IMPROVING THE STUDENTS WRITING ABILITY

BY FILLING INVITATION CARD

AT THE TENTH YEAR STUDENTS AT SMA PGRI I
BOJONEGORO

SKRIPSI
It is submitted to fulfill one of the requirements to obtain
Sarjana Degree (S-1) of the English Department
Of the Faculty of Teacher Training and Education
IKIP PGRI BOJONEGORO

By
AHMAD DAVIED YERLY IRFANDY
NPM 07123513

ENGLISH DEPARTMENT
THE FACULTY DEPARTMENT OF TEACHER AND EDUCATION
IKIP PGRI BOJONEGORO
2011
i

APPROVAL SHEET

The advisor have approved this skripsi

Advisor I,

Advisor II,

Nadif Ulfia, S.Pd.,M.Ed.

Nursayekti, S.Pd.,M.Pd.

English Department Of Language and Art

Faculty of IKIP PGRI Bojonegoro
Dean,

Dra. Hj. FATHIA ROSYIDA, M.Pd

ii

This skripsi was examined and accepted by the Faculty of Language and Arts of IKIP
PGRI Bojonegoro on September 17th 2011

Board of Examiners
Chairman

Drs. Sujiran, M.Pd

Secretary

Dra. Dwi Ani Suhartini, M.Pd

Examiner

: 1. Dra. Dwi Ani Suhartini, M.Pd

2. Meiga Ratih T, S.Pd,.M.Pd

Advisor

: Nur Sayekti, S.Pd.,M.Pd

IKIP PGRI BOJONEGORO

Rector

Drs. H. Budi Irawanto, M.Pd

iii

Motto
Its never too late to
study
dream.

iv

and

get

the

Dedication

dedicate

this

thesis

to

my

family,

my

best friends
who
motivate
and support
to finish the
research

ABSTRACT
Irfandy, Ahmad Davied Y Improving the Students Writing Ability by Filling Invitation
Card at the Tenth Year Students of SMA PGRI I Bojonegoro
IKIP PGRI BOJONEGORO. Advisors:
(1)
Nadif Ulfia, S. Pd., M. Ed (2) Nursayekti, S. Pd., M. Pd
Key Words: Improve, the Students Writing Ability, Filling Invitation Card

vi

Nowadays, English has a good place for many people because it becomes a
means of communication. One of the important skills in studying English is writing. By
writing mastery, the students can express their idea and thought.
The implementation of the teaching technique becomes one of the most important
strategies in teaching learning process because it brings the success or the failure of
teaching. The teacher should be able to choose and create a suitable method to teach.
There are some techniques proposed by the expert in teaching writing. This study was
conducted to find out the following questions: (1) how can filling invitation card improve
the students writing ability? (2) how good is the students writing ability before being
taught by filling invitation card? (3) how good is the students writing ability after being
taught by filling invitation card? This study was carried out at SMA PGRI I Bojonegoro.
In this research, the hypothesis states that if filling invitation card is applied, it
can improve the quality of teaching and learning writing. Besides, it can increase the
students writing ability.
The design of this research is Classroom Action Research. The subjects: 41
students. Data: primary and secondary data. Primary data: questionnaire, test and interview.
Secondary data: documentation. Data collecting method: observation sheet to observe the
action, test to evaluate the students writing ability, documentation guide to get information
of SMA PGRI I Bojonegoro (the number of the students, English teacher and school
mapping), questionnaire form to know the students response and interview guide to
interview. The data analysis all quantitative data (questionnaire and test result) interpreted
deskripsiively. Meanwhile, qualitative data (interview) was collected to make general
conclusion.
The result of the study shows that filling invitation card can improve the students
writing ability by attracting the students motivation and interest in learning writing.
Besides, the students writing ability is also increasing. It is shown from the comparison
result of the study on preliminary study, cycle1 and cycle 2. So, it can be concluded that
filling invitation card is able to be used to improve the students writing ability.

ACKNOWLEDGEMENT

First of all, the writer would like to express her greatest gratitude to God for all his
mercies so she can finish this skripsi. It is one of the requirements to obtain Sarjana Degree
of the English Department of IKIP PGRI BOJONEGORO.
The skripsi will never finish without other peoples help. Therefore, the writer
would like to express her gratitude and appreciation to:
vii

1. Drs. H. Budi Irawanto, M. Pd, as the Rector of IKIP PGRI BOJONEGORO.

2. Dra. Hj. Fathia Rosyida, M. Pd as the Dean of education Language and Art
Faculty.
3. The first advisor, Nadif Ulfia, S. Pd., M. Ed for giving her valuable guidance,
advices and encouragements.
4. The second advisor, Nursayekti, S. Pd., M.Pd for giving his valuable guidance,
advices and encouragements.
5. Drs. H. Suyitno, as the Headmaster of SMA PGRI I Bojonegoro who has given
permission to hold the research.
6. Budi Asih, S. Pd and Ika Kholifatul Marah, S. Pd, as the English Teacher of
the tenth year students who has helped to hold the research.
7. All of lecturers of the English Department who have given the valuable
knowledge.
8. The writer also wishes to thank to my family and friends of English Department
for their supports and helps to finish this thesis.
What the writer has written in this thesis is far from being perfect, so the writer
expects comments and suggestions to it better.

Bojonegoro, 23 Agustus 2011

The Writer

viii

TABLE OF CONTENTS
Page
PAGE OF TITLE ..........

APPROVAL PAGE .................................................................................................

ii

MOTTO ....................................................................................................................

iii

DEDICATION .........................................................................................................

iv

ABSTRACT .............................................................................................................

ACKNOWLEDGEMENT .......................................................................................

vi

TABLE OF CONTENTS .........................................................................................

viii

ix

LIST OF TABLE.......................................................................................................

xi

LIST OF FIGURE ....................................................................................................

xii

LIST OF DIAGRAM ...............................................................................................

xiii

LIST OF APPENDIX................................................................................................

xiv

AUTHENTICITY STATEMENT TEXT.................................................................

xv

I INTODUCTION....................................................................................................

A. Background of the Problem.............................................................................

B. Statement of the Problem.................................................................................

C. Objectives of the Study....................................................................................

D. Hypothesis .......................................................................................................

E. Significance of the Study .................................................................................

F. Scope and Limitation of the Study ..................................................................

G. Definition of Key Term ...................................................................................

H. Organization of Writing ..................................................................................

II. REVIEW TO THE RELATED THEORIES........................................................

A. Definition of Writing........................................................................................

B. Writing for Senior High School ......................................................................

C. Writing Invitation Letter ..................................................................................

10

D. Benefits of Creative Writing in the Language Classroom ..............................

12

E. Approaches to Process Writing .......................................................................

13

F. Teaching Writing Skill .....................................................................................

16

G. Invitation Card as Teaching Aids ....................................................................

18

H. Characteristic of Good Writing Material ........................................................

18

I. Language Testing Items on Writing .................................................................

20

J. Previous Study ..................................................................................................

20

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

22

A. Research Approach ..........................................................................................

22

B. Research Design ..............................................................................................

23

C. Setting and Subject of the Study .....................................................................

25

D. Data Source .....................................................................................................

25

E. Data Collecting Method ...................................................................................

26

F. Preliminary Study ............................................................................................

30

G. Research Procedures ........................................................................................

30

H. Data Analysis Method .....................................................................................

34

IV. RESEARCH FINDINGS AND DISCUSSIONS...............................................

38

A. Supporting Data ...............................................................................................

38

B. The Students Score on Preliminary Study .....................................................

39

C. The Students Score on Cycle 1 ......................................................................

42

D. The Students Score on Cycle 2 ......................................................................

48

E. Discussion of the Findings ..............................................................................

52

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

60

A. Conclusion ....................................................................................................

60

B. Suggestion ....................................................................................................

61

BIBLIOGRAPHY
APPENDIXES

xi

LIST OF TABLE

1. The Students Writing Test Score on Preliminary Study

40

2. The Students Writing Test Score on Cycle 1 .

44

3. The Students Writing Test Score on Cycle 2 ..

50

4. The Test Result on Preliminary Study, Cycle 1 and Cycle 2

52

xii

LIST OF FIGURE

2.1 Diagram What Writers Have to Deal .

3.1 Action Research Procedure ..24

3.2 Detailed Action Research Model . 24
3.3 Step Model of Inductive Category

35

3.4 Step Model of Deductive Category .

36

xiii

LIST OF DIAGRAM

4.1 Percentage of Success on Preliminary Study, Cycle 1 and Cycle 2 ..

xiv

54

LIST OF APPENDIX

Appendix 1

Lesson Plan

Appendix 2

Observation Sheet

Appendix 3

Rating Scale of Writing Scoring

Appendix 4

Test of Preliminary Study

Appendix 5

Test of Cycle 1 and Cycle 2

Appendix 6

Questionnaire Form

xv

Appendix 7

Documentation Guide

Appendix 8

Teachers Interview Guide

Appendix 9

Students Interview Guide

Appendix 10 The Detailed Result of the Students Score

Appendix 11 The Events of Invitation

AUTHENTICITY STATEMENT TEXT

The undersigned below

Name

: A. Davied Yerly Irfandy

NPM

: 07123513

Study Program

: English Education

xvi

Stating the fact that the thesis I wrote this really is the result of my own, not a takeover
writings or thoughts of others who I was as a result of my writings or my own thoughts.
If later on proved or provable thesis is traced, then I am willing to accept sanctions for such
actions.

Tuban, 23 Agustus 2011

That makes the statement,

(A. Davied Yerly Irfandy)

xvii