THE EFFECT OF STOP AND DARE STRATEGY ON STUDENTS’ ABILITY IN WRITING HORTATORY EXPOSITION TEX.
THE EFFECT OF STOP AND DARE STRATEGY ON
STUDENTS’ ABILITY IN WRITING HORTATORY
EXPOSITION TEXT
A THESIS
Submitted as the Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
DORA MARGARETHA BARUS
Registration Number 2113121020
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Barus, Dora Margaretha. 2113121020. The Effect of STOP and DARE Strategy
on Students’ Ability in Writing Hortatory Exposition Text. A Thesis, Faculty of
Languages and Arts, State University of Medan. 2016.
This study deals with the effect of STOP and DARE Strategy on students’ ability in
writing hortatory exposition text. The objective of this study was to find out there is
any significant effect of STOP and DARE Strategy on students’ ability in writing
hortatory exposition text. It was conducted by using experimental research. The
population of this study was eleventh grade of SMA RK Deli Murni Delitua, which
consisted of 3 parallel classes. Two classes were taken as the sample of the research
and each both groups consisted of 35 students. The class XI IPA 2 was an
experimental group and class XI IPA 1 was as control group. The experimental group
was taught by using STOP and DARE strategy, otherwise control group was taught
by using conventional strategy. The instrument for collecting data was writing test.
The data was analyzed by using t-test formula. The result showed that the value of tobserved was higher than the value of t-table. (2.18>1.994 (α= 0.05)) with the degree
of freedom (df) = 68. Based on the data analysis of the study, the result indicated that
the alternative hypothesis (Ha) was accepted. It means that there is any significant
effect of STOP and DARE Strategy on students’ ability in writing hortatory
exposition text.
Keywords: STOP and DARE Strategy, Writing Hortatory Exposition Text
i
ACKNOWLEDGEMENT
First of all, the writer would like to express her deepest gratitude to Almighty
God, Jesus Christ for His amazing grace, uncountable blessing, love, strength given
to the writer during her study and in completing this thesis which entitled: The Effect
of STOP and DARE Strategy on Students’ Ability in Writing Hortatory Exposition
Text. This thesis is aimed to fulfill one of the requirements for 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 realized that she faced some problems and
he had received the academic guidance, suggestions, and comments and got a lot of
assistance and moral support from people. Therefore, the writer expresses her
gratitude and special thanks to:
Prof. Dr. Syawal Gultom., M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, M.A., the Secretary of English Department and also as her
Reviewer and Examiner.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education
Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor, who has encouraged
her to learn more serious and given guidance, suggestions and precious time
along completing this thesis.
Dra. Sri Juriati Ownie, M.A., her Academic Advisor, who has supported her
throughout the academic years.
Isli Iriani I. Pane, S.Pd, M.Hum., Johannes Jefria Gultom, S.Pd.,
M.Hum., her Reviewer and Examiner, who has given suggestions and
comments in completing the thesis.
All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahayuni, M.Pd., the administration staff of English Department, for
information in completing the thesis.
Drs. Jontar Sitohang., the Headmaster of SMA RK Deli Murni Delitua, for
his permission in allowing the writer to do observation and to collect the data
needed for the thesis.
Rina Hasugian S.S., the English Teacher of SMA RK Deli Murni Delitua, for
the supports, guidance, suggestions and motivation along the research.
Her beloved parents, Ir. S.Barus and Ir. R.Saragi, her wonderful siblings,
Nicholas Octavianus Barus S.kom., Hendire Secoval Antonius Barus,
Inggrid Santa Elisabet Barus, her beloved grandmather, D. Sembiring, her
ii
lovely cousins Kak Nena cidabukke, Lily, Angel, kak Rindi and all of her
families for their endless love, prayer, inspiration, suggestion, motivation,
courage and everything that they have given to the writer during the process
of completing the thesis. This thesis is dedicated to you, guys.
Her awesome Brother, Dera Menra Sijabat, SPd., for courage, spirit, prayer,
awareness and motivation during her study, for reminding everything in
completing the thesis.
Her wonderful and gorgeous Girls, Arnita S, Devi S, Evelin S, Fytriani
Siregar,S.Pd., Harni G, Martina S, Roslinda S, for giving her support,
happiness, unforgettable moment, for sharing about love and life, attendance
in any situation (ups and downs), for making her feel not alone.
Her best ladies, Danaria T, Feronika N, Marsela S, Nirma T for giving the
prayer, support, awareness and for reminding her that Jesus always with her to
face difficult situation.
Her best friends, DIMENCY (Dame, Dina, Wenny, Mega mamak Calysta)
for all of supports and pray, for always considering her even though you’re
apart, for teaching her that “true friendship doesn't need daily conversation or
being together. As long as relationship lives in our heart, true friends never
apart.”
Her beloved friends in Diciples and Agnus Dei small group (Permadi, Dedi,
Putri, Jetty, Melita, Roberto) Her struggle friends, Jelita, Yessi, kak
Nancy, Norita, Fibie, Era, Uci, Ando, Kak Batsyeba, Her supporter in
praying, Bang Galih, Aryadi, Dek Waren, Bang Cico, Maylista, and Moris
Her friends in Reguler Dik B 2011, for their love and togetherness throughout
the four years; Her friends in PPLT SMP N 1 Dolok Panribuan for the
togetherness and the experiences shared. And also for those who cannot be
mentioned one by one.
The writer realizes that, this thesis still has the paucity, she warmly welcomes
any suggestions, comments, critics, and advices that will improve the quality of this
thesis. She hopes that this thesis would be useful for those who read and feel
interested in the field of this study.
Medan,
Februari 2016
The writer,
Dora Margaretha Barus
Reg No. 2113121020
iii
TABLE OF CONTENTS
Page
ABSTRACT....................................................................................................
i
ACKNOWLEDGEMENT.............................................................................
ii
TABLE OF CONTENTS ..............................................................................
iv
LIST OF TABLES .........................................................................................
vi
LIST OF FIGURES .......................................................................................
vii
LIST OF APPENDIXES ...............................................................................
viii
CHAPTER I INTRODUCTION ..................................................................
1
A. The Background of the Study ..............................................................
1
B. The Problem of the Study ....................................................................
5
C. The Objective of the Study ..................................................................
5
D. The Scope of the Study ........................................................................
5
E. The Significance of the Study .............................................................
5
CHAPTER II REVIEW OF LITERATURE ..............................................
6
A. Theoretical Framework ........................................................................
6
1. Writing .............................................................................................
6
2. The Purpose of Writing ...................................................................
8
3. The Process of Writing ....................................................................
8
4. The Kinds of Genre ..........................................................................
10
5. Hortatory Exposition Text ...............................................................
12
6. The Nature of STOP and DARE Strategy........................................
15
a. Stages of STOP and DARE Strategy ..........................................
19
b. Advantages and Disadvantages of STOP and DARE .................
Strategy...........................................................................................
21
c. Implementation of STOP and DARE Strategy in
Classroom ....................................................................................
22
B. The Relevant of the Study………………………………………….
27
C. Conceptual Framework ........................................................................
29
iv
D. Hypothesis............................................................................................
30
CHAPTER III RESEARCH METHOD......................................................
31
A. Research Design...................................................................................
31
B. Population andSample..........................................................................
32
1. Population ........................................................................................
32
2. Sample .............................................................................................
32
C. The Instrument of Collecting Data.......................................................
32
D. The Procedure of the Study .................................................................
33
1. Pre-test..............................................................................................
33
2. Treatment ........................................................................................
33
3. Post-test ...........................................................................................
37
E. Assessment of Writing ........................................................................
38
F. The Validity and Reliability of the Test ...............................................
39
G. Homogeneity and Normality................................................................
41
H. Technique of Analyzing Data ..............................................................
42
CHAPTERIV THE DATA AND DATA ANALYSIS.................................
44
A. Data Description ..................................................................................
44
B. Data Analysis ......................................................................................
47
1. Testing reliability .............................................................................
47
2. Testing Normality ...........................................................................
49
3. Testing Homogeneity of Data ..........................................................
50
4. Analyzing Data by Using T-test Formula .......................................
50
C. Testing Hypothesis...............................................................................
52
D. Research Findings ................................................................................
52
E. Discussion ............................................................................................
53
CHAPTERV CONCLUSION AND SUGGESTION..................................
56
A. Conclusion ...........................................................................................
56
B. Suggestions ..........................................................................................
56
REFERENCES...............................................................................................
57
APPENDIXES ................................................................................................
59
v
LIST OF TABLES
Page
Table 1. 1 The List of Students’ Writing Scores of XI IPA 2 Class ................
3
Table 3. 1 Research Design ..............................................................................
31
Table 3.2 Experimental Group Activities ........................................................
33
Table 3.3 Control Group Activities..................................................................
37
Table 3. 4 Assessment of Writing ....................................................................
39
Table 4.1 Students’ Score of Pre-Test..............................................................
45
Table 4.2 Students’ Score of Post-test .............................................................
46
Table 4.3 Students’ Score in Pre-test and Post-test .........................................
47
Table 4.4 Normality of Data ............................................................................
49
vii
LIST OF FIGURES
Page
Figure 2.1 Cue Card of STOP and DARE Strategy .........................................
23
Figure 2.2 Brainstorming Sheet .......................................................................
24
Figure 4.1 Students’ score of Pre-test ..............................................................
45
Figure 4.2 Students’ score in Post-test .............................................................
46
viii
LIST OF APPENDICES
Page
Appendix A The Pre-test and Post-test in Experimental and Control Groups
59
Appendix B Students’ score of Pre-test and Post-test of Experimental groups
60
Appendix C Students’ score of Pre-test and Post-test of Control groups ........
61
Appendix D The Score of Two Rates ..............................................................
62
Appendix E The Calculation of Reliability of the Test....................................
63
Appendix F The Calculation of Experimental Group T-test ............................
65
Appendix G The Calculation of Control Group T-test ....................................
66
Appendix H Test for Homogeneity of Variance of Pre-test in Experimental
and Control Groups .....................................................................
69
Appendix I Test for Distribution of Frequency in Experimental Group..........
71
Appendix J Test for Distribution of Frequency in Control Group ...................
73
Appendix K Testing Normality in Experimental Group ..................................
75
Appendix L Testing Normality in Control Group............................................
77
Appendix M Table of Normality from 0 to Z ..................................................
79
Appendix N Table List of testing Liliefors ......................................................
80
Appendix O Percentage Points of the t Distribution ........................................
81
Appendix P Lesson Plan ..................................................................................
82
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is an important activity in our daily life, especially in
communication. According to Graham et al (2007:2) writing is important in
helping people to communicate with other people especially for some people in
distance. In this modern era, most people use writing to communicate with others
by using modern technology, for example sending e-mail, sending text message in
mobile phone and chatting in social media. Therefore writing is important in our
life especially helping people to communicate.
Writing is like a memory card that can save and remind events,
experiences, and knowledge. People could not remember all of event happened in
their life. Even genius people sometimes forget few events in their life. Therefore,
writing is necessary to help us to recall a memory that we have saved. For
example, when students have studied something from their teacher, it is better to
them to make a note about what they have studied in order they can open it again
if they want to remember again. And also when people want to remember about
history of their nation, they will read history book to remind them about it.
Therefore, writing is very useful for people to remind about something that will be
forgotten.
According to Harmer (2004:13) writing is a process of transforming
thoughts and ideas into written form. It must be read and comprehended by the
reader in order that communication takes place. When a writer writes, he
1
2
communicates his ideas by considering known or unknown reader who will get
his ideas and his meaning in the form of correct written text. To write well, he
must have good writing capabilities too. Moreover, someone who wants to write
essay or story must know in writing process and the aspect of writing skills. He
should be able to organize the idea to use the spelling and punctuation well.
Besides, he should be able to arrange his writing into cohesive and coherent
paragraphs on text.
In education, writing is one of the four language skills that should be
mastered by the students. It is consider the most difficult skill to be learnt and
mastered because not only transform thoughts into words but also should involve
some language components, such as grammar, spelling, language use, vocabulary,
and punctuation. When the students write sentences to express their feeling and
want to be understood, they must write it in correct language structure. It makes
writing become the difficult skill to be mastered.
In Senior High School, there are some types of genre are studied such as
narrative, descriptive, recount, spoof, exposition, procedure and etc. In this case,
hortatory exposition is the main focus. Hortatory exposition text is types of
written text that is intended to explain the reader that something should or should
not happen or be done. According to Pardiyono (2007:215) hortatory exposition is
to argue that something should be ought to be. Therefore, the purpose of the
hortatory exposition text is to argue or persuade people to believe what the writer
believes in.
3
Hortatory exposition text has three main parts, they are (1) Thesis
statement: statement or announcement of issue concern (2) Arguments: reasons
for concern that will to recommendation and (3) Recommendation: statement of
what should not happen or be done based on the given arguments. The students
should be able to know these three parts in order they can write hortatory
exposition well and in order the students can distinguish with other types of text.
Based on writer’s observation in SMA RK Delimurni Delitua, the English
teacher of Eleventh Grade said that the students found it difficult to write a text,
especially the hortatory exposition text. Most of them were not able to express
their ideas in writing, especially to elaborate their arguments. Besides, the
students were lack of vocabulary so that they must need a lot of time to find out
the meaning of unfamiliar words in dictionary. Most of them were also still low in
mastery the grammatical aspects of writing so that their sentence structure is
disorganized. Therefore 60 % of students fail in writing. Below is the list of
students’ scores of XI IPA-2 class.
Table 1.1
The list of students’ writing scores of XI IPA-2 Class
Class
Score
Students
Percentage
XI IPA-2
≥68
22 students
60%
≤68
15 students
40%
Means
60,7
(source:SMA RK DELIMURNI DELITUA)
Some problems on writing mentioned above are in need to have problem
solving. So, some education experts develop and try to discover some strategies,
4
techniques, methods and also teaching media for writing skills. One of the
strategies is STOP and DARE strategy that was applied in this research.
STOP and DARE strategy is a more sophisticated strategy for writing a
persuasive essay that addresses both side of an issue (Harris and
Graham,2008:47). This strategy is consisted of eight steps that should be followed
by the students in making writing plan before writing the essay. STOP stands for
Suspend judgment, Take a side, Organize ideas, Plan more as you write. DARE
stands for Develop your topic sentence, Add supporting ideas, Reject possible
arguments, and End with a conclusion.
Those are some reasons for the researcher to choose STOP and DARE
strategy, they are (1) students can make a plan before they write so that it can be
used as their guidance to make a text (2) STOP and DARE strategy helps students
in managing and controlling their learning (3) STOP and DARE strategy helps
students in comprehending the hortatory exposition text because STOP and
DARE strategy stimulates students in producing and elaborating their arguments.
The previous researches had done by Fatmawati (2014) and Vicko
Kurniawan (2013). Fatmawati (2014) says STOP and DARE strategy can help
students to explore ideas in writing a text. She applied this strategy in the eleventh
grade students of SMAN 1 Pasaman. From the result of the research, the
researcher found most students were able to make analytical exposition text in
form of persuasive essay, so that there was development of students’ writing skill
by applying STOP and DARE strategy. Kurniawan (2013) found that STOP and
DARE strategy can help students in analysing the generic structure and
5
grammatical features of hortatory exposition text. Therefore, the researcher
interested to apply STOP and DARE strategy to improve students’ writing ability.
B. The Problem of the Study
Based on the background of the study, the problem is formulated as the
following: “is there any significant effect of STOP and DARE strategy on
students’ ability in writing hortatory exposition text?”
C. The Objective of the Study
The study intended to find out there is any significant effect of STOP and
DARE strategy on students’ ability in writing hortatory exposition text.
D. The Scope of the Study
This research was limited to the analysing of hortatory exposition text
type. This research focused on the effect of STOP and DARE strategy on
students’ writing ability especially in hortatory exposition text.
E. The significant of the Study
The findings of the study are expected to be useful for:
1. The English teacher who wants to get new learning strategy to support
the success of teaching learning writing ability and gets inspiration to use
various strategies in the classroom
2. The students who want to improve their ability in writing and solve their
problems in writing
CHAPTER V
CONCLUSION AND SUGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is
significantly effect of STOP and DARE Strategy on the students’ ability in
writing hortatory exposition text. It can be seen from the calculation of t-test at the
level significance 0.05; tobserved (2.18) is higher than ttable (1.9994). Therefore, the
alternative hypothesis (Ha) “There is significantly effect of STOP and DARE on
the students’ ability in writing hortatory exposition text“ is accepted.
B. Suggestion
In the relation to the conclusion above, the researcher points out some
suggestion as following:
1. The English teachers are suggested to apply STOP and DARE strategy in
teaching hortatory exposition text as the alternative in teaching learning
process because is proved effective to improve writing ability.
2. Since this research is limited to the investigation of the STOP and DARE
strategy on writing and how the STOP and DARE strategy can be
developed is not known, it is suggested that a research should be done on
writing development.
56
57
REFERENCES
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Classification of Educational Goals. New York; Longman.
Ary, Donald., Jacobs, Lucy Cheser. & Razavieh, Asghar. 2002. Introduction to
Research in Education (sixth edition). Canada: Wadsworth Group
Best, J.W., and Khan, J. V.2006. Research in Education (Tenth Ed.). Boston:
Pearson Education.
Brown, H. Douglas, 2000. Principles of Language Teaching and Learning (4nd
Ed.). New York: Addison Wesley Longman.
Brown, H. Douglas, 2001. Teaching by Principles, an Interactive Approach to
Language Pedagogy (2nd Ed.). New York: Longman.
Byrne, D. 1979. Teaching Writing Skill. London: Longman House.
Carol, J.A, E. Wilson & G. Forlini.2001. Writing and Grammar. New Jersey:
Prentice.
De La Paz, Susan. 2001. STOP and DARE: A Persuasive Writing Strategy. The
Council for Exceptional Children. Vol. 63, No. 2: 167-181
De La Paz, Susan., and Graham, Steve. 1997. Strategy Instruction in Planning:
Effects on the Writing Performance and Behaviour of students with
Learning Difficulties. Intervention in School and Clinic. Vol. 3, No. 4 :
234-243
Ennis, Robin Parks, dkk. 2013. STOP and DARE: Self-Regulated Strategy
Development for Persuasive Writing with Elementary Students E/BD in a
Residential Facility. Education and Treatment of Children. Vol. 36, No. 3 :
81-99
Fatmawati. 2014. Writing Strategy by Using STOP and DARE Strategy and Its
Contribution on Senior High School Students’ Writing Skill: STKIP. Vol 1
No. 1:1-8
Graham, Steve, Charles A. and Mac, Arthur. 2007. Best Practice in Writing
Instruction: New York: The Guilford Press.
Harmer, Jeremy. 2001. The Practice of English Language Teaching (3rd Ed.),
Cambridge: Longman.
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Harmer, Jerremy. 2004. How to Teach Writing. England: Pearson Education
Limited
Harris,K., Graham, S., Mason, L., & friendlander, B. .2008, Powerful Writing
Strategy for All Students. Baltimore, MD: Brookes.
Heaton, J.B. 1975. Writing English Language Test. New York: Longman Group
UK.
Hogue, Ann. 2008. First Step in Academic Writing. United State: Pearson
Education.
Hyland, Ken. 2009. Teaching and Researching Writing. United Kingdom:
Pearson Education, ed.
Kane, Thomas. 2000. The oxford: Essential Guide to Writing. New York: Oxford
University Press
Knapp, Peter and Watkins, Megan. 2005. Genre, Text, Grammar. Sidney:
University of New South Wales.
Kurniawan, Vicko. 2014. Teaching Writing Hortatory Exposition text by Using
STOP and DARE strategy to Senior High School Students. JELT Vol 3
No. 1 Serie C :159-.167
Lienemann, Torri and Reid, Robert. 2009. Written Expression: Grades 2-5.
United State: The IRIS Center .
O’Malley and Pierce. 1996. Authentic Assessment for English Language Learner:
Practical Approaches for Teacher. United State: Addison-Wesley
Publishing Company
Oshima, Alice and Hogue, Ann. 1988. Introduction to Academic Writing: New
York. Addison-Wesley Publishing Company.
Pardiyono.2007. Pasti Bisa : Teaching Genre-Based Writing.Yogyakarta : ANDI
Publisher.
Richard, C. Jack. 1986. Approaches and Methods in Language Teaching. Unitrd
Kingdom: University press, Cambridge
Tredinnick, Mark. 2008. Writing Well: The Essential Guide. New York:
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Vockell, Edward L. 1983. Educational Research. New York: Macmillan.
STUDENTS’ ABILITY IN WRITING HORTATORY
EXPOSITION TEXT
A THESIS
Submitted as the Partial Fulfillment of the Requirement for
the Degree of Sarjana Pendidikan
By:
DORA MARGARETHA BARUS
Registration Number 2113121020
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Barus, Dora Margaretha. 2113121020. The Effect of STOP and DARE Strategy
on Students’ Ability in Writing Hortatory Exposition Text. A Thesis, Faculty of
Languages and Arts, State University of Medan. 2016.
This study deals with the effect of STOP and DARE Strategy on students’ ability in
writing hortatory exposition text. The objective of this study was to find out there is
any significant effect of STOP and DARE Strategy on students’ ability in writing
hortatory exposition text. It was conducted by using experimental research. The
population of this study was eleventh grade of SMA RK Deli Murni Delitua, which
consisted of 3 parallel classes. Two classes were taken as the sample of the research
and each both groups consisted of 35 students. The class XI IPA 2 was an
experimental group and class XI IPA 1 was as control group. The experimental group
was taught by using STOP and DARE strategy, otherwise control group was taught
by using conventional strategy. The instrument for collecting data was writing test.
The data was analyzed by using t-test formula. The result showed that the value of tobserved was higher than the value of t-table. (2.18>1.994 (α= 0.05)) with the degree
of freedom (df) = 68. Based on the data analysis of the study, the result indicated that
the alternative hypothesis (Ha) was accepted. It means that there is any significant
effect of STOP and DARE Strategy on students’ ability in writing hortatory
exposition text.
Keywords: STOP and DARE Strategy, Writing Hortatory Exposition Text
i
ACKNOWLEDGEMENT
First of all, the writer would like to express her deepest gratitude to Almighty
God, Jesus Christ for His amazing grace, uncountable blessing, love, strength given
to the writer during her study and in completing this thesis which entitled: The Effect
of STOP and DARE Strategy on Students’ Ability in Writing Hortatory Exposition
Text. This thesis is aimed to fulfill one of the requirements for 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 realized that she faced some problems and
he had received the academic guidance, suggestions, and comments and got a lot of
assistance and moral support from people. Therefore, the writer expresses her
gratitude and special thanks to:
Prof. Dr. Syawal Gultom., M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, M.A., the Secretary of English Department and also as her
Reviewer and Examiner.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education
Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Advisor, who has encouraged
her to learn more serious and given guidance, suggestions and precious time
along completing this thesis.
Dra. Sri Juriati Ownie, M.A., her Academic Advisor, who has supported her
throughout the academic years.
Isli Iriani I. Pane, S.Pd, M.Hum., Johannes Jefria Gultom, S.Pd.,
M.Hum., her Reviewer and Examiner, who has given suggestions and
comments in completing the thesis.
All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Eis Sri Wahayuni, M.Pd., the administration staff of English Department, for
information in completing the thesis.
Drs. Jontar Sitohang., the Headmaster of SMA RK Deli Murni Delitua, for
his permission in allowing the writer to do observation and to collect the data
needed for the thesis.
Rina Hasugian S.S., the English Teacher of SMA RK Deli Murni Delitua, for
the supports, guidance, suggestions and motivation along the research.
Her beloved parents, Ir. S.Barus and Ir. R.Saragi, her wonderful siblings,
Nicholas Octavianus Barus S.kom., Hendire Secoval Antonius Barus,
Inggrid Santa Elisabet Barus, her beloved grandmather, D. Sembiring, her
ii
lovely cousins Kak Nena cidabukke, Lily, Angel, kak Rindi and all of her
families for their endless love, prayer, inspiration, suggestion, motivation,
courage and everything that they have given to the writer during the process
of completing the thesis. This thesis is dedicated to you, guys.
Her awesome Brother, Dera Menra Sijabat, SPd., for courage, spirit, prayer,
awareness and motivation during her study, for reminding everything in
completing the thesis.
Her wonderful and gorgeous Girls, Arnita S, Devi S, Evelin S, Fytriani
Siregar,S.Pd., Harni G, Martina S, Roslinda S, for giving her support,
happiness, unforgettable moment, for sharing about love and life, attendance
in any situation (ups and downs), for making her feel not alone.
Her best ladies, Danaria T, Feronika N, Marsela S, Nirma T for giving the
prayer, support, awareness and for reminding her that Jesus always with her to
face difficult situation.
Her best friends, DIMENCY (Dame, Dina, Wenny, Mega mamak Calysta)
for all of supports and pray, for always considering her even though you’re
apart, for teaching her that “true friendship doesn't need daily conversation or
being together. As long as relationship lives in our heart, true friends never
apart.”
Her beloved friends in Diciples and Agnus Dei small group (Permadi, Dedi,
Putri, Jetty, Melita, Roberto) Her struggle friends, Jelita, Yessi, kak
Nancy, Norita, Fibie, Era, Uci, Ando, Kak Batsyeba, Her supporter in
praying, Bang Galih, Aryadi, Dek Waren, Bang Cico, Maylista, and Moris
Her friends in Reguler Dik B 2011, for their love and togetherness throughout
the four years; Her friends in PPLT SMP N 1 Dolok Panribuan for the
togetherness and the experiences shared. And also for those who cannot be
mentioned one by one.
The writer realizes that, this thesis still has the paucity, she warmly welcomes
any suggestions, comments, critics, and advices that will improve the quality of this
thesis. She hopes that this thesis would be useful for those who read and feel
interested in the field of this study.
Medan,
Februari 2016
The writer,
Dora Margaretha Barus
Reg No. 2113121020
iii
TABLE OF CONTENTS
Page
ABSTRACT....................................................................................................
i
ACKNOWLEDGEMENT.............................................................................
ii
TABLE OF CONTENTS ..............................................................................
iv
LIST OF TABLES .........................................................................................
vi
LIST OF FIGURES .......................................................................................
vii
LIST OF APPENDIXES ...............................................................................
viii
CHAPTER I INTRODUCTION ..................................................................
1
A. The Background of the Study ..............................................................
1
B. The Problem of the Study ....................................................................
5
C. The Objective of the Study ..................................................................
5
D. The Scope of the Study ........................................................................
5
E. The Significance of the Study .............................................................
5
CHAPTER II REVIEW OF LITERATURE ..............................................
6
A. Theoretical Framework ........................................................................
6
1. Writing .............................................................................................
6
2. The Purpose of Writing ...................................................................
8
3. The Process of Writing ....................................................................
8
4. The Kinds of Genre ..........................................................................
10
5. Hortatory Exposition Text ...............................................................
12
6. The Nature of STOP and DARE Strategy........................................
15
a. Stages of STOP and DARE Strategy ..........................................
19
b. Advantages and Disadvantages of STOP and DARE .................
Strategy...........................................................................................
21
c. Implementation of STOP and DARE Strategy in
Classroom ....................................................................................
22
B. The Relevant of the Study………………………………………….
27
C. Conceptual Framework ........................................................................
29
iv
D. Hypothesis............................................................................................
30
CHAPTER III RESEARCH METHOD......................................................
31
A. Research Design...................................................................................
31
B. Population andSample..........................................................................
32
1. Population ........................................................................................
32
2. Sample .............................................................................................
32
C. The Instrument of Collecting Data.......................................................
32
D. The Procedure of the Study .................................................................
33
1. Pre-test..............................................................................................
33
2. Treatment ........................................................................................
33
3. Post-test ...........................................................................................
37
E. Assessment of Writing ........................................................................
38
F. The Validity and Reliability of the Test ...............................................
39
G. Homogeneity and Normality................................................................
41
H. Technique of Analyzing Data ..............................................................
42
CHAPTERIV THE DATA AND DATA ANALYSIS.................................
44
A. Data Description ..................................................................................
44
B. Data Analysis ......................................................................................
47
1. Testing reliability .............................................................................
47
2. Testing Normality ...........................................................................
49
3. Testing Homogeneity of Data ..........................................................
50
4. Analyzing Data by Using T-test Formula .......................................
50
C. Testing Hypothesis...............................................................................
52
D. Research Findings ................................................................................
52
E. Discussion ............................................................................................
53
CHAPTERV CONCLUSION AND SUGGESTION..................................
56
A. Conclusion ...........................................................................................
56
B. Suggestions ..........................................................................................
56
REFERENCES...............................................................................................
57
APPENDIXES ................................................................................................
59
v
LIST OF TABLES
Page
Table 1. 1 The List of Students’ Writing Scores of XI IPA 2 Class ................
3
Table 3. 1 Research Design ..............................................................................
31
Table 3.2 Experimental Group Activities ........................................................
33
Table 3.3 Control Group Activities..................................................................
37
Table 3. 4 Assessment of Writing ....................................................................
39
Table 4.1 Students’ Score of Pre-Test..............................................................
45
Table 4.2 Students’ Score of Post-test .............................................................
46
Table 4.3 Students’ Score in Pre-test and Post-test .........................................
47
Table 4.4 Normality of Data ............................................................................
49
vii
LIST OF FIGURES
Page
Figure 2.1 Cue Card of STOP and DARE Strategy .........................................
23
Figure 2.2 Brainstorming Sheet .......................................................................
24
Figure 4.1 Students’ score of Pre-test ..............................................................
45
Figure 4.2 Students’ score in Post-test .............................................................
46
viii
LIST OF APPENDICES
Page
Appendix A The Pre-test and Post-test in Experimental and Control Groups
59
Appendix B Students’ score of Pre-test and Post-test of Experimental groups
60
Appendix C Students’ score of Pre-test and Post-test of Control groups ........
61
Appendix D The Score of Two Rates ..............................................................
62
Appendix E The Calculation of Reliability of the Test....................................
63
Appendix F The Calculation of Experimental Group T-test ............................
65
Appendix G The Calculation of Control Group T-test ....................................
66
Appendix H Test for Homogeneity of Variance of Pre-test in Experimental
and Control Groups .....................................................................
69
Appendix I Test for Distribution of Frequency in Experimental Group..........
71
Appendix J Test for Distribution of Frequency in Control Group ...................
73
Appendix K Testing Normality in Experimental Group ..................................
75
Appendix L Testing Normality in Control Group............................................
77
Appendix M Table of Normality from 0 to Z ..................................................
79
Appendix N Table List of testing Liliefors ......................................................
80
Appendix O Percentage Points of the t Distribution ........................................
81
Appendix P Lesson Plan ..................................................................................
82
ix
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is an important activity in our daily life, especially in
communication. According to Graham et al (2007:2) writing is important in
helping people to communicate with other people especially for some people in
distance. In this modern era, most people use writing to communicate with others
by using modern technology, for example sending e-mail, sending text message in
mobile phone and chatting in social media. Therefore writing is important in our
life especially helping people to communicate.
Writing is like a memory card that can save and remind events,
experiences, and knowledge. People could not remember all of event happened in
their life. Even genius people sometimes forget few events in their life. Therefore,
writing is necessary to help us to recall a memory that we have saved. For
example, when students have studied something from their teacher, it is better to
them to make a note about what they have studied in order they can open it again
if they want to remember again. And also when people want to remember about
history of their nation, they will read history book to remind them about it.
Therefore, writing is very useful for people to remind about something that will be
forgotten.
According to Harmer (2004:13) writing is a process of transforming
thoughts and ideas into written form. It must be read and comprehended by the
reader in order that communication takes place. When a writer writes, he
1
2
communicates his ideas by considering known or unknown reader who will get
his ideas and his meaning in the form of correct written text. To write well, he
must have good writing capabilities too. Moreover, someone who wants to write
essay or story must know in writing process and the aspect of writing skills. He
should be able to organize the idea to use the spelling and punctuation well.
Besides, he should be able to arrange his writing into cohesive and coherent
paragraphs on text.
In education, writing is one of the four language skills that should be
mastered by the students. It is consider the most difficult skill to be learnt and
mastered because not only transform thoughts into words but also should involve
some language components, such as grammar, spelling, language use, vocabulary,
and punctuation. When the students write sentences to express their feeling and
want to be understood, they must write it in correct language structure. It makes
writing become the difficult skill to be mastered.
In Senior High School, there are some types of genre are studied such as
narrative, descriptive, recount, spoof, exposition, procedure and etc. In this case,
hortatory exposition is the main focus. Hortatory exposition text is types of
written text that is intended to explain the reader that something should or should
not happen or be done. According to Pardiyono (2007:215) hortatory exposition is
to argue that something should be ought to be. Therefore, the purpose of the
hortatory exposition text is to argue or persuade people to believe what the writer
believes in.
3
Hortatory exposition text has three main parts, they are (1) Thesis
statement: statement or announcement of issue concern (2) Arguments: reasons
for concern that will to recommendation and (3) Recommendation: statement of
what should not happen or be done based on the given arguments. The students
should be able to know these three parts in order they can write hortatory
exposition well and in order the students can distinguish with other types of text.
Based on writer’s observation in SMA RK Delimurni Delitua, the English
teacher of Eleventh Grade said that the students found it difficult to write a text,
especially the hortatory exposition text. Most of them were not able to express
their ideas in writing, especially to elaborate their arguments. Besides, the
students were lack of vocabulary so that they must need a lot of time to find out
the meaning of unfamiliar words in dictionary. Most of them were also still low in
mastery the grammatical aspects of writing so that their sentence structure is
disorganized. Therefore 60 % of students fail in writing. Below is the list of
students’ scores of XI IPA-2 class.
Table 1.1
The list of students’ writing scores of XI IPA-2 Class
Class
Score
Students
Percentage
XI IPA-2
≥68
22 students
60%
≤68
15 students
40%
Means
60,7
(source:SMA RK DELIMURNI DELITUA)
Some problems on writing mentioned above are in need to have problem
solving. So, some education experts develop and try to discover some strategies,
4
techniques, methods and also teaching media for writing skills. One of the
strategies is STOP and DARE strategy that was applied in this research.
STOP and DARE strategy is a more sophisticated strategy for writing a
persuasive essay that addresses both side of an issue (Harris and
Graham,2008:47). This strategy is consisted of eight steps that should be followed
by the students in making writing plan before writing the essay. STOP stands for
Suspend judgment, Take a side, Organize ideas, Plan more as you write. DARE
stands for Develop your topic sentence, Add supporting ideas, Reject possible
arguments, and End with a conclusion.
Those are some reasons for the researcher to choose STOP and DARE
strategy, they are (1) students can make a plan before they write so that it can be
used as their guidance to make a text (2) STOP and DARE strategy helps students
in managing and controlling their learning (3) STOP and DARE strategy helps
students in comprehending the hortatory exposition text because STOP and
DARE strategy stimulates students in producing and elaborating their arguments.
The previous researches had done by Fatmawati (2014) and Vicko
Kurniawan (2013). Fatmawati (2014) says STOP and DARE strategy can help
students to explore ideas in writing a text. She applied this strategy in the eleventh
grade students of SMAN 1 Pasaman. From the result of the research, the
researcher found most students were able to make analytical exposition text in
form of persuasive essay, so that there was development of students’ writing skill
by applying STOP and DARE strategy. Kurniawan (2013) found that STOP and
DARE strategy can help students in analysing the generic structure and
5
grammatical features of hortatory exposition text. Therefore, the researcher
interested to apply STOP and DARE strategy to improve students’ writing ability.
B. The Problem of the Study
Based on the background of the study, the problem is formulated as the
following: “is there any significant effect of STOP and DARE strategy on
students’ ability in writing hortatory exposition text?”
C. The Objective of the Study
The study intended to find out there is any significant effect of STOP and
DARE strategy on students’ ability in writing hortatory exposition text.
D. The Scope of the Study
This research was limited to the analysing of hortatory exposition text
type. This research focused on the effect of STOP and DARE strategy on
students’ writing ability especially in hortatory exposition text.
E. The significant of the Study
The findings of the study are expected to be useful for:
1. The English teacher who wants to get new learning strategy to support
the success of teaching learning writing ability and gets inspiration to use
various strategies in the classroom
2. The students who want to improve their ability in writing and solve their
problems in writing
CHAPTER V
CONCLUSION AND SUGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is
significantly effect of STOP and DARE Strategy on the students’ ability in
writing hortatory exposition text. It can be seen from the calculation of t-test at the
level significance 0.05; tobserved (2.18) is higher than ttable (1.9994). Therefore, the
alternative hypothesis (Ha) “There is significantly effect of STOP and DARE on
the students’ ability in writing hortatory exposition text“ is accepted.
B. Suggestion
In the relation to the conclusion above, the researcher points out some
suggestion as following:
1. The English teachers are suggested to apply STOP and DARE strategy in
teaching hortatory exposition text as the alternative in teaching learning
process because is proved effective to improve writing ability.
2. Since this research is limited to the investigation of the STOP and DARE
strategy on writing and how the STOP and DARE strategy can be
developed is not known, it is suggested that a research should be done on
writing development.
56
57
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