THE APPLICATION OF LIGHTENING THE LEARNING CLIMATE STRATEGY IN WRITING RECOUNT TEXT AT GRADE X IN SMA NEGERI 1 STABAT.

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THE APPLICATION OF LIGHTENING THE LEARNING

CLIMATE STRATEGY IN WRITING RECOUNT TEXT

AT GRADE X IN SMA NEGERI 1 STABAT

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

TRI UTARI ARWILANA

Registration Number: 2113121070

ENGLISH AND LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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ABSTRACT

Tri Utari Arwilana. Registration Number: 2113121070. The Application of Lightening the Learning Climate Strategy in Writing Recount Text at grade X in SMA NEGERI 1 Stabat. A Thesis. English Educational Program, State University of Medan, 2015.

This study was focused on the investigation of the application of using Lightening the learning climate strategy on students’ achievement in writing Recount text. The objective of the study was to find out whether using of Lightening the learning climate strategy on teaching and learning writing significantly affects the students’ writing achievement or not. The data which is needed in this study was obtained by conducting an experimental research which utilized two groups of sample, experimental and control group. The population was the 2015-2016 second year grade x students of SMA Negeri 1 STABAT which consisted of 148 students. Seventy students were taken as the sample by using random sample. The sample was divided into two groups. Thirty five students as the experimental groups were taught by using Lightening the learning climate strategy while the others, the control group were taught Reconsidering strategy. The instrument used in this study was a written test. The datawere taken by administering the pre test and post test to both control and experimental group. From the data, it can be seen that the degree of freedom (df) on 95% significance degree of t-table was 1.70. It has been obtained t-test score = 2.38. It denoted that t-test was higher than t-table (2.38 > 1.70). that can be concluded that the data of the students’ ability in writing recount was normal and that the lightening the learning climate significantly affect the student’s achievement in writing Recount Text.

Keywords: Lightening the Learning Climate Strategy, Recount Text, Tenth Grade Students

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ACKNOWLEDGEMENT

First of all, the writer would like to thank The Almighty Allah SWT for His blessings, so the writer is able to accomplish her thesis as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan at the English Department, Faculty of Languages and Arts (FBS) in State University of Medan (UNIMED).

During the process of writing, the writer realizes that she can’t accomplish without supports from many people. The writer would like to express her sincere gratitude to:

 Prof. Dr. Syawal Gultom, M.Pd, as Rector of State University of Medan.  Dr. Isda Pramuniati, M.Hum., as Dean Faculty of Languages and Arts.  Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department

 Prof. Amrin Saragih, M.A.,Ph.D and Rafika Dewi Nasution, S.Pd., M.Hum., as her Thesis Supervisor.

 Nora Ronita Dewi, S.Pd., S.S., M.Hum., and Drs.Elia Masa Ginting, M.Hum , as her Examiners.

 All the Lecturers of English Department who have taught and guided her throughout the academic years that could not be mentioned one by one.  Eis Sri Wahyuningsih, M.Pd, for all helps and advices to finish this study

program.

 Headmaster, English Teacher and Students of SMA NEGERI 1 STABAT for time and cooperation.

 H.Arfan and Wirna S.P, her beloved parents for their love, pray, motivation, material and spiritual supports, lessons, and all of the things they gave that can make the writer understands and appreciates the meaning of struggle in life. The writer’s sincere gratitude also goes to her dearest brother M. Samir Yusfi for the supports and pray.

 Dedy Rusmansyah, for love, time, laughter, happiness, supports, togetherness and everything he gave that can make the writer experienced other sides of life.

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 Umi Kalsum, S.Pd.I, Suhartina, S.Pd, Aulia Batubara, S.Pd , Dita Fachrina, S.Pd , Mariani Simanjuntak, S.Pd , Nurul Hidayati S.Pd, Putri Widiya Ningsih S.Pd, Adi Sutrisno, Sri Lestari Setiawan S.Pd, Khairani, Anggi Yulihar S.Pd for insane and ridiculous actions, laughter, togetherness, time and helpsthatthey experienced together in formal and informal occasions in achieving S.Pd.

 All Students Class B of English Education 2011 who suddenly had interaction and helped the writer in accomplishing all requirements for graduation.

Medan, September 2016

The Writer

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Pages

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I.INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problems of the Study ... 3

C. The Objectives of the Study ... 3

D. The Scope of the Study ... 3

E. The Significance of the Study ... 4

CHAPTER II.THEORETICAL REVIEW ... 6

A. Theoretical Framework ... 6

1. Writing ... 8

2. Genre of writing ... 7

3. Recount text ... 8

4. Writing of Recount Text ... 10

5. Ability ... 14

6. Strategy ... 15

7. Lightening the learning climate strategy ... 16

B. Relevant Studies ... 20

C. Conceptual Framework ... 22

D. Hypotheses ... 23

CHAPTER III.RESEARCH METHOD ... 24

A. Research Design ... 24

B. Population and Sample ... 25

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D. The Instrument of test ... 28

E. The Instrument of Collecting Data ... 30

F. Technique of Collecting Data ... 31

G. Scoring of writing ... 31`

H. Accounting Scoring of writing ... 35

I. Technique of Analyzing Data ... 36

CHAPTER IV. FINDING AND ANALYSIS ... 37

A. Description of the Data ... 37

1. The Students’ score of the Experimental Group ... 37

B. The Students’ score of the Experimental Group ... 44

C. Homogenity Test ... 51

D. Data Analysis ... 52

E. Hypothesis Testing ... 54

F. Discussion ... 55

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 57

A. Conclusions ... 57

B. Suggestions ... 51

REFERENCES ... 59

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LIST OF TABLES

Pages

Table 3.1 The Distribution of Population ... 25

Table 3.2 The Distribution of Sample ... 26

Table 4.1 The test score of students’ in writing Recount in control ... 38

Table 4.2 Distribution Table of students’ score in Control Group X... 39

Table 4.3 Distribution Table of students’ score in Control Group Y... 39

Table 4.4 Frequency Distribution of the students’ Score ... 40

Table 4.5 The normality test of the score ... 42

Table 4.6 The test score of the students’ Score ... 45

Table 4.7 Distribution Table of Students’ score in Experimental Group X.. 46

Table 4.8 Distribution Table of Students’ score in Experimental Group Y.. 46

Table 4.9 Frequency Distribution of the students’ Score ... 47

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vii

LIST OF APPENDICES

Pages

Appendix I.The facilities in SMAN 1 STABAT. ... 62

Appendix II The instrument of test ... 63

Appendix III.Students’ Writing ... 65

Appendix IV.Students’ Activities ... 75

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1 CHAPTER I INTRODUCTION

A.The Background of the Study

Writing is an activity to express the language or the ideas and to share it into written. In writing, language is needed for expressing ideas, feelings and thoughts. Therefore, it is important for students to develop their capability and skill in writing in order to light the students expressing their ideas, feelings and thinking.

A written text begins from paragraph. Writing requires thinking and planning. If it means anything to the receiver who reads it. The Writing effective communications means thinking, planning, and polishing the message. The Writing includes of writing word, phrase, clause, sentences and paragraphs.

Zemach And Rumisek (2003:11) says that text is a group of paragraph about a single topic, together the sentences of paragraph explain the writer’s main idea (most important idea) about the topic.

Recount Text is text that retell about a story, experience, and other. Recount text use simple past tense or past perfect tense in its phrase. Recount text retell about past event and use adverbs of time, for example : when, one day, once upon a time, last holiday , after, before, and other. Its very easy to different recount text from another text you can make recount text from your story. In the recount text we will not get “is” or “are” in the phrase but it will change to “was”

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a good recount text is influenced by many factors such as mastering vocabulary, sentence pattern, word order, describe the feeling or the object order ,media, strategy.

A Strategy is a teaching agenda that indicates the direction of the classroom activities to help the students make an achievement of a certain knowledge and skill on a certain language aspect. There are many strategies that can be used by the teacher. They are lightening he learning climate, jigsaw, card sort, imagine, the great wind blows, etc. But the problems are their ability in writing is still low, like they still confuse in writing aspects the structural, punctuation, diction, sentence pattern, word order , describe the feeling or the object order.

Ideally if the teachers apply different strategies in teaching, so the

students’ ability will increase too, especially in writing Recount text. But based on

my study, it’s found that there are many students still have difficulties in writing. It can be seen from their mistakes when they are asked to make it such ashy had mistakes in structural, punctuation, diction, sentence pattern, word order , describe the feeling or the object order .

This condition happened because they still don’t understand how to describe the feeling into written text. Besides that , the teacher taught always use monotone strategy, so the students have less interest, its effect of their ability in writing Recount text. To solve this problem, it’s better to use another strategy like lightening the learning climate strategy.

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According to Soemanto (1983: 34) lightening the learning climate strategy is the strategy that a class can change the situation effectively for students to follow the lessons. Here the lesson situation must be informal, relax and persuade the students to use the creative, joyful and joke about the lesson directly. Based on the background of the study above it is important to conduct a research on The application of applying Lightening the learning climate strategy on the Students in writing Recount text at SMAN 1 STABAT.

B.The Problem of the Study The problem is formulated as:

Does the application of lightening the learning climate strategy significantly affect the students achievement in writing the recount text is?

C.The Objectives of the Study

In line with the problem, the objective is to investigate the significant effect of applying lightening the learning climate strategy in writing Recount text.

D. The Scope of the Problem

In conjunction with the background of the study above, the problem of this research than formulated as follows:

Does this application of Lightening the learning climate strategy significantly affect to the students achievement in writing Recount text?

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E.The Significance of the Study

There are some significances of this study which can contribute as follows: The findings of the study are expressed to offer theoretical and predical significance.

1. Theoritically

The finding can add more horizon in theory of lightening the learning climate strategy.in addition , this finding can be affected for other study. 2. While predically is

a. For teachers

1. Develop an effective learning model, efficient and fun to involve the students actively by lightening the learning climate strategy.

2. Suggest an efficient and fun strategy in the process of learning english to improve the students ability in writing Recount text.

3. As a suggestion to improve the quality of teachers' professionalism as an educator and facilitator.

b. For students

1. As an input to improve students' ability in writing a variety of simple text specially in Recount text

2. As a suggestion to motivate studying English.

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4. As a motivation to improve the students’ skills in exploring their

potentials in imagine and think about something.

c. For schools and others

1. As an input to improve English learning strategy in grade X at SMAN 1 STABAT.

2. To the other researchers who want to use the result of this study as the Information for further research in the same research.

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57 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, conclusion are drawn as the following

1) It is known that the mean of the students’ ability in writing recount in

experimental group by using lightening the learning climate strategy is 72.85.

2) It is known that the mean of the students’ ability in writing in control

group by using Reconsidering strategy is 64.28.

3) Based on the statistical computation of t-test, it is found that coefficient of t-test is 2.38, whereas the value of t-table is 1.70. It shown that the hypothesis which the researcher proposed before that there is significant difference between the students’ ability in writing recount when taught by using lightening the learning climate strategy and the students’ ability in writing recount when taught by using Reconsidering strategy. It meant that learning writing recount is more effective using Lightening the learning climate strategy.

B. Suggestion

With relevance to conclusion, some suggestions are addressed to the following individuals and institutions as following.

1. In studying recount, the English teacher is expected to give chance to the students to practice their ability in writing and give motivation to

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2. the students. And they can be applied Lightening the learning climate strategy in studying activity in the class, especially in teaching writing because it is proved effective to increase the students’ ability.

3. The students of SMAN 1 STABAT, by using Lightening the learning climate strategy it is hoped that they can solve their problem in writing. Because this strategy will assist their ideas in writing. And also motivate the students to be better in increasing writing in order to achieve better in writing English.

4. Other researchers who would like to do research about the same topic more deeply by adding the variable of research.

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4. As a motivation to improve the students’ skills in exploring their potentials in imagine and think about something.

c. For schools and others

1. As an input to improve English learning strategy in grade X at SMAN 1 STABAT.

2. To the other researchers who want to use the result of this study as the Information for further research in the same research.

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57 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data, conclusion are drawn as the following

1) It is known that the mean of the students’ ability in writing recount in experimental group by using lightening the learning climate strategy is 72.85.

2) It is known that the mean of the students’ ability in writing in control group by using Reconsidering strategy is 64.28.

B. Suggestion

With relevance to conclusion, some suggestions are addressed to the following individuals and institutions as following.

1. In studying recount, the English teacher is expected to give chance to the students to practice their ability in writing and give motivation to

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4. Other researchers who would like to do research about the same topic more deeply by adding the variable of research.

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Ary, D. Jacobs, L.C. &Razaevich, A. 2002.Introduction to Research in Education.SixthEdition. United States of America: Wadsworth Group. Best, J and Khan. 2003. Research in Education. New Jersey: Prentice Hall.

Brown, Douglas H. 1980. Principles of Language Learning and Teaching.New Jersey: Prentice-Hall Inc.

Brown, Douglas H. 2000. Teaching by Principle-An Interactive Approach to Language Pedagogy.2nd ed. San Frascisco: Longman.

Brown, Douglas H. 2004. Language Assessment: Principles and Classroom Practice. San Franscisco: Longman.

Crystal, D. 1987. The Cambridge Encyclopedia of Language.Cambridge: CambridgeUniversity Press.

Dirgeyasa, I Wy. 2012. Maritime English Writing- A genre Based Approach. Medan: UnimedPress.

Dirgeyasa, I Wy. 2014. College Academic Writing- A genre based perspective. Medan: UnimedPress.

Dorothy E Zemach And Lisa A Rumisek, 2003.Academy Writting From

Paragraph To Essay, Macmillan, Spain.