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THE EFFECT OF INDIRECT FEEDBACK STRATEGY

ON THE

STUDENTS’ ACHIEVEMENT

IN WRITING DESCRIPTIVE TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

FIBIE LIONA PANGARIBUAN

Registration Number. 2113121027

`

`

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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DECLARATION

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 thesis may be screened electronically or otherwise

for plagiarism.

Medan, September 2015

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ACKNOWLEDGMENT

First of all, the writer would like to express her deepest gratitude to Almighty God, Jesus Christ for His amazing grace, uncountable blessing, love, strength given to the writer during her study and in completing this thesis which entitled: The Effect of Indirect Feedback Strategy on the Students’ Achievement in Writing Descriptive Text. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this thesis, the writer realized that she faced some problems and he had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express his gratitude and special thanks to:

Prof. Dr. Syawal Gultom., M.Pd., as the Rector of State University of Medan.

Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts, State University of Medan.

Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, who took the role of being her Reviewer and Examiner.

Nora Ronita Dewi, S.Pd, S.S., M.Hum., as the Head of English Education Study Program.

Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor, who has given his support, advices, guidance and his precious time in the process of completing this thesis.

Prof. Amrin Saragih, MA., Ph.D., her Academic Advisor, who has supported her throughout the academic years.

Dr. Siti Aisah Ginting, M.Pd., as her Reviewer and Examiner, who has given her precious time, guidance, suggestions, and comments.

Dr. I Wy. Dirgeyasa, M.Hum, as her Reviewer and Examiner, who has given his precious time, guidance, suggestions, and comments.

All the Lecturers of English Department who have taught, guided, and advised her throughout the academic years.

Euis Sri Wahyuningsih, S.Pd., M.Pd, as the Administration Staff of English Department, for her attention, assistance, and information in completing this thesis.

Drs. Sahlan Daulay, M.Pd., as the Headmaster of SMA Negeri 3 Medan, for his permission in allowing the writer to do observation and to collect the data needed for the thesis.

Dra. Hj. Siti Zulfah, M.Hum., the English Teacher of SMA Negeri 3 Medan, for the supports, guidance, suggestions and motivation in the process of completing this thesis. And all the teachers and students at the school for the good cooperation.

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endless love, prayer, inspiration, motivation, courage and everything that they have given to the writer during the process of completing the thesis. This thesis is dedicated to you.

Her beloved aunt, Dr. Marice Pangaribuan, M.Hum, for her courage, spirit, prayer and motivation during the process of completing the thesis.

Her beloved friends, Era Enjelyna Lumban Raja, Irdawati Siagian, Dwi Suci Indahswari Tarigan, Yessi Van Carmelia Simbolon, Indah Pratama Prida, Intan Nilam Sari, Dicky Bastian Siburian, Lestaria Dolok Saribu, Fytriani Siregar, Sarah Marilyn Silaban, Norita, Ivohana, Ade Tri Aryani Nasution, Dli Aul Fiqri Siregar, Sasku Mahara, for the courage, motivation, help and spirit during the completion of her thesis. Thank you for alyaws be there for her.

Her friends in Reguler Dik A 2011, for their love and togetherness throughout the four years; Her friends in PPLT SMP Negeri 1 Teluk Mengkudu for the togetherness and the experiences shared. And also for those who cannot be mentioned one by one.

The writer realizes that this thesis still has the paucity, she conveniently welcomes any suggestions, comments critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who read and feel interested in the field of this study.

Medan, September 2015 The writer,

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ABSTRACT

Fibie Liona Pangaribuan. 2113121027. The Effect of Indirect Feedback Strategy on the Students’ Achievement in Writing Descriptive Text. A Thesis. Faculty of Languages and Arts, State University of Medan. 2015.

This study dealt with the effect of Indirect Feedback Strategy on the students’ achievement in writing descriptive text. The objective of the study was to find out whether Indirect Feedback Strategy significantly affects the students’ achievement in writing descriptive text or not. This study was conducted by using experimental design. The population of the study was the students of grade X of SMA Negeri 3 Medan in the academic year 2015/2016, where there were 12 classes of X Math Science (MIA) and there were two classes were selected as the sample by applying random sampling. The sample was divided into two groups. The Experimental group (X MIA 11) was taught by applying Indirect Feedback Strategy, while the control group (X MIA 10) was taught by applying conventional method. The data of the study were obtained by writing test. To determine the reliability of the test, the writer used Pearson Moment Product formula. The data calculation showed that the coefficient of reliability of the test was 0.82. It showed that the test was reliable and the reliability was very high. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (4.34) was higher than t-table (2.000) (t-observed ˃ t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. It can be concluded that applying Indirect Feedback Strategy

significantly affects on the students’ achievement in writing descriptive text or in other words the hypothesis is accepted.

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E. The Significance of the Study ... 5

CHAPTER II. REVIEW OF LITERATURE ... 6

A. Theoretical Framework... 6

1. Writing ... 6

a. The Nature of Writing ... 6

b. Writing Process ... 8

c. Objectives of Writing ... 10

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c. Types of Error ... 12

4. Descriptive Text ... 13

a. Types of Descriptive Text ... 13

b. The Effective Descriptive Writing ... 14

c. Grammatical Pattern of Descriptive Text ... 15

d. The Example of Descriptve Text ... 16

5. Indirect Feedback Strategy ... 16

a. The Nature of Indirect Feedback Strategy ... 16

b. Codes in Indirect Feedback Strategy ... 18

c. The Steps of Indirect Feedback Strategy ... 19

d. The Example of Indirect Feedback Strategy ... 20

e. The Advantages and Disadvantages of Indirect Feedback Strategy ... 21

B. Relevant Studies ... 21

C. Conceptual Framework ... 22

D. Hypothesis ... 24

CHAPTER III. RESEARCH METHODOLOGY ... 25

A. Research Design ... 25

a. Teaching Presentation in the Experimental Group ... 29

b. Teaching Presentation in the Control Group ... 30

3. Post-Test ... 31

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G. The Validity and Reliability of the Test ... 32

1. The Validity of the Test ... 32

2. The Reliability of the Test ... 33

H. The Tecnique of Analyzing the Data ... 34

CHAPTER IV. DATA AND DATA ANALYSIS ... 35

A. Data ... 35

B. The Data Analysis ... 37

1. Reliabilty of the Test...37

2. Test of Homogeneity of Variance...38

3. Testing Normality...39

4. Data Analysis by Using t-Test Formula...40

C. Testing Hypothesis ... 41

D. Research Findings ………..41

E. Discussion...41

CHAPTER V. CONCLUSION AND SUGGESTIONS...45

A. Conclusion...45

B. Suggestions...45

REFERENCES………...47

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vii

LIST OF TABLES

Pages

Table 2.1 Types of Error Feedback ... 18

Table 2.2 Standard Codes of Errors ... 19

Table 3.1 Research Design ... 26

Table 3.2 Treatment for Experimental Group ... 29

Table 3.3 Treatment for Control Group ... 30

Table 3.4 The Scoring in Writing Skill ... 31

Table 4.1 Students’ Achievement Score in Pre-Test and Post-Test... 36

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LIST OF FIGURES

Pages

Figure 2.1 The Writing Process Approach ... 8

Figure 2.2 The Example of Descriptive Text and Their Rhetorical Structure ... 16

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LIST OF APPENDICES

Pages

Appendix A. Pre - Test for Experimental and Control Group ... 50

Appendix B. Post - Test for Experimental and Control Group ... 51

Appendix C. The Tests Score of Experimental and Control Group ... 52

Appendix D. The Calculation of Reliability of the Test ... 54

Appendix E. The Calculation of Mean and Standard Deviation of Experimental and Control Group ... 57

Appendix F. The Calculation of T-test ... 59

Appendix G. T-table Distribution ... 61

Appendix H. Test for Homogeneity of Variance of Pre-Test in Experimental and Control Group ... 62

Appendix I Test for Homogeneity of Variance of Post-Test in Experimental and Control Group ... 64

Appendix J. Test for Distribution of Frequency in Experimental Group ... 66

Appendix K. Test for Distribution of Frequency in Control Group ... 69

Appendix L. Testing Normality of Pre-Test in Experimental Group ... 72

Appendix M. Testing Normality of Pre-Test in Control Group... 76

Appendix N. Table of Normality from 0 to Z ... 80

Appendix O. List of Testing Liliefors ... 81

Appendix P. Table of F - Distribution ... 82

Appendix Q. Lesson Plans ... 83

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1 CHAPTER I

INTRODUCTION

A. The Background of the Study

Nowadays, English has become an international language. English is used to

communicate with other people throughout the world. English dominates many

aspects of international life, such as business and trade, social, culture, etc. One

example of the importance of English can be seen in education field. With the

progressive march of information as well as knowledge, English has become

crucial at the university level, as so many text books and scholarly article are

solely in English. In Indonesia, English is seen as a foreign language which means

that English is not used as the main language of communication. In order to

compete and to communicate in a global community, the government of Indonesia

has made the subject of English taught from preliminary school to university.

In the English language, there are four skills that should be mastered by the

students, namely reading, listening, writing and speaking. Both reading and

listening are said as receptive performance, which means a process of

comprehending the materials given. On the other side, writing and speaking are

called productive performance, which deals more with the production. (Brown,

2001:232). In this study, the researcher will focus on writing skill.

Writing is a transaction with words whereby writers free themselves from

what they presently think, feel and perceive (Brown, 2001:337). However, the

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such as discovery, organizing and developing the ideas. Then, there is a

process of refining our work by revising them several times until we have a

finished product on paper (Coffin et al, 2003:34). Each time we write, we should

know the content, the target reader, and the relationship between the writer and

the audience. Building this relationship means determining how much the readers

already know about our subject, and assessing how to convince them that our

writing is worth reading (Sova, 2004:7).

Of course, we may get stuck in some parts of writing. Perhaps in generating

the ideas, building sentences, developing the story, or adding other information.

They know what to write, but they don’t know how to write it. There is a tendency

for L2 writers to produce non-target constructions that many proficient users of

the language would not only notice but identify as incorrect (Ferris, 2011:2). A

lack of confidence and fear of making mistakes reduces the students motivation to

write in English.

As stated above, writing is one out of the four language skills in writing.

However, writing is one of the most important, yet difficult academic skills for

students to learn. (Lee and Tajino, 2008). According to the research conducted by

Lee and Tajino (2008), some students consider academic writing is difficult due to

their perceptions of low English ability. There is a total of 80% students find it

difficult in expressing ideas. Similarly, 68,3% perceive difficulties in writing

coherent paragraphs, and 60% in linking sentences smoothly. Based on the

observation in SMA Negeri 3 Medan, the researcher found the students are still

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cannot express what they want to write in a clear form. They understand the

idea of the topic given, but they make many errors during the process of writing.

Moreover, most students and teachers found it more important to focus on the

ideas rather than accuracy of the text itself. As a result, many students feel

hopeless in writing text. To enhance students’ achievement in writing, especially

in writing descriptive text, the researcher will utilize the strategy called indirect

feedback.

Many experts believe that indirect feedback strategy is much more effective

than the direct one. The arguments underlying this statement is as stated by Erel in

his research of comparing direct and indirect feedback in Turkish EFL students. In

his research, he found that the indirect feedback group commited fewer errors than

the direct feedback group for the whole semester (Erel, 2007: 397). Another

research is done by Baleghizadeh in analyzing the effect of direct and indirect

corrective feedback on students’ spelling errors. The result obtained that indirect

feedback is more effective than direct feedback. By getting indirect feedback,

learners are provided with the opportunity to act on their own initiative in

production (Baleghizadeh, 2011: 135). Moreover, according to research finding

conducted by Lalande (1982), students who received indirect feedback improved

in overall accuracy more than those who did not. Based on the researches done

previously, the researcher finds it interesting to conduct a research by using

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B. The Problem of the Study

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

is formulated as: “Is there any significant effect of using indirect feedback

strategy on the student’s achievement in writing descriptive text?”

C. The Objective of the Study

Related to the problem of the study, the objective of this study is to

investigate the effect of applying indirect feedback strategy on the students’

achievement in writing descriptive text.

D. The Scope of the Study

Based on the background above, this study is limited to the effectiveness

on using indirect feedback strategy in teaching writing on grade X at SMA Negeri

3 Medan. This study wil be conducted to investigate the significant improvement

of the application of indirect feedback strategy on the the students’ achievement

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E. The Significance of the Study

As this study concerns the use of indirect feedback to affect the students’

achievement in writing, the findings of this study are expected to be useful as:

1. Theoretically, the findings will add up more horizon in theories of second

language acquisition. In addition, the findings can be references for further

research.

2. Practically, the findings can be useful for teachers in improving method of

teaching. The findings also can be useful for students in improving their

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45 CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the data analysis, it is concluded that applying indirect feedback

strategy significantly affects the students’ achievement in writing descriptive text. It

can be seen from the data which had obtained in the post-test of experimental group

were: the total score was 2062 and the mean score was was 68.73, while the data in

control group were: the total score was 1797 and the mean score was 59.9. Thus, the

students’ score in experimental group was higher than the students’ score in control

group. The calculation of the data in the testing hypothesis showed that t-observed

4.34 was higher than t-table 2.000, it means that the alternative hypothesis � is

acceptable.

B. Suggestions

This study showed that writing by using indirect feedback strategy could improve

students’ achievement in writing descriptive text. In relation above, some suggestions

are offered as the following:

1. Since Indirect Feedback Strategy is significantly effective, it is suggested that

English teacher should use the strategy in their attempt to better the students’

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2. The students are suggested to learn about error codes in Indirect Feedback

Strategy as the guidance to make better writing.

3. Further researches are suggested to identify the weakness of the current

research and make improvement of applying indirect feedback strategy.

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REFERENCES

Aliakbari, Mohammad. 2009. On the Effects of Error Correction Strategies on the

Grammatical Accuracy of the Iranian English Learners. Pan-Pacific

Association of Applied Linguistics. Vol.31, No.1 (99-112)

Anh, Pham Lan. The Effect of Indirect Feedback on Learner’s Grammatical

Errors in EFL Writing Class. Unpublished Thesis.Vietnam University.

Ary, D., Jacobs, L.C., Sorensen, C. 2010. Introduction to Research in Education

(8th Edition). Canada: Cengage Learning.

Baleghizadeh, Sasan., Dadashi, Mehdi. 2011. The Effect of Direct and Indirect

Corrective Feeback on Students’ Spelling Errors. Vol.13, No. 1 (129-137).

Best, J. W., Khan, J.V. 2006. Research in Education (10th Edition). New York: Theresa M., Swann, Joan. 2003. Teaching Academic Writing: A Toolkit For

Higher Education. London and New York: Routledge.

Dirgeyasa, I Wayan. 2012. Maritime English Skills: A Genre Based Approach. Medan: Unimed Press

Dirgeyasa, I Wayan.2014. Academic Writing: A Genre Based Perspective. Medan: Unimed Press

Elbow, Peter. 2000. Everyone Can Write: Essays Toward a Hopeful Theory of

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Erel, O.S. 2007. Error Treatment in L2 Writing: A Comparative Study of Direct

and Indirect Coded Feedback in Turkish EFL Context. Journal of Social

Science. Vol. 22, No.1 (397-415).

Ferris, Dana R. 2011. Treatment of Error in Second Language Student Writing. United States of America: The University Michigan Press.

Harmer, Jeremy. 2004. How to Teach Writing. London: Pearson Education.

Hyland, Ken. 2009. Teaching and Researching Writing: Second Edition. UK: Pearson Education Limited.

Knapp, P. And Watkins, M. 2005. Genre-Text-Grammar: Technology for

Teaching and Assessing Writing. Broadway: Text Productions.

Lalande, J. F. 1982. Reducing Composition Errors: An Experiment. Modern Language Journal. Vol. 66, No.1 (140-149)

Lee, Icy. 2004. How Do Hong Kong English Teachers Correct Errors in Writing?. Vol 31, No. 1 (153-168).

Lee, Nancy., Tajino, Akira. 2008. Understanding Students’ Perception of

Difficulty with Academic Writing for Teacher Development: A Case Study of the University of Tokyo Writing Program. Journal of Kyoto University

Research Education. No. 14 (1-11).

Maleki, A., Eslami, E. 2013. The Effects of Written Corrective Feedback

Techniques on EFL Students’ Control over Grammatical Construction of Their Written English. Theory and Practice in Language Studies. Vol 3 No. 7

(1250-1257).

Means, Beth., Lindner, Lindy. 1998. Teaching Writing in Middle School: Tips,

Tricks and Techniques. United States: Teacher Ideas Press.

Rianto, Seng. 2010. Using Indirect Feedback in Correcting Students’ Writing. Unpublished Thesis. STIK-YPGRI.

Richards, Jack,. Renandya, Willy A. 2002. Methodology in Language Teaching:

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Richard, Janet. 2005. Doing Academic Writing in Education. London: Lawrence Erlbaum Associates Publishers.

Richards, Janet C., Miller, Sharon K. 2005. Doing Academic Writing in

Education: Connecting the Personal and the Professional. London: Lawrence

Erlbaum Associates, Inc., Publishers

Sadegohpour, M. 2013. An Overview on the Second Language Written Error

Treatment. Onternational Journal of Language Learning and Applied

Linguistics World. Vol. 3, No. 4 (192-200).

Sova, Dawn. 2004. Writing Clearly: A Self-Teaching Guide. New Jersey: John Wiley and Sons, Inc.

Srichanyachon, Napaporn. Teacher Written Feedback for L2 Learners’ Writing

Development. Vol 12, No.1 (7-17).

Gambar

Table 2.1 Types of Error Feedback .......................................................................
Figure 2.3 The Example of  Indirect Feedback Strategy ......................................

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