THE EFFEC
STUDEN
In Par for
ENGLISH A
FACULTY
STA
ECT OF ACROSTIC TECHNIQUE ON
NTS’ ACHIEVEMENT IN WRITI
NG
DESCRIPTIVE TEXT
A THESIS
Partial Fulfillment of the requirements or the Degree of Sarjana Pendidikan
By:
RAFIKA AZMI
Reg. No. 2111321002
SH AND LITERATURE DEPARTMEN
ULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2015
E ON
NG
ACKNOWLEDGEMENT
First of all, the writer would like to express her deepest gratitude to Allah Swt, uncountable blessing, loves, opportunity and strength given to the writer during her study and in completing this thesis which entitled: “The effect of Acrostic Technique on Students’ Achievement inWriting Descriptive Tex”. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express her gratitude and special thanks to:
• Prof. Dr. Syawal Gultom, M.Pd.,as the Rector of State University of
Medan.
• Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages
and Arts, State University of Medan.
• Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English and Literature
Department and also as her Advisor of Thesis.
• Nora Ronita Dewi, S.Pd, S.S, M.Hum., as the Head of English
Department Program, Faculty languages and Arts, State University of Medan.
• Indra Hartoyo, S.Pd, M.Hum., as her Thesis Advisor who has given
his precious time for guidance, suggestion and comments to the writer in every kind of situation
• Dr. Zainuddin, DTEFL, M.Hum., as her Academic Advisor who
always give his time to guide the writer in every kind of situation
• Dr. Siti Aisah Ginting, M. Pd., as her Reviewer and Examiner, who
who has given her precious time, guidance, suggestions, and comments in process writing thesis.
• Drs. Johan Sinulingga, M.Pd., as her Reviewer and Examiner, who
who has given his precious time, guidance, suggestions, and comments in process writing thesis.
• Tiarnita M. Siregar, S.Pd, M.Hum., as her Reviewer and Examiner,
who who has given his precious time, guidance, suggestions, and comments in process writing thesis.
• All the lecturers of English Department who have taught, guided,
and advised her throughout the academic years.
• Eis Sri Wahyuningsih, M.Pd., as the Administration Staff of English
Department, for her attention, assistance, and information in completing it.
• Utari Situmorang as a motivator, supporter, and also gives guidance,
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• PPLT SMPN 3 KISARAN 2014 as her motivations and support in
the process of finishing this thesis.
• Her beloved parents Indra Junaidi Panjaitan and Masdelima
Harahap, A.Ma, and Kak Dessy & Bang Boni, Yudhi, Yoppy, Caca and Kai for their endless love, pray, inspiration, motivation and
everything that they have given to the writer during her whole life.
• Her beloved uncle and aunt Prof. Dr. Asmin Panjaitan, M.Pd and
Syavitri Nasution, M.Pd., Papa & Bunda, Bibi, Upi, Devi, Nisa, Kak Eny & Bang Ipul, Syika, and Bang Wanda for their endless
consideration, pray, support and love that gives while completing this thesis.
• All her classmates in Extension A 2011 UNIMED who cannot be mentioned one by one that conquered the lectures and shared knowledge , ideas and the experiences of bitter sweet from campus life together and have been cooperatively supporting the writer in completing this thesis.
• Especially for her partners in doing this thesis, Tria Meilani Handani
Sinulingga, S.Pd., and Dessy Putri Utami, S.Pd., who shared the
same struggle with the writer“we did it girls!!!”.
The writer realizes that this thesis still has the paucity, she conveniently welcomes anysuggestions, comments critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who are read and interested in the field of this study.
Medan, September 2015 The writer,
Rafika Azmi
ABSTRACT
Azmi, Rafika. 2111321002. The Effect of Acrostic Technique on Students’
Achievement in Writing Descriptive Text. A thesis, English Department, Faculty of Languages and Arts, State University of Medan 2015.
This research aims to find out whether students’ achievement taught by using Acrostic Technique has significant effect than that was taught by Group Investigation Method in Writing Descriptive Text. The research was conducted by Experimental research using two groups. They are Experimental group that used Acrostic Technique and Control group that used Group Discussion Method. The population of this research was the tenth grade students of SMA Swasta Kesuma Bangsa Londut. There were three parallel classes which consist of 30 students for each class. The data was taken from writing test. After analyzing the data, it was found that the value of tobservedwas 4.511 with degree of freedom (df) 28 at the
level of significance p (0.05) = 2.048. It means that tobserved(4.511) is higher than
ttable (2.048). It was found that students’ achievement in Writing Descriptive Text
taught by Acrostic Technique has significant effect.
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LIST OF FIGURE ... viii
LIST OF APPENDIX ... ix
CHAPTER I : INTRODUCTION ...1
A. The Background Of the Study ...1
B. The Problem Of the Study ...4
C. The Objectivity Of the Study...4
D. The Scope of the Study...4
E. The Significance of the Study ...5
CHAPTER II : REVIEW OF LITERATURE ...6
A. Theoretical Framework ...6
a. Text Based Genre ...9
b. Descriptive text ...12
d. The Assessment of Descriptive Text...15
3. Students’ Achievement...19
4. Technique ...19
5. Kinds of Technique ...20
a. Creative Teaching Technique...20
a. The Procedure of Acrostic Technique ...23
b. The Advantages and Disadvantages of Acrostic Technique ...27
B. Conceptual Framework...28
C. Hypothesis ...30
CHAPTER III : RESEARCH METHODOLOGY ...31
A. Research Design ...31
B. Population and Sample ...32
C. Instrument for collecting data ...32
D. The Procedure of the Test...33
. 1. Pre-test ...33
2. Treatment ...33
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E. Scoring System ...36
F. Validity and Reliability ...37
G. Technique of Data Analysis ...38
CHAPTER IV : DATA ANALYSIS AND DISCUSSION...40
A. The Data ...40
B. Data Analysis...42
1. Testing The Reliability of The Test ………..42
2. Analyzing the data using t-test………...43
a. The Calculation of the t-table………..43
b. The Calculation of the t-observed………...44
3. Reliability of the test………44
C. Testing Hypothesis ...45
D. Discussion...45
E. Research Results ...46
CHAPTER IV : CONCLUSION AND SUGGESTION ...48
A. Conclusion………...48
B. Suggestion………...48
LIST OF TABLES
Table 1.1 Students who could not pass KKM………..3
Table 3.1 Experimentalresearch Design………..31
Table 3.2 Teaching Procedure of Experimental Group………35
Table 3.3 Teaching Procedure of Control Group……….35
Table 4.1The Result Score of Experimental Group………...41
LIST OF FIGURE
LIST OF APPENDIX
APPENDIX A………..52
APPENDIX B………..54
APPENDIX C………..56
APPENDIX D………..57
APPENDIX E………..58
APPENDIX F………..60
APPENDIX G………..61
APPENDIX H………..62
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a means of communicating idea in all activities in every social situation to others people, Language also stands at the center of human affair, from the most prosaic to the most profound (Clarck and Clarck, 1977: 04).
Learning English is more important nowadays, because English is used internationally as one of the main languages of international communication and
even for people who are not English’s speaker. Although English is not the
language with largest number of native or ‘first’ language speakers, it has become
a lingua franca. A lingua franca (Greece) can be defined as a language systematically use to make communication possible between two or more persons that not sharing the same native speaker, it also can be defined as language widely adopted for communication in most of all country around the world (Harmer, 2001: 01).
Based on the researcher’s Preliminary observation in SMA Swasta Kesuma Bangsa Londut, the researcher found that the students still have difficulties when they are asked to comprehend all the English skill, especially writing. The students state that writing is the English subject that caused a lot of worry for them.
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Writing as one of the important skills in English has always formed part of syllabus in the teaching of English. However writing can be used for variety of
purposes, ranging from being merely a ‘backup’ for grammar teaching to a major
syllabus strand. Writing also encourage on accurate language use and language development as they resolve the problems which the writing puts into their mind. Students write to help them learn better (Harmer, 2004:31).
Writing is not easy for students because in writing students have to comprehend the vocabulary, grammar, appropriate contents, word selections, topic and occasion. The researcher found that many students at SMA Swasta Kesuma Bangsa Londut still lack in writing. There are many types of writing that should be learned by students of high school level but the researcher is interested in descriptive text because it is probably the easiest one for students to learn.
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Table 1.1 Students who could not pass KKM No. Students’ Initial
Name
Score KKM
1. SM 32 75
2. RA 40 75
3. TP 46 75
4. FW 50 75
5. YA 50 75
6. JKS 50 75
7. CA 50 75
8. ADP 51 75
9. DY 51 75
10. AP 53 75
Writing should be taught more intensively and widely to student in order for students to know how to get idea of the entire text that they are going to write before they start to write a text. The are many technique that can be used to help students generated idea and gather detail for their descriptive text writing, but in this case the researcher choose Acrostic Technique. Acrostic can be use as a pre-writing activity for descriptive text pre-writing (Glandon, 2000: 145).
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gathering idea and details in order to arrange descriptive text. Acrostic is a series of lines or verses in which the first letters form a word, phrase or sentence.
This technique is really uncomplicated to understand and comprehend by the students, because it is a fun and simple way to synthesize and organize idea. Writing descriptive text using this technique was highly effective strategy to engage learners in learning process and this technique also had been used by Ebbinghaus (1908) in his study about teaching writing strategy using acrostic.
Most of students try to find a shortcut to do their assignment by searching descriptive text from internet and copy-paste, because they think that is an easiest way to do the assignment. So that’s whythe researcher interested to do a research and tries to analyze this case in order to know whether acrostic technique is really effective in helping students to write a descriptive text.
B. The Problem of the Study
Based on the description and the explanation presented in the background of study, the problem of this study are formulating in the following question:
“Does Acrostic Technique significantly effect on students’ achievement in writing
descriptive text?”
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This research intended to investigate whether does any significant effect of Acrostic Technique onstudents’ achievement in writing descriptive text.
D. The Scope of the Study
As we know there are many kinds of teaching approach, procedure, technique or model which are invented by many experts to ease teaching and learning process included in teaching writing. In this study, the researcher chooses Acrostic Technique, because acrostic is one of many fun ways to gather details and idea to compose a text.
Beside, there are also many genres of text such as narrative, recount, descriptive, report, explanation, exposition (analytical, hortatory), discussion, procedure, spoof, anecdote, news item. The researcher chooses Descriptive text.
So, this study is focus on identifying the effect of Acrostic Technique on
students’ achievement in writing Descriptive Text.
E. The Significance of the Study
The findings of this study are intended to give contribution to teaching English both theoretically and practically
1. Theoretically
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b. The finding of this study is expected as a reference to the other researcher who wants to study more about descriptive writing text through acrostic technique.
2. Practically
a. For the teachers
1. The findings of this study are expected to improve the English teachers and add this techniques as an alternative technique for teaching writing descriptive text.
2. The findings of this study are expected to help the teachers solve the problem in teaching especially writing skill.
b. For the students
1. The findings of this study are expected the students can easily to know how to write descriptive text and motivated them to be better in writing in order to mastery all the English skill.
