THE EFFECT OF SELF-REGULATED STRATEGY
DEVELOPMENT (SRSD) APPROACH ON STUDENTS’
ACHIEVEMENT IN WRITING NARRATIVE TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
HALAWATIL IMAN
Registration Number. 2112121011
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
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ACKNOWLEDGMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most Beneficial for His Grace, Guidance, and Mercy that has been given to the writer finally accomplishes his thesis.
This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems and she had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd.,The Head of English and Literature
Department Dra. Meisuri, M.A., the Secretary of English Department all at once as the her Thesis Examiner, Nora Ronita Dewi, S.Pd.,
S.S., M.Hum., the Head of English Education Program, Faculty of
Languages and Arts, State University of Medan.
Dr. Siti Aisah Ginting, M.Pd., and Drs. Johan Sinulingga, M.Pd.,
her Thesis Advisors who have given their valuable advice, suggestion, guidance and spent their precious time in the process of completing this thesis.
Indra Hartoyo, S.Pd., M.Hum., her Academic Advisor and her
Reviewer who has supported her through out the academic years.
Prof. Dr. Lince Sihombing, M.Pd., and Dra. Masitowarni Siregar, M.Ed., her Reviewers and Examiners who have given their precious
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Dra. Hj. Yurmaini Siregar, M.Si., the Headmaster of SMA Negeri
21 Medan, for her permission and opportunities in allowing the writer to do observation and research to collect the data.
Her beloved parents Drs. Hamdani and Ermiyati, S.Pd., Her lovely young brothers and young sisters Wahyu Ramadhan, Nanda
Mauliza, Dini Rifani, Habibi Hidayatullah and all her families for
their endless love, pray, inspiration, motivation, and everything that they have given to the writer during her whole studies up to finish.
Her beloved friends Ayu Setiawati, Chairunnisa, Fitri Muliati, Sri
Rizki Pulungan, and Yuliani Kartika, Mellysa AG, S.E., Khadijah,
S.E., and Nanda Ellya Risky, S.E., for their endless support, attention
prays and love which they have been giving to the writer not only
during the term of the writers’ study, but also in every day’s happiness
and motivation.
The writer realizes that this thesis still has the paucity, she conveniently welcomes for suggestions, comments, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who are read and interested in the field of this study.
Medan, September 2015 The writer,
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ABSTRACT
Iman, Halawatil. 2112121011. The Effect of Self-Regulated Strategy Development (SRSD) Approach on Students’ Achievement in Writing Narrative Text. A Thesis. English and Literature Department, Faculty of Languages and Arts, State University of Medan. 2015.
This study was aimed to discover the effect of Self-Regulated Strategy Development (SRSD) approach on students’ achievement in writing narrative text. It was conducted by using experimental research. The population of this study was the tenth grade students of SMA Negeri 21 Medan, Academic Year 2014/2015. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by using Self-Regulated Strategy Development (SRSD) approach while the control group was taught by using Process Writing approach. The instrument used to collect the data was an essay test. After analyzing the data by using t-test formula, it was found that the mean scores of the students in the experimental group was higher than the mean scores of the students in the control group at the level of significant
α= 0.05 with the degree of freedom (df) 28 with t-observed value 6.59 > t-table value 2.04. Therefore, alternative hypothesis (Ha) was accepted and null
hypothesis (Ho) was rejected. The findings indicated that using Self-Regulated
Strategy Development (SRSD) approach significantly affected the students’ achievement in writing narrative text.
Key words: Self-Regulated Strategy Development (SRSD) Approach, Writing
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CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Framework ... 11
a. Self-Regulated Strategy Development (SRSD) ... 25
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CHAPTER III. RESEARCH METHOD
A. Research Design ... 48
B. Population and Sample ... 49
C. The Instrument of Collecting Data ... 50
D. Assessment and Scoring of Writing ... 51
E. The Procedure of the Research ... 52
F. The Validity and Reliability of the Test ... 60
G. The Technique for Analyzing Data ... 62
H. The Statistical Hypothesis... 63
CHAPTER IV. DATA ANALYSIS A. The Data ... 64
B. Data Analysis ... 65
1. Testing Reliability of the Test ... 65
2. Analyzing the Data by Using t-test ... 65
3. Testing Hypothesis ... 66
C. Research Finding ... 67
D. Discussion ... 68
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusion ... 70
B. Suggestions ... 70
REFERENCES ... 72
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LIST OF TABLES
Table 1.1 Students’ English Score of Grade X in SMAN 21 Medan ... 4
Table 2.1 The Sample of Self-Regulation Techniques ... 26
Table 2.2 Examples of Writing Strategies ... 28
Table 2.3 The Six Stages of SRSD Instruction ... 31
Table 2.4 The Advantages and Disadvantages of SRSD Approach to Writing ... 32
Table 2.5 The Advantages and Disadvantages of Process Writing Approach ... 39
Table 3.1 Research Design ... 49
Table 3.2 The Rubrics of Scoring for Narrative Test ... 52
Table 3.3 The Procedure of Treatment in Experimental Group ... 54
Table 3.4 The Procedure of Treatment in Control Group ... 58
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LIST OF APPENDICES
APPENDIX A The Score of Pre-Test and Post- Test by the Students of
Experimental Group ... 76
APPENDIX B The Score of Pre-Test and Post- Test by the Students of Control Group ... 77
APPENDIX C The Reliability of the Test ... 78
APPENDIX D The Calculation of T- Test in Experimental Group ... 80
APPENDIX E Percentage Points of the T Distribution ... 83
APPENDIX F Lesson Plan ... 84
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing as one of the four skills has always formed parts of the syllabus in teaching English, where mastering the ability to write effectively is seen as a key objective for learners (Harmer, 2004: 31).
In Indonesia, writing English is considered as the most important part to be learned by the students in school. As stated in National Educational Curriculum that students of Senior High School are expected to know and understand the basic types of writing, as well as to be able to write on some types of texts with their essential components and structures. It is intended to fulfill a level of satisfactory when it comes to educational learning of a language. Thus, it is an obligatory that students need to maintain at least a decent level of graphic skill which is another way to address writing skills.
To help students in outlining their writing product, they are taught about the types of text. There are different types of writing. One way to categorize writing is by the genre. Genre divides texts into description, narrative, procedure, argumentation, and many more. More specified objective is required in order to have a greater chance
in dealing with the problems in students’ writing. Thus, in this particular research the
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purpose to entertain the readers is the significant media to students’ reflective and critical skills. Wolf (1994) believes that narrative is not only a set of lovely stories to be read, but also a foundation for analysis, reflection, and criticism, which can be
used to be a resource for children’s original writing. Moreover, narrative text is not only learned in Junior High School or Senior High School, but also learned in University level and in real job field. Therefore, the writer believes that it will be important for narrative genre to be observed. Besides that, the genre will be expected to practically amuse the students within the learning teaching process. Another agenda which is expected to be fulfilled is that learning narrative text at school can be
an alternative way to raise the students’ awareness of classical and local stories that now become forgotten.
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the explanation of every type of texts they were studying at that time, its generic structures and its language features. Moreover, students were only provided by some questions based on the text, even in the form of multiple choice tests when their writing skill would be assessed. Hence, they never once could understand how to write because there were no any instructions and strategies modeled by the teacher to help the students accomplished their writing. There seems to be a tendency of deviation in teaching writing in the classroom, where assessing writing ought to make them write, instead, make them read particular passages and answer some questions based on the passages provided, as well as choosing the best correct answer of multiple choices test.
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Based on the writers observation and interview which conducted in SMA Negeri 21 Medan, there were found that the students were still struggling in writing. They were confused of what to write and how to start with their writing. They could not pick their ideas. The students found it difficult to organize a good text and write it by using their own words. In addition, for a certain types of writing such as narrative, the writer found that many students still often wrote incomplete stories and did not know how to arrange the good sentence with the correct grammatical pattern as well as the generic structures of narrative itself. They also had limited number of vocabularies; limited pattern of sentences; had low of motivation; and less of confidence in writing. The students could not be independent when they were asked to write a narrative text.
These problems were usually occurred in SMA Negeri 21 Medan, especially to X Grade students. This statement can be proven by seeing two last semesters’ score of English subject of the students in SMA Negeri 21 Medan as follows:
Table 1.1 Students’ English Score of Grade X in SMA Negeri 21 Medan
Semester Score Students Percentage Mean
1st Semester 2013/2014 <70 21 64% 69
≥70 12 46%
2nd Semester 2013/2014 <70 23 70% 69
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Based on the writer’s observation at SMA Negeri 21 Medan, the Minimum
Competence Criteria (Kriteria Ketuntasan Minimum) is 70. The data was taken from students’ score in mid semester examination of one Grade X class, namely X-4 class in academic year 2013/2014. There were 33 students in a class. From 33 students, there were only 14 students (64%) who got score above the Minimum Competence Criteria, at the first semester, and 18 students (46%) who got score under Minimum Competence Criteria. While in the second semester the score was even worst that there were only 10 students (30%) who got score above the Minimum Competence Criteria, and 23 students (70%) who got score under Minimum Competence Criteria. The mean of students’ score in first semester and the second semester were both 69, where this mean of score shows that it is still below of the Minimum Competence Criteria. It means that students’ English achievement at the school is still being categorized as low; and it is also needed to be improved.
Regarding to the problem discussed previously, the way of teaching in the classroom needs to be improved. The use of strategy, model, method, technique, or even approach in teaching writing is needed to perform in the classroom in order to improve students’ achievement, especially students’ achievement in writing narrative text. To overcome the problem occurred, the writer acclaimed to use the Self-Regulated Strategy Development (SRSD) Approach.
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learn explicitly the same of planning, drafting, and revising strategies that are commonly used by the skilled writers in writing. SRSD approach also helps the students develop their relevant cognitive and self-regulation skills. In this case, SRSD for writing encourages them to accomplish writing tasks through explicit instruction and simplifying the process of composing narrative while integrating self-regulatory of practices of goal setting, instruction, assessment, evaluation, and self-reinforcement (Regan & Mastropieri, 2009).
According to Graham and Harris (2005), Self-Regulated Strategy Development (SRSD) approach includes six instructional stages that allow the students to learn and apply writing strategy. These six stages are: (1) Develop background knowledge; (2) Discuss it; (3) Model it; (4) Memorize it; (5) Support it; and (6) Independent Performance.
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write a narrative text. It means that the teacher really teaches the students how to write, even provides them by a strategy used to help them write a better narrative text.
After teacher has modeled the strategy, the students ought to memorize the steps in strategy modeled by the teacher. This memorization can be helped by using prompt card with the steps listed and making game while memorizing will make the students become enthusiastic involving in the teaching learning process.
Then the students will be asked to practice writing a narrative text with their small group by applying the strategy. Teacher provides scaffolding, gives feedback, and supports them in this stage while they are writing until they become familiar with the strategy and get the benefit of using this strategy. This part will solve the problem
of students’ low motivation indeed.
And the last, students will be able to use both the writing strategy and self-instruction techniques to write a narrative text independently without any help of the strategy listed on the prompt card and no support from the teacher either. This final goal of SRSD will answer all of the problems found to the students in SMA Negeri 21 Medan obviously.
Thus, it can be concluded that SRSD is not a strategy; rather, it is a model for
teaching strategies. It isn’t a “flash in the pan” strategy. It has been thoroughly
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Number of studies showed that Self-Regulated Strategy Development approach in writing has become an effective approach applied by the researchers in some countries. Chalk, Hagan-Burke & D.Burke (2005) had experimented SRSD on the writing process for high school students in Gwinnett County School District, Georgia. Their study resulted that SRSD approach to writing indicated students benefited that help them develop strategies for brainstorming, semantic webbing, setting goals and revising. Bruce Saddler from State University of New York, Albany, had also studied how supplemental writing instruction in strategic planning affects the story writing ability of young writers with learning disabilities and poor writing skills. He found that SRSD instruction in planning can improve the ability of struggling writers with LD to write stories that are longer, more complete in terms of story elements, and of higher overall quality (Saddler, 2006). In addition, Lane, Harris, Graham, Weisenbach, Brindle & Morphy found also the effect of Self-Regulated Strategy Development on the writing performance of second-grade students with behavioral and writing difficulties that improved substantially in story completeness (elements), length, and story quality (Lane, Harris, Graham, Weisenbach, Brindle & Morphy, 2008). And this research is also expected to be successful as the previous research to significantly provide an integrated and enjoyable activity to the students in their writing process.
For the consideration that SRSD approach will be effective to improve the
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applying Self-Regulated Strategy Development approach in teaching narrative writing to the students in one of Senior High School in Medan.
B. The Problem of the Study
Based on the background of the study, the problem of the study was formulated in the form of question as follows:
“Does self-regulated strategy development (SRSD) approach significantly affect
students’ achievement in writing narrative text?"
C. The Objective of the Study
The objective of the study was to find out whether Self-Regulated Strategy Development (SRSD) approach affects students’ achievement in writing narrative text.
D. The Scope of the Study
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E. The Significance of the Study
This study was expected to be useful both theoretically and practically.
Theoretically, the result of the study was expected to be useful for the readers to enrich their horizon in theory of English learning and become an input in English teaching learning process, especially in teaching writing narrative text, and for the researchers for their further study.
Practically, the result of the study was expected to be useful for: 1. English Teachers
This study becomes an alternative teaching resource to be applied in teaching narrative text in order to improve their competence in teaching.
2. English Learners
This study guides students to write systematically by following every stages of the Self-Regulated Strategy Development and motivates them to be a better writer.
3. English Teacher Candidates
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The implementation of Self-Regulated Strategy Development (SRSD) approach in teaching writing, especially narrative text was effective in increasing
the students’ writing achievement of tenth grade students of SMA Negeri 21
Medan. Based on the result of the research, teaching writing by Self-Regulated Strategy Development (SRSD) approach was higher than teaching by using Process Writing approach.
The mean score of the experimental group was higher than control group (79.13 > 61.80). It was also proved by the result or t-test. The result of the t-test calculation also showed that t-observed value (6.59) was higher than t-table value (2.04) with α = 0.05 and df = 28. It means alternative hypothesis (Ha) was
accepted and the null hypothesis (Ho) was rejected because there was a significant
effect of using Self-Regulated Strategy Development (SRSD) approach on
students’ achievement in writing narrative text.
B. Suggestions
In relation to the conclusion of the study, some suggestions are offered to: 1. The English Teachers; it is suggested to apply Self-Regulated Strategy
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text. SRSD will help the students easily pick and organize their ideas into a good text independently.
2. The Students; they are suggested to practice writing more often by using Self-Regulated Strategy Development (SRSD) approach since it can enhance the students’ achievement in narrative writing.
3. The readers, who are interested in this study, are suggested to have a good understanding of writing the narrative text because by using Self-Regulated Strategy Development (SRSD) approach, people will not get stuck in writing narrative text. They will always know what to write since it provides them the effective strategy to turn their ideas into a narrative text.
4. The Researchers, who intend to use Self-Regulated Strategy Development (SRSD) approach in teaching learning process to do the research by using another approach and try to find another effective
media, so it will enrich the research to improve students’ writing
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