherwise, i would be pleased to
accept your invitation.
if you do not have another person in mind, you might consider inviting john
doe, who recently returned from an assignment in china. i think you would
find his insights very interesting. in any case, i wish you a very successful
evening. thank you for thinking of me.
My sincere thanks for the thoughtful invitation to speak at your banquet next
month. I am sorry that my travel plans will take me away during that week, so
i won't be able to be part of the program; otherwise, i would be pleased to
accept your invitation.
If you do not have another person in mind, you might consider inviting John
Foe, who recently returned from an assignment in China. I think you would
89
find his insights very interesting. In any case, i wish you a very successful
evening. Thank you for thinking of me.
Letter VI
thank you for the invitation to perform at your university's april 18
commencement exercises. unfortunately, i am unable to accept because i have
already committed to perform for another organization on the same day.
however, my good friend, john doe, is an accomplished classical pianist and
may be willing to play. you can reach him by telephone at 555-5555 or by
mail at the following address:
john doe
648 maple lane
centerville, kansas 12346
Please accept my best wishes for the future of your school and its graduates.
Thank you for the invitation to perform at your university's April 18th
commencement exercises. Unfortunately, i am unable to accept because i
have already committed to perform for another organization on the same day.
However, my good friend, John Doe, is an accomplished classical pianist and
may be willing to play. You can reach him by telephone at 555-5555 or by
mail at the following address:
John Doe
648 Maple Lane
Centerville, Kansas 12346
Please accept my best wishes for the future of your school and its graduates.
Letter VII
our hiring committee has reviewed your resume and would like to meet with
you in person. we are particularly interested in your law enforcement
experience and want to discuss how you feel it might complement our plant
security.
we are scheduling interviews with applicants for thursday, march 2, from
1:00 to 5:00 p.m. if you are able to meet with us on that day, please call my
secretary at 555-5555 to reserve a time. if thursday is inconvenient, feel free
to make other arrangements with her. all interviews will be held in the doe
90
conference room on the second floor of building a. we look forward to

meeting with you.
Our hiring committee has reviewed your resume and would like to meet with
you in person. We are particularly interested in your law enforcement
experience and want to discuss how you feel it might complement our plant
security.
We are scheduling interviews with applicants for Thursday, March 2nd, from
1:00 to 5:00 p.m. If you are able to meet with us on that day, please call my
secretary at 555-5555 to reserve a time. If Thursday is inconvenient, feel free
to make other arrangements with her. All interviews will be held in the doe
conference room on the second floor of building a. We look forward to
meeting with you.
Letter VIII
the Kazuki literacy council invites you to attend a special benefit performance
featuring the famous comedian, john doe. all proceeds will go towards next
year's literacy campaign.
you may already know that the doe literacy council has taught over 1,000
adults in the springfield area to read and write each year since 2001. but
perhaps you didn't know that we also donate thousands of dollars every year
to public and private schools to improve their libraries.
you can contribute to these efforts by purchasing a ticket to the benefit
performance, which will be held on may 9 at 8:00 p.m. in the springfield high
school auditorium. the cost of the tickets is only $15.00 per person.
enclosed is a mail order form for your tickets. please specify the number of
tickets you desire and enclose a check for the appropriate amount. if you
cannot attend but would still like to make a donation, we will gratefully
receive it. we eagerly await your reply.
The Kazuki literacy council invites you to attend a special benefit
performance featuring the famous comedian, John Doe. All proceeds will go
towards next year's literacy campaign.
You may already know that the Kazuki literacy council has taught over 1,000
adults in the Springfield area to read and write each year since 2001. But
perhaps you didn't know that we also donate thousands of dollars every year
to public and private schools to improve their libraries.
You can contribute to these efforts by purchasing a ticket to the benefit
performance, which will be held on May 9 at 8:00 p.m. In the Springfield
high school auditorium. The cost of the tickets is only $15.00 per person.
Enclosed is a mail order form for your tickets. Please specify the number of
tickets you desire and enclose a check for the appropriate amount. If you
cannot attend but would still like to make a donation, we will gratefully
receive it. We eagerly await your reply.
91
Letter IX
tap your toes...in the grass.
get ready for doe's
free summer concert series
the sound of live music. the glow of the sun sinking behind the springfield
mountains. kids dancing in the park. what better way to spend a thursday
evening? it's the summer sunset concert series in springfield's newly opened
town center. bring a blanket and treat yourself to dinner and dessert from one
of several food vendors. take a stroll and browse the works of local artisans.
tour a model home. and feel absolutely free to shake a tail feather. you can
came at coffebean stakes 35, the park at 8 pm.
Tap your toes...in the grass.
Get ready for Doe's
Free summer concert series
The sound of live music. The glow of the sun sinking behind the Springfield
Mountains. Kids dance in the park. What better way to spend a Thursday
evening? It's the summer sunset concert series in Springfields newly opened
town center. Bring a blanket and treat yourself to dinner and dessert from one
of several food sellers. Take a stroll and browse the works of local artisans.
Tour a model home. And feel absolutely free to shake a tail feather. You can
come at Coffee bean Stakes 35, the park at 8 pm.
92
LESSON PLAN (CYCLE III)

School
: SMK WIJAYA KUSUMA
Subject
: English
Class/term
: XC/2
Meeting
: 5 and 6
Duration
: 2 x 45 minutes

III. Indicators
c. Write simple invitation (e.g.: birthday, graduation, marriage)
correctly
IV. Material
a. Students formulate an invitation
b. Arrange an invitation using free theme
V. Methods and technique
VI. Teaching-Learning Steps
Steps
Opening
Teacher activity
Students activity
a. Greets the students and

check their attendance
a. Greet and pray

5
together before
starting the lesson
b. Answering what the
latest one is
c. Listen to the
teacher

lesson
c. In Brain storming step:
asks them what if
invitation in dialogue or
free theme form
a. Gives the randomized
a. Do the command
theme
b. Asks them to mention
b. Do the command
their theme
time
20
Character
building
Openminded in
respect
Respect
and openminded
93
Exploration
c. Directs them to write

the invitation
Conducts PQP
PRAISE PHASE
d. shows their progress at
their half activity and
this underlining content
e. mentions the progress
writing a simple
invitation and grabbing
elements
QUESTIONING PHASE
f. asks what are the
students difficulties in
doing this task
POLISH PHASE
g. shares and Instructs
them to integrate their
words using adds-in
Encarta integration
.
Elaboration
c. Do the command
Emphasize PQP
PRAISE PHASE
d. Focus to teacher
emphasizing
direction
e. Focus to teacher
emphasizing
direction
QUESTIONING
PHASE
f. Answer what are
their difficulties
POLISH PHASE
g. Applying the step
Empowering Revising-Editing
using Encarta
using Style writer
according the
writing elements.
a. Asks their response
a. Answering the
using this editing
question on what,
revising on their
how, what if ,
sentences
about the features
of Encarta
Integration, such
as : the color red
(passive voice),
orange (glue,
bogg) , black
(capital,
punctuation),
brown (effective
sentence), etc.
b. Asks them to arrange
b. Write and combine
paragraphs based on the
the correct
invitation structure /
sentences into a
parts.
rough invitation
based on the
structure
c. Asks them how they
c. Give response on
40
Active,
openminded
94
Confirmation a.
b.
Closing
a.
b.
c.

this implementation
Integration
and gather their
implementation and
new treatment
collect their
within
post-test 2
Gives feedback to
a. Students listen to
20
students or groups
the teacher
Asks whether there is
b. Response what
their difficulties
creating invitation
Draws a conclusion of a. Picture their
10
this improvement
meaning finding,
strategy and ask
the way in editingwhether students need
revising their
activity into a
Microsoft Encarta
good products.
Integration
Gives them a home
b. Prepare their idea
work of composing
for the next meeting
various type
Closes the class and
learning activity
pray
Openminded
respect
VII.
A. Tools or Media
Integration (encyclopedia, kamus Indict)
1. Handout ENGLISH PROGRESS ; Novice level ; ENGLISH
VIII.
A. Process-based
95

B. Product-based
96
INVITATION
Definition of invitation is ask some one to join or come. The aim is to invite
some one to our activities. the type of invitation of situation that used based
on:
1. Who are the object?
2. Where does the situation take place?
3. What are the topics talking about?
There are two kinds of invitation, first formal invitation and informal
invitation. The expression of formal invitationas follows:
Formal situation
Accepting
Refusing
I would like you to

come to...
I wonder if you
would like to...
Would you like
to...?
I would like to
invite you to...
Informal situation
Will you come...

Why dont you...?
Come..
How about
coming with us
to...?
Yes, i would
love to.
I would be
happy to accept.
I would be glad
to accept.
Well, i would
like to.
Well, I would
like to, but Iam
not sure I have
time.
Thats very
kind of you,
Iam busy.
I like to very
much, but I
should go now.
I would like to,
but Iam affraid
Im busy today.
Accepting
All right just a

quick one.
Thanks
anyway.
Thats very
kind of you.
What a good
idea.
Refusing
Thanks
anyway, but...
Iam sorry, but
i have to...
Sorry...
I havent time.
97
Appendix 2 . The features used in the research

Encyclopaedias Encarta
Indict
Spelling-Grammar
98
Style writer
Arrange an invitation in dialogue or an invitation letter based on these themes :

BUSINESS EVENTS, SOCIAL EVENTS, OTHER, ELECTRONIC
INVITATIONS. BASICS AND RSVP. Dont forget to open your dictionary,
keep focus your grammar usage, mechanics, capital letter, and coherency among
the sentences.
99
Appendix 3. The letter of pre-liminary research.
100
Appendix 4. The letter of research permission
101
Appendix 5 . The interview between English teacher and the researcher
INTERVIEW NOTE
Number : 1
Day/ Date : Tuesday/ October 21st , 2014 Activity : Interview
Time : 08.15 Recourses : Drs. Sri Rahayu, M.Pd (SR)
Location : Classroom (XC) Interviewer : Edtwin Sulispriyanto (ESP)
ESP
SR
ESP
SR
ESP
SR
ESP
SR
ESP
SR
ESP
SR
ESP
SR
ESP
SR
: Good morning, Mam. Im sorry disturbing your time.

: Okay, no problem.
: Mrs, today I would like to ask some information about the teaching learning
process, especially English class in the tenth grade students.
: Okay. What is the information that you need?
: Mrs, how far are you teaching English in the tenth or eleventh grade
student?
: I teach five times a week from Monday till Friday. Every meeting consists of
two hours.
: What is your opinion when you teach English of SMK Wijaya Kusuma
Surakarta during years, Maam?
: Sometimes its running well. But sometimes it challenges for me when I
meet the students who not interested during the teaching learning process.
Their background knowledge shows that most of them do not like English.
: What is the students respond when they receive the English material, Mam?
: Every student has a different respond. Its depending on the students and the
class situation. The situations in every meeting are different, so we have to
make the students give their respond in the teaching learning process.
: Whether all of the tenth grade students like writing, Mam? May be for
example they like writing a text or something else.
: Most of them do not like writing, but they want to write in the classroom
because it is guided by the teacher. They want to write because they are
helped by the teacher or their friends. When the students have task from the
teacher, its just a little percent from the students that do it.
: Okay, Mam. So, the students need guidance from the teacher, right?
: Of course, we have to do it to make a student want to write.
: How about the students achievement so far, Mam?
: Their achievement is usual, because their ability is low. The lowest is XC.
Their grammar and vocabulary are less. And then its about their process of
writing, grammar, and the content of the story. Most of the students have a
score under 40. The students who get high score also still have a mistake. So,
it is better if the students make a detail of the story before.
102
ESP
: Mam, we know that every student have a problem in their skill. So, what is
the technique or method or media that use to help the students?
SR: I usually use guided teaching; sometimes I ask the students to discuss or the peer
teaching. In the peer teaching, the students who have a low skill join to the
students that are higher using dictionaries, LCD and some F7
ESP : Have you ever found some of the students difficulties during the teaching
learning process?
SR
: Of course. The difficulties are depending on the students. The biggest is
grammar and the way to arrange the sentences.They very afraid of it, the they
keep silent so far. So far, their ability still has a mistake, it means that they
have to write what they want to make.
ESP : As a teacher, have you ever find your difficulty when you teach the
students?
SR
: Yes, I ever find some difficulties because their background knowledge is
different.
ESP : So, how you solve your difficulty in the classroom?
SR
: I use some method or technique that is suitable with them, because we know
they are different. I really want Correct English software, but it is so high in
cost.
ESP : In this situation, what is your hope for the eighth grade students especially in
English skill?
SR
: I hope that the students can active to apply English with the low-cost, off
line for students here even all classes
ESP : Well, Mam. Thank you very much to your time. I get much information
from this moment. I will figure it out. It is better to be sooner.
SR
: Okay, Mr. Edwin. Youre welcome. Good luck. And share us your new
innovation.
103
Appendix 6. The interview between a student and the researcher

INTERVIEW NOTE PRE-CAR
Number : 2
Day/ Date : Tuesday/ October 21st , 2014 Activity : Interview
Time : 11.30 Recourses : Lusianawati (Lusi)
ESP
: Good morning?
Lusi
: Good Morning, Mr.
ESP
: You are Lusi, Xc grade student, right?
Lusi
: Yes, Im.
ESP
: Im sorry disturbing your time. In this case, I would like to ask some
question to you.
Lusi
: Okay, Mr.
ESP
: Well. Do you know English class and English writing?
Lusi
: Its a lesson that is use to International communication. English writing is

more difficult
ESP
: How often do you get English lesson especially writing ability in the
classroom?
Lusi
: Every meeting I have to write, Mr. But..it seemed useless
ESP
: What are you doing during the English lesson? Why it seemed useless?
Lusi
: I listen well, Mr. But if the material is for writing task, it is always so hard.
ESP
: Okay, I know. In your opinion, is it the English easy or difficult?
Lusi
: Its difficult for me, especially for writing.
ESP
: Why?
Lusi
: Because the every word have to match, Mr. The tenses are difficult. If I
choose the word, it is almost incorrect
ESP
: So, your difficulty is vocabulary right?
Lusi
: Yes, Mr. and the tenses
ESP
: Okay. When you find some difficulty, what are you doing?
Lusi
: I ask to my teacher or sometimes I ask to my friend. But I am always in the

dead-end
104
ESP
: When you ask to the teacher, what is her respond?
Lusi
: She answers my question. She tells me the way how to do the task using F7,
dictionary and course book.
ESP
: Well. During the teaching learning process, the teacher use software . How
far it is effective ?
Lusi
: In the listening, she uses people voice like conversation. But we always
make a note. In writing I use google translate and dictionary to transfer the
meaning to English
ESP
: Have you often get a task or homework from your teacher?
Lusi
: Yes, Mr. But I want the adequate one and free.
ESP
: Well Lusi . Thank you for your times. God bless you. I will what your class
wanted sofware
Lusi
: Okay, Mr.
105
INTERVIEW NOTE POST CAR

Number : 3
Day/ Date : Saturday/ May 2nd , 2015 Activity : Interview
Time : 12.10 Recourses : Lusianawati (Lusi)
ESP
: Hello, Lusi?
Lusi
: Hello, Mr.
ESP
: Im sorry disturbing your writing class
Lusi
: No problem, Mr.
ESP
: Is it interesting to use the Encarta Integration?
Lusi
: Its easy. I feel no afraid on my difficulties. Just a small one
ESP
: Which one that is difficult to you?
Lusi
: The Indonesian to English diction.
ESP
: Okay. So, have you find the easier solution?
Lusi
: I learn and see Nabila using Style writer and Indict
ESP
: According to you, writing in English language is difficult or not?
Lusi
: Its not so
ESP
: Well. So, what is your hope for the English lesson?
Lusi
: I hope my writing ability can improve more especially using English

language using Microsoft Encarta Integration.
ESP
: Very well. Thank you for your time
Lusi
: Okay, Mr. Youre welcome. It is useful software.
106
Appendix 7. The class members

Table 4.1. The class XC Students
NO
NIS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
3702
3703
3704
3705
3706
3707
3708
3709
3710
3711
3712
3713
3714
3715
3716
3717
3718
3719
STUDENTS
AYU TRI SETYANING MENTARI
DEWI RAFITASARI
FITRIANA KRISMONIKA
INDAH PURNAMA SARI
INDAH YULIANASARI
LUSIANAWATI
NABILA ADINDA PUTRI TRIHARTO
NOVIA KRISMAWATI
NOVITA NENIK WULANDARI
OKTOPA DEWI NURCAHYANTI
PRISCILLA ANA WULANSARI
RIZMA LINDA AULIANINGRUM
TRI RAHAYU
UMMI HANIFAH R U
VIRGINIA LISTIANY
VITA RUSIANA
WAHYU RISKI HANDAYANI
YULIANA
107
Appendix 8.The CAR schedule

Table 4.2 The schedule of Classroom Action Research
No
1
Date
21 October 2014
27 October 2014
2 November 2014
13 to 16 March 2015
24 March 2015
Activity
Pre-interview
Collecting Data
Specific activities
5.3.Working on interview about
teachers teaching activity
5.4.Identifying the difficulty in
teaching about English skill
5.5.Interviewing the students about
their difficulty
5.6.Collecting survey on writing skill
based interview
Pre-Observation 1. Working on observation about
Collecting Data
teachers teaching activity
2. Identifying the difficulty in
teaching about English skill
3. Observing the students about their
difficulty in doing their task activity
4. Collecting survey on writing skill
questioner
5. Confirming the starting point on
KKM, computer lab readiness, and s
Proposal
1. Composing outline
2. Consulting the tittle, outline, main
ideas, highlight review
3. Presenting thesis proposal
4. Composing
and
consulting
framework in the school.
5. Determining the basic competence
based on KTSP
6. Consulting teacher collaborators
confirmation
Instrument
1. Preparing lesson plans
2. Preparing test and ppt on materials
3. Designing the framework of the
cycles focused on means, KKM, ttest value
4. Consulting to the consultants
confirmation
Cycle 1
1. Applying Lesson plan I , doing
pre-test,
then
teaching
the
integration for examples
2. Explaining to students based on
colors, types, and sign of feature
integration
108
26 March 2015
Cycle 1
3. Writing their working using Indict

features, F7 (Spelling-Grammar)
4. Integrating using Style writer,
Checker, and Indict features in
their sharing difficulties
5. Grading their products : pre-test
and post-test1 , then analyzing
their result based on Grading
score,
KKM,
means,
and
determining first t-test value
31 March 2015
Cycle 2
1. Applying Lesson plan II , doing

pre-test,
then
teaching
the
integration for incorrect invitations
2. Exercising their examples based
on colors ,type, and sign of feature
integration evaluating process
3. Writing their working using Indict
features, F7 (Spelling-Grammar),
Checker, White-smoke
2 April 2015
Cycle 2
4. Integrating using Style writer,

their sharing difficulties
5. Presenting on their product and
evaluating each other
and post-test 2 , then analyzing
score,
KKM,
means,
and
determining second t-test value
7. Determining the calculation on
significance.
If
there
is
significance but the level of KKM
will be still under the standard,
next cycles will be continued.
7 April 2015
Cycle 3
1. Applying Lesson plan III , , then

teaching the integration for
incorrect invitations using all
features.
2. Integrating
using
Encarta
encyclopedia,
Style
writer,
their sharing difficulties.
109
9 April 2015
10 April 2015
11 April 2015
Cycle 3
3. Create their own products based

on theme using dialogue, pictures,
style
and post-test 3 , then analyzing
score,
KKM,
means,
and
determining third t-test value
Analyzing Data
6. Doing
qualitative
and
quantitative analyzing steps
7. Putting all value means KKM, ttest value
8. Determining margin error until 1
% using Taylor Units
9. Formulate the significance based
on the result
Thesis
1. Composing chapters into one form
of thesis
110
Appendix 9. The explanation of Style writer feature

Table 4.3 . Style Writer Colors and type explanation
No
1
Color style
Incorrect words-phrase
type
sentences
Black- bold 15th November
miscellaneous
(Capital words,
tenses)
we has prepare.
Result on
correction (RE)
Use numbers for November 15th,
starting sentences 2010
( November 15th,
2010)
We + have + v3
We
have
prepared
Orange-boldDelghted,
Ivan Spelling-checker Delighted , Ivan
the Gunadi
,
underlined
Gunadi, Susilowati , using
integrations
Susilowati
Spellingchecker etc
suggested word or
writers
(delighted)
Red-bold-legal The said party will be Legal words on This party will
on November 27.
diction checker be on November
words
(this)
27th..
Orange-boldQuestionable
preferences
Bold-blue-bog
We will be delghted
with your presence in
this party together with
your families.
Mr
Correction
Legal words on
wordy phrases
(coming
or
attendance)
to prefer : Mr. ,
Mrs. Ms. , Dr.
We will be
delighted with
you and your
families here.
Mr.
We will be delghted Improve

with your presence in readability
and
this party together with style of sentences
your families.
We will be
delighted with
you and your
families here.
111
Appendix 10
Table 4.4 Pre-test result
NO
NIS
3702
STUDENTS
Org
LD
PSM
Grm
SQE
3703
DEWI RAFITASARI
3704
FITRIANA KRISMONIKA
3705
INDAH PURNAMA SARI
3706
INDAH YULIANASARI
3707
LUSIANAWATI
3708
3709
NOVIA KRISMAWATI
3710
10
3711
11
3712
12
3713
13
3714
TRI RAHAYU
14
3715
UMMI HANIFAH R U
15
3716
VIRGINIA LISTIANY
16
3717
VITA RUSIANA
17
3718
18
3719
YULIANA
Org
LD
PSM
Grm
SQE
Organization
Language
Development
Punctuation,
Spelling
Mechanics
Grammar
Style and Quality

of Expression
112
Appendix 11.
Table 4.5 The result of Post-test 1
NO
NIS
3702
STUDENTS
Org
LD
PSM
Grm
SQE
2,5
3703
DEWI RAFITASARI
2,5
3704
FITRIANA KRISMONIKA
3705
INDAH PURNAMA SARI
2,5
3706
INDAH YULIANASARI
3707
LUSIANAWATI
3708
3709
NOVIA KRISMAWATI
2,5
3710
10
3711
2,5
11
3712
2,5
12
3713
2,5
13
3714
TRI RAHAYU
14
3715
UMMI HANIFAH R U
15
3716
VIRGINIA LISTIANY
16
3717
VITA RUSIANA
17
3718
18
3719
YULIANA
Org
LD
PSM
Grm
SQE
Organization
Language
Development
Punctuation,
Spelling
Mechanics
Grammar
Style and Quality

of Expression
113
Appendix 12.
Table 4.6. The result of Post-test 2
NO
NIS
3702
STUDENTS
Org
LD
PSM
Grm
SQE
3,5
3,9
3,8
3703
DEWI RAFITASARI
3,5
3,9
3704
FITRIANA KRISMONIKA
3705
INDAH PURNAMA SARI
2,8
3,5
3,9
3706
INDAH YULIANASARI
2,2
3,5
3,9
3707
LUSIANAWATI
2,8
3,5
3,9
3708
2,8
3,5
3,9
3709
NOVIA KRISMAWATI
2,4
3,9
3710
2,5
3,5
3,9
10
3711
2,3
3,5
3,9
11
3712
2,8
3,5
3,9
12
3713
3,5
13
3714
TRI RAHAYU
2,8
3,5
3,9
14
3715
UMMI HANIFAH R U
2,2
3,5
3,9
15
3716
VIRGINIA LISTIANY
2,3
3,5
3,9
16
3717
VITA RUSIANA
2,8
3,5
3,9
17
3718
2,7
3,5
3,9
18
3719
YULIANA
2,8
3,5
3,9
2,8
3
0
2,8
3
2,8
3
2,8
2,5
2,8
3
2,8
2,3
2
4
2
3
2,8
3,8
0
3
3
3,8
3,8
3,8
3,8
3,8
3,8
3,8
3,8
3,8
3,8
3,8
3,8
3,8
Org
LD
PSM
Grm
SQE
Organization
Language
Development
Punctuation,
Spelling
Mechanics
Grammar
Style and Quality

of Expression
114
Appendix 13.
Table 4.7. The Result of Post-test 3
NO
NIS
3702
2
3
STUDENTS
Org
LD
PSM
Grm
SQE
3703
DEWI RAFITASARI
3704
FITRIANA KRISMONIKA
3705
INDAH PURNAMA SARI
3706
INDAH YULIANASARI
3707
LUSIANAWATI
3708
3709
NOVIA KRISMAWATI
3710
10
3711
11
3712
12
3713
13
3714
TRI RAHAYU
14
3715
UMMI HANIFAH R U
15
3716
VIRGINIA LISTIANY
16
3717
VITA RUSIANA
17
3718
18
3719
YULIANA
Org
LD
PSM
Grm
SQE
Organization
Language
Development
Punctuation,
Spelling
Mechanics
Grammar
Style and Quality

of Expression
115
Appendix 14. The result of scoring rubrics based on the writing elements
116
Appendix 15. The Result of Data Analysis
117
Appendix 16 . Students product pre-test
118
Appendix 17 . Students product post-test 1
119
Appendix 18. Students product post-test 2
120
121
Appendix 19. Students product post-test 3
122
123
124
Appendix 20. Students attendance
125
126
Appendix 22. The calculation review
127
128
Appendix 23 . The pre-test to Post-test 3 Instrument
a. Pre-test
Write down 10 sentences of using will or could or would and
preposition (in, at, on) in order to compose appropriate sentences of invitation
letter. Dont forget to open your dictionary, keep focus your grammar usage,
b. Post-test 1
Arrange a simple invitation letter! Choose one of these themes: birthday,
meeting, dinner, and job interview. Dont forget to open your dictionary,
keep focus your grammar usage, mechanics, capital letter, and coherency
among the sentences.
129
c. Post test 2
Here below are incorrect invitations. Please correct them using your
appropriate comprehension about letter of invitation with your Letter groups,
and then do it individually. Dont forget to open your dictionary, keep focus
your grammar usage, mechanics, capital letter, and coherency among the
sentences.
d. Post- test 3
Arrange an invitation in dialogue or an invitation letter based on these themes
(formal) : BUSINESS EVENTS, SOCIAL EVENTS, OTHER,
ELECTRONIC INVITATIONS. BASICS AND RSVP. Dont forget to
open your dictionary, encyclopaedias, keep focus your grammar usage,
130
Appendix 24 . Documentary
131
132
Appendix 25 . Field Note
FIELD NOTE OF CYCLE ONE

Day : Tuesday
Date : March 24th, 2015
Time : 12.10 13.30
Class : XC
Meeting : First Meeting
Time
Detail activities supporting the significance
12.10
The researcher introduced the way of writing style , started from

what they have based ability, insufficiency in writing completion
standard
12.15
Starting an invitation letter material focus : grammar, theme,

structure, pint or ideas
12.30
PQP : Praise what students prior knowledge , Questioning their

difficulties by mentioning their error elements of writing
12.45
Polish their product after explaining the features of F7 (Grammar

Spelling) and Checker Style Writer
12.50
Practicing their understanding toward the features, then students

started to explain to their friends
13.15
The researcher asked the students to conclude their new style of

writing empowering tools
13.30
Grading their task of Post-test 1 and dismissed the class
133
Day : Thursday
Date : March 26th , 2015
Time : 11.00 12.30
Class : XC
Meeting : Second Meeting
Time
11.00
The researcher tested the students understanding about the two

features (F7 Style writer) , started from what they tried in the
first meeting
11.15

structure, pint or ideas and bring their examples
11.30

difficulties by mentioning their error elements of writing, finding
the slow learners (especially : Priscilla and Ummi- the slowest)
11.40

Spelling) and Checker Style Writer Checker - Indict
11.41

started to explain to their friends as the first meeting
12.20

writing empowering tools , identified their anxiety and teaching
obstacles
12.30
134
FIELD NOTE OF CYCLE TWO

Day : Tuesday
Date : March 31st , 2015
Time : 12.10 13.30
Class : XC
Time
12.10
The researcher asking the students understanding about two

meeting of using the three features (F7,Indict,Style writer)
12.15
Starting to correct mistaken invitation letters material focus :

grammar, theme, structure, pint or ideas on Encarta, capital,
diction, coherency
12.30
PQP : Praise what students prior knowledge , work on pairs and

individual for presentation , Questioning their difficulties by
mentioning their error elements of writing
12.45

Spelling) and Checker Style Writer Encarta
12.50

started to explain to their friends using their individual presentation
13.15

writing empowering tools on writing elements : rubrics and GEREDOC
13.30
135
Day : Thursday
Date : April 2nd , 2015
Time : 11.00 12.30
Class : XC
Time
11.00
The researcher continued the latest meeting after re-explained the

first meeting of correcting mistaken invitation
11.15

structure, pint or ideas and bring their examples with their
correction, then the researcher completing what the aspects which
hadnt added by the students , such as capitals, mechanics and bog
11.30

the slow learners and pressing their KKM
11.40

Spelling) and Checker Style Writer Checker - Indict
11.41

started to explain to their friends as the second meeting
12.20

obstacles
12.30
Grading continued as their task of Post-test 2 and dismissed the

class
136
FIELD NOTE OF CYCLE THREE

Day : Tuesday
Date : April 7th , 2015
Time : 12.10 13.30
Class : XC
Time
12.10
The researcher asking the students understanding about four

meeting of using the three features (F7,Indict,Style writer)
12.15
Starting to compose invitation letters material focus in a form of

dialogue and formal/informal form : grammar, theme, structure,
pint or ideas on Encarta, capital, diction, coherency using
encyclopedias, dictionary, F7, Checker, Style writer, readability
tools
12.30
PQP : Praise what students prior knowledge , work on pairs and

individual for presentation , Questioning their difficulties by
mentioning their error elements of writing using all the features
12.45

Spelling) and Checker Style Writer Encarta dictionary
Encyclopedia
12.50

started to explain to their friends using their individual presentation
13.15

writing empowering tools on writing elements : rubrics and GEREDOC
13.30
137
Day : Thursday
Date : April 9th , 2015
Time : 11.00 12.30
Class : XC
Time
11.00
The researcher continued the latest meeting after re-explained the

five meeting of combining , correcting mistaken invitation, using
encyclopedias
11.15

structure, pint or ideas and bring their examples with their
correction, then the researcher completing what the aspects which
hadnt added by the students , such as capitals, mechanics and bog,
11.30

the slow learners and pressing their KKM
11.40

Spelling) and Style Writer Checker Indict- Encarta Premium
and Kids , Indict and Microsoft Office
11.41

started to explain to their friends as the second meeting
12.20

obstacles
12.30
Grading continued as their task of Post-test 2 and dismissed the

class
138
Appendix 26. The cycles frame work
139
140
141
27 Agustus 2015

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IMPROVING STUDENTS ENGLISH WRITING ABILITY BY USING

INTEGRATION OF MICROSOFT ENCARTA BASED LEARNING

TEACHER TRAINING AND EDUCATION FACULTY

Dr. Sri Handayani, S.Pd, M.Hum

Ulupi Sitoresmi, SS, M.Hum

: IMPROVING STUDENTS ENGLISH WRITING ABILITY

Examination Date : Thursday, 20 August 2015

1. Luqman Al Hakim, S.Pd, M.Pd

2. Lusiana Dewi K. , S.Pd, M.Pd.

3. Dr. Sri Handayani, S.Pd, M.Hum

4. Ulupi Sitoresmi, S.S, M.Hum

Leave nothing undared. Seek by looking Lords perspective

This thesis is dedicated to:

4. All my beloved Lecturers in Slamet Riyadi University for the guidance.

Beloved Parents (Mr. Sumardi Wiyono

and Mrs. Maria Gorreti

Ruspartiyah) who have given supports, loves, spirit, and prayer.

Surakarta, May 2015

A. Background of the Study

B. Limitation of The Study

D. Aim of the Study

E. Benefit of the Study

CHAPTER II UNDERLYING THEORIES, RATIONALE, HYPOTHESIS 6

1. The Review of Writing

d. Writing : Pre-writing to Sentence Combining

e. Succession as Writing Indicators on Writing

f. The Basic Procedures Toward Ideas to Writing

g. Integrating the Elements and Rubrics in Process

h. Macro and Micro Writing Skill

2. The Notion of Integration Of Microsoft Encarta

b. Microsoft Encarta as ICT Phenomenon and Its Effect

2) Microsoft Encarta as Example of ICT

CHAPTER III RESEARCH METHOD

A. The Setting and the Time of Research

B. The Method of the Research

C. The Model of Action Research

D. The Technique of Collecting Data

E. The Technique of Data Analysis

CHAPTER IV RESULT OF THE STUDY

2. Schedule of the CAR

1. The result of pre-interview

2. The result of pre-observation

3. The result of pre-test

Implementing the Classroom Action Research

C. The Discussion of Research Finding

1. Process of Classroom Action Research (CAR)

2. The Product of Classroom Action Research (CAR)

3. The Data of Analysis Interpretation

CHAPTER V CONCLUSION AND SUGGESTION

Appendix 1 Lesson plans

Appendix 2 The features used in the research

Appendix 3 The letter of preliminary research

Appendix 4 The letter of research permission

Appendix 5 The interview between a teacher and the researcher

Appendix 6 The interview between a student and the researcher

Appendix 7 The class members

Appendix 8 The Classroom Action research schedule

Appendix 9 table 4.3 Style writer Colors and type explanation

Appendix 10 table 4.5 The result of pre-test

Appendix 11 table 4.5 The result of post-test 1

Appendix 12 table 4.6 The result of post-test 2

Appendix 13 table 4.7 The result of post-test 3

Appendix 14 The result of scoring rubrics based on the writing elements

Appendix 15 the Result of Data Analysis