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2nd English Language Teaching, Literature, and Translation (ELTLT) International Conference UNNES, 28-29 September 2013

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The Use of Teaching Media to Enhance Students’ Skill in Writing Functional Texts

Yusuf Hidayat1) and Ahmad Yusri2) [email protected]

Postgraduate Program

Semarang State University

Abstract

Teaching writing functional texts usually tends to be conventionally applied. Most teachers tend to emphasize their teaching process traditionally without paying attention to the teaching media which can be used to help students’ success achieving the goal of learning. This paper is aimed at investigating the role of teaching media in enhancing students’ skill in writing functional texts. In this regard, classroom action research (CAR) was employed as the method in this study. This study is intended to answer the following research questions: (1) Is teaching media effective for enhancing students’ skill in writing functional texts? (2) To what extent does teaching media enhance students’ skill in writing functional texts? Through the process of teaching and learning activities, in cycle 1, the writers taught writing functional texts through conventional teaching, they then gave a test on functional text to the students. Additionally, to confirm the writers’ belief to the students’ real writing proficiency, they then gave them TOEFL written test model. Next, in cycle 2, the writers taught the students by using teaching media. Finally, the writers gave them a test of writing functional text. After undertaking several tests in cycle 1, students got average score 56.60, and in cycle 2, they got 65.08. Thus, there was an improvement of the average score. In addition, the students’ enthusiasm also improved.

Key words: teaching media, students’ writing skill, functional texts

INTRODUCTION

Writing is an essential productive skill for students including university students particularly the freshmen level. In learning writing, freshmen level should master all levels of literacy: performative, functional, informational, and epistemic.

At the first level, students are introduced and taught English as basic thoughts in the form of performance as the so-called performative level. In this beginning level, students are taught to master how to use English to accompany actions, participate in classroom and school interactions, and also recognize simple written English. This level is appropriate to be taught in Elementary school. The next level is functional. In this level, students are taught to master how to use English to get things done, how to use English for survival purposes, for instance, buying and selling, asking and giving permission, making and 1 Yusuf Hidayat is a student of Postgraduate School, majoring English Education program, Semarang State

University (UNNES). He comes from Ciamis, West Java. 2 Ahmad Yusri is also a student of Postgraduate School, majoring English Education program, Semarang

State University (UNNES). He comes from Lombok.


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canceling appointments, reading and writing simple texts, reading popular science, and so on. This level is appropriate to be taught in junior high school. Meanwhile, informational level is appropriate to be taught in senior high school. It serves to train students to master how to use English to access accumulated knowledge, and how to use English in both informal and formal contexts. The last is epistemic. In this level, students are taught to master how to use English to transform knowledge, for instance, doing research, writing reports, lecturing and so on, and how to use English for aesthetic purposes. This level is appropriate to be taught in university level. Regarding the reasons, the students at first level in university, the so-called as freshmen, are trained to master epistemic level which is begun by learning writing for general English and then followed by learning how to write functional texts as the steps in writing course at university level.

However, based on an observation carried out by Lidvall (2008), Clark (2004) as cited in Feng Lan et al., (2011, p. 148), most students are usually apprehensive toward writing activities, and have low interest in them. This phenomenon also happens to students of freshmen level in English education program, Galuh university. The students’ apprehensiveness and lack of self confident can be caused by the students’ learning style or the teachers’ teaching strategy or both of them.

Regarding the teachers’ teaching strategy, students’ writing can be evolved by assisting with effective technique and strategies presented by the teachers to help the students’ difficulties. The techniques and strategies can be modelling, shared writing, guided writing, and interactive writing (Pinnell & Fountas, 1998; Routman, 1991; Brindley & Schneider, 2002) as cited in Feng Lan et al., (2011, p. 148). In harmony with the writers’ present study, the strategy used by the writers, the teachers as the researcher in this study, was by using the teaching media. The used teaching media included laptop, LCD projector, and some slides of power point. During the used teaching media, the writers showed the simple theory and the outline of how to write short functional texts in the form of short messages, greeting cards, and advertisements. Besides, the writers also invited the students to do workshop directly by typing their practices in the slides while showing in the LCD projector to show their incorrect words, phrases, sentences, clauses, grammar and writing mechanics. If there is incorrect part of writing as mentioned above, directly the other students were asked for criticizing it. Hence, the students got better results in writing than in cycle 1 when the teachers taught students by using conventional strategy through explaining, and pleasing students come forward to write their ideas.

In this study, the writers set forth two research questions, those are: (1) Is teaching media effective for enhancing students’ skill in writing functional texts? (2) To what extent does teaching media enhance students’ skill in writing functional texts? These two research questions are going to be discussed further in forthcoming section.

This study is also underpinned by the previous studies which also investigated the importance of teaching media toward the enhancement of students’ writing ability. The first study was carried out by Feng Lan et al. (2011). They investigated the effects of guided writing strategies on students’ writing attitudes based on media richness theory. Further, they took a total of 66 from sixth-grade elementary students with an average age of twelve and were invited to join the experiment for a period of twelve weeks. A repeated-measure one-way ANOVA analysis was utilized to examine the differences among the three strategies including a rich media guided writing strategy, lean media guided writing strategy, and pen-and-paper guided writing strategy. The findings of their study showed that providing a web-based learning environment with high richness media could guide


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students to write and achieve more positive writing attitudes in terms of motivation, enjoyment and anxiety.

The second study was undertaken by Joshi (2012). He investigated multimedia as a technique in teaching process in the classrooms to improve the students’ academic needs and helps them developing their English skills. In the study, Joshi (2012) used a qualitative method by giving a deeply description using multimedia in the classroom. The difference between a traditional classroom and multimedia classroom has been drawn in this study. The results of the study showed that there are some advantages in teaching English using multimedia as a technique in teaching process in the classroom. Through the media the teacher could give more opportunities to students to express their opinions and enjoy during the course. The highly presence and motivation also bring positive aspects to students so that they can improve their skills.

Finally, the last investigation was conducted by Benson & Odera (2013). They investigated the selection and the use of media in teaching Kiswahili Language in secondary schools in Emuhaya, Kakamega County in Kenya. The study was based on a descriptive survey design. The area of study was Emuhaya district, in Kakamega county Kenya. The study population consisted of 22 head teachers, 1333 students and 43 Kiswahili teachers. Saturated sampling was used to select a sample of 20 head teachers, while purposive sampling was used to select a sample of 20 Kiswahili teachers. Simple random sampling was used to select a sample of 400 students. Data were collected by administering questionnaire, using document analysis guide and observation schedule, and data was analysed by using descriptive statistics that included graphs, percentages and frequencies. Various factors were found to influence the use of media in teaching Kiswahili language. The other findings showed that there was inadequate provision of instructional media in schools from which teachers could select for teaching Kiswahili. It also revealed a low frequency in using few available instructional media during Kiswahili teaching. REVIEW OF RELATED LITERATURE Defining Teaching Media

To begin with, the writers would like to delineate briefly some terms used in this study. The concept of teaching media or in another term is called as teaching aids is essential to be highlighted earlier as the independent variable in this study. Dealing with teaching media, Patel and Jain (2008, p. 57) claimed, “The material and aids which are used by teachers to make his teaching very effective.” Additionally, Brinton (2001, p. 459) implicitly defined teaching media as technological innovations or paraphernalia in language teaching in the form of audiovisual aids which is used to facilitate teachers motivating their students getting more effective results of teaching and learning process.

Based on two definitions aforementioned, the writers can assume that teaching media is the overall paraphernalia such visual, audio, or audio visual aids used by the teacher to facilitate his students during teaching and learning process to gain the effective results. In relation to this present study, the writers used computer assisted language learning, such portable computer, Microsoft Power Point program, and LCD projector as the teaching media. The Microsoft Power Point program itself consists of theory of how to write short functional texts completed with pictures, tables, and sounds to stimulate students’ spirit in order to be eager participating during the teaching and learning process.


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The Benefits of Teaching Media in the Classroom Teaching media has enormous benefits both for teachers and students in the

classroom. For further explanation of it, the writers quoted some benefits of teaching media as suggested by Brinton (2001, pp. 461-462); Young, C. A., & Bush, J. (2004, pp. 1-2) as follows: a. Teaching media are helpful motivators in language teaching process. b. Teaching media provide students with content, meaning, and guidance. c. Teaching media also reinforce students the direct relation between the language

classroom and outside world. d. Teaching media provide us with a way of addressing the needs of both visual and

auditory learners. e. By bringing media into classroom, teachers can expose their students to multiple input

sources. f. Media can help students call up existing schemata and therefore maximize their use of

prior background knowledge in the language learning process. g. Finally, media provide teachers with a means of presenting manner, and a time-efficient

and compact manner, and stimulating students, sense, thereby helping them to process information more readily.

Defining Writing

After pointing out the term of teaching media, the writers would also like to highlight the term of writing, because this term is also imperative to be discussed as dependent variable in this study. Oshima & Hogue (2006, p. 15) defined, “Writing is the process of an ongoing creative act roughly in four steps. In the first step is creating ideas, in second step is organizing ideas, in the third step is writing rough draft, and in the final step is polishing rough draft by editing and making revision.” In addition, Harmer (2004, p. 5; 2007, pp. 325-326) implicitly defined writing as, “A process where a writer produces the written form which involves four stages beginning from planning, drafting, editing, and final draft.”

Regarding two aforementioned definitions, the writers then infer that writing is a process of producing a written text through some stages begun with planning and ended by final draft. Then, to deepen our understanding of what writing is, the writers would like to present other writing definition expressed by White & Arndt (1996) as quoted by Galvis (2010, p. 2). They (1996) defined writing as, “A recursive process involving sub-processes such as generating ideas, drafting, revising, editing and error correction.” After analyzing all definitions of writing above, the writers conclude that writing can be defined as a process of representing language in visual form, which involves at least sub-processes beginning from generating ideas, drafting, revising, and finally produced as a final draft. Defining Short Functional Texts

After discussing the term of writing, in the following part, the writers are going to discuss what Short functional texts are. Based on http://thefunctionaltext.blogspot.com/, short functional texts can be defined as texts refer to short texts whose communicative meaning. In the other hands, short functional texts can be meant as short texts which have particular meaning and purpose, and can be used in our daily life http://dewaadivanwinata.wordpress.com/short-functional-text/.

Dealing with two definitions of short functional texts above, the writers can infer that short functional texts are kinds of short texts function to pass on a particular purpose from


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the writers for the readers. Regarding to the short functional texts aforementioned, it can be short message, greeting card, notice, caution and warning, announcement, invitation card, label, and advertisement. For further explanation of each sample of short functional text, the writers delineates as follows: a. Short message

Short message is a message written in a short text functions to send an important message to other people, friend or family. It should be written in clear address (someone who receives the message), straight forward, and state clearly. b. Greeting card

Greeting card is the illustrated, folded card featuring expressions of friendship and usually given on special occasions such as birthdays, Christmas or other holidays to convey thanks or express other feeling. c. Notice, Warning and Caution

Notice/caution is kind of short functional text functions as a clue for someone to do or not to do something. It can be a phrase, or clause, or a picture, or sign. Meanwhile, warnings are kind of short functional texts function to warn someone not to do something because of danger. d. Announcement

Announcement is public statements containing information about an event that has happened or is going to happen. e. Invitation card

The invitation card is written paper or electronic image functions to invite someone sent in special occasions. Invitation cards can be customized in different sizes, colours, themes, materials, fonts and folding design. f. Label

A label is a piece of paper, polymer, or cloth which is printed containing information concerning the product, addresses, etc. g. Advertisement

Advertisement is a public statement containing information about offering a particular product or a program that will be sold in a particular time. An advertisement can be found both in written and visual in mass media, and it is also stated in spoken and written form. (Quoted and modified from http://thefunctionaltext.blogspot.com/).

METHODS

In this present study, the writers carried out Classroom Action Research (CAR) as the design such proposed by Kemmis and McTaggart (1988) as cited in Burns (2010, pp. 7-8); Arikunto (2006, p. 16). Fundamentally, Kemmis and McTaggart (1988) as cited in Burns (2010, pp. 7-8) and Arikunto (2006, p. 16) stated that there are four steps in undertaking classroom action research, the four steps cover planning, action, observation, and reflection. The four steps above can be shown as the following diagram:


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Classroom Action Research Model (Quoted from Kemmis and McTaggart (1988)

as cited in Burns (2010, p. 9); Arikunto (2006, p. 16) Participants

Dealing with the participants, in this present study, the writers selected twenty-five freshmen purposively from a particular class at the English Education Program, Galuh University located in Ciamis, West Java. The reason for choosing freshmen level as the participants is that because at the second semester, they were taught writing for functional texts as one of obligatory courses given in English education program, Galuh university in the academic year 2012/2013.

Data Collection Procedure In this data collection procedure, the writers would like to explain how the data were

collected. The data of this present study were gained by giving several tests, consisting of test in cycle 1, then, followed by TOEFL written test model, and final test in cycle 2.

Data Analysis

In this data analysis, the writers analyzed all data gained in qualitative descriptive as suggested by Burns (1999); Burns (2010); Creswell (2012, pp. 576-593); Fraenkel et al., (2012, pp. 588-610).


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RESULTS AND DISCUSSIONS Results of Cycle 1 1. Planning

In this step, the writers prepared lesson plans, instruments, teaching materials, students’ worksheet dealing with the teaching writing for functional texts.

2. Action In the second step, the writers began by saying greeting to students. Then, the writers asked for their condition. Next, the writers called the roll, and continued by teaching the students explaining the rules of how to write short functional texts without using the teaching media (conventionally).

3. Observation In this step, the writers were assisted by the collaborator to observe the results of

the implementation of teaching writing functional texts. The writers collected two kinds of data, namely numerical and verbal data. Numerical data were gained from the students’ writing scores. Meanwhile, the students’ attitude during the implementation of teaching writing functional texts was represented as verbal data. The instruments in this present study were field note, observation checklist, and test. A filed note was used to monitor the students’ performance and participation during the teaching and learning process. Meanwhile, the collaborator used an observation checklist to carry out the observation. To describe students’ score, the writers used the following scoring criteria: Table 1. The description of students’ scoring criteria No. Categories Description 1. 2. 3. 4. 5.

Very poor = E Poor = D Fair = C Good = B Very Good = A

0 – 40 41 – 59 60 – 70 71 – 85 86 – 100

Meanwhile, for scoring rubric, the writers adapted and modified it from ESL

Composition Profile as suggested by Jacobs et al.’s (1981) as quoted in Weigle (2002, p. 116): Table 2. ESL Composition Profile as suggested by Jacobs et al.’s (1981) as quoted in Weigle (2002, p. 116)

Topic Score level Criteria

Language use

22-25 Very good to excellent: - effective complex construction; - few errors of tense, number, word order/function,

article, pronouns, and prepositions. 18-21 Average to good:

- effective but simple constructions; - several error of tense, number, word order/function,

article, pronouns, and prepositions, but meaning seldom obscured.

11-17 Poor to fair: - major problems in simple/complex constructions;


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- frequent error of tense, number, word order/function, article, pronouns, and prepositions, and /or fragments, run-ons, deletion;

- Meaning confused or obscured. 5-10 Very poor:

- virtually no master of sentence construction rules; - dominated by error; - does not communicate; - or not enough to evaluate.

Vocabulary

18-20 Very good to excellent: - sophisticated range; - effective words/ idiom choice and usage; - word form mastery; - appropriate register.

14-17 Average to good: - adequate range; - occasional errors word/idiom form, choice, usage,

but meaning not obscured; 10-13 Poor to fair:

- limited range; - frequent errors of word/idiom form, choice, and

usage; - meaning confused or obscured.

7-9 Very poor: - essentially translation; - little knowledge of English vocabulary, idioms, and

word form; - or not enough to evaluate.

Mechanics

5 Very good to excellent: - demonstrates mastery of conventions; - few errors of spelling, punctuation, capitalization,

and paragraphing. 4 Average to good:

- occasional errors of spelling, punctuation, capitalization, and paragraphing, but meaning not obscured.

3 Poor to fair: - frequently errors of spelling, punctuation,

capitalization, and paragraphing; - poor handwriting; - meaning confused or obscured.

2 Very poor: - no mastery of conversation; - dominated by errors of spelling, punctuation,

capitalization, and paragraphing; - handwriting illegible; - or not enough to evaluate.


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After the numerical data were gained, then they were analyzed. The results of test in cycle 1 (pre-test) (of 25 students in freshmen level) showed that their skill in writing short functional texts was quite low. It is indicated by students’ average score in pre-test which was 56.6. Meanwhile, students’ mastery level showed 56%. From the overall 25 students, 1 student got 90 (A), 2 students got 80 (B), 5 students got 70 (C), 4 students got 65 (C), 2 students got 60 (C), 3 students got 55 (D), 2 students got 50 (D), 1 student got 45 (D), 2 students got 40 (E), 1 student got 20 (E), 1 student got 15 (E), and 1 student got 10 (E). Seeing the score gained by the students above, thus, it can be seen that the students who passed the standard were 56% (based on students’ minimum score criterion 60 – 100). The following table helps to show clearer understanding of the analysis of data in cycle 1.

Cycle 1 Scoring Results

Writing for functional text score Table 3. Students’ minimum passing criterion 60

No.

Students code

Cycle 1 Score Successful Unsuccessful

1. 001 20 x 2. 002 65 v 3. 003 70 v 4. 004 10 x 5. 005 60 v 6. 006 50 x 7. 007 70 v 8. 008 70 v 9. 009 90 v 10. 010 40 x 11. 011 40 x 12. 012 50 x 13. 013 55 x 14. 014 80 v 15. 015 80 v 16. 016 70 v 17. 017 65 v 18. 018 65 v 19. 019 60 v 20. 020 45 x 21. 021 55 x 22. 022 65 v 23. 023 15 x 24. 024 70 v 25. 025 55 x

Sum 1415 14 Percentage of Students’ mastery level 56% 44 %

Students’ average score : 25

1415= 56.60


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Students’ mastery level : 25

14 x 100 % = 56 %

Students’ understanding : 25

1415x 100 % = 45 %

The students’ weaknesses based on the test of how to write short functional texts

in cycle 1 are as follows: (1) students frequently made errors in using word choice, usage, and the sentence

meaning is confused or obscured; (2) students made major problems in tense, number, word order, articles, pronouns, and

prepositions. Thus, the sentence meaning is confused or obscured; (3) students frequently made errors in spelling, punctuation, capitalization, and

paragraphing. 4. Reflection

In this part, the writers noted all weaknesses as the problems during undertaking teaching and learning process in cycle 1. All problems were recorded as the evaluation process, and the cases regarded as the weaknesses in cycle1 were recommended as the indicators to be upgraded in cycle 2.

Table 4. Observing Students’ Attitude Results in Cycle 1

No. Scoring Criteria Total Percentage

1 18 – 20 Very good 1 4%

2 14 – 17 Good 2 8%

3 10 – 13 Average 11 44%

4 6 – 9 Poor 6 24%

5 0 -5 Very poor 5 20%

Sum 25 100 %

Results of Cycle 2 1. Planning

In this step, the writers prepared revised lesson plans, and the teaching media dealing with the teaching writing functional texts.

2. Action In the second step, the writers began by saying greeting to students. Then, the writers asked for students’ condition. Next, the writers called the roll, and continued by teaching the students through explaining the rules of how to write short functional texts by using the teaching media. The teaching media included laptop, LCD projector, some slides of power point which is containing the theory of how to write short functional texts such short messages, greeting cards, advertisements, and invitation cards. In the


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slide of power point, the writers put pictures, some language functions used for short functional texts mentioned, and some quizzes.

3. Observation In this step, the writers collected the data occurred during the implementation of teaching and learning process using the teaching media. The writers also used observation checklist, and field notes to record the data.

After the second test (post-test) was given to 25 students in freshmen level, it showed that their ability in writing short functional texts improved. It was showed by students’ average score in post-test was 68.28. Meanwhile, students’ mastery level showed 84%. From the overall 25 students, 3 students got 90 (A), 3 students got 80 (B), 1 student got 75 (B), 5 students got 70 (C), 1 students got 67 (C), 4 students got 65 (C), 4 students got 60 (D), 1 students got 55 (D), and 3 students got 50 (D). The score gained by the students above indicated that the students who passed the students’ minimum score criterion 60 – 100 were 21 students or 68%. To get clearer understanding to the score of the test results in cycle 2, the writers showed the improvement from the following table:

Cycle 2 Scoring Results

Score of Writing Functional Text in Cycle 2 Table 5. Students’ minimum passing criterion 60

No.

Students code

Cycle 2 Score Successful Unsuccessful

1. 001 50 x 2. 002 67 v 3. 003 70 v 4. 004 50 x 5. 005 65 v 6. 006 55 x 7. 007 70 v 8. 008 75 v 9. 009 80 v 10. 010 60 v 11. 011 60 v 12. 012 60 v 13. 013 80 v 14. 014 65 v 15. 015 70 v 16. 016 60 v 17. 017 70 v 18. 018 65 v 19. 019 65 v 20. 020 90 v 21. 021 90 v 22. 022 70 v 23. 023 50 x 24. 024 90 v 25. 025 80 v


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Sum 1707 21 Percentage of Students’ mastery level 68% 32 %

Students’ average score : 25

1707= 68.28

Students’ mastery level : 25

21 x 100 % = 84 %

Students’ understanding : 25

1707x 100 % = 68 %

Based on the results of the test in cycle 2, it can be inferred that students’ skill improved quite significantly after they were taught by using the teaching media. The conclusion can be delineated as follows: (1) students begin to make effective words choice, and usage, effective words mastery,

and appropriate register. (2) students begin to make minor problems in tense, number, word/function, articles,

pronouns, prepositions, but meaning is seldom obscured; (3) students begin to improve their error of spelling, punctuation, and capitalization, and

paragraphing.

4. Reflection In reflection stage, the writers noted all improvements made by students as mentioned above. Generally, students’ difficulties gradually can be overcome in cycle 2. It is caused by applying the teaching media during the class session. The improvement of students’ attitude during the class session can be shown as follows:

Table 6. Observing Students’ Attitude Results in Cycle 2 (Hasil pengamatan sikap/perilaku siswa pada siklus 2)

No. Scoring Criteria Total Percentage

1 18 – 20 Very good 3 10%

2 14 – 17 Good 3 10%

3 10 – 13 Average 15 60%

4 6 – 9 Poor 5 20%

5 0 -5 Very poor - -

Sum 25 100 %


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DISCUSSIONS

With regard to the findings of the study in cycle 1, the results of teaching writing functional texts without using teaching media showed that students’ average score was 56.60. Meanwhile, students’ mastery level was 56 %, and students’ understanding was 45 %. Besides, students’ attitude results showed that only 1 student had very good attitude during learning writing functional texts, 2 students got good attitude during learning writing functional texts. Then, there were 11 students who had average attitude during learning writing functional texts. Meanwhile, there were 6 students who had poor attitude during learning writing functional texts. The rest of 5 students get very poor attitude during learning writing functional texts.

Furthermore, in cycle 2, the results of teaching writing functional texts using the teaching media showed that students’ average score was 68.28. Meanwhile, students’ mastery level was 84 %, and students’ understanding was 68 %. Besides, students’ attitude results showed that there were 3 students who had very good attitude during learning writing functional texts, 3 students had good attitude during learning writing functional texts. Then, there are 15 students who got average attitude during learning writing functional texts, the rest were 5 students who had poor attitude during learning writing functional texts. Based on the results between two cycles above, it can be inferred that there was significant improvement among students’ average scores, students’ mastery level, students’ understanding, and students’ attitude results during learning writing functional texts class.

The evidence of the improvements could be seen based on the students’ written products as seen in the following: Text 1 in cycle 1

Text 1 in cycle 2


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Regarding the two texts above, it can be analyzed that in cycle 1 the student wrote some errors in grammar such as in the phrase ‘will married’ and ‘you friend’, it can be seen in the first sentence, ‘I hear you will married with you friend.’ It should be ‘will marry’ or ‘will get married’ and ‘your friend’. Hence, the sentence should be, ‘I hear you will get married with your friend.’ And then the second error is in the word, ‘surprizes’ in the sentence, ‘It’s surprizes for me.’ It should be ‘surprise’, hence the sentence should be, ‘It’s surprise for me.’ The third error is in the sentence, ‘I hope you happy with sent gift from me.’ It should be, ‘I hope, you are happy with a gift from me.’ Meanwhile, in cycle 2, the same student did not make an error. It means that there is a quite significant improvement between the results in cycle 1 and cycle 2. Text 2 in cycle 1 Text 2 in cycle 2

Regarding the two texts above, it can be analyzed that in cycle 1 the student also

wrote some errors in grammar such in word, ‘hers’ in second sentence, ‘I must visit hers now,’ and ‘hers’ in third sentence, ‘so, you must follow me to visit hers.’ In the writers’ analysis, the first error should be ‘her’, hence, the sentence should be, ‘I must visit her now.’ And the second error, it should be, ‘her’, hence, the sentence should be, ‘you must follow me to visit her’ or ‘you have to join in me to visit her.’ Meanwhile, in cycle 2, the same student did not make an error. It means that there is a quite significant improvement between the results in cycle 1 and cycle 2.

After discussing the results of students’ writing products both in cycle 1 and in cycle 2, the writers then would like to answer the research question such addressed in the preceding point. The first research question is: Is teaching media effective in enhancing students’ skill in writing functional texts? Based on the analysis, the students’ average score in cycle 1 was 56.60 and in cycle 2 was 68.28, hence, it improved 11.68. Students’ mastery level in cycle 1 was 56 %, and in cycle 2 was 84 %, hence, it improved 28 %. Meanwhile, students’ understanding in cycle 1 was 45 %, and in cycle 2 was 68 %, hence,


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it improved 23 %. Regarding the data presented above, first research question leads to the evidence that the teaching media is effective for enhancing students’ skill in writing functional text.

Dealing with the second research question: (2) To what extent does teaching media enhance students’ skill in writing functional texts? Based on the students’ attitude results compared from cycle 1 and cycle 2, it showed that students’ attitude in learning writing functional texts in cycle 2 was better than in cycle 1. Besides, the students’ writing results compared in cycle 2 such the example of students’ writing products above was also better than in cycle 1. Hence, referring to the answer for the second research question, teaching media gives a significant effect to enhance students’ skill in writing functional text. CONCLUSION

With regard to the aforementioned results and discussions, it can be concluded that teaching media is effective to be used by the teachers to enhance students’ skill in writing functional texts. Besides, it also gives a significant effect to enhance students’ skill in writing functional texts. However, the teachers’ role is also important in guiding and designing the teaching media to be more effective and useful in order to avoid students’ boredom, besides helping the teachers themselves during carrying out the teaching and learning process in the classroom. REFERENCES Arikunto, Suharsimi, Suhardjono, and Supardi. (2006). Penelitian tindakan kelas. Jakarta:

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