THE EFFECT OF USING INDUCTIVE WRITING STRATEGY
TOWARD STUDENTS’ ABILITY IN WRITING
RECOUNT TEXT OF THE FIRST
YEAR STUDENTS AT MAN 1
PEKANBARU
By
GENIE KASANOPA
SIN. 10714000769
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
THE EFFECT OF USING INDUCTIVE WRITING STRATEGY
TOWARD STUDENTS’ ABILITY IN WRITING
RECOUNT TEXT OF THE FIRST
YEAR STUDENTS AT MAN 1
PEKANBARU
Thesis
Submitted as Partial Fulfillment One of the Requirements For Undergraduate Degree in English Education Department
(S.Pd.)
By
GENIE KASANOPA
SIN. 10714000769
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
ABSTRAK
Genie Kasanopa, (2014): Pengaruh dari Penggunaan Strategi Inductive Writing terhadap Kemampuan Siswa dalam Menulis Teks Recount pada Siswa Kelas X MAN 1 Pekanbaru.
Berdasarkan studi pendahuluan penulis menemukan bahwa siswa belum mampu untuk membuat teks recount dan mengembangkan sebuah ide yang mereka miliki untuk membuat teks recount. Masalah ini disebabkan beberapa faktor,misalnya sebagian siswa kurang mengerti membuat teks recount, tidak dapat mengeluarkan ide dalam menulis teks recount, dan tidak dapat untuk memilih sebuah kalimat topik dan ide-ide pendukungnya ketika menulis teks recount. Jadi penulis tertarik melakukan penelitian tentang masalah tersebut.
Tujuan dari penelitian ini adalah untuk mengetahui kemampuan siswa dalam menulis teks recount diajarkan menggunakan strategi inductive writing, untuk mengetahui kemampuan siswa dalam menulis teks recount diajarkan tanpa menggunakan strategi inductive writing, untuk mengetahui apakah ada pengaruh yang signifikan dari penggunaan strategi inductive writing terhadap kemampuan siswa dalam menulis teks recount yang diajarkan menggunakan strategi inductive writing dan tanpa menggunakan strategi inductive writing pada siswa kelas X MAN 1 Pekanbaru.
Jenis penelitian ini yaitu penelitian eksperimen. Penulis mengambil quasi nonequivalent design. Penulis menggunakan 2 (dua) kelas sebagai sample yang terdiri dari 30 siswa. Sebelum memberikan perlakuan, siswa diberikan pre-test, dan post-test diberikan setelah perlakuan. Teknik pengumpulan data adalah test. Test di gunakan dalam rangka untuk mengetahui kemampuan siswa dalam menulis teks recount pada siswa kelas X MAN 1 Pekanbaru. Teknik analisa data menggunakan rumus Independent Sample T test dalam rangka untuk mengetahui perbedaan rata-rata antara post-test kelas eksperimen dan post-test kelas control degan menggunakan SPSS versi 16.0
Setelah menghitung nilai yang di dapat, ditemukan bahwa kemampuan siswa dalam menulis teks recount setelah memberikan perlakuan lebih bagus dari pada sebelum diberikan perlakuan. Ini berarti terdapat pengaruh yang signifikan dari penggunaan strategi Inductive Writing terhadap kemampuan siswa dalam menulis teks recount pada siswa kelas X di MAN 1 Pekanbaru.
Dari hasil penelitian,dapat disimpulkan bahwa pengajaran bahasa inggris khususnya menulis dengan menggunakan strategi Inductive Writing membuat peningkatan nilai di dalam menulis teks recount.
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ABSTRACT
Genie Kasanopa, (2014): The Effect of Using Inductive Writing Strategy toward Students’ Ability in Writing Recount Text at the First Year Students of MAN 1 Pekanbaru.
Based on the writer’s preliminary study, it was found that many students did not understand how to make a recount text. These problems were caused by some factors, like some of the students were not able to express their ideas in writing recount text, some of the students were not able to select a topic sentence and supporting idea in writing recount text. So, the writer was interested in carrying out research about this problem.
The purpose of the research was to find out the students’ ability in recount text taught by using Inductive Writing Strategy and without using Inductive Writing strategy and to find out the significant effect of using Inductive Writing Strategy toward students’ ability in writing recount text at the first year students a of MAN 1 Pekanbaru.
This research was an experimental research. The type of the research was quasy experimental research. The writer used quasy nonequivalent design. The writer used 2 (two) classes as sample that consisted of 30 students. Before giving the treatment, the student was given pre-test and posttest was given after the treatment. The technique of collection data was test. The technique of data analysis used independent sample T-test formula in order to know the difference between the average of post-test of experiment of class and the post-test of control class by using SPSS ver. 16.0.
After having calculated the scores, it was found that the students’ ability in writing recount text after giving treatment was better than before treatment. It means that there was a significant effect of using Inductive Writing Strategy toward students’ ability in writing recount text at the first year of MAN 1 Pekanbaru.
From the research finding, it can be concluded that teaching English especially writing by using Inductive Writing Strategy made remarkable progress in writing recount text.
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, praises belong to the Allah Almighty, the lord of the universe. Through His guidance and blessing, the writer has completed academic requirement for the award of bachelor degree at the Department of English Education, Faculty of Education and Teacher Training of State Islamic University (UIN) Sultan Syarif Kasim Riau.
The title of this thesis is The Effect of Using Inductive Writing Strategy toward Students’ Ability in Writing Recount Text of the First Year Students at MAN 1 Pekanbaru.
In this occasion, the writer would like to express the great thanks to: 1. Prof. Dr. H. M. Nazir, the Rector of state Islamic University of Sultan
Syarif Kasim Riau.
2. Dr. H. Mas’ud Zein,M.Pd, the Dean of Education and Teacher Training Faculty and all staff.
3. Drs. M. Syafi’i S, M.Pd, the Chairperson of English Education Department and as the supervisor who has given the writer correction, suggestion, support, advice, and guidance in finishing this thesis.
4. Muhammad Fauzan Ansyari M.Sc, the secretary of English Education Department.
5. Yasir Amri, M.Pd, and Paidi Gusmuliana, M.Pd, as the raters of this research.
6. All lectures who have given the writer their knowledge and information through the meeting in the class or personally.
7. The headmaster of MAN 1 Pekanbaru, Dra. Hj. Hayatirruh, M. Ed, the English teacher Yusniar S. Pd, and all staffs that really helped the writer in finishing this research.
8. The writer’s Beloved parents, Nopizar S.Sos and Kasna Dewi, who have given the writer meaningful and useful support and prayer to accomplish
iv
this thesis. Thank you so much, you give everything and the writer promises that will always try to make you proud. I Love You.
9. The writer’s uncle and aunt, Joni Alizon and Yuliana, thank you so much for your help, support and second home, the writer can do nothing without your help and for the writer’s little brother Obby Lesmana Timore and M. Surya Enggi who have given the writer’s love and support, and for my little cousins Elchi Aliza Wahyuni, Salsa Desliana Alya P. love you all as always.
10. The writer’s best friends, all members of E class: Rozuna, Dian R, Santi, Dita, Susi, Mery, Ana, Pina, Bella, etc. and my lovely friends: Ofriana Sari, Apri Dwi Yohana, etc. Thanks for your support, help, motivation, and memories during our togetherness, friends forever, and for the students of English Education Department in the academic year 2007, nice to know you guys.
11. For all people who have given the writer’s the great support in conducting and finishing this thesis, this cannot be written one by one.
Finally, the writer really realizes that there are many weaknesses on this thesis. Therefore, constructive critiques and suggestion are needed in order to improve this thesis. May Allah Almighty, the lord of universe bless you all. Aamiin.
Pekanbaru, December 13th, 2013 The writer,
Genie Kasanopa SIN.10714000769
LIST OF CONTENT
SUPERVISOR APPROVAL ... i
EXAMINER APPROVAL ... ii
ACKNOWLEDGEMENT ... iii
ABSTRACT ... v
LIST OF CONTENT ... viii
LIST OF TABLE ... ix
LIST OF HISTOGRAM………... x
CHAPTER I INTRODUCTION………..….... 1
A. The background of the problem………... 1
B. The definition of the term……… 4
C. The problem...………... 6
D. The objectives and the significance of the research ………... 7
CHAPTER II REVIEW OF RELATED LITERATURE……… ... 9
A. The theoretical framework……… …... 9
B. The relevant research………... 18
C. The assumption and the hypothesis………... 19
D. The operational concept………... 20
CHAPTER III RESEARCH METHODOLOGY………... 22
A. The research design………... 22
B. The time and the location of the research………... 23
C. The subject and the object of the research………. ... 23
D. The population and the sample of the research………... 23
E. The research procedure……….... 25
F. The technique of data collection………...… ... 26
G. The reliability and the validity of the test……….... 28
H. The technique of data analysis……… .... 28
CHAPTER IV PRESENTATION OF THE DATA ANALYSIS………….. 30
A. The description of the research………..….. 30
B. The data presentation………. ... 30
C. The data analysis……….. ... 39
CHAPTER V CONCLUSION AND SUGGESTION………... 51
A. Conclusion………... 51
B. Suggestion………...……… .... 51
ix
LIST OF TABLE
Table III.1 Research Design ………... 22
Table III.2 The Total Population and Sample of the Research………... 24
Table III.3 Topic of the Research………... 26
Table III.4 Writing Assessment………... 27
Table IV.1 The Score of the Students’ writing ability on recount text taught by using inductive writing strategy…... ... 32
Table IV.2 The Distribution of Frequency of Students’ Pretest and Posttest Score of Experimental Class………..……….… 33
Table IV. 3 The score of the students’ writing ability on recount text taught without using inductive writing strategy... 35
Table IV.4 The Distribution of Frequency of Students’ Pretest and Posttest Score of Control Class……….. 36
Table IV.5 Students’ pretest and post-test of experimental and control class 38 Table IV.6 Students’ pretest and posttest scores of experimental class ... 39
Table IV.7 Mean and Standard Deviation of Students’ Pre Experiment Score………... 40
Table IV.8 Mean and Standard Deviation of Students’ Post-Experimental ... 42
Table IV.9 Students’ Pretest and Posttest Scores of Control Class……... 43
Table IV.10 Mean and standard deviation of students’ pre control score ... 44
Table IV. 11 Mean and Standard Deviation of Students’ Post-Control Score.. 46
Table IV.12 Data analysis of posttest scores of experimental and control group………... 48
LIST OF HISTOGRAM
Histogram IV.1 Pre-Experimental Histogram………..……… .... 41
Histogram IV.2 Post-Experimental Histogram………..…………... 42
Histogram IV.3 Pre control Histogram………..………... 45
