THE EFFECT OF SOMATIC AUDITORY VISUAL
INTELLECTUAL (SAVI) METHOD ON
STUDENTS’ ACHIEVEMENT IN
WRITING DESCRIPTIVE
TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
By:
DICKY BASTIAN SIBURIAN
Reg. Number: 2113121018
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
MEDAN
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ACKNOWLEDGMENT
First of all, the writer would like to express his deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity and strength given to the writer during his study and in completing
this Thesis which entitled: The Effect of Somatic Auditory Visual Intellectual
(SAVI) Method on 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 he 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:
1. Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan,
2. Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts,
State University of Medan,
3. Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department,
4. Nora Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education
Study Program,
5. Dr. Siti Aisah Ginting, M.Pd., and Drs. Johan Sinulingga, M.Pd., Thesis
Advisors,
6. Drs. Sri Juriaty Ownie, M.A., Academic Advisor,
7. Drs. Meisuri, M.A., Drs. Willem Saragih, Dipl, Appl, M.Pd. and Indra
Hartoyo, S.Pd., M.Hum., Reviewers and Examiners,
8. Mam Euis, Administration Staff of English Department,
9. Hopman Sirait, S.Pd., Headmaster of SMP Negeri 1 BintangBayu, for his
permission and opportunities in allowing the writer to do observation and to
collect data,
10. His beloved parents, P. Siburian and (†) R. Sitorus, S.Pd., also Pdt. E.
iii
Siburian, Dayanti Siburian, Serafim Siburian, grandparents (Op. Daniel
Siburian) and all families for their endless love, pray, and everything that
they have given to the writer,
11. His friends in Reguler Dik 2011, great classfor the love and togetherness
throughout four years; family in UKMKP and CC-Medan, Lucaishak
Nagata Small Group (Kak Tanti, Renol, Lewi, Basa, Imabeta, Meiliana,
Mesalina), and Enchrist Small Group (Naomy, Iasarah, Indah,
Wenjuliana, Nora, Tirta and Clara).
Medan, September 2015
The writer,
Dicky Bastian Siburian
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ABSTRACT
Siburian, Dicky Bastian. 2113121018. The Effect of Somatic Auditory Visual Intellectual (SAVI) Method on Students’ Achievement in Writing Descriptive Text. A Thesis. Faculty of Languages and Arts, State University of Medan. 2015.
This study deals with the effect of Somatic Auditory Visual Intellectual (SAVI) method on students’ achievement in writing descriptive text. The objective of the study is to find out whether SAVI method 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 VII of SMP Negeri 1 Bintang Bayu in the academic year 2014/2015, where there were 4 classes of grade VII and there were two classes were selected as the sample by applying random sampling. The sample was divided into two groups. The Experimental group (VII 1) was taught by applying SAVI method, while the control group (VII 4) was taught by applying conventional method. The data of the study were obtained from the students’ score of writing test. To determine the reliability of the test, the writer used Pearson Moment Product formula. Based on the data calculation showed that the coefficient of reliability of the test was 0.89. It showed that the test was reliable and the reliability was high. There were two data used in this study. They were pre-test and post-test. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (3.69) 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 SAVI method significantly affects on the students’ achievement in writing descriptive text or in other words the hypothesis is accepted.
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5. Assesment in Writing ... 12
6. Genre... 16
7. Descriptive Text... 18
8. Model, Approach, Method, Procedure and Technique ... 22
9. Somatic Auditory Visual Intellectual (SAVI) Method ... 23
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11. The Relevant Studies ... 31
B. Conceptual Framework ... 32
C. Hypothesis ... 34
CHAPTER III. RESEARCH METHOD A.Research Design ... 35
B. Population and Sample ... 36
C.The Instrument for Collecting Data ... 36
D.Assesment and Scoring of Writing ... 37
E. The Procedure of the Research ... 39
1. Pre-Test ... 39
2. Teaching ... 39
3. Post-Test ... 42
F. The Validity and Reability of the Test ... 42
1. Validity of the Test ... 42
2. Reability of the Test ... 43
G. The Technique of Analyzing Data ... 45
CHAPTER IV. DATA AND DATA ANALYSIS ... 47
A. The Data ... 47
B. Data Analysis ... 48
C. Testing Reliability of the Test ... 50
D. Testing Hypotheis ... 51
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CHAPTER V. CONCLUSION AND SUGGESTIONS ... 53
A. Conclusion ... 53
B. Suggestion ... 53
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LIST OF TABLES
Table 1.1 The Students’ Writing Score ... 2
Table 2.1 Example of Descriptive Text ... 22
Table 3.1 Research Design ... 35
Table 3.2 Criteria of Scoring Test ... 37
Table 3.3 Teaching Procedure for Experiment Group ... 39
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LIST OF APPENDIXS
APPENDIX A ... 58
APPENDIX B ... 59
APPENDIX C ... 60
APPENDIX D ... 61
APPENDIX E ... 64
APPENDIX F ... 71
1 CHAPTER I
INTRODUCTION
A. The Background of The Study
As the international language English is one of the media of interaction
and communication among people from different parts of the world. It is very
important to be learned in order to improve social relation and knowledge. In
Indonesia, English is a foreign language. In learning a foreign language it is not
easy, because for Indonesian students English and Indonesian language are
different in terms of spellings, sounds and pronunciations, vocabulary and
grammar.
In Kurikulum Tingkat Satuan Pendidikan (KTSP) and also in previous
curricula English is one of the objects of the study, which should be learned in
formal school. In this curriculum learning English is emphasized on four language
skills, they are listening, speaking, reading, and writing. In learning process, the
students are expected to master these four language skills because these skills are
very necessary to build students’ achievement in English.
There are many kinds of texts that should be learned by the students of
junior high school in learning the writing skill. In grade seven of junior high
school, the basic competence that should be achieved in learning writing skill is
that students are expected to be able to express the meaning of a short functional
text and essay in the form of narrative text, descriptive text, and procedure text.
Based on the explanation above, descriptive text is one of genre that must be
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However, based on the experiences of some preliminary researcher, the
students faced some difficulties in writing and their achievement in writing skill is
quite low such as writing sentence, paragraph, report text, narrative text, spoof,
descriptive text, recount text, and so on. It can be said that there are about 70%
students of junior high school that still have problems in writing especially in
writing descriptive text.
Based on the observation in grade eleven of SMP Negeri 1 Bintang Bayu,
the writer also found the data of writing test from the first and the second
semesters in academic year of 2014/2015 through interviewing the English
teacher. She said that many students could not pass the passing grade namely 75
which is applied in the school for English subject. The data can be seen as
From the data above, it can be concluded that the students’ achievement in
writing is still low.
Besides, based on the writer’s experience and observation during the
Integrated Teaching Practice Program (PPLT) in 2014 in junior high school, it
3
theory of descriptive text was explained several times, some of them found it hard
to understand the content and they showed unenthusiastic in teaching and learning
process. When the writer observed the seventh grade of junior high school, he
found that there were about 70% students got problems in writing skill.
Responding to these problems and by considering the importance of
writing skill for students at junior high school, it is necessary to find the approach
or method that will be the solution to this situation. The writer found a teaching
method named Somatic Auditory Visual Intellectual (SAVI) Method. This method
can be the solution to those problems above.
Sapti and Suparwati (2011: 358) state that in order to increase motivation,
attention, comprehension, and student achievement, teachers can use SAVI
method. The element of this learning involves the whole activity. Somatic
movement related to activity or act. This means learning to move and act.
Auditory related to activities of speaking and listening. Visual activity related to
observing and describing. Intellectual activities related to the thinking that is by
solving problems and thinking. Learning English writing skill can be optimal if
the four elements of SAVI are in one event, it means that the elements cannot be
separated from one to another, because these elements are complementary. In
SAVI method, students can express their ideas and their opinion that can enhance
their creativity, because this method emphasizes the benefits that learning must
exert all senses owned by learners and also it contains modern cognitive science
which states that the best learning is to involve the emotions, the whole body, and
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knowledge in learning process. There are many researcher had applied SAVI
method in different field of their researches. They proved the application of SAVI
method has good effect in learning process especially in teaching writing.
Rahmawati (2014: 387) applied SAVI method in her research in developing
learning tools based guide discovery in ninth grade of junior high school academic
year 2014/2015. She found that teaching and learning activity with SAVI method
is more effective used in order to increase the students’ achievement in learning
mathematic especially in probability material than used other method which usual
teacher used in class.
Pratiwi (2014: 5-9) applied SAVI approach in her research to developing
of teaching material base SAVI approach in subject of respiratory system class XI
High School to increase motivation and learning outcomes. His research The result
of research shows that validation result by expert validator is valid with the average 87,98
percent and test of small group is gotten that reading skill of student book shows valid
criteria by all complement. It means that the students can understand the book easily. The
result shows that the average of each complement from 79,78 to 100 so it is very valid.
The student book use based on SAVI approach can improve study output and student
motivation it can be seen from the average score between pretest and post test then
starting motivation of the student before using the student book and ending motivation of
the student after using the student book that there is increase.
Based on the explanation above, it is essential to use a suitable and
effective method to help the students to solve the difficulty of the students’
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designed and conducted to identify the effect of applying SAVI method on
students’ achievement in writing descriptive text.
B. The Problem of the Study
Based on the background of the study, the problem of the study was
formulated as the following:
“Does the application of Somatic Auditory Visual Intellectual (SAVI) method
significantly affect the students’ achievement in writing Descriptive text?”
C. The Objective of the Study
In line with this problem, the objective of the study was to identify the effect
of applying SAVI method on students’ achievement in writing descriptive text.
D. The Scope of the Study
There are many genres of writing, they are, narrative, descriptive, recount,
persuasive, procedure, anecdote, expository, etc. This study was basically limited
to writing descriptive text. This study focused on identifying the effect of
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E. The Significance of the Study
The Findings of the study are expected to be useful both theoretically and
practically for
Theoretically:
1. The teachers to improve their theoretical knowledge on teaching writing.
2. Other researchers to conduct for the research on SAVI method.
3. The readers to update their information or knowledge about how to
improve writing skill and as a reference for those who are interested in
doing the related study, especially in writing skill.
Practically:
1. The students to improve their writing achievement especially in writing
descriptive text.
2. The teachers improve their ability to conduct a better and interesting
method in teaching writing, especially in teaching writing descriptive text,
53 CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it can be concluded that teaching writing skill by
using SAVI method 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 2279 and the mean score was was
75.96, while the data in control group were: the total score was 2069 and the mean
score was 68.96. 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 3.69 was higher than t-table 2.000, it means that the
alternative hypothesis is acceptable.
B. Suggestions
Based on the result of the study, some suggestions are offered to the English
teachers that it is wiser to apply SAVI method because it helps the teacher to be more
creative in teaching writing descriptive text. And also it is suggested to the students to
apply SAVI method in order to improve their creativity and ability in writing a text
54
in dealing with this study so that they have a good understanding to support their
study.
Finally, the writer considers that this study still need validation from the next
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