THE EFFECT OF TEACHING METHODS ON
STUDENTS’
ACHIEVEMENT IN WRITING RECOUNT TEXT AT SMP
NEGERI 4 TANJUNGBALAI
A THESIS
Submitted to the English Department Faculty of Language and Arts, State University of Medan in Partial Fulfillment of the Requirements for the
Degree of SarjanaPendidikan
By:
MIA ADILLA PANJAITAN
Registration Number: 2103121031
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
I have familiarized myself 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 been previously been submitted for assessment.
I understand that this paper may be screened electronically or otherwise for plagiarism.
Medan, March 2015
i ABSTRACT
Panjaitan, Mia Adilla. 2103121031. The Effect of Teaching Methods on Students’ Achievement in Writing Recount Text at SMP Negeri 4 Tanjungbalai. A Thesis. English Department. Faculty of Languages and Art, State University of Medan. 2015.
Abstract
This study was focused on the investigation of the effect of using teaching methods on Students’ Achievement in Writing Recount Text. This study discovered the effect of using Cooperative Integrated Reading and Composition (CIRC) method on Students’ Writing Achievement. It was conducted by using experimental research design. The population of this research was grade VIII students of SMP Negeri 4 Tanjungbalai divided into two groups, namely experimental and control group. The experimental group was taught by using CIRC method, while the control group was taught by using lecture method. The instrument of collecting data was writing recount test. The data were analyzed by using t-test formula. It was also obtained that tobserved is higher than ttable(2.603> 1.673) at the level of significance (α = 0.05) and degree of freedom (df) = 58. It means that null hypothesis was successfully rejected and alternative hypothesis was accepted. The result of this study showed that teaching writing by using CIRC method was higher than by using lecturing method. It implies that CIRC method is appropriate to be applied for writing.
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ACKNOWLEDGEMENT
First of all, the writer would like to express her deepest gratitude to the Almighty God Allah SWT because of His Blessing, Grace, Guidance, and Mercy the writer could complete this Thesis. This Thesis has been written in partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd.) at English and Literature Department, Faculty of Languages and Arts, State University of Medan.
In the process of accomplishing this Thesis, many people have shown their care and assistance, therefore, the writer would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts and Vice Dean I, II, and III and all administrative staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature Department; Dra. Meisuri, M.A., Secretary of English and Literature Department and also her Reviewer; Dra. Masitowarni Siregar, M.Ed., Head of English Education Study Program.
Prof. Dr. Busmin Gurning, M.Pd, as her Thesis Consultant.
Dr. Rahmah, M.Hum, her Academic Supervisor and also her Reviewer and Drs. Willem Saragih, Dipl. Appl., M.Pd. as her Reviewer.
All Lecturers who have taught, guided, and advised her throughout the academic years.
Murman, S.Pd. MM., the Headmaster of SMP Negeri 4 Tanjungbalai for allowing her to conduct the research in his school, Dra. Rohmadiana Damanik, the English teachers for her guidance during the research. And
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Her special thanks to her beloved parents, her father, (alm.) Kamaluddin Hasan Panjaitan, and her mother, Yulianti br Sitorus, for their love,
support, understanding, spirit, motivation, prayers, during the writer’s whole life. And also her beloved sisters and brother, Elfi Zahrah Panjaitan Am.Keb, S.KM, Laila Azwani Panjaitan, Wilda Febryanti Panjaitan,
and Subuh Julham Panjaitan, and all of Panjaitan’s Big Family for their
support, caring, and attention. Big thanks for them, without them, the writer could not be accomplished to do this Thesis.
Her appreciation to her closed friend Rabiah Al Adawiyah S.Pd, Aprilza Aswani S.Pd, Sartika Dewi Panjaitan, Suryani, Sabar Parsaulian Hrp,
PPL Mates of SMP Negeri 6 Kisaran, and all of beloved friends in Tanjungbalai. Thank you so much for every laugh, smile, tear, support, spirit and help for every moments that we always do together.
All of her classmates in Regular A 2010 who cannot be mentioned one by one, thank you for sharing knowledge, helping, friendship, kindness during spending time in campus.
Hendrik Hasibuan, S.Pd, for special care, kindness, great love, big motivation and patience in accompanying the writer every time.
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7. Cooperative Integrated Reading and Composition ... 18
a. The Procedure of CIRC Method ... 20
8. Lecture Method... 23
a. The Steps of Applying Lecture Method ... 24
B. Conceptual Framework ... 26
C. Hypothesis ... 27
CHAPTER III RESEARCH METHODOLOGY ... 28
A. Research Design ... 28
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CHAPTER IV THE DATA AND RESEARCH FINDINGS ... 34
A.The Data ... 34
B.The Data Analysis ... 37
1. Analyzing the Data by Using T-Test ... 37
2. Testing Hypothesis ... 38
C.Discussion ... 39
CHAPTER V CONCLUSIONS AND SUGGESTIONS... 42
A.Conclusion... 42
B.Suggestion ... 42
REFERENCES ... 43
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LIST OF TABLES
Page
Table 1.1 Students’ Scores in Writing in Two Semesters. ... 5
Table 2.1 The Advantages and Disadvantages of CIRC method. ... 23
Table 2.2 The Advantages and Disadvantages of lecture method. ... 25
Table 3.1 Research Design ... 28
Table 4.1 The Result Score of Experimental Group ... 35
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LIST OF APPENDICES
Page Appendix 1 The Calculation of Pre-test and Post-test of Experimental
Group ... . 45 Appendix 2 The Calculation of Pre-test and Post-test of Control
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Learning English has four integrated skills namely listening, speaking, reading, and writing. They must be taught and applied in teaching-learning process. They are also divided into two groups; receptive skills and productive skills. Receptive skills consist of listening and reading. Meanwhile, productive skills consist of speaking and writing. These skills have different meaning but have the same purpose, which is increasing the creativity of language. All the skills are taught by the teacher to the student. They are needed by the students as the good skill in improving their knowledge in English.
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into form of paragraphs in which every sentence is closely related one another. And writing integrates many aspects of language such as: vocabulary mastery, words-arrangement, grammar proficiency, and constructing text.
The capability of writing as the most super power tool in communication should be owned by students. Everyone can convey their feelings, ideas, and thoughts to others. Writing has received a great degree of attention not only because it plays a significant role in transforming knowledge and learning but also in fostering creativity (Tabatabaei and Assefi (2012:138)). Writing also needs more knowledge. Due to the writing is the process of transforming ideas, and thoughts, learning is important to improve writing. In addition, writing is chosen to be more effective and efficient to convey information such as in posting letters, business card, leaflet, poster, and much information for marketing a company’s
product.
In the Educational Unit Curriculum (KTSP or Kurikulum Tingkat Satuan Pembelajaran) the standard competence in the syllabus of the second year
students of junior high school is written that students are expected to be able to write some genres in writing namely descriptive and recount. Expessing the ideas and thought should be known by the students since it becomes the goal of writing. On the other hand the students should be able to express their ideas or opinions in text form.
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difficulties in improving writing skill. Teachers tend to ignore teaching writing in classroom and many students consider writing as a complex skill that is difficult to acquire and to be thought by teachers. Another reason why writing is difficult for students is students always face a problem in finding ideas to write and do not know what to do if they want to start their writing. Many students also feel frustrated when they could not find the appropriate words. Most researchers always find difficulty in getting the words flowing smoothly.
In diagnosing the learning situations, teachers are required to design the teaching techniques that will make the students easy to follow and understand to the lessons given (Wilkie:2001). Besides, in teaching English, the teacher has to be able to make students participate in discussing the materials actively, so that they will be able not only to understand what they are learning in the class but also to express their ideas in English orally. The most important thing to carry out in English teaching is that the teacher has to be able to use an appropriate approach, strategy and model of teaching.
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The researcher deals with writing as her topic. The preliminary observation has be done at SMP Negeri 4 Tanjungbalai on January 27th 2014 by asking the English teacher about the students’ achievement in writing especially recount text. The teacher said that most of the students thought that writing is difficult. They are not able to write successfully.
The researcher also found that the student are not able to write in simple sentence especially in writing recount text. They are not confident to use their own english, because of their limited mastery on grammar and vocabulary, and they are not able to organize their ideas into a good text. They had difficulty in writing recount text because they didn’t understand what their teacher had explained. Students are asked to pay attention to the example of one text. Next, they are asked to write independently. So, they think that English is not fun and make them bored and lazy to write.
Many students couldn’t exceed the minimum criteria mastery (KKM or Kriteria Ketuntasan Minimum) which is applied by school for English lesson. The
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Table 1.1
Students’ Scores in Writing in Two Semesters 2013-2014
Class VIII1
Semester Score Students Percentage
1st Semester 2012/2013 < 75 26 Students 65 % ≥ 75 14 Students 35 % 2nd Semester 2012/2013 < 75 28 Students 70 % ≥ 75 12 Students 30 %
Class VIII6
Semester Score Students Percentage
1st Semester 2011/2012 < 75 25 Students 69.4 % ≥ 75 11 Students 30.6 % 2nd Semester 2011/2012 < 75 28 Students 77.8 % ≥ 75 8 Students 22.2 %
Based on these reality, the teacher needs an effective method in term of teaching recount text. The appropriate and comprehensive methods for teaching writing related to teaching methods is Cooperative Integrated Reading and Composition (CIRC). CIRC method is derived from cooperative learning which make 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 writing recount text.
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genre, the researcher wants to know the effect of using CIRC method in teaching recount text in SMP Negeri 4 Tanjungbalai.
In addition, the other researcher, Keramati (2013) found that CIRC method has many advantages in improving students’ achievement in writing recount text because in CIRC, students are divided into several teams from the different reading groups. A team consists of pair of students. For example, the team consists of two students from high writing group and two students from the low writing group. Students work both in pairs and in team on a series of cognitively engaging activities, including partner reading, making predictions, identification of characters, problem solutions, summarization, vocabulary, story related writing.
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From the previous explanation, the research was conducted to see how the application of Cooperated Integrated Reading and Composition method affects students’ achievement in writing, particularly writing recount text.
B. The Problem of the Study
Based on the background of the study, the problem is formulated as follows :
“Is students’ achievement in writing recount text taught by using CIRC method higher than that taught by using Lecture method”
C. The Objective of the Study
In line with the problem, the objective is to find outwhether students’ achievement in writing recount text taught by using CIRC is higher than those taught by using Lecture method.
D. The Scope of the Study
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E. The Significance of the Study
Results of this study are expected to give the theoretical and practical significance. Theoretically, the finding is to enrich the learning of science writing especially recount text by using CIRC method.
Practically, the findings of the study will be important and useful for: 1) teacher to increase their own professionalism in teaching writing
especially recount text.
2) students to give information to increase their writing ability and to motivate the students to be better in writing recount text.
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis, it was concluded that the use of Cooperative Integrated Reading and Composition (CIRC) method was higher than that by using Lecture method in writing recount text. It also built the confidence of the students in expressing their ideas and opinions in their group. It means that CIRC method has an effect on writing recount text. So, CIRC method is better used to increase students’ achievement in writing recount text than lecture method.
B. Suggestions
The writer points out some suggestions for the following:
1. teacher to increase their own professionalism in teaching writing especially recount text.
2. students to give information to increase their writing ability and to motivate the students to be better in writing recount text.
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REFERENCES
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Erhan, Durukhan. 2011. Effect of Cooperative Integrated Reading and Composition Technique on Reading-Writing skills. Educational Research and Reviews. Vol. 6 (1), 102-109.
Gupta, M. And Ahuja, J. (2014). Cooperative Integrated Reading Composition (Circ): Impact OnReading Comprehension Achievement In English Among Seventh Graders. IMPACT: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL). Vol. 2 ISSN(E): 2321-8878; ISSN(P): 2347-4564
Harmer, J. 2001. The Practice of English Language Teaching (Third Edition: Completely Revised and Updated). England : Longman.
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Marpaung, M.R. 2012. Improving Students’ Writing Recount Text Achievement through Mind Mapping Technique in Junior High School: State University of Medan
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