THE EFFECT OF FIELD TRIP METHOD ON STUDENTS’
ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By :
INTAN NILAM SARI
Registration Number: 2112121014
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ABSTRACT
Sari, Intan Nilam. 2015. 2112121014. The Effect of Field Trip Method on otudents’ Achievement in Writing Descriptive Text. A Thesis. English Department. Faculty of Languages and Arts. State University of Medan.
This study aims at investigating the effect of field trip method on students’ achievement in writing descriptive text. It was conducted by using experimental research design. The population of this research was the tenth (X) grade students of SMAN 1 Tanjung Pura. The samples were two classes, XI 2and XI MIA-3 which consist of MIA-30 students in each class. The experimental group was taught by using field trip method while control group was taught by using group discussion. 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 greater 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 3.67 while the t-table is 2.00. Therefore, the null hypothesis (Ho) is rejected and this implies that the hypothesis alternative (Ha) is accepted.
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ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most gracious and merciful, the almighty God, Allah SWT also Prophet Muhammad SAWfor the love and blessing so the writer has finally completed this thesis. This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan.
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. Syawal Gultom, M.Pd.,the Rector of State University of Medan.
Dr. Isda Pramunoato, M.Hum., the Dean of Languages and Arts Faculty. Prof. Dr. Hj. Sumarsoh, M.Pd., the Head of English and Literature
Department and her Thesis Examiner.
Dra. Meosuro, M.A., the Secretary of English and Literature Department and her Thesis Consultant II.
Nora Ronota Dewo, S.Pd.,S.S., M.Hum., the Head of English Education Study Program.
Prof. Amron SaraSoh, M.A., Ph. D., her Thesis Consultant I Dr. Soto Aosah GontonS, M.Pd., her Academic Consultant. Drs. Wollem SaraSoh, Dopl. Appl., M.Pd., her Thesis Examiner. Dra. Masotowarno SoreSar, M.Ed., her Thesis Examiner.
All Lecturerswho have taught her in English and Literature Department. Euos Sro WahyunonSsoh, M.Pd., the Administrative Staff of English and
Drs. Syafruddon, the Principal,Ahmad Khaoro, S.Pdthe Vice Principal I, Syaoful Fajar, S.Pd., and Amnun Ismawato Hrp, S.Pd., the English Teachers of SMA Negeri 1Tanjung Pura.
Her beloved parents Khaorol Anwar and LeSono, her older brothers, Syaoful Amro and Londo Waldo, her sister in law, Tro MulyanonSsohand also her nieces,Adeloa Cotra A.andAdzkoa N. Cotra.
Her beloved friends,Indah Pratama Proda, Voka Chaorano Lubos, Novoa, Wodya Putero Ameloa, Soto Khaoron Nashroh, Doah Khoorunnosa, Soto Mutoa, Gondo Munthe, Ade Kurnoawan, Foboe Loona, Irda, Uco, Wahyu, Merry, Putra, Laura, Nadya, DondaandAyu.
All Members of ReS C 2011, PPL Mates of SMK Dharma Patra P. Berandan 2014and all people who cannot be mentioned one by one, she says thank you.
Last but not least, the researcher realizes that her thesis still has some weaknesses and mistakes. Thus, she would be grateful to accept any suggestion and correction from anyone for the better writing.
Medan, November 2015 The Researcher,
iv A. The Backghound of the study...1
B. The Phoblem of the study... 4
C. The Objective of the study... 4
D. The Scope of the study...5
E. The significance of the study... 5
CHAPTER II: REVIEW OF LITERATURE A. Theohetical Fhamewohk...6
1. Whiting...6
a. The Concept of Whiting... 6
b. Types of Whiting...8
c. The Phocess of Whiting... 9
d. The Assessment of Whiting... 10
2. Genhe... 13
a. The Concept of Genhe...13
b. Types of Genhe... 14
3. Deschiptive Text... 15
a. Types of Deschiptive Whiting... 16
b. Genehic Sthuctuhe of Deschiptive Text...17
c. Linguistic Featuhe of Deschiptive Text... 17
d. Example of Deschiptive Text...18
4. Methodology...19
5. Field Thip Method...20
a. The Concept of Field Thip Method...20
b. Phoceduhe of Field Thip ...21
1)The Advantages...23
2) The Disadvantages...23
6. Students’ Achievement in Whiting Deschiptive Text...24
B. Relevant Studies...25
C. Insthument of Collecting Data...28
D. Phoceduhe of The Reseahch... 29
1. Phe-test... 29
2. Theatment...29
3. Post-Test... 34
E. The Scohing of Whiting Test...34
F. The Validity and Reliability of the Test... 35
1. The Validity of the Test...35
2. The Reliability of the Test... 36
G. Technique of Analyzing Data... 37
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS A. Data...38
B. Data Analysis... 39
C. Testing Hypotheses... 40
D. Reseahch Findings...41
E. Discussion... 41
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion... 43
B. Suggestion...43
REFERENCES... 44
vi
LIST OF TABLES
Pages
Table 2.1 The Assessment of Writing...11
Table 3.1 Research Design...27
Table 3.2 The Scenario of Teaching in Experimental Group... 30
Table 3.3 The Scenario of Teaching in Control Group...32
LIST OF FIGURE
viii
LIST OF APPENOICES
Pages
Appendix A. Pre-test and Post- Test for Experimental and Control Group...47
Appendix B. The Tests Score of Experiment and Control Group ...48
Appendix C. The calculation of Reliability of the Test...50
Appendix D. The Calculation of Mean and Standard deviation of Experimental and Control Group... 51
Appendix E. The Calculation of T-test...54
Appendix F. T-table Distribution... 54
Appendix G. Schedule and Activities for each group in the museum...57
Appendix H. Interview Sheet... 59
Appendix I. Schedule of the Trip for Experimental Class... 60
CHAPTER I
INTRODUCTION
A. The Background of the Study
English as an international language is used globally and widely in many
sectors, such as, in business, tourism, technology, international trade, diplomacy,
and education. In Indonesia, English is established as the first foreign language
which should be taught formally from elementary school, secondary up to the
university because the function of English itself is as international communication
in this 21stcentury.
Teaching English is not a simple thing and needs an appropriate method to
teach the students because it covers the four skills in language namely, listening,
speaking, reading and writing. Teaching English in Indonesia and in other
countries are different. As the writer said before, in Indonesia, English is used as
foreign language and only taught in a education institution, meanwhile in other
country, such as Malaysia, English is well known as the second language and also
used in any formal situation
As one of the English skills, writing plays important role to the students.
Through writing the students are able to communicate with others, enrich their
knowledge and experience and also express their ideas and feeling. yowever,
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such as: the lack of knowledge of how to write, the lack of vocabularies and the
motivation from the student itself.
One of the most challenging tasks English teachers faced nowadays is to
get their students to be able to write different genre as required by the new
curriculum. Students are supposed to understand that each genre has different
social function, structure and linguistic features. In the Curriculum of 2013 Level
or Kurikulum 2013 (K-13)and written in the standard competence in the syllabus
of the first year students of senior high school, students are expected to be able to
write some genres in writing namely descriptive and recount. One of the genres
that should be mastered by the students in the process of learning English is
descriptive text. Descriptive text contains descriptions of a particular topic such as
person, thing, or place.
The fact shows that not all students were able to write a text well. Based
on the writer’s preliminary observation which is conducted at SMA N 1 Tanjung
Pura at grade X, many students were not able to write an English well. They were
not interested in writing class. There were some problems that caused the low
students’ achievement. The main problem in writing was when they were asked to
write a text, most students said that they were still confused to start writing. It was
difficult for them to found the idea and developed the idea into a paragraph.
Besides, they said that they were bored just learnt inside the classroom. The other
problem was the teacher still used the conventional method in teaching the
materials. The teacher just explained the materials and then gave the exercises.
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was taught in the last session. There were no variations of language learning
methods which applied by teacher.
Since English is assumed as a complicated subject by most Senior yigh
School students, teachers have a duty to get the students interest in studying.
Interest is an important factor to make them pay attention to the subject. Teacher
needs to develop their knowledge and ability in teaching writing. Teachers can use
different kinds of method so that the teaching process can be more interesting. It is
a must for a teacher to choose an appropriate method in teaching writing in order
to make the students to be able to develop their writing skill.
Considering the facts above, there is an urgent need to use a suitable
method in teaching and learning process that can help them to solve their problems.
One method that can be applied to improve writing achievement of the student is
Field trip.
Field trip is a good method to help them to develop their idea in writing
text, especially, descriptive text. Field trip brings the students with a new way in
teaching learning process. This method gives both experience and knowledge to
the students which they can’t get from lectures or text books. yughes and Moore
(2014) state that field trip provides possibility for students to remember and to
relate what have been studied and therefore it motivates them to learn. It is
expected that Field trip will give an effect on students’ writing achievement
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field trip method has notable benefit, such as; improvements in their ability to
think critically about art, display stronger historical empathy, and develop higher
tolerance. Another research done by Pradayani, et al. (2014) proved that field trip
can significantly affect the students of students in Grade VII A.3 of SMP Negeri 1
Singaraja’s achievement in writing descriptive text. In addition Utami, et al. (2014)
concluded that field trip method the ability in using English Articles on students
of eighth grade students of MTs Alkhairaat Sibalaya.
Based on the explanation above, the writer focused on conducting a
research to investigate the effect of field trip method on students’ achievement in
writing descriptive text.
B. The Problem of the Study
Based on the background given, the problem is formulated as the following:
“Is there any significant effect on the students’ achievement in writing
descriptive text if they are taught by applying field trip method?”
C. The Objective of the Study
In relation to the problem of the study, the objectives of the study is to
investigate whether the application of field trip method significantly affects the
first year (Grade X) students of SMA Negeri 1 Tanjung Pura writing skill in
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D. The Scope of the Study
Lunsford (2011: 105) divides four types of writing, namely: narration,
description, exposition and persuasion. In this study, the writer focused on the
application of field trip method on teaching the students in writing descriptive text,
especially describing a place. The subject of the study is limited on the first year
students of SMA Negeri 1 Tanjung Pura.
E. The Significance of the Study
The findings of the study are expected to have both theoretical and practical
significances.
1. Theoretically, the findings of the study are useful to enrich knowledge on
the theories of language learning and also enhance previous theories on the
second language learning.
2. Practically, the findings of the study are useful and relevant to:
a. English teachers; so that they can use this method in teaching
learning process to increase students’ achievement in writing,
especially descriptive text;
b. Other researchers; this research can be used as reference and
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is
significant effect of applying field trip method on students’ achievement in
writing descriptive text, since students’ achievement in writing descriptive
text taught by applying field trip method is higher than without applying field
trip method (tobs> ttable: 3.67 > 2.00 ; α = 0.05 ).
B. Suggestion
In relation to the conclusions, suggestions are staged as the following:
1) English teachers are suggested to use field trip method to
improve students’ achievement in writing text in all genres and
also to improve the students’ attitude and skill during the
teaching and learning process.
2) Since this study is only focused on students’ achievement in
writing descriptive text, it is suggested to other researchers to
conduct further studies of field trip method on other skills or
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