USING ORIGAMI ART TO IMPROVE STUDENTS’ WRITING PROCEDURE TEXT ABILITY
Khaerunnisa
MTs Al-Hidayah Ciomas Serang

ABSTRACT
This research is conducted for improving students’ writing ability in procedure text by using origami art at the third grade of MTs Al-Hidayah Ciomas Serang in academic year 2016/2017. the research is conducted based on the statement of problem Can origami art improve students’ writing procedure text? The research problem focused to know the improvement of students’ writing procedure text ability by using origami. The instrument which are used in the research are observation and test. Based on the research results, the result conducting two cycles. In the first cycle, among 28 students there were only 12 students who got the high score, the mean of the cycle I is 69 (B/Good). in the end of research  (Cycle II), the result of test showed that there were 26 students who get the high score with  the mean 79, 17 (B/Good) in addition, the students response was positive. They were active and attractive. Based on the findings,it can be concluded that the implementation of origami art can improve students’ writing procedure text ability. Especially at the third grade students of  MTs A-Hidayah Ciomas Serang in academic year 2016/2017.

Keyword: Origami, Procedure Text, CAR.

A.	INTRODUCTION 
English is very important to be known because English constitutes the first foreign language in Indonesia. Learn the foreign language people have to master oral and written communication skill. In English have four aspects in learning language skill that must be mastered if someone wants to be successful in studying English, such as: listening, speaking, reading, and writing. They have relation each other. 

One of those four skills components that must be thought by the teacher is writing skill. It has always important place in most English language course. One of the reasons is that more people need to learn writing in English for occupational or academic purpose. To write well people must have good capabilities in writing. More ever, peoples wants to write the essay, story, and handwriting must to know the steps in writing process and aspect of writing. The writer must be able to organize the ideas, to construct the sentences, to use punctuations and spelling well. Besides that, they must be able to arrange their writing into cohesive and coherent paragraph and text that is why writing is a very complex skill. Thus, it is not easy task for English teacher to teach it. Teacher often find difficulties in teaching writing. 
Writing is the one of the four language skills. Writing involves communicating a message by making signs on a paper. Writing is the activity that students can use to write their ideas of the object into transcript style. To write student need a message and someone to communicate it. Students also need to be able to form letter words, and to join these together to make words or sentences to communicate that massage. 
According to Sara (2002:1) that Writing has also become more important as tenets of communicative language teaching that is teaching language as a system of communication rather than as an object of study have taken hold in both second and foreign language settings. The traditional view in language classes that writing functions primarily to support and reinforce patterns to oral language use, grammar, and vocabulary. Is being supplanted by the notion that writing in a second language is a worthwhile enterprise in and of itself. 
In English there are kinds of writing text (genre). The six kind of writing text are descriptive, narrative, recount, report and anecdote and procedure text. In this case, students are expected to learn and master in procedure writing to communicate their ideas. According to Mark Anderson and Kathy Anderson (2003:50) that A procedure, therefore, is a piece of the text that gives us instruction for doing something. The purpose of procedure text type is to explain how to something can be done. 
 Writing is still difficult for students especially for procedure text, so the creative method in teaching English is important. But, principally, the successful of the teaching and learning process is not only determined by approach and method but also strategy. Strategy is good enough applied by teacher in this schools but, lack or creativity of using media in teaching learning in the class. 
According Vichea (2009:1) Origami is a good strategy to teach English, because origami activities can be flexible adapted for separated language skill the listening, speaking, reading and writing. Teaching English using origami makes students’ learn better then when they do and create something Origami is a good task that teaches the students to be creative thinking. Not only active, it is can make students’ creative to write. 

B.	THEORITICAL FRAMEWORK
1.	Writing
Language acquisition has found that human had a spoken when their born with baby cry, but writing is the second step that peoples has to learned. Jeremy Harmer (2007:3) that Almost all human being grow up speaking their first language (and sometimes their second or third) as a matter of course, writing has to taught. Spoken language, for a child, is acquired naturally as a result of being exposed to it, whereas the ability to write has to be consciously learned.
Rumisek (2005: v) that Writing is a very important part of your university study. You will write assignments that may range from one paragraph to several pages long. And will write answer on test and exams that may be a few sentences long or complete essay.  its benefit of learning of writing peoples capable to other activity that needs something to writes. 
		Harmer (2001: 255) that written text has a number of conventions which separate it out from speaking. A past of differences in grammar and vocabulary, there are issue of letter, word and text formation, manifested by hard writing, spelling, layout and punctuation.
Sara (2002: X) that Writing has two vital roles there are conveying information and transforming knowledge to create a new knowledge. It is thus central importance of students in academic and second language program through the world. Because writing is one of skill which is peoples have and other skill as Speaking, Listening and Reading to learn other information or education from the basic skill. 
2.	Using Origami In Teaching
	Teaching English using origami actually promote language learning among not only young but also adult learner. Origami can adopted both cooperative and competitive activity.
Indiana University Bloomington gives some pedagogical ideas for origami:
a.	For low level or young learners 
The teacher provides both a visual and instruction text to learners. The teacher can pre-teach difficult words before an origami activity by either explaining or demonstrating action of difficult words. Select words with a focus to help learners comprehend the instruction text. 
b.	For higher lever learners 
	The teacher can remove the visual, and ask the learners to improve the visual from the instruction text given in pairs or group to focus on writing different group may have different visuals and procedure different sets of instruction. Each group tries an origami instruction different from their own. The teacher cans pre-tech key word.
3.	Writing with Origami
	The creative writing is an effective way in teaching writing. Creative writing as a Journey of self-discovery, it promotes effective learning. When set up imaginative writing task so that their students are thoroughly engaged, those students’ frequently strive harder than usual to produce a greater variety of correct and appropriate language than they might for more routine assignment.  Origami is a new creative and effective way to teach writing.
	Origami can help the process of writing. The origami techniques make our writing flow freely and performed together with fun. Origami can improve the thinking approach more creative and innovative.
Using origami in teaching writing can make student understand about their activity in writing with study carefully every angel from every fold creases in origami with a good wording, such as using origami in teaching writing procedure text.
4.	Using Origami in Teaching Procedure Text
	Origami is a new creative and effective way to tech writing. Using origami in teaching writing can make student understand about their activity in writing, origami also as a tool that can help us to arrange sentences in a good paragraph in procedure text.	
	Origami is good tasks that teach the students to be creative thinking. Not only about it but also that origami is deferent strategy to be active. It is make students creative to write. 
Nobuhiro Furuyama gives some pedagogical ideas for teaching writing procedure text Procedure the experiment took place in three steps:
a.	A learning session for the instructor. 
The instructor learned the art paper on YouTube Video with using origami paper before implementing the instruction to the learner or students in the class. 
b.	The instruction session. 
After the instructor skilled on the instruction on the Video goodly, the instructor can applied on the learner or students in the class for making something on origami paper.  

C.	RESEARCH METHODOLOGY
This research is concerned with writing activity by using origami art. The research method utilize in this study is a Classroom Action Research. This research is taken in the third grade of students of Islamic Junior High School at MTs Al-Hidayah Ciomas Sereang consist of 28 students of IX-B class. The research held on 14th October until 01st November. 
1.	Design of Research 
This research is classroom action research (CAR), it is kind of research that is conducted in the classroom by a teacher. This research can offer new ways and procedures to improve and increase teachers’ professionalism in teaching learning process and students’ learning result. The following definition of action research according to Donald (2010: 512) Action Research is about taking action based on research and researching the action taken. Action research has been used in variety of settings, including schools, hospitals, health clinics, community agencies, government units, and others environments. It can be used to enhance everyday work practices, to resolve specific problems, and to develop special projects and program.

There are four steps in the cycle for doing action research, they are:  
Planning ---Action---Observation---Reflection 
2.	The Research Instrument
a.	Observation 
In arranging check list of observation, the researcher list some students observable behavior that indicates their activities and response during teaching learning process through origami
b.	Test 
In this research, the researcher uses an achievement test to measure the students’ progress on simple present tense. Related to achievement test, in this test the researcher uses the choose one of the title of procedure text.
3.	Technique of Analyzing Data
In knowing whether the students writing ability of procedure text in improve or not the researcher used the steps which were done by the researcher in analyzing in the result of students writing ability. The researcher used criteria of assessment that is since the content of students writing covered the generic structures. The element of writing is; organization, grammar, vocabulary, and mechanics. After classifying the test items, the researcher will get score for each item. 
a.	Observation 
Data from observation are grouped base on students’ behavior and students’ response toward teachers’ explanation using origami as teaching procedure text. After giving observation in every cycle, the data from observation will be analyze by using percentage scoring as formula:
Scoring =  x 100%
b.	Test of Cycle 
The teacher asks students on any number of topics and then asses it in accordance with the aspect of writing assessment. According to Arthur Hughes, there are five important valued in writing.
1)	Vocabulary
2)	Grammar.
3)	Mechanic
4)	Form (Organization) 
In writing procedure text test will be assessed their Grammar, Vocabulary, Organization, and Mechanics. And in giving score the researcher makes scoring a scale as below:
•	Vocabulary		: 25%
•	Grammar		: 25%
•	Mechanics		: 25%
•	Organization 		: 25%
  100%
Here are the descriptions of assessment criteria in giving score toward students according Arthur Hughes in his book:
Table 3.2 The Criteria of Assessing Writing
Index	Score	Level	
Vocabulary	25-21

20-16 

15-11

10-5  	Excellent to very good: Use of vocabulary and idiom rarely (if at all)
Good to average : Occasionally use inappropriate term to relies on circumlocution: expression of ideas hardly impaired 
Fair to poor : Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary
Very poor : Limited vocabulary and frequent errors clearly expression of ideas	
Grammar	25-21

20-16 

15-11

10-5  	Excellent to very good : Few (if any) noticeable errors grammar or word order
Good to average : Some errors of grammar or word order fairly frequent
Fair to poor : Errors of grammar or word order fairly frequent
Very poor : Errors of grammar or word order fairly frequent; efforts of interpretation sometimes required on readers part	
Mechanics	25-21

20-16 

15-11

10-5  	Excellent to very good: Few (if any) noticeable lapses in punctuation or spelling 
Good to average : Occasional lapses in punctuation or spelling which do not, however, interfere with comprehension
Fair to poor : Error in punctuation or spelling frequent; occasional re-reading necessary for full comprehension
Very poor : Frequent errors in spelling and punctuation; lead sometimes to obscurity	
Organization	25-21

20-16 

15-11

10-5	Excellent to very good : Highly organized; clear progression of ideas well linked; like educated native impaired
Good to average : Material well organize, link could occasionally be clearer but communication not impaired 
Fair to poor : Some lack of organization; re-reading required for clarification of ideas 
Very poor : Little or no attempt at connectivity, though reader can deduce some organization	

And to find the Mean score, the researcher uses the formula as follows:
M = 
M = Mean score
 = The sum of the score 
 = the number of student
To get class percentage which pass the target score of minimum mastery level criterion (KKM) using formula:
P =   x 100%
P	= the Class Percentage 
F	= Total Percentage Score
N	= Number of Students
D.	RESEARCH FINDING AND ANALYSIS
1.	Interpretation of Data
Table 4.7 The Result of Observation Sheets in Cycle I and Cycle II
Cycle 	Students Response 	Percentage 	
Cycle I	15	50%	
Cycle II	28	93%	
From the table above showed the ratio of the result in each cycle. It describe that there was the improvement of students activity in the class. The students activity in the second cycle more actively and run well since teaching learning would begin. Using simulation before going to the material make students situation relax and fun. Handicraft of Origami art paper with YouTube Video as Instructor makes students enthusiastic. And Teamwork on the practice origami and procedure text makes students interactive. From this result, it be concluded that with using origami art paper could build innovation and creativity of students writing in writing procedure text at the third grade B of MTs Al-Hidayah Ciomas Serang in academic year 2016/2017.

Graphic 4.5 The Score of Students Score in Cycle I and Cycle II
On the graphic above showed the comparison between students score in the Cycle I (Blue) and the Cycle II (Red) has an improvement score in each cycle. The implementation of using origami art paper in this class it can say successful. So, it’s the innovation which can be applied on teaching learning activity in the class.
Table 4.9 The Result of Evaluation in Each Cycle
Category	Cycle I	Cycle II	
SUM	1932	2217	
AVERAGE	69	79, 17	
MAXIMUM	76	89	
MINIMUM	60	66	

On the table above, we could compare in each cycle, in the cycle I the average of the test score result was 69 (B/Good) the researcher began personal test for every student by using origami paper to teach writing procedure text in teaching learning process, there were many students joined the class activity although some students still confused in several thing in teaching strategy and the material and instruction. In the cycle II, the average of students test score result was 79, 17% (B/Good) in each cycle has an improvement above 10, 17%.
Table 4.10 Result of KKM Accomplishment in Each Cycle
Cycle 	Students Accomplishment	KKM Accomplishment	
Cycle I	12	42, 85%	
Cycle II	26	92, 85%	

Percentages of Mastery Level Criterion (KKM) in each cycle are; cycle I 42, 65% and Cycle II 92, 85%. It showed that there was significant improvement in students’ achievement. Furthermore, using origami art paper as media is helpful in the teaching learning process of writing ability especially procedure text. 
E.	CONCLUSION AND SUGGESTION
1.	Conclusion
The implementation of teaching writing procedure text using origami art paper made students active and creative on art and had an innovation on writing procedure text. Students can write procedure text with Vocabulary, Grammar, Mechanic and Organization of writing based on the target of achievement indicator which has need 75% of students to reach KKM many of students has got the score on reached KKM and more than 70 as KKM score target. Teaching learning with using origami art paper also makes students fun because art could apply on paper and it can be nice art. 
The result in each cycle was got would be describe there were; on the observation sheets in the cycle I was got 50% and on cycle II was got 93% of students follow the learning it has improvement 43%. On the students test score, in the cycle I was got Average 68, Maximum score 76, and Minimum score 60. On the cycle II was got Average 79, 17, Maximum score 89, and Minimum score 66. The improvement of average above 11, the improvement of Maximum score above 13, and the improvement of Minimum score above 6. Percentages of Mastery Level Criterion (KKM) in each cycle are; cycle I 42, 65% and Cycle II 92, 85%. 
2.	Suggestion
After giving the result of students writing procedure text using origami paper as media the researcher needs to give some suggestion to:
1.	For Students in UIN “SMH” Banten
a)	Students should learn this research with the new innovation to become comparison in the next research would have to do. 
b)	Students learn on this research to be references for the plan paper
c)	This paper could be the way for student find the same method or similar with this paper as the reference.
2.	For teacher 
a)	Teacher should give new innovation or strategy of teaching learning and various media in teaching English (using origami paper is active and creatively)
b)	Teacher should pay attention to the students who have problem in using English 
c)	Teacher should become motivator resource and feedback provider for the students and the students will be comfortable in teaching learning process. 
3.	For School 
a)	The school should improve students skill using English as daily activity in the school
b)	The school should find the better strategy for teaching English in classroom such as new references method or system of school to improving English as one of priority
c)	The school should use various media, so that the students can enjoy in the learning teaching process. 

REFERENCES 
Arthur Hughes, Testing for Language Teacher, (Sydney: Cambridge University Press, 1989).
Azamat A. Akbarov and Hakan Aydoglan.The Four Basic Language Skills, Whole Language & Integrated Skill Approach in Mainstream University Classroom in Turkey, (Sarajevo: International Burch University, 2004).
Boruga Andreass, “Origami Art as a Means of Facilitating Learning”, The Internet Journal ELSEVIER Procedia Social and Behavioral Sciences No. 11 (2011). (http://creativecommons.org/licenses/by-nc-nd/3,0).
David McNeil, Language and Gesture, (New York: Cambridge University Press, 2000).
Djatmika and Didik Hari Pambudi, “Writing Procedure Text”, (Bandung: PAKAR RAYA, 2013).
Donald Ary and Lucy Cheser Jacobs, Introduction to Research in Education, (USA: Wadsworth, 2010).
Dorothy E Zemach Liza A Rumisek, Academic Writing from Paragraph to Essay, (Spain: Edelvives, 2005). 
H. Douglas Brown, Language Assessment Principles and Classroom Practice, (San Francisco: Longman, 2004).
Jay Ansill, Pracrical and Decorative Origami, (London: A Running Heads Book 1992).
Jeremy Harmer, How to Teach Writing, (England: Longman, 2007).
Jeremy Harmer, The Practice of English Language Teaching third Edition, (England: Longman, 2001).
Jordan R.R, Academic Writing course Third Edition: Study Skill in English, (United Kingdom: Pearson Educational Limited, 2003).
Mark Anderson and Kathy Anderson, Text Type in English, (Australia: Macmillan Education, 2003).
Raden Miftahul Hasanah D., Developing Students’ Writing Procedure Text by Using Origami (Skripsi Strata 1, The State Institute of Islamic Studies of “Sultan Mulana Hasanudin”, Banten, 2012).
Sara Cushing Weigle, Assessing Writing, (The United Kingdom: Cambridge University Press, 2002).
Vichea,“Using Origami and Magic Trick to Teach English”, The Internet TESL Journal, Vol. XV No. 2 February 2009, http://itslj.org/techniques/in.origami.html.

A BRIEF BIOGRAPHY
Personal Details
	Full Name			: Khaerunnisa 
	SRN				: 132301525
	Sex				: Female
	Place, Date of Birth	: Pandeglang, January 17th, 1995
	Nationally 			: Indonesian
	Marital Status		: Single 
	Height and Weight		: 159 cm x 45 Kg
	Health			: Perfect 
	Religion			: Islam
	Address	: Kp. Salabentar Masjid Rt/Rw 001/006 Ds. Cilaja, Kecamatan Majasari. Kab. Pandeglang. Provinsi Banten.
	Phone 			: 083871777571
	E-mail 			: kanisa.khaerunnisa@gmail.com
Educational Background
	2001-2007		Elementary School at SDN Ciinjuk 1
	2007-2010		Junior High School at SMPN 3 Pandeglang
	2010-2013		Senior High School at MAN 1 Pandeglang 
Message & Impression
Message
As Alumnus in UIN Sultan Maulana Hasanudin Banten, I hope the Vision and Mission can be well applied in university. Hopefully the alumnus of this university created good human being for the country and had contributed well in society and other sector. 

Impression 	
“Journey of life makes human being had experience, the experience can change human being to be develop and improve their live to be better or not”