THE APPLICATION OF LIGHTENING THE LEARNING
CLIMATE STRATEGY IN WRITING RECOUNT TEXT
AT GRADE X IN SMA NEGERI 1 STABAT
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
TRI UTARI ARWILANA
Registration Number: 2113121070
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Tri Utari Arwilana. Registration Number: 2113121070. The Application of Lightening the Learning Climate Strategy in Writing Recount Text at grade X in SMA NEGERI 1 Stabat. A Thesis. English Educational Program, State University of Medan, 2015.
This study was focused on the investigation of the application of using Lightening the learning climate strategy on students’ achievement in writing Recount text. The objective of the study was to find out whether using of Lightening the learning climate strategy on teaching and learning writing significantly affects the students’ writing achievement or not. The data which is needed in this study was obtained by conducting an experimental research which utilized two groups of sample, experimental and control group. The population was the 2015-2016 second year grade x students of SMA Negeri 1 STABAT which consisted of 148 students. Seventy students were taken as the sample by using random sample. The sample was divided into two groups. Thirty five students as the experimental groups were taught by using Lightening the learning climate strategy while the others, the control group were taught Reconsidering strategy. The instrument used in this study was a written test. The datawere taken by administering the pre test and post test to both control and experimental group. From the data, it can be seen that the degree of freedom (df) on 95% significance degree of t-table was 1.70. It has been obtained t-test score = 2.38. It denoted that t-test was higher than t-table (2.38 > 1.70). that can be concluded that the data of the students’ ability in writing recount was normal and that the lightening the learning climate significantly affect the student’s achievement in writing Recount Text.
ii
ACKNOWLEDGEMENT
First of all, the writer would like to thank The Almighty Allah SWT for
His blessings, so the writer is able to accomplish her thesis as a partial fulfillment
of the requirements for the degree of Sarjana Pendidikan at the English
Department, Faculty of Languages and Arts (FBS) in State University of Medan
(UNIMED).
During the process of writing, the writer realizes that she can’t accomplish without supports from many people. The writer would like to express her sincere
gratitude to:
Prof. Dr. Syawal Gultom, M.Pd, as Rector of State University of Medan. Dr. Isda Pramuniati, M.Hum., as Dean Faculty of Languages and Arts. Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department
Prof. Amrin Saragih, M.A.,Ph.D and Rafika Dewi Nasution, S.Pd., M.Hum., as her Thesis Supervisor.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., and Drs.Elia Masa Ginting, M.Hum , as her Examiners.
All the Lecturers of English Department who have taught and guided her throughout the academic years that could not be mentioned one by one. Eis Sri Wahyuningsih, M.Pd, for all helps and advices to finish this study
program.
Headmaster, English Teacher and Students of SMA NEGERI 1 STABAT for time and cooperation.
H.Arfan and Wirna S.P, her beloved parents for their love, pray, motivation, material and spiritual supports, lessons, and all of the things they
gave that can make the writer understands and appreciates the meaning of struggle in life. The writer’s sincere gratitude also goes to her dearest brother M. Samir Yusfi for the supports and pray.
Dedy Rusmansyah, for love, time, laughter, happiness, supports, togetherness and everything he gave that can make the writer experienced
iii
Umi Kalsum, S.Pd.I, Suhartina, S.Pd, Aulia Batubara, S.Pd , Dita Fachrina, S.Pd , Mariani Simanjuntak, S.Pd , Nurul Hidayati S.Pd, Putri
Widiya Ningsih S.Pd, Adi Sutrisno, Sri Lestari Setiawan S.Pd, Khairani,
Anggi Yulihar S.Pd for insane and ridiculous actions, laughter, togetherness,
time and helpsthatthey experienced together in formal and informal occasions
in achieving S.Pd.
All Students Class B of English Education 2011 who suddenly had interaction and helped the writer in accomplishing all requirements for
graduation.
Medan, September 2016
The Writer
iv
CHAPTER I.INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Problems of the Study ... 3
C. The Objectives of the Study ... 3
D. The Scope of the Study ... 3
E. The Significance of the Study ... 4
CHAPTER II.THEORETICAL REVIEW ... 6
A. Theoretical Framework ... 6
7. Lightening the learning climate strategy ... 16
B. Relevant Studies ... 20
C. Conceptual Framework ... 22
D. Hypotheses ... 23
CHAPTER III.RESEARCH METHOD ... 24
A. Research Design ... 24
B. Population and Sample ... 25
v
D. The Instrument of test ... 28
E. The Instrument of Collecting Data ... 30
F. Technique of Collecting Data ... 31
G. Scoring of writing ... 31`
H. Accounting Scoring of writing ... 35
I. Technique of Analyzing Data ... 36
CHAPTER IV. FINDING AND ANALYSIS ... 37
A. Description of the Data ... 37
1. The Students’ score of the Experimental Group ... 37
B. The Students’ score of the Experimental Group ... 44
C. Homogenity Test ... 51
D. Data Analysis ... 52
E. Hypothesis Testing ... 54
F. Discussion ... 55
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 57
A. Conclusions ... 57
B. Suggestions ... 51
REFERENCES ... 59
vi
LIST OF TABLES
Pages
Table 3.1 The Distribution of Population ... 25
Table 3.2 The Distribution of Sample ... 26
Table 4.1 The test score of students’ in writing Recount in control ... 38
Table 4.2 Distribution Table of students’ score in Control Group X... 39
Table 4.3 Distribution Table of students’ score in Control Group Y... 39
Table 4.4 Frequency Distribution of the students’ Score ... 40
Table 4.5 The normality test of the score ... 42
Table 4.6 The test score of the students’ Score ... 45
Table 4.7 Distribution Table of Students’ score in Experimental Group X.. 46
Table 4.8 Distribution Table of Students’ score in Experimental Group Y.. 46
Table 4.9 Frequency Distribution of the students’ Score ... 47
vii
LIST OF APPENDICES
Pages
Appendix I.The facilities in SMAN 1 STABAT. ... 62
Appendix II The instrument of test ... 63
Appendix III.Students’ Writing ... 65
Appendix IV.Students’ Activities ... 75
1 CHAPTER I INTRODUCTION
A.The Background of the Study
Writing is an activity to express the language or the ideas and to share it
into written. In writing, language is needed for expressing ideas, feelings and
thoughts. Therefore, it is important for students to develop their capability and
skill in writing in order to light the students expressing their ideas, feelings and
thinking.
A written text begins from paragraph. Writing requires thinking and
planning. If it means anything to the receiver who reads it. The Writing effective
communications means thinking, planning, and polishing the message. The
Writing includes of writing word, phrase, clause, sentences and paragraphs.
Zemach And Rumisek (2003:11) says that text is a group of paragraph
about a single topic, together the sentences of paragraph explain the writer’s main
idea (most important idea) about the topic.
Recount Text is text that retell about a story, experience, and other.
Recount text use simple past tense or past perfect tense in its phrase. Recount text
retell about past event and use adverbs of time, for example : when, one day, once
upon a time, last holiday , after, before, and other. Its very easy to different
recount text from another text you can make recount text from your story. In the
recount text we will not get “is” or “are” in the phrase but it will change to “was”
2
a good recount text is influenced by many factors such as mastering vocabulary,
sentence pattern, word order, describe the feeling or the object order ,media,
strategy.
A Strategy is a teaching agenda that indicates the direction of the
classroom activities to help the students make an achievement of a certain
knowledge and skill on a certain language aspect. There are many strategies that
can be used by the teacher. They are lightening he learning climate, jigsaw, card
sort, imagine, the great wind blows, etc. But the problems are their ability in
writing is still low, like they still confuse in writing aspects the structural,
punctuation, diction, sentence pattern, word order , describe the feeling or the
object order.
Ideally if the teachers apply different strategies in teaching, so the
students’ ability will increase too, especially in writing Recount text. But based on
my study, it’s found that there are many students still have difficulties in writing.
It can be seen from their mistakes when they are asked to make it such ashy had
mistakes in structural, punctuation, diction, sentence pattern, word order ,
describe the feeling or the object order .
This condition happened because they still don’t understand how to
describe the feeling into written text. Besides that , the teacher taught always use
monotone strategy, so the students have less interest, its effect of their ability in
writing Recount text. To solve this problem, it’s better to use another strategy like
3
According to Soemanto (1983: 34) lightening the learning climate strategy
is the strategy that a class can change the situation effectively for students to
follow the lessons. Here the lesson situation must be informal, relax and persuade
the students to use the creative, joyful and joke about the lesson directly. Based
on the background of the study above it is important to conduct a research on The
application of applying Lightening the learning climate strategy on the
Students in writing Recount text at SMAN 1 STABAT.
B.The Problem of the Study
The problem is formulated as:
Does the application of lightening the learning climate strategy significantly affect
the students achievement in writing the recount text is?
C.The Objectives of the Study
In line with the problem, the objective is to investigate the significant
effect of applying lightening the learning climate strategy in writing Recount text.
D. The Scope of the Problem
In conjunction with the background of the study above, the problem of this
research than formulated as follows:
Does this application of Lightening the learning climate strategy
4
E.The Significance of the Study
There are some significances of this study which can contribute as follows:
The findings of the study are expressed to offer theoretical and predical
significance.
1. Theoritically
The finding can add more horizon in theory of lightening the learning
climate strategy.in addition , this finding can be affected for other study.
2. While predically is
a. For teachers
1. Develop an effective learning model, efficient and fun to involve the
students actively by lightening the learning climate strategy.
2. Suggest an efficient and fun strategy in the process of learning english
to improve the students ability in writing Recount text.
3. As a suggestion to improve the quality of teachers' professionalism as
an educator and facilitator.
b. For students
1. As an input to improve students' ability in writing a variety of simple
text specially in Recount text
2. As a suggestion to motivate studying English.
5
4. As a motivation to improve the students’ skills in exploring their
potentials in imagine and think about something.
c. For schools and others
1. As an input to improve English learning strategy in grade X at SMAN
1 STABAT.
2. To the other researchers who want to use the result of this study as the
57 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, conclusion are drawn as the following
1) It is known that the mean of the students’ ability in writing recount in
experimental group by using lightening the learning climate strategy is
72.85.
2) It is known that the mean of the students’ ability in writing in control
group by using Reconsidering strategy is 64.28.
3) Based on the statistical computation of t-test, it is found that coefficient
of t-test is 2.38, whereas the value of t-table is 1.70. It shown that the
hypothesis which the researcher proposed before that there is significant
difference between the students’ ability in writing recount when taught
by using lightening the learning climate strategy and the students’
ability in writing recount when taught by using Reconsidering strategy.
It meant that learning writing recount is more effective using
Lightening the learning climate strategy.
B. Suggestion
With relevance to conclusion, some suggestions are addressed to the
following individuals and institutions as following.
1. In studying recount, the English teacher is expected to give chance to
58
2. the students. And they can be applied Lightening the learning climate
strategy in studying activity in the class, especially in teaching writing
because it is proved effective to increase the students’ ability.
3. The students of SMAN 1 STABAT, by using Lightening the learning
climate strategy it is hoped that they can solve their problem in writing.
Because this strategy will assist their ideas in writing. And also
motivate the students to be better in increasing writing in order to
achieve better in writing English.
4. Other researchers who would like to do research about the same topic
59
REFERENCES
Agus Suryo Sulaiman,2010, Berdoa dan Menjadi Sukes,Elex Media Computindo.
Ary, D. Jacobs, L.C. &Razaevich, A. 2002.Introduction to Research in Education.SixthEdition. United States of America: Wadsworth Group.
Best, J and Khan. 2003. Research in Education. New Jersey: Prentice Hall.
Brown, Douglas H. 1980. Principles of Language Learning and Teaching.New Jersey: Prentice-Hall Inc.
Brown, Douglas H. 2000. Teaching by Principle-An Interactive Approach to Language Pedagogy.2nd ed. San Frascisco: Longman.
Brown, Douglas H. 2004. Language Assessment: Principles and Classroom Practice. San Franscisco: Longman.
Crystal, D. 1987. The Cambridge Encyclopedia of Language.Cambridge: CambridgeUniversity Press.
Dayij, Muhammad. 2011. Teaching and Assessing Writing Strategies for Secondary School Students and Investigating Teachers’ and Students’ Attitudes towards Writing Practice. Int J EduSci.III (1).
Dirgeyasa, I Wy. 2012. Maritime English Writing- A genre Based Approach. Medan: UnimedPress.
Dirgeyasa, I Wy. 2014. College Academic Writing- A genre based perspective. Medan: UnimedPress.
Dorothy E Zemach And Lisa A Rumisek, 2003.Academy Writting From
Paragraph To Essay, Macmillan, Spain.
Dorothy E Zemach, 2003, Writing in paragraph, MACMILLAN
Ellis, Rod & Gary, Barkhuizen, 2005.Analyzing Learner Language.Oxford University Press. UK.
Gass, Susan M., Larry Selinker.2001. Second Language Acquisition; an Introductory Course, (2nded). Lawrence: Erlbaum Associates Publisher.
60
Harmer, Jeremy. 2001. The Practice of English Language. England: Pearson Education Limited.
Harmer, Jeremy. 2004. How to Teach Writing. England: Pearson Education Limited.
Javed, M. et.al. 2013. A Study of Students’ Assessment in Writing Skills of the English Language.International Journal of Instruction, VI (2).
Kane, Thomas S. 2000. The Oxford Essential Guide to Writing.New York: Oxford University Press, Inc.
Kreml, Nancy M., et al. 2004. The User’s Guide to College Writing: Reading, Analyzing, and Writing. 2nded. New York: Pearson Education, Inc.
Kemmis and Taggart, 2002, The Action Research Planner. Australia. Deakin
University,
Muhammad Mahmud Ghali. 1996, Towards Understanding the Ever Glorious
Qur’an. (Mesir: Al- Azhar University)
Medan Suharsimi, Arikunto. 1986. Prosedur Penelitian. Jakarta: Depdikbud.
Nicos N. Michaelides. 1990. Error Analysis: An Aid to Teaching. English Teaching Forum.XXVIII (4)
.
Pardiyono. 2007. PastiBisa. Yogyakarta: Andi.
Purpura, James E. 2004, Assesing Grammar. United Kingdom: Cambridge University Press.
RHK Webster College team, 2010, Random House Kenerman Webster’s College
Dictionary, Random House.
Safaruddin,2013, Innovasi Pendidikan, Medan, Perdana Publishing.
Sanggam Siahaan,2008, Issues in Linguistics. (Yogyakarta: Graha Ilmu).
Sri Dwi Astuti. 2002. Comparing and contrasting Descriptive and Report Texts.
61
Students at SmaNegeri 1 Stabat .Unpublished Thesis. Medan: State University of
Syahrum and Salim. 2012. Metodologi Penelitian Kuantitatif. Bandung:
Citapustaka Media.
Medan Suharsimi, Arikunto. 1986. Prosedur Penelitian. Jakarta: Depdikbud.
Syahrum and Salim. 2012. Metodologi Penelitian Kuantitatif. Bandung:
Citapustaka Media.
Utami Dewi , How To Write , La-tansa Press ,Medan.
Ur, Penny. 1996. A Course in Language Teaching. Melbourne: Cambridge University Press.
Vacca, J.L.Vacca, et al 1987 Reading and Learning to Read. Bostan: Little
Brown.
Weaver, C. 1996. The Great Debate (Again): Teaching Grammar and Usage. The English Journal.Vol. 85 (7).
Wishon, George E. and Julia M. Burks. 1980. Let’s Write English. Revised edition. New York: Litton Educational Publishing International.
Wasty, Soemanto. 1983. Psikologi Pendidikan. Malang: Rineka Cipta.
Wallace, 2001, M. J. Action Research for Language Teachers. Cambridge :
Cambridge University.
Yoice Armstory Carrol, 2001, Writing and Grammar Communication in Action
Platinum level. 2001.New Jersey: Prentice Hall.
Zaid, M. A. 1995. Semantic Mapping in Communicative Language Teaching.
English Teaching Forum, 33
http://www.englishindo.com/2012/01/9. Retrieved on 21 April 2015
