THE EFFECT OF DESCRIPTION, INTERPRETATION, AND EVALUATION (DIE) TECHNIQUE ON THE SENIOR HIGH SCHOOL STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.

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THE EFFECT OF DESCRIPTION, INTERPRETATION, AND

EVALUATION (DIE) TECHNIQUE ON THE SENIOR HIGH

SCHOOL

STUDENTS’ ACHIEVEMENT IN

WRITING DESCRIPTIVE TEXT

A THESIS

Submitted to The English Department, Faculty of Languages and Arts, Stated University of Medan, in Partial Fulfillment of the Requirements for

The Degree of Sarjana Pendidikan

BY:

YUSNIAH TAMPUBOLON

Registration Number. 209421053

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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DECLARATION

I have familiarized with the university’s policy on academic integrity. Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words and has not previously been submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, Maret 2015 The Researcher,

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ABSTRACT

Tampubolon, Yusniah. The Effect of Description, Interpretation And Evaluation (DIE) technique on the Senior High School Students’ Achievement in Writing Descriptive Text. A Thesis: English Department, Faculty of Languages and Arts, State University of Medan. 2014.

This study was aimed at investigating the effect of Description, Interpretation and Evaluation (DIE) Technique on the sudents achievement in writing desciptive text. The research was conducted in experimental design. The subject of this study was the 2013/2014 grade XI students of SMA N1 Tanjungpura. The sample that was involved in this research was 60 students that were chosen randomly, that in each group there were 30 students. The experimental group was taught by applying Description, Interpretation and Evaluation (DIE) Technique, while control group was taught by applying Lecture Method. The instrument used in this study was a subjective test. The data were taken by administering the pre-test and post-test to both of experimental and control groups. The data were analyzed by using t-test formula, the analisys showed that the score of the students in the experimental group was significantly higher then that of students in the control group at the level of significance 0,5 with the degree of freedom (df) 58; the t-observed is 3,3 while the t-table is 2,00. To obtain the reliability of the test, the writer used the Pearson Product Moment Formula. The result of the study showed that the reliability of the test was 0,92. Therefore, the null hypothesis (Ho) is rejected.

Keywords : Description, Interpretation, and Evaluation (DIE) Technique, Writing

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ACKNOWLEDGEMENT

In the name of Allah, the beneficent, the merciful. All praises to Allah, the

lord of the worlds. Who has given the health, strength and his favor to the

researcher in completing this “Thesis”. May Allah’s peace and blessing be upon

His final Prophet and Messenger, Muhammad, his family and his companions.

This thesis is submitted to the English Department, Faculty of Languages

and Arts, State University of Medan as a partial fulfillment of the requirements for

taking the degree of Sarjana Pendidikan at the English Department of Language

and Arts, Faculty of Languages and Arts (FBS), State University of Medan

(UNIMED).

Alhamdulillah, the researcher has finished this thesis. Absolutely it is not

only an effort alone, there are many hands help her. In this occasion, she presents

great honor to :

 Prof. Dr. Ibnu Hajar Damanik, M. Si., Rector of State University of Medan.  Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts.  Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, Dra.

Meisuri, M.A, the Secretary of English Department and also her Reviewer

and Examiner, and Dra. Masitowarni Siregar, M. Ed., the Head of

Educational Program of English Department

 Dra. Sri Juriati Ownie, M.A., the writer’s Thesis Advisor.

 Dr. Anni Holila Pulungan, M.Hum and Prof. Dr. Busmin Gurning, M.Pd, as

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 Drs. Syafruddin as the Principal of SMA N.1 Tanjungpura and also for

others who help her and all Teachers and the students at SMA N1

Tanjungpura for giving permission and helping the writer to do this

research.

 The most special persons in her life, her beloved, dad and mom Manganjur

Tampubolon and Wardini Lubis, who have given their support during her

study and her writing thesis. Thank you for your kindness and you are so

patience and also her brother and sisters, Moh. Dedi F tampubolon and his

wife Poppy and their little princess Fitri Agustina Tampubolon, Ahmad

Harun Tampubolon, Untung Syah Putra, and Janniva Hanim Tampubolon.

And also for her special friend, Mahardhika Maulana Wallad, who have

given also his support, helping during her study and her thesis.

 For all of her beloved best friends and coolest person ever Mediana Manalu

and Nurmahari Siregar, who have always been in the researcher side in the

facing all the laugher and tears during her study. To any others persons who

can not be mentioned one by one to their any contribution to the writer

during finishing her thesis

Medan, Maret 2015

The writer,

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LIST OF TABLES

Pages

Table 1.1. The mean of students’ ability in writing taken from second grade of

SMA N.1 Tanjungpura ... 2

Table 2.1. Advantaged and Disadvantages of DIE Technique Research Design .. 17

Table 3.1. Research Design ... 29

Table 3.2.Treatment in Experimental Group... 32

Table 3.3 Control Group ... 34

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LIST OF APPENDICES

Pages

Appendix A. The scores of the pre-test and post-test by the Experimental and

Control group. ... 51

Appendix B. Scores of Two Rates and Testing the Reliability of the Test ... 57

Appendix C. The Calculation of Mean and Standard Deviation by Control Group and Experimental Group ... 60

The Calculation of t-test ... 62

Appendix. D. The scores of the pre-test and post-test ... 64

The scores of the pre-test and post-test in control group. ... 64

The scores of the pre-test and post-test in experimental group. ... 65

The Scores of the Treatments of the Students ... 66

Appendix E. Critical Values of student’s Distribution (t) ... 67

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Writing is a basic language skill that becomes the complex skill to master

for the learners. As we know that writing is a productive skill that involves the

way to generate and organize the ideas in written form. People need to learn

English writing because it is a process of transforming thought and ideas into

written language. Harmenita and Yuli (2013) also state that writing is one of the

language skills that must be mastered by English learners. They have to able to

express their thoughts in writing to developed their ideas, and make readers

interested when their writing red. Through writing, they can also transfered

information and knowledge to others. In other words, writing could be said as a

mean of communication between the writer and the reader. Writing has become an

issue that causes a lot of worry for students. Leo et.al (2007) do a small scale

survey that showed students’ problem in writing as follows: limited vocabulary

8%, difficulty in organizing ideas 16%, no ideas to write 20%, no motivation to

write 20%, and lack of confidence in grammar 36%.

In fact, Indonesia students’ writing skill in English language is very low. It

was found that most of Indonesian students are still difficulted in comprehended

the text. The results of research Program for International Student Assessment

(2010) shows that Indonesian students just got the 39th rank from 42 surveyed countries in Asia, slightly above Albania and Peru. It show us that writing skill is

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SMA N.1 Tanjungpura had Minimum Mastery Criteria (MMC) of English

subject was 70. From the KKM above, the score was very high for many schools.

Because we found that student had difficult to write a text well based on the

genre. It could be shown from the mean of student’s writing ability in the table

below.

Table 1.1. The mean of students’ ability in writing taken from second grade of SMA N.1 Tanjungpura

Semester

Means of students’ ability in language skill

Reading Speaking Listening Writing

I 65 64 63 65

II 68 68 65 69

From the fact above, it supported the researcher to do an interview and

observation at SMA N.1 Tanjungpura.

Based on writer’s experienced in teaching English practice (PPL) at SMA,

the writer found that most of the students were not able to write description text

successfully. It makes them got low score. It could be seen from the score in the

last semester. The averaged score of the students in class XI IPA 1 in the last

semester was 60,00. Some of the students still got score below the standard of

curriculum KTSP in Senor High School had to did a remedial test to get the

standard score. According to Salam (2011), many problems faced by the teachers

and the students in learning writing. The problem was limited to vocabularies,

difficulty in organizing ideas, no ideas to write about, no motivation to write and

lack of confidence in grammar. Students might took much time to write down

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them how to plan a piece of writing through prewriting, drafting, and revising

activities. Then, some teachers still used the traditional method or technique and

just gave explanation and exercises to their students. So it made students less

comprehended, less interest in writing, and made students bored. The effect could

be seen in English writing score, it was regarded as a main problem in many

school.

The previous researches had done by Andayani (2007) to increase writing

ability in lesson materials The Present Continuous Tense and the Future

Continuous Tense for grade X SMA N 8 Medan. From the result of the research

theoretically and empirically that using the description, interpretation, and

evaluation Technique can improve the writing ability with the lesson materials

The Present Continious Tense. Moh. Muchtar (2008) find that DIE tecniques can

improve writing in Improving Students ability in writing argumentation paragraph

trough Description, Interpretation and Evaluation for grade XI MAN 2 Medan.

From previous researches showed that the description, interpretation, and

evaluation Technique can improve students' writing. The writer interesting to

apply the same techniques to improve the students ability in writing use

Description, Interpretation and Evaluation tecniques in Descriptive text.

Technique Description, Interpretation, and Evaluation (DIE) was used

with the intention that learners were able to distinguish, explain, interpret, and

evaluate an information, concepts, ideas and so on, and could applied them in

learning activities to discuss the study material was presented in a visual form like

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In line with the explanation above, the researcher was interested in

conducting a research on “The effect of Description, Interpretation, and

Evaluation (DIE) technique on the senior high school students’ achievement in

writing descriptive text”.

B. The Problem of the Study

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

formulated as the following: ”is the students’ achievement in writing descriptive

text taught by appalying Description, Interpretation, and Evaluation (DIE)

Technique higher than that taught by applying Lecture Method?”

C. The Objective of the Study

The objective of this study was to find out a significant effect of using

Description, Interpretation, and Evaluation (DIE) technique on students’

achievement in writing descriptive text than using Lecture Method.

D. The Scope of the Study

There are many types of writing introduced in Senior High School. This study

was limited on descriptive text. The study was focused on the effect of

Description, Interpretation and Evaluation (DIE) technique on on students’

achievement in writing descriptive text by applying in XI IPA 3 class, SMA

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E. The Significances of the Study

The Findings of the study are expected to be useful and relevant both

theoretically and practically.

Theoretically the findings are expected to:

1) Enrich the literature of the teaching learning process,

2) Apply theories on the second language learning, and

3) Be the reference for those who wanted to conduct a further research in

English teaching learning process.

Practically the findings are relevant and useful for:

1. Students, in improving their knowledge about descriptive writing by using

DIE technique.

2. English teachers, as information in teaching descriptive through DIE

technique.

3. Readers and other researchers, who are interested in this study to enrich their

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

The mean of control and experimental group in the post-test score are 63,4

and 69,27. The number of the students for each group is 30. The result of

calculation of t-test shows that the value of t-observed (3,3) is higher than value of

the t-table (2,00). It means that the null hypothesis stating that the Description,

Interpretation and Evaluation (DIE) technique significantly affects the student’s

descriptive writing is accepted.

The students who are taught by using Description, Interpretation and

Evaluation (DIE) technique get better score then those who are taught by using

Lecture Method.

B. Suggestions

As the result of the study, it is suggested that:

1. The English teachers apply Description, Interpretation and Evaluation (DIE)

technique in improving students’ ability in writing a descriptive text by

giving much exercise to the students.

2. The student should apply Description, Interpretation and Evaluation (DIE)

technique in writing descriptive text by practicing it over and over again.

3. The researcher should use Description, Interpretation and Evaluation (DIE)

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THE EFFECT OF DESCRIPTION, INTERPRETATION, AND EVALUATION (DIE) TECHNIQUE ON THE SENIOR HIGH SCHOOL STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.