THE EFFECTIVENESS OF USING PROBLEM SOLVING TECHNIQUE

IN TEACHING WRITING AT THE FIRST YEAR STUDENTS OF

SMPN 3 GUNUNGSARI IN ACADEMIC YEAR 2012/2013

A THESIS

BY
DENDE JENI WIRANTIKA
09 411 131

MATARAM INSTITUTE OF TEACHER TRAINING AND EDUCATION

FACULTY OF LANGUAGE AND ART EDUCATION
ENGLISH DEPARTEMENT
2013

THE EFFECTIVENESS OF USING PROBLEM SOLVING TECHNIQUE

IN TEACHING WRITING AT THE FIRST YEAR STUDENTS OF
SMPN 3 GUNUNGSARI IN ACADEMIC YEAR 2012/2013

A THESIS
Presented as a Partial Fulfillment of the Requirements for the Degree
of Sarjana Pendidikan (S.Pd) in English Education at Faculty
of Education for Language and Art of IKIP Mataram

By:
DENDE JENI WIRANTIKA
09 411 131

MATARAM INSTITUTE OF TEACHER TRAINING AND EDUCATION

FACULTY OF LANGUAGE AND ART EDUCATION
ENGLISH DEPARTEMENT
2013

ABSTRACT

DENDE JENI WIRANTIKA: The Effectiveness of Using Problem Solving

Technique In Teaching Writing at The First Year Students of SMPN 3 Gunungsari
In Academic Year 2012/2013 (Supervised by Tawalli and Agus Salim).
This research is aimed to find out the effectiveness of using problem solving
technique in teaching writing at the first year students of SMPN 3 Gunungsari in
academic year 2012/2013. This is an, with experimental research. As the
population the first year students of SMPN 3 Gunungsari in Academic Year
2012/2013. The sample of the research was 49 students. The sample was taken by
using cluster random sampling technique. The technique that was used to analyze
the data was t-test formula. The finding show that the score of t-test (2.1838)
which was greater than t-table (1.6779) from (df) 47. Based on the result of the
study, it can be concluded that problem solving technique has positive effect in
teaching writing at the first year students of SMPN 3 Gunungsari in Academic
Year 2012/2013. Dealing with the result, it is suggested that teachers should use
problem solving technique in teaching writing because it can improve students
writing skill especially for the first year students.
Key Words: Effectiveness, Problem solving, Technique, Teaching, Writing.

ii

STATEMENT OF ORIGINALITY

This undersigned:
Name

: Denda Jeni Wirantika

Student Number

: 09 411 131

Study Program

: English Education

Address

: Gunung Kerinci no.32 Dasan Agung, Mataram.

I hereby certify that this thesis is my own work submitted as a partial fulfillment
of the requirements of the degree of Sarjana Pendidikan (S.Pd) at the Mataram
Institute of Teacher Training and Education (IKIP Mataram) and it is has never
been submitted to any other institutions for any other purposes. The works of
others cited there in have been properly acknowledge in the bibliography section.
Mataram, 23 May 2013

Dende Jeni Wirantika

NIM. 09 411 131

iii

APPROVAL

This thesis entitled: THE EFFECTIVENESS OF USING PROBLEM

SOLVING TECHNIQUE IN TEACHING WRITING AT THE FIRST
YEAR STUDENTS OF SMPN 3 GUNUNGSARI IN ACADEMIC YEAR
2012/2013.
has been approved on 23 of May 2013.

Mataram, 23 May 2013

First Consultant,

Second Consultant,

(Tawali, M.Pd.)

(Agus Salim M.Pd.)

Approved on: 23 May 2013

Acknowledged by,
Faculty of Education for Language and Arts
Dean

(Dr. I KETUT WARTA, M. S.)

NIP. 1956 0326 198503 1 001

iv

RATIFICATION

This to certify that the Sarjanas thesis of The Effectiveness of Using Problem
Solving Technique In Teaching Writing At The First Year Students of SMPN 3
Gunung Sari In Academic Year 2012/2013 has been approved by the Board of the
Examiners as the requirement for the Sarjana Degree in English Education.
Mataram, 23 May 2013

Tawali, M.Pd.
The Lecturer, the faculty of education
for language and art

Agus Salim, M.Pd.

The Lecturer, the faculty of education
for language and art

Sri Ariani , M.Pd.

The Lecturer, the faculty of education`n
for language and art

Mataram, 23 May 2013

Acknowledged by,

Acknowledged by,

Head of Department

Dean

Dr. I Ketut Warta, MS.

Lalu Thohir, M.Pd.

NIP: 1956 0326 198503 1 001

ACKNOWLEDGMENTS
In the name of God beneficent, meaningful for the blessing in the world,
so that the researcher is able to finish this thesis, without any seriously obstacles.
Without his mercies it will be too difficult to do this.
In connection with the writing and finishing of this thesis, the researcher
really wants to say thanks to Mr.Dr. I Ketut Warta, M.S as the Dean of FPBS
IKIP Mataram and to Mr. Tawalli, M.pd as her first consultant who permit her to
conduct this research, and also to Mr. Agus Salim, M.pd who always guides her
during the writing of this thesis.
The researcher wish also to express her appreciation to her Father, Mother
especially all of her big family who never stop supporting her to finish this thesis.
Thank you so much to all of the researcher best friends and also her special one
who always give her a spirit to finish this thesis.
Finally, the researcher would like to express her thanks to her entire
friends in C class she loves you and misses you the researcher hopes all of us be a
success. The researcher want to say thanks to all of the people that the researcher
cant mention one by one who have helped her to finish this thesis.
As there is no such thing quite perfect in the world, the researcher honestly
appreciates all constructive criticism for the completeness of this thesis.

Mataram, 23 May 2013

The researcher

vi

MOTTO
Life is struggle and commitment but everything is not difficult
if you think you can do it, so do the best for all you love.
fighting!

DEDICATION
This thesis is dedicated special to:
My

Beloved

father

and

Mother

(R.

Wiratmaja and N. Sari) thanks for the pray,

support and many thing that have given to
me still I graduate from this faculty.
My brothers and Sisters (R. wikarna Apriadi,
R. Mahendra Jana Gita, D. Isnawati, & D.
Candra Sasmi) thanks for the pray , support,
help and motivation.
My lectures in Ikip Mataram who me all their
best.
All of member of C Class, especially my
friends; Jung, Wenk, Echi, Ethi, Dian, Afni,
Dewi , Meilan & Budi thanks for all for the
support.
My friends in boarding house, (Ozzie, Umar,
Dathu, Tari, Anny, Bulan, Erin, Ashma, Farah,
Jung, Neni & Rina )
My Great Almamater (IKIP MATARAM).
vii

TABLE OF CONTENT
TITTLE PAGE ...........................................................................................
ABSTRACT ...............................................................................................
STATEMENT OF ORIGINALITY ...........................................................
APPROVAL ...............................................................................................
RETIFICATION.........................................................................................
ACKNOWLEDGMENTS ..........................................................................
MOTTO AND DEDICATION ...................................................................
TABLE OF CONTENTS............................................................................
LIST OF TABLES ......................................................................................
LIST OF APPENDICES.............................................................................

i
ii
iii
iv
v
vi
vii
viii
x
xi

CHAPTER I INTRODUCTION ...............................................................

A.
B.
C.
D.
E.
F.

Background of the Study ...................................................................

Statement of the Problem ..................................................................
Purposes of the Study ........................................................................
Significance of the Study ..................................................................
Scope of the Study ............................................................................
Definition of Key Terms ...................................................................

1
3
3
3
4
4

CHAPTER II REVIEW OF RELATED LITERATURE ........................

A. Writing .............................................................................................
1. Definition of Writing ..................................................................
2. Purposes of writing ....................................................................
3. Aspects of Writing......................................................................
4. Types of Writing ........................................................................
5. Process of Teaching Writing ......................................................
B. Problem Solving ...............................................................................
1. General Concept of Problem Solving ..........................................
2. Roles for Problem Based Learning .............................................
3. Kinds of Problem Solving ..........................................................
4. Cognitive Processes of Problem Solving Technique ...................
5. Teaching Writing Using Problem Solving Technique .................
6. Benefit of Problem Solving.........................................................
7. The Weakness of Problem Solving ............................................
C. Review Previous of Study ................................................................
D. Hypothesis .......................................................................................
E. Theoretical Framework ....................................................................

6
6
6
9
9
10
11
11
13
14
15
17
21
22
22
24
25

CHAPTER III RESEARCH METHOD ...................................................

27

A. Research Design ...............................................................................

B. Population and Sample .....................................................................
1. Population .................................................................................
2. Sample and Sampling Techniques ..............................................
C. Instrument ........................................................................................

27
29
29
29
30

viii

D. Techniques of Data Collection ..........................................................

1. Pre-Test .....................................................................................
2. Post-Test ....................................................................................
E. Procedures of Data Analysis..............................................................

31
31
32
32

CHAPTER IV RESEARCH FINDING AND DISCUSSION ..................

38

A. Research Finding ..............................................................................

B. The Calculating and Analyzing the Mean Score ................................
C. Discussion ........................................................................................

38
43
47

CONCLUSION AND SUGGESTION ......................................................

49

A. Conclusion .......................................................................................
B. Suggestion ........................................................................................

49
49

BIBLIOGRAPHY
APPENDICES

ix

LIST OF TABLES

Table 0.1 The Research Schema ..................................................................

26

Table 0.2 Experimental Group Design .......................................................

28

Table 0.3 The Description of Population .....................................................

29

Table 0.4 Scoring Standard ESL Composition Profile ................................

35

Table 0.5 Standard Score Classification .....................................................

38

Table 0.6 Table of Computation the Deviation Scores

of Experimental Group ...............................................................

39

Table 0.7 Table of Computation the Deviation Scores of Control Group ....

40

Table 0.8 Table of computing the variance and standard deviation from the
Mean Score of post test from experimental group ........................

41

Table 0.9 Table of computing the variance and standard deviation from the
Mean Score of post test from control group .................................

42

Table 0.10 Table Standard Score Classification ............................................

43

Table 0.11 Table the Comparison between the T-test and T-table .................

48

LIST OF APPENDICES

Appendix 1 Lesson Plan ........................................................................

51

Appendix 2 Instruments..........................................................................

52

Appendix 3 Students Work Sheet ..........................................................

53

Appendix 4 Seminar Sheet ....................................................................

54

Appendix 5 Letters ................................................................................

55

xi

CHAPTER I
INTRODUCTION

A. Background of the Study

Writing like any other skill has its mechanical components. These
include handwriting, spelling, punctuation, and the construction of well
formed sentences, paragraphs and texts. In Junior High School, the basic
competency that should be achieved in the writing English subject is the
students have the ability to develop and produce written simple functional
text in narrative, descriptive, recount, procedure, explanation, exposition, and
news item.
Practically, process writing is not an easy option for students or
teachers. Training students to write thus demands the care and attention of
language teachers. Many teachers and students always find difficulties in
improving writing skill. Teacher tends to ignore teaching writing as a
complex skill that is difficult to acquire and to be taught by teachers. Many
students feel frustrated when they could not find the appropriate word. Being
able to write is a vital skill for learners of a foreign language as much as for
everyone using their own first language.
By doing as observation at the first year students of SMPN 3
Gunungsari in academic year 2012/2013, the researcher was found some
problems, the problem are the students face a problem at finding ideas to
write paragraph, they did not know what to do if they wanted to start writing
because the students were poor of vocabulary, ideas they express were not

clear and the sentence structures they arranged were not in good order.
Besides that, the students still face some difficulties with English lesson
especially in developing paragraph it was difficult for them to express their
ideas on piece of paper because their dictionary is limited. Thus, they do not
have enough vocabulary.
The problem as it relates to the students motivation is low in learning
English especially in memorizing vocabulary it make they have writing
problem. Due to the reasons above, it is important to find out the solution to
solve the students writing problems and to develop the students motivation
in learning English. Therefore, the teacher should find the appropriate
technique to be applied in classroom that makes the students are able to
memorizing the vocabulary and produce a good writing.
However, many techniques have been done in teaching writing in the
classroom, such as group investigation, outlining alternatives, branching,
freewriting, the paragraph puzzles, set of words sentences, question
directions paragraph essay, and excerp short story, and these technique are
old approach in teaching writing. So that, the researcher comes with problem
solving technique (Means & Lindner, 1998: 136). With this approach the
researcher expects that the technique could effective in teaching writing to
improve the students ability in writing. Furthermore, this technique for
develop student cognitive skill to stimulate the student to think creative and
easy to memorizing the vocabulary that they find during the process to solve
the problem so that can make the students easier to write down their ideas.

B. Statement of Problem
Referring of the background of the study, the researcher would like to
academically search for the answer of a problem that reads: Is problem
solving techniques effective in teaching writing at the first year student of
SMPN 3 Gunungsari in academic year 2012/2013?
C. Purpose of the Study
The purpose of study is:
To find out whether problem solving technique is effective in teaching
writing at the first year student of SMPN 3 Gunungsari in academic year
2012/2013.
D. Significance of the Study
Hopefully the result of this research is expected to give both of
theoretically and practically contribution to the language teaching and
learning, especially in teaching writing.
a. Theoretically
To obtain the information about the problem solving techniques for
stimulating the student in writing.
b. Practically
To encourage the teacher to use and to apply the problem solving
techniques to make student interested in learning writing and to enhance
students motivation in writing class.

E. Scope of Study
To avoid the over elaboration, this study is limit to problem solving as
teaching technique in teaching writing at the first year students of SMPN 3
Gunungsari in academic year 2012/2013.
F. Definition of Key Terms
In order to avoid misunderstanding on the side of the readers, it is
considered to be important to define some terms concerning this research.
The key terms are as follows:
a. Effectiveness
b. Problem Solving
Problem solving is defined as a process, used to obtain a best
answer to an unknown or a decision subject to some constraints.
This definition will set the stage for identifying the skills
students need to acquire and the attributes they must possess to
be classified as competent problem solvers (Mourtos, et al,
2004: 1).
c. Technique
Technique is implementation, that which actually takes palace
in a classroom. It is a particular trick, stratagem, or contrivance
used to accomplish an immediate objective (Anthony, 1963:
63).

d. Teaching
Teaching is guiding and facilitating learning, enabling learner
to learn, and setting the conditions for learning (Brown, 2000:
7).
e. Writing
There are two define of writing:
1. Writing is a product as a result of thinking, drafting and
revising procedures that require specialized skills (Brown
(2001: 335).
2. Writing is a process of developing an document using
techniques which include; prewriting, drafting, revising,
editing, and publishing, each stage of which has its own
guidelines and procedures (Kamehameha School, 2007: 1).

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Writing
1.

Definition of Writing
According to Brown (2001: 335), writing is a product as a result of
thinking, drafting and revising procedures that require specialized skills.
The compositional nature of writing focuses students on how to generate
ideas, how to organize them coherently, how to use discourse marker
and rhetorical conventions to put them cohesively into a written text,
how to resize text for clearer meaning, how to edit text for appropriate
grammar, and how to produce a final product. Furthermore, writing is a
process of developing an document using techniques which include;
prewriting, drafting, revising, editing, and publishing, each stage of
which has its own guidelines and procedures (Kamehameha School,
2007: 1).
In summary, there are two definition of writing, as product and
process. Writing as product is the result of writing creativity like
thinking, drafting and revising. Whereas writing as process is the
process to pour ideas, minds and feelings according to writing
procedures like prewriting, drafting, revising, editing and publishing.

2.

Purposes of Writing
Knowing the purpose is very important before doing something.
Harmer (2007: 4) states the first thing that the author should know

before writing they have to consider the purpose of their writings

since this will influence (amongst other things) not only the type of
text they wish to produce, but also the language they use, and the
information they choose to include.
There are different types of writing purpose according to Copeland
(2008: 135) include the following:
a.

To express
In expressive writing, the writers purpose or goal is to put thoughts
and feelings on the page.

b.

To describe
Descriptive writing portrays people, places, things, moments and
theories with enough vivid detail to help the reader create a mental
picture of what is being written about. Description allows the
audience to feel as though they are a part of the writer's experience
of the subject.

c.

To explore/ to learn
In exploratory writing, the writer's purpose is to ask key questions
and reflect on topics that defy simple answers. In exploratory
writing, your readers are companions, sharing your journey of
discovery, listening to your thoughts and reflections.

d.

To entertain
As a purpose or goal of writing, entertaining is often used with
some other purpose to explain, argue, or inform in a humorous way.

e.

To inform
Writing to inform is one of the most common purposes for writing.

f.

To explain
The writer's purpose is to gather facts and information, combine
them with his or her own knowledge and experience, and clarify for
some audience who or what something is, how it happened or
should happen, and/or why something happened.

g.

To argue
An arguing essay attempts to convince its audience to believe or act
in a certain way.

h.

To persuade
Argument is a specific type of persuasion that follows certain
ground rules. Those rules are that opposing positions will be
presented accurately and fairly, and that appeals to logic and reason
will be the primary means of persuasion.

i.

To evaluate
Writing to evaluate a person, product, thing, or policy is a frequent
purpose for writing.

j.

To problem solve
Problem solving is another specific type of argument: the writer's
purpose is to persuade his audience to adopt a solution to a
particular problem.
In brief, there are many different types of writing goals that must

be known by the authors before they write such as to describe, to

explore, to learn, to entertain, to inform, to explain, to argue, to

persuade, to evaluate, and to problem solve. The purpose of this writing
will affect the type, language, and information of their writing products.
3.

Aspects of Writing
Learners have to master some aspects of writing to create wellorganized of writing. Brown (2001: 357) categorizes the aspects of
writing into six. Those are content, organization, discourse,
vocabulary, and mechanics. Content

deals

with

syntax,

thesis statement,

related ideas, development of ideas through personal experience,

illustration, facts, and opinion. Organization covers the effectiveness of
introduction, logical sequence of ideas, conclusion, and appropriate
length. Then, the topic sentences,

paragraph

unity,

transitions,

discourse markers, cohesion, rhetorical conventions, reference, fluency,

economy, and variation are included in discourse, meanwhile, spelling,
punctuation, citation of references, neatness and appearance consist in
mechanics.
Thus, aspect of writing texts can be classified into five aspects.
Each aspect must be integrated and cannot be separated. The aspects are
content,

organization, vocabulary, syntax and mechanic. In that way,

learners are able to produce well-organized of writing.

4.

Types of Writing
Based on Brown (2001: 343-346), there are five types of
classroom writing performance that set up different ways to

communicate as follows:
a.

Imitative or writing down is the simplest writing done at the

beginning level of learning to write.

b.

Intensive or controlled writing is writing used as a production mode

for learning, reinforcing, or testing grammatical contexts.

c.

Self-writing is writing with only the self in mind as the reader.

d.

Display writing is writing involving an element of display.

e.

Real writing is writing that aims at the real communication of

messages to a reader in need of those messages.
In summary, there are five types of classroom writing performance
that set up in different ways to communicate like imitative or writing
down, intensive or controlled writing, self-writing, display writing,
and real writing.

5.

Process of Teaching Writing

According to Raimes (1938: 139), Responding to students in
writing is very much a part of the process of teaching writing. It is not
just tacked onto the end of a teaching squence, a last chore for teachers
and a bore for students. Rather, it is as important as devising materials
and preparing lesson. More often than not, the squence of classroom
writing follows this common pattern:

Selection
of topic

Preparation for
writing and
pre-writing
activities

Writing

10

Rewriting,
editing,
proofreading

Teachers
marking of
paper

The teacher can only judge and evaluate, not influence the piece of
writing. Responding to a paper only at the end limits us to doing the
following :
a. Giving the paper a grade ( A, B, C, or 70, 80, 90, etc)
b. Writing a comment: very good, needs improvement, careless
c. Correcting errors.
In brief, there are five sequence of writing is frequently used in the
classroom such as selection of topic, preparation for writing, pre-writing
activities, writing, rewriting, editing, proofreading, and teachers making of
paper.
B. Problem Solving
1.

General Concept of Problem Solving

According to Ormond in Doghonadze and Gorgiladze (2008: 1)
problem solving is using existing knowledge and skills to address an
unanswered question or troubling situation.
According to Doghonadze and Gorgiladze (2008: 2), foreign
language as a school subject is skill oriented. Thus, problem solving
approach applied to it implies different components than when it is
applied to subjects that are knowledge oriented history. Problem solving
in teaching a foreign language means:
a. Avoidance of giving ready-made answers in the process of
presentation of new grammar and vocabulary, involvement of

11

students in the formulation of grammatical rules and elicitation

of vocabulary meanings from the given examples.
b. Ability of students to overcome independently the language
problems arising in the process of communication.
c. discussing/solving

non-professional,

everyday

life

problems

through communication in the foreign language.

d. Discussion of texts dealing with problems.
e. Discussing/solving professional problems through communication in
the foreign language.
To develop the students' ability to overcome foreign language
problems independently it is necessary to spend several lectures on
working out their strategies of linguistic problem solving. For reading
and writing these strategies are derivational, context and situational
analysis, application of general knowledge and knowledge of native
and other known languages. For speaking and writing these strategies
involve avoidance and paraphrasing.
Reviewing the other concept, based on Mayer and Wittrock (2006:
287-304), problem solving is cognitive processing directed at achieving
a goal when no solution method is obvious to the problem solver. This
definition consists of four parts:
a. Problem solving is cognitive
That is problem solving occurs within the problem solver's cognitive
system and can only be inferred from the problem solver's behavior.
b. Problem solving is a process

12

That is problem solving involves applying cognitive processes to

cognitive representations in the problem solver's cognitive system.
c. Problem solving is directed
That is problem solving is guided by the problem solver's goals.
d. Problem solving is personal
That is problem solving depends on the knowledge and skill of the
problem solver.
In summary, general definition of problem solving is a process,
method, approach, technique and creativity to find out the solutions for
any problems. Whereas in teaching a foreign language there are many
definition of problem solving such as avoidance, ability, discussion or
solving, discussion of texts dealing with problems, solving professional
problems, problem solving is cognitive, process , directed and personal.
So, problem solving is designed to stimulate students to think creative.
2.

Roles For Problem Based Learning

Norman and Schmidt in Doghonadze and Gorgiladze (2008: 1)
state that there are three roles for problem-based learning. The first is the
acquisition of factual knowledge, the second is the mastery of general
principles or

concepts

that

can be transferred

to solve similar

problems, and third the acquisition of prior examples that can be used in
future problem solving situations of a similar nature.
In a problem based learning classroom, teachers should act
as cognitive coaches, serving as models, thinking aloud with students

13

and practicing behavior they want their students to use (Stepien &
Gallagher in Doghonadze and Gorgiladze, 2008: 1).
In summary, there are three roles for problem-based learning as
the acquisition of factual knowledge, the mastery of general principles,
and the acquisition of previous example. Then there are four actions that
must be performed by teachers such as cognitive coaches, serving as a
models, thinking aloud with students and practicing behavior they want
their students to use.
3.

Kinds of Problem Solving

Based on Mayer and Wittrock (2006: 287-304), problem solving
divided into five kinds:
a. Thinking
Refers to a problem solver's cognitive processing, but it includes
both directed thinking (which is problem solving) and undirected
thinking (such as daydreaming).
b. Reasoning
Refers to problem solving with a specific task in which the
goal is to draw a conclusion from premises using logical rules based
on deduction or induction.
c. Decision making
Refers to problem solving with a specific task in which the
goal is to choose one of two or more alternatives based on some

14

criteria. Thus, both reasoning and decision-making are kinds of

problem solving that are characterized by specific kinds of tasks.
d. Creative thinking and critical thinking
Refers to specific aspects of problem solving, respectively.
Creative thinking involves generating alternatives that meet some
criteria, such as listing all the possible uses for a brick, whereas
critical thinking involves evaluating how well various alternatives
meet some criteria, such as determining which the best answers for
problem solving.
In brief, there are five kinds of problem solving such as
thinking, reasoning, decision making, critical thinking, and creative
thinking. It is designed to stimulate students to think and to find out
the solution for any problems that they face.
4.

Cognitive Processes In Problem Solving Technique

Instructional approaches based on cognitive learning theory have
been described for major areas of the curriculum, including reading,
writing, mathematics, and second languages (Chamot, 1992: 3)
Mayer and Wittrock (2006: 287-304) distinguished among four
major cognitive processes in problem solving:
a. Representing, in which the problem solver constructs a cognitive
representation of the problem.
b. Planning, in which the problem solver devises a plan for solving the
problem

15

c. Executing, in which the problem solver carries out the plan

d. And self-regulating, in which the problem solver evaluates the
effectiveness of cognitive processing during problem solving and
adjusts accordingly.
There are five kinds of knowledge in order to be successful
problem solvers students need to have Mayer and Wittrock (2006: 287304):
a. Facts
Knowledge about characteristics of elements or events, such as there
are 100 cents in a dollar.
b. Concepts
Knowledge of a categories, principles, or models, such as knowing
what place value means in arithmetic or how hot air rises in science.
c. Strategies
Knowledge of general methods, such as how to break a problem into
parts or how to find a related problem.
d. Procedures
Knowledge of specific procedures, such as how to carry out long
division or how to change words from singular to plural form.
e. Beliefs
Cognitions about one's problem-solving competence such as I am
not good in math or about the nature of problem solving If someone
can't solve a problem right away, the person never will be able to
solve it.

16

In Summary, there are four major of cognitive processes in

problem solving such as representing, planning, executing and selfregulating. Moreover there are five kinds of knowledge in order to be
successful problem solver student need to have like facts, concepts,
strategies, procedures, and beliefs.
5.

Teaching Writing Using Problem Solving Technique

According to Chamot (1992: 8) There are five steps of teaching
problem solving sequence:
a. Understand the Question
Activities include reading the problem aloud; discussing prior
knowledge about the problem type, drawing a picture or image of the
Problem, rewriting the question as a statement with a blank for the
answer, paraphrasing the question.
b. Find the Needed Data
Activities include underlining or circling data needed, crossing out
extraneous information, and comparing circled numbers to the
pictorial representation develop in a.
c. Make a Plan
Activities include deciding if one step or multiple steps are called for,
choosing the operation(s), making a table or other graphic
representation, guessing and checking, writing a number sentence, or
otherwise setting up the problem.
d. Activities include working with pencil to compute the answer to the
problem(s) set up in c.

17

e. Check Back
Activities include comparing the answer to the representation made in
(a) to see if it makes sense, reviewing the problem solving steps,
looking for more information in the problem, estimating the answer
checking calculation.
Thus, There are five steps of teaching problem solving sequence such
as understand the question, find the needed data, make a plan,
activities, and check back.
In this research the researcher was taken problem illustrated
pictures organized as picture cued task, one kind of writing tasks is
appropriate with problem solving technique. This designed to regard
responsive and extensive writing as a continuum of possibilities ranging
from lower-end tasks whose complexity exceeds those in the previous
category of intensive or controlled writing.
a) Picture-Cued Task
A variety of picture-cued controlled tasks have been used in
English classroom. The main advantage in this technique is in
detaching the almost ubiquitous reading and writing connection and
offering instead a nonverbal means to stimulate written responses.
1. Short Sentences
A drawing of some simple action is shown the test-taker writes a
brief sentence.
Test-takers see the following pictures:

18

Test-takers read:
a) What is the woman doing?
b) What are the children doing?
c) What is the baby doing?
Test-takers write:
1) She is eating. she is eating her breakfast. She is holding a
spoon ect.

2. Picture description
A somewhat more complex picture may be presented showing,
say, a person reading on a couch, a cat under a table, books and
pencils on the table, chairs around the table, a lamp next to the
couch, and a picture on the wall over the couch.

19

Test-takers hear:
Point to the word that you read here
People

Car

House

The test-taker might write sentences and then point to the correct
part of the picture:

The Car in garage

3. Picture sequence description

A sequence of three to five pictures depicting a story line can
provide a suitable stimulus for written production. The picture
must be simple and unambiguous because an open-ended task at
the selective level would give test-takers too many options.
Test-takers see:

7:30

7:20

7:05

7:00

7.10

Test-takers read: describe the mans morning routine in five

sentences
Test-takers write:
He gets up at seven oclock.

20

He takes a shower at 7:05..

After that at 7:10 he brushes his teeth.
At 7:20, he gets dressed
Then at 7.30 he eats breakfast.
(Brown, 2003: 226-228).
In this section, the researcher asks their students to find solution
of problem or to solve any problem based on pictures. The pictures
provided are the illustrations of several problems that students might
solve. Then the solution of each problem would be written in students
own words or sentences.
6.

Benefits of Problem Solving Technique

Thomas Doghonadze and Gorgiladze (2008: 2) states that problem
based learning demonstrated significant improvement in students' test
scores on standardized tests of academic achievement. He comes to
conclusions that:
a.

There is direct and indirect evidence, both from students and

teachers, that problem-based learning is a more popular method
of instruction than traditional methods.

b.

Problem based learning seems to be equivalent or slightly better

than other models of instruction for producing gains in general
academic achievement and for developing lower-level cognitive
skills in traditional subject matter areas.

c.

More important, there is some evidence that problem based

learning, in comparison to other instructional methods, has

21

value for enhancing the quality of students' learning in subject

matter areas.
In brief, there are several benefit of problem solving like there is
direct and direct evidence, problem based learning seems to be
equivalent, and has value for enhancing the quality of student
learning.
7.

The Weakness of Problem Solving Technique

According to Wade (2004: 2), there are some potential weaknesses
of problem-solving techniques, or facilitative models of mediation:
a. Problem-solving needs some analytical skills how useful for highly
emotional or non-analytical people.
b. Sometimes become much more complicated for the young learners of
english.
c. Problem-solving analyses are difficult for people who are feeling
overwhelmed or intimidated.
d. Problem-solving involves time, information and transaction costs.
e. Problem-solving works on assumptions that humans know what is
good for us; and how to achieve those good goals and needs.
These assumptions are clearly false for some people most of the time;
and for all people some of the time.
In summary, there are some potential weaknesses of problem-solving

techniques such as problem solving needs some analytical skills, more

complicated for the young learner, difficult for people who are feeling
overwhelmed, problem solving involves time, and different assumptions.

22

C. Review Previous of Study

Referring of the statement of problem in this study, there are previous
research and investigation dealing with problem solving technique, such as
according to :
Fariza Nurmaulana in her thesis Profil kemampuan berpikir kreatif
siswa SMA pada pembelajaran Pencemaran Tanah dengan Model Creative
Problem Solving. The purpose of her thesis to describe the profile of the
creative thinking ability of students to learn polluted soil using creative
problem solving methods. Where the thesis uses descriptive study using
questionnaires, observations, essays and tests as an instrument. The results of
the study showed that students responded positively to creative problem
solving as a teaching method.
Annisa Carolina in her thesis Penggunaan Metode Creative Problem
Solving (CPS) untuk meningkatkan Pembelajaran Menulis Karangan
Argumentasi : Penelitian Tindakan Kelas X MAN Kota Bandung Tahun
Ajaran 2009-2010. The purpose of her thesis to get an idea of the
effectiveness of using Creative Problem Solving Methods in writing
paragraphs argument and to describe the results of using the method. Her
thesis research using classroom action research where the results show those
students' skills in writing paragraphs argument is increases in each cycle.
Scores of students from first cycle to the second cycle is increased. The
conclusion of the thesis using creative problem solving as a method of

23

instruction in writing paragraph argument is effective.

Ike Sulistianti in her thesis Pembelajaran Menulis Paragraf
Argumentasi dengan Menggunakan Model Problem Solving pada Siswa
Keas X SMA Negeri

Klari-Karawang Tahun Ajaran 2009/2010. The

purpose of her thesis to know students ability in write paragraph

argumentation and to know the significant result after given treatment
between class control and class experimental where she using different
treatment in both of class sample. Class control is using conventional method
and in class experiment using problem solving method. The population in
this thesis 75 students, divided into two class where 38 students as class
experimental and 37 students as class control. The result of this research in
her thesis show that student's ability in write paragraph argumentation before
and after given treatment is fairly well.
Thus, problem solving is effective to use as a teaching technique to
improve students' ability in writing. And students also gave a positive
response to problem solving as a teaching method.
Refers to review previous of the study, the researcher tried to used the
same technique at the first year student of SMPN 3 Gunungsari. The
researcher was tried out to the 46 students who are 23 students in class A as
control group and 23 students in class D as experimental group. Where the
purpose of this research to find out whether problem solving technique is
effective in teaching writing at the first year student of SMPN 3 Gunungsari
in academic year 2012/2013.

24

D. Hypothesis
Besides, according to Best (1995: 26), hypothesis is tentative answer to
question.
The hypothesis of this research is stated as to answer the problem
solving techniques is effective to activated classroom activity in teaching
writing at the first year students of SMPN 3 Gunungsari in academic year
2012/2013.
E. Theoretical Framework
According to Warmbord in journal of vocational educational research
by Camp and Tech (2000: 10) the concept of the theoritical or conceptual
framework can be defined as a systematic ordering of ideas about the
phenomena being investigated or as a systematic account of the relations
among a set of variables.
This study is aimed to find out the effectiveness of using problem
solving technique in teaching writing, the researcher needs two weeks to
deliver an experimental research. In this research, for the first meeting the
researcher was given similar pre-test to the both groups of sample.
After that the researcher was give the instruction to both groups of
sample. One class as the experimental group was treated by using problem
solving. While another class as the control class was run the teaching and
learning process a usual used that is group investigation. Then for the last
meeting the researcher was given similar post-test to both groups of sample.
The results of the different treatment were analyzed and compare used
statistical computation.

25

For more detail, figure below showed the illustration by Kothari (2004: 31):
Figure 0.1
Research Schema

RESEARCHER

STUDENTS

ClASS EXPERIMENTAL

ClASS EXPERIMENTAL

ClASS EXPERIMENTAL

PRE-TEST

CLASS CONTROL

TREATMEN
T

CLASS CONTROL

POST - TEST

CLASS CONTROL

RESULT

ANALYZE

26

CHAPTER III
RESEARCH METHOD
A. Research Design
Research design is the preparation of the design of the research project
(Kothari, 2004: 31). This research using experimental design. Therefore, it
was used the pre-test, post-test control and experimental group design. As
Fraenkel & Wallen (1990: 264) stated that experimental research was one of
the most powerful research methodologies that researcher can use to establish
a cause-effect relationship among variables. It represents a strong chain of
reasoning about the links between one variable to another variable. In this
research, there are two variables which was investigated namely independent
variable and dependent variable. Best (1995: 93) stated that independent
variables are the conditions or characteristics that the experiment manipulates
in his attempt to ascertain their relationship to observed phenomena. The
dependent variables are the conditions or characteristics that appear,
disappear, or change as the experiment introduces, removes, or changes
independent variables.
Concerning the research aims, the questions, and the hypotheses addressed in
this research, the variables of this study are:
1.

Variable X (Independent Variable) is problem solving as the technique of

teaching writing which affects the dependent variable.

2.

Variable Y (Dependent Variable) is the students writing skill which gets

the effect from independent variable.

27

The researcher selected one design from the comprehensive treatment

of the subject by Campbell and Stanley (1963) cited in Louis Cohen, et al
(2000: 276) which is represented as follows:
Table 0.2
Experimental Group Design
Group

Pre-test

Treatment

Post test

Experimental

O1

O2

Control

O1

X1
(Problem
Solving
Technique)
X2
(Group
Investigation
Technique)

O2

Note:
X1

The treatment of the experimental group is by using problem

solving technique.

X2

: The treatment for control group is by using group investigation

technique

: The process of observation or measurement.

The design of this research true experimental design which using

Randomized Control Group Post-test Only design. This design consists of
two groups which were selected randomly. The first group gets treatment X 1
and the second group does not get treatment X2. The group which gets
treatment X1 called experimental group and the group which does not get
treatment X2 called control group. The result of the different treatment was
analyzed and compares using statistical computation.

28

B. Population and Sample

1.

Population
According to Frankael, et al (1990: 91-92), the population is the
larger group to which one hopes to apply the results. In other words,
population is the group of interest to the researcher, the group to whom
the researcher would like to generalize the results of the study. And
according to researcher population in this case is defined as a number of
students who have same similar characteristics where the researcher
takes research data from. Thus, the population of this research was 120
students from the first year students of of SMPN 3 Gunungsari which
consist of five classes.
Table 0.3
Populationof The First Year Student at SMPN 3 Gunungsari
In Academic year 2012/2013
Class

Number of Students

Total

VII

Male

Female

11

12

23

14

14

26

13

12

25

11

12

23

11

12

23

Total

60

60

120

29

2.

Sample and Sampling Techniques

Moreover, a sample in a research study is the group on which
information is obtained (Frankael, et al, 1990: 91). The researcher
defined sample as a representation number of students taken from
population, these students then gave treatment to get the data
manipulated or the result of treatment.
In this research sample was selected by cluster random sampling.
In cluster random sampling, a group of population elements, consitutes
the sampling unit, instead of a single element of population (Saifuddin,
2009: 2). In this research the researcher selected only two classes as the
sample. Those are VII B and VII D. The first one is experimental group
consist of 26 students and the second one is control group consists of 23
students.

C. Instrument
In scientific research, instrument is very important to be used by the
researcher in order to measure the students achievement as the sample of the
research. Instrument is a group of permanent systems which help us measure
objects and maintain retroactive control of a process (Placko, 2007:5).
In this research the researcher was taken problem illustrated pictures
organized as picture cued task, one kind of writing tasks is appropriate with
problem solving technique. This designed to regard responsive and extensive
writing as a continuum of possibilities ranging from lower end tasks whose
complexity exceeds those in the previous category of intensive or controlled
writing.

30

In this research, the researcher asks their students to find solution of

problem or to solve any problem based on pictures. The pictures provided are
the illustrations of several problems that students might solve. Then the
solution of each problem would be written in students own words or
sentences.
Furthermore, the students writing was scored based on the words
choice or vocabulary, sentence arrangements, synchronizations of ideas,
purpose and result, grammatical structure of sentence or paragraph, and
acceptability of the contents.
D. Techniques of Data Collection
The researcher obtained he data needed for two weeks long. The data of
this research were found from the samples scores of the pre-test and posttest. The result was determined whether teaching writing by has effectiveness
or not. In this study, the researcher gave both groups pre-test and post-test.
The researcher gave a treatment by using problem solving technique to the
experimental group. Meanwhile, in the control class the researcher run the
teaching and learning process a usual used to teach writing that is group
investigation.
According to Frankael, et al, (1990: 283-284), an instrument is any
kind of device that a researcher used in collecting data. In collecting the data,
the researcher designs some procedures as follows:
1. Pre Test
To know the students ability in writing before the treatment given, a pretest conducted. The researcher begin the treatment in this case for pre-test

31

on 9th at april 2013 and finished on 15nd. In the test the researcher tried
out to the 49 students who are 26 students in class B as experimental
group and 23 students in class D as control group. Furthermore, there are
10 questions that had answered by the students. In pre-test the students
were only asked the solve some simple problems without giving them any
illustration or pictures in written form. After obtaining the data the
researcher went on her data finding by giving post-test.
2. Post Test
The researcher conducted the post-test in the last meeting on 16th at april
2013 and finished on 20th. The researcher aimed of the post-test to
measure the progress of the students ability in writing after they received
the treatment. Students were asked to solve some simple problems
provided on some illustrated pictures. The students were hope being able
to solve each problem using their own words in written form. At the end
of the treatment the researcher conducted evaluation whether their was
improvement of students writing before their were given the treatment.
And the process of teaching writing using this technique is called
succeeded if the average score for their writing is 65.
E. Procedures of Data Analysis
Data analysis is the last step in the procedure of research. Researcher
was used scoring system to given very specific range and criteria in each
aspect of writing.
In analyzing the data from the pre-test and the post-test, the researcher
process the data score with the following steps :

32

1. Calculating the mean score of experimental group

=

Where:
M1 = is the mean score of experimental group
X = is the individual score
N = is the number of sample
= is the sum of.
2.

Calculating the mean score of control group

2=

Where:
2=

is the mean score of control group

Y = is the individual score

N = is the number of sample
= is the sum of.
After the mean scores of both experimental and control groups obtained
already, the next process that needs to calculate by the researcher is the
deviation of the students scores.
3.

The Computation of Standard Deviation

The standard deviation is the measure of variability that takes
every score into account and thus provides an overall measure of how
for all the scores vary from the mean. In this calculation, the researcher
uses the formula as she elaborates.
For more details the formula is as follow:

33

d2

Sd

Where:
Sd = is the standard deviation
d = is the deviation score from the mean
N= is the number of sample in a group
= is the roof of
= is the amount of
Before applying the formula above, the researcher needs t find out
the deviation for each score from the mean and square each result.
4.

Testing the significance of the deviation of the two means scores

Finally, the last step to know the significance of the two groups
being investigated by comparing the two mean scores and its each
standard deviation by using the following formula of t-test.
The t-test formula as follows:
t

Mx My
x2 y2

Nx Ny 2

1
1

Nx Ny

Where:
Mx = The standard deviation score of Experimental Group
My = The standard deviation score of Control Group
X2 = The Square deviation of Experimental Group
Y2 = The Square deviation of Control Group
Nx = The Number sample of Experimental Group

34

Ny = The Number sample of Control Group

= Symbol for summation
Table 0.4
Scoring Standard ESL Composition Profile
Aspects of
Writing
Content

Range

Score

30-27

Excellent to Very
Good

26-22

21-17

16-13

Organization

20-18

17-14

13-10

9-7

Criterion

Knowledgeable
substantive thorough
development of thesis
relevant of assigned
topic.
Good to Average Some knowledge of
subject adequate range
limited development of
thesis mostly relevant
to the topic, but lack in
detail.
Fair to Poor
Limited knowledge of
subject little substance
inadequate
development of the topic
Very Poor
Does not show the
knowledge of subject
non-substantive or not
enough to evaluate.
Excellent to Good Fluent expression ideas
clearly
stated/supported
succinct well
organized logical
sequencing cohesive.
Good to Average Somewhat choppy
loosely organized but
main idea stands out
limited support logical
but incomplete
sequencing.
Fair to Poor
Not fluent ideas
confused or disconnected
lack logical sequencing
and development.
Very Poor
Does not communicate
no organization or not
enough to evaluate.

35

Vocabulary

Syntax

20-18

Excellent to very
Good

17-14

Good to Average

13-10

Fair to Poor

9-7

Very Poor

25-22

Excellent to Very
Good

21-18

Good to Average

17-11

Fair to Poor

10-5

Very Poor

36

Sophisticated range
effective words/idiom
form choice and usage
word from mastery
appropriate.
Adequate range
occasional errors of
word idiom choice,
usage but meaning not
obscured.
Limited range frequent
errors of word/idiom
form, choice, usage
meaning confused or
obscured.
Essentially translation
little knowledge of
English vocabulary
idioms, word form or
not enough to evaluate.
Effective complex
construction few error
agreement, tenses,
number, word
order/function, article,
pronouns, preposition.
Effective but simple
construction minor
problem in complex
construction several
errors of agreements,
tenses, number, word
order/function, article,
pronouns, preposition,
but meaning seldom
obscured.
Major problems in
simple/complex
construction frequent
error of negation,
agreements, tense,
number, word
order/function, article,
pronouns, preposition,
and/or fragment, runons, deletions meaning
confused or obscured.
Virtually no mastery of

Mechanic

Excellent to Very
Good

Good to Average

Fair to Poor

Very Poor

sentence construction
rules dominate by
errors - does not
communicate or not
enough to evaluate.
Demonstrate mastery of
conventions few errors
of spelling punctuation
capitalization
paragraphing.
Occasional errors of
spelling, punctuation,
capitalization,
paragraphing but
meaning nor obscured.
Frequent errors of
spelling, punctuation,
capitalization,
paragraphing poor
handwriting meaning
confused or obscured.
Dominated of errors of
spelling, punctuation,
capitalization,
paragraphing - or not
enough to evaluate.
(Jacobs et al, 1992: 3)

Where:
Content

30

Organization
Vocabulary
Syntax
Mechanics
Total

20
20
25
5
100
(Brown, 2003: 246)

37

Table 0.5
Standard score classification
No

Grade

Degree

Excellent

80 100

Good

65 -79

Fair

55 64

Poor

40 54

Complete failure

0 39

Adopted: Suharsimi Arikunto in Suhandi (2012: 24)s

38

CHAPTER IV
RESEARCH FINDING AND DISCUSSION

A. Research Finding
In this chapter, the researcher presented the results of the score of
Experimental Group and Control Group pre-test and post-test were taken
from data analysis of the first year students of SMPN 3 Gunungsari is located
in St Ireng-Jatisela Gunungsari. Therefore, the researcher presented a
discussion in order to answer the statement of problem in chapter one is
problem solving techniques effective in teaching writing at the first year
student of SMPN 3 Gunungsari in academic year 2012/2013?.
To find out the answer of the problem above, the researcher analyzed the
data obtained from the pre-test and post-test scores of both experimental and
control group. Then, the researcher presented the statistical computation of
mean scores of both groups. After that, the discussion continued to analyze
and interpret the finding. The statistical computation covered the calculation
of both Experimental Group and Control Group in this case, a finishing by
formula of t-test such as suggest by Arikunto (2010: 352) was explained in
chapter three.
For the first, the researcher coming with the students scores on pre-test
and post-test.

1. The result of analyzing the deviation scores of Experimental Group

and Control Group on pre-test and post-test as follow in this table:

39

Table 0.6
Table of computation the Deviation Scores of experimental group
NO Subject
SW
1
WI
2
MH
3
WM
4
HI
5
LM
6
MA
7
MA
8
FZ
9
HP
10
MT
11
AS
12
AM
13
AH
14
LA
15
HH
16
LZ
17
HI
18
MJ
19
MI
20
NI
21
MF
22
SA
23
MZ
24
SI
25
BI
26
Total
Mean score
(M1)

C
27
26
25
26
21
20
22
20
18
21
22
21
21
18
20
21
18
20
21
21
22
16
16
16
15
15

Score of Pre-Test
Subject
Score of Post-Test
O V S M Total
C O V S M Total
18 18 20 4
87
WM
26 18 18 22 4
88
17 17 18 4
82
MH
26 17 17 21 4
85
18 15 18 4
80
WI
25 16 17 20 4
81
17 16 18 3
80
AH
25 17 15 18 4
79
15 15 18 3
72
HI
22 17 17 18 3
77
15 15 18 3
71
LM
24 17 17 14 4
76
15 14 17 3
71
HI
21 17 16 17 3
74
15 15 17 3
70
FZ
22 15 15 18 3
73
15 13 18 3
67
AS
24 15 15 15 3
72
15 13 15 3
67
AM
22 14 14 18 4
72
15 13 15 2
67
MZ
22 15 17 14 3
71
14 15 12 3
65
SW
19 14 16 18 3
71
13 13 15 3
65
MF
21 14 13 16 2
67
15 13 15 3
64
SA
21 13 13 16 3
66
15 13 11 3
62
MJ
22 15 15 12 2
66
14 14 10 3
62
BI
21 14 14 10 3
62
14 10 15 3
60
HP
17 13 14 15 3
62
13 9 15 2
59
LZ
21 13 14 12 2
62
13 10 10 3
57
HH
15 14 13 16 3
61
13 19 10 2
55
MA
19 15 11 14 2
61
10 8 8 4
52
NI
21 13 13 12 3
61
13 9 10 2
50
SI
17 14 12 15 4
61
13 9 10 2
50
LA
20 11 12 13 3
59
10 10 11 2
49
MA
20 15 10 10 2
57
10 9 10 3
47
MI
17 17 10 10 2
56
10 9 10 2
46
MT
17 14 10 9 2
52
Total
1650
1772
63,461 Mean
68,153
score
(M1)

Based on the table above, the researcher was stated and showed that students
total score pre-test of experimental group was 1650 with 87 as the highest score
and 46 as the lower score. And then in the post-test the students total scores was
1772 with 88 as highest score and 52 as the lower score.

40

Table 0.7
Table of computation the Deviation Scores of control group
NO

Subject

HH
1
RN
2
HL
3
AA
4
SI
5
AH
6
WI
7
IS
8
SI
9
WP
10
MH
11
JR
12
DA
13
IN
14
FI
15
MZ
16
IK
17
BI
18
HP
19
SY
20
MS
21
ES
22
YH
23
Total
Mean score
(M2)

C
23
23
23
22
20
22
22
22
22
21
21
22
21
21
22
18
21
18
20
18
21
18
18

Score of Pre-Test
Subject
O V S M Total
17 20 17 3
80
HL
15 17 18 4
77
RN
17 17 16 4
77
WI
16 17 18 3
76
AA
17 17 18 4
76
SI
17 16 17 3
75
HH
15 16 17 3
73
AH
13 17 14 3
69
FI
13 16 15 3
69
MS
15 17 10 4
67
SI
14 15 14 3
67
HP
16 15 10 3
66
DA
13 13 15 3
65
MZ
13 13 15 3
65
IK
15 10 14 3
64
MH
14 15 14 3
64
BI
14 15 11 2
63
IS
14 14 13 3
62
JR
14 14 10 3
61
YH
14 15 11 2
60
ES
10 15 10 3
59
SY
13 13 10 3
57
WP
13 10 10 3
53
IN
Total
1545
67,173 Mean score
(M2)

C
24
23
22
22
21
22
21
20
21
20
21
21
20
20
18
20
21
19
19
18
18
20
18

Score of Post-Test
O V S M Total
18 20 18 4
84
18 20 17 4
83
17 17 11 4
78
17 20 15 4
78
15 20 11 4
77
15 17 10 4
76
15 17 15 4
72
15 17 17 3
72
14 17 15 3
71
14 18 11 3
69
14 17 18 3
67
14 17 10 4
66
15 14 16 3
65
13 17 13 3
64
13 15 18 3
64
14 14 11 3
62
14 15 11 3
62
13 14 13 3
62
14 14 18 3
61
13 15 11 3
60
13 14 14 2
58
13 10 18 2
56
10 13 9 2
53
1560
67,826

Based on the table above, the researcher stated and showed that students total
score pre-test of control group was 1545 with 80 as the highest score and 53 as
the lower score. And than in the post-test the students total scores was 1560, 84 as
highest score and 53 as the lower score.

41

Table 0.8
Table of computation the variance and standard deviation from the mean
score of post test from experimental group:
No

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

EXPERIMENTAL GROUP
Subject

Pre-test
(X1)

Post-test
(X2)

WM
MH
WI
AH
HI
LM
HI
FZ
AS
AM
MZ
SW
MF
SA
MJ
BI
HP
LZ
HH
MA
NI
SI
LA
MA
MI
MT

80
80
82
64
59
71
72
67
65
65
42
87
50
50
57
56
67
60
62
70
52
47
62
71
55
67

88
85
81
79
77
76
74
73
72
72
71
71
67
66
66
62
62
62
61
61
61
61
59
57
56
52

Deviation score of
pre-test and post-test
(X)
8
5
-1
15
18
5
2
6
7
7
29
16
17
16
9
16
-5
2
-1
-11
9
14
-3
-14
1
-15

Square of the
deviation score
(X)2
64
25
1
225
324
25
4
36
49
49
841
256
289
256
81
256
225
4
1
121
81
196
9
196
1
225

1650
1772
(X)= 152
(X)2= 2883
Based on the table above, the deviation score of experimental students was

152. The deviation score of experimental students obtained from the result of the
post test subtracted the result of the pre-test score and (X) is gotten from (X2)
cross X of the Experimental group. The square deviation score of the
Experimental group (X 2) was 2883.

42

Table 0.9
Table of computation the variance and standard deviation from the mean
score of post test from control group:
No

CONTROL GROUP
Subject

Pre-test
(X1)

Post-test
(X2)

HL
RN
WI
AA
SI
HH
AH
FI
MS
SI
HP
DA
MZ
IK
MH
BI
IS
JR
YH
ES
SY
WP
IN

77
77
73
76
76
80
75
64
59
69
61
65
64
63
67
62
69
66
53
57
60
67
65
1545

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

84
83
78
78
77
76
72
72
71
69
67
66
65
64
64
62
62
62
61
60
58
56
53

Deviation score of
pre-test and post-test
(X)
7
6
5
2
1
-4
-3
8
12
0
6
1
1
1
-3
0
-7
-4
8
3
8
-11
-12

Square of the
deviation score
(X)2
49
36
25
4
1
16
9
64
224
0
36
1
1
1
9
0
49
16
64
9
64
121
224

1560

(Y)= 25

(Y)2=1021

Based on the table above the total score for deviation of the control
group (Y) was 25, the deviation of individual score of the control group
which was obtained from the result of post- test score was subtracted by pretest score. (Y) was gotten from (Y2) Cross y. (Y2) Score was 1021.

43

Table 0.10
Standard Score Classificasion
No

Grade

Degree

Excellent

80 100

Good

65 -79

Fair

55 64

Poor

40 54

Complete failure

0 39

For experimental group that there were 3 students got excellent, there
were 12 students got good, there were 10 fair, there were 1 students got poor,
For control group that there was 2 student got excellent, there were 11
students got good, there were students 9 got fair, there were 1 students got
poor. So base on the data and explanation above the research found result of
students score from post-test.

B. The Calculating and Analyzing the Mean Score

5. The calculating the students mean score of experimental and control
group.
It was necessary to find out the mean score of the group because it gave
the description of the base form of calculation. It was calculated by
divided the sum all the score by the sample. To get the result, the
researcher applied the following formula:
=

Where:
Mx = is the calculate mean

44

X = is the individual score of in a group of sample

N = is the number of sample
= is the sum of.
The calculating of deviation scores of experimental group is:
=
=

152
26

= 5.85

The calculating of deviation score of control group is:

=
=

25
23

= 1,09

Then, the researcher identified the significance of the

deviation for the two mean of deviation score. Based on the result of
two mean deviation score for the two group, the significance of the
deviation of the two mean deviation score must be proved whether it
was significance or not. To prove whether it was significance or not,
the researcher followed formula, it was by using the formula of t- test
to compare the deviation score of both group, the formula was used
follows:

45

Which:
x2 = X12-

( X 1) 2
N

x2 = Y12-

(Y 1) 2
N

a. The square of the deviation score of experimental group

x1
x1 x1 Nx

= 2883 -

1522
26

= 2883

23104
26

= 2883 - 888.62
= 1994.38

b. The square f the deviation score of control group

y1
y1 y1 Ny

(25) 2
= 1021 23
= 1021 -

225
23

= 1021 9,78
= 1011,22

46

6. Testing the significance of the deviation of the two mean scores

The last process of the statistical analysis was to find the value of
the t-test, operated into the formula as follows:
t test =

Mx My
x y 2 1
1

Nx Ny 2 Nx Ny

where :
M

= the main score of group

= the number

= the daviation score ofthe experimental group

= the deviation score of the control group

= is the amount of
= is the root of

The element rate to the formula as follows :

Mx = 5.85
My = 1,09

x2 = 2883

2
y = 1021

Mx My
x 2 y2

Nx Ny 2

1
1

Nx Ny

5.85 1,09 .
1
2883 1021 1

26

23

2
26
23

47

5.85 1,09
26
3904 23

47 598 598

6,94
49
(83,06)

598

6,94
(83,06)(0.08)
6,94
6,64
6,94
2,58

= 2,6899

C. Discussion
The statistical analysis of the data obtained that was done, hence the
discussion of the result of the analysis came. In this case, the mean scores
and the value of t-test both groups were interpreted and it was found that the
experimental was 5.85 and control group was 1,09. It indicated the using
problem solving technique had significant effect in students writing skill.
The different changes of score for both groups because Experimental
group was treated by using problem solving technique while control group
was treated without problem solving technique but by using group
investigation technique. Then, the degree of freedom (df) that was used in
this research were interpreted to compare the two critical values; t-test and ttable. So the degree of freedom (df) of this research got from formula:

48

(Nx+Ny)-2, (26+23) -2 = 47.

So, the degree of freedom (df) was 47. Therefore, the t-table of 47,
it was 1.6779 for confidence level of 0.05.
Table 0.10
The comparison between the t-test and t-table
t-table
t-test
2.1838

Df

0.05

47

1.6779

From the comparison above, it was clear that the t-test was higher than
the t-table. It indicated of degree of difference of the mean score was
significant in both confidence level 0.05, thus the researcher would like to
state that this research was relevant with in relation to the use of problem
solving technique in teaching writing.
Based on data analysis, it was clear that the null hypothesis (Ho) was
rejected which stated: if ttest ttable. at the confidence level of 0.05 in testing
hypothesis, Ho: Problem solving technique cannot improve the students
writing skill was rejected. As the result, the Alternative hypothesis was
accepted.
Finally, the research found that the result of t-test (2,6899) was higher
that t-table (1.6779) was showed in chapter IV. It can be confirmed that the
null hypothesis (Ho) is clearly rejected and therefore, the alternative

49

hypothesis (Ha) was accepted. Finally, the research may concluded that the
problem

solving

technique

was

50

effective

in

teaching

writing.

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The statistical analysis of the data obtain showed that the figures of
mean of deviation score was 5.85 for experimental group and 1,09 For control
group. The standard deviation is 1994.38 for experimental group and 1011,22
for control group. Mean score of the experimental group showed that it was
more successful by using problem solving technique in teaching writing to the
students of control group used group investigation technique. Based on
analysis above, it was found that the result of t-test (2,6899) was higher that ttable (1.6679) was showed in chapter IV. It can be confirmed that the null
hypothesis (Ho) was clearly rejected and therefore, the alternative hypothesis
(Ha) was accepted. Finally, the research concluded that the problem solving
technique was effective in teaching writing.
A.

Suggestion
Based on the conclusion above; the researcher would like to offer
some suggestions as follows:
1. The English teacher should apply the appropriate technique in teaching
learning process. The teacher can use problem solving technique
especially in teaching writing because problem solving technique has
positive effect in teaching writing.

49

2. The students is expected to be more active in the classroom or out of the

classroom to increase their writing skill and the students doing more
exercise so with exercise our smart than before.
3. Finally, the researcher hope this thesis can be used as reference by the
other researchers to be more active in conducting further research to find
out more techniques in developing students writing skill.

50

BIBLIOGRAPHY
Anthony, M. E. 1963. Approach, Method, and Technique. Oxford Journal, Volume
XVII, issue 2, 63, 10-1093.
Arikunto, Suharsimi. 2010. Prosedur Penelitian; Suatu Pendekatan Praktik. Jakarta:
PT. Rineka Cipta.
Best, John W. 1995. Research in Education. New Delhi: Prentice Hall of India.
Brown, H. D. 2000. Principles of Language Teaching and Learning. San Francisco
State University: Longman.
Brown, H. D. 2001. Teaching by Principles. New York: Longman.
Brown, H. D. 2003. Language Assessment Principles And Classroom Practices:
Designing Classroom Language Test. California: Longman.
Chamot, Uhl Anna., Dale, M., OMalley, M. J., et al .1992.Learning and Problem
Solving Strategies of ESL Student. Georgetown University: Bilingual Research
Jurnal, 16, 3-4.
Camp, G. W., Tech, V. 2000. Formulating and Evaluating Theoritical Frameworks
for Career and Technical Education Research. San Diego: Journal of
Vocational Education Research, Vol 26, No 1, pp 4-25,
http://scholar.lib.vt.edu/ejournals/JVER.
Cohen, L., Manion, L., Morrison, K. 2000. Research Methods in Education. Fifth
Edition. London: Routledge Falmer.
Copeland, M . 2008. The Writing contex : writer, subject, purpose, audience, and
form. KSDE Writing Consultant: Kansa State Departement of Education.
Carolina, Annisa. 2010. Penggunaan Metode Creative Problem Solving (CPS) Untuk
Meningkatkan Pembelajaran Menulis Karangan Argumentasi: Penelitian
Tindakan Kelas Terhadap Siswa Kelas X MAN 1 Kota Bandung Tahun Ajaran
2009/2010. Bandung: Repository Upi
Dogonadze, N. & Gorgiladze, G. 2008. Problem Solving in Teaching Foreign
Languages to Students of Pedagogical Department. Georgia: IBSU Scientific
Journal, 2 (1).
Frankael, J. R. & Wallen, Norman E. 1990. How to Design and Evaluate Research in
Education. San Francisco State University: McGraw-Hill.

49

Fariza, Nurmalana. 2011. Profil Kemampuan Berpikir Kreatif Siswa SMA Pada
Pembelajaran Pencemaran Tanah Dengan Model Creative Problem
Solving.Yogyakarta : Repository Upi.
Harmer, Jeremy.2007. How to Teach Writing, Sixth Impression. Malaysia: Pearson
Longman.
Jacobs, Holly L., Zinkgraf, S.A., Wormuth D.R, et al. 1992. Testing ESL
Composition: A Practical Approach. English Composition Program. Teaching
ESL Composition, 1E. Heinle arts & sciences: Permission.
Kothari, C.R., 2004. Research Methodology; Methods and Techniques. Second
Revised Edition. New Delhi: New Age International Publisher.
Kamehameha School. 2007. The writing Process: An overview of research on
teaching writing as a process (online) available at www.ksbe.edu/spi. Hawai:
The research & Evaluation of kamehameha Scools.
Means, B., Lindlner, L. 1998. Teaching Writing In Middle School: Tips, Tricks and
Techniques. United States: Greenwood Publishing Group.
Mourtos, N. J., Okamoto, N. DeJong & Rhee, J. 2004. Defining, Teaching, and
Assessing Problem Solving Skills. Mumbai: UICEE Annual Conference on
Engineering Education.
Mayer, R. E., & Wittrock, R. C. 2006. Problem solving. In P. A. Alexander & P. H.
Winne (Eds.), Handbook of educational psychology 2nd ed., pp. 287304
(online) Education.com, Inc. All rights reserved. Accessed on Monday, 18th of
February 2013. 14:25.
Oxford Dictionary. 2013. British & World Version (online) available at
oxforddictionaries.com/definition/english/effectiveness. Accessed on Thursday,
21st of February 2013. 13:13.
Placko, Dominique. 2007. Fundamental of Instrumentation and Measurements. Great
Britain and The United States: ISTE Ltd
Raimes, Ann. 1938.Techniques In Teaching Writing:Teaching Techniques in English
as a Second Languag. New York :Oxford University Press.
Saifuddin Ahmed, 2009. Methods in Sample Surveys. Bloomberg School of Public
Health: Johns Hopkins University.
Sulistianti, Ike.2010. Pembelajaran Menulis Paragraf Argumentasi Dengan
Menggunakan Model Problem Solving Pada Siswa Kelas X SMA Negeri KlariKarawang Tahun Ajaran 2009/2010. Bandung: Repository Upi.

50

Wade, John. 2004. Weaknesses of the Problem-Solving or (Facilitative) Model of

Mediation. Bond Dispute Resolution News. Additional articles from
Mediate.com
Volume
18
October
2004.
Avaliable
at
th
www.bond.edu.au/law/centres. Accessed on 17 February 2013. 09.00.

51

A
P
P
E
N
D
I
C
E
S
52

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
A. Identitas
Nama Sekolah

: SMPN 3 Gunungsari

Mata Pelajaran

: Bahasa Inggris

Kelas

: VII/II

Alokasi Waktu

: 4x 45 menit

Standar Kompetensi

: Mengungkapkan makna dalam test berbentuk

gambar tentang kehidupan sehari-hari
dalam bentuk tulisan pendek sederhana.

Kompetensi Dasar

:Mengungkapkan

makna

dalam

gambar

berbentuk
transaksional dan interpersonal dengan
menggunakan ragam bahasa tulisan secara
sederhana secara akurat, lancar dan berterima
untuk berinteraksi dengan lingkungan terdekat.
Indikator:
1. Mengidentifikasi test berbentuk gambar.
2. Menemukan kata-kata yang cocok yang sesuai dengan gambar
yang ad di dalam test.
3. Mendiskripsikan gambar yang ada di dalam test dengan benar.

53

4. Membuat tulisan berdasarkan gambar yang ada didalam test.

5. Mencapai target sesuai dengan criteria aspect of writing yang
terdapat di dalam scoring standar ESL composition profile.

B. Tujuan Pembelajaran:
Pada akhir pembelajaran siswa dapat :
1. Siswa dapat mengidentifikasi test berbentuk gambar dalam waktu yang
singkat.
2. Siswa dapat menemukan jenis-jenis kata yang akan digunakan dalam
mendiskripsikan gambar yang ada di dalam test tersebut.
3. Siswa dapat membuat tulisan pendek sederhana yang sesuai dengan gambar
yang ada di dalam test tersebut.

C. Karakter Siswa yang Diharapkan:

Kreatif, aktif, kooperatif, komunikatif, dan percaya diri.
D. Materi pembelajaran:
1. Drawing Daily Simple Action
2. Picture Description
3. Morning Routine
E. Metode Pembelajaran:
Using Problem Solving Technique with picture as a media
F. Langkah Langkah Pembelajaran:
1. Kegiatan Pendahuluan
Apersepsi:
Mengecek kehadiran siswa.

54

 Melatih kemampuan menulis siswa dengan menggunakan pre-test

berbentuk gambar untuk menstimulasi siswa.
Tentang: Drawing Daily Simple Action, Picture Description, and Morning
routine.
Menjelaskan bagaimana cara menjawab soal dan menulis jawaban yang
benar.
Motivasi:
Guru menjelaskan tujuan pembelajaran dan pentingnya menguasai
materi berikut kompetensinya dan memberikan kelebihan dengan
mempelajari materi tersebut.

2. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, siswa/murid:
a. Memberikan contoh lain yang berhubung dengan problem solving
technique.
b. Memberikan contoh dari Drawing Daily Simple Action.
c. Memberikan contoh dari Picture Description
d. Memberikan contoh dari Morning routine.

Elaborasi
Dalam kegiatan elaborasi, siswa/murid:
a. Menyebutkan jenis kata-kata yang digunakan dalam kehidupan sehari-hari
dan
membuat masing-masing satu contoh.
b. Guru menunjukan salah satu gambar dan meminta siswa untuk membuat
kalimat berdasarkan gambar tersebut.

55

Konfirmasi
Meminta siswa mengulang kembali jenis kata-kata baru yang mereka
dapatkan
ketika mengerjakan soal dan melakukan tanya jawab antara siswa dengan
gurunya, sesuai dengan materi yang telah disampaikan.
3. Kegiatan akhir:
a. Guru menanyakan kesulitan siswa selama PBM
b. Siswa menyimpulkan materi pembelajaran yang sudah di ajarkan
c. Memotivasi siswa
G. Alat/Bahan/Sumber Belajar :
- Picture
- Internet
-

Brown, H. D. 2003. Language Assessment Principles And Classroom

Practices: Designing Classroom Language Test. California: Longman.

Jacobs, Holly L., Zinkgraf, S.A., Wormuth D.R, et al. 1992. Testing ESL
Composition: A Practical Approach. English Composition Program. Teaching
ESL Composition, 1E. Heinle arts & sciences: Permission.

H. Penilaian:
1. Test tulis
2. Scoring
Scoring Standard ESL Composition Profile
Aspects of
Writing
Content

Range

Score

30-27

Excellent to Very
Good

56

Criterion
Knowledgeable
substantive thorough
development of thesis

26-22

21-17

16-13

Organization

20-18

17-14

13-10

9-7

Vocabulary

20-18

17-14

relevant of assigned
topic.
Good to Average Some knowledge of
subject adequate range
limited development of
thesis mostly relevant
to the topic, but lack in
detail.
Fair to Poor
Limited knowledge of
subject little substance
inadequate
development of the topic
Very Poor
Does not show the
knowledge of subject
non-substantive or not
enough to evaluate.
Excellent to Good Fluent expression ideas
clearly
stated/supported
succinct well
organized logical
sequencing cohesive.
Good to Average Somewhat choppy
loosely organized but
main idea stands out
limited support logical
but incomplete
sequencing.
Fair to Poor
Not fluent ideas
confused or disconnected
lack logical sequencing
and development.
Very Poor
Does not communicate
no organization or not
enough to evaluate.
Excellent to very Sophisticated range
Good
effective words/idiom
form choice and usage
word from mastery
appropriate.
Good to Average Adequate range
occasional errors of
word idiom choice,
usage but meaning not
57

Syntax

13-10

Fair to Poor

9-7

Very Poor

25-22

Excellent to Very
Good

21-18

Good to Average

17-11

Fair to Poor

10-5

Very Poor

58

obscured.
Limited range frequent
errors of word/idiom
form, choice, usage
meaning confused or
obscured.
Essentially translation
little knowledge of
English vocabulary
idioms, word form or
not enough to evaluate.
Effective complex
construction few error
agreement, tenses,
number, word
order/function, article,
pronouns, preposition.
Effective but simple
construction minor
problem in complex
construction several
errors of agreements,
tenses, number, word
order/function, article,
pronouns, preposition,
but meaning seldom
obscured.
Major problems in
simple/complex
construction frequent
error of negation,
agreements, tense,
number, word
order/function, article,
pronouns, preposition,
and/or fragment, runons, deletions meaning
confused or obscured.
Virtually no mastery of
sentence construction
rules dominate by
errors - does not
communicate or not
enough to evaluate.

Mechanic

Excellent to Very
Good

Good to Average

Fair to Poor

Very Poor

Demonstrate mastery of
conventions few errors
of spelling punctuation
capitalization
paragraphing.
Occasional errors of
spelling, punctuation,
capitalization,
paragraphing but
meaning nor obscured.
Frequent errors of
spelling, punctuation,
capitalization,
paragraphing poor
handwriting meaning
confused or obscured.
Dominated of errors of
spelling, punctuation,
capitalization,
paragraphing - or not
enough to evaluate.

(Jacobs et al, 1992: 3)

Where:

Content

30

Organization
Vocabulary
Syntax
Mechanics

20
20
25
5
(Brown, 2003: 246)

59

I.

Instruments:

A. Drawing Daily Simple Action

1. A drawing of some simple action is shown writes a to brief sentence.

a)

b)

d)
c)

f)
e)

g)

h)

60

i)
j)

Explain:
a) What is she doing?
b) What are the children doing?
c) What is he doing?
d) What are the girls doing?
e) What is the baby doing?
f)

What is the mather doing?

g) What are the mens doing?

h) What is the father doing?
i) What are the boys doing?
j) What is the boy doing?

Example:
She is eating. she is eating her breakfast. She is holding a spoon ect.

61

Mataram, 09 April 2013

Kepala Sekolah

Guru Mata Pelajaran

Dende Jeni Wirantika

Nim. 09.411.131

62

PRE-TEST

63

Bentuk Soal Pre-test :

WRITING TASK
B. Drawing Daily Simple Action
2. A drawing of some simple action is shown writes a to brief sentence.

c)

d)

d)
c)

f)
e)

g)

h)

64

i)
j)

Explain:
a) What is she doing?
b) What are the children doing?
c) What is he doing?
d) What are the girls doing?
e) What is the baby doing?
f)

What is the mather doing?

g) What are the mens doing?

h) What is the father doing?
i) What are the boys doing?
j) What is the boy doing?

Example:
a) She is eating. she is eating her breakfast. She is holding a spoon ect.

65

3. Write sentences and then point to the correct part of the pictures
A.

People

Car

House

Example:
a)

The car at the garage

b)

c)

66

B.

hospital

Tree

d)

e)

f)

67

Nurse

C.

School

Student

Teacher
Teacher

g)

h)

i)

j)

k)

68

field

Class
Teacher

C. Morning Routine
Describe the mans morning routine in sentences !

05:00

06:00

07:00

07:05

07:20

7::30

08:30

06:30

07:15

08:00

09:00

Example:
He sleeps until five oclock.

69

KEY ANSWER
Pre-test Matter:
1. A drawing of some simple action is shown writes a to brief sentence.
a. She is eating. She is eating her breakfast. She is holding a spoon ect.
b. He sleeps. He sleeps on his computer.
c. They are watching television. They are watching cartoon movie.
d. They are jog together. They are jog in the garden.
e. The baby listen the music. The baby listen the music by earphone.
f. She is cooking in the kitchen.
g. The men are racing. They are racing bicycle on the road.
h. He is fishing in the river.
i. The kids are pray. They pray together in the mosque.
j. He swims in the pool.

2. Write sentences and then point to the correct part of the pictures
A.

People

Car

House

a. The car at the garage

b. The people are in front of the house.
c. The house is big and luxurious.

B.

Tree

Hospital

Nurse

d. There are many trees in the hospital area

e. There are two build of the hospital
f. The nurse walk in front of the hospital

70

C.

School

Student

Teacher

Field

Class

g. The school is big and luxurious

h. The students still follow flag ceremony in the field
i. The school have many teacher
j. The school have a large field
k. There are many classrooms in this school.
3. Morning Routine
(Describe of the man morning routine)
a. He sleeps until five oclock
b. After that he wake up on six oclock
c. Than in half past seven he jog on the garden
d. At seven oclock he brush his tooth
e. Than at seven oclock past five he take a bath
f. After that at seven oclock past fifth teen he wear his clothes
g. At seven oclock past twenty he breakfast.
h. At half past eight oclock he go to office
i. At eight oclock he start to work
j. At half past nine he attend a meeting
k. He gets break time at nine oclock.

71

POST-TEST

72

Bentuk Soal Post-test :

WRITING TASK
A. Drawing Daily Simple Action
1. A drawing of some simple action is shown writes a to brief sentence.

b)

a)

d)
c)

f)
e)

73

g)

h)

i)
j)

Explain :
a) What is the baby doing?
b) What are the farmer doing?
c) What are the men doing?
d) What is the girl doing?
e) What are the family doing?
f)

What is the teacher doing?

g) What is the cat doing?

h) What are the boys doing?
i) What is the girl doing?
j) What is the boy doing?

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2. Write sentences and then point to the correct part of the pictures

beach

sand

coconut

a)

b)

c)

B.

Waitress

Table

Chair

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d)

e)

f)

C.

Car

people

River

g)

h)
i)

j)

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Road

B. Morning Routine
Describe the woman morning routine in sentences!

05:00

06:00

05:30

07:00

07:05

07:30

08:00

07:10

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06:30

7:15

KEY ANSWER
Post-test Matter:
1. A drawing of some simple action is shown writes a to brief sentence.
a. He reads newspaper in the toilet.
b. They still break out the field.
c. They are dancer. They are dancing on the stage.
d. The kid brings her ice cream.
e. They are watching television in the family room.
f. The teacher teaches the students mathematic study.
g. The cat playing foot ball in the field.
h. The boys playing basket ball together.
i. The girl is sing. She sings on the stage.
j. The boy reading al-Quran.

2. Write sentences and then point to the correct part of the pictures
A.

Beach

Sand

Coconut

a. The beach is beautiful

b. The sand in the beach has white color.
c. There are many coconut trees in the beach

B.

Waitress

Table

Chair

d. The waitress service the visitor

e. The table is full with food.
f. There are many chairs in the restaurant

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C.

Car

People

River

Road

g. There are many car in the road

h. The people using the road everyday
i. There is a river under the road
j. There are two big road on the river

3. Morning Routine
(Describe of the woman morning routine)
a. She sleep until five oclock
b. She aubade in half past six oclock
c. After that at six clock she cook in the kitchen
d. Than in half past seven she clear the house
e. At seven oclock she takes a bath.
f. After that at seven oclock past five she wear her clothes
g. At seven oclock past ten she breakfast.
h. Than at seven clock past fifth teen she accompany her child to school.
i. At half past eight she starts to work.
j. At eight oclock she attends a meeting.

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