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THE EFFECT OF COLLABORATIVE WRITING STRATEGY

ON STUDENTS’ ACHIEVEMENT IN WRITING

RECOUNT TEXT

A THESIS

Submitted to English Department, Faculty of Language and Arts State University of Medan, in Partial Fulfillment of the Requirement for the

Degree of Sarjana Pendidikan

By:

AYU FEBRIANA

Registration Number: 2102121002

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Febriana, Ayu, 2102121002. The Effect of Collaborative Writing Strategy on

Students’ Achievement in Writing Recount Text. A Thesis. Faculty of

Languages and Arts (FBS), State University of Medan (UNIMED). 2014.

This study was focused on the effect of Collaborative Writing Strategy on students’ achievement in writing recount text. The objective of this study was to find out if there was a significant effect of Collaborative Writing Strategy on Students’ Achievement in Writing Recount text. It was conducted by using experimental research design. The population of this study was the first year students of SMA Negeri 1 Babalan, which consisted of 5 parallel classes. Two classes were taken as the sample of the research. The class X MIA 1 was as experimental group and class X MIA 2 was as control group. The experimental group was taught by using Collaborative Writing Strategy. While control group was taught by using conventional Method. The instrument for collecting data was writing test. The data were analyzed by using t-test formula. The result shows that the value of t-observed is higher than the value of t-table. (4.62 > 1.667 ( = 0.05)) with the degree of freedom (df) = 72. Based on the data analysis of the study, the result indicates that the alternative hypothesis (Ha) was accepted. It means that there is a significant effect of using Collaborative Writing Strategy on Students’ Achievement in Writing Recount Text.

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ACKNOWLEDGEMENT

All praise to Allah SWT who always gives me blessing, power, strength and love in my entire life and in terms of my study, especially in completing this thesis entitled “The Effect of Collaborative Writing Strategy on Students’ Achievement in Writing Recount Text” as one of the requirements for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State University of Medan.

During the process of writing and conducting the research, the writer was assisted and supported by many people. This Thesis could have not been accomplished without guidance, suggestion, and comment from them, for which the writer would like to express her sincere appreciation which directed to:

Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of

Medan.

Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature

Department and her Academic Consultant.

Dra. Meisuri, M.A., the Secretary of English Department.

Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study

Program.

Dr. I Wayan Dirgeyasa, M.Hum., her Thesis Consultant.

Drs. Johan Sinulingga, M.Pd., Prof. Dr. Lince Sihombing, M.Pd., Dra.

Rahmah, M.Hum., her Thesis Reviewers.

Mam Euis, the academic staff and administrative staff

Dra. Hj. Mirohmayanur, M.Pd the Headmaster of SMA Negeri 1

Babalan Pangkalan Berandan.

Umar Syahputra, S.Pd, Nining Sri Wahyuni, S.Pd, and Kak Lina, the

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Drs. Masrizal, the English teacher of SMA Negeri 1 Babalan Pangkalan

Berandan.

Her beloved mommy, Rosmiati, her beloved daddy, Yafizham, her

beloved brother and sister, Doddy Handoko and Sonya Fitri Andriani, Her beloved friends, Azlisa, Rizki, Hj, Nia, Nanda, Akhyar, Ekky, Bibi,

Widy, Yusrumaida, Eby, Yuniar and Iqbal.

Overall, the writer hopes she can give a bit contribution to language education, especially major of English.

Medan, December 2014 The Researcher

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E. The Significance of the Study ... 5

CHAPTER II: REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. Writing ... 6

2. The Writing Process ... 7

3. Genre in Writing ... 9

4. Recount Writing ... 11

a. The Generic Structure of Recount Text ... 13

b. The Grammatical Features of Recount Text ... 14

5. Strategy ... 15

6. Collaborative Writing Strategy ... 16

7. Procedure of Teaching Writing Recount Text By Using Collaborative Writing Strategy ... 18

8. Conventional Method ... 20

9. Procedure of teaching Writing Recount Text By Using Conventional Method ... 21

10. Writing Assessment ... 21

B. Conceptual Framework ... 27

C. Hypothesis ... 29

CHAPTER III: RESEARCH METHODOLOGY ... 30

A. Research Design ... 30

B. Populations and Sample ... 30

C. Technique for Collecting Data ... 31

D. The Procedure of research ... 31

1. Pre –test ... 31

2. Treatment ... 32

3. Post – test ... 36

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F. Statistical Hypothesis ... 37

CHAPTER IV: THE DATA ANALYSIS ... 38

A. The Data ... 38

B. Data Analysis ... 39

1. Testing Normality ... 39

2. Test for Homogeneity of Variance ... 43

3. T-Test ... 44

C. Testing Hypothesis ... 45

D. Research Findings ... 46

E. Discussion ... 47

CHAPTER V: CONCLUSION AND SUGGESTION ... 49

A. Conclusion ... 49

B. Suggestion ... 50

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LIST OF TABLES

Page

Table 2.1. Assessment of Recount Text ... 26

Table 3.1. Research Design ... 30

Table 3.2. Teaching Procedure of Experimental Group ... 33

Table 3.3. Teaching Procedure of Control Group ... 35

Table 4.1 Testing Normality of Pre-test in Experimental Group ... 40

Table 4.2 Testing Normality of Post-test in Experimental Group ... 41

Table 4.3 Testing Normality of Pre-test in Control Group ... 42

Table 4.4 Testing Normality of Post-test in Control Group ... 43

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LIST OF APPENDICES

Page

APPENDIX A. Pre-Test for Experimental Group and Control Group... 54

APPENDIX B. Post-Test for Experimental Group and Control Group ... 55

APPENDIX C. The Scores of Pre-Test and Post-Test in Both of Classes ... 56

APPENDIX D. Test for Distribution of Frequency in Experimental Group ... 60

APPENDIX E. Test for Distribution of Frequency in Control Group ... 64

APPENDIX F. Testing Normality ... 69

APPENDIX G. Table of Normality from 0 to Z ... 77

APPENDIX H. List of Testing Lilliefors ... 78

APPENDIX I. Test for Homogeneity of Variance ... 79

APPENDIX J. F-Distribution ... 83

APPENDIX K. The Calculation of the Mean (M) and The Standard Deviation (SD) ... 84

APPENDIX L. The Calculation of T-Test ... 88

APPENDIX M. Percentage Points of The T Distribution ... 89

APPENDIX N. Lesson Plan in Experimental Group ... 91

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Writing is a process of sharing the ideas, comments, arguments and

opinions from some words that combined to the sentences to be a good paragraph in which each sentences will be related one another (Sharples, 2003). In addition, writing is a way to build a communication of the message to the readers by using

a good language in writing sentences.

In line with definition, Harmer (2004: 31) says that writing is one of the

four language skills that should be mastered by students to comprehend the writing ability. Writing comes last of the skill, after listening, speaking and reading. To be a good writers, he/she has to get a knowledge about the language

skills before the writers try in writing paragraph. Writing can help the students to remember, think about something. Through writing students can share their ideas,

thoughts and feeling others.

By writing, the students can express their knowledge, messages, feeling, ideas, comments, critics and information to the readers. They can affect the

readers’ understanding and acceptance of the message from the writing materials

as stated by Harmer (2004: 44). In addition, writing has some aspects: the

mechanics of writing (such as punctuation and spelling), grammar and vocabulary which the major points in writing. Writing is a productive skill. It means that producing written messages that can be a tool of communication for one to

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Based on the 2013 curriculum in SMA for English lesson, students of SMA are expected to be able comprehend the writing ability into a simple

paragraph of description, recount, narration, news item, report, etc. This expectation in new curriculum is based on the soft skill and hard skill. So, it is not

only for the students intelligence, but also in soft skill and hard skill too.

However, in the initial observation done by the writer in Grade X SMA Negeri 1 Babalan Pangkalan Berandan that was by asking English teacher about

Students’ achievement in writing recount text, it was found that their English

score was still low. The teacher said that students master writing is passive. It

means that when producing a text, they could not do that well because students felt that it was really hard to convey the ideas into a good text.

In addition, from the interview with English teacher in SMA Negeri 1 Babalan Pangkalan Berandan, there are some problems have been found about the

students’ failure and weakness of the students in writing. First, most of the

students are not interested in learning writing because they don’t have many ideas and they confuse about the materials. Second, most of students get the difficulties

in expressing and sharing the ideas in writing because they are lack of vocabularies, tenses to organize them in writing sentences. Third, they do not give attention so much when teaching and learning process in the classroom. So, they

can not create a paragraph.

According to Arsyad (2007), the failure of students’ achievement in

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be able find a creative strategy than before for better, interesting, motivated and helpful teaching and learning process, since teachers as an educator for students to

increase the willingness to learn.

In addition, the facilities of school must support the students’ success to

reach a high score while teaching and learning process. Teachers should be focus on strategy. They teach students not only explain the materials, transfer their knowledge and give many assignments to the students from the beginning until

the end of study without force the students to memorize the actual facts to help students master the lesson in quick time. Teacher must be able to give a chance to

the students to interact while teaching and learning process. Strategy is used to help teachers in creating a variation situation of teaching and learning process.

This study is focused on recount text because recount text deals with activity or event of students in the past time. By recount text, students can easier to write the ideas into a good writing based on the experiences happened in the

past time. Writing recount text can help students to increase their creativities because they are free in expressing the ideas into written text. Writer hopes

students can produce a recount text by using collaborative writing strategy to solve this problems.

Furthermore, Speck (2002: 6) states that collaborative writing is a

powerful strategy of writing that encourages cooperation, critical thinking, peer learning and active participation to end product. In addition, collaborative writing

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text after discussing it in their group. Moreover, collaborative writing effectively teaches the concept of teamwork. By using collaborative writing strategy,

students are not shy to express the ideas and opinion in their groups. So, they can be active to give arguments, comment, critic etc. Every students in a group must

be able to have more ideas, more work to achieve their writing.

In addition, collaborative is a process of producing a written work as a group where all teams members contributed to the content and the decisions about

how the group will function. In collaborative writing strategy, students are given an opportunity to develop an oral skill, such as discussion writing communication

as stated by Hodges (2002). Collaborative writing strategy can make students are active and creative to share ideas, opinions, comments and cooperate in their

group freely. It can help them to utilize a range of social skills in writing skill. B. The Problem of the Study

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

follows:

“Does collaborative writing strategy significantly affect the students’ achievement

in writing recount text?”

C. The Objective of the Study

The objective of this study is to find out the significant effect of using

collaborative writing strategy to students’ achievement in writing recount text.

D. The Scope of the Study

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research is basically limited to writing recount text. This research is focused on

the using of collaborative writing strategy on students’ writing recount text.

E. The Significance of the Study

The study is useful for:

Theoretically, it motivates the students to be better in writing process

especially in English and memorize the students’ knowledge to the real life into a

good writing.

Practically, it provides an information for English teacher to be more creative in applying an effective strategy to improve their writing process so that

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, it was concluded that there is a significant effect of teaching by collaborative writing strategy on students’ writing ability. Teaching

writing by using collaborative writing strategy gives better result than using conventional method. The conclusion can be drawn as follows:

1. The total scores of experimental group in pre-test (X1) = 2231 and the

total scores of experimental group in post-test (X2) = 2972. It means the

score of experimental group is increased 741 point. The total scores of

control group in pre-test (Y1) = 2164 and the total scores of control

group in post-test (Y2) = 2597. It means the score of control group is

increased 795 point.

2. From the degree of freedom of 72 at level of significance 0.05, it is found that t-observed value 4.62 > t-table value 1.667. It means t-observed value

is higher than t-table value (t-observed > t-table); 4.62 > 1.667.

3. Therefore, it can be concluded that teaching writing recount text by using collaborative writing strategy has more significant effect than teaching

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B. Suggestion

Based on the conclusion above, the researcher gives suggestion as

following:

1. Teaching by using collaborative writing strategy is proved effectively in upgrading students’ writing achievement, so the researcher suggest that

English teacher should use the suitable strategy for students. So, students can understand about the teacher’s explanation and they can share the

ideas, comments, and opinions in group freely.

2. Before using collaborative writing strategy, the teacher should prepare himself or herself and the material well in making students’ awareness of

thinking about the topic by asking themselves questions.

3. Teaching by using collaborative writing strategy has some steps that must be used in increasing student’s writing. Therefore, teacher should expand

student’s potential so that they can relate the content of their writing with

what they know and they do not know and how they should learn about it. 4. Teaching by using collaborative writing strategy is difficult for students

who have no any interest in writing. That is why teacher should stimulate and motivate students to suppose the activity of writing as a pleasure.

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Brown, H. D. 1980. Principle of Language Learning and Teaching. America: Prentice-Hall.

Brown, H. D. 2003. Language Assessment: Principles and Classroom Practices. California: Longman.

Brown, K & Hood, S. 2005. Writing Matters: Writing Skills and Strategies for Students of English. New York: University of Cambridge.

Cerrato, Teressa. I. 1999. Instrumenting Collaborative Writing and Its Cognitive Tools. The Journal of Knowledge Engineering and Management. HCP’99 , University of Paris (accessed on February 24th 2014).

Department for Education and Child Development. 2012. Engaging in and Exploring: Recount Writing. Australia: Government of South Australia.

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Gambar

Table 3.1. Research Design  ............................................................................

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