IMPROVING GRADE XI STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT THROUGH COLLABORATIVE STRATEGY.

IMPROVING

GRADE XI STUDENTS’ ACHIEVEMENT

IN WRITING ANALYTICAL EXPOSITION TEXT

THROUGH COLLABORATIVE STRATEGY

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

NIA DANIATI LUMBAN RAJA

Registration Number: 208321046

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ACKNOWLEDGEMENT

Praise to Jesus Christ for his merciful that the writer is able to complete

this thesis. This thesis is aimed to fulfill one of the requirements for the Degree of

Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State

University of Medan.

In the process of finishing this thesis, the writer faced a lot of difficulties,

but, because of the assistance of many sides, this thesis finally could be

completed.

Thus, the writer would like to express her sincere gratitude to:

 Prof. Dr. Ibnu Hajar, M.Si., Rector of State University of Medan  Dr. Isda Pramuniati, M.Hum, Dean of Languages and Arts Faculty

 Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department, and Dra. Masitowarni Siregar, M.Ed., Head of English Education Study Program  Drs. Elia Masa Gintings, M.Hum., as her consultant, all lecturers of

English Department and also all examiners of my thesis.

 Drs. Herry Aritonang., the headmaster of SMA Markus Medan who had helped the writer during conducting the research in that school and also to

all the students of class XI IPA -1.

 J. Lumban raja and M. Tamba, her beloved parents and her big family who always supported the writer to be hard-working to finish her study in

Faculty of languages and Arts, State University of Medan.  All my friends who take part in completing my thesis.

May all the assistance, support, and simplicity given by all of the people can

be their charity and got merit from Jesus Christ, amin.

Medan, Januari 2014 The Writer,

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ABSTRACT

Lumban raja, Nia Daniati. Registration Number. 208321046. Improving Grade XI Students’ Achievement in Writing Analytical Exposition Text Through Collaborative Strategy. A Thesis. Faculty Of Languages and Arts. State University Of Medan.

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4. Collaborative Writing Strategy ... 12

5. Application of Collaborative Writing Strategy ... 15

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CHAPTER V CONCLUSSION AND SUGGESTION ... 44

A. Conclusion ... 44

B. Suggestion ... 44

REFERENCES ... 46

APPENDICES ... 48

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LIST OF TABLES

Page

Table 3.1 The Activities in Cycle I ... 24

Table 3.2 The Scoring of Writing Analytical ... 27

Table 4.1 Students’ Writing Scores ... 32

Table 4.2 The Comparison of Students’ Writing Scores ... 37

Table 4.3 The Improvement of Mean Score of Students’ Writing ... 38

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LIST OF FIGURE

Page

Figure 2.1.Writing Process ... 8

Figure 2.2. Types of Team Working in Collaborative Writing ... 15

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Language significantly aids in both socialization and individual

development. Therefore, language is also stated as a way to comunicate

ideas comprehensibly from one person to onother in such away the others

will be able to act exactly and accordingly. It means that language is very

crucial and for human life because it is used as a tool in communication or

when people make interaction each other.

English is an internasional language. English also considered as

lingua franca in global communication that has been used widely as the

language in many sectors, such as in transportation, technology, tourism and

internasional trade. In Indonesia, English is considered as the first foreign

language and taught formally from elementary school up to the university

level. It means that english is very important to be learned by the students.

So that’s why,they are need to learn english more. In order, they have good

english.

English consist of four skills, namely: listening, speaking, reading

and writing. From these four skills, the very important and most required in

academic field is writing. People convey their idea and feeling through

writing and it is also used as the reminder in form of file or document. So, it

is not doubt that writing can help people in communicating and keeping

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effectively because they perform their writing skill throughout their

life for the academic and occupational purposes such as composing simple

stories, writing social letters, papers, theses, and so forth. Walsh (2010:1) in

http://www.emergingedtech.com says that writing is used extensively in

higher education which leads to a future career. Because of that, writing is

an important skill to be learned.

In writing people consider what to write and how to write. Once,

people want to write, they have to choose a topic, then extend the idea in

order to know what is actually described on the piece. However, how to

write will guide the writer of how to express the idea of writing wheter it is

an arguments, narrative, descriptive or other kind of writing. Writing has

also become more important as principal of communicative language

teaching.

Since writing is really important to learn, it can be a media to help

the students to give ideas, views and messages to the reader which certain

purpose in a written text. The students were asked to apply their grammar

knowledge, sentence structure, idiom and vocabulary.Beside that, the

students were asked to explore the language that they learn. Based on the

standard competence in the syllabus of the Second Year of Senior High

School called Educational Unit Level Curriculum (Kurikulum Tingkat

Satuan Pendidikan:KTSP) the students were expected to be able to write text

of narrative, report, spoof, hortatory exposition and analytical exposition.In

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Analytical exposition text is a type of writing where the purpose is to

inform, describe, explain or define the author’s subject to the reader. It

describes the relationship between an event or circumstance and its effect.

In defining the author’s subject to the reader, analytical exposition can be a

media for the students to explore the ideas, arguments and thoughts in

written text.

However, based on the previous study in senior high school (Sekolah

Menengah Atas – SMA) Markus Medan, the students’ achievement in

analytical exposition was lack; it means that they have not passed the

standart applied. There were some factors making the students unable to

write well. The first was students were lack of information and idea. The

Second was students cannot make strong arguments in their writing. The

third was When a writing task was given, students spend much of their time

to think about what their going to writing. The fourth was The students were

unable to make the text goes coherently and organisationally, for example

there was still another argument after writing closing statement.

Based on the explanation above, it is necessary to give an eye on the

problem above. To decrease the problem above can be done by applying the

strategy to improve the students’ achievement in writing a text especially in

analytical exposition text. In this study, the writer did a try out on the

application of collaborative strategy to improve the students’ writing

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is a strategy of learning which allow the students to collaborate with their

peers in producing or writing a text.

Speck (2002:6) states that collaborative writing is a powerful

strategy of writing that encourages cooperation,critical thinking, peer

learning and active participation to end product. The students work in a

group and produce a text after discussing it in the group. Read their peer

writing and offer critiques of the writing to help their peer rivise their

writing. All the critiques and sugguestions from their peer will help them to

revise their writing with a purpose to improve their writing skill. Morever,

collaborative strategy effectively teaches the concept of teamwork. More

people mean more ideas, more work done and thus the goals are achieved

more afficiently. In this strategy, students were not only sit in a group but

they were trained to give idea each person in a group. Collaborative

strategy is also one of the most interesting strategy to build students skill

especially in writing. Students more enjoyed in working collaboratively than

individually.

Writing analytical exposition text emphasizes on the process of how

the students develop their ideas in writing. As analytical exposition text is a

text that elaborates the writer idea about the phenomenon surrounding, the

students can develop their idea in writing this text. The teacher should

motivate students to be brave in developing the ideas, arguments and

thoughts they have into their writing. Collaborative writing strategy will

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exposition because every student in group would give arguments, ideas, and

thoughts in their writing. It would strengthen their statement in the

analytical exposition.

B. The Problem of the Study

Many students are not able to write well. That is why collaborative

strategy is hoped to improve students’ writing achievement. Based on the

problem, the problem of the study is formulated as follow: ”Is Grade XI

Students’ Writing Achievement Improved In Analytical Exposition text

Through Collaborative Strategy?”

C. The Scope of The Study

In this study, the writer focuses on improving grade XI students’

writing achievement in analytical exposition text By aplying collaborative

strategy in teaching analytical exposition, it is supposed that it will help the

students to produces their ideas, throughts, feeling, and arguments in a

written text.

D. The Objective of the Study

This research intends to discover whether Collaborative strategy

significantly improve students’ ability in writing. By using collaborative

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english grade XI students of SMA Markus Medan by Aplying

Collaborative Strategy in Writing Analytical exposition text .

E. The significance of the Study

This study covers the aspects of teaching writing. The application of

collaborative strategy is expected to be successful. The benefits of the study

are: Theoritically, the result of the research can be a reference for those

who want to conduct a research in english-learning process especially in

teaching writing and practically, the writer hopes that this study will be a

useful input for teachers in english teaching -learning process especially in

teaching writing analytical exposition, for the students to improve their

writing achievement and for the other researcher who are interested in

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, it was found that the students’ writing scores

improved from the cycle I until the cycle II. The improvement was shown by the

mean of the students’ scores from the first test (orientation test) 38.7, the second

test (in the last meeting of cycle I) 65.1 and the last test (in the last meeting of

cycle II) 79.4. The students’ scores continuously improved in each writing test.

The percentage of the students who were competent in writing analytical

exposition text was also improved, where in Test I, there was 2.3%, in Test II

21.4% and in Test III, the percentage was improved to be 71.4%.

From the data, there is the improvement of students achievement in writing

analytical exposition text by using collaborative strategy.

B. Suggestion

This study shows that the application of collaborative strategy improves

the students’ achievement on writing analytical exposition text. Due to the

conclusion above, there are some points suggested as follows:

1. The teachers may apply collaborative strategy as one of the alternatives

teaching strategy, especially teaching writing, to stimulate students’

interest in writing.

2. It helps the students to build more arguments to strengthen their analytical

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3. The English teacher are advised to use this strategy especially in analytical

exposition text.

4. Readers may use the information in this research as a useful input in

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REFERENCES

Arikunto, Suharsimi. 2006. Prosedur Penelitian, Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Burns, A. 2010. Doing Action Research in English Language Teaching. New York: Routledge.

Brown, D. H. 2004. Teaching by Principles; An approach to Language Pedagogy: Second

Edition. San Francisco. Longman.

Carrol, et. al. 2001. Writing and Grammar; Communication Action. Platinum Level. New York. Prentice-Hall.

Gerrot, L. & Wignel,P . !994. Making Sense of Functional Grammar. Sydney: Gerd Stabler.

Hornby, A.S. 2000. Oxford Advanced Learning Dictionary of Current English. Oxford: Oxford University

Sharles, M. 1993. How We Write: Writing as Creative Design. London: British Library.

Speck, B. W . 2002. Faciliting Students’ Collaborative Writing. United States of America : Jossey Bass.

Trimmer, J.F. 1983. The New Writing With a Purpose. New York : Ball State University.

Wallace, J. Michael. 1998. Action Research for Language Teachers. New York: Cambbridge University Press

Yelon, et al. 2009. Definition of Achievement. Available at

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http://www.sekolahoke.com/analytical-exposition studentsshouldnt.htm.Accessed on April April 23th, 2013