THE EFFECT OF APPLYING EXAMPLES NON EXAMPLESMETHOD ON STUDENTS ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF APPLYING EXAMPLES NON EXAMPLES
METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
FAUZI RIZKI ANANDA
REG. NO. 2101121019
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest gratitude to Allah
SWT for the blessing, health and opportunity which has enabled her to complete this thesis.
He realizes that he would never have been able to complete it without the love of Allah, the
guidance of his lecturers, help from friends, and support from his in completing this thesis
which entitled: The Effect of Applying Examples non Examples Method on Students’
Achievement in Writing Procedure Text. This thesis has been written in fulfillment of the
requirements of the degree of Sarjana Pendidikan of the English Department, Faculty of
Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer was helped by many people through their
guidences, supports, prays, comments, and suggestions. The writer would like to express his
gratitude and special thanks to:
1.
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
2.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts;
and Vice Deans I, II, and III.
3.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra.
Masitowarni Siregar, M.Ed., as the Head of English Education Study Program.
4.
All the Lectures of English Department.
5.
Drs, Elia Masa Ginting, M.Hum., as his Thesis Advisor.
6.
Prof. Dr. Busmin Gurning, M.Pd., as his Academic Advisor.
7.
Dra. Tjut Ernidawati, M.Pd., as his Reviewer and Examiner.
8.
Dra. Sri Juriati Ownie, M.A., as his Reviewer and Examiner.
9.
Mam Euis, as the Administration Staff of English Department.
10.
T. Lisya Afrida Sinar, S.Pd., as Headmaster, SMP Pemda Lubuk Pakam and
Sutrisno, S.Pd., as the English teacher.
11.
His beloved Father and Mother, alm. Irwandi and Paridah Hanum Siregar for
their endless love, pray, motivation, mental and his beloved Sisters Irma Rizki
Ananda, Nur’aini Ananda, Ade Nur Asyikin Ananda and Dinda Ariani
Ananda for their love, supports, and pray.
ABSTRACT
Ananda, Fauzi Rizki. 2101121019. The Effect of Applying Examples Non Examples
Method on Students’ Achievement in Writing Procedure Text. A Thesis. English
Department, Faculty of Language and Arts, State University of Medan. 2014.
This study is aimed to find out whether Examples Non Examples method significantly effects
the students’ achievement in writing procedure text. This study was an experimental design.
The population of the study was grade IX of SMP Pemda Lubuk Pakam. The classes were
divided in two groups, namely Experimental and Control group. Experimental group was the
class taught by applying Examples Non Examples method, while Control group was taught
by Lecture method. In this study, writing test was used as the instrument of collecting the
data. Both experimental and control group were asked to write procedure text in pre-test and
post-test. The data obtained were analyzed statistically by t-test formula. The result got tobserved is higher than t-table (3.808 > 2.000) at the level significance 0.05 with the degree
of freedom (df) 62. It means that the alternative hypothesis (Ha) is accepted and Examples
non Examples method significantly effects students’ achievement in writing procedure text.
Key Words
: Examples non Examples Method, Writing Achievement, Procedure Text.
i
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest gratitude to Allah
SWT for the blessing, health and opportunity which has enabled her to complete this thesis.
He realizes that he would never have been able to complete it without the love of Allah, the
guidance of his lecturers, help from friends, and support from his in completing this thesis
which entitled: The Effect of Applying Examples non Examples Method on Students’
Achievement in Writing Procedure Text. This thesis has been written in fulfillment of the
requirements of the degree of Sarjana Pendidikan of the English Department, Faculty of
Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer was helped by many people through their
guidences, supports, prays, comments, and suggestions. The writer would like to express his
gratitude and special thanks to:
1.
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
2.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts;
and Vice Deans I, II, and III.
3.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra.
Masitowarni Siregar, M.Ed., as the Head of English Education Study Program.
4.
All the Lectures of English Department.
5.
Drs, Elia Masa Ginting, M.Hum., as his Thesis Advisor.
6.
Prof. Dr. Busmin Gurning, M.Pd., as his Academic Advisor.
7.
Dra. Tjut Ernidawati, M.Pd., as his Reviewer and Examiner.
8.
Dra. Sri Juriati Ownie, M.A., as his Reviewer and Examiner.
9.
Mam Euis, as the Administration Staff of English Department.
10. T. Lisya Afrida Sinar, S.Pd., as Headmaster, SMP Pemda Lubuk Pakam and
Sutrisno, S.Pd., as the English teacher.
11. His beloved Father and Mother, alm. Irwandi and Paridah Hanum Siregar for
their endless love, pray, motivation, mental and his beloved Sisters Irma Rizki
Ananda, Nur’aini Ananda, Ade Nur Asyikin Ananda and Dinda Ariani
Ananda for their love, supports, and pray.
12. His friends in Regular Dik. C’ 2010 his great class, for the love and togetherness
throughout four years; his friends, PPLT SMP Pemda Lubuk Pakam 2013, for
many experiencies and togetherness.
13. His family in Campus, Harnoi Asrin Lumban Gaol S.Pd, Samuel N Panjaitan,
Puput Saputra, Putri Ilmi Rangkuti, Batsyeba Silaen, Magdalena
Simanjuntak and Herbiana Sipayung, for their help, motivation, love,
stupidness, weirdness and togetherness.
14. His Best Friend, Widya Syartini for her supports, pray, motivation and attention.
And for all members of Widya’s Family.
The writer realizes that the content of this thesis is not perfect, so he warmly
welcomes any constructive suggestions that will improve the quality of this thesis. He hopes
it would be useful for those who are interested in this field of study.
Medan,
September 2014
The writer,
Fauzi Rizki Ananda
Reg. No. 2101121019
ii
LIST OF TABLES
Pages
Table 1.1 Students’ Scores of Writing Competence Tests in Two Semesters
2012-2013 ........................................................................................ 3
Table 2.1 The Advantages of Examples non Examples Method and Lecture
Method ............................................................................................. 26
Table 2.2 The Disadvantages of Examples non Examples Method and Lecture
Method ............................................................................................. 26
Table 3.1 The Research Design ....................................................................... 29
Table 3.2 Teaching Procedure Text in Experimental Group ........................... 31
Table 3.3 Teaching Procedure Text in Control Group ..................................... 32
Table 3.4 The Scoring of Procedure text ......................................................... 33
Table 3.4 The Coefficient of (r) ....................................................................... 35
v
LIST OF FIGURES
Pages
Figure 2.1 The Picture of How to Make Orange Juice ................................. 15
vi
LIST OF APPENDIXES
Pages
APPENDIX A. Teaching Procedures in Experimental Group and
Control Group ..................................................................... 46
APPENDIX B. The Description of Pre-test and Post-test of
Experimental Group and Control Group ............................. 49
APPENDIX C. The Calculation of T-Test ................................................... 51
APPENDIX D. The Reliability of the Test ................................................... 56
APPENDIX E. Percentage Points of the T Distribution ............................... 58
APPENDIX F. Lesson Plan ........................................................................... 60
vii
REFERENCE
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik.
Jakarta: Rineka Cipta.
Best, J.W. and Kahn.J.V. 2006. Research in Education. Tenth Edition. USA:
Pearson Education Inc.
Brown, H. DouGlas. 2003 . Language Assessment : Principles and Classroom
Practices. California:Longman.
Chitravelu, Nesamalar. Choon, The Soo., & Sithamparam, Saratha. 2005. ELT
Methodology: Principle and Practice. Malaysia : Fajar Bakti.
Hughes, Arthur. 2003. Testing for Language Teachers. Second Edition.
Cambridge: Cambridge University Press.
Istarani, 2012. 58 Model Pembelajaran Inovatif. Medan: Media Persada.
Kothari, C. R. 2004. Research Methodology and Techniques. Second Revised
Edition. New Delhi: New Age International.
Langan, John. 2008. College Writing Skills With Readings. Seven Edition. New
York: McCraw-Hill Companies.
Ningsih, Novri Surya. 2013. Improving Students’ Achievement In Writing
Descriptive Text Through Examples non Examples Technique. Medan:
Faculty of Languages and Arts, State University of Medan.
Nissa, Astri Khoirun. 2013. The Effect of Applying Examples non Examples
Method on Students’ Achievement in Writing Descriptive Text. Medan:
Faculty of Languages and Arts, State University of Medan.
Pardiyono. 2007. Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta : Andi
Peha.
Sinurat, Advent N T I. 2012. Improving Grade IX Students’ Achievement in
Writing Procedure Text Through Examples non Examples. Medan:
Faculty of Languages and Arts, State University of Medan
Slavin, Robert. E. 1995. Cooperative Learning : Theory, Research, and Practice.
Second Edition. USA: A Simon & Schuster Company.
Sundem, Gath. 2006. Improving Student Writing Skills.USA: Shell Education.
http://fujianto21-chikafe.logspot.com/2013/10/5
pendek.html).
http://understandingtext.blogspot.com
45
-contoh-singkat-procedure-text-
CHAPTER 1
INTRODUCTION
A.
The Background of The Study
Human cannot be separated by their society, because human is a social
creature. As a social creature people need others in their life. To make an
interaction, people need a language as a tool of communication. Language has
important role in people life. By using language people can share their feelings
and ideas. By looking this fact, language become most important things that
people should be mastered.
English is one of international languages which using by people in whole
entire world to communicate with others. By using language as communication,
people can speak up their mind or opinion in some ways, whether in speaking or
writing. And get information whether in listening or reading.
In Indonesia, English is a foreign language and become one of subject
matter that students have to learn. There are four skills in English that student
have to mastery, namely; reading, speaking, listening and writing. Through
communication, writing become a passive instrumental way in convey students
opinion in written language.
Writing is a part of language skills. As one of the four skills of language,
writing has always formed part of the syllabus in teaching of English. English as a
foreign language must be taught to students’ ranging from the elementary school
up to the university level. Although English has been taught since in the
elementary, but writing is still hard and often frustrating the learners when they
1
2
are asked to do it. There are some reasons why students’ unable to writing task
when they asked to do it. Lack of grammar, lack of interest to write and the
students’ disability to different characteristics of text, very rare doing writing task
even in their own language, the method teacher teaches and the way how the
teacher treat them may these the reason to make the fail to make writing
successfully (Ramini and Gintings, 2012:1).
According to Ramini and Gintings (2012:1), Writing as one of four basic
language skills is considered as the most difficult to study. Without having a good
knowledge in writing, someone will not be able to convey his idea to readers.
Therefore, a good writing has these components to have: ideas as the heart of the
piece- the information he or she chooses to write about. Organization, that refers
to the order of ideas and the way the writer moves from one idea to the next.
Vocabulary which refers to choice of the right words to say just the right thing.
Language, the uses of sentences ton express and the last one is mechanics refers to
the use of punctuation, spelling, grammar and other things to make writing
consistent and easy to read.
Writing is one of complicated skill in English for foreign or second language
learners. Writing skill becomes more complex and more difficult because it is not
only requiring mastery on grammatically and rhetorical devices but also on
conceptual and judgment devices (Chitravelu, Choon, And Sithamparam
2005:139).
3
Procedure text is one of genre in writing that shows how the things done by
following the processes or steps. This kind of writing competence should be
mastery by the students as one of genre that stated in the syllabus.
Based on writer experience during mini observation which conducted in a
junior high school Pembangunan Daerah grade IX in Lubuk Pakam, writer found
that the ability of students’ achievement in writing is still low. It’s proven from
their scores in a writing worksheet. From 32 students just 12 students who passed
the standard of minimum completeness which is 70 for writing competence.
Table 1.1 Students’ Scores of Writing Competence Tests in Two Semesters
2012-2013
Class IXa
Semester
Score
Students
Percentage
Mean
1st Semester 2012/2013
< 75
20 Students
62.5 %
71.9
≥ 75
12 Students
37.5 %
< 75
18 Students
56.3 %
≥ 75
14 Students
43.7 %
Semester
Score
Students
Percentage
Mean
1st Semester 2012/2013
< 75
21 Students
65.5 %
68.1
≥ 75
11 Students
34.6 %
< 75
17 Students
53.1 %
≥ 75
15 Students
46.9 %
2nd Semester 2012/2013
73.9
Class IXb
2nd Semester 2012/2013
75
4
In addition to the data that I got, I also interviewed the teacher asks
difficulties and their methods of teaching English especially writing. The result is
that in fact teachers are still using the conventional method where teachers
explaining all the material on the board, and all students will take a note. Then all
the students will write a summary without any interaction between teacher and
students. The response of the students is passive where they just follow what is
instructed by the teacher. This all makes the student just relied on what teacher
was taught and so the impact is when they found some of the questions that looks
different so they could not answer that questions.
By looking this fact Teacher as the facilitator and mediator in teaching
learning process has important role in improving students’ achievement especially
in writing. Teacher has to design a methodology and materials creatively in
purpose to reach the objective of teaching and learning process. In designing the
method teacher should give more practice and provide with kind of activity that
grab students’ attention in teaching learning process.
Examples non examples method is a teaching model which presenting the
materials to students by showing the relevant pictures and students have chance to
analyze the pictures individually or in group and discuss about the picture. This
method can be used in designing writing class especially in writing procedure text.
By providing pictures in writing procedure text, it can make students easier to
understand the rhetorical structure of procedure text and help the students the
students to learn effectively.
5
Related to the explanation above and in order to improve the students
writing achievement especially in writing procedure text the writer would like to
conduct a study on students’ writing procedure text achievement by using
examples non examples method.
B.
The Problem of the Study
Based on the background of the study, the problem is formulated as follows:
“Is the students’ writing procedure text achievement taught by applying examples
non examples method higher than that taught by applying lecture method?”
C.
The Objective of the Study
The objective of the study is to find out whether applying examples non
examples method significantly effect on Students’ Writing Procedure text.
D.
The Scope of the Study
The research focuses its study on the effect of applying examples non
examples method on students’ achievement in writing procedure text. In this case,
the writer limits only in writing Procedure Text.
E.
The Significance of the Study
The result of this study is expected to contribute either the theories or
practices for:
1.
Theoretically
6
2.
a.
The researcher as reference to conduct the research.
b.
The research who want to conduct the same research
Practically
a.
The teacher: as the information to create more interesting and
effective method, especially in Writing Procedure Text through
Example non Example Method in order to improve students’
writing achievement.
b.
The student: to improve students’ ability in Writing Procedure
Text through Example non Example Method, making students
enjoy in studying in English Class, and making them understand
writing organization of Procedure Text easier.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Writing is interesting for students if the teacher teaches them by using a
method that can motivate them in writing. Examples Non Examples method used
in this study were effective in teaching writing. The students were attractive in
studying due to work together in group. They could share their ideas or opinions
and could do peer teaching.
Based on the data analysis, it can be concluded that teaching writing skill by
applying Examples non Examples method significantly affects on the students’
achievement in writing procedure text. It can be seen from the data which had
obtained in the post-test of experimental group were: the total score was 2467 and
the mean score was 77.10, while the data in control group were: the total score
was 2132 and the mean score was 66.62.
B.
Suggestions
In line with the conclusion of the study, some suggestions are offered to the
English teachers that it is wiser to apply Examples non Examples method because
it helps the teacher to be more creative in teaching writing procedure text. And
also it is suggested to the students to apply Examples non Examples method in
order to improve their creativity in writing a text especially in writing procedure
43
text. In addition, it is expected to the readers who are interested in dealing with
this study so that they have a good understanding to support their study.
44
APPENDIX A
Teaching Procedures in Experimental Group
Meeting
1.
2.
3.
First
4.
5.
Second
Teacher’s Activity
Opening Activities.
Teacher introduces the
material and explains to the
students about the theory of
procedure text
(Communicative purpose,
generic structures, and
language features), and also
explains the example of
procedure text.
1.
2.
Teacher asks the students to
3.
sit in group of 3-4 and give
the topic about “how to make
an omelet”
Teacher asks the students to
4.
discuss the topic and
demonstrating the result of
their report.
Teacher asks the students to
5.
write a procedure text to the
writing task individually from
what they have discussed and
demonstrated previously by
applying the generic structure
and grammatical features of
procedure text.
1. Opening Activities.
2. Teacher asks the students to
sit in group of 3-4.
3. Teacher asks the students to
decide a topic to discuss in the
group and each group presents
the result of their discussion
based on the topic that they
have decided and asks the
other group to watch the
presentation carefully.
4. Teacher asks the students to
write a procedure text to the
writing task individually from
what they have discussed and
Students’ Activity
Opening activities
Students watch to the
teacher’s explanation
carefully.
Students sit in group of 34.
Students discuss the topic
and demonstrating the
result of their report.
Students write a procedure
text to the writing task
individually from what
they have discussed and
demonstrated previously
by applying the generic
structure and grammatical
features of procedure text.
1. Opening Activities.
2. Students seat in group of
3-4.
3.1 Students decide a topic to
discuss in the group and
each group presents the
result of their discussion.
3.2 While other students
watch the presentation
carefully.
4. Students write a procedure
text to the writing task
individually from what
they have discussed and
46
presented in group previously
by applying the generic
structure and grammatical
features of procedure text.
Third
1. Opening Activities.
2. Teacher asks the students to
seat in group of five and gives
the topic about “how to make
a glass of milk”
3. Teacher asks the students to
discuss the topic, after that
each group presents the result
of their discussion, and asks
the other students to watch the
presentation carefully.
4.
Teacher asks the students to
write a report text to the
writing task individually from
what they have discussed and
presented previously by
applying the generic structure
and grammatical features of
procedure text.
presented in group
previously by applying the
generic structure and
grammatical features of
procedure text.
1. Opening Activities.
2. Students sit in group of 34.
3.1 Students discuss the topic
in the group, after that each
group presents the result of
their discussion.
3.2 While in presenting, other
students watch the
presentation carefully
4. Students write a report text
to the writing task
individually from what they
have discussed and
presented previously by
applying the generic
structure and grammatical
features of procedure text.
Teaching Procedures in Control Group
Meeting
First
Second
Teacher’s Activity
1. Teacher greets the students
and gives motivation.
2. Teacher shares to the
students the example of
report text that has been
written in a piece of paper
with the topic “how to cook
an omelet”.
3. Teacher asks the students to
write a procedure text
individually with the title “
how to make instant noodle”
1. Teacher greets the students
and gives motivation.
Students’ Activity
1. Students Respond to the
greeting and listen to the
teacher’s motivation.
2. Students receive the
example of procedure text.
3. Students write a procedure
text individually based on
the title.
1. Students Respond to the
greeting and listen to the
teacher’s motivation.
Teacher’s Activity
2. Teacher gives an example of
the procedure text on the
board and asks them to write
down back in their note
book.
3. Teacher asks the students to
determine the generic
structure and grammatical
features of the procedure text
that they have written from
the board.
1. Teacher greets the students
and gives motivation.
Third
2. Teacher gives an example of
procedure text, and asks the
students to translate it.
3. Teacher asks the students
some questions based on the
example that they have
translated orally.
4. Teacher asks the students to
write a report text to the
writing task individually with
the topic “how to make a
glass of milk” and make it in
term of the generic structure
and grammatical features of
the procedure text.
Student’s Activity
2. Students write down back
the example of the
procedure text.
3. Students determine the
generic structure and
grammatical features of the
procedure text.
1. Students Respond to the
greeting and listen to the
teacher’s motivation.
2. Students receive and
translate it.
3. Students answer the
questions orally.
4. Students write a report text
individually to the writing
task with the topic “how to
make a glass of milk” and
make it in term of the
generic structure and
grammatical features of the
procedure text.
APPENDIX B
Table 4.1 The Description of Pre-Test and Post-Test of the Experimental
Group
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Students’ Initials Name
AP
APU
CS
D
DU
EY
FRS
HS
IA
JD
LH
MA
MAUD
MF
MF
MR
MSY
NAS
NM
OVJ
PS
PJW
RH
RS
SA
SW
WMT
WPD
WS
WS
YM
YS
Total
Mean
Pre-Test
60
55
75
76
66
75
58
74
74
70
68
78
72
45
65
53
58
66
80
77
73
75
46
60
76
50
53
50
70
69
65
70
2102
65,69
49
Post-Test
75
64
80
80
78
82
74
84
85
80
86
87
82
65
73
68
70
74
88
85
81
83
68
75
82
70
72
68
75
75
78
80
2467
77,10
APPENDIX C
THE CALCULATION OF T-TEST
A. Experimental Group
No.
Students’
Pre-Test Post-Test
Deviation (d)
Initials
Name
1
AP
60
75
10
2
APU
55
64
9
3
CS
75
80
5
4
D
76
80
4
5
DU
66
78
12
6
EY
75
82
7
7
FRS
58
74
16
8
HS
74
84
10
9
IA
74
85
11
10
JD
70
80
10
11
LH
68
86
18
12
MA
78
87
9
13
MAUD
72
82
10
14
MF
45
65
20
15
MF
65
73
8
16
MR
53
68
15
17
MSY
58
70
12
18
NAS
66
74
8
19
NM
80
88
8
20
OVJ
77
85
8
21
PS
73
81
8
22
PJW
75
83
8
23
RH
46
68
22
24
RS
60
75
15
25
SA
76
82
6
26
SW
50
70
20
27
WMT
53
72
19
28
WPD
50
68
8
29
WS
70
75
15
30
WS
69
75
6
31
YM
65
78
13
32
YS
70
80
10
Total
∑ 2102
∑ 2467
∑ d360
51
Square
Deviation
(d2)
100
81
25
16
144
49
256
100
121
100
324
81
100
400
64
225
144
64
64
64
64
64
484
225
36
400
361
64
225
36
169
100
∑ d 2 4750
APPENDIX D
The Reliability of the Test
No Students’ Initials
.
Name
1.
A
2.
AK
3.
BA
4.
CP
5.
DW
6.
DJA
7.
DML
8.
D
9.
DM
10.
DAS
11.
EP
12.
EF
13.
ED
14.
IL
15.
IY
16.
ISR
17.
J
18.
LJ
19.
MDF
20.
MA
21.
MAS
22.
NSY
23.
NH
24.
OA
25.
RAS
26.
RM
27.
RA
28.
RA
29.
SB
30.
SR
31.
SD
32.
SR
TOTAL
Rater 1
(X)
80
58
60
65
70
60
55
60
55
60
60
40
58
65
65
60
63
70
68
62
64
58
61
60
62
63
64
60
75
58
78
65
X
2002
Rater 2
(Y)
85
65
65
78
65
68
60
58
64
65
58
55
64
65
70
75
65
70
75
65
65
65
75
78
67
70
60
68
60
65
65
65
Y
2138
56
X2
Y2
XY
6400
3364
3600
4225
4900
3600
3025
3600
3025
3600
3600
1600
3364
4225
4225
3600
3969
4900
4624
3844
4096
3364
3721
3600
3844
3969
4096
3600
5625
3364
6084
4225
X2
126878
7225
4225
4225
6084
4225
4624
3600
3364
4096
4225
3364
3025
4096
4225
4900
5625
4225
4900
5625
4225
4225
4225
5625
6084
4489
4900
3600
4624
3600
4225
4225
4225
Y 2
144150
6800
3770
3900
5070
4550
4080
3300
3480
3520
3900
3480
2200
3721
4225
4550
4500
4095
4900
5100
4030
4160
3770
4575
4680
4154
4410
3840
4080
4500
3770
5070
4225
XY
134405
APPENDIX E
PERCENTAGE POINTS OF THE T DISTRIBUTION
Tail Probabilities
0.10
0.20
1
3.078
2
1.886
3
1.638
4
1.533
5
1.476
6
1.440
7
1.415
8
1.397
O
9
1.383
F
10
1.372
11
1.363
12
1.356
F
13
1.350
R
14
1.345
E
15
1.341
E
16
1.337
D
17
1.333
O
18
1.330
M
19
1.328
20
1.325
21
1.323
22
1.321
23
1.319
24
1.318
25
1.316
26
1.315
27
1.314
28
1.313
29
1.311
30
1.310
32
1.309
34
1.307
36
1.306
38
1.304
40
1.303
42
1.302
44
1.301
46
1.300
48
1.299
50
1.299
55
1.297
60
1.296
65
1.295
70
1.294
80
1.292
100
1.290
150
1.287
200
1.286
Two Tails
0.20
One Tail
0.10
One Tail
Two Tails
D
E
G
R
E
E
0.05
0.10
6.314
2.920
2.353
2.132
2.015
1.943
1.895
1.860
1.833
1.812
1.796
1.782
1.771
1.761
1.753
1.746
1.740
1.734
1.729
1.725
1.721
1.717
1.714
1.711
1.708
1.706
1.703
1.701
1.699
1.697
1.694
1.691
1.688
1.686
1.684
1.682
1.680
1.679
1.677
1.676
1.673
1.671
1.669
1.667
1.664
1.660
1.655
1.653
0.10
0.05
0.025
0.05
12.71
4.303
3.182
2.776
2.571
2.447
2.365
2.306
2.262
2.228
2.201
2.179
2.160
2.145
2.131
2.120
2.110
2.101
2.093
2.086
2.080
2.074
2.069
2.064
2.060
2.056
2.052
2.048
2.045
2.042
2.037
2.032
2.028
2.024
2.021
2.018
2.015
2.013
2.011
2.009
2.004
2.000
1.997
1.994
1.990
1.984
1.976
1.972
0.05
0.025
0.01
0.02
31.82
6.965
4.541
3.747
3.365
3.143
2.998
2.896
2.821
2.764
2.718
2.681
2.650
2.624
2.602
2.583
2.567
2.552
2.539
2.528
2.518
2.508
2.500
2.492
2.485
2.479
2.473
2.467
2.462
2.457
2.449
2.441
2.434
2.429
2.423
2.418
2.414
2.410
2.407
2.403
2.396
2.390
2.385
2.381
2.374
2.364
2.351
2.345
0.02
0.01
58
0.005
0.01
63.66
9.925
5.841
4.604
4.032
3.707
3.499
3.355
3.250
3.169
3.106
3.055
3.012
2.977
2.947
2.921
2.898
2.878
2.861
2.845
2.831
2.819
2.807
2.797
2.787
2.779
2.771
2.763
2.756
2.750
2.738
2.728
2.719
2.712
2.704
2.698
2.692
2.687
2.682
2.678
2.668
2.660
2.654
2.648
2.639
2.626
2.609
2.601
0.01
0.005
0.001
0.002
318.3
22.330
10.210
7.173
5.893
5.208
4.785
4.501
4.297
4.144
4.025
3.930
3.852
3.787
3.733
3.686
3.646
3.910
3.579
3.552
3.527
3.505
3.485
3.467
3.450
3.435
3.421
3.408
3.396
3.385
3.365
3.348
3.333
3.319
3.307
3.296
3.286
3.277
3.269
3.261
3.245
3.232
3.220
3.211
3.195
3.174
3.145
3.131
0.002
0.001
0.0005
0.001
637
31.6
12.92
8.610
6.869
5.959
5.408
5.401
4.781
4.587
4.437
4.318
4.221
4.140
4.073
4.015
3.965
3.922
3.883
3.850
3.819
3.792
3.768
3.745
3.725
3.707
3.690
3.674
3.659
3.646
3.622
3.601
3.582
3.566
3.551
3.538
3.526
3.515
3.505
3.496
3.476
3.460
3.447
3.435
3.416
3.390
3.357
3.340
0.001
0.0005
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
32
34
36
38
40
42
44
46
48
50
55
60
65
70
80
100
150
200
LESSON PLAN 1
EXPERIMENTAL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to cook an omelet”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
60
LESSON PLAN 2
EXPERIMENTAL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to make mango juice”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
LESSON PLAN 3
EXPERIMENTAL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to make sandwich”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
66
LESSON PLAN 4
EXPERIMENTAL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to make a glass of milk”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
69
LESSON PLAN 1
CONTROL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using lecture method
and topic about “How to cook an omelet”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
72
LESSON PLAN 2
CONTROL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to make mango juice”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
76
LESSON PLAN 3
CONTROL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using lecture method
and the topic about “How to make sandwich”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
79
LESSON PLAN 4
CONTROL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using lecture method
and the topic about “How to make orange juice”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
82
METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
FAUZI RIZKI ANANDA
REG. NO. 2101121019
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest gratitude to Allah
SWT for the blessing, health and opportunity which has enabled her to complete this thesis.
He realizes that he would never have been able to complete it without the love of Allah, the
guidance of his lecturers, help from friends, and support from his in completing this thesis
which entitled: The Effect of Applying Examples non Examples Method on Students’
Achievement in Writing Procedure Text. This thesis has been written in fulfillment of the
requirements of the degree of Sarjana Pendidikan of the English Department, Faculty of
Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer was helped by many people through their
guidences, supports, prays, comments, and suggestions. The writer would like to express his
gratitude and special thanks to:
1.
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
2.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts;
and Vice Deans I, II, and III.
3.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra.
Masitowarni Siregar, M.Ed., as the Head of English Education Study Program.
4.
All the Lectures of English Department.
5.
Drs, Elia Masa Ginting, M.Hum., as his Thesis Advisor.
6.
Prof. Dr. Busmin Gurning, M.Pd., as his Academic Advisor.
7.
Dra. Tjut Ernidawati, M.Pd., as his Reviewer and Examiner.
8.
Dra. Sri Juriati Ownie, M.A., as his Reviewer and Examiner.
9.
Mam Euis, as the Administration Staff of English Department.
10.
T. Lisya Afrida Sinar, S.Pd., as Headmaster, SMP Pemda Lubuk Pakam and
Sutrisno, S.Pd., as the English teacher.
11.
His beloved Father and Mother, alm. Irwandi and Paridah Hanum Siregar for
their endless love, pray, motivation, mental and his beloved Sisters Irma Rizki
Ananda, Nur’aini Ananda, Ade Nur Asyikin Ananda and Dinda Ariani
Ananda for their love, supports, and pray.
ABSTRACT
Ananda, Fauzi Rizki. 2101121019. The Effect of Applying Examples Non Examples
Method on Students’ Achievement in Writing Procedure Text. A Thesis. English
Department, Faculty of Language and Arts, State University of Medan. 2014.
This study is aimed to find out whether Examples Non Examples method significantly effects
the students’ achievement in writing procedure text. This study was an experimental design.
The population of the study was grade IX of SMP Pemda Lubuk Pakam. The classes were
divided in two groups, namely Experimental and Control group. Experimental group was the
class taught by applying Examples Non Examples method, while Control group was taught
by Lecture method. In this study, writing test was used as the instrument of collecting the
data. Both experimental and control group were asked to write procedure text in pre-test and
post-test. The data obtained were analyzed statistically by t-test formula. The result got tobserved is higher than t-table (3.808 > 2.000) at the level significance 0.05 with the degree
of freedom (df) 62. It means that the alternative hypothesis (Ha) is accepted and Examples
non Examples method significantly effects students’ achievement in writing procedure text.
Key Words
: Examples non Examples Method, Writing Achievement, Procedure Text.
i
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest gratitude to Allah
SWT for the blessing, health and opportunity which has enabled her to complete this thesis.
He realizes that he would never have been able to complete it without the love of Allah, the
guidance of his lecturers, help from friends, and support from his in completing this thesis
which entitled: The Effect of Applying Examples non Examples Method on Students’
Achievement in Writing Procedure Text. This thesis has been written in fulfillment of the
requirements of the degree of Sarjana Pendidikan of the English Department, Faculty of
Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer was helped by many people through their
guidences, supports, prays, comments, and suggestions. The writer would like to express his
gratitude and special thanks to:
1.
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
2.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts;
and Vice Deans I, II, and III.
3.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra.
Masitowarni Siregar, M.Ed., as the Head of English Education Study Program.
4.
All the Lectures of English Department.
5.
Drs, Elia Masa Ginting, M.Hum., as his Thesis Advisor.
6.
Prof. Dr. Busmin Gurning, M.Pd., as his Academic Advisor.
7.
Dra. Tjut Ernidawati, M.Pd., as his Reviewer and Examiner.
8.
Dra. Sri Juriati Ownie, M.A., as his Reviewer and Examiner.
9.
Mam Euis, as the Administration Staff of English Department.
10. T. Lisya Afrida Sinar, S.Pd., as Headmaster, SMP Pemda Lubuk Pakam and
Sutrisno, S.Pd., as the English teacher.
11. His beloved Father and Mother, alm. Irwandi and Paridah Hanum Siregar for
their endless love, pray, motivation, mental and his beloved Sisters Irma Rizki
Ananda, Nur’aini Ananda, Ade Nur Asyikin Ananda and Dinda Ariani
Ananda for their love, supports, and pray.
12. His friends in Regular Dik. C’ 2010 his great class, for the love and togetherness
throughout four years; his friends, PPLT SMP Pemda Lubuk Pakam 2013, for
many experiencies and togetherness.
13. His family in Campus, Harnoi Asrin Lumban Gaol S.Pd, Samuel N Panjaitan,
Puput Saputra, Putri Ilmi Rangkuti, Batsyeba Silaen, Magdalena
Simanjuntak and Herbiana Sipayung, for their help, motivation, love,
stupidness, weirdness and togetherness.
14. His Best Friend, Widya Syartini for her supports, pray, motivation and attention.
And for all members of Widya’s Family.
The writer realizes that the content of this thesis is not perfect, so he warmly
welcomes any constructive suggestions that will improve the quality of this thesis. He hopes
it would be useful for those who are interested in this field of study.
Medan,
September 2014
The writer,
Fauzi Rizki Ananda
Reg. No. 2101121019
ii
LIST OF TABLES
Pages
Table 1.1 Students’ Scores of Writing Competence Tests in Two Semesters
2012-2013 ........................................................................................ 3
Table 2.1 The Advantages of Examples non Examples Method and Lecture
Method ............................................................................................. 26
Table 2.2 The Disadvantages of Examples non Examples Method and Lecture
Method ............................................................................................. 26
Table 3.1 The Research Design ....................................................................... 29
Table 3.2 Teaching Procedure Text in Experimental Group ........................... 31
Table 3.3 Teaching Procedure Text in Control Group ..................................... 32
Table 3.4 The Scoring of Procedure text ......................................................... 33
Table 3.4 The Coefficient of (r) ....................................................................... 35
v
LIST OF FIGURES
Pages
Figure 2.1 The Picture of How to Make Orange Juice ................................. 15
vi
LIST OF APPENDIXES
Pages
APPENDIX A. Teaching Procedures in Experimental Group and
Control Group ..................................................................... 46
APPENDIX B. The Description of Pre-test and Post-test of
Experimental Group and Control Group ............................. 49
APPENDIX C. The Calculation of T-Test ................................................... 51
APPENDIX D. The Reliability of the Test ................................................... 56
APPENDIX E. Percentage Points of the T Distribution ............................... 58
APPENDIX F. Lesson Plan ........................................................................... 60
vii
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Chitravelu, Nesamalar. Choon, The Soo., & Sithamparam, Saratha. 2005. ELT
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Hughes, Arthur. 2003. Testing for Language Teachers. Second Edition.
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Langan, John. 2008. College Writing Skills With Readings. Seven Edition. New
York: McCraw-Hill Companies.
Ningsih, Novri Surya. 2013. Improving Students’ Achievement In Writing
Descriptive Text Through Examples non Examples Technique. Medan:
Faculty of Languages and Arts, State University of Medan.
Nissa, Astri Khoirun. 2013. The Effect of Applying Examples non Examples
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Pardiyono. 2007. Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta : Andi
Peha.
Sinurat, Advent N T I. 2012. Improving Grade IX Students’ Achievement in
Writing Procedure Text Through Examples non Examples. Medan:
Faculty of Languages and Arts, State University of Medan
Slavin, Robert. E. 1995. Cooperative Learning : Theory, Research, and Practice.
Second Edition. USA: A Simon & Schuster Company.
Sundem, Gath. 2006. Improving Student Writing Skills.USA: Shell Education.
http://fujianto21-chikafe.logspot.com/2013/10/5
pendek.html).
http://understandingtext.blogspot.com
45
-contoh-singkat-procedure-text-
CHAPTER 1
INTRODUCTION
A.
The Background of The Study
Human cannot be separated by their society, because human is a social
creature. As a social creature people need others in their life. To make an
interaction, people need a language as a tool of communication. Language has
important role in people life. By using language people can share their feelings
and ideas. By looking this fact, language become most important things that
people should be mastered.
English is one of international languages which using by people in whole
entire world to communicate with others. By using language as communication,
people can speak up their mind or opinion in some ways, whether in speaking or
writing. And get information whether in listening or reading.
In Indonesia, English is a foreign language and become one of subject
matter that students have to learn. There are four skills in English that student
have to mastery, namely; reading, speaking, listening and writing. Through
communication, writing become a passive instrumental way in convey students
opinion in written language.
Writing is a part of language skills. As one of the four skills of language,
writing has always formed part of the syllabus in teaching of English. English as a
foreign language must be taught to students’ ranging from the elementary school
up to the university level. Although English has been taught since in the
elementary, but writing is still hard and often frustrating the learners when they
1
2
are asked to do it. There are some reasons why students’ unable to writing task
when they asked to do it. Lack of grammar, lack of interest to write and the
students’ disability to different characteristics of text, very rare doing writing task
even in their own language, the method teacher teaches and the way how the
teacher treat them may these the reason to make the fail to make writing
successfully (Ramini and Gintings, 2012:1).
According to Ramini and Gintings (2012:1), Writing as one of four basic
language skills is considered as the most difficult to study. Without having a good
knowledge in writing, someone will not be able to convey his idea to readers.
Therefore, a good writing has these components to have: ideas as the heart of the
piece- the information he or she chooses to write about. Organization, that refers
to the order of ideas and the way the writer moves from one idea to the next.
Vocabulary which refers to choice of the right words to say just the right thing.
Language, the uses of sentences ton express and the last one is mechanics refers to
the use of punctuation, spelling, grammar and other things to make writing
consistent and easy to read.
Writing is one of complicated skill in English for foreign or second language
learners. Writing skill becomes more complex and more difficult because it is not
only requiring mastery on grammatically and rhetorical devices but also on
conceptual and judgment devices (Chitravelu, Choon, And Sithamparam
2005:139).
3
Procedure text is one of genre in writing that shows how the things done by
following the processes or steps. This kind of writing competence should be
mastery by the students as one of genre that stated in the syllabus.
Based on writer experience during mini observation which conducted in a
junior high school Pembangunan Daerah grade IX in Lubuk Pakam, writer found
that the ability of students’ achievement in writing is still low. It’s proven from
their scores in a writing worksheet. From 32 students just 12 students who passed
the standard of minimum completeness which is 70 for writing competence.
Table 1.1 Students’ Scores of Writing Competence Tests in Two Semesters
2012-2013
Class IXa
Semester
Score
Students
Percentage
Mean
1st Semester 2012/2013
< 75
20 Students
62.5 %
71.9
≥ 75
12 Students
37.5 %
< 75
18 Students
56.3 %
≥ 75
14 Students
43.7 %
Semester
Score
Students
Percentage
Mean
1st Semester 2012/2013
< 75
21 Students
65.5 %
68.1
≥ 75
11 Students
34.6 %
< 75
17 Students
53.1 %
≥ 75
15 Students
46.9 %
2nd Semester 2012/2013
73.9
Class IXb
2nd Semester 2012/2013
75
4
In addition to the data that I got, I also interviewed the teacher asks
difficulties and their methods of teaching English especially writing. The result is
that in fact teachers are still using the conventional method where teachers
explaining all the material on the board, and all students will take a note. Then all
the students will write a summary without any interaction between teacher and
students. The response of the students is passive where they just follow what is
instructed by the teacher. This all makes the student just relied on what teacher
was taught and so the impact is when they found some of the questions that looks
different so they could not answer that questions.
By looking this fact Teacher as the facilitator and mediator in teaching
learning process has important role in improving students’ achievement especially
in writing. Teacher has to design a methodology and materials creatively in
purpose to reach the objective of teaching and learning process. In designing the
method teacher should give more practice and provide with kind of activity that
grab students’ attention in teaching learning process.
Examples non examples method is a teaching model which presenting the
materials to students by showing the relevant pictures and students have chance to
analyze the pictures individually or in group and discuss about the picture. This
method can be used in designing writing class especially in writing procedure text.
By providing pictures in writing procedure text, it can make students easier to
understand the rhetorical structure of procedure text and help the students the
students to learn effectively.
5
Related to the explanation above and in order to improve the students
writing achievement especially in writing procedure text the writer would like to
conduct a study on students’ writing procedure text achievement by using
examples non examples method.
B.
The Problem of the Study
Based on the background of the study, the problem is formulated as follows:
“Is the students’ writing procedure text achievement taught by applying examples
non examples method higher than that taught by applying lecture method?”
C.
The Objective of the Study
The objective of the study is to find out whether applying examples non
examples method significantly effect on Students’ Writing Procedure text.
D.
The Scope of the Study
The research focuses its study on the effect of applying examples non
examples method on students’ achievement in writing procedure text. In this case,
the writer limits only in writing Procedure Text.
E.
The Significance of the Study
The result of this study is expected to contribute either the theories or
practices for:
1.
Theoretically
6
2.
a.
The researcher as reference to conduct the research.
b.
The research who want to conduct the same research
Practically
a.
The teacher: as the information to create more interesting and
effective method, especially in Writing Procedure Text through
Example non Example Method in order to improve students’
writing achievement.
b.
The student: to improve students’ ability in Writing Procedure
Text through Example non Example Method, making students
enjoy in studying in English Class, and making them understand
writing organization of Procedure Text easier.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
Writing is interesting for students if the teacher teaches them by using a
method that can motivate them in writing. Examples Non Examples method used
in this study were effective in teaching writing. The students were attractive in
studying due to work together in group. They could share their ideas or opinions
and could do peer teaching.
Based on the data analysis, it can be concluded that teaching writing skill by
applying Examples non Examples method significantly affects on the students’
achievement in writing procedure text. It can be seen from the data which had
obtained in the post-test of experimental group were: the total score was 2467 and
the mean score was 77.10, while the data in control group were: the total score
was 2132 and the mean score was 66.62.
B.
Suggestions
In line with the conclusion of the study, some suggestions are offered to the
English teachers that it is wiser to apply Examples non Examples method because
it helps the teacher to be more creative in teaching writing procedure text. And
also it is suggested to the students to apply Examples non Examples method in
order to improve their creativity in writing a text especially in writing procedure
43
text. In addition, it is expected to the readers who are interested in dealing with
this study so that they have a good understanding to support their study.
44
APPENDIX A
Teaching Procedures in Experimental Group
Meeting
1.
2.
3.
First
4.
5.
Second
Teacher’s Activity
Opening Activities.
Teacher introduces the
material and explains to the
students about the theory of
procedure text
(Communicative purpose,
generic structures, and
language features), and also
explains the example of
procedure text.
1.
2.
Teacher asks the students to
3.
sit in group of 3-4 and give
the topic about “how to make
an omelet”
Teacher asks the students to
4.
discuss the topic and
demonstrating the result of
their report.
Teacher asks the students to
5.
write a procedure text to the
writing task individually from
what they have discussed and
demonstrated previously by
applying the generic structure
and grammatical features of
procedure text.
1. Opening Activities.
2. Teacher asks the students to
sit in group of 3-4.
3. Teacher asks the students to
decide a topic to discuss in the
group and each group presents
the result of their discussion
based on the topic that they
have decided and asks the
other group to watch the
presentation carefully.
4. Teacher asks the students to
write a procedure text to the
writing task individually from
what they have discussed and
Students’ Activity
Opening activities
Students watch to the
teacher’s explanation
carefully.
Students sit in group of 34.
Students discuss the topic
and demonstrating the
result of their report.
Students write a procedure
text to the writing task
individually from what
they have discussed and
demonstrated previously
by applying the generic
structure and grammatical
features of procedure text.
1. Opening Activities.
2. Students seat in group of
3-4.
3.1 Students decide a topic to
discuss in the group and
each group presents the
result of their discussion.
3.2 While other students
watch the presentation
carefully.
4. Students write a procedure
text to the writing task
individually from what
they have discussed and
46
presented in group previously
by applying the generic
structure and grammatical
features of procedure text.
Third
1. Opening Activities.
2. Teacher asks the students to
seat in group of five and gives
the topic about “how to make
a glass of milk”
3. Teacher asks the students to
discuss the topic, after that
each group presents the result
of their discussion, and asks
the other students to watch the
presentation carefully.
4.
Teacher asks the students to
write a report text to the
writing task individually from
what they have discussed and
presented previously by
applying the generic structure
and grammatical features of
procedure text.
presented in group
previously by applying the
generic structure and
grammatical features of
procedure text.
1. Opening Activities.
2. Students sit in group of 34.
3.1 Students discuss the topic
in the group, after that each
group presents the result of
their discussion.
3.2 While in presenting, other
students watch the
presentation carefully
4. Students write a report text
to the writing task
individually from what they
have discussed and
presented previously by
applying the generic
structure and grammatical
features of procedure text.
Teaching Procedures in Control Group
Meeting
First
Second
Teacher’s Activity
1. Teacher greets the students
and gives motivation.
2. Teacher shares to the
students the example of
report text that has been
written in a piece of paper
with the topic “how to cook
an omelet”.
3. Teacher asks the students to
write a procedure text
individually with the title “
how to make instant noodle”
1. Teacher greets the students
and gives motivation.
Students’ Activity
1. Students Respond to the
greeting and listen to the
teacher’s motivation.
2. Students receive the
example of procedure text.
3. Students write a procedure
text individually based on
the title.
1. Students Respond to the
greeting and listen to the
teacher’s motivation.
Teacher’s Activity
2. Teacher gives an example of
the procedure text on the
board and asks them to write
down back in their note
book.
3. Teacher asks the students to
determine the generic
structure and grammatical
features of the procedure text
that they have written from
the board.
1. Teacher greets the students
and gives motivation.
Third
2. Teacher gives an example of
procedure text, and asks the
students to translate it.
3. Teacher asks the students
some questions based on the
example that they have
translated orally.
4. Teacher asks the students to
write a report text to the
writing task individually with
the topic “how to make a
glass of milk” and make it in
term of the generic structure
and grammatical features of
the procedure text.
Student’s Activity
2. Students write down back
the example of the
procedure text.
3. Students determine the
generic structure and
grammatical features of the
procedure text.
1. Students Respond to the
greeting and listen to the
teacher’s motivation.
2. Students receive and
translate it.
3. Students answer the
questions orally.
4. Students write a report text
individually to the writing
task with the topic “how to
make a glass of milk” and
make it in term of the
generic structure and
grammatical features of the
procedure text.
APPENDIX B
Table 4.1 The Description of Pre-Test and Post-Test of the Experimental
Group
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Students’ Initials Name
AP
APU
CS
D
DU
EY
FRS
HS
IA
JD
LH
MA
MAUD
MF
MF
MR
MSY
NAS
NM
OVJ
PS
PJW
RH
RS
SA
SW
WMT
WPD
WS
WS
YM
YS
Total
Mean
Pre-Test
60
55
75
76
66
75
58
74
74
70
68
78
72
45
65
53
58
66
80
77
73
75
46
60
76
50
53
50
70
69
65
70
2102
65,69
49
Post-Test
75
64
80
80
78
82
74
84
85
80
86
87
82
65
73
68
70
74
88
85
81
83
68
75
82
70
72
68
75
75
78
80
2467
77,10
APPENDIX C
THE CALCULATION OF T-TEST
A. Experimental Group
No.
Students’
Pre-Test Post-Test
Deviation (d)
Initials
Name
1
AP
60
75
10
2
APU
55
64
9
3
CS
75
80
5
4
D
76
80
4
5
DU
66
78
12
6
EY
75
82
7
7
FRS
58
74
16
8
HS
74
84
10
9
IA
74
85
11
10
JD
70
80
10
11
LH
68
86
18
12
MA
78
87
9
13
MAUD
72
82
10
14
MF
45
65
20
15
MF
65
73
8
16
MR
53
68
15
17
MSY
58
70
12
18
NAS
66
74
8
19
NM
80
88
8
20
OVJ
77
85
8
21
PS
73
81
8
22
PJW
75
83
8
23
RH
46
68
22
24
RS
60
75
15
25
SA
76
82
6
26
SW
50
70
20
27
WMT
53
72
19
28
WPD
50
68
8
29
WS
70
75
15
30
WS
69
75
6
31
YM
65
78
13
32
YS
70
80
10
Total
∑ 2102
∑ 2467
∑ d360
51
Square
Deviation
(d2)
100
81
25
16
144
49
256
100
121
100
324
81
100
400
64
225
144
64
64
64
64
64
484
225
36
400
361
64
225
36
169
100
∑ d 2 4750
APPENDIX D
The Reliability of the Test
No Students’ Initials
.
Name
1.
A
2.
AK
3.
BA
4.
CP
5.
DW
6.
DJA
7.
DML
8.
D
9.
DM
10.
DAS
11.
EP
12.
EF
13.
ED
14.
IL
15.
IY
16.
ISR
17.
J
18.
LJ
19.
MDF
20.
MA
21.
MAS
22.
NSY
23.
NH
24.
OA
25.
RAS
26.
RM
27.
RA
28.
RA
29.
SB
30.
SR
31.
SD
32.
SR
TOTAL
Rater 1
(X)
80
58
60
65
70
60
55
60
55
60
60
40
58
65
65
60
63
70
68
62
64
58
61
60
62
63
64
60
75
58
78
65
X
2002
Rater 2
(Y)
85
65
65
78
65
68
60
58
64
65
58
55
64
65
70
75
65
70
75
65
65
65
75
78
67
70
60
68
60
65
65
65
Y
2138
56
X2
Y2
XY
6400
3364
3600
4225
4900
3600
3025
3600
3025
3600
3600
1600
3364
4225
4225
3600
3969
4900
4624
3844
4096
3364
3721
3600
3844
3969
4096
3600
5625
3364
6084
4225
X2
126878
7225
4225
4225
6084
4225
4624
3600
3364
4096
4225
3364
3025
4096
4225
4900
5625
4225
4900
5625
4225
4225
4225
5625
6084
4489
4900
3600
4624
3600
4225
4225
4225
Y 2
144150
6800
3770
3900
5070
4550
4080
3300
3480
3520
3900
3480
2200
3721
4225
4550
4500
4095
4900
5100
4030
4160
3770
4575
4680
4154
4410
3840
4080
4500
3770
5070
4225
XY
134405
APPENDIX E
PERCENTAGE POINTS OF THE T DISTRIBUTION
Tail Probabilities
0.10
0.20
1
3.078
2
1.886
3
1.638
4
1.533
5
1.476
6
1.440
7
1.415
8
1.397
O
9
1.383
F
10
1.372
11
1.363
12
1.356
F
13
1.350
R
14
1.345
E
15
1.341
E
16
1.337
D
17
1.333
O
18
1.330
M
19
1.328
20
1.325
21
1.323
22
1.321
23
1.319
24
1.318
25
1.316
26
1.315
27
1.314
28
1.313
29
1.311
30
1.310
32
1.309
34
1.307
36
1.306
38
1.304
40
1.303
42
1.302
44
1.301
46
1.300
48
1.299
50
1.299
55
1.297
60
1.296
65
1.295
70
1.294
80
1.292
100
1.290
150
1.287
200
1.286
Two Tails
0.20
One Tail
0.10
One Tail
Two Tails
D
E
G
R
E
E
0.05
0.10
6.314
2.920
2.353
2.132
2.015
1.943
1.895
1.860
1.833
1.812
1.796
1.782
1.771
1.761
1.753
1.746
1.740
1.734
1.729
1.725
1.721
1.717
1.714
1.711
1.708
1.706
1.703
1.701
1.699
1.697
1.694
1.691
1.688
1.686
1.684
1.682
1.680
1.679
1.677
1.676
1.673
1.671
1.669
1.667
1.664
1.660
1.655
1.653
0.10
0.05
0.025
0.05
12.71
4.303
3.182
2.776
2.571
2.447
2.365
2.306
2.262
2.228
2.201
2.179
2.160
2.145
2.131
2.120
2.110
2.101
2.093
2.086
2.080
2.074
2.069
2.064
2.060
2.056
2.052
2.048
2.045
2.042
2.037
2.032
2.028
2.024
2.021
2.018
2.015
2.013
2.011
2.009
2.004
2.000
1.997
1.994
1.990
1.984
1.976
1.972
0.05
0.025
0.01
0.02
31.82
6.965
4.541
3.747
3.365
3.143
2.998
2.896
2.821
2.764
2.718
2.681
2.650
2.624
2.602
2.583
2.567
2.552
2.539
2.528
2.518
2.508
2.500
2.492
2.485
2.479
2.473
2.467
2.462
2.457
2.449
2.441
2.434
2.429
2.423
2.418
2.414
2.410
2.407
2.403
2.396
2.390
2.385
2.381
2.374
2.364
2.351
2.345
0.02
0.01
58
0.005
0.01
63.66
9.925
5.841
4.604
4.032
3.707
3.499
3.355
3.250
3.169
3.106
3.055
3.012
2.977
2.947
2.921
2.898
2.878
2.861
2.845
2.831
2.819
2.807
2.797
2.787
2.779
2.771
2.763
2.756
2.750
2.738
2.728
2.719
2.712
2.704
2.698
2.692
2.687
2.682
2.678
2.668
2.660
2.654
2.648
2.639
2.626
2.609
2.601
0.01
0.005
0.001
0.002
318.3
22.330
10.210
7.173
5.893
5.208
4.785
4.501
4.297
4.144
4.025
3.930
3.852
3.787
3.733
3.686
3.646
3.910
3.579
3.552
3.527
3.505
3.485
3.467
3.450
3.435
3.421
3.408
3.396
3.385
3.365
3.348
3.333
3.319
3.307
3.296
3.286
3.277
3.269
3.261
3.245
3.232
3.220
3.211
3.195
3.174
3.145
3.131
0.002
0.001
0.0005
0.001
637
31.6
12.92
8.610
6.869
5.959
5.408
5.401
4.781
4.587
4.437
4.318
4.221
4.140
4.073
4.015
3.965
3.922
3.883
3.850
3.819
3.792
3.768
3.745
3.725
3.707
3.690
3.674
3.659
3.646
3.622
3.601
3.582
3.566
3.551
3.538
3.526
3.515
3.505
3.496
3.476
3.460
3.447
3.435
3.416
3.390
3.357
3.340
0.001
0.0005
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
32
34
36
38
40
42
44
46
48
50
55
60
65
70
80
100
150
200
LESSON PLAN 1
EXPERIMENTAL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to cook an omelet”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
60
LESSON PLAN 2
EXPERIMENTAL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to make mango juice”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
LESSON PLAN 3
EXPERIMENTAL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to make sandwich”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
66
LESSON PLAN 4
EXPERIMENTAL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to make a glass of milk”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
69
LESSON PLAN 1
CONTROL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using lecture method
and topic about “How to cook an omelet”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
72
LESSON PLAN 2
CONTROL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using examples non
examples and the topic about “How to make mango juice”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
76
LESSON PLAN 3
CONTROL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using lecture method
and the topic about “How to make sandwich”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
79
LESSON PLAN 4
CONTROL GROUP
School
: SMP Pemda Lubuk Pakam
Subject
: English
Class/Semester
: IX/I
Allocation Time
: 2x45 Minutes
I.
Standard Competence
To expressing variation meaning and rhetorical structure accurately and
appropriately by using writing language in the context of daily life.
II.
Basic Competence
To expressing variation meaning in short functional written text and simply
essay of procedure text in the context of daily life.
III. Indicators
1.
Writing the parts of procedure text based on the social function,
generic structure and the grammatical features.
2.
Writing a procedure text.
IV. Objectives
1.
The students are able to write the parts of procedure text based on the
social function, generic structures and the grammatical features.
2.
The students are able to write a procedure text using lecture method
and the topic about “How to make orange juice”
V.
Teaching Material
1.
Procedure Text.
2.
Social Function: to describe how something is accomplished through a
sequence of actions or steps.
3.
The Generic structure of Procedure Text.
a. Goal: to describe how something is accomplished.
b. Materials: the thing needed in the case being discussed.
82