Thesis

IMPROVING ELEVENTH GRADE STUDENTS WRITING ABILITY
BY USING JOURNALISTIC QUESTION TECHNIQUE AT

VUTTISARTIVITTAYANUSORN ISLAMIC SCHOOL
THESIS
By
ANAM FADLILLAH
1210231016
UNIVERSITY OF MUHAMMADIYAH JEMBER

FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH LANGUAGE EDUCATION PROGRAM
2016
IMPROVING ELEVENTH GRADE STUDENTS WRITING ABILITY BY
USING JOURNALISTIC QUESTION TECHNIQUE AT
THESIS
By
ANAM FADLILLAH
1210231016

2016
i
IMPROVING ELEVENTH GRADE STUDENTS WRITING ABILITY BY
USING JOURNALISTIC QUESTION TECHNIQUE AT
THESIS
Presented to
University of Muhammadiyah Jember
in partial fulfillment on the requirements for
the degree of Sarjana in English Language Education
By
ANAM FADLILLAH
1210231016

2016
ii
iii
MOTTO
The only man who never makes mistakes is the man who never does anything
- Theodore Roosevelt -
iv
AGREEMENT
This is to certify that the Sarjana thesis of Anam Fadlillah has been approved by
the thesis advisors for further approval by the Board of Examiners.
Jember, May 16th 2016

Advisor I
Fitrotul Mufaridah, M.Pd.

NPK. 0312446

Advisor II
Anita Fatimatul Laeli, M.Pd.

NPK. 1503632
v
APPROVAL SHEET
This is to certify that the Sarjana thesis of Anam Fadlillah has been
approved by the Board of Examination as the requirement for the degree of
Sarjana in English Language Education.
Board of Examiners, May 24th 2016
Yeni Mardiyana Devanti, M.Pd. Chair

NPK. 0408 455
Fitrotul Mufaridah, M.Pd. Member

NPK. 0312 446
Anita Fatimatul Laeli, M.Pd. Member

NPK. 1503 632
Acknowledged by
Dean of Faculty of Teacher Training and Education
Drs. H. Moch. Zaki Hasan, M.Si.

NPK. 0983023
vi
PREFACE
This thesis is composed to make the readers understand about the use of
Journalistic Questions Technique to improve the writing ability. In fact, many
students find writing as one of the most difficult skills in English. In order to face
this common problem, the researcher wants to improve the students writing ability
through the available teaching method, in this case the Journalistic Questions
Technique.
The objective of this research referring to the research problem is to find out
how Journalistic Questions Technique can improve writing ability of the eleventh
grade students of VuttisartVittayanusorn Islamic School Krabi, Thailand in the
2015/2016 academic year, starting from the introduction in first chapter, review
from related literature in second chapter, research methodology in third chapter,
result of the research in fourth chapter, discussion in fifth chapter, and conclusion
and suggestion in sixth chapter.
As this thesis is far from being perfect, suggestions and criticism are needed.
Finally, it is expected that the result of the study will be valuable for the English
teacher, the students, and the future researchers.
The Researcher
vii
ACKNOWLEDGMENT
My sincere gratitude to Allah, family, friends, and the following people:
1. Drs. H. M. Zaki Hasan, M.Si. The Dean Faculty of Teacher Training and
Education Muhammadiyah University of Jember
2. Fitrotul Mufaridah, M.Pd. as the Head of English Language Education
Program of Faculty of Teacher Training and Education Muhammadiyah
University of Jember, and also my first advisor who taught me to write
patiently.
3. Anita Fatimatul Laeli, M.Pd. as my second advisor, who has patiently guided
me in writing my thesis.
4. Ustadz Sarawut Khangrang as the headmaster of VuttisartVittayanusorn
Islamic School.
5. Mrs. Kanokpan Arthan. as the supervisor of VuttisartVittayanusorn Islamic
School.
6. Mrs. Thikamphon Soongyai as the English teacher of VuttisartVittayanusorn
Islamic School.
7. The eleventh grade students of VuttisartVittayanusorn Islamic School Krabi,
Thailand in the 2015/2016 academic year.
And also for those who cannot be mentioned one by one from the report.
The Researcher,
viii
DEDICATION
I think without the help and the guidance from the other people, I cannot
finish this thesis. This thesis is presented with love to:
1. Dear my father and my mother. The expression of infinite gratitude to my
father, Mr. Sutali Mathari and Mrs. Sutiati, who had raised me with full of
struggle and love so much, hope and prayers have give guidance to the gate
of success.
2. My Sweetheart, Nisrina Balqis Huwaida. Thank you for always supporting
me, always give your spirit and prayer to me. I really happy that you
always at my side.
3. My Hidden Alley boarding house family, thank you for always supporting
me in a weird way, but I like it though, I love to laugh together with you
guys.
4. All my best friends in the 2012 periods class especially A class. Thank you
very much.
5. All my friends in Debate Club, English Club and EXCELLO. Thank you
for your loves and your supports.
6. The eleventh grade students of VuttisartVittayanusorn Islamic School
Krabi, Thailand. Thank you very much.
7. My Blue Almamater, thank you for the opportunity that has been given.
ix
TABLE OF CONTENTS
COVER i
TITLE SHEET ii
LOGO iii
AGREEMENT iv
APROVAL SHEET v
PREFACE vii
ACKNOWLEDGMENT viii
DEDICATION ix
TABLE OF CONTENS x
LIST OF TABLE xii
LIST OF DIAGRAM xiii
LIST OF APPENDICES xiv
ABSTRACT xv
CHAPTER I INTRODUCTION
1.1 Background of the Research 1
1.2 Problem of the Research 4
1.3 Objectives of the Research 4
1.4 Operational Definition of the Terms 4
1.5 Significances of the Research 5
1.6 Scope of the Research 6
CHAPTER II REVIEW OF RELATED LITERATURE AND ACTION

HYPOTESIS
2.1 Review of Related Literature 7
2.1.1 Writing Ability 7
2.1.1.1 The Definition of Writing Ability 7
2.1.1.2 The Component of Writing Ability 10
2.1.2 Journalistic Questions 13
2.1.2.1 The Definition of Journalistic Questions 13
2.1.2.2 Steps of Using Journalistic Questions 15
2.1.2.3 Kinds of Questions 16
2.1.3 The Use of Journalistic Questions to Students Writing
Ability 18
2.2 Action Hypothesis 20
CHAPTER III RESEARCH METHOD

3.1 Kind of the Research 20
3.2 Design of the Research 20
3.3 Subject of the Research 22
x
3.4 Area of the Research 22
3.5 Procedure of the Research 23
3.5.1 Preliminary Study 23
3.5.2 Planning 24
3.5.3 Acting 24
3.5.4 Observing 25
3.5.5 Reflecting 26
3.6 Criteria of Success 26
3.7 Instrument of the Research 27
3.7.1 Instruments Analysis 28
CHAPTER IV THE RESULT OF THE RESEARCH

4.1 The Description of the Research Setting 32
4.1.1 The Description of Action in Cycle 1 32
4.1.2 The Description of Action in Cycle 2 35
4.2 The Result of the Research 37
4.2.1 The result of the Observation in Cycle 1 37
4.2.2 The result of writing test in Cycle 1 38
4.2.3 The result of the Observation in Cycle 2 39
4.2.4 The result of writing test in Cycle 1 40
CHAPTER V DISCUSSION 42
CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion 44
6.2 Suggestion 44
REFFERENCES 46
APPENDICCES 48
xi
LIST OF TABLES
Table Page
1.1 Assessment Rubric of Organization Component 10
1.2 Assessment Rubric of Grammar Component 12
1.3 Assessment Rubric of Vocabulary Component 13
2 Sample of the Students Active Participation Checklist 27
3 Basic Education Core Curriculum of Thailand 29
4.1 The Average of Observation Checklist in Cycle 1 37
4.2 The Result of writing Test in Cycle 1 38
4.3 The Average of Observation Checklist in Cycle 2 40
4.4 The Result of writing Test in Cycle 2 40
xii
LIST OF DIAGRAM
Diagram Page
1 The Model of Classroom Action Research 21
xiii
LIST OF APPENDICES
Appendix Page
1. Research Matrix 48
2. Research Subject 49
3. Preliminary Study 50
4. Try-Out Subject 51
5. Try-Out Task 52
6. Try-Out Score 54
7. Instrument Analysis Manual 55
8. Attendance List 57
9. Lesson Plan C1 Meeting 1 and 2 58
10. Cycle 1 Test 66
11. The Observation Checklist for Cycle 1 67
12. Cycle 1 Test Score 68
13. Lesson Plan Cycle 2 Meeting 1 and 2 69
14. Cycle 2 Test 77

15. The Observation Checklist for Cycle 2 80
16. Cycle 2 Test Score 81
17. Statement of Originality of Sarjana Thesis 82
18. Curriculum Vitae 83
xiv
ABSTRACT
Fadlillah, Anam. 2012. Improving Eleventh Grade Students Writing Ability by

Using Journalistic Question Technique at Vuttisartivittayanusorn Islamic
School Krabi Thailand in 2015 / 2016 Academic Year. Thesis. English
Language Education Program, Faculty of Teacher Training and
Education, University of Muhammadiyah Jember. Advisor: (1) Fitrotul
Mufaridah, M.Pd. (2) Anita Fatimatul Laeli, M.Pd.
Key words: Writing Ability, Journalistic Questions Technique
The second and foreign language learners of English (ESL and EFL)
consider writing as the most difficult skill to learn and also to teach. As the
preliminary study of the students in Thailand, I found that, most of students unable
to write well because they think writing is a boring activity to do. This problem
caused by their difficulties to generate idea. Therefore, I try to improve their writing
ability by implementing journalistic questions technique (JQs) to help them gather
ideas. The purpose of this study is to find out how JQs can improve students writing
ability through the idea development.
This study employed classroom action research. The subject of the research
is the 11th grade students of Vuttisartvittayanusorn Islamic School Krabi, Thailand
consisting of 7 students. To obtain the data of the study, I used an essay test and
classroom observation. The test measures the students writing achievement after
teaching and learning process, while classroom observation measures the students
activeness in the class during teaching and learning process. The data was analyzed
using formula E = n/N x 100%.
JQs improves the students writing ability in two cycles from M = 54.3 in
Cycle 1 to M = 65.7 in Cycle 2 and the percentage of students scored 65 (E =
28.8%) in Cycle 1 to (E = 71.4%) in Cycle 2. The observation result from 49.9%
students activeness in Cycle 1 to 78.5% students activeness in Cycle 2. The
difference between cycle 1 and cycle 2 is the process of using JQs. Cycle 1 students
create their own questions to develop their ideas through answering them. In cycle
2, teacher provide the questions for the students to ease them finding the answer on
the text. It can be concluded that JQs is able to improve the students writing ability
at VuttisartVittayanusorn Islamic School Krabi Thailand in 2015/ 2016 academic
year by providing the questions by the teacher to build students ideas development
and get more focus on browsing the ideas in the news text.
xv
CHAPTER I
INTRODUCTION
This chapter presents background of the research, problem of the research,
objective of the research,operational definition of the terms, significance of the
research and scope of the research.
1.1 Background of the Research
Since ASEAN announced the ASEAN Free Trade Area (AFTA), Thailand
government began to develop the sector of societies communication by
developing their societies language, especially in English. This development well
defined in its education, which they use The Basic Education Core Curriculum as
their curriculum education. It is stated that English language is very important and
essential to daily life, as foreign languages serve as an important tool for
communication, education, seeking knowledge, livelihood and creating
understanding of cultures and visions of the world community, moreover the
success of Economic trade is depending on how well the communication itself.
This curriculum aimed to enabling the learners to get a good ability to use the
language in communication, such as speaking, listening, writing and reading
ability to help them able to exchange data and information, express feelings and
opinions, interpret and present data, concepts and views on various matters, and
create interpersonal relationships appropriately (Samudvanijja, 2008: 252-253).
From those aspects the researcher focuses on the Language in communication
which concern on the students writing ability.
1
2
Based on the curriculum, the eleventh grade students should have already
able to write summarise the main idea/theme identified from analysis of matters,
activities, news, incidents and situations in accordance with their interests.(
Samudvanijja, 2008: 269). But, the result of a class observation, conducted on
August, 26th 2015, showed that students are lack of ideas to summarize in
paragraph. This problem happened because there are no techniques used or known
by the students to brainstorm some ideas, in other word it is called by the pre-
writing process, because by leaving the process of writing/prewriting process is a
mistake, and it will make students able to imitating, copying and transforming of
correct language but hard to develop their writing (Nunan, 1991: 86-87). The
other problem is because of the teaching and learning process focus more in using
the teacher center in the class and it influences the students in their writing ability.
And the effect that they still have some difficulties in gathering their idea to
summarize a news text. Hence, they hard to create a complex description of a
news text, and some of them still cannot gather any ideas.
Writing is an ability to explore our idea or knowledge and gather them
together in a sentences and create a writing product such as a description of place,
etc. That is why, writing is a combination of process and product (Grenville,
2001; v). Process approaches to writing tend to focus more on the varied
classroom activities which promote the development of language use:
brainstorming, group discussion, re-writing. Then, it is tried to make a new
atmosphere of study in the class, in order to enhance their activeness in
developing new ideas, on this view the researcher is using a familiar technique,
that is a Journalistic Question as the brainstorming technique. This technique is

3
also known as 5W-1H or questioning technique, this technique guides the students
to brainstorm some ideas by creating some question related to the text. It is
supported by Gordon Taylor, (2009: 22-24) stated that the most important ability
needed to master the writing is the ability to make a question of the topic/text.
This means, Journalistic Question Technique, indeed is very useful to improve
students writing ability. Supported by the interactive learning atmosphere, that
questioning and answering will create a good cooperative learning in the class that
will change the atmosphere of the classroom study from a quiet class to the
learning involves healthy noise, from keeping the eyes on the paper to the solving
a problem together, from sitting quietly to the active one, and from the talking is
cheating to the verbalize to learn (Kagan, 2009 :1.1-1.2).
The current research about using the journalistic question also had
conducted by Dananto, (2011) In 10th grade students at SMA Negeri 1
Bojonegoro. In his research, he focused on implementing Journalistic Questions in
constructing ideas and composing them into a news text. Which resulted that the
Journalists Questions technique can improve the students writing ability in
writing a news text. It also improved the students interest in writing. The students
were actively involved in the teaching and learning process. Most of them were
able to organize their ideas in news item text.
According to the result of an informal interview held on August, 26th 2015
with the English teacher of the elevent grade of Vuttisartvittayanusorn Islamic
School, Krabi, Thailand, it was known Journalistic Question Technique had never
been used to teach writing. The most method used is lecturing method which tend
to focus more on the writing product rather than its process. But the fact is that
4
by using the lecturing method some students even felt bored during the teaching
and learning process. In this research, the Journalistic Question Technique is
applied in teaching writing especially in the genre of summary paragraph. It was
because summarizing was stated on the Basic Course Outline of English for
Senior High School, especially for eleventh grade class.
Based on the information above, it is known that by using Journalistic
Question Technique has some advantages to the students writing ability, which
can be used to overcome the students problem in learning English, especially in
writing. The researcher is going to make a research entitled Improving Eleventh
Grade Students Writing Ability by Using Cooperative Learning Method in
VuttisartVittayanusorn Islamic School Krabi, Thailand in the 2015 / 2016
Academic Year
1.2 Problem of the Research
Based on the background above, the problem to be answered in this
research were formulated as How can the use of Journalistic Question Technique
can improve eleventh grade students writing ability in VuttisartVittayanusorn
Islamic School Krabi, Thailand in the 2015 / 2016 Academic Year?
1.3 Objective of the Research
This classroom action research is intended to find out how the Journalistic
Question Technique can improve the eleventh grade students writing ability in
Academic Year.
5
1.4 Operational Definition of the Terms
The operational definition will guide the reader to understand the concept
about the study. It enables the researcher and the readers to get mutual
understanding of the concept studied. It also functions to avoid misunderstanding
in interpreting the research. It is necessary to define operationally Journalistic
Question Technique and Writing Ability.
1. Journalistic Question Technique
Journalistic Question Technique is a technique of study that by creating a
question to develop an idea, in order to make a good writing composition. This
technique acts as a tools to help students find the main idea and supporting idea of
the text by creating some question related to the text. The questions can be taken
from the teacher or students, if they want to add some more questions they need as
the additional information in their summary paragraph.
2. Writing Ability
Writing ability in this research refers to the students writing competency
on composing summary paragraph with considering the aspects of grammar,
vocabulary, and form or organization.
1.5 Significance of the Research
The results of the research were expected to be useful for the students, the
English teacher and other researchers.
1. The result of the research can be beneficial reference for teacher as a
consideration in teaching writing English in classroom.
2. The result of the research can be beneficial reference for students in
learning writing English, especially using Journalistic Questions.

6
3. The result of the research ca be beneficial reference for the other
researchers who want to observe how to improve students writing ability
by using Journalistic Questions.
1.6 Scope of the Research
This research focuses on investigating the improvement of using
Journalistic Question Technique to 7 students of the eleventh grade in
Academic Year, which consist of 1 male and 6 female.

CHAPTER II
REVIEW OF RELATED LITERATURE AND ACTION HYPOTHESIS
2.1 Review of Related Literature
This chapter will review about the description of the two variables based on
some experts, which consist of the definition of writing ability and also the
journalistic questions technique.
2.1.1 Writing Ability
Writing ability is one of four skills in English language, which concern on the
ability of transferring information through a text. To have a good ability to
communicate in writing, there are a lot aspects needed to be considered. More
explanation will be discussed below.
2.1.1.1 The Definition of Writing Ability
Writing ability is an ability to share our idea using a symbol by gathering a
word to be a sentences and create them to be good paragraph. Gathering all of them to
be a good paragraph is not easy, we need to consider and understand the four aspects
of language, consists of: 1. Grammatical knowledge: the fundamental knowledge of
language need to know by every writer because it is the building blocks of language;
2. Textual knowledge: the knowledge of how these building blocks are put together to
form coherent texts; 3. Functional knowledge: about how language is used to achieve
a variety of communicative functions; 4. Sociolinguistic knowledge: the knowledge
of how to use language appropriately in different social settings (Weigle, 2002:42).
So a good text is when the idea of the writer is appropriate with the word they use in
7
8
the paragraph. Looking to these important aspect of product of writing, it needed to
be more careful on the process of writing which can lead every writer to create a good
product of writing that grammatically correct, textually appropriate, the function of
the text is achieved and sociolinguistic ally accepted is by using their critical
thinking.
The writing process is focus more on activity that happen on the very first
beginning of writing, when every writer making a plan or drafting etc. but for young
writer, usually, they just done this only in their head, and the effect is they will be
forgetting some statement or ideas that they wanted to write. So, understanding this
activity will make them know how importance the process of writing to make a good
writing product (Rahim & Ismail, 2014: 794). There are three steps of writing process
activity: 1) Pre-writing is everything writer do before he/she begin to draft the paper.
Look over an assignment handout, choose and narrow the topic, and assess the
audience and purpose. Research is also an important aspect of pre-writing. (and more
explanation of this step will be explained in the second chapter); 2) Drafting is the
stage when the writer begins to put the result of his/her pre-writing in paragraph
form; and the 3) Revising is the step when the writer need to consider that his writing
product is fit to the assignment task, and each paragraph has a topic sentence, the
grammar, etc. So, to do all these process, every writer need to call on the two
opposite abilities or activities that: Generating and Criticizing (Elbow, 2000: 52-55).
Generating ideas is one big problem faced by young writer, sometimes they
hard to state what do they have to write first, and how they will end up the text. There
are a lot of expert said that the important thing in writing is its process not the
9
product. Because in the process of writing there are a lot of activities that writer need
to do to make a very good product of writing. In this step of writing, the writers
creativity acts much to think what to write, how to write and to end up the text; and
the next is Criticizing, in this step the writer need to use his critical thinking to
criticize whether it is organized well or not (Elbow, 1998:7-11). But, only by
understanding these abilities cannot guarantee the final process of pre-writing is done
well. So, the writer also need to understand the two knowledge to make these abilities
developed well and done effectively. The two main knowledge that writer need to be
considered are: 1) process knowledge: understanding what to prepare for the ideas,
this is important for writer to develop his ideas in the text, in order to make him easier
to carry out all of supporting ideas for the main ideas he got in the text; 2) content
knowledge: the writer must really understand the ideas and the concepts of the text
that the writer wanted to write, in order to prepare which word or sentences that
appropriate with the topic (Hyland, 2003:27).
There are some advantages of using pre-writing activities: 1) this activity will
be able to indicate improvement in writing skill achievement and attitudes; 2) pre-
writing activities not only help students acquire the target language but also they will
help students build their interpersonal, thinking, planning skill; 3) this activity also
help students to plan and organize their writing well; 4) pre-writing also help students
to gain more motivation to write; 5) in this stage students will be able to solve the
problem they faced based on the techniques they use in pre-writing such as:
brainstorming, clustering or journalistic question (Mogahed, 2013:64).

10
In this research, writing refers to the students score on their ideas
development using their critical thinking, which helped by Journalistic Questions
technique as their pre-writing activity.
2..1.1.2 The Component of Writing Ability
There are three main focus of component that is used to indicate the quality of
students writing, they are:
a. Organization
Organization is an essential component of writing, because by this component
the reader can decide what text it is. This component refers to how effective
the introductory paragraph that the writer made, the arrangement of the ideas,
whether the main ideas and the supporting ideas is in the right places or not,
and whether the text is appropriate with the target text that the writer wanted
to write. And the assessment guide will be provided bellow:
Table 1.1: Assessment Rubric of Organization Component
Score Assessment Guide
Appropriate title, effective introductory paragraph, topic is
5 (Excellent) stated, leads to the body, supporting evidence given for
generalization, conclusion logical and complete.
4 Adequate tittle, introduction, and conclusion; body of the
(Good) text is acceptable but some evidence may be lacking, some

11
ideas arent fully developed, Sequence is logical but
transitional expression may be absent or misused.
Mediocre or scant introduction and conclusion; problem
3 with the order of the ideas in body; the generalizations may
(Satisfactory) not fully supported by the evidence given; problem of
organization interfere.
Shaky or minimally recognizable introduction; organization
2 can barely be seen; severe problems with ordering of ideas;
(Fair) lack of supporting evidence; conclusion weak or illogical;
inadequate effort or organization.
Absence of introduction or conclusion; no apparent
1 organization on the body; severe lack of supporting
(Poor) evidence; writer has not made any effort to organize the
composition.
Adapted from Brown (2003: 244-245)
b. Grammar
Grammar is one of the aspects of the language system and essential element of
writing that relates to whether or not the students use correct form of the
language, because grammar will help the reader to get the correct meaning of
the text. If the use of the clauses is incorrect or other grammar element of
grammar is incorrect, the text message will not be delivered well to the reader
(Brown, 2001:244). And the assessment guide will be provided bellow:

12
Table 1.2: Assessment Rubric of Grammar Component
Native-like fluency in English grammar; correct use of
5 (Excellent) relative clauses, prepositions, modals, articles, verb forms,
and tense sequencing; no-fragments or run-on sentences.
Advanced proficiency in grammar; some grammar

4
problems dont influence communication, although the
(Good)
reader is aware of them; no fragment or run-on sentences.
Ideas are getting through to the reader, but grammar

3
problems are apparent and have negative effect on
(Satisfactory)
communication; run-on sentences or fragment present.
Numerous serious grammar problems inference with

2
communication of the writers ideas; grammar review of
(Fair)
some areas clearly needed; difficult to read sentences.
Severe problems interfere greatly with the message; reader

1
cant understand what the writer was trying to say;
(Poor)
unintelligible sentence structure.
c. Vocabulary
A good writing can be assessed from the use of its vocabulary, because from
the appropriate vocabulary, the sense of the text will be able to be delivered
well to the writer. Peter Elbow (1998:7), stated that the writer should be able
13
to deliver his ideas as a good speaker which has a good ability in eloquence,
in order to create a good understanding of the text to the reader. And the
assessment guide will be provided bellow:
Table 1.3: Assessment Rubric of Vocabulary Component
Precise vocabulary usage; use of parallel structures;

5 (Excellent)
concise; register good.
4 Attempts variety; good vocabulary; not wordy; register OK;
(Good) style fairy concise.
3 Some vocabulary misused; lack awareness of register; may
(Satisfactory) be too wordy.
2 Poor expression of ideas; problems in vocabulary; lacks
(Fair) variety of structure.
1 Inappropriate use of vocabulary; no concept of register or
(Poor) sentence variety.
2.1.2 Journalistic Questions
2.1.2.1 The Definition of Journalistic Questions
As explained above, the process of writing is important to do by every writer
to gain a good composition of text. The product will be achieved when the process of
writing is done well. One thing that we need to do is brainstorm every idea we need
14
to explain on the text, this activity is called by pre-writing activity. There are many
kind of prewriting techniques used for gathering ideas, such as: brainstorming,
clustering, mind mapping, journalistic questions, etc. (Mogahed, 2013: 64-67;
Grenville, 2001: 10-46). This research will focus on one technique of brainstorming
that famous among every expert writer, such as: Sarah Gravett, Thomas S. Kane, etc.
the other reason is because this technique can help the writer to gathering the ideas
and also able to criticize the text product.
Journalistic question is a technique of gathering ideas by asking question,
generally six question: Who, What, When, Where, Why and How, to gain the
important information they need to put into a paragraph. They also stated some
importance of this technique that: 1) this technique is a structured method than others,
moreover in this research students need to summarize a news given by the teacher. 2)
this technique also helps students to criticize their works whether all the important
and specific details have been provided on the text or not. 3) it also helps student to
enhance their critical thinking by finding and answering the question. 4) it also helps
student to anticipates the question that teacher likely to have about the paper. 5) it
also helps students to focus on their research about the news text item given
(Mohammad & Hussein, 2013: 193-194).
Basically, journalistic question technique is very simple, but it need very high
critical thinking to make it good. What we need to understand, why we have to make
a question before we create a composition? Actually a question is used to analyze
what is the problem and ideas, and then we can use the answer of the question to be
our idea or topic even our sub-topic. Well, every people, actually always asking a
15
question before creating a composition, but all of them are done in their mind, and it
makes them, sometimes, forget what to do and its hard to put it out to be a
paragraph, so we need to make the question well organized to make a good
production of ideas. In short, creating a question to develop our ideas is really useful
for a writer, especially students who are rarely write or even never do writing (Taylor,
2009: 21-27).
As stated by Kane (2000: 24-25) that by using journalistic question will be
able to help every writer to find out any information we are looking for. So based on
these, we know how to start our writing. Even if we cannot find the answer in our
head we can reread the news text to find the missing information of our question.
Generally, Journalistic Questions refers to a techniques or method of pre-
writing activities that helps students easier in generating ideas by using a WH
Question. The question will guide them to understand the text and also to find out the
information they need to put them into a brief summary paragraph.
2.1.2.2 Steps of Using Journalistic Questions
The steps of using Journalistic questions in summarizing a news text is:
firstly, students read the text given by the teacher to analyze what the news is about.
Secondly, students create some questions related to the text. After that, students
answer the questions based on the text. Finally, they compose their answer into a
sentences and gather them into a summary paragraph (Mogahed, 2013: 65). By
creating a questions by themselves, it is believed that students critical thinking will be
improved and make them easy to develop ideas.

16
2.1.2.3 Kinds of Questions
In order to be able to implement this technique, students need to understand
the use of each WH question, because some of question has a similarity but the goal
of the question is different. The other advantage is to make them understand and
achieve the goal of the question in order to have the right answer of the question.
And the kinds of question that used in journalistic question will be explained bellow:
a. Who: this kind of question usually used when someone want to ask about
people or group of people and also can be used as subject, object or
complement (Hewings, 2013:52). The important thing to ask about in
journalistic question is asking about who are our reader, so we can decide the
appropriate words or phrase that equal with them (Mohammad & Hussein,
2013:194). Not only that we also can ask about the information needed related
to the text as the example bellow:
1. Who owns that car?
2. Who did you meet?
3. Who was her father?
b. What: this kind of question used when someone asking for information about
something and also it can be used to looking for a clarification about
phenomenon. The use of this example to the journalistic question is to find out
the main idea and supporting idea of the news text. Example:
1. What is the main topic of the news?
2. What happen to the victim?

17
c. When and Where: these two kinds of question used to ask question about time
and location or place or position. The use of this question to the journalistic
question is to find out the place that the news happened and the time exactly it
happened. Example:
1. When did Jenifer got crash?
2. Where did the crash happen?
d. Why: this kind of question is the hardest question that every writer faced.
Based on Mogahed (2013: 65) stated that the real pre-writing activity is
beginning when the writer faced the question Why, because the writer need
to focus on what should the reader need to know about the topic. Sometimes,
the answer of Why question is really implicit through the text that makes
every writer hard to find the answer of it. Example:
1. Why do Jennifer felt a sleep during driving?
2. Why do you need to write?
e. How: this kind of question usually used to find out every supporting idea of
the text, because this question is asking about the description of how
something or phenomenon happened. Example:
1. How did Rani get the trophy?
2. How could the crash happen?

18
2.1.3 The Use of Journalistic Questions to Students Writing Ability
Based on the explanation above, journalistic question helps the writers to be
able to know what they are looking for, even though they cannot find the answer of it
in their head, so they should begin to find them in the text. In this process the writer
will got critical skill, so they can develop their skill through thinking about the
question and finding out the answer (Kane, 2000: 25). Means that, this technique is
able to help writer to find the ideas quicker.
As stated by Mogahed (2013:65) on his research that journalistic question is a
powerful technique to develop a great deal information about the topic very quickly,
because by using the question made, the writer able to directly find the ideas that they
need to use/know as a part of their writing, such as the main idea of the topic or even
every supporting idea needed. The answer of the questions will be a great foundation
to create a great writing text.
In other research, conducted by Mohammad and Hussein (2013: 196) about
the enhancing students motivation to write essay through brainstorming (in this case
they were using journalistic question as the brainstorming technique) found that
journalistic question technique constituted a motivating and engaging phase of
writing process; journalistic question makes students focus better on the various
aspects of the topic and produce richer and more penetrating ideas rather than
freewriting technique; and in their research, found that students preferred to use
journalistic question technique rather than freewriting technique.
So, based on the experts explanation and findings, Journalistic question can
improve students ideas development by keep finding out the problem in the topic to
19
make it as an idea. Also, by this technique student will be able to develop their
critical thinking by creating and answering the question that they made. By all of
these, students will gain a positive class environment which student as a center
learning, and it will make them more active, it is indeed that student will get
improvement in their writing ability. And the writing will not be end in the class only
because this technique also able to increase their motivation to love writing as stated
by the expert above.
2.2 Action Hypothesis
Based on the research problem and the relevant theory reviewed above, the
hypothesis of this research is summarized as follows:
Journalistic Question improves the writing ability of the eleventh grade students of
Vuttisartvittayanusorn Islamic School in the 2015/2016 academic year by developing
their ideas and critical thinking in expressing the questions and its answer.
CHAPTER III
RESEARCH METHOD
3.1. Kind of The Research
In this research, Classroom Action Research (CAR) is the method that the
researcher uses to overcome the writing problem faced by students in the class. Based
on Ary, Classroom Action Research is a research method that conducted by the
researcher to solve a problem that he found, in order to create a good improvement in
both lesson or teaching method (Ary, 2010:513-514). Therefore, this research intends
to improve the writing ability by using Journalistic Question for the eleventh year
grade student in Vuttisartvittayanusorn Islamic School Krabi Thailand.
3.2. Design of The Research
This research will be done collaboratively with the English teacher who
teaches Eleventh Grade of Senior High School in Vuttisartvittayanusorn Islamic
School. The collaboration focuses on finding and solving the research problem,
planning the action, acting the research, observing, evaluating and analyzing the data.
Based on the research design, the actions of the research are implemented in
four stages (Stringer in Ary, 2010:518). They are as follows:
20
21
1. Planning
A plan is a stage where the researcher develops an action that he/she need to do to
solve the problem found in the class. Which, in this research the problem is the
students writing ability that need to be improved because they have no idea of
developing ideas to compose into a paragraph text. To improve their writing ability,
journalistic question technique brought to solve the problem by improving their
critical thinking through question and answer.
2. Acting
In this stage, the researcher, implement the technique to the students and collects
the data from them based on their achievement in the class and the writing product.
3. Observing
Based on the data collected, the researcher observes whether the students have
achieved the criteria of success.
4. Reflecting
Based on the result of observation, the researcher will modify the method and
approach to improve the weaknesses of the cycle 1 if the cycle 1 is not success.
Diagram 1: The Model of Classroom Action Research
(Adapted from Stringer in Ary, 2010:518)

22
3.3 Subject of The Research
The population of this research is the eleventh grade student at
Vuttisartvittayanusorn Islamic School Krabi Thailand consists of 7 students. The
subjects are taken by using purposive sampling. It means that the researcher selects a
sample based on the prior information, which provide the data he needs. There is only
one class in the eleventh grade. In this case, the subjects are choosen based on the
consideration that their writing ability need to improve since their writing ability
mean score in the previous class was 56.4 (see appendix 2). Based on the interview
with the English teacher the writing ability of this class was really need to be
improved, caused of the their score cannot achieve the target of the study that the
teacher planned; also, their ability in the idea development is very low, which is
proven by their writing product in the midterm test.
3.4 Area of The Research
The area of this research was Vuttisartvittayanusorn Islamic School Krabi
Thailand. This school was determined purposively for some considerations:
1. It is easily accessible, both the headmaster and the teacher gave the researcher
permission to conduct the research in that school.
2. As informed by the English teacher in the preliminary study, the eleventh grade
students still had problems in English writing.
3. Journalistic Question had never been applied by the English teacher in teaching
Writing.
23
3.5. Procedure of The Research
The procedure of this research are: the planning of the action, the
implementation of the action, class observation and evaluation, and reflection the
actions (Ary, 2010:518-519).
3.5.1. Preliminary Study
This research began with a preliminary study on September 7th to September 30th
2015.
- Monday, September 7th 2015
The researcher observed the class and interviewed the school principal and
English teacher to investigate whether the students had problem in writing ability.
There was only one class in Vuttisartvittayanusorn Islamic School Krabi
Thailand, it consisted of 7 students. In the observation, the researcher found that
the English teacher used the teacher-centered method, which focused on the
teachers activeness in developing an idea. So, this technique created a passive
atmosphere in the class and made the students are bored in learning writing.
Based on the interview, the students are still unable to develop their own idea
well, they need more guidance to generate their idea. So, the researcher took the
students writing midterm score data from the English teacher as the preliminary
study.
- Tuesday, September 8th 2015
The researcher analyzes the writing score data from the English teacher, but the
data could not reach the standard passing score, that it has mean 56.4 (See
24
Appendix 1). While, the requirement of students scoring higher than 65 must be,
at least, 70% of students in the class. Based on this data, showed that students
writing ability still need to be improved.
3.5.2. Planning
In this classroom action research, the planning of the action is activities done by
researcher before the implementation of action. It is done collaboratively with the
English teacher before doing the actions of the research. They were as follows:
a. Choosing the themes and sub themes that were taught in the 2014 / 2015
academic year
b. Selecting the materials that are used in teaching writing, it will take from
students text book and the internet. They are chosen based on the themes and
sub themes chosen from the curriculum used.
c. Writing the lesson plans for the Cycle (if the Cycle 1 do not success, the lesson
plans for Cycle 2 will be revised based on the based the obstacles faced in the
Cycle 1).
d. Preparing the way to score the students writing test collaboratively with the
English teacher.
3.5.3. Acting
The implementation of this research is planned to be done during the
classroom hours. The action given are teaching writing ability by using Journalistic
Questions. The implementation of the action in the cycle 1 based on the lesson plan I
25
and II. Each meeting provided 80 minutes. If cycle 1 is not successful, the lesson
plans for the cycle 2 will be revised based on the lesson plan in the cycle 1 and the
obstacles faced in the Cycle 1 will be fixed.
3.5.4. Observing
In this stage, the researcher uses two types of observation to measure
students critical development in the class while teaching and learning process and
students writing ability after learning journalistic question technique as pre-writing
strategy. During the class the English teacher will observe how students attention,
how do they ask and answer question, how do they give opinion or suggestion, and
how do they do the task. From this observation the researcher can also find the
weaknesses of the cycle 1 if it is no success.
After implementing journalistic question technique in the class, the researcher
gives a task related to the topic. To observe, whether the technique is effective to
develop students writing ability or not. To measure the percentage of their writing
n
ability the researcher uses this formula: E 100%
N
Where:
E : The percentage of students who achieve the target score
n : The total number of the students achieving the minimum standard scores.
N : The total number of the students

26
3.5.5. Reflecting
The researcher and the collaborator will do the reflection after analyzing the
result of Cycle 1. This reflection is intended to find out whether the action that is
done in this cycle still has weaknesses or not and to identify what points is well done
based on the collected data of observation and test. The cycle will be stopped if the
target of the research has been achieved. But if it has not, the researcher should revise
the action and continue to the next cycle.
If the target has not achieved yet, the researcher and the English teacher will discuss
the result in detail to find another alternative or solution to solve the problem
encountered both by the students and the English teacher, which is used as the
consideration to conduct Cycle 2.
3.6. Criteria of Success
The criteria of success are used to find out whether the goal of the action is
achieved or not. Based on the criteria of assessment in the Chapter II, the average
level of writing is when the quality of writing has a value 3 for each aspect. Because
of the aspect of this research focus more on the quality of students ideas, so the
researcher considers that the quality of students organization component should be in
good level (4). Then, the target score of this research is: 4 (good) for the organization;
3 (satisfactory) for grammar; and 3 (satisfactory) for vocabulary. To know the
n
average score from those aspects the researcher uses this formula: E 100
N
27
E = The students score
n = The students score achievement
N = The total score of the test
Based on the calculation by using formula above, the average level of writing ability
based on the rubric is 66.6. Therefore, the actions are regarded successful if more
than 70% of students achieve the minimum standard. However, if the requirement
above could not be achieved in Cycle I, the action will be continued to Cycle 2.
3.7. Instrument of the Research
Research instrument are some tools used when a research is conducted in a
particular method (Ary, 2010:201). They are needed in order to get the data for the
research. The instrument of this research is using a class observation and test as a
tools to collect a data.
a. The observation is a tools to collect data based on the students activeness and
their idea development during the class. Which, this tools will be observe by
the English teacher, while the researcher teaches the students about the news
item and journalistic question as a technique to brainstorm the ideas. And the
observation checklist will be provided bellow:
Table 2: Sample of the Students Active Participation Checklist
Participation
No. Name Active Passive
1 2 3 4
1
28
The indicators of observation are:
1. Paying Attention
2. Asking/Answering Question
3. Giving Opinion/Suggestion
4. Doing the Task
(Adapted from Brown, 2003:273)
Students will be called as an active is when they can fulfill at least 3
indicators above.
b. Test is a set of questions or other instruments used to measure skill, aptitude,
knowledge, intelligence of individual or groups, and it purpose is to measure
the individuals achievement after learning something (Ary, 2010: 201). In
this research, achievement test is used to measure improvement of the
eleventh grade students writing ability by journalistic question technique.
The test in this research is constructed by the researcher based on the
curriculum principle in form of a written test (see appendix 3).
3.7.1 Instruments Analysis
a. Validity of Instrument
As stated by Brown (2003:22) that the essential aspect of test need to be
considered is its validity. In this research, the researcher uses content validity.
Content validity is when the purpose and the test are relevance each other
(Ary, 2010:226-228). In this research, the test is about writing ability that
measure the students comprehension about understanding a news item and

29
their idea development. The curriculum of eleventh grade student in Thailand
is to make them able to summarize a news item easily; and they have a
journalistic question as their technique to develop their idea, which, it will be
measured by the maximum sentences and words in a sentence they can made
based on the task. The Basic Education Core Curriculum of Thailand will be
showed in the table below:
Table 3: Basic Education Core Curriculum of Thailand
Strand 1: Question
Language for Communication
Standard F1.3:
Ability to present data, information,

Read the following passage and
concepts and views about various
summarize it using your own word
matters through speaking and writing
words referring to the urgency of
2. Speak and write to summarize the carrying condoms in Malaysia in
7-10 sentences!
main idea/theme identified from
analysis of matters, activities, news,
incidents, and situations in accordance
with their interests.
The news about: Malaysian

Material Women Suggested to Carry
Condoms
30
Indicator
I. Identifying the generic
structure of a news item text.
Answer:
II. Responding to a written
monologue of news item well. Based on students idea
III. Summarizing a news item text
in paragraph.
Adapted from Samudvanijja (2008: 252-253)
b. Reliability of Instrument
Reliability of the test is the measurement that measure the consistence of the
test and how the test is reliable to measure the quality of the students (Ary,
2010:256). In this research, the instrument is using an essay test which to
measure the reliability the researcher uses the Alpha Formula to measure the
reliability of the students Try-out score (see appendix 4). And the Alpha
Formula is:

= 1
1
r11 = The reliability of instrument
k = The total of test item
= Total of variants item
= Total of variants
(Adapted from Arikunto, 2013: 239)

31
With the criterion of reliability as follow:
0.00 0.20: very low
0.21 0.40: low
0.41 0.70: medium
0.71 0.90: high
0.91 1.00: very high
(Adapted from Furqon, 2011:99)
The result of the tryout calculation that is done in
VuttisartVittayanusorn Islamic School is 0.741 (see appendix 5). Then, based
on the criterion above it can be concluded that the test is reliable with high
index reliability.
CHAPTER IV
THE RESULT OF THE RESEARCH
This chapter presents the result of Cycle 1 and Cycle 2 that reflect the result of
implementing Journalistic Questions in the class.
4.1 The Description of the Research Setting
This research was conducted in the eleventh grade class of
VuttisartVittayanusorn Islamic School Krabi Thailand in 2015/2016 academic year.
There were two cycles, and each cycle consisted of two meetings. Cycle 1 was held
on September 7th and September 9th. Cycle 2 was conducted on September 23rd and
September 28th. The Cycle 1 test was held on September 14th and the Cycle 2 test was
held on September 30th. When this research conducted, the students were about to
face the first semester final test.
4.1.1 The Description of Action in Cycle 1
There were two meetings in Cycle 1. They were as follows:
- The first meeting was held on September 7th 2015 from 10.40 until 12.00
- The second meeting was held on September 9th 2015 from 9.20 until 10.40,
Cycle 1 was carried out through certain procedures with cyclical model which
consists of four steps (1) planning, (2) acting, (3) observing, and (4) reflecting.
32
33
1. Planning
The first step in doing action research was planning the action. It was discussed
with the English teacher when the action could be started and how was the best way to
implement Journalistic Questions in improving the 5/11th grade class writing ability.
The researcher and the English teacher also discussed about material that would be
given to the students, and the discussion result was the news item as the material. Then,
it was prepared the lesson plan for the first and second meeting in the cycle 1 (see
appendix 10). The lesson plans of Cycle 1 were made based on Basic Education Core
Curriculum of Thailand. The action was implementing journalistic questions as the
method to develop ideas to summarize the news text. The topics were about the news
of Three Young Women Hit by Car in London and Malaysian Women Suggested to
Carry Condoms. The implementation of the action was done in two meetings and each
meeting provided 80 minutes.
2. Acting
The implementation of the action was based on the lesson plan. The action of
this cycle was implementing the journalistic questions in free writing. In the class
teacher discuss the generic structure of the news item with students in order to make
them familiar with the news item. Then, we discuss the content of the news text by
asking students to create any question relate to the news text. In the last activity,
students summarize the news text in at least 7 10 sentences.
3. Observing
The observation was done in two section, the first section is to calculate the
improvement of students activeness in the class based on the English teachers

34
checklist observation during teaching and learning process. The students were
considered active when they fulfilled at least three of the indicators as it was stated in
the previous chapter. In this case, the English teacher as the observer did the
observation activity.
And the second section is to measure the students writing ability after learning
writing through journalistic questions technique. To measure their writing abilities, the
researcher used an essay test. This measurement is to observe whether the cycle 1 is
succeed or not (see appendix 11).
4. Reflecting
The reflection was done after observing students writing ability and their
improvement of joining class activity. The students mean score in the cycle 1 was
54.3 and only 28.6% students that passed the criteria of success, it showed that
students writing ability and their classroom activeness was could not fulfil the
success criteria of the research. Based on the observation, showed that they had some
difficulties on creating questions which is very needed in this technique which made
some students could not able to involve in learning activities during implementing the
technique.
Based on the problem found in cycle 1, it can be assumed that by asking
students to make their own question to develop some ideas is not effective for
students. It should be another cycle to fix this problem, that to give more guidance for
creating the questions and answer. Then, the action on cycle 2 needed the teachers
guidance of creating question to develop some ideas.

35
4.1.2 The Description of Action in Cycle 2
Since the result of the action in Cycle 1 had not achieved the objective of the
research yet, the implementation of Cycle 2 was needed. In Cycle 2, was gave the
students a question guidance. There were two meetings in Cycle 2. They were as
follows:
- The first meeting was held on September 23rd 2015 from 10.40 until 12.00
- The second meeting was held on September 28th 2015 from 9.20 until 10.40,
Cycle 2 covered four steps consist of (1) Planning (2) Acting (3) Observing (4)
Reflecting.
1. Planning
As the first step in Cycle 1, it was discussed with the English teacher about the
suitable material that would be given to the 5/11th grade class. The material was the
news about Cops Put Black Woman in Mental Hospital Because They Didn't Believe
She Owned BMW and Tobacco development in Indonesia. Which the implementation
of the action focused more on improving their ideas development by providing a
questions. The questions were from the teacher, means that students did not need to
create questions by themselves. The implementation of the action was done in two
meetings and each meeting provided 80 minutes. It was hoped that students would be
able to develop more ideas by guidance questions (see appendix 14).
2. Acting
The implementation of the action in Cycle 2 was revised on the problem found
in Cycle 1. It was expected that after implementing the action in Cycle 2, the results of
the students score in writing ability would be better than the first one. The lesson plans
36
of Cycle 2 were made based on Basic Education Core Curriculum of Thailand (see
appendix 11).
The action of this cycle was implementing the journalistic questions in guided
writing. In the class teacher discuss the generic structure of the news item with students
in order to make them focus more on the ideas that they need and to ease them finding
the answer of questions given by the teacher. In this method, the questions were from
the teacher but if some students had a question they also able to make the question they
had. Finally, they summarized the news text in at least 7 10 sentences based on the
answered questions in the activity.
In Cycle 2, the class was more conductive as the students involved more in the
activity. They were answering question and also some of them were able to criticize
their friends question if it was not suitable with the news text.
3. Observing
As in the cycle 1 the observation was done also in two section, the first section
was to calculate the improvement of students activeness in the class based on the
English teachers checklist observation during teaching and learning process. The
students were considered active when they fulfilled at least three of the indicators as it
is stated in the previous chapter. In this case, the English teacher as the observer did
the observation.
And the second section was to measure the students writing ability after
learning writing through journalistic questions technique. To measure their writing
abilities, it was used an essay test. This measurement is to observe whether the cycle 2
is succeed or not (see appendix 15).

37
4. Reflecting
As in the cycle 1 the reflection was done after observing students writing
ability and their improvement of joining class activity. The students mean score in
the cycle 2 was 65.7 and only 28.6% students that could not passed the criteria of
success, it showed that their writing ability and the involvement of classroom
activeness was improved more than the cycle 1. It showed in their activeness of
joining the class activity during teaching and learning process and their writing
product after the teaching and learning process. Their improvement was because of
questions provided by the teacher could help them more to develop some questions
and answer, and also it could help passive students to get involved in the teaching and
learning process.
4.2 The Result of the Research
4.2.1 The result of the Observation in Cycle 1
For the observation result of Cycle 1 (see Appendix 12). Based on the
calculation, 49.9% of 7 students were actively involved in the teaching learning
process.
Table 4.1: The Average of Observation Checklist in Cycle 1
Meeting Active
Meeting 1 (3/7) X 100% = 42.8%
Meeting 2 (4/7) X 100% = 57.1%
Total 99.9%
Average 49.9%
38
This means that students active involvement in the teaching learning process
of writing ability was not yet fulfilled. It can be concluded that the students did not give
optimum response, or most of them were passive. Most of them were paying attention
to the lesson but not performing the method yet. In other words, teaching speaking
through journalistic questions in Cycle 1 was not successful.
4.2.2 The result of writing test in Cycle 1
The item of evaluation was made based on the Basic Education Core
Curriculum of Thailand in the form of essay test, and was done on 14th of September
2015 from 09.20 until 10.40. The writing test was conducted to measure the students
organization, grammar and vocabulary in writing. The topic was to summarize the
news text about the urgency of carrying condoms in Malaysia. All students of 5/11th
grade students were present joining the test. From the test result (see appendix 13), 2
students got 65 and 5 students got 65 in writing ability. The calculation of Cycle
1 test is presented in Appendix 13.
Table 4.2: The Result of writing Test in Cycle 1
The Data Results Cycle 1
The mean score of writing test 54.3
The percentage of the students who

(2/7) X 100% = 28.6%
scored 65
The mean score was 54.3 and the percentage of students who scored 65 was
28.6%. Based on the above table, teaching writing through journalistic questions
39
technique in cycle 1 could not reach the mean of students standard passing score (M =
65) and the requirement of students scoring 65 is 70%. From the data above, it can
be concluded that Cycle 1 was not successful.
4.2.3 The result of the Observation in Cycle 2
For the observation result of Cycle 2 (see Appendix 16). Based on the
calculation, 48.33% of 7 students were actively involved in the teaching learning
process. It can be concluded that the requirement of students active involvement in the
teaching learning process of speaking ability (70%) had already been fulfilled. In Cycle
2, the students were more actively involved in the teaching learning process than in the
action in Cycle 1. In Cycle 1, only some students were able to ask question and
answering question, and none of them are able to give opinion of their friends question
and answer, but in the Cycle 2 most of them were able to ask and answer the questions
given by teacher and their friends, and some of them able to criticize their friends
questions and give some opinion about the news item text. In other words, teaching
English writing ability by using journalistic questions technique could improve the
students speaking ability because it could reach the requirement of students active
involvement in the teaching learning process of speaking ability (70%).

40
Table 4.3: The Average of Observation Checklist in Cycle 2
Meeting Active
Meeting 1 (5/7) X 100% = 71.4%
Meeting 2 (6/7) X 100% = 85.7%
Total 157.1%
Average 78.5%
4.2.4 The result of Writing test in Cycle 2
After conducting two meetings, the researcher gave a test to find out the
significant impact of journalistic questions on the students writing ability. The test
was held on September 30th 2015 from 09.20 until 10.40. The topic was to summarize
the news text about the records of the top university in the world, Asia, and Thailand.
All students of 5/11th grade students were present joining the test. Based on the test
result, 5 students got 65 and 2 students got 65 in writing ability. The calculation
of Cycle 2 test result is presented in Appendix 17.
Table 4.4: The Result of writing Test in Cycle 2
The Data Results Cycle 2
The mean score of writing test 65.7
The percentage of the students who

(5/7) X 100% = 71.4%
scored 65
The mean score was 65.7 and the percentage of students who got score 65
was 71.4%. It means that teaching English through journalistic questions in Cycle 2
could reach the mean of students standard passing score (M = 65) and the requirement
of students scoring 65 (70%). There was significant impact of Cycle 2 activities

41
application on the students speaking ability and most of students got better score than
in the Cycle 1. From the data above, it can be concluded that the requirement in this
research had already been achieved.

CHAPTER V
DISCUSSION
The result of writing test in cycle 1 showed that the mean score of students
writing ability was 54.3 and the percentage of students who scored 65 was 28.8%,
and the students active involvement in teaching and learning process was 49.9%. It
means that the standard mean score (M=65) and the requirement of students scoring
65 had not achieved yet, while it showed also that the students could not participate
more during teaching and learning process. From the data can be concluded that cycle
1 was not successful.
Therefore, the researcher investigated the cause of this matter. The data
showed that students were not able to develop their ideas through journalistic
questions, since they had some difficulties on creating questions by themselves. As
stated by Hyland (2003: 27) that understanding the process knowledge is very
important to prepare for generating ideas, while journalistic questions is a technique
that used questions as the preparation before generating ideas, thats why the first
cycle was failed. In order to fix this problem, the teacher provide the questions for
students, and the students are expected to be able to understand the text by answering
the questions that is provided. As stated by Mohammad and Hussein (2013:194-195)
that journalistic questions also can be implemented in guided writing by providing the
questions from the teacher.
42
43
It was found that implementing journalistic questions in guided writing by
providing some questions from the teacher give significant improvement to students
writing ability and also their active participation in the class. It showed on the result
of the cycle 2, that the mean score of students writing ability improved from 54.3 to
65.7 and the percentage of students who scored 65 was 71.4%. this improvement
effected by their classroom active participation, because in this cycle most of them
are able to answer the question and produce the writing well. As stated by Elbow
(1998: 7-11; 2000: 52-55) that to make a good composition of writing writer need to
call on the abilities or activities that: Generating and Criticizing. Based on the method
implemented in the cycle 2, it can be concluded that students critical thinking
improved since they got the provided questions from the teacher to brainstorm some
ideas through journalistic questions. Kane (2000: 25) stated that the use of
journalistic questions is to help students acquire their critical thinking. Based on the
observation result showed that students critical thinking was improved. And by
improving students critical thinking, students are able to improve their ideas
development, in which also give significant effect to their writing product.
From the discussion above it can be concluded that teaching writing by using
journalistic questions is worth being applied in improving the students writing
ability.
CHAPTER VI
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion. The suggestion was given
to the English teacher, to the students and other researcher.
6.1 Conclusion
Based on the discussion of the result, it can be concluded that the use of
journalistic questions technique is able to improve the eleventh grade students
writing ability at VuttisartVittayanusorn Islamic School Krabi Thailand in 2015/ 2016
academic year by providing the questions by the teacher to build students ideas
development and get more focus on browsing the ideas in the news text.
6.2 Suggestion
By considering the result of the research, some suggestions are given to the
English teacher, the students and other researchers.
1. The English Teacher
Journalistic Questions Technique can improve the students writing ability, so
the English teacher is suggested to apply Journalistic Questions Technique when
teaching writing in the classroom.
44
45
2. The Students
In Journalistic Questions Technique, the students approach dramatically
changes from a passive approach to an active one and students place a higher value
on learning by participating on learning by being lectured at and receiving
information. That is why the students are suggested to participate in the pre-writing
step using Journalistic Questions Technique actively, and they must practice their
English not only in class but also in daily activities in order to improve their ideas
development, vocabulary and grammar mastery.
3. The Other Researchers
This research applies Classroom Action Research in conducting Journalistic
Questions Technique, and it can improve the students writing ability. Other
researchers are suggested to:
- conduct Journalistic Questions Technique by using another research design
- conduct Journalistic Questions Technique to improve the listening, reading, or
speaking skills
46
REFERENCES
Ary, Donald et al. 2010. Introduction to Research in Education Eighth Edition.

Canada: Cengage Learning Products.
Altricher, H., Kemmis, S., McTaggart, R., & Zubber-Skerritt, O. 2002. The Concept
of Action Research. The learning Organization, Emerald: Vol. 9 Num. 3.
Brown, H.D. 2003. Language Assessment: Principles and Classroom Activities.

Longman.
Dananto, B. 2011. Improving the Students Writing Skill in News Item Text using the
Journalists Questions Technique. Unpublished Journal. Surakarta: Program
Pascasarjana Pendidikan Bahasa Inggris Universitas Sebelas Maret.
Elbow, P. 2000. Everyone can Write. Oxford University Press: Oxford New York.
Elbow, P. 1998. Writing with Power: Techniques for Mastering the Writing Process.
Oxford University Press: Oxford New York.
Furqon. 2011. Statistika Terapan untuk Penelitian. Bandung: Alfabeta
Grenville, K. 2001. Writing from Start to Finish. Allen & Unwin: Australia.
Hyland, K. 2003. Second Language Writing. Cambridge University Press:

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo.
Kagan, S. & Kagan, M. 2009. Kagan Cooperative Learning. Kagan Publishing: San
Clemente
Kane, T.S. 2000. Essential Guide to Writing. Barkley Book: New York.
Mohammad, F.M.M., Hussein, A.A. 2013. Enhancing Students Motivation to Write

Essays through Brainstorming: A Comparative Study. International Journal of
Humanities and Social Science. Vol. 3, No. 9.
Mogahed, M.M. 2013. Planning out pre-writing activities. International Journal of

English and Literature, Vol. 4(3), Paper Page: 60-68.
Nunan, D. 1991. Language teaching methodology. Printice Hall: New York, London,
Toronto, Sydney, Tokyo, Singapore.
47
Rahim, A., Ismail, F.B. 2014. Comparative Analysis of Process Versus Product
Approach of Teaching Writing in Malaysian Schools: Review of Literature.
Middle-East Journal of Scientific Research 22 (6): 789-795.
Samudvanijja, C. 2008. The Basic Education Core Curriculum. Bangkok: Thailand.
Taylor, G. 2009. A Students Writing Guide. Cambridge University Press:

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo.
Weigle, S.C. 2002. Assessing Writing. Cambridge University Press: Cambridge, New
York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi, Dubai,
Tokyo.
Appendix 1 48
RESEARCH MATRIX
Title Problem Variable Indicator Data resources Research method Hypothesis

1. Independent Journalistic Questions: 1. Subjects 1. Research design.
Improving How can the variable 1. Providing the The eleventh Classroom Action Research: The use of
eleventh use of - Journalistic students, a news grade students - Planning journalistic
grade Journalistic Question text to summarize of - Acting Question can
students Question in writing. Vuttisartvittay - Observing improve
writing ability Technique 2. Asking the anusorn - Reflecting eleventh grade
by using improve students to create Islamic 2. Area determination students
journalistic eleventh some questions School Krabi Vuttisarnvittayanusorn Islamic writing ability
question grade related to the news Thailand in School Krabi Thailand of
technique at students context. the 2015 / 3. Subject of the research Vuttisartvittaya
Vuttisartivitta writing 3. Asking the 2016 The eleventh grade students of nusorn Islamic
yanusorn ability in students to answer Vuttisarnvittayanusorn Islamic School Krabi
Islamic School VuttisartVitta the question they 2. Informants School Thailand in the
Krabi yanusorn made and The school Krabi Thailand in the 2015 / 2016 2015 / 2016
Thailand in Islamic compose them in a principal and academic year academic year
2015 / 2016 School Krabi, summary The English 4. Instrument of The Research by developing
academic Thailand in 2. Dependent paragraph teacher of - Test -Observation their critical
year the 2015 / variable Vuttisartvittay 5. Data analysis thinking of
2016 - The Speaking Component: anusorn E = n 100% creating and
Academic students - Vocabulary Islamic School N answering
Year? writing - Grammar Krabi Where: question
ability - Organization Thailand in E = The percentage of student scored logically in a
the 2015 / 65 in writing ability systematic way.
2016 n=The number of students
achieving the minimum standard
scores
N = The total number of students.
Appendix 2 49
LIST OF RESEARCH SUBJECT

VUTTISARTVITTAYANUSORN ISLAMIC SCHOOL
2015/2016 ACADEMIC YEAR
Class : M 5/11th grade class
Total of students :7
Academic Year : 2015/2016
No Name of Students M/F

1 Mariam Saochaom F
2 Wanida Khaongam F
3 Chonlada Ritidet F
4 Yanin Saochaom F
5 Wanwiwa Wangsob F
6 Chalalai Wangsob F
7 Suhaidee Sulong M
Appendix 3 50
PRELIMINARY STUDY
STUDENTS WRITING SCORE
School : Vuttisart Vittayanusorn Islamic School
Class : M 5/11 (Eleventh Grade of Senior High School)
Semester : Midterm Examination of Semester 1
Teacher : Thikhamphon Soongyai
No Name Score
1 Mariam Saochaom 65
2 Wanida Khaongam 60
3 Chonlada Ritidet 60
4 Yanin Saochaom 60
5 Wanwiwa Wangsob 65
6 Chalalai Wangsob 55
7 Suhaidee Sulong 30
The Mean score: M

x The percentage of students scored
N
M = 405 65:
7
M = 56.4 (M56.4
E = X 100%
M65)
E = 28.6% (E28.6%
E70%)
Appendix 4 51
LIST OF TRY-OUT SUBJECT

VUTTISARTVITTAYANUSORN ISLAMIC SCHOLL
2015/2016 ACADEMIC YEAR
Total of students : 14
No Name of Students M/F

1 Rusdee Wangmat M
2 Makdao Mamak F
3 Mayakee Po-wan F
4 Adis Hayihama F
5 Manso Madeng F
6 Suhaimi Chemea F
7 Manasae Sawi F
8 Bakori Dolohsa M
9 Marosdee Mina F
10 Suhaili Bahing M
11 Ilham Madiyoh M
12 Usman Mama M
13 Muslim Tayoh M
14 Muhammadhafizi M
Appendix 5 52
Test
Directions: the purpose of this task is for you and me to find out how well you
know and can apply the Journalistic Question as your pre-writing activity. Read
the following passage and summarize it using your own word words referring to
the urgency of carrying condoms in Malaysia in 7-10 sentences!
news.yahoo.com, Cops Put Black Woman in Mental Hospital Because They

Didn't Believe She Owned BMW: 14/09/2015 05:00
The NYPD is facing a lawsuit from a woman who claims she was mistakenly put
into a mental hospital, simply because police didn't believe she owned her own
BMW.
Kamilah Brock, a 32-year-old banker from Long Island, was pulled over in Harlem
for allegedly driving without her hands on the wheel. She was arrested, then
released without charges.
"I was confused and did not know what was going on, why I was being taken into
custody," Brock said to PIX11. The officer said, 'why are you driving without your
hands on the wheel?' I said I was dancing, I am at a light, he asked me to get out of
the car.
From there, things got weirder. Brock says police told her to come back for her
BMW the next day, but when she arrived back at the station she claims they tricked
her into being cuffed, telling her they were bringing her to get her vehicle.
Next thing she knew, paramedics were putting her in an ambulance bound for a
mental health facility. The police apparently believed that Brock, whose lawyer
says she has zero history of mental health problems, was delusional and did not
actually have a BMW.
The lawsuit claims that Brock was held at the hospital for eight days, where she
was given lithium and injected with powerful sedatives.
He held onto me and then the doctor stuck me in the arm and I was on a stretcher
and I woke up to them taking my clothes off, specifically my underwear, Brock
said in her interview with PIX11.
According to the Huffington Post:
Medical records also show that over the course of her eight-day stay, personnel
at the hospital repeatedly tried to get Brock to deny three things before she could
Appendix 5 53
be released: that she owned the BMW, that she was a professional banker, and that
President Barack Obama followed her on Twitter.
But all three of those things happened be true, the lawyer says.
To add insult to injury, Brock says she later received a $13,000 bill from the
hospital.
Appendix 6 54
TRY-OUT SCORE
Semester : Try-out
Teacher 1 : Anam Fadlillah
Teacher 2 : Thikhamphon Soongyai
No. Name V. G. O. Total Score Max Score Converted Score

1 Rusdee Wangmat 3 2 3 8 15 53
2 Makdao Mamak 3 3 3 9 15 60
3 Mayakee Po-wan 2 1 3 6 15 40
4 Adis Hayihama 3 3 4 10 15 67
5 Manso Madeng 2 1 3 6 15 40
6 Suhaimi Chemea 4 3 3 10 15 67
7 Manasae Sawi 3 3 4 10 15 67
8 Bakori Dolohsa 3 3 4 10 15 67
9 Marosdee Mina 4 3 3 10 15 67
10 Suhaili Bahing 3 2 3 8 15 53
11 Ilham Madiyoh 3 3 3 9 15 60
12 Usman Mama 3 2 3 8 15 53
13 Muslim Tayoh 4 3 4 11 15 73
14 Muhammadhafizi 3 3 4 10 15 67
Appendix 7 55
INSTRUMENT ANALYSIS
Reliability Calculation by Using Alpha
Writing Component
No Score Square Score
o g v
1 3 2 3 8 64
2 3 3 3 9 81
3 2 1 3 6 36
4 3 3 4 10 100
5 2 1 3 6 36
6 4 3 3 10 100
7 3 3 4 10 100
8 3 3 4 10 100
9 4 3 3 10 100
10 3 2 3 8 64
11 3 3 3 9 81
12 3 2 3 8 64
13 4 3 4 11 121
14 3 3 4 10 100
43 35 47 125 1147
Square Score 137 95 161 393
Variants Formula:
(x)

=
137 132.1 4.9

= = = 0.35
14 14
95 87.5 7.5
= = = 0.54
14 14
161 157.7 3.2
= = = 0.23
14 14
= 0.35 + 0.54 + 0.23 = 1.12
1147 1116.1 30.9
= = = 2.21
14 14
Appendix 7 56
Alpha Formula:

= 1
1
3 1.12
= 1
31 2.21
= 1.5 x 1 0.506
= 1.5 x 0.494
= 0.741
Appendix 8 57
ATTENDANCE LIST
Class : 5/11
Semester :1
No Name 07.9 09.9 14.9 23.9 28.9 30.9
1 Mariam Saochaom
2 Wanida Khaongam
3 Chonlada Ritidet
4 Yanin Saochaom
5 Wanwiwa Wangsob
6 Chalalai Wangsob A A
7 Suhaidee Sulong
7 6 7 6 7 6
Appendix 9 58
Lesson Plan

Subject : English (Writing)
Class/Semester :M5/1
Cycle :1
Meeting :1
Date : September, 7th 2015
Genre : News Item (about accident)
Time : 2X45
A. Competence Standard
Standard F1.3: Ability to present data, information, concepts and views about
various matters through speaking and writing
B. Key Stage Indicator
Grade 10-12
2. Speak and write to summarize the main idea/theme identified from analysis
of matters, activities, news, incidents, and situations in accordance with their
interests.
C. Indicators
I. Identifying the generic structure of a news item text.
II. Responding to a written monologue of news item well
III. Summarizing a news item text writtenly
D. Specific Instructional Objective
1. Students are able to identify the generic structure of a news item text.
2. Students are able to respond to a written monologue of news item well
3. Students are able to summarize a news item text writtenly
Appendix 10 59
E. MATERIAL : News Item text
News.Sky.com, Three Young Women Hit By Car In London: 30/08/2015 12:48

A 33-year-old woman is arrested after a car hits three young friends in London, leaving one
fighting for her life.
A young woman is in a critical condition in hospital after a car hit three friends in central
London. They were hit in York Way, Islington, but the driver failed to stop at the scene. The
car was later found abandoned having crashed into a tree, police said The victims, aged 20,
were taken to hospital and one of them is in a critical condition. A second victim was seriously
injured but remains in a stable condition. The third suffered a broken leg. A 33-year-old woman
has voluntarily attended a north London police station and has been arrested. Detectives are
appealing for witnesses to the crash, which happened at 4.05am on Saturday, to call the Serious
Collision Investigation Unit on 020 8991 9555 or Crime stoppers anonymously on 0800 555
111.
Generic Structure of News Item

1. Main event
A 33-year-old woman is arrested after a car hits three young friends in London, leaving one
fighting for her life.
2. Newsworthy events
A young woman is in a critical condition in hospital after a car hit three friends in central
London. They were hit in York Way, Islington, but the driver failed to stop at the scene. The
car was later found abandoned having crashed into a tree, police said The victims, aged 20,
were taken to hospital and one of them is in a critical condition. A second victim was seriously
injured but remains in a stable condition. The third suffered a broken leg. A 33-year-old woman
has voluntarily attended a north London police station and has been arrested.
3. Resource of information
North London Police and the crash witnesses.
Appendix 9 60
F. Method : Journalistic Questions

1. Steps of Learning
a. Introducing/ Introduction : 10
Greeting
Checking the students attendance
Asking previous lesson
b. Core Activity/ Main Activity : 70

- The students interact with the teacher to discuss the generic structure of news item
text
- The students are given a written news item text to be summarized written
- The students create a journalistic question with teacher guidance
- The students answer their journalistic question
- The students summarize the news with their own words written
c. Closure : 10
- The students are given chances to ask some questions about news item text
- Leave taking
2. Source Material
Source : Basic Education Core Curriculum of Thailand, News.Sky.com,
Dictionary
3. Evaluation
It is done after the teaching learning process
- Form : written test
- Instrument : group description
- Scoring :
1. Poor (1)
2. Fair (2)
3. Satisfactory (3)
4. Good (4)
5. Excellent (5)
Appendix 9 61
Total Convert
ASPECT OF EVALUATION
Na Score ed
me Content Vocab Grammar Score
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
(12/15) X
80
1 100
2
Appendix 9 62
Lesson Plan

Cycle :1
Meeting :2
Genre : News Item (about social issue)
Time : 2X45
Standard F1.3: Ability to present data, information, concepts and views about various
matters through speaking and writing
Grade 10-12
2. Speak and write to summarize the main idea/theme identified from analysis of matters,
activities, news, incidents, and situations in accordance with their interests.
C. Indicators
I. Identifying the generic structure of a news item text
II. Identifying certain information of a news item text
III. Responding to a written monologue of news item well
IV. Summarizing a news item text writtenly
2. Students are able to identify certain information of a news item text
Appendix 9 63
E. MATERIAL: News Item text
The Jakarta Post, Malaysian Women Suggested to Carry Condoms: 25/08/2015 16:48
Malaysian Deputy Health Ministry urged every woman to carry a condom to protect against
HIV, a news report said.
This is not to debate them but to protect them. Women are the first ones to get exploited by
their partners (whom are infected by HIV-positive) Abdul Latiff Ahmad was quoted as saying
by Sunday Star Newspaper. But this just a suggestion, its up to them.
Abdul latiff made remark to coincide with the International Aids Memorial day, which was
celebrated openly for the first time in Malaysia, in bid to reduce stigma for HIV-victim. In the
past the event was held behind closed door.
Last year, 745 Malaysian women were identified as HIV-positive and 193 were diagnosed with
AIDS, he said in the report. Officials have said nearly 81000 Malaysian have been infected with
HIV, less than 10 percent are woman, but the number is steadily rising.
Malaysian Aids Council president, Adeebah Kamarulzaman, was quoted as saying besides sex
workers, many women who contract HIV are housewives, were infected unknowingly by their
husbands. Its not that people dont know that condoms can protect them. But there are some
men who dont care to take precaution, even though they know they have HIV she said.

1. Main event
Malaysian women was urged to carry condoms to protect HIV.
a. International Memorial Day was held openly in Malaysia to reduce stigma for HIV
victims.
b. The number of Malaysian women who are infected with HIV is steadily rising.
Malaysian Aids Council president said that there were some men who did not care to take
precaution even though they knew they had HIV
Appendix 9 64

Greeting

text
- The students interact with the teacher to discuss the information of news item text
- The students create a journalistic question with teacher guidance
c. Closure : 10
- Leave taking
2. Source Material
Source : Basic Education Core Curriculum of Thailand, the Jakarta Post,
Dictionary
3. Evaluation
- Form : written test
- Instrument : group description
- Scoring :
1. Poor (1)
2. Fair (2)
3. Satisfactory (3)
4. Good (4)
5. Excellent (5)
Appendix 9 65
ASPECT OF EVALUATION Total Score Converted
Name Content Vocab Grammar Score
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
(12/15) X 100 80
1
2
Appendix 10 66
TEST
Directions: the purpose of this task is for you and me to find out how well you
know and can apply the Journalistic Question as your pre-writing activity. Read
the following passage and summarize it using your own word words referring to
the urgency of carrying condoms in Malaysia in 7-10 sentences!
News Item Text

The Jakarta Post, Malaysian Women Suggested to Carry Condoms:
25/08/2015 16:48
Malaysian Deputy Health Ministry urged every woman to carry a condom to protect
against HIV, a news report said.
This is not to debate them but to protect them. Women are the first ones to get
exploited by their partners (whom are infected by HIV-positive) Abdul Latiff
Ahmad was quoted as saying by Sunday Star Newspaper. But this just a
suggestion, its up to them.
Abdul latiff made remark to coincide with the International Aids Memorial day,
which was celebrated openly for the first time in Malaysia, in bid to reduce stigma
for HIV-victim. In the past the event was held behind closed door.
Last year, 745 Malaysian women were identified as HIV-positive and 193 were
diagnosed with AIDS, he said in the report. Officials have said nearly 81000
Malaysian have been infected with HIV, less than 10 percent are woman, but the
number is steadily rising.
Malaysian Aids Council president, Adeebah Kamarulzaman, was quoted as saying

besides sex workers, many women who contract HIV are housewives, were infected
unknowingly by their husbands. Its not that people dont know that condoms can
protect them. But there are some men who dont care to take precaution, even
though they know they have HIV she said.
Appendix 11 67
THE OBSERVATION CHECKLIST FOR CYCLE 1
Meeting 1 Meeting 2
No Name of Students Active Passive Active Passive
1 2 3 4 1 2 3 4
1 Mariam Saochaom
2 Wanida Khaongam
3 Chonlada Ritidet
4 Yanin Saochaom
5 Wanwiwa Wangsob
6 Chalalai Wangsob - - - - - -
7 Suhaidee Sulong
Total 3 4 Total 4 3
First meeting Second meeting
Active : (3/7) X 100% = 42.8% Active : (4/7) X 100% = 57.1%

Passive : (4/7) X 100% = 57.1% Passive : (3/7) X 100% = 42.8 %
Appendix 12 68
Cycle 1 Test Score
No Name Vocab Grammar Organization Total Max Score Converted

Score Score
1 Mariam Saochaom 4 3 3 10 15 67
2 Wanida Khaongam 3 1 3 7 15 47
3 Chonlada Ritidet 3 3 3 9 15 60
4 Yanin Saochaom 3 3 3 9 15 60
5 Wanwiwa Wangsob 4 3 4 11 15 73
6 Chalalai Wangsob 3 1 2 6 15 40
7 Suhaidee Sulong 2 1 2 5 15 33
22 15 20 57 105 380
Rata-rata 54.3
%>65 28.6
Appendix 13 69
Lesson Plan

Cycle :2
Meeting :1
Genre : News Item (Social Issues)
Time : 2X45

Grade 10-12
interests.
C. Indicators
I. Identifying the generic structure of a news item text.
II. Responding to a written monologue of news item well
III. Summarizing a news item text writtenly

Appendix 13 70

news.yahoo.com, Cops Put Black Woman in Mental Hospital Because They
Didn't Believe She Owned BMW: 14/09/2015 05:00
The NYPD is facing a lawsuit from a woman who claims she was mistakenly put
into a mental hospital, simply because police didn't believe she owned her own
BMW.
Kamilah Brock, a 32-year-old banker from Long Island, was pulled over in Harlem
for allegedly driving without her hands on the wheel. She was arrested, then
released without charges.
"I was confused and did not know what was going on, why I was being taken into
custody," Brock said to PIX11. The officer said, 'why are you driving without your
hands on the wheel?' I said I was dancing, I am at a light, he asked me to get out of
the car.
From there, things got weirder. Brock says police told her to come back for her
BMW the next day, but when she arrived back at the station she claims they tricked
her into being cuffed, telling her they were bringing her to get her vehicle.
Next thing she knew, paramedics were putting her in an ambulance bound for a
mental health facility. The police apparently believed that Brock, whose lawyer
says she has zero history of mental health problems, was delusional and did not
actually have a BMW.
The lawsuit claims that Brock was held at the hospital for eight days, where she
was given lithium and injected with powerful sedatives.
He held onto me and then the doctor stuck me in the arm and I was on a stretcher
and I woke up to them taking my clothes off, specifically my underwear, Brock
said in her interview with PIX11.
According to the Huffington Post:
Medical records also show that over the course of her eight-day stay, personnel
at the hospital repeatedly tried to get Brock to deny three things before she could
be released: that she owned the BMW, that she was a professional banker, and that
President Barack Obama followed her on Twitter.
But all three of those things happened be true, the lawyer says. To add insult to
injury, Brock says she later received a $13,000 bill from the hospital.
Appendix 13 71

1. Main event
A black 32-years-old woman put into the mental hospital by a cops because they
didnt believe that she has a BMW.
Police arrested her and released without charges but she got a bill from
hospital
Based on the hospital record for eight days, Kamillah Brock really true that
she had that BMW, she was a professional banker and that President Barack
Obama followed her on Twitter.
Huffington Post and news.yahoo.com

Greeting
- The students interact with the teacher to discuss the generic structure of
news item text
- The teacher gives the provided journalistic questions
- The students discuss the questions and answer based on the text given
- The students construct the sentences based on general to
specific/particular point of view
-
Appendix 13 72
c. Closure : 10
- The students are given chances to ask some questions about news item
text
- Leave taking
G. Source Material
Source : Basic Education Core Curriculum of Thailand,
News.Sky.com, Dictionary
H. Evaluation
i. Form : written test
ii. Instrument : group description
iii. Scoring :
1. Poor (1)
2. Fair (2)
3. Satisfactory (3)
4. Good (4)
5. Excellent (5)
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
(12/15) X 100 80
1
2
Appendix 13 73
Lesson Plan

Cycle :2
Meeting :2
Genre : News Item (news event)
Time : 2X45

Grade 10-12
interests.
C. Indicators
II. Identifying the generic structure of a news item text.
III. Responding to a written monologue of news item well
IV. Summarizing a news item text written

3. Students are able to summarize a news item text written
Appendix 13 74

Thejakartapost.com, Tobacco development in Indonesia Jakarta: 24/09/2015 10:04
Starting Jan. 1, 2015, the government will officially raise tobacco excise from 56 percent to 65
percent as part of moves to discourage smoking.
Indonesia continually counts as among countries with the highest smoking rates worldwide,
with over 62 million or one-fourth of its population being smokers.
This number, combined with low levels of income and education, has resulted in wasted
household income in six of every 10 families. Worse, smoking cuts the life expectancy of
smokers by 10 years on average.
A reduction in the number of smokers would avert tobacco-related illness expenses of up to Rp
11 trillion (US$880 million) per year. The risk of heart disease would halve only one year after
smokers quit, while the risk for stroke would decline to normal level after five to 15 years.
Further, the averted cigarette consumption would translate into an 11.9-percent increase in
expendable household income for health plans, education and nutrition.
Essentially, people consume fewer cigarettes when they are more expensive. The World Health
Organization has recommended a cigarette excise of 70 percent, which would raise prices to Rp
18,000 per pack.
However, according to Abdillah Ahsan, senior researcher and vice-director at Demographic
Institute of the University of Indonesia (UI) in Jakarta, the ideal price to really discourage
cigarette consumption is Rp 50,000 per pack, although still far lower than prices in Singapore
or Australia.

1. Main event
Government will officially raise tobacco excise from 56 percent to 65 percent as part of
moves to discourage smoking
Indonesia continually counts as among countries with the highest smoking rates worldwide
The world health organization
Appendix 13 75

Greeting

text
- The teacher gives the provided journalistic questions
- The students discuss the questions and answer based on the text given
- The students construct the sentences based on general to specific/particular point of
view
c. Closure : 10
- Leave taking
G. Source Material
Source : Basic Education Core Curriculum of Thailand, News.Sky.com,
Dictionary
H. Evaluation
i. Form: written test
ii. Instrument : group description
iii. Scoring:
6. Poor (1)
7. Fair (2)
8. Satisfactory (3)
Appendix 13 76
9. Good (4)
10. Excellent (5)
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
(12/15) X 100 80
1
2
Appendix 14 77
Test
News Item Text
Bangkokpost.com, Chulalongkorn tops Thai universities in rankings:
15/09/15 06:37
Chulalongkorn University ranked top among Thai universities in the latest rankings
which also saw two tertiary institutions in Singapore breaking the world's top 15
for the first time.
But overall, the three Thai leaders performed worse than they did last year, with
overall rankings 10-50 notches lower.
CU retained its lead at No. 253 in the world's ranking in 2015, down 10 places from
last year, according to the QS World University Rankings released on Tuesday.
Mahidol University came second at 295, down from 257 a year ago.
Chiang Mai University was in the range between 551 and 600, down from 501-550
in 2014.
The remaining five Thai universities retained last year's rankings: Thammasat
University (a range between 601 and 650), Kasetsart University (651-700), Khon
Kaen University (701+), King Mongkut's University of Technology Thonburi
(701+) and Prince of Songkhla University (701+).
''Remarkably, Chulalongkorn University ranks 120th globally in the 'Academic
Reputation' criterion, based on the survey of nearly 77,000 academics,'' the UK-
based rating agency said. "It also does well in the 'Employer Reputation' indicator
where it ranks 232nd globally.
"Mahidol University is the second best nationally and as also for academic
reputation, achieving a global rank of 240th," it added.
The annual rankings were judged on research, teaching, employability and
internationalisation from 76,798 academics and over 44,000 employers on
universities from 82 countries.
Massachusetts Institute of Technology kept its reputation as the world's best
university, followed by Harvard, up from the fourth place last year, and Cambridge,
which moved down from the second spot a year ago.
Appendix 14 78
The most amazing success could be two universities in Singapore which

leapfrogged to the world's top 15 for the first time and were the best performers in
Asia.
National University of Singapore climbed 10 spots from last year to 12th and
Nanyang Technological University was one notch below after staying at 39th a year
ago. The two Singaporean universities took a "quantum leap", it said.
The third best in Asia belonged to Tsinghua University in Beijing, which was at
25th.
"These latest results reveal more diversity than even in the distribution of world-
class universities at the highest levels,'' said Ben Sowter, QS head of research.
A. Create your own questions and answer those questions before summarizing
the news above in order to use it as your guidance! (Journalistic Question)
1. What is the main idea of the passage?
Answer:
_________________________________________________________
2. Who responsible of rating the universities?
Answer:
_________________________________________________________
3. When did the rate released?
Answer:
_________________________________________________________
4. What are the consideration of ranking judgement?
Answer:
_________________________________________________________
5. Where the source of information comes from?
Answer:
________________________________________________________
6. ________________________________________________________?
Answer:
________________________________________________________
7. ________________________________________________________?
Appendix 14 79
Answer:
_________________________________________________________
8. ________________________________________________________?
Answer:
_________________________________________________________
B. Create a summarize of the text above using your own words based on your
journalistic question referring to records of the top university in the world,
Asia, and Thailand in 7-10 sentences!
Appendix 15 80
THE OBSERVATION CHECKLIST FOR CYCLE 2
Meeting 1 Meeting 2
No Name of Students Active Passive Active Passive
1 2 3 4 1 2 3 4
1 Mariam Saochaom
2 Wanida Khaongam
3 Chonlada Ritidet
4 Yanin Saochaom
5 Wanwiwa Wangsob
6 Chalalai Wangsob
7 Suhaidee Sulong
Total 5 2 Total 6 1
First meeting Second meeting
Active : (5/7) X 100% = 71.4% Active : (6/7) X 100% = 85.7%

Passive : (2/7) X 100% = 28.5% Passive : (1/7) X 100% = 14.2 %
Appendix 16 81
Cycle 2 Test Score
No Name Vocab Grammar Organization Total Max Score Converted

Score Score
1 Mariam Saochaom 3 3 4 10 15 67
2 Wanida Khaongam 4 3 4 11 15 73
3 Chonlada Ritidet 4 3 4 11 15 73
4 Yanin Saochaom 2 2 2 6 15 40
5 Wanwiwa Wangsob 5 3 4 12 15 80
6 Chalalai Wangsob 3 3 3 9 15 60
7 Suhaidee Sulong 3 3 4 10 15 67
24 20 25 69 105 460
Rata-rata 65.7
%>65 71.4
Appendix 17 82
STATEMENT OF ORIGINALITY OF SARJANA THESIS
The undersigned:
Name : ANAM FADLILLAH

Student Number : 1210231016
Program : English Language Education
Faculty : Teacher Training and Education
I state that this thesis is my own creation. It doesnt copy from other
resources that I claim as my own creation.
If it will be proved tomorrow, or it could be proved that the thesis is
from only copy and paste, I will be ready for all the consequences.

The Writer,
Anam Fadlillah
NIM. 1210231016
Appendix 18 83
CURRICULUM VITAE
Anam Fadlillah is a son of Sutali Mathari and Sutiati. He was born on

September 21st, 1992 in Jember.
He began his study at MI Irsyadun Nasyiin (graduated in 2004) then MTs
Darul Istiqomah Bondowoso (graduated in 2007) and MA Darul Istiqomah
Bondowoso (graduated in 2010).
After taking one-year teaching in Misbahul Barokah Boarding School in
Bekasi, he continued his study in English Language Department Faculty of Teacher
Training and Education University of Muhammadiyah Jember in 2012 and
graduated in 2016.

Thesis

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Thesis

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IMPROVING ELEVENTH GRADE STUDENTS WRITING ABILITY

BY USING JOURNALISTIC QUESTION TECHNIQUE AT

UNIVERSITY OF MUHAMMADIYAH JEMBER

UNIVERSITY OF MUHAMMADIYAH JEMBER

UNIVERSITY OF MUHAMMADIYAH JEMBER

Jember, May 16th 2016

Fitrotul Mufaridah, M.Pd.

Jember, May 16th 2016

Anita Fatimatul Laeli, M.Pd.

Board of Examiners, May 24th 2016

Yeni Mardiyana Devanti, M.Pd. Chair

Fitrotul Mufaridah, M.Pd. Member

Anita Fatimatul Laeli, M.Pd. Member

Drs. H. Moch. Zaki Hasan, M.Si.

Journalistic Questions Technique to improve the writing ability. In fact, many

grade students of VuttisartVittayanusorn Islamic School Krabi, Thailand in the

from related literature in second chapter, research methodology in third chapter,

and suggestion in sixth chapter.

teacher, the students, and the future researchers.

Jember, May 16th 2016

My sincere gratitude to Allah, family, friends, and the following people:

Education Muhammadiyah University of Jember

2. Fitrotul Mufaridah, M.Pd. as the Head of English Language Education

Program of Faculty of Teacher Training and Education Muhammadiyah

University of Jember, and also my first advisor who taught me to write

4. Ustadz Sarawut Khangrang as the headmaster of VuttisartVittayanusorn

5. Mrs. Kanokpan Arthan. as the supervisor of VuttisartVittayanusorn Islamic

6. Mrs. Thikamphon Soongyai as the English teacher of VuttisartVittayanusorn

7. The eleventh grade students of VuttisartVittayanusorn Islamic School Krabi,

Thailand in the 2015/2016 academic year.

Jember, May 16th 2016

finish this thesis. This thesis is presented with love to:

1. Dear my father and my mother. The expression of infinite gratitude to my

2. My Sweetheart, Nisrina Balqis Huwaida. Thank you for always supporting

for your loves and your supports.

6. The eleventh grade students of VuttisartVittayanusorn Islamic School

Krabi, Thailand. Thank you very much.

CHAPTER II REVIEW OF RELATED LITERATURE AND ACTION

CHAPTER III RESEARCH METHOD

CHAPTER IV THE RESULT OF THE RESEARCH

CHAPTER VI CONCLUSION AND SUGGESTION

1.1 Assessment Rubric of Organization Component 10

1.2 Assessment Rubric of Grammar Component 12

1.3 Assessment Rubric of Vocabulary Component 13

2 Sample of the Students Active Participation Checklist 27

3 Basic Education Core Curriculum of Thailand 29

4.1 The Average of Observation Checklist in Cycle 1 37

4.2 The Result of writing Test in Cycle 1 38

4.3 The Average of Observation Checklist in Cycle 2 40

4.4 The Result of writing Test in Cycle 2 40

1 The Model of Classroom Action Research 21

7. Instrument Analysis Manual 55

9. Lesson Plan C1 Meeting 1 and 2 58

10. Cycle 1 Test 66

11. The Observation Checklist for Cycle 1 67

12. Cycle 1 Test Score 68

13. Lesson Plan Cycle 2 Meeting 1 and 2 69

14. Cycle 2 Test 77

16. Cycle 2 Test Score 81

17. Statement of Originality of Sarjana Thesis 82

18. Curriculum Vitae 83

Fadlillah, Anam. 2012. Improving Eleventh Grade Students Writing Ability by

Key words: Writing Ability, Journalistic Questions Technique

This chapter presents background of the research, problem of the research,