THE EFFECT OF DIARY WRITING METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT.

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THE EFFECT OF DIARY WRITING METHOD ON

STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT

A THESIS

Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan

By:

RAFIQAH RAHMAH

Registration Number: 2113121059

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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DECLARATION

I have familiarized myself with the University’s Policy on Academic Integrity, except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words, and has not been previously submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, August 2016

Rafiqah Rahmah Reg.No. 2113121059

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ABSTRACT

Rahmah, Rafiqah. Register Number: 2113121059. The Effect of Diary Writing

Method on Students’ Achievement in Writing Recount Text. English Educational Program, Satate University of Medan, 2016.

This research deals with experimental research. The objectives of the study is to find out which has more significant effect on students’ achievement in writing recount text: teaching writing recount text by Diary Writing Method or teaching writing recount text by Lecturing Method.

The research design that was used in this study is experimental research. The source of data were taken from the eighth grade students of MTs Al-Abraar in Tandam Hilir I, Deli Serdang which consist of 30 students who were chosen by taking the VIII A and VIII B class as the sample. In this research, the score of the writing recount text in control group and experimental group was used as collecting data. To determine the reliability of the test, the writer used Pearson Moment Product formula. Based

on the data calculation, the coefficient of reliability was 0.67. It showed that the test was reliable and the reliability was high. There were two data used in this study. They were pre-test and postest. The data were analyzed by applying test formula. After analyzing the data, the result of the study ahowed that t-observed (4.32) was higher than t-table (2.015) (t-t-observed > t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 44. It can be concluded that applying Diary Writing Method significantly affects on the

students’ achievement in writing recount text or in other words the hypothesis is

accepted.

Keywords : Students’ Achievement, Writing, Recount Text, Diary Writing Method.

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LEMBAR PENGESAHAN PEMBIMBING

Skripsi ini Diajukan oleh Rafiqah Rahmah, NIM 2113121059 Jurusan Bahasa dan Sastra Inggris

Program Studi Pendidikan Bahasa Inggris/S-1 Fakultas Bahasa Dan Seni

Universitas Negeri Medan

Dinyatakan telah memenuhi persyaratan untuk memperoleh gelar Sarjana Pendidikan

Medan, Agustus 2016

Disetujui oleh: Dosen Pembimbing Skripsi

Dr. Rahmad Husein, M.Ed. NIP. 19620629 198803 1 002

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LEMBAR PENGESAHAN TIM PENGUJI

Skripsi ini telah diuji dan dinyatakan telah Memenuhi persyaratan untuk memperoleh

gelar Sarjana Pendidikan

Medan, Agustus 2016

Tim Penguji

Nama Tanda Tangan

1. Dr. Rahmad Husein, M.Ed. NIP. 19620629 198803 1 002

2. Syamsul Bahri, S.S., M.Hum. NIP. 19690104 200312 1 002

3. Prof. Dr. Hj. Sumarsih, M.Pd. NIP. 19581021 198303 2 002

4. Dra. Masitowarni Siregar, M.Ed. NIP. 19671102 199303 2 001

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ACKNOWLEDGEMENT

First and foremost, the writer would like to express her greatest thank to Allah SWT, the Almighty for His grace, guidance, praise, honor and mercy that have been given to the writer’s life especially in enabling her to complete her thesis and to fulfill the requirements for the degree of Sarjana Pendidikan at The English Department, Faculty of Languages and Arts, State University of Medan.

This thesis could have been completed because of the help, support, advice, guidance, comments and suggestions from several people for which the writer would like to extend her sincere and special thanks to:

 Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of

Medan.

 Dr. Isda Pramuniati, M.Hum, as the Dean of the Faculty of

Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English and Literature

Department and also as her Reviewer.

 Nora Ronita Dewi, S.Pd., S.S., M.Hum., as the Head of Education

Program of English Department.

 Dr. Rahmad Husein, M.Ed. and Tjut Ernidawati, M.Pd., as her

Theses Consultants.

 Syamsul Bahri, M.Hum., as her Academic Advisor and as her

Reviewer, Dra. Masitowarni Siregar, M.Ed., as her Reviewer.  Drs. H. M. Azhari Rasyid, , as The Headmaster of MTs Al-Abraar in

Tandam Hilir I, Deli Serdang, the English Teacher Ms. Suhartini, and students of class VIII.

 M. Aris and Ratnawati, her really beloved parents, and Rizki Mardiyah, her lovely sister for their endless love, pray, support and

motivation and also advices in finishing her study.

 Her beloved friends ever (Annisa Nasution, Ruminah Rambe and

Widya Wulandari), the best friends she has ever had. They are there

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iii

 Karmila Sari Ritonga, S.Pd., her great sister who has stayed beside

her through the difficult times during completing this thesis.

 Hafiza Hanim, a girl who has faithfully helped her in unique and

unforgettable ways.

The writer realizes that this thesis still has any paucity. She 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 are interested in this field of study.

Medan, August 2016

The Writer,

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TABLE OF CONTENT

Pages

ABSTRACT ...

ACKNOWLEDGMENT ...

TABLE OF CONTENTS ...

LIST OF TABLES ...

LIST OF APPENDICES ...

vii

CHAPTER I INTRODUCTION

A. The Background ofthe Study ... 1

B. The Problem of the Study ... 5

C. The Scope of the Study ... 5

D. The Objective of the Study ... 5

E. The Significance of the Study ... 6

CHAPTER II REVIEW OF LITERATURE

A. Theoretical Framework ... 7

1. Students’ Achievement in Writing Recount Text ... 7

2. Writing Recount Text ... 8

3. Text Type ... 9

4. Teaching Method ... 14

5. Diary Writing Method... 16

6. Assessment of Writing Recount Text ... 19

7. Lecturing Method... 20

8. Relevant Studies ... 22

B. Conceptual Framework ... 24

C. Hypothesis ... 26

CHAPTER III RESEARCH METHODOLOGY

A. Research Design ... 27

B. Population and Sample ... 28

1. Population ... 28

2. Sample ... 28

C. The Instrument of Collecting Data... 29

D. The Procedure of Treatment ... 29

1. Pre-Test ... 29

2. Treatment ... 29

3. Post-Test ... 34

E. Validity and reliability of the Test ... 34

1. Validity ... 34

2. Reliability ... 34

F. The Technique of Analyzing Data ... 35

G. Statistical Hypothesis ... 36

CHAPTER IV DATA, DATA ANALYSIS, AND FINDING

A. The Data ... 37

B. Data Analysis ... 39

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2. Analyzing the Data Using t-Test ... 40

C. Testing Hypothesis ... 41

D. Research Finding ... 42

E. Discussion ... 43

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ... 44

B. Suggestion ... 44

REFERENCES

... 46

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LIST OF TABLES

Pages

Table 1.1 Students’ English Score of Grade VIII in MTs Al-Abraar ... 2

Table 2.1 Level of Writing Achievement ... 7

Table 2.2 Scoring of Writing Test in Recount Text ... 20

Table 3.1 Research Design ... 28

Table 3.2 The Procedure of Treatment for Experimental Group Applying Diary Writing Method ... 30

Table 3.3 The Procedure of Treatment for Control Group Applying Conventional Method (Lecturing Method) ... 32

Table 4.1 The Scores of the Pre-Test and Post-Test ... 38

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vii

LIST OF APPENDICES

Pages APPENDIX A. The Score of Pre-Test and Post-Test by the Students of

Experimental Group ... 48

APPENDIX B. The Score of Pre-Test and Post-Test by the Students of Control Group ... 49

APPENDIX C. The Reliability of the Test ... 50

APPENDIX D. The Calculation of t-test ... 52

APPENDIX E. t-Table ... 55

APPENDIX F. Test for Pre-Test and Post-Test in Experimental and Control Group 57 APPENDIX G. Lesson Plan ... 58

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CHAPTER I

INTRODUCTION

A. The Background of the Study

English is an international language which is used by people all over the world. It becomes important to master, not only passively, but also actively. This is due to the global competitiveness which gets higher from day to day and requires the ability of communicating with people from various countries.

Learning a language means learning the four basic skills. They are receptive skills: reading and listening, and productive skills: speaking and writing. One of the hardest skills to master is writing. Writing is an activity putting thoughts, ideas, and feelings into written symbols, which mean something that can be seen. By writing, students can share their knowledge and feelings. Besides, they can apply their cognitive knowledge about grammar, vocabulary, and other important aspects of language and make it into good writing. Sadeq (2015:54) stated that writing is a task that involves the connection of many techniques and skills of language. It is stated by Patel & Jain (2008:125) that writing is essential features of learning a language because it provides a very good means of foxing the vocabulary, spelling, and sentence pattern.

However, most students still face difficulties in writing in English. The observation that was conducted in MTs Al-Abraar, grade VIII, showed that there were still many students who were not able to write well. Feeling confused how to start and express feelings and ideas, then change it into written form was still often faced by most of the students. In order to be able to write, the students must

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know about the concept of writing. For instance, how to get idea, make it into good writing, and also about the spelling and punctuation. Besides, the teacher just directly explained about the material and used a textbook as the media without using appropriate method. This made the students did not have a high motivation in learning and they easilty got bored. As a result, most of the students got the score under Minimal Completeness Criteria (KKM). The score of English test from the students can be seen in the Table 1.1.

Table 1.1

Students’ English Score of Grade VIII in MTs Al-Abraar

Semester Score Students Percentage Mean

1th Semester 2014/2015 <70 20 67% 68

≥70 10 33%

2nd Semester 2014/2015 <70 18 60% 67

≥70 12 40%

The facts above show that writing still becomes something difficult for students. The Minimal Completeness Criteria (KKM) applied for Grade VIIIwas 70. From the data above, it could be concluded that the students’ ability in writing was still low. It could be seen from the mean of the students’ score where the mean wasstill under the Minimal Completeness Criteria (KKM) and it was needed to be enhanced.

So it could be concluded that the writing skill of the students of grade VIII in MTs Al-Abraar was still low. One of the causes of that problem was the

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students felt difficult in organizing a good text and wrote it by using their own words for a certain types of writing such as recount text. This was because the students did not make writing as a habit, while having a habit to write is a good way to improve writing skill. If the teacher does not want to start to make the students get used to writing as soon as possible, then the students will never try to write. As what Wafa (2009:2) stated that actually problems encountered in writing can be faced by adding more occasions to the students to get practice in writing.

Writing cannot be taught instantly. Effective teaching of writing takes time: time for practice, time to share writing, time to complete pieces of writing, and time to respond to and evaluate all of that writing, Kirby and Crovit (2013:9). This means that the students should not be directly assigned to write. Teachers cannot expect students to be able to write coherently and correctly in a short time. On the other hand, Taqi (2015:74) stated that writing skill is a development process that demands experiences, times, opportunities, training, and ideas that expressed clearly and organized attractively. One way of improving writing skills s through constant writing. The more students write the more their writing skills develop. Thus, writing requires a regular exercise so that it will be a habit which makes students more engaged and easier in expressing their ideas, feelings, or thoughts into good writing. Teacher must be able to find an interesting method to be applied in encouraging students to write in English. An interesting method can make students more motivated to write. The students finally can find the value and advantages of writing by themselves. It can be started by asking students to write their own experiences in their lives on a journal or diary. They will feel free

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to write anything that really happens to them without feeling forced or pressured. By doing so, writing will no more become something confusing or frightening. On the other hand, it will be students’ habitual activity and hopefully they can find it enjoyable to write.

In this case, one of the teaching methods that can be chosen is diary writing method. Diary is not something strange to everybody, including students. They love writing about their experiences in a diary. If they keep writing a diary, then they will get used to writing. This can make students feel free to start to write without being afraid of making mistakes. Besides, writing diary is one of the good

ways to evoke someone’s creativity. This is as what has been stated by Moon

(2010:5), that one of the purposes of writing diary is to enhance creativity. When someone tries to write diary, he/she will try to recall what they have experienced in the past and start to think how to write it well. Furthermore, as they themselves get the experiences, it, of course, is not a hard thing to write it down. This is what makes diary is very familiar to everybody. People will not have to think so hard about what to write. This, of course, can motivate students to eager to write. They will be easier to write something they have ever experienced before in their real life. This is as what has ever been stated before by Ningrum (2013:3) that by diary writing, the students are free to express their ideas, experiences, activities that have happened in their life. Furthermore, Tuan (2010:2)claimed that the fact that the students are given more chances to write about what is relevant to them is an active learning method.

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As diary tells about someone’s experience that happened in the past, it, of course, uses past tense in writing it. This is similar to recount text. Recount text is a text that retells events or experiences that happened in the past, Wafa (2010:10). Besides, everybody loves writing diary. It touches their own personal experiences. That was why diary writing could be a very suitable teaching method to teach about writing recount text, as what Ningrum (2013:3) stated that the advantage of diary writing is teaching recount text is the students can apply the use of simple past tense ad rich vocabularies.

B.The Problem of the Study

Based on the background of the study, the research problem was formulated as “Is students’ achievement in writing recount text taught by using Diary Writing Method higher than taught by using Lecturing Method?”

C.The Scope of the Study

Based on curriculum KTSP, there are some genres of texts taught for Junior High School students. They are descriptive, recount, narrative, report, and procedure. One of the genres taught for second graders of Junior High School is recount text. The scope of the study was limited on effectiveness of diary writing method on students’ achievement in writing recount text.

D.The Objective of the Study

The objective of the study was to find out which has more significant effect on students’ achievement in writing recount text: teaching writing recount

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text by Diary Writing Method or teaching writing recount text by Lecturing Method.

E.The Significance of the Study

1. Theoretically

It was hoped this study would be useful for those who were interested in conducting research with the same topic.

2. Practically

a. For teachers, hopefully this study could be one of the supplementary materials to teach about writing recount text. b. For students, the writer expects the students could be motivated to

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After the data have been analyzed, it can be concluded that there is a significant effect of teaching writing recount text by using Diary Writing Method. This can be seen from the tobserved> ttable (4.32 > 2.015; df = 44, α = 0,05). Diary Writing Method gives positive impacts to students in improving their writing skill. This is because through Diary Writing Method, the students feel more motivated to write as they have trained themselves to write about their own personal experiences in diaries. So, this can improve the students’ mastery about writing skill itself. It means the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted because there was a significant effect of using Diary Writing Method on students’ achievement in writing recount text.

B. Suggestion

Based on the conclusion above, there are some suggestions given.

1. To teachers, it is suggested to use an appropriate method to teach students each lesson, in this case is writing recount text. This study could be one of the supplementary materials to consider what method to use in class.

2. To students, they should train themselves to write more about anything they want to write in diaries. This will make them more

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eager to write and ease them to be able to write a good recount text.

3. To any other researchers, this will make them understand more about writing recount text by using Diary Writing Method because through this method, people will be able to improve their writing skill as they get used to always writing in diaries.

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REFERENCES

Ahmed, Saifuddin. 2009. Methods in Sample Surveys. United States: Johns Hopkins Bloomberg School of Public Health.

Alexander D. et al. 2008. Reading and Writing Achievement Standards. Kanada: New Nouveau Burnswick.

Ardiman, A., Jaur M.B., &Djusma M.S. 2008. English in Focus for Grade VIII Junior High School (SMP/MTs).Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.

Ary, D. et al. 2010. Introduction to Research in Education. Kanada: Nelson Education, Ltd.

Campbell, Alastair. 2007. The Blair Years extracts from The Alastair Campbell Diaries. London: Hutchinson.

Cynthia, Boardman. 2008. Writing to Communicate. New York: Pearson Education.

Dimitrios, Belias. et al. 2013. Traditional Teaching Methods vs. Teaching through The Application of Information and Communication Technologies in The Accounting Fied. European Scientific Journal, IX (28) 73-101.

Kaur G. 2011. Study and Analysis of Lecture Model of Teaching.India: Research India Publications.

Marmah, A.M. 2014. Students’ Perception About The Lecture as A Method of

Teaching in Tertiary Institutions. Ghana: International Journal of Education and Research. II (6) 601-612.

Meyer A. 2005. Writing with Confidence: Writing Effective Sentences and Paragraphs. New York: Longmn Addison Wesley.

Natanael. et al. 2014. The Effectiveness of Using Recount Text to Improve Writing Skill for Grade III Students of Kalam Kudus Elementary School 2 Pematangsiantar. Medan: Journal of Humanities and Social Science, XII (19) 56-64.

Patel, M.F., and Jain, P.M. 2008. English Language Teaching. Jalpur: Sunrise Publishers and Distributors.

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Polonsky, Katarina. 2011. Diary Writing and Creativity: A Qualitative Case Study of Self-Consciousness. Malaysia: The University of Nottigham.

Sadeq, T.M. et al. 2015. EFL Writing Students’ Perception of The Effect of Diary Writing. Kuwait: International Journal of English Teaching.

Sajjad, S. 2013. Effective Teaching Methods at Higher Education Level.Pakistan: University of Karachi.

Taqi, Hanan A. et al. 2015. The Effect of Diary Writing on EFL Students’ Writing

and Language Abilities.UK: British Journal of Education, III (2) 75-91. Weiner, J. 2007. Measurement: Reliability and Validity Measures. United States:

Johns Hopkins Bloomberg School of Public Health.

William, G. et al. 2009. A System-based Synthesis of Research Related to

Improving Students’ Academic Perfromnce. Athens: The Athens Institute

for Education.

Yount, R. 2006. Experimental Designs.United States: Society of Professors in Christian Education.

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B.The Problem of the Study

C.The Scope of the Study

D.The Objective of the Study

The objective of the study was to find out which has more significant effect on students’ achievement in writing recount text: teaching writing recount

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text by Diary Writing Method or teaching writing recount text by Lecturing Method.

E.The Significance of the Study 1. Theoretically

It was hoped this study would be useful for those who were interested in conducting research with the same topic.

2. Practically

a. For teachers, hopefully this study could be one of the supplementary materials to teach about writing recount text. b. For students, the writer expects the students could be motivated to

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45 A. Conclusion

experiences in diaries. So, this can improve the students’ mastery about writing

skill itself. It means the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted because there was a significant effect of using Diary Writing Method on students’ achievement in writing recount text.

B. Suggestion

Based on the conclusion above, there are some suggestions given.

2. To students, they should train themselves to write more about anything they want to write in diaries. This will make them more

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eager to write and ease them to be able to write a good recount text.

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REFERENCES

Ahmed, Saifuddin. 2009. Methods in Sample Surveys. United States: Johns Hopkins Bloomberg School of Public Health.

Alexander D. et al. 2008. Reading and Writing Achievement Standards. Kanada: New Nouveau Burnswick.

Ardiman, A., Jaur M.B., &Djusma M.S. 2008. English in Focus for Grade VIII Junior High School (SMP/MTs).Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.

Ary, D. et al. 2010. Introduction to Research in Education. Kanada: Nelson Education, Ltd.

Campbell, Alastair. 2007. The Blair Years extracts from The Alastair Campbell Diaries. London: Hutchinson.

Cynthia, Boardman. 2008. Writing to Communicate. New York: Pearson Education.

Kaur G. 2011. Study and Analysis of Lecture Model of Teaching.India: Research India Publications.

Marmah, A.M. 2014. Students’ Perception About The Lecture as A Method of Teaching in Tertiary Institutions. Ghana: International Journal of Education and Research. II (6) 601-612.

Meyer A. 2005. Writing with Confidence: Writing Effective Sentences and Paragraphs. New York: Longmn Addison Wesley.

Patel, M.F., and Jain, P.M. 2008. English Language Teaching. Jalpur: Sunrise Publishers and Distributors.

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Polonsky, Katarina. 2011. Diary Writing and Creativity: A Qualitative Case Study of Self-Consciousness. Malaysia: The University of Nottigham.

Sadeq, T.M. et al. 2015. EFL Writing Students’ Perception of The Effect of Diary Writing. Kuwait: International Journal of English Teaching.

Sajjad, S. 2013. Effective Teaching Methods at Higher Education Level.Pakistan: University of Karachi.

Taqi, Hanan A. et al. 2015. The Effect of Diary Writing on EFL Students’ Writing and Language Abilities.UK: British Journal of Education, III (2) 75-91. Weiner, J. 2007. Measurement: Reliability and Validity Measures. United States:

Johns Hopkins Bloomberg School of Public Health.

William, G. et al. 2009. A System-based Synthesis of Research Related to Improving Students’ Academic Perfromnce. Athens: The Athens Institute for Education.

Yount, R. 2006. Experimental Designs.United States: Society of Professors in Christian Education.

THE EFFECT OF DIARY WRITING METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT.