THE EFFECT OF ROUNDTABLE TECHNIQUE
ON STUDENT
S’ ACHIEVEMENT
IN WRITING HORTATORY EXPOSITION TEXT
A THESIS
Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan
By
BATSYEBA SILAEN
Registration Number: 2103121005ENGLISH AND LITERATURE DEPARTEMENT
LANGUAGES AND ARTS FACULTY
i
ABSTRACT
Silaen, Batsyeba. 2103121005. The Effect of Roundtable Technique on Students’ Achievement in Writing Hortatory Exposition Text. A Thesis. Faculty of Languages and arts. State University of Medan. 2016.
The aim of this study was to discover the effect of Roundtable technique on Students’ achievement in writing hortatory exposition text. Experimental research design was used as the research method. This research took place at SMA Yayasan Perguruan Markus Medan. The subject was students of Grade XI, Senior High School. There was 2 classes chosen as the sample with 32 students in each class and denoted as experimental and control groups. The experimental group was taught by using Roundtable Technique and the control group was taught by using conventional method. The instrument in collecting the data was writing test on hortatory exposition text. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant µ= 0.05 with the degree of freedom (df) 62, observed 3.993 > t-table 2.000. It proves that students who were taught by using Roundt-table Technique was higher than the students who were taught by conventional lecture method.
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to Almighty Lord, Jesus Christ for His uncountable blessing, love, strength given to the writer during her study and in completing this thesis which entitled “The Effect of Roundtable Technique On Students’ Achievement in Writing Hortatory Exposition Text” as one of the requirements for completion of Sarjana Pendidikan (S1) of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).
During the process of writing and conducting the research, many people have contributed positive energy, thought, trust, and assistance. This thesis could have not been accomplished without the guidance, suggestions, and comments from them, for which the writer would like to express her sincere appreciation which directed 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.
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 Dra. Tjut Ernidawati, M.Pd., her Academic Advisor Dra. Meisuri, M.A., her Reviewer
Drs. Willem Saragih, Dipl.Appl.,M.Pd., her Reviewer Drs. Johan Sinulingga, M.Pd., her Reviewer
All the Lecturers of English Department who have taught, guided, and advised her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd.,the administration staff of English Department, for information in completing the thesis.
Drs. Alpen., the Headmaster of SMA Yayasan Perguruan Markus Medan for giving chance to conduct the research.
Herna Simbolon, S.Pd., the English Teacher of SMA Yayasan Peguruan Markus Medan for the supports.
Her gorgeous parents, Osman Silaen, S.Th and Dumasy Lumban Gaol, thanks for love, support, prayer, moral and life lesson which worth the world to the writer, and this thesis dedicated for her parents.
Family in GPT Kristus Gembala Bakal Gajah, dr. Boksa Tampubolon and family for the support, pray and spirit.
Her best friends ever Magdalena Simanjuntak, S.Pd, Herbiana Sipayung, S.Pd, thanks for support, love, and experience, for literally help her up when she is down. Thank you for Putri Ilmi Rangkuti, Fauzi, Samuel, Harnoi, and for Reguler C 2010 for togetherness throughout the four years.
Her friends who always cheer up the writer, Eva Sihombing, Louis, Vany, Geby, kecha, Yona, kak Berta. For conqueror friends during process of this thesis, Yessi, Dora, Sarah, Jelita, Maya, and Kak Nancy. For those whose names cannot be mentioned yet, had inspired,
encouraged and gave her support, helps, and laughters during her study years and the process of writing of this thesis.
Finally, the writer hopes this thesis would be useful for those who read it, especially for the students of English Department.
Medan, April 2016 The writer,
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CHAPTER I INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Problem of the Study ... 4
C. The Objective of the Study ... 4
D. The Scope of the Study ... 4
E. The Significance of the Study ... 5
CHAPTER II REVIEW OF LITERATURE ... 6
A. Theoretical Framework ... 6
1. Students’ Achievement in Writing ... 6
2. Writing ... 7
5. Roundtable Technique ... 15
a . The Nature of Roundtable Technique ... 15
b . The Procedure of Roundtable Technique ... 16
c . The Advantages of Roundtable Technique ... 18
6. Teaching Writing ... 18
B. Relevant Studies ... 19
C. Conceptual Framework ... 21
D. Hypothesis ... 22
CHAPTER III RESEARCH METHOD ... 23
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F. The Validity and Reliability of the Test ... 29
1. Validity of the Test ... 29
2. Reliability of the Test ... 30
G. Homogeneity and Normality of the Test ... 31
1. Homogeneity of Variance ... 31
2. Normality of the Test ... 32
H. The Technique of Analyzing Data ... 33
I. The statistical Hypothesis ... 34
CHAPTER IV THE DATA AND DATA ANALYSIS ... 35
A. Data Description ... 35
B. Data Analysis ... 39
1. Testing Reliability of the Test ... 39
2. Testing Normality ... 41
3. Testing Homogeneity of Data ... 42
4. Data Analysis by Using t-Test Formula ... 43
C. Testing Hypothesis ... 44
D. Research Finding ... 45
E. Discussion ... 45
CHAPTER V CONCLUSION AND SUGGESTIONS ... 48
A. CONCLUSION ... 48
B. SUGGESTIONS ... 48
REFERENCES ... 50
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LIST OF TABLES
Page
Table 1.1 Means of Sample Students’ English Score ... 2
Table 2.1 The example of Hortatory Exposition Text ... 12
Table 3.1 Research Design ... 23
Table.3.2 Teaching Procedure in Experimental Group ... 25
Table 3.3 Teaching Procedure in Control Group ... 27
Table 3.4 Criteria of Scoring Test ... 28
Table 3.5 The Coefficient of (r) ... 31
Table 4.1 Students’ Score in Pre test ... 36
Table 4.2 Students’ Score in Post test ... 37
Table 4.3 Students’ Score in Pre test and Post test ... 39
Table 4.4 Normality of the Data ... 41
Table 4.5 Test for Homogeneity of Data ... 42
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LIST OF FIGURES
Page
Figure 4.1 Students’ Score in Pre- test ………. 36
viii
LIST OF APPENDICES
Page
Appendix A The Pre-test and Post test in Experimental and Control Groups 52
Appendix B The Scores of Pre-test and Post-test ……… 53
Appendix C The Reliability of The Test ………. 55
Appendix D The Calculation of T-Test ………... 57
Appendix E Test for Homogeneity of Variance of Pre test in Experimental and Control Groups ………. 61
Appendix F Test for Distribution of Frequency in Experimental Group …….... 63
Appendix G Test for Distribution of Frequency in Control Group ……… 66
Appendix H Testing Normality in Experimental Group ………. 69
Appendix I Testing Normality in Control Group ……… 71
Appendix J Table of Normality ……….. 73
Appendix K List of Testing Lilliefors ………. 75
Appendix L Percentage Points of the T Distribution ……….. 76
Appendix M Lesson Plan ……… 77
1 CHAPTER I INTRODUCTION
A. Background of the Study
In learning English, there are four basic language skills that must be well
mastered by students, namely speaking, reading, listening, and writing. Writing is
the skill in transferring information by using written language to express ideas,
opinions, and experiences. Reading is a process of interpreting information to
what they read. Listening means to give attention with the ears; attend closely by
hearing to the speaker. Speaking is the act, utterance, or discourse of a person who
speaks to the listener.
In general, writing is complex and difficult among the language skills. It is
a must for the language learners to master writing skill. Without having good
knowledge in writing, it is so difficult to be able to convey the ideas to the
readers. That is why writing is one of important things that must be taught to
students.
In this study, the writer deal with writing hortatory exposition text.
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
2
The collected data by observing SMA YAYASAN PERGURUAN
MARKUS, there were some problems in teaching English. Many students could
not write good writing text especially in hortatory exposition text. They did not
have sufficient ideas on what they are going to write, they confused how to
express their ideas into sequence of sentences and organize them into the coherent
paragraph, and they did not know the appropriate use of grammar and vocabulary
in writing a text. Almost 76 % students got the score under the Minimum Criteria
Mastery (KKM). The KKM that applied for the subject in that school is 75. Most
of them got lower score in writing. Below is the table of the means of students’ score in SMA Yayasan Perguruan Markus Medan in writing hortatory exposition
text.
Table 1.1
Means of Sample Students English Score in SMA Yayasan Perguruan Markus Medan
Class /term XI IPA 1 XI IPA 2 XI IPS 1 XI IPS 2
1 70 69 68 65
2 72 70 69 67
Source: data from Curriculum Development Board SMA Yayasan Perguruan Markus, Year : 2015 - 2016
Responding to these problems and by considering the importance of
writing skill for students at Senior High School, it is necessary to find the teaching
technique. There are some teaching technique, namely Clustering Technique,
Mind Mapping, Role Playing, group investigation, Roundtable Technique, Guided
Writing Technique, and others. Based on the problem above, this study applied
Roundtable Technique. Stenlev 2011 (Journal) stated that Roundtable was a
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cooperative learning technique that can be used by the teacher as the appropriate
technique for improving student’s English skills, one of them is writing skill. In
this technique the students in group will write the idea or argument in turn on the
paper that given by the teacher. The paper circulates around the entire group at
least once. Each time a person receives the paper, they should write a different
task then whole class discussion should follow.
The previous researches had done by Hanum (2013), Suhesti (2011) and
Fidyati (2016). Hanum (2013) found, Roundtable technique helps students to
explore ideas in writing a text. She applied this technique in the Eight Grade
Students of SMPN 3 Kuta Selatan. From the result of the research, the researcher
found most students more able to make a writing text. So that, there was
development of students’ writing skill by applying Roundtable technique.
Suhesti (2011) found that Roundtable Technique increase the students’ writing ability in descriptive text. She applied this technique at The First Year of
SMA Xaverius Pringsewu. From the result of the research, the researcher found
most students were able to make descriptive text. So that, the result of this
research was roundtable technique can increase students’ writing ability in descriptive text.
Fidyati (2016) with the title “Using Roundtable Technique in Teaching Writing Hortatory Exposition Text.” It was also found that, Roundtable was also effective to improve students’ ability in terms of content and grammar; however it
4
Based on the problems above, this study applied Roundtable Technique in
writing hortatory exposition text.
B. The Problem of Study
Based on the background of the study above, the problem was formulated
as the following:
“Is there any significant effect of applying roundtable technique on students’
achievement in writing hortatory exposition text?”
C. The Objective of Study
The objective of the study was to identify the significant effect of using
roundtable technique on students’ achievement in writing hortatory exposition
text.
D. The Scope of Study
There are many techniques in teaching writing on hortatory exposition
text, such as mind mapping technique, semantic mapping technique, roundtable
technique, group investigation technique and writing journal technique. This study
was limited to identify the effect of using roundtable technique on students’
achievement in writing hortatory exposition text.
5
E. The Significance of Study
The findings of the study were expected to be useful for:
1. The English teachers: to improve their ability to conduct a better and an
interesting technique in teaching writing, especially in teaching hortatory
exposition text.
2. The students: to improve their ability in writing hortatory exposition text.
3. Other researchers: as a useful reference to do further research in improving
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it is concluded that applying Roundtable
technique significantly affects the students’ writing achievement in writing
hortatory exposition text. It is seen from the data which had obtained in the
post-test of experimental group were: the total score was 2408 and the mean score was
75.25, while the data in control group were: the total score was 2080 and the
mean score was 65.00. Thus, the students’ score in experimental group was
higher than the students’ score in control group. The calculation of the data in the
testing hypothesis showed that t-observed (3.993) was higher than t-table (2.000)
at the significant level of 0.05, it means that the alternative hypothesis (Ha) is
acceptable and null hypothesis (Ho) is rejected.
B. Suggestions
Based on the finding of this research, some suggestions are offered as the
following:
1. The English teachers should apply Roundtable techniques. Because it
helps the teacher to be more creative in teaching writing hortatory
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2. And also it is suggested to the students to apply Roundtable Technique in
order to improve their creativity in writing a text especially in writing
hortatory exposition text.
3. It is also expected to the readers who are interested in dealing with this
study so that they have a good understanding to support their study.
50
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