ENHANCING VERBS DRILLING
TO IMPROVE STUDENTS’ SKILL IN WRITING NARRATIVE TEXT THROUGH PROCESS ORIENTED APPROACH
(A Classroom Action Research of the Eighth Grade Students of SMP Negeri 19 Surakarta in the Academic Year of 2013/2014)
By:
BETTA SETYOWATI NIM. S891108026
ENGLISH EDUCATION DEPARTEMENT POSTGRADUATE PROGRAM SEBELAS MARET UNIVERSITY
THESIS APPROVAL
ENHANCING VERBS DRILLING TO IMPROVE STUDENTS’ SKILL IN WRITING NARRATIVE TEXT THROUGH PROCESS ORIENTED APPROACH (A Classroom Action Research of the Eighth Grade Students of SMP Negeri 19 Surakarta in the Academic Year of 2013/2014)
By:
BETTA SETYOWATI
NIM. S891108026
This thesis has been approved by the Board of Consultants and the Head of English
Education Departement of Graduate School, Sebelas Maret University of
Surakarta.
Consultant I Consultant II
Prof. Dr. Sri SamiatiTarjana Dra.Diah Kristina, M.A., Ph.D.
NIP. 194406021965112000 NIP. 195905051986012001
The Head of English Education Department of
Graduate School
Sebelas Maret University
Dr. Ngadiso, M.Pd.
LEGITIMATION
This thesis has been examined by the Board of Thesis Examiners and approved as
a fulfillment of the requirements for obtaining Post Graduate Degree in English
Education of the English Education Department of Sebelas Maret University
Board of Thesis Examiners
Chairman : Dr. Ngadiso, M.Pd. ... NIP. 196212311988031009
Secretary : Dr. Abdul Asib, M.Pd. ... NIP. 195203071980031005
Examiner I : Prof. Dr. Samiati Tarjana ... NIP. 194406021965112000
Examiner II : Dra. Diah Kristina, M.A., Ph.D. ... NIP. 195905051986012001
The Dean of Faculty of Teacher Training The Head of English Education and Education of Sebelas Maret University Departement of Graduate School
Sebelas Maret University
Prof. Dr. Joko Nurkamto, M.Pd Dr. Ngadiso, M.Pd.
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled ENHANCING VERBS DRILLING TO IMPROVE STUDENTS’ SKILL IN WRITING NARRATIVE TEXT THROUGH PROCESS ORIENTED APPROACH (A Classroom Action Research of the Eighth Grade Students of SMP Negeri 19 Surakarta in the Academic Year of 2013/2014). It is not plagiarism or made by others. Anything related to others’ work is written in quotation, the source of which is listed on the bibliography.
If then this pronouncement proves wrong, I am ready to accept academic
consequences, including the withdrawal or cancelation of my academic degree.
Sukoharjo, February 2015
ABSTRACT
Betta Setyowati, S891108026: Enhancing Verbs Drilling To Improve Students’ Skill In Writing Narrative Text Through Process Oriented Approach (A Classroom Action Research of the Eighth Grade Students of SMP Negeri 19 Surakarta in the Academic Year of 2013/2014). Thesis. Surakarta: Graduate School Sebelas Maret University
The primary goals of the research are (1) to prove that the Process Oriented Approach can improve the students’ skill in writing by enhancing the verb drilling in composing narrative text for the eighth grade students of SMPN 19 Surakarta in the academic year of 2013/2014; (2) to prove that the Process Oriented Approach can make the students to be more interested in writing process in the classroom.
The classroom action research was applied in this research. The subject of the research was 32 second semester students of eighth grade SMPN 19 Surakarta in the academic year of 2013/2014. This action research was conducted in three cycles. Each consisted of planning, implementing, observing, and reflecting the action. The writer used quantitative and qualitative data in writing this research. The quantitative data were taken from the students’ writing tests scores both from first and second corrector. The writing test was to write narrative text that was scored based on organization, content, grammar, vocabulary, and mechanics. The qualitative data were taken from the score of questionnaires given to the students before and after the treatment. The researcher also conducted interviews to the students to know the problems they had in writing.
The research findings are described as follows: (1) the students’ skill in writing narrative text is improved when the verb drilling is maximally applied in every meeting of teaching-learning process in the classroom. After the series of steps like planning, outlining, drafting, revising or editing, and finally rewriting, the mean score of the students’ post-test from Cycle 1, Cycle 2 and Cycle 3 is improved; (2) the student’s interest changes step by step in studying writing when the Process Oriented Approach is applied. They feel helpful to compose narrative text by undertaking this method. They can have some verb drillings every meeting, they can work in group actively, they can try to analyze peer’s work, and they rewrite their final product before it is scored. This writing process makes them to be more interested in composing their own text.
This research also finds the strengths and the weaknesses of Process Oriented Approach. The strengths are: Process Oriented Approach which is combined with the frequent verb drilling helps the students to compose better writing; the students are given opportunity to work cooperatively and think critically through editing process; the students can increase their freedom idea in writing text; the steps of writing text can be understood in easier ways; and it can
improve students’ motivation and passion in following the learning process. The
do not have good English mastery and they are demanded to analyze their peers’ work.
Based on the result of the research, the writer concludes that the use of
Process Oriented Approach is able to improve students’ writing skill. That is why
MOTTO
DEDICATION
This thesis is dedicated to my beloved
ACKNOWLEDGEMENT
Firstly, the writer would like to express her praise and gratitude to The
Almighty Allah SWT, who has given strength, patience and perseverance to
complete this thesis, as a partial fulfillment of the requirement for the Graduate
Degree of Education in English.
During the completion of this work, the writer realizes that it is impossible
for her to finish it without contribution, helps, suggestions, and comments from
many people. That is why she is very indebted to them. She would like to express
her gratitude to the Director of Graduate School of Sebelas Maret University for
his permission to write this thesis, the Head of the English Education Departement,
Graduate School of Sebelas Maret University who has suggested and guided the
writer to do this thesis well. The writer addresses her sincere gratitude to the
consultants, Prof. Dr. Sri Samiati Tarjana and Dra.Diah Kristina, M.A., Ph.D. for
their patience, time, suggestion, attention, and correction so that she could finish
her thesis. The writer’s gratitude is also expressed to the Headmaster of SMPN 19
Surakarta, Sutarmo, S.Pd.,M.Pd., who has given the writer permission to conduct
the research at his school he lead.
Finally, the writer is thankful to her beloved family for the never-ending
love, prayers, and supports that really strengthened her to finish her thesis. Last but
not least, the support and companion from those who have helped the writer in
writing the thesis would be very appreciated.
Sukoharjo, Maret 2015
TABLE OF CONTENT
PAGE OF TITLE... i
PAGE OF APPROVAL... ii
PAGE OF LEGITIMATION... iii
PRONOUNCEMENT... iv
ABSTRACT... v
MOTTO... vii
DEDICATION... viii
ACKNOWLEDGEMENTS... ix
TABLE OF CONTENTS... x
LIST OF TABLES... xiii
LIST OF APPENDICES... xiv
CHAPTER I INTRODUCTION A. Background of the Study... 1
B. Problem Statements... 6
C. Objectives of the Study... 7
D. Benefits of the Study... 7
CHAPTER II LITERATURE REVIEW A. Writing 1. The Meaning of Writing... 8
2. Pillars of Writing... 9
3. The Skill of Writing... 10
4. Drilling... 11
5. Narrative Tex... 13
B. Process Oriented Approach... 15
C. The Implementation of Process Oriented Approach in Teaching Writing... 16
E. Reviews of Related Research... 24
F. Rational... 26
CHAPTER III RESEARCH METHODOLOGY A. Context of the Study 1. Setting of Place... 28
2. Setting of Time... 28
3. Subject of the Research... 29
B. Research Method 1. The Meaning of Classroom Action Research... 31
2. Characteristics of Action Research... 30
3. The Procedure of Action Research... 31
C. Techniques of Collecting Data... 33
D. Techniques o Analyzing Data... 34
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Introduction... 35
B. Cycle 1 1. Planning the Action... 37
2. Implementing the Action... 38
3. Observing and Monitoring the Action... 44
4. Reflecting... 49
C. Cycle 2 1. Planning the Action... 51
2. Implementing the Action... 52
3. Observing and Monitoring the Action... 57
4. Reflecting... 61
1. Planning the Action... 63
2. Implementing the Action... 62
3. Observing and Monitoring the Action... 67
4. Reflecting... 70
E. Discussion 1. The Improvement of Students’ Writing Skills... 70
2. Contribution of Students’ Attitude toward the Improvement of Their Interest in Writing in the Classroom... 72
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion... 75
B. Implication... 76
C. Suggestion... 77
BIBLIOGRAPHY... 78
LIST OF TABLE
Weigle’s Scoring Rubric... 19
Brown’s Writing Assesment... 20
Nation’s Writing Assesment... 23
Students’ Pre-test Average Score... 36
The Result of Students’ Post Test 1... 47
The Result of Students’ Post Test 2... 59
The Result of Students’ Post Test 3... 68
LIST OF APPENDICES
Appendix 1 RencanaPelaksanaanPembelajaran
Cycle 1... 80
Appendix 2 RencanaPelaksanaanPembelajaran Cycle 2 ... 93
Appendix 3 RencanaPelaksanaanPembelajaran Cycle 3... 105
Appendix 4 Students’ Test Result... 116
Appendix 5 Students’ Questionaire (Pre-Research)... 122
Appendix 6 Students’ Questionaire (Post-Research)... 124
Appendix 7 Student-Teacher Interview (Pre-Research)... 126
