THE EFFECT OF USING DRAW LABEL CAPTION TECHNIQUE TOWARD WRITING ABILITY ON DESCRIPTIVE
PARAGRAPH OF THE FIRST YEAR STUDENTS AT MTS AL-HUDA
PEKANBARU
By
DELLA TRIANA EKA PUTRI SIN. 10914006033
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1435 H/2014 M
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THE EFFECTOF USING DRAW LABEL CAPTION TECHNIQUE TOWARD WRITING ABILITY ON DESCRIPTIVE
PARAGRAPH OF THE FIRST YEAR STUDENTS AT MTS AL-HUDA
PEKANBARU
Thesis
Submitted as Partial Fulfillment of the Requirement for Getting Bachelor Degree of Education
(S.Pd)
By
DELLA TRIANA EKA PUTRI SIN. 10914006033
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1435 H/2014 M
ABSTRACT
Della TrianaEkaPutri, (2014) : The Effect of Using Draw Label Caption Technique toward Writing Ability on Descriptive Paragraph of the First Year Students at MTs Al-Huda Pekanbaru.
This research was conducted based on the problems faced by the students in learning English especially in writing descriptive paragraph. The problems are some of the students can not develop their ideas in writing descriptive paragraph well, identify the object to be described, and choose appropriate vocabularies.
This research was conducted in order to know whether there is a significant difference of using Draw Label Caption Technique toward Writing Ability on Descriptive Paragraph of the First Year Students at MTs Al-Huda Pekanbaru.
The design of this research was quasy experimental, nonequivalent control group design. In collecting the data, the writer used test, there were pre-test and post- test to collect the data of descriptive writing ability of the first year students at MTs Al-Huda Pekanbaru. The students’ ability in writing descriptive paragraph was measured by using writing assessment that was used by English teacher of this school. In analyzing the data, the writer used T-test formula by using SPSS 16.
Based on the data analysis and research findings, the writer found that there was a significant difference between using and without using Draw Label Caption Technique toward writing ability on descriptive paragraph of the first year students at MTs Al-Huda Pekanbaru, where the tobtained compared to ttable . Towas 6.953 with df was 58 and the significance is 0.000. The finding of to was 6.953, while the level of significance of 5% is 2.00 and the level of significance of 1% is 2.65. It can be read as 2.00<6.953>2.65.
ABSTRAK
Della Triana EkaPutri, (2014) : Pengaruh dari Penggunaan Teknik Draw Label Caption terhadap Kemampuan Menulis Anak dalam Paragraf Deskriptif pada Siswa Kelas Satu MTs Al-Huda Pekanbaru.
Penelitian ini dilaksanakan berdasarkan masalah-masalah yang dihadapi oleh siswa-siswa dalam belajar Bahasa Inggris khususnya dalam menulis paragraf deskriptif. Permasalahannya adalah kebanyakan siswa tidak dapat mengembangkan ide-ide mereka dalam menulis paragraf deskriptif dengan baik, mengidentifikasi objek yang akan digambarkan dan memilih kosa kata yang tepat.
Penelitian ini dilaksanakan untuk mengetahui apakah ada perbedaan yang signifikan antara penggunaan dan tanpa penggunaan teknik Draw Label Caption terhadap kemampuan dalam menulis paragraf deskriptif pada siswa kelas satu MTs Al-Huda Pekanbaru.
Rancangan penelitian ini adalah Quasi-experimental, nonequivalent control group design. Dalam pengumpulan data, penulis menggunakan tes, yaitu pre-test dan post-test untuk mengumpulkan data pada kemampuan menulis anak dalam paragraf deskriptif pada siswa kelas satu di MTs Al-Huda Pekanbaru. Kemampuan siswa dalam menulis paragraf deskriptif dinilai menggunakan penilaian menulis yang dipakai oleh guru Bahasa Inggris pada sekolah tersebut. Dalam menganalisa data, penulis menggunakan Rumus T-test dengan menggunakan software SPSS 16.
Berdasarkan data analisis dan hasil penelitian, penulis menemukan pengaruh yang signifikan dari teknik Draw Label Caption terhadap kemampuan menulis paragraf deskriptif pada siswa kelas satu di MTs Al-Huda Pekanbaru, To menunjukkan 6.953 dengan df 58, hasil ini lebih tinggi dari t-tabel pada level signifikan 5% yaitu 2.00 dan 1% yaitu 2.65. ini dapat dibaca sebagai 2.00<6.953>2.65.
ﻣ ﻠ ﺺﺨ
يﺮﺗﻮﻓﺎﻜﯾاﺎﻧﺎﯾﺮﺗﻼﯾد
، ) ﻰﻠﻋ ةرﺪﻘﻟا ﻰﻟإ (ﻞﯿﺘﻜﺘﻟاﻮﻘﺼﻠﻣ ﺔﯿﺤﯿﺿﻮﺘﻤﺳر) ﺲﯾرﺪﺘﻟا ﺐﯿﻟﺎﺳﺄﻨﻣ ﺮﯿﺛﺄﺗ : (٢٠١٤
ورﺎﺒﻧﺎﻜﯿﺒ ﺪﮭﻟا ﺔﯾﻮﻧﺎﺜﻟا ﺔﺳرﺪﻤﻟا ﻲﻓ لوﻷا ﻒﺼﻟا بﻼﻄﻠﻟ ﺔﯿﻔﺻﻮﺗاﺮﻘﻓ ﺔﺑﺎﺘﻛ
ھ .ﺔﯿﻔﺻﻮﺗاﺮﻘﻓﺔﺑﺎﺘﻜﯿﻓ ﺔﺻﺎﺧو ،ﺔﯾﺰﯿﻠﺠﻧﻹا ﺔﻐﻠﻟا ﻢﻠﻌﺘﯿﻓ بﻼﻄﻟ ﺎﮭﺟاﻮﺗ ﻲﺘﻟا ﻞﻛﺎﺸﻤھاﺮﺟأﺔﺳارﺪﻟا هﺬھ هﺬ
ﺪﯾﺪﺤﺗو ،ﺢﯿﺤﺻ ﻞﻜﺸﺑ ﺔﯿﻔﺻو تاﺮﻘﻓ ﺔﺑﺎﺘﻛ ﻲﻓ ﻢھرﺎﻜﻓأ ﺮﯾﻮﻄﺘ ﻞﻋ ﻦﯾردﺎﻗ اﻮﺴﯿﻟ بﻼط ﻢﻈﻌﻣ نا ﻮھﺔﻠﻜﺸﻤﻟا ﺔﺒﺳﺎﻨﻤﻟﺎﺗادﺮﻔﻣرﺎﯿﺘﺧاوﺮﯾﻮﺼﺗ ﻦﻜﻤﯿﻨﺋﺎﻛ .
ﻞﯿﺘﻜﺘﻟاﻮﻘﺼﻠﻣ ﺔﯿﺤﯿﺿو ﺖﻤﺳر تﺎﯿﻨﻘﺗ ماﺪﺨﺘﺳاﺮﯿﺒﻛ ﺮﯿﺛﺄﺘﻛ ﺎﻨھ نﺎﻛ اذإ ﺎﻣﺪﯾﺪﺤﺘﻟ ﺔﺳارﺪﻟا هﺬھ ﺖﯾﺮﺟأ ﺪﻗ
ﺻو تاﺮﻘﻓ ﺔﺑ ﺎﺘﻛ ﻰﻠﻋ ةرﺪﻘﻟا ﻰﻟإ .ورﺎﺒﻧﺎﻜﯿﺒ ﺪﮭﻟا ﺔﯾﻮﻧﺎﺜﻟا ﺔﺳرﺪﻤﻟا ﻲﻓ لوﻷا ﻒﺼﻟا بﻼﻄﻠﻟ ﺔﯿﻔ
ﺔﺒﻗاﺮﻤﻟا ﺔﻋﻮﻤﺠﻣ ﻢﯿﻤﺼﺗ لدﺎﻌﯾﺮﯿﻏ ،ﺔﯿﺒﯾﺮﺠﺘﻟا ﮫﺒﺷﻮھ ﺔﺳارﺪﻟا هﺬھ ﻢﯿﻤﺼﺗ بﺎﺘﻜﻟاو ،تﺎﻧﺎﯿﺒﻟا ﻊﻤﺠﯿﻓ.
بﻼط ﻲﻓ ﺔﯿﻔﺻو ةﺮﻘﻓ ﺔﺑﺎﺘﻛ ﻰﻠﻋ بﻼﻄﻟا ةرﺪﻘ ﻠﻌﺗﺎﻧﺎﯿﺒﻟا ﻊﻤﺠﻟرﺎﺒﺘﺧاﺪﻌﺑو رﺎﺒﺘﺧا لﻼﺒﻗ ﺎﻤﯿھ،تارﺎﺒﺘﺧﻻا ماﺪﺨﺘﺳا ﺔﺑﺎﺘﻜﻣ ﻲﯿﻘﺗ ماﺪﺨﺘﺳﺎﺑ ﺎﮭﻤﯿﯿﻘﺗ ﺔﯿﻔﺻﻮﺗاﺮﻘﻓ ﺔﺑﺎﺘﻛ ﻲﻓ بﻼﻄﻟا ةرﺪﻗ .ورﺎﺒﻧﺎﻜﯿﺒ ﺪﮭﻟا ﺔﯾﻮﻧﺎﺜﻟا ﺔﺳرﺪﻤﻟﺎﯿﻓ لوﻷا ﻒﺼﻟا
ﺔﺳرﺪﻤﻟا ﻲﻓﺔﯾﺰﯿﻠﺠﻧﻹا ﺔﻐﻠﻟا ﻢﻠﻌﻣ ﻞﺒﻗ ﻦﻣ ﺔﻣﺪﺨﺘﺴﻤﻟا ماﺪﺨﺘﺳﺎﺑ ﻲﺗرﺎﺒﺘﺧاﺔﻐﯿﺻ بﺎﺘﻜﻟا ماﺪﺨﺘﺳا ،تﺎﻧﺎﯿﺒﻟ ﻼﯿﻠﺤﺗ ﻲﻓ.
تﺎﯿﺠﻣﺮﺒﻟاﺔﯿﻋﺎﻤﺘﺟﻻا مﻮﻠﻌﻠﻟ ﻲﺋﺎﺼﺣﻹا ١٦
.
ﺔﯿﺤﯿﺿﻮﺘﻤﺳر) ﺲﯾرﺪﺘﻟا ﺐﯿﻟﺎﺳأ ﻦﻣﺮﯿﺒﻛ ﺮﯿﺛﺄﺗ نﻮﺜﺣﺎﺒﻟا ﺪﺟو ،تﺎﻧﺎﯿﺒﻟا ﻞﯿﻠﺤﺗﻮﺛﻮﺤﺒﻟا ﺞﺋﺎﺘﻨ لإ ادﺎﻨﺘﺳا
ﺚﯿﺣ .ورﺎﺒﻧﺎﻜﯿﺒ ﺪﮭﻟا ﺔﯾﻮﻧﺎﺜﻟا ﺔﺳرﺪﻤﻟﺎﯿﻓ لوﻷا ﻒﺼﻟا بﻼﻄﻠﻟ ﺔﯿﻔﺻﻮﺗاﺮﻘﻓ ﺔﺑﺎﺘﻛ ﻰﻠﻋ ةرﺪﻘﻟا ﻰﻟإ (ﻞﯿﺘﻜﺘﻟاﻮﻘﺼﻠﻣ ﺔﯿﺒﯾﺮﺠﺗﺔﺌﻔﻟﺮﮭﻈﺗ ٦٫٩٥٣
ﻊﻓاد ﻢﮭﺴﻔﻧ ﻚﻠﺘﻤﺗ ﺔﺌﻓ ﻞﻛ .ةﺮﻄﯿﺴﻟ ﺔﺌﻔﻟ ﻮھ
ىﻮﺘﺴﻣﺪﻨﻋ ﺔﯿﺋﺎﺼﺣإ ﺔﻟﻻد تاذ.٢٩
ﻮھ٪٥ ٢٫٠٠ ىﻮﺘﺴﻣو ﻮھ ٪١
٢٫٦٥ رﺎﺷأو ،(ﺎھ)ﺔﻠﯾﺪﺑﺔﯿﺿﺮﻔﯾ ﻖﻠﺗ ﻢﺘﯾو ،(ﻮھ)مﺪﻌﻟا ﺔﯿﺿﺮﻓ ﺾﻓر ﻢﺘﯾ ،ﻲﻟﺎﺘﻟﺎﺑو.
٢٫٠٠
>
١٣٫٠٥٢
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٢٫٦٥ .
ACKNOWLEDGEMENT
All the praises only belong to the God Almighty, Allah SWT, the only one God in the universe that has already given the writer opportunity, time, energy, finance, and many other things that the writer cannot describe it here, so finally the writer is able to accomplish this paper project to fulfill one of the requirements for the award of Undergraduate degree at English Education Department of Education and Teacher Training Faculty of State Islamic University of Sultan SyarifKasim Riau. Shalawat and Salam to our noble hero, the prophet Muhammad, peace be upon him. He is the most valuable man that can take humans to be in the right way and the right life.
In conducting and accomplishing the research of this project paper, there are many suggestion, encouragements, motivation, and supports from people around. So, in this opportunity, the writer would like to express and her great thanks to those who have given those things to me. These sincere 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 of the staffs.
3. Drs. M. Syafi’i S, M.Pd., the Head of English Education Department
4. Muhammad Fauzan Ansyari, M.Sc., the Secretary of English Education Department
5. Drs. H. Kalayo Hasibuan, M.Ed., TESOL., the writer’s supervisor who has contributed, guided, and given correction, suggestion, support, and advice in the accomplishment of the thesis.
6. Rizki Amelia, M.Pd. and Nuardi, M.Ed., the raters in this research.
7. DedyWahyudi, M.Pd., the editor of this thesis.
8. All lecturers of English Education Department of UIN Suska Riau who have given their knowledge and information during the study and also provided the
researcher the valuable guidance, advices as well encouragement at English Education Department of UIN Suska Riau.
9. Drs. Erdison, M.Sy., the headmaster of MTs Al-Huda Pekanbaru.
10. Siti Masroh Ritonga S.S., the English teacher of MTs Al-Huda Pekanbaru.
11. The writer’s beloved mother, Hasnawati. A super woman who always in writer’s heart. She knows you can see her struggle. She gets it, Mom. She can do it even though she needs more time than you expect before.This award of graduate degree is a gift for you. Hopefully, you will be happy. May Allah always keep you under His blessing.
12. The writer’s beloved father, Suharna MT, the person who always stands right behind the writer, no matter how hard the condition we faced. As a hero that always keeps, protects, helps, loves, cares, motivates, sacrifices and prays for her. The person who always teaches the writer the essential meaning of life and always raises her up to more than she can be. Thank you so much. This thesis and award of graduate are gift for you. May Allah always keep you under His blessing.
13. The writer’s beloved brothers and sisters in law; Eko Surono and Ulfa Maria, Ade Indra Gunawan and Reni Irza Amelia. Thank you so much for the endless support and love for her.
14. The writer’s beloved younger brothers, Muhammad Rizky and Fathur Haikal.
Thank you so much for making her smile when she is tired and needs some jokes.
15. The writers beloved grandma, Hj. Khadijah, who always involves her name for every single of your prayers. Thank you so much.
16. The writer’s closed friends, Suci Pratiwi, Lena and Febria Pratiwi. She never thinks that she got the new family in this campus. We have fought together for more than 4 years. Hopefully, we can get our success later. She misses everything that we spent together. Thank you so much for everything pals.
17. The writer’s foster brother, Dilek Akmar. she never regrets to be your sister and she is really grateful because you are always ready to hear all of the whines of her in every challange for accomplishing this thesis.
18. The writer’s new family at Palem 308, Mr. Syawaluddin and Mrs. Herry Endang Setyaningrum who suppose her as your own daughter. Thank you so much because you always remind her that education is the first priority than other business.
19. For all of the writer’s friends in C Class ’09. You gave the various colors during the study. Thank you so much guys.
20. For all people who have given the writer the great support in conducting and finishing this thesis. This cannot be written one by one.
Finally, the researcher really realizes that there are still some weaknesses on the thesis. Therefore, constructive critiques and suggestion are needed to improve this thesis.
May Allah Almighty, the lord of universe blesses you all. Aamiin.
Pekanbaru, September 17, 2013 The Researcher
Della Triana Eka Putri SIN. 10914006033
LIST OF CONTENTS
SUPERVISOR APPROVAL... i
EXAMINER APPROVAL ... ii
ACKNOWLEDGEMENT... iii
ABSTRACT ... vi
LIST OF CONTENTS ... ix
LIST OF TABLES ... xi
CHAPTER I : INTRODUCTION A. Background of the Problem ... 1
B. Definition of the Key Terms ... 5
C. Problems ... 7
a. Identification of the Problem ... 7
b. Limitation of the Problem ... 7
c. Formulation of the Problem ... 8
D. Objectives and Significance of the Research... 8
CHAPTER II : REVIEW OF RELATED THEORIES A. Theoritical Framework... 10
a. The Nature of Writing ... 10
b. The Purpose of Writing ... 11
c. The Process of Writing... 12
d. Writing Ability ... 14
e. Descriptive Paragraph ... 16
f. Teaching Writing Technique... 19
g. Draw Label Caption Technique ... 20
h. The Advantage of Draw Label Caption Technique ... 22
i. Procedures of Draw Label Caption Technique ... 23
B. Relevant Research... 23
C. Operational Concept ... 24
D. Assumption and Hyphotheis ... 26
CHAPTER III : RESEARCH METHODOLOGY A. Research Design... 27
B. Location and Time of the Research ... 29
C. Subject and Object of the Research ... 29
D. Population and Sample of the Research... 29
E. Technique ofData Collection ... 30
F. Technique of Data Analysis... 32
G. Validity and Reliability of the Test... 34
CHAPTER IV : DATA PRESENTATION AND DATA ANALYSIS
A. Description of the Data ... 36 B. Data Presentation ... 36 C. Data Analysis ... 47 CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ... 56 B. Suggestion... 57 BIBLIOGRAPHY
APPENDICES
LIST OF TABLES
Table III. 1 The Research Design ... 28
Table III. 2 The Total Population of the First Year Students at MTs Al- Huda Pekanbaru... 29
Table III. 3 The Total Sample of the Research... 30
Table III. 4 Assesment Aspect of Writing Descriptive Paragraph ... 31
Table IV. 1 The Students’ Pre-test Score in Control Class ... 37
Table IV. 2 The Distribution of Frequency of Students’ Pre-Test Scorein ControlClass ... 38
Table IV. 3 The Students’ Pre-test Score in Experimental Class ... 39
Table IV. 4 The Distribution of Frequency of Students’ Pre-Test Score in Experimental Class... 40
Table IV. 5 The Students’ Post Test Score in Control Class... 41
Table IV. 6 The Distribution of Frequency of Students’ Post Test Score in Control Class ... 43
Table IV.7 The Students’ Post Test Score in Experimental Class... 43
Table IV.8 The Distribution of Frequency of Students’ Pre-Test Score in Experimental Class... 45
Table IV.9 The Students’ Pretest and Posttest Score in Control and Experimental Class... 45
Table IV.10 One-Sample Kolmogorov-Smirnov Test... 47
Table IV.11 The Scores of Students’ Ability in Writing a Descriptive Paragraph Taught without Using Draw Label Caption Technique... ... 48 Table IV.12 The Scores of Students’ Ability in Writing a Descriptive
Paragraph Taught by Using Draw Label caption Technique 50
Table IV.13 The Scores of Students’ Post test of Experimental Class and Control Class ... 52 Table 1V.14 Group Statistics ... 53 Table IV.15 Independent Sample T-Tes
