i ABSTRACT
Manja M. Siregar (2017) : Using Diary Writing to Improve Students' Language Use and Vocabulary in Recount Text at Eighth Grade of State Junior High School 1 Sintuk Toboh Gadang.
The problems of this research based on the phenomenon that most of students had low skill in producing the text in written form. Although English teachers had used several technique in teaching English at State Junior High School 1 Sintuk Toboh Gadang, still many students faced problems in their writing. The researcher found there were differences between theories and the facts in the field, such as process and evaluation didn't suitable with the ideal condition. As a result, many students that have problems in English especially in writing recount text.
The study was directed to investigate the implementation of Diary Technique in reference to students' writing ability. The application of Diary Technique based on curriculum and syllabus design, material development, teaching methodology, and evaluation were assumed to have had a significant effects upon students' writing ability.
The design of this research was True-experimental research. This research was located at Islamic Junior High School 1 Sintuk Toboh Gadang and the population was class VIII. The population consists of 93 students distributed into three classes; they were VIII1, VIII2, and VIII3. The sample was chosen through cluster random sampling; consist of 62 students distributed into two classes. These two classes were decided to be control class (VIII2) and experimental class (VIII1). The experimental class taught by using Diary technique, while control class was taught without Diary technique (by Lecturing Method). The data of this research were collected by using writing test. The test was given to both classes before (Pre-test) and after doing the treatment (post-test) for six meeting to know the effect of Diary technique on students’ writing ability.
The results showed that the mean score of post-test of experimental class was 77.60 with 5.769 standard of deviation and control class was 68.53 with 5.519 of standard of deviation. The data of this research was analyzed by using the formula t-test (Sudjana, 2005). From the calculation of the result of the test, it was indicated that tcalculate was 127.56 and ttable 57 with α = 0.05 and degree of freedom 60. So it means that tcalculate was higher than ttable (127.56>57). It means that Diary technique give significant effect on students’ writing ability.
Based on the research finding, it can be concluded that (1) the used of Diary technique give significant effects in writing Recount text at eleventh class students (VIII-1) of State Junior High School 1 Sintuk Toboh Gadang with 21,9 % improvement. (2)The students enjoyed writing classes devotion and not to miss any class. Finally it is recommended that English teacher should focused and more intensive for Language Use, Organization, and Mechanics. Because, Content and Vocabulary had significance improvement than another writing components.
ii ABSTRAK
Manja M. Siregar (2017) :Penggunaan Menulis Buku Harian untuk Meningkatkan Penggunaan Bahasa dan Kosakata Siswa Kelas Delapan dalam Teks Recount di SMPN 1 Sintuk Toboh Gadang. Masalah dari penelitian ini berdasarkan kejadian-kejadian yang ada dimana rendahnya kemampuan siswa dalam menghasilkan teks dalam bentuk tulisan, meskipun guru telah menggunakan teknik dalam mengajar Bahasa Inggris di SMPN 1 Sintuk Toboh Gadang,tapi masih banyak siswa yang menghadapi masalah dalam menulis. Penulis menemukan bahwa terdapat perbedaan antara teori dan fakta dilapangan, seperti proses dan evaluasi tidak sesuai dengan kondisi yang idealnya. Sebagai hasilnya, banyak siswa-siswi yang memiliki masalah-masalah dalam Bahasa Inggris terutama dalam Recount Teks.
Penelitian ini dimaksudkan untuk menginvestigasi penerapan teknik Diary
yang berkaitan dengan kemampuan menulis siswa. Penggunaan teknik Diary berdasarkan kurikulum dan silabus, pengembangan materi, metode mengajar, dan penilaian yang diasumsikan untuk memberikan efek yang lebih baik pada kemampuan menulis siswa.
Penelitian ini adalah penelitian True-eksperimen yang bertempat di SMP Negeri 1 Sintuk Toboh Gadang. Populasi dari penelitian ini adalah siswa kelas VIII yang berjumlah 93 orang, terdiri dari tiga kelas; yaitu VIII-1, VIII-2 dan VIII-3 yang diajarkan oleh guru yang sama. Pengambilan sampel dilakukan dengan teknik cluster random sampling, yang terdiri dari 62 siswa yang terbagi kedalam dua kelas. Kelas VIII2 sebagai kelas control dan kelas VIII1 sebagai kelas eksperimen. Dimana kelas ekperiment diterapkan teknik Diary, sedangkan kelas control tanpa teknik Diary (Dengan Metode Ceramah). Pengumpulan data yang digunakan adalah writing test. Tes tersebut diberikan setelah enam kali treatment
untuk melihat pengaruh penggunaan teknik Diary dalam mengembangkan kemampuan menulis siswa.
Dari hasil penelitian yang dilakukan. Nilai rata-rata dari Post-test kelas eksperimen 77.60 dengan standar deviasi 5.769 dan rata-rata kelas control 68.53 dengan standar deviasi 5.519. Proses pengolahan data dilakukan dengan uji t-test (sudjana:2005). Dari hasil pengolahan data tersebut diperoleh bahwa thitung adalah 127.56 dan ttabel 57 dengan p= 0.05 dan derajat kebebasan 60. Itu berarti bahwa thitung lebih besar dari ttabel (127.56>57). Jadi teknik Diary memberikan pengaruh yang bagus terhadap kemampuan menulis siswa.
Dari penjelasan diatas dapat disimpulkan bahwa, (1) Penggunaan teknik Diary memberikan peningkatan dalam teks Recount pada Kelas Delapan ( VIII-1) di SMP Negeri 1 Sintuk Toboh Gadang dengan 21.9% peningkatan. (2)Siswa-siswi menyukai kelas menulis dan tidak mau ketinggalan pelajaran Bahasa Inggris satupun. Akhirnya direkomendasikan bahwa Guru Bahasa Inggris lebih memfokuskan dan lebih memperhatikan pada komponen menulis seperti
iii
Bahasa, Penyusunan, dan Mekanik. Karena, konten dan kosakata memiliki peningkatan yang lebih baik dibandingkan yang lainnya.
ACKNOWLEDGEMENT
Praise to be Allah SWT who has given the opportunity, health, knowledge, and strength to finish the thesis entitled “Using Diary Writing to Improve Students’ Language Use and Vocabulary in Recount Text at Class Eight of State
Junior High School 1 Sintuk Toboh Gadang”. Peace is upon for Prophet
Muhammad SAW, the messenger; May Allah blesses him and gives him peace. I would like to express my sincere gratitude to Besral, S. Pd., M. Pd. as my first advisor, my academic advisor, last the headmaster of the English Program Study of Tadris Department of Tarbiyah Faculty, and Dr. Arwemi, M.Pd. as my second advisor who has given me a great deal of continuous guidance, valuable advices, time and help in completing this thesis. Then, I would like to express my gratitude to all of lecturers who have taught me from the beginning of study at the English Program Study of Tadris Department of Tarbiyah Faculty.
In addition, the special thanks are also aimed to all of eighth grade students at State Junior High School 1 Sintuk Toboh Gadang, Misnawaty, Sy as the English teacher, Deswiyanti M.Pd. as the headmaster of State Junior High School 1 Sintuk Toboh Gadang for giving the participation, permission and opportunity during this research.
Then, the researcher would like to dedicate my love to my father (Agam Siregar) and my mother (Mesra Linda Mendrofa) for all you gave to me, i love them more than what can i say, my brothers and sister; Syawalluddin Siregar, Widia Wati Siregar and Amar Rasyidin Siregar. Moreover, I express special thanks to all of friends both in and out of English Tadris Program Study, who had given me supports and motivation during the study.
The researcher realized that this thesis may be having several weaknesses. Therefore, any comment and suggestion, and criticism are expected to come up, in order to make a great one.
Padang, June 2017 The Researcher
MANJA M. SIREGAR NIM: 1314050235
iv
TABLE OF CONTENTS
APPROVAL PAGE
PENGESAHAN TIM PENGUJI
ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ... iv
LIST OF TABLE ... vii
LIST OF APPENDICES ... viii
CHAPTER I: INTRODUCTION A. Background of Problem ... 1
B. Identification of Problem ... 6
C. Limitation of Problem ... 7
D. Formulation of Problem ... 7
E. Purposes of the Research ... 8
F. Significance of the Research ... 8
G. Definition of Key Terms ... 9
CHAPTER II: REVIEW OF RELATED LITERATURE A. Theories 1. TEFL in Junior High School a. The Genre-Based Approach ... 10
b. Teaching Writing in Junior High School ... 12
2. Diary Technique a. Definition of Diary Writing ... 14
b. The Advantages of Diary Writing ... 15
c. Applications of Diary Writing ... 19
3. Concept of Writing a. Definition of Writing ... 24
v
c. The Process of Writing ... 27
d. Writing Assesment . ... 29
4. Recount Text a. Definition of Recount Text ... 29
b. Purpose of Recount Text Text ... 30
c. Language Feature ... 30
d. Generic Structure of Recount Text ... 31
B. Relevant Study ... 32
C. Conceptual Framework ... 35
D. Hypothesis ... 36
CHAPTER III: RESEARCH METHOD A. Research Design ... 37
1. Variables of The Research ... ..38
2. Types of Data ... 39
B. Subject of The Study 1. Population ... 39
2. Sample ... 40
C. Place and Time of Research ... 44
D. Instruments ... 44
E. Procedure of Experiment ... 47
F. Techniques of Data Collection ... 49
G. Technique of Data Analysis ... 51
CHAPTER IV: FINDING AND DISCUSSION A. Research Finding ... 53
1. Description of the Data ... 53
a. Pre-Test ... 54
b. Post-Test ... 59
2. Data Analysis of Students Writing Score a. The effects of Diary Writing ... 65
vi
B. Hypothesis Testing ... 68
C. Discussion ... 74
CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion ... 77
B. Suggestion ... 78
BIBLIOGRAPHY ... 79
vii
LIST OF TABLES
Table 1 : The Score of Students' Writing on Recount Text ... 4
Table 2 : Design of the Research ... 38
Table 3 : Population of the Research ... 40
Table 4 : Test of Normality ... 41
Table 5 : Test of Homogeneity of Variance ... 43
Table 6 : Blue Print of Writing Test... 45
Table 7 : Sample of Instrument in Giving Writing Scores... 46
Table 8 : Procedures of Teaching... 47
Table 9 : The Mean Score and Standard Deviation of Pre-test ... 54
Table 10 : The Calculation Process of Standard Deviation ... 55
Table 11 : Test of Normality of Pre-test ... 56
Table 12 : The Interval Data of Pre-test Score ... 57
Table 13 : Pre-test Score of VIII-1 and VIII-2 ... 58
Table 14 : Description of Pre-test from Sample... 59
Table 15 : The Mean Score and Standard Deviation of Post-test ... 59
Table 16 : The Calculation Process of Standard Deviation ... 61
Table 17 : Test of Normality of Post-test ... 61
Table 18 : The Interval Data of Post-test Score ... 62
Table 19 : Post-test Score of VIII-1 and VIII-2 ... 62
Table 20 : Description of Post-test from Sample ... 64
Table 21 : The Writing Components Score After Treatment ... 69
Table 22 : Descriptive of Data ... 73
viii
LIST OF APPENDICES
Appendix 1 : The Mean of Writing Score in Preliminary Research ... Appendix 2 : Writing Assesment ESL Composition by Jacob' Theory ... Appendix 3 : Students Daily Writing Test Score ... Appendix 4 : The Normality of Population and Variance ... Appendix 5 : Blue Print of Writing Test ... Appendix 6 : The score of Students' Writing in Pre-test and Post-test ... Appendix 7 : Test of Normality ... Appendix 8 : Hypothesis Testing and t-Test ... Appendix 9 : The Calculation of Comparison of Sample Mean Score ... Appendix 10 : Test of Homogeneity of Variances ... Appendix 11 : Permit Letter from University ... Appendix 12 : Permit Letter from Education Department ... Appendix 13 : The Letter of Conducting Research ... Appendix 14 : Course Grid ... Appendix 15 : Lesson Plan of Experiment Class and Control Class ... Appendix 16 : Materials and Worksheets ... Appendix 17 : Attendance List ... Appendix 18 : Students Works and Diaries ... Appendix 19 : Students' Writing ... Appendix 20 : Photographs ...
