THE EFFECT OF POW+TREE STRATEGY ON STUDENTS’ ABILITY IN WRITING HORTATORY EXPOSITION TEXT.

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THE EFFECT OF POW+TREE STRATEGY ON STUDENTS

’

ABILITY

IN WRITING HORTATORY EXPOSITION TEXT

A THESIS

Submitted as the Partial Fulfillment of the Requirement for

the Degree of Sarjana Pendidikan

By:

PERMADI PASARIBU

Reg Number: 2113121055

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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ABSTRACT

Pasaribu, Permadi. 2113121055. The Effect of POW+TREE Strategy on

Students’ Ability in Writing Hortatory Exposition Text. A Thesis. Faculty of

Languages and Arts, State University of Medan. 2016

This study deals with the effect of POW+TREE Strategy on students’ ability in

writing hortatory exposition text.. The problem of the study is to find out whether

POW+TREE Strategy significantly affects students’ ability in writing hortatory

exposition text or not. This study was conducted by using experimental design. The

population of the study was the students of eleventh grade of SMA Methodist 8

Medan in the academic year 2015/2016, there were 3 parallel classes of grade XI.

There were two classes selected to be sample. The Experimental group (XI IPA-2)

was taught by applying POW+TREE Strategy, while the Control group (XI IPA-1)

was taught by applying conventional strategy. The data of the study was obtained

from the students’ scores of writing test. There were two kinds of test used in this

study. They were pre-test and post-test. The data were analyzed by applying t-test

formula. After analyzing the data, the result of the study showed that t-observed

(2.338) was higher than t-table (1.994) (t-observed > t-table) at the level of

significance of p = 0.05 and the degree of freedom (df) = 68. It can be concluded that

applying POW+TREE strategy significantly affects students’ ability in writing

hortatory exposition text, or in other words, the null hypothesis is rejected , therefore

the alternative hypothesis is accepted.

Key Words :

Students’ Ability, Writing, Hortatory Exposition Text, POW+TREE

Strategy.

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ACKNOWLEDGEMENT

First of all, the writer would like to express his deepest gratitude goes to

Almighty Lord Jesus Christ for His uncountable blessing, never ending love, strength

and guidance to the writer during his study. It is just another blessing from kod to the

writer so the writer can finish this final project, as the requirements to obtain the S1

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

State University of Medan.

In the process of doing this thesis, many people have given their participation

such as their support, motivation and many kind of things. Therefore, the writer

would like to express his 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.



Prof. Dr. Hj. Sumarsih, M.Pd.,

the Head of English and Literature

Department and Reviewer.



Dra. Meisuri, M.A., the Secretary of English Department..



Nora Ronita Dewi, S.Pd., S.S., M.Hum.,

the Head of English Education

Study Program.



Prof. Dr. Berlin Sibarani, M.Pd., his Thesis Consultant I



Isli Iriani Indiah Pane, S.Pd., M.Hum.,

his Thesis Consultant II and

Academic Advisor.



Dr. Anni Holila Pulungan, M.Hum., his Thesis Reviewer.



All the Lecturers of English Department

who have taught, guided, and

advised her throughout the academic years.



Eis Sri Wahyuningsih, M.Pd.,

the Administration Staff of English and

Literature Department for giving information in completing the thesis.



_{Drs. Haron Wilson, the Head Master and}

_{Pasu Batu-bara, S.S, the English}

Teacher of SMA Methodist 8 Medan, for their supports to the writer so the

writer could do the research.



His beloved parents Kaimin Pasaribu and Ester Linda Purba Tanjung (+) ,

for giving everything I need, support, prayersand all the advices especially in

the time of completing this thesis. Thanks for unconditionally love and this

thesis dedicated for his parents.

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iii



His dearest Sister, Adena Kristanti Pasaribu, S.Si., and his Brothers, Johan

Kurniawan Pasaribu, S.Pd., and

Norman Mario Pasaribu, M.Sc., for their

supports and love to the writer especially doing this thesis, and his beloved

niece, Floridawaty Siregar and his cousin, Erikson Purba for great support

also for family who cannot be mentioned one by one.



All of her friends from Reguler B 2011 especially Aryadi, Arnita, Martina,

Melita, Devi, Evelin, Roslinda and Harni for the togetherness throughout

the four years and also her friends in PPLT SMP Negeri 3 Batu-bara.



His struggle friends

Putri Tarigan, Jetti

and

Dora

who always support to

explain about thesis and her close friends

Roberto Tarigan, Dedi

Simangunsong, Ahmad Fawzi,

and

Mursyid for togetherness through four

years and for the support to finish this thesis.



His sister and partner

Santa Damanik for our togetherness throughout this

year, for discussing everything about thesis and for sparing the time to handle

everything I need to finish this thesis.



His all friends in Line Group Unimed that can not mentioned one by one.



His lovely brothers, Asher Pasaribu, Pesta Pasaribu, and Wilson Pasaribu,

for a great relation until this time.



Pengurus UP-FBS (Bernard Nainggolan, Hasian Sidabutar, Nurdiana

Sinurat, Eri Sipayung, Marini Simangunsong, Maria Panggabean, Iko

Boang Manalu) and semuT cell group (Mey Yani Gea, Evrin Sitepu,

Octaviana Sembiring, Melda Purba, Lisa Sihombing, Lastri Prima)for

every pray and support to the writer to finish this thesis.

The writer realizes that, this thesis still has the paucity, he warmly welcomes

any suggestions and advices that will improve the quality of this thesis. He hopes that

this thesis will be useful for those who read it and feel interested in the field of this

study.

Medan, September 2016

The Writer,

Permadi Pasaribu

Reg No. 2113121055

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ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

LIST OF FIGURES ... viii

LIST OF APPENDICES ... ix

CHAPTER I. INTRODUCTION

A. The Background of the Study ... 1

B. The Problem of the Study ... 5

C. The Objective of the Study ... 5

D. The Scope of theStudy ... 5

E. The Significance of the Study ... 5

CHAPTER II. REVIEW OF LITERATURE

A. Theoretical framework ... 7

1. Writing ... 7

2. Process of Writing ... 8

3. Genre ... 10

4. Hortatory Exposition Text ... 12

a.

Communicative Purpose ... 12

b.

Rhetorical Structure ... 13

c.

Grammatical Patterns ... 13

d.

Example of Hortatory Exposition Text ... 14

5. POW+TREE Strategy ... 15

a.

Stages of POW+TREE Strategy ... 18

b.

Advantages and Disadvantages of POW+TREE Strategy ... 20

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B. Relevant Studies ... 24

C. Conceptual Framework ... 25

D. Hypothesis... 27

CHAPTER III. RESEARCH METHODOLOGY

A. Research Design... 28

B. Population and Sample ... 29

1. Population... 29

2. Sample ... 29

C. The Instrument for Collecting Data ... 30

D. The Procedure of the Study... 30

1. Pre-test ... 30

2. Treatment ... 30

3. Post-test ... 34

E. Assessment for Writing... 34

F. Validity and Reability of the Test ... 37

1. Validity ... 37

2. Reability ... 37

G. Homogeneity and Normality of the Test ... 38

1. Homogeneity of Variance ... 38

2. Normality of the Test ... 39

H. Technique for Analyzing theData ... 40

CHAPTER IV. DATA ANALYSIS

A. Description of Data ... 41

B. The Data Analysis ... 46

1. Testing Reliability ... 46

2. Homogeneity ... 48

3. Normality ... 48

4. Analyzing Data by using t-Test Formula ... 49

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D. Research Findings... 51

E. Discussion ... 51

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion ... 55

B. Suggestion ... 55

REFERENCES ... 56

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vii LIST OF TABLES

Pages

Table 1.1. The list of students’ writing scores ... 3

Table 3.1. Research Design ... 28

Table 3.2. Experimental Group Activities ... 31

Table 3.3. Control Group Activities ... 34

Table 3.4.Assessment of Writing ... 36

Table 4.1.Students’ Score of Pre-test ... 42

Table 4.2.Students’ Score of Post-test ... 43

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viii

LIST OF FIGURES

Pages

Figure 2.1.POW+TREE Diagram ... 22 Figure 4.1.Students’ Score of Pre-test ... 43 Figure 4.2.Students’ Score of Post-test ... 44

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LIST OF APPENDICES

Pages

APPENDIX A. The Pre-test and Post-test in Experimental and Control Group ... 58

APPENDIX B. Students’ Score of Pre-test and Post-test of Experimental Group ... 59

APPENDIX C.Students’ Score of Pre-test and Post-test of Experimental Group .... 61

APPENDIX D. Scores of Two rates ... 63

APPENDIX E. The Calculation of Reliability of the Test ... 65

APPENDIX F. The Calculation of Experimental Group t-Test ... 67

APPENDIX G. The Calculation of Control Group t-Test ... 69

APPENDIX H. Test for Homogeneity of Variance of Pre-test in Experimental and Control Group ... 71

APPENDIX I. Test for Distribution of Frequency in Experimental Group ... 73

APPENDIX J. Test for Distribution of Frequency in Control Group ... 76

APPENDIX K. Testing Normality in Experimental Group ... 79

APPENDIX L. Testing Normality in Control Group ... 83

APPENDIX M. Table of Normality from O-Z ... 86

APPENDIX N. List of Testing Liliefors ... 87

APPENDIX O. Percentage Point of the t-Distribution ... 88

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1 CHAPTER I INTRODECTION

A. The Background of the Study

Writing is tn imnorttnt wty to communictte in our dtily life. Grthtm (2007:2) stttes thtt writing is imnorttnt in helning neonle to communictte with other neonle esnecitlly for some neonle in disttnce. In this digittl ert, tlmost neonle communictte with others by using digittl technology, for insttnce, texting by using mobile nhone, sending emtil, tnd even doing business such ts online shon by using socitl medit. Thus writing hts imnorttnt rule in dtily life to heln neonle in communicttion.

Writing is t history reminder. Peonle ctnnot remember tll of tctivities thtt they ever exnerienced. Sometimes they will forget few even mtny events in their life. Students write notes in every subject in school, ntrticintnts write the mtin noints from some snetkers in the semintr they join, neonle write their dtily tctivities in their ditries, even the nttiontl histories were written in history book, tll of them tre nurnosed to remind thtt etch event ever htnnened. So writing is very useful for neonle to be tble to remember tbout something they forget.

Htrmer (2004:13) stttes thtt writing is t nrocess of trtnsforming thought tnd idets into written form. To be t good writer there tre some considerttions thtt the writer must htve. When t writer writes, he conveys his idets by considering known or unknown retder who will retd the idets in the written text. Besides thtt, t writer must tlso htve good ctntbility; the writer must understtnd thtt different

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tyne of text hts the different nurnose. Moreover, the writer must be tble to write the whole text into t cohesive ntrtgrtnh tnd coherent text. Thus the idets thtt the writer wtnts to shtre is not different with the informttion thtt the retder gets.

There tre four ltngutge skills thtt students must be mtstered in educttion. Writing is one of them thtt students ftce in school. It is recognized thtt writing is the most difficult skill to be letrned tnd mtstered bectuse writing is not ts etsy ts trtnsform the idet into written text, the students not only must know whtt to write, but tlso how to write in t good wty. When the students sttrt to write, they must be tble to write by using ltngutge comnonents such ts grtmmtr, snelling, ltngutge use voctbultry, tnd tlso nunctuttion well. Students wtnt the retder understtnds whtt they write, so they must write every sentence in correct ltngutge use. This mtkes writing becomes difficult to be mtstered.

There tre some genres of text thtt tre studied by students in senior high school such ts ntrrttive, descrintive, recount, snoof, exnosition, etc. in this ctse hortttory exnosition is the mtin focus. Hortttory exnosition is intended to exnltin the retder thtt something should or should not htnnen or be done. Ptrdiyono (2007:215) stttes thtt hortttory exnosition is to trgue thtt something should be or ought to be. Hence, hortttory exnosition hts the nurnose to trgue or nersutde neonle to believe whtt the writer believes in.

There tre three mtin ntrts of hortttory exnosition text; they tre (1) Thesis stttement: stttement or tnnouncement of issue concern, (2) Arguments: retsons for concern, (3) Recommendttion: stttement of whtt should not htnnen or be done btsed on the given trgument. In order to write hortttory exnosition text the

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students should be tble to recognize these three ntrts bectuse these tre the imnorttnt ntrt which is different with other genre of text.

Btsed on the observttion in SMA Methodist 8 Medtn, the English tetcher of Eleventh Grtde stid thtt the students found difficulties in writing t text, esnecitlly hortttory exnosition text bectuse there must be some trguments sttted in the text by the students. As the mttter of the ftct, most of them were not tble to eltbortte the trguments thtt they htve in mind, even to exnress them bectuse the voctbultry thtt the students htve is still ltck so they need more time to find the suittble words in context or known ts diction by using dictiontry. Moreover, the students were tlso still low in mtstery grtmmttictl tsnect of writing to the sentences they wrote tre not orgtnized correct. Below is the list of students’ scores of XI IPA-2 cltss. There tre 63,3 % of students ftil in writing.

Table 1.1

The list of students’ writing scores of XI IPA-2 class

Cltss Score Students Percenttge

XI IPA-2

≤ 68 19 63,33 %

≥ 68 11 36,66 %

(Source: SMA Methodist 8 Medtn) Some nroblems on writing sttted tbove need nroblem solving. So some exnerts in educttion try tnd develon to find some technique, method, tnd strttegies to solve those nroblems. One of the strttegies thtt will be tnnlied is POW+TREE strttegy thtt will be tnnlied in this resetrch.

POW+TREE strttegy is t strttegy to tssist students in letrning how to write tn oninion essty (Htrris tnd Grthtm, 2008:47). POW+TREE strttegy

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tssists students in letrning how to write tn oninion essty which oninion essty is tbout whtt the writers believe or whtt they think tbout t certtin tonic. This strttegy is consisted of six stens thtt should be followed by the students in mtking ntrtgrtnh in mtking writing nltn before writing the text. POW sttnds for Pick my idet, Orgtnize my notes, Write tnd sty more, TREE sttnds for Tonic sentence, Retsons, Exnltin retsons, tnd Ending.

There tre some retson for the resetrcher to choose POW+TREE strttegy, they tre(1) POW+TREE strttegy ctn tssist students to think before they write by using pick my ideas. This will heln them to nltn whtt they wtnt to write, (2) POW+TREE strttegy ctn tssist student to write in t good structure bectuse POW+TREE nromnts student to write by giving t tonic sentence, then sttting some retsons, tnd writing the exnltnttion for etch retson. It will heln students to write in t well structure, (3) POW+TREE is tn interesting strttegy to letrn writing bectuse it hts medit like cue ctrd, mnemonic chtrt, grtnhic orgtnizer thtt ctn rtise the students etsier to write.

The nrevious resetrchers htd done by Wiytnti (2013) tnd Fthriztl (2013). Wiytnti (2013) stys thtt POW+TREE is t good strttegy to be imnlemented in cltss. She tnnlied this strttegy in the eleventh grtde students of SMA N 4 Ptdtng. Fthriztl (2013) concluded thtt POW+TREE is t good in incretsing writing nersutsive text. He found thtt POW+TREE is successful to imnrove students’ writing tbility esnecitlly hortttory text. Therefore, the resetrcher is interested to tnnly POW+TREE strttegy to imnrove students’ writing tbility.

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B. The Problem of the Study

Btsed on the btckground of the study, the nroblem wts formultted ts the following: “Does POW+TREE strttegy significtntly tffect on students’ tbility in writing hortttory exnosition text?”

C. The Objective of the Study

The study intended to find out whether POW+TREE significtntly tffect students’ tbility in writing hortttory exnosition text.

D. The Scope of the Study

This study belonged to the scone of tetching resetrch. Tetching cover, t wide rtnge of tsnects, tnd tetcher, students, mtteritls tnd medit were some of them. This study wts limited to one tsnect of the tetcher, ntmely tetching strttegy. The tetching strttegy thtt wts investigtted is the POW+TREE strttegy. The investigttion wts limited to the setrch of its effect on writing thtt wts tlso limited to the writing of hortttory exnosition text.

E. The Significant of the Study

The result of this study wts exnected to contribute either the theories or nrtctices for

1. Theoretictlly

t. The resetrcher ts reference to conduct the resetrch reltted to POW+TREE writing strttegy.

b. The other resetrchers who wtnt to conduct the stme resetrch in tnnlying POW+TREE strttegy in tetching writing hortttory exnosition text.

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2. Prtctictlly

t. The English tetcher ts the source of letrning to imnrove the students’ tbility in writing nrocedure text.

b. The students get incretsing the qutlity of writing hortttory exnosition text.

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55 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research dinding, the researcher concludes that there is signidicant eddect od POW+TREE Strategy on students’ ability in writing hortatory exposition text. It is indicated by the dact that the calculation od t-test at the level signidicance; tobserved (2.338) is higher than ttable(1.994), α = 0.05.

B. Suggestion

In the relation to the conclusion above, the researcher points out some suggestion as dollowing:

1. The English teacher are suggested to apply POW+TREE strategy in

teaching hortatory exposition text as the alternative in teaching learning process because is proved eddective to improve writing ability.

2. Since the research is limited to the investigation od the POW+TREE strategy on writing and how the POW+TREE strategy can be developed in not known, it is suggested that a research should be done in writing development.

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56 REFERENCES

Ary, Donald. 2010. Introduction to Research in Educational Objectives (eight

edition). Canada: Wadsworth Group

Ary et.al. 2010. Introduction to Research in Educational. Canada:Nelson Education, Ltd.

Brown, C. D. 2001. Teaching by Principles: an Interactive Approach to

Language Pedagogy. Second Edition. New York: Longman

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

Fahrizal. 2013. The Effect of Using Pow and Tree Strategy Toward the Ability In Writing Persuasive Text at the Second Year Students of Ma Asy-Syafi’iyah

Air Tiris Kampar Regency. Thesis. Pekan Baru: Faculty Of Education And

Teacher Training State Islamic, University: University Of Sultan Syarif Kasim Riau

Graham, Steve & Carris, Karen. R. 2009.Self-regulated strategy development in writing: Premises, evolution, and the future: BJEP Monograph Series II, 6 www.bps journals.co.uk

Carmer, Jeremy. 2001. The Practice of English Language Teaching. Third Edition. Pearson Education Limited.Longman.

Carris, K. R., Graham, S., Mason, L. C., and Friedlander, B. 2008. Powerful

Writing Strategies for All Students. Baltimore: Paul C. Brookes Publishing

Co.Inc.

Castini., Jamiluddin, Marzelia, A. 2014. The Use of Clustering Technique to Improve Students’ Skill in Writing Cortatory Exposition Text: e-Journal of English Language Teaching Society (ELTS) Vol. 2 No. 2 2014 – ISSN 2331-184.

Ceaton, J.B. 1975. Writing English Language Test. New York: Longman Group UK.

Kane, S.T. 1988. The Oxford Essential Guide to Writing. Berkley: Oxford University Press

Langan, John.2010.Exploring Writing Sentences and Paragraphs. New York: McGraw-Cill Companies

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Linda. C. Mason et.al. 2013. Improving Quick Writing Performance of Middle School Struggling Learners. Journal homepage :www. elsevier. Co / locate/

cedpsych. Vol.38 (2013) 236-246

Oshima, A., Couge, A. 1997. Introdution to Academic Writing. New York: Addison Wesley Longman

Pardiyono. 2007.Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar

Writing Berbasis genre Secara efektif. Yogyakarta: ANDI

Reid, R., Ortiz, T., 2006. Strategy instruction for students with learning

disabilities. New York: Guilford Publication, Inc.

Sudjana. 2002. Metoda Statistika. Bandung: Tarsito

Vockell, Edward L. 1983. Educational Research. New York: Macmillan.

Wiyanti, Delgusri. 2013. The Effect Of Using Pow+Tree Strategy Toward Students’ Writing Skill At Eleventh Grade Students Of Sma N 4 Padang.

Thesis. Padang: Staff Pengajar Program Studi Pendidikan Bahasa Inggris, University: STKIP PGRI Sumatera Barat

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There tre some retson for the resetrcher to choose POW+TREE strttegy, they tre(1) POW+TREE strttegy ctn tssist students to think before they write by using pick my ideas. This will heln them to nltn whtt they wtnt to write, (2) POW+TREE strttegy ctn tssist student to write in t good structure bectuse POW+TREE nromnts student to write by giving t tonic sentence, then sttting some retsons, tnd writing the exnltnttion for etch retson. It will heln students to write in t well structure, (3) POW+TREE is tn interesting strttegy to letrn writing bectuse it hts medit like cue ctrd, mnemonic chtrt, grtnhic orgtnizer thtt ctn rtise the students etsier to write.

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B. The Problem of the Study

Btsed on the btckground of the study, the nroblem wts formultted ts the following: “Does POW+TREE strttegy significtntly tffect on students’ tbility in writing hortttory exnosition text?”

C. The Objective of the Study

The study intended to find out whether POW+TREE significtntly tffect students’ tbility in writing hortttory exnosition text.

D. The Scope of the Study

E. The Significant of the Study

The result of this study wts exnected to contribute either the theories or nrtctices for

1. Theoretictlly

t. The resetrcher ts reference to conduct the resetrch reltted to POW+TREE writing strttegy.

b. The other resetrchers who wtnt to conduct the stme resetrch in tnnlying POW+TREE strttegy in tetching writing hortttory exnosition text.

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2. Prtctictlly

t. The English tetcher ts the source of letrning to imnrove the students’ tbility in writing nrocedure text.

b. The students get incretsing the qutlity of writing hortttory exnosition text.

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55 CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

B. Suggestion

In the relation to the conclusion above, the researcher points out some suggestion as dollowing:

1. The English teacher are suggested to apply POW+TREE strategy in teaching hortatory exposition text as the alternative in teaching learning process because is proved eddective to improve writing ability.