THE
EFFECT OF SWELL METHOD ON STUDENTS’
ACHIEVEMENT IN WRITING A NARRATIVE PARAGRAPH
A THESIS
Submitted to the English Department Faculty of Language and Arts of State University of Medan in Partial Fulfillment of the Requirement of the Degree of
Sarjana Pendidikan
By:
ROIDA SINURAT
Reg. No : 2103121041
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
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method on the students’ achievement in writing narrative paragraph. This study was conducted by experimental research. The population of this study was the students of the XI IPA of SMA N.1 SIBORONGBORONG. The total number of the population was 280 in 7 classes. There were eighty students chosen as the sample. The sample was divided into two groups, namely experimental group and control group. The experimental group was taught by using SWELL Method and control group was taught without SWELL method. The instrument for collecting the data was writing test. The data was analyzed by using t-test formula. The result of the analysis shows that t-observed value is higher than t-table ( > 1.990) at level of significance 0.05 with the degree of freedom 78. It means that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Based on the findings of this study, it was found that there is a significant effect of
SWELL Method on students’ achievement in writing narrative paragraph. Hence, the writer suggested that the English teacher might consider using SWELL Method as an alternative method in teaching writing.
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ACKNOWLEDGEMENT
Praise to the Lord for His wonderful love to the writer, He is Savior who always guides the writer in everything, in sadness and happiness. The writer
would have never thought Lord’s plans would bring the writer here, finishing this
thesis.
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
who took the role of being her reviewer and examiner.
Prof. Dr. Lince Sihombing, M.Pd., as her first Thesis Supervisor, and Tiarnita Maria Sarjani Siregar, M.Hum., as her second Thesis Advisor.
Drs. Lidiman Sahat Martua Sinaga, M.Hum., her Academic Advisor.
Dra. Tjut Ernidawati M.Pd as her Reviewer and Examiner.
All the Lecturers of English department who have taught, guided, and
advised her throughout the academic years.
Mam Euis, as the administration staff of English Department, for her
attention, assistance, and information in completing it.
The writer sincerely thanks to her Dad, Besrun Sinurat and her Mom Uli
Basa Pakpahan, thank you for wonderful love, financial support, prayer
and being irreplaceable. The writer’s special gratitude also goes to her dearest sisters, Ira Veranita Sinurat, Sri Rejeki Sinurat, Ruth Yolanda
Sinurat, Alya Fortona Sinurat and also her dearest brother Benri Saves Sinurat. And also for all family members who supported her.
The Headmaster of SMA Negeri I Siborongborong, Drs.Alpa
Simanjuntak,M.Pd his permission and opportunities in allowing the
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Her best friends, (Elsa Ernawati Nainggolan, Erna Wati Gultom, Helti
Margaretha Tarigan and Oktavia Rayani Saragih). Thank you for everything that we have shared. Her Small Group “MACARIOS” (Elsa Ernawati Nainggolan,Helti Margaretha Tarigan, K’Moryana Gultom, and K’Ivana Sibuea) thank you for being my family almost 4 years.
Her friends in Reguler Dik. A’ 2010, as her great class for the love and
togetherness throughout four years; her friends in PPLT SMP N.4 Balige
2013 for many experiencies and togetherness.
The writer realizes that this thesis still has the weakness, The writer conveniently welcomes any suggestions, comments critics, and advices that will improve the quality of this thesis. The writer hopes that this thesis would be useful for those who read and interested in the field of this study.
Medan, March 2015
The Writer
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E. The Significance of the Study ... 6
CHAPTER II REVIEW OF LITERATURE ... 7
v
B. Conceptual Framework ... 25
C. Hypothesis ... 25
CHAPTER III RESEARCH METHODOLOGY ... 27
A. Research Design ... 27
E. Rubrics of scoring or narrative paragraph ...29
F. Procedure of Collecting the Data ...30
1. Pre – Test ... 30
2. Treatment ... 30
3. Post Test ... 35
G. Technique of Analyzing Data ... 35
CHAPTER IV DATA AND DATA ANALYSIS ... 36
A.THE DATA ... 36
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C. Research Finding ... 38
D. Discussion ... 38
CHAPTER V CONCUSION AND SUGGESTION ... 40
A. Conclusion ... 40
B. Suggestion ...40
REFERENCES ... 42
APPENDIX ... 44
LIST OF TABLE
PAGES
Table 1.1 The Average of mid-semester 1 ... 3
Table 3.1 Research Design ... 27
Table 3.2 Scoring Rubrics ... 29
Table 3.3 Experimental Group Treatment ... 33
LIST OF APPENDIX
PAGES
APPENDIX A ... 44
APPENDIX B ... 45
APPENDIX C ... 46
APPENDIX D ... 47
APPENDIX E ... 48
APPENDIX F ... 49
APPENDIX G ... 50
APPENDIX H ... 51
APPENDIX I ... 55
1 CHAPTER I
INTRODUCTION
A. The Background of the Study
English is very important in this globalization era as the international
language. English as the global communication makes each country exchange the
information on various issues and people can communicate with others from
different country. In Indonesia English has important position for several aspects
of life, such as in economy, politics, technology, tourism, etc. This is the reason
why the government of Indonesia considers English is important to be taught in
the school as the foreign language.
In accordance with the curriculum unit level language education, language
learning goals at school is students are able to use language. Language skills are
taught to the students to be able to listen, speak, read and write well.
There are four language skills should be mastered by the learners in their
effort to study a language well namely listening, speaking, reading, writing.
Writing, a way of making communication in written is a special skill because
people can communicate with other people, share ideas, information, or
experiences without seeing each other.
Writing is one of the most important skills in learning language besides
listening, reading, and speaking. As one of the basic language skills, writing has a
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Oshima and Hogue (1981:5) state that writing is the most difficult of the
language skill in language learning. Therefore writing is not as easy as some
people think. Before writing, the writer needs to determine what to write, have to
think the idea about the topic that want to write. A writer should have something
meaningful, clear, precise, and unambiguous words.
There are 5 component scales that should be measured in writing, namely
content, organization, vocabulary, language use and mechanics (Jacob1983:39).
The content concerns the invention of writing having something to say. The
organization component addresses disposition or rhetoric principles of
arrangement. Vocabulary, language use and mechanics together deal with
elocution of the linguistic and mechanical principles for effective delivery of
discourse.
Writing skills are taught in school has a goal that students are able to write
well and truly of writing words, phrases, clauses, sentences, paragraphs, essays,
overviews and discourse. Therefore, writing is referred to as a productive and
expressive activity.
Since English is the foreign language in school, students have problem in
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should be using some approaches, methods, strategies, or techniques to teach
writing then make writing be easier and also to improve the students’ achievement
in writing.
There are some kinds of paragraph namely, narrative, descriptive,
expository, and argumentative. Narrative is one kind of paragraph that students
need to learn about, because narrative is near to human life activity including
students’ activities. The narrative can be found in many kinds of writing such as
short stories, diaries, personal experiences, journals, articles, novels, and many
more.
Based on the writer’s observation at school in teaching practice program, it
was found that students had less ability in writing. The students have difficulty in
developing ideas. The most common problem is that the students cannot create
self-expression in writing. Sometimes the students have some ideas in mind, but
the students do not know how to express it in writing.
Based on the observation done by the writer in the grade XI of SMA
Negeri 1 Siborongborong, it was found that the average grade of mid – semester
test in semester 1 for each class before getting remedial teaching test is different.
This is the average of both classes.
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It is found that 50% students of XI IPA 1 and 55% students of XI IPA 2
have to get remedial teaching to add their scores since their scores were under 65
which based on Kriteria Ketuntasan Minimal (KKM). It shows that most students
of XI IPA 1 got remedial test than XI IPA 2. It means that students’ writing
achievement of XI IPA 1 is still low.
In this study, the writer suggests SWELL method in teaching narrative.
SWELL is the acronym of Social – interactive Writing for English Language
Learners; this is a method that is applied to improve students’ ability in writing,
including narrative paragraph. This method was introduced by Teo (2007). By
using SWELL method, it is expected that students’ ability in writing can be
improved, because SWELL method provide “wh” questions as the guidance for
the students to get ideas, in which a student will ask this question to her or his
friend and her or his friend will give the answer and they will discuss it together
interactively. This way will give more joyful learning to the students since the
student can share their ideas freely without afraid make some mistakes.
SWELL has six steps, namely pouring ideas, making draft, reading,
editing, making the best copy, and teacher’s evaluation. By using these six steps
the writer believe that writing narrative paragraph will be an easier and an
enjoyable task to do because every step of SWELL method is easy to do and
students do not need a long time that can make students feel bored.
In pouring ideas either the writer or the helper can explore their ideas.
Both of them discuss together and make some notes which are related to the idea
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without worry about spelling. In reading step, the writer will read draft out load
and make it sound good and the helper corrects words read wrong if he helper can.
In editing step the helper and the writer will discuss the draft, they can make some
changes and also can use dictionary when necessary. After made some changes
the writer will make the best copy of writing and collect it to teacher. In the last
step the helper and the writer read teacher’s evaluation and then discuss to make
corrections.
After going through these six steps either the helper, the writer, or the
teacher will get a better writing by discussing together, and the student as the
writer will feel enjoy in writing.
Because the students have difficulty in write their ideas especially in
writing a narrative paragraph. The writer is inspired to make a study about the
effect of SWELL method in students’ achievement in writing narrative paragraph.
B. The Problem of the Study
Based on the background of the study, the research problem is formulated
as follows: “Does the use of SWELL method significantly affect the students’
achievement in writing narrative paragraph?”
C. The Objective of the Study
The objective of the study is to find out the effect of SWELL method on
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D. The Scope of the Study
The scope of the study is to apply a teaching method namely, SWELL
method in teaching narrative writing.
E. The Significance of the Study
This study is expected to be useful for:
1. The students to improve their writing, especially in writing narrative.
2. To give a better solution for the teachers in applying a better way in teaching
especially teaching narrative writing.
40 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis, it is found that the students’
achievement in writing a narrative paragraph taught by SWELL Method is higher
than those taught without using SWELL Method. Appendix J shows the students’
writing from experimental group and control group. It shows that there are
different means between experimental and control group, in post test. They are 5.4
and 1.4. It means that the mean of experimental group is higher than the mean of
control group. Besides, the calculation of t-test shows that t-observed is higher
than t-table. It means that the proposed hypothesis is accepted. It shows that the
use of SWELL Method significantly affects on students’ achievement in writing a
narrative paragraph.
B. Suggestion
Based on the conclusion drawn, the results of the findings contribute
valuable suggestions for those who are interested in teaching writing narrative
paragraph.
1) a. English teachers are suggested to apply SWELL method in teaching
writing paragraph especially narrative paragraph because this method makes
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b. The teacher has to improve their method in teaching writing as a subject matter to
make their students understand about narrative paragraph.
2) To the readers who are interested about this study are suggested to use SWELL
method in another writing genre, such as descriptive, expository, and
argumentative.
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