USING DRAW LABEL CAPTION (DLC)

USING DRAW LABEL CAPTION (DLC) STRATEGY TO IMPROVE NARRATIVE WRITING ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF SMAN 02 MUKO-MUKO

CHAPTER 1

INTRODUCTION

A.   Background of Study

In English there are four major skills, listening, speaking, reading, and writing. Writing is one of the important major to learning English. Writing plays the important roles in learning English. In many academic contexts, writing is essential for the display of a student’s knowledge. Therefore, in schools, writing is one of the ways to express the idea or comprehension. Writing also brings a lot of benefits for students. The significant of important mastering writing is not only for student in educational domain, but in some domain in the world like for business, communication, and other.

Good at writing will bring many benefits for students. Firstly, writing is a good way to help develop their ability of using vocabulary and grammar and increasing the ability of language. Secondly, writing is an essential tool to support other skills. Thirdly, writing is a way to approach modern information technology as well as the human knowledge. There are explanations of the reason of the important to learning English for education especially for student.  In business, the mastering of writing skill is very important when someone do the business meeting with the other country businessman. The other example, when we agreed to some contract or send email, is important to mastering in writing.  In communication in the globalization era, is important to learning English. Communication is one of the ways to people to communicate with other people in around the word and to know more knowledge.

The mastering of writing is important and has many benefits for human, but not all of people around the world can writing well. Learning writing is not easy especially for people in countries that English is has not the first language or English is not companion language, such as Japanese, Indonesian, Korean and others. Like many Japanese people who cannot or difficulty in speaking English. As we known that the Japanese society once closed to the outside world, so that learning English is not too developed there. In the problem of writing, this is caused by the lack of seriousness of Japanese society in learning English, accustomed to its own language, everything is written with kanji, hiragana, or katakana. Although Japan known Romaji letters, because rarely used or encountered. Everything is written with kanji, hiragana, or katakana, the Japanese difficult to pronounce the word in English. Things that make them less interested to learn it. English education in japan is more directed to help students to pass a written exam for university admission only, so students only memorize the word or grammar, but not able to practice it, especially in terms of writing skills, they are not able to write English well and not able to develop ideas in writing it. Although writing is an essential skill, many students at high school are not interested in it. The students come to think that “English” and “writing” are nothing but spelling and grammar. This condition makes some students’ give up easily on writing. Those facts happen to most students in the world. When the students start their writing, sometimes they face some difficulties in doing it. They want to write something, but in the middle of their writing, they face some problems and perhaps they get stuck for a while. So, when teacher asks them to write in English, they get confused because it is hard for them to create the theme and put down their idea in a blank paper.

The problem of learning writing it’s also happen in indonesia especially for the student. As we know some kinds of text can be used in teaching English writing in Senior High School level; such as recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review. Among those kinds of texts, the writer focused on narrative text. However, to meet the objectives of teaching writing that are required by the curriculum was not easy to achieve. The previous study done by English Education Study Program Student of Sriwijaya University, Arsita (2015) showed that the student’s writing achievement was not very great. In her study, none of the students was in excellent category, one student (3.84%) who got scores between 71-85 were in “good” category, fifteen students (57.69%) who got scores between 56-70 were in “average” category, seven students (26.92%) who got scores 41-55 were in “low” category, three students (11.53%) who got scores 0-40 were in “poor” category. Another previous related study done by Aryani (2013) showed that, in the pretest, there was no one in both excellent and good category level, 12.5% were in average category level, 45% were in low category level, and 42.5% were in poor category level.

Problem in English writing was also faced to students in Bengkulu especially by the students of SMAN 02 Muko-muko. Based on the interview to the English teacher of SMAN 02 Muko-muko, the teacher said that her students rarely used their dictionary to find out the new words and various words to develop their stories and ideas. They feel bored with the materials of the writing text that provided the same directions to write and then do the exercise. Students were just copying sentences when they did writing in the class. In addition, before doing the research, the writer came to the class while the English teacher taught narrative writing in order to observe the student’s activity in learning writing. Based on observation, the writer found that the student’s skill in writing was still low. When the teacher asked them to write, they did not use their own words to write sentences, they could not develop their ideas and they had limited vocabulary. Furthermore, the teacher said that the students’ average scores for writing. According above, we can know the root of problem, one of them is strategy in teaching writing. So, it must to change the strategy of teaching writing on of the strategies that can use is Draw Label Caption strategy.

In this study, the writer focused on using Draw Label Caption (DLC) strategy to improve the students’ writing achievement. Bumgardner (2003) defines that draw label caption strategy is simple strategy that consist of draw, label and caption. It can be seen that after picking a topic, the students are asked to make a sketch, give the name or label everything in the picture, and give caption for their sketch, one sentence that tells what is happening. In addition, William (2011, p. 1) states that DLC is a process that helps the writer figure out what his/her ideas are. It means that draw label caption strategy will help the students in learning writing and the students will learn another way to take a prewriting idea and begin to develop it into a text.  Based on research that have be done by Afni Salam (2013) with her mini thesis the title is ‘The Effect of Draw Label Caption Strategy toward Student’s Ability in Narrative Writing for Senior High School Students in Academic Year 2012/2013 A Study at Eleventh Grade Students of SMAN 14 Padang’ have conclusion The result of the calculated data shown that the use of draw label caption strategy gives significant effect toward students’ writing ability in narrative essay.

The problem above happen by students in SMAN 02 Muko-Muko, indicates that the problem must be addressed and the writer interested in doing a research.

B.  Identification of Research Problem

Based on the background of the above problems, it can be distinguished some problems that cause low writing achievement of students, among others as follows: lack of interest of students in learning writing, not confident in writing, students feel bored with the materials of the writing text that provided the same directions to write and then do the exercises, lack of means and infrastructure in the learning process, poor students come to think that "English" and "writing" are nothing but spelling and grammar, they get confused because it is hard for them to create the theme and the problem is less attractive strategy that teachers teach in teaching writing.

C.  Limitation Focus of Problem

Based on the identification of the above problems in order to make this research more focused, this research is limited to the learning strategy used. Then the strategy needs to be replaced, one strategy that can be used is strategy Draw Label Caption. Draw label caption strategy is strategy that can be applied in teaching writing whereas this strategy can develop student's ability in writing their narrative text.

D.  Research Formulation

Based on the background, identification, and restriction of the issues stated above, then this research problem can be formulated as follow:

Does draw label Caption can improve student's narrative writing achievement?

E.  The Objective of Study

This research is generally aimed to find out whether the use of strategy draw label caption can improve the ability of writing narrative students in 11th grade of SMAN 02 Muko-Muko.

F.   Significant of study

The research benefits are expected from this research theoretically and practical. Theoretically the research benefits are:

1.    To enrich the knowledge insight to improve the quality of learning.

2.    To give new ideas in the learning paradigm.

While the practical benefits of this research are:

1.    For students

a.    Improve English learning outcomes especially in narrative writing.

b.    Improve the comprehension of the concept of learning English in depth

c.    Get a more meaningful and quality learning process.

2.    For teachers

a.    Alternative learning strategies that can be used to improve the quality of English learning

b.    Knowing learning strategies in learning to English learning outcomes

c.    Improving professionalism of teachers in the learning process, especially in learning English

3.    For the school

a.    Can contribute in improving the quality and effectiveness of English language learning

b.    Maximum student learning result will have an impact on school quality improvement

4.    For researchers

a.    Gain experience of implementing learning strategies that can improve English learning outcomes in senior high school students (SMA)

b.    This research is expected to provide material information for further research.