THE EFFECT OF INQUIRY METHOD ON STUDENTS’
ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT
A THESIS
Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan
By :
MELITA SARI PURBA
Registration Number : 2112121021
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words and has not previously been submitted for assessment.
I understand that this paper may be screebed electronically or otherwise for plagiarism.
Medan, Februari 2016
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ABSTRACT
Purba, Melita Sari. 2112121021. The Effect of Inquiry Method on Students’ Achievement in Writing Descriptive Text. A Thesis. English Department. Faculty of Languages and Art, State University of Medan. 2016.
This study was focused on the investigation of the effect of Inquiry method on students’ achievement in writing descriptive text. It was conducted by using experimental research design. The population of this research was grade X students of SMA St. Thomas 3 Medan in the academic year 2015/2016, there were 5 parallel classes and there were two classes were selected as the sample by applying random sampling. The sample was divided into two groups, namely experimental (X-5) and control group (X-1). The experimental was taught by using Inquiry Method, while the control group was taught by using Lecture method. The instrument used to collect the data was essay test. To determine the reability of the test, the researcher used Pearson Moment Product formula. The data calculation showed that the coefficient of reliability of the test was 0.88. It showed that the test was reliable and the test was categorized as the test which has high to very high reliability. There were two data used in this study. They were pre-test and post-test. The data were analyzed by using t-test formula. After the data were analyzed, it was found that the value of t-observed was 4,95 with the degree of freedom (df)= 58 at the level of significance 0,05. It means that t-observed was higher than t-table (4,95 > 2.000). The result of this study shows that teaching writing by using Inquiry method was higher than by using Lecture method. Therefore, the null hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted. It implies that Inquiry Method is appropriate to be applied for writing.
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ACKNOWLEDGEMENT
First the writer would like to thank to the Gracious God, Jesus Christ and Holy Mary for the amazing power, grace and love so the writer can finally finished her thesis.
During the process of completing this thesis, the writer realized that she could not accomplish it without The Blessing of God and supporting from people around her. Therefore, the writer would like to express her sincere gratitude to:
1. Prof. Dr. Syawal Gultom, M.Pd., as Rector of State University of Rafika Dewi Nasution, S. Pd., M. Hum., as her Second Thesis Advisor. 6. Drs. Willem Saragih, Dipl. Appl., M. Pd., and Drs. Lidiman Sahat
Martua Sinaga, M. Hum., her Thesis Examiners.
7. All Lecturers who have taught her in this English Department.
8. Muda Mikael Ginting, S. Pd, M. Si., as the Headmaster of SMA St. Thomas 3 Medan for giving me chance to conduct the research
9. Ibam Manalu S.Pd., and Harlen Lumbanraja, S.S., as the English
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13.Her Best friends Aryadi Manuel Gultom, Norita Purba, Sari M. Siregar, Yessi V.C Simbolon, Kak Khatarina F. Sitompul, Bg Dera Menra Sijabat who cared and supported her.
14.Her fantastic friends of UK-KMK St. Martinus State University of Medan, thanks a lot for the unforgettable experiences for several years.
15.Her woderful classmates, Martina Silalahi, Dora M. Barus, Jetti L. Napitupulu, Evelyn Siahaan, Fitryani Siregar, Roslinda Sidabutar, Arnita Sembiring, Devi Sihotang, Harni Gultom, Permadi Pasaribu, Roberto ect.
16.Her nice friends at the boarding house, Tulus Siahaan, Aleysia, Deselvia, Ernita, Grace, Jelita Sitorus, K’Lamria, Marta Bancin, Marta Sinaga, Senni, Sofia and Winda Gurning,. Thank you for being part of my life.
17.Her PPL Team-mates, special for Delismawati, Dewi Cantik, Ira Cute, Ranida, Saudur, Tio Cantik and Gunawan for all wonderful memorial in our internship at SMA Katolik 1 Kabanjahe.
18.All people that can not be mentioned one by one for being care, support and love
The researcher realizes that her thesis is still far from being perfect. Hence, she warmly accept any constructive suggestion from anyone in order to improve the quality of this thesis. She hopes that the thesis will be uuseful for those who read it.
Medan, Februari 2016 The Writer,
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E. The Significance of the Study ... 4
CHAPTER II:REVIEW OF LITERATURE ... 5
A. Theoretical Framework ... 5
1. Writing ... 5
a. The Nature of the Writing ... 5
b. The Process of Writing... 8
c. Differences between Spoken and Written Language ... 11
d. Genre ... 13
2. Descriptive Text ... 13
a. Social Function ... 14
b. Generic Structure ... 14
c. Grammatical Features ... 15
d. The Example of the Descriptive Text ... 16
3. Measuring Writing ... 17
4. Students’ Achievement ... 18
5. Inquiry Method ... 19
a. The Nature of the Inquiry Method ... 19
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c. The Advantages and Disadvantages of Inquiry Method ... 23
B. The Relevant Study ... 25
C. Conceptual Framework ... 26
D. Hypothesis ... 28
CHAPTER III:RESEARCH METHODOLOGY ... 29
A. Research Design ... 29
B. Population and Sample ... 30
C. The Instrument of Collecting Data and the Source of the Data ... 30
D. The Criteria of Scoring Writing Text ... 31
E. The Procedure of the Research ... 32
F. The Validity and Reliability of the Test ... 34
G. The Technique of Analyzing Data ... 37
CHAPTER IV: THE DATA AND DATA ANALYSIS ... 38
A. Data ... 38
B. Data Analysis ... 39
C. Testing Reability of the Test ... 41
D. Testing Hypothesis ... 41
E. Research Findings ... 42
F. Discussion ... 42
CHAPTER V:CONCLUSION AND SUGGESTIONS ... 44
A. Conclusion ... 44
B. Suggestions ... 44
LIST OF APPENDIXES
Page
APPENDIX A. Pre – Test for Experimental and Control Group... 49
APPENDIX B. Post – Test for Experimental and Control Group ... 50
APPENDIX C. The Test Score of Experimental and Control Group ... 51
APPENDIX D. The Calculation of the Test ... 53
APPENDIX E. The Reliability of the Test ... 58
APPENDIX F. T-table Distribution ... 60
APPENDIX G. Lesson Plan ... 61
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CHAPTER I
INTRODUCTION
A.The Background of the Study
Language highly plays an important role in the process of social interaction. It is proved by using language, we can deliver our ideas, thoughts, feelings and messages to other people. In other words, language has function as means of communication.
English as an international language are used by most countries in the world. Richards and Rodger (2001:3) state that five hundreds years ago, Latin was the dominant language of education, commerse, religion and goverment in the most of countries in the world, however, today English is the world’s most widely
studied foreign language. In addition, English becomes important since it has been the key to the international currencies of technology and commerse.
Recently Indonesian goverment has given the free-visa policy for several countries in the world. It aims at interesting tourists from abroad to come in to Indonesia. It means that many foreigners will come easily and do cooperation with Indonesian. In line with this, we need to increase our competences especially in mastering English so we can communicate with people from other countries. Furthermore, communicating clearly in English has became essensial due to the expansion of global trade and bussiness.
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(2009), writing in any language is a difficult skill to acquire. Morover, Fauziati (2011:45), cited in Sunarni (2012) writing is the most difficult skill to master for foreign language learner. Students have difficulty in writing their ideas from their native language (Indonesian) into the target language (English). Dirgayasa (2012) also states that most of people agree that writing well is really difficult to do, especially for the low level students’ language proficiency.
Writing is very important in academic and everyday life. At school, students might write to answer a test question, take notes and even produce a reseach report. At home, many people send a letter or an e-mail, fill the aplication or order form and make shopping lists. National Commission on Writing (2003:47) states that if students are to learn, they must write. Meanwhile, Gallagher (2009:170) observed a school that teaching children the curriculum without concurrently teaching them how to write well is a school that has failed. Therefore, every students must be able to state their ideas into written form
Based on curriculum 2006-Kurikulum Tingkat Satuan Pendidikan (KTSP) in basic competence 8.1, student in senior high school grade X should have competence in writing descriptive text. As stated by Pardiono (2007), descriptive text is a type of written text, which has the speech function to give description about an object (human non-human). Descriptive text is often used in everyday life. People need description form to describe about the place they visit or admire, their closefriend or even their loosing pets. Moreover, people use descriptions all time in the business and academic writing ( Winkler and Metherell:2003)
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were panic because they had difficulties in writing like starting to compose, expressing the ideas, organizing ideas and developing good paragraphs. Moreover, some of them have no ideas to write. They also had neither interest nor motivation in writing what in their mind are. It occured due to their difficulties in putting their ideas based on the generic structure of descriptive text and the teaching method which is so ineffective that tended make them passive while they were learning.
An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand" (Confusius, 450 BC). The last part of this statement describes the core of inquiry-based learning. It means that students who involve in learning process will influence their understanding about materials. Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely, and then build new understandings, meanings and knowledge (Ginting: 2013). Further, inquiry based learning is a student centered approach that encourages participants to draw on prior knowledge and experience in exploring their inquiries (Kahn and O’Rourke : 2004). This is the learning method which can stimulate students to think scientifically like, developing creativity in solving the problem.
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B.The Problem of the Study
The Problem of the study is formulated as the following :
“Is there any significant effect of inquiry method on the students’achievement in writing descriptive text?”
C.The Objective of the Study
The objective of the study is to find out the effect of inquiry method on students’ achievement in writing descriptive text.
D.The Scope of the Study
This study focuses on the effect of inquiry method on students’
achievement in writing descriptive text. E.The Significance of the Study
The findings of the study are expected to be useful for : 1. Theoretically
a. The teachers as source of learning to teach students in writing; not only for descriptive text material but also the other materials
b. The other researchers as reference to conduct research related to this study
2. Practically
a. The teachers who want to teach descriptive writing through inquiry method.
b. The researchers who want to develop their knowledge and for those who have interest in doing research related to this study.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it can be concluded that teaching writing skill by inquiry method significantly affects students’ achievement in writing descriptive
text. It can be seen from the data obtained in post-test of experimental group that the total score was 2294 and the mean score 76,4 while the data in control were the total score was 2048 and the mean score 68,2. 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 shows that t-observed (4,95) was higher than t-table (2,000). In other words, alternative hypothesis (Ha) is acceptable.
B. Suggestions
In relation with the result of the study, some points are suggested as follows : 1. Teachers of English at Senior High School can use inquiry method as an
alternative method of teaching English writing in order to improve
students’ achievement in writing descriptive text by asking them to
observe their surroundings to enable students to have meaningful ideas to write.
2. The students can use inquiry method because this method allows students to write their ideas based on what they see and feel or based on their experiences in order to improve their achievement in writing descriptive text.
3. The other researcher who are interested in this study can read this research in order to do further research about Inquiry method on students’
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