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THE EFFECT OF TEACHING METHODS AND GRAMMATICAL

ABILITY ON STUDENTS’ ACHIEVEMENT

IN WRITING EXPOSITION ESSAY

A THESIS

Submitted to the English Applied Linguistics Study Program in a Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

AHMAD SARDON

Registration Number: 082188330067

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

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THE EFFECT OF TEACHING METHODS AND GRAMMATICAL

ABILITY ON STUDENTS’ ACHIEVEMENT

IN WRITING EXPOSITION ESSAY

A THESIS

Submitted to the English Applied Linguistics Study Program in a Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

AHMAD SARDON

Registration Number: 082188330067

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

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ACKNOWLEDGEMENTS

First of all, the writer would like to start off by thanking Allah SWT, the

most gracious and the most merciful for blessing his to write this thesis. This

study is concerned with The Effect of Teaching Methods on Students’ Achievement in Writing Exposition Assay. This study is submitted to Post

Graduate School of State University of Medan in a partial fulfillment of the final

academic requirements to obtain the degree of Magister of Humaniora from

English Applied Linguistics.

In writing this thesis, the writer faced a lot of difficulty, trouble and

without any help from the following people, it was impossible for his to finish this

thesis. Therefore, the writer would like to thank all the people mentioned below.

The writer expresses his greater gratitude to Prof. Dr. Busmin Gurning,

M.Pd as his first adviser for his valuable guidance, criticism, consultations and

supports and Prof. Dr. Lince Sihombing, M.Pd., as his second adviser for her

valuable corrections and advices in finishing this thesis.

He also expresses his gratitude to Director of Post Graduate School, Head

and Secretary of English Applied Linguistics Study Program of State University

of Medan, all lectures who have equipped his during the times of lecturing and

finishing this thesis

Special thanks are expressed to Prof. Amrin saragih, M.A., Ph.D., Dr. Sri

Minda Murni , Dr. Anni Holila Pulungan, M. Hum., as his reviewers and

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A very special gratitude is given for his beloved parents; Adenan Hasibuan

(Alm) and Suryani (Alm), his beloved family, especially his wife; Mrs. Dra.

Dalila Haini and daughters; Annisa Sarah Hirmadhani Hasibuan, Ratih Virda

Ramayani Hasibuan, Liana Sari Aulia Hasibuan for their sincere prayer, love and

supports in moral and material during her academic year especially who have

given motivation and prayer in completing his study. May Allah SWT always

bless them forever.

Then, thanks to the headmaster of SMA N 1 Kisaran, Jumadi, S. Pd, M.M

who had welcomed and given him chance to permits him to conduct the research

in the school, and also thanks to B. Hutabarat, S.Pd and Suryani Gultom, S. Pd, as

the English teacher of SMA N 1 Kisaran who have given support in conducting

the research as source of data in this thesis. Finally, he would like to thanks to his

classmates and anyone who cannot be mentioned here for giving support in

finishing this thesis.

The writer realizes that every work has the weaknesses; hence he hopes

the good critics and suggestions for the perfection of this thesis. And hopefully his

thesis is useful for the readers.

Medan, Juli 2013

The writer,

AHMAD SARDON

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TABLE OF CONTENTS

1.1 The Background of the Study………. …1

1.2 The Problems of the study………... …6

1.3 The Objective of the Study………...…7

1.4 The Scope of the Study ………...…7

1.5 The Significance of the Study………. ....8

CHAPTER II : REVIEW OF RELATED LITERATURE……….……. .. 9

2.1 Theoretical Framework. ………... .. 9

2.1.1 The Students Achievement in Writing ……...……… 9

2.1.2 Assessment of writing Achievement ………... ..14

2.1.3 Writing ………...……….…... ..15

2.1.4 Exposition Text………....21

2.1.5 Teaching Methods…....…...……...……….…... ..24

2.1.5.1 Content Based-Instruction (CBI)………... …………... ..29

2.1.5.1.1 Theory of Learning on CBI………..……….32

2.1.5.1.2 Types of Learning and Teaching Activities…..………....33

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2.1.5.2.4 Learners’ Role………...44

2.1.5.2.5 Teacher’s Roles……….45

2.1.5.2.6 The Roles of Instructional Materials.……… 48

2.2 Grammatical Ability ………...50

2.3 Conceptual Framework…………..………..53

2.3.1 The Differences of Students’ Achievement in Writing Exposition Essay That Taught By Using CBI method and TBLT method………..53

2.3.2 The Difference of Students’ Achievement in Reading Comprehension that has high grammatical ability and that has low grammatical ability...55

2.3.3 The Interaction between CBI Method and Grammatical Ability on Students’ Achievement on Writing Exposition Essay………..……...59

3.3 Instruments of Data Collection…….………...…………...70

3.3.1 Students’ Grammatical Ability Test …...………70

3.3.2 Students’ Writing Achievement Test…….……...………... 71

3.4 Calibration………...72

3.4.1 Validity……… 72

3.4.1.1 Validity of GA Test……… 72

3.4.1.2 Validity of Writing Test………74

3.4.2 Reliability of the Test……… 72

3.5 The Procedure of Data Collection..……….... 76

3.5.1 Preparation……….. 76

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3.6 Control of Treatment ……….………..………...78

3.6.1 Internal Validity………….………....………….78

3.6.2 External Validity……….…...……….80

3.7 Technique of Analyzing The Data……….……….…………81

3.8 Statistical Hypotheses………..………… 82

CHAPTER IV: DATA AND DATA ANALYSIS……….………. 83

4.1 Description of Data………..……….. 83

4.1.1 Students’ Achievement in Writing Exposition Essay Taught by using CBI Method………..……….. 84

4.1.2 Students’ Achievement in Writing Exposition Essay Taught by using TBLT Method……..………..……….. 85

4.1.3 Students’ Score Description Having High Grammatical Ability……….. 87

4.1.4 Students’ Score Description Having Low Grammatical Ability ……….. 89

4.1.5 Students’ Achievement in Writing Exposition Essay Having High Grammatical Ability taught by Using CBI Method……….90

4.1.6 Students’ Achievement in Writing Exposition Essay Having Low Grammatical Ability taught by Using CBI Method………..92

4.1.7 Students’ Achievement in Writing Exposition Essay Having High Grammatical Ability taught by Using TBLT Method.………..94

4.1.8 Students’ Achievement in Writing Exposition Essay Having Low Grammatical Ability taught by Using TBLT Method………..96

4.2 Requirement of Data Analysis……… 98

4.2.1 Normality Test……… 98

4.2.2 Homogeneity Test……….. 99

4.2.2.1 Groups of Teaching Method and Grammatical Ability ……… …101

4.2.2.2 Group of Interaction………102

4.3Testing of Hypotheses………. 102

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4.3.2Writing Exposition Essay Achievement of Students having high

Grammatical Ability and Low Grammatical Ability ……….... 104

4.3.3The Interaction Between Teaching Methods and Grammatical Ability On Students’ Achievement in Writing Exposition Essay …………...… 104

4.4 Discussion……… 108

4.4.1 Students’ Achievement in Writing Exposition Essay Taught by using CBI Method is higher than taught by using TBLT Method………. 108

4.4.2 Students’ Achievement in Writing Exposition Essay Having High Grammatical Ability is higher than Having Low Grammatical Ability ...111

4.4.3The Interaction Between Teaching Strategies and Grammatical Ability On Students’ Achievement in Writing Exposition Essay …………....…. 112

CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS………… 113

5.1 Conclusions……… 113

5.2 Implications……….. 114

5.3 Suggestions……… 115

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LIST OF TABLES

Page Table 1 Preliminary data of Achievement in Writing Exposition Essay

Of SMA Negeri 1 Kisaran………. 3

Table 2 Comparison between CBI and TBLT……… 49

Table 3 The Application of CBI and TBLT………..……….. 58

Table 4 Specification of Students’ Grammatical Ability………. 71

Table 5 Specification of Students’ Writing Indicator………...……… 71

Table 6 Grammatical Text Item………...……… 73

Table 7 The Procedure of the Treatment in two groups………...……… 76

Table 8 The Summary of Data Description………...……… 83

Table 9 Frequency Distribution of Students’ Achievement in Writing Exposition Taught by using CBI Method….………...……… 84

Table 10 Frequency Distribution of Students’ Achievement in Writing Exposition Taught by using TBLT Method………...……… 86

Table 11 Frequency Distribution of Scores of Students Having High GA……….. 87

Table 12 Frequency Distribution of Scores of Students Having Low GA……….. 89

Table 13 Frequency Distribution of Students’ Achievement in Writing Exposition Having High GA Taught by using CBI………...……… 91

Table 14 Frequency Distribution of Students’ Achievement in Writing Exposition Having Low GA Taught by using CBI………...……… 93

Table 15 Frequency Distribution of Students’ Achievement in Writing Exposition Having High GA Taught by using TBLT…...……….. 95

Table 16 Frequency Distribution of Students’ Achievement in Writing Exposition Having Low GA Taught by using TBLT…...……… 97

Table 17 Summary on the result of Normality Test………... 99

Table 18 Group of Teaching Method and GA………... 100

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Table 20 Two-Way ANOVA with 2x2 Factorial Design………... 102

Table 21 Summary on calculation result of Two-Way ANOVA………... 102

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LIST OF FIGURES

Page

Figure 1 Students’ Achievement in Writing Exposition Taught by using CBI ……….… 85

Figure 2 Students’ Achievement in Writing Exposition Taught by using TBLT…………..87

Figure 3 Students Having High GA………. ……….…. 88

Figure 4 Students Having Low GA……… ……….…. 90

Figure 5 Students’ Achievement in Writing Exposition

Having High GA Taught by using CBI……… ……….…. 92

Figure 6 Students’ Achievement in Writing Exposition hension

Having Low GA Taught by using CBI………. ……….…. 94

Figure 7 Students’ Achievement in Writing Exposition

Having High GA Taught by using TBLT………...……….…. 95

Figure 8 Students’ Achievement in Writing Exposition

Having Low GA Taught by using TBLT……… ..……….….. 98

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

There are four major skills in communicating through verbal language

often defined as listening, speaking, reading and writing. One who studies English

and would like to converse well must master the four basic skills. Writing as one

of the language skills seem to be a very difficult skill to be mastered. Experiences,

events, histories, and ideas can be expressed through writing which is considered

very difficult to many students. Sentences formations of ideas and vocabularies

are important to be used correctly, so that the writers or the candidate writers can

express the ideas freely and completely and the readers can perseive the message

totally.

The difficulty of good writing is resulted from some aspects. The first is as

(Peat, 2002: 9) stated that writing can be difficult if the writer’s learning

experience is protractd process of trial and error. It is because the writer or the

writing students just keep writing directly what exist in his mind without well

prepared procedure from beginning to the end. And when the writer himself or

some body else find some errors in the writing, he will of course cross it out and

start another writing again and again.

The second difficulty of writing is caused by the general intervention,

(Westwood, 2008: 47). For most readers, narrative text, with its settings,

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understanding than expository text. Most young children are familiar with

narrative structure from having listened to stories read to them. However,

researchers have discovered that some students with writing exposition difficulties

seem to have a poor grasp of typical story structure and can’t use it to help them

process, understand and remember information.

The next difficulty of writing resulting in the failure of the students in

writing achievement has been empirically proved by some researchers. To

mention some as (Suprinata, 2002) in the finding of his thesis clearly stated that

many students of senior high school made errors in writing, especially in narrative

and exposition paragraph. And similar conclusion was also taken by (Marta,

2003) stating that among 40 students, there were only 11 students (27.9%) that

could get minimum standard of writing achievement, while the other 29 students

(72.5%) failed to get the minimum standard. And the writer assumed that this

failure is the result of trial and error way of writing done by the students without

applying good procedure based on the nature or the principle of writing itself, and

most of the students didn’t master adequate vocabularies to cover ideas to transfer

into writing symbols.

Personal experience of the writer by analysing the English achievement of

the students of grade XI in SMA Negeri 1 Kisaran shows that writing

achievement mostly made up the failure of the students in English. Based on the

evidence compiled from three academic years, it is found that student’s ability in

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Table 1 Preliminary Data of Achievement in Writing Exposition essay of

Lowest Score Highest score Average

1 2007/2008 55 75 60

2 2008/2009 58 75 67

3 2009/2010 60 80 70

(Source of data kumpulan nilai (DKN) SMA Negeri 1 Kisaran)

Seeing the evidence above it is concluded that there has been something

wrong in the teaching of writing in high school especially in SMA Negeri 1

Kisaran. Consequently, the method of writing or the teaching of writing should

not be as the activity of trial and error but must be based on good procedure and

related to the principle or the nature of writing. Byrne (1980: 1) stated that writing

refers to the skills in using graphic symbols (letter, word, phrase, and sentence),

which have to be arranged to certain convention. It means that writing is to be

done by appropriate rules related to the types of the writing itself.

Some factors influence students’ achievement in writing which are

generally divided into social factors that covers attitude,interest, and motivation;

and cognitive factors which consists of methods of teaching, material of learning,

teacher competence, and facilities of learning process. And it is believed that

teaching method is one factor that plays an important role which can affect the

students’ achievement in writing.

There are many theories on how second or foreign language is learned and

how to implement various methods in the classroom. These theories are intended

to help teachers to improve teaching – learning process achievement. In addition

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also find ways to engage the class with the lesson plan that they have planned.

One of them is Content – Based Instruction (CBI) which has some models which

focus on the content and language use based on the topic given and Task-Based

Language Teaching which focus on grammar and linguistic competence. It is

assumed that it is one of the best methods in teaching English as a Foreign

Language(EFL) to overcome the classroom’s problems on writing. It is also

believed that grammatical ability can positively affect students’ achievement in

writing as to create self esteem in them.

Besides teaching methods, students’ achievement in writing is also

influenced by many factors. One of them is gramatical ability. Grammar is

extremely important for all lanuage skills including writing. Whatever is spoken

or written, the main tool used to construct words or vocabulary is grammar.

Mastering grammar will help us to use the correct version of the word for our

intended purpose. (Sinclair: 2007: 6 ) The learners do this automatically, however,

whether with grammar or not. If other people cannot understand what we are

saying or think that we have not expressed ourselves clearly, then it may be

because there is a grammatical error. People make judgments about others on the

basis of the grammar they use; whether this is fair or right, it definitely happens

and it is important that you know about it. The grammatical ability is the ability of

all components of grammar of combining meaningful words up to complicated

sentences and texts and to combine meaningful words until sentences, the high

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On the other hand, Some linguists as (Barton, 2010: 1) states that knowing

grammar is important for teachers and pupils but it is not an end in itself. He

explains that he had gone for only bits of grammar in his teaching that he thought

that would make a difference to pupils’ reading and writing skills. It was

explicitly added that grammar shouldn’t dominate teaching rather than trying to

have students be involved in active talking about literature, listening to peoples,

reading great texts, watching worthwhile films, exploring language, having fun

with it. Grammar can actually enhance all of those but it can’t replace them.

Thus it is badly needed to do some research about the appropriate

difficulty of students in writing and to see the adequate effect of grammar ability

on writing achievement. Based on the underlying facts and concept of

explanation, this research is intended to discover the effect of teaching methods

and students’ grammatical ability on students’ achievement in writing exposition

essay. It means that the effect of applying the two teaching methods and students’

grammar ability in teaching writing will be proven whether they are effective

towards the students’ writing achievement in exposition essay.

1.2 Problems of the study

Based on the background of the research, the problems of this research are

formulated as follows:

1. Is the students’ achievement in writing exposition essay taught by using

Content – Based Instruction (CBI) method significantly higher than taught by

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2. Is the students’ achievement in writing exposition essay for those students

with high grammatical ability significantly higher than those students with low

grammatical ability?

3. Is there any interaction between Teaching methods and students’ grammatical

ability to students’ achievement in writing exposition essay?

1.3 Objectives of the Study

In line with the problems of the study, the objectives of the research are

discovering:

1. to find out whether the students’ achievement in writing exposition essay

taught by using Content – Based Instruction (CBI) method significantly higher

than taught by using Task – Based Language Teaching (TBLT) method.

2. to find out whether the the students’ achievement in writing exposition essay

for those students with high grammatical ability significantly higher than those

students with low grammatical ability.

3. to find out whether there is a significant interaction between teaching methods

and the students’ grammatical ability to students’ achievement in writing

exposition essay.

1.4 Scope of the Study

This research focuses on the application of the Content – Based Instruction

(CBI) and Task – Based Language Teaching (TBLT) as the teaching method in

the classroom to help students improve teaching instruction and to help students

increase their writing achievement. Among many factors which influence

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which is to be researched by the writer. The writing text chosen to be taught and

tested is exposition text since it is one of the most widely used genre text in

writing of Senior High School Standard Competency on Educational Unit

Oriented Curriculum (Kurikulum Tingkat Satuan Pendidikan / KTSP SMA, 2004

and revised in 2008). Exposition text (both in reading and writing) appears in all

grades: ten to twelve and it was not one of the text type taught in junior high

school. So the teaching and the assessment of exposition for senior high school is

not influenced by the students’ knowledge taken from junior high school.

1.5 Significances of the Study

The findings of the study are expected to be useful theoretically and

practically.

Theoretically: 1) to enrich the science specifically related to English

teaching methods in Senior High School, 2) to be the input for the teachers and

educational institutions in considering the dynamic students’ needs in students’

achievement in writing, 3) to give a lot of positive contribution to the

improvement of teachers professionalism and the educational institutions and

other researchers who want to discover an in-depth research as the follow-up of

the result of applying the teaching methods.

Practically: 1) to assist the English teachers in their attempts to improve

students’ achievement in writing, 2) these can also help teachers to teach writing

because by using CBI and TBLT, it will be easy to motivate the students in

solving their problems in writing tasks, 3) For the English teachers as one

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CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

5.1 Conclusions

Based on data analysis, hypotheses testing, and discussion, it can be

concluded that :

1) Both CBI and TBLT effect students’ achievement in writing exposition

essay. While, writing exposition essay achievement of students taught by

using CBI strategy is significantly higher than those students taught by

using TBLT.

2) Grammatical Ability effect students’ achievement in writing exposition

essay. While, writing exposition essay achievement of students having

high grammatical ability is significantly higher than those students having

low grammatical ability.

3) There is significant interaction between teaching methods and grammatical

ability on students’ achievement in writing exposition essay. Students

having high grammatical ability showed significant effect in their writing

exposition essay achievement if they were taught by using CBI method

while students having low grammatical ability showed significant effect in

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5.2 Implications

The findings of this study gives implication to the students who want to

improve their writing exposition essay achievement and to the teachers who want

to develop writing exposition essay skill of their students when learning and

teaching process takes part in the classroom. This study has examined two writing

teaching methods, namely CBI and TBLT. They are applied to students with high

and low grammatical ability in order to know which teaching method is more

suitable for them in improving their writing exposition essay achievement.

The research findings that have been discussed in the previous chapter can

be used as the consideration for the teacher to choose an appropriate method to be

applied in a certain class. Teacher should realize that every class has different

condition and they should be aware of individual differences because the students

as the member of the class come from different background of personality and

ability. So the teacher should be able to choose different method that can

encourage most students to get involved in the language learning teaching

process.

There are various kinds of teaching methods that have been tried,

researched, applied by linguists and language teacher in the process of learning

and teaching foreign languages. Two of them are Content Based Instruction (CBI)

and Task based Language Teaching (TBLT). By previous research and by the

result of the research accomplished by the writer of this thesis, both of them are

good methods to be applied in teaching writing for high school students by

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The result of this research showed that Content Based Instruction (CBI) is

better than Task Based Language teaching (TBLT) in teaching writing to high

school students. Besides the proof about teaching methods, grammatical ability of

students also play important role to help them succeed in writing exposition essay.

But even if the grammatical ability of the students is not good enough, Task

Based language Teaching (TBLT) can still be applied since it is not only focused

on the grammatical ability to construct ideas into sentences and text but the

content of the topic that is going to be written also plays good role in writing.

5.3 Suggestions

In relation to the conclusions presented in previous chapter, it is suggested

that:

1. It is suggested for the English teacher high school students to apply Content –

Based Instruction (CBI) method and Task Based Language Teaching in

teaching writing because it is significantly effective.

2. It is suggested for the English teacher, especially in teaching writing to

consider students’ grammatical ability because it significantly and directly

affects students’ achievement in writing.

3. If there must be combination of more than one method related to the students’

different grammatical ability, the combination of Content – Based Instruction

(CBI) and Task Based Language Teaching (TBLT) is suggested and if the

students are lack of grammatical ability, Task Based Language Teaching

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Gambar

Table 20 Two-Way ANOVA with 2x2 Factorial Design……………………….........      102
Figure 1   Students’ Achievement in Writing Exposition Taught by using CBI ……….…   85
Table 1 Preliminary Data of Achievement in Writing Exposition essay of SMA Negeri 1 Kisaran

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