THE EFFECT OFAPPLYING COOPERATIVE INTEGRATED READING AND COMPOSITION( CIRC) TECHNIQUE ON STUDENTS ACHIEVMENT IN WRITING RECOUNT TEXT.

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THE EFFECT OF APPLYING COOPERATIVE INTEGRATED

READING AND COMPOSITION ( CIRC ) TECHNIQUE ON

STUDENTS’ ACHIEVEMENTIN WRITING

RECOUNT TEXT

A THESIS

Submitted to the English Department Faculty of Language and Arts UNIMED in partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan

By:

SARA FRIMAULIA

Registration Number. 209421046

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ACKNOWLEDGEMENT

First and foremost, the writer would like to express thanks to Allah SWT, the Almighty God for Blessing, Health, Protection, knowledge and opportunity that at last she is able to complete this thesis entitled “ The Effect of Applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students’ Achievement in writing Recount Text “as one of requirement for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State University of Medan.

This thesis could have not been accomplised without the guidance, suggestion, and comment from people, for which the writer would like to express her extremely gratefulwhich directed to:

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

 Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty  Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department and as

her thesis Consultant, for her administrative help in requirements process and for her patient guidance, helping, suggestion, advice, motivation and encouragement so that this thesis finally could be completed. Rika, S.PdM.Hum as the Secretary of English Department and Dra. Masitowarni Siregar, M.Ed, as the Head of English Education Study Program and as her reviewers.

 Dra. Yunita Agnes Sianipar, M.Hum, Drs. Elia Masa Gintings, M.Hum and Drs. Johan Sinulingga, M.Pd, as her reviewers, for the advice and suggestion in completed this thesis.

 Gito S.Pd, M.Pd, the headmaster of SMP Negeri 1 Stabat. For giving her the permission to do research.

 Sumarno, SE and Afrida Hanim, S.Sos, as her parents, Suci Frisnoyri, M.Pd and Setrie Frimairy, as her sister, for their full support, care, prayers and love.

 Bambang Eko Winarno, as her special friend who give the writer support, attention, pray,to finish this thesis. Her appreciation to her closed friend Rizki Bitha Ghaliah Siregar, S.Pd in giving her support, helping, and laughs. Regular A 2009 (Nurmaulida Rahmi, Sri Wahyuni Hasibuan S.Pd, Eka Ratna Sari, Eliye Yuli Yenti, Aini Mardhiah, Yetti Lestari), for her friends in HMJ-BSI UNIMED And all people that cannot mentioned one by one.

Medan, Oktober 2013 The writer

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7. Cooperative Integrated Reading and Compostion ... 15

a. The Component of Coopeartive Integrated Reading and Composition ... 16

1) Story Related Activities ... 16

2) Direct Instruction in Reading Comprehension . 19 3) Integrated Language Arts and Writing ... 19

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CHAPTER IV : THE DATA AND RESEARCH FINDINGS

A. The Data Analysis ... 35

B. The Reliability of the Test ... 40

C. Testing Hypthesis ... 40

D. Research Findings ... 40

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 42

B. Suggestions ... 42

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LIST OF TABLES

Table2.1 Advantages and Disadvantages ofCIRC... 20

Table 3.1 Research Design ... 23

Table 3.2 Scoring the Writing Test……... 27

Table 3.3 Treatment for Experimental group... 30

Table 3.4 Teaching Proocedures in Control Group ... 32

Table 4.1 Total of Pre-Test and Post Test of Experimental Group ... 36

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LIST OF APPENDICES

APPENDIX Page

A.Total of Pre-test and Post-test of Expermental Group ... 45

B. Total of Pre-test and Post-test of Control Group ... 47

C.The Reliability of the Test... . 49

D.Calculation of Pre-test and Post-test of Experimental group ... 52

E. Calculation of Pre-test and Post-test of Control group ... .. 54

F. Lesson Plan ... 59

G.The Media of Teaching Recount Text in Experimental and Control group ... 75

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is a means of communication. Language stands at the centre of

human affair to the most prosaic to the most profound. In the relation to this,

Clark and Clark (1997;7), say that language is fundamental and instrument of

communication.The aim of teaching-learning English as a foreign language

commonly define in term of four language skill namely listening, speaking,

reading, and writing. English is one of the International languages that is used by

many people in the world and in many areas of everyday life. Therefore, using

English is the easiest way to communicate with people from other countries about

many aspect in human life such as technology, economy, social and politics.

Writing is one of the four basic skills in learning English as a foreign

language. Writing is an important communication tool. Writing is a way of

conveying ideas, opinion and thoughts and expressing them as a series of words

and writing them down in a piece of paper. Actually writing is an opportunity, it

allows students to express something aout themselves, explore and explains ideas.

Students can convey their ideas in their mind by organizing them into a good text

so that the others know them and they can think critically. Unfortunately,

Indonesian students’writing in English is still low. The students are not able to

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According to Competence Based Curriculum, writing is one four skills that

should be mastered by students. They should be able to write in English writing is

one four basic language skills is difficult to study. It is stated by Allan and Vallet

(1981;5) who say that writing writing maybe considered as the most of difficult

language skills. Hornby (1974;1016) say that writing is “to put down by means of

word on paper”. Expessing the ideas and thought should be known by the

students since it becomes the goal of writing. On the other hand the students

should be able to express their ideas or opinions in paragraph form.

In this study, the writer deals with writing as her topic because during her

teaching practice (PPL) at SMP, she observed that most of the students are not

able to write successfully. The writer found that the student are not able to write in

simple sentence especially in writing recount text. They are not confident to use

their own english, because of their limited mastery on grammar and vocabulary,

and they are not able to organize their ideas into a good text. Moreover, in writing

process, the students have to master the knowledge not only about the material but

also about grammar and vocabulary.

So based on the situation above, it is needed to know some methods for

helping students in writing ability. The appropriate and comprehensive methods

for teaching writing is Coopearative Integrated Reading and Composition (CIRC).

CIRC is derived from cooperative learnign which facilities the students to

understand the text or passage given. The students are taught to work together

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has always been desired by them. It will help the students in the writing recount

text.

Slavin (2000:106) states that Cooperative Integrated Reading and

Composition is comprehensive method for teaching reading, writing and

languages arts in the upper elementary grades (grades2-8).

In Cooperative Integrated Reading and Composition, students are divided

into several teams from the different reading groups. A teams consist of pairs of

students. For example, the teams consist of two students from high reading group

and two students from the low reading group. Students work both in pairs and in

teams on a series of cognitively engaging activities, including partner reading,

making predictions, identification of characters, settings, problem solutions,

summarization, vocabulary, story related writing.

B. The Problem of the Study

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

follows :

“Is there any significant effect on students’ achievement in writing recount

by Cooperative Integrated Reading and Composition technique”?

C. The Scope of the Study

The research focuses its study on the effect of applying Cooperative

Intergrated Reading and Composition (CIRC) on students’ achievment in recount

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4 D. The Objective of the Study

The objective of the study is to find out whether Cooperative Intergrated

Reading and Composition Technique Significantly effect on Students’ Writing

Recount Text.

E. The Significance of the Study

Results of this study are expected to be giving out the theoretical and

practical significance. The significance can be described as follows:

1. Theoretical

The expected of this research is to enrich the learning of science writing

especially in writing recount text by using methods appropriate CIRC.

2. Practical

a. For student

1) The students can produce a good recount pargaraph through using

Cooperative Integrated Reading and Composition (CIRC).

2) The use of Cooperative Integrated Reading and Composition will

increase students’ achievment in writing.

3) To motivate the students to be better in writing recount text.

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3) The result of the study would be very useful for teachers of English

and others who are concerning wtih assessment of teaching English.

c. For other researcher,

1) the result of this study can be used as a basic information in doing

further Cooperative Integrated Reading and Composition to

improve students’ writing competence.

2) Develop insights and experience of the researchers.

3) To help the next researchers who want to conduct a depth research

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the data analysis, it was concluded that using

Cooperative Integrated Reading and Composition significantly affect the student’s

ability in writing recount text (t-calculated > t-table, p=0.05). The using CIRC

made the students write recount text grammatically that without using CIRC. The

calculation of t-test is 2.38 > 1.67 with df 78 and the level of significance 0.05. It

means that the using CIRC has significant effect on writing recount text.

From the result of the data, it can be seen that the highest score of

experimental group was 96 and the lowest score was 64 in post-test. Meanwhile

the highest score of control group was 91 and the lowest score was 55 in post-test.

B. Suggestions

The writer point out some suggestion as following:

1. It suggested to the English Teacher, it is better to applying Cooperative

Integrated Reading and Composition because this method helps the

students in understanding the recount text much better.

2. It suggested to the students, with this method demands a cooperative

team so it is better if they can share ideas and information before they

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