• Tidak ada hasil yang ditemukan

THE EFFECT OF SKETCH AND LABEL ORGANIZER ON STUDENTS ABILITY IN WRITING DESCRIPTIVE TEXT.

N/A
N/A
Protected

Academic year: 2017

Membagikan "THE EFFECT OF SKETCH AND LABEL ORGANIZER ON STUDENTS ABILITY IN WRITING DESCRIPTIVE TEXT."

Copied!
23
0
0

Teks penuh

(1)

THE EFFECT OF SKETCH AND LABEL ORGANIZER ON STUDENTS’

ABILITY IN WRITING DESCRIPTIVE TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of SarjanaPerdidikan

By:

NORITA PURBA

Registration Number: 2113121051

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

(2)
(3)
(4)
(5)
(6)

iii

ABSTRACT

Purba, Norita. 2113121051. The Effect of Sketch and Label Organizer on Students’ Ability in Writing Descriptive Text. A Thesis, Faculty of Languages and Arts, State University of Medan. 2016.

This study deals with the effect of Sketch and Label Organizer on students’ ability in writing descriptive text. The objective of this study was to find out if there was a significant effect of Sketch and Label Organizer on students’ ability in writing descriptive text. It was conducted by using experimental research. The population of this study was tenth grade of SMA Negeri 11 Medan, which was consisted of 13 parallel classes. Two classes were taken randomly as the sample of the research. The class X 1 was as experimental group and class X 8 was as control group. The experimental group was taught by using Sketch and Label Organizer strategy, otherwise control group was taught by using conventional strategy. The instrument for collecting data was writing test. The data were analyzed by using t-test formula. The result shows that the value of t-observed is higher than the value of t-table. (3.79>1.994 (α= 0.05)) with the degree of freedom (df) = 70. Therefore, Sketch and Organizer significantly affects on the students’ ability in writing descriptive text.

(7)

i

ACKNOWLEDGMENT

First of all, the writer would like to express her deepest gratitude to Almighty God, for His uncountable blessing given to the writer during her study and in completing this thesis which entitled: The Effect of Sketch and Label Organizer on Students’ Ability in Writing Descriptive 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., as the Rector of State University of Medan.

Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts, State University of Medan.

Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department Dra. Meisuri, M.A., as the Secretary of English Department, and her

Reviewer and Examiner.

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

(8)

ii

Eis Sri Wahyuningsih, M.Pd., as the administration staff of English Department

Drs. K. Lumbantoruan, M. Pd., as the Headmaster of SMA Negeri Negeri 11 Medan

Dra. Ramewati Sibuea, the English Teacher of SMA Negeri 11 Medan Her beloved parents, A. Purba and L. Simanullang, her wonderful

sisters, Astri Junita Purba, Evi Ritama Purba, Dian Sabam Purba, Rorito Purba, Riris Santri Purba and Putri Dorintan Martalenta Purba, for their endless loves and prayer that they have given to the writer during the process of completing the thesis.

Her beloved sisters and brothers in Filadelfia Choir for every

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, April 2016 The writer,

Norita Purba

(9)

iv

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT ... i

ABSTRACT ... iii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

LIST OF FIGURES ... vii

LIST OF APPENDIXES ... viii

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 6

C. The Objective of the Study ... 6

D The Scope of the Study ... 6

E. The Significance of the Study ... 6

CHAPTER II REVIEW OF LITERATURE ... 7

A. Theoretical Framework... 7

1. The Concept of Writing ... 7

a. The Definition of Writing ... 7

b. Qualities of A Good Writing ... 9

c. The Stages of Writing Process ... 10

d. Cognitive Process in Writing ... 11

(10)

v

2. Genre ... 14

a. Descriptive Text ... 14

b. The Types of Descriptive Text ... 14

c. The Generic Structure of Descriptive Text ... 15

d. The Grammatical Features of Descriptive Text 16

3. The Concept of Sketch and Label Organizer ... 16

a. The Nature of Sketch and Label Organizer ... 16

b. The Example of Sketch and Label Organizer ... 17

c. Sketch and Label Organizer in Writing ….…… 18

B. The Relevant of the Study ... 18

C. Conceptual Framework ... 19

D. Hypothesis ... 21

CHAPTER III RESEARCH METHOD ... 22

A. Research Design ... 22

B. Population and Sample ... 23

C. The Instrument of Collecting Data ... 23

D. The Procedures of Research ... 24

E. Scoring the Test ... 26

F. The Validity, Reliability, Homogeneity and Normality of the Test ... 28

H. Technique of Analyzing Data ... 30

CHAPTER IV DATA AND DATA ANALYSIS ... 32

A. Data Description ... 32

(11)

vi

C. Testing Hypothesis ... 39

C. Research Findings ... 39

E. Discussion ... 40

CHAPTER V CONCLUSION AND SUGGESTION ... 42

A. Conclusion ... 42

B. Suggestions ... 42

REFERENCES ... 43

(12)

vii

LIST OF TABLES

Page Table 1.1 The Students’ Score in Writing Descriptive Text

(Preliminary Observation) ... 3

Table 3.1 Research Design ... 23

Table 3.2 Scenario of Sketch and Label Organizer ... 25

Table 3.3 Scenario of Conventional Strategy ... 27

Table 3.4 Descriptive Writing Indicators ... 28

Table 3.5 The Coefficient of Reliability (r) ... 30

Table 4.1 Students’ Score in Pre-test ... 33

Table 4.2 Students’ Score in Post-test ... 34

Table 4.3 Homogeneity of the Data ... 36

(13)

viii

LIST OF FIGURES

Page Figure 2.1 The Example of Sketch and Label Organizer ... 17

(14)

ix

LIST OF APPENDICES

Page

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

Group………. 45

Appendix B Students’ Score of Pre-test and Post-test of Experimental Groups ……… 46 Appendix C Students’ Score of Pre-test and Post-test of Control groups... 47

Appendix D The Calculation of Reliability of the Test ... 48

Appendix E Test for Distribution of Frequency in Experimental Group... 50

Appendix F Test for Distribution of Frequency in Control Group ... 53

Appendix G Test for Homogeneity of Variance of Pre-test in Experimental and Control Groups ... 56

Appendix H Testing Normality in Experimental Group ... 58

Appendix I Testing Normality in Control Group ... 62

Appendix J The Calculation of t-test ... 66

Appendix K Table of Normality from 0 to Z ... 69

Appendix L Table List of testing Lilliefors ... 70

Appendix M Percentage Points of the t Distribution ... 71

Appendix N Lesson Plan ... 72

(15)

1 CHAPTER I INTRODUCTION

A. The Background of the Study

Writing is fundamental for human life. Writing is carried out through everyday activities in ways writing diary, letter, report, shopping list, greeting card, job application, and note reminder. People also write books, magazines,

newspapers, posters, advertisements, song lyrics, and poem. The activities above show that people have used writing as a mean of communication to exchange

knowledge, opinion, threats, commands, and feelings.

Writing is another way to convey thoughts, feelings, or perceptions besides speaking. Yet, writing and speaking are totally different in the time and

space, participants, the process, organization and language, sign and symbol, and the product. Speaking is done directly thus when speakers are speaking; they have

to be able to pick the words to be used based on the participant. Since speaking is done quite quick time, the errors made by speakers such as mispronounce and

grammar will be tolerated by listeners. In the other hand, writing tends to be permanent, so the writers have to be able to pick up the words which can be understood by readers. Moreover, the writers have to be able to use the simple yet

powerful sign and symbol, and fewer errors in their writing.

Moreover, writing is not as easy as speaking, it is a little tougher. The

(16)

2

fatal misunderstanding for both speakers and listeners since speakers can give direct clarification and the listeners can either ask clarification. While in writing

the situation is totally different. Writing is not highly contextualized since the possibility of meeting face to face between writers and readers is very seldom.

This situation makes writers have to be wise in choosing the words. They have to make sure that their writing can be understood by the readers. Besides, writing acquires the good planning on what the writers will write and how they will write

it. The style of the language which is expressed in the sentences defines the success of the writing. Writing can be said successful if the readers grasp the same

meaning or ideas as what meant by the writers is. In order to make his writing successful; the writers must be able to write clear sentences, which are not ambiguous, by using the correct grammar and good cohesion and coherence.

The explanation above is the reason why writing is generally known as a complex and difficult language skill. Even, writing is frequently stated as the

hardest from other language skills such as speaking, reading, and listening. Whereas, writing is very important both in occupational purposes and academic

purposes.

In academic field, writing always exists across curriculum. Students are required to be able to write some kinds of writing such as descriptive, narrative,

procedure, recount, and explanation. From those kinds of genre, descriptive is the most common existing in curriculum. According to Educational Unit Curriculum

(17)

3

writing descriptive text. Whereas, descriptive is the important text people use in daily activities. Descriptive is a genre that illustrates or pictures object, place, and

person in order to have visual appearance of it.

Based on the writer’s preliminary observation in grade X of SMA Negeri

11 Medan, many students were usually less enthusiastic about a writing test. When interviewed the students, most of them assume writing descriptive text as a hard work. Indeed students got low score in writing descriptive. Below is the

score of class X-1.

Table 1.1

The Students’ Score in Writing Descriptive of Class X-1 (Preliminary Observation)

Score Numbers of Students Percentage Means

≥70 9 30

51

≤70 21 70

Based on the writer observation, teacher taught writing by lecturing without included a writing strategy. Lecturing is a teaching method where teacher gives an oral presentation of facts or principles to learners and the class usually

being responsible for note taking, usually implies little or no class participation by such means as questioning or discussion during the class period. Lecturing occurs

whenever a teacher is talking and students are listening.

Mostly writing is learnt, not taught. The teacher’s role is to be non -directive, facilitating, and providing writers with the space to make their own

(18)

4

minimal interference to find their own voices to produce writing that is fresh and spontaneous. Writing requires students to be actively in learning process. Students

need a strategy to help them in writing.

Sketch and Label Organizer is a visual representation of knowledge,

structures information by arranging aspects of a concept or topic through sketch and label. This is an interesting strategy that makes students learn to write actively since this strategy involves drawing and labeling. Moreover, the procedure of

applying Sketch and Label Organizer is simple. Students are expected to draw simply and label the important parts of the sketch by ideas or key information.

This strategy is effective for writing because Sketch and Label Organizer provides clear information about the topic, helps students to gather and organize the ideas easily. It also helps students to record and remember some important ideas during

writing. students’ writing as well as on their attitudes towards writing. Previously, Zaini,

Mocthar, and Nawawi (2010) conducted a research in Malay to investigate the effect of graphic organizer in students’ learning in school. He found that graphic

organizer had effect on the improvement of the students’ comprehension,

(19)

5

conducted a research by applying graphic organizer to improve Iranian EFL learners’ vocabulary learning. The result showed that Graphic Organizer were

indeed conducive to EFL learners’ vocabulary.

Another research also have been conducted by Oztruck (2012) in Turkey to investigate the effectiveness of graphic organizer on students’ reading

comprehension and found that it helped the EFL learners in the comprehension of reading materials in English.

By considering the description above, this study was aimed to applied Sketch and Label Organizer on students’ ability in writing descriptive text.

B. The Problem of the Study

Based on the background of the study above, the problem of the study is

formulated as the following:

“Does Sketch and Label Organizer significantly affect on students’ ability

in descriptive text?”

C. The Objective of the Study

In the relation to the problem of the study, the objective of the study is to find out the effect of Sketch and Label Organizer on students’ ability in writing

descriptive text for students in the tenth grade of SMA Negeri 11 Medan.

D. The Scope of the Study

(20)

6

E. The Significance of the Study

The findings of this study were expected for:

1. Teachers who may apply this strategy as an alternative strategy in improving the quality of teaching writing, especially for teaching writing

descriptive writing.

2. Other researchers who want to use this study as a reference for their

(21)

42 CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusions

The result of calculation t-test shows that the score of t-observed (3.79) >

the score of t-table (1.994). It means that the alternative hypothesis (Ha) is accepted. So, it is concluded that Sketch and Label Organizer significantly affects the students’ ability in writing descriptive texts.

B. Suggestions

As the result of the study, it is suggested that:

1. The English teachers should use the strategy in their attempt to improve students’ ability in writing descriptive text, especially for the students who

have difficulty to explore ideas and to organize the content in an orderly manner.

2. Since this research is limited to the investigation of the Sketch and Label Organizer on writing and how the Sketch and Label Organizer can be developed is not known, it is suggested that a research should be done on

(22)

43

REFERENCES

Ary, Donald, Jacobs, Lucy Cheser. & Razavieh, Asghar. 2002. Introduction to Research in Education, Sixth Edition. New York: Wadsworth Group.

Ary, Donald, Jacobs, Lucy Cheser. & Razavieh, Asghar. 2010. Introduction to Research in Education, Eighth Edition. New York: Wadsworth Group.

Best, J.W., & Kahn, J. V. 2006. Research in Education. Tenth Edition. Boston: Pearson Education.

Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd Ed. California: Longman.

Brown. H. D. 2004. Teaching by Principles: An Interactive Approach to Language Pedagogy. 3rd Ed. California: Longman.

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

Dirgeyasa, I Wayan.2014. Academic Writing: A Genre Based Perspective. Medan: Unimed Press

Flower, Linda & Hayes, John R. 1981. A Cognitive Process Theory of Writing. College Composition and Communication. Vol. 32, No. 4, pp 365-387

Halpern, D.F. 2004. A cognitive-Process Taxonomy for Sex Differences Cognitive Abilities. Journal American Psychological Science. Vol. 13, No. 4, 2004.

Handini, Frida Dian & Saragih, Amrin. 2013. Improving the Students’ Achievement in Writing Descriptive Text. Register.

Harmer. J. 2003. The Practice of English Language Teaching. Cambridge: Longman

Hyland, K. 2002. Teaching and Researching Writing. Harlow: Longman

Johnson, Keith. 2001. An Introduction to Foreign Language Learning and Teaching. Harlow: Longman.

Kellog. R.T.2008. Training Writing Skills: A cognitive Developmental Perspective. Journal of Writing Research, Vol 1, No 1, 2008

(23)

44

Kothari, C.R. 2004. Research Methodology Methods and Technique. Second revised Edition. New Delhi: New Age International.

Ozturk, Ozlem. 2012. The Effect of Graphic Organizer on Reading Comprehention Achievement of EFL Learners. Pamukkale University Journal of Education. Number 32 (II) 37 – 45

Richard-Amato & Patricia A. 2003. Making It Happen, (third edition). New York: Pearson Education

Richards, Jack C & Renandya, Willy A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge. Cambridge University Press.

Roberts. Jane. 2004. 25 Prewriting Graphic Organizers and Planning Sheets. New York. Scholastic Teaching Researching

Shoari, Elnaz & Farrokhi Farrahman. 2014. The Effect of Graphic Organizer Strategy on Improving Iranian EFL Learners’ Vocabulary Learning. IJRLT. I (3) 71-82.

Tayib, Abdul-Majeed. 2015. The Effect of Using Graphic Organizer on Writing. International Journal of English Language Teaching. III(1) 11-31

Gambar

Table 1.1 The Students’ Score in Writing Descriptive Text
Figure 2.1 The Example of Sketch and Label Organizer ................................
The Students’ Table 1.1 Score in Writing Descriptive of Class X-1 (Preliminary Observation)

Referensi

Dokumen terkait

HUBUNGAN ANTARA KEMAMPUAN KOMUNIKASI DENGAN INTENSITAS BERINTERNET PADA

diisi dengan tanda silang (X) pada kotak yang sesuai dengan kebangsaan penanggung jawab dilengkapi dengan nomor identitas diri (KTP/Paspor). diisi dengan nomor NPWP Wajib

Berdasarkan latar belakang di atas, yaitu banyaknya penggunaan variasi bahasa dan gaya bahasa, dalam penelitian ini akan difokuskan pada penggunaan gaya bahasa personifikasi dan

[r]

Means for groups in homogeneous subsets are

Mencermati model perilaku masyarakat pesisir tersebut, maka menjadi masukan bagi pihak yang berhadapan langsung dengan komunitas pesisir terutama Dinas Kelautan dan Perikanan

[r]

Oleh karena itu dilakukan suatu Penelitian Tindakan Kelas (PTK) dengan menerapkan model Cooperative Learning tipe Teams Games Tournament, bertujuan untuk