THE EFFECT OF POW+TREE STRATEGY ON STUDENTS
’
ABILITY
IN WRITING HORTATORY EXPOSITION TEXT
A THESIS
Submitted as the Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
PERMADI PASARIBU
Reg Number: 2113121055
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Pasaribu, Permadi. 2113121055. The Effect of POW+TREE Strategy on
Students’ Ability in Writing Hortatory Exposition Text. A Thesis. Faculty of
Languages and Arts, State University of Medan. 2016
This study deals with the effect of POW+TREE Strategy on students’ ability in
writing hortatory exposition text.. The problem of the study is to find out whether
POW+TREE Strategy significantly affects students’ ability in writing hortatory
exposition text or not. This study was conducted by using experimental design. The
population of the study was the students of eleventh grade of SMA Methodist 8
Medan in the academic year 2015/2016, there were 3 parallel classes of grade XI.
There were two classes selected to be sample. The Experimental group (XI IPA-2)
was taught by applying POW+TREE Strategy, while the Control group (XI IPA-1)
was taught by applying conventional strategy. The data of the study was obtained
from the students’ scores of writing test. There were two kinds of test used in this
study. They were pre-test and post-test. The data were analyzed by applying t-test
formula. After analyzing the data, the result of the study showed that t-observed
(2.338) was higher than t-table (1.994) (t-observed > t-table) at the level of
significance of p = 0.05 and the degree of freedom (df) = 68. It can be concluded that
applying POW+TREE strategy significantly affects students’ ability in writing
hortatory exposition text, or in other words, the null hypothesis is rejected , therefore
the alternative hypothesis is accepted.
ii
ACKNOWLEDGEMENT
First of all, the writer would like to express his deepest gratitude goes to
Almighty Lord Jesus Christ for His uncountable blessing, never ending love, strength
and guidance to the writer during his study. It is just another blessing from kod to the
writer so the writer can finish this final project, as the requirements to obtain the S1
Degree of Sarjana Pendidikan at English Department, Faculty of Languages and Arts,
State University of Medan.
In the process of doing this thesis, many people have given their participation
such as their support, motivation and many kind of things. Therefore, the writer
would like to express his gratitude and special thanks to :
Prof. Dr. Syawal Gultom. M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd.,
the Head of English and Literature
Department and Reviewer.
Dra. Meisuri, M.A., the Secretary of English Department..
Nora Ronita Dewi, S.Pd., S.S., M.Hum.,
the Head of English Education
Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., his Thesis Consultant I
Isli Iriani Indiah Pane, S.Pd., M.Hum.,
his Thesis Consultant II and
Academic Advisor.
Dr. Anni Holila Pulungan, M.Hum., his Thesis Reviewer.
All the Lecturers of English Department
who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd.,
the Administration Staff of English and
Literature Department for giving information in completing the thesis.
Drs. Haron Wilson, the Head Master and
Pasu Batu-bara, S.S, the English
Teacher of SMA Methodist 8 Medan, for their supports to the writer so the
writer could do the research.
iii
His dearest Sister, Adena Kristanti Pasaribu, S.Si., and his Brothers, Johan
Kurniawan Pasaribu, S.Pd., and
Norman Mario Pasaribu, M.Sc., for their
supports and love to the writer especially doing this thesis, and his beloved
niece, Floridawaty Siregar and his cousin, Erikson Purba for great support
also for family who cannot be mentioned one by one.
All of her friends from Reguler B 2011 especially Aryadi, Arnita, Martina,
Melita, Devi, Evelin, Roslinda and Harni for the togetherness throughout
the four years and also her friends in PPLT SMP Negeri 3 Batu-bara.
His struggle friends
Putri Tarigan, Jetti
and
Dora
who always support to
explain about thesis and her close friends
Roberto Tarigan, Dedi
Simangunsong, Ahmad Fawzi,
and
Mursyid for togetherness through four
years and for the support to finish this thesis.
His sister and partner
Santa Damanik for our togetherness throughout this
year, for discussing everything about thesis and for sparing the time to handle
everything I need to finish this thesis.
His all friends in Line Group Unimed that can not mentioned one by one.
His lovely brothers, Asher Pasaribu, Pesta Pasaribu, and Wilson Pasaribu,
for a great relation until this time.
Pengurus UP-FBS (Bernard Nainggolan, Hasian Sidabutar, Nurdiana
Sinurat, Eri Sipayung, Marini Simangunsong, Maria Panggabean, Iko
Boang Manalu) and semuT cell group (Mey Yani Gea, Evrin Sitepu,
Octaviana Sembiring, Melda Purba, Lisa Sihombing, Lastri Prima)for
every pray and support to the writer to finish this thesis.
The writer realizes that, this thesis still has the paucity, he warmly welcomes
any suggestions and advices that will improve the quality of this thesis. He hopes that
this thesis will be useful for those who read it and feel interested in the field of this
study.
Medan, September 2016
The Writer,
iv
TABLE OF CONTENTS
Pages
ABSTRACT ... i
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vii
LIST OF FIGURES ... viii
LIST OF APPENDICES ... ix
CHAPTER I. INTRODUCTION
A. The Background of the Study ... 1
B. The Problem of the Study ... 5
C. The Objective of the Study ... 5
D. The Scope of theStudy ... 5
E. The Significance of the Study ... 5
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical framework ... 7
1.
Writing ... 7
2.
Process of Writing ... 8
3.
Genre ... 10
4.
Hortatory Exposition Text ... 12
a.
Communicative Purpose ... 12
b.
Rhetorical Structure ... 13
c.
Grammatical Patterns ... 13
d.
Example of Hortatory Exposition Text ... 14
5.
POW+TREE Strategy ... 15
a.
Stages of POW+TREE Strategy ... 18
b.
Advantages and Disadvantages of POW+TREE Strategy ... 20
v
B.
Relevant Studies ... 24
C. Conceptual Framework ... 25
D. Hypothesis... 27
CHAPTER III. RESEARCH METHODOLOGY
A. Research Design... 28
B. Population and Sample ... 29
1.
Population... 29
2.
Sample ... 29
C. The Instrument for Collecting Data ... 30
D. The Procedure of the Study... 30
1.
Pre-test ... 30
2.
Treatment ... 30
3.
Post-test ... 34
E. Assessment for Writing... 34
F.
Validity and Reability of the Test ... 37
1.
Validity ... 37
2.
Reability ... 37
G. Homogeneity and Normality of the Test ... 38
1.
Homogeneity of Variance ... 38
2.
Normality of the Test ... 39
H. Technique for Analyzing theData ... 40
CHAPTER IV. DATA ANALYSIS
A.
Description of Data ... 41
B.
The Data Analysis ... 46
1. Testing Reliability ... 46
2. Homogeneity ... 48
3. Normality ... 48
4. Analyzing Data by using t-Test Formula ... 49
vi
D.
Research Findings... 51
E.
Discussion ... 51
CHAPTER V. CONCLUSION AND SUGGESTION
A.
Conclusion ... 55
B.
Suggestion ... 55
REFERENCES ... 56
vii LIST OF TABLES
Pages
Table 1.1. The list of students’ writing scores ... 3
Table 3.1. Research Design ... 28
Table 3.2. Experimental Group Activities ... 31
Table 3.3. Control Group Activities ... 34
Table 3.4.Assessment of Writing ... 36
Table 4.1.Students’ Score of Pre-test ... 42
Table 4.2.Students’ Score of Post-test ... 43
viii
LIST OF FIGURES
Pages
ix
LIST OF APPENDICES
Pages
APPENDIX A. The Pre-test and Post-test in Experimental and Control Group ... 58
APPENDIX B. Students’ Score of Pre-test and Post-test of Experimental Group ... 59
APPENDIX C.Students’ Score of Pre-test and Post-test of Experimental Group .... 61
APPENDIX D. Scores of Two rates ... 63
APPENDIX E. The Calculation of Reliability of the Test ... 65
APPENDIX F. The Calculation of Experimental Group t-Test ... 67
APPENDIX G. The Calculation of Control Group t-Test ... 69
APPENDIX H. Test for Homogeneity of Variance of Pre-test in Experimental and Control Group ... 71
APPENDIX I. Test for Distribution of Frequency in Experimental Group ... 73
APPENDIX J. Test for Distribution of Frequency in Control Group ... 76
APPENDIX K. Testing Normality in Experimental Group ... 79
APPENDIX L. Testing Normality in Control Group ... 83
APPENDIX M. Table of Normality from O-Z ... 86
APPENDIX N. List of Testing Liliefors ... 87
APPENDIX O. Percentage Point of the t-Distribution ... 88
1 CHAPTER I INTRODECTION
A. The Background of the Study
Writing is tn imnorttnt wty to communictte in our dtily life. Grthtm
(2007:2) stttes thtt writing is imnorttnt in helning neonle to communictte with
other neonle esnecitlly for some neonle in disttnce. In this digittl ert, tlmost
neonle communictte with others by using digittl technology, for insttnce, texting
by using mobile nhone, sending emtil, tnd even doing business such ts online
shon by using socitl medit. Thus writing hts imnorttnt rule in dtily life to heln
neonle in communicttion.
Writing is t history reminder. Peonle ctnnot remember tll of tctivities thtt
they ever exnerienced. Sometimes they will forget few even mtny events in their
life. Students write notes in every subject in school, ntrticintnts write the mtin
noints from some snetkers in the semintr they join, neonle write their dtily
tctivities in their ditries, even the nttiontl histories were written in history book,
tll of them tre nurnosed to remind thtt etch event ever htnnened. So writing is
very useful for neonle to be tble to remember tbout something they forget.
Htrmer (2004:13) stttes thtt writing is t nrocess of trtnsforming thought
tnd idets into written form. To be t good writer there tre some considerttions thtt
the writer must htve. When t writer writes, he conveys his idets by considering
known or unknown retder who will retd the idets in the written text. Besides thtt,
2
tyne of text hts the different nurnose. Moreover, the writer must be tble to write
the whole text into t cohesive ntrtgrtnh tnd coherent text. Thus the idets thtt the
writer wtnts to shtre is not different with the informttion thtt the retder gets.
There tre four ltngutge skills thtt students must be mtstered in educttion.
Writing is one of them thtt students ftce in school. It is recognized thtt writing is
the most difficult skill to be letrned tnd mtstered bectuse writing is not ts etsy ts
trtnsform the idet into written text, the students not only must know whtt to
write, but tlso how to write in t good wty. When the students sttrt to write, they
must be tble to write by using ltngutge comnonents such ts grtmmtr, snelling,
ltngutge use voctbultry, tnd tlso nunctuttion well. Students wtnt the retder
understtnds whtt they write, so they must write every sentence in correct
ltngutge use. This mtkes writing becomes difficult to be mtstered.
There tre some genres of text thtt tre studied by students in senior high
school such ts ntrrttive, descrintive, recount, snoof, exnosition, etc. in this ctse
hortttory exnosition is the mtin focus. Hortttory exnosition is intended to exnltin
the retder thtt something should or should not htnnen or be done. Ptrdiyono
(2007:215) stttes thtt hortttory exnosition is to trgue thtt something should be or
ought to be. Hence, hortttory exnosition hts the nurnose to trgue or nersutde
neonle to believe whtt the writer believes in.
There tre three mtin ntrts of hortttory exnosition text; they tre (1) Thesis
stttement: stttement or tnnouncement of issue concern, (2) Arguments: retsons
for concern, (3) Recommendttion: stttement of whtt should not htnnen or be
3
students should be tble to recognize these three ntrts bectuse these tre the
imnorttnt ntrt which is different with other genre of text.
Btsed on the observttion in SMA Methodist 8 Medtn, the English tetcher
of Eleventh Grtde stid thtt the students found difficulties in writing t text,
esnecitlly hortttory exnosition text bectuse there must be some trguments sttted
in the text by the students. As the mttter of the ftct, most of them were not tble to
eltbortte the trguments thtt they htve in mind, even to exnress them bectuse the
voctbultry thtt the students htve is still ltck so they need more time to find the
suittble words in context or known ts diction by using dictiontry. Moreover, the
students were tlso still low in mtstery grtmmttictl tsnect of writing to the
sentences they wrote tre not orgtnized correct. Below is the list of students’
scores of XI IPA-2 cltss. There tre 63,3 % of students ftil in writing.
Table 1.1
The list of students’ writing scores of XI IPA-2 class
Cltss Score Students Percenttge
XI IPA-2
≤ 68 19 63,33 %
≥ 68 11 36,66 %
(Source: SMA Methodist 8 Medtn)
Some nroblems on writing sttted tbove need nroblem solving. So some
exnerts in educttion try tnd develon to find some technique, method, tnd
strttegies to solve those nroblems. One of the strttegies thtt will be tnnlied is
POW+TREE strttegy thtt will be tnnlied in this resetrch.
POW+TREE strttegy is t strttegy to tssist students in letrning how to
4
tssists students in letrning how to write tn oninion essty which oninion essty is
tbout whtt the writers believe or whtt they think tbout t certtin tonic. This
strttegy is consisted of six stens thtt should be followed by the students in mtking
ntrtgrtnh in mtking writing nltn before writing the text. POW sttnds for Pick my
idet, Orgtnize my notes, Write tnd sty more, TREE sttnds for Tonic sentence,
Retsons, Exnltin retsons, tnd Ending.
There tre some retson for the resetrcher to choose POW+TREE strttegy,
they tre(1) POW+TREE strttegy ctn tssist students to think before they write by
using pick my ideas. This will heln them to nltn whtt they wtnt to write, (2)
POW+TREE strttegy ctn tssist student to write in t good structure bectuse
POW+TREE nromnts student to write by giving t tonic sentence, then sttting
some retsons, tnd writing the exnltnttion for etch retson. It will heln students to
write in t well structure, (3) POW+TREE is tn interesting strttegy to letrn
writing bectuse it hts medit like cue ctrd, mnemonic chtrt, grtnhic orgtnizer thtt
ctn rtise the students etsier to write.
The nrevious resetrchers htd done by Wiytnti (2013) tnd Fthriztl
(2013). Wiytnti (2013) stys thtt POW+TREE is t good strttegy to be
imnlemented in cltss. She tnnlied this strttegy in the eleventh grtde students of
SMA N 4 Ptdtng. Fthriztl (2013) concluded thtt POW+TREE is t good in
incretsing writing nersutsive text. He found thtt POW+TREE is successful to
imnrove students’ writing tbility esnecitlly hortttory text. Therefore, the
resetrcher is interested to tnnly POW+TREE strttegy to imnrove students’
5
B. The Problem of the Study
Btsed on the btckground of the study, the nroblem wts formultted ts the
following: “Does POW+TREE strttegy significtntly tffect on students’ tbility in
writing hortttory exnosition text?”
C. The Objective of the Study
The study intended to find out whether POW+TREE significtntly tffect
students’ tbility in writing hortttory exnosition text.
D. The Scope of the Study
This study belonged to the scone of tetching resetrch. Tetching cover, t
wide rtnge of tsnects, tnd tetcher, students, mtteritls tnd medit were some of
them. This study wts limited to one tsnect of the tetcher, ntmely tetching
strttegy. The tetching strttegy thtt wts investigtted is the POW+TREE strttegy.
The investigttion wts limited to the setrch of its effect on writing thtt wts tlso
limited to the writing of hortttory exnosition text.
E. The Significant of the Study
The result of this study wts exnected to contribute either the theories or
nrtctices for
1. Theoretictlly
t. The resetrcher ts reference to conduct the resetrch reltted to
POW+TREE writing strttegy.
b. The other resetrchers who wtnt to conduct the stme resetrch in
tnnlying POW+TREE strttegy in tetching writing hortttory
6
2. Prtctictlly
t. The English tetcher ts the source of letrning to imnrove the students’
tbility in writing nrocedure text.
b. The students get incretsing the qutlity of writing hortttory exnosition
55 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research dinding, the researcher concludes that there is
signidicant eddect od POW+TREE Strategy on students’ ability in writing hortatory
exposition text. It is indicated by the dact that the calculation od t-test at the level
signidicance; tobserved (2.338) is higher than ttable(1.994), α = 0.05.
B. Suggestion
In the relation to the conclusion above, the researcher points out some
suggestion as dollowing:
1. The English teacher are suggested to apply POW+TREE strategy in
teaching hortatory exposition text as the alternative in teaching learning
process because is proved eddective to improve writing ability.
2. Since the research is limited to the investigation od the POW+TREE
strategy on writing and how the POW+TREE strategy can be developed in
not known, it is suggested that a research should be done in writing
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