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THE EFFECT OF GENRE-BASED METHOD ON THE

STUDENTS’ ACHIEVEMENT IN WRITING

ANALYTICAL EXPOSITION

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

AINI MELBEBAHWATI SARAGIH

Registration Number: 209421002

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Saragih, AiniMelbebahwati. 209421002. The Effect of Genre-Based Method on Students’ Achievement in Writing Analytical Exposition. A Thesis. English Department, Faculty of Languages and Arts, State University of Medan. 2016.

This study aims to discover the effect of genre-based method on students’achievement in writing analytical exposition. It was conducted by using experimental research design. The population of this research was eleven (XI) grade students of SMANegeri 1 Tanjungmorawa. The samples of the research were two classes divided into two groups, experimental and control group which were chosen by using random sampling technique. The first group consisted of33 students (XI IPS-2) which was the experimental group and the second group consisted of 33 students (XI IPS-1) which was the control group. The experimental group was taught by using genre-based method; the control group was taught by using lecture method. The instrument for collecting the data was a writing test which only consists of one item. Inter-rater reliability formula was applied to obtain the reliability of the test. Based on the calculation, it shows that the reliability of the test was 0.95. Then, after analyzing the data, it was found that the value of to was 7.81with the degree of freedom (df)= 64 at the level of significance p(0.05) = 1.997.It means that to is higher than tt (7.81>1.997). The result of this study shows that genre-based method has a significant effect on students’ achievement in writing analytical exposition.

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ACKNOWLEDGEMENT

This Thesis is aimed at fulfilling one of the requirements for the degree of Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State University of Medan.

Thanks to the Majesty Lord, Allah SWT, for every uncountable blessing and unconditional love that is given to the writer until this Thesis could be completed. He is the only God who is always there to accompany, guard and teach the writer all the way through every single life, that the writer can pass all the happy time and sad time with full of gratitude.

The writer realizes that writing this Thesis is not a simple thing to do that she has faced a lot of challenges and difficulties, but she knows that no gain without pain. This Thesis may be not acquires the best, that some suggestions and constructive critical comments will be needed for the better in the future.

Hopefully, this Thesis can grant good contribution for the scope of language learning and as references for the next researches.

There are lots of help and support that the writer obtained in finishing this Thesis. Without those helps and supports, it must be hard for the writer to finish this assignment. For that, the writer would like to thank:

Prof. Dr. H. Syawal Gultom, M.Pd., the Rector of State University of Medan

Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan

Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty of Languages and Arts, State University of Medan

Dra. Meisuri, M.A., the Secretary of English Department, Faculty of Languages and Arts, State University of Medan

Nora Ronita Dewi, S.S., M.Hum., the Head of Educational English Program, Faculty of Languages and Arts, State University of Medan

Prof. Dr. Busmin Gurning, M.Pd., her Thesis Advisor who had given his valuable suggestions, advice, motivation, guidance, and precious time in completing and correcting this Thesis

Prof. Amrin Saragih, M.A., Ph.D., Dra. Sri Juriati Ownie, M.A., and Dra. Masitowarni Siregar, M.Ed., the Reviewers who had given their advices and suggestions in completing this Thesis

Eis Sri Wahyuningsih, M.Pd., as the Administration Staff of English Department for helping the writer in preparing all the fulfillment in conducting herThesis.

All the Lecturers who had given very valuable knowledge through academic years

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• Her beloved father, Prof. Amrin Saragih, M.A., Ph.D., and lovely mother, (Alm.) Dra. Pardamean Kaban, the deepest gratitude for their everlasting love, greatest supports, caring, and prayers to the writer. They have become the greatest motivation and inspiration for the writer in completing the Thesis

• Thanks and love to the writer’s sisters, Anggraini Thesisia Saragih, S.Pd., M.Hum., Ammini Amrina Saragih, S.P., M.Sc., and Adelin Australiati Saragih, S.Psi. and also to all her family members for they are the reason why the writer keeps on struggling

• Her appreciation to her friends and closed friends in Regular A 2009 Class, especially for Novri Surya Ningsih, S.Pd. (Nonov), Rahma Sari Siregar, S.Pd. (Mbrot), Putri Febrini Sianturi, S.Pd. (Nenski), Zulaifa, S.Pd. (Julek), Adelina Irma Novita Sani Ginting, S.Pd., Sukma Septian Nasution, S.Pd., M.Pd., Yetti Lestari, S.Pd. and Fakhirah Sitorus. Thanks for their supports, helps, and laughs all these years

• All her best friends, Siti Zulayfa, S.Pd., Fauzi Fadillah, S.P., Wina Anggreni Saragih, Amd., Khanti Listya, S.Pd., Ridha Hutami, S.Pd., Nurul Hidayah Siregar, Swidanty Annisa, S.S., Zhana Sabrina Amelia, Bernika Ursula Sinaga and Arini Amanja Lubis, the most grateful feeling for having them as precious friends at the process of completing the Thesis as they have encouraged and supported the writer to accomplish theThesis

• Her special friend, Aulya Rahman Sitorus, S.Pd.I., the biggest gratitude for his great love, supports, caring, helps and prayers to the writer as he has also become the motivation of the writer to complete the Thesis

• The people who directly or indirectly have contributed in the process of the Thesis. Your kindness means a lot to the writer.

The writer admits that this Thesis is still far from being perfect. Therefore, she would like to invite the readers to give some suggestions for the improvement in the future. Overall, the writer hopes this Thesis can give a bit contribution to the English Education students and further pedagogical research.

Medan, March 2016

The Writer,

Aini Melbebahwati Saragih

NIM. 209421002

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LIST OF APPENDICE ... viii

LIST OF TEXTS ... ix

CHAPTER I: INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 3

C. The Objective of the Study ... 3

D. The Scope of the Study ... 4

E. The Significance of the Study ... 4

CHAPTER II: REVIEW OF LITERATURE ... 6

A. Theoritical framework ... 6

1. Students’ Achievement in Writing ... 6

2. Writing ... 8

a. The Definition of Writing ... 8

b. The Process of Writing ... 8

3. Text ... 10

4. Genre ... 11

a. The Definition of Genre ... 11

b. Genre in the Complexity of Language Use ... 13

c. Genre and their Linguistic Realizations ... 16

5. Exposition Genre ... 20

6. Analytical Exposition Text ... 23

7. Genre-Based Language Learning ... 24

8. Advantages and Disadvantages of Applying Genre-Based Method .. 27

9. Assessment of Writing Exposition ... 28

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C. Conceptual Framework ... 30

D. Hypothesis ... 30

CHAPTER III: METHOD OF RESEARCH ... 31

A. The Design of the Research ... 31

B. The Population and Sample ... 31

1. The Population ... 31

2. The Sample ... 32

C. The Instruments for Collecting the Data ... 32

1. Scoring the Test ... 33

D. The Research Procedure ... 37

1. Pre-test ... 37

2. Treatment ... 37

3. Post-test ... 45

E. Validity and Reliability of the Test ... 45

1. Validity of the Test ... 46

2. Reliability of the Test ... 46

F. Technique of Data Analysis ... 47

G. Statistical Hypothesis ... 48

CHAPTER IV: DATA ANALYSIS AND DISCUSSION ... 49

A. The Description of Data ... 49

B. Data Analysis ... 49

1. Testing Reliability of the Test ... 50

2. Analyzing the Data Using t-test ... 50

3. Testing Hypothesis ... 52

C. Research Finding ... 52

D. Discussion ... 52

CHAPTER V: CONCLUSION AND SUGGESTION ... 55

A. Conclusion ... 55

B. Suggestion ... 55

REFERENCES ... 57

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LIST OF TABLES

Table 2.1 Stratified Linguistic Realizations of Genre ... 19

Table 3.1 The Research Design ... 31

Table 3.2 Scoring Rubric from Genesee and Upshur ... 34

Table 3.3 Modification Genesee and Upshur’s Scoring Rubric ... 36

Table 3.4 Teaching Procedure in Experimental Group ... 43

Table 3.5 Teaching Procedure in Control Group ... 45

Table 4.1 Degree of Freedom 62 with a = 0,05 ... 50

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LIST OF FIGURES

Figure 2.1 Language an Social Context ... 13

Figure 2.2 Aspects of Language and Social Context ... 15

Figure 2.3 Process as Spectrum ... 16

Figure 2.4 System Network of Exposition Genre ... 24

Figure 2.5 Stages of the Teaching/Learning Cycle ... 25

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LIST OF APPENDICES

Appendix A The Result of Pretest and Post-test ... 60

Appendix B The Reliability of the Test ... 63

Appendix C The Calculation of the Test (Mean and SD) ... 65

Appendix D The Calculation of the Test (t-Test) ... 69

Appendix E Pretest and Posttest ... 71

Appendix F Table of t Distribution: Critical t values ... 73

Appendix G Lesson Plans ... 74

Appendix H Examples of Students’ Answer Sheets ... 102

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LIST OF TEXTS

Text 2.1 Smoking Ban (Protagonist)………21

Text 2.2 Smoking Ban (Antagonist)……….22

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Writing is the most difficult skill among the four skills (of listening,

speaking, reading and writing) for Indonesian students to achieve or master.

Therefore, the most effective way or method is urgently needed to solve the

problem or difficulty. Consequently, a study needs to be conducted to improve

the students’ achievement in writing. The present study is aimed at applying a

method to improve the students’ acievement in writing analytical exposition text.

Specifically, the method selected is one which is based on genre or text-based

approach.

In the context of Indonesia, English is learnt as a foreign language by

learners in schools and universities with an expectation that they are competent to

use the language orally and in written mode. At the present global context, where

information of knowledge, science, technology and arts become prioritizing

factors for determining wider economic and social success, writing skill or writing

competence in English is a prime and decicive one for storing, restoring,

contextualizing and recontextualizing the information. In other words,

competence in writing is a main requirement for successes in academic,

economic, and social spheres. Operationally when someone is competent in

writing in English one will be in a position to ‘market’ one’s potentials or one’s

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purpose numerous efforts have been obviously done by teachers and

educators to enable Indonesian learners to attain and obtain writing skills. Various

methods, techniques and tactics have been applied by teachers and reseachers in

the classroom practices to achieve the competenceand to improve the students’

writing achievement .However, the efforts have unfortunately resulted in a

discrepancy where the students attain poor writing achievement. In worse cases,

the students can even achieve no ability in writing. The fact shows that, based on

the preliminary observation at the SMAN I Tanjungmorawa, very few students of

the SMA could write grammatically correct sentences and generically appropriate

expository texts as required by the SMA curriculum.This fact can be seen on their

score in writing that is taken from the teacher’s note. It shows that only 35% of

students in grade XI that passed the minimum completeness criteria (KKM = 75).

In other words, the majority of the students can hardly write a text in English

correctly.

Various methods and techniques have been applied by researchers and

teachers to improve the students’ achievements in writing genres at the SMA

levels, such as Rahmah (2012), Eti (2012), Sinaga (2012), Sembiring (2013) and

Simaremare (2013). All the studies indicate that the students’ achievements

increase in scores ranges from 56 to 77. These improvements and score increases

are significant. However, the studies’ findings are not convincing and not

satisfactory since no genre-based or text-based methods and techniques have been

applied. The methods and techniques used such as cue cards, use of pictures,

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texts. How could satisfactory improvement in writing genres be attained by using

methods or techniques which are not related to or based on genre or text?

Considering all the previous and relevant studies’ findings, it is assumed that only

the application of the text-based or genre-based method to learning genres will

significantly and satisfactorily improve the students’ achievement in writing

analytical expository text. Further, it is assumed that the students’ score increase

will be greater than 77 if the students learn writing exposition by the application

of the text-based method.

B. The Problem of the Study

The problem of this study is formulated in a research question as the

following: Is the students’ writing achievement taught by using the Genre-Based

Method higher than that taught by using conventional lecture method?

C. The Objective of the Study

In line with the problem of the study the objective of the study is to

answer the research question. Specifically, the objective is to investigate whether

the application of the text-based or genre-based method in learning writing

significantly improve the students’ achievement in writing the text of analytical

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4 D. The Scope of the Study

This study is concerned with learning genre by the XI IPS grade students

of the SMAN I Tanjungmorawa. Specifically, the study is concerned with the

learning of analytical exposition text or analytical exposition genre. The term

learning in this study as commonly held in the genre-based approach language

learning involves intervention of the teacher. In other words, the learning of

genre involves the role of the teacher in scaffolding the teaching-learning

activities in the classroom. Thus, the term learning used in this study involves

teaching by the teacher proportionally. It has been the practice in the genre-based

learning that the teacher’s scaffolding activity is unavoidable.

The term text-based method is interchangably used with the genre-based

method in this study. The text-based method or genre-based method itself as

suggested by Feez (1998: 28) and elaborated in Chapter II insists on appying a

cycle of teaching and learning activities consisting of five stages of (1) building

the context, (2) modelling and deconstructing the text, (3) joint construction of the

text, (4) independent construction of the text and (5) linking related texts.

E. The Significance of the Study

It is expected that findings of the study offer theoretical and practical

contributions. Theoretically, the findings are expected to

(1) enrich horizons in theories of language learning, particularly those related

to text-based or genre-based language learning and

(2) become references for further studies, particularly researches on learning

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Practically, the findings of the study are expected to be relevant, useful

and applicable in some respects as eleborated in the following:

(1) English teachers can apply findings of the study to improve their students’

achievement in writing texts or genres.

(2) Students of English can attentively focus on the stages of the

teaching-learning activies based on text-based by which effective and efficient

learning results can be attained.

(3) Text-book writers can apply the findings of the study in preparing

materials for language learners.

(4) Curriculum designers can use text-based or genre-based approach to

design or develop curricula for English language learning.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the study, the conclusions were drawn as followed:

1. Teaching writing in analytical expository text by using genre-based

method was higher than that taught by using lecture method. Thus,

genre-based method is better used to improve the students’ writing achievement

in writing analytical expository text than lecture method.

2. The ability of the students in class XI IPS-2 of SMA Negeri I

Tanjungmorawa in writing analytical expository text was improved.

3. The students’ score continuously improved in each writing test and most

of them could produce a good analytical expository text individually.

4. The students were more active, interested and enthusiastic in writing

analytical expository text.

5. Genre-based method helped the students to understand the content of the

text and the elements of the analytical expository text by practicing it

themselves in the steps of genre-based method.

B. Suggestion

Based on the finding, it is suggested that:

1. English teachers to apply genre-based method in teaching writing because

it enables the students to convey and share their ideas, and also to involve

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2. The textbook writer to introduce and suggest the readers to use

genre-based method in solving students’ problem in writing analytical expository

text.

3. The readers who are interested for further study related to this research to

explore the knowledge and to enlarge their understanding about how to

improve students’ achievement in writing analytical expository text by

using genre-based method.

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REFERENCES

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Ary, Donald. 2002. Introduction to Research in Education. Singapore: Wardswith.

Ary, Donald. 2010. Introduction to Research in Education (eighth edition). USA: Wadsworth, Cengange Learning.

Bloom, B.S. 1982. Taxonomy of Education Objectives, Handbook I: Cognitive Domain. New York : David Mckay.

Brown, H. 2004. Language Assessment Principles and Classroom Practice. New York: Longman.

Brown, H. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy (second edition). New York: Pearson Education.

Chandlers, D. 2007. Semiotics: the Basics. London: Routledge.

Eco, U. 1979. Theory of Semiotics. Bloomington: Indiana University Press.

Eggins, S. 2004. An Introduction to Systemic Functional Linguistics. New York: Continuum.

Feez, S. 1998. Text-Based Syllabus Design. Sydney: NCELTR Macquarie University.

Genesee, F. & J. Upshur. 1996.Classroom-Based Evaluation in Second Language Education. Cambridge: Cambridge University Press.

Gerot, L. and P. Wignell. 1994. Making Sense of Functional Grammar. Sydney: Gerd Stabler.

Habeahan, Aslin. 2010. The Teaching of Grammar through Genre-Based Writing. Medan: State University of Medan.

Halliday, M. A. K. 2003. On Language and Linguistics. London: Continuum. (edited by Jonathan J. Webster)

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Halliday, M. A. K. 2005. On Grammar. London: Continuum. (edited by Jonathan J. Webster)

Harmer, Jeremy. 2004. How to Teach Writing. London: Longman.

Harris, D.P. 1989. Testing English as a Foreign Language. New york: McGraw Hill.

Hartatik, Sri. 2013. The Implementation of Genre-Based Approach for the Teaching of English at MAN 1 Surakarta (Etnography). Surakarta: Muhammadiyah Univeristy of Surakarta.

Ibrahim, Ismail. 2013. The Effect of Genre-Based Approach to Teaching Writing on the EFL Al-Azhr Secondary Students’s Writing Skills and Their Attitudes towards Writing. Egypt: Mansoura University.

Martin, J.R., F. Christie and J. Rothery. 1987. The Teaching of English: Journal of English Teachers’ Association of New South Wales 53, 3-22.

Martin, J. R. 1992. English Text: System and Structures. Amsterdam: John Benjamins.

Martin, J. R and D. Rose. 2008a. Genre Relations: Mapping Culture. London: Equinox.

Martin, J. R and D. Rose. 2008b. Working with Discourse: Meaning Beyong the Clause. London: Continuum.

Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: ANDI.

Saragih, Amrin. 2014. Course Book Writing. Medan: Unimed Press

Simaremare, D.A.A. 2013 Improving the Students’s Achievement in Writing Hortatory Exposition by Appying Think-Talk-Write Strategy. S1 Thesis, English Education and Literature Department, Faculty of Languages and Arts, the State University of Medan.

Travers, John P. 1970. Fundamental of Educational Psychology. Scranton,Writing; Studies in Writing. Dordrecht: Kluwer Academic Publwasher

Troyka, L. 1987. Defining Basic Writing in Context: A Source Book for Basic Writing Teacher. New York: Random House

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Vockel, E. L. 1983. Educational Research. New York: Purdue University.

Way, R.V. 2000. A Paragraph Writing: Concepts and Practices. Oxford: Heinemann Education Books

Gambar

Table 2.1 Stratified Linguistic Realizations of Genre ................................
Figure 2.1  Language an Social Context .........................................................
Table of t Distribution: Critical t values ................................... 73

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