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THE EFFECT OF STOP AND DARE STRATEGY ON

STUDENTS’

ABILITY IN WRITING HORTATORY

EXPOSITION TEXT

A THESIS

Submitted as the Partial Fulfillment of the Requirement for

the Degree of Sarjana Pendidikan

By:

DORA MARGARETHA BARUS

Registration Number 2113121020

ENGLISH AND LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Barus, Dora Margaretha. 2113121020. The Effect of STOP and DARE Strategy on Students’ Ability in Writing Hortatory Exposition Text. A Thesis, Faculty of Languages and Arts, State University of Medan. 2016.

This study deals with the effect of STOP and DARE Strategy on students’ ability in writing hortatory exposition text. The objective of this study was to find out there is any significant effect of STOP and DARE Strategy on students’ ability in writing hortatory exposition text. It was conducted by using experimental research. The population of this study was eleventh grade of SMA RK Deli Murni Delitua, which consisted of 3 parallel classes. Two classes were taken as the sample of the research and each both groups consisted of 35 students. The class XI IPA 2 was an experimental group and class XI IPA 1 was as control group. The experimental group was taught by using STOP and DARE strategy, otherwise control group was taught by using conventional strategy. The instrument for collecting data was writing test. The data was analyzed by using test formula. The result showed that the value of t-observed was higher than the value of t-table. (2.18>1.994 (α= 0.05)) with the degree of freedom (df) = 68. Based on the data analysis of the study, the result indicated that the alternative hypothesis (Ha) was accepted. It means that there is any significant effect of STOP and DARE Strategy on students’ ability in writing hortatory exposition text.

Keywords: STOP and DARE Strategy, Writing Hortatory Exposition Text

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ACKNOWLEDGEMENT

First of all, the writer would like to express her deepest gratitude to Almighty God, Jesus Christ for His amazing grace, uncountable blessing, love, strength given to the writer during her study and in completing this thesis which entitled: The Effect of STOP and DARE Strategy on Students’ Ability in Writing Hortatory Exposition Text. 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 he had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from people. Therefore, the writer expresses her gratitude and special thanks to:

Prof. Dr. 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.

Dra. Meisuri, M.A., the Secretary of English Department and also as her Reviewer and Examiner.

Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study Program.

Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor, who has encouraged her to learn more serious and given guidance, suggestions and precious time along completing this thesis.

Dra. Sri Juriati Ownie, M.A., her Academic Advisor, who has supported her throughout the academic years.

Isli Iriani I. Pane, S.Pd, M.Hum., Johannes Jefria Gultom, S.Pd., M.Hum., her Reviewer and Examiner, who has given suggestions and comments in completing the thesis.

All the Lecturers of English Department who have taught, guided, and advised her throughout the academic years.

Eis Sri Wahayuni, M.Pd., the administration staff of English Department, for information in completing the thesis.

Drs. Jontar Sitohang., the Headmaster of SMA RK Deli Murni Delitua, for his permission in allowing the writer to do observation and to collect the data needed for the thesis.

Rina Hasugian S.S., the English Teacher of SMA RK Deli Murni Delitua, for the supports, guidance, suggestions and motivation along the research.

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lovely cousins Kak Nena cidabukke, Lily, Angel, kak Rindi and all of her families for their endless love, prayer, inspiration, suggestion, motivation, courage and everything that they have given to the writer during the process of completing the thesis. This thesis is dedicated to you, guys.

Her awesome Brother, Dera Menra Sijabat, SPd., for courage, spirit, prayer, awareness and motivation during her study, for reminding everything in completing the thesis.

Her wonderful and gorgeous Girls, Arnita S, Devi S, Evelin S, Fytriani Siregar,S.Pd., Harni G, Martina S, Roslinda S, for giving her support, happiness, unforgettable moment, for sharing about love and life, attendance in any situation (ups and downs), for making her feel not alone.

Her best ladies, Danaria T, Feronika N, Marsela S, Nirma T for giving the prayer, support, awareness and for reminding her that Jesus always with her to face difficult situation.

Her best friends, DIMENCY (Dame, Dina, Wenny, Mega mamak Calysta) for all of supports and pray, for always considering her even though you’re apart, for teaching her that “true friendship doesn't need daily conversation or being together. As long as relationship lives in our heart, true friends never apart.”

Her beloved friends in Diciples and Agnus Dei small group (Permadi, Dedi, Putri, Jetty, Melita, Roberto) Her struggle friends, Jelita, Yessi, kak Nancy, Norita, Fibie, Era, Uci, Ando, Kak Batsyeba, Her supporter in praying, Bang Galih, Aryadi, Dek Waren, Bang Cico, Maylista, and Moris Her friends in Reguler Dik B 2011, for their love and togetherness throughout

the four years; Her friends in PPLT SMP N 1 Dolok Panribuan for the togetherness and the experiences shared. And also for those who cannot be mentioned one by one.

The writer realizes that, this thesis still has the paucity, she warmly welcomes any suggestions, comments, critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who read and feel interested in the field of this study.

Medan, Februari 2016 The writer,

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A. The Background of the Study ... 1

B. The Problem of the Study ... 5

C. The Objective of the Study ... 5

D. The Scope of the Study ... 5

E. The Significance of the Study ... 5

CHAPTER II REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. Writing ... 6

2. The Purpose of Writing ... 8

3. The Process of Writing ... 8

4. The Kinds of Genre ... 10

5. Hortatory Exposition Text ... 12

6. The Nature of STOP and DARE Strategy... 15

a. Stages of STOP and DARE Strategy ... 19

b.Advantages and Disadvantages of STOP and DARE ... Strategy... 21

c. Implementation of STOP and DARE Strategy in Classroom ... 22

B. The Relevant of the Study……… ………. 27

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C. The Instrument of Collecting Data... 32

D. The Procedure of the Study ... 33

1. Pre-test... 33

2. Treatment ... 33

3. Post-test ... 37

E. Assessment of Writing ... 38

F. The Validity and Reliability of the Test ... 39

G. Homogeneity and Normality... 41

H. Technique of Analyzing Data ... 42

CHAPTERIV THE DATA AND DATA ANALYSIS... 44

A. Data Description ... 44

B. Data Analysis ... 47

1. Testing reliability ... 47

2. Testing Normality ... 49

3. Testing Homogeneity of Data ... 50

4. Analyzing Data by Using T-test Formula ... 50

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LIST OF TABLES

Page

Table 1. 1 The List of Students’ Writing Scores of XI IPA 2 Class ... 3

Table 3. 1 Research Design ... 31

Table 3.2 Experimental Group Activities ... 33

Table 3.3 Control Group Activities ... 37

Table 3. 4 Assessment of Writing ... 39

Table 4.1 Students’ Score of Pre-Test... 45

Table 4.2 Students’ Score of Post-test ... 46

Table 4.3 Students’ Score in Pre-test and Post-test ... 47

Table 4.4 Normality of Data ... 49

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LIST OF FIGURES

Page

Figure 2.1 Cue Card of STOP and DARE Strategy ... 23

Figure 2.2 Brainstorming Sheet ... 24

Figure 4.1 Students’ score of Pre-test ... 45

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LIST OF APPENDICES

Page

Appendix A The Pre-test and Post-test in Experimental and Control Groups 59

Appendix B Students’ score of Pre-test and Post-test of Experimental groups 60

Appendix C Students’ score of Pre-test and Post-test of Control groups ... 61

Appendix D The Score of Two Rates ... 62

Appendix E The Calculation of Reliability of the Test... 63

Appendix F The Calculation of Experimental Group T-test ... 65

Appendix G The Calculation of Control Group T-test ... 66

Appendix H Test for Homogeneity of Variance of Pre-test in Experimental and Control Groups ... 69

Appendix I Test for Distribution of Frequency in Experimental Group ... 71

Appendix J Test for Distribution of Frequency in Control Group ... 73

Appendix K Testing Normality in Experimental Group ... 75

Appendix L Testing Normality in Control Group... 77

Appendix M Table of Normality from 0 to Z ... 79

Appendix N Table List of testing Liliefors ... 80

Appendix O Percentage Points of the t Distribution ... 81

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Writing is an important activity in our daily life, especially in

communication. According to Graham et al (2007:2) writing is important in

helping people to communicate with other people especially for some people in

distance. In this modern era, most people use writing to communicate with others

by using modern technology, for example sending e-mail, sending text message in

mobile phone and chatting in social media. Therefore writing is important in our

life especially helping people to communicate.

Writing is like a memory card that can save and remind events,

experiences, and knowledge. People could not remember all of event happened in

their life. Even genius people sometimes forget few events in their life. Therefore,

writing is necessary to help us to recall a memory that we have saved. For

example, when students have studied something from their teacher, it is better to

them to make a note about what they have studied in order they can open it again

if they want to remember again. And also when people want to remember about

history of their nation, they will read history book to remind them about it.

Therefore, writing is very useful for people to remind about something that will be

forgotten.

According to Harmer (2004:13) writing is a process of transforming

thoughts and ideas into written form. It must be read and comprehended by the

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communicates his ideas by considering known or unknown reader who will get

his ideas and his meaning in the form of correct written text. To write well, he

must have good writing capabilities too. Moreover, someone who wants to write

essay or story must know in writing process and the aspect of writing skills. He

should be able to organize the idea to use the spelling and punctuation well.

Besides, he should be able to arrange his writing into cohesive and coherent

paragraphs on text.

In education, writing is one of the four language skills that should be

mastered by the students. It is consider the most difficult skill to be learnt and

mastered because not only transform thoughts into words but also should involve

some language components, such as grammar, spelling, language use, vocabulary,

and punctuation. When the students write sentences to express their feeling and

want to be understood, they must write it in correct language structure. It makes

writing become the difficult skill to be mastered.

In Senior High School, there are some types of genre are studied such as

narrative, descriptive, recount, spoof, exposition, procedure and etc. In this case,

hortatory exposition is the main focus. Hortatory exposition text is types of

written text that is intended to explain the reader that something should or should

not happen or be done. According to Pardiyono (2007:215) hortatory exposition is

to argue that something should be ought to be. Therefore, the purpose of the

hortatory exposition text is to argue or persuade people to believe what the writer

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Hortatory exposition text has three main parts, they are (1) Thesis

statement: statement or announcement of issue concern (2) Arguments: reasons

for concern that will to recommendation and (3) Recommendation: statement of

what should not happen or be done based on the given arguments. The students

should be able to know these three parts in order they can write hortatory

exposition well and in order the students can distinguish with other types of text.

Based on writer’s observation in SMA RK Delimurni Delitua, the English

teacher of Eleventh Grade said that the students found it difficult to write a text,

especially the hortatory exposition text. Most of them were not able to express

their ideas in writing, especially to elaborate their arguments. Besides, the

students were lack of vocabulary so that they must need a lot of time to find out

the meaning of unfamiliar words in dictionary. Most of them were also still low in

mastery the grammatical aspects of writing so that their sentence structure is

disorganized. Therefore 60 % of students fail in writing. Below is the list of

students’ scores of XI IPA-2 class.

Table 1.1

The list of students’ writing scores of XI IPA-2 Class

Class Score Students Percentage Means

XI IPA-2 ≥68 22 students 60% 60,7

≤68 15 students 40%

(source:SMA RK DELIMURNI DELITUA)

Some problems on writing mentioned above are in need to have problem

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techniques, methods and also teaching media for writing skills. One of the

strategies is STOP and DARE strategy that was applied in this research.

STOP and DARE strategy is a more sophisticated strategy for writing a

persuasive essay that addresses both side of an issue (Harris and

Graham,2008:47). This strategy is consisted of eight steps that should be followed

by the students in making writing plan before writing the essay. STOP stands for

Suspend judgment, Take a side, Organize ideas, Plan more as you write. DARE

stands for Develop your topic sentence, Add supporting ideas, Reject possible

arguments, and End with a conclusion.

Those are some reasons for the researcher to choose STOP and DARE

strategy, they are (1) students can make a plan before they write so that it can be

used as their guidance to make a text (2) STOP and DARE strategy helps students

in managing and controlling their learning (3) STOP and DARE strategy helps

students in comprehending the hortatory exposition text because STOP and

DARE strategy stimulates students in producing and elaborating their arguments.

The previous researches had done by Fatmawati (2014) and Vicko

Kurniawan (2013). Fatmawati (2014) says STOP and DARE strategy can help

students to explore ideas in writing a text. She applied this strategy in the eleventh

grade students of SMAN 1 Pasaman. From the result of the research, the

researcher found most students were able to make analytical exposition text in

form of persuasive essay, so that there was development of students’ writing skill

by applying STOP and DARE strategy. Kurniawan (2013) found that STOP and

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grammatical features of hortatory exposition text. Therefore, the researcher

interested to apply STOP and DARE strategy to improve students’ writing ability.

B. The Problem of the Study

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

following: “is there any significant effect of STOP and DARE strategy on

students’ ability inwriting hortatory exposition text?”

C. The Objective of the Study

The study intended to find out there is any significant effect of STOP and

DARE strategy on students’ ability in writing hortatory exposition text.

D. The Scope of the Study

This research was limited to the analysing of hortatory exposition text

type. This research focused on the effect of STOP and DARE strategy on

students’ writing ability especially in hortatory exposition text.

E. The significant of the Study

The findings of the study are expected to be useful for:

1. The English teacher who wants to get new learning strategy to support

the success of teaching learning writing ability and gets inspiration to use

various strategies in the classroom

2. The students who want to improve their ability in writing and solve their

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CHAPTER V

CONCLUSION AND SUGESTION

A. Conclusion

Based on the research finding, the researcher concludes that there is

significantly effect of STOP and DARE Strategy on the students’ ability in

writing hortatory exposition text. It can be seen from the calculation of t-test at the

level significance 0.05; tobserved (2.18) is higher than ttable (1.9994). Therefore, the

alternative hypothesis (Ha) “There is significantly effect of STOP and DARE on

the students’ ability in writing hortatory exposition text“ is accepted.

B. Suggestion

In the relation to the conclusion above, the researcher points out some

suggestion as following:

1. The English teachers are suggested to apply STOP and DARE strategy in

teaching hortatory exposition text as the alternative in teaching learning

process because is proved effective to improve writing ability.

2. Since this research is limited to the investigation of the STOP and DARE

strategy on writing and how the STOP and DARE strategy can be

developed is not known, it is suggested that a research should be done on

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REFERENCES

Ary, Donald. 2010. Introduction to Research in Educational Objectives: the Classification of Educational Goals. New York; Longman.

Ary, Donald., Jacobs, Lucy Cheser. & Razavieh, Asghar. 2002. Introduction to Research in Education (sixth edition). Canada: Wadsworth Group

Best, J.W., and Khan, J. V.2006. Research in Education (Tenth Ed.). Boston: Pearson Education.

Brown, H. Douglas, 2000. Principles of Language Teaching and Learning (4nd Ed.). New York: Addison Wesley Longman.

Brown, H. Douglas, 2001. Teaching by Principles, an Interactive Approach to Language Pedagogy (2nd Ed.). New York: Longman.

Byrne, D. 1979. Teaching Writing Skill. London: Longman House.

Carol, J.A, E. Wilson & G. Forlini.2001. Writing and Grammar. New Jersey: Prentice.

De La Paz, Susan. 2001. STOP and DARE: A Persuasive Writing Strategy. The Council for Exceptional Children. Vol. 63, No. 2: 167-181

De La Paz, Susan., and Graham, Steve. 1997. Strategy Instruction in Planning: Effects on the Writing Performance and Behaviour of students with Learning Difficulties. Intervention in School and Clinic. Vol. 3, No. 4 : 234-243

Ennis, Robin Parks, dkk. 2013. STOP and DARE: Self-Regulated Strategy Development for Persuasive Writing with Elementary Students E/BD in a Residential Facility. Education and Treatment of Children. Vol. 36, No. 3 : 81-99

Fatmawati. 2014. Writing Strategy by Using STOP and DARE Strategy and Its Contribution on Senior High School Students’ Writing Skill: STKIP. Vol 1 No. 1:1-8

Graham, Steve, Charles A. and Mac, Arthur. 2007. Best Practice in Writing Instruction: New York: The Guilford Press.

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Harmer, Jerremy. 2004. How to Teach Writing. England: Pearson Education Limited

Harris,K., Graham, S., Mason, L., & friendlander, B. .2008, Powerful Writing Strategy for All Students. Baltimore, MD: Brookes.

Heaton, J.B. 1975. Writing English Language Test. New York: Longman Group UK.

Hogue, Ann. 2008. First Step in Academic Writing. United State: Pearson Education.

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Kane, Thomas. 2000. The oxford: Essential Guide to Writing. New York: Oxford University Press

Knapp, Peter and Watkins, Megan. 2005. Genre, Text, Grammar. Sidney: University of New South Wales.

Kurniawan, Vicko. 2014. Teaching Writing Hortatory Exposition text by Using STOP and DARE strategy to Senior High School Students. JELT Vol 3 No. 1 Serie C :159-.167

Lienemann, Torri and Reid, Robert. 2009. Written Expression: Grades 2-5. United State: The IRIS Center .

O’Malley and Pierce. 1996. Authentic Assessment for English Language Learner: Practical Approaches for Teacher. United State: Addison-Wesley Publishing Company

Oshima, Alice and Hogue, Ann. 1988. Introduction to Academic Writing: New York. Addison-Wesley Publishing Company.

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

Richard, C. Jack. 1986. Approaches and Methods in Language Teaching. Unitrd Kingdom: University press, Cambridge

Tredinnick, Mark. 2008. Writing Well: The Essential Guide. New York: University press, Cambridge

Gambar

Table 1. 1 The List of Students’ Writing Scores of XI IPA 2 Class ................
Figure 2.1 Cue Card of STOP and DARE Strategy ........................................
Table 1.1 writing scores of XI IPA-2 Class

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