THE EFFECT OF APPLYING EXAMPLES NON EXAMPLESMETHOD ON STUDENTS ACHIEVEMENT IN WRITING PROCEDURE TEXT.

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THE EFFECT OF APPLYING EXAMPLES NON EXAMPLES

METHOD ON

STUDENTS’ A

CHIEVEMENT IN WRITING

PROCEDURE TEXT

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By :

FAUZI RIZKI ANANDA

REG. NO. 2101121019

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ACKNOWLEDGEMENT

First and the foremost, the writer would like to express her deepest gratitude to Allah SWT for the blessing, health and opportunity which has enabled her to complete this thesis. He realizes that he would never have been able to complete it without the love of Allah, the guidance of his lecturers, help from friends, and support from his in completing this thesis

which entitled: The Effect of Applying Examples non Examples Method on Students’

Achievement in Writing Procedure Text. This thesis has been written in fulfillment of the requirements of 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 was helped by many people through their guidences, supports, prays, comments, and suggestions. The writer would like to express his gratitude and special thanks to:

1. Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of

Medan.

2. Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts;

and Vice Deans I, II, and III.

3. Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra. Masitowarni Siregar, M.Ed., as the Head of English Education Study Program.

4. All the Lectures of English Department.

5. Drs, Elia Masa Ginting, M.Hum., as his Thesis Advisor.

6. Prof. Dr. Busmin Gurning, M.Pd., as his Academic Advisor.

7. Dra. Tjut Ernidawati, M.Pd., as his Reviewer and Examiner.

8. Dra. Sri Juriati Ownie, M.A., as his Reviewer and Examiner.

9. Mam Euis, as the Administration Staff of English Department.

10. T. Lisya Afrida Sinar, S.Pd., as Headmaster, SMP Pemda Lubuk Pakam and Sutrisno, S.Pd., as the English teacher.

11. His beloved Father and Mother, alm. Irwandi and Paridah Hanum Siregar for their endless love, pray, motivation, mental and his beloved Sisters Irma Rizki

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ABSTRACT

Ananda, Fauzi Rizki. 2101121019. The Effect of Applying Examples Non Examples

Method on Students’ Achievement in Writing Procedure Text. A Thesis. English

Department, Faculty of Language and Arts, State University of Medan. 2014.

This study is aimed to find out whether Examples Non Examples method significantly effects

the students’ achievement in writing procedure text. This study was an experimental design.

The population of the study was grade IX of SMP Pemda Lubuk Pakam. The classes were divided in two groups, namely Experimental and Control group. Experimental group was the class taught by applying Examples Non Examples method, while Control group was taught by Lecture method. In this study, writing test was used as the instrument of collecting the data. Both experimental and control group were asked to write procedure text in pre-test and postest. The data obtained were analyzed statistically by test formula. The result got t-observed is higher than t-table (3.808 > 2.000) at the level significance 0.05 with the degree of freedom (df) 62. It means that the alternative hypothesis (Ha) is accepted and Examples non Examples method significantly effects students’ achievement in writing procedure text.

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ACKNOWLEDGEMENT

First and the foremost, the writer would like to express her deepest gratitude to Allah SWT for the blessing, health and opportunity which has enabled her to complete this thesis. He realizes that he would never have been able to complete it without the love of Allah, the guidance of his lecturers, help from friends, and support from his in completing this thesis

which entitled: The Effect of Applying Examples non Examples Method on Students’

Achievement in Writing Procedure Text. This thesis has been written in fulfillment of the requirements of 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 was helped by many people through their guidences, supports, prays, comments, and suggestions. The writer would like to express his gratitude and special thanks to:

1. Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of

Medan.

2. Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts;

and Vice Deans I, II, and III.

3. Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra. Masitowarni Siregar, M.Ed., as the Head of English Education Study Program.

4. All the Lectures of English Department.

5. Drs, Elia Masa Ginting, M.Hum., as his Thesis Advisor.

6. Prof. Dr. Busmin Gurning, M.Pd., as his Academic Advisor.

7. Dra. Tjut Ernidawati, M.Pd., as his Reviewer and Examiner.

8. Dra. Sri Juriati Ownie, M.A., as his Reviewer and Examiner.

9. Mam Euis, as the Administration Staff of English Department.

10. T. Lisya Afrida Sinar, S.Pd., as Headmaster, SMP Pemda Lubuk Pakam and Sutrisno, S.Pd., as the English teacher.

11. His beloved Father and Mother, alm. Irwandi and Paridah Hanum Siregar for their endless love, pray, motivation, mental and his beloved Sisters Irma Rizki

Ananda, Nur’aini Ananda, Ade Nur Asyikin Ananda and Dinda Ariani Ananda for their love, supports, and pray.

12. His friends in Regular Dik. C’ 2010 his great class, for the love and togetherness throughout four years; his friends, PPLT SMP Pemda Lubuk Pakam 2013, for many experiencies and togetherness.

13. His family in Campus, Harnoi Asrin Lumban Gaol S.Pd, Samuel N Panjaitan,

Puput Saputra, Putri Ilmi Rangkuti, Batsyeba Silaen, Magdalena Simanjuntak and Herbiana Sipayung, for their help, motivation, love,

stupidness, weirdness and togetherness.

14. His Best Friend, Widya Syartini for her supports, pray, motivation and attention. And for all members of Widya’s Family.

The writer realizes that the content of this thesis is not perfect, so he warmly welcomes any constructive suggestions that will improve the quality of this thesis. He hopes it would be useful for those who are interested in this field of study.

Medan, September 2014 The writer,

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LIST OF TABLES

Pages

Table 1.1 Students’ Scores of Writing Competence Tests in Two Semesters

2012-2013 ... 3

Table 2.1 The Advantages of Examples non Examples Method and Lecture Method ... 26

Table 2.2 The Disadvantages of Examples non Examples Method and Lecture Method ... 26

Table 3.1 The Research Design ... 29

Table 3.2 Teaching Procedure Text in Experimental Group ... 31

Table 3.3 Teaching Procedure Text in Control Group ... 32

Table 3.4 The Scoring of Procedure text ... 33

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LIST OF FIGURES

Pages

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LIST OF APPENDIXES

Pages

APPENDIX A. Teaching Procedures in Experimental Group and

Control Group ... 46

APPENDIX B. The Description of Pre-test and Post-test of Experimental Group and Control Group ... 49

APPENDIX C. The Calculation of T-Test ... 51

APPENDIX D. The Reliability of the Test ... 56

APPENDIX E. Percentage Points of the T Distribution ... 58

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REFERENCE

Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Methodology: Principle and Practice. Malaysia : Fajar Bakti.

Hughes, Arthur. 2003. Testing for Language Teachers. Second Edition. Cambridge: Cambridge University Press.

Istarani, 2012. 58 Model Pembelajaran Inovatif. Medan: Media Persada.

Kothari, C. R. 2004. Research Methodology and Techniques. Second Revised Edition. New Delhi: New Age International.

Langan, John. 2008. College Writing Skills With Readings. Seven Edition. New York: McCraw-Hill Companies.

Ningsih, Novri Surya. 2013. Improving Students’ Achievement In Writing

Descriptive Text Through Examples non Examples Technique. Medan:

Faculty of Languages and Arts, State University of Medan.

Nissa, Astri Khoirun. 2013. The Effect of Applying Examples non Examples

Method on Students’ Achievement in Writing Descriptive Text. Medan: Faculty of Languages and Arts, State University of Medan.

Pardiyono. 2007. Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta : Andi Peha.

Sinurat, Advent N T I. 2012. Improving Grade IX Students’ Achievement in

Writing Procedure Text Through Examples non Examples. Medan:

Faculty of Languages and Arts, State University of Medan

Slavin, Robert. E. 1995. Cooperative Learning : Theory, Research, and Practice. Second Edition. USA: A Simon & Schuster Company.

Sundem, Gath. 2006. Improving Student Writing Skills.USA: Shell Education. http://fujianto21-chikafe.logspot.com/2013/10/5

-contoh-singkat-procedure-text-pendek.html).

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CHAPTER 1

INTRODUCTION

A. The Background of The Study

Human cannot be separated by their society, because human is a social creature. As a social creature people need others in their life. To make an interaction, people need a language as a tool of communication. Language has important role in people life. By using language people can share their feelings and ideas. By looking this fact, language become most important things that people should be mastered.

English is one of international languages which using by people in whole entire world to communicate with others. By using language as communication, people can speak up their mind or opinion in some ways, whether in speaking or writing. And get information whether in listening or reading.

In Indonesia, English is a foreign language and become one of subject matter that students have to learn. There are four skills in English that student have to mastery, namely; reading, speaking, listening and writing. Through communication, writing become a passive instrumental way in convey students opinion in written language.

Writing is a part of language skills. As one of the four skills of language, writing has always formed part of the syllabus in teaching of English. English as a

foreign language must be taught to students’ ranging from the elementary school

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are asked to do it. There are some reasons why students’ unable to writing task

when they asked to do it. Lack of grammar, lack of interest to write and the

students’ disability to different characteristics of text, very rare doing writing task

even in their own language, the method teacher teaches and the way how the teacher treat them may these the reason to make the fail to make writing successfully (Ramini and Gintings, 2012:1).

According to Ramini and Gintings (2012:1), Writing as one of four basic language skills is considered as the most difficult to study. Without having a good knowledge in writing, someone will not be able to convey his idea to readers. Therefore, a good writing has these components to have: ideas as the heart of the piece- the information he or she chooses to write about. Organization, that refers to the order of ideas and the way the writer moves from one idea to the next. Vocabulary which refers to choice of the right words to say just the right thing. Language, the uses of sentences ton express and the last one is mechanics refers to the use of punctuation, spelling, grammar and other things to make writing consistent and easy to read.

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Procedure text is one of genre in writing that shows how the things done by following the processes or steps. This kind of writing competence should be mastery by the students as one of genre that stated in the syllabus.

Based on writer experience during mini observation which conducted in a junior high school Pembangunan Daerah grade IX in Lubuk Pakam, writer found

that the ability of students’ achievement in writing is still low. It’s proven from

their scores in a writing worksheet. From 32 students just 12 students who passed the standard of minimum completeness which is 70 for writing competence.

Table 1.1 Students’ Scores of Writing Competence Tests in Two Semesters

2012-2013

Class IXa

Semester _Score Students Percentage Mean

1st Semester 2012/2013 < 75 20 Students 62.5 % 71.9 ≥ 75 12 Students 37.5 %

2nd Semester 2012/2013 < 75 18 Students 56.3 % 73.9 ≥ 75 14 Students 43.7 %

Class IXb

Semester _Score Students Percentage Mean

1st Semester 2012/2013 < 75 21 Students 65.5 % 68.1 ≥ 75 11 Students 34.6 %

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In addition to the data that I got, I also interviewed the teacher asks difficulties and their methods of teaching English especially writing. The result is that in fact teachers are still using the conventional method where teachers explaining all the material on the board, and all students will take a note. Then all the students will write a summary without any interaction between teacher and students. The response of the students is passive where they just follow what is instructed by the teacher. This all makes the student just relied on what teacher was taught and so the impact is when they found some of the questions that looks different so they could not answer that questions.

By looking this fact Teacher as the facilitator and mediator in teaching

learning process has important role in improving students’ achievement especially

in writing. Teacher has to design a methodology and materials creatively in purpose to reach the objective of teaching and learning process. In designing the method teacher should give more practice and provide with kind of activity that

grab students’ attention in teaching learning process.

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Related to the explanation above and in order to improve the students writing achievement especially in writing procedure text the writer would like to

conduct a study on students’ writing procedure text achievement by using

examples non examples method.

B. The Problem of the Study

Based on the background of the study, the problem is formulated as follows:

“Is the students’ writing procedure text achievement taught by applying examples

non examples method higher than that taught by applying lecture method?”

C. The Objective of the Study

The objective of the study is to find out whether applying examples non

examples method significantly effect on Students’ Writing Procedure text.

D. The Scope of the Study

The research focuses its study on the effect of applying examples non examples method on students’ achievement in writing procedure text. In this case, the writer limits only in writing Procedure Text.

E. The Significance of the Study

The result of this study is expected to contribute either the theories or practices for:

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a. The researcher as reference to conduct the research. b. The research who want to conduct the same research 2. Practically

a. The teacher: as the information to create more interesting and effective method, especially in Writing Procedure Text through Example non Example Method in order to improve students’ writing achievement.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Writing is interesting for students if the teacher teaches them by using a method that can motivate them in writing. Examples Non Examples method used in this study were effective in teaching writing. The students were attractive in studying due to work together in group. They could share their ideas or opinions and could do peer teaching.

Based on the data analysis, it can be concluded that teaching writing skill by

applying Examples non Examples method significantly affects on the students’

achievement in writing procedure text. It can be seen from the data which had obtained in the post-test of experimental group were: the total score was 2467 and the mean score was 77.10, while the data in control group were: the total score was 2132 and the mean score was 66.62.

B. Suggestions

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Teaching Procedures in Experimental Group

Meeting Teacher’s Activity Students’ Activity

First

1. Opening Activities. 1. Opening activities 2. Teacher introduces the

material and explains to the students about the theory of procedure text

(Communicative purpose, generic structures, and language features), and also explains the example of procedure text.

2. Students watch to the

teacher’s explanation

carefully.

3. Teacher asks the students to sit in group of 3-4 and give the topic about “how to make an omelet”

3. Students sit in group of 3-4.

4. Teacher asks the students to discuss the topic and

demonstrating the result of their report.

4. Students discuss the topic and demonstrating the result of their report. 5. Teacher asks the students to

write a procedure text to the writing task individually from what they have discussed and demonstrated previously by applying the generic structure and grammatical features of procedure text.

5. Students write a procedure text to the writing task individually from what they have discussed and demonstrated previously by applying the generic structure and grammatical features of procedure text.

Second

1. Opening Activities. 1. Opening Activities. 2. Teacher asks the students to

sit in group of 3-4.

2. Students seat in group of 3-4.

3. Teacher asks the students to decide a topic to discuss in the group and each group presents the result of their discussion based on the topic that they have decided and asks the other group to watch the presentation carefully.

3.1Students decide a topic to discuss in the group and each group presents the result of their discussion. 3.2While other students

watch the presentation carefully.

4. Teacher asks the students to write a procedure text to the writing task individually from what they have discussed and

4. Students write a procedure text to the writing task individually from what they have discussed and

APPENDIX A

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structure and grammatical features of procedure text.

generic structure and grammatical features of procedure text.

Third

1. Opening Activities. 1. Opening Activities. 2. Teacher asks the students to

seat in group of five and gives

the topic about “how to make

a glass of milk”

2. Students sit in group of 3-4.

3. Teacher asks the students to discuss the topic, after that each group presents the result of their discussion, and asks the other students to watch the presentation carefully.

3.1Students discuss the topic in the group, after that each group presents the result of their discussion.

3.2While in presenting, other students watch the

presentation carefully 4. Teacher asks the students to

write a report text to the writing task individually from what they have discussed and presented previously by applying the generic structure and grammatical features of procedure text.

4. Students write a report text to the writing task

individually from what they have discussed and

presented previously by applying the generic structure and grammatical features of procedure text.

Teaching Procedures in Control Group

Meeting Teacher’s Activity Students’ Activity

First

1. Teacher greets the students and gives motivation.

1. Students Respond to the greeting and listen to the

teacher’s motivation.

2. Teacher shares to the students the example of report text that has been written in a piece of paper

with the topic “how to cook an omelet”.

2. Students receive the example of procedure text.

3. Teacher asks the students to write a procedure text individually with the title “ how to make instant noodle”

3. Students write a procedure text individually based on the title.

Second

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Teacher’s Activity Student’s Activity

2. Teacher gives an example of the procedure text on the board and asks them to write down back in their note book.

2. Students write down back the example of the

procedure text.

3. Teacher asks the students to determine the generic structure and grammatical features of the procedure text that they have written from the board.

3. Students determine the generic structure and grammatical features of the procedure text.

Third

teacher’s motivation.

2. Teacher gives an example of procedure text, and asks the students to translate it.

2. Students receive and translate it.

3. Teacher asks the students some questions based on the example that they have translated orally.

3. Students answer the questions orally.

4. Teacher asks the students to write a report text to the writing task individually with the topic “how to make a

glass of milk” and make it in term of the generic structure and grammatical features of the procedure text.

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APPENDIX B

Table 4.1 The Description of Pre-Test and Post-Test of the Experimental Group

No. Students’ Initials Name Pre-Test Post-Test

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APPENDIX C

THE CALCULATION OF T-TEST A. Experimental Group

No. Students’

Initials Name

Pre-Test Post-Test Deviation (d) Square

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APPENDIX D

The Reliability of the Test

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LESSON PLAN 1

EXPERIMENTAL GROUP

School : SMP Pemda Lubuk Pakam Subject : English

Class/Semester : IX/I

Allocation Time : 2x45 Minutes

I. Standard Competence

To expressing variation meaning and rhetorical structure accurately and appropriately by using writing language in the context of daily life.

II. Basic Competence

To expressing variation meaning in short functional written text and simply essay of procedure text in the context of daily life.

III. Indicators

1. Writing the parts of procedure text based on the social function, generic structure and the grammatical features.

2. Writing a procedure text.

IV. Objectives

1. The students are able to write the parts of procedure text based on the social function, generic structures and the grammatical features. 2. The students are able to write a procedure text using examples non

examples and the topic about “How to cook an omelet”

V. Teaching Material

1. Procedure Text.

2. Social Function: to describe how something is accomplished through a sequence of actions or steps.

3. The Generic structure of Procedure Text.

a. Goal: to describe how something is accomplished. b. Materials: the thing needed in the case being discussed.

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LESSON PLAN 2

School : SMP Pemda Lubuk Pakam

Subject : English

To expressing variation meaning and rhetorical structure accurately and

appropriately by using writing language in the context of daily life.

To expressing variation meaning in short functional written text and simply

essay of procedure text in the context of daily life.

1. Writing the parts of procedure text based on the social function,

generic structure and the grammatical features.

1. The students are able to write the parts of procedure text based on the

social function, generic structures and the grammatical features.

2. The students are able to write a procedure text using examples non

examples and the topic about “How to make mango juice”

2. Social Function: to describe how something is accomplished through a

sequence of actions or steps.

a. Goal: to describe how something is accomplished.

b. Materials: the thing needed in the case being discussed.

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LESSON PLAN 3

examples and the topic about “How to make sandwich”

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LESSON PLAN 4

examples and the topic about “How to make a glass of milk”

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LESSON PLAN 1

CONTROL GROUP

Subject : English

appropriately by using writing language in the context of daily life.

essay of procedure text in the context of daily life.

2. The students are able to write a procedure text using lecture method

and topic about “How to cook an omelet”

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LESSON PLAN 2

CONTROL GROUP

To expressing variation meaning and rhetorical structure accurately and appropriately by using writing language in the context of daily life.

To expressing variation meaning in short functional written text and simply essay of procedure text in the context of daily life.

examples and the topic about “How to make mango juice”

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LESSON PLAN 3

CONTROL GROUP

Subject : English

essay of procedure text in the context of daily life.

2. The students are able to write a procedure text using lecture method and the topic about “How to make sandwich”

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LESSON PLAN 4

CONTROL GROUP

Subject : English

essay of procedure text in the context of daily life.

2. The students are able to write a procedure text using lecture method and the topic about “How to make orange juice”

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