THE EFFECT OF DIARY WRITING METHOD ON
STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT
A THESIS
Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan
By:
RAFIQAH RAHMAH
Registration Number: 2113121059
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 submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, August 2016
i
ABSTRACT
Rahmah, Rafiqah. Register Number: 2113121059. The Effect of Diary Writing
Method on Students’ Achievement in Writing Recount Text. English Educational Program, Satate University of Medan, 2016.
This research deals with experimental research. The objectives of the study is to find out which has more significant effect on students’ achievement in writing recount text: teaching writing recount text by Diary Writing Method or teaching writing recount text by Lecturing Method.
The research design that was used in this study is experimental research. The source of data were taken from the eighth grade students of MTs Al-Abraar in Tandam Hilir I, Deli Serdang which consist of 30 students who were chosen by taking the VIII A and VIII B class as the sample. In this research, the score of the writing recount text in control group and experimental group was used as collecting data. To determine the reliability of the test, the writer used Pearson Moment Product formula. Based
on the data calculation, the coefficient of reliability was 0.67. It showed that the test was reliable and the reliability was high. There were two data used in this study. They were pre-test and postest. The data were analyzed by applying test formula. After analyzing the data, the result of the study ahowed that t-observed (4.32) was higher than t-table (2.015) (t-t-observed > t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 44. It can be concluded that applying Diary Writing Method significantly affects on the
students’ achievement in writing recount text or in other words the hypothesis is
accepted.
LEMBAR PENGESAHAN PEMBIMBING
Skripsi ini Diajukan oleh Rafiqah Rahmah, NIM 2113121059 Jurusan Bahasa dan Sastra Inggris
Program Studi Pendidikan Bahasa Inggris/S-1 Fakultas Bahasa Dan Seni
Universitas Negeri Medan
Dinyatakan telah memenuhi persyaratan untuk memperoleh gelar Sarjana Pendidikan
Medan, Agustus 2016
Disetujui oleh: Dosen Pembimbing Skripsi
LEMBAR PENGESAHAN TIM PENGUJI
Skripsi ini telah diuji dan dinyatakan telah Memenuhi persyaratan untuk memperoleh
gelar Sarjana Pendidikan
Medan, Agustus 2016
Tim Penguji
Nama Tanda Tangan
1. Dr. Rahmad Husein, M.Ed. NIP. 19620629 198803 1 002
2. Syamsul Bahri, S.S., M.Hum. NIP. 19690104 200312 1 002
3. Prof. Dr. Hj. Sumarsih, M.Pd. NIP. 19581021 198303 2 002
ii
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her greatest thank to
Allah SWT, the Almighty for His grace, guidance, praise, honor and mercy that
have been given to the writer’s life especially in enabling her to complete her
thesis and to fulfill the requirements for the degree of Sarjana Pendidikan at The
English Department, Faculty of Languages and Arts, State University of Medan.
This thesis could have been completed because of the help, support,
advice, guidance, comments and suggestions from several people for which the
writer would like to extend her sincere 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 the 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 Reviewer.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of Education
Program of English Department.
Dr. Rahmad Husein, M.Ed. and Tjut Ernidawati, M.Pd., as her
Theses Consultants.
Syamsul Bahri, M.Hum., as her Academic Advisor and as her
Reviewer, Dra. Masitowarni Siregar, M.Ed., as her Reviewer. Drs. H. M. Azhari Rasyid, , as The Headmaster of MTs Al-Abraar in
Tandam Hilir I, Deli Serdang, the English Teacher Ms. Suhartini, and
students of class VIII.
M. Aris and Ratnawati, her really beloved parents, and Rizki Mardiyah, her lovely sister for their endless love, pray, support and
motivation and also advices in finishing her study.
Her beloved friends ever (Annisa Nasution, Ruminah Rambe and
Widya Wulandari), the best friends she has ever had. They are there
iii
Karmila Sari Ritonga, S.Pd., her great sister who has stayed beside
her through the difficult times during completing this thesis.
Hafiza Hanim, a girl who has faithfully helped her in unique and
unforgettable ways.
The writer realizes that this thesis still has any paucity. She 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 are interested in
this field of study.
Medan, August 2016
The Writer,
iv A. The Background ofthe Study ... 1
B. The Problem of the Study ... 5
C. The Scope of the Study ... 5
D. The Objective of the Study ... 5
E. The Significance of the Study ... 6
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ... 71. Students’ Achievement in Writing Recount Text ... 7
2. Writing Recount Text ... 8
3. Text Type ... 9
4. Teaching Method ... 14
5. Diary Writing Method... 16
6. Assessment of Writing Recount Text ... 19
7. Lecturing Method... 20
B. Population and Sample ... 28
1. Population ... 28
2. Sample ... 28
C. The Instrument of Collecting Data... 29
D. The Procedure of Treatment ... 29
1. Pre-Test ... 29
2. Treatment ... 29
3. Post-Test ... 34
E. Validity and reliability of the Test ... 34
1. Validity ... 34
2. Reliability ... 34
F. The Technique of Analyzing Data ... 35
G. Statistical Hypothesis ... 36
CHAPTER IV DATA, DATA ANALYSIS, AND FINDING
A. The Data ... 37B. Data Analysis ... 39
v
2. Analyzing the Data Using t-Test ... 40
C. Testing Hypothesis ... 41
D. Research Finding ... 42
E. Discussion ... 43
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ... 44B. Suggestion ... 44
REFERENCES
... 46vi
LIST OF TABLES
Pages
Table 1.1 Students’ English Score of Grade VIII in MTs Al-Abraar ... 2
Table 2.1 Level of Writing Achievement ... 7
Table 2.2 Scoring of Writing Test in Recount Text ... 20
Table 3.1 Research Design ... 28
Table 3.2 The Procedure of Treatment for Experimental Group Applying Diary Writing Method ... 30
Table 3.3 The Procedure of Treatment for Control Group Applying Conventional Method (Lecturing Method) ... 32
Table 4.1 The Scores of the Pre-Test and Post-Test ... 38
vii
LIST OF APPENDICES
Pages
APPENDIX A. The Score of Pre-Test and Post-Test by the Students of
Experimental Group ... 48
APPENDIX B. The Score of Pre-Test and Post-Test by the Students of Control Group ... 49
APPENDIX C. The Reliability of the Test ... 50
APPENDIX D. The Calculation of t-test ... 52
APPENDIX E. t-Table ... 55
APPENDIX F. Test for Pre-Test and Post-Test in Experimental and Control Group 57 APPENDIX G. Lesson Plan ... 58
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is an international language which is used by people all over the
world. It becomes important to master, not only passively, but also actively. This
is due to the global competitiveness which gets higher from day to day and
requires the ability of communicating with people from various countries.
Learning a language means learning the four basic skills. They are
receptive skills: reading and listening, and productive skills: speaking and writing.
One of the hardest skills to master is writing. Writing is an activity putting
thoughts, ideas, and feelings into written symbols, which mean something that can
be seen. By writing, students can share their knowledge and feelings. Besides,
they can apply their cognitive knowledge about grammar, vocabulary, and other
important aspects of language and make it into good writing. Sadeq (2015:54)
stated that writing is a task that involves the connection of many techniques and
skills of language. It is stated by Patel & Jain (2008:125) that writing is essential
features of learning a language because it provides a very good means of foxing
the vocabulary, spelling, and sentence pattern.
However, most students still face difficulties in writing in English. The
observation that was conducted in MTs Al-Abraar, grade VIII, showed that there
were still many students who were not able to write well. Feeling confused how to
start and express feelings and ideas, then change it into written form was still
2
know about the concept of writing. For instance, how to get idea, make it into
good writing, and also about the spelling and punctuation. Besides, the teacher
just directly explained about the material and used a textbook as the media
without using appropriate method. This made the students did not have a high
motivation in learning and they easilty got bored. As a result, most of the students
got the score under Minimal Completeness Criteria (KKM). The score of English
test from the students can be seen in the Table 1.1.
Table 1.1
Students’ English Score of Grade VIII in MTs Al-Abraar
Semester Score Students Percentage Mean
1th Semester 2014/2015 <70 20 67% 68
≥70 10 33%
2nd Semester 2014/2015 <70 18 60% 67
≥70 12 40%
The facts above show that writing still becomes something difficult for
students. The Minimal Completeness Criteria (KKM) applied for Grade VIIIwas
70. From the data above, it could be concluded that the students’ ability in writing
was still low. It could be seen from the mean of the students’ score where the
mean wasstill under the Minimal Completeness Criteria (KKM) and it was needed
to be enhanced.
So it could be concluded that the writing skill of the students of grade VIII
3
students felt difficult in organizing a good text and wrote it by using their own
words for a certain types of writing such as recount text. This was because the
students did not make writing as a habit, while having a habit to write is a good
way to improve writing skill. If the teacher does not want to start to make the
students get used to writing as soon as possible, then the students will never try to
write. As what Wafa (2009:2) stated that actually problems encountered in writing
can be faced by adding more occasions to the students to get practice in writing.
Writing cannot be taught instantly. Effective teaching of writing takes
time: time for practice, time to share writing, time to complete pieces of writing,
and time to respond to and evaluate all of that writing, Kirby and Crovit (2013:9).
This means that the students should not be directly assigned to write. Teachers
cannot expect students to be able to write coherently and correctly in a short time.
On the other hand, Taqi (2015:74) stated that writing skill is a development
process that demands experiences, times, opportunities, training, and ideas that
expressed clearly and organized attractively. One way of improving writing skills
s through constant writing. The more students write the more their writing skills
develop. Thus, writing requires a regular exercise so that it will be a habit which
makes students more engaged and easier in expressing their ideas, feelings, or
thoughts into good writing. Teacher must be able to find an interesting method to
be applied in encouraging students to write in English. An interesting method can
make students more motivated to write. The students finally can find the value
and advantages of writing by themselves. It can be started by asking students to
4
to write anything that really happens to them without feeling forced or pressured.
By doing so, writing will no more become something confusing or frightening. On
the other hand, it will be students’ habitual activity and hopefully they can find it
enjoyable to write.
In this case, one of the teaching methods that can be chosen is diary
writing method. Diary is not something strange to everybody, including students.
They love writing about their experiences in a diary. If they keep writing a diary,
then they will get used to writing. This can make students feel free to start to write
without being afraid of making mistakes. Besides, writing diary is one of the good
ways to evoke someone’s creativity. This is as what has been stated by Moon
(2010:5), that one of the purposes of writing diary is to enhance creativity. When
someone tries to write diary, he/she will try to recall what they have experienced
in the past and start to think how to write it well. Furthermore, as they themselves
get the experiences, it, of course, is not a hard thing to write it down. This is what
makes diary is very familiar to everybody. People will not have to think so hard
about what to write. This, of course, can motivate students to eager to write. They
will be easier to write something they have ever experienced before in their real
life. This is as what has ever been stated before by Ningrum (2013:3) that by diary
writing, the students are free to express their ideas, experiences, activities that
have happened in their life. Furthermore, Tuan (2010:2)claimed that the fact that
the students are given more chances to write about what is relevant to them is an
5
As diary tells about someone’s experience that happened in the past, it, of
course, uses past tense in writing it. This is similar to recount text. Recount text is
a text that retells events or experiences that happened in the past, Wafa (2010:10).
Besides, everybody loves writing diary. It touches their own personal experiences.
That was why diary writing could be a very suitable teaching method to teach
about writing recount text, as what Ningrum (2013:3) stated that the advantage of
diary writing is teaching recount text is the students can apply the use of simple
past tense ad rich vocabularies.
B.The Problem of the Study
Based on the background of the study, the research problem was
formulated as “Is students’ achievement in writing recount text taught by using
Diary Writing Method higher than taught by using Lecturing Method?”
C.The Scope of the Study
Based on curriculum KTSP, there are some genres of texts taught for
Junior High School students. They are descriptive, recount, narrative, report, and
procedure. One of the genres taught for second graders of Junior High School is
recount text. The scope of the study was limited on effectiveness of diary writing
method on students’ achievement in writing recount text.
D.The Objective of the Study
The objective of the study was to find out which has more significant
6
text by Diary Writing Method or teaching writing recount text by Lecturing
Method.
E.The Significance of the Study
1. Theoretically
It was hoped this study would be useful for those who were interested in
conducting research with the same topic.
2. Practically
a. For teachers, hopefully this study could be one of the
supplementary materials to teach about writing recount text.
b. For students, the writer expects the students could be motivated to
45
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After the data have been analyzed, it can be concluded that there is a
significant effect of teaching writing recount text by using Diary Writing Method.
This can be seen from the tobserved> ttable (4.32 > 2.015; df = 44, α = 0,05). Diary
Writing Method gives positive impacts to students in improving their writing skill.
This is because through Diary Writing Method, the students feel more motivated
to write as they have trained themselves to write about their own personal
experiences in diaries. So, this can improve the students’ mastery about writing
skill itself. It means the null hypothesis (Ho) was rejected and alternative
hypothesis (Ha) was accepted because there was a significant effect of using Diary
Writing Method on students’ achievement in writing recount text.
B. Suggestion
Based on the conclusion above, there are some suggestions given.
1. To teachers, it is suggested to use an appropriate method to teach
students each lesson, in this case is writing recount text. This study
could be one of the supplementary materials to consider what
method to use in class.
2. To students, they should train themselves to write more about
46
eager to write and ease them to be able to write a good recount
text.
3. To any other researchers, this will make them understand more
about writing recount text by using Diary Writing Method because
through this method, people will be able to improve their writing
45
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