THE EFFECT OF TEAM WORD-WEBBING ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.
THE EFFECT OF TEAM WORD-WEBBING ON STUDENTS’
ACHIEVEMENT IN WRITING NARRATIVE TEXT
A THESIS
Submitted to the English Department Faculty of Language and Arts
UNIMED in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
RISQA INDINA
Registration Number. 2101121035
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Indina, Risqa. NIM: 2101121035. The Effect of Team Word-Webbing on
Students’ Achievement in Writing Narrative Text. A Thesis. Faculty of
Languages and Arts (FBS), State University of Medan (UNIMED), 2014.
This study aims at discovering the effect of using Team Word-Webbing on
students’ achievement in writing narrative text. It was conducted by using
experimental research design. The population of this research was the eight (VIII)
grade students of SMP Negeri 1 Stabat. The samples of the research were two
classes which consisted of experimental and control group which were chosen by
using random sampling technique. Twenty four students were taken as the
samples in each class. The experimental group was taught by using Team WordWebbing, while the control group was taught by using Lecturing Method. The
instrument used to collect the data was by asking the students to write a narrative
text. After analyzing the data, it was found that the value of t-observed was 3,189
with the degree of freedom (df)=46 at the level of significance p(0,05) = 1.678. It
means that t-observed was higher than t-table (3,189 > 1.678). The result of this
study showed that teaching by using Team Word-Webbing was higher than that
by using Lecturing Method.
Key words: Team Word-Webbing, Students’ Achievement, Narrative Text
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her greatest thank to
Allah SWT, the Almighty for His grace, guidance, praise, honor and mercy that
have been given to the writer’s life especially in enabling her to complete her
thesis and to fulfill the requirements for the degree of Sarjana Pendidikan at the
English Department, Faculty of Languages and Arts, State University of Medan.
This thesis could have been completed because of the help, support,
advice, guidance, comments and suggestions from several people for which the
writer would like to extend her sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, as the Rector of State University
of Medan.
and Arts, State University of Medan.
Dr. Isda Pramuniati, M,Hum, as the Dean of the Faculty of Languages
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English and Literature
Department and as her Reviewer.
Dra. Masitowarni Siregar, M.Ed, as the Head of Education Program of
English Department.
Prof. Dr. Busmin Gurning, M.Pd and Indra Hartoyo, S.Pd., M.Hum,
as her Thesis Consultants.
Dra. Meisuri, M.A, as her Academic Advisor and as her Reviewer.
Reviewers
English teacher, Sir Juliansyah and students of class VIII-A and VIII-B.
Dr. Rahmah, M.Hum and Drs. Johan Sinulingga, M.Pd, as her
Gito, S.Pd., M.Pd, as the Headmaster of SMP Negeri 1 Stabat, the
Asrul Erwin SE. and Arjul Husna S.Pd, her beloved parents, for their
endless love, pray, support, motivation and also advices in finishing her
study, her only one little brother, Muhammad Farhan Erwin, for his
pray, love, encouragement and motivation. Her gratitude is also expressed
to all of her families, for their support, motivation and advices.
ii
Her classmates DIK Regular A 2010, her class monitor Muhammad
Yusuf and all the members of class Dik Regular B and C, Ext A, B and C
2010, for their motivation and support.
Her beloved best friends ever (Halimatun Husna Rambe, Liza Insyirah,
Angrayni Dian Novia, and Anisa), the most reliable friend one she could
have. They are there for her in so many ways.
Her friends Nicky Miyarna Putri, Jamalia, Febry Tiffany, Desi Ratna,
and Sri Wahyuni, for their love, help, motivation, support and advices.
Medan,
September 2014
The Writer,
Risqa Indina
iii
TABLE OF CONTENTS
ABSTRACT ......................................................................................
ACKNOWLEDGEMENT ...............................................................
TABLE OF CONTENTS .................................................................
LIST OF TABLES ...........................................................................
LIST OF FIGURES .........................................................................
LIST OF APPENDICES .................................................................
i
ii
iv
vi
vii
viii
CHAPTER I INTRODUCTION
A. The Background of the Study ......................................................
B. The Problem of the Study ............................................................
C. The Objective of the Study ..........................................................
D. The Scope of the Study ...............................................................
E. The Significance of the Study ......................................................
1
4
4
5
5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ...............................................................
1. Students’ Achievement in Writing Narrative Text ................
2. Writing ...................................................................................
a. The Writing Process ...........................................................
1. Pre-writing .....................................................................
2. Outlining (Planning) ......................................................
3. Writing and Revising Drafts ..........................................
b. The Purposes of Writing ....................................................
c. The Genres of Writing ........................................................
3. Narrative Text .........................................................................
a. The Generic Structure.........................................................
b. The Language Features ......................................................
c. The Example of Narrative text ...........................................
4. The Assessment of Writing Narrative .....................................
5. The Concept of Team Word Webbing ....................................
a. Team Word Webbing as Technique ...................................
b. The Advantages of Team Word-Webbing .........................
c. The Disadvantages of Team Word-Webbing .....................
d. Teaching Narrative Writing Using Team
Word-Webbing .......................................................................
6. Lecturing Method ....................................................................
a. The Concepts and the Steps of Lecturing Method .............
b. The Advantages of Lecturing Method................................
c. The Disadvantages of Lecturing Method ...........................
B. The Relevant Previous Study ......................................................
C. Conceptual Framework...............................................................
D. Hyphotesis ...................................................................................
iv
6
6
7
8
9
9
9
10
11
13
15
15
16
17
18
20
21
22
23
25
26
27
27
28
29
31
CHAPTER III RESEARCH METHODOLOGY
A.
B.
C.
D.
E.
F.
G.
H.
The Research Design ..................................................................
The Population and the Sample ..................................................
The Instrument for Collecting Data ...........................................
The Procedure of Collecting Data ..............................................
a. Pre-test ..................................................................................
b. Treatment .............................................................................
c. Post-Test ..............................................................................
Scoring the Test ..........................................................................
The Validity and The Reliability of The Text .............................
1. The Validity of The Text ......................................................
2. The Reliability of The Text ..................................................
The Technique for Analyzing Data ............................................
Statistical Hypothesis ................................................................
CHAPTER IV DATA ANALYSIS AND DISCUSSION
A. Data ............................................................................................
B. Data Analysis ..............................................................................
1. Analyzing The Data Using T-test .......................................
2. Testing The Reliability of The Test ....................................
3. Testing Hypothesis ..............................................................
C. Discussion ....................................................................................
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................................
B. Suggestion ...................................................................................
32
33
33
33
34
34
40
40
41
41
41
42
43
44
46
46
47
47
48
50
50
REFERENCES ...............................................................................
52
APPENDICES ................................................................................
54
v
LIST OF TABLES
Table 1.1 Students’ Scores of Writing Competence Tests ....................... 2
Table 2.1 The Example of Narrative Text and The Analysis ................... 16
Table 2.2 The Advantages and Disadvantages of Both Technique .......... 30
Table 3.1 Research Design ....................................................................... 32
Table 3.2
Experimental Group Activity .................................................. 37
Table 3.3 Control Group Activity ............................................................ 39
Table 3.4 Scoring The Test for Narrative Text ........................................ 40
Table 4.1 The score of pre test and post test by students in experimental
group......................................................................................... 44
Table 4.2 The score of pre test and post test by students in control
group......................................................................................... 45
vi
LIST OF FIGURES
Figure 2.1 The example of word-webbing............................................
20
Figure 2.2 The schema of narrative text by using word-webbing..........
25
vii
LIST OF APPENDICES
APPENDIX A: The Calculation of t-test for Experimental Class..........
52
APPENDIX B: The Calculation of t-test for Control Class..................
53
APPENDIX C: The Calculation of the t-table and t-observed...............
54
APPENDIX D: T-table Distribution.......................................................
56
APPENDIX E: The Statiscal Analysis for Reliability Cofficient ..........
57
APPENDIX F: Lesson Plan in Experimental Class...............................
59
APPENDIX G: Lesson Plan in Control Class..........................................
76
APPENDIX H: The Examples of Students’ Answer Sheets....................
90
viii
CHAPTER I
INTRODUCTION
A. Background of The Study
English nowadays is an important thing which is needed by many people
in the world. Because of that, many countries included Indonesia put English as a
foreign language in their curriculum. The function of English in modern world is
not only a language for communication and interaction but also a language for
science and technology. Mastering English is a must for the students, therefore
without understanding English, they will not be able to improve their knowledge,
skills and their communication with other people who come from different
countries.
Students have to be able to understand the four language skills in English.
It is expected that the students will be able to use English both in oral and written
communication that can be useful for their further studies. According to
Competence based Curriculum, writing is one of four skills that should be
mastered by the students.
Harmer (2001: 255) states writing text has a number of conventions which
is separate it out from speaking. Both speaking and writing are used as the form of
communications, but they are different. Writing is a skill which exposes facts and
ideas by presenting, explaining or interpreting them in some clear, effective and
organized way. Writing plays a vital role not only in conveying information, but
also in transforming knowledge to create a new one. In writing, the writers inform
us an idea, message in written form. They can understand experience, event,
1
2
history and idea easily. However, knowledge and experience are significantly
needed. Without having a good knowledge in writing, the writers will not be able
to convey their ideas to the readers. Muschla (2011: 1) points out that good
writing begins with an interesting idea. Without an interesting idea, writing will
result in a weak piece. There are several types of writing such as narrative,
procedure, descriptive, recount, explanation, analytical exposition, hortatory
exposition, report, discussion, review, news item, anecdote, spoof. However, this
thesis will focus on the narrative writing only.
Based on the observation and preliminary research of Grade VIII-A of
SMP Negeri 1 Stabat and after interviewing the English teacher, from 42 students
it was found that there are 17 students who did not pass the minimum standard
competence (KKM) of writing competence tests in the first semester and 20
students in the second semester. The score of minimum standard competence is
70. Here are the recapitulations of students’ scores from the examination of both
semester;
Table 1.1.
Students’ Scores of Writing Competence Tests in
Two Semesters 2013-2014
Semester
1st Semester 2013/2014
2nd Semester 2013/2014
Score
< 70
≥ 70
< 70
≥ 70
Students
17 Students
25 Students
20 Students
22 Students
Percentage
40.4 %
59.5 %
52.3 %
47.6 %
Mean
51.9
50.9
Source: Students’ accumulated score of Grade VIII A students at SMP Negeri 1
Stabat academic year 2013/2014
Based on the data during interviewing the English teacher at SMP Negeri 1
Stabat, there were some problems found when the teacher teaches writing. The
3
students do not know how to compose texts independently. They tend to write as
much as they can and the sentences do not seem relevant together into the topic
provided. Then, the students did not understand how to identify the generic
structures and the linguistic features of a text and how to write it. The students are
lack of vocabularies, and still have low knowledge in grammar and text genres. It
makes them difficult to express their ideas and thoughts in text form. According to
Harmer (2004), many students fail in writing because the anxieties they have
about their handwriting and they have nothing to say.
In addition, from the data that writer got, the teaching method that
sometimes used by the teacher to teaches English is lecturing method. During the
teaching learning process the students just sit and listen to the teacher without
participate actively. Sajjad (2008) in his study found that lecturing method is still
a backbone widely used in teaching and training at higher level of education. It
means that lecturing method is a method that often used for higher education.
To solve these problems, there are a lot of alternative techniques and
methods in teaching and learning process that can motivate the students and the
teacher to get English teaching effectively besides applying a conventional
method. One of those techniques is the team word-webbing.
The team word-webbing as cooperative learning has defined as a small
group of learners working together as a team to solve a problem, complete a task,
or accomplish a common goal. (Risco: 2007). The students can create a good team
and build a new information together in the learning process. A study conducted
by Hijazi et al (2012) provides evidence that students’ knowledge about writing
4
performance and grammatical rules is polished because of the peer criticism
practiced during working cooperatively in a group. Kagan et al (2009) explain
that team word-webbing is aimed at making the students have a chance to write
well with the guiding of their teacher and work in a small group. Moreover, the
team word-webbing can motivate the students to write and to stimulate their ideas
and also they can build the connections and establish the associations between the
students experience and the new information that can make the students write a
narrative text well.
Therefore, the writer would like to use an alternative technique by
choosing “Team Word-Webbing” to improve students’ achievement in writing
especially narrative.
B. The Problem of The Study
Based on the background of the study, the research problem of this study
is formulated as the following:
Is the students’ achievement taught by using Team Word-Webbing
higher than that taught by using Lecturing Method in writing narrative text?
C. The Objective of The Study
This study was intended to find out whether students’ achievement taught
by using Team Word-Webbing Technique is higher than the students’
achievement taught by using Lecturing Method in writing narrative texts.
5
D. The Scope of The Study
The scope of the study was limited only to the effect of Team WordWebbing on students’ achievement in writing narrative texts. The consideration to
limit the study is the fact that there are four skills of learning English that should
be achieve by the students after finishing their study in Junior High School,
especially in applying their knowledge in writing narrative texts well. The object
of the study is limited on the junior high school students grade VIII.
E. The Significance of The Study
Theoritically, the research findings in this study were expected for:
1) Enrich the horizon of language learning.
2) Became references for further studies.
Practically, the research findings were expected for:
1) The readers especially students, so that they can produce a good narrative
text through Team Word-Webbing.
2) It can improve students’ writing ability especially in writing narrative texts.
3) This study also expected to encourage the students to develop their writing
achievement, especially in writing narrative text through Team WordWebbing Technique.
4) It was expected to be a solution for English teachers in teaching narrative
text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The use of Team Word-Webbing technique in teaching writing especially
narrative text was effective in increasing students’ writing achievement of eight
grade students of SMPN 1 Stabat. Based on the result of the research, teaching
writing by Team Word-Webbing was higher than teaching by Lecturing Method.
The mean score of the experimental group was higher than control group
(26.45 > 21.79). It was also proved by the result of t-test. The result of the t-test
calculation also showed that t-observed value (3.819) was higher than t-table
value (2.013) with α = 0.05 and df = 46. It means that Ha was accepted and Ho
was rejected.
B. Suggestion
In relation to the conclusion above, the writer points out some suggestions
as the followings:
1. It is suggested to the English Teacher to use Team Word-Webbing in
improving students’ writing achievement. By using the group discussion in
the class, teacher can act as a guide to facilitate each group of students.
2. It is suggested to the students to be active and can build the positive
relationships among them.
50
51
3. It is suggested to the readers to know the importance of using team wordwebbing in improving the writing achievement.
4. It is suggested to other researchers who intend to use Team Word-Webbing
in teaching learning process to do research by using another technique and
try to find another effective media, so it will enrich the research to improve
students’ writing achievement.
50
REFERENCES
Arikunto, S. 2003. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta:
Rineka Cipta
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswith.
Brown, H. Douglas. 2001 Teaching By Principle: An Interactive Approach to
Language Pedagogy. (2nd ed). San Francisco: Addison Wesley Longman.
Deporter and Hernacki. 2002. Quantum Learning: Membiasakan Belajar Nyaman
dan Menyenangkan. Bandung: PT Mizan Pustaka
Haris, Mufti. 2011. The Effectiveness of Using Team Word-Webbing to Increase
Students’ Reading Comprehension In News Item Text. Semarang:
Walisongo State Institute for Islamic Studies Press
Harmer, J. 2004, How to Teach Writing. England Pearson Education Limited
Harmer, J. 2001. The Practice of English Language Teaching (Third Edition:
Completely Revised and Updated). London: Longman.
Heaton J.B. 1988. Writing English Language Test. London: Longman group.
Hijazy, Dima. Al-natour, Amal. 2012. Teachers’ Attitudes Towards Using
Cooperative Learning For Teaching English Skills. Interdisciplinary
Journal of Contemporary Research in Business, April, Vol. 3, No.12
Hornby, AS. Oxford Advanced Learners Dictionary of Current English. Revised
and Lydated. Oxford: Oxford University.
Jack C. Richards and Theodore S. Rodgers. 2001. Approaches and Methods in
Language Teaching 2nd Ed. New York: Cambridge University Press
Jeanne M Stone, 2007. Cooperative Learning Reading Activities. Australia:
Hawker Brownlow Education
Kagan, S. 2009. Cooperative Learning. San Clemente. California: Kagan
Publishing
Knapp, Peter. Watkins, Megan. 2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Australia: University of New South Wales
Press
Muschla, G.R. 2011. Exploring Writing: Practice Makes Perfect. Washington:
McGraw-Hill Publishing
52
53
Nunan, David. 1992. Research Methods in Language Learning. New York:
Cambridge University Press
Oshima, Alice and Hogue, Ann. 2003. Writing Academic English. New York:
Addison Wesley Longman
Pardiyono, M.Pd. 2007. Pasti Bisa!! Teaching Genre-Based Writing. Yogyakarta:
ANDI Press
Risco, Betty. 2007. Techniques and Activities Using Cooperative Learning in
Higher Education. Nuevo Chimbote: Universidad Nacional del Santa
Robert J. Stevens. 2003. Students Team Reading and Writing: A Cooperative
Learning Approach To Middle School Literacy Instruction. New York:
University Park, PA
Sajjad, Shahida. 2008. Effective Teaching Methods at Higher Education Level.
Pakistan: University of Karachi Press
Stafford, K. & Kelly, M. (1993) An Introduction to Lecturing (Workshop Series
No. 10). City Polytechnic of HongKong, Professional Development Unit
(now City University of Hong Kong, Centre for the Enchancement of
Learning and Teaching)
Steinert, Yvonne. Snell, S. Linda. 1999. Interactive Lecturing: Strategies For
Increasing Participation in Large Group Presentations. Medical Teacher,
Vol. 21, No. 1
William, E. Chasin. 2010. Effective Lecturing. Manhattan: Kansas University
http://smartshareilmu.blogspot.com/2013/05/narrative-text.html
(accessed on February 20, 2014)
http://www.inspiration.com/visual-learning/brainstorming-webs
(accessed on February 21, 2014)
ACHIEVEMENT IN WRITING NARRATIVE TEXT
A THESIS
Submitted to the English Department Faculty of Language and Arts
UNIMED in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
RISQA INDINA
Registration Number. 2101121035
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Indina, Risqa. NIM: 2101121035. The Effect of Team Word-Webbing on
Students’ Achievement in Writing Narrative Text. A Thesis. Faculty of
Languages and Arts (FBS), State University of Medan (UNIMED), 2014.
This study aims at discovering the effect of using Team Word-Webbing on
students’ achievement in writing narrative text. It was conducted by using
experimental research design. The population of this research was the eight (VIII)
grade students of SMP Negeri 1 Stabat. The samples of the research were two
classes which consisted of experimental and control group which were chosen by
using random sampling technique. Twenty four students were taken as the
samples in each class. The experimental group was taught by using Team WordWebbing, while the control group was taught by using Lecturing Method. The
instrument used to collect the data was by asking the students to write a narrative
text. After analyzing the data, it was found that the value of t-observed was 3,189
with the degree of freedom (df)=46 at the level of significance p(0,05) = 1.678. It
means that t-observed was higher than t-table (3,189 > 1.678). The result of this
study showed that teaching by using Team Word-Webbing was higher than that
by using Lecturing Method.
Key words: Team Word-Webbing, Students’ Achievement, Narrative Text
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express her greatest thank to
Allah SWT, the Almighty for His grace, guidance, praise, honor and mercy that
have been given to the writer’s life especially in enabling her to complete her
thesis and to fulfill the requirements for the degree of Sarjana Pendidikan at the
English Department, Faculty of Languages and Arts, State University of Medan.
This thesis could have been completed because of the help, support,
advice, guidance, comments and suggestions from several people for which the
writer would like to extend her sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, as the Rector of State University
of Medan.
and Arts, State University of Medan.
Dr. Isda Pramuniati, M,Hum, as the Dean of the Faculty of Languages
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English and Literature
Department and as her Reviewer.
Dra. Masitowarni Siregar, M.Ed, as the Head of Education Program of
English Department.
Prof. Dr. Busmin Gurning, M.Pd and Indra Hartoyo, S.Pd., M.Hum,
as her Thesis Consultants.
Dra. Meisuri, M.A, as her Academic Advisor and as her Reviewer.
Reviewers
English teacher, Sir Juliansyah and students of class VIII-A and VIII-B.
Dr. Rahmah, M.Hum and Drs. Johan Sinulingga, M.Pd, as her
Gito, S.Pd., M.Pd, as the Headmaster of SMP Negeri 1 Stabat, the
Asrul Erwin SE. and Arjul Husna S.Pd, her beloved parents, for their
endless love, pray, support, motivation and also advices in finishing her
study, her only one little brother, Muhammad Farhan Erwin, for his
pray, love, encouragement and motivation. Her gratitude is also expressed
to all of her families, for their support, motivation and advices.
ii
Her classmates DIK Regular A 2010, her class monitor Muhammad
Yusuf and all the members of class Dik Regular B and C, Ext A, B and C
2010, for their motivation and support.
Her beloved best friends ever (Halimatun Husna Rambe, Liza Insyirah,
Angrayni Dian Novia, and Anisa), the most reliable friend one she could
have. They are there for her in so many ways.
Her friends Nicky Miyarna Putri, Jamalia, Febry Tiffany, Desi Ratna,
and Sri Wahyuni, for their love, help, motivation, support and advices.
Medan,
September 2014
The Writer,
Risqa Indina
iii
TABLE OF CONTENTS
ABSTRACT ......................................................................................
ACKNOWLEDGEMENT ...............................................................
TABLE OF CONTENTS .................................................................
LIST OF TABLES ...........................................................................
LIST OF FIGURES .........................................................................
LIST OF APPENDICES .................................................................
i
ii
iv
vi
vii
viii
CHAPTER I INTRODUCTION
A. The Background of the Study ......................................................
B. The Problem of the Study ............................................................
C. The Objective of the Study ..........................................................
D. The Scope of the Study ...............................................................
E. The Significance of the Study ......................................................
1
4
4
5
5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ...............................................................
1. Students’ Achievement in Writing Narrative Text ................
2. Writing ...................................................................................
a. The Writing Process ...........................................................
1. Pre-writing .....................................................................
2. Outlining (Planning) ......................................................
3. Writing and Revising Drafts ..........................................
b. The Purposes of Writing ....................................................
c. The Genres of Writing ........................................................
3. Narrative Text .........................................................................
a. The Generic Structure.........................................................
b. The Language Features ......................................................
c. The Example of Narrative text ...........................................
4. The Assessment of Writing Narrative .....................................
5. The Concept of Team Word Webbing ....................................
a. Team Word Webbing as Technique ...................................
b. The Advantages of Team Word-Webbing .........................
c. The Disadvantages of Team Word-Webbing .....................
d. Teaching Narrative Writing Using Team
Word-Webbing .......................................................................
6. Lecturing Method ....................................................................
a. The Concepts and the Steps of Lecturing Method .............
b. The Advantages of Lecturing Method................................
c. The Disadvantages of Lecturing Method ...........................
B. The Relevant Previous Study ......................................................
C. Conceptual Framework...............................................................
D. Hyphotesis ...................................................................................
iv
6
6
7
8
9
9
9
10
11
13
15
15
16
17
18
20
21
22
23
25
26
27
27
28
29
31
CHAPTER III RESEARCH METHODOLOGY
A.
B.
C.
D.
E.
F.
G.
H.
The Research Design ..................................................................
The Population and the Sample ..................................................
The Instrument for Collecting Data ...........................................
The Procedure of Collecting Data ..............................................
a. Pre-test ..................................................................................
b. Treatment .............................................................................
c. Post-Test ..............................................................................
Scoring the Test ..........................................................................
The Validity and The Reliability of The Text .............................
1. The Validity of The Text ......................................................
2. The Reliability of The Text ..................................................
The Technique for Analyzing Data ............................................
Statistical Hypothesis ................................................................
CHAPTER IV DATA ANALYSIS AND DISCUSSION
A. Data ............................................................................................
B. Data Analysis ..............................................................................
1. Analyzing The Data Using T-test .......................................
2. Testing The Reliability of The Test ....................................
3. Testing Hypothesis ..............................................................
C. Discussion ....................................................................................
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................................
B. Suggestion ...................................................................................
32
33
33
33
34
34
40
40
41
41
41
42
43
44
46
46
47
47
48
50
50
REFERENCES ...............................................................................
52
APPENDICES ................................................................................
54
v
LIST OF TABLES
Table 1.1 Students’ Scores of Writing Competence Tests ....................... 2
Table 2.1 The Example of Narrative Text and The Analysis ................... 16
Table 2.2 The Advantages and Disadvantages of Both Technique .......... 30
Table 3.1 Research Design ....................................................................... 32
Table 3.2
Experimental Group Activity .................................................. 37
Table 3.3 Control Group Activity ............................................................ 39
Table 3.4 Scoring The Test for Narrative Text ........................................ 40
Table 4.1 The score of pre test and post test by students in experimental
group......................................................................................... 44
Table 4.2 The score of pre test and post test by students in control
group......................................................................................... 45
vi
LIST OF FIGURES
Figure 2.1 The example of word-webbing............................................
20
Figure 2.2 The schema of narrative text by using word-webbing..........
25
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LIST OF APPENDICES
APPENDIX A: The Calculation of t-test for Experimental Class..........
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APPENDIX B: The Calculation of t-test for Control Class..................
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APPENDIX C: The Calculation of the t-table and t-observed...............
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APPENDIX D: T-table Distribution.......................................................
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APPENDIX E: The Statiscal Analysis for Reliability Cofficient ..........
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APPENDIX F: Lesson Plan in Experimental Class...............................
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APPENDIX G: Lesson Plan in Control Class..........................................
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APPENDIX H: The Examples of Students’ Answer Sheets....................
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CHAPTER I
INTRODUCTION
A. Background of The Study
English nowadays is an important thing which is needed by many people
in the world. Because of that, many countries included Indonesia put English as a
foreign language in their curriculum. The function of English in modern world is
not only a language for communication and interaction but also a language for
science and technology. Mastering English is a must for the students, therefore
without understanding English, they will not be able to improve their knowledge,
skills and their communication with other people who come from different
countries.
Students have to be able to understand the four language skills in English.
It is expected that the students will be able to use English both in oral and written
communication that can be useful for their further studies. According to
Competence based Curriculum, writing is one of four skills that should be
mastered by the students.
Harmer (2001: 255) states writing text has a number of conventions which
is separate it out from speaking. Both speaking and writing are used as the form of
communications, but they are different. Writing is a skill which exposes facts and
ideas by presenting, explaining or interpreting them in some clear, effective and
organized way. Writing plays a vital role not only in conveying information, but
also in transforming knowledge to create a new one. In writing, the writers inform
us an idea, message in written form. They can understand experience, event,
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history and idea easily. However, knowledge and experience are significantly
needed. Without having a good knowledge in writing, the writers will not be able
to convey their ideas to the readers. Muschla (2011: 1) points out that good
writing begins with an interesting idea. Without an interesting idea, writing will
result in a weak piece. There are several types of writing such as narrative,
procedure, descriptive, recount, explanation, analytical exposition, hortatory
exposition, report, discussion, review, news item, anecdote, spoof. However, this
thesis will focus on the narrative writing only.
Based on the observation and preliminary research of Grade VIII-A of
SMP Negeri 1 Stabat and after interviewing the English teacher, from 42 students
it was found that there are 17 students who did not pass the minimum standard
competence (KKM) of writing competence tests in the first semester and 20
students in the second semester. The score of minimum standard competence is
70. Here are the recapitulations of students’ scores from the examination of both
semester;
Table 1.1.
Students’ Scores of Writing Competence Tests in
Two Semesters 2013-2014
Semester
1st Semester 2013/2014
2nd Semester 2013/2014
Score
< 70
≥ 70
< 70
≥ 70
Students
17 Students
25 Students
20 Students
22 Students
Percentage
40.4 %
59.5 %
52.3 %
47.6 %
Mean
51.9
50.9
Source: Students’ accumulated score of Grade VIII A students at SMP Negeri 1
Stabat academic year 2013/2014
Based on the data during interviewing the English teacher at SMP Negeri 1
Stabat, there were some problems found when the teacher teaches writing. The
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students do not know how to compose texts independently. They tend to write as
much as they can and the sentences do not seem relevant together into the topic
provided. Then, the students did not understand how to identify the generic
structures and the linguistic features of a text and how to write it. The students are
lack of vocabularies, and still have low knowledge in grammar and text genres. It
makes them difficult to express their ideas and thoughts in text form. According to
Harmer (2004), many students fail in writing because the anxieties they have
about their handwriting and they have nothing to say.
In addition, from the data that writer got, the teaching method that
sometimes used by the teacher to teaches English is lecturing method. During the
teaching learning process the students just sit and listen to the teacher without
participate actively. Sajjad (2008) in his study found that lecturing method is still
a backbone widely used in teaching and training at higher level of education. It
means that lecturing method is a method that often used for higher education.
To solve these problems, there are a lot of alternative techniques and
methods in teaching and learning process that can motivate the students and the
teacher to get English teaching effectively besides applying a conventional
method. One of those techniques is the team word-webbing.
The team word-webbing as cooperative learning has defined as a small
group of learners working together as a team to solve a problem, complete a task,
or accomplish a common goal. (Risco: 2007). The students can create a good team
and build a new information together in the learning process. A study conducted
by Hijazi et al (2012) provides evidence that students’ knowledge about writing
4
performance and grammatical rules is polished because of the peer criticism
practiced during working cooperatively in a group. Kagan et al (2009) explain
that team word-webbing is aimed at making the students have a chance to write
well with the guiding of their teacher and work in a small group. Moreover, the
team word-webbing can motivate the students to write and to stimulate their ideas
and also they can build the connections and establish the associations between the
students experience and the new information that can make the students write a
narrative text well.
Therefore, the writer would like to use an alternative technique by
choosing “Team Word-Webbing” to improve students’ achievement in writing
especially narrative.
B. The Problem of The Study
Based on the background of the study, the research problem of this study
is formulated as the following:
Is the students’ achievement taught by using Team Word-Webbing
higher than that taught by using Lecturing Method in writing narrative text?
C. The Objective of The Study
This study was intended to find out whether students’ achievement taught
by using Team Word-Webbing Technique is higher than the students’
achievement taught by using Lecturing Method in writing narrative texts.
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D. The Scope of The Study
The scope of the study was limited only to the effect of Team WordWebbing on students’ achievement in writing narrative texts. The consideration to
limit the study is the fact that there are four skills of learning English that should
be achieve by the students after finishing their study in Junior High School,
especially in applying their knowledge in writing narrative texts well. The object
of the study is limited on the junior high school students grade VIII.
E. The Significance of The Study
Theoritically, the research findings in this study were expected for:
1) Enrich the horizon of language learning.
2) Became references for further studies.
Practically, the research findings were expected for:
1) The readers especially students, so that they can produce a good narrative
text through Team Word-Webbing.
2) It can improve students’ writing ability especially in writing narrative texts.
3) This study also expected to encourage the students to develop their writing
achievement, especially in writing narrative text through Team WordWebbing Technique.
4) It was expected to be a solution for English teachers in teaching narrative
text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The use of Team Word-Webbing technique in teaching writing especially
narrative text was effective in increasing students’ writing achievement of eight
grade students of SMPN 1 Stabat. Based on the result of the research, teaching
writing by Team Word-Webbing was higher than teaching by Lecturing Method.
The mean score of the experimental group was higher than control group
(26.45 > 21.79). It was also proved by the result of t-test. The result of the t-test
calculation also showed that t-observed value (3.819) was higher than t-table
value (2.013) with α = 0.05 and df = 46. It means that Ha was accepted and Ho
was rejected.
B. Suggestion
In relation to the conclusion above, the writer points out some suggestions
as the followings:
1. It is suggested to the English Teacher to use Team Word-Webbing in
improving students’ writing achievement. By using the group discussion in
the class, teacher can act as a guide to facilitate each group of students.
2. It is suggested to the students to be active and can build the positive
relationships among them.
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3. It is suggested to the readers to know the importance of using team wordwebbing in improving the writing achievement.
4. It is suggested to other researchers who intend to use Team Word-Webbing
in teaching learning process to do research by using another technique and
try to find another effective media, so it will enrich the research to improve
students’ writing achievement.
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