THE EFFECT OF USING PICTURE WORD INDUCTIVE MODEL (PWIM) ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.

(1)

THE EFFECT OF USING PICTURE WORD INDUCTIVE

MODEL (PWIM) ON STUDENTS’

ACHIEVEMENT

IN WRITING NARRATIVE TEXT

A THESIS

Submitted to English Department, Faculty of Languages and Arts State University of Medan, in Partial Fulfillment of the Requirement for the

Degree of Sarjana Pendidikan

By:

NANGIN SARINTA BANGUN

Registration Number: 2101321004

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2015

(2)

DECLARATION

I have familiarized myself with the University’s Policy on Academic integrity. Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words, and has not been previously been submitted for assessment.

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

Medan, March 2015

Nangin Sarinta Bangun Reg. No. 2101321004

(3)

(4)

(5)

(6)

(7)

ABSTRACT

Bangun, Nangin Sarinta. NIM: 2101321004. The Effect of Using Picture Word Inductive Model (PWIM) on Students’ Achievement in Writing Narrative Text. A Thesis. Faculty of Languages and Arts (FBS). Unimed (State University of Medan). 2015.

This study aims to discover the effect of Using Picture Word Inductive Model (PWIM) on Grade 11 Student’s Achievement in writing Narrative text. It was conducted by using experimental research design. The population was the 120 grade XI students of SMA Negeri 1 Silangkitang. The sample of the research was two classes divided into two groups, experimental and control group which were chosen by using random sampling technique. The Grade XI IPA 1 as Experimental Group was taught by using Picture Word Inductive Model (PWIM) and grade XI IPA 2 as control group was taught by using Conventional method. The instrument used to collect the data was by writing test of a narrative text. Based on the result of the data analysis, it was found that Picture Word Inductive Model (PWIM) affect the student’s achievement in writing narrative text (t-calculated > t-table, p=0.05). The using of Picture Word Inductive Model made the students write narrative text correctly than by using Conventional Method . The calculation of t-test is 3.66 > 1.667 with df 70 and the level of significance 0.05. It means that the using Picture Word Inductive Model (PWIM) has an effect on writing narrative text.

(8)

ACKNOWLEDGEMENT

First and foremost, the writer would like to express thanks to Allah SWT for the blessing, health, protection, knowledge and opportunity that at last she is able to complete this thesis entitled “The Effect of Using Picture Word Inductive Model (PWIM) on Students’ Achievement in Writing Narrative Text” as one of requirements 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 accomplished without the guidance, helping, suggestion, advice, motivation and encouragement from people, for which the writer would like to express her extremely grateful which directed to:

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

Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty.

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

Department.

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

 Dra. Masitowarni, M.Ed., the Head of English Education Study Program.

 Dr. Rahmah, M.Hum., the Head of English Literature Study Program.

 Dr. Siti Aisah Ginting, M.Pd., her Thesis Consultant.

 Drs. Willem Saragih, Dipl.Appl., M.Pd., her Academic Consultant and

his Reviewer.

 Prof. Dr. Lince Sihombing, M.Pd. and Dra. Tjut Ernidawati, M.Pd. as

her Reviewers.

 All Lecturers of English Education and Literature Department.

 Mam Eis, the academic staff and administrative staff.

 Drs. Ahmad Dahruddin Sir, M.Pd., the Headmaster of SMA Negeri 1

Silangkitang.

 Pandian, S.Pd. and Tumin, S.Pd. as the English teachers of SMA Negeri

(9)

iii

 Tetap Bangun and Ponisah as her beloved parents, Jemy Muliana Bangun and Safna Rikawati Bangun as her beloved sisters, Johan Baiskandar Bangun and Muhammad Raja Malem Krisnanda Bangun

as her beloved brothers, and all members of ZUlkarnaen Sitepu, BA’s

big family.

 Detya Setyo Rini, S.S., Rizki Dermawan, S.Pd., Andriani Singgih Rahayu, Cevy Evi Efrilitasari, Putri Hasanah, S.Pd., Bura Khaira, S.Pd., and Dany Pranata Ginting as her beloved friends, and all members of Regular A 2010.

 Muhammad Akhyar Rasyidi, M. Rizki Ridha, and all members of PPWS Community.

 All students of SMA Negeri 1 Silangkitang.

 All students of SMA Negeri 4 Kisaran and all members of PPLT SMAN 4 Kisaran 2013.

 Deci, Eca, and Afri as her housemate partners.

 The last but not the least, Trapulinta Sitepu, Am.Keb., Sri Karina

Sitepu, Amd., and Edy Mahagaisa Sitepu as her best friends ever.

Finally the writer realizes that this thesis is far from being perfect. Therefore, the writer will happily accept constructive criticism in order to make it better. The writer hopes that this thesis would be beneficial to everyone.

Medan, March 2015

The Writer,

Nangin Sarinta Bangun Reg. No. 2101321004

(10)

Page

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I. INTRODUCTION ... 1

A.Background of the Study ... 1

B.The Problems of the Study ... 5

C.The Objectives of the Study ... 5

D.The Scope of the Study ... 5

E. The Significances of the Study ... 5

CHAPTER II. REVIEW OF LITERATURE ... 6

A.Theoretical Framework ... 6

1. Students’ Achievement ... 6

2. Writing ... 7

3. Writing Genres ... 8

4. Writing as Process and Product ... 8

5. Narrative Text ... 9

a. Generic structure of Narrative text ... 10

b. Grammatical Features of Narrative Text ... 11

6. Picture Word Inductive Model... ... .13

7. The Procedure of Picture Word Inductive Model... .. 14

8. The Advantages of Picture Word Inductive Model... 15

9. Teaching Narrative Text using Picture Word Inductive Model... .. 16

10. Assesment of Writing... ... ...17

(11)

C. Hypothesis ... 21

CHAPTER III. RESEARCH METHOD ... 22

A. Research Design ... 22

B. Population and Sample ... 23

1. Population ... 23

2. Sample ... 23

C. The Instrument for Collecting Data ... 23

D. The Procedure of Research ... 27

1. Pre-test ... ... ...24

2. Treatment ... ... ... 24

3. Post-test ... ... ... 24

E. Scoring of The Test ... ... ... 32

F. Technique of Analyzing The Data ... ... ... 35

G. Stastytical Hyphothesis ... 36

CHAPTER IV. DATA ANALYSIS AND DISCUSSION ... 37

A. Data ... 37

B. The Data Analysis ... 37

C. Testing Hypothesis ... 38

D. Resaearch Findings ... 39

CHAPTER V. CONCLUSION AND SUGGESTION ... 40

A. Conclusion ... 40

B. Suggestion ... 40

REFERENCES ... 41

(12)

LIST OF TABLES

...

Page Table 3.1. Research Design ... 22 Table 3.2. Teaching procedure for experimental group ... 25 Table 3.3. Teaching activities of teacher and students in control group ... 29

(13)

vii

LIST OF APPENDICES

Page

APPENDIX A: Lesson Plan ... 42

APPENDIX B: The Calculation of the Data in Experimental Class ... 59

APPENDIX C: The Calculation of the Data in Control Class ... 60

APPENDIX D: The Calculation of the T-test ... 61

(14)

CHAPTER I

INTRODUCTION

A.The Background of the Study

English is a tool of communication in the world. By using English people can share information to each other. We use the same language to communicate with people who have different nationality, language and culture. The reason is because English as an international language is very important to be mastered in facing a globalization era.

Realizing the importance of English, our government has determined that English must be taught in school. Based on the curriculum, the language learners should master four language skills; reading, writing, listening, and speaking, to be able to communicate well using English.

Listening and reading are included into receptive skills; meanwhile speaking and writing are included into productive skills. Writing is one of the ways to communicate indirectly. Writing is a skill exposing facts and idea which is interpreted clearly, effectively, and well-organized. Writing integrates many aspects of language such as: vocabulary mastery, words-arrangement, grammar proficiency, and constructing paragraph.

Writing is the expression of language in the form of letters, symbols and words. Through writing someone can share their knowledge, conveying ideas, feeling, and intention, to other people. As Nunan (1999) states that writing is the most difficult skill among the four language skills. Harmer (2004: 86) states that writing is a process and that we write is often heavily influenced by

(15)

constraints of genres, then these elements have to be present in learning activities. By writing the students will be able to share their thoughts, feelings, ideas, and expression. This ability is useful for students for future. The purpose of education is to teach the students to think and to write well. Therefore, they can express their thoughts effectively. The goal of writing is expressing ideas and thoughts in the written form for the communication. Writing cannot be mastered easily by students because it is a complex subject involving generating and organizing ideas. While writing, the writer needs to organize some ideas and produce those ideas into a written text.

Nursaniyah (2010) states that written product is influenced by some elements such as vocabularies, grammar, organization,spelling, and punctuation. In the second year of senior high school, the basic competency that should be achieved in the writing English subject is that students have abilities in developing and producing written simple functional text in the form of recount, narrative and descriptive.

Contrary to what is expected by the curriculum, there are still many students who have not mastered in writing narrative text. To improve the student’s writing, the teacher should use the methods or model, approaches, techniques and strategies during teaching and learning process. Based on the research that the reseacher has made in teaching English, actually the reseacher can use the same ways in all time, but the reseacher thinks that there is a must to change the way of teaching so that the students do not get bored and difficulties in teaching and learning process.

(16)

Narrative is concerned with using Strategy, Cooperative learning, this method refers to a method of teaching and classroom management that emphasizes group work and strong sense of community. This model fosters the

students’ academic and social growt and includes teaching techniques such as “Think-Pair-Share” and reciprocal teaching. Cooperative learning falls under the student-centered approach because learners are placed in responcibility of their learning and development. This method focuses on the belief that students learn best when working with and learning from their peers. Calhoun (1999 :21) states that Picture Word Inductive Model is guide the students to develop their imagination and idea to make a sentence or paragraph. So, the reseacher believes that this model helps learners bridge a transition between old and new knowledge by first identifying what they see in a picture, which activities existing schema (old knowledge) and then by adding the words to the picture word chart and to word banks. The solution of this problem has been researched in previous researches. In a study which was conducted by Zuraida (2012), there is an

improvement in students’ writing descriptive text by using PWIM.

On the other hand Picture Word Inductive Model (PWIM) is model of

study that uses the pictures and words to stimulate students’ thinking inductively,

from the specific thinking (see the pictures and words) to general thinking (make the words and pictures that available becomes sentences and paragraph). By applying Picture Word Inductive Model, students can enrich their vocabularies while they identify the picture. Experience the students to participate in the correct spelling and writing. The class is going to be more active and interesting. In

(17)

conducting Picture Word Inductive Model, the role of the teacher is very important in helping their students. Students can discuss each other as well as the teacher. Picture Word Inductive Model provides an interesting, active and cooperative teaching learning process.

According to the researcher’s observation in SMA N 1 SILANGKITANG, around 70% students of 11th grade students have score below the KKM (Kriteria Ketuntasan Minimal) or minimum score in their mid-test which was related to narrative text test. A narrative text is an imaginative story to intertain people. Based on English dictionary narrative text is a spoken or written account of connected events, a story. The researcher found that the students got some difficulties in transferring their ideas in writing the text because of lack of information about the topic.

The material should be interesting, so that the students will be motivated to learn. The reseacher expects that using Picture Word Inductive Model (PWIM) can improve the students ability in writing narrative text. By using PWIM, the students will be more free to explore their vocabularies based on what they see on the picture. That is why, this model is suitable for teaching writing (in any classes), reading and vocabulary (for EYL students).

This research is focused in how PWIM effect the students’ achievement in writing narrative text. This sterategy is expected to give positive effects on the

(18)

B. The Problems of the Study

This study aims to answer a question which is related to the topic :

Is there any significant effect of using Picture Word Inductive Model (PWIM) on students’ achievement in writing Narrative text?

C. The Scope of the Study

There are twelve genres in writing, namely Report, Procedure, Narrative, Recount, Descriptive, Expository, Argumentative, Persuasives, Explanation, News item, Anecdote and review. This research is limited to writing Narrative text only.

D. The Objectives of the Study

The objective of the study is to find out the significant effect of using

Picture Word Inductive Model (PWIM) on students’ achievement in writing

Narrative text.

E. The Significances of the Study

This research is expected to give contribution for:

Theoretically, this study hopefully, can be used as a reference for readers who want to study about writing Narrative text. Practically, it can help the reader for further understanding about writing Narrative text, and teaching it using PWIM.

(19)

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

The result of calculation of t-test showed that t-observed was 3.66 with the degree of freedom (df) 70 at the level of significance (0.05). the t observed was higher than t-table 1.667 (α= 0.05) which implies that the hypothesis is accepted.

It can be concluded that using Picture Word Inductive Model (PWIM) affects the student’s achievement in writing narrative text.

B. Suggestions

The writer point out some suggestion as the following:

1. It is suggested to the English teacher to apply Picture Word Inductive Model (PWIM) because this sterategy helps the students in understanding the narrative much better.

2. It is suggested to the students to use Picture Word Inductive Model in their learning to help them to express their idea.

(20)

REFERENCES

Brown, H. Douglas 2002. Principles of Lamguage Learning and teaching, fourth edition, New York: University of Phoenix.

Calhoun, Emily F.1999. Teaching Beginning Reading and Writing by using Picture Woed Inductive Model. Virginia USA: ASCD

Dietsch,B.M.2003.Reasoning And Writing Well: A Rhetoric, Research Guide Reader, and Handbook, New York: The McGraw Hill.

Hornby, A.S.1995. Oxford Advanced Learners Dictionary of Current English, Oxford: Oxford University Press.

Jennice, M Laver. Et. Al. 1991. Four Worlds of Writing. London Press

Kartika, Sundari.2012. Improving Students’ Achievement in Writing Descriptive Text through The Picture Word Inductive Model (PWIM). Medan: UNIMED.

Knapp, P and Megan Watkins. 2005. Genre. Text Grammar. Text, Grammar. Sydney: University of Sydney.

Langan, John.2005. College Writing Skill. Sixth Edition. New York: Mc Graw.

Littell. 1989. Basic Skills in English Glenview. New Jersey. Mc Dougal.

Oshima, Alice and Hogue, Ann.1991. Academic Writing. London: Addison Wesley.

Procter, Paul. 1978. Longman Dictionary of Contemporary English London: Longman Group.

Richard and Rodger. 2001. Approaches and Methods in Language Teaching Second edition. Cambrige: University Press.

(21)

APPENDIX A

The Lesson Plan

School : SMA Negeri 1Silangkitang

Subject : English

Class : XI

Material : Narrative text

Meeting : 1

A. Core Competence

1. Inspiring and applying the religion study they believe.

2. Inspiring and applying behavior of honesty, discipline, responsibility, care, cooperation, tolerance, peace), politeness, responsiveness and pro-activeness, and showing attitude as a part of solutions of any problems in interacting effectively with social and natural environment and also in putting themselves as nation’s reflection in world association.

3. Comprehending, applying, analyzing the factual, conceptual, procedural, and meta-cognitive knowledge based on their curiosity about science, technology, art, culture, and humanity with insight of humanity, nationality, and civilization due to the cause of phenomena and events, and also applying procedural knowledge in specific study area based on their talent and interest to solve problems.

4. Processing, reasoning, and providing in concrete and abstract domain due to the development of what they learn at school independently, acting effectively and creatively, and be able to use methods based on educational rules.

B. Basic Competence

1.1 Be grateful of opportunity to study English as International language which is shown in enthusiasm of learning.

2.3 Appreciating behavior of responsibility, care, cooperation, peace-loving, in operating functional communication.

3.5 Analyzing social function, text structure, and grammatical pattern of narrative text in the form of short story, based on its context of using.

4.10 Making Narrative text, by paying attention on correct and context-based social function, text structure, and grammatical pattern.

C. Goal of study

Students seriously, politely, and expertly write narrative text by using correct and accepted grammar in daily live.

(22)

D. Indicators

Seriously:

a. Identifying the generic structure of the narraitve text b. Identifying the grammatical features of the narraitve text c. Write the narrative text about Snow White

E. Material

Comunicative Purpose

Its function to amuse, entertain people, and to deal with actual or vicarious experience in different ways.

Rhetorical Structure

Rhethorical structure or generic structure is known by text elements which means how steps of a text should be write. Text elements in narrative text are:

- Title - Orientation - Complication - Resolution - Coda

Language Features

Language features is similar to grammatical patterns. Its contain of grammatical rules used in a written text. . A narrative text is specified by the following criteria of grammatical pattern:

- Focus on generic participants,

- Use of relational processes and conjungtion

- Elements of sentence using subject, predicate, object and adverb (simple sentence, past tense, compound sentence and complex sentence)

F. Example of Narrative Text

THE SHEPHERD’S BOY

There was once a young shepherd boy who tended his sheep at the foot of a mountain near a dark forest.

(23)

It was rather lonely for him all day, so he thought up a plan by which he could get a little company and some excitements. He rushed down toward the village calling out, Wolf! Wolf! . Afterward the villagers came out to meet him and some of them stayed with him for a considerable time.

This pleased the boy so much that a few days afterward he tried the same trick and the villagers came again to help.

But shortly after, a wolf actually did come out to worry the sheep. The boy cried out, Wolf! Wolf! so much louder than before. But this time the villagers, who had been fooled twice before, thought the boy was again deceiving them.

Consequently, nobody came to help him.

So the wolf made a good meal of the boy’s flock and when the boy complained, the wise man of the village said: A liar will not be believed, even when he speaks the truth.

Adapted from AESOP’S Fables

F. Method of learning

Picture Word Inductive Model

G. Source of Learning

a. Teacher as a model b. Text book

c. Some picture of Narrative

H. Media of learning

- Pictures - Blackboard - Pappers

I. The activities of learning

Teacher Students

Opening

- Teacher will greet and motivate the students.

- Teacher will check the attendance list

-Students will respond to the teacher. -Students will respond to the teacher.

(24)

Main Activity Observing

- Teacher will give some text of narrative text.

Questioning

- Teacher will give the students opportunity to ask some questions and then explain them.

Experiment

- Teacher will ask the students to work in group, displaying the picture on the board, asking the students to identify what they see in the pictures, asking them to elicit the words from the pictures, spelling and pronouncing the words identified, labelling the words identified, writing all the word bank, giving the example of the title, sentences, and a whole narrative writing to the students, asking the students to make their writings, guiding the students to do all the steps of the class, and giving comments and suggestion to the student’s writings.

Associating

- Teacher will ask students to analyze the text.

- Teacher will give feedback.

-Students will read the texts. -Students will observe the social

function, rhetorical structure and grammatical features of the text. -Students try to find the main idea and

other information from the texts. -Students will question about any

information of the texts such as social function, rhetorical structure and grammatical features of the text.

-Students make a group which consist of 5 members. Work in their team and follow the instruction from the

teacher. Students get comments and suggestions from teacher and their friends, everyone will be able to give opinion to improve the writing result of each group.

-Students will analyze the text related to social function, rhetorical structure and grammatical features.

-In groups, students share about narrative text, and present their works in front of the class.

-Students will analyze the text related to social function, rhetorical structure and grammatical features.

(25)

Communicating

- Teacher will ask the students to present their works.

-In groups, students share about Narrative text, and present their works in front of the class.

Closing

- Teacher will conclude the material.

- Teacher will greet the students.

-With the teacher, students will conclude the material.

-Students will respond and greet the teacher.

J. Assessment

a. Assessment of Social attitude

a. technique : peer assessment b. instrument : questionnaire

No. Attitude score

1. Curiosity 1-2

2. Confidence 3-4

3. Cooperation 5-6

b. Assessment knowledge

a. Technique : written text b. Instrument : rubric

Scoring Aspects Indicators Score Max. Score

Organization (The generic structure)

Orientation 10

Complication 20

Resolution 15

Language Features

(The linguistic features)

Elements of sentence 15

35 Relational verbs 10

Adjectives 10

Mechanics

Preposition 5

Articles 5

Capitalization 5

Punctuation 5

Spelling 5

(26)

The Lesson Plan

School : SMA Negeri 1 Silangkitang

Subject : English

Class : XI

Material : Narrative text

Meeting : 2

A. Core Competence

5. Inspiring and applying the religion study they believe.

6. Inspiring and applying behavior of honesty, discipline, responsibility, care, cooperation, tolerance, peace), politeness, responsiveness and pro-activeness, and showing attitude as a part of solutions of any problems in interacting effectively with social and natural environment and also in putting themselves as nation’s reflection in world association.

7. Comprehending, applying, analyzing the factual, conceptual, procedural, and meta-cognitive knowledge based on their curiosity about science, technology, art, culture, and humanity with insight of humanity, nationality, and civilization due to the cause of phenomena and events, and also applying procedural knowledge in specific study area based on their talent and interest to solve problems.

8. Processing, reasoning, and providing in concrete and abstract domain due to the development of what they learn at school independently, acting effectively and creatively, and be able to use methods based on educational rules.

B. Basic Competence

1.1 Be grateful of opportunity to study English as International language which is shown in enthusiasm of learning.

2.3 Appreciating behavior of responsibility, care, cooperation, peace-loving, in operating functional communication.

3.5 Analyzing social function, text structure, and grammatical pattern of narrative text in the form of short story, based on its context of using.

4.10 Making narrative text, by paying attention on correct and context-based social function, text structure, and grammatical pattern.

C. Goal of study

Students seriously, politely, and expertly write narrative text by using correct and accepted grammar in daily live.

D. Indicators

Seriously:

a. identifying the generic structure of the narrative text b. Identifying the grammatical features of the narrative text

(27)

c. Write the narrative text about places

E. Material

Comunicative Purpose

Its function to amuse, entertain people, and to deal with actual or vicarious experience in different ways.

Rhetorical Structure

Rhethorical structure or generic structure is known by text elements which means how steps of a text should be write. Text elements in narrative text are:

- Title - Orientation - Complication - Resolution - Coda

Language Features

Language features is similar to grammatical patterns. Its contain of grammatical rules used in a written text. . A narrative text is specified by the following criteria of grammatical pattern:

- Focus on generic participants,

- Use of relational processes and conjungtion

- Elements of sentence using subject, predicate, object and adverb (simple sentence, past tense, compound sentence and complex sentence)

Example of Narrative Text

THE SHEPHERD’S BOY

There was once a young shepherd boy who tended his sheep at the foot of a mountain near a dark forest.

(28)

of them stayed with him for a considerable time.

This pleased the boy so much that a few days afterward he tried the same trick and the villagers came again to help.

Consequently, nobody came to help him.

So the wolf made a good meal of the boy’s flock and when the boy complained, the wise man of the village said: A liar will not be believed, even when he speaks the truth.

(Adapted from AESOP’S Fables

F. Method of learning

Picture Word Inductive Model

G. Source of Learning

a. Teacher as a model

b. Some pictures of Narrative

c. Pasti Bisa! Teaching Genre-Based Writing

H. Media of learning

- Pictures - Blackboard - Pappers

I. The activities of learning

Teacher Students

Opening

- Teacher will greet and motivate the students.

- Teacher will check the attendance list.

-Students will respond to the teacher. -Students will respond to the teacher.

Main Activity Observing

- Teacher will give some text of narrative text.

(29)

- Teacher will review about narrative text.

Questioning

- Teacher will give the students opportunity to ask some questions and then explain them.

Experiment

- Teacher will distribute picture of the story to student groups.

Associating

- Teacher will ask students to analyze the text.

- Teacher will give feedback.

Communicating

- Teacher will ask the students to present their works..

-Students try to find the main idea and other information from the texts.

-Students will question about any information of the texts such as social function, rhetorical structure and grammatical features of the text.

-In groups, students will find important information from the picture.

-With that information, students will make a narrative text by paying attention on the social function, rhetorical structure and grammatical features of the text.

-Students will analyze the text related to social function, rhetorical structure and grammatical features.

Closing

- Teacher will conclude the material.

Teacher will greet the students

- Together with the teacher make a conclusion

J. Assessment

Assessment of Social attitude

a. technique : peer assessment

b. instrument : questionnaire

No. Attitude Score

1. Curiosity 1-2

2. Confidence 3-4

(30)

Assessment knowledge

c.Technique : written text d. Instrument : rubric

Scoring Aspects Indicators Score Max. Score

Organization (The generic

structure)

Orientation 10

Complication 20

Resolution 15

Language Features

(The linguistic features)

Elements of sentence 15

Relational verbs 10

Adjectives 10

Mechanics

Preposition 5

Articles 5

Capitalization 5

Punctuation 5

Spelling 5

Total Score 100

Performance

Technique : Presentation

Instrument : Student presents the result of their narrative text in front of the class

No. Aspect of assessment Score

Behavior

1. Confidence 2. Seriousness

Knowledge

1. Pronunciation 2. Fluency 3. Intonation

Total Average

1. Confidence 5. Intonation

3 = Confidence 3 = Almost perfect

2 = Less Confident 2 = There is a mistake

(31)

2. Seriousness

3 = serious 2 = Less Serious 1 = not serious

3. Pronunciation

3 = Almost perfect 2 = There is mistake

1 = Too many mistakes so it is difficult to understand

4. Fluency

3 = Fluent 2 = Less fluent 1 = Not fluent

Attachment 1.

Assessment of social attitude

Assess every people in your group

Give grade from 0 up to 10, where 0 is the worst and 10 is the best

Sum the results of your assessment to obtain the value of each member in your group!

No. Name No.

Presentation

Aspect of assessment

1 2 3 4 5 6 Total

1. 2. 3. 4. 5.

(32)

The Lesson Plan

School : SMA Negeri 1 Silangkitang

Subject : English

Class : XI

Material : Narrative text

Meeting : 3

A. Core Competence

9. Inspiring and applying the religion study they believe.

10. Inspiring and applying behavior of honesty, discipline, responsibility, care, cooperation, tolerance, peace), politeness, responsiveness and pro-activeness, and showing attitude as a part of solutions of any problems in interacting effectively with social and natural environment and also in putting themselves as nation’s reflection in world association.

11. Comprehending, applying, analyzing the factual, conceptual, procedural, and meta-cognitive knowledge based on their curiosity about science, technology, art, culture, and humanity with insight of humanity, nationality, and civilization due to the cause of phenomena and events, and also applying procedural knowledge in specific study area based on their talent and interest to solve problems.

12. Processing, reasoning, and providing in concrete and abstract domain due to the development of what they learn at school independently, acting effectively and creatively, and be able to use methods based on educational rules.

B. Basic Competence

1.1 Be grateful of opportunity to study English as International language which is shown in enthusiasm of learning.

2.3 Appreciating behavior of responsibility, care, cooperation, peace-loving, in operating functional communication.

3.5 Analyzing social function, text structure, and grammatical pattern of Narrative text in the form of short story, based on its context of using.

4.10 Making narrative text, by paying attention on correct and context-based social function, text structure, and grammatical pattern.

C. Goal of study

Students seriously, politely, and expertly write descriptive text by using correct and accepted grammar in daily live.

D. Indicators

Seriously:

e. Identifying the generic structure of the narrative text f. Identifying the grammatical features of the narrative text

(33)

g. Write the narrative text about places

E. Material

Comunicative Purpose

Its function to amuse, entertain people, and to deal with actual or vicarious experience in different ways.

Rhetorical Structure

Rhethorical structure or generic structure is known by text elements which means how steps of a text should be write. Text elements in narrative text are:

- Title - Orientation - Complication - Resolution - Coda

Language Features

Language features is similar to grammatical patterns. Its contain of grammatical rules used in a written text. . A narrative text is specified by the following criteria of grammatical pattern:

- Focus on generic participants,

- Use of relational processes and conjungtion

- Elements of sentence using subject, predicate, object and adverb (simple sentence, past tense, compound sentence and complex sentence)

Example of Narrative Text

THE SHEPHERD’S BOY

There was once a young shepherd boy who tended his sheep at the foot of a mountain near a dark forest.

(34)

This pleased the boy so much that a few days afterward he tried the same trick and the villagers came again to help.

Consequently, nobody came to help him.

So the wolf made a good meal of the boy’s flock and when the boy complained, the wise man of the village said: A liar will not be believed, even when he speaks the truth.

Adapted from AESOP’S Fables

F. Method of learning

Picture Word Inductive Model

G. Source of Learning

a. Teacher as a model

b. Some Pictures of narrative

c. Pasti Bisa! Teaching Genre-Based Writing

H. Media of learning

- Pictures - Blackboard - Pappers

I. The activities of learning

Teacher Students

Opening

- Teacher will greet and motivate the students.

- Teacher will check the attendance list.

-Students will respond to the teacher. -Students will respond to the teacher.

(35)

Main Activity Observing

- Teacher will give some text of narrative text.

Questioning

- Teacher will give the students opportunity to ask some questions and then explain them.

Experiment

- Teacher will distribute pictures about ‘snow white’ to student groups.

Associating

- Teacher will ask students to analyze the text.

- Teacher will give feedback.

Communicating

- Teacher will ask the students to present their works.

-Students will read the texts. -Students try to find the main idea

and other information from the texts.

-Students will question about any information of the texts such as social function, rhetorical structure and grammatical features of the text.

-In groups, students will find important information about the topic.

-With that information, students will make a narrative text by paying attention on the social function, rhetorical structure and grammatical features of the text.

-Students will analyze the text related to social function, rhetorical structure and grammatical features.

-In groups, students share about narrative text, and present their works in front of the class.

Closing

- Teacher will conclude the material.

Teacher will greet the students.

-With the teacher, students will conclude the material.

-Students will respond and greet the teacher.

(36)

J. Assessment

Assessment of Social attitude

a. technique : peer assessment b. instrument : questionnaire

No. Attitude Score

1. Curiosity 1-2

2. Confidence 3-4

3. Cooperation 5-6

Assessment knowledge

c. Technique : written text d. Instrument : rubric

Scoring Aspects Indicators Score Max. Score

Organization (The generic

structure)

Orientation 10

Complication 20

Resolution 15

Language Features

(The linguistic features)

Elements of sentence 15

Relational verbs 10

Adjectives 10

Mechanics

Preposition 5

Articles 5

Capitalization 5

Punctuation 5

Spelling 5

Total Score 100

Performance

Technique : Presentation

Instrument : Student presents the result of their narrative text in front of the class

No. Aspect of assessment Score

Behavior

1. Confidence 2. Seriousness

Knowledge

1. Pronunciation 2. Fluency 3. Intonation

(37)

Total Average

5. Confidence 5. Intonation

3 = Confidence 3 = Almost perfect

2 = Less Confident 2 = There is a mistake

1 = Not Confident 1 = Too many mistake

6. Seriousness

3 = serious 2 = Less Serious 1 = not serious

7. Pronunciation

3 = Almost perfect 2 = There is mistake

1 = Too many mistakes so it is difficult to understand

8. Fluency

3 = Fluent 2 = Less fluent 1 = Not fluent

Attachment 1.

Assessment of social attitude

Assess every people in your group

Give grade from 0 up to 10, where 0 is the worst and 10 is the best

Sum the results of your assessment to obtain the value of each member in your group!

No. Name No.

Presentation

Aspect of assessment 1 2 3 4 5 6 Total 1.

2. 3. 4.

(38)

APPENDIX B

The Calculation of the Data in Experimental Class No Students’

Initial

Pre-test (X1)

Post-test (X2)

Deviation (d1)

Dx (d – Mx)

Standard Deviation

(Dx2)

1 AL 80 86 6 -0.27 0.07

2 AS 83 85 2 -4.27 18.23

3 AYS 89 93 4 -2.27 5.15

4 CKD 44 50 6 -0.27 0.07

5 DEA 88 92 4 -2.27 5.15

6 DES 67 90 23 16.73 279.9

7 EHH 72 77 5 1.27 1.61

8 EKD 77 81 4 -2.27 5.15

9 ES 89 93 4 -2.27 5.15

10 EP 87 94 7 0.73 0.53

11 GW 69 79 10 3.73 13.91

12 HNN 85 88 3 -3.27 10.69

13 IAA 74 77 3 -3.27 10.69

14 ICA 43 59 16 9.73 94.67

15 II 65 79 14 7.73 59.75

16 IKA 57 62 5 -1.27 1.61

17 JAW 88 96 8 1.73 2.99

18 JHP 55 57 2 -4.27 18.23

19 JR 70 83 13 6.73 45.29

20 KAR 79 83 4 -2.27 5.15

21 NS 72 75 3 -3.27 10.69

22 S 81 94 13 6.73 45.29

23 SA 70 80 10 3.73 13.91

24 SAR 68 75 7 0.73 0.53

25 SJR 69 72 3 -3.27 10.69

26 SN 68 75 7 0.73 0.53

27 SS 75 79 4 -2.27 5.15

28 SS 71 73 2 -4.27 18.23

29 SR 85 92 7 0.73 0.53

30 SRS 64 66 2 -4.27 18.23

31 R 78 83 5 -1.27 1.61

32 RD 78 82 4 -2.27 5.15

33 RR 87 90 3 -3.27 10.69

34 RS 54 62 8 1.73 2.99

35 VIA 77 80 3 -3.27 10.69

36 VOS 60 64 4 -2.27 5.15

TOTAL (∑) 2618 2846 226 737.94

(39)

APPENDIX C

The Calculation of the Data in Control Class No Students’

Initial

Pre-test (X1)

Post-test (X2)

Deviation (d1)

Dx (d – Mx)

Standard Deviation

(Dx2)

1 AAS 73 75 3 0.34 0.11

2 ADS 56 62 6 3.34 11.15

3 AH 40 41 1 -1.66 2.75

4 AYS 60 61 1 -1.66 2.75

5 ASR 66 64 -2 -4.66 21.71

6 B 40 41 1 -1.66 2.75

7 CAH 67 71 4 1.34 1.79

8 DS 63 65 2 -0.66 0.43

9 DP 61 70 9 6.34 40.19

10 DRF 46 50 4 1.34 1.79

11 FH 68 66 -2 -4.66 21.71

12 FS 62 63 1 -1.66 2.75

13 GRS 40 41 1 -1,66 2.75

14 IKH 62 58 -4 -6.66 44.35

15 JPS 68 65 -3 -5.66 32.03

16 KL 63 66 3 0.34 0.11

17 KAS 72 75 3 0.34 0.11

18 K 63 65 2 -0.66 0.43

19 KH 50 53 3 0.34 0.11

20 KPS 75 80 5 2.34 5.47

21 MAR 40 41 1 -1.66 2.75

21 MS 69 64 -5 -7.66 58.67

23 MI 64 59 -5 -7.66 58.67

24 MZS 44 53 11 8.34 69.55

25 NH 52 55 3 0.34 0.11

26 NN 60 65 5 2.34 5.47

27 P 65 76 11 8.34 69.55

28 R 55 52 -3 -5.66 32.03

29 SHS 70 73 -3 -5.66 32.03

30 SR 69 72 3 0.34 0.11

31 WS 52 59 7 4.34 18.83

32 WAIS 56 62 6 3.34 11.15

33 ZH 42 48 6 3.34 11.15

34 ZA 40 43 3 0.34 0.11

35 ZPH 62 67 5 2.34 5.47

36 ZS 51 62 11 8.34 69.55

Total 2086 2181 94 635,15

(40)

APPENDIX D

The calculation of the t-test

Mx=

∑

�

=

226

= 6.27

My =

∑

�

=

= 2.61

dx2 = 737.94

dy2 = 635.15 Nx = 36 Ny =36

�� = Mx−My

_{Ny + Ny}dx2 + dy2₋₂ _Nx1 +_Ny1

�� = 6.27−2.61

737.94 + 635,15_{36 + 36}₋₂ ₃₆1 +₃₆1

�� = 3.66

1373.09₇₀ ₃₆2

�� = 3.66

2746.18₂₅₂₀

�� = 3.66

1.08

(41)

This table was calculated by APL programs written by William Knight. The format of the table is adapted from a table constructed by Drake Bradley, Department of Psychology, Bates College, Lewiston-Ashburn, Maine, U.S.A. (source: http://www.math.unb.ca/~knight/utility/t-table.htm)

APPENDIX E

PERCENTAGE POINTS OF THE T DISTRIBUTION Tail Probabilities

One Tail 0.10 0.05 0.025 0.01 0.005 0.001 0.0005 Two Tails 0.20 0.10 0.05 0.02 0.01 0.002 0.001

---+---+--- D 1 | 3.078 6.314 12.71 31.82 63.66 318.3 637 | 1 E 2 | 1.886 2.920 4.303 6.965 9.925 22.330 31.6 | 2 G 3 | 1.638 2.353 3.182 4.541 5.841 10.210 12.92 | 3 R 4 | 1.533 2.132 2.776 3.747 4.604 7.173 8.610 | 4 E 5 | 1.476 2.015 2.571 3.365 4.032 5.893 6.869 | 5 E 6 | 1.440 1.943 2.447 3.143 3.707 5.208 5.959 | 6 S 7 | 1.415 1.895 2.365 2.998 3.499 4.785 5.408 | 7 8 | 1.397 1.860 2.306 2.896 3.355 4.501 5.041 | 8 O 9 | 1.383 1.833 2.262 2.821 3.250 4.297 4.781 | 9 F 10 | 1.372 1.812 2.228 2.764 3.169 4.144 4.587 | 10 11 | 1.363 1.796 2.201 2.718 3.106 4.025 4.437 | 11 F 12 | 1.356 1.782 2.179 2.681 3.055 3.930 4.318 | 12 R 13 | 1.350 1.771 2.160 2.650 3.012 3.852 4.221 | 13 E 14 | 1.345 1.761 2.145 2.624 2.977 3.787 4.140 | 14 E 15 | 1.341 1.753 2.131 2.602 2.947 3.733 4.073 | 15 D 16 | 1.337 1.746 2.120 2.583 2.921 3.686 4.015 | 16 O 17 | 1.333 1.740 2.110 2.567 2.898 3.646 3.965 | 17 M 18 | 1.330 1.734 2.101 2.552 2.878 3.610 3.922 | 18 19 | 1.328 1.729 2.093 2.539 2.861 3.579 3.883 | 19 20 | 1.325 1.725 2.086 2.528 2.845 3.552 3.850 | 20 21 | 1.323 1.721 2.080 2.518 2.831 3.527 3.819 | 21 22 | 1.321 1.717 2.074 2.508 2.819 3.505 3.792 | 22 23 | 1.319 1.714 2.069 2.500 2.807 3.485 3.768 | 23 24 | 1.318 1.711 2.064 2.492 2.797 3.467 3.745 | 24 25 | 1.316 1.708 2.060 2.485 2.787 3.450 3.725 | 25 26 | 1.315 1.706 2.056 2.479 2.779 3.435 3.707 | 26 27 | 1.314 1.703 2.052 2.473 2.771 3.421 3.690 | 27 28 | 1.313 1.701 2.048 2.467 2.763 3.408 3.674 | 28 29 | 1.311 1.699 2.045 2.462 2.756 3.396 3.659 | 29 30 | 1.310 1.697 2.042 2.457 2.750 3.385 3.646 | 30 32 | 1.309 1.694 2.037 2.449 2.738 3.365 3.622 | 32 34 | 1.307 1.691 2.032 2.441 2.728 3.348 3.601 | 34 36 | 1.306 1.688 2.028 2.434 2.719 3.333 3.582 | 36 38 | 1.304 1.686 2.024 2.429 2.712 3.319 3.566 | 38 40 | 1.303 1.684 2.021 2.423 2.704 3.307 3.551 | 40 42 | 1.302 1.682 2.018 2.418 2.698 3.296 3.538 | 42 44 | 1.301 1.680 2.015 2.414 2.692 3.286 3.526 | 44 46 | 1.300 1.679 2.013 2.410 2.687 3.277 3.515 | 46 48 | 1.299 1.677 2.011 2.407 2.682 3.269 3.505 | 48 50 | 1.299 1.676 2.009 2.403 2.678 3.261 3.496 | 50 55 | 1.297 1.673 2.004 2.396 2.668 3.245 3.476 | 55 60 | 1.296 1.671 2.000 2.390 2.660 3.232 3.460 | 60 65 | 1.295 1.669 1.997 2.385 2.654 3.220 3.447 | 65

70 | 1.294 1.667 1.994 2.381 2.648 3.211 3.435 | 70 80 | 1.292 1.664 1.990 2.374 2.639 3.195 3.416 | 80 100 | 1.290 1.660 1.984 2.364 2.626 3.174 3.390 | 100 150 | 1.287 1.655 1.976 2.351 2.609 3.145 3.357 | 150 200 | 1.286 1.653 1.972 2.345 2.601 3.131 3.340 | 200 ---+---+--- Two Tails 0.20 0.10 0.05 0.02 0.01 0.002 0.001

One Tail 0.10 0.05 0.025 0.01 0.005 0.001 0.0005 Tail Probabilities

(1)

J. Assessment

Assessment of Social attitude

a.

technique

: peer assessment

b.

instrument

: questionnaire

No.

Attitude

Score

1. Curiosity

1-2

2. Confidence

3-4

3. Cooperation

5-6

Assessment knowledge

c.

Technique

: written text

d.

Instrument

: rubric

Scoring Aspects

Indicators

Score

Max. Score

Organization

(The generic

structure)

Orientation

10

40 Complication

20 Resolution

15 Language Features

(The linguistic

features)

Elements of sentence

15

35 Relational verbs

10 Adjectives

10 Mechanics

Preposition

5

25 Articles

5 Capitalization

5 Punctuation

5 Spelling

5 Total Score

100 Performance

Technique

: Presentation

Instrument

: Student presents the result of their narrative text in

front of the class

No.

Aspect of assessment

Score

Behavior

1. Confidence

2. Seriousness

Knowledge

1. Pronunciation

2. Fluency

3. Intonation

(2)

Total

Average

5. Confidence

5. Intonation

3 = Confidence

3 = Almost perfect

2 = Less Confident

2 = There is a mistake

1 = Not Confident

1 = Too many mistake

6. Seriousness

3 = serious

2 = Less Serious

1 = not serious

7. Pronunciation

3 = Almost perfect

2 = There is mistake

1 = Too many mistakes so it is difficult to understand

8. Fluency

3 = Fluent

2 = Less fluent

1 = Not fluent

Attachment 1.

Assessment of social attitude

Assess every people in your group

Give grade from 0 up to 10, where 0 is the worst and 10 is the best

Sum the results of your assessment to obtain the value of each member in your

group!

No.

Name

No.

Presentation

Aspect of assessment

1

2

3

4

5

6 Total

1.

2.

3.

4.

(3)

APPENDIX B

The Calculation of the Data in Experimental Class

No

Students’

Initial

Pre-test

(X

)

Post-test

(X

)

Deviation

(d1)

Dx

(d

–

Mx)

Standard

Deviation

(Dx

1 AL

80

86

6 -0.27

0.07

2 AS

83

85

2 -4.27

18.23

3 AYS

89

93

4 -2.27

5.15

4 CKD

44

50

6 -0.27

0.07

5 DEA

88

92

4 -2.27

5.15

6 DES

67

90

23

16.73

279.9

7 EHH

72

77

5

1.27

1.61

8 EKD

77

81

4 -2.27

5.15

9 ES

89

93

4 -2.27

5.15

10 EP

87

94

7

0.73

0.53

11 GW

69

79

10

3.73

13.91

12 HNN

85

88

3 -3.27

10.69

13 IAA

74

77

3 -3.27

10.69

14 ICA

43

59

16

9.73

94.67

15 II

65

79

14

7.73

59.75

16 IKA

57

62

5 -1.27

1.61

17 JAW

88

96

8

1.73

2.99

18 JHP

55

57

2 -4.27

18.23

19 JR

70

83

13

6.73

45.29

20 KAR

79

83

4 -2.27

5.15

21 NS

72

75

3 -3.27

10.69

22 S

81

94

13

6.73

45.29

23 SA

70

80

10

3.73

13.91

24 SAR

68

75

7

0.73

0.53

25 SJR

69

72

3 -3.27

10.69

26 SN

68

75

7

0.73

0.53

27 SS

75

79

4 -2.27

5.15

28 SS

71

73

2 -4.27

18.23

29 SR

85

92

7

0.73

0.53

30 SRS

64

66

2 -4.27

18.23

31 R

78

83

5 -1.27

1.61

32 RD

78

82

4 -2.27

5.15

33 RR

87

90

3 -3.27

10.69

34 RS

54

62

8

1.73

2.99

35 VIA

77

80

3 -3.27

10.69

36 VOS

60

64

4 -2.27

5.15 TOTAL (

∑

)

2618

2846

226

737.94

(4)

APPENDIX C

The Calculation of the Data in Control Class

No

Students’

Initial

Pre-test

(X

)

Post-test

(X

)

Deviation

(d1)

Dx

(d

–

Mx)

Standard

Deviation

(Dx

1 AAS

73

75

3

0.34

0.11

2

56

62

6

3.34

11.15

3 AH

40

41

1 -1.66

2.75

4 AYS

60

61

1 -1.66

2.75

5 ASR

66

64 -2

-4.66

21.71

6 B

40

41

1 -1.66

2.75

7 CAH

67

71

4

1.34

1.79

8 DS

63

65

2 -0.66

0.43

9 DP

61

70

9

6.34

40.19

10 DRF

46

50

4

1.34

1.79

11 FH

68

66 -2

-4.66

21.71

12 FS

62

63

1 -1.66

2.75

13 GRS

40

41

1 -1,66

2.75

14 IKH

62

58 -4

-6.66

44.35

15 JPS

68

65 -3

-5.66

32.03

16 KL

63

66

3

0.34

0.11

17 KAS

72

75

3

0.34

0.11

18 K

63

65

2 -0.66

0.43

19 KH

50

53

3

0.34

0.11

20 KPS

75

80

5

2.34

5.47

21 MAR

40

41

1 -1.66

2.75

21 MS

69

64 -5

-7.66

58.67

23 MI

64

59 -5

-7.66

58.67

24 MZS

44

53

11

8.34

69.55

25 NH

52

55

3

0.34

0.11

26 NN

60

65

5

2.34

5.47

27 P

65

76

11

8.34

69.55

28 R

55

52 -3

-5.66

32.03

29 SHS

70

73 -3

-5.66

32.03

30 SR

69

72

3

0.34

0.11

31 WS

52

59

7

4.34

18.83

32 WAIS

56

62

6

3.34

11.15

33 ZH

42

48

6

3.34

11.15

34 ZA

40

43

3

0.34

0.11

35 ZPH

62

67

5

2.34

5.47

36 ZS

51

62

11

8.34

69.55 Total

2086

2181

94 635,15

(5)

APPENDIX D

The calculation of the t-test

Mx=

∑

�

=

226

36

= 6.27

My =

∑

�

=

94

36

= 2.61

dx

= 737.94

dy

= 635.15

Nx

= 36

Ny

=36

��

�

=

Mx

−

My

_{Ny + Ny}

dx2 + dy2

₋

₂

_Nx

1 +

_Ny

1 ��

�

=

6.27 −

2.61 737.94 + 635,15

_{36 + 36}

₋

₂

₃₆

1 +

₃₆

1 ��

�

=

3.66 1373.09

₇₀

₃₆

2 ��

�

=

3.66 2746.18

₂₅₂₀

��

�

=

3.66

1.08

(6)

APPENDIX E

PERCENTAGE POINTS OF THE T DISTRIBUTION

Tail Probabilities

One Tail 0.10 0.05 0.025 0.01 0.005 0.001 0.0005 Two Tails 0.20 0.10 0.05 0.02 0.01 0.002 0.001

One Tail 0.10 0.05 0.025 0.01 0.005 0.001 0.0005 Tail Probabilities