THE EFFECT OF APPLYING SIMULTANEOUS ROUNDTABLE STRATEGY ON THE STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.

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THE EFFECT OF APPLYING SIMULTANEOUS ROUNDTABLE

STRATEGY ON THE STUDENTS’ ACHIEVEMENT IN

WRITING NARRATIVE TEXT

A THESIS

Submitted to English and Literature Department, Faculty of Language and Art, State University of Medan in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By:

ELNOVIAMY

Registration Number: 2103121012

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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DECLARATION

I have familiarized myself with the University’s Policy on Academic integrity. Except where appropriately acknowledged, this thesis is my own work, has been

expressed in my own words, and has not been previously submitted for

assessment.

I understand that this paper may be screened electronically or otherwise for

plagiarism.

Medan, Januari 2015

Elnoviamy

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ABSTRACT

Elnoviamy. 2103121012. The Effect Of Applying Simultaneous Roundtable Strategy On The Students’ Achievement In Writing Narrative Text. A Thesis. Faculty of Languages and Arts. State University of Medan.

The aim of this study is to discover the effect of applying Simultaneous Roundtable Strategy in writing narrative text. Experimental research design is used as the research method. This research took place at SMA Negeri 1 Perbaungan. There were 2 classes chosen as the sample with 32 students in each class. The classes were denoted to be experimental and control group. The experimental group was taught by using Simultaneous Roundtable Strategy and the control group was taught by using conventional method. The instrument in collecting the data was writing test, which was provided from pre-test and post-test. The result of the research was analyzed by using T-test formula. The result shows that the T-test was higher than T-table (3.993>2.000) at the level of significant 0.05 with degree of freedom (df) 62. It proves that hypothesis is accepted that students who are taught by using Simultaneous Roundtable Strategy is higher than the students who are taught by conventional lecture method.

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ACKNOWLEDGEMENT

Beyond words, the writer would like to thank Allah SWT who has granted countless blessing, knowledge and opportunity so that the writer can finish the academic year and completing this thesis entitled “The Effect of Applying Simultaneous Roundtable Strategy on the Students’ Achievement in Writing Narrative Text” as one of the requirements for completion of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State University of Medan.

During the process of writing and conducting the research, many people have contributed positive energy, thought, trust and assistance. This thesis could have not been accomplised without the guidance, suggestion, and comment from them, for which the writer would like to express her sincere appreciation which directed to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English Department and her

Reviewer.

 Dra. Meisuri, M.A as the Secretary of English Department.

 Dra. Masitowarni Siregar, M.Ed, as the Head of English Education Study Program.

 Prof. Amrin Saragih, M.A., Ph.D, her Thesis Consultant.

 Prof. Busmin Gurning, M.Pd, her Academic Consultant and her Reviewer.  Dra. Rahmah, M.Hum, Syamsul Bahri. S.S, M.Hum as her Reviewers.  Suhairi, M.Pd, the Headmaster of SMA Negeri 1 Perbaungan and the

English Teacher Melya Prozi, S.Pd.

 Suprihati, as her beloved mother, for her being the writer’s shelter of love, for her prayer, moral and life lesson which worth the world to the writer. Elsha Rahmadhani, as her sister who keeps reminding her about being discipline and all her family members for their support and trust.

 Riza Rifai., S.T and family for the companionship and help during the writer’s study.

 Family in HMJ BSI UNIMED for the togetherness and spirit especially building her leadership and bringing the toughness during her academic year.  EDDC Unimed. The writer feels grateful that she has brought Unimed to

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 The four years of study will not be the same without the existence of her friends; Deby Arifsyah Putra, Pradiba Utari, Arindawati, Ayu Widyaningtyas as her closest friends. Thank you for literally help me up when I am down. Thank you for Aminah, Christin, Christine, Dessy and for Reguler C 2010 for such incredible lessons behind every lesson.

 For those

whose names cannot be mentioned, yet had inspired, encouraged and gave her support, helps, and laughters during her study years and the process of writing of this thesis.

Finally, the writer hopes this thesis would be useful for those who read it, especially for the students of English Department.

Medan, January 2015 The writer,

Elnoviamy

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LIST OF TABLES

Table Page

1.1 Means of Sample Students’ English Score ... 4

2.1 Relationship Among Skills ... 12

2.2 Advantages and Disadvantages of Simultaneous Roundtable ... 29

2.3 Advantages and Disadvantages of Conventional Lecture Method . 32 3.1 Research Design ... 37

3.2 Criteria of Scoring Test ... 40

3.3 Maximum Score of Writing Component ... 41

3.4 Teaching Procedure for Experimental Group ... 44

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LIST OF FIGURES

Figure Page

2.1 Process of Writing ... 12

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LIST OF APPENDICES

Page

Appendix A: Pre - Test for Experimental and Control Group ... 64

Appendix B: Post – Test for Experimental Group ... 65

Appendix C: Post – Test for Control Group ... 66

Appendix D: The Scores of Pre – Test and Post – Test ... 67

Appendix E: The Calculation of T - Test ... 71

Appendix F: The Reliability of the Test ... 78

Appendix G: Percentage Points of T - Distribution ... 81

Appendix H: Lesson Plan for Control Group ... 82

Appendix I Lesson Plan for Experimental Group ... 97

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language as medium of communication is used to establish social relation

and is important to learn for its function to express feelings, attitudes and ideas

also to express wishes and desires by using the system of sounds and words.

Fulwiler (2002 : 26) states that language is used all the time for many reasons.

Ideas can only be delivered by language. In the relation to this, Clark and Clark

(1997;1) state that language is fundamental instrument of communication.

English as the most used language in all over the world is important to be

mastered both in oral and written form. Since it is a requirement to communicate

and socialize with the world society, the demand of learning English is uplifting

and expected to be synergized in Indonesia.

Teaching English is related to four skills; they are listening skill, speaking

skill, reading skill and writing skill. Most teachers try to incorporate all four skills

areas into their planning, though some classes may focus more on one set of skills

or the other, due to the course and learner objectives. The main reason for

isolating these skills and discussing them separately is to highlight their

importance so students can be focus in learning each of them (Al – Jawi, 2010).

Reading and listening skill have many parallels and are referred to be receptive

skills, while speaking and writing skills are referred to be productive skills with

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As an integration of the universally recognized four language skills,

writing is frequently presumed as the hardest to master. It is a common occurrence

that students are usually less enthusiastic about an upcoming test when the task

requires them to write or to compose an essay instead of the more preferable

multiple choice test. According to Richard – Amato (2003), like reading, writing

is an interactive process involving three basic components: the audience (the

readers), other writers, and other texts whether written or oral. “Learning to write

is a complex series of process that require a range of explicit teaching

methodologies throughout all stages of learning.” (Knapp and Watkins, 2005).The

Writers need to pour his or her competences, understanding, thought and opinion

to the accomplishment of the writing text. In writing, the writer not only reflects

his/ her values, experiences, prior knowledge, culture, dream, goal and

expectation but must also consider and additional category: the audience.

(Zinnser, 2001). The complexity of the writing process becomes the main reason

why students find writing to be the hardest language skill. Thus, most students

find that writing a difficult task to carry out.

However, National Educational Curriculum now requires them students to

know and understand the basic types of writing and their essential components

and structures. The students are expected to fulfill a level of satisfactory when it

comes to educational learning of language. Thus, it is obligatory that students

need to maintain at least a decent level of graphic skill which is another way to

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To help students in outlining their writing products, they are thought about

the types of types of text. There are different types of writing. One way to

categorize writing is by the genre. Genre divides texts into description, narrative,

procedure, argumentation, narrative and many more. More specified objective is

required in order to have a greater chance in dealing with the problems in

students’ writing. Thus, in this particular research the researcher will focus in one

genre that the genre of narrative.

Even though the most usually known purpose of narrative is to entertain

the readers, students are hardly amused to compose a narrative text. Narrative is

significant media to students’ reflective and critical skills. Wolf (1994) believes

that narrative is not only a set of lovely stories to be read, but also a foundation for

analysis, reflection, and criticism, which can be used to be a resource for

children’s original writing.

For the higher level of study, narrative text is not only learned in Junior

High School or senior level but also in University level also real job field,

therefore the researcher believes that it will be important for Narrative genre to be

observed, beside that the genre will be expected to practically amuse the students

within the learning teaching process. Another agenda which is expected to be

fulfilled is that learning Narrative text at school can be an alternative way to raise

the students’ awareness of classical and local stories that now become forgotten.

Based on the researcher’s experience in Integrated Field Teaching

Program (PPLT) in 2013 to SMA Negeri 1 Perbaungan, the same problem was

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what to write and how to start. Moreover, the students did not have any ideas

about grammatical patterns or generic structures of Narrative text and moreover to

organize those ideas and structures into text.

The collected data by observing SMA Negeri 1 Perbaungan, the minimum

competence criteria is 75. Below is the table of the means of students’ scores in

SMA Negeri 1 Perbaungan in writing Narrative text.

Table 1.1

Means Of Sample Students’ English Score In SMA Negeri 1 Perbaungan

students in grade X is 75, while from the table we can see that only class in which

all the students got a core higher than the minimum criteria.

Related to the problem described previously, the way of teaching needs to

be improved. Strategies for improving the way of teaching will be needed to

perform in the class in order to improve the students’ achievement. To overcome

the problem which occurred, it is acclaimed to use the Simultaneous Roundtable

Technique.

Simultaneous Roundtable Technique is one of cooperative learning

techniques that allow students to work in any number of groups to actively engage

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the team is not only responsible for their own learning, but also to help their

teammates to learn. (Kagan : 2009)

By using Simultaneous Roundtable Techniques in teaching narrative text,

the students will be expected to be able to compose a narrative text or stories by

their own words and ideas. In teams, students will simultaneously generate

responses, then pass their ideas clockwise so each team can add to the prior

responses (Kagan, 2009). Within the simultaneous roundtable technique, students

will collaborate; work together to add some comments/ thought in order

accomplish a narrative text without being confused about what to start.

Other strategies that are relevant to Simultaneous Roundtable Strategy

have been developed to help the students in their writing achievement, they are

Round Robin and Roundtable Strategy by Kagan (2002), TPC (Think, Pairs,

Check), TPW (Think Pairs Write) and Think Pairs Share) which is developed by

Lyman (1981), and Peer Writing by Cohen (1994).

Various researches were conducted by using Simultaneous Roundtable

Strategy. As this strategy has a very big potency to solve problem of teaching in

many fields of subjects (Kagan, 2002), many researchers have developed the

classroom teaching method by using this strategy.

To begin with the related studies, Stenlev (2011) examined the use of

Simultaneous Roundtable Strategy to help teachers in teaching process. It is

suggested that the silence in doing this strategy help the students to gain the

maximum result of the study, compared to lecturing method. As the students are

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generate ideas without making noise. This will promote the most conductivity in

learning process. It was concluded that Roundtable Strategy works best in

sequenced activities like writing. Activities by using this strategy will build

positive interdependence among team members and reinforce the power of

teamwork and team cohesion (Stenlev, 2011).

Siregar (2008) conducted a classroom action research in order to attempt

the improvement of student’s in writing descriptive paragraph. As the subject of

the research, class VIII-5 in SMP N2 Berastagi, North Sumatera – Indonesia, was

examined and treated by using the strategy, Yudhi (2008) found that students’

achievement kept improving. Based on two cycles which were done during the

research, Yudhi (2008 : 41) suggested that the post test result was improved from

61.43 in the post to be 75.13. Later, it is also supported that Simultaneous

Roundtable Strategy can improve students’ achievement in writing narrative

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As the related studies revealed, it was found that Simultaneous Roundtable

Strategy gives a positive output as the result of the result. However, Simultaneous

Roundtable Strategy had never been used in experimental research to see how it is

upper handed to improve students’ achievement in writing, especially writing a

narrative test. To bring peer researchers to a new horizon of this strategy, the

researcher applied Simultaneous Roundtable Strategy to determine that this

strategy also give positive result as previous research attached.

For the consideration that the Simultaneous Roundtable Technique would

be effective to improve the students’ achievement in writing Narrative text, the

researcher would try to investigate the effect of applying this technique to the

students’ achievement in narrative writing. However the study would be expected

to show the result of the technique to be used in English language teaching

especially in teaching narrative text.

B. Scope of the Study

The main purpose of the study is to find out if the effect of applying the

simultaneous roundtable technique would significantly improve the students’

achievement in writing narrative text. Therefore, the study is focused on the

students’ achievement in the process of writing narrative text in term of

conducting ideas and combining thoughts into integrated narrative text by using

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C. Problem of the Study

Based on the background of the study, the research problem is formulated

as following:

“Is the students’ achievement in writing narrative text taught by using

simultaneous roundtable strategy significantly higher than that taught by using

conventional method?”

D. The Objective of the Study

As stated in the title and the formulated problem of the study, this research

is conducted to investigate whether there is a significant effect of using

simultaneous roundtable technique on students’ achievement in writing narrative

text.

E. The Significance of the Study

There are several aspects of the significance of the research that the

researcher hereby wishes to establish, namely:

1. Theoretically, the findings of this research will be useful for English

teachers who need another technique in developing students’ progress in

Narrative writing.

2. Practically, the implementation of the Simultaneous Roundtable

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3. In addition, hopefully this study will give information for the readers and

other researchers who are inspired to further refine the application of

Simultaneous Roundtable Roundtable Technique in teaching narrative

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

After analyzing the data, it was found out that the students’ score in

writing narrative text was significantly affected by applying of Simultaneous

Roundtable Strategy. The using of Simultaneous Roundtable Strategy has

improved the students’ narrative writing to be more coherent and grammatical

than by using conventional method.

As the pre – test and the post – test were done, the students’ scores in experimental group were more succeed to past the minimum standard level than

that in control group. Thus, Simultaneous Roundtable Strategy is expected to be

really effective in teaching narrative text both in big amount of students or

smaller.

Therefore, it is concluded that the using of simultaneous roundtable

strategy significantly raise the students’ achievement in writing a narrative text

compared to the using of conventional method.

B. Suggestion

Based on the finding of this research, the suggestions are staged as the

following:

1. It is advisable that the teachers of English to apply Simultaneous

Roundtable Strategy in teaching writing of narrative text as the strategy in

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2. _{It suggested that the students are able to write by using Simultaneous}

Roundtable Strategy, however the students need to enrich their

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THE EFFECT OF APPLYING SIMULTANEOUS ROUNDTABLE STRATEGY ON THE STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.