THE EFFECT OF QUICK WRITE STRATEGY ON STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.

THE EFFECT OF QUICK WRITE STRATEGY

ON STUDENTS’ ACHIEVEMENT IN WRITING

DESCRIPTIVE TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

BY:

NURLAILA AMALIA

Reg. Number: 2101321006

ENGLISH AND LITERATURE DEPARMENT

FACULTY OF LANGUAGES AND ARTS

ABSTRACT

Amalia, Nurlaila. 2101321006.The Effect of Quick Write Strategy on Students’ Achievement in Writing Descriptive Text. A Thesis. English Department. Faculty of Languages and Arts, State University of Medan. Medan: 2014.

This study deals with the effect of Quick Write strategy on students’ achievement in writing descriptive text. The method of this research was experimental research. The population of this study were four parallel classes of the eleventh grade of SMK Budi Satrya Medan totaling 124 students. Two classes out of four were taken out as the sample of experimental group and control group by using lottery technique. The data were collected by conducting an essay test of writing. The result of the test was analyzed statistically by applying the t-test formula. From the calculation, it was obtained that t-observed (7,125) was higher than t-table(2,000)

at the level of significance ( and df=60. It means that the application of Quick Write strategyon students’ achievement in writing descriptive text was effective because the result showed that students’ scores were higher after the treatment. In conclusion, it is acceptablethat Quick Write strategy gave a significant effect on students’ achievement in writing descriptive text.

ACKNOWLEDGMENT

First and foremost, the writer would like to express her deepest thanks to

Allah SWT, for the non-stop blessing during her life time, for the generous chance

to complete her study, and the guidance so that she finally could finish her thesis.

This thesis is aimed at fulfilling one of the requirements for taking the

degree of Sarjana Pendidikan at English Department, Faculty of Languages and

Arts, State University of Medan. It would not have been completed without

guidence, suggestion and comments from numerous people. There were many

people had given their help directly and indirectly but not all the people can be

mentioned. Thus, the writer would like to extend her special sincere and thanks to

the following people:

 Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of

Medan

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and

Arts, Vice Dean I, II, III and the staff.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, her

Academic Advisorand also Thesis Examiner.

 Dra. Meisuri, M.A., the Secretary of English Departmentand also her

Thesis Examiner.

 Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study

Program.

 Dra. Rahmah, M.Hum., and Indra Hartoyo, S,Pd., M.Hum., her

Proposal Reviewers and Thesis Examiners, for their advice, comments and

suggestions.

 Ir. Edi Sarman, MT, the Headmaster, teachers and staff of SMK Budi

Satrya Medan for their generosity in supporting her in conducted her

research in the school.

 Her beloved family, Yuman Fahri Harahap, Rosliana Siregar, Harun

Yusuf and Adam Zakaria, for their love, constant spiritual, mental, moral

and material support.

 Her loving friends, Debbie, Kiki, Yuni, Afsyah, Dhian, Dina, Indah and

Samcha for the friendly friendship and for all of their supports and

advices.

 Her lovely classmates, DIK Reguler B 2010, for the wonderful four years

she spent with them.

Overall, the writer hopes she can give a bit contribution to language education,

especially major of English.

Medan, Desember 2014 Writer

TABLE OF CONTENT

1. Approach, Method, Technique and Strategy... 5

2. Writing ... 6

1) The Advantages of Quick Write Strategy... 16

2) The Disadvantages of Quick Write Strategy... 18

3) The Procedure of Applying Quick Write Strategy 18

F. The Validity and Reliability of The Test... 28

G. The Technique of Analyzing Data ... 29

H. Statistical Hypothesis... 30

CHAPTER IV THE DATA AND DATA ANALYSIS ... 31

A. Data ... 31

B. The Data Analysis ... 34

C. Testing Hypothesis ... 37

D. Research Finding ... 37

CHAPTER V CONCLUSION AND SUGGESTION ... 39

A. Conclusion ... 39

B. Suggestion ... 39

LIST OF APPENDICES

Appendix A Lesson Plan of Experimental and Control Group

Appendix B Table Critical Value of t

Appendix C The Analysis Data of Experimental and Control Group

CHAPTER I

INTRODUCTION

A. The Background of Study

English as an international language has become part of our curriculum.

According to Kurikulum Tingkat Satuan Pendidikan (Depdiknas, 2006) one

purpose of teaching English in Senior High School is to develop ability to

communicate in that language, in the form of oral and written. That means

students have to master speaking and writing.

Writing refers to one of the four language skills which is very important to

learn. It becomes important because writing is one way to communicate. As it is

known, writing is not easy. Among the skills, writing is the most difficult skill to

be learnt, because it needs hard thinking in producing ideas, words, sentences, and

paragraph at the same time.

In Indonesia, English has become the first foreign language which is

taught from elementary level up to university. English is also intensively used in

international communication, in written as well as in spoken communication. In

addition, many books of science and technology, art, and other published issues

are written in English. That means we have to master writing because all the

information relating to knowledge already achieved can be expressed by writing.

In line with the importance of writing skills in communication, especially

English, teachers should give special attention to students’ writing achievment in

learning process. That means every teacher should think of technique or strategy

writing is for getting students to write, both in and outside class. Teaching writing

has been a wide progress of the teacher and the student. The teacher is seen as a

facilitator and an active participant in the learning community rather than an

expert passing on knowledge. The teacher is also as a motivator to the students.

From writer’s experience in Teaching Practice Program in a vocational

school, it is found that the students’ ability in writing is still low. There are many

aspects that make students’ ability in writing low. The students do not know how

to start their writing, they could not generate their ideas, they do not have enough

ideas to write, or probably they do not understand what they must do. Besides, the

students think that they must think hard to produce writing.

Spack cited in Jacob (1986:282) states that in the teaching of

second-language writing, there is an emerging emphasis on the notion that ideas develop

as part of the writing process. According to this notion, writing lessons should not

be confined to studying how to transfer already existing ideas from the head to the

page; but also, students should become aware that while they are writing, new

ideas can emerge, and old ones can grow, change, and sometimes be discarded.

Invention is one term for this conception and development of ideas.

According to Jacobs (1986) one invention strategy is Quick Write, also

known as Free Write, Loop Write, Speed Write, and Flash Write. There are

differences in the ways some people use these five terms, but for the purposes of

this article they are treated as equivalent. Quick Write has three main features:

concentrating on content, not worrying about form, and writing without stopping.

While Quick Write can be used for a number of purposes, its primary purpose is

On previous research which is conducted by Tetcher, said that teaching

writing by using Quick Write Strategy is one of many strategies which can be

used to motivate students. As she knows, using Quick Write Strategy in teaching

writing is very useful in improving students’ writing because it can be use to

provide meaningful practice at stage of lesson.

Next, Afridona (2013) recommended to combine two strategies to make

learn be interested. One of the strategies is Quick Write Strategy. She choose

Quick Write because this strategy helps students in creating sentences and

organizing paragraphs to produce a complete writing text. As a result, this strategy

is effective in improving students’ writing ability.

In addition, Aurora (2013) concluded that one of the best strategies that

can be used by the teacher in teaching reading comprehension is Quick Write.

Quick Write is an effective strategy to teach reading comprehension because it

can solves students’ problem in reading a text. Besides, this strategy is very

simple to used.

Based on the discussion above, researcher decided conducted a research to

find the effect of using Quick Write Strategy on students’ achievement in writing

descriptive text.

B. The Problem of Study

As related to the background of the study, the problem of the study was

formulated as follows:

“Is there any effect of Quick Write Strategy on students’ achievement in

C. The Objective of Study

In line with the research problem formulated on the previous section, this

study intended to find out whether or not the Quick Write Strategy significantly

affect students’ achievement in writing descriptive text.

D. The Scope of Study

The study is focused on applying quick write strategy in teaching

descriptive text. So the scope of the study is limited to find out the effect of

applying Quick Write Strategy on students’ writing achievement particularly

writing descriptive text.

E. The Significance of Study

The results of the research are expected to be useful for:

1. Teachers in their attempts to improve students’ writing ability.

2. Students in their attempts to improve their writing skill.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, it was found that the students’ score in

experimental group was higher than the students in control group. The total

score and the mean score in experimental group showed that there was a

significant improvement of the students’ score between the pre-test and the

post-test score.

Since the value of tobserve was 7,125 with df (60) at the level significance

(0,05) = 2,000, the alternative hypothesis (Ha) is accepted. So, from the

calculation of the data, it can be concluded that Quick Write strategy

significantly affect students’ achievement in writing descriptive text.

B. Suggestions

The result of this study showed that the use of Quick Write strategy

could improve the students’ achievement in writing descriptive text. So,

the researcher point out some suggestion as following:

1. Quick Write strategy can be used as one of strategy in teaching learning

process. It is suggested for the teachers to apply Quick Write strategy in

writing descriptive text because it provides an opportunity for the students

40

2. It is suggested to the students to keep applying Quick Write strategy in

writing descriptive text because this strategy is appropriate for the

students’ need.

3. Other researcher could develop the related study to improve the teaching

REFERENCES

Aquino, Gaudancio V. 1997. Teaching Models, Strategies and Skills. Manila: Rex Book Store.

Ary, D., Jacobs, L.C. & Razavieh, A. 2002. Introduction to Research in Education. 6th ed. New Yoork: Thomson Learning.

Aurora, Putri. 2013. Teaching Reading Comprehension by Using Quick Write Strategy for Senior High School Students. Journal of English Language Teaching, (2) 243-254.

Brown, H. Douglass. 2004. Language Assessment: Principles and Classroom Practices. New York: Longman.

Crawford, Alan. 2005. Teaching and Learning Strategies for The Thinking Clasroom. New York: Open Society Institute.

Dalton-Puffer, C., Nikula, T. & Smit, U. 2010. Language Use and Language Learning in CLIL Classrooms. Amsterdam: John Benjamins Publishing.

Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Depdiknas

Department of The University of Oxford. 2003. Oxford Learner's Pocket Dictionary. 3rd ed. Oxford: Oxford University Press.

Elbow, Peter. 1981. Writing With Power. New York: Oxford University Press.

Guillaume, Andrea M. 2007. 50 Strategies for Active Teaching. New York: Pearson Education.

Harmer, Jeremy. 2004. How to Teach Writing. England: Pearson Education.

Heaton, J.B. 1998. Writing English Language Test. London: Longman.

Jacobs, George. 1986. Quickwriting: A Technique for Invention. English Language Teaching Journal, (40) 282-290.

Meier, Seth. Strategy Notebook: EDSP 4633. Retrieved January 29, 2014 from

http://students.ou.edu/M/Seth.A.Meier-1/docs/Writing%20Portion%20of%20Strategy%20Packet.pdf

Nunan, David. 2003. Practical English Language Teaching. New York: McGraw-Hill Companies.

Ontario Ministry of Education. 2005. Think Literacy: Cross-Curricular Approaches, Grades 7-12. Ontario: The Ministry.

Pardiyono. 2007. Pasti Bisa !! Teaching Genre-Based Writing. Yogyakarta: ANDI

Richards, Jack C. and Rodgers, Theodore S. 1993. Approaches and Methods in Language teaching. New York: Cambridge University Press.

Rief, L. 2003. 100 Quickwrites. New York: Scholastic Professional Books.