THE EFFECT OF USING COGNITIVE STRATEGY INSTRUCTION (CSI) ON STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT.

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THE EFFECT OF USING COGNITIVE STRATEGY

INSTRUCTION (CSI)

ON STUDENTS’ ACHIEVEMENT

IN WRITING REPORT TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By:

RIZKA HAYATI

Registration Number 2103321038

ENGLISH AND LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Rizka Hayati. 2014. 2103321038. The Effect of Using Cognitive Strategy Instruction on

Students’ Achievement in Writing Report Text. A Thesis. English Department. Faculty of

Languages and Arts. State University of Medan.

This study aims at investigaing the effect of using cognitive strategy instruction on students’ achievement in writing report text. It was conducted by using experimental research design. The Population of this research was the eleventh (XI) grade students of SMAN 4 Binjai. The number of the samples taken was two classes.The first class (XI IA 1) which consists of 30 students as the experimental group, while the second class (XI IA 3) which consists of 30 students as the control group. The experimental group was taught by using cognitive strategy instruction. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula, the analysis showed that the score of students in the experimental group was higher than the score of students in the control group at the level of significance 0, 05 with the degree of freedom (df) 58; the t-observed is 3,10 while the t-table is 2, 00. Therefore, the null hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is accepted.

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ACKNOWLEDGEMENTS

Firstly, praise and great gratitude to the almighty God Allah SWT for the

blessing, mercy, opportunity and help given to the writer to complete this Thesis entitled “The Effect of Using Cognitive Strategy Instruction on Students’ Achievement in Writing Report Text” as one of requirements for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts,

State University of Medan

During the process of completing this thesis the researcher has worked

with a great number of people, through their guidance, suggestions, and comments

for which the researcher would like to extend her sincere gratitude and special

thanks to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts

Faculty.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,

Dra. Masitowarni Siregar, M.Ed., Head of English Education Study

Program and her Thesis Consultant.

 Dra. Tjut Ernidawaty, M.Pd., her Thesis Consultant.

 Prof.Dr. Lince Sihombing, Dra. Sortha Silitonga, M.Pd, Dra. Siti

Aisyah Ginting, M.Pd., her Thesis Examiners.

 All Lecturers who have taught him in this English Department,for

giving knowledge, advices and amazing study experiences.

 Drs. Agus Erwin Siregar, MM., the Principal of SMA Negeri 4

Binjai and the the English Teacher for giving permission and helping

the writer to do this research.

 M.Hasyim and Suri Wahyuni, S.Pd., her beloved parents, M.

Fakhrurozy and M.Reza Fadhil, her lovable brothers, and her big

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her study in Faculty of Languages and Arts, State University of

Medan.

 Her beloved friends,the students of English Department, Vivi, Soraya

Kiki, Misida, Icha, Nova, Rafiqa, Ayu, Puput, and also the other

students in Extension A, B, C 2010. Her beloved close friends Dita,

Yuli, Silvi, Sherly and Nailul.

Last but not least, the researcher resizes that her thesis still has some

weakness and mistakes. Thus, she would be grateful to accept any suggestion and

correction from anyone for the better writing.

Medan, March 2015

The Researcher,

Rizka Hayati

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LIST OF TABLES

Table 2.1 Example of Report Text ... 15

Table 2.2 Cognitive Strategy Instruction ... 19

Table 3.1 Research Design ... 43

Table 3.2 Procedure of Treatment for Experimental Group ... 46

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LIST OF FIGURES

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LIST OF APPENDICES

Appendix A The Score of Pre-Test and Post-Test By the Students of

Experimental Group ... 65

Appendix B The Score of Pre-Test and Post-Test by the Students of Control Group ... 66

Appendix C The Calculation of Reability ... 67

Appendix D The Calculation of T-Test ... 70

Appendix E The Percentage Points of T Distribution ... 76

Appendix F Reading Test... 77

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CHAPTER I

INTRODUCTION

A. Background of The Study

English is the first foreign language in our country which is teach from Elementary

level to University level. English is also intensively used for international communication.

There are four basic skills to be mastered in English Language such as: Speaking, Listening,

Reading and Writing. As generally known that writing is the most complex and difficult

among the language skills. Writing does not only need what to write the content of the

writing but also the method or technique or procedure how to write what you want to write

down. In other words, writing is a powerful instrument of thinking because it provides

students with a way of gaining control over their thoughts. Writing shapes their perceptions

of themselves and the world. It aids in their personal growth and in their effecting change on

the environment. Students are often unaware of the power of the written word. According to

Hyland (2002:7) states that in many school writing is principally conducted to demonstrate

knowledge contextually of facts with little awareness of a reader beyond the teacher

examiner.

Writing is one of the ways to communicate and use language. It is also the expression

of idea which expressed in written form. In writing, the writer has to construct the

background and concept of knowledge in the mind. There are ideas in the mind and it will be

needed in the writing. Writing is one of four skills that learned by the students. And it is not

an easy task to complete specially for Indonesian students because they learn English as a

foreign language.

Based on an observation at SMA Negeri 4 Binjai and analyzing the Education Unit

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at grade XI (Eleventh) the students are expected to be able to write various types of genre,

such as narrative text, recount text, report text, spoof and etc. And in this research, the writers

focus on report text. The writers’ faced some difficulties from the students to write a report

text in English. Most of students do not like to do this activity and they tried to avoid it. And

many students is not interesting in learning writing because they do not give much attention

and enthusiasm on writing tasks. There are some ideas on their mind, but they do not know

how to express it in writing. They had a poor planning and organizational skills for writing. It

conclude that students’ ability in writing English needs to be improved.

By the purpose to solve the problem of student itself, Cognitive Strategy Instruction

(CSI) is one of some strategy that suitable to conduct, because in CSI students are expected

the students’ to make a text systematically text by used the think sheet that given in doing

CSI. Pressley & Karen (2001) reveal CSI can prompt the students to carry out specific

activities during writing processes, including planning, organizing information, writing,

editing, and revising. In the planning sheet, the students do the brainstorming their prior

knowledge about the text that they want to write. Then in organizing sheet, the students are

asked by the teacher to categorized which group to be a topic sentence, general classification,

and description in report text. In writing sheet, the students used this session as the first draft

which was developed the idea to extended written format (writing think sheet). In editing

sheet, consists of two activities namely: students do self-evaluation and peer editing. In

revising sheet a key to successful writing, especially when writing was considered a process.

During the revising stage, the students implement their improvement as they rewrite their

own report paragraph to the final draft think sheet. By the some steps that to do in CSI the

writers’ expect it can help the students to organize and guide the students when doing writing

activity. Cognitive Strategy Instruction (CSI) which views writing as a whole process enables

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As Jones (1996)) defines Cognitive Strategy Instruction as any effort on the part of

the teacher to help students to process information in meaningful ways and become

independent learners.

The writers’ expects that by applying CSI the students are able to write a systematic

writing especially in writing report text.

B. The Problem of the Study

The problem of the study is formulated as follows: “Is there any significant effect of

using Cognitive Strategy Instruction (CSI) on students’ achievement in writing report text?”

C. The Objective of the Study

The objective of the study is to find out whether Cognitive Strategy Instruction (CSI)

significantly affects students’ report writing achievement.

D. The Scope of the Study

The scope of this research is limited on the application of Cognitive Strategy

Instruction (CSI) which has five components namely, planning, organizing, writing, editing,

and revising. The strategy will be applied in writing report text.

E. The Significance of the Study

The findings of this study are expected to be useful:

a. For the teacher, as one of alternative technique to improve the quality of teaching

writing, particularly teaching writing report text.

b. For the students, to help them to write systematically by using the think sheet in CSI

and it can improve their writing skill.

c. _{For those who are interested in this study, as a information of how to improve}

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the result of the data analysis, it was concluded that using CSI

in writing report text significantly affect the student’s ability in writing report text

(t-calculated > t-table, p=0.05). The using of CSI made the students write the

report text grammatically than by using conventional method. The calculation of

t-test is 3.10 > 2.00 with df 58 and the level of significance 0.05. It means that the

using CSI has significant effect on writing report text. Because in CSI using the

think sheet that guided them to write in more real systematical order, so that

students be able to produced a well-organized report writing text by using think

sheet in CSI.

From the result of the data, it can be seen that the highest score of

experimental group was 85 and the lowest score was 65 in post-test. Meanwhile

the highest score of control group was 79 and the lowest score was 50 in

post-test.

B. Suggestions

Based on the conclusion written above, it is suggested that :

a. English teachers apply CSI as the alternative and interesting method in

teaching of writing report text or other genres, because it can improve the

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b. English learners enlarge their knowledge to write in English and to improve

their writing achievement by using CSI

c. Other researchers who are interested in conducting study in writing report

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THE EFFECT OF USING COGNITIVE STRATEGY INSTRUCTION (CSI) ON STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT.