THE EFFECT OF CUE CARD
ON STUDENTS’ ACHIEVEMENT
IN WRITING PROCEDURE TEXT
A THESIS
Submitted to Fulfill the Partial Requirements For the Degree of Sarjana Pendidikan
By:
MEGAWATI SIREGAR
Registration Number: 2113321030
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
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ABSTRACT
Siregar, Megawati. 2113321030. The Effect of Cue Cars on Students’ Achievement in Writing Procedure Text. A Thesis. English Department Faculty of Languages and Art, State University of Medan. 2016.
This study focused on finding out the effect of Cue Card on students’ achievement in writing procedure text. This study was conducted in experimental design. The population of this research was the seventh grade students of SMP Negeri 1 Stabat. There are 60 students of 2016/2017 seventh grade as sample of the research. This study was conducted by using Lottery Technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Lottery Technique (picture), while the control group was taught by using White Board. The instrument of collecting the data was a written test. To obtain the reliability of the test, the researcher used scoring rubrics. The data were analyzed by using t-test formula. The calculation showed that t-observed was higher than t-table (3.52 > 2.00) at the level significance of p= 0.05 with the degree of freedom 58 (df = N-2). It means that there was a significant effect of using Cue Card on students’ achievement in writing procedure text. So, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.
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ACKNOWLEDGMENT
First and the foremost, the writer would like to express her deepest gratitude to Jesus Christ for the blessing, health and opportunity which has enabled her to complete it without the love of Jesus, the guidance of her lecturers, help from friends, and support from her family. This thesis has been written in fulfillment of the requirement of the degree of Sarjana Pendidikan of the English Department, Faculty of languages and Arts, State University of Medan.
In completing this thesis, the writer realized that she had received the academic guidance, suggestions, and comments, got a lot of assisttance and moral support from people around her. Therefore, the writer expresses her gratitude and special thanks 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 Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study Program and her Academic Advisor.
Dr. Rahmad Husein, M.Ed., her Thesis Advisor.
Rita Suswati, S.Pd., M.Hum.,her Thesis Advisor as well as Academic Advisor.
Dr. Anni Holila Pulungan, M.Hum., her Reviewer. Drs. Johan Sinulingga, M. Pd., her Reviewer.
All the Lecturers of English and Literature Department who have taught, guided, and advice her throughout the academic year.
Eis Sri Wahyuningsih, M.Pd., and Mr. Pantas, Administrative staff of Simamora, S.Pd thanks for always support, pray, inspire, motivation. Thanks for unconditionally love and this thesis dedicated for her parents.
Her sisters, Meriati Siregar, S.Pd and Oktavyanti Siregar thanks for support and pray.
Her brother, Dapit Amrico Siregar thanks for support and pray.
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Koori Mandes Sagala, Andri Bawena Perangin-angin, Jelita Rosario Gurning, Alberto Hutapea, Indris Sianturi, Herry Hutauruk, Christmay Purbs, Her friends in Extention C 2011, for togetherness throughout the 4 years.
Her friends in PPLT SMA/SMK SWASTA BERSAMA BERASTAGI thanks for the experiences shared. And also for those who cannot be mentioned one by one.
The writer realizes that, this thesis still has the paucity, she warmly welcomes any suggestions and advices that will improve the quality of this thesis. She hopes that this thesis will be useful for those who read and feel interested in the field of this study.
Medan, Januari 2017 The Writer,
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CHAPTER II. REVIEW OF LITERATURE A.Theoretical Framework ... 7
1. Writing ... 7
b. The Applying of Cue Card in Procedure Text Writing ... 22
C. TheInstrument for Collecting Data ... 30
D. The Procedures of Research... 30
1. Pre-test ... 30
2. Treatment ... 30
3. Post-test ... 33
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1. Validity ... 34
2. Reliability ... 34
F. Scoring of Writing Test ... 36
G. Technique for Analyzing the Data ... 36
CHAPTER IV. DATA AND DATA ANALYSIS A.Data Description ... 38
B.Data Analysis ... 39
1. Reliability of the Test ... 39
2. Data Analysis by Using t-Test Formula ... 40
3. Testing the Hypothesis ... 42
C.Research Finding... 42
D.Discussion ... 43
CHAPTER V. CONCLUSION AND SUGGESTIONS A.Conclusion ... 45
B.Suggestion ... 45
REFERENCES ... 47
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LIST OF TABLES
Pages
Table 1.1 The Grade VII Students’ Scores of Writing Text ... 1
Table 3.1 Research Design ... 28
Table 3.2 The Population of SMP N 1 STABAT ... 29
Table 3.3 Teaching Procedure in Experimental Groups ... 32
Table 3.4 Teaching Procedure in Control Group ... 33
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LIST OF PICTURES
viii
LIST OF APPENDICES
Pages
Appendix A. Pre Test for Experimental and Control Group ... 49
Appendix B. Post Test for Experimental Group ... 50
Appendix C. The Scores of Pre Test in Experimental Group ... 52
Appendix D . The Scores of Pre Test and Post Test in Control Group... 53
Appendix E. The Calculation of Reliability of the Test ... 54
Appendix F. The Calculation of Mean and Standard Deviation of Experimental Group ... 57
Appendix G. The Calculation of Mean and Standard Deviation of Control Group ... 59
Appendix H. The Calculation of T test ... 61
Appendix I. Percentage Points of the Distribution ... 62
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CHAPTER I
INTRODUCTION
A.The Background of the Study
In the English language, there are four skills that should be mastered by
students, namely reading, listening, writing and speaking. Those skills are used to
build students’ language strategic competence and also enhance their motivation
to learn English.
One of the important skills in studying English is writing. Writing is an
activity of how people put the idea, thought and knowledge on a piece of paper.
Writing (as one of the four skills of listening, speaking reading, writing) as always
been formed as part of the syllabus in the teaching English (Harmer,2004:30). The
procedure text is one of the genres in writing that must be able to write a
procedure text in their daily life. Procedure text is used to make some steps or get
something done. That is why procedure text is very important to be learnt.
Based on observation, the writer found the data from SMP N 1 STABAT
of the writing score test in two semesters. The data can be seen as follows:
Table 1.1 The Grade VII students’ Scores of Writing Test
Semester Score Students Percentage
Most of the students always got difficulties when they were asked to write
in English. The student’s ability of such skill was quite low or got low score,
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procedure text and do not know how to start writing English text well. It happened
because of some factors, such as; they don’t know how to write well, they
couldn’t write procedure text based on genre even after being taught, they
couldn’t make the complete text, they don’t have enough vocabulary, their diction
isn’t satisfied, the way of the teachers’ teaching does not using cue card media,
the teaching was monotonous and the teacher were not able to create interesting
media in teaching and learning process, the teacher did not use appropriate media
but only white board. So, the students not active and teaching learning process not
fun, the student can not enjoy their lessons, Finally, writing was not interested to
some students and they left that this activity wasted of the time. So, they could not
write procedure text based on the genre. That is why the students did not pay
attention and enthusiasm on the writing procedure text. They perhaps have idea in
their mind but they do not know how to recognize their point of views in writing.
And most of them just copied the materials from the internet. So, media is one
ways get can be used by teachers to solve the problem, specially the students will
be more easily to arrange the sentence because the picture will give them ideas to
be written. A good way for improving students’ writing is by using media. Media
is a medium (Plural, media) is a mean of communication and source of
information.
In order to solvethe problem and to increase the students’ achievements
writing skill, the teacher should make variations and choose a suitable media in
teaching writing to make students feel interest. A media will help the students
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students. Here, the researcher tries to using Cue Cards media. The researcher
using Cue Card as media in teaching learning process which source from picture
or words that taken from internet. The writer choose Cue Card media because by
using Cue Card media that is a way to help students’ feel more easy to arrange
their text in procedure, make the students more active and make the teaching
learning process more fun. By using a small piece of card which contain of picture
or word, media can make students feel interest and accordance with the
characteristic that can motive students learn. Cue cards are small photos or
pictures stuck into card. They are intuitive flash card program. Just make up card
for what teacher want to students’ memorize, and Cue Card will be quiz on them.
Cue Card make a class as a class active, ask the students in plenty of time to look
in for small pictures relating to particular topics and the students’ can write the
procedure instead. Here, the students will work in groups. Each group chooses any
Cue Card and put their card on the table, looking at the picture, then students’
have ideas how to make something about what they want to write. Keep in mind
that learning will be comes easier with attractiveness activities which make them
really interest to learn. By considering the explanation above, the using of Cue
Card as media was expect to enhance students skills in writing procedure text
properly.
The effective of the Cue Card were prove by the order that were conducted
by the following researchers. The first Ratna Ningsih Devi (2013) conducted a
research about the effect of cue card in teaching spoken descriptive text at the
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increase the students’ speaking skill to the Seventh Grade of SMP PGRI
Kedawung. The second Sofwan Iman (2012) conducted a research about
improving vocabulary through cue cards in cooperative learning: the case study of
seventh year students of SMP N 2 Satu Ata pAlian in the Academic year of
2012/2013 use of cue card and the application of cooperative learning can
improve students vocabulary mastery, research show that the scores of the
students taught by using cue card and also all students agree that using cue cards
in cooperative learning as methods of teaching to increase vocabulary of SMP N 2
Satu Atap Alian in the academic year of 2012/2013 is effective. The third Arifa
Isalatul (2013) conducted a research about the implementation of IOC using cue
card to improve speaking ability for the seventh graders the data in this research
are the result that inside – outside circle using cue card can encourage the students
speak. The fourth Christopher Sheila (2013) conducted a research about Picture
cue card-A tool in enhancing communication in children with Autism found that
children with autism greatly enjoyed communicating through picture cards and
were attentive with better eye contact. The fifth Azizah Efendi Sahliya (2010)
conducted a research about improving students’ achievement in writing
descriptive text by using cue cards as a media in teaching significantly improved
students achievement in writing descriptive text and also impressed the students’
enthusiasm in doing the group work of cue cards media to make a text and to
express their idea well.
Based on the explanation above the works will conduct a research in order
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B.The Problem of the Study
Based on the background above, the problem of study is formulated as
follows, “Is there any significant effect of using cue card on the students’
achievement in writing procedure text?”
C. The Objective of the Study
In relation to the problem of study, the objective of the study is to find out
the effect of using cue card on students’ achievement in writing procedure text.
D. The Scope of the Study
There are many types of writing, such as narrative, descriptive, procedure,
argumentative, spoof, and others. This study basically focus on the effect ofusing
cue card on students’ achievement in writing procedure text.
E. The Significance of the Study
Findings of this study are expected to be useful
Theoretically for :
1. The result of the study can be used as input in English teaching
learning process, especially in teaching writing procedure text.
2. The theory of the research paper can be used as the references for
those who want to conduct a research in English teaching learning
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Practically for :
1. To motivate students to be better in writing procedure text
2. Teachers are motivated to apply this media as alternative to teach
procedure text writing.
3. Other researcher interested in applying this media as the basic
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Having analyzed the data, it was found that Cue Card media significantly
affects the students’ ability in writing procedure text, since t-obs > t-table
(p=0.005) df = 58, or 3,52 > 2.00 (p=0.05) df = 58. The using of Cue Card media
in teaching procedure text writing in the classroom enables the students’ to write
systematically and guided ti write the text of procedure, to gather all the
information about the how to make something, process the information they have
in mind and develop it into good writing.
The students who were taught by using Cue Card media have a higher
achievement than the students who were taught by using free media. In other
words, the Cue Card media gives significant effect to the students’ achievement
writing procedure text as they become more systematic in writing the text.
B. Suggestion
In line with the conclusion and the result of the study, some suggestion are
staged as the following:
In order to improve the students’ achievement in writing procedure text.
Teachers are suggested to encourage the students to use Cue Card to solve their
writing problem.
It is suggested for the English teacher to use Cue Card media as an alternative
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The English teachers apply Cue Card media on their English Teaching
because these media help the students in understanding the procedure text much
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