THE EFFECT OF PERSONAL EXPERIENCES STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXTS.
THE EFFECT OF PERSONAL EXPERIENCES STRATEGY
ON STUDENTS’ ACHIEVEMENT IN WRITING
NARRATIVE TEXTS
A THESIS
Submitted as Partial Fulfilment of the Requirements for the
Degree of Sarjana Pendidikan
By:
ANNISA HARDIANTI DAULAY
Registration Number : 2113321002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all the writer would like to express his highest gratitude to the
Almightly Allah SWT for giving blessings and mercy also given time, oppurtunity
and health, so that the writer entitled “The Effect of Personal Experiences Strategy
on Student’s Achievement in Writing Narrative Text” could be completed. This
thesis is aimed to fulfill one of the requirement for the degree of Sarjana
Pendidikan at English Department of Language and Arts Faculty, State University
of Medan.
During the process of completing this thesis, the writer has worked with a
great number of people, through their guidance, suggestions, and comments for
which the writer would like to express her sincere gratitude and special
thankfulness. The writer would like to express to :
Prof. Dr. Syawal Gultom M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts State University of Medan and all her staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and my
first thesis Advisor.
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita, S.Pd., S.S., M.Hum., the Head of English Education Study
Program.
Dra. Rahmah, M.Hum., the Head of English Literature Department.
Dra. Masitowarni Siregar, M.Ed., her second Thesis Advisor.
Dra. Sortha Silitonga, M.Pd., Dr., Rahmad Husein, M.Ed., Dr. Anni
H.Pulungan, M.Hum. , her Thesis Reviewers
Ahwin, S.Pd., The Headmaster of SMA Negeri 6 Padangsidimpuan for
helping the writer to complete this thesis.
Mam Eis Sriwahyuni, M.Pd., the administration staff of English
Department, for attention, asistance, and information in completing this
thesis.
Her beloved parents (A.Daulay S.Pd and Syarifah Harahap), Thanks for
their endless love and has been patiently given their moral and financial,
advices, motivations, support, and also her beloved brothers and Sister
(Azhari Daulay S.H, Asman Daulay, Aqilah Daulay),
Ivohana, Rindi, Putri , Irma, Indah, Asrina and all students in Class C
Extension 2011, for their support and assistance during academic year and
also for all the time that we share together in our study.
ii
Her friend at boarding house Eva Nurhafni for cheering the writer on
when she wrote this thesis.
Overall, the researcher hopes this thesis can give contribution to the English
Education students and further pedagogical research. And also it can be useful for
the readers.
Medan,
September 2015
The Writer
Annisa Hardianti Daulay
Reg. Number 2113321002
iii
ABSTRACT
Daulay, Annisa Hardianti. 2113321002. The Effect of Personal
Experiences Strategy on Student’s Achievement in Writing Narrative Text. A
Thesis. English Department. Faculty of Language and Arts. State University
of Medan. 2015.
This study attempts to discover the effect of applying Personal Experiences
Strategy on students’ achievement in writing narrative text. It was conducted by
using experimental research design. The population of this research was the tenth
(X) grade students of SMA N 6 Padangsidimpuan which consists of 10 parallel
classes with the total number of students is 64. The samples of this research were
taken by random sampling through lottery technique. The result was class X1
consisted of 32 students became the experimental group and class X2 consisted of
32 students became the control group. The experimental group was taught by
Personal Experiences Strategy while the control group was taught by using Big
group work strategy. The instrument was used to collect the data was writing
narrative text. After the data were analyzed, it was found that the value of tobserved was 4.25 with the degree of freedom (df) = 62 at the level significance
0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of
this study showed that teaching narrative text by using personal experiences
strategy was higher than that by using individual work. It implies that personal
experiences strategy is appropriate to be applied for writing narrative text.
Keywords : Using Personal Experiences Strategy. Writing Narrative Text.
i
LIST OF TABLES
Pages
Table 1.1. The percentage of the Tenth Grade students’ score in Writing ............ 3
Table 1.2. The percentage of the Tenth Grade students’ score in Writing............. 3
Table 2.1. Purpose of Narrative Text.....................................................................18
Table 2.2. Example of Narrative Text ...................................................................19
Table 2.3. Example of Narrative Text. ..................................................................21
Table 3.1. Research Design....................................................................................33
Table 3.2. The Experimental Group.......................................................................37
Table 3.3. The Control Group................................................................................38
Table 3.4. Rubric.................................................................................................. 39
Table 4.1. Students’ score in Experimental and control group..............................44
vi
LIST OF APPENDICES
Pages
APPENDIX A. lesson Plan..................................................................................53
APPENDIX B. The Scores of Pre-Test and Post-Test in Both of Classes
(Experimental Group ) ..........................................................................................91
APPENDIX C. The Scores of Pre-Test and Post-Test in Both of Classes ( Control
Group ) ..................................................................................................................92
APPENDIX D. The Calculation in Experimental Group.....................................93
APPENDIX E. The Calculation in Control Group................................................95
APPENDIX F. The Calculation of T-Test.............................................................97
APPENDIX G. Percentage Points of the T Distribution.......................................99
vii
49
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it can be concluded that teaching writing skill
by writing personal experiences sifnificantly affects on 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 was 2472 and the mean
score was 77.25 , while the data in control group were : the total score was 1869
and the mean score was 69.68. 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 4.25 was higher than t-table 1.997,
it means that the alternative hypothesis ( Ha) is acceptable.
B. Suggestions
This study showed that writing personal experiences could improve
students’ achievement in writing narrative text. In relation above, some points are
suggested as follow :
1. Teachers of English at Senior High Schools should be creative in selecting
interesting strategy in teaching learning process. In addition, experience
writing can be used as an alternative strategy of teaching English writing.
It is also important for the teacher to improve the students’ achievement in
writing by giving any assigment or homework , such as writing a
49
50
2. experience, which is guided students to find the main idea and supporting
detail.
3. For the students, they should use experience writing to practice their
writing to make the communicative text and the process of writing become
easier and enjoyable.
4. For the schools, it is expected that they provide the technique needed for
teaching English.
5. It is necessary to another researcher to conduct a further research, in order
to validate the result pf this study.
Finally, the writer considers that this study still need validation from the next
researcher that has the similar topic with this study.
51
REFERENCES
Arikunto, S. 2013. Prosedur Penelitian ( Edisi Revisi). Jakarta : Rineka Cipta.
Arikunto, S.2006. Prosedur Penelitian : Suatu Pendekatan Praktek. Jakarta :
Rineka Cipta.
Arikunto, S. 2010. Procedure Penelitian Suatu Pendekatan Praktik. Rineka Cipta.
Ary, D., Jacobs, L.C. & Sorensen, C. 2010. Introduction to Research in Education
( 8th edition ). Canada : Cengage Learning.
Arsyad, A. 2007. Media Pembelajaran. Jakarta : Raja Grafindo Persada.
Best, J.W., and Kahn, J.V.2006. Research in Education. Tenth Edition. Boston :
Pearson Education Inc.
Brown Douglas H. 2000. Principles of Language Learning And Teaching. New
York: longman
Bryne, Donn. 1979. Teaching Writing Skill. Singapore: Longman Group.
Coulthard, M.1994. Advances in Written Text Analysis. London : Routledge.
Gerot, L. & Wignell, P. 1994. Making Sense of Function Grammar. Sidney :
Antipodeon Education Enterprieses.
Glass, Kathy Tuchman. 2005. Curriculum Design for Writing Instruction.
California : Corwin Press.
Harmer, J. 2004. How to Teach Writing. London : Pearson Education.
Harmer, J.2001. The Practice of English Language Teaching. England : Pearson
Education Limited.
Heaton, J.B. 1989. Writing English Language Test. New York. Longman Group
UK
Hyland, K.2002. Researching Writing. London : Wellington House.
Knapp, P .& M. Watkins. 2005. Genre Text, Grammar Technologies for Teaching
and Assessing Writing. New South Wales; University of New South Wales
Press Ltd.
Light. 2001. Big Group Work: How to Use Group Effectively in Jurnal Effective
Teaching.
51
52
Liao , Ming – Tzu and Wong, Chia – Tzu. 2007. Effect of Dialogue Journals on
L2 Students’ Writing fluency, Reflections, Anxiety, and Motivation.
Reflections on English Language Teaching. Vol. 9, No.2
McCrimmon, James M. 1984. Writing With a Purpose. New Jersey : Houghton
Mifflin Company.
Miller, Morton A. 1987. Process of Reading. New york : International Reading
Association.
Martin, J.R.1989. Factual Writing : Exploring and challenging Social Reality.
Oxford: Oxford University Press.
Nunan, D. 1992. Research Method in Language Learning. New York : Press
Syndicate of the University of Cambridge.
Oshima, Alice. (1991). Writing Academic English (3rd). New York : Pearson
Education, Inc.
Payne et al., 2004. Big Group Work: How to Use Group Effectively in Jurnal
Effective Teaching
Pardiyono. 2007. Pasti Bisa Teaching Genre Based Writing. Yogyakarta : CV
Andi Offset.
Ransdell, S. and. Barbier,M. L. Marie . 2002. New Directions for Research in L2
Writing.Florida,U.S.A : Kluwer Academic.
Razaei, A.R & Lovorn, M. 2010. Using Personal Experiences Strategy. Journal in
Education. (01-22. http://education.com.March 22nd )
Ritonga, R. 2014. Improving Student’s Achievement in Writing Narrative Text
By Personal Experiences Strategy. Journal of English language Teach of
Unimed. Vol 3 No 2.
Sharples, M . 2003. How We Write: Writing as Creative Design. Canada :
Routledge.
Shin, Sarah J. 2006. Learning to Teach writing through strategy in Jurnal
Effective Teaching.
Siahaan, S. & Kisno S. 2008. Generic Text Structure. Yogyakarta : Graha Ilmu.
Siahaan, Sanggam.2008. Issue in Linguistic. Yogyakarta : Graha Ilmu.
51
ON STUDENTS’ ACHIEVEMENT IN WRITING
NARRATIVE TEXTS
A THESIS
Submitted as Partial Fulfilment of the Requirements for the
Degree of Sarjana Pendidikan
By:
ANNISA HARDIANTI DAULAY
Registration Number : 2113321002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all the writer would like to express his highest gratitude to the
Almightly Allah SWT for giving blessings and mercy also given time, oppurtunity
and health, so that the writer entitled “The Effect of Personal Experiences Strategy
on Student’s Achievement in Writing Narrative Text” could be completed. This
thesis is aimed to fulfill one of the requirement for the degree of Sarjana
Pendidikan at English Department of Language and Arts Faculty, State University
of Medan.
During the process of completing this thesis, the writer has worked with a
great number of people, through their guidance, suggestions, and comments for
which the writer would like to express her sincere gratitude and special
thankfulness. The writer would like to express to :
Prof. Dr. Syawal Gultom M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts State University of Medan and all her staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and my
first thesis Advisor.
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita, S.Pd., S.S., M.Hum., the Head of English Education Study
Program.
Dra. Rahmah, M.Hum., the Head of English Literature Department.
Dra. Masitowarni Siregar, M.Ed., her second Thesis Advisor.
Dra. Sortha Silitonga, M.Pd., Dr., Rahmad Husein, M.Ed., Dr. Anni
H.Pulungan, M.Hum. , her Thesis Reviewers
Ahwin, S.Pd., The Headmaster of SMA Negeri 6 Padangsidimpuan for
helping the writer to complete this thesis.
Mam Eis Sriwahyuni, M.Pd., the administration staff of English
Department, for attention, asistance, and information in completing this
thesis.
Her beloved parents (A.Daulay S.Pd and Syarifah Harahap), Thanks for
their endless love and has been patiently given their moral and financial,
advices, motivations, support, and also her beloved brothers and Sister
(Azhari Daulay S.H, Asman Daulay, Aqilah Daulay),
Ivohana, Rindi, Putri , Irma, Indah, Asrina and all students in Class C
Extension 2011, for their support and assistance during academic year and
also for all the time that we share together in our study.
ii
Her friend at boarding house Eva Nurhafni for cheering the writer on
when she wrote this thesis.
Overall, the researcher hopes this thesis can give contribution to the English
Education students and further pedagogical research. And also it can be useful for
the readers.
Medan,
September 2015
The Writer
Annisa Hardianti Daulay
Reg. Number 2113321002
iii
ABSTRACT
Daulay, Annisa Hardianti. 2113321002. The Effect of Personal
Experiences Strategy on Student’s Achievement in Writing Narrative Text. A
Thesis. English Department. Faculty of Language and Arts. State University
of Medan. 2015.
This study attempts to discover the effect of applying Personal Experiences
Strategy on students’ achievement in writing narrative text. It was conducted by
using experimental research design. The population of this research was the tenth
(X) grade students of SMA N 6 Padangsidimpuan which consists of 10 parallel
classes with the total number of students is 64. The samples of this research were
taken by random sampling through lottery technique. The result was class X1
consisted of 32 students became the experimental group and class X2 consisted of
32 students became the control group. The experimental group was taught by
Personal Experiences Strategy while the control group was taught by using Big
group work strategy. The instrument was used to collect the data was writing
narrative text. After the data were analyzed, it was found that the value of tobserved was 4.25 with the degree of freedom (df) = 62 at the level significance
0.05. it means that t-observed was higher than t-table (4.25 > 1.997. The result of
this study showed that teaching narrative text by using personal experiences
strategy was higher than that by using individual work. It implies that personal
experiences strategy is appropriate to be applied for writing narrative text.
Keywords : Using Personal Experiences Strategy. Writing Narrative Text.
i
LIST OF TABLES
Pages
Table 1.1. The percentage of the Tenth Grade students’ score in Writing ............ 3
Table 1.2. The percentage of the Tenth Grade students’ score in Writing............. 3
Table 2.1. Purpose of Narrative Text.....................................................................18
Table 2.2. Example of Narrative Text ...................................................................19
Table 2.3. Example of Narrative Text. ..................................................................21
Table 3.1. Research Design....................................................................................33
Table 3.2. The Experimental Group.......................................................................37
Table 3.3. The Control Group................................................................................38
Table 3.4. Rubric.................................................................................................. 39
Table 4.1. Students’ score in Experimental and control group..............................44
vi
LIST OF APPENDICES
Pages
APPENDIX A. lesson Plan..................................................................................53
APPENDIX B. The Scores of Pre-Test and Post-Test in Both of Classes
(Experimental Group ) ..........................................................................................91
APPENDIX C. The Scores of Pre-Test and Post-Test in Both of Classes ( Control
Group ) ..................................................................................................................92
APPENDIX D. The Calculation in Experimental Group.....................................93
APPENDIX E. The Calculation in Control Group................................................95
APPENDIX F. The Calculation of T-Test.............................................................97
APPENDIX G. Percentage Points of the T Distribution.......................................99
vii
49
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it can be concluded that teaching writing skill
by writing personal experiences sifnificantly affects on 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 was 2472 and the mean
score was 77.25 , while the data in control group were : the total score was 1869
and the mean score was 69.68. 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 4.25 was higher than t-table 1.997,
it means that the alternative hypothesis ( Ha) is acceptable.
B. Suggestions
This study showed that writing personal experiences could improve
students’ achievement in writing narrative text. In relation above, some points are
suggested as follow :
1. Teachers of English at Senior High Schools should be creative in selecting
interesting strategy in teaching learning process. In addition, experience
writing can be used as an alternative strategy of teaching English writing.
It is also important for the teacher to improve the students’ achievement in
writing by giving any assigment or homework , such as writing a
49
50
2. experience, which is guided students to find the main idea and supporting
detail.
3. For the students, they should use experience writing to practice their
writing to make the communicative text and the process of writing become
easier and enjoyable.
4. For the schools, it is expected that they provide the technique needed for
teaching English.
5. It is necessary to another researcher to conduct a further research, in order
to validate the result pf this study.
Finally, the writer considers that this study still need validation from the next
researcher that has the similar topic with this study.
51
REFERENCES
Arikunto, S. 2013. Prosedur Penelitian ( Edisi Revisi). Jakarta : Rineka Cipta.
Arikunto, S.2006. Prosedur Penelitian : Suatu Pendekatan Praktek. Jakarta :
Rineka Cipta.
Arikunto, S. 2010. Procedure Penelitian Suatu Pendekatan Praktik. Rineka Cipta.
Ary, D., Jacobs, L.C. & Sorensen, C. 2010. Introduction to Research in Education
( 8th edition ). Canada : Cengage Learning.
Arsyad, A. 2007. Media Pembelajaran. Jakarta : Raja Grafindo Persada.
Best, J.W., and Kahn, J.V.2006. Research in Education. Tenth Edition. Boston :
Pearson Education Inc.
Brown Douglas H. 2000. Principles of Language Learning And Teaching. New
York: longman
Bryne, Donn. 1979. Teaching Writing Skill. Singapore: Longman Group.
Coulthard, M.1994. Advances in Written Text Analysis. London : Routledge.
Gerot, L. & Wignell, P. 1994. Making Sense of Function Grammar. Sidney :
Antipodeon Education Enterprieses.
Glass, Kathy Tuchman. 2005. Curriculum Design for Writing Instruction.
California : Corwin Press.
Harmer, J. 2004. How to Teach Writing. London : Pearson Education.
Harmer, J.2001. The Practice of English Language Teaching. England : Pearson
Education Limited.
Heaton, J.B. 1989. Writing English Language Test. New York. Longman Group
UK
Hyland, K.2002. Researching Writing. London : Wellington House.
Knapp, P .& M. Watkins. 2005. Genre Text, Grammar Technologies for Teaching
and Assessing Writing. New South Wales; University of New South Wales
Press Ltd.
Light. 2001. Big Group Work: How to Use Group Effectively in Jurnal Effective
Teaching.
51
52
Liao , Ming – Tzu and Wong, Chia – Tzu. 2007. Effect of Dialogue Journals on
L2 Students’ Writing fluency, Reflections, Anxiety, and Motivation.
Reflections on English Language Teaching. Vol. 9, No.2
McCrimmon, James M. 1984. Writing With a Purpose. New Jersey : Houghton
Mifflin Company.
Miller, Morton A. 1987. Process of Reading. New york : International Reading
Association.
Martin, J.R.1989. Factual Writing : Exploring and challenging Social Reality.
Oxford: Oxford University Press.
Nunan, D. 1992. Research Method in Language Learning. New York : Press
Syndicate of the University of Cambridge.
Oshima, Alice. (1991). Writing Academic English (3rd). New York : Pearson
Education, Inc.
Payne et al., 2004. Big Group Work: How to Use Group Effectively in Jurnal
Effective Teaching
Pardiyono. 2007. Pasti Bisa Teaching Genre Based Writing. Yogyakarta : CV
Andi Offset.
Ransdell, S. and. Barbier,M. L. Marie . 2002. New Directions for Research in L2
Writing.Florida,U.S.A : Kluwer Academic.
Razaei, A.R & Lovorn, M. 2010. Using Personal Experiences Strategy. Journal in
Education. (01-22. http://education.com.March 22nd )
Ritonga, R. 2014. Improving Student’s Achievement in Writing Narrative Text
By Personal Experiences Strategy. Journal of English language Teach of
Unimed. Vol 3 No 2.
Sharples, M . 2003. How We Write: Writing as Creative Design. Canada :
Routledge.
Shin, Sarah J. 2006. Learning to Teach writing through strategy in Jurnal
Effective Teaching.
Siahaan, S. & Kisno S. 2008. Generic Text Structure. Yogyakarta : Graha Ilmu.
Siahaan, Sanggam.2008. Issue in Linguistic. Yogyakarta : Graha Ilmu.
51