Jumbled Sentence

TEACHING WRITING USING JUMBLED SENTENCES
AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1

PABUARAN
A PAPER
Submitted to Department of English Faculty of Teaching and Educational
Sciences University of Swadaya Gunung Jati Cirebon in Partial Fulfillment of the
Requirements for Sarjana Pendidikan (S1) Degree
By:
DWI YULIES PUTRIYANTY
NPM. 108060097
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHING AND EDUCATIONAL SCIENCE
UNIVERSITY OF SWADAYA GUNUNG JATI
CIREBON
2013
TEACHING WRITING USING JUMBLED SENTENCES

AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1
PABUARAN
Approved to be Presented to the

Examination Committee
Supervisor I
Supervisor II
Dian Farijanti, S.S., M.Hum.
Ratna Prasasti S., S.Pd.,M.Hum
NIK. 31720121
NIP. 31850470
Acknowledge by:
Dean of Faculty of
Teaching and Education Sciences,
Head of Department
of English Education
Prof. Dr. H. Abdul Rozak, M.Pd

NIP. 19580603 198403 1 001
Jaufillaili, S.Pd, M.Hum

NIK. 31780397
STATEMENT
Herewith, I state that the paper entitled Teaching Writing Using Jumbled
Sentences at the Eighth Grade Students of SMP Negeri 1 Pabuaran is prepared
and written by myself I do not conduct any activities, which can be organized into
plagiarism if such activities are found, I will accept any consequences.
Cirebon,
October 2013
The Writer
PREFACE
Bismillahirrahmanirrahiim,
Firstly, the writer would like to say thanks to Allah SWT, Lord of the
Universe, who has given the blessings so that the writer is able to finish a paper,
entitled Teaching Writing Using Jumbled Sentences at the Eighth Grade
Students of SMP Negeri 1 Pabuaran.
This paper is submitted to the Department of English and educational,
Faculty of Teaching and Educational Sciences, University of Swadaya Gunung
Jati in partial fulfillment of the requirements for Sarjana Pendidikan Degree.
The writer realized that this paper is still far from being perfect. Therefore,
the writer hopes some suggestions and critics to make this paper more valuable for
further researches.
Finally, the writer hopes his paper useful for herself exactly and
commonly the readers.
Cirebon,
October 2013
The Writer
ii
ACKNOWLEDGEMENT
First, praise to Allah SWT, Lord of the world because of His Mercies and
Blessing. Finally the writer has finished writing this paper.
No sentence can stand without subject, no one can alone, and there is
nothing the others help. She truly grateful for their encouragement and help she
would like to thank to:
1. H. Drs. H. Djakaria Machmud, S.E., M.Si. Rector of Unswagati of
Swadaya Gunung Jati Cirebon.
2. Prof. Dr. H. Rozak, M.Pd , Dean of Faculty of Teaching and Education
Science.
3. Jaufillaili, S.Pd, M.Hum., Head of Department of English Education
4. Dian Farijanti, S.S., M.Hum., her first supervisor who has given much her
motivation in finishing this paper to the writer in completing this paper.
5. Ratna Prasasti S., S.Pd., M.Hum., her second supervisor who has given
guidance and suggestion while this paper is being writer.
6. All the teacher and staff in Department of English Education of Faculty of
Teaching and Education Science.
7. Nurwahid, S.Pd M.M Headmaster of SMP Negeri 1 Pabuaran Cirebon and
all the teacher and staff of SMP Negeri 1 Pabuaran Cirebon.
8. Tadiana S.Pd., who is English Teacher of the eighth grade students of
iii
SMP Negeri 1 Pabuaran when the writer in Junior High School and until
now.
9. My Parents, my sister, and my boyfriend, for their pray, support, care,
attentions, and patience. All people whose names cant be mentioned one
by one.
10. My Allah SWT gives His blessing for all the people who help the writer
finishing her paper. Amin
Cirebon,
October 2013
The Writer
iv
ABSTRACT
Name
NPM
Title
: Dwi Yulies Putriyanty

: 108060097
: Teaching Writing Using Jumbled Sentences at
the Eighth Grade Students of SMP Negeri 1
Pabuaran.
Writing is one of the skill that students should master because in writing
students can express their ideas. They can communicate their opinion, suggestion
and so on. Writing is regarded to be the most difficult skill among the four skills
for the students to be mastered. There are many difficulties in writing which are
caused by many factors. Example one of the factors that cause the students fined it
difficult to start writing the essay. One of them is the students themselves they
skill lack of vocabulary, pronunciation and grammar.
According to the statement, the writer took the problem on her research:
Does jumble sentences improve students writing and purpose of the study is to
find out whether jumbled sentences does improve the students writing at eighth
grade of SMP Negeri 1 Pabuaran.
The Population of the research is the Eighth Grade Students of SMP Negeri
1 Pabuaran, there are nine classes together 423 students. The writer is taken
sample of this study in one class, consisting of 40 students. The method of the
research is experimental method which is done to the object being observe in
actual case and happens at the time of research. The data of the research are the
result of t-test.
The result of analyzing the data is taccount (2.574) is bigger than ttable (2.023).
It means the writer hypothesis is accepted. Does jumbled sentences improve
students writing at the eighth grade of SMP Negeri 1 Pabuaran .
TABLE OF CONTENTS
STATEMENT ..
PREFACE
ii
ACKNOWLEDGEMENT ...
iii
ABSTRACT .
TABLE OF CONTENT
vi
LIST OF TABLES
CHAPTER I INTRODUCTION
1.1
Background of the Study .
1.2
Statement of the Problem .
1.3
Purpose of the Study
1.4
Significance of the Study .
1.5
Scope and Limitation ....
1.6
Hypothesis .
1.7
Term of Research ..
1.8
Organization of the Paper ......................................
CHAPTER II LITERARY REVIEW

2.1
Previous Study
2.2
Teaching Activity ....
10
2.3
Writing in English Using Jumbled Sentences ..
13
vi
2.3.1 Writing
13
2.3.2 Jumbled Sentences ...
14
Technique of Writing
20
2.4.1
Free Writing .
20
2.4.2
Controlled Writing ...
20
2.4.3
Guided Writing
21
2.4.4
Semi Guided Writing ..
21
Writing Genre ...
21
2.5.1
Narrative ..
21
2.5.2
Recount ...
22
2.5.3
Report ..
22
2.5.4
Procedure
22
2.5.5
Argument
23
2.5.6
Discussion ...
23
2.6
Definition of Paragraph
23
2.7
Approach in Teaching Writing
25
2.7.1
Product Approach ...
25
2.7.2
Process Approach
25
2.4
2.5
CHAPTER III RESEARCH METHODOLOGY

3.1
Subject of the Study .
26
3.1.1 Population
26
3.1.2 Sample .
27
vii
3.2
Method of the Research ..
28
3.3
Design of the Research
28
3.4
Variable
29
3.5
Instruments of the Research
30
3.5.1 Scoring Standard of Writing
31
Procedure of the Research
34
3.6.1
Pre-test ..
34
3.6.2
Treatment ..
34
3.6.3
Post-test
35
3.7
Data Collection .
35
3.8
Data Analysis
36
3.6
CHAPTER IV DATA ANALYSIS

4.1
The Teaching Learning Process .
37
4.2
The Data .
38
4.2.1 The Data of Teaching Learning Process
38
The First Meeting ..
38
The Second Meeting .
39
4.2.2 The Result of Teaching Learning ..
40
4.2.3 Data Analysis
44
4.2.4 The Steps of Analysis the Data ..
44
Analysis of the Data
45
4.3
viii
4.3.1 Tabulating the Gain Scores of Pre-test and

Post-test of Experimental Class
46
4.3.2 Tabulating the Gain Scores of Pre-test and

Post-test of Control Class .
48
4.3.3 Formula Application .
52
1. Found Mean from Experimental and

Control Class .
52
2. Found df (degree of freedom) ..
53
3. Corresponding degree of freedom (df) .
53
4. Calculate s .
53
5. Calculate S X1 X2 ...........................................
54
6. Found taccount .
54
7. Found ttable
54
8. Comparing taccount and ttable .. .
55
9. The Testing of Hypothesis ..
55
10. Discussion .
56
CHAPTER V CONCLUSION AND SUGGESTION

5.1
Conclusion
60
5.2
Suggestion
60
BIBLIOGRAPHY
CURRICULUM VITAE
ix
LIST OF TABLES
Table 3.1 ESL Composition Profile
32-34
Table 4.1 The Data of Pre-test and Post-test of Experimental

Class
41-42
Table 4.2 The Data of Pre-test and Post-test of Control Class ...
42-43
Table 4.3 The Result of Tabulating the Gain Scores of

Experimental Class ..
46-47
Table 4.4 The Result of Tabulating the Gain Scores of

Control Class
48-49
Table 4.5 Data Experimental and Control Class ..
51-52
CHAPTER I
INTRODUCTION
1.9
Background of the Study

People wherever they live, use language to communicate with other.
Nowadays, the need of English for communication is increasing along with

advance in any field. It needed plays important role in the worldwide activities.
Communication is an act by which one person shares or receives from
another persons information about that persons needs, desires, perceptions,
knowledge, or affective states. From the statement above the writer conclude that
it is important to make the communication go well.
English is one of foreign language in Indonesia, which is considered very
important to develop and to absorb science, technology, art and culture also to
create relationship among people in the world. English has an important function
in globalization era, worldwide. It is used for daily.
In accordance with the condition mentioned above, English is taught in
Elementary, Junior, Senior High School and University. English teachers should
realize that the ultimate goal of the English language teaching in junior high
schools in Indonesian is to develop the learners' communicative competence in
oral and written ways (Ruis et.al, 2009: 17). The teacher should be able to create
and to choose an appropriate method and technique in order to get a good result
and to avoid the student boredom. As the teacher of English, we concern not only
develop the students skill of listening, reading, and speaking but also to develop
writing.
Writing is one of the skill that students should master because in writing
students can express their ideas. They can communicate their opinion, suggestion
and so on. Writing is regarded to be the most difficult skill among the four skills
for the students to be mastered. There are many difficulties in writing which are
caused by many factors. One of them is the students themselves they skill lack of
vocabulary, pronunciation and grammar.
Every teacher wants their students to understand what is taught. He needs a
suitable approach to face the students in the classroom. The teacher should be
more encouraged to find out a suitable approach based on situation, the condition,
the students or the classroom. Because many experts in the process of teaching
and learning state that no methods, techniques, approaches are the best ways in
teaching, the ability of the students in the four English language skills can be
developed integrated.
Teaching writing skills class students of SMP Negeri 1 Pabuaran VIIIA still
under KKM (Complete Minimal Criteria). The average values of 47 students
while the KKM 75. This was caused by several factors that come from students,
teachers, or learning techniques are used. One of the factors that cause the
students fined it difficult to start writing the essay. Therefore, we need to
overcome.
In this study, the writer will focus on the technique of writing skill that
might be useful to improve the student achievement in writing skill.
The other factor is technique of teaching writing itself which makes the
students bored. To avoid this actually we can use audio visual aids to make
writing class more interesting.
If the students are not active in expressing their ideas and opinions in the
writing, it is impossible for them to master English or to be successful, especially
in teaching writing.
According to the statement above, the writer is interested in conducting the
research entitled TEACHING WRITING USING JUMBLE SENTENCES AT
THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1 PABUARAN. The
writer hopes that they will be able to master this foreign language much better.
1.10 Research Question

After describing the background above, the writer formulated the problem
as follows: Does jumbled sentences improve students writing at the eighth
grade of SMP Negeri 1 Pabuaran.?
1.11 Purpose of the Study

Based on the statement of the problem the writer tries to find out whether
jumbled sentences does improve the students writing at eighth grade of SMP
Negeri 1 Pabuaran.
1.12 Significance of the Study

In this study, there are some expectations. It was expected that the result of
this study would.
1. For the Teacher

In this term, the teacher of English will understand that there is new
strategies in teaching writing that can jumble sentences improve students
writing at the eighth grade students of SMP Negeri 1 Pabuaran.
2. For the Students

In this term, the students will be motivated and enthusiastic in learning
English especially in teaching writing using jumble sentences.
3. For the research

In this term, it will be a source of material in connecting the similar studies
and it can enrich and expand the knowledge especially about the teaching
writing using jumble sentences.
1.13 Scope and Limitation

The writer decides to limit the observation in teaching writing. The students
are only makes a good paragraph using jumbled sentence, guided writing, and
daily activities.
1.14 Hypothesis
There are two types of hypothesis in the experimental research. As stated by
McMillan (2008: 46), he said that: A research hypothesis is a conjectural,
declarative statement of the result the investigator expects to find and a null
hypothesis is a statement that there are no statistically significant differences or
relationship.
In line with the statement above, McMillan (2008: 46) proposed that a
research hypothesis is used when the investigator anticipates the specific outcome
of the study. In agreement with McMillan, the writer uses the research hypothesis.
The writer chooses the research hypothesis because the writer has strong evidence
and be able to predict differences though not conducting the experiment.
The hypothesis is jumbled sentences material to the eighth grade students of
SMP Negeri 1 Pabuaran can improve students ability in learning writing.
1.15 Term of references

1. Teaching is guiding and facilitating learning, enabling, the learner to learn,
setting the conditions for learning.
2. Guided writing means one of kinds of writing.
3. Arranging means a process of arrange sentences.
4. Jumbled sentence means a teaching writing.
5. Daily Activities means a topic teaching.
6. Eighth grade students are the population that write take to do the research.
7. SMP Negeri 1 Pabuaran is a school that the writer chooses as the population
of the research.
1.16 Organization of the paper

The develop the theme of the writing entitled Teaching Writing Using
Jumbled Sentences at the Eighth Grade Students of SMP Negeri 1 Pabuaran,
Several topic are chosen and organized into five chapters.
The five chapters of the paper are introduction, theoretical review, research
methodology, data analysis, and conclusion.
Chapter one, Introduction, this chapter provides the background of study,
statement of the problem, purpose of the research, significance of the study, scope
and limitation, hypothesis, term of the research, and organization of the paper.
Chapter two, Theoretical Review, this chapter contains definition of
teaching, the definition of the writing, the definition of the jumbled sentences, the
definition of paragraph, the definition daily activities, the purpose of writing,
types of writing, technique of writing, and stage of writing.
Chapter three, Research Methodology in this chapter there is methodology
of research which discusses the steps and procedures of the research and
instruments of the research
Chapter four, Data Analysis, this chapter explains the result of the research
which consists of the pre-test and post-test, analysis of the data, and data
discussion.
Chapter five consists of Conclusion and Suggestion. Discusses the
conclusion and discusses the suggestion.
CHAPTER II
LITERARY REVIEW
2.1 Previous Study

Basically, the learning process is communication between teachers and
students. It is very important to improve ideas between teachers and students. So,
in order to get an effective and efficient English classroom activity, media are
used.
In the teaching writing there are so many interesting media. In general,
media refers to various means of communication. For example, television,
radio, and the newspaper are different types of media. The term can also be used
as a collected noun for the press or news reporting agencies. In the computer
world, media is also used as a collective noun, but refers to different types of
data storage options.
Media are physical means which are used to send messages to the students
and stimulate them to learn (Bringgs as states in Ruis et all., 2009) The use of
media especially visual aids can stimulate and improve students motivation in
learning, including language learning (p. 2).
According to Smaldino et.al (2004) says that, A media is a means of
communication and source of information. Examples including video, television,
diagrams, printed materials, computer program and instructors. There are
9
10
considered instructional media when they provide messages with an instructional

purpose. The purpose of media is to facilitate communication and learning(p. 9).
According to Kaswan (2010: 169-174) said that: At the beginning of
learning English, students will write a little. Those most involved copying the
word or sentences. It is a good idea to use copying activity by encouraging
children to think. It's means using activities of puzzle, match, sort, or categorize.
Based on the statement above, the writer takes teaching writing using
jumbled sentences as media because it can effective students in writing skill.
Students more interested in learning English activity.
2.2 Teaching Activity

Teaching is basically an attempt to create the conditions or environment that
supports the system and allow it to direct the learning process. Teaching cannot be
defined apart from learning. According to Brown (2007: 22) give definition that,
Teaching is guiding and facilitating learning, enabling, the learner to learn,
setting the conditions for learning. Your understanding of how the learner learns
will determine your philosophy of education, your teaching style, your approach,
methods, and classroom techniques.
11
Based on the statement above, it is clear that active in the learning process is
the students themselves, while teachers only stay supervise, coordinate and guide
the student to fit the needs and personality of the child considering different. In
this case students are more active in thinking about things that are being studied.
According to the Cambridge International Dictionary of English,

Teaching means to give (someone) knowledge or to instruct or train
(someone), whereas the Longman Dictionary of Contemporary English that it
means to show somebody how to do something or to change somebodys ideas.
According to Brown (2001: 192), gives definition that, Teaching is both
art and a science, that some innate ability complements learned teaching skill and
that with all of our best-laid lesson plans there still remains an intangible aura
surrounding acts of learning. Teaching is a form of communication with a fairly
high level of complexity. Therefore, it can be said that teaching is an art, as well
as a science that can be trained and learned.
According to the Harmer (2007: P. 107) Teaching is transmissions of

knowledge from teacher to students, or it is creating conditions in which students
learn for themselves.
12
From the definition above it can be concluded that teaching is a complex

activity that teachers in imparting knowledge to the students, so that a process of
learning. Complex activities in question include the set of learning activities of
students, using the environment (both in the classroom and outside the
classroom), and provide stimulus, direction guidance and encouragement to
students.
To improve and change their status in life, people can do in many ways. In
education there is occured a process to change someone knowledge. According to
Anderson (2006) say that, Learning is transfer of knowledge to new problem
and new learning situation (p. 65). It means learning provide students with the
knowledge and cognitive process they need for successfull problem solving.
Based on the explaination above, it is clear that learning can help someone
to change their status because by cognitive process, someone learn and know how
to solve the problem. The implementation of national education is not institutional
responbility but also the responbiliy of family, society, by yourself and
goverment.
In teaching and learning activity, jumbled sentences is one of the component
which is very important to be learned by the teacher and the students. So, in
teaching and learning English be very motivation and enjoyable by the teacher
and students.
13
2.3 Writing in English Using Jumbled Sentences
2.3.1 Writing
Writing is one of the four basic skills in language learning. It is very

important in teaching and learning English. This skill would increase if the
learners keep practicing it. Writing is the ability to express, to converts ideas,
thought and feeling to someone else. Writing is very important in written
communication.
Harmer (2004: 86) states Writing is a process that what we write is often
heavily influenced by the constraints of genres, then these elements have to the
present in learning activities.
Writing is a creative process of expressing ideas or ideas that exist within
the mind into written form with a specific purpose. Writing is a form of thinking
which are set forth in words that are easier to understand and easy to understand.
Writing is not much different from writing, good writing and composing either
equally disclosure or ideas in writing where the text has a specific purpose.
According to the Jeremy Harmer (2004: 44) that claimed writing, like any
other skill, has its mechanical components: include handwriting, spelling,
punctuation, and the construction of well-formed sentences, paragraphs, and
texts. Writing is a combination of process and product (Sokolik, 2003). The
14
process refers to the act of gathering ideas and working with them until they are
presented in a manner that is polished and comprehensible to readers. The concept
that writing is a process is very useful to young writers (Olson, 2003). In my
experience, young learners like to know that writing is done in steps which are as
important as the steps necessary to cook something such as chicken or eggs. In
addition, when teaching writing to young children, we must recognize the
complexity of the process (Dorn and Soffos, 2001, p. 2). Young learners need to
know that a final piece of writing-or the product-such as a book, has grown out of
many steps which make up the process.
According to the Taylor and Francis, (2009: 113) stated that, Writing is an
activity that can usefully be prepared for by work in the other skills of listening,
speaking, and reading.
From the above definition it can be concluded that writing is a process or
activity spawned ideas, thoughts, and language skills through the medium of
writing. And at the end of writing is not just a means to express ideas and
concepts but it can also be a land for developing the imagination.
2.3.2 Jumbled Sentences
Jumbled sentences is material "writing skills" or skills that trains students to
write random sentences into coherent paragraphs or text, can include descriptive
15
text, report, procedure, recount and narrative. Using jumbled sentences is one of
the teaching aids that teachers depend on in their teaching.
The writer concluded that, jumble is to be mixed in confused way or
jumbled together.
According to Ann Hogue (2008: 10), gives definition that: A sentences is a
group of word that contains a subject and a verb and expresses a complete
thought. A sentence begins with a capital letter and ends with a period.
According to the definition of jumbled and the definition of sentence above,
can be understood that jumbled sentence are arrange these jumbled sentence into a
good paragraph.
Kaswan (2010: 169-174) said that: At the beginning of learning English,
students will write a little. Those most involved copying the word or sentences. It
is a good idea to use copying activity by encouraging children to think. It's means
using activities of puzzle, match, sort, or categorize.
In my experience, the students learn to write create a new paragraph is very
difficult. Therefore, teachers think hard how to make it easier for students to start
making a paragraph and issued his ideas. Teachers tend to feel that the use of
media jumbled sentences will be easier and fun to make paragraphs. They also felt
jumbled sentences are easier to understand, especially on certain topics, such as
16
daily activities. An easy way to explain the daily activity of the start we wake to
sleep again.
The lists a number of basic techniques through which teachers can explain
that the writing skills of jumbled sentences using very precise. And can be descriptive
text, report, procedure, recount and narrative.
Each text has its own characteristics as written in the summary of the
material in the previous chapters; therefore students should be keen to observe
these traits. In short, there are a few tricks that can be considered in formulating a
sentence into a text:
Descriptive Text:
Beginning with the sentence that refers to an object that will be

explained
Followed by a sentence that describes the object, coherently.
Text Report
Beginning with the sentence that gives a general idea about a subject.
Followed by a sentence describing the subject coherently.
Text Procedure
Beginning with the phrase "AIM" or the "GOAL could be a title or

prologue. Ex: How to make new folder/Here are the steps to create a
new folder.
17
Look for connective word (conjunctive) first, second, third in

sequence, or then, after that, the next, when corresponds to the
alignment of the sentence.
The word finally, the last common to the last sentence, unless there
is a closing sentence, such as: it is easy, is not it? / Do you want a try?
/ Them eat while warm, etc, then the sentence cover occupies the end
of a paragraph.
Text Recount
Beginning with a description of the exact time, for example: last

week, one day, yesterday, on May 4th August 2008, and soon.
The next sentences events look for a sentence that tells the events
coherently.
Usually, the text concludes with example: the incident was very
funny!
Text Narrative
Beginning with the description of time: Once upon a time , few years
ago, long time ago, and so on.
Followed by a sentence in the form of cherty contents are coherently

according to the story.
18
The last sentence is a conclusion or opinion of the authors, could be

advice or opinions the author of the story.
Of course, we are careful to observe these characteristics will be easier for

us to make a good paragraph.
Based on the above statement, although it is generally accepted that the
jumbled sentences to the facilitate students in making paragraphs. We know little
about the teacher and student perspectives on this issue. Using jumbled sentences
applied by teachers in each paragraph manufacture. In introducing the theme of
the teacher always gives examples of sentences that relate to the theme.
The use of jumbled sentences for effectiveness the writing learning has been
one of the most popular ways of teaching English. Jumbled are commonly used
for learning new words associated with the topic presented by the teacher.
Jumbled sentences must be delivered carefully and it is hoped that this study will
shed some light on how teachers make these choices. This means that, if teachers
do not convey the jumbled according to the topic pupils could think that the
teacher is a person who does not prepare classes properly.
What happens if the teacher is a person who does not prepare classes
properly? Using jumbled sentences is one of the teaching aids that teachers taken
from daily activity to facilitate learning. English teachers tend to feel that using
jumbled in teaching sentences makes the process easy, enjoyable and memorable.
19
They also fell that jumbled attract pupils attention and deepen their understanding
of writing.
Teaching aid is a tool or medium which the function are convey a message
for give the real experience that will be more effective and efficiency in
communication and interaction between teacher and student on teaching learning
process, so can reach the aim of teaching. Teacher must be know and choose the
appropriate teaching aid with the learning material that will explained, so the
students can accept, understand and mastered the lesson agree with the lesson
objective from standard competence that have been specified.
From definition above the writer concludes that jumbled sentences are
visual aid which their function are transmitted messages from the source to
receiver and attract receiver attention, clear the idea, and illustrate the act.
Jumbled sentences are simple and easy to make. Jumbled sentences are also
includes as a cheap teaching aid.
The first, the teacher asks the students to listen teachers explanation, and
give some questions to them orally. Students answer some questions to them
orally. Students answer some questions according to their own experiences. The
teacher shows some jumbled sentences and explain about jumbled sentences to the
students. The topic about the daily activity. The teachers evaluate the students
answer.
20
The second, the teacher tells the students that they are going to learn based
on the topic. Ask the students to arrange sentences about daily activity, the
students write some daily activity yourself.
Last session, the teacher gives an exercise about the topic to the students,
and then tells the instructions of the test. The teacher asks the students to do the
exercise correctly. After the teacher give assessment to the students for what they
have done. And the result is they are capable of or can make a paragraph with a
sentence a media jumble sentences properly. It is true that by using jumbled
sentences, can improve students ability in learning writing.
2.4 Technique of Writing

Writing is a process so it needs time and some techniques to develop it.
There are four kinds of techniques of writing.
2.4.1
Free Writing
The students are free to write they have in their mind. The teacher just
prepares some titles and gave some information about the topics or other clues.
2.4.2
Controlled Writing
Teacher give pieces of the pictures, cards, song texts form to be filled. The
students are required to complete the task, based on the clues or what are dictated
by the teacher. Example: Identity card.
21
2.4.3
Guided Writing
Teacher gives a short reading text with present continuous tense. Teacher
asks the students to rewrite the text in the past continuous tense. In this case, there
is an opportunities for the students to add more information or massage.
2.4.4
Semi Guided Writing
Teacher gives some questions as example, based on these questions, the

students are supposed to write a short passage and the students have opportunities
to add more information of their own.
2.5 Writing Genre

According to Patricia, Richards-Amato and Snow (2005: 277) stated,
Genre of writing includes narrative, recount, report, procedure, argument,
discussion, and explanation.
2.5.1
Narrative
Narrative is a type of text that has purpose to entertain the readers or to

teach. The organization of the text is orientation (tell who, where, when), series of
events, problem, and resolution. This text has some linguistics features:
a. Using time connectives (one day, once upon a time, later, and afterward).
b. Using past tense.
c. Using action verbs.
22
2.5.2
Recount
Recount is a type of text that has purpose to tell the reader what happened.
This text has three organizational structures; orientation, series of events, and
personal comment or conclusion. It also has some linguistics features, they are:
a. Using time connectives (example: first, then, at the end of the day).
b. Using past tense.
c. Using describing words.
2.5.3
Report
Recount is a type of text that has purpose to give information to the readers.
The organization structures of this text are general statement, characteristics (for
example; habitat, food, appearance), and it may have sub headings. It has some
language features:
a. Using general noun, e.g.: insects
b. Using present tense.
c. Using special vocabularies, e.g.: vertebrate
2.5.4
Procedure
Procedure is a type of text to tell how to do something. There are goal and
steps in sequence as its organization structures. The language features of the text
are:
23
a. Using imperative pattern, e.g.: bake, mix, take

b. Using connectives, e.g.: first, second, then, finally
2.5.5
Argument
Argument is a type of text that has purpose to persuade others, to take a

position and justify it from one side. It organization structures are: personal
statement
of
position,
argument(s)
and
supporting
evidence,
possibly
counterargument(s) and supporting evidence, conclusion. The language features

of the text are:
a. Using connectives, e.g.: first, second, in addition, therefore).
b. May use persuasive language, e.g.: it is obviously wrong).
2.5.6
Discussion
Discussion is a type of text that has purpose to persuade others, to take

position and justify it from two sides. The organization structures and language
features of this text are same as the organization structures and language features
of arguments text.
2.6 Definition of Paragraph

Definition of paragraph, According to (Keith Folse, 2001): A paragraph is
a basic unit of organization in writing in which a group of related sentences
develops one idea. A paragraph can be as short as one sentence or as long as ten
24
sentences. The number of sentences is unimportant; however the paragraph should

be long enough to develop the main idea clearly.
Definition of paragraph, According Ann Hogue (2008: 4): A paragraph is a

group of related sentences about single topic. The topic of a paragraph is one, and
only one, idea.
A paragraph is a group of related sentences that expands a statement by
explaining it, illustrating it, or proving it. It is not easy in making a good
paragraph because we have to apply many components into the paragraph we
make.
It is a complete, independent unit thought and consists of three parts of
paragraph there are:
a. Topic Sentences
The topic sentence states the main idea of the paragraph. It not only
names the topic of the paragraph, but it also limits the topic to one or
two areas that can be discussed completely in space of a single
paragraph. The specific area is called the controlling idea.
b. Supporting Sentences
The supporting sentences are developed the topic sentence. That is they
explain topic sentence by giving reasons, facts, statistics, and quotations.
25
c. The Concluding Sentences

The concluding sentence is the end of the paragraph and leaves the
reader with important point to remember.
2.7
Approach in Teaching Writing

There are several approaches in the teaching of writing. The most
controversial approach in the teaching writing is product and process approach.

These two approaches are discussed in many books of writing teaching.
2.7.1
Product Approach
According to Nunan (2001: 275) stated, Product approach is an approach

of writing focus on the final product, the coherent and error-free text. The writing
projects must on the correct grammatically.
2.7.2
Process Approach
According to Jordan (2007: 167) stated, Using this approach can make
students taking more responsibility for their own learning. They can also make
clearer decisions about the direction of their writing.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodology related to the study. It

covers subjects of the study population and sample, research method, research
design, variable, instruments, data collection, and data analysis.
3.1
Subject of the Study

3.1.1 Population
The population of the research is the eighth grade students of SMP Negeri 1
Pabuaran in academic 2012/2013. There are nine classes together 423 students.
According to Fraenkel et.al (2011: 91) defined that Population as the large
group to which one hopes to apply the results. In the other to McMillan (2001:
169) describes that: A population is a group of elements or cases, whether
individuals, objects or events, that conform to specific criteria and to which we
intend to generalize the results of the research.
The population of this research is the eighth grade students of SMP Negeri 1
Pabuaran. There are only 40 students (one class, 8A) who take a part as the
population in this research.
26
27
3.1.2 Sample
Sample is the part of population. Kinds of sample which is taken should be
reflected the population.
According to Fraenkel et.al (2011: 91) stated that A sample in a research
study is the group on which information is obtained.
According to McMillan (2001: 617): Sample is used to determine whether
the mean value of a variable on one group of subjects is different from a mean
value on the same variable with a different group of subjects.
Based on the information from the teacher of English in that school about the
students ability in learning process, the writer decides that in a class of 40
students divided into two groups, group A and group B.
Group A into
experimental groups consist of 20 students, because the students ability learning

process are less than the students in the second class. And the writer decides that
the Group B into control group consists of 20 students, because the student ability
in control process is higher than the students in the eighth class.
28
3.5
Method of the Research

In order to reach the purpose of this research, the writer uses experimental
method, which is done to the object observed in actual case and happens at the
time of research.
According to McMillan (2001: 590) stated that Experimental design is

research in which the independent variable is manipulated to investigation cause
and effect relationship between the independent and dependent variable.
According to Singh, Yogesh Kumar (2006: 135) the experimental design

can be draw as follow: The essences of an experiment may be described as
observing the effect on a dependent variable of the manipulation of an
independent variable.
3.6
Design of the Research

In order to reach the purpose of this research, the writer uses true
experimental method group and control group pre-test and post-test design.
29
The writer uses the research design stated by McMillan and Schumacher
(2001: 339) as follow:
Sample
Pretest
Random
Groups
Treatment
Posttest
Assignment
(Eighth grade)
(bailer
X1
X2
Questionnaire)
Time
Notes:
R
: Random Assignment
: Experimental Group
: Control Group
: Pre-test and Post-test
: Treatment of experimental groups through jumbled sentences
3.7
Variable
According to McMillan, 2008: 36 stated that A variable is a type of
concept or characteristic that can take on different values or be divided. Before

doing the research, the writer has to make sure what kinds of the variables in her
30
paper are. Variables itself are divided into the independent and the dependent
variable.
a. The Independent Variable
The independent variable is the variable that comes first and influences or
predicts. (McMillan, 2008: 37). And McMillan (2008) in his book
Educational Research: Fundamental for the Consumer 5th Edition, also said
that Teaching method is the independent variable. In accordance of the
statement, the independent variable in this paper is the experiment method.
b. The Dependent Variable
The dependent variable is the one that is affected or predicated by the
independent variable. (McMillan, 2008: 37). And McMillan (2008) in his
book Educational Research: Fundamental for the Consumer 5th Edition,
also said that achievement is the dependent variable.
Based on the state before, it is clear that the dependent variable of the
paper is the students ability in jumble sentences.
3.5 Instruments of the Research

According to Freankel et al. (2011: 111) stated, An instruments is the
device (such as a pencil and paper test, a questionnaire, or a rating scale) the
researcher uses to collect data, in consists of tests (pre-test and post-test). In this
31
research, the writer used the instruments for collecting the data are pre-test and
post-test. While pre-test was given before the treatment in the form of teaching
content. While post-test was conducted after receiving some treatments to know
whether the use of jumbled sentences can improve the students writing. In
conducting test in both pre-test and post-test, the research used writing
composition test. It was to find out the students writing ability by using jumbled
sentences.
3.5.1 Scoring Standard of Writing

According to the Jacob et al,s (1981) cited in Weigle (2005:116) stated an
analytical scoring that specified five major categories and a description of four
different levels in each category. But in this study the writer just took four major
categories, they are organization, vocabulary, language use and mechanic. For
more detail this table provides scoring standard ESL composition profile.
32
Table 3.1
ESL Composition Profile
Aspect of
writing
Range
Score
Criteria
30-27
Excellent to very
good
26-22
Good to average
21-17
Fair to poor
16-13
Very poor
30-27
Excellent to very
good
26-22
Good to average
21-17
Fair to poor
16-13
Very poor
-Fluent expression, -ideas clearly

stated/supported, succinct, -well
organized, -logical sequencing,
cohesive.
-Somewhat
copy,-loosely
organized but main idea stand
out,-limited support,-logical but
incomplete sequencing.
-Non-fluent,-ideas confused or
disconnected,
-lacks
logical
sequencing and development.
-Doesnt
communicate,-no
organization, or not enough to
evaluate.
-Sophisticated
range,-effective
word/idiom choice and usage, word form mastery, appropriate
register.
-Adequate range,-occasional error
of word/idiom form, choice,
usage,-meaning not obscured.
-Limited range, frequent error of
word/idiom form, choice, usage,meaning obscured.
-Essentially
translation,
little
knowledge of English vocabulary,
idiom, word form, or not enough
to evaluate.
Organization
Vocabulary
33
Aspect of
writing
Language
Use
Range
Score
Criteria
35-32
Excellent to very
good
31-28
Good to average
27-21
Fair to poor
20-15
Very poor
Excellent to very
good
Good to average
Fair to poor
Very poor
-Effective complex constructions, few error of agreement, tense,

number, word order/function,
article, pronouns, preposition.
-Effective but simple constructions,
minor problem in complex
constructions, several error of
agreement, tense, number, word
order/function, -article, pronouns,
preposition but meaning seldom
obscured.
-Major
problem
in
simple
construction, -frequent errors of
negation,
agreement,
tense,
number, word order/function.
Article, pronouns, preposition
and/or
fragments,
run-ons,
deletions, meaning confused or
obscured.
-Virtually no mastery of sentence
construction rules, -dominated by
error, -doesnt communicate, -or
not enough to evaluate.
-Demonstrates
mastery
of
conventions, -few error of spelling,
punctuation,
capitalization,
paragraphing
-Occasional errors of spelling,
punctuation,
capitalization,
paragraphing,
but
meaning
confused or obscured.
-Frequent errors of spelling,
punctuation,
capitalization,
paragraphing, poor handwriting, meaning confused or obscured.
-No mastery of convention, dominated by errors of spelling,
punctuation, capitalization,
Mechanics
34
paragraphing, -handwriting illegible,

-or not enough to evaluate.
Weigle, Sara Cushing. 2005. Assessing Writing 6th Edition. Cambridge:
Cambridge University Press.
3.9
Procedure of the Research

3.9.1
Pre-test
The first meeting the writer gives pre-test to the students. Pre-test is a test
which gives to the students before the teacher gives treatment. This test is
intended to identify the students basic knowledge about the material will be
given.
3.9.2
Treatment
The writer will describe the treatment of teaching writing. The writer
greeted the students and then the writer checked the students attendance list and
give motivation in the material that will be taught. The motivation gave the
students spirit, cheer up and make the students more interested to the material.
The next activities is whilst activities. This activity consists of several steps there
are exploration, elaboration, and confirmation. In exploration the writer asked and
answered the question about the material will be taught. This session was give to
the students to know their knowledge about the material. The students had enough
knowledge, it was marked by their responding each other to the writer questions.
The next step is elaboration, in this step the writer gave explanation about
35
definition jumbled sentences is about daily activity. After the writer gave the
example jumbled sentences, the teacher gives an example jumbled sentences
about daily activities, and then the students to arrange sentence is about daily
activities. After they finished, they came forward to present and explain the result.
Last step is confirmation. In confirmation, the writer asked about the materials
had been taught. This step has a good respond from the students. The students
could answer the questions.
3.9.3
Post-test
After the teacher gives the treatment to the students, the teacher gives posttest. Post-test is a test which is given to the students after the teacher gives the
treatment. The aim is to know the students whether the treatment of the teacher is
successful or not.
3.10 Data Collection

In collecting necessary data and information for this research, the writer
used test. This technique was used to find out students writing ability. This test
was divided into two parts which are pre-test and post-test that was administered
to both experimental class and control class which consist of forty students. There
were 20 students at experimental class and 20 students at control class.
36
3.11 Data Analysis

Based on the research method that will be carried out in experimental
research methodology, the writer will analyze the data by using formula that
explained by McMillan and Schumachers (2001: 617):
= X1
X2
X1 -
X2
Notes:
t
: The t test statistic
X1
X2
: The
The mean of one group

mean of second group
X1-X2 : The standard
error of the difference in mean.
CHAPTER IV
DATA ANALYSIS AND DISCUSSION
4.1
The Teaching Learning Process

In this chapter, the writer will explain the research and analysis entitled
Teaching Writing Jumbled Sentences at the Eight Grade Students of SMP Negeri
1 Pabuaran.
In accordance with the titled above, the research was performed by giving
two kinds of tests; pre-test and post-test. The writer planed teaching process based
on Lesson Plan (RPP). Appropriate in syllabus, the writer chose the objective
learnings to improve the students to arrange sentences into the correct order. And
then the writer decided and designed the learning process activities and pre
activities, while activities and post activities.
The material which extend based on the curriculum or syllabus in that
school. The stage was held on teaching writing through students team
achievement divisions at the meetings are: pre activities, whilst activities, and post
activities.
37
38
4.2 The Data

4.2.1 The Data of Teaching Learning Process
The First Meeting
In pre activities, the writer greeted the students and then the writer checked
the students attendance list and give motivation in the material that will be taught.
The motivation gave the students spirit, cheer up and make the students more
interested to the material. Before the writer began the teaching process the writer
gave pre-test to the students. This test was given to the students to know their
ability before the students got a treatment.
The next activities is whilst activities. This activity consists of several steps
there are exploration, elaboration, and confirmation. In exploration the writer
asked and answered the question about the material will be taught. This session
was give to the students to know their knowledge about the material. The students
had enough knowledge, it was marked by their responding each other to the writer
questions. The next step is elaboration, in this step the writer gave explanation
about definition jumbled sentences is about daily activity. After the writer the
example jumbled sentences, the teacher gives an example jumbled sentences
about daily activities. Then the students to arrange sentence is about daily
activities. After they finished, they came forward to present and explain the result.
39
Last step is confirmation. In confirmation, the writer asked about the materials
had been taught. This step has a good respond from the students. The students
could answer the questions.
The next activities which were explained in lesson plan (RPP) is post
activities. This activity, the writer gave feedback to the students and also told
about the next material. Before the writer closed the activity, the writer
summarized about the material. Finally the writer gave homework and closed the
activity.
The Second Meeting
In pre activities, the writer greeted the students and then the writer checked
the students attendance list and give motivation in the material that will be taught.
The motivation gave the students spirit, cheer up and make the students more
interested to the material. Before the writer began the teaching process the writer
gave pre-test to the students. This test was given to the students to know their
ability before the students got a treatment.
The next activities is whilst activities. This activity consists of several steps
there are exploration, elaboration, and confirmation. In exploration, the writer
asked and answered the question about the material will be taught. This session
was give to the students to know their knowledge about the material. The students
40
had enough knowledge, it was marked by their responding each other to the writer
questions. The next step is elaboration, the writer gave the same text from the
previous material. After the writer gave the example jumbled sentences, the
students were able to arrange sentences, the writer ask for students write introduce
yourself about daily activity, and the students arranged the paragraph about daily
activity with correctly. This exercise aimed to know the students ability whether
they could arrange sentences or not. Last step is confirmation. In the confirmation,
the writer asked about the materials had been taught. This step has a good respond
from the students. The students could answer the questions.
The next activities which were explained in lesson plan (RPP) is post
activities. This activity, the writer gave feedback to the students and also told
about the next material. Before the writer closed the activity, the writer
summarized about the material. Finally the writer gave homework and closed the
activity.
4.2.2 The Result of Teaching Learning
The following table describes the result of pre-test and post-test of the
eighth grade students of SMP Negeri 1 Pabuaran Cirebon.
41
Table 4.1
The Data of Pre-Test and Post-Test of Experimental Class
No
Name of Student
Pre-test
Post-test
Lisa Destyana
50
89
Muhammad Yusuf Hidayat
45
81
Muhammad Rizza
55
83
Nikita Meidiana
56
97
Nurdiyah Nungki P
46
85
Saeful Nurohim
47
85
Sandi Nurholis sudah
56
85
Sapto Samsudin
45
87
Sigit Supriyatna
50
80
10
Siska Mawarni
46
83
11
Siti Yulia Ningrum
47
92
12
Sri Widiawati
55
92
13
Sri Wulan
46
87
14
Tessar Ghaitsya
50
88
15
Titi Nurhayati
45
92
16
Unari
55
82
17
Wahidin
45
82
18
Wuri
56
84
19
Yaya Suryana N
50
80
42
20
Yuda Setia Nugraha
45
92
Based on the statement above, the table describes the result of pre-test and
post-test in experimental class. Pre-test was given by the teacher before treatment
and post-test was given after treatment. From the table, we can see that the
students score increase after they get a treatment. For example, Wahidin, before
getting the treatment his/her score is 45 but after she/he got the treatment his/her
score increase becomes 82. And also its happen in students 2 and the other
students. So that, the other students mostly, their score are higher that before the
treatment has given. It is clear that the using jumbled sentences as a treatment is
teaching writing.
The following table describes the data of pre-test and post-tests the control
class.
Table 4.2
The Data of Pre-Test and Post-Test of Control Class
No
Name of Student
Pre-test
Post-test
Aan Darwati
45
70
Aeina Putri Ashari
45
75
43
Agung Nurpratama
46
78
Aidatun Soliha
45
80
Alfin Nurmufidz
45
76
Andriyana
46
75
Anggi Alfiyana
47
79
Ani Nindia Puri
45
78
Bagus Setiabudi
47
75
10
Cicih Sumiati
45
78
11
Dede Rosyanah
46
85
12
Dian Nopitasari
45
80
13
Dion Purnama
45
77
14
Doni Mahendra
46
80
15
Fajar Nuriman
47
85
16
Gilang Raksa Muda
45
78
17
Ian Martin
46
75
18
Ilham
46
76
19
Kurnaesih
46
75
20
Lili Setiasari
45
75
Based on the statement above, the table describes the result of pre-test and
post-test in control class. In this control class the writers didnt give treatment.
From the table, we can see that the students score increase after although they
44
didnt a treatment but some of them. The score does not increase. For example,
Dian Nopitasri, the score of pre-test is 45 and the score post-test is 80, the score of
some of them are better than before.
4.2.3 Data Analysis
Based on the research method that will be carried out in experimental
research methodology, the writer will analyze the data by using formula that
explained by McMillan and Schumachers (2001:617):
t = X1 X2
S
x1 x2
Notes:
t
: The t test statistic
X1
X2
: The
The mean of one group

mean of second group
SX1-X2 : The standard error of the difference in mean
4.2.4 The Steps of Analyzing the Data

In analyzing the data, the writer has some steps as follow:
1. Tabulated the result.
2. Found mean (x) from experimental and control class.
45
3. Found degree of freedom (df)

4. Corresponded degrees of freedom (df)
5. Calculated standard error (s)
6. Calculated standard error of differences in means (SX1 - X2)
7. Found taccount
8. Found ttable
9. Compared taccount and ttable. If taccount > ttable the hypothesis was accepted,
or the other words that the hypothesis accepted.
4.3 Analysis of the Data

Analysis the students in the pre-test, teaching learning process and post-test,
the writer analyzed the data of the result by applying the following procedures:
46
4.3.1 Tabulating the gain scores of pre-test and post-test of

Experimental class.
Table 4.3
The result of tabulating the gain scores of Experimental Class
No
Name
Pre-test
Post-test
Y1
Y2
Gain X1
Gain
Square
(X12)
Lisa Destyana
50
89
39
1521
Muhammad Yusuf
Hidayat
45
81
36
1296
Muhammad Rizza
55
83
28
784
Nikita Meidiana
56
97
41
1681
Nurdiyah Nungki P
46
85
39
1521
Saeful Nurohim
47
85
38
1444
Sandi Nurholis
56
85
29
841
Sapto Samsudin
45
87
42
1764
Sigit Supriyatna
50
80
30
900
10
Siska Mawarni
46
83
37
1369
11
Siti Yulia Ningrum
47
92
45
2025
12
Sri Widiawati
55
92
37
1369
13
Sri Wulan
46
87
41
1681
14
Tessar Ghaitsya
50
88
38
1444
47
15
Titi Nurhayati
45
92
47
2209
16
Unari
55
82
27
729
17
Wahidin
45
82
37
1369
18
Wuri
56
84
28
784
19
Yaya Suryana N
50
80
30
900
20
Yuda Setia Nugraha
45
92
47
2209
990
1726
X1
X2
X1
X12
49.5
86,3
736
541696
N = 20
Based on the distribution of the data in the table above, it can be calculated
into following.
= 20
Pre-test
= 990
Post-test
= 1726
Gain x1
= 736
Gain x12
= 541696
48
In which:
= Total of students.
Pre-test
= Total of mean of pre-test in experimental class.
Post-test
= Total of mean of post-test in experimental class.
Gain x1
= Total of gain between of pre-test and post-test in experimental

class.
Gain x12
= Total of gain square between of pre-test and post-test in

experimental class.
4.3.2 Tabulating the gain scores of pre-test and post-test of Control

class.
Table 4.4
The result of tabulating the gain scores of control class
No
Name
Pre-test
Post-test
Y1
Y2
Gain X2
Gain
Square
(X22)
Aan Darwati
45
70
25
625
Aeina Putri Ashari
45
75
30
900
49
Agung Nurpratama
46
78
32
1024
Aidatun Soliha
45
80
35
1225
Alfin Nurmufidz
45
76
31
961
Andriyana
46
75
29
841
Anggi Alfiyana
47
79
32
1024
Ani Nindia Puri
45
78
33
1089
Bagus Setiabudi
47
75
28
784
10
Cicih Sumiati
45
78
33
1089
11
Dede Rosyanah
46
85
39
1521
12
Dian Nopitasari
45
80
35
1225
13
Dion Purnama
45
77
32
1024
14
Doni Mahendra
46
80
34
1156
15
Fajar Nuriman
47
85
38
1444
16
Gilang Raksa Muda
45
78
33
1089
17
Ian Martin
46
75
29
841
18
Ilham
46
76
30
900
19
Kurnaesih
46
75
29
841
20
Lili Setiasari
45
75
30
900
913
1550
X2
X22
Y1 45.65
Y2 77.5
637
405769
N = 20
50
Based on the distribution of the data in the table above, it can be calculated
into following.
N
= 20
Pre-test
= 913
Post-test
= 1550
Gain x2
= 637
Gain x22
= 405769
In which:
= Total of students.
Pre-test
= Total of mean of pre-test in control class.
Post-test
= Total of mean of post-test in control class.
Gain x1
= Total of gain between of pre-test and post-test in control class.
Gain x12
= Total of gain square between of pre-test and post-test in control

class.
51
Table 4.5
Data Experimental and Control Class
Experimental Class
No
Name
Control Class
Name
X1
X12
X2
X22
Lisa
Destyana
39
1521
Aan
Darwati
25
625
Muhammad
Yusuf
Hidayat
36
1296
Aeina Putri
Ashari
30
900
Muhammad
Rizza
28
784
Agung
Nurpratama
32
1024
Nikita
Meidiana
41
1681
Aidatun
Soliha
35
1225
Nurdiyah N
39
1521
Alfin N
31
961
Saeful N
38
1444
Andriyana
29
841
Sandi N
29
841
Anggi A
32
1024
Sapto S
42
1764
Ani NP
33
1089
Sigit S
30
900
Bagus S
28
784
10
Siska M
37
1369
Cicih S
33
1089
11
Siti Yulia N
45
2025
Dede R
39
1521
12
Sri W
37
1369
Dian N
35
1225
52
13
Sri Wulan
41
1681
Dion P
37
1369
14
Tessar G
38
1444
Doni M
35
1225
15
Titi N
47
2209
Fajar N
32
1024
16
Unari
27
729
Gilang RM
28
784
17
Wahidin
37
1369
Ian Martin
20
400
18
Wuri
28
784
Ilham
26
676
19
Yaya SN
30
900
Kurnaesih
26
625
20
Yuda SN
47
2209
Lili S
25
625
X1 = 736
N = 20
X1 = 36.8
X12=
541696
N = 20
X1=27084.8
N = 20
N = 20
4.3.3. Formula Application

1. Found mean from Experimental and Control Class:
a.
Mean ( M ) = X1
N
= 736
20
= 36.8
X2 = 637 X22 =
N = 20
405769
X2 =
N = 20
31.85
X2 = 20288
53
b.
Mean ( M ) = X2
N
= 637
20
= 31,85
2. Found df ( degree of freedom ) :

df = N - 1
= 20 - 1
= 19
3. Corresponding degrees of freedom ( df ) :

( df ) = N1 + N2 - 2
= 20 + 20 - 2
= 38
4. Calculate s:
S = X1 + X2
df1 + df2
= 738 + 637
38
= 36.13
= 6.01
54
5. Calculate SX1 X2
= SX1 X2 = S 1 + 1
N1 + N2
= SX1 X2 = 6.01 1 + 1
20 20
= 6.01 1
10
= 6.01( 0.32 )
= 1.923
6. Found taccount
taccount =
X1 X2
S
x1 x2
taccount > ttable
taccount = 36.8 31.85
1.923
taccount = 4.95
1.923
t = 2.574
7. Found ttable
The taccount is 2.574 with (df) 39
Comparing ttable and taccount with t 0,05
Significant of standard (a) = 5% = 0,05
(1 a)
55
ttable = t (1 a)
= t (1 - 1/2 (0,05))
= t (1 0,025)
= t (0,975)
ttable 0,975 with df 39
ttable = 2,023
8. Comparing taccount and ttable

Critical value of (t) at 0,05 significant level from taccount 2.574, so ttable 2.023
from the calculation and looked the table T, it can be seen that value of t account is
2.574, it means taccount is higher than ttable 2.023.
Based on the data above, it showed that there was an influence of the
students result. ttable as the result of pre-test and post-test in experiment and ttable as
significant level for educational research. The writer compared ttable and taccount to
accept the hypothesis. If taccount > ttable, the hypothesis has accepted, or the order
words the hypothesis was accepted.
9. The Testing of Hypothesis

In the previous chapter, the hypothesis of the research is teaching writing
jumbled sentences at the eighth grade students of SMPN 1 Pabuaran Cirebon.
56
Based on the result of computation is found that the value of t account is 2.574
meanwhile the value of ttable with standard significant 2.023, it shows that taccount is
bigger than ttable (2.574 > 2.023). It means that hypothesis is accepted. So, the use
of jumbled sentences can increase the students teaching writing in the eighth
grade SMP Negeri 1 Pabuaran Cirebon.
10. Discussion
This section presents a discussion of the effectiveness of jumbled sentences
in teaching writing. The findings showed that using jumbled sentences effective in
teaching writing. Jumbled sentences as one of learning in teaching English as a
foreign language, media have an important role for several reasons. Learning
media help teachers to organize their teaching process and the use of class time
wisely. Learning media used here is the media of jumbled sentences. The
availability of media in the classroom will affect student learning where
appropriate media placement will support the achievement of the learning process.
Jumbled sentence is the most appropriate media to start making a paragraph
by arranging a sentence into a good paragraph. Then the student will not be too
bored with learning activities in the classroom.
Media can give a boost to the teacher to be more creative and innovative in
teaching junior high school children. So it does not depend on the picture in the
57
text book, but it can be more creative in developing learning tools that students
become excited to learn English by using jumbled sentences. The advantages of
visual, especially as one of the media for effective learning.
There are a wide variety of visual tools that can effectively be used by
teachers in the junior high school. Teachers should use some visual aids to
facilitate teaching and learning. Most of visual tools that we can use is jumbled
sentences.
Jumbled sentences can make students learn English in the spirit and they
were delighted to learn English. Jumbled sentences can facilitate students in
making a paragraph. By using jumbled sentences would not be difficult. Besides
learning becomes more enjoyable atmosphere. It can be done in all junior high
school level.
English learning by using jumbled sentences is the epitome of the results of
ideas that are visualized in the form of jumbled
The benefit of learning media in teaching methods component as one of
efforts to enhance the teacher-student interaction and student interaction with the
learning environment. Therefore, the first function of the media as a tool for
learning is used to teach the teachers.
58
The classroom action research in teaching writing using jumbled sentences

could effective students writing and helps the teacher in delivery material. The
comparison average between the result of students writing score in pre-test 5,3
and post-test 7,2. This result is line with the study conducted by Nurhayani (2005)
states, that the result of average score in cooperative learning class was higher
than in traditional-teaching class. Cooperative learning is improves students
achievement. Most students considered that cartoon pictures increase their
motivation to learning English.
There are also some functions of the research such as it can help of course
for the students of SMPN 1 Pabuaran to learn writing. So it can also be accepted
the hypothesis is jumbled sentences material to the eighth grade students of SMP
Negeri 1 Pabuaran can improve students ability in learning writing. The use
jumbled sentences as media is succeseed. So can be mentioned, the research is
succeseed. From this average score, there are some influence for the students as
follow: The students accept the teaching and learning English. The students can
improve their motivation in learning English lesson enjoy while learning English.
The objective of teaching and learning is successfully, the students can
understand, catch on the English lesson and enjoy while they are learning English.
After doing the research, the writer got some factual data, that learning
writing at the eighth year of SMPN 1 Pabuaran can effective the students writing.
59
Through observed, the writer found out that there are the advantages of teaching
writing using jumbled sentences: encouraging the desire for achievement, creating
interest and curiosity in the studied material, developing creation and associative
thingking positive influence on remembering the materials. The effect can make
the students felt enjoyed until they can improve their writing.
In this research, the writer explains the lesson by using jumbled sentences.
The students are faster and more active in learning vocabulary. Furthermore, most
of them are confidence to come forward and be creative in the teaching learning
process. They are not shy to ask the teacher about some problems that helping
them in the learning writing. Their competencies are found when they discussed to
solve the problems of media jumbled sentences. They were confidence and fun.
CHAPTER V
CONCLUSSION AND SUGGESTION
5.1 Conclusion
After the writer has observed the student in teaching writing jumbled
sentences at the eighth grade students of SMP Negeri 1 Pabuaran Cirebon, she has
come to the following conclusion:
From the analysis of the students pre-test and post-test, the writer concludes
teaching writing using jumbled sentences material improve students ability to the
eighth grade students of SMP Negeri 1 Pabuaran, it can be seen from t account is
bigger than ttable (2.574 > 2.023 ). It means that the writers hypothesis is accepted.
5.2 Suggestion
Based on the data analyzed in the previous chapter, the writer can
description a conclusion. The condition of each student is different. The students
achievements can be different although they like the same thing. It can be seen
from the students achievements are in teaching writing using jumbled sentences.
Their achievements are different although they like the method which is used. One
of the factor is from students themselves. Because of the differences of each
60
61
student, a teacher should also choose the way of teaching that is suitable with the
condition of the students.
The writer would like to give some suggestion related to this research for
teacher, students. The suggestions can be put forward as follow:
1. To the Teacher
The English teacher, especially the teachers who teach in Junior High
School, should create an enjoyable situation in teaching learning process so that
the students can involve actively in class. They can use various techniques in
teaching writing in order to maintain the students interest toward the lesson.
Teaching writing using jumbled sentences can be good choice as techniques
which can be influence the students understanding in teaching writing.
2. To the Students
The students should have a will and high motivation from themselves first if
they want to learn English. The motivation and will which come from them will
lead them to be successful in studying English. Besides that, the students should
also involve actively in English class and practice the English frequently. If it is
done, studying English will be easy and enjoyable.
BIBLIOGRAPHY
Brown, H. Doughlas.2001. Teaching by Principles An Interactive Approach to

Language Pedagogy. San Fransisco, State University: Longman.
Brown, H. Douglas. 2007. Principles of Language Learning and Teaching Fifth
Edition (pdf). San Fransisco State University: Longman.
Dorn, L.J. and C. Soffos.2001. Scaffolding Young Writer: A Writers Workshop
Approach. Portland, ME: Stenhouse Publishers.
Fraenkel, Jack R., Norman E, Wallen & Hyun H. Helen. 2011. How to Design
and Evaluate Research in Education. New York: Mc Graw Hill.
Folse, Keith S, April Muchmore-Vokoun, Elena Vestri Solomon. 2001. Great
Paragraph An Introduction to Writing Paragraph. New York: Houghton
Miffin Company.
Harmer, Jeremy. 2004. How to Teach Writing. Malaysia: Longman.
Harmer, Jeremy. 2007. The Practice of English Language Teaching With DVD
Fourth Edition. Malaysia: Longman.
Hogue, Ann. 2008. First Steps in Academic Writing Second Edition. America:
Longman.
Jordan, R.R. 2007. English for Academic Purpose: A Guide and Resource Book
for Teacher. Cambridge: Cambridge University Press.
Kaswan. 2010. Language in Society. STKIP Siliwangi PRESS
McMillan, James H. 2001. Research In Education A Conceptual Introduction
Fifth Edition. New York: Longman.
McMillan, James H. 2008. Educational Research Fundamentals Form the
Consumer Fifth Edition. New York: Pearson.
Nunan, David. 2001. Second Language Teaching and Learning. Boston: An
Internasional Publishing Company.
Olson, C.B.2003. The Reading/Writing Strategies for Teaching and Learning in
the Secondary Classroom. Boston, MA: Allyn and Bacon.
Richards-Amato, Patricia A and Marguerite Ann Snow. 2005. Academic Success

for English Language Learners: Strategies for K-12 Mainstream Teachers.
New York: Longman.
Ruis, Nuhung et.al. 2009. Instructional Media. Jakarta: Ministry of National
Education.
Scott, W. A & Ytreberg. 2006. Teaching English to Children. Longman: London
New York.
Singh, Yogesh Kumar. 2006. Fundamental of Research Methodology and
Statistics. New Delhi: New Age International Publishers.
Smaldino, S. et.al. 2004. Instructional Technology and Media for Learning Eighth
Edition. New Jersey: Pearson Prentice-Hall Inc.
Sokolik, M. 2003.Writing. In D. Nunan (ed.), Practical English Language
Teaching. New York, NY: McGraw-Hill, 87-107.
Taylor and Francis. 2009. Teaching ESL/EFL Reading and Writing. New York:
Routledge.
Weigle, Sara Cushing. 2005. Assessing Writing 6th Edition. Cambridge:
Cambridge University Press.s
LESSON PLAN
FOR EXPERIMENTAL CLASS
School
: SMPN 1 Pabuaran
Class/Semester
: VIII/2
Subject
: English
Standard of Competency
: 12. Writing
Expressing meaning of short functional text and
simple essay in the form of descriptive and recount
text to interact with surroundings.
Basic Competence
: 12.2 Expressing meaning and rhetorical steps in

simple essay using knowledge usage accurately,
fluently, and understandably to interact with
surroundings in the form of descriptive and recount
text.
Indicator
: 1. Arrange sentences into the correct order.

2. Write into a paragraph
Time Allotment
: 4 x 40 minutes
A. Learning Objective
In the end of the lesson, the students are able to:
1. The students are able to make a paragraph using jumbled sentences
2. The students are able to understand the sentences
3. Write the daily activities
The character of students who are expected to :
Be reliable (Trustworthines)
Respect and attention (respect)
Diligent (diligence)
B. Learning Material
1. Explain about jumbled sentences and daily activities.
2. Narrative Text
Social Function : To describe a daily activity
Arrange these sentences below and then write them into a good paragraph.
A. Every day at 5.00 a.m. I get up.
B. After taking a bath, I have breakfast,
C. Approximately at 05.30 a.m. I take a bath.
D. And then I go to school.
E. At 1.00 p.m. I go to home.
F. At 4.35 p.m. I watch television in the living room.
G. And then at 3.15 I help mother.
H. And ten oclock I go to bedtime.
I. After watching TV, I was studying.
J. After finished help my mother, I take a bath
C. Learning Strategy : three-phase technique
D. Learning Activities
First meeting:
Pre Activity (5 minutes)
Apperception:
1. Greet the students.
2. Check the attendance list.
Motivation:
1. Explain the importance of the material to be learned following
competencies that must be dominated.
Main Activity (65 minutes)

a.
Exploration
1.
Asked and answered the question about the material.
b. Elaboration
1.
The teacher gave explanation about jumble sentences, daily activities.
2.
Teacher gives an example of jumbled sentences about daily activities.
3.
Ask the students to arrange sentences about daily activities.
c.
Confirmation
1.
The teacher asked about the materials had been taught.
Post Activity (10 minutes)

1. The teacher gave feedback to the students and also told about the next
material.
2. The teacher summarized about the material.
3. The teacher gave homework to students
Second meeting:
Apperception:
Motivation:
a.
Exploration
1. Asked and answered the question about the material.
b.
Elaboration
1.
The writer gave the same text from the previous material
2.
Write introduce yourself about daily activities
3.
Ask the students to arrange sentences about daily activities.
c.
Confirmation
1. The teacher asked about the materials had been taught.

1.
The teacher gave feedback to the students and also told about the next
material.
2.
The teacher summarized about the material.
3.
The teacher gave homework to students
E. Learning Source and Media

Wardiman, Artono, Masduki B. Jahur, dan M. Sukirman Djusman.2008.
English in Focus for Grade VIII Junior High School (SMP/MTs). Jakarta:
Pusat Perbukuan, Departemen Pendidikan Nasional.
F. Assessment
1. Form and Test Type
No
Basic Competence
12.2
Expressing
meaning
and
rhetorical steps in
simple essay using
knowledge usage
accurately,
fluently,
and
understandably to
interact
with
surroundings in the
Indicator
Test Type
1. Arrange
Written
sentences
test
into
the
correct order.
Form
Jumbled
sentences
form of descriptive
and recount text.
2. Write a into Written
paragraph
test
Paragraph
2. Scoring Guide
Score Maximal = 100
Score Students =
GainScore
x100
ScoreMaxim al
3. Instrument
Appendix 1
Key Answer:
1. (A)
Every day at 5.00 a.m. I get up.
2. (C)
Approximately at 05.30 a.m. I take a bath.
3. (B)
After taking a bath, I have breakfast,
4. (D)
And then I go to school.
5. (E)
At 1.00 p.m. I go to home.
6. (G)
And then at 3.15 I help mother.
7. (J)
After finished help my mother, I take a bath
8. (F)
At 4.35 p.m. I watch television in the living room.
9. (I)
After watching TV, I was studying.
10. (H)
And ten oclock I go to bedtime.
Every day at 5.00 a.m. I get up. Approximately at 05.30 a.m. I take a bath.
After taking a bath, I have breakfast, and then I go to school. At 1.00 p.m. I go to
home. And then at 3.15 I help mother. After finished help my mother, I take a
bath. At 4.35 p.m. I watch television in the living room. After watching TV, I was
studying. And ten oclock I go to bedtime.
Cirebon,
May 2013
Approved by,
English teacher,
Researcher,
Tadiana, S.Pd
Dwi Yulies Putriyanty

NPM. 108060097
Acknowledged by:
The Head Master of SMP Negeri 1 Pabuaran,
Nurwahid, S.Pd M.M

NIP. 196404141985121001
LESSON PLAN
FOR CONTROL CLASS
School
: SMPN 1 Pabuaran
Class/Semester
: VIII/2
Subject
: English
Standard of Competency
: 12. Writing
Expressing meaning of short functional text and
simple essay in the form of descriptive and recount
text to interact with surroundings.
Basic Competence
: 12.2 Expressing meaning and rhetorical steps in

simple essay using knowledge usage accurately,
fluently, and understandably to interact with
surroundings in the form of descriptive and recount
text.
Indicator
: 1. Arrange sentences into the correct order.

2. Write into a paragraph
Time Allotment
: 4 x 40 minutes
A. Learning Objective
In the end of the lesson, the students are able to:
1. The students are able to make a paragraph using jumbled sentences
2. The students are able to understand the sentences
3. Write the daily activities
The character of students who are expected to :
Be reliable (Trustworthines)
Respect and attention (respect)
Diligent (diligence)
B. Learning Material
1. Explain about daily activities.
2. Narrative Text
Social Function : To describe a daily activity
Write them into a good paragraph.
B. Approximately at 05.30 a.m. I take a bath.
C. After taking a bath, I have breakfast,
F. And then at 3.15 I help mother.
G. After finished help my mother, I take a bath
H. At 4.35 p.m. I watch television in the living room.
J. And ten oclock I go to bedtime.
C. Learning Strategy: three-phase technique
D. Learning Activities
First meeting:
Apperception:
Motivation:

a. Exploration
b. Elaboration
1. Ask students to tell about daily activities in classroom.
2. Ask them to write paragraph about daily activities.
c. Confirmation
material.
Second meeting:
Apperception:
Motivation:
a. Exploration
b. Elaboration
1. Ask students to make of paragraph about activity yourself.
2. Ask students read the paragraph about the daily activities that have
been made in classroom.
3. Confirmation
material.
E. Learning Source and Media

Wardiman, Artono, Masduki B. Jahur, dan M. Sukirman Djusman.2008.
English in Focus for Grade VIII Junior High School (SMP/MTs). Jakarta:
Pusat Perbukuan, Departemen Pendidikan Nasional.
F. Assessment
1. Form and Test Type
No
Basic Competence
Indicator
Test
Form
Type
1
12.2 Expressing meaning 1. Arrange

and rhetorical steps in
sentences
simple
essay
using
into
the
knowledge
usage
correct
accurately, fluently, and
order.
understandably
to
interact
with
surroundings in the form
of
descriptive
and
Jumbled
sentences
recount text.
2. Write a into Written
paragraph
test
Paragraph
2. Scoring Guide
Score Maximal = 100
Score Students =
GainScore
x100
ScoreMaxim al
3. Instrument
Appendix 1
Key answer:
Cirebon,
May 2013
Approved by,
English teacher,
Researcher,
Tadiana, S.Pd
Dwi Yulies Putriyanty

NPM. 108060097
Acknowledged by:
The Head Master of SMP Negeri 1 Pabuaran,
Nurwahid, S.Pd M.M

NIP. 196404141985121001
Treatment
Key Answer:
1. (A)
Every day at 5.00 a.m. I get up.
2. (C)
Approximately at 05.30 a.m. I take a bath.
3. (B)
After taking a bath, I have breakfast,
4. (D)
And then I go to school.
5. (E)
At 1.00 p.m. I go to home.
6. (G)
And then at 3.15 I help mother.
7. (J)
After finished help my mother, I take a bath
8. (F)
At 4.35 p.m. I watch television in the living room.
9. (I)
After watching TV, I was studying.
10. (H)
And ten oclock I go to bedtime.
Name :
Class :
Pre-test
Write a narrative paragraph about your mothers activities in the morning until
preparing breakfast.
In the morning at 4.00 oclock_________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Aspect of
Writing
Score
Organization
Vocabulary
Language Use
Mechanic
Total Score
Organization : Blue Pen
Vocabulary
: Red Pen
Language Use : Green Pen

Mechanic
: Black Pen
Commentaries
Name
Class
Post-test
Write a narrative paragraph about your activities in the morning until go to school.
In the morning at 5.30 oclock_________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Aspect of
Writing
Score
Organization
Vocabulary
Language Use
Mechanic
Total Score
Organization : Blue Pen
Vocabulary
: Red Pen
Language Use : Green Pen

Mechanic
: Black Pen
Commentaries
Name :
Class :
Answer
Name :
Class :
Answer
CURRICULUM VITAE
The writer is Dwi Yulies Putriyanty. She was born
on july 25th, 1990 in Cirebon, West Java. She lives
in Ciledug, Kab. Cirebon. She lives with her
parents. Her fathers name is Suparman S.Pd, and
her mothers name is Yayah R. She has one sister,
her sisters name is Roscmayanty S.Pd.
The writers education started from TK Nuralim in 1994 and graduated in
1996. And then Elementary School at SDN 1 Ciledug (IPPOR) in 1996 and
graduated in 2002. Then, she continued her study to SMPN 1 Ciledug (NECIL)
and graduated in 2005. After graduating the secondary school, she entered to
SMAN 1 Waled (NEWAL) and graduated in 2008. In 2008, she joined to the
Department of English Education, Faculty of Teaching and Educational Science,
University of Swadaya Gunung Jati Cirebon.

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TEACHING WRITING USING JUMBLED SENTENCES

AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1

DEPARTMENT OF ENGLISH EDUCATION

TEACHING WRITING USING JUMBLED SENTENCES

Approved to be Presented to the

Dian Farijanti, S.S., M.Hum.

Ratna Prasasti S., S.Pd.,M.Hum

Prof. Dr. H. Abdul Rozak, M.Pd

Jaufillaili, S.Pd, M.Hum

: Dwi Yulies Putriyanty

Background of the Study .

Statement of the Problem .

Purpose of the Study

Significance of the Study .

Scope and Limitation ....

Organization of the Paper ......................................

CHAPTER II LITERARY REVIEW

Teaching Activity ....

Writing in English Using Jumbled Sentences ..

2.3.2 Jumbled Sentences ...

Controlled Writing ...

Semi Guided Writing ..

Writing Genre ...

Approach in Teaching Writing

Product Approach ...

CHAPTER III RESEARCH METHODOLOGY

Subject of the Study .

Method of the Research ..

Design of the Research

Instruments of the Research

3.5.1 Scoring Standard of Writing

Procedure of the Research

CHAPTER IV DATA ANALYSIS

The Teaching Learning Process .

4.2.1 The Data of Teaching Learning Process

The First Meeting ..

The Second Meeting .

4.2.2 The Result of Teaching Learning ..

4.2.3 Data Analysis

4.2.4 The Steps of Analysis the Data ..

Analysis of the Data

4.3.1 Tabulating the Gain Scores of Pre-test and

4.3.2 Tabulating the Gain Scores of Pre-test and

4.3.3 Formula Application .

1. Found Mean from Experimental and

2. Found df (degree of freedom) ..

3. Corresponding degree of freedom (df) .

8. Comparing taccount and ttable .. .

9. The Testing of Hypothesis ..

CHAPTER V CONCLUSION AND SUGGESTION

Table 3.1 ESL Composition Profile

Table 4.1 The Data of Pre-test and Post-test of Experimental

Table 4.3 The Result of Tabulating the Gain Scores of

Table 4.4 The Result of Tabulating the Gain Scores of

Table 4.5 Data Experimental and Control Class ..

Background of the Study

Nowadays, the need of English for communication is increasing along with

1.10 Research Question

1.11 Purpose of the Study

1.12 Significance of the Study

1. For the Teacher

2. For the Students

3. For the research