THE EFFECT OF TEACHING TECHNIQUES AND STUDENTS’
PERSONAL TRAITS ON STUDENTS’ ACHIEVEMENT IN
DESCRIPTIVE WRITING
A THESIS
Submitted to the English Applied Linguistic Study Program in Partial Fulfilment of the Requirements for the Degree of
Magister Humaniora
By:
LASTRI WAHYUNI MANURUNG Registration Number: 8106112034
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
ABSTRACT
Manurung, Lastri Wahyuni. Registration Number: 8106112034. The Effect of Teaching Techniques and Students’ Personal Traits on Students’ Achievement in Descriptive Writing.A Thesis. English Applied Linguistic Program. State University of Medan. 2013.
The objectives of this experimental research were to investigate whether: 1) students’ achievement in descriptive writing taught by using roundtable teaching technique was higher than taught by using clustering teaching technique. 2) students’ achievement in descriptive writing with introvert personal trait was higher than that students with extrovert personal trait, 3) there was interaction between teaching techniques and personal traits on students’ achievement in descriptive writing. The population of this research was the students in grade XI of SMA Negeri 1 Sidamanik 2013/2014 school academic year.
The total number of population were 280 students. There were 80 students selected as sample of this research by applying cluster random sample technique. The research design was experimental research by using factorial design 2x2. The students were divided into two experimental groups. The experimental group 1 was treated by using roundtable teaching technique and experimental group II was treated by using clustering teaching technique. The questionnaire was conducted for classifying the students upon the introvert and extrovert personal traits. Students’ achievement in descriptive writing was measured by using writing test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α= 0.05. The result reveals
ABSTRAK
Manurung, Lastri Wahyuni.. Pengaruh Teknik Mengajar dan Kepribadian Siswa terhadap Hasil Belajar Siswa dalam Menulis Teks Deskriptif. Tesis. Program Pascasarjana Universitas Negeri Medan, 2013.
Penelitian eksperimen ini bertujuan untuk mengetahui apakah: 1) hasil belajar siswa dalam membaca yang diajarkan dengan teknik Roundtable lebih tinggi dari pada hasil belajar siswa yang diajarkan dengan teknik Clustering, 2) hasil belajar siswa yang memiliki kepribadian introvert daripada siswa yang memiliki kepribadian extrovert, 3) ada interaksi antara teknik pembelajaran dengan kepribadian siswa terhadap hasil belajar siswa dalam menulis teks deskriptif.
Populasi penelitian meliputi seluruh siswa kelas 11 SMA Negeri 1 Sidamanik tahun ajaran 2013/2014 dengan jumlah siswa sebanyak 280 orang. Dua kelas yang berisikan 80 orang siswa diambil sebagai sampel dalam penelitian ini dengan menggunakan teknik cluster random sampling. Kelompok eksperimen diajarkan dengan teknik pembelajaran Roundtable dan kelompok kontrol diajarkan dengan teknik pembelajaran clustering. Desain penelitian ini adalah eksperimen dengan factorial 2x2 karena ada dua variabel bebas (teknik mengajar dan dua atributif (kepribadian siswa). Angket kepribadian siswa diberikan untuk mengelompokkan siswa sesuai dengan kepribadian mereka, instrovert dan extrovert. Kemudian, hasil belajar siswa dalam menulis teks deskriptif diukur dengan menggunakan ANAVA dua jalur pada tarif signifikansi α=
0,05. Hasil penelitian menunjukkan bahwa (1) hasil belajar siswa dalam menulis teks deskriptif yang diajarkan dengan teknik mengajar Roundtable lebih tinggi daripada hasil belajar siswa yang diajarkan dengan teknik clustering dengan hasil Fhitung=
4.59>Ftabel=3.97,, (2) hasil belajar siswa dalam menulis teks deskriptif yang memiliki
kepribadian introvert lebih tinggi daripada hasil belajar siswa dalam menulis yang memiliki kepribadian ekstrovert dengan hasil hitung Fhitung= 4.90>Ftabel=3.97, (3)
terdapat interaksi antara teknik mengajar dengan kepribadian siswa terhadap hasil belajar siswa dalam menulis teks deskriptif, dengan hasil hitung Fhitung=
=6.58>Ftable=3.97. Setelah melaksanakan uji lanjut dengan menggunakan Tuckey-Test,
ACKNOWLEDGEMENTS
The writer would like to express her gratitude to Almighty God for the
opportunity and possibility to complete this thesis. Someone to whom she owes real
debt of gratitude is Prof. Dr. Lince Sihombing, M.Pd, being the first adviser, for the
valuable time spent and giving guidance, encouragement, criticism, and suggestions
have been a feature of the writing process from the very beginning of this thesis.
The writer wishes to express her deepest gratitude to Prof. Dr. Berlin Sibarani,
M.Pd, her second adviser, for motivation, attentions, suggestion, corrections of the
organization and the concept of this thesis.
She would like to express her thanks to all lecturers who had given the valuable
knowledge during her study at the English Applied Linguistics Study Program of Post
Graduate Program, State University of Medan. Thanks are also directed to Prof. Dr.
Busmin Gurning, M.Pd, Syarifuddin, Ph.D, and Dr. Didik Santoso, M.Hum, her
reviewers and examiners, for their valuable input to improve the thesis.
A special gratitude is also directed to her parents, (Alm) Timbul Manurung and
beloved mom, Herlina Siallagan, her brothers Roy Manurung, Briptu. Monrad
Manurung, SH, Paulo Arif Manurung S. Pd and her only one sister Herti Manurung
thanks to their support, materials, praying and endless loves. And also to her sister in
law Devi Ernita Simbolon with two of her children Kevan Blesselo and Keyla
Manurung for their support and prayer.
Thanks to Christina Natalina Saragi for her support, loves, prayers to the writer.
Thanks to her uncle Billy Sidabutar, to her friends Christian Neni Purba, Crisna Purba,
Elisa Kander Purba, Leo Candra Mulia Gultom, S. Pd, Asima Rohana Sinaga, M. Pd,
Evanansi Marpaung, M. Pd, Devi Melisa Napitu, Fernando Napitu, Josua Napitu
Finally, the writer must admit that the content of this thesis is still far from being
perfect, but she warmly welcomes any constructive ideas and critics that will improve
the quality of the thesis.
Medan, November28th 2013
The writer
ii
1.1 Background of Research ... 1
1.2 The Identification of the Research Problems ... 10
1.3 Problem of Research ... 11
1.4 The Objectives of Research ... 11
1.5 The Scope of Research ... 12
1.6 The Significances of Research ... 12
1.7 Operational Definition ... 13
CHAPTER II REVIEW OF LITERATURE ... 14
2.1. Theoretical Framework ... 14
2.1.1 Writing ... 14
2.1.1.1 The Nature of Writing Process ... 15
2.1.1.2 Cognitive Process of Writing ... 17
2.1.1.3 Factors Affecting a Good Writing ... 18
2.1.1.4 Descriptive Writing ... 20
2.1.1.4.1 Components of Descriptive Writing ... 21
2.1.2 Achievement in Descriptive Writing ... 24
2.1.3 Assessment of Descriptive Writing ... 26
2.2 Teaching Writing ... 28
2.2.1 Cooperative Learning... 28
2.2.2 Roundtable Teaching Technique ... 30
2.2.1.1 Principles of Roundtable Teaching Technique ... 32
2.2.1.2 Procedures in Roundtable Teaching Technique ... 35
2.2.1.3 Advantages of Roundtable Teaching Technique ... 37
2.2.2 Clustering Teaching Technique ... 37
2.2.2.1 Principles in Clustering Teaching Technique ... 39
2.2.2.2 Procedures in Clustering Teaching Technique ... 40
2.2.2.3 Advantages of Clustering Teaching Technique ... 41
2.3 Personal Traits ... 42
2.3.1 The Traits Concept and Personality Theory ... 42
2.3.2 Introvert and Extrovert Personal Traits ... 43
2.3.2.1 Introvert... 43
2.3.2.2 Extrovert ... 44
2.3.2 The Difference between Introvert and Extrovert... 44
2.3.3 Measuring Extrovert and Introvert ... 47
2.4 Conceptual Framework ... 48
iii
2.4.3 Students’ Achievement with Introvert and Extrovert Personal Traits in Writing ... 50
2.4.4 Interaction between Teaching Techniques and Personality towards Writing ... 55
2.5 Hypotheses ... 56
2.6 Relevant Studies... 56
CHAPTER III RESEARCH METHODOLOGY ... 54
3.1 Research Design... 54
3.2 Population and Sample ... 55
3.2.1 Population ... 55
3.2.2 Sample... 55
3.3 Experimental Procedures ... 56
3.4 Control of Treatment... 58
3.5 The Instruments of Data Collection ... 62
3.5.1 Writing Test ... 62
3.5.1.1 Validity of Writing Test ... 65
3.5.1.2 Reliability of Writing Test ... 65
3.5.2 Students’ Personality Questionnaire ... 66
3.5.2.1 Validity of Questionnaire ... 67
3.5.3.2 Reliability of Questionnaire ... 69
3.6 Data Analysis ... 70
3.7 Statistical Hypothesis………...71
CHAPTER IV DATA ANALYSIS, FINDINGS AND DISCUSSIONS ...72
4.1 Requirement of Data Analysis ...72
4.1.1 Normality Test ...72
4.1.2 Homogeneity Test ...72
4.1.2.1 Groups of Personal Traits and Teaching Techniques ...73
4.1.2.2 Groups of Interaction ...74
4.2 Testing Hypothesis ...74
4.2.1 The Effect of Teaching Techniques on Students’ Writing Achievement ...75
4.2.1 The Effect of Personal Traits on Students’ Writing Achievement ...76
4.2.2 Interaction between Teaching Techniques and Personal Traits on Students’ Achievement in Descriptive Writing ...77
4.3 Discussion ...79
4.3.1 Students’ Achievement in Descriptive Writing taught by Using Roundtable Teaching Technique is Higher than by Using Clustering Technique ...79
4.3.2 Students’ Achievement in Descriptive Writing between Students with Introvert and Extrovert Personal Traits ...81
4.3.3 The Interaction between Teaching Techniques and Students’ Personal Traits on Students’ Achievement in Descriptive Writing ...83
iv
CHAPTER V CONCLUSION, IMPLICATIONS AND SUGGESTIONS ...86
5.1 Conclusions ...86
5.2 Implications...86
5.3 Suggestions ...87
REFFERENCES ...89
LIST OF TABLES
Table 1 The Writing Score of English Final Semester Test in SMA N 1 Sidamanik ... 2
Table 2 Scores of Writing on the Final Semester ... 3
Table 3 The Planning and Implementation of Cooperative Learning... 29
Table 4 The Advantages of Roundtable Technique as a Cooperative Learning ... 37
Table 5 Differences between Roundtable and Clustering Teaching Techniques ... 41
Table 6 Differences between Extrovert and Introvert based on the Cognitive Patterning ... 46
Table 7 The Differences between Extrovert and Introvert by Ewen (2006) ... 46
Table 8 The Study Design (Factorial Design 2x2) ... 54
Table 9 Teaching Using Roundtable Teaching Technique ... 57
Table 10 Teaching Using Clustering Teaching Technique ... 57
Table 11 Indicators of Students’ Personal Traits in Questionnaire ... 68
Table 12 Normality test (Liliefors) ... 72
Table 13 Homogeneity Test ... 73
Table 14 Homogeneity test between Interaction ... 74
Table 15 Two-way ANOVA with 2x2 Factorial ... 74
Table 16 the Calculation of the two-way ANOVA ... 75
LIST OF FIGURES
Figure 1 The Systematic Process in the Long-Term Memory when Someone is Writing ... 21
Figure 2 Example of Clustering by Rico (2000) ... 40
Figure 3 Model of Clustering by Rico (2000) ... 41 Figure 4 Histogram on the Effect of Teaching Techniques on Students’ Writing
Achievement ... 76 Figure 5 Histogram on the Effect of Personal Traits on Students’ Writing
LIST OF APPENDICES
Appendix A. Lesson Plan ... 94
Appendix B. Questionnaire Test... 99
Appendix C. Writing Test ... 104
Calculation of Try Out for Writing ... 105
Calculation of Try Out for Questionnaire ... 108
Calculation of Means and Variance (Population) ... 109
Calculation for Questionnaire’s Test ... 110
Descriptive Statistics for Introvert (A1) ... 116
Descriptive Statistics for Extrovert (A2) ... 116
Homogeneity Test (Introvert – Extrovert) ... 117
Writing Test ... 118
Descriptive Statistics for Roundtable Teaching Technique (B1) ... 119
Descriptive Statistics Clustering Teaching Technique (B2) ... 119
Homogeneity Test (Roundtable – Clustering) ... 119
Descriptive Data ... 121
Homogeneity test between Interaction ... 122
Homogeneity Test for Interaction between Sample ... 122
ANOVA (2x2 Factorial Design) ... 125
Hypotheses ... 127
The Data Description of Data Analysis ... 127
Appendix D. Summary of Research Data Description ... 128
Figure 3 Histogram on Students’ Achievement in Descriptive Writing Taught with Roundtable Teaching Technique ... 128
Figure 4 Histogram on Students’ Achievement in Descriptive Writing Taught by Using Clustering Teaching Technique ... 129
Figure 5 Histogram on Introvert Students’ Achievement in Descriptive Writing Taught by Using Roundtable Teaching Technique ... 129
Figure 7 Histogram on Extrovert Students’ Achievement in Descriptive Writing Taught by Using Roundtable Teaching Technique ... 130
Figure 8 Histogram on Introvert Students’ Achievement in Descriptive Writing Taught by Using Clustering Teaching Technique ... 130
Figure 9 Histogram on Extrovert Students’ Achievement in Descriptive Writing Taught by Using Clustering Teaching Technique ... 131
1
CHAPTER I
INTRODUCTION
1.1 The Background of Research
Writing is more than a medium of communication. It means that writing is
not just the way to communicate to each other but also as means of ideas and
emotional expression (Raymond, 1980). Writing makes word permanent, and thus
expands the collective memory of human being. Spoken words disappear as soon
as they are spoken, but writing freezes their thoughts, makes them visible and
permanent so people can examine and test their quality. It can be seen that writing
is a way of remembering because it makes word permanent and writing also is a
good way to communicate because when writing, the writer really thinks about
what he or she want to be communicated by writing it.
Writing is very important in today’s world life, as Graham (2006) stated
that students who do struggle significantly with writing, and adults who cannot or
will not engage in writing, are at a terrible disadvantage in today’s world. By
upper elementary grades, writing becomes a critical tool both for learning and for
showing what one knows. Students who do not write well cannot draw on its
power to support and extend learning and development, and adults with
inadequate writing skills will face significant barriers in further education and
employment. The same idea is also noted by Boardman (2008: 3) that the
paragraph is the basic unit of academic writing in English. Students who want to
2 write, because all other types of academic writing, such as reports, essays,
compositions and research papers are based on the paragraph of a writing text.
Students in Indonesia have been taught writing course since they were in
the first class of Senior High School. But, it was found that they face some
difficulties in writing. As Hazanah (2003) found that commonly, students are
difficult in starting the writing, they got confuse about what to write and also
about how to generate ideas. This is because of the lack of knowledge about the
steps on writing was procedural factors that cause the difficulties for all students.
And the most important thing is that, writing is usually get least attention in
teaching learning in classroom, which make students are rarely exposed to
writing.
Meanwhile, most of students find it is difficult to develop ideas in their
mindsas Campbell (cited in Budiarta, 2011) claims. Actually, they might have
something to state in their mind, but they are often confused to express and
develop their ideas into a good writing. Further, one of the students’ problems is
that they have difficulty in arranging information or ideas logically to achieve
coherence in their writing, which is the foremost requirement in writing.
This matter also happens to the students in SMA Negeri 1 Sidamanik. As
the researcher has observed the students in that school, the researcher found that
many students think that writing is often considered as the most difficult and
boring activity among the four language skills in English. This is because
acquiring writing skill needs a lot of practice, and to produce a piece of essay
3 caused by the complexity of writing (Urquhart, 2005). The complexity of writing
encountered by students involves the level skills of planning and organizing as
well as the level skills of spelling, punctuation, word choice, grammar and usage.
The writer has observed the real condition of the students in writing in SMA
Negeri 1 Sidamanik and found that the students’ score of writing course was
under the Kriteria Ketuntasan Minimal (KKM). It can be seen from the English
result study of the students in two semesters of final tests.
Table 1.1 The Writing Scores of English Final Semester Examination in SMA Negeri 1 Sidamanik
No. Academic
Year
The Scores Average of Writing
(Social&Science Class)
Kriteria Ketuntasan Minimal
(KKM)
1. 2010/2011 59.11 60
2. 2011/2012 59.4 60
3. 2012/2013 58.7 60
Based on the table above, the scores of the students’ achievement in
English writing are not good enough or still cannot pass the passing grade. As the
writer has also observed, the students’ score in writing course is also low. The
researcher gets the score from the English teachers who teach in grade eleven of
social and science class.The scores are taken from the written test in the final
semester test. The scores of the eleventh grade students in writing are shown in
4 Table 1.2 Scores of Writing on the Final Semester in SMA Negeri 1 Sidamanik
No Writing
students can achieve 85-100 scores on the year 20011/2012. In the year of 2012/
2013, only 17.29% of students can reach above 85 scores in writing test. Most of
the students can only achieve above 60 to 74. It means that the students’
achievement in writing at the eleventh grade of SMA Negeri 1 Sidamanik is still
low. This is regarded as low because the standard score in writing must be 60
which is specified by the teacher in SMA Negeri 1 Sidamanik.
The unsatisfactory achievement in writing is in contrast with the
expectation in curriculum that students are expected to be able to write in various
genres. In addition, based on the syllabus - based curriculum (Kurikulum Tingkat
Satuan Pendidikan: KTSP) the students are required to learn some genre such as
Narrative, Report, Spoof, Analytical Exposition, Hortatory Exposition, description
etc. They must be able to express their ideas in the form of written text.In this
study the researcher chooses description text as the genre in writing activity that
5 genre requires the students to have a critical thinking, scientific ideas, and clear
expression toward a topic to be described. Those characteristics cause a lot of
students getting frustrated in composing this text. Besides, referring to the
syllabus of school - based curriculum (KTSP) this kind of text is only taught at the
second grade of senior high school on the second term. Differ from other kinds of
genres; Narrative, Report, Spoof, recount text, etc, however, they had been
introduced and learned since junior high school level. So, many students regard
that this text is still a new thing for them. For this reason, descriptive text is finally
chosen as the genre to be focused in this research.
Description writing is a written text in which the writer describes an object
trough the sensory experience—how something looks, sounds, tastes. Mostly it is
about visual experience, but description also deals with other kinds of perception
(Kane 2000). In describing an object, a writer may use some grammatical features
in description writing. while the way descriptive text is elaborated is describing
things from a technical or factual point of view, the present tense is predominantly
used; for example:has, eats, sings, lays, swim. Although present tense may be
used in literary descriptions, it is past tense that tends to dominate. Relational
verbs are used when classifying and describing appearance/qualities and
parts/functions of phenomena (is, are, has, have). Action verbs are used when
describing behaviours/uses (Knapp 2005).
In literary and commonsense descriptions, action verbs are used
metaphorically to create effect; for example, Mia bubbled with enthusiasm.
6 literary descriptions. Adjectives are used to add extra information to nouns and
may be technical, everyday or literary, depending on the text. Often adjectives
used in literary descriptions can be considered to be affective due to the emotive
impact they have on readers. This can also be the case with the way that some
verbs and adverbs are used. Adverbs are used to add extra information to verbs to
provide more detailed description. Literary descriptions use a range of devices to
create effects such as similes, metaphors, personification and alliteration; for
example, Sally’s face shone like a beacon when she heard that she had won the
competition (Simile). The experience was a nightmare and something James
would remember for the rest of his life (Metaphor). The wind whistled through the
trees andHarry found it difficult to sleep (Personification). Descriptive text has
two generic structure, such as: identification (to identify the object to describe)
and description (describes parts, qualities, and characteristics of the objects).
In fact students in SMA Negeri 1 Sidamanik face the difficulty in writing a
descriptive text. There is no wonder if students in SMA Negeri 1 Sidamanik think
that writing is a boring and difficult activity because of its complexity. There is a
complex requirement to be fulfilled by students in composing a descriptive text.
Students think that it is a difficult writing assignment the students have. During
the observation, the researcher found that students get difficulty in making
identification (as the first generic structure). They spent a lot of time focusing
only on how to start writing. How can the students compose a complete
descriptive text, when they cannot successfully give a good identification in what
7 about descriptive text which is still low. Besides that, lacking of scientific ideas
and pre-writing activities are two causes that the students get depressed in
composing a text. As Elbow (1998) stated that a good writer should have a good
prewriting skill in composing text by transferring scientific ideas to convey
feeling of experience.
From that case, both teachers and students need a significant way of
teaching and learning in order to improve the student’s achievement in writing.
However in the reality the teachers always use the conventional ways of teaching
like giving some questions, discussion and homework without any challenges
activities that will train their brain to think critically. And of course it will affect
much the students’ achievement in writing. As writing is the most crucial skill for
English learners, then, the low achievement in writing needs to be improved.
To enable teachers to increase students’ writing achievement the help of
technique is crucial. Technique is any of wide variety of exercises, activities, or
task used in the language classroom for realizing lesson objectives (Brown 2000).
It means teaching technique can realize the learning objective of writing. Some
researchers have found that using technique for writing is effective to make
students’ writing better, as Safriyantinur (2008) said that the application of small
group work technique in teaching writing is effective to make the students’
writing achievement better.
Indeed, there are many kinds of teaching techniques that can be applied by
the teacher. But it is believed that they have their own strength based on the genre
8 Roundtable teaching technique will be used. The idea of choosing this roundtable
teaching technique is because the roundtable can be used for brainstorming,
reviewing, or practicing while also serving as a teambuilder (Kagan, 2009).The
brainstorming can reinforce ideas from the writing or can be used to set the stage
for upcoming discussions.In addition, Roundtable Teaching Technique is one kind
of cooperative learning that it is organized in group working and requires a group
or team working in the teaching learning process in the classroom. The key here is
the question or the problem teachers have asked the students to consider. It has to
be one that has the potential for a number of different "right" answers. All
members need to know and be ready to explain their group’s answer(s) and when
students help their group mates, they help themselves and their whole group,
because the response given belongs to the whole group, not just to the group
member giving it.Roundtable is most effective when used in a carefully sequenced
series of activities.
However, roundtable technique is not the only technique that can increase
the students/ achievement in writing practically in descriptive writing. There is
other technique can be used for this purpose namely clustering teaching technique.
Rico (2000) tells that clustering can be used to generate ideas for writing any
form: essays, poems, short stories, business reports, song lyrics even novels.
Clustering is a powerful inspirational/organizational tool: it always reassures that
someone has something to say. Best of all, someone doesn’t have to worry about
the sequence of ideas, connections and relationships as the cluster unfolds
9 many natural forms come in clusters-grapes, lilacs, spider eggs, cherries-so
thoughts and images, given free rein, seem to come in clusters of association.”
(Rico 2000:15). Rico also describes clustering as a phenomenon of nonlinear
connection around a “storm center of meanings” which she calls “nucleus”. A
nucleus word or short phrase acts as the stimulus for recording all the associations
that spring to mind in a very brief period of time.
Actually, those techniques can be applied in any content area of writing
genre, but in this study those techniques are applied in descriptive writing genre.
Genre is a term for grouping texts together, representing how writers typically use
language to respond to recurring situations. Every genre has a number of features
which make it different to other genres: each has a specific purpose, an overall
structure, specific linguistic features, and is shared by members of the culture
(Hyland, 2009).
However, the appropriate techniques in teaching writing is not the only
factor that can increase students’ writing achievement. There is another point
which is very important that a teacher should know when they are teaching
writing in classroom that is personal traits. Personality of someone will influence
the product of writing (Hyland, 2009: 25). He addedthat process-writing
psychologically leads to significantly better writing. It does, however, and
psychological factors will help guide problem-definition, frame solutions and
ultimately shape writing. And it will influence to how they interpret something,
10 In addition, in relation to writing, “personality is potentially important
factors in the process of writing.” Brown (2007: 166). Personality of a writer will
influence they way of expressing ideas, choosing vocabulariesthat this influence
to the way they build their sentences, the way a writer interprets an object is
different and also different perspectives towards an object. There are students who
concerns of perceiving an object in more details therefore, there are students
imagine a concrete perception and look for overall impression about something,
rather than the details. There are students who like to make decision on the basis
of principles and regard something as highly objective, while there are also
students who like to think subjectively etc.
As the result, this description will bring to a conclusion that the
personality or personal traits are as important ways to be considered by the
teacher as to teach writing in the instruction process. It is because the more
eligible technique with students’ need, the more significant the knowledge got by
the students.
Personal traits cover two types namely introvert and extrovert. In
psychology, an extrovert is a person concerned more about the practical realities
of life, rather than restricting to one's inner thoughts and feelings. Basically, an
individual with extrovert personality traits tends to be keener on what is
happening around him. It is in contrast with introvert. Introverts more often
appear to be quiet and thoughtful.In psychology, introversion is defined as "the
state of, or tendency towards being wholly or predominantly concerned with an
11 passionate, quiet and deliberate. They are not so social, and prefer to spend time
in loneliness, doing a range of activities, such as reading, writing, painting, etc.,
which makes them happy.
In conclusion, this study is conducted to see the students’ achievement in
descriptive writing by using roundtable and clustering teaching techniques which
are suited to the students’ personal traits which are extrovert and introvert.
1.2 The Identification of the Research Problems
In relation with the background, the problems can be formulated as follows:
1. Why do the students in grade eleven of SMA Negeri 1 Sidamanik
getdifficulties in writing skill especially in descriptive writing?
2. What are the techniques to make a good descriptive writing for the students of
grade eleven in SMA Negeri 1 Sidamanik?
3. Are the techniques effective to guide the students in making a good writing for
students of grade eleven in SMA Negeri 1 Sidamanik?
4. How is students’ achievement in writing descriptive texttaught by using the
techniques to the students of grade eleven in SMA Negeri 1 Sidamanik viewed
from students’ personal traits?
1.3The Problems of the Research
Based on the identification of the problems above, the problems of the
12
1. Is the students’ achievement in writing taught by usingRoundtable Teaching
Technique higher than taught by using Clustering Teaching Technique?
2. Is the students’ achievement in writing with introvert personal trait higher
than students with extrovert personal trait?
3. Is there any interaction between teaching techniques and personal traits in
teaching writing?
1.4The Objectivesof the Research
Based on the explanation on the background of the study before, the
objectives of the research are formulated as in the following:
1. To find out whether the students’ achievement in writing taught by using
roundtable is higher than taught by using Problem Based Learning.
2. To find out whether the students’ achievement in writing with introvert
personal traits is higher than students with extrovert personal traits.
3. To find out whether there is an interaction between techniques of teaching and
personal traits.
1.5The Scope of the Research
This research is confined in using Roundtable and Clustering Teaching
Techniques as teaching techniques in teaching writing. And they will be related
with the personal traits of the students in the classroom which is limited to only
13 observed in this study focuses on descriptive writing which shouldbe achieved by
the students of grade eleven as what is required to be learnt in curriculum in SMA
Negeri 1 Sidamanik.
1.6The Significances of the Research
The result of this research is significant theoretically and practically.for both
students and teachers. For teachers, this research provides whether using the techniques
can improve the achievement of writing and also to offer the more effective techniques
and suitable for students’ learning style.For students, this research can be used to
increase their achievement on writing based on their own personal traits.
Theoretically, the result of the research is useful to give alternative for
English teachers to apply the techniques of teaching that are suitable for the
students’ personal traits, to provide the steps by steps of Roundtable and
Clustering as Cooperative Learning in teaching English writing. It also gives a lot
of positive contribution to the improvement of teacher’s professionalism and the
educational institution. Finally, the researcher hopes that the result of this research
can be used as a vehicle to develop theories in teaching and learning especially in
English.
Practically, the result of this research is useful to enrich the models of
learning used in teaching writing, to give ideas of considering the students’
personal traits when teaching writing and as a comparison for other researchers
86
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
1.1Conclusions
Based on the data analysis and the research findings, it is concluded that:
1) Students’ achievement in descriptive writing by using roundtable teaching
technique is higher than that taught by using clustering teaching technique;
2) The introvert of students have higher achievement than students with extrovert
personal traits;
3) There is significant interaction between teaching techniques and personal
traits on students’ achievement in descriptive writing. On the other words, it
can be said that the students’ achievement in descriptive writing is influenced
by the teaching techniques and students’ personal traits.
1.2Implications
The students’ achievement in writing descriptive text taught by using
roundtable teaching technique is higher that taught by using clustering teaching
technique. In this research, the techniques were matched with the students’
personal traits. The research findings and discussion indicate that the students’
achievement taught by using roundtable teaching technique is higher than by
using clustering teaching technique especially when it is taught for students with
87
presumably depend on structure in the composition process and are most likely to
turn to mental or written outlines. The thinking types can overdo such structuring,
worrying more about grammatical and logical format than about communication.
However, it does not mean that the clustering teaching technique is not as
good as roundtable teaching technique. It is proven that the students’ achievement
taught by using clustering teaching technique can also achieve satisfactory score
when it is taught to students with extrovert personal traits. It is because the way of
composing a text suited for students with extrovert personal traits. That’s why
clustering teaching technique is suitable to be applied for students with extrovert
personal traits.
The fact explained above also proves that actually all the personal traits of
the students are good. Either introvert or extrovert had been able to achieve
satisfactory score. Therefore, it cannot be argued that a personal trait is better than
others because it comes naturally in the students’ selves. What should be done is
how to find eligible techniques of teaching for the personal traits so that their
ability can be explored maximally.
1.3Suggestions
There are some suggestions related to the conclusions and implications at
the previous page. The suggestions are:
88
a. It is highly suggested for teachers to use roundtable and clustering teaching
techniques since these two teaching techniques are able to improve
students’ achievement in reading comprehension.
b. It is highly suggested for teachers to use roundtable teaching technique for
a classroom dominated by students with introvert personal traits while for
class dominated by extrovert students, teachers are recommended to use
clustering teaching technique.
c. Teacher should realize that the students’ characteristics such as their
personal traits before choosing the teaching techniques. Thus, the teaching
techniques applied are matched with what they need. As the result, their
brightness is able to be explored maximally.
2. Other Researchers
Other researchers may take a further research in the area Roundtable and
Clustering teaching techniques that will improve students achievement in
descriptive writing. While still many weakness of this research, for the other
research who want to conduct these techniques, it is suggested to learn more about
the principles of roundtable teaching technique and clustering’s principles in the
89
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