THE EFFECT OF JOURNALISTS’ QUESTION ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT.

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THE EFFECT OF JOURNALISTS’ QUESTION METHOD

ON

STUDENTS’ ACHIEVEMENT IN WRITING

RECOUNT TEXT

A THESIS

Submitted as the Partial Fulfillment of the Requirement for the Degree of SarjanaPendidikan

By:

RINDY KENCANA PUTRI

Reg. No: 2111521011

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Putri, RindyKencana. 2111521011. The Effect of Journalists’ Question on Students’ Achievement in Writing Recount Text. A Thesis.Faculty of Languages and Arts.State University of Medan. 2016.

This study was conducted as an attempt to discover the effect of using Journalists’ Question on students’ achievement in writing recount text. The objective of the study was to find out weather Journalists’ Question Method significantly affects the students’ achievement in writing recount text or not. This study was conducted by using experimental design. The population was students of Grade X, SinarHusni Senior High School (SekolahMenengahAtas: SMA) SinarHusni. Two classes from three parallel classes have taken by random sampling method. It divided into two groups,control group and experimental group. The experimental group was taught by applying Journalists’ Question Method, while the control group was taught by applying conventional method. The data of the study were obtained by writing test. The data were analyzed by applying t-test formula. After the analyzed the data, the result of the study 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 = 0.05 with the degree of freedom (df) 58, t-observed value 3.004 > t-table value > 2.000. The findings indicated that using Journalists’ Question significantly affected the students’ writing achievement.

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ACKNOWLEDGEMENT

The greatest gratitude is expressed to Allah SWT, the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given to writer so that she finally accomplishes her thesis entitled “The Effect of Journalists’ Question on Students’ Achievement in Writing Recount Text”.

This thesis is submitted to the English Department, Faculty of Language and Arts, State University of Medan as partial fulfillment of the requirements for taking the degree of SarjanaPendidikan .During the completion of this thesis, the writer realized that she has received a lot of help and suggestion. Therefore, the writer would like to express her sincerest gratitude to:

1. Prof. Dr. Syawal Gultom, M.Pd, the Rector ofThe State University of Medan.

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

6. Dra.Siti Aisah Ginting, M.Pd, Academic Advisor who has given support, guidance and kindness for helping this thesis.

7. Prof.Amrin Saragih.M.A.Ph.D, her First Thesis Advisor

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9. All Lecturers who had taught her in this English Department for giving new knowledge, advises in facing life and for giving gorgeous study experiences.

10.Eis Sri Wahyuningsih, M.Pd.,as the Administration Staff of English Department, for her attention, assistance, and information in completing this Thesis

11.Drs. H. Sosiar as Headmaster of SMA Swasta Sinar Husni and the writer expresses her special thanks to the English teacher Sri Rezeki S.Pd.

12.Her beloved father and mother Edy Safutra S.Sos.MM/Tuti Indra Wati; her lovely brother M.Fah Rendi Affan and sister Windy Safrini and Nindi 13.Her best friends in Class Extension C 2011, Ivohana, Anisya, Putri

Samosir, Shilvia and her beloved friend Dhani Aristyawan.

The writer realizes that the content of this thesis is not perfect, so she warmly welcomes any constructive suggestions that will improve the quality of this thesis. She hopes it would be useful for those who are interested in this field of study.

Medan, Maret 2016 The Writer,

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LIST OF TABLES

Pages

Table 2.1 Three Fundamental Components of Genre Writing ... 9

Table 2.2 Kinds of Genre ... 10

Table 2.3 Generic Structure of Recount ... 13

Table 2.4 Example of recount ... 14

Table 2.5 Writing Assessment ………..19

Table 2.5 Assessment Instrument Rubric Recount Text ... 20

Table 3.1 Research Design ... 25

Table 3.2 Teaching Procedures for Experiment Class ... 28

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LIST OF APPENDIXES

Page

Appendix A: Pre-Test of Experimental and Control Group ... 43

Appendix B: Post Test of Experimental and Control Group ... 44

Appendix C: The Scores of Pre-test and Post-test in Experimental ... 45

Appendix D: The Score of Pre-test and Post-test in Control Group ... 46

Appendix E: The Calculation of Mean and Standard Deviation Experimental Group ... 47

Appendix F: The Calculation of Mean and Standard Deviation Experimental Group ... 49

Appendix G: The Calculation of T-test ... 51

Appendix H: The Reliability of Test ... 52

Appendix I: Percentage Points of T Distribution ... 55

Appendix J: Test for Homogeneity of variance Pre-test in Experimental and Control Group ... 57

Appendix K: Test for Homogeneity of variance Post-test in Experimental and Control Group ... 59

Appendix L: Test for distribution of frequency in Experimental Group .... 61

Appendix M: Test for distribution of Frequency in Control Group ... 65

Appendix N: Testing Normality ... 69

Appendix O: Table of Normality ... 73

Appendix P: List of Testing Liliefors ... 76

Appendix Q: Lesson Plan 1 of Experimental Group ... 77

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Writing as one of four language skills is not easy. It should be comprehended well by the students. It is very useful because it helps students to express their ideas and their thought in written text. Students are expected to able write types of writing such as recount, narrative and descriptive. As one of the basic language skills and productive skill, writing has a very complex process.

It is a comprehensive ability which consists of grammar, vocabulary, punctuation, appropriate content, word selection, topic, occasion and punctuation. Before we write, we need to determine what to write. We should have something meaningful, clear, precise and unambiguous. It requires knowledge, skill and concept in order that someone is able to produce a good piece of writing. Those requirements make difficulties in writing.

Based on the writer’s observation in SMA SinarHusni, the difficulties

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Related to the problems, some researchers sparked some alternative of solutions such as free writing, brainstorming, clustering and journalist’s question (Brannan: 2003). All methods are expected to assist the teacher in teaching writing. But, the fact is not all methods can make students interested in writing. One alternative which is predicted to be able to make students interested in writing is journalist’s question.

The writer chooses journalists’ question because it covers all requirements

suchas grammar, vocabulary, punctuation, and journalist’s question also covers all contents are needed because use what, why, where, when, who and how. In guided question, the teacher guides the students by giving the students WH-question. These questions will help students to develop the ideas and organize them become a good text.

Some researchers have also proved that journalist’s question is the method

that is able to improve student’s writing. This research has done previously by

(Dananto: 2010) in writing class of the tenth grade students of SMA Negeri 1

Malang. He has investigated the effect of guide WH-question in teaching News

Item text. The result shows that the students who were taught by WH- question had performed better in their writing, journalist’s question can improve the

students writing ability, it is also improved the student’s interest in writing. Not only to write, journalist’s question also can be applied in teaching

speaking. In a research of using journalistic question especially WH-question in

speaking, there has been a previous research done by (Cenderato: 2010). This

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hortatory exposition speaking. The result shows that the students who were taught

by WH-question had performed better in their speaking. Inspired by the result of

the previous research, the writer will apply journalist’s question in teaching

writing recount text.

B. The Problem of the Study

Based on the background of the study, the general question of this research: “Does the application of Journalist’s Question significantly affect the students’ achievement in writing recount text?”

C. The Objective of the Study

The objective of the study was to investigate whether or not the journalists’ question significantly effect the students’ achievement in SMA SinarHusni on writing.

D. The Scope of the Study

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E. The Significance of the Study

The Findings of the study were expected to be useful theoretically and practically:

1. Theoretical significance

a. The result of the research would contribute new insight that can be used as reference for those who want to conduct a research about writing recount text.

2. Practical significance a. For the teacher

It is expected that the research and technique would improve the teaching learning process, not only in teaching writing but other skills b. For the students

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

The mean of control and experimental group in the post-test score were 48.7 and 70. The number of students for each group was 30. It means that the mean score of experimental group is higher than those of control group.

The result of calculation of t-test showed that the score of t-observe (3.004) < the score of t-table (2.004). It means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. So, from the calculation of the data, it can be concluded that journalists’ question method significantly

affected the students’ achievement in writing recount text.

B. Suggestion

In relation to the conclusion significances are stage as following:

1. The English teachers apply Journalists’ Question Method on their English Teaching because these techniques help the students in understanding the recount text much better.

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