ABSTRACT
Asrina Sari Br Sembiring. 082188330078. The Effect of Teaching Methods and Students’ Learning Motivation on Students’ Narrative Writing Achievement. A Thesis. English Applied Linguistics Study Program, State University of Medan. 2012
ABSTRAK
Asrina Sari Br Sembiring. 082188330078. The Effect of Teaching Methods and Students’ Learning Motivation on Students’ Narrative Writing Achievement. Program Studi Linguistik Terapan Bahasa Inggris, Universitas Negeri Medan. 2012
THE EFFECT OF TEACHING METHODS
AND STUDENTS' LEARNING MOTIVATION
ON STUDENTS’ NARRATIVE WRITING ACHIEVEMENT
A Thesis
ASRINA SARI BR SEMBIRING
Registration Number: 082188330078
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POST GRADUATE SCHOOL
ACKNOWLEDGMENTS
Bismillahirrahmanirrahim,
First and foremost, praise and thank be to Allah SWT for all blessing, who has granted countless opportunity, strength and knowledge to the writer so that she has been finally able to accomplish her thesis. Then, the writer owes a real debt of gratitude to her first advisor Prof. Lince Sihombing M. Pd., whose advice, encouragement, reviews, comments, suggestions, and patience have been feature of the writing process from the very beginning of this thesis. She also grateful to her second advisor, Prof. Dr. Berlin Sibarani M. Pd., for his robust, criticism, reviews, and assistance were extremely helpful.
She would like to thank to all lectures of English Applied Linguistics Program for the treasure of knowledge they have transferred to her during the course of her study. In particular, she would like to thank Prof. Busmin Gurning M. Pd., Head of English Applied Linguistics Study Program, Prof. Dr. Sumarsih M. Pd., Dr. Sri Minda Murni, M.S., and Dr. Anni Holila Pulungan, M. Hum., Secretary of English Applied Linguistics Study Program, who offered many valuable ideas and helped sharpen her observation.
she owes her thanks to her older brother Hendra Jaya Sembiring S. Sos. I., who inspired her to go forward.
Special thanks are extended to the Headmaster of SMP Muhammadiyah -01 Medan, Paiman S. Pd, who permits her to conduct the treatment in the school, and all professional teachers who give supports and being cooperatively during the research.
Last but not least, her heartfelt thanks also go to her friends for their encouragement, friendship, and cooperation during the academic years and the completion of her thesis, especially to all friends in intake XIV.
It would be difficult to find adequate words to convey how much she owes the people. Lots of love and thank to all of you.
May Allah bless us.
Medan, June 14 th, 2012 The Writer,
TABLE OF CONTENTS
Page
ABSTRACT ... i
ACKNOWLEDGMENTS ... iii
TABLE OF CONTENTS ... v
LIST OF TABLE ... LIST OF FIGURES ... LIST OF APPENDIX ... CHAPTER 1 : INTRODUCTION 1.1Background of the Research ... 1
1.2Problem of the Research... 4
1.3Objectives of the Research ... 5
1.4Scope of the Research ... 5
1.5Significance of the Research ... 6
CHAPTER II : REVIEW OF LITERATURE 2.1 The Students’ Narrative Writing Achievement ... 7
2.2 Writing ... 9
2.2.1 Writing Process ... 12
2.2.2 Narrative Writing ... 14
2.2.2.1 Grammatical Feature of Narrative Writing ... 17
2.3 Teaching Methods ... 19
2.3.1 Cooperative Language Learning (CLL) ... 20
2.3.1.1 The Design of CLL ... 24
2.3.1.2 Types of Learning and Teaching Activities ... 25
2.3.1.3 Roles of Learner ... 27
2.3.1.4 Roles of Teacher ... 28
2.3.1.5 The Role of Materials in CLL ... 28
2.3.1.6 The Procedures of CLL ... 29
2.3.2 Task – Based Language Teaching (TBLT) ... 30
2.3.2.1 The Design of TBLT ... 34
2.3.2.2 Roles of Learner ... 35
2.3.2.3 Roles of Teacher ... 36
2.3.2.4The Role of Materials in TBLT ... 38
2.3.2.5 Types of Tasks ... 39
2.3.2.6 The Procedures of TBLT ... 41
2.4 The Students’ Learning Motivation ... 43
2.4.1 High and Low Students’ Learning Motivation .... 47
2.4.2 The Measurement of Learning Motivation ... 48
2.5 Relevance Studies ... 48
2.6 Conceptual Framework ... 51
1.6.2The Differences Effect of High and
Low Learning Motivation Students
on their Narrative Writing Achievement ... 53
1.6.3The Interaction between the Teaching Methods and Students’ Learning Motivation on Students’ Narrative Writing Achievement ... 55
2.7 Hypotheses of the Research ... 57
CHAPTER III : RESEARCH METHOD 3.1 Research Design ... 58
3.2 Population and Sample... 59
3.2.1 Population ... 59
3.2.2 Sample ... 59
3.3 The Instrument of Data Collection ... 60
3.3.1 Students Learning Motivation Questionnaire ... 60
3.3.2 Narrative Writing Achievement Test ... 61
3.4 The Instrument of Validation ... 62
3.4.1 Validity ... 62
3.4.1.1 Validity of Questionnaire... 62
3.4.1.2 Validity of Writing Test... 64
3.4.2 Reliability ... 65
3.4.2.1 Reliability of Questionnaire ... 65
3.5 Scoring System of the Test... 67
CHAPTER IV : DATA AND DATA ANALYSIS 4.1 Description of the Research Data ... 71
4.1.1The Students’ Narrative Writing Achievement taught by using Cooperative Language Learning ... 72
4.1.2 The Students’ Narrative Writing Achievement taught by using Task Based Language Teaching ... 73
4.1.3 High Learning Motivation Students’ Achievement in Writing Narration ... 74
4.1.4 Low Learning Motivation Students’ Achievement in Writing Narration ... 76
4.1.5 High Learning Motivation Students’ Achievement in Writing Narration taught by using Cooperative Language Learning ... 77
4.1.6 Low Learning Motivation Students’ Achievement in Writing Narration taught by using Cooperative Language Learning ... 78
4.1.7 High Learning Motivation Students’
Task Based Language Teaching ... 80
4.1.8 Low Learning Motivation Students’ Achievement in Writing Narration taught by using Task Based Language Teaching ... 81
4.2 Requirements of Data Analysis ... 83
4.2.1 Normality Test ... 83
4.2.2 Homogeneity Testing ... 84
4.2.2.1 Groups of Teaching Methods ... 84
4.2.2.2 Groups of Learning Motivation ... 85
4.2.2.3 Groups of Interaction ... 85
4.3 Hypotheses Testing... 86
4.3.1 The Students’ Narrative Writing Achievement taught by using Cooperative Language Learning and Task Based Language Teaching ... 87
4.3.2 The Students’ Narrative Writing Achievement with High and Low Learning Motivation ... 88
4.3.3 There is significant interaction between Teaching Methods and Learning Motivation on Students’ Narrative Writing Achievement ... 89
4.4 Research Findings ... 93
4.5 Discussion ... 94
4.5.1 The Effect of Cooperative Language Learning and Task Based Language Teaching on the Students’ Narrative Writing Achievement ... 94
4.5.2 The Effect of Learning Motivation on Students’ Narrative Writing Achievement ... 95
and Students’ Learning Motivation to
Students’ Narrative Writing Achievement ... 97
4.6 Limitation of the Research ... 99
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ... 101
5.2 Suggestions ... 102
LIST OF TABLE
TABLE PAGE
Table 3.1 The Factorial Design ... 59
Table 3.2 The Blue Print of the Questionnaire of Learning Motivation ... 61
Table 3.3 The Writing Test Indicators ... 61
Table 3.4 The number of Test Item Valid ... 63
Table 3.5 The Reliability of the Questionnaire ... 65
Table 3.6 The Result of Computation of Inter Rater Reliability ... 66
Table 4.1 Summary of Data Description ... 71
Table 4.2 Frequency Distribution of the Students’ Scores taught by using Cooperative Language Learning ... 72
Table 4.3 Frequency Distribution of the Students’ Scores taught by using Task Based Language Teaching ... 73
Table 4.4 Frequency Distribution of the Students’ Scores with High Learning Motivation ... 75
Table 4.5 Frequency Distribution of the Students’ Scores with Low Learning Motivation ... 76
Table 4.6 Frequency Distribution of the Students’ Scores with High Learning Motivation taught by using Cooperative Language Learning ... 77
Table 4.7 Frequency Distribution of the Students’ Scores with Low Learning Motivation taught by using Cooperative Language Learning ... 79
Table 4.9 Frequency Distribution of the Students’ Scores with Low Learning taught by using Task Based Language
Teaching ... 82
Table 4.10 Summary on the Result of Normality Test ... 83
Table 4.11 The Result of Homogeneity Test of Teaching Methods ... 84
Table 4.12 Result of Homogeneity Test of Learning Motivation ... 85
Table 4.13 Summary on the Result of Homogeneity test on groups of Interaction ( = 0,05) ... 85
Table 4.14 The Result of Homogeneity Test on Each Groups ... 86
Table 4.15 Two-Way ANOVA with 2 x 2 Factorial Design ... 86
Table 4.16 Summary on the Calculation Result of Two-Way ANOVA ... 87
LIST OF FIGURE
FIGURE PAGE
Figure 2.1 Procedures Involved in Producing a Written Text ... 13
Figure 4.1 Histogram of Students’ Narrative Writing Achievement
taught by using Cooperative Language Learning ... 73
Figure 4.2 Histogram of Students’ Narrative Writing Achievement
taught by using Task Based Language Teaching ... 74
Figure 4.3 Histogram of Students’ Narrative Writing Achievement
with High Learning Motivation ... 75
Figure 4.4 Histogram of Students’ Narrative Writing Achievement
with Low Learning Motivation ... 77
Figure 4.5 Histogram of high learning motivation students’ achievement in Writing Narration taught by using Cooperative Language
Learning ... 78
Figure 4.6 Histogram of Low Learning Motivation Students’ Achievement in Writing Narration taught by using Cooperative Language Learning ... 80
Figure 4.7 Histogram of High Learning Motivation Students taught
by using Task Based Language Teaching ... 81
Figure 4.8 Histogram of Low Learning Motivation Students’ Achievement in Writing Narration taught by using Task Based
Language Teaching ... 83
LIST OF APPENDIX
APPENDIX PAGE
Appendix A : Learning Motivation Questionnaire ... 106
Appendix B : Learning Scenario Using Task Based Language Teaching (TBLT) “Lesson Preparation Sheet” ... 108
Appendix C : Learning Scenario Using Cooperative Language Teaching (CLL) “Lesson Preparation Sheet” ... 110
Appendix D : Validity and Reliability of Questionnaire ... 112
Appendix E : Scoring System of the Narrative Writing Test ... 116
Appendix F : Description of the Students’ Score in Writing Narration ... 117
Appendix G : The Reliability Computation of the Writing Test ... 120
Appendix H : Testing Hypotheses ... 122
Appendix I : Description of the Research Data ... 126
CHAPTER 1
INTRODUCTION
1.1Background of the Research
English, as one of the foremost languages in the world, is the medium of
International communication. English plays a very important role in education,
business and administration. It is the medium of instruction for higher education.
People have a great motivation to learn in order to have a good skill in using the
language.
Language skills cover four aspects, namely: listening, speaking, reading,
and writing. This is in line with the aim of English learning as stated in
Educational Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan 2006:
KTSP 2006 or 2006 Curriculum) that the students should have written and spoken
ability in communication. The ability to communicate is the ability to understand
and produce the spoken and written text realized in the four language skills.
Writing is probably the hardest skill to be learnt, because the complexity
of the written language compared to the spoken one is much greater. Writing is
related to text-making activities; such as generating and arranging ideas, and
developing ideas in sentences; like drafting, shaping, rereading the text, editing,
and revising. Then, to produce a good piece of writing demands standard forms of
grammar, paragraph, content, the writing process, purposes, and mechanics.
The problems and difficulties of students are realized in their poor
Ability in Writing Composition. The result showed that among 40 students; there
were only 11 students (27,9 %) that could get a good score in writing, while the
other, 29 students (72,5%) were unable to write well. The phenomenon shows that
writing is the hardest skill for the students, and they have low learning motivation
and not interested in writing class.
There are many theories on how second language (L2) is learned and how
to implement various methods in the classroom. These theories are intended to
help teachers to improve teaching-learning process achievement. Two of them are
Cooperative Language Learning (CLL) and Task - Based Language Teaching
(TBLT). CLL is a method where students working together to attain group goals
which cannot be obtained by working alone or competitively. Students work in
group as a team to solve a problem, complete a task or achieve a common goal.
So, cooperation is not only a way of learning but also a theme to be
communicated. TBLT on the other side is a teaching method which uses tasks as
its core programs to organize language teaching. It advocates learning language
knowledge and training skills in the process of completing tasks. Teacher are no
longer just instructor, but also guides, nor are learners just receives but also
principal agents who use their communicative abilities to transfer from their
mother language to the target language.
It is assumed that these methods are the best methods in teaching English
as a Foreign Language (EFL) to overcome the classroom’s problems in writing,
like narrative writing. Kagan and High (2002) explain that one of the method
incorporation of Cooperative Learning. CLL gives positive impacts such as
greater effort to achieve more positive relationship among pupils and greater
psychological health. Legenhausen and Wolff (1990) concur that writing in small
groups is an efficient way to promote writing abilities and it was an excellent
interaction activity. Collaborative work between learners is encouraged to
increase the students’ motivation and develop positive attitudes towards the
writing activities (Nunan, 1991). The students should responsible in their writing
and give the opportunity to share their work with others.
On the other hand, a study by Zhu Lin (2009) shows if comparing to
traditional teaching methods, TBLT can give learners better initiative and make
them more active in writing class. In TBLT, teacher designs some familiar
activities in everyday life to create real or relatively real environment to stimulate
learners’ interests in writing and teach them how to socialize and communicate in
certain occasions. It is an effective teaching method whose tasks can improve the
structure of classroom teaching, propel learners to learn and utilize English in
activities and help learners get together to cooperate and experience the success
and joy in learning English.
Besides teaching methods, students' achievement in writing is also
influenced by many factors. One of them is motivation. Many studies about the
most appropriate learning methods that can be applied for all situations have
failed because the students do not have motivation to study. Motivation is defined
as which arouses and sustains a person's behavior. Motivation has been called the
the students (intrinsic motivation) or comes outside the students (extrinsic
motivation). The students with high learning motivation are the students with high
desire to learn in teaching learning process, while the students with low learning
motivation are the students who always have less effort in their study. All of
learning activities such as writing are filtered through students' motivation. In this
sense, students’ motivation controls the flow of classroom. Without students'
motivation, there is no pulse or life in the class.
Based on the underlying facts, this research is intended to discover the
effect of teaching methods and students' learning motivation on students’ narrative
writing achievement. It means that the effect of applying these two teaching
methods and students' learning motivation will be proven whether they are
effective towards achievement in narrative writing.
1.2Problems of the Research
Based on the background of the research, the problems of this research are
formulated in question forms as follows:
1. Do CLL and TBLT significantly affect the students’ narrative writing
achievement?
2. Does students’ learning motivation significantly affect their achievement in
narrative writing?
3. Is there any interaction between CLL and TBLT methods and students'
1.3Objectives of the Research
In line with the previous problems, the objectives of the research are:
1. To find out whether CLL and TBLT significantly affect the students’ narrative
writing achievement.
2. To find out whether students’ learning motivation significantly affects their
achievement in narrative writing.
3. To find out the interaction between teaching methods and students' learning
motivation to their achievement in narrative writing.
1.4Scope of the Research
There are many methodologies that the teachers can use in enhancing the
students' achievement in English, especially in writing. This research limited on
the application of CLL and TBLT which assume can help the students'
achievement in writing. In relation to these methods, there are many factors affect
the students’ learning such as motivation, interest, personality, etc. In this case the
writer chose motivation factor, because it is one of fundamental essence of
language teaching. Motivation helps develop greater language - learning skills and
encourages greater overall effort and results in greater success in terms of
language achievement like writing. The writing text chosen was narrative text
which is one of the most widely used genre text in writing of Standard
Competency on Educational Unit Oriented Curriculum (Kurikulum tingkat Satuan
Pendidikan; KTSP) for grade IX of Junior High School (Sekolah Menengah
1.5Significance of the Research
Through this research, it is expected that the effects of CLL, TBLT and
students' learning motivation will be clearly revealed out. It is hoped that it can
provide valuable information, which may have theoretical as well as practical
value for English language teachers and learners. Theoretically, the result of the
research will support the theory of CLL and TBLT in improving the students’
ability in writing. Meanwhile, practically the result of the research will guide the
English language teachers in their attempt to decide the appropriate methods that
should be applied in enhancing the students' narrative writing achievement. It is
also expected to give contribution for those who are interested in performing
further study in other field of research.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the data analyses presented, some conclusions are derived
through meaningful interpretation of the findings in this study, as stated in the
following:
1. Cooperative Language Learning and Task Based Language Teaching
significantly affect the students’ narrative writing achievement. Therefore
these methods can be used to increase the students’ narrative writing
achievement.
2. The students’ learning motivation significantly affects their achievement in
writing narration. The higher learning motivation students have the higher
achievement in writing they will get.
3. There is an interaction between teaching methods and learning motivation to
the students’ narrative writing achievement. The students with high learning
motivation showed significant effect on their writing achievement, when they
are taught by using Cooperative Language Learning or Task Based Language
Teaching. Whereas, the students with low learning motivation showed
significant effect on their achievement in writing when they are taught by
5.2 Suggestions
In line with the conclusions drawn,
1. For English teachers are recommended:
a. To use Cooperative Language Learning and Task Based Language
Teaching in their attempts to improve students’ narrative writing
achievement because the application of these methods can improve
students’ achievement in writing narration.
b. To use Task Based Language Teaching for the class dominated by high
learning motivation students, and using Cooperative Language Learning
for the class with low learning motivation.
c. To encourage low learning motivation students to participate in study
English in order to get the better achievement in writing narration.
2. Other researchers can develop further study in the area of Cooperative
Language Learning and Task Based Language Teaching that will improve the
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