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THE EFFECT OF TEACHING METHODS AND SELF CONCEPT ON STUDENTS’ ACHIEVEMENT IN DESCRIPTIVE WRITING AT
STATE SENIOR HIGH SCHOOL 1 MEDAN
A THESIS
BY
DINCE LASMA TARIHORAN
Registration Number: 082188310058
Submitted to English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
i ABSTRAK Dince : Nomor Registrasi : 082188310058
Pengaruh Metode Pengajaran dan Konsep Diri Terhadap Hasil Belajar Menulis Deskriptif Siswa. Tesis Linguistik Terapan Bahasa Inggris Program Studi Universitas Negeri Medan 2013.
i ABSTRACT Dince: Registration Number : 082188310058
The Effect of Teaching Methods and Self-Concept on Students’ Achievement in Descriptive Writing. A Thesis. English Applied Linguistics Study Program, State University of Medan. 2013.
The objectives of this study are to investigate whether: (1) Students’achievement in writing taught by using CBI Teaching Method is higher than students’achievement taught by using TBLT Teaching Method, (2) the students’ achievement in writing descriptive of the students with high self concept is significantly higher than that of with low self concept, (3) there is an
ACKNOWLEDGEMENTS
All praises be to Him, Tuhan Yesus Kristus for the great Blessings, Health and Luck that have been continuously poured to the writer in the process of completing her studies and this piece of academic masterpiece.
Praises all also addressed to our prophet Our God who has guided us to the better life of today.
In the process of completing this thesis, some names should be listed and thanked especially to those who have given the special care and attention.
To Prof. Dr. Busmin Gurning, M.Pd, her first adviser for the guidance, assistance, encouragement and valuable suggestions that have been given in the process of writing this thesis.
To Dr. Sri Minda Murni, MS, her second adviser for her available time spent for consultation, great supervision and full support in shaping this thesis. The deepest appreciation is especially directed to her for the full support and endless encouragement given as the former Head, English Applied Linguistics Study Program.
To Prof. Dr. Busmin Gurning, M.Pd and DR. Anni Holila Pulungan, M.Hum for their stimulating support during the completion of her thesis and the assistance in completing the administrative procedure.
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express her high appreciation to all lecturers at English Applied Study Program UNIMED Medan who have shared their knowledge and experience with her during studying.
She is deeply indebted to Bappeda for great attention to teacher professionalism improvement by giving some of English Teachers the scholarship to study at English Applied Linguistics Study Program Postgraduate School. State University of Medan. Hopefully it will be given for others continuously.
To Dra. Hj. Safrimi, M.Pd the headmaster of State Senior High School 1 Medan for the permission to conduct the research and the English teachers, Dra. Fatimah Purba and Dra. Hj. Linny Rustina Nasution for their great help in collecting the data.
Finally, she realizes that she is really very sure that the care, attention, support and good education that given by her beloved parents are the basic foundation for her to be what she is now. She has no suitable word that can fully describe their everlasting love. Her endless special gratitude is especially addressed to her beloved husband, A.P Sinaga for his full understanding and support and her beloved one daughter, Melva Uli Sinaga for being so good and understandable and continuous motivation.
Last but not least, to her friend Suwito and Elisabet for her great help and encouragement during the completion of her thesis and all her friends in “Bappeda” class for their friendship and cooperation. It would be difficult to find such beautiful words but above all thank you so much.
Medan, January 2013 The writer,
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TABLE OF CONTENT
ABSTRACT ... i
ACKNOWLEDGEMENTS ... ii
TABLE OF CONTENT ... v
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Research ... 1
1.2 Problem of the Research ... 6
1.3 Objective of the Study ... 7
1.4 The Scope of the Study ... 7
1.5 The Significance of the study ... 8
CHAPTER II LITERATURE ... 9
2.1 Theoretical Framework ... 9
2.1.1 Students’ Achievement in Writing ... 9
2.1.2 The Assessment of Writing Descriptive ... 9
2.1.3 Writing ... 12
2.1.3.1 Principle in Teaching Writing ... 14
2.1.3.2 The Stage of Writing Process ... 14
2.1.3.3 Responsive Writing Performance ... 16
2.1.4 Writing System ... 17
2.1.5 Descriptive Text ... 18
2.1.5.1 The Indication of Students’ Achievement in Descriptive Writing... 19
2.1.5.2 The Assessment of Writing ... 21
2.1.6 Teaching Method ... 23
2.1.6.1 Content – Based Instruction (CBI) ... 24
2.1.6.1.1 Models of CBI ... 31
2.1.6.1.2 Theme – Based Model ... 31
2.1.6.1.3 Sheltered Model ... 32
2.1.6.2 Task-Based Language Teaching (TBLT)... 34
2.1.6.2.1 Theory of Learning in Task - Based Language Teaching ... 37
2.1.6.2.2 Tasks Provide Both The Input and Output Processing Necessary For Language Acquisition ... 37
2.1.6.2.3 Task Activity and Achievement are Motivation ... 38
2.1.6.2.4 The Objectives of TBLT ... 38
2.1.6.2.5 Types of Tasks ... 39
2.1.7 Self Concept ... 41
2.1.8 Learning Styles ... 48
2.1.8.1 Teacher Approaches to Students ... 54
2.2 Conceptual Framework ……… ... 55
2.2.1 The students’ achievement in writing taught by using Contextual- Based Instruction (CBI) higher than taught by using Task-Based Language Teaching (TBLT) ... 55
2.2.2 The students writing achievement with high self concept taught by using CBI is higher than those with low self concept taught by using TBLT ... 57
2.2.3 The interaction between teaching methods and self concept in Writing ... 58
2.3 Hypothesis ... 59
CHAPTER III METHOD OF RESEARCH ... 60
3.1 The Research Design ... 60
3.2 The Population and Sample ... 61
3.2.1 Population ... 61
3.2.1 Sample ... 62
3.3 The Procedure of Giving Treatment ... 62
3.4 Validity in Giving Treatment ... 63
3.5 The Instrument of Data Collection ... 64
3.6 Students’ Self Regulation Questionnaire ... 64
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3.8 The procedure of Data Collection ... 67
2.8.1 Preparation ... 67
3.8.2 Pre-Test ... 68
3.8.3 Treatment ... 68
3.8.4 Post-Test ... 68
3.9 Test Items ... 68
3.10 Instrument of Validation ... 69
3.10.1 Validity ... 69
3.10.2 Reliability ... 70
3.11 The Technique of Analyzing Data ... 71
CHAPTER IV DATA AND DATA ANALYS ... 72
4.1 Description of the Research Data ... 72
4.1.1 The Students, Achievement in Writing Taught by Using Content Based Instruction ... 73
4.1.2 The Students’ Achievement in Writing Taught by Using Task Based Learning Teaching ... 75
4.1.3 The Students’ on Achievement in Writing for Those Who Have High Self Concept ... 77
4.1.4 The Students’ Achievement in Writing for Those Who Have Low Self Concept ... 79
4.1.5 The Students’ Achievement in Writing Taught by Using Content Based Instruction For Those Who Have High Self Concept ... 81
4.1.6 Writing Achievement of Students Taught by Using Content Based Instruction with Low Self Concept ... 83
4.1.7 The Students’ Achievement in Writing taught by using Task Based Learning for those high self concept ... 84
4.1.8 Writing on Achievement of Students taught by Task Based Learning Teaching with Low self concept ... 86
4.2 Requirement of Data Analysis ... 88
4.2.1 Normality Test ... 88
4.2.2 Homogeneity Test ... 89
4.2.2.2 Groups of self regulations ... 90
4.2.2.3 Groups of Interaction ... 90
4.3 Testing Hypotheses ... 91
4.3.1 The Students’ Achievement in Writing Taught by Using Content Based Instruction Methods in higher than the students’ Achievement in Writing Taught by Task Based Learning Teaching Methods ... 93
4.3.2 There is Different Students’ achievement in Writing between Students with High Self Concept and Students with Low Self Concept ... 94
4.3.3 There is Significant Instruction between Teaching Method and Self Regulation on Students’ Achievement in Writing ... 95
4.4 Discussion ... 99
4.4.1 The Effect of Content Based Instruction and Task Based Learning Teaching on Students’ Achievement in Writing ... 99
4.4.2 The Effect of High and Low Self Concept on Students’ Achievement In Writing ... 101
4.4.3 The Instruction between Teaching Method and Self Concept on Students’ Achievement in Writing Description ... 102
4.5 Discussion and Analysis of Results ... 104
4.6 Limitation of the Research ... 111
CHAPTER V CONCULATION AND SUGGESTIOS ... 112
5.1 Conclusions ... 112
5.2 Implications ... 112
5.3 Suggestions ... 114
REFERENCES ... 115
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CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1 Conclusions
Based on the data analysis and hypotheses testing, it can be concluded
that:
1. Students’ achievement in writing taught by using Content Based
Instruction is higher than students’ achievement taught by using Task
Based Learning Teaching.
2. There is different of students’ achievement in writing descriptive text
between students with high and students low self concept.
3. There is a significant interaction between teaching method and self
concept on students’ achievement in writing. Students’ achievement in
writing is influenced by teaching method and self concept. The result of
statistical testing by using Scheffe-test indicates that students with high
self concept are more effective taught by Content Based Instruction.
5.2 Implications
The first finding of this study implies that many English teachers apply
ineffective teaching methods in teaching writing because many students do not
have written and spoken ability in communication, they can not speak fluently and
compose a good writing. Thus, teachers should apply verities of teaching
and Task Based learning Teaching methods significantly affect students’
achievement in writing. Students taught by using Content Based Instruction have
better achievement in writing than students taught by using Task Based Learning
Teaching.
The second finding of this research implies that many teachers tend to
apply one way in teaching. They are not aware that the ways of students in
learning are different. They have their own way in studying. Using only one
learning style makes students boring and uncomfortable so they can not achieve
their optimal achievement. In the classroom, many teachers sometimes do the
things that the auditory like, especially when they teach writing. For example,
they ask students to do the work sheet books without guiding them. In addition,
teachers tend to teach in their own way. They sometimes ignore the tasks of
writing that given in the text book. They only discuss reading text.
Finally, the third research finding of this study implies that teachers apply
teaching methods that are not suitable with students’ self concept. Students who
have high self concept are applied techniques that involve lecturing and taking
note and of course they do not suit their self concept. As a result, they are not
satisfied with their achievement in writing. The third finding of this research
indicates that students taught by teaching methods that suit their ways of learning
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5.3 Suggestions
In connection with the conclusions and implications, it is suggested that:
1. Teachers should test their self concept in order to create good teaching
methods in teaching learning process.
2. English teachers should apply Content Based Instruction and Task Based
Learning Teaching to enhance, retain and retrieve foreign words.
3. Teachers should test their students’ self concept in order to suit teaching
methods in order to increase their achievement in writing.
4. Workshops must be provided to make English teachers more familiar with
effective writing teaching methods.
5. Both students who have high and low self concept should be taught by
Content Based Instruction.
6. Task Based Learning Teaching is more effective to be applied to students
who have high self concept.
7. Teacher should motivate students to write because through writing, they
can increase their vocabulary, to develop their ability to write well because
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