THE EFFECT OF CONCEPT SENTENCE TECHNIQUE
ON THE
STUDENTS’
ACHIEVEMENT
IN WRITING NARRATIVE TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan
By:
SRI RIZKI
Registration Number: 2113121068
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
Except where appropriately acknowledged, this thesis is my own word which has been expressed in my own words. And it has not been previously submitted for assessment.
I understand that this paper may be screened electronically or otherwise or plagiarism.
Medan, November 2015 The Writer,
Sri Rizki
ABSTRACT
Rizki, Sri. 2113121068. The Effect of Concept Sentence Technique on the Students’ Achievement in Writing Narrative Text. A Thesis. English and Literature Department, Faculty of Languages and Arts, State University of Medan. 2015.
The aim of this study is to discover the effect of using concept sentence technique
on the students’ achievement in writing narrative text. It was conducted by using
experimental research design. The population of this study was the first grade students of SMAN 1 Binjai. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by using concept sentence technique, while the control group was taught by using lecturing technique. The instrument used to collect the data was an essay test. After analyzing the data, it was found that the value of t-observed was 5.31 with the degree of freedom (df) = 40 at the level of significance α (0.05) = 2.02. It means that t-observed was higher than t-table (5.31>2.02). The result of this study showed that using concept sentence technique significantly affected the students’ achievement in writing narrative text. Therefore, null hypothesis (Ho) was rejected
and alternative hypothesis (Ha) was accepted.
ii
ACKNOWLEDGMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most Beneficial for His Grace, Guidance, Praise, Honor, and Mercy that has been given to the writer so that she finally accomplishes her thesis. May Allah’s peace and
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, and Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Program, and Syamsul Bahri, S.S., M.Hum.,
M.Hum., her Academic Advisor and her Reviewer who has supported
her through out the academic years.
Prof. Amrin Saragih, Ph.D. M.A., Dra. Sortha Silitonga, M.Pd.,
Indra Hartoyo, S.Pd. M.Hum., her Reviewers and Examiners who
Susianto, S.Pd. M.Si., the Headmaster of SMA Negeri 1 Binjai, for
his permission and opportunities in allowing the writer to do observation and research to collect the data.
Her beloved parent Saparuddin Pulungan and Rahmania, S.Pd, Her lovely brothers and sister Jafar Sandra Pulungan, S.S., Anggian
Saputra Pulungan, Arif Rahman Hakim Pulungan, and Sarah
Nova Pulungan, Am. Keb., and all her families for their endless love,
pray inspiration, motivation, and everything that they have given to the writer during her whole studies up to finish.
Her beloved friends Ayu Setiawati, Chairunnisa, Fitri Muliati,
Halawatil Iman, and Yuliani Kartika, for their endless support,
attention prays and love which they have been giving to the writer not
only during the term of the writers’ study, but also in every day’s happiness and motivation.
The writer realizes that this thesis still has the paucity, she conveniently welcomes any suggestions, comments, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who read this thesis and interested in the field of this study.
Medan, November 2015 The writer,
Sri Rizki
iv
TABLE OF CONTENTS
ABSTRACT ... i
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vii
LIST OF APPENDICES ... viii
CHAPTER I INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Problem of the Study ... 4
C. The Objective of the Study ... 4
D. The Scope of the Study ... 5
E. The Significance of the Study ... 5
CHAPTER II REVIEW OF RELATED LITERATURE ... 6
A. Theoretical Framework ... 6
1. Students’ Achievement in Writing ... 6
2. Concept of Writing ... 7
a. The Definition of Writing ... 7
b. Process of Writing ... 7
3. Kinds of Genres in Writing ... 8
1) Narrative Text ... 10
a) The Definition of Narrative Text ... 10
4. Approach, Method, and Technique ... 15
1) Cooperative Learning Model ... 16
2) Concept Sentence Technique as One of Cooperative Learning ... ...18
a) Definition of Concept Sentence technique... ...18
b) The Procedure of Concept Sentence in Writing Narrative text... 19
c) The Advantages and Disadvantages of Using Concept Sentence ... 20
3) Lecturing Technique ... 21
(1) The Advantages of Using Lecturing Technique ... ...22
(2) The Disadvantages of Using Lecturing Technique ... ...22
vi
1. Pre- test ... 29
2. Treatment ... 29
3. Post- test ... 33
E. Scoring of the test ... 33
F. The Validity and the Reliability of the Test ... 34
1. The Validity of the Test ... 34
2. The Reliability of the Test ... 35
G. The Technique for Analyzing the Data ... 35
H. The Statistical Hypothesis ... 36
CHAPTER IV DATA ANALYSIS AND DISCUSSION ... 37
A. The Data ... 38
B. Data Analysis ... 39
1. Testing Reliability of the Test ... 39
2. Analyzing the Data Using t-test ... 40
3. Testing Hypothesis ... 40
C. Research Findings ... 41
D. Discussion ... 41
CHAPTER V CONCLUSSION AND SUGGESTIONS ... 43
A. Conclusion ... 43
B. Suggestions ... 43
REFERENCES ... 44
LIST OF TABLES
Pages
Table 3.1 Research Design………28
Table 3.2 The Treatment in Experimental Group………..31
Table 3.3 the Procedure of Treatment in Control Group………...32
viii
LIST OF APPENDICES
Pages
APPENDIX A The Score of Pre-Test and Post-Test in Experimental Group….46
APPENDIX B The Score of Pre-Test and Post-Test in Control Group………...47
APPENDIX C The Reliability of the Test………...48
APPENDIX D The Calculation of T-Test………...50
APPENDIX E Percentage Points of The T Distribution……….54
APPENDIX F Lesson Plan………..55
APPENDIX G Test for Pre-Test and Post-Test in Experimental Group and Control Group………...90
CHAPTER I
INTRODUCTION
A. The Background of the Study
People as social human beings, need to communicate with each other to support the connection among one person to others. Therefore, people need a tool to be used to communicate in their daily life. One of the tools that can be used is language. Language is useful to share information, idea, opinion, and feeling, and so on from one to another.
As an International language, English becomes an important language to be learned by many people all over the world. Mastering in English can give us many advantages. For example, we can bring our culture to the world, we can adapt faster if we want to study abroad and there are so many other benefits of being able to use English.
2
specialized skills that include the ability to express the writer’s opinions or
thoughts clearly and efficiently.
Writing is one of the four skills which has always formed parts of the syllabus in teaching English, where mastering the ability to write effectively is seen as a key objective for learners (Harmer, 2004: 31). In line with this statement, students must learn writing at their school as demanded by the Educational Unit-Oriented Curriculum (Kurikulum Tingkat Satuan Pendidikan, 2006), where students should master some genres of writing such as: procedure, recount, narrative and so on.
Based on an interview with the teachers in SMAN 1 Binjai, it was found that the major problems in writing that students faced are how to generate and develop ideas, and also how to choose the suitable words. Most of them would rather copy from other sources. Thus they have only a few words to write whenever they were asked to write a composition. In other words, they lack ideas and poor ability to organize them.
3
To solve the problem, teachers should find an interesting method to teach their students. One of the instructional methods is using the cooperative learning. Cooperative learning is a learning method which the activities are done by the students in a group. By making the students sit in group, they can work together and discuss about what they are going to write and changing mind each other about the idea.
There are many kinds of technique which have already been popular in cooperative learning, such as jigsaw, time token, concept sentence, pair checks, mind mapping and so on. But in this research, the writer decided to apply concept sentence technique to teach narrative text. Concept sentence technique can compel the students to develop the process of their creative thinking from themselves. Concept sentence technique consists of several steps one of which is giving the key words. By using the key words, it helps the students to think creatively so then they can organize the available keywords become a systematic and meaningful story.
4
because the students were given a reference to form of words which could be developed into a sentence and then they can incorporate it into a paragraph. Shantika (2013) also studied the use of concept sentence in writing ability for the eleventh grade students of SMA Negeri 1 Tunjungan Blora. Her study resulted that concept sentence technique can make the students feel free to select of lexical items and structural pattern for their written exercise by giving the clue card.
Based on the explanation above, the research was conducted by using of concept sentence technique in SMA Negeri 1 Binjai. The writer expected the teacher can be easier to transfer the knowledge and the students more interesting to study English especially in writing narrative text. So the ability of the students in writing narrative text can increase.
B. The Problem of the Study
Based on the background of the study, the problem was formulated as the following: “Is there any significant effect of the concept sentence technique application on the students’ achievement in writing narrative text?”
C. The Objective of the Study
This study was aimed at investigating whether the Grade X students’ writing achievement affects the students’ achievement if they are taught by using concept sentence technique.
5
There are several kinds of writing text and technique of teaching writing skill, but this study was limited in writing narrative text which was focused on the using of concept sentence technique in teaching narrative text especially a legend
on students’ writing in Grade X at Senior High School. Concept sentence technique was used because the writer believed that this technique was able to help the students to design the narrative text.
E. The Significance of the Study
43
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the data analysis, it showed that using concept sentence technique significantly effects on the students’ achievement in writing narrative text. It is found that the mean score of the students was taught by using concept sentence technique was higher than by using lecturing technique (18.14> 7.2). It was also proved by the result of test which showed that the value of t-observed (5.31) was higher than the value of t-table (2.02). It means that the null hypothesis is rejected and alternative hypothesis was accepted. So it could conclude that there was significant effect of using concept sentence technique on
the students’ achievement in writing narrative text.
B. Suggestions
REFERENCES
Angelia, Christine. 2014. Improving Grade VII Students Writing Achievement in
Simple Past Sentences through Concept Sentence Model. Skripsi.
Medan: UNIMED.
Arikunto, S. 2002. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta
Aruab, D. M. 2007. Penafsiran Skor Test. Medan: Unimed.
Best, J. W and Kahn, V. J. 2002. Research in Education. New Delhi: Prentice Hall International.
Brereton, Jhon C. 1982. A Plan for Writing, Second Edition. New York: CBS College Publishing.
Brown, H. D. 2000. Principles of language learning and teaching: 4th Ed.
London: Longman Group.
Carol, J. Amstrong, et.al. 2001. Writing and Grammar. New York: Prentice Hall Conlin, M. L. 1983. Patterns: A Short Prose Reader. New York: Houghton
Mifflin.
Damayanti, Riyadi & Amir. 2013. Pengaruh Model Kooperatif Concept
Sentence terhadap Keterampilan Menulis Karangan Narasi. Jurnal
Didaktika, Vol 1.
Gerrot, L, & Wignell, P. 1994. Making Sense of Functional Grammar. Cammeray: Antipodean Educational Enterprises.
Harahap, Murni. 2013. Pengaruh Model Pembelajaran Concept Sentence terhadap Kemampuan Menulis oleh Siswa Kelas X SMA Swasta Yaspenda Pulau Rakyat Tahun Pembelajaran 2012/2013. Basastra, Vol 2.
Harmer, Jeremy. 2001. The Practice of English Language Teaching, Third
Edition. London: Pearson Education.
Harmer, Jeremy. 2004. How to Teach Writing. London: Pearson Education. Heaton, J. B 1990. Writing English Language Tests. New York: Longman
45
Istarani. 2012. 58 Model Pembelajaran, Medan: Penerbit Media Persada. Jacobs, Zinkgraf, Wormuth, Hartfiel, & Hughey. (1981) Testing ESL
Composition: A Practical Approach. Rowley: Newbury House
Knapp, P. & Megan, W. 2005. Genre, Text and Grammar. Sydney: University of New South Wales.
Muliani, Nur. 2013. The Influence of Concept Sentence Technique toward the
students’ Achievement in Writing Narrative Text. Skripsi. Gorontalo: UNG Ngalimun, 2014. Strategi dan Model Pembelajaran. Yogyakarta:
AswajaPressindo
Purwanto, Amir, & Djaelani. 2014. Model Pembelajaran Concept Sentence untuk Meningkatkan Keterampilan Menulis Deskripsi. Didaktika, Vol 2. Reinking, Hart A. And Osten, R. 1993. Strategies for successful writing; Rhetoric,
Reade, and Handbook. New Jersey: Prentice Hall.
Richard, Jack C. , & Rodgers, Theodore S. 2001. Approaches and Methods in Language Teaching. New York: Cambridge University Press
Shantika, Elistya Reza Ayu. 2013. Improving Writing Ability through Concept
Sentence for the Eleventh Grade Students of SMAN 1 Tunjungan Blora in 2012/2013 Academic Year. Skripsi. Surakarta: UMS.
Siahaan, Sanggam and Shinoda Kisno. 2008. Generic Text Structure. Yogyakarta: Graha Ilmu.
