IMPROVING THE STUDENTS’ ACHIEVEMENT IN
WRITING NARRATIVE TEXT BY APPLYING SPORE
STRATEGY
A THESIS
Submitted to Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
By:
PUTRI FEBRINI SIANTURI
Registration Number 209421041
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
ii
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Mighty God Jesus Christ for His
blessings so the writer is able to accomplish her thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of
Language and Arts, Faculty of Languages and Arts (FBS), State University of Medan
(UNIMED).
During the process of writing, the writer realizes that she cannot accomplish
without support from many people. The writer would like to express her sincere
gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si.,
Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum.
, Dean Faculty of Languages and Arts, Vice
Dean I, II, III and all the administrative staff;
Prof. Dr. Hj. Sumarsih, M.Pd.
, Head English Department, Faculty of
Languages and Arts,
Rika, S.Pd, M.Hum.,
Secretary of English Department
and
Dra. Masitowarni Siregar, M.Ed.
, Head of English Education Study
Program for their valuable administrative advice and guidance in completing all
the procedures required;
Prof. Amrin Saragih, M.A., Ph.D
, her thesis consultant, for his advice,
supervision, and encouragement so the thesis could have been accomplished;
to all lecturers, especially
Drs. Elia Masa Gintings, M.Hum
, her academic
consultant, for the guidance and moral support during the years spent;
the writer’s gratitude should be fully given to her beloved parents,
Drs. T.
Sianturi (Alm)
and
Ibu L.Gultom, S.Pd
,for their everlasting love, hopeful
prayers in her life and financial support. Her sisters and brothers,
Bintang
Sianturi (Bunda Kimiko)
and
Richard Hutahaean, S.T, Daniel H Sianturi,
S.Si, Maria L Sianturi, S.E, Ruth A Sianturi, S.Pd, Citra Y Sianturi,
also to
her beloved niece
Kimiko Hutahaean
and
Yoshiko Hutahaean
, and to all her
family members for their endless love, care, support, and prayer;
The Principal of SMA Negeri 6 Medan Ibu
Dra. Hj. Erlinda
, and Vice
Headmaster Bapak
Drs. Anggi Muda Siregar
, and also English Teacher
Drs.
Smith Tarigan
, for allowing the writer to conduct the research;
her beloved friends TELETUBBIES (
Lidya
:
Dipsy
,
Mey Sitepu, S.Sos
:
Tinkywinki
and
Use Sembiring, Amf
:
Pho
), in Cikasu’s Friends (
Diana, Irma
,
and my love sister Kak
Ira Munthe
), her field teaching practice
(PPLT 2012)
friends,
Ara, Zifa
, and
Ayu
for support, togetherness, and pray for her;
iii
Last but not least, thanks to
Syahril Maridotua Purba, S.Pd
for his love,
support, cares, pray and always by her side whenever she need. Thanks so
much.
Medan, Februari 2014
The Writer
Putri Febrini Sianturi
i
ABSTRACT
Sianturi, Putri Febrini. Improving the Students’ Achievement in Writing Narrative Text by Applying SPORE Strategy. A Thesis. Faculty of Languages and Arts (FBS), Unimed (State University of Medan), 2014.
iv
TABLE OF CONTENTS
Page
ABSTRACT……… i
ACKNOWLEDGEMENT ……… ii
TABLE OF CONTENTS ……….. iv
LIST OF TABLES ………. vi
LIST OF FIGURE ………. vii
LIST OF APPENDICES ………... viii
CHAPTER I INTRODUCTION ………. 1
A. The Background of the Study ………... 1
B. The Problem of the Study ………. 3
C. The Objective of the Study ……… 3
D. The Scope of the Study ………. 3
E. The Significance of the Study ……… 3
CHAPTER II REVIEW OF LITERATURE ……….. 5
A. Theoretical Framework………... 5
1. Students’ Achievement in Writing…..…... 5
2. Writing ……….. 6
3. Genre ……… 8
4. Narrative Text ……….. 11
5. Parts of Narrative Text ………. 12
a. Generic Structure of Narrative Text ……… 12
b. Grammatical Features of Narrative Text …………. 12
c. Example of Narrative Text ……….. 15
6. The Assessment of Writing ……….. 16
7. Approach, Method, Strategy, Technique ……….. 17
8. Setting, Problem, Order of Action, Resolution, End (SPORE) Strategy ………. 18
9. Step in the SPORE Writing Process ………. 18
10.The Advantages and Disadvantages of SPORE Strategy.. 20
B. Conceptual Framework ………..………... 20
CHAPTER III RESEARCH METHOD ………. 22
A. Research Design ……….. 22
B. Subject of the Research ……...……….... 22
C. The Instrument of Data Collection ……….. 22
D. The Procedure of Research …….………... 23
1. The First Cycle ……….. 24
a. Planning ……….. 24
b. Action ………. 24
c. Observation ………. 25
d. Reflection ………... 26
v
E. Scoring of Writing Test …………..………. 27
F. The Technique of Data Analysis ……...………... 29
CHAPTER IV THE DATA AND DATA ANALYSIS ……… 30
A. The Data ………... 30
1. The Quantitative Data ………... 30
2. The Qualitative Data………. 32
B. The Data Analysis ………... 33
1. Analysis of Quantitative Data ……….. 33
2. Analysis of Qualitative Data ………. 39
a. Observation Sheet ………. 39
b. Interview Sheet ………. 39
c. Diary Notes ……… 40
C. The Research Findings and Discussions ………... 40
CHAPTER V CONCLUSION AND SUGGESTION ………. 42
A. Conclusion ………. 42
B. Suggestion ……….. 42
REFERENCES ……… 43
vi
LIST OF TABLES
Pages
Table 3.1 Procedure of Data Collection for Teaching and Learning Activities... 26 Table 3.2 Score of Format and Content ………. 27 Table 3.3 Score of Organization and Coherence ……….. 28 Table 3.4 Score of Sentence Construction and Vocabulary …. 28 Table 4.1 Students’ Writing Score during Six Meeting ………… 31 Table 4.2 The Improvement of Mean Score of the Students’
Writing ………... 35
vii
LIST OF FIGURE
Pages
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is one of the most important things in a communication and it is
used as a tool of among the nations in all over the world. There are several
languages that are frequently used by people in the world, English is one of them.
English is the most famous at important language in the world. It is used in formal
and informal situation. It is used in business, technology, information, education,
mass media, tourism, entertainment, and international relationship. In short,
English is used in all aspects of life.
Writing is one of the skills in English language learning besides reading,
speaking, and listening that is taught formally in Indonesia education curriculum
from elementary school up to the university level. Many students think that
writing is most difficult skill. It is because they have some problems when they
are writing. The first problem is the students have not ideas on their mind what
they want to write. The second problem that the students have in writing is less
knowledge. The students often feel confused what they want to write because
there is no information about the topic. They need many reference materials to
help them. The third problem is the students need experience for the topic to get
the accurate material.
According to Byrne (1979:1) writing is the encoding of a message of some
kind that is we translate our thoughts into language. It means that students need a
2
they want to write and creativity to make the reader understand and interest with
their writing.
There are some genres in writing. They are narrative, recount, description,
report, discussion, explanation, exposition, procedure, anecdote, and
advertisement. Narrative text is any written English text in which the writer wants
to amuse, entertain people and to deal with actual or vicarious experience in
different ways. (Siahaan & Shinoda; 2008: 73). In presenting stories, narrative
text also gives advice to the readers.
Based on the observation and interviewing that was done by the writer in the
grade XI SMA Negeri 6 Medan, many students have problems in writing narrative. The
first problem, the students find difficulties when they have to generate and develop ideas
to tell the sequences of events. It makes them often just put one or two events in their
writing. Second, they cannot arrange the events in a correct.
To help the students solve their problems in writing narrative, the teacher have to
find the effective and interesting strategy. There are so many strategies that are popular to
make teaching in writing narrative more effective and interesting. These strategies are
expected to be useful to improve the students’ achievement in writing narrative. In the
case, the writer chooses Setting, Problem, Order of Action, Resolution, End
(SPORE) strategy. SPORE Strategy will be one of the effective strategies that are
recommended to be applied in writing narrative text.
The writer is interested to do researcher upon this strategy and try to analyze this
case in order to know whether SPORE strategy is effective in help thing student to write a
narrative text. In addition, by this analysis, the writer expects that the students – who
assume that writing is difficult to be done – would get interested and find that writing can
3
B. The Problem of the Study
The problem is formulated in the form of a question as follows: “Is the
students’ achievement in writing narrative text significantly improved by SPORE
(Setting, Problem, Order of Action, Resolution, End) Strategy?”
C. The Objective of the Study
Based on the problem formulation above, the objective of the study is to
find out whether the use of Setting, Problem, Order of Action, Resolution, End
(SPORE) strategy significantly improves the students’ achievement in writing
narrative text.
D. The Scope of the Study
The scope of this study is writing narrative text on the use of Setting,
Problem, Order of Action, Resolution, End (SPORE) strategy in teaching process.
E. The Significances of the Study
Findings of the study are expected to be useful and relevant theoretically
and practically.
1. Theoretically for other researcher, who interested for getting prior
information to do further related study and can prove this strategy
more with different participant.
4
a. English teachers, who want to get source and information to
enlarge their knowledge in teaching narrative text and
b. Students, who want to improve their skill and stimulate them to
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CHAPTER V
CONCLUSIONS AND SUGGESSTIONS
A. Conclusions
After analyzing the quantitative data, conclusions are drawn as the
following. There is a significant improvement of the mean in test of cycle 1 (67,2)
and the mean in test of cycle 2 (81,2). Moreover, the qualitative data showed that
the students were more interested and enjoyable in learning narrative writing by
applying Spore strategy. Therefore, it can be concluded that the application of
Spore strategy can significantly improve students’ achievement in writing
narrative text.
B. Suggestions
In line with the conclusions, some points are suggested to:
1. English teachersare advised to apply SPORE strategy so that they can
improve their students’ achievement in writing narrative text.
2. The readers, who are interested in dealing with this study, are
suggested that they have good understanding about how to improve
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