THE EFFECT OF GROUP MENTORING TECHNIQUE
ON STUDENTS’ ACHIEVEMENT IN WRI
TING
HORTATORY EXPOSITION
A THESIS
Submitted to English Department, Faculty of Language and Arts State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
AMINAH ARI FADHILA
Registration Number: 2101121001
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
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ACKNOWLEDGEMENT
First and foremost, the writer would like to express thanks to Allah SWT, the Almighty God for Blessing, Health, Protection, knowledge and opportunity that at
last she is able to complete this thesis entitled “The Effect of Group Mentoring
Technique on Students’ Achievement in Writing Hortatory Exposition” as one of requirement for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State University of Medan.
This thesis could have not been accomplished without the guidance, helping, suggestion, advice, motivation and encouragement from people, for which the writer would like to express her extremely grateful which directed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty. Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
Rika, S.Pd, M.Hum as the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education
Study Program.
Prof. Dr. Busmin Gurning, M.Pd, as her Thesis Consultant.
Dra. Tjut Ernidawati, M.Pd as her Academic Consultant and her
Reviewer, Dr. Anni Holila Pulungan, M.Hum and Dra. Sri Juriati
Ownie, M.A, as her Reviewers.
Herlinda, S.Pd, the headmaster of SMA Negeri 6 Medan.
Ramli Harahap, S.H and Nilawaty, S.Ag, as her beloved parents, Gufranul Fikry Harahap as her beloved brother, Sufriadi, as her
beloved late father, H. Syamsudin, as her beloved late grandfather, Hj.
Kominah Sinaga, as her beloved grandmother, Suriawaty, S.Pd, as her
beloved auntie, Supriatno S.Pd, Serka Bambang Muliadi, and Effendi as her beloved uncles, Meidian Safriani and Assyifa Aulia Riatno as her beloved cousins, and all member of Syamsudin’s big family for their eternal material and moral supports, care, prayers, laughter, smiles,
guidance, advices, best moments and love during the writers’ life.
Eomma a.k.a Christine Helena Natalia, S.Pd, as her best friend, sister,
and partner in crime, for the laughter, smiles, supports, ideas, best moments that have been shared with the writer during the academic study in Unimed.
iii
beloved little family in boarding home, for the laughter, best moments, smiles, ideas, opinions, best sharing they shared with the writer.
Mahmud Layan Hutasuhut, S.Pd, M.Hum, and Zuhari, S.T, as her
mood boosters during the academic study in Unimed.
Arindawati Sipahutar, Ayu Widyaningtyas, Batsyeba Silaen, Christin Hakim Pasaribu, Dessy Sari Natalina Haloho, Deby Arifsyah Putra, Elnoviamy, Fathur Rizqi Arifiani, S.Pd, Harnoi Asrin Lumban Gaol, S.Pd, Magdalena Simanjuntak, and all members of Reguler C 2010 as
her best classmates, for all best memories, laughter, smiles, fights, debates, teamwork, and moments they give and share with the writer during the four years academic study in Unimed.
Ekky a.k.a Muhammad Rizky Ridha, Risqa a.k.a Risqa Indina, Icha
inspirations and spirits they give to the writer, and also Pak Hendra, Bu
Endah, Bu Eis, and Pak Pantas for their helps in arranging all documents
for the study.
The last, but not the least, the writer would like to address a huge gratitude to Bapak Gubernur a.k.a Fadlan Prayitno, as her most flexible partner, her mood booster, her stabilizer, her energizer, her spirit charger, her best friend, greatest brother, third father, worst enemy, and best life companion, for the supports, advices, laughter, smiles, long-night-talks, ideas, opinions, attention, prayers, knowledge, the teaching of life and many other things, and for always being there for the writer whenever she needs.
Medan, Agustus 2014 The writer
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ABSTRACT
Ari Fadhila, Aminah. NIM: 210112001. The Effect Of Group Mentoring Technique on Students’ Achievement in Writing Hortatory Exposition. A Thesis. Faculty of Languages and Arts (FBS), Unimed (State University of Medan), 2014.
This study aims to discover the effect of applying Group Mentoring Technique on
Student’s Achievement in writing Hortatory Exposition. It was conducted by using experimental research design. This population was the 175 grade XI students of SMA Negeri 6 Medan. The sample of the research was two classes divided into two groups, experimental and control group which were chosen by using random sampling technique. The Grade XI IPA 3 as Experimental Group was taught by using Group Mentoring Technique and grade XI IPA 1 as control group was taught by using Lecturing Method. The instrument used to collect the data was by asking the students to write a Hortatory Exposition. Based on the result of the data analysis, it was concluded that using Group Mentoring Technique significantly affect the student’s ability in writing hortatory exposition (t-calculated > t-table, p=0.05). The using Group Mentoring Technique made the students write hortatory exposition correctly than by using Lecturing Method. The calculation of t-test is 2.07 > 1.99 with df 68 and the level of significance 0.05. It means that the using Group Mentoring Technique has significant effect on writing hortatory exposition.
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CHAPTER II. REVIEW OF LITERATURE ... 7
A. Theoretical Framework ... 7
1. Students’ Achievement in Writing ... 7
2. Writing ... 9
a. Definition of Writing ... 9
b. Writing Process ... 10
c. Purposes of Writing ... 11
3. Genre ... 12
a. Hortatory Exposition ... 13
b. Assessment of Hortatory Exposition ... 16
4. Cooperative Learning ... 17
5. Group Mentoring Technique ... 20
a. Advantages of Applying Group Mentoring Technique ... 21
b. Teaching Process ... 24
6. Lecture Method ... 25
a. Advantages and Disadvantages of Teacher Mentoring Technique ... 25
b. Teaching Process ... 26
7. Relevant Studies ... 27
B. Conceptual Framework ... 28
C. Hypothesis ... 30
CHAPTER III. RESEARCH METHODOLOGY ... 32
A. Research Design ... 32
B. Population and Sample ... 33
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2. Sample ... 33
3. Source of the Data ... 33
C. The Instrument of Collecting Data ... 34
D. The Procedure Of Test ... 34
1. Pre-test ... 35
2. Teaching Process ... 35
3. Post-test ... 44
E. Assessment and Scoring of Writing ... 45
F. The Validity and Reliability of The Test ... 46
1. Validity of the Test ... 46
2. Reliability of the Test ... 46
G. The Technique of Analyzing Data ... 47
H. The Statistical Hypothesis ... 48
CHAPTER IV. THE DATA ANALYSIS AND DISCUSSION ... 49
A. The Data Analysis ... 49
B. The Reliability of the Test ... 50
C. Testing Hypothesis ... 50
D. The Discussion ... 51
CHAPTER V. THE DATA ANALYSIS AND DISCUSSION ... 53
A. Conclusion ... 53
B. Suggestion ... 53
REFERENCES ... 55
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LIST OF APPENDICES
Page
Appendix A. Assessment of Writing ... 58
Appendix B. Lesson Plan 1 for Experimental Class ... 60
Appendix C. Lesson Plan 2 for Experimental Class ... 65
Appendix D. Lesson Plan 1 for Control Class ... 70
Appendix E. Lesson Plan 2 for Control Class... 75
Appendix F. The Total Scores of Pre-test and Post-test of Experimental Group………. 80
Appendix G. The Total Scores of Pre-test and Post-test of Control Group………. 82
Appendix H. The Reliability of the Test………...……84
Appendix I. Calculation of Pre-Test And Post-Test Of Experimental Group……….87
Appendix J. Calculation of Pre-Test And Post-Test Of Control Group.... 89
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CHAPTER I
INTRODUCTION
A.The Background of the Study
Writing is one of the language skills that should be mastered by the students. Based on the observation that the writer has done at SMA Negeri 6 Medan, the students still have difficulties, especially in writing. So, the writer
wants to improve the students’ achievement in writing by conducting this
research. The writer attaches the students’ writing score in two semesters, academic year 2012-2013 below. The Minimum Criteria Mastery (KKM) which is applied by the school is 75.
Table 1.1
The Percentage of Grade XI IPA 1 Students’ Score in Writing
Semester KKM Score Students Percentage Mean 1st Semester
Source: Students’ accumulated score of Grade XI IPA 1 students at SMA Negeri 6 Medan academic year 2013/2014 and 2014/2015
From the previous data, it can be concluded that the students’ ability in
writing is still low. It can be seen from the most of students’ score percentage was under the KKM.
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news, experiences, opinions, so others can read them. Writing is a linguistic competence that is expressed in written form (Pardiyono: 2007).
The aim of writing is conveying the ideas or thoughts to writing form. Writing is process of putting ideas into words, and then arranges the words into sentences, and then combines them in to paragraph. A good writing is discovered by combination of words which allow persons integrity to dominate their subject with a pattern both fresh and original (Hyland: 2002). Writing required the mastery of vocabulary, spelling, grammar, punctuation, appropriate content, coherence. Since all that materials are difficult to master, writing becomes difficult to be mastered.
In Indonesia, the curriculum has been changing and developing overtime. Ministry of Education and Culture of Indonesia has already published the new
curriculum for Indonesia’s education named the 2013 curriculum. Since this
experimental research is conducted in Senior High School grade 2 so School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) is still used.
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Based on the observation in SMA Negeri 6 Medan, exactly in the second grade of natural science, writer found many students are still low in English especially writing, this is admitted by students themselves. Moreover, writer had interviewed the English teacher, and then the writer can conclude that student hardly organize their idea in a right sentence. Meanwhile, based on the syllabus, writing a hortatory exposition is one of the monolog texts that students should achieve in the second semester, but unfortunately the teacher just gave them task making curriculum vitae, which does not relate to the syllabus.
Based on the observation and the interview that has been done, the writer found some identification problems below.
1) The teacher method in teaching learning process in the classroom is Lecture Method. During the teaching learning process the students just sit and listen to the teacher without participate actively.
2) Due to the lack of knowledge of English, the students don’t really understand and catch the explanation and instruction the teacher gives. Therefore they are misunderstanding of what the teacher said.
3) The students are lack of vocabularies, and still have low knowledge in grammar and text genres. It makes them difficult to express their ideas and thoughts in text form.
4
make mistakes and tell the students what is right rudely. So, instead of understanding the lesson, the students are depressed during the lesson and they got nothing when the lesson ended. And it happens continually.
To solve the problems above, the writer needs to find an effective technique. There are many techniques that can be applied to improve students’ writing achievement. One of them is group mentoring technique. By grouping the students, the teacher will be easier to teach them. And the students will be encouraged by their friends in the group, so they can improve their ability,
especially in writing. This technique is expected to be able to improve students’
writing achievement, particularly in writing hortatory exposition.
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In line with the background above, the writer would like to conduct a study
with title: The Effect of Group Mentoring Technique on Students’ Achievement
in Writing Hortatory Exposition. The writer expects to find the effect of group
mentoring technique on students’ achievement in writing hortatory exposition.
B. The Problem of the Study
Based on the background of the study, the problem of the study can be formulated in the form of question as follows:
“Is the students’ achievement in writing hortatory exposition taught by
group mentoring technique higher than the students’ achievement taught by
Lecture Method?”
C. The Objective of the Study
This study is intended to find out whether students’ achievement taught by the Group Mentoring Technique is higher than the students’ achievement taught by Lecture Method in writing hortatory exposition.
D. The Scope of the Study
There are several cooperative learning techniques that can be applied to
improve students’ writing achievement. This study focuses on the applying of
Group Mentoring Technique to improve students’ achievement in writing
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E. The Significance of the Study
The study is expected to have both theoretical and practical perspectives: 1. Theoretical perspectives
a. The result of the research will be useful to improve the teaching learning process; not only for hortatory exposition material, but also the other materials.
b. The result of this research can be used as a reference for those who want to conduct a research about writing hortatory exposition.
2. Practical perspectives a. For the teachers
The writer hopes that this research and technique will be inspiring for English teacher to develop the teaching learning process; not only in teaching writing but also other skills.
b. For the students
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis, it was concluded that using
Group Mentoring Technique significantly affect the student’s ability in writing
hortatory exposition text (t-calculated > t-table, p=0.05). The using Group Mentoring Technique made the students write hortatory exposition text grammatically than by using Lecture Method. The calculation of t-test is 2.07 > 1.99 with df 68 and the level of significance 0.05. It means that the using Group Mentoring Technique has significant effect on writing hortatory exposition text.
From the result of the data, it can be seen that the highest score of experimental group was 90 and the lowest score was 61 in post-test. Meanwhile the highest score of control group was 88 and the lowest score was 55 in post-test.
B. Suggestions
The writer point out some suggestion as following:
1. It is suggested to the English teacher, it is better to applying Group Mentoring Technique because this technique helps the students in understanding the hortatory exposition much better.
53
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