THE EFFECT OF ROUNDTABLE TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING HORTATORY EXPOSITION TEXT.
THE EFFECT OF ROUNDTABLE TECHNIQUE
ON STUDENT
S’ ACHIEVEMENT
IN WRITING HORTATORY EXPOSITION TEXT
A THESIS
Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan
By
BATSYEBA SILAEN
Registration Number: 2103121005ENGLISH AND LITERATURE DEPARTEMENT
LANGUAGES AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
2016
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ABSTRACT
Silaen, Batsyeba. 2103121005. The Effect of Roundtable Technique on Students’ Achievement in Writing Hortatory Exposition Text. A Thesis. Faculty of Languages and arts. State University of Medan. 2016.
The aim of this study was to discover the effect of Roundtable technique on Students’ achievement in writing hortatory exposition text. Experimental research design was used as the research method. This research took place at SMA Yayasan Perguruan Markus Medan. The subject was students of Grade XI, Senior High School. There was 2 classes chosen as the sample with 32 students in each class and denoted as experimental and control groups. The experimental group was taught by using Roundtable Technique and the control group was taught by using conventional method. The instrument in collecting the data was writing test on hortatory exposition text. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant µ= 0.05 with the degree of freedom (df) 62, observed 3.993 > t-table 2.000. It proves that students who were taught by using Roundt-table Technique was higher than the students who were taught by conventional lecture method.
Keywords : Roundtable Technique, Writing, Hortatory Exposition Text
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ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to Almighty Lord, Jesus Christ for His uncountable blessing, love, strength given to the writer during her study and in completing this thesis which entitled “The Effect of Roundtable Technique On Students’ Achievement in Writing Hortatory Exposition Text” as one of the requirements for completion of Sarjana Pendidikan (S1) of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).
During the process of writing and conducting the research, many people have contributed positive energy, thought, trust, and assistance. This thesis could have not been accomplished without the guidance, suggestions, and comments from them, for which the writer would like to express her sincere appreciation which directed 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.
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 Dra. Tjut Ernidawati, M.Pd., her Academic Advisor Dra. Meisuri, M.A., her Reviewer
Drs. Willem Saragih, Dipl.Appl.,M.Pd., her Reviewer Drs. Johan Sinulingga, M.Pd., her Reviewer
All the Lecturers of English Department who have taught, guided, and advised her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd.,the administration staff of English Department, for information in completing the thesis.
Drs. Alpen., the Headmaster of SMA Yayasan Perguruan Markus Medan for giving chance to conduct the research.
Herna Simbolon, S.Pd., the English Teacher of SMA Yayasan Peguruan Markus Medan for the supports.
Her gorgeous parents, Osman Silaen, S.Th and Dumasy Lumban Gaol, thanks for love, support, prayer, moral and life lesson which worth the world to the writer, and this thesis dedicated for her parents.
Her sister and brothers , Euodia Silaen, Gersom Jusuf Silaen, and Salomo Sinambela, thanks for support and pray.
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Family in GPT Kristus Gembala Bakal Gajah, dr. Boksa Tampubolon and family for the support, pray and spirit.
Her best friends ever Magdalena Simanjuntak, S.Pd, Herbiana Sipayung, S.Pd, thanks for support, love, and experience, for literally help her up when she is down. Thank you for Putri Ilmi Rangkuti, Fauzi, Samuel, Harnoi, and for Reguler C 2010 for togetherness throughout the four years.
Her friends who always cheer up the writer, Eva Sihombing, Louis, Vany, Geby, kecha, Yona, kak Berta. For conqueror friends during process of this thesis, Yessi, Dora, Sarah, Jelita, Maya, and Kak Nancy. For those whose names cannot be mentioned yet, had inspired,
encouraged and gave her support, helps, and laughters during her study years and the process of writing of this thesis.
Finally, the writer hopes this thesis would be useful for those who read it, especially for the students of English Department.
Medan, April 2016 The writer,
Batsyeba Silaen Reg No. 2103121005
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TABLE OF CONTENTS
Page
ABSTRACT ……….. i
ACKNOWLEDGEMENT ………....ii
TABLE OF CONTENTS ... iv
LIST OF TABLES ... vi
LIST OF FIGURES ... vii
LIST OF APPENDICES ...viii
CHAPTER I INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Problem of the Study ... 4
C. The Objective of the Study ... 4
D. The Scope of the Study ... 4
E. The Significance of the Study ... 5
CHAPTER II REVIEW OF LITERATURE ... 6
A. Theoretical Framework ... 6
1. Students’ Achievement in Writing ... 6
2. Writing ... 7
a . Nature of Writing ... 7
b . Process of Writing ... 7
3. Genre of Writing ... 9
a . Hortatory Exposition Text ... 11
4. Assessment in Writing ... 14
5. Roundtable Technique ... 15
a . The Nature of Roundtable Technique ... 15
b . The Procedure of Roundtable Technique ... 16
c . The Advantages of Roundtable Technique ... 18
6. Teaching Writing ... 18
B. Relevant Studies ... 19
C. Conceptual Framework ... 21
D. Hypothesis ... 22
CHAPTER III RESEARCH METHOD ... 23
A. Research Design ... 23
B. Population and Sample ... 23
1. Population ... 23
2. Sample ... 24
C. The Instrument of Collecting Data ... 24
D. The Procedure of Research ... 24
1. Pretest ... 25
2. Treatment ... 25
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E. Scoring the Test ... 28
1. Content ... 28
2. Organization ... 28
3. Vocabulary ... 28
4. Language Use ... 29
5. Mechanics ... 29
F. The Validity and Reliability of the Test ... 29
1. Validity of the Test ... 29
2. Reliability of the Test ... 30
G. Homogeneity and Normality of the Test ... 31
1. Homogeneity of Variance ... 31
2. Normality of the Test ... 32
H. The Technique of Analyzing Data ... 33
I. The statistical Hypothesis ... 34
CHAPTER IV THE DATA AND DATA ANALYSIS ... 35
A. Data Description ... 35
B. Data Analysis ... 39
1. Testing Reliability of the Test ... 39
2. Testing Normality ... 41
3. Testing Homogeneity of Data ... 42
4. Data Analysis by Using t-Test Formula ... 43
C. Testing Hypothesis ... 44
D. Research Finding ... 45
E. Discussion ... 45
CHAPTER V CONCLUSION AND SUGGESTIONS ... 48
A. CONCLUSION ... 48
B. SUGGESTIONS ... 48
REFERENCES ... 50
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vi
LIST OF TABLES
Page
Table 1.1 Means of Sample Students’ English Score ... 2
Table 2.1 The example of Hortatory Exposition Text ... 12
Table 3.1 Research Design ... 23
Table.3.2 Teaching Procedure in Experimental Group ... 25
Table 3.3 Teaching Procedure in Control Group ... 27
Table 3.4 Criteria of Scoring Test ... 28
Table 3.5 The Coefficient of (r) ... 31
Table 4.1 Students’ Score in Pre test ... 36
Table 4.2 Students’ Score in Post test ... 37
Table 4.3 Students’ Score in Pre test and Post test ... 39
Table 4.4 Normality of the Data ... 41
Table 4.5 Test for Homogeneity of Data ... 42
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LIST OF FIGURES
Page Figure 4.1 Students’ Score in Pre- test ………. 36 Figure 4.2 Students’ Score in Post- test ………. 38
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viii
LIST OF APPENDICES
Page
Appendix A The Pre-test and Post test in Experimental and Control Groups 52
Appendix B The Scores of Pre-test and Post-test ……… 53
Appendix C The Reliability of The Test ………. 55
Appendix D The Calculation of T-Test ………... 57
Appendix E Test for Homogeneity of Variance of Pre test in Experimental and Control Groups ………. 61
Appendix F Test for Distribution of Frequency in Experimental Group …….... 63
Appendix G Test for Distribution of Frequency in Control Group ……… 66
Appendix H Testing Normality in Experimental Group ………. 69
Appendix I Testing Normality in Control Group ……… 71
Appendix J Table of Normality ……….. 73
Appendix K List of Testing Lilliefors ………. 75
Appendix L Percentage Points of the T Distribution ……….. 76
Appendix M Lesson Plan ……… 77
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1 CHAPTER I INTRODUCTION
A. Background of the Study
In learning English, there are four basic language skills that must be well mastered by students, namely speaking, reading, listening, and writing. Writing is the skill in transferring information by using written language to express ideas, opinions, and experiences. Reading is a process of interpreting information to what they read. Listening means to give attention with the ears; attend closely by hearing to the speaker. Speaking is the act, utterance, or discourse of a person who speaks to the listener.
In general, writing is complex and difficult among the language skills. It is a must for the language learners to master writing skill. Without having good knowledge in writing, it is so difficult to be able to convey the ideas to the readers. That is why writing is one of important things that must be taught to students.
In this study, the writer deal with writing hortatory exposition text. 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.
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The collected data by observing SMA YAYASAN PERGURUAN MARKUS, there were some problems in teaching English. Many students could not write good writing text especially in hortatory exposition text. They did not have sufficient ideas on what they are going to write, they confused how to express their ideas into sequence of sentences and organize them into the coherent paragraph, and they did not know the appropriate use of grammar and vocabulary in writing a text. Almost 76 % students got the score under the Minimum Criteria Mastery (KKM). The KKM that applied for the subject in that school is 75. Most of them got lower score in writing. Below is the table of the means of students’ score in SMA Yayasan Perguruan Markus Medan in writing hortatory exposition text.
Table 1.1
Means of Sample Students English Score in SMA Yayasan Perguruan Markus Medan
Class /term XI IPA 1 XI IPA 2 XI IPS 1 XI IPS 2
1 70 69 68 65
2 72 70 69 67
Source: data from Curriculum Development Board SMA Yayasan Perguruan Markus, Year : 2015 - 2016
Responding to these problems and by considering the importance of writing skill for students at Senior High School, it is necessary to find the teaching technique. There are some teaching technique, namely Clustering Technique, Mind Mapping, Role Playing, group investigation, Roundtable Technique, Guided Writing Technique, and others. Based on the problem above, this study applied Roundtable Technique. Stenlev 2011 (Journal) stated that Roundtable was a conference or discussion involving several participants in which, one of
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cooperative learning technique that can be used by the teacher as the appropriate
technique for improving student’s English skills, one of them is writing skill. In
this technique the students in group will write the idea or argument in turn on the paper that given by the teacher. The paper circulates around the entire group at least once. Each time a person receives the paper, they should write a different task then whole class discussion should follow.
The previous researches had done by Hanum (2013), Suhesti (2011) and Fidyati (2016). Hanum (2013) found, Roundtable technique helps students to explore ideas in writing a text. She applied this technique in the Eight Grade Students of SMPN 3 Kuta Selatan. From the result of the research, the researcher found most students more able to make a writing text. So that, there was
development of students’ writing skill by applying Roundtable technique.
Suhesti (2011) found that Roundtable Technique increase the students’ writing ability in descriptive text. She applied this technique at The First Year of SMA Xaverius Pringsewu. From the result of the research, the researcher found most students were able to make descriptive text. So that, the result of this research was roundtable technique can increase students’ writing ability in descriptive text.
Fidyati (2016) with the title “Using Roundtable Technique in Teaching Writing Hortatory Exposition Text.” It was also found that, Roundtable was also effective to improve students’ ability in terms of content and grammar; however it was not highly effective to improve the organization aspect.
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Based on the problems above, this study applied Roundtable Technique in writing hortatory exposition text.
B. The Problem of Study
Based on the background of the study above, the problem was formulated as the following:
“Is there any significant effect of applying roundtable technique on students’ achievement in writing hortatory exposition text?”
C. The Objective of Study
The objective of the study was to identify the significant effect of using roundtable technique on students’ achievement in writing hortatory exposition text.
D. The Scope of Study
There are many techniques in teaching writing on hortatory exposition text, such as mind mapping technique, semantic mapping technique, roundtable technique, group investigation technique and writing journal technique. This study
was limited to identify the effect of using roundtable technique on students’
achievement in writing hortatory exposition text.
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E. The Significance of Study
The findings of the study were expected to be useful for:
1. The English teachers: to improve their ability to conduct a better and an interesting technique in teaching writing, especially in teaching hortatory exposition text.
2. The students: to improve their ability in writing hortatory exposition text. 3. Other researchers: as a useful reference to do further research in improving
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it is concluded that applying Roundtable technique significantly affects the students’ writing achievement in writing hortatory exposition text. It is seen from the data which had obtained in the post-test of experimental group were: the total score was 2408 and the mean score was 75.25, while the data in control group were: the total score was 2080 and the mean score was 65.00. Thus, the students’ score in experimental group was higher than the students’ score in control group. The calculation of the data in the testing hypothesis showed that t-observed (3.993) was higher than t-table (2.000) at the significant level of 0.05, it means that the alternative hypothesis (Ha) is acceptable and null hypothesis (Ho) is rejected.
B. Suggestions
Based on the finding of this research, some suggestions are offered as the following:
1. The English teachers should apply Roundtable techniques. Because it helps the teacher to be more creative in teaching writing hortatory exposition text.
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2. And also it is suggested to the students to apply Roundtable Technique in order to improve their creativity in writing a text especially in writing hortatory exposition text.
3. It is also expected to the readers who are interested in dealing with this study so that they have a good understanding to support their study.
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50
REFERENCES
Afridona, Lisa. 2013. Teaching Writing Hortatory Exposition Text by Combining Hamburger Strategy and Quick Write Strategy for Senior High School Students. Journal, English Department College of Teacher training and
Education (STKIP) PGRI West Sumatera
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik (edisi revision VI). Jakarta: Rineka Cipta
Ary, D. et al. 2010. Introduction to Research in Education. Eight Edition. The United State of America: Nelson Education.
Bachman, Lyle F. and Palmer, Adrian S. 1996. Language Testing in Practice: Designing and Developing Useful Language Tests. Hongkong: Oxford
University Press
Barkley, F, Elizabeth., Cross, K, Patricia., and Major, Howell, Claire. 2005. Collaborative Learning Techniques. Josey Bass: A Wiley Imprint
Best, J. W., and Kahn, J. V. 2006. Research in Education. Tenth Edition. Boston :
Pearson Education
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy (2 nd edition). White Plains: Addison Wesley
Longman, Inc. comprehension to L2 Learners. English Language Teaching
Fidyati, Lailatul. 2016. Using Roundtable Technique in Taching Writing Hortatory Exposition Text. FKIP Untan Pontianak. Vol 5, no 1
Gerrot, L and Wignel, P. 1995. Making Sense of Functional Grammar. Sidney: Antepodean Educational Enterprises
Hanum, Nurina. 2013. The Implementation of Roundtable Technique in Improving Writing Skill of The Eight Grade Students of SMP N3 Kuta selatan. Universitas Mahasaraswati Denpasar. Vol 1 No. 1:1-7
Harmer, Jeremy. 2004. How to Teach Writing. England: Longman Heaton, J. 1998. Writing English Test. London: Longman Group
Johnson, K. 2001. An Introduction Foreign Language Learning and Teaching. New York: Pearson Education
Kagan, S. 2009. Cooperative Learning. San Clemente, CA: Kagan Publications. Kagan, S. and M. Kagan. 1998. Multiple Intellegences: the Complete MI Book.
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51
Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Australia: University of New South
Wales Press.
Nisod (National Institute for Staff and Organizational Development). 2009. Roundtable Technique for Teaching First-Generation College Students.
NISOD 21(22).
Nunan, D. 2003. Second Language and Learning. Boston: Heinle & Heinle Publishing
Pardiyono. 2007. Pasti Bisa!: Teaching Genre-Based Writing. Yokyakarta: ANDI Raimes, Ann. 1983. Technique in Teaching Writing. New York: Oxford
University Press.
Stenlev, Jette., and Siemund, Peter. 2011. Roundtable As Cooperative Learning Technique. Journal, English Language and Linguistics
Sudjana. 2002. Metode Statistika. Bandung: Tarsito
Suhesti, Ganis. 2011. Teaching Descriptive Text Writing Through roundtable Technique at The First Year of SMA Xaverius Pringsewu. Unila. Vol 1 No. 1:1-8
Sun, Chunling. 2009. English Language Teaching : Process Approach to Teaching Writing Applied in Different Tteaching Models. Journal, North China Coal Medical University Vol.2, No 1
Travers, John P. 1970. Fundamental of Educational Psychology. Scranton, Pensylvania: International Textbook Company
Yelon, Stephen L., Weinstein, Grace W., Paul D.A. 1997. Psychology in The Classroom. Tokyo: Mc Graw-Hill, Inc.
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Based on the problems above, this study applied Roundtable Technique in writing hortatory exposition text.
B. The Problem of Study
Based on the background of the study above, the problem was formulated as the following:
“Is there any significant effect of applying roundtable technique on students’ achievement in writing hortatory exposition text?”
C. The Objective of Study
The objective of the study was to identify the significant effect of using roundtable technique on students’ achievement in writing hortatory exposition text.
D. The Scope of Study
There are many techniques in teaching writing on hortatory exposition text, such as mind mapping technique, semantic mapping technique, roundtable technique, group investigation technique and writing journal technique. This study
was limited to identify the effect of using roundtable technique on students’
achievement in writing hortatory exposition text.
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5
E. The Significance of Study
The findings of the study were expected to be useful for:
1. The English teachers: to improve their ability to conduct a better and an interesting technique in teaching writing, especially in teaching hortatory exposition text.
2. The students: to improve their ability in writing hortatory exposition text. 3. Other researchers: as a useful reference to do further research in improving
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48
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it is concluded that applying Roundtable technique significantly affects the students’ writing achievement in writing hortatory exposition text. It is seen from the data which had obtained in the post-test of experimental group were: the total score was 2408 and the mean score was 75.25, while the data in control group were: the total score was 2080 and the mean score was 65.00. Thus, the students’ score in experimental group was higher than the students’ score in control group. The calculation of the data in the testing hypothesis showed that t-observed (3.993) was higher than t-table (2.000) at the significant level of 0.05, it means that the alternative hypothesis (Ha) is acceptable and null hypothesis (Ho) is rejected.
B. Suggestions
Based on the finding of this research, some suggestions are offered as the following:
1. The English teachers should apply Roundtable techniques. Because it helps the teacher to be more creative in teaching writing hortatory exposition text.
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49
2. And also it is suggested to the students to apply Roundtable Technique in order to improve their creativity in writing a text especially in writing hortatory exposition text.
3. It is also expected to the readers who are interested in dealing with this study so that they have a good understanding to support their study.
(5)
50
REFERENCES
Afridona, Lisa. 2013. Teaching Writing Hortatory Exposition Text by Combining Hamburger Strategy and Quick Write Strategy for Senior High School Students. Journal, English Department College of Teacher training and
Education (STKIP) PGRI West Sumatera
Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik (edisi revision VI). Jakarta: Rineka Cipta
Ary, D. et al. 2010. Introduction to Research in Education. Eight Edition. The United State of America: Nelson Education.
Bachman, Lyle F. and Palmer, Adrian S. 1996. Language Testing in Practice:
Designing and Developing Useful Language Tests. Hongkong: Oxford
University Press
Barkley, F, Elizabeth., Cross, K, Patricia., and Major, Howell, Claire. 2005.
Collaborative Learning Techniques. Josey Bass: A Wiley Imprint
Best, J. W., and Kahn, J. V. 2006. Research in Education. Tenth Edition. Boston : Pearson Education
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy (2 nd edition). White Plains: Addison Wesley
Longman, Inc. comprehension to L2 Learners. English Language
Teaching
Fidyati, Lailatul. 2016. Using Roundtable Technique in Taching Writing
Hortatory Exposition Text. FKIP Untan Pontianak. Vol 5, no 1
Gerrot, L and Wignel, P. 1995. Making Sense of Functional Grammar. Sidney: Antepodean Educational Enterprises
Hanum, Nurina. 2013. The Implementation of Roundtable Technique in Improving
Writing Skill of The Eight Grade Students of SMP N3 Kuta selatan.
Universitas Mahasaraswati Denpasar. Vol 1 No. 1:1-7 Harmer, Jeremy. 2004. How to Teach Writing. England: Longman Heaton, J. 1998. Writing English Test. London: Longman Group
Johnson, K. 2001. An Introduction Foreign Language Learning and Teaching. New York: Pearson Education
Kagan, S. 2009. Cooperative Learning. San Clemente, CA: Kagan Publications. Kagan, S. and M. Kagan. 1998. Multiple Intellegences: the Complete MI Book.
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51
Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Australia: University of New South
Wales Press.
Nisod (National Institute for Staff and Organizational Development). 2009.
Roundtable Technique for Teaching First-Generation College Students.
NISOD 21(22).
Nunan, D. 2003. Second Language and Learning. Boston: Heinle & Heinle Publishing
Pardiyono. 2007. Pasti Bisa!: Teaching Genre-Based Writing. Yokyakarta: ANDI Raimes, Ann. 1983. Technique in Teaching Writing. New York: Oxford University Press.
Stenlev, Jette., and Siemund, Peter. 2011. Roundtable As Cooperative Learning Technique. Journal, English Language and Linguistics
Sudjana. 2002. Metode Statistika. Bandung: Tarsito
Suhesti, Ganis. 2011. Teaching Descriptive Text Writing Through roundtable
Technique at The First Year of SMA Xaverius Pringsewu. Unila. Vol 1 No.
1:1-8
Sun, Chunling. 2009. English Language Teaching : Process Approach to Teaching Writing Applied in Different Tteaching Models. Journal, North China
Coal Medical University Vol.2, No 1
Travers, John P. 1970. Fundamental of Educational Psychology. Scranton, Pensylvania: International Textbook Company
Yelon, Stephen L., Weinstein, Grace W., Paul D.A. 1997. Psychology in The
Classroom. Tokyo: Mc Graw-Hill, Inc.