THE EFFECT OF GENRE-BASED APPROACH ON
STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
ISMA ERIYANTI
Reg. Number: 2113121034
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
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 been submitted for assessment.
I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, August 2015
Isma Eriyanti
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ACKNOWLEDGEMENT
First and foremost, the writer would like to express her greatest gratitude to Allah SWT for the health, knowledge and opportunity given by Him that she has eventually been able to accomplish this thesis.
This thesis is submitted to the English Department in Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan.
During the process of completing this thesis, the writer faced some difficulties, yet received abundant support, motivation, guidance and assistance from many people. Therefore, she would like to address her sincere gratitude and appreciation to:
Department, Dra. Meisuri, M.A., the Secretary of English and Literature Department as well as her academic advisor and Nora Ronita Dewi,
S.Pd., S.S., M.Hum., as the Head of English Education Study Program,
Faculty of Languages and Arts, State University of Medan.
Dr. Rahmad Husein, M.Ed., her Thesis Consultant whose advice,
encouragement, robust criticism and sincere motivation have been a great deal towards this thesis writing process right from the very beginning.
Dr. Rahmah, M.Hum., Prof. Amrin Saragih, M.A. Ph.D., and Syamsul Bahri, S.S., M.Hum., her proposal reviewers and thesis examiners whose
valuable inputs and constructive comments have enlightened her to accomplish this thesis.
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ABSTRACT
Isma Eriyanti. 2113121034. The Effect of Genre-Based Approach on Students’ Achievement in Writing Report Text. A Thesis. English Education Study Program. Faculty of Languages and Arts. State University of Medan.
2015.
This study was quantitatively conducted to discover whether Genre-Based
Approach had effects on the students’ achievement in writing report text. The
population was Eleventh Grade students of SMAN 3 Medan in the academic year 2014 – 2015. The samples were XI MIA 1 and XI MIA 3 which were taken by purposive sampling technique. The experimental group was taught by Genre-Based Approach and the control one was taught by Process-Genre-Based Approach. The instrument for collecting the data was report-writing test. The findings of this research indicated that the value of tobserved was greater than ttable . Therefore, the
null hypothesis was rejected which means that there is significant improvement on
students’ achievement in writing report text when they are taught by Genre-Based Approach. In line with the findings, it is recommended that Genre-Based
Approach be applied as an effective approach to improve students’ ability in
gaining control of different generic structures and linguistic features of different genres of writing.
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A.The Background of Study ...1
B.The Problem of Study ...5
C.The Objective of Study ...5
D.The Scope of Study ...5
E. The Significance of Study ...5
CHAPTER II REVIEW OF LITERATURE ...6
A. Theoretical Framework ...6
d. Types of Classroom Writing Performance ...13
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CHAPTER III RESEARCH METHODOLOGY ...36
A. Research Design ...36
B. Population and Sample ...37
1. Population ...37
2. Sample ...37
C. The Instrument of Collecting Data ...38
D. The Procedure of Research ...38
E. The Criteria of Scoring Writing Test ...41
F. The Validity and Reliability of the Test ...43
1. Validity ...43
2. Reliability ...43
G. The Technique of Analyzing Data ...45
CHAPTER IV DATA AND DATA ANALYSIS ...47
A. Data ...47
B. Data Analysis ...48
1. Reliability of the Writing Test ...48
2. T-Test Formula ...48
C. Testing Hypothesis ...49
D. Research Findings ...49
CHAPTER V CONCLUSION AND SUGGESTION ...51
A. Conclusion ...51
B. Suggestion ...51
REFERENCES ...53
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LIST OF TABLES
pages
Table 3.1 Research Design ... 36
Table 3.2 Procedure of Treatment in Experimental Group ... 39
Table 3.3 Procedure of Treatment in Control Group ... 40
Table 3.4 Writing Scoring Rubric ... 41
Table 3.5 The Scales of Score ... 42
Table 3.6 The Coefficient of (r) ... 45
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LIST OF FIGURES
viii
LIST OF APPENDICES
pages
Appendix A Pre-Test Sheet ... 57
Appendix B Post-Test Sheet ... 58
Appendix C Try Out Reliability ... 59
Appendix D Calculation of the T-Test ... 61
Appendix E Lesson Plan of Control Group ... 66
Appendix F Lesson Plan of Experimental Group ... 84
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CHAPTER I
INTRODUCTION
A. Background of the Study
Globalization has considerably impacted on the use of English throughout the world (Crystal, 2003). Consequently, for an individual to actively participate in the global market, it has become necessary for him/her to develop English writing skills in addition to speaking skills.
Writing is an essential skill to be mastered by students. Through writing, each person will be able to convey feelings, ideas, and thoughts to others. Sharples (1999:8) states that writing is an opportunity; it allows students to express something about themselves, explore and explain ideas. It encourages the students to interrogate one‟s interpretations of others‟ utterances as well as of
one‟s own personal experiences and beliefs in order to add to the ongoing
dialogue in some way that enriches the community‟s understanding of the relevant area of experience.
However, it is also a commonly recognized fact that achieving the proficiency in English writing is not an easy task. Writing skill is deemed to be difficult for EFL students in the language learning (Richards, 1990). In fact, most Indonesian students face some difficulties in writing, including developing ideas, difficulty in grammar, and unenthusiastic students‟ attitude (Permana & Zuhri,
2
an appropriate choice of vocabulary, sentence and paragraph organization and (2) putting such ideas into an intelligible text (Richard and Renandya, 2002). In the pre-observation, the writer found that most students faced some difficulties not only to choose appropriate words to exactly represent their ideas into the eligible texts, but also to distinguish the specific features and characteristics among one genre to another genre of text.
Those difficulties may arise because of the inappropriate learning methods applied by teachers in teaching writing. The writer found that most English teachers tend to adopt or adapt the traditional approach or the process approach in their teaching of writing. The traditional writing lessons involves these following activities : teacher‟s giving students a topic, telling them what is expected in their composition, marking their finished product and asking students‟ to make necessary changes based on the teacher‟s comments afterward. The process approach includes making drafts, expanding brief notes while organizing the texts and checking for punctuation, grammar and spelling inaccuracies.
Teaching writing in those ways only benefit the students to an extent that it can assist them in producing the error-free texts following the models of correct language. However, it does not contribute to help students realize and master such features as purposes, audiences, context and linguistic conventions of text which are the important features of any text-types.
At this present time, the implementation of Kurikulum 2013 highlights the importance to balance students‟ skills varied to cognitive, affective, and
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subjects in the daily life can be achieved. In other words, the students must be made able to implement the theory they gained in the schools for their own benefits in daily life.
Genre-Based Approach focuses on the notion of the communicative situation which centres around a particular spoken genre or genres. It emphasizes on social context, purpose, interlocutors‟ expectations, social and cultural norms rather than rhetorical structure, grammar, etc (Thornbury, 2007: 121). This approach involves several stages namely : (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 text (Callaghan and Rothery, 1988) In the genre approach, the knowledge of language is intimately attached to a social purpose, and more focus is on the view point of the reader than on that of the writer. Writing is mostly viewed as the students‟ reproduction of text based on
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as a tool that can be used and manipulated (Kay & Dudley-Evans, 1998). Then, the Genre-Based Approach focuses on increasing students‟ awareness of different ways of organising information in writing, by discussing distinctive features of different purposeful texts. As a result of this process, students systemically acquire a meta-linguistic awareness of the English language, which empowers them to manipulate information andaccomplish different purposes through writing (Paltridge, 2001). Furthermore, it is also claimed that the genre approach provides students with the confidence to handle „real world‟writing as it improves students‟
attitudes and desire toward language learning (Swami, 2008).
The application of Genre-Based Approach has resulted on the students‟ ability in gaining the control over the key features of the required recount genre in terms of social purposes, language features and schematic structure (Tuan, 2011). Furthermore, the Genre-Based Approach is balanced in the curriculum, students will better improve their writing skills through experiencing a whole writing process as well as realizing the social functions of genres and the contexts in which these genres are used as it can contribute to amplify students‟ writing potentials (Sabouri, Zohrabi and Vafa, 2014). Not only that it benefits the students in terms of ability to distinguish one genre to others, Genre Based Approach also helps students to increase their confidence level in writing as well as encourages them a positive attitude towards writing (Ahn, 2011).
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the writer would try to investigate the effect of applying this approach on the students‟ achievement in report text writing.
B. Problem of the Study
Based on the background of the study, the problem of this study is formulated as follows:
“Is the student‟s achievement in writing report text significantly improved when they are taught through Genre-Based Approach?”
C. Objective of the Study
In relation to the problem, this study aims at finding out whether the students‟ achievement in writing report text taught by using Genre-Based Approach is significantly improved rather than those taught by using Process-Based Approach.
D. Scope of the Study
Considering the syllabus and dicussion with English teacher, this study specifically focuses on improving the eleventh grade Senior High School students‟ achievement in writing report text through Genre Based Approach.
E. Significance of the Study
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This study investigated about the implementation of Genre-Based Approach in teaching writing report text to the eleventh grade students in one of public school in Medan. There was only one research question employed in this research
covering the students’ improvement in writing report text.
With regard to the research problem, and the data analysis that have been presented in the previous chapters, it could be concluded that Genre-Based
Approach brought significant effect on students’ achievement in writing report
text. The students in experimental group who were taught by using Genre-Based Approach obtained higher score than the students in control group who were taught by using Process-Based Approach.
B. Suggestion
The result of this study showed that the application of Genre-Based Approach could improve students’ achievement in writing report text. In relation to the conclusion above, some points are suggested as follows:
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2. Considering the possible weakness of students in vocabulary, grammar and developing idea, teachers should give guidance and feedback whenever possible in the process of writing to minimize the
students’ problem in higher level of writing
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