THE EFFECT OF USING SWELL METHOD ON STUDENTS ACHIEVEMENT IN WRITING PROCEDURE TEXT.

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LIST OF TABLES

Table 1.1The percentage score of students’ ability ... 2 Table 2.2Example of Procedure Text... 16

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LIST OF APPENDICES

Appendix A Teaching Procedures in Experimental Group ... 47

Appendix B Teaching Procedures in Control Group ... 49

Appendix CScore of Pre-Test and Post-Test of Experimental Group...51

Appendix DScore of Pre-Test and Post-Test of Control Group...53

Appendix E Calculation of Pre-Test and Post-Test of Experimental Group...55

Appendix F Calculation of Pre-Test and Post-Test of Control Group...57

Appendix G Table of Distribution of t...59

Appendix H Lesson Plan...60

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REFERENCES

Aruan, D.M.2007. Penafsiran Skor Test. Medan : Universitas Negeri (Unpublished).

Ary,D. Jacobs,L.C. & Sorensen, C.2010. Inroduction to Research in Education (8th Ed). Canada: ( Engage Learning).

Best, J.W. & Kahn,J. V.2006. Research in Education (10th Ed). USA: Prentice Hall.

Brown, H.D.2001. Teaching by Principles.An Interactive Approach to Language Pedagogy (2end Ed). New York: Pearson Education Company.

Brown, H.D.2004. Language Assesment Principles and Classroom Practice. Sn Fransisco State University : Longman.

Fitria, A. 2012. The Use Of Swell In Teaching Writing Narrative Texts To Eighth Graders. Unpublished Thesis. Retrieved on june 2end 2012, from http://jurnal.unimus.ac.idaccess on july 9th 2014 at 9.00 am.

Gerrot, Linda and Peter Wignell.1994. Making Sense of Functional Grammar. Gerd Stabler. Sydney.

Heaton, J.B.1988.Writing English Language Tests. New York: Longman.

Hernack,M. (2004). Quantum Teaching. Bandung:Kaifa.

Hillocks, G.1986.Research on Written Composition: ERIC ( Learning House). Hornby, A.S. 1995. Oxford Advanced Leaarne’s Dictionary of Current English.

Walton Street: Oxford University Press.

Hyland, K.2002. Teaching and Researching Writing. London: Pearson Education Limited.

Iline, C.S. 2013. Impacts of the Demonstration Method in Teaching and Leraning . Zimbabwe. Unpublished thesis, from http://ejournal.ac.id. access on March,20th 2014 at 11.00 am.

John.2001. College Writing Skills with Reading. New York: Mc Grow Hill.

Knapp,P. and M. Watkins.2005. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: University of New South Wales Press.

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Murray,D.H.1982. Learning by Teaching. Nj: Boynton/Cook.

Prawati. Sri, P. 2011. Teaching Writing Recount text Through SWELL . M. Susilawati, E. 2010. Teaching Writing Procedure Text Through

Demonstration: Semarang. Unpublished Thesis, From

http://ejournal.ac.id//8776/434. Access on july 8th 2014 at 09.00am.

Tanjung, F. Roza, W. 2010. The Effect Of Using The Effect Of Swell Method On The Students’Achievement In Writing Descriptive. Padang. Unpublished Thesis. Retrieved on july 2end 2010, from http://jurnal.bunghatta.ac.id Access on july 9th 2014 at 9.00 am.

Teo, A. 2007. SWELL : A Writing Method to Help English Learners. Forum.

Ur, Penny 2000. A Course in Language Teaching: Practice and Theory. United Kingdom : Cambridge University Press.

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CHAPTER I

INTRODUCTION

A. Background ofThe Study

English is the first foreign language in our country. which is taught from

Elementary level to University level. English is also intensively used

international communication. There are four basic skills to be mastered in English

Language such as: Speaking, Listening, Reading and Writing. As generally

known that writing is the most complex and difficult among the language skills.

Writing does not only need what to write the content of the writing but also the

method or technique or procedure how to write what you want to write down. In

other words, writing is a powerful instrument of thinking because it provides

students with a way of gaining control over their thoughts. Writing shapes their

perceptions of themselves and the world. It aids in their personal growth and in

their effecting change on the environment. Students are often unaware of the

power of the written word.

One of the language skills that should be learned is writing skill. Writing

is one of the four skills that are important to have in our daily life that’s why it is

very important to study it. According to Hyland (2002:7) stating that in many

schools writing is principally conducted to demonstrate knowledge of

decontextualised facts with little awareness of a reader beyond the teacher

examiner.

Based on the phenomenon where the researcher did observations to

students in SMP N 2 SELESAI, the researcher found that the students still have

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writers’ interview and observation at SMP N 2 SELESAI. The phenomenon is

seen the table bellow.

Table 1.1 The Percentage score of students’ ability in writing taken

from grad IX at SMP N 2 SELESAI 2013-2014

Semester KKM Score Students Percentage Mean

1st Semester

SELESAI academic year 2013/2014 and 2014/2015.

The finding really proves that the students’ achievement in writing is bad.

There are some reasons that to be case, such as the students feel difficult to

choose the word, the students still had low in vocabulary, and the students spent a

great deal of time in copying models rather than expressing their own ideas

creatively in writing. It can be assumed that teacher have important role to assist

the students in overcoming the problem of student’s procedure writing

achievement. Students need someone to encourage them, to support them during

each phase of their writing. The best way to encourage students to become

practiced writers is suggesting them to write often, especially their ideas by

preparing for composing, actually composing and revising students learn the

phases of the writing process.

As an English teacher, we should be creative to find a good and

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especially mastery the forth skills, moreover in an entertaining and enjoyable way

so they will not feel bored in the class.

Teachers can make writing enjoyable for students by using a variety of

activities, approaches, methods, strategies and techniques. So teachers should be

able to choose a suitable method in order to create a better, interesting and

communicative teaching and learning process. Based on the explanation above,

the writer is interested in applying SWELL.

Dealing with the facts previously mentioned, the researcher needs to try to

carry out a study in teaching writing. In this case, the researcher believes that

SWELL is very good method to be applied in teaching writing, especially for

procedure genre. It is also an interesting and suitable method. By applying this

method, students are assumed to be more love in writing because this method the

students more active, enjoyment, interesting way to the class without makes

students become lazy in writing.

SWELL is the acronym of social– interactive writing for English language

learners it is a method that was applied to improve student’s achievement in

writing, particularly in writing procedure texts. This method was introduced by

Teo (2007). By using SWELL method, it was expected that students’ achievement

in procedure writing could be improved because SWELL method provides ‘’wh”

question as the guidance for the students to get ideas, in which a student would be

asked this question to her or his friend and her friend would be given her or his

answers and they are discuss it together interactively. By asking that question, it

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ideas in the directed way. So it has been easier and enjoyable for the students to

write a text.

Based on the description of SWELL and procedure text above, the

researcher choose SWELL method to teach writing because this method make the

students become more confident, active and independent in writing class. In

SWELL, the students write collaboratively in pairs that consisted of the higher

and the lower student,this kind of pairing hopefully a more proficient student

could be a tutor a less one.Through the application of SWELL, the student are

able to transfer their ideas easily, get motivated, get activated, and they could

avoid the boredom of the conventional teaching method, besides this method can

lead the students to write better. Those were the reasons why the researcher use

SWELL method to be implemented in writing class of junior high school. It was

expected to help the student of Junior High School to be more enthusiastic in

learning writing. Here, the researcher wished having a collaborative to apply the

SWELL method to improved students' writing ability.

From the explanation above, the writer is interested in conducting a

research under title “The Effect of Using SWELL on Students’ Achievement in

Writing Procedure Text”

A. The Problem of the Study

Based on the background of the study, the research problem is formulated as

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“Is the students’ achievement in writing procedure text taught by using SWELL

method higher than the students’ achievement taught by using Demonstration

method?”

B. The Objective of Study

The objective of this study is to find out whether the using SWELL

Method effects students’ achievement in writing procedure text or not.

C. The Scope of Study

Based on the background of the problem and identification of the

problems mentioned above, this study will be limited to the effectiveness using

SWELL as method in teaching writing procedure text, since this method is

expected to affect students’ achievement in grade IX.

E. The Significance of the Study

The finding of this research is expected to be useful for:

1) Teachers of English who might consider the implementation of SWELL

to improve their teaching learning process especially in teaching a

procedure text writing.

2) Students who might use this information to enlarge their knowledge in

writing a procedure text.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the result of the data analysis, it was concluded that using SWELL

Method significantly affect the student’s ability in writing procedure text

(t-calculated > t-table, p=0.05). The using SWELL method made the students write

procedure tzz*ext grammatically than by using Demonstration Method. The

calculation of t-test is 3.26 > 2.00 with df 58 and the level of significance 0.05. It

means that the using SWELL method has significant effect on writing procedure

text.

From the result of the data, it can be seen that the highest score of

experimental group was 95 and the lowest score was 45 in post-test. Meanwhile

the highest score of control group was 75 and the lowest score was 38 in post-test.

B. Suggestions

Based on the conclusion drawn above, it is suggested that :

a. English teachers apply SWELL method as the alternative and interesting

method in teaching of writing procedure text or other genres, because it

can improve the students’ achievement in writing text.

b. English learners enlarge their knowledge to write in English and to

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c. Other researchers who are interested in conducting study in writing

procedure text by using SWELL method use this finding as their

references.