IMPROVINGTHE STUDENTS WRITING NARRATIVE TEXT BY APPLYING COOPERATIVE INTEGRATED READING AND COMPOSITION TECHNIQUE.

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IMPROVING THE

STUDENTS’

WRITING NARRATIVE TEXT

BY APPLYING COOPERATIVE INTEGRATED READING

AND COMPOSITION TECHNIQUE

A THESIS

Submitted to the English Department, in Partial Fulfillment of Requirement for the Degree of Sarjana Pendidikan

By:

MARHAMAH MELISDA

Registration Number: 209321015

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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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 SarjanaPendidikan.

Alhamdulillah, the researcher has finished this thesis. Absolutely it is not only an effort by her self alone, there are many hands help her. In this occasion, she presents great honor to :

 Prof. Dr. IbnuHajarDamanik, M.Si, the 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 and also support, guidance, kindness, contributions, and patience in correcting and helping her in finishing this thesis.

 All lecturers who have taught her in this English Department, for giving new knowledge, advices in facing life, and for giving gorgeous study experiences.

 Honnery Wati Saragih, S.Pd.I as the principal of MTS al- Hasanah and also for others who help her.

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 The most special persons in her life, her beloved parents “Ir. AbudMuchlish, and MastianiHasibuan”, who has given their support during her study and her writing thesis. Thank you for your kindness and you are so patience and also her sisters and brother, FarisaHaqi, SitiRahma, HafizaElmi

 For all of her beloved best friends,Sheila MeuthiaRamud, HafizaSiregar, EkaNovita, SaadatulAwaliyah, NurSa’adahDaudHamonangan and Ahmad ArifinTarigan, who has always been in the researcher side in the facing all the laugher and tears during her studies. To any others persons who can not be mentioned one by one to their any contribution to the writer during finishing her thesis

Medan, Maret2014 The writer,

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ABSTRACT

MarhamahMelisda. 209321015. Improvingthe Students’ WritingNarrative Text By Applying Cooperative Integrated Reading and Composition Technique.A Thesis of English Department.Faculty of Languages and Arts.State University of Medan. 2013.

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9. Cooperative Integrated Reading and Composition ... 12

a. The Major Components of Cooperative Integrated Reading and Composition ... 12

1. Writing Group ... 12

2. Team ... 12

3. Story Related Writing ... 12

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g. Integrated Language Art and Writing ... 13

10. Advantages and Disadvantages of Cooperative Integrated Reading and Composition ... 14

CHAPTER V: CONCLUSION AND SUGGESTIONS ... 43

A. Conclusion ... 43

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REFERENCES ... 45

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LIST OF TABLE

Pages

Table 1.1 The Mean of Students’ Ability in Writing Grade VIII

at Al-Hasanah MEDAN ... 2

Table 3.1 Teachers’ and Students’ Activities in Cycle I ... 23

Tabel 4.1 The Calculation of The Mind of Students’ Score ... 32

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LIST OF APPENDICES

Page

APPENDIX A. Lesson Plan ... 47

APPENDIX B. The Score of the orientation test, cycle I test and cycle II test 70

APPENDIX C. The Improvement of Mean Score of Students’ Writing Ability 71

APPENDIX D. Observation Sheet. ... 73

APPENDIX E. Questionary Sheet ... 75

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Writing is a complex activity that involves process thinking through ideas

and searches for the best work and phrasing put on the paper. It’s considered as a

mean of training the students to think logically and in doing writing.

According to Kellog (2009:6) writing as a means of thinking, as well as

language production, emerges only after a decade or so of writing experience. In

late adolescence and young adulthood, the writer move beyond merely telling the

reader what the author knows.

From the definition above, the researcher can conclude that writing is

productive language that enable a language user to express idea and communicate

them to others

The function of writing, writing is a mean of conveying idea, feeling to

other people, it is very important skill on a daily life in fact, most of the students

do not do this activity and they always try to avoid it before they do the writing

activity. They appear some assumption in their mind that they will make mistakes,

especially in grammar, and they are still low in sentence, they will produce bad

writing. In short, many students get troubles in writing and some of them are even

frustrated when they have to do it.

Many English teacher often express they concern about weakness of the

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writer’s interview and observation at MTS Al-Hasanah Medan. The phenomenon

is seen in the table bellow.

Tabel 1.1 The mean of students’ ability in Writing taken from grade VIII at MTS

Al- Hasanah MEDAN 2012-2013

As long as academic year it is found ability student in english still low and

stil under KKM, especially in Writing. The writer found problem when they were

asked to write the sentence. In fact, students often face some difficulties to

interpret, still low in sentence building and Grammar, and they were still low in

vocabulary, so that they were very difficult to understood the text and answer the

question of the text.

Based on the writer’s experiences when Teaching Practice Program (PPL,

2012), the writer found problems, when the writer asked to writing materials to

the students, especially in Narrative text. The problem are they very difficult

when students are asked make sentence about their experience. they were very

difficult when they going to sentence because their Vocabulary and Grammar still

low so that they were very difficult to make sentence building. The interesting

another problem is the students have low motivation and are not interested in

doing the task since writing activities, students are asked to write sentence and

paragraph without being given some clue so that it is difficult for them to express

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enjoyable such as give some clue before doing the task since writing activities so

the student can understand, the subject easily.

So, based on the situation above, it is needed to know some methods for

helping students in writing ability. The appropriate and comprehensive methods

for teaching writing is Cooperative Integrated Reading and Composition CIRC.

CIRC is derived from cooperative learning which facilities the students to

understand the text or passage given. The students are taught to work together

with their friends. They work together to achieve the goal or the success which

has always been desired by them. It will help the students in the writing narrative

text.

Durukan (2011:103) states that Cooperative Integrated Reading and

Composition is designed to develop reading, writing and other language skill in

the upper grades of primary education.

In CIRC, students are divided to several teams from the diffents reading

group. A teams consists of pairs of students. For example, the teams consists of

two students from high reading group and two students from the low reading

group. Couple try to teach each other meaningful reading and writing by using

reciprocal learning techniques. They help each other in performing basic

skill-building activities (such as oral reading, contextual guessing, asking question,

summarizing, writing a composition based on the story, revising-correcting

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B. The Problem of the Study

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

formulated as the following:

“How to apply Cooperative Integrated Reading and Composition to

improve the students’ writing narrative text”?

C. The Objective of the Study

The objective of study is to find out the improvement of the students

ability in writing narrative text through Cooperative Integrated Reading and

Composition at MTS Al-Hasanah Medan.

D. The Scope of the Study

There are many learning activities that can be conducted by using

cooperative learning. In this study, it is limited only on Cooperative Integrated

Reading and Composition on students’ writing ability especially in Narrative

Textin grade eight at MTS Al-Hasanah

E. The Significance of the Study

The findings of the study are expected to have both theoretical and

practically importance in writing as a process and product, especially the

framework of writing.

1. Theoretically, the findings of the study is expected to enhance the theories

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2. Practically, the findings of the study is expected to give a feedback to the:

a. English teaching and learning writing by using Cooperative Integrated

Reading and Composition.

b. The reseacher, to get information about the use of Cooperative

Integrated Reading and Coposition in writing ability.

c. This reaearch is focused on the teaching of narrative text by

Cooperative Integrated Reading and Composition technique.

d. The students, to encourage them to be more active and high motivated

students, especially in group work/ teamsand increase writing by

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

In this study, The writer concluded the procedure to improve the students’

ability in writing narrative text was as follows:

1. Teacher introduces Cooperative Integrated Reading and Composition

Technique and explain about narrative text.

2. Teacher divide students into groups consist of 4 group, group consist

from two students from high and low in English.

3. Students accept the passage of narrative.

4. Students read to each other the passage

5. Students each group find main idea, predicting how story will end,

summarizing stories to each other.

6. Students each group also draft, revise, and edit one other’s work and

prepares to publish their writing.

7. Students each group deliver the delegation in front of the class to publish

their writing.

8. Students gave change to ask or respond toward other presentation.

9. Students help by teacher if they face problem.

10. Students and the teacher evaluate each group’s contribution to the work

of the class.

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B. Suggestion

The result of this study shows that the uses of Cooperative Integrated

Reading Composition technique enlarge or improve the students’ writing. And

from the research that had done, the writer has some suggestion. The following

suggestions are offered:

1. For the English teacher; they are suggested to consider Cooperative

Integrated Reading and Composition technique in teaching writing

narrative text because by using this technique the students easy to

understand and motivate the to cooperate in their pairs. Beside that, the

teachers should create the classroom atmosphere alive to facililate the

students’ interesting in learning English, especially writing narrative text.

2. For the students; they are suggested to follow Cooperative Integrated

Reading and Composition technique because they are trained to be more

active and link the teacher’s knowledge with the material given by teacher.

3. For all the readers;they are suggested to consider Cooperative Integrated

Reading and Composition technique because it can improve writing

knowledge and they may use the information in this research as a useful

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REFERENCES

Cheong. 2010. From Group-based Learning to Cooperative Learning: A MetacognitiveApproach to Project-based Group Supervision. The International Journal of an Emerging Transdiscipline, (13), 74-86.

Dooly. 2008. Tellecollaborative Language Learning. A guidebook to

moderatinginterculturalcollaboration online. Academic Journal, (1), 23-45.

Durukan. 2011. Cooperative Integrated Reading and Composition(CIRC)

Teschnique on Reading-Writing Skill. Turkey: Turkey

University.Academic Journal, 6 (1), 102-109.

Gibbon.2005. Introducing Genre in English. Academic Journal, (4), 8-20.

Ulya, Himawati2010. The Use of Cooperative Integrated Reading and

Composition (CIRC) Method to Improve Students’ Ability in Composing

Narrative Writing. Unpublished thesis. Semarang:State Institute for Islamic Studies Walisongo, 10-40

Hartono, R.2005. Example of narrative text. Retrieved on August 23, 2013, from http: //rudi.hartono.com/education/example.of.narrative text/)

Juita, Mahdum.2013. The Application of Cooperative Integrated Reading and Composition Tecnique. Unpublished thesis. Riau: State University of Riau

Kamilah, Hikmanil. 2010. Applying CIRC to Improve the Second Year Students’

Reading and Writing Ability to Narrative Text. Unpublished thesis. Riau: State University of Riau

Kellog, Raulerson. 2009. Improving the Writing Skill of College Student.

Knapp, P. And M. Watkin. 2005. Genre, Text, Grammar: Technologies for Teaching and Assesing Writing. Sydney: University of New South Walas Press.

Miller, Cristine A. 2007. Action Reseach: Making Sense of Data. Academic Journal,1(1), 9-28

Pardosi, Putri Sri R. 2012. Improving Students’ Achievement in Writing Narrative

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Quy.2011 Integrating Reading and Writing Teaching to improve VNUH-ULISFirst Year English Major Student Writing skill.Academic Journal, (11-20).

Rosidi. 2011. MenulisSiapaTakut?:PanduanBagiPenulisPemula. Kasinus