Listing

A STUDY ON THE IMPLEMENTATION OF LISTING
TECHNIQUE IN THE TEACHING OF WRITING
Moh. Farid
SKRIPSI
Submitted as a Partial Fulfillment of the Requirements

For the Degree of Sarjana at English Education Study Program
Language and Art Education Department
Teacher Training and Education Faculty
ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TADULAKO UNIVERSITY
2021
A STUDY ON THE IMPLEMENTATION OF LISTING
TECHNIQUE IN THE TEACHING OF WRITING
By
Moh. Farid
A 121 14 192
SKRIPSI
Submitted as a Partial Fulfillment of the Requirements

For the Degree of Sarjana at English Education Study Program
Language and Art Education Department
Teacher Training and Education Faculty
ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TADULAKO UNIVERSITY
2021
MOTTO
TO BE SUCCESFULL YOU
DON’T NEED, BEAUTIFUL
FACE AND HEROIC BODY,
WHAT YOU NEED IS
SKILLFUL MIND AND
ABILITY TO PERFORM
instagram@the_legends_says
ABSTRACT
Moh. Farid (A 121 14 192). A Study on the Implementation of Listing

Technique in the Teaching of Writing. Skripsi. English Education Study
Program, Language and Art Education Department, Faculty of Teacher Training
and Education, Tadulako University, under the supervision of Sriati Usman.
The objective of this study is to describe and analyze the findings of the previous
studies regarding the implementation of listing technique in writing classes. This
study was conducted qualitatively through library research design. Listing
Technique is technique purposed to generate ideas in paper. The previous studies
reviewed here were taken from the ones conducted in 2012-2020 by nine
researchers. The result of the descriptive data analysis showed that the
implementation of listing technique helped the students improve their writing,
especially on content, organization, vocabulary, mechanics, and grammar.
Furthermore, all previous studies imply that the implementation of listing
technique provides the students with a number of significances. They are: (1)
simple, quick, and flexible to collect information; (2) easy to explore their
background knowledge; (3) broad opportunity to give to students; and (4) free to
write as many ideas as possible. In conclusion, the students were stimulated to
improve their writing skill and ability because of the benefits that the technique
has. The implication of these previewed articles is that it helps students to avoid
stress during the teaching and learning process.
Key Words: Study, Implementing, Listing, Writing.
ABSTRAK
Moh. Farid (A 121 14 192). “Studi atas Penerapan Teknik Listing dalam
Pembelajaran Menulis.” Skripsi. Program Studi Pendidikan Bahasa Inggris,
Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Tadulako. Di bawah bimbingan Sriati Usman.
Tujuan penelitian ini adalah mendeskripsikan dan menganalisa hasil penelitian
terdahulu terkait dengan penerapan teknik listing di kelas-kelas menulis. Studi ini
dilaksanakan secara kualitatif menggunakan desain penelitian kepustakaan.
Teknik listing adalah teknik yang bertujuan untuk menghasilkan atau menuliskan
gagasan di selembar kertas. Peneraan teknik listing di kelas menulis
mempengaruhi pencapaian menulis siswa. Penelitian terdahulu yang digunakan
dalam penelitian ini diambil dari penelitian yang dilaksanakan pada tahun 2012-
2020 oleh sembilan peneliti. Hasil dari analisis data deskriptif menunjukkan
bahwa penerapan teknik listing meningkatkan keterampilan menulis siswa,
terutama pada konten, organisasi, kosakata, mekanik, dan tata bahasa.
Selanjutnya, semua penelitian terdahulu mengimplikasikan bahwa penerapan
teknik listing memberikan signifikansi kepada siswa. Yaitu: (1) sederhana, cepat,
dan fleksibel dalam pengumpulan informasi; (2) memudahkan siswa untuk
mengeksplorasi pengetahuan dasar mereka; (3) memberikan siswa kesempatan
yang luas; dan (4) memudahkan siswa untuk berfikir secara bebas dan menulis
gagasan sebanyak mungkin. Kesimpulannya, siswa terstimulasi untuk
meningkatkan kemampuan dan keterampilan menulis mereka berkat manfaat yang
dimilikinya. Implikasi dari studi terdahulu yang direview adalah bahwa teknik
listing membantu siswa menghindari stress selama proses belajar mengajar.
Kata kunci: Studi, Listing, Menulis.
ACKNOWLEDGEMENT
Alhamdulillaahi Rabbil ‘Aalamiin, the researcher expresses his highest
gratitude to Allah Subhaanahuu Wa Ta’ala for blessing, love, opportunity, health,
and mercy to complete this skripsi. Shalawat is always sent to Prophet
Muhammad Shallallahu ‘Alaihi wa Sallam who has delivered the truth to human
beings in general and Muslims in particular. In writing this Skripsi, a lot of people
have provided motivation, advice, supports, and even remarks that have helped
the researcher.
In this valuable chance, the researcher intends to express his gratitude and
appreciation to all of them. Firstly, the researcher’s deepest appreciation goes to
the key examiner, Dra. Rofiqoh, M.E.d., who has given constructive comments
and suggestions to the researcher. Another appreciation is also sent to the second
examiner, Budi, S.Pd., M.Pd., for his valuable comments, suggestions, and
revisions since writing the proposal until the completion of this Skripsi. In
addition, the researcher would also like to deliver thanks to supervisor, Dr. Hj.
Sriati Usman, M.Hum., who has given ideas and motivation to the researcher.
Moreover, a sincere thanks and appreciation are addressed to Rector of Tadulako
University, Prof. Dr. Ir. Mahfudz MP, the Dean of Teacher Training and
Education Faculty, Dr. Ir. Amiruddin Kade, S.Pd., M.Si. the Head of Language
and Art Department, Dr. Hj. Sriati Usman, M.Hum., and the Coordinator of
English Education Study Program, Dra. Rofiqoh, M.Ed.; the lecturers of the
English Education Study Program; and the staff for administrative assistance
vi
After that, the researcher’s deepest appreciation goes to his beloved
parents. The researcher would also like to thank his fellows of Class E of Batch
2014 whom cannot be mentioned one-by-one. They all have given the researcher
valuable experiences, times, memories, and togetherness.
Finally, this skripsi is still far from perfect. Thus, the criticism, idea, and
correction for the improvement are needed. Further, he dedicates this skripsi to his
parents, friends, and to all whom she cannot mention one by one.
Palu, December 2021

The Researcher,
Moh. Farid
vii
TABLE OF CONTENT
Page
TITLE PAGE i
APPROVAL PAGE ii
MOTTO iii
ABSTRACT iv
ABSTRAK v
ACKNOWLEDGEMENT vi
TABLE OF CONTENT viii
CHAPTER I INTRODUCTION 1
1.1 Background 1
1.2 Problem Statement 3
1.3 Objective of the Research 3
1.4 Significance of the Research 3
1.5 Scope of the Research 4
1.6 Operational Definition of Key Terms 4
CHAPTER II RELATED LITERATURE REVIEW

2.1 Related Literature Review 5
2.1.1 Nature of Writing 5
2.1.2 Writing Ability 6
2.1.3 Components of Writing 7
2.1.3.1 Grammar 8
2.1.3.2 Vocabulary 8
2.1.3.3 Organization 8
2.1.3.4 Mechanics 9
1) Punctuation 9
2) Capitalization 10
3) Spelling 10
2.1.4 Paragraph 10
2.1.5 Type of Text 11
2.1.5.1 Narrative Text 11
2.1.5.2 Descriptive Text 11
2.1.5.3 Report Text 11
2.1.5.4 Recount Text 12
2.1.6 Characteristics of a Good Paragraph 12
2.1.6.1 Unit 12
2.1.6.2 Coherence 12
2.1.7 Stages of Writing 13
2.1.8 The Concept of Listing Technique 14
2.1.8.1 The Definition of Listing Technique 14
2.1.8.2 Explore Innovative Idea Listing 16
2.1.8.3 The Advantages and Disadvantages of 18
viii
Using Listing Technique
2.1.8.4 The Implementation of Listing 18
Technique in Teaching Writing
CHAPTER III RESEARCH METHOD

3.1 Research Design 25
3.2 Data Source 25
3.3 Technique of Data Collection 26
3.4 Data Analysis and Interpretation 27
CHAPTER IV FINDINGS AND DISCUSSION

4.1 Findings 29
4.1.1 Procedures of Listing Technique 35
Implementation
1. Rediansari (2012) 35
2. Fata et al. (2015) 36
3. Miftah (2015) 39
4. Alika et al. (2016) 42
5. Khotimah (2017) 43
6. Siregar (2017) 44
7. Asrofi (2019) 51
8. Kurni (2019) 52
9. Fadhila & Fatimah (2020) 56
4.2 Discussion 59
4.2.1 Similarities and Differences 59
1. Similarities 59
2. Differences 60
4.2.2 Significance and Implication 60
CHAPTER V CONCLUSION AND SUGGESTIONS

5.1 Conclusion 65
5.2 Suggestions 66
REFERENCES 67
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CHAPTER I
INTRODUCTION
1.1 Background
One of the language skills that should be mastered is writing. Writing is
mostly difficult for students to write and they are required to write on their own
writing, struggling by themselves to refine their writings without any interaction
or feedback from either other friends or teacher. The natural order of learning a
second language is listening, speaking, reading and writing. Reading and writing
need to be taken into account as an advance stage of language improvement. One
of the skills that is highly complicated and difficult for the most of foreign
language learners is writing. Even though it is difficult, it is a very important thing
for many students because through writing they can show their knowledge in the
content of written form. This difficulty the students face is not only to write and
organize the ideas, but also to generate the ideas into written form. Besides, to
make a good written form, it needs aspects in language component, for example:
spelling, punctuation, word choice, pronunciations, grammar, and vocabulary. If
language skill of writers is weak and difficult, it will be very difficult for them to
become more proficient.
Writing activity is the most important for students to write English in
written form. Without good writing skill, students cannot share their ideas,
message, opinion or feelings, and information that other people write. In line with
1
2
it, writing has an important role in language learning. An essential skill for
learning to write and make a simple text or paragraph is needed. Without
sufficient writing, students cannot communicate and express their feelings both in
written form and spoken form effectively. The more students master writing the
more they can write, read, and listen as they want. Process of writing, in fact,
requires a different approach to the design of instructional activities. The activities
need to fulfill functional requirements and to embrace the different stages
observed in the writing process. The researcher focuses on the
prewriting/rehearsing/revising phase to help student-writers develop ideas,
generate plans, serve initial stimulus for writing and provide motivation, and
specific activities.
Furthermore, in objective of the research, there are relation between ideas
listing technique and pre-writing. Pre-writing activity is the most disregard of
stage. The most important skill to explain and practice through extensively in
writing classes is pre-writing. Pre-writing activity allows the students to write
freely about the topic and look for specific focus. In this case, listing technique
makes a specific purpose to make sub-list word into a simple text or paragraph. In
the process of listing technique, the students are allowed to generate as many
ideas as possible and write down without worrying about appropriateness,
grammar, spelling, or organization.
In addition, listing technique is a process which should be done next to
thing. It means that listing can help students to have a way on what they should
write. Idea listing technique can be built and put into the mind of students in
3
writing text. It also can improve students’ imagination in writing. In short, l isting
technique is the way to arrange ideas in writing by choosing words and combining
them into sentences and paragraphs in order to ease the students improve their
ideas. In this study, the researcher is interested in analyzing the listing technique
implementation by previous experts. It is also found that the analysis, description,
and explanation of the previous studies about listing technique is necessary.
1.2 Problem Statement
Based on the background, the importance of writing skill and ability in
language learning helps students become better writers and affect their language
development. To help students to be aware of that, the implementation of listing
technique is effective as has been proved by previous studies. In line with it, the
problem statement is formulated as follows: (1) How is the implementation of
listing technique in writing classes by previous researchers?; and (2) What is the
effect of implementation of listing technique in teaching writing?
1.3 Objective of the research
Based on the background and problem statement, the objective of the
research is to describe and analyze the findings of the previous studies regarding
the implementation of listing technique in writing classes or the teaching of
writing.
1.4 Significance of the Research
The significance of this study is to introduce or re-introduce the
implementation of listing Ttechnique in English classes of writing. This

4
strengthens the point that writing be learned in the most fun way which is through
listing ideas. Additionally, this study is also expected to give contributions for
teachers, students, and future researchers. As for teachers, the technique facilitates
and motivates them to help the students undergo their problems in writing. Other
than that, future researchers are provided with benefits and implications that this
study has.
1.5 Scope of the Research
The data analyzed in this research were taken from the findings of the
previous studies conducted. This research focuses on describing and analyzing the
implementation of listing technique in teaching writing from five skripsi and four
articles.
1.6 Operational Definition of Key Terms
To clarify some terms used in this study, the researcher has provided the
definitions as follows:
a. Study is activity or process in learning which is done by readings, fact and
attending school.
b. Implementing is the execution of any idea, model or method.
c. Listing is a technique that you write some of words on the paper (topic), then
you make list of words or phrases to generate the ideas.
d. Writing is an activity in which person expresses the ideas, thoughts,
expressions, and feelings which are used for communicating with others in
the written form.

CHAPTER II
RELATED LITERATURE REVIEW
2.1 Related Literature Review
2.1.1 Nature of Writing
There are two ways to tell information. They are speaking and writing. But
the fact, in writing we have to try hard to think about what we want to write
systematically. In writing we have to arrange the words to make good sentence
with correct grammar. McCrimmon (1976:6) notes:
Writing is hard work, but writing is also opportunity; to convey

something about yourself, to communicate ideas to people; your
immediate vicinity, to learn something you didn’t know. To make
good use for those opportunities, you need to develop the
confidence that will enable you to overcome whatever frustration a
writing assignment may present.
Writing is one of the communicative ways in using language. In this way,
the researcher can arrange the sentence orderly. It makes the reader easy to find
the information although there is no gesture like we found in speaking
communication. The sentences are related to each other. In relation to this
“Writing is a sequence of sentences arranged in particular order and connected
together in certain ways” (Byrne,1988:1). However, the sequence is very short,
two or three sentences, and even one sentence form coherence provided that they
are put in the aggregate and they have relationship. It is normally called a text.
Writing sometimes come easily if we have a mood or clear purpose, and usually it
is very difficult and “writing some conscious mental effort: we think out our
5
6
sentences and consider various ways of combining and arranging them” (Byrne,
1988:1).
2.1.2 Writing Ability
Writing is some activities that people do to produce written form. People
transfer their idea, information through their writing. Oshima & Hogue (1997:1)
state, “Writing is progressive activity. This means that you first write something
down, you have already thinking what you are going to say and how you are
going to say it.” People share experience, knowledge, news, stories into their
writing. All of those stuffs have been existed on their head before they write it.
Writing is a process of putting thought, ideas, opinions, experiences,
events, and histories such as writing letters, notes, shopping list, etc. According to
Atwan & Forrer (1986), writing can be as one way of expressing our feelings.
Writing can also be a hobby to spend our time, but finally in this modern life,
people can get money from doing their writing, like a journalist, novelist, or script
writer. As Albee in Atwan & Vesterman (1987) states that writing is to find out
what we are thinking about. According to Hyland (2002), writing is the evidence
our personal experience and we can be evaluated by reading our own writing. The
purpose of writing, then the increased complexity of its context of use and diverse
background and needs of those wishing to learn, all push the study of writing into
wider frameworks of analysis and understanding. The failure of the students in
writing is likely to happen because of media used by the teacher during teaching
and learning process. Media is proven can increase the students’ curiosity to write
everything in their mind.

7
There are four basic skills in English. They are listening, speaking,
reading, and writing. Writing and speaking include in productive skills while
reading and listening belongs to receptive skills. Comparing with other skills,
writing is the most complicated skill but it can be effective in improving another
skills. The four basic English language skills are divided into two categories such
as receptive skills and productive skills. Reading and listening considered
receptive skills whereas speaking and writing are known as productive skills.
Writing is one of the four basic skills. The start learning to communicate through
written form as they begin to interact with others at school level. The writing skill
is more complicated than that of other language skills (Javed, Juan, & Nazli
2013).
Writing skill is more complicated than other language skill because
everybody is able to write something that they want to, but not everybody can
make a good writing. And there are some elements of writing that the writer
should master to produce a good written form. Even this skill is complicated than
another skills, people should still mastering it. Mastering writing skill is important
especially for students. Advance writing skill is an important aspect of academic
performance (Kellog & Raulerson, 2007).
2.1.3 Components of Writing
In order to make a result of a good writing, it needs to be supported by
several components such as organization, grammar, mechanics, and vocabulary as
stated in the scope of the research.

8
2.1.3.1 Grammar
Grammar mastery is very important in writing a paragraph or an essay. It
helps the writer to produce a good writing and definitely the reader will be easy to
understand. The lack of grammar mastery will make the readers confuse and
difficult to know the ideas of the writing text. The information that is available in
paragraph which tries to share to the readers is useless since the paragraph is not
grammatically arranged. Kane (1988:13) asserts, “Grammar means the rules
which structure our language”. Grammar is the rule that says how words a
changed to show different meaning, and they combine into sentences. It means the
study of grammar helps us to communicate more effectively, especially in writing.
It helps us to convey our message in appropriate way.
2.1.3.2 Vocabulary
Vocabulary is a core component of language proficiency and becomes the
most important things in order to provide everybody to be a good writer in writing
performance. Vocabulary is essential in a language instruction. It means that when
we learn a language, of course we learn the vocabulary of that language. Rivers
(1981:462) explains, “It would be impossible to learn a language, without
vocabulary”. Based on that definition, the researcher concludes that vocabulary is
the total number of words, which exists in a language. We can learn a language
because there are a number of words which is called vocabulary.
2.1.3.3 Organization
Organization is concerned with the pattern to express our idea in writing.
Organization or judgment skill is the ability to write in an appropriate manner for

9
a particular purpose with a particular audience in mind, together with an ability to
select, organize and order relevant information. Typically, it refers to the larger
parts of a piece of writing. It also refers to how paragraphs and sentences are
written. It provides readers with the information they are looking for in an orderly
manner. Referring to the explanation above, it can be concluded that organization
is the way how the writer organizes the idea in the sentence to get unity and
coherence.
2.1.3.4 Mechanics
The other component of writing which is too important to create a good
paragraph is mechanics. Mechanics are particularly component in writing. In
order to make the writers can extend their message to readers in a clear and
understandable way, it is important to know the rules of how to use mechanics in
writing. Mechanics of writing covering: Punctuation and capitalization, and
spelling.
1) Punctuation
Punctuation is needed to express the meaning of a sentence. The use of
punctuation is very important in writing. It is a signal, used to make the message
of our writing is understandable and has sense. Punctuation also function as
signals in written language which help the reader clarify the meaning of sentences
and interpret the correct meaning of the sentences. The punctuation is numerous.
There are eleven major punctuation marks. They are full stop or period (.), comma
(,) hyphen (-), question mark (?), exclamatory (!) inverted commas/single and
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double (‘’ and “”), semicolon (;), colon (:), brackets (()) apostrophe (‘) and capital
letter (A, B, C…..).
2) Capitalization
Capitalization or capital letter is also an important element in writing good
English sentences. Capital letter is used at the beginning of sentence and at the
first letter for the names of people, the days of week, the months of the year and
their abbreviation, nationalities and language, etc. is needed to explain name of
place, person and to begin a new sentence when writing a paragraph. If the
sentences are not capitalized correctly, ambiguous meaning and misunderstanding
will appear. It also differentiates one sentence to other. Correct paragraph depend
on the use of capitalization in writing. It also helps the reader to distinguish a
particular and general class of people, place and other things in the paragraph.
3) Spelling
Spelling is also important in writing. To write English well, the writer
should be able to master how to write word well. Because when students make
error in spell the word, it can make the reader does not get the meaning of word.
That is why teacher has to pay attention on teaching spelling. For many students,
especially in Indonesia to write English word is quite difficult because it is strange
for them.
2.1.4 Paragraph
Paragraph is a part of writing which have topic sentences, supporting
ideas, and concluding sentences. A paragraph is a basic of organization in writing

11
which a group of related sentences develop one mind idea (Oshima & Houge,
1997). Based on the definition above, it can be written that every sentence in
paragraph have connected to the main idea. In developing writing paragraph
general idea or topic sentences should be clearly. Topic sentences can be put in
the first, middle, and the last of the sentences. Meanwhile, to make reader more
understand what the writer means supporting idea must be connected to the topic
sentences.
2.1.5 Type of Text
2.1.5.1 Narrative Text
Narrative text is kind of text that retells the story, past event or previous
experiences. And the aim of the text is to entertain or amuse readers or listeners
about the story. Narrative text consist three part of generic structure they are
orientation, complication, and resolution.
2.1.5.2 Descriptive Text
Descriptive text is kind of the text that describing about something such as
persons, things, and places. In descriptive text the function is to describe the
things, places, or people with the generic structure. Meanwhile, descriptive text
used simple present tense and action verb as the language feature.
2.1.5.3 Report Text
Report text is kind of the text that presents information about something as
the result of the observation analysis. It is the present about things, animal, or
human in general.
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2.1.5.4 Recount Text
Recount text is the text that the past experiences by retelling past event or
incidence. The purpose of the recount text is to give information and
entertainment.
2.1.6 Characteristics of a Good Paragraph
2.1.6.1 Unit
Paragraph unit is the main characteristics of a good writing. It is describe
all the sentences in paragraph. Keenan (1990) states that unity means that you
discuss only one main idea in a paragraph. Every good paragraph has unity, which
means that in each paragraph; only the main idea is discussed. That is why, the
topic sentences, supporting ideas, only focus of the main idea.
2.1.6.2 Coherence
A paragraph is coherence when every sentence is connected each other. It
is easy for reader to find out the information in paragraph. Smalley, et al (
2001:30) explain, “Another element that a paragraph need is coherence. A
coherence paragraph contains sentences that are logically arranged and that flow
smoothly “. It means every paragraph are connected to be a good writing such as
topic sentences, supporting ideas, concluding sentences, etc. Besides, using
consistent of choice of element and transitional signal must be one way to achieve
in writing.
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2.1.7 Stages of Writing
Writing needs a process to make a good work. To be a good writer there
are some aspects that have to be required. A good writing skill could not appear at
once. It needs several times revision process based on how a persons’ capability in
understand what his/her writing.
As stated by Oshima & Hogue (1997) that writing has four stages, as
follows :
1. Prewriting
Prewriting is the first stage in writing process. There are two steps namely
choosing and narrowing a topic brainstorming.
2. Planning (Outlining)
Planning organizes the ideas the learners generated by brainstorming into an
outline. There are three steps on planning those are: making sub-list, writing
the topic sentence, and outlining.
3. Writing and Revising Draft
In this stage, a writer does three steps, writing the first rough draft, and
organization, and proofreading the second draft.
4. Writing the Final Copy to Hand in
As the final activity in a writing process, a writer has to rework the written
drafts and polish them for the presentation or publication.
Writing cannot be done without going through the certain stages. Every
writer follows their own writing process before making their own final drafts.
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Writing is started by choosing topics and brainstorming, and then making outline
papers, arrange sentences and paragraph to make a draft. Then, revise the writing
by increase or decrease the sentence. The process aims to develop the writing and
make sure that no more any errors in grammar, spelling, punctuation, and make
sure that no any sentence that do not have meaning.
2.1.8 The Concept of Listing Technique
2.1.8.1 The Definition of Listing Technique
Listing is the one of a technique in writing. It focuses to generate the ideas
in the paper through topic that is given. Dawe & Dorman (1984:34) state, “There
are about 30 techniques in prewriting, such as, journal writing, brainstorming, free
writing, quick writing, listing, looping, asking question, inventory, scratch outline,
outlining, interviewing, monologues, survey talking, cubing, and etc.” It can help
the students in writing to generate their ideas and develop the topic sentences.
Additionally, idea listing technique is also known as ILT.
Including process of listing technique, the teacher as a guided to generate
the Idea by topic is given for students. The teacher gives some options topic then
the students choose the topic. The students must write what in their mind about
the topic or write every word in their mind. After that, students explore their ideas
into written form. Kaner et al. (2007) add that generating ideas through listing is
to generate a list of innovative solutions or ideas to a difficult problems or topics.
When a problem or topic is more complicated than it generally appeared, using
idea listing is an alternative way to solve it. Students can start sorting out the
15
topics, and prioritizing the elements they want to tackle first. Thus, idea listing is
often an important first step in reducing the complexity of a difficult task
According to Oshima & Hogue (1997), listing is a brainstorming
technique in which you think about your topic and quickly make a list of whatever
words or phrases come into your mind. Your purpose is to produce as many ideas
as possible in a short time, and your goal is to find a specific focus for your topic.
It means, through this technique students more attractive to get an explanation
about the topic, because they try to develop their ideas into written form.
Furthermore, Rebori & Havercamp (2007) indicate that ILT is a technique
students may use to facilitate discussions for generating innovative ideas for
writing. This technique helps them search for a better understanding of a topic by
eliciting diverse smaller topics and ideas on the given topic (Rebori &
Havercamp, 2007). Moreover, idea listing can be useful to help students either
generate topics or create main points and key details.
Referring to the advantage of ILT, Rebori & Havercamp (2007) state that
this is a helpful technique for a wide range of learners challenge. For example, it
can be used when a learner is discussing new topic, or has polarized ideas on a
topic. The ILT may also be employed when learner feels that a topic appears to be
overwhelming. Thus, it produces a wide range of ideas and is particularly helpful
when a learner needs to break down a complex or general topic into easily
understood smaller components of the topic.
Idea listing technique means a process of exploring ideas, knowledge, or
information in the form of conceptual or a long list. The ILT refers to a way of
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generating ideas for the target topic in writing in which this technique is
implemented in prewriting stage. Prewriting stage encourages the generation of
ideas (Brown, 2001), and it is a way of organizing students' thoughts and
beginning to put the information they have. In addition, as indicated by, students
can produce creative and interesting texts when teachers allow them time and
opportunity. Among other things, it is for generating ideas. In fact, the generation
of ideas is very necessarily conducted before students are going to write.
2.1.8.2 Explore Innovative Idea Listing
The following is an example of how to explore innovative idea through the
process of listing idea shown by Oshima & Hogue (1997). The writing assignment
is to write a paragraph a person who has made difference in the world, in the
community, or in the writer’s life. He showed an example of ideas listed which is
produced through ILT.
First, the writer made a list of people who have made a difference. Then he
decided which person to write about and his choice
A Person Who Has Made a Difference

Albert Einstein Bill Gates
Mother Teresa Aunt Sarah
Martin Luther King, Jr. Mr. Jakobsen (high school counselor)
Cesar Chavez Grandfather
Adopted from Oshima & Hogue (1997:16)
Next the writer started e new list. He wrote his chosen topic, Grandfather,
at the top of new piece of paper and started writing words and phrases that came
into mind about his grandfather.

17
Grandfather
uneducated (high school? eighth grade? started hospital in town –
only
farmer hospital in big area
worked hard first farmer to terrace his land – now every one does
it
helped his community improved farming techniques in his
area
started community hospital smart
respected in community read about new things
went to a mosque every week terracing helps prevent soil
erosion
got up early listened to experts
worked late thought things over
was the first person in town to buy a car made me laugh when i was little
forward-thinking
The writer then looked at his second list and decided to write about how
his grandfather helped his community. He circled that idea. Then he thought about
how his grandfather helped his community. He circled two ideas and marked them
A and B. The writer also crossed out anything that did not belong to these two
ideas.
Grandfather
uneducated (high school? eighth grade? started hospital in town – only
farmer hospital in big area
worked hard first farmer to terrace his land – now every one does
it
B helped his community A improved farming techniques in his
area
started community hospital
smart
respected in community read about new
things
went to mosque every week terracing helps prevent soil
erosion
got up early listened to experts
worked late thought things over
was the first person in town to buy a car made me laugh when i was
little
forward-thinking
18
2.1.8.3 The Advantages and Disadvantages of Using Listing Techniques
There are some advantages and disadvantages in listing technique. The
advantages and disadvantages of Listing Technique below are adapted from
Miftah (2012) and Rediansari (2012). The advantages are as follows :
1. The ideas of listing technique is easy to understand
2. through listing technique can be generated the ideas in short time from the
topic.
3. It is a good way to produce the ideas
4. It needed several material resources
5. It can rapidly to know information needed from the topic
The disadvantages are as follow :
1. The product of writing more to useful quantity rather than quality
2. It can make the students far from the topic that is an assigned, because the
conceptual is free
2.1.8.4 The Implementation of Listing Technique in Teaching Writing
Writing is the one of productive skill that be master by student to
developing their ability. In process of writing student can be use component of
writing such as spelling, grammar, punctuation and choosing the appropriate
vocabulary to develop their writing skill. That is why, the writer focus on teaching
writing through listing.
Furthermore, in teaching writing, students need more attention to help
them write well. Stuart & Cooney (2008) state that while teachers have very
19
limited control over most of the intrinsic influences on learning, they do have
control over what is taught and the manner in which it is taught. It mean that’s
method or technique can help student to develop their ability. Many kinds of
media or technique that can be use one of them listing technique. Listing is one of
the techniques in writing. It is a technique that the option of the words or topics
make a list about the topic by words or phrases and generate the ideas. It is very
helpful for the students in developing writing ability. According to Oshima &
Hogue (1997) , there are some steps that must be done in listing process, they are:
1) Write down the general topic at the top of your paper.
2) Then make a list of every idea that comes into your mind about that topic.
Keep the ideas flow. Try to stay on the general topic.however, if you write
down information that is completely off the topic, do not worry about it
because you can cross it out later.
3) Use words, phrases, or sentences.
4) Write down that idea on your paper.
Four steps in listing technique will help students as writer to arrange their
idea into written paragraph. By using the steps, they will be guided to write what
should be written based on the listing steps. In order to finish their writing, the
students have to use the steps orderly. So, they will be easy to explore their ideas
well. Finally, they can make a good writing which is suitable with their needs.
In this research, there are some procedures to conduct of the researcher in
the classroom, especially in teaching writing. The procedure can be seen below.
1) Ask students to write down the general ideas in the papers

20
2) Ask students to write every ideas that comes in to their mind
3) Ask students to use of words, phrases, or sentences eventhough their spelling
and grammar is not correct
4) Ask students to write descriptive text by using ideas in appropriate to their
topic.
In relation to the teaching of writing through Idea Listing Technique, the
utilization of ILT can be through the teaching procedure. The procedures of the
implementation of ILT for writing activities involves the application of the
writing stages adapted from Gebhard (2000), those are, prewriting, drafting,
revising, and editing. The focus of ILT implementation is particularly on
prewriting stage. The prewriting activities focus on implementing Idea Listing
Technique in generating ideas. Prewriting is a preparation to write and the getting-
ready-to-write stage which is like a warming-up for the athletes (Tompkins &
Hoskisson, 1995). The following is the development of teaching procedures of the
ILT implementation have effectively practiced in teaching EFL writing, focused
on writing an expository paragraph by Miftah (2015). The process steps are as
follows.
First, teacher leads students to a topic by showing pictures through LCD
followed by some questions as brainstorming. Then he introduces the issue or
topic and tells the instructional objectives. Students are given an allotted time to
respond to the question; however, when necessary, it is important that they remain
flexible in taking additional time. They should be able to complete steps one
through seven within 15 to 30 minutes (Rebori & Havercamp, 2007).

21
Second, teacher asks students to participate in generating ideas through
ILT. To do so, he distributes a model of an expository paragraph, asks them to sit
in groups of three, and asks a group member to be facilitator to lead the process.
Then he assigned them to analyze the paragraph for focusing on the writing task
of writing an expository paragraph. The use of ILT in prewriting stage enables
students to get ideas because it is similar to the techniques – ways to get started –
used in prewriting stage such as brainstorming, clustering, strategic questioning,
sketching, free writing, exploring the senses, interviewing, and information
gathering (Gebhard, 2000).
Third, teacher distributes a large sheet of paper (A4). It is suggested to
arrange a large sheet of paper (i.e., wall paper, A4 paper, flip chart). Students
often produce more ideas than they expect, thus a sufficient amount of larger
paper is required (Rebori & Havercamp, 2007). He next informs students to be
involved in their group activities and to follow the rules include – all ideas count
even the “crazy” ones and no side conversations during the activities.
Fourth, teacher asks students to explore and share ideas of a general topic
to be smaller ones or sub topics (in words and phrases), and list them on the paper
as the first list. If students begin to discuss ideas while they are still being listed,
the facilitator should remain them of the ground rule that side conversations are
not allowed (Rebori & Havercamp, 2007). In addition, teacher reminds students
that the time will be up, so they might produce additional ideas. It is suggested
that near completion of generating ideas, the teacher announces to students that
“Approximately two minutes remain for generating ideas.” Sometimes this

22
announcement may produce additional ideas (Rebori & Havercamp, 2007). After
that, he asks them to read the ideas listed and discuss them for clarity and
grouping in categories, and then rearrange the ideas based on the categories. Next
he asks them to choose one of the items listed in the categories to be a smaller
topic to write an expository paragraph.
Fifth, students are asked to generate ideas of the sub topic that have been
decided in words or phrases, and list them on the paper as the second list. It is to
lead students to easily write suitable topic sentence for an expository paragraph.
Any of these ideas can be the controlling idea in their topic sentence, while some
others can be supporting sentences. Teacher also reminds students that the time
will be up, so they might produce additional ideas. After that, to organize their
ideas generated using ILT, he assigns students to make a paragraph outline for an
expository paragraph.
Sixth, teacher assigns students to write first draft in drafting stage.
Drafting stage centers on providing students chances to start writing based on a
paragraph outline idea they have made in the previous stage. Drafting is a stage
designed to allow the writers to put their ideas on paper without worrying about
mechanics or neatness (Roe, Stoodt, & Burns, 1995). In addition, Brown (2001)
points out that drafting is viewed as an important and complex set of strategies,
the mastery of which takes time, patience and trained instruction. In this stage,
students are assigned to write rough draft as their first draft. For so doing, students
are assigned to write a title and start writing their first draft individually based on
the outline they have made.

23
Seventh, teacher asks students to revise their first draft in revising stage.
The revising stage focuses on providing students chances to revise their first draft
they have made in the drafting stage with emphasis on the content and
organization rather than on the mechanics. Revising is to make the writing clearer
and more interesting to the readers (Glencoe, 2001). Both drafting and revising
stages are the core of the writing process (Brown, 2001). In revising stage
students rethink and rewrite the first draft to form the second draft. To do so,
teacher guides students to revise their writing in terms of content and organization
through peer revising and self-revising. To do peer revising, students are asked to
make a group of three. They are suggested to use Peer Review Checklist for
Expository Paragraph taken from book, Refining Composition Skills: Rhetoric
and Grammar (Smalley, Graff, & Saunders, 2001). They respond to each other’s
drafts by answering the questions of the checklist in their task book. Meanwhile,
for self-revising, students are assigned to revise their own draft by using Revision
Checklist for Expository Paragraph taken from book, Refining Composition
Skills: Rhetoric and Grammar (Smalley et al., 2001). Students answer the
questions of the checklist in their task book, and then write second draft based on
the suggestion from peer and self-revising.
Finally, teacher assigns students to edit their second draft in editing stage.
The editing stage centers on providing students chances to edit the drafts, and
proofread the drafts for accuracy and correctness in spelling, punctuation,
capitalization and grammar. Editing is putting the piece of writing into its final
form. It is the process in which students begin to look at correctness (Stone,

24
1990). Tompkins & Hoskisson (1995) assert that editing stage primarily focuses
on the content of students' writing. Students need to edit their draft to make sure
their sentences are clear (Glencoe, 2001). To do so, teacher guides students to edit
their second draft through self-editing. They are suggested to use Self Editing
Worksheet taken from book, Introduction to Academic Writing (Oshima &
Hogue, 2007). They respond their own draft by answering the questions of the
worksheet. After that, they are asked to write final version of their writing, and
then to submit.
CHAPTER III
RESEARCH METHOD
3.1 Research Design
This research was conducted by using library research design. This design
allowed the researcher to describe and analyze data obtained from the secondary
sources. According to Mirzaqon & Purwoko (2018), library research is a study
conducted through collecting the data with the help of various reading material
found in a library, such as documents, books, articles, etc. Furthermore,
Mirzaqon & Purwoko (2018) add that this research design is a theoretical study in
which references and scientific literature are related to what is being examined. In
line with it, Khatibah (2011) explains that library research design is a
bibliographic and systematic study which involves the process of collecting
reading material or bibliography, related to the purpose of the study. Therefore, in
conducting this research, reading and note-taking are important in order to help
researchers provide the information found in the secondary data sources (Sari &
Asmendri, 2020).
3.2 Data Source
The data are used in discussing the answers of research questions.
Additionally, the data are collected from five skripsi: Rediansari (2012),
Khotimah (2017), Siregar (2017), Asrofi (2019), and Kurni (2019); and four
scientific articles: Fata et al. (2015), Miftah (2015), Alika, Usman, & Hastini
(2016), and Fadhila & Fatimah (2020). Additionally, this technique was proposed
by Oshima & Hogue (1997).
25
26
3.3 Technique of Data Collection
In collecting the data of the research, the researcher used qualitative
technique. To answer the research questions, the researcher examined the data
from five skripsi: Rediansari (2012), Khotimah (2017), Siregar (2017), Asrofi
(2019), and Kurni (2019); and four scientific articles: Fata et al. (2015), Miftah
(2015), Alika et al. (2016), and Fadhila & Fatimah (2020). In collecting the data,
the researcher used the following steps adapted from Sari & Asmendri (2020).
1) Selecting the topic of the study.
Before getting into the main step, the researcher selected the topic of the
study by deciding on what to focus.
2) Finding out supporting information.
As the first step done, the researcher then found out the supporting
information needed to support the topic of the study.
3) Emphasizing the focus of the study
With the supporting information needed was found, the researcher
emphasized the focus of the study. Therefore, the later discussion is more
detailed.
4) Finding and selecting bibliography or required reading sources.
Finding and selecting reading sources are highly required to support the main
discussion of this study.
5) Classifying the reading sources found.
After the information from the secondary data sources selected and found, the
researcher classified them to make it organized.

27
6) Reading the sources found and taking notes of the important points and key
information.
Reading the sources was purposed to help the researcher understood the
content better and taking notes was purposed to help the researcher memorize
the important points and key information of the secondary data sources.
7) Reviewing and enriching the reading sources.
Once the data sources found, the researcher reviewed them to check whether
or not it needed to be enriched.
8) Re-classifying the reading sources and starting to write down the results.
Finally, as the seventh step done, the researcher re-classified them when it
was necessary.
3.4 Data Analysis and Interpretation
The data of the research were analyzed, described, and concluded due to
the research questions. After all the steps in technique of data collection done as
the required information obtained, the researcher analyzed and interpreted the data
found in the secondary data sources with the following procedures adapted from
Sari & Asmendri (2020).
1) Reading the data sources found.
The researcher read the data that are used in this current study carefully. The
researcher paid attention to the main information needed.
2) Taking notes of the key information found in the secondary data sources.
28
After reading the data sources carefully, the researcher also took notes on the
important points needed or the key information found in the secondary data
sources.
3) Reviewing and enriching the reading sources as well as the supporting
information.
With all the previous two steps done, the researcher reviewed the data sources
found whether or not they need to be enriched with more explanations.
4) Re-classifying the reading sources.
After the third step, the researcher re-classified the reading sources on which
one needs to be removed or added.
5) Writing down the results.
As the re-classifying process done, the researcher wrote down the results
based on the organization.
6) Describing and organizing the information found in tables.
In order to organize the written information, the researcher described and
organized them in tables to help readers understand it better.
7) Concluding the data sources found by paying attention to the significance.
Finally, after all the steps conducted, the researcher concluded the
information found to draw the overall similarities and differences. This was
also done by paying attention to the significance of the previous studies.

CHAPTER IV
FINDINGS AND DISCUSSION
4.1 Findings
This study is about describing and explaining the answer of a qualitative
question. In order to get the answer, the researcher use studies by previous
researchers which are known as the secondary data sources. Additionally, there
are a number of studies that deal with writing skill and ability. However, there are
only nine valid studies regarding the use of Listing Technique in teaching writing.
The used studies are by: Rediansari (2012), Fata et al. (2015), Miftah (2015),
Alika et al. (2016), Khotimah (2017), Siregar (2017), Asrofi (2019), Kurni (2019),
and Fadhila & Fatimah (2020). Furthermore, to help readers understand the
findings of the previous studies, the researcher has classified them based on the
researcher names, year, topic, procedure, method and findings. They are provided
in Table 4.1.
Related to the findings, it is found that generally, there are similar
procedures applied by previous researchers. The teaching of writing using ILT
elaborates teaching media. In line with that, the general procedures include: (1)
leading students to a topic by showing pictures through LCD followed by some
questions as brainstorming; (2) asking students to participate in generating ideas
through ILT; (3) distributing a large sheet of paper (A4); (4) asking students to
explore and share ideas of a general; (5) asking stuents to generate ideas of the
sub topic; (6) asking students to write their first draft; (7) asking students to revise
their draft; and (8) asking students to edit their draft.
29
30
Table 4.1
Findings of the Previous Studies
No Researchers Year Topic Procedure Method Findings

1. Rediansari 2012 Writing First, teacher asks the students Quasi Experimental T-counted was found to be 11.661
Descriptive to write down the general topic Research Design higher than F-table. H0 is rejected
Paragraph at the paper top. Second, the and Ha is accepted. In conclusion,
teacher asks the students to students’ ability in writing
make a list of every idea that descriptive paragraph by using
comes into their mind. Third, listing technique is high, and
the teacher Use words, students’ ability in writing
phrases, or sentences, and descriptive paragraph without using
don’t worry about spelling or listing technique is low, and also
grammar. Fourth, students can there is a significant effect of using
write their descriptive listing technique toward ability in
paragraph by using certain writing descriptive paragraph of the
ideas that appropriate to their first year students at State Senior
topic. High School 1 Rengat Indragiri
Hulu Regency.
2. Fata et al. 2015 Writing Skill First of all, there has to be one One Group Pretest- It was found that there was
of descriptive topic to be developed. Second, Posttest Design significant difference of the
text imagine and think all about students’ writing skill between pre-
favorite food. Third, write test and post-test after teaching by
everything that comes in mind using listing technique. To prove
on a paper. Fourth, recheck the the hypothesis, the writer used t-
list. It can be rearranged, score formula. Based on data
edited, or even deleted if it it analysis t-score was 12.5,
unimportant. Fifth, arrange the meanwhile ttable was 2.074. Also,
sentences into a good listing technique could improve
31
paragraph. students’ ability of writing aspects.
3. Miftah 2015 Writing First, prewriting activities was Classroom Action The results shows that the students’
Ability of done. Second, the lecturer Research achievement in writing expository
expository asked the students to paragraphs in Cycle I was not
paragraph participate in generating ideas. satisfactory yet. It was found that
Third, the lecturer assigned the the percentage of the students
students to analyze the achieving the score greater than or
paragraph. Fourth, the lecturer equal to C (60-69) was only 67.74%
distributed a sheet of paper. (21 students of the class. It was
Fifth, the lecturer asked the found that the average percentage of
students to explore and share the students doing the activities was
ideas of a general topic. Sixth, 69.44% (22 students of the class
the lecturer asked the students were actively involved in the
to write first draft in the writing activities). It means that the
drafting stage. Seventh, the result was fail since it did not meet
lecturer asked the students to the second criterion of success
revise their draft. Eighth, the
lecturer asked the students to
edit and finalize their draft.
During the process, the
students were asked to list
down their ideas.
4. Alika et al. 2016 Writing Skill First, the teacher asks the Quasi Experimental The findings show that t-counted
of descriptive students to write down the Research Design (8.12) was greater than the t-table
paragraph general topic at the top of (1.99) by applying 0.05 level of
paper. Second, the teacher significance and the degree of
asks students to make a list of freedom (df) was 84. The use of
every idea that comes into listing technique is effective to the
their mind about that topic. students’ during writing skill of the
Third, students can starts to eighth grade students at SMP
32
make a list of every idea about Negeri 3 Palu.

their topic and let them make
it as many as possible. Fourth,
use words, phrase, or
sentences, and don’t worry
about spelling or grammar.
Fifth, students can write their
descriptive paragraph by using
certain ideas that appropriate
to their topic.
5. Khotimah 2017 Students’ 1) Write down the general Qualitative The result of analysis that showed t-
Ability in topic at the top paper; 2) Make (Not mentioned counted (2.44) was higher that t-
Writing a list of every word or phrase clearly) table: (1.69). It meant alternative
Narrative that comes into mind about hypothesis (Ha) was received and
Text topic; 3) Use words, phrases or null hypothesis (Ho) was rejected.
sentences. Don’t worry about
spelling or grammar.
Remember, your primary goal
is to write down the ideas as
quickly as they come to you
without worrying about
whether an idea is important,
interesting or related to your
subject. Try to focus on the
topic.
6. Siregar 2017 Writing 1) Use a separate, whole Classroom Action The students’ writing ability
Ability in sheet of paper; 2) Write Research improved significantly. The
Writing topic at the top; 3) Write improvement of students’ ability
Recount Text many ideas about the topic; was 58.91 (43.47%) in first cycle
33
4) Write single words or and 80.34 (91.30%) in the

shorts phrases, but do not second cycle with the calculation
write long sentences; 5) result of t0 is bigger than tt (6.53
Write down every and do ˃ 4.29). The result found during
not worry about whether the the research. The learning
ideas are good or bad; 6) activity was more comfortable
Underline and highlight the for students where they could
good ideas; and 7) Cross out use their critical thinking while
ideas that are not related to learning and teaching process.
the topic.
7. Asrofi 2019 Writing First, hang large sheets on the True Experimental The findings show that the t-
Ability of wall. Second, ask a student to counted value is 10.65, higher than
descriptive be a volunteer for chart t-table value (1.6849) in 5% and
text writing. Third, explain the 2.7079 in 1%. It can be concluded
rules for suspending that Ha is accepted and Ho is
judgement. Fourth, state the rejected. This signifies that there is
students group’s task in the positive and significant effect of
form of question. Fifth, give a Idea Listing Technique on students’
estimate for the activity. Sixth, writing ability of descriptive text.
ask for a student again as a
volunteer.
8. Kurni 2019 Descriptive 1) Select a topic that is an Classroom Action The result shows that the average of
Writing important part of curricular Research students’ score in pre-test is 61.80
Ability unit; 2) Have students write %, the post-test 1 is 70.20% and the
the word or phrase at the top post-test 2 is 83.12 %. It can be
of a sheet of paper and list as inferred that the result has reached
many terms, facts, ideas, out the criteria of the indicator of
concepts, definitions, or success
experiences as they can that
they remember from previous
34
lessons in other grades or units

of study; 3) Students can also
work in small groups to
develop collective Focused
Lists; 4) Examine the lists or
have small groups post their
charts; and 5) Look for
similarities, noting which
things students readily recall
and whether the ones that are
critical to learning are missing
9. Fadhila & Fatimah 2020 Writing First, write down general topic Experimental Study The findings show that the
Recount Text at the paper top. Second, make (Not mentioned technique is effective and suitable
a list of every word or phrase clearly) to solve the problem and can
that comes in mind. Third, use improve students’ writing, attention,
words, phrases, or sentences. ability, and motivation in writing
process.
35
4.1.1 Procedures of Listing Technique Implementation
This part covers the findings related to the listing technique
implementation in teaching writing by previous researchers. This also covers the
design, number of samples, sampling technique, and scope which are used by
previous researchers. There are nine previous studies used in this current study.
They are found to be valid in which they have the information of publishers,
volume, and issue (for articles) and clear university or repository names (for
skripsi and theses).
1. Rediansari (2012)
The study by Rediansari (2012) was conducted at the tenth grade students
of SMA Negeri 1 Rengat Indragiri Hulu, Riau. It was a study conducted through
quasi experimental research design. There were 50 students used as the samples
and selected using cluster sampling technique. Additionally, this study focused on
content, organization (identification and description), vocabulary, grammar, and
mechanics (spelling and punctuation). The kind of text used was descriptive text.
Rediansari (2012) explained that there are some procedures implemented
in conducting Listing Technique in writing classes. They were: (1) the researcher
asked the students to write down a general topic at the top of paper. Additionally,
Rediansari explained that writing down a general topic is an important first step of
writing descriptive paragraph using Listing Technique. It would be easy for the
students to develop their ideas if they could decide their general topic in their draft
writing processes. The students would be more focused on things or words to
write that are also appropriate with their general topic; (2) the researcher asked the
36
students to compile a list of every idea that comes into their mind about that topic.
This includes keeping the ideas flow. Just write down everything in mind and try
to stay on the general topic. However, it has also need to be remembered that if
the students write down information that is completely off the topic, it should not
be considered as problems because they can cross it out later.
After writing down the general topic, Rediansari explained that the
students were instructed to make a list of every idea about a topic and let them
compile it as many as possible because they crossed some ideas if it was not
appropriate to their topic. This brings to procedure number (3) which is about
using words, phrases, or sentences, and not worrying much about spelling or
grammar. Rediansari (2012) emphasized that when compiling a list of the idea,
the students were allowed to any use word, phrase, or sentence, and if they made a
mistake, it was a process of writing a good paragraph; and (4) the students were
asked to write their descriptive paragraph by using certain ideas that appropriate
to their topic.
2. Fata et al. (2015)
The study by Fata et al. (2015) was conducted at the seventh grade
students of SMP Negeri 7 Banda Aceh. It was conducted through an experimental
research called one group pretest-posttest design. There were 23 students used as
the samples and selected using simple random sampling technique. In addition,
this study focused on descriptive text, content, vocabulary, and grammar.
Based on the findings by Fata et al. (2015), Listing Technique has six main
procedures. The first one is that the researcher or the instructor needs to have one
37
topic to be developed. For example, the topic selected is “favorite food.” The
second step to do is to imagine and think about all favorite food in mind. It could
be many things and consist of questions such as “what it is”, “the reason”, “where
to find it”, or “how often you eat it.” The third one is that to write everything in
mind about a topic and compile them into a list. The fourth one is that to see and
recheck the list after compiling it. Only then, a researcher or an instructor can
rearrange, edit, or delete the unimportant parts. Also, the list compiled can be
rearranged into a paragraph. In the case of Fata et al., it had to be a descriptive
paragraph. Therefore, the paragraph made by the students should be suitable with
the generic structure of descriptive text. The fifth one is that to arrange the list
compiled into correct sentences and correct grammar after the list was finished by
the students. Finally, the sixth step is that all the correct sentences were written
and arranged into a good paragraph consists of one main idea and four to five
supporting sentences.
Moreover, Fata et al. (2015) explain the detail about the treatment given to
the students using Listing Technique. The treatment was divided into four by
implementing Listing Technique. In the first treatment, they divided the students
into five groups and they were taught how to write a descriptive text. Afterwards,
they gave the students an example of descriptive text entitled “My Mother.” The
purpose of giving Listing Technique was to help the students in developing ideas.
Here, the researcher explained about what Listing Technique is and what the
benefits are. The researcher also explained to the students about nominal and
verbal sentences which were used often in a descriptive text writing. For that, the
38
researcher gave an instruction to the students as follows: “Please write a
descriptive text entitled “My Mother”, think about your mother, how is she?”
While showing the list to the students, the researcher explained about the parts of
descriptive text: identification and description. It was also explained to the
students a little bit of simple present. Finally, teacher collected the students’
worksheet.
In the second treatment, the researcher informed the students about their
achievement and scores in the first treatment. The researcher divided the students
into five groups again and the groups are different from the previous one. The
groups of students were divided based on their achievement in the first treatment.
The students who obtained good scores were assigned to work with the students
who obtained low score. After that, the researcher reviewed the previous lesson in
the first treatment and explained it again to the students. Here, the researcher
explained about the definition and benefits of Listing Technique again. Next, the
researcher asked the students to make a list of words or phrases about their best
friends. Then, the students were asked to write the list into a descriptive paragraph
with a title “My Best Friend.” Finally, after the students finished the task, the
researcher collected the students’ worksheets.
In the third treatment, the researcher divided the students again into the
same groups as in the second treatment. They were asked to present their texts
complied in the second treatment to the whiteboard and discussed it together with
other groups. The focus of the lesson was about the ideas, vocabulary, and
grammar. After discussing it together with the researcher and knew where did
39
they do it wrong, the researcher asked the students to rewrite the descriptive text
entitled “My Best Friend.” Finally, after finishing all procedures in the third
treatment, the researcher collected the worksheets from the students.
In the fourth treatment, the researcher focused the lesson on test
preparation. First of all, the researcher informed the students about their scores in
the previous meeting and appreciated the students who obtained good scores.
Second of all, the researcher got into the main focus of the fourth treatment which
was about the test preparation. The researcher gave the topic to the students which
was about “My School.” It was given at the same day as the posttest. It was
purposed to give strength to the students and to improve their knowledge. This
fourth treatment included the teaching of ideas, vocabulary, and grammar. Again,
the researcher divided the students into groups that they had in the second and
third treatment. Here, the researcher asked the students to think about their school
and made a list of words or phrases in their mind when they listened to “My
School.” Next, the researcher asked the students to write the list and make it into a
good paragraph. Finally, the researcher collected the students’ worksheets.
3. Miftah (2015)
The study by Miftah (2015) was conducted through Classroom Action
Research Design to the 31 university students of writing II class of the third
semester of English Department at State Islamic College of Palangka Raya. The
samples were selected through total sampling technique. All students were taken
as the subjects of under the consideration that their writing ability is insufficient.
Additionally, the study focused on enhancing the students’ ability in writing

40
expository paragraph. The study by Miftah (2015) was divided into two cycles.
Miftah (2015) based the action on the planning of Ideai Listing Technique
development. This included suitable steps on the implementation. In line with
that, there were two writing tasks given to the students and every cycle received
one task. Miftah (2015) also explained that the topics given to the students in the
first cycle were: “University”, “Family”, and “Sport.” On the other hand, the topic
given to the students on the second cycle was “Fruits.”
Furthermore, the procedures implemented by Miftah (2015) dealing with
Ideas Listing Technique were adapted and combined with general writing steps.
They include: prewriting, drafting, revising, and editing. The focus of
implementation of ILT was particularly on prewriting stage. Miftah (2015)
explained that prewriting activities focused on ILT implementation in generating
ideas. Getting ready to write and warm up are involved in this prewriting stage or
the preparation stage. During this stage, the steps conducted were: (1) the
researcher guided the students to a topic by providing them with pictures and then
followed by questions to trigger their enthusiasm; (2) the researcher introduced
the issue or topic and informed the students about the instructional objectives.
Here, the students were given an allotted time to respond to the questions. The
students should be able to complete the process within 15-30 minutes; (3) the
researcher asked for the students’ participation in generating ideas through the
technique which is Idea Listing. In gaining the objective, the researcher provided
the students with a model of expository paragraph and instructed the students to
41
sit based on their groups. The researcher also asked a group member to be a
facilitator in the process.
Then, the researcher tasked the students to analyze the paragraph in order
to focus on the writing task. The researcher, Miftah (2015), believed that the use
of Ideas Listing Technique in the prewriting stage make the students get the ideas
easily because it was similar to brainstorming, questioning strategy, clustering,
free writing, and interviewing; (4) the researcher distributed to the students a large
sheet of paper. The purpose of giving the students large sheet of papers was
because the students might produce many ideas than they thought they could do;
(5) the researcher informed the students to be active in group activities. No one
was allowed to be silent or inactive during this stage; (6) the researcher asked the
students to explore and share ideas of a general topic to be sub topics (in words
and phrases) and make it the first list.
In addition, the researcher reminded the students that they had limited time
in conducting the task. Then, (7) the researcher asked the students to read what
they wrote carefully and discuss them for finding out clarity and then grouping it
into categories. After that, the students were asked to rearrange ideas based on the
categories provided. Next, the researcher asked the students to choose one of the
items in the categories to write expository paragraph; (8) the students were asked
to generate ideas of the sub topic in words or phrases. They had to list them on the
paper as the second list. It was to lead them to write suitable topic sentence for
expository paragraph easily. The researcher also reminded the students that the
time would be up, so they might produce additional ideas. After that, to organize
42
their ideas generated using ILT, he assigned the students to make a paragraph
outline for expository paragraph.
The next stage is drafting stage. Here, the researcher asked the students to
write their first draft. This stage focuses on providing the students with
opportunities to begin writing based on a paragraph outline idea they made in the
prewriting stage. The next stage is called revision stage. In this stage, the
researcher asked the students to revise their first drafts by focusing on the content
and organization rather than on the mechanics. The students rethink and rewrite
the first draft to form the second draft. Based on it, the researcher guided the
students to revise their writing in terms of content and organization using peer
revising and self-revising. For peer revising, the students made a group of three.
They were suggested to use peer review checklist for expository paragraph. For
self-revising, the students were assigned to revise their own drafts through
revision checklist for expository paragraph.
Finally, it came to the editing stage. The researcher asked the students to
edit their second draft. This stage focuses on giving the students opportunities to
edit and revise ther draft. They were asked to check for accuracy and correctness
in spelling, punctuation, capitalization, and grammar.
4. Alika et al. (2016)
The study by Alika et al. (2016) was conducted through quasi
experimental research design. It was conducted to the eighth grade students of
SMP Negeri 3 Palu. The samples were selected through purposive sampling
43
technique. Additionally, the scopes of the study were: vocabulary, grammar,
mechanics (punctuation and spelling), and descriptive paragraph.
According to Alika et al. (2016), there were four procedures she
implemented in writing classes using Listing Technique. They were: (1) asking
the students to write down the general topic at the top of paper. This is a a first
step that is important in writing descriptive paragraph; (2) asking the students
make a list of every idea that came into their minds about that topic. Try to stay on
the general topic. However, if they write down information that is completely off
the topic, don not worry about it because it can be crossed out later. After writing
down the general topic, students started to make a list of every idea about their
topic and let them make it as many as possible they want because they cross some
ideas if it is not appropriate with their topic; (3) using words, phrase, or sentences,
and do not worry about spelling or grammar; and (4) students wrote their
descriptive paragraph by using certain ideas that appropriate to their topic. Next,
after listing many ideas, students wrote the descriptive paragraph based on their
topic by using the appropriate ideas.
Unfortunately, Alika et al. (2016) only gave short explanations about the
procedures she used in implementing Listing Technique. The details such as thow
many treatments and in what activities the technique implemented were not
mentioned.
5. Khotimah (2017)
The study by Khotimah (2017) was conducted to the second year students
of UINSU Medan. The study covered 60 samples selected through cluster random
44
sampling technique. The scopes of the research were: content, organization,
vocabulary, and language use. The study also focused on narrative text as the text
type used. Similar to Alika, et al (2016), the study by Khotimah (2017) did not
mention and explain the detail of the treatment given. It is only explained that the
rocedures covered four main steps. They are: (1) write down the general topic at
the top of paper; (2) make a list of every word or phrase that comes into your
mind about topic.. The harder the students think, the more ideas will flow to their
minds. Of course, it has to refer to the general topic. If, however, the students
write down the information that is completely off the subject, it can be crossed out
later; (3) use words, phrases or sentences. Do not worry about spelling or
grammar. The primary goal is to write down the ideas as quickly as they come to
the students without worrying about whether an idea is important, interesting or
related to your subject. Just try to focus on the topic
6. Siregar (2017)
The study by Siregar (2017) was conducted to 23 students of grade VIII at
SMPN 5 Padangsidimpuan. It was conducted through Classroom Action
Research. However, the sampling technique in the study conducted by Siregar
(2017) was not mentioned. This study focused on recount text, grammar,
vocabulary, mechanics, fluency, and form. In addition, the study by Siregar
(2017) was divided into two cycles. Each cycle consisted of planning, action,
observation, and reflection stages.
In the first meeting of the first cycle, Siregar (2017) conducted planning
stage. In the planning stage, the students were instructed by the researcher for
45
each meeting during the research done in the classroom. The researcher made
lesson plan based on the Listing Technique procedure and used material about
recount text. Then, the researcher prepared instruments for the students. Next
stage is called action stage. Here, the researcher came into the class with English
teacher of gare VIII, Elmi Sartika Dewi Lubis. The researcher then explained that
the purpose of this research was to complete data for thesis. During this stage,
Siregar (2017) greeted the students to open the class and then checked the
students’ attendance list. The research also motivated and provided the learning
material to the students. The researcher asked the students to review the material
about recount text. Some of the students answered it doubtfully. None of them
explained what they had in mind confidently. After that, the researcher gave them
feedbacks to what they had explained. The researcher emphasized some points,
such as what is recount text and purpose, the language features, the generic
structure, the grammar and the tenses that used in recount text.
Then, the researcher got into the materials. Firstly, the researcher informed
the students that before begin to write, students had to have one topic to develop.
Researcher provided the students with the topic “school” and wrote at the black
board. Secondly, the researcher asked the students to image and think about ideas
that appropriate with the topic “school.” They were: “friend, teacher, and lesson”.
Thirdly, the researcher asked the students to write things (words or phrases) into
lists. The chosen topic that was “friends” and the lists were: “intimate, table mate
and classmate”. Fourthly, the researcher asked the students again to edit and
46
rearrange the idea and make sub topic that developed into a paragraph. After
being edited by the students, the last topic was given, it was about “classmate”.
Fifthly, the researcher asked the students to arrange lists about the last
topic. The lists were: “Minang Internasional Hotel, Jam Gadang, Ngarai Ma’aram
Park, Lobang Jepang, Lembah Anai, Zoo, and Aur Kuning”. Finally, the last lists
would be developed together by the researcher and the students to become some
paragraphs. Every one sub topic was a main idea of one paragraph in Bukittinggi
text. Afterwards, the researcher and the students had done to write step by step of
the procedures, the researcher asked the students, “Did you understand?” Some of
the students said yes. At the end of the lesson, the researcher asked the students to
tell what they have learned in the class that day briefly. The researcher concluded
the lesson and then closed the class.
The third stage is called observation. In this stage, the researcher observed
the students’ activity during the teaching and learning process. In class, the
students still had some problems, such as lack motivation when learning writing
recount text, the students did not have full attention when learning writing recount
text, students did not feel enthusiastic when learning writing recount text, the
students did not do all the task, the students did not collect the task on time, and
the students did not do their task appropriately. Therefore, in the next meeting, the
researcher thought that it needed to give more motivation to the students.
The fourth stage is called reflection. The conclusion of applying the action
in this meeting was: (1) there were some students confused about how to write
recount text appropriately with learning material. It might be caused by the fact
47
that the students did not understand yet about the procedures of Listing
Technique; (2) students had not finished yet task while collecting time. It caused
by the fact that they were lack of interest in doing their task. For this condition,
the researcher realized that the first cycle was less, or the result of the first cycle
was less successful to improve the students’ writing ability. It can be concluded
that the action should be revised and changed for improving the students’ writing
ability.
In the second meeting of the first cycle, the researcher also conducted the
planning stage. In this meeting, the researcher evaluated the students. The next
stage that was conducted was action stage. Here, the researcher greeted the
students cheerfully. The researcher then checked their attendance list. They
looked sleepy at that time. After the researcher asked them what actually
happened, they answered that they felt sleepy because of the gloomy day. Then
researcher did not start the class directly. The researcher decided to talk with the
students about things that could build their interest in learning today. After that,
the researcher led them to start focusing on the lesson.
In the second meeting, the researcher asked the students to do the first test.
Before that, the researcher reminded the students again about learning material
that they had learned in the previous meeting. The researcher asked them to write
a recount text. Firstly, researcher gave them a worksheet to do the first test in
which the researcher explained to them what they should do. The students were
asked to write a recount text about their experience. After all the students
understood what they had to do, they started to write. They were doing their task,
48
the researcher walked around the class to make sure that they worked
individually. When the bell rang, a student helped the researcher to collect their
works. Then, the researcher said good bye, thanks and left the classroom. The
researcher corrected their work and gave a mark as first test of first cycle.
The next stage is observation. Here, the students in this meeting looked
more interested and enthusiastic to write. They had gotten more improvement than
the previous meeting. More than half of the students finished the test on time.
After this stage finished, the next stage was reflection. In this meeting, most of the
students were still confused to answer the test. Based on the observation, most of
the student still had low motivation. The first test in the first cycle was about
Bukittinggi. In this test, few students got score above the passing grade. There
were four students obtained 40 as the final score, there was one student obtained
45, there were five students obtained 50, there was one students obtained 55, there
was one student obtained 60, there was one student obtained 65, and there was 10
students obtained score 75.
After the second meeting on the first cycle done, Siregar (2017) then
moved to the second cycle. The planning stage was conducted to deal with the
students’ problems. The condition on the second cycle was different from the first
cycle. Based on the problem obtained in the first cycle, most of the students still
had low motivation. Therefore, the researcher could give high motivation to make
the students more interested. The second stage was action. The researcher started
the class by greeting the students and checking the attendance list. The researcher
began the lesson by telling the students about the topic they were going to learn
49
that day. Before giving the example, the researcher gave text about Vacation to
Aek Sijorni. It was completed by the procedures of Listing of Aek Sijorni Text.
There was a draft of procedure listing and recount text in the printed text. The
class members looked surprised and excited. They said that the new printed text
was way more clear and easy to understand because it completed by the draft of
Listing Technique procedures. Hence, they understood more about the lesson. The
researcher asked the students to pay attention to the text. The researcher gave
some questions to the students that led them to get ideas from the text.
Moreover, the researcher asked the students to answer the questions
quickly. Who was the faster to answer was given the plus score and applause.
Only then, the students became more enthusiastic than they were in the first cycle.
The researcher continued to the next activity. Firstly, the researcher asked the
students to try making recount text together by asking them to think about ideas
that were appropriate with topic Vacation to Aek Sijorni. Then, some students
raised their hands and said “family”. Secondly, the researcher asked the students
to image and made lists that appropriate with the topic. The students said
“Celebration the important day, and Vacation”. Thirdly, the researcher asked the
students to write a thing into a list about the topic that had been chosen. All of the
students were silent. They were confused, but one student raised her hand and said
“vacation miss”.
The researcher said good and asked all of the students to give applause.
Fourthly, the researcher asked the students again to arrange and edit that
unimportant part from the topic and the students responded “vacation to Sibolga,
50
Aek Sijorni, Aek Milas Paringgonan”. Finally, the researcher asked the students
again to choose one and made lists into the correct sentences what they wanted to
develop about the last main idea. Students said “Vacation to Aek Sijorni” and
make list “Swimming pool, Small Waterfalls of Sijorni, and Café”. Then, the
researcher asked the students to develop it, every one list became main idea in one
paragraph. The students became more motivated and active during the activity.
The students also did not hesitate to write their ideas in their written text. The
students also became faster and better in writing their test than in the cycle 1.
The third cycle here is observation. The class condition in the learning
process was better than in the previous cycle. It could be seen from the result of
field notes showing that the students were able to focus and followed the writing
lesson, they enjoyed doing exercise. The students were also more enthusiastic to
learn about the material and that the students had collected their task on time. The
fourth stage is reflection. Reflection stage was carried out after observing the
students. The researcher felt satisfied for the effort to improve the students’
writing skill of recount text. The students understood how to make recount text,
and could explore their ideas easily.
Finally, after conducting all the stages and activities, Siregar then came to
the last meeting of the second cycle. It was also known as the fourth meeting of
all. This included the planning, action, observation, and reflection stages. In this
meeting, the researcher gave the first test in the first cycle about learning material
that was learned previously by the students. The activities conducted were: (1) the
researcher entered the classroom; (2) the researcher greeted the students warmly.
51
It aimed to relax them before they did the test. Besides, it aimed to remind them
about recount text briefly. The researcher then checked their attendance list. There
were no students absent at that day. In this meeting, the students had to write a
recount text. It was to write about their experience. Their writing was scored as
the test of second cycle; (3) the researcher evaluated about learning material that
the students had learned before. Afterwards, the researcher provided the answer
sheets to the students after the students were ready. The researcher explained what
they had to do. In doing this test, the students had to apply what they had learned
about the recount text in the previous meetings.
After they were ready, (3) the researcher instructed the students to start
writing the recount text. The researcher walked around to control them.
Sometimes, the researcher asked some of them to be quiet. When the researcher
informed the students that there were ten minutes left, they seemed panic. Finally
time was up, the researcher thanked the students and closed the class, then went
outside of the classroom. The students in the last meeting looked more interested
and enthusiastic to write. They had gotten the improvement than the previous
meeting. The students did their test actively and all of the students finished the
test on time. As the reflection from the second test, after calculating the result of
students’ writing ability test that had done in the second cycle showed that the
score of the students improved.
7. Asrofi (2019)
The study by Asrofi (2019) was conducted to the eighth grade of MTs
Raudhotul Jannah, Central Lampung. It was conducted through true experimental

52
research design. The samples used were 30 students and selected through random
sampling technique. Additionally, the scopes of the research were: organization,
grammar, vocabulary, mechanics (spelling and punctuation), and writing ability of
descriptive paragraph.
In line with procedures, Asrofi (2019) explained that the researcher first,
hung large sheets of paper on the wall. Second, asked for a student (member or
non-group students) as a volunteer to serve as the chart writer. The job of the chart
writer was to write down the students’ ideas without censoring or improving
anything. Third, explained the ground rules for suspending judgment in which: (1)
the students might put anything on the list that seemed relevant; (2) suspended
judgment that no arguing or criticizing permitted; (3) no discussion while the
listing was underway. Ideas were discussed later after the list had been built; (4)
stated the students group’s task in the form of a question. For example “What are
our options for reducing our budget?” Fifth, gave a time estimate for the activity,
and had the group begin. Sixth, asked for a student (member or non-group
students) as a volunteer to serve as the chart writer. (1) honored everything
everyone said; (2) used mirroring as often as possible; (3) summarized complex
sentences for the chart writer; (4) if anyone began arguing or discussing an item, a
student politely reminded the whole group of the ground rules. Seventh, do not
panic when the pace slowed down. It usually meant the students were thinking.
8. Kurni (2019)
The study by Kurni (2019) was conducted through Classroom Action
Research. It was conducted to the second year students (eleventh grade IPA) of
53
SMA TMI Raudhotul Qur’an Metro. There 24 students used as the samples of this
study and selected through purposive sampling although it is not clearly
mentioned and explained (the students were as the subject of the study since they
had poor ability in descriptive writing). The scopes of the study were: content,
organization, vocabulary, language use, mechanics (spelling, punctuation, and
capitalization).
The study by Kurni (2019) was divided into two cycles. In the planning
stage of cycle one, the researcher collaborated with the English teacher. the
researcher planned to give several things that were linked to the teaching and
learning process such as: the lesson plan, the descriptive material, the instrument
that would be examined, etc. Also, the researcher prepared the tools that were
used in learning descriptive writing, made observation sheet of the students’
activity, recognized the problem and the causes of problems at the first and the
end of learning activities, and the researcher planned to give evaluation to
measure how far the descriptive material that had been taught could be accepted
by the students. In the action stage of the first cycle, two meetings were covered.
The first meeting was used to give the pretest. The second meeting was used to
give posttest.
The first meeting was used as the pretest time before the students were
given action. The collaborator opened the class by greeting, praying, and asking
the students’ condition and that 70 minutes gave to researcher completely. The
researcher gave pretest to the students. The topics in the pretest were “your
brother or sister”, “your mother”. The students chose one the topic to make a
54
description about it. The second meeting was started by greeting, praying and
checking the attendance list, and asking the students’ condition. Then, the
researcher gave the topics in post-test 1 are “your home”, and “your school”. The
students were supposed to choose one topic and then made a descriptive text
about it. Moreover, the Focused Listing Technique was used by the students in
making the descriptive text. In the posttest I, the result of the students’ test was
better than the students’ test before being given the treatment. In this session, the
researcher got the result of the students’ posttest 1 in cycle 1.
In the observing stage, the observation was done by the researcher and
collaborator during learning process. There were some observations that had been
done such as; observation on the students’ activities, teacher notes, and
observation on the result of the evaluation. Those were explanations from the
points above. In this time, the researcher gave the material to the students, but the
students still faced some difficulties in learning writing descriptive text. Then,
move to the reflecting stage, it was found that there was an improvement on the
result of pretest and posttest 1. The students were interested enough in learning
process although the condition of learning process was still uncontrolled. Some
students still did not focus on the material, and tended to be noisy English
learning process at cycle 1 was successful enough although the students’ average
score was low.
Cycle two was similar to cycle one. It was divided into planning, acting,
observing, and reflecting stages. Additionally, in the planning stage, the
researcher collaborated with the English Teacher. The collaborator wanted to

55
make and discussed about the lesson plan. Based on the students’ result in cycle I,
The researcher and collaborator concluded that the problems were some students
did not understand how to use grammar and found difficulties to express their
ideas. Therefore, the researcher and collaborator tried to revise the several
problems that appeared in cycle I and arranged lesson plan for re-application in
cycle two.
After the previous stage, the researcher (Kurni) moved to the action stage.
It was divided into two meetings. In the first meeting, the researcher opened the
meeting by greeting, asking students to pray together, checking students’
attendance, and then the researcher tried to talk with the students about the
difficulties in comprehending the text that the students faced in the first cycle.
After that, the researcher announced the result of writing descriptive ability score
from the last meeting. The researcher told that the students should be more active
in the learning process. When the researcher explained, the students were more
active in joining the learning process in which they paid attention to the
explanation.
After explaining the material, Kurni gave the paper of descriptive text.
Before closing the material, the researcher and the students concluded the
material. During the discussion, the collaborator observed the students’
cooperative and activeness in discussing the material. The condition of the class
was more controlled than the last meeting. The students became more confident to
convey their prediction after comprehending the text. After finishing the
discussion, the researcher closed the meeting. As the first meeting done, the
56
second meeting was conducted. The researcher began the meeting by greeting,
asking students to pray together, checking students’ attendance, and asking the
students’ condition. Then, the observation stage was done. The observation is
done by the researcher that presented about two meetings in cycle two. In this
stage, the students got more active and enthusiastic in following the teaching
learning process. According to the result of the observation conducted, it can be
concluded that the learning process was successful. It can be inferred that the
learning process had been done well and the students became more active than
they were in cycle one.

.
9. Fadhila & Fatimah (2020)
The study by Fadhila & Fatimah was conducted to the junior high school
students, grade eight of SMP 2 Tarusan. Unfortunately, the design of the research
was not mentioned. The samples and sampling technique were not mentioned as
well. The text used in this study was recount text and the focus was not
mentioned.
In this study, Fadhila & Fatimah focused on the implementation of Ideas
Listing Technique in the teaching of writing recount text. They explained that
there were various topics of recount text. The topics include factual, procedural,
and personal. To encourage the students, the materials used were taken from
textbook and internet. In line with that, the researcher needed media to help the
students give the instruction during the teaching process. Fadhila & Fatimah
explained that the implementation of Idea Listing Technique was in while activity.
In this pre-teaching activity, the researcher needed to recall the students’

57
background knowledge. The followings are the procedures the Fadhila & Fatimah
applied in the pre-teaching activities: (1) the researcher greeted the students; (2)
the researcher checked the student’s attendance; (3) the researcher reviewed the
previous lesson; (4) the researcher stated a new topic; (5) the researcher stated the
objective of the lesson; (6) the researcher explained the benefit of the lesson; and
(7) the researcher introduced the technique that was used.
The next stage in the teaching of writing was while teaching activity. In
this activity, the ILT (Ideas Listing Technique) was implemented. This activity
were divided into observing, questioning, collecting information, associating, and
communicating. In the observing stage, the researcher showed to the students a
video about someone’s experience. Fadhila & Fatimah believed that this activity
provided the students with an opportunity to observe what happened in the video
themselves. It was also purposed to build up the students’ background knowledge
about recount text. The students were asked to observe the characters involved in
the video they watched. Next, the questioning stage. Here, the students asked the
researcher about the text material. They were also allowed to ask anything they
were not familiar with. The questions the students asked were about the purpose,
language features, generic structure, and social function of recount text. Before
answering the students’ questions, the researcher asked the students first about the
answer based on their opinion. After that, the researcher explained the correct
answer for the students to understand.
Collecting information was the next stage that Fadhila & Fatimah applied.
In this stage, the students collected some information about recount text. The
58
researcher gave to the students time to find the example of recount text and then
students were asked to find information about generic structure, social function,
and language features of recount text by observing the text given to them. In
addition, the students used text book, material given by the teacher and other
resources to help them do this activity. After that, the students were asked to
compare what they found to the other text that they have learne`1d before. This
activity was in associating stage. Here, the students processed the information that
had been obtained in data collection stage.
Communicating is the next stage after the associating stage. This stage was
the stage to implement the Idea Listing Technique. In this stage, the students were
asked to create a new example of recount text. Firstly, the researcher distributed
large sheet of paper. The researcher distributed the paper, mentioned the topic,
and asked the students to share and explore the idea about the topic in word or
phrases and list them as the first list. In this stage the researcher informed the
students to be involved in their group activities and to follow the rules, including
all the group members had to share their ideas. Also in this stage, the researcher
reminded the group member that the conversation was not allowed.
Post teaching activity was the last activity conducted by Fadhila &
Fatimah. In this stage, the researcher asked the students about what they had
learned and they had to answer it. Then, the teacher concluded the lesson. At the
end of the lesson, the teacher provided individual homework for the students.
Finally, the researcher informed about the topic for the next meeting. Therefore,
the students were well prepared for the next learning process.
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4.2 Discussion
4.2.1 Similarities and Differences
With the procedures of Listing Technique implementation explained in the
previous part, it is also important to compare the previous studies that are used.
The comparison covers the similarities and differences that the previous nine
studies have.
1. Similarities
The previous studies that are used as the secondary data sources in this
current study have similarities to each other. The similarities are: (1) the technique
that they used; (2) the findings of their studies; and (3) some other things. In line
with the similarities, all the previous studies used Listing Technique in the
teaching of writing. However, they used various steps in implementing it in the
writing classes. Another similarity of the previous studies is the results of their
studies. All nine studies have proved that implementing Listing Technique in the
teaching of writing helps the students improve their writing skill and ability.
Additionally, it is also stated that the similarity covers “some other
things.” This is different from the previous numbers. There are some studies
which are similar to each other in terms of design used, scopes, educational level,
and sampling technique. There are four studies used experimental research design.
They are: Rediansari (2012), Fata et al. (2015), Alika et al. (2016), and Asrofi
(2019). Most of the studies also focused on vocabulary, grammar, and mechanics.
For the educational level, there are four studies conducted to the eighth grade
students. They are: Alika et al. (2016), Siregar (2017), Asrofi (2019), and Fadhila
60
& Fatimah (2020). Also, most of the previous researchers used random sampling
technique to select their samples.
2. Differences
The previous studies that are used as the secondary data sources in this
study also have differences to each other. The differences include: (1) the research
design used; (2) level of the students; and (3) the texts used. The studies by
Rediansari (2012), Fata et al. (2015), Alika et al. (2016), and Asrofi (2019) used
experimental research design. They are: true experimental (Asrofi, 2019); quasi
experimental (Rediansari, 2012 and Alika et al., 2016); and pre-experimental
(Fata et al., 2015). The studies by Miftah (2015), Siregar (2017), and Kurni (2019)
used CAR. On the other hand, the studies by Khotimah (2017) and Fadhila &
Fatimah (2020) do not mention or state the designs they used. The studies by Fata
et al. (2015), Alika et al. (2016), Siregar (2017), Asrofi (2019), and Fadhila &
Fatimah (2020) focused on the junior high school level. The studies by Rediansari
(2012) and Kurni (2019) focused on the senior high school level. The studies by
Miftah (2015) and Khotimah (2017) focused on the university level.
4.2.2 Significance and Implication
As the similarities and differences found, the researcher then analyzed the
significance and implication of the previous studies conducted by experts from
2012-2020. All the findings of the previous studies using Listing Technique show
that Listing Technique is significant in improving the students’ writing skill and
ability. Rediansari (2012) explained that Listing Technique improved the
students’ writing on content, organization, vocabulary, grammar, and mechanics

61
because this technique allows the students to write down everything they have in
mind without worrying too much about the mistakes. This was also because this
technique brainstormed the students’ minds and helped the students to develop
their ideas, according to the findings by Rediansari (2012). Rediansari (2012) also
implied that Listing Technique can help the students to break their blocked-
mindedness in writing.
Next, Fata et al. (2015) also found that Listing Technique helped the
students in writing class, during the treatment, because the students could make
their thoughts on the track. They knew what to do because Listing Technique
provided them with the central point or the topic that they needed to make into a
list. Also, Listing Technique helped the students to arrange their ideas and fire the
students’ imagination. Then, the students enjoyed the teaching and learning
process of writing because of the significances that Listing Technique has. Fata, et
al (2015) explained that the significances help the students improve their writing,
especially on content, vocabulary, and grammar. In addition, the study by Fata, et
al (2015) implied that the implementation of Listing Technique help the students
achieve better scores in writing.
Miftah (2015) found that Listing Technique helped the students do better
on their expository paragraph writing because the technique led the students to the
topic by involving them in brainstorming activity. The process of the
implementation also utilized pictures that were related to the topic given. With
that done, the students could recall their background knowledge and generate their
ideas in a way that conventional technique does not have. Moreover, Miftah
62
(2015) implied that the best outcomes can only be achieved by applying
appropriate procedures. In the conclusion, Miftah, (2015) state that Listing
Technique is effective and suitable to enhance the students’ ability in writing
expository paragraph.
According to the findings by Alika et al. (2016), the significances of
Listing Technique that can be implied are that the technique helped the students
generated their ideas better in a short period of time. The students could also find
the specific focus for the given topic. This is because the technique guided the
students to pay attention to what they work on. In addition, by listing down ideas,
the students could avoid their stress in writing descriptive paragraph. Moreover,
Alika et al. (2016) gave the implication that this technique is effective to help the
students improve their writing skill.
Explanations by Khotimah (2017) showed that the significances of Listing
Technique help the students improve their writing, especially on content,
organization, vocabulary, and language use because the technique is a democratic
way of generating ideas. It allowed the students to write everything they had in
minds. Also, the concept of listing was very easy for the students to understand.
Listing Technique helped the students to generate their ideas in a short period of
time and it required only a few material resources. Another one is that the
technique helped the students get started when they had no topic in mind. Most
importantly, the technique allowed the students to write down ideas in the form of
words or phrases and not in the form of complete sentences. Finally, it could
quickly identified information needed to support the students’ point of view.

63
Siregar (2017) explained that the significances that Listing Technique has,
are related to the benefits this technique provides. First, the students could
develop their ideas and focus on the topic. Second, the technique helped the
students to improve their comprehension on their background knowledge because
it elicited smaller topics. In line with it, the researcher (Siregar) had more time to
go into the topic deeply. Therefore, the role of the researcher in teaching the
students was done perfectly well. Furthermore, Asrofi (2019) found that the
significances of Listing Technique during the study are: (1) helped a group to
rapidly identify many aspects of the subject; (2) drew a wide range on a given
topic; (3) helped to solve complicated problems; (4) provided the students and the
teacher with more time to go into depth of the topics; and (5) helped the students
see what their friends were thinking about during the research.
Kurni (2019) explained the significance and implication of Listing
Technique as follows: (1) Listing Technique is simple, quick, and flexible in
collecting information on the students’ background knowledge about a particular
topic; (2) the technique gave the teacher clear ideas of what specific terms and
concepts the students remembered and which ones the students did not; (3) the
technique indicated that most information is from the students’ point of view or it
is about what the students think; and (4) the technique stimulated the students to
remember anything they may relate to about the topic given. Through this, they
were connected to many ideas in a short period of time. In conclusion, Kurni
(2019) implied that Listing Technique, or Focused Listing Technique that he used
can improve the students’ decriptive writing.

64
The study by Fadhila & Fatimah (2020) does not provide clear
explanations about the significance of Listing Technique. However, it can be
concluded based on the findings that the technique helped the students become
creative writer. This was because the students wrote everything they had in mind
without thinking about making mistakes. They just let their mind thinking about
what to write. Fadhila & Fatimah also signified that the students found this
process enjoyable. To sum up, they implied that Listing Technique helped the
students to write a recount text well.

CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
Based on the data description and analysis, it is then concluded that listing
technique is a good technique to implement in writing classes because it makes
the classmore interesting and fun. This is because listing technique allows the
student to think freely and write as many ideas as possible. Also, the technique
allows the students to explore their background knowledge. The implementation
of listing technique is appropriate for students from junior high school to
university levels as has been proved by previous findings by experts. Based on the
research question formulated, it is found that the implementation of listing
technique was done by previous researchers differently. They used different steps
and combined it with teaching strategies and method in schools. This combination
was done because they had to make it suitable with the students’ condition.
The students of three academic levels from junior high school to university
levels have their writing skill and ability improved. This was because of the listing
technique implementation. The improvement that the students of the previous
studies had is related to the significances that the technique provides. This is
proved by nine previous researchers. The significances that are found allow the
students to explore their background knowledge because it is simple, quick, and
flexible; the technique provided the teacher with clear ideas of what secific terms
the students remembered; it helped the students see what their
65
66
friends were thinking about during the research; and the technique helped the
students avoid their stress in writing a text.
5.2 Suggestions
Firstly, the effectiveness of listing technique in classes of writing should
be considered by those who involve in the teaching and learning of English. It has
to be an alternative in the teaching process because it provides the students with
quick, simple, and flexible way as has been proved by nine experts. Secondly, the
researcher suggests that the students should be more active in the process of
learning to improve their writing skill and ability. They are also suggested to be
independently involved in the process of individual writing. Thirdly, the
suggestion goesto other researchers who intend to conduct the similar research to
be more detail about the significance of using listing technique in writing classes.
Additionally, the researcher expects that the research findings can be used as a
starting point for the future researchers who have the same problems. Finally, the
researcher expects that this research can be used as a reference for other
researchers.
REFERENCES
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Asrofi, A. (2019). The Effect of Idea Listing Technique on Students’Writing
Ability of Descriptive Text at Eighth Graders of MTS Raudhatol Jannah
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Byrne, D. 1988. Teaching Writing Skill: (New Edition). London : Longman.
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Fadhila, Y. & Fatimah, S. (2020). Using Idea Listing Technique (ILT) in
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of English Language Teaching, 9(1), 278-287.
Fata, I. A., Kasim, U., Fajrina, D., & Darmawan, A. (2015). A Study on Teacher’s
Experiment and Students’ Development with Listing Technique (LT) in
Writing EFL Class. Al-Ta ’lim Journal, 22(3), 220-235.
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Glencoe. (2001). Writer’s Choice: Grammar and Composition Grade 6. New
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Kane, T. S. (2000). The Oxford Essential Guide to Writing. New York: Oxford
University Press.
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to Participatory Decision-Making (Second Ed.). San Fransisco: Jossey-
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Informasi, 5(1), 36-39.
Khotimah, N. (2017). The Effect of Listing and Questioning Techniques on the
Students’ Ability in Writing Narrative Text at the Second Year Students of
MAL UINSU Medan (Published Skripsi). State Islamic University of
North Sumatra, Medan, Indonesia.
Kurni, N. I. W. (2019). Improving Descriptive Writing Ability Using Focused
Listing Technique among the Second Year Students of SMA TMI
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Using Listing Technique at Grade VIII SMPN 5 Padangsidimpuan
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CURRICULUM VITAE
I. General
1. Name : Moh.farid
2. Place and Date of Birth : Masaingi, januari 28, 1995
3. Gender : Male
4. Parents Name
a. Father : Arham
b. Mother : Nuhuria
5. Religion : Islam
6. Address : Masaingi kec.sindue kab.donggala
II. Education
1. Elementary School : SD Negeri 1 Masaingi
2. Junior High School : SMP Negeri 6 Sindue
3. Senior High School : SMA Negeri 1 Sindue

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A STUDY ON THE IMPLEMENTATION OF LISTING

TECHNIQUE IN THE TEACHING OF WRITING

Submitted as a Partial Fulfillment of the Requirements

ENGLISH EDUCATION STUDY PROGRAM

Submitted as a Partial Fulfillment of the Requirements

ENGLISH EDUCATION STUDY PROGRAM

DON’T NEED, BEAUTIFUL

FACE AND HEROIC BODY,

WHAT YOU NEED IS

SKILLFUL MIND AND

Moh. Farid (A 121 14 192). A Study on the Implementation of Listing

Alhamdulillaahi Rabbil ‘Aalamiin, the researcher expresses his highest

gratitude to Allah Subhaanahuu Wa Ta’ala for blessing, love, opportunity, health,

and mercy to complete this skripsi. Shalawat is always sent to Prophet

appreciation to all of them. Firstly, the researcher’s deepest appreciation goes to

Moreover, a sincere thanks and appreciation are addressed to Rector of Tadulako

valuable experiences, times, memories, and togetherness.

Palu, December 2021

CHAPTER II RELATED LITERATURE REVIEW

CHAPTER III RESEARCH METHOD

CHAPTER IV FINDINGS AND DISCUSSION

CHAPTER V CONCLUSION AND SUGGESTIONS

One of the language skills that should be mastered is writing. Writing is

writing, struggling by themselves to refine their writings without any interaction

need to be taken into account as an advance stage of language improvement. One

language learners is writing. Even though it is difficult, it is a very important thing

spelling, punctuation, word choice, pronunciations, grammar, and vocabulary. If

become more proficient.

Writing activity is the most important for students to write English in

learning to write and make a simple text or paragraph is needed. Without

requires a different approach to the design of instructional activities. The activities

need to fulfill functional requirements and to embrace the different stages

observed in the writing process. The researcher focuses on the

prewriting/rehearsing/revising phase to help student-writers develop ideas,

Furthermore, in objective of the research, there are relation between ideas

listing technique and pre-writing. Pre-writing activity is the most disregard of

writing classes is pre-writing. Pre-writing activity allows the students to write

ideas as possible and write down without worrying about appropriateness,

grammar, spelling, or organization.

In addition, listing technique is a process which should be done next to

implementation by previous experts. It is also found that the analysis, description,

and explanation of the previous studies about listing technique is necessary.

1.2 Problem Statement

Based on the background, the importance of writing skill and ability in

development. To help students to be aware of that, the implementation of listing

problem statement is formulated as follows: (1) How is the implementation of

effect of implementation of listing technique in teaching writing?

1.3 Objective of the research

Based on the background and problem statement, the objective of the

the implementation of listing technique in writing classes or the teaching of

1.4 Significance of the Research

The significance of this study is to introduce or re-introduce the

implementation of listing Ttechnique in English classes of writing. This

1.5 Scope of the Research

1.6 Operational Definition of Key Terms

a. Study is activity or process in learning which is done by readings, fact and

b. Implementing is the execution of any idea, model or method.

you make list of words or phrases to generate the ideas.

d. Writing is an activity in which person expresses the ideas, thoughts,