CHAPTER I

INTRODUCTION

In this chapter, the researcher will discuss about background of the research, identification, limitation
of the problem, research question, objective of the research, significance of the research, and definition of
key terms.

A. Background of the Research

Technique has very important rule in teaching and learning process. It is teachers way or strategy to
create a positive climate in order the students feels interest in the class. It can be implemented in teaching
learning process. On the other hand, the researcher got problems in the way how to create a new technique
for students. They had no feel interest in doing teaching learning process.
To overcome that problem, the researcher has to create a new technique. It is used to make students
feel interest, especially in writing skill. It is one of difficult productive skill because they need to organize
their idea. To develop their writing skill, the researcher uses field trip technique as a learning strategy with
teachers guidance to visit a certain place. By having field trip technique, the students learn something by
observing directly. It helps them to more understand about what they will do.
Krepel and Duvall (1981) states that Field trip is a trip arranged by the school and undertaken for
educational purposes, in which the students go to places where the materials of instruction may be observed
and studied directly in their functional setting: for example, a trip to a factory, a city waterworks, a library, a
museum etc. To observe their functional setting by using field trip technique, the students need to describe
it specifically. For example is description of Museum Airlangga Kediri.
To develop the students description of certain place, the researcher teaches them about descriptive
text. According to English Intan Pariwara, descriptive text is text that describes places, people, animal, and
other. Based on the example and explanation above, Museum Arilangga Kediri is one kind of historical
places in Kediri. To make it match, the researcher also taught the students about historical and tourism place.
Because of it, the use of field trip technique is very important to help the students in producing a language.
On the other hand, before field trip technique is used by the researcher, she got some problems about
students writing in descriptive text by following some details below. When the teacher asked them to write
their favorite place, they did not try to create it by their self. In fact, they used internet connection while they
did it. They typed their favorite place in Google, and then copy it in their book. It cannot help them to
improve their writing skill because they never try to develop their idea to write.
In addition, the teacher had lack of creating a new technique to teach her students. They felt bored with
the subject and did not know what they should do and write. She used task based learning only. She asked
them to write and organize their idea, but she did not explain the way how to do it. Moreover, she asked
them to do some exercises in the book. Then they had to collect it. Unfortunately, she did not correct it and
gave to them. Also she did not give feedback about their works. Based on those problems above, the
researcher tries to create e new technique about field trip in order to make them feel interest.
Relate with the explanation above, there are some related researches about teaching writing by using
field trip technique. First is journal from Saifudin S. Adam by the title The effectiveness of using field trip
technique to the writing skill for the Senior High School students. He did the research by using experimental
research design. From that journal, it can be found the result of the journal. He said that there three results
by following some details below. First224 is the students writing score who are taught using the field trip
technique was higher than the students writing score before field trip technique. Second is field trip
technique is effective in teaching writing descriptive text to the students. Third is conventional method was
not effective in teaching writing descriptive text.
Second is skripsi from Saptani Ayu Ramadani by the title Improving students writing ability in writing
descriptive text through field trip at SMAN 1 Godean. She did the research by using Classroom Action
Research. From that skripsi, it can be found the result of the skripsi by following details below. Field trip can
be effective activity to help the students in doing writing project. In other words, field trip can improve
students writing skill.

B. Identification of the Problem

Based on the background above, the researcher identifies the problem by following details. In teaching
and learning process, especially English subject, teacher teaches students four language skills that must be
mastered by them. In the process of mastering it, exactly, students find difficulties. In this case, the
researcher focuses on the one productive skill, is writing. It is the most difficult skill that students face. They
are influenced by some factors such as they dont know how to develop their idea, they dont know how to
write a word in English, they dont like to write, and others. Moreover, writing is the written
communication. They are able to create everything, start from letter till text and it can be transferring
message by written form.
Relate with transferring message by written form, students have many opportunities to write a text,
e.g.: describing something, retelling an event, creating short story, and so on. Sometimes, they dont know
what they want to write. So that, this is the teachers job to help the students in order they are able to write
and transfer their message to the readers. In this case, the teacher should create new technique that can
improve students writing skill in text types in English, such as descriptive, narrative, recount, etc.

C. Limitation of the Problem

Based on the identification of the problem above, the researcher limits the problem by paying attention
to the details below. The research conducts in English subject or lesson applied by tenth grade students of
SMAN 3 Kediri. It also focuses on the language skill, called writing skill. It is chosen by the writer because
it is the most difficult productive skill that students faced.
In this case, the researcher connects or relates it with one text type, which is descriptive text. It tells
about describing something, people, place, etc. it is chosen by the researcher because the material includes in
second semester. That period is used to conduct or finding data in the research. In addition, the researcher
argues that teacher needs creative, innovative, and new modified technique and method in teaching learning
process. In this case, the researcher creates a new technique or method, called field trip. So that, the use of
field trip technique or method is useful for teaching writing descriptive text because it provides the students
to write by observing real condition. Also, it can improve students writing ability in descriptive text,
especially.

D. Research Question
Based on the limitation of the problem, the writer decides two research questions as follow:
1. Does the use of field trip improve students writing descriptive text at tenth grade students in SMAN 3
Kediri academic years 2016/2017?
2. How students response of the use field trip in writing descriptive text at tenth grade students in SMAN
3 Kediri academic years 2016/2017?

E. Objective of the Research

Based on the research question, the objectives of this research are:
1. To know the use of field trip to improve students writing descriptive text at tenth grade students in
SMAN 3 Kediri academic years 2016/2017.
2. To know the students response of the use field trip in writing descriptive text at tenth grade students in
SMAN 3 Kediri academic years 2016/2017.
F. Significance of the Research
There are three significance of the research by following some details below.
1. English teacher
This research is useful for English teacher because they are able to use a new or creative method
and technique to teach their students. They also are able to solve the problem in writing descriptive text. In
addition, they are able to improve students achievement in writing descriptive text.
2. Students
The research provides new atmospheres for students especially in writing descriptive text. They are
able relate the topic with reality.
3. Researcher itself
The research can develop the researcher mind set about new technique and method that can be
applied for teaching writing descriptive text. The researcher also is able to solve the problem while teaching
writing descriptive text. So that it gives new knowledge to the researcher.
4. Other researcher
The research can be used as reference to conduct a research. It will give the information for other
researcher in order to it can be increased the quality of teaching English especially in writing skill.
5. The readers
The research can be used to solve the problem about writing descriptive text. Also it can be
reference in doing other research.

G. Definition of Key Terms

There three key terms that relate in this research, are:
1. Writing
The concept of writing in this research is students ability to write a text by using topic that is given
before. Also, it is students ability to write a text by paying attention to the language features, the use of
content word, and enrich new vocabulary.
2. Field trip
The concept of field trip in this research is about observing, getting the data, and writing a text
based on the observation and collecting data. Students are able to visit some places together and do teaching
learning process in a same place. In short, they are allowed to enjoy the place then learn together.
3. Descriptive text
Descriptive text means a text that has function to describe people, place, and things. In this
research, the concept of descriptive text is about describing places only. It is needed to relate the technique
that is used by the teacher. Also, to make students easier to describe a place that is visited by them together.

CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses some theories that are relevant to the use of field trip in
students writing descriptive text. The researcher discusses some theories dealing with writing, field trip, and
descriptive text.

A. Theoretical Framework
 1. Teaching
a. Definition of teaching
Teaching is an activity that has function to help someone when learn something. In addition, teaching
is showing or helping someone to learn how to do something, giving instructions, guiding in the study of
something, providing with knowledge, causing to know or understand (Brown, 2007:7).

2. Writing
a. Definition of writing
Writing and speaking has same purpose, which is to produce a language. Both of them are different in
some ways as like speaking is oral skill but writing is written skill. Both of them are the process of writers
and speakers to produce a language (Harmer, 2004:6).
In addition, we learned to speak the first language at home without systematic instruction, even though
most of us had to be taught in school how to write that same language (Raimes, 1993:4). It means that
writing is used to produce a language but we have to learn about how to write it in good writing.
By having learning writing, most of learners find some difficulties. Also, some people or learners are
not able to read and write (Raimes, 1993:4). It means that they are not able to write because they dont what
will they write. Sometimes they also dont know which one the words that are used. Elbow (1998:7) state s
Writing calls on the ability to create words and ideas out of yourself, but it also calls on the ability to
criticize them in order to decide which ones to use.
b. Types of writing performance
There are four categories of written performance that capture the range of written production
(Brown, 2001:220) by following some explanation below.
1) Imitative writing.
This is first type of writing. In this type, learners start to write letters, words, punctuations, and very
simple sentence. They try to master mechanic of writing.
2) Intensive (controlled) writing.
This is second type of writing. In this type, learners are able to produce appropriate vocabulary within
context, idioms, and correct grammar. They also learn about correctness and appropriateness meaning and
context.
3) Responsive writing.
This is third type of writing. In this type, learners try to make some sentences then connect it into a
paragraph. They create two or three paragraph by using their logical thinking. They need some technique to
improve their writing skill as like by using outlining and guidelines. Usually, they write summary, short
reports, descriptions, and narratives.
4) Extensive writing.
This is the last type of writing. In this type, learners have strategies of writing for all purposes as like
essay, mayor research project report, and thesis. They are success in organizing and developing ideas
logically using details support ideas.

c. Macro and micro skills of writing

1) Macro and micro skill of writing
In writing, there are macro and micro skill. Micro skills apply more appropriately to imitative and
intensive writing. On the other hand, macro skills are essential for successful mastery to responsive and
extensive writing (Brown, 2001:221). There are micro and macro skill of writing by following some details
below.
a) Micro skill of writing
i. Produce grapheme and orthographic patterns of English.
ii. Produce writing at an efficient rate of speed to suit the purpose.
iii. Use acceptable grammatical systems (e.g., tense, agreement, pluralization), patterns and rules.
iv. Express a particular meaning in different grammatical forms.
b) Macro skill
i. Use the rhetorical form and convention of written discourse
ii. Appropriately accomplish the communicative function of written texts according to form and
purpose.
iii. Distinguish between literal and implied meaning when writing.

d. Process of writing
When people write something, they have to pass some processes of writing has four main elements are
planning, drafting, editing, and final version by following some details below (Harmer, 2004:4).
1) Planning
Before learners starting to write, they should be able to try and decide what they are going to write.
When they have planning in writing, they should think to three main issues such as purpose of their writing,
audience they are writing for, content structure of the piece. In the first issues, they should think about what
language that will be used and the information that they choose. For the nest issues, they should think about
how the paragraphs are structured. The last issues, they should think about how best to sequence the facts,
ideas, and arguments which they have decided to include.
2) Drafting
Draft is first version of a piece of writing. Draft can be considered as the raw writing which is needed
to be fixed and revised before the final version is completed.
3) Editing
It is a process where a number of drafts will be edited by editor. This process is used to change
something ambiguous or confusing words or sentence also information that is not clear. In this process of
editing, there are two other processes such as reflecting and revising. Those are used to help the editor by
making comments or suggestions.
4) Final version
This is the last of writing process after editing process. Learners are able to change and delete
something that they think that is not necessary in final version. This is possible if learners have different
product from original plan and first draft because everything have changed in editing process.

e. Principles for designing writing techniques

According to Brown (2000:346), out of all of these characteristics of the written word, along with
micro skills and research issues, a number of specific principles for designing writing techniques emerge.
1. Incorporate practices of good writers.
This first guideline is sweeping. But as you contemplate devising a technique that has a writing goal in
it, consider the various things that efficient writers do, and see if your technique some of these practices. For
example, good writers.
a) Focus on a goal or main idea in writing,
b) Perceptively gauge their audience,
c) Spend some time (but not too much) planning to write,
d) Easily let their first ideas flow onto the paper,
e) Follow a general organizational plan as they write,
f) Solicit and utilize feedback surface structures,
g) Revise their work willingly and efficiently,
h) Patiently make as many revisions as needed.
2. Balance process and product
Because writing is a composing process and usually requires multiple drafts before an effective
product is created, make sure that are carefully lcd through appropriate stages in the process of composing.
Make sure students see that everything leading up to this final creation was worth the effort.
3. Account for cultural or literacy background
Make sure that your techniques do not assume that your students know English for rhetorical
conventions. If there are some apparent contrasts between students native traditions and those that you are
accustomed to and then, by degrees, bring topic of their writing.

f. Scoring rubric of writing

Rubric can be defined as a scoring scale used to evaluate students; work. According to Sarah
(2002:108) that key component of writing assessment is procedure of scoring the writing product. The
scoring procedures are critical because the score is ultimately what will be discussed in making decisions
and inferences about writes. In this case, scoring rubric is very important to help the teacher and students
focus on what they have evaluated. According to Brown (2001:245), there some criteria in teaching writing
as follow.
20-18 17-15 14-12 11-6 5-1
Excellent to Good to Adequate Unacceptable College-level
good adequate to fair - not work
I. Orga Appropriate Adequate title, Lack of Shaky or Absence of
nization: title, topic is introduction introductio minimally introduction or
Introduction stated, leads to and n or recognizable conclusion, no
, body, and the body, conclusion, conclusion introduction, apparent
conclusion transitional body of essays , problems organization organization of
expressions is acceptable, with the can barely be body, severe
used, but some order of seen, severe lack of
arrangement of evidence may ideas in problems supporting
materials be lacking, body, the with ordering evidence, writer
shows plan some ideas generalizat of ideas, lack has no made any
(could be arent fully ions may of supporting effort to
outline by developed, not be evidence, organize the
reader), sequence is fully conclusion composition.
supporting logical but supported weak or
evidence given transitional by the illogical,
for expressions evidence inadequate
generalizations may be absent given, effort at
, conclusion or misused. problems organization.
logical and of
complete. organizati
on
interfere.
II. Logi Essay Essay Developm Ideas Essay is
cal addresses the addresses the ent of incomplete, completely
developmen assigned topic, issues but ideas not essay doesnt inadequate and
t of ideas: the ideas are misses some complete reflect doesnt reflect
Content concrete and points, ideas or essays careful college level
thoroughly could be more is thinking or work, no
developed, no fully somewhat was hurriedly apparent effort
extraneous developed, off the written, to consider the
material, some topic, inadequate topic carefully.
essays reflect extraneous paragraph effort in area
thought materials is arent of content.
developing the present. divided
extraneous exactly
material, essay right.
reflects
thought.
III. Gra Native like Advanced Ideas are Numerous Severe grammar
mmar fluency in proficiency in getting serious problems
English English through to grammar interfere greatly
grammar, grammar, the reader, problems with the
correct use some grammar but interfere with message, reader
relative problems dont grammar communicati cant understand
clauses, influence problems on of the what the writer
prepositions, communicatio are writers was trying to
modals, n, although the apparent ideas, say,
articles, verb reader is aware and have a grammar unintelligible
form, and of them. negative review of sentence
tense effect on some areas structure.
sequencing. communic clearly
ation. needed,
difficult to
read
sentence.
IV. Pun Correct use of Some Uses Serious Complete
ctuation, English problems with general problem with disregard for
spelling, writing writing writing format of English writing
and conventions, conventions or conventio paper, parts conventions,
mechanics left and right punctuation, ns but has of essays not paper illegible,
margin, all occasional errors, legible, errors obvious capitals
needed spelling errors, spelling in sentence missing, no
capitals, left margin problems punctuation margins, severe
paragraph correct, paper distract and final spelling
indented, is neat and errors, punctuation, problems.
punctuation legible. spelling unacceptable
and spelling, problems to educated
very neat. distract readers.
reader,
punctuatio
n errors
 interfere
with ideas.
V. Styl Precise Attempt Some Poor Inappropriate
e and vocabulary variety, good vocabulari expression of use of
quality of usage, use vocabulary, not es ideas, vocabulary, no
expression parallel wordy; register misused, problems in concept of
structures, OK, style lacks vocabulary, registers or
concise, fairly concise. awareness lacks variety sentence variety.
registers good. of register, of structure.
may be
too wordy.

3. Definition of teaching writing

Brown (2007:7), teaching is showing or helping someone to learn how to do something, giving
instructions, guiding in the study of something, providing with knowledge, causing to know or understand.
Harmer (2004:6) states that writing is the process that writers and speakers go through to produce a
language. Learners are able to produce written language by paying attention to some aspects of writing as
like mechanic, organization, and many more.
Based on the explanation above, teaching writing is the way how to teach learners in writing skill in
order to they are able to improve their writing skill. Also, teaching writing helps learners to produce written
language.

4. Descriptive text
a Definition and purpose of descriptive text
Descriptive text is text that describes something as like place, animal, things, and person. It describes
something in specific things.

b Grammatical features of descriptive text

According to Knapp (2005:99), there are some grammatical features of descriptive text as follow:
a. When describing things from a technical or factual point of view, the present tense is predominantly
used; for example, has, eats, sings, lays, swim.
b. Although present tense may be used in literary descriptions, it is past tense that tends to dominate; for
example, had, was, enjoyed, seemed, sparkled.
c. Relational verbs are used when classifying and describing appearance/qualities and parts/functions of
phenomena (is, are, has, have); for example, My favourite toy is a teddy bear because it is cuddly and
friendly. It is my friend too.
d. Action verbs are used when describing behaviors/uses; for example, an ant has three body parts.
e. In literary and commonsense descriptions, action verbs are used metaphorically to create effect; for
example, Mia bubbled with enthusiasm. Declan smashed the record.
f. Mental verbs are used when describing feelings in literary descriptions; for example, she felt unhappy.
He liked dancing.
g. Adjectives are used to add extra information to nouns and may be technical, everyday or literary,
depending on the text.
h. Adverbs are used to add extra information to verbs to provide more detailed description; for example,
turtles swim slowly.
i. Adverbial phrases are used in descriptions to add more information about the manner, place or time.
c Structure of formal descriptions
According to Knapp (2005:100), formally, describing orders things into various ways of knowing
them. The ordering process works in several ways; first, it generally names the thing, then it classifies it, and
then it deals with its attributes, behaviors, functions and so on.
a. Identification
Identification tells about the introduction of the topic. It is written in the paragraph one or it can be
used as introduction paragraph.
b. Description
Description tells about describing something. it can be size, quantity, appearances, and color. In the
description, the topic will be explained more specific than in the identification paragraph.
d. Example of descriptive text
VISITING NIAGARA FALLS

Niagara Falls is the collective name for three waterfalls that cross the international border between the
Canadian province of Ontario and the USAs state of New York. They form the southern end of the Niagara
Gorge. From largest to smallest, the three waterfalls are the Horseshoe Falls, the American Falls and the
Bridal Veil Falls. The Horseshoe Falls lie on the Canadian side and the American Falls on the American side.
They are separated by Goat Island. The smaller Bridal Veil Falls are also located on the American side,
separated from the other waterfalls by Luna Island. There are various attractions that people can enjoy in
Niagara Falls, six of them are described here.
The first to enjoy in Niagara Falls is Cave of the Winds. This attraction helps people get closer to the
falls and go face-to-face with the pounding waters of the Falls. People can get soaked on the Hurricane Deck
where they are just feet from the thundering waters. Waterproof clothing and sandals are provided. A trip at
night when the Falls are illuminated in a rainbow of color is really amazing.
The second charm is Maid of the Mist Boat Tour. It is a world-famous scenic boat tour of the
American and Canadian Falls for about a half-hour ride. People may access the tour via the Observation
Tower elevator at Prospect Point in the state park. The boat operates mid-May until late October.
The next to visit in Niagara Falls is Niagara Adventure Theater. Here tourists may enjoy the most
powerful and involving film experience that brings reality to life on a 45 foot screen. Audience members are
given the priviledge to discover the thundering Falls from a completely new and exhilarating perspective,
and plunge over them. The theater shows hourly and free multi-language headsets are made available.
Niagara Science Museum is another place to visit. It is a sanctuary for the preservation and
appreciation of old science instruments and philosophical apparatus.
The fifth point of interest is Niagaras Wax Museum of History. Here, life-size wax figures portraying
dramatic history of Niagara Falls are presented to guests. They can see Fort Niagara Scene, Indian Village,
old store, blacksmith and barber shop scenes and how electricity is made. Wax figures of Julia Roberts,
Princess Diana and many more are displayed here, too.
Finally, people can also enjoy Rainbow Air Helicopter Tours above and around the American and
Canadian Falls. The tours start from downtown, next to the entrance to the Rainbow Bridge, and open from
9am to dusk when weather permits. The tours operate every day from second weekend in May until October
31st. The Niagara Falls are renowned both for their beauty and as a valuable source of hydroelectric power.
Managing the balance between recreational, commercial, and industrial uses has been a challenge for the
stewards of the falls since the 19th century.
(Adapted from: http://en.wikipedia.org/wiki/Niagara_Falls and http://www.niagara-usa.com/things-
do/attractions/falls-region)
 5. Field trip
a Definition of field trip
Krepel and Duvall (1981) argue that field trip is a trip arranged by the school and undertaken for
educational purposes, in which the students go to places where the materials of instruction may be observed
and studied directly in their functional setting: for example, a trip to a factory, a city waterworks, a library, a
museum etc.
In addition, Adam (2016) states a field trip certainly is a technique to support students in the learning
process, the most important quality that a field trip provides students is the opportunity to think based on
what they see in the environment around them. This means that students can not only study in a classroom
situation but also can also walk around in the outside environment in the world to explore those
imaginations.
Besides that, Hughes and Moore (2014) state that field trip provides possibility for students to
remember and to relate what have been studied and therefore it motivates them to learn.

b Procedures of field trip

According to Claiborne, there are some procedures in field trip by following some details below.
a. Set up the field trip as a research project that includes data collection.
b. Conduct a theoretical examination of the issue in class long before going into the field. Students should
have a sense of what the field trip is going to be about before they go.
c. At least two weeks before heading into the field, develop the rudiments of basic hypotheses. At this
point the instructor should give details about the field site so that students know what to expect.
d. In the field, focus on the things that youve agreed to focus on and let the other stuff be icing on the
cake.
e. Take a backpack full of extra warm/dry clothes and snickers to pass out to students as the need arises.
f. If for a large class, prepare TAs well to manage smaller groups of the class. Prepare students for
practicalities including appropriate attire, expectations for physical exertion, anticipated rest stops,
supplies and materials they should bring.

b. Review of related research

Relate with the explanation above, there are some related researches about teaching writing by using
field trip technique. First is journal from Saifudin S. Adam by the title The effectiveness of using field trip
technique to the writing skill for the Senior High School students. He did the research by using experimental
research design. From that journal, it can be found the result of the journal. He said that there three results
by following some details below. First is the students writing score who are taught using the field trip
technique was higher than the students writing score before field trip technique. Second is field trip
technique is effective in teaching writing descriptive text to the students. Third is conventional method was
not effective in teaching writing descriptive text.
Second is skripsi from Saptani Ayu Ramadani by the title Improving students writing ability in writing
descriptive text through field trip at SMAN 1 Godean. She did the research by using Classroom Action
Research. From that skripsi, it can be found the result of the skripsi by following details below. Field trip can
be effective activity to help the students in doing writing project. In other words, field trip can improve
students writing skill.

c. Rationale
Writing is one of skill to produce a language or create words and organize an idea. Elbow (1998:7)
states Writing calls on the ability to create words and ideas out of yourself, but it also calls on the ability to
criticize them in order to decide which ones to use. The researcher stated that there are some problems that
are faced by the students in learning writing descriptive text. The use of field trip technique help the students
to solve their problem. It can be used to invite the students to learn English happily. It also help the students
to understand about the material well.

d. Hypotheses
There are two hypotheses in this research by following some details below.
Ha: By using field trip, the students can improve their writing ability in descriptive text.
Ho: By using field trip, the students cant improve their writing ability in descriptive text.
 CHAPTER III
RESEARCH METHODOLOGY

In this chapter, the researcher will discuss about the research methodology. They are variable of the
research, research design, place and time of the research, population and sample of the research, instrument
of the research, technique of collecting data, and technique of analyzing data.

A. Variable of the research

A variable is anything that can be taken on different values. There are two kinds of variable as follow.
First is dependent variable. It is a measure of that influence of the independent variable. Second is
independent variable. It is the manipulated variable and dependent variable is measured variable (Ary,
(2010:37)).
In this research, the researcher uses field trip technique to the writing descriptive text has two
variables, are:
1. Dependent variable is students ability in writing descriptive text.
2. Independent variable uses field trip technique.

B. Research design
In this research, the researcher focuses on the use of field trip in writing descriptive text. It is used
quantitative research. According to Kothari (2004:2), Quantitative research is based on the measurement of
quantity or amount. It is applicable to phenomena that can be expressed in terms of quantity.
In addition, from some types of quantitative research, the researcher uses experimental research. It is
procedure in quantitative research in which the investigator determines whether an activity or materials
make a difference in results for participants (Creswell (2012:21).
In short, it helps the researcher to get the data by using treatment to participant.

C. Place and time of research

In this research, the researcher conducts the research by paying attention to the place and time of
conducting the research. These are place and time that the researcher made in this research:
1. Place of the research
The researcher conducts the research in SMAN 3 Kediri which is located in the Jl. Mauni 88 Pesantren
Kediri. The writer chooses this school because it enables the researcher is able to conduct the research more
efficient and effectively.
2. Time of the research.
To determine how long the research must be held, the researcher has to arrange the research. The
researcher has to ask permission to the headmaster of the school. Then she or he has to prepare instrument
that is used in experimental research. After she or he get permission, he or she come to the school and
discuss with English teacher. Then he or she will do treatment to the participants.

D. Population and sample of the research

In this chapter, the researcher will discuss about population and sample. Those are very important in
this research as follow:
1. Population of the research
In this case, population means the objective to get and collect the data. The population in this research
are students in the tenth grade students in SMAN 3 Kediri.
 2. Sample of the research
In this case, the sample is taken from one class. That is X IS 2 class of SMAN 3 Kediri that consists
of 33 students.

E. Instrument of the research

The researcher uses instrument to conduct the research especially in writing descriptive text. That
instrument is used to get know the students writing skill. There are two types of instrument such as pre test,
treatment, post test and questionnaire. In addition, the researcher uses technique in collecting data. There are
explanations of the research instrument by following some details below.
1. Pre test
Pre test is used to increase the student concentration. It is given before giving the treatment. In
addition, the researcher is able to make the students understand about material that they will learn by
following some procedures below.
a) The researcher opens the class by greeting to the students.
b) The researcher checks students attendance list.
c) The researcher leads the students to the material that they will learn.
2. Treatment
After the researcher did pre test, then she lead the students to the next material. She or he introduces
the technique that they will use in that material by following some steps below.
a) The researcher introduces the technique that they will use.
b) The researcher gives the materials.
c) The researcher applies that technique.
3. Post test
Post test is used after giving pre test and treatment. It is used to know the result of treatment whether
there is influence or not by using field trip technique.

F. Technique of analyzing data

The process of analyzing data in this research focused on the use of field trip in writing descriptive
text at tenth grade students of SMAN 3 Kediri. According to Ary (2010:177) A more commonly used
formula for the dependent t test is
D
2


N


D



D
t=
Where :
t = ratio
D = average difference
D2 = different scores squared, then summed
 D
(
2 =different scores summed then squared
The norms:
The t-test should be compared to t-table to decide whether is there any significance of this research, the
norms are follow:
1. If the t-test > t-table, with degree of significant is 0.01 (1 percent). It means that the t-test is very
significant. Thus, Ho (Null Hypothesis) is rejected and Ha (Alternative Hypothesis) is accepted.
2. If the t-test > t-table, with degree of significant is 0.05 (5 percent). It means that the t-test is
significant. Thus, Ho (Null Hypothesis) is rejected and Ha (Alternative Hypothesis) is accepted.
3. If the t-test < t-table, with degree of significant is 0.05 (5 percent). It means that in t-test there is no
significant. Thus, Ho (Null Hypothesis) is accepted and Ha (Alternative Hypothesis) is rejected.