THE EFFECT OF GUIDED WRITING STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.

(1)

THE EFFECT OF GUIDED WRITING STRATEGY

ON STUDENTS’ ACHIEVEMENT IN WRITING

NARRATIVE TEXT

A THESIS

Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan

By :

SARAH MARILYN SILABAN

Registration Number: 2113321047

ENGLISH AND LITERATURE DEPARTEMENT

LANGUAGES AND ARTS FACULTY

STATE UNIVERSITY OF MEDAN

2016

(2)

DECLARATION

Except where appropriately acknowledged, this thesis is my own work, has been expressed through my own words and has not previously been submitted for assessment.

I understand that this thesis may be screened electronically or otherwise for plagiarism.

Medan, April 2016

Sarah Marilyn Silaban Reg. No. 2113321047

(3)

(4)

(5)

(6)

ABSTRACT

Silaban, Sarah Marilyn. 2113321047. The Effect of Guided Writing Strategy on Students’ Achievement in Writing Narrative Text. A Thesis, Faculty of Languages and Arts, State University of Medan. 2016.

This study deals with the effect of the effect of guided writing strategy on students achievement in writing narrative text. The objective of this study was to find out if there was effect of guided writing strategy on students achievement in writing narrative text. It was conducted by using experimental research. The population of this study was tenth grade of SMA Sinar Husni Medan, which is consisted of 3 parallel classes. Two classes were taken as the sample of the research. The class X IPA1 was a experimental group and class X IPA2 was as control group. The experimental group was taught by using guided writing strategy, otherwise control group was taught without using guided writing strategy. The instrument for collecting data was writing test. The data was analyzed by using t-test formula. The result shows that the value of t-observed is higher than the value of t-table. (4,34 >2,000 ( α= 0.05)) with the degree of freedom (df) = 56. Based on the data analysis of the study, the result indicates that the alternative hypothesis ( ) was accepted. It means that Guided writing strategy affects on students’ achievement in writing narrative text.

(7)

ACKNOWLEDGMENT

First of all, the writer would like to express her deepest gratitude to Almighty Lord, Jesus Christ for His uncountable blessing, love, strength given to the writer during her study and in completing this thesis which entitled: The Effect of Guided Writing Strategy On Students’ Achievement in Writing Narrative Text. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this thesis, the writer realized that she had received the academic guidance, suggestions, and comments, got a lot of assistance and moral support from people around her. Therefore, the writer expresses her gratitude and special thanks to:

 Prof. Dr. Syawal Gultom., M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and Reviewers.

 Dra. Meisuri, M.A., the Secretary of English Department and her Reviewers.

 Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study Program.

 Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor.  Prof. Dr. Busmin Gurning, M.Pd., her Academic Advisor.  Dr. Anni Holila Pulungan, M.Hum., her Reviewers.  Dr. Rahmad Husein, M.Ed., her Reviewers.

 All the Lecturers of English and Literature Department who have taught, guided, and advice her throughout the academic year.

 Eis Sri Wahyuningsih, M.Pd., and Mr. Pantas., Administrative Staff of English Education.

 Drs. H. Sosiar., the Headmaster of SMA Sinar Husni for giving chance to conduct the research.

 Sri Rezeki, S.Pd the English Teacher of Grade tenth SMA Sinar Husni Medan for the supports.

 Her gorgeous parents, E.Silaban, S.H and D.Sipahutar, S.Pd, thanks for always support, pray, inspire, motivation . Thanks for unconditionally love and this thesis dedicated for her parents.

(8)

 Her brothers , Ery Galaksi Doli Silaban and Eka Febri Silaban thanks for support and pray.

 Her special one, Try Utama Sitohang, S.Pd., who always give the time to accompany her. Thanks for being the reason her smile and laughing, thanks for the happiness.

Her best friends ever “KLM”, Yudhi Aditya Kurniawan, S.Pd., Putri Permata Sari Samosir,S.Pd, Megawati Siregar, Sameris Sitanggang, Sirikit Karola br Sembiring and Mauritz Anggadewa Panggabean thanks for about 4 years experience, keep spirit guys, keep rock and pray to get it. Love you all.

 Her fightful friends Norita, Jelita, Fibie, Irda, Uci, Era, Indah, Ika, Khalida, Putri, Batsyeba and Nancy who always support and explain about thesis.

Her friends in Reguler Ext C 2011, for togetherness throughout the four years.

 Her friends in PPLT SMK N 1 Kabanjahe , Intan Theresia Sinambela, Lita Sandora Manalu, Cristofer Imanka Girsang, Ica Junita Purba, Ari Sirait, Jhon Padang for the experiences shared. And also for those who cannot be mentioned one by one.

The writer realizes that, this thesis still has the paucity, she warmly welcomes any suggestions and advices that will improve the quality of this thesis. She hopes that this thesis will be useful for those who read and feel interested in the field of this study.

Medan, April 2016 The writer,

Sarah Marilyn Silaban Reg No. 2113321047

(9)

TABLE OF CONTENTS

Page

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF FIGURES ... vii

LIST OF APPENDIXES ... viii

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Objective of the Study ... 4

D The Scope of the Study ... 4

E. The Significance of the Study ... 5

CHAPTER II REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. Students’ Achievement ... 6

a. Students’ Achievement in Writing ... 7

2. Skill ... 8

a. The Nature of Writing ... 9

b. Writing Process ... 10

c. Objective of Writing ... 11

d. Paragraph ... 11

3. Genre ... 14

a. Kinds of Genre in Writing ... 15

b. Narrative Text ... 17

c. Kinds of Narrative Text ... 21

4. Guided Writing Strategy ... 23

a. Guided Writing Strategy ... 23

b. The Advantages and Disadvantages of Applying Guided Writing Strategy ... 24

B. The Relevant of the Study... 24

C. Conceptual Framework ... 25

D. Hypothesis ... 27

CHAPTER III RESEARCH METHOD ... 28

A. Research Design ... 28

B. Population and Sample ... 29

1. Population ... 29

2. Sample ... 29

C. The Source of Data and The Data ... 29

D. The Instrument of Collecting Data ... 30

E. Scoring The Test ... 30

F. The Procedures of Research... 32

G. The Validity and Reliability of the Test ... 33

(10)

CHAPTER IV THE DATA AND DATA ANALYSIS ... 36

A. Data Description ... 36

B. Data Analysis ... 42

1. Reliability of test ... 42

2. Testing Normality ... 43

3. Testing Homogeneity of Data ... 44

4. Data Analysis by Using t-Test Formula ... 45

C. Testing Hypothesis ... 46

D. Research Findings ... 47

E. Discussion ... 47

CHAPTER V CONCLUSION AND SUGGESTION ... 50

A. Conclusion ... 50

B. Suggestions ... 50

REFERENCES ... 52

(11)

LIST OF TABLES

Page

Table 1.1 The grade X Students’ Score of Writing Text ... 3

Table 3. 1 Research Design ... 28

Table 3.2 Writing Assessment Rubric ... 30

Table 3.3 The Coefficient of (r) ... 35

Table 4.1 Students’ Score in Experimental group ... 36

Table 4.2 Students’ Score in Control Group ... 37

Table 4.3 Students’ Score in Pre-Test ... 37

Table 4.4 Students’ Score in Post test ... 39

Table 4.5 Students Distribution Score Base on Sudijono’s Classification ... 40

Table 4.6Normality of Data ... 44

(12)

LIST OF FIGURES

Page

Figure 2.1 Step in Writing Process ... 11

Figure 2.2 The Example of Narrative Text ... 22

Figure 4.1 Students’ score in Pre-test ... 38

Figure 4.2 Students’ score in Post test ... 39

Figure 4.3 Students’ Distibution Score Classification in Experimental Group ... . 41

(13)

viii

LIST OF APPENDICES

Page

Appendix A The Pre-test and Post test in Experimental and Control Groups .. 55

Appendix B Students’ score of Pre-test and Post test of Experimental groups ……….. 56

Appendix C Students’ score of Pre-test and Post test of Control groups ... 57

Appendix D The Calculation of Reliability of the Test ... 58

Appendix E Test for Distribution of Frequency in Experimental Group ... 60

Appendix F Test for Distribution of Frequency in Control Group ... 63

Appendix G Testing Normality in Experimental Group ... 66

Appendix H Testing Normality in Control Group ... 70

Appendix I Test for Homogeneity of Variance of Post test in Experimental and Control Groups ... 74

Appendix J The Calculation of t-test ... 76

Appendix K Table of Normality from 0 to Z ... 79

Appendix L Table List of testing Liliefors ... 81

Appendix M Percentage Points of the t Distribution ... 82

(14)

CHAPTER I INTRODUCTION

A. The Background of the Study

Human being use language as a tool of communication. Expression of our ideas, emotions, thoughts and feeling, can be done by using either in spoken or written. English as one of many languages in active use in the world. One example of the importance of English can be seen in education field. English has become crucial at the university level. In Indonesia, English is seen as a foreign language which means that English is not used as the main language of communication. In order to compete and to communicate in global community, the government of Indonesia have made the subject of English taught from preliminary school to university.

In the English language, there are four skills that should be mastered by students, namely reading, listening, writing and speaking. Both reading and listening are said as receptive performance, which means a process of comprehending the materials given. On the other side. Writing and speaking are called productive performance, which deals more with the production (Brown, 2000:337). In this study, the writer will focus on writing skill .

(15)

It is a process of putting ideas or thoughts into words which is combined into the form of paragraphs . In writing, ideas are arranged in series of sentences that are related to each other so the information can be comprehended. The ideas are put together through the logical sequences, which is later said as the logic of hierarchy (Knapp, 2005:15) Through writing people can express their experiences, events and social identities. It also can train them to think critically and creatively. Therefore, in order to achieve the goal of teaching writing, the teacher have to know about the students difficult to write so that they could help the students to solve their problems. There are some aspects which should be mastered by students in writing skills, namely; vocabulary, structure, the ability to arrange the coherence and cohesive ideas.

As stated above, writing is the one of the basic skills of the English language. It is generally considered one of the most difficult that other skills for foreign language students. Even native speakers feel difficulty in showing a good command of writing. According to the research conducted by Lee and Tajino (2008), some students consider academic writing is difficult due to their perceptions of low English ability. The students difficult in expressing ideas, writing coherent paragraphs, and linking sentences smoothly.

Based on the observation in SMA Sinar Husni Medan. The student’s ability of such skill was quite low, especially in writing narrative text; they have some difficulties in writing narrative text and do not know how to start writing well. It happened because of some factors, such as; they could not write narrative text based on the genre even after being taught, could not gather all the sentences and

(16)

make the sentences become a complete text, they do not have enough vocabulary and their diction in writing is not satisfied. Finally, writing was not interested to some students and they left that this activity wasted of the time. Based on observation and interview almost fifty percent of the students got low marks in writing.

The writer found the data about the writing score test in two semesters. The data can be seen as follows:

Table 1.1

The Grade X students’ Scores of Writing Test

Semester Score Students Percentage

1st semester 2014/2015

≥ 70 16 students 53 %

<70 14 students 47%

2nd semester 2014/2015

≥ 70 17 Students 57 %

<70 13 Students 43%

Source: data from Curriculum Development Board SMA Sinar Husni, Year : 2015 - 2016

Almost 50 % students got the score under the minimum criteria mastery (KKM). The KKM that applied for the subject in that school is 70. Most of them got under the minimum score.

Concerning with explanation above, the writer offers guided writing strategy in classroom. The writer will guide the students to write narrative text.

(17)

writer hopes the students are able to write writing task systematically and meaningfully and will get interested in studying English .

According to Lestari et all (2013) in teaching writing a description text by using guided writing strategy . They have found that guided writing strategy helps the students to develop their writing skill by giving them wide range of vocabularies and grammar. The result also show that there is significant difference of pretest and post test.

B. The Problem of the Study

Based on the background above, the problem of study was formulated as follows, “ Is there any significant effect of guided writing strategy on the students’ achievement in narrative text?”

C. The Objective of the Study

In relation to the problem of study, the objective of the study was to find out the effect of guided writing strategy on students’ achievement in writing narrative text.

D. The Scope of the Study

There are many types of writing, such as narrative, descriptive, procedure, argumentative, spoof, and others. This study basically was limited on the effect of guided writing strategy on students’ achievement in writing narrative text.

(18)

E. The Significance of the Study

Findings of this study were expected to be useful for :

1. Theoretically, the findings will add up more horizon in theories of teaching english especially in writing.

2. Practically, the findings can be useful for teachers in improving method of teaching. The findings also can be useful for students in improving their writing skills.

(19)

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the data analysis, it is concluded that applying guided writing strategy significantly affects the students’ achievement in writing narrative text. It can be seen from the data which had obtained in the post-test of experimental group were: the total score is 2134 and the mean score is 73,6, while the data in control group were: the total score was 1862 and the mean score was 64. Thus, the students’ score in experimental group was higher than the students’ score in control group. The calculation of the data in the testing hypothesis showed that t-observed 4,34 was higher than t-table 2.000, it means that the alternative hypothesis is acceptable.

B. Suggestions

This study showed that writing by using guided writing strategy could improve students’ achievement in writing narrative text. As the result of the study, it is suggested that:

1. Since guided writing strategy is significantly effective, it is suggested that English teacher should use the strategy in their attempt to better the students’ writing ability.

(20)

2. This research is limited to the investigation of guided writing strategy in writing It is suggested that a research should be done on writing development.

(21)

REFERENCES

Anggara, Yosep. 2013. The Effectiveness Of Guided Writing In Improving The Students’ Writing Ability Of The Eighth Grade Students At SMP Negeri 2 Temon In The Academic Year Of 2012/201. State University of Yogyakarta.

Ary, Donald., Jacobs, Lucy Cheser. & Razavieh, Asghar. 2010. Introduction to Research in Education (eighth edition). Canada: Wadsworth Group. Best, J.W., and Kahn, J. V. 2006. Research in Education (tenth edition). Boston:

Pearson Education.

Braine, G. & Yorozu, M. 1998. Local area network (LAN) Computers in ESL and EFL Writing Classes. JALT Journal, Vol.20 No.2

Brown, Douglas H. 2000. Princpiles of Language Learning and Teaching. Addison Wesley Logman., A Pearson Education Company

Brown, Douglas H. 2004. Language Assessment: Principles and Classroom Practices. Longman

Carol, J.A, E. Wilson & G. Forlini. 2001. Writing and Grammar. New Jersey: Prentice.

Chard, Emily Diaz. 2015. The Effects of Guided Writing Strategies On Science Journaling Skills of Middle School Students. Montana State University Coffin, Caroline., Curry, Mary Jane., Goodman, Sharon., Hewings, Ann., Lilis,

Theresa M., Swann, Joan. 2003. Teaching Academic Writing: A Toolkit For Higher Education. London and New York: Routledge

Dirgeyasa, I Wy. 2012. Maritime English Writing. Medan: Unimed Press.

Dirgeyasa, I Wy. 2014. College Academic Writing: A Genre Based Perspective. Medan: Unimed Press.

Dyan, Vayye Langen. 2010. Improving Writing Skill Through Guided Writing. Sebelas Maret University.

Frydenberg, Jia & Cynthia A. Boardman. 2008. Writing to Communicate: Pearson Education

Gerot, L and Wignel, P. 1994. Making Sense of Functional Grammar. Sidney: Gred Stabler.

(22)

Gibson, Sharon.A. 2008. Guided Writing Lessons: Second-Grade Students’ Development of Strategic Behavior. Journal of Reading Horizon. Vol. 48 No.2

Greenville, Kate. 2001. Writing from Start to Finish. South Australia: Allen & Unwin

Harmer, Jeremy. 2004. How to teach Writing. London: Pearson Education Heaton, J.B. 1988. Writing English Language Tests. London.

Hughes, Arthur. 2003. Testing for Language Teachers, (second edition). Cambridge: Cambridge University Press.

Knapp, Peter and Megan, Watkins. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing. Sydney: UNSW Press.

Kothari, C.R. 2004. Research Methodology Methods and Technique, (second revised edition). New Delhi: New Age International.

Kusmiana, Linda. 2013. Guided Writing Activities in Teaching Writing. Journal of Lingua Sinica. Vol.5 No. 2

Lee, Nancy., Tajino, Akira. 2008. Understanding Students’ Perception of Difficulty with Academic Writing for Teacher Development: A Case Study of the University of Tokyo Writing Program. Journal of Second Language Writing. No. 14 (1-11).

Lestari, Tian., Sudarsono., Arifin, Zainal. 2013. Teaching Writing A Descriptive Text by Using Guided Writing Strategy. Tanjungpura University

Napitupulu, Fandy Raymond. 2012. The Effect of Guided Writing Strategy on Students’ Achievement in Writing Descriptive Text. Unimed

Ontario, Educational. 2005. A Guided to Effective Instruction in Writing. New York: The Ontario Ministry of Education

(23)

Sudjana. 2002. Metode Statistika. Bandung: Tarsito

http://freeenglishcourse.info/kinds-of-narrative-jenismacam-narrative-text/. Accessed on July 16th 2015/ 21.30.00

http://study.com/academy/lesson/student-achievement-definition-factors-research.html. Accessed on July 16th 2015/ 20:38:00

http://teaching.monster.com/benefits/articles/5119-what-is-student-achievement. Accessed on July 16th 2015/ 20:30:00

http://www.belajarbahasainggris.us/2014/01/penjelasan-contoh-narrative-text-lengkap.html. Accessed on July 16th 2015/ 21:00:00

(1)

E. The Significance of the Study

Findings of this study were expected to be useful for :

1. Theoretically, the findings will add up more horizon in theories of teaching english especially in writing.

2. Practically, the findings can be useful for teachers in improving method of teaching. The findings also can be useful for students in improving their writing skills.

(2)

50 A. Conclusion