THE EFFECT OF USING COGNITIVE STRATEGY INSTRUCTION (CSI) ON STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT.
THE EFFECT OF USING COGNITIVE STRATEGY
INSTRUCTION (CSI) ON STUDENTS’ ACHIEVEMENT
IN WRITING REPORT TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
RIZKA HAYATI
Registration Number 2103321038
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Rizka Hayati. 2014. 2103321038. The Effect of Using Cognitive Strategy Instruction on
Students’ Achievement in Writing Report Text. A Thesis. English Department. Faculty of
Languages and Arts. State University of Medan.
This study aims at investigaing the effect of using cognitive strategy instruction on students’
achievement in writing report text. It was conducted by using experimental research design.
The Population of this research was the eleventh (XI) grade students of SMAN 4 Binjai. The
number of the samples taken was two classes.The first class (XI IA 1) which consists of 30
students as the experimental group, while the second class (XI IA 3) which consists of 30
students as the control group. The experimental group was taught by using cognitive strategy
instruction. The instrument for collecting the data was writing test. The data were analyzed
by using t-test formula, the analysis showed that the score of students in the experimental
group was higher than the score of students in the control group at the level of significance 0,
05 with the degree of freedom (df) 58; the t-observed is 3,10 while the t-table is 2, 00.
Therefore, the null hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is
accepted.
Keywords: Cognitive Strategy Instruction , Writing Report Text
ACKNOWLEDGEMENTS
Firstly, praise and great gratitude to the almighty God Allah SWT for the
blessing, mercy, opportunity and help given to the writer to complete this Thesis
entitled “The Effect of Using Cognitive Strategy Instruction on Students’
Achievement in Writing Report Text” as one of requirements for the degree of
Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts,
State University of Medan
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere gratitude and special
thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts
Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., Head of English Education Study
Program and her Thesis Consultant.
Dra. Tjut Ernidawaty, M.Pd., her Thesis Consultant.
Prof.Dr. Lince Sihombing, Dra. Sortha Silitonga, M.Pd, Dra. Siti
Aisyah Ginting, M.Pd., her Thesis Examiners.
All Lecturers who have taught him in this English Department,for
giving knowledge, advices and amazing study experiences.
Drs. Agus Erwin Siregar, MM., the Principal of SMA Negeri 4
Binjai and the the English Teacher for giving permission and helping
the writer to do this research.
M.Hasyim and Suri Wahyuni, S.Pd., her beloved parents, M.
Fakhrurozy and M.Reza Fadhil, her lovable brothers, and her big
family who always supported the writer to be hard working to finish
her study in Faculty of Languages and Arts, State University of
Medan.
Her beloved friends,the students of English Department, Vivi, Soraya
Kiki, Misida, Icha, Nova, Rafiqa, Ayu, Puput, and also the other
students in Extension A, B, C 2010. Her beloved close friends Dita,
Yuli, Silvi, Sherly and Nailul.
Last but not least, the researcher resizes that her thesis still has some
weakness and mistakes. Thus, she would be grateful to accept any suggestion and
correction from anyone for the better writing.
Medan,
March 2015
The Researcher,
Rizka Hayati
Reg. Number 2103321038
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT ........................................................................
ii
TABLE OF CONTENTS ..........................................................................
iii
LIST OF TABLES .....................................................................................
v
LIST OF APPENDICES ...........................................................................
iv
CHAPTER I: INTRODUCTION .............................................................
1
A. The Background of Study .................................................
1
B. The Problem of Study ........................................................
3
C. The Objective of Study ......................................................
3
D. The Scope of Study ............................................................
3
E. The Significance of Study..................................................
3
CHAPTER II: REVIEW OF LITERATURE .........................................
4
A. Theoretical Framework ......................................................
4
1.
Students’ Achievement .................................................
4
2.
Writing ..........................................................................
4
a. Writing Process ............................................................
5
b. Assesment in Writing ..................................................
7
3.
Genre of the Text ..........................................................
9
4.
Report Text ........................................................................
10
5.
Cognitive Strategy Instruction ......................................
11
a. Cognitive Strategy Instruction in Writing .................
12
b. Teaching Writing as an Entire Process………… .....
14
c. The Advantages of Using CSI…………………. ....
18
d. The Disadvantages of Using CSI……………….. ...
18
6.
Conceptual Framework………………………… .........
19
7.
Hyphotesis………………………………………… .....
19
CHAPTER III: METHODOLOGY OF RESEARCH ...........................
20
1.
Research Design.............................................................
20
2.
Population and Sample ..................................................
20
3.
The Instruments of Collecting Data ...............................
21
4.
The Procedure of Research ............................................
22
a. Pre-Test……………………………….....................
22
b. Treatment……………………………......................
22
c. Post-Test…………………………… .......................
25
5.
Writing Evaluation .........................................................
25
6.
The Validity and Reliability of The Test ......................
27
7.
Technique for Analyzing Data .......................................
29
CHAPTER IV : DATA AND DATA ANALYSIS
A.
Data ..............................................................................
35
B.
Testing Hypothesis .......................................................
36
C.
Research Design ............................................................
36
D.
Discussion ....................................................................
41
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A.
Conclusions ..................................................................
44
B.
Suggestions ..................................................................
44
REFERENCES ...........................................................................................
30
APPENDICES…………………………………..……………… ..............
32
LIST OF TABLES
Table 2.1 Example of Report Text ..............................................................
Table 2.2 Cognitive Strategy Instruction .....................................................
Table 3.1 Research Design ..........................................................................
Table 3.2 Procedure of Treatment for Experimental Group ........................
Table 3.3 Procedure of Treatment for Control Group .................................
15
19
43
46
48
LIST OF FIGURES
Figures 2.1 Writing Process .........................................................................
Figures 2.2 The scheme of CSI ....................................................................
10
25
LIST OF APPENDICES
Appendix A The Score of Pre-Test and Post-Test By the Students of
Experimental Group ...............................................................
Appendix B The Score of Pre-Test and Post-Test by the Students of
Control Group .......................................................................
Appendix C The Calculation of Reability ......................................................
Appendix D The Calculation of T-Test ......................................................
Appendix E The Percentage Points of T Distribution.................................
Appendix F Reading Test............................................................................
Appendix G Lesson Plans ...........................................................................
i
65
66
67
70
76
77
81
CHAPTER I
INTRODUCTION
A. Background of The Study
English is the first foreign language in our country which is teach from Elementary
level to University level. English is also intensively used for international communication.
There are four basic skills to be mastered in English Language such as: Speaking, Listening,
Reading and Writing. As generally known that writing is the most complex and difficult
among the language skills. Writing does not only need what to write the content of the
writing but also the method or technique or procedure how to write what you want to write
down. In other words, writing is a powerful instrument of thinking because it provides
students with a way of gaining control over their thoughts. Writing shapes their perceptions
of themselves and the world. It aids in their personal growth and in their effecting change on
the environment. Students are often unaware of the power of the written word. According to
Hyland (2002:7) states that in many school writing is principally conducted to demonstrate
knowledge contextually of facts with little awareness of a reader beyond the teacher
examiner.
Writing is one of the ways to communicate and use language. It is also the expression
of idea which expressed in written form. In writing, the writer has to construct the
background and concept of knowledge in the mind. There are ideas in the mind and it will be
needed in the writing. Writing is one of four skills that learned by the students. And it is not
an easy task to complete specially for Indonesian students because they learn English as a
foreign language.
Based on an observation at SMA Negeri 4 Binjai and analyzing the Education Unit
Curriculum (Kurikulum Tingkat Satuan Pendidikan/KTSP) of Senior High School, students
at grade XI (Eleventh) the students are expected to be able to write various types of genre,
such as narrative text, recount text, report text, spoof and etc. And in this research, the writers
focus on report text. The writers’ faced some difficulties from the students to write a report
text in English. Most of students do not like to do this activity and they tried to avoid it. And
many students is not interesting in learning writing because they do not give much attention
and enthusiasm on writing tasks. There are some ideas on their mind, but they do not know
how to express it in writing. They had a poor planning and organizational skills for writing. It
conclude that students’ ability in writing English needs to be improved.
By the purpose to solve the problem of student itself, Cognitive Strategy Instruction
(CSI) is one of some strategy that suitable to conduct, because in CSI students are expected
the students’ to make a text systematically text by used the think sheet that given in doing
CSI. Pressley & Karen (2001) reveal CSI can prompt the students to carry out specific
activities during writing processes, including planning, organizing information, writing,
editing, and revising. In the planning sheet, the students do the brainstorming their prior
knowledge about the text that they want to write. Then in organizing sheet, the students are
asked by the teacher to categorized which group to be a topic sentence, general classification,
and description in report text. In writing sheet, the students used this session as the first draft
which was developed the idea to extended written format (writing think sheet). In editing
sheet, consists of two activities namely: students do self-evaluation and peer editing. In
revising sheet a key to successful writing, especially when writing was considered a process.
During the revising stage, the students implement their improvement as they rewrite their
own report paragraph to the final draft think sheet. By the some steps that to do in CSI the
writers’ expect it can help the students to organize and guide the students when doing writing
activity. Cognitive Strategy Instruction (CSI) which views writing as a whole process enables
teachers and students to write various types of writing
As Jones (1996)) defines Cognitive Strategy Instruction as any effort on the part of
the teacher to help students to process information in meaningful ways and become
independent learners.
The writers’ expects that by applying CSI the students are able to write a systematic
writing especially in writing report text.
B. The Problem of the Study
The problem of the study is formulated as follows: “Is there any significant effect of
using Cognitive Strategy Instruction (CSI) on students’ achievement in writing report text?”
C. The Objective of the Study
The objective of the study is to find out whether Cognitive Strategy Instruction (CSI)
significantly affects students’ report writing achievement.
D. The Scope of the Study
The scope of this research is limited on the application of Cognitive Strategy
Instruction (CSI) which has five components namely, planning, organizing, writing, editing,
and revising. The strategy will be applied in writing report text.
E. The Significance of the Study
The findings of this study are expected to be useful:
a.
For the teacher, as one of alternative technique to improve the quality of teaching
writing, particularly teaching writing report text.
b.
For the students, to help them to write systematically by using the think sheet in CSI
and it can improve their writing skill.
c.
For those who are interested in this study, as a information of how to improve
students’ writing achievement.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the data analysis, it was concluded that using CSI
in writing report text significantly affect the student’s ability in writing report text
(t-calculated > t-table, p=0.05). The using of CSI made the students write the
report text grammatically than by using conventional method. The calculation of
t-test is 3.10 > 2.00 with df 58 and the level of significance 0.05. It means that the
using CSI has significant effect on writing report text. Because in CSI using the
think sheet that guided them to write in more real systematical order, so that
students be able to produced a well-organized report writing text by using think
sheet in CSI.
From the result of the data, it can be seen that the highest score of
experimental group was 85 and the lowest score was 65 in post-test. Meanwhile
the highest score of control group was 79 and the lowest score was 50 in posttest.
B. Suggestions
Based on the conclusion written above, it is suggested that :
a.
English teachers apply CSI as the alternative and interesting method in
teaching of writing report text or other genres, because it can improve the
students’ achievement in writing text.
b.
English learners enlarge their knowledge to write in English and to improve
their writing achievement by using CSI
c.
Other researchers who are interested in conducting study in writing report
text by using CSI finding as their references.
REFERENCES
Arikunto,S 2010. Prosedur Penelitian (Edisi Revisi). Jakarta: Rineka Cipta.
Ary, D., et al. 2001. Introduction to Research in Education. 2nd Ed. New York;
Holt, Rinehart and Winston
Beckmen, P. 2002. A Reader for Developing Writers. 5th Ed.Boston:McGraw Hill
Best, J.W.2000. Research in Education. Englewood Cliffs: Prentice Hall
Best, J.W & James, V.K 2002. Research in Education. 7th Ed. New Delhi:
Prentice Hall
Brown, H.D. 2001. Principles of Languages Learning and Teaching. 4th Ed. San
Fransisco State University: Longman
Dole. J.A, Nokes, J.D & Drits, D (2009). Cognitive Strategy Instruction. In G.G
Duffy & S.S Handbook of Research on Writing Comprehension, N.J
Erbaum
Englert, C., et al 2004. Making Strategies and Self Talk Visible : Writing
Instruction in Reguler and Special Education Classrooms. American
Educational Research Journal, 28,337-372
Gamelin,2006
http://ir.lib.sfu.ca/dspace/bitstream/1892/8440/1/b1831669pdf/
CSW (in Power sheet) Retrieved on March, 27th 2014
Harmer, J. 2004. How to Teach Writing. England:Longman
Heaton, J.B. 1998. Writing English Language Test. London: Longman Group
Hughes, A.2003. Testing for Language Teachers. Cambridge: Cambridge
University Press
Jennifer. S. 2012. Cognitive Strategy Instruction on Students’ Knowledge of mathproblem solving. New York. Retrieved on November, 18th 2014
Johnson K. 2001. An Introduction to Foreign Language Learning and Teaching.
England: Longman
Jones, C. 1996. Cognitive Skills Instruction. http://education.calumet.purdue.edu
/Vockell/EdPsyBook/Edspsy7Instruction.html. Retrieved on March 27th
2014
Katharina, C.S. 2005 The Effects of Cognitive Strategy Instruction in writing
Curriculum on Expository Writing Skills in Learning Disable Students.
Taiwan. Retrieved on November, 18th 2014
Klingner, J.K., Vaughn, Sharon. & Boardman, Alison. 2007. Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The
Guilford Press.
Meichenbaum, D. (2000). Cognitive-Behaviour Modification: An Integrative
Approach. New York; Plenium
Oshima, A. & Hougue, A. 2003. Introduction to Academic Writing.
Massachusetts : Addison-Wesley Publishing Company
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta:
Penerbit Andi.
Pressley, M. & Karen, R.H. 2001. Cognitive Strategies Instruction: From Basic
Research to Classroom Instruction. Guilford
Ruya. A. 2006, Cognitive Strategy Instruction in Writing with Mildly Mentally
Retarded Turkish Student Turkey. Retrieved on November, 18th 2014
Scheid, K. 2004. http://edutechwiki.unige.ch/en/Cognitive_strategy_instruction.
Retrieved on April, 18th 2014
http://.roe13.k12.il.us/Services/KeriKorn/BDA/Book.pdf (Accesed on April 2014)
http://academic.cuesta.edu/acasupp/as/303.htm. (Accessed on May 2014)
http:// cehs.unl.edu/html (Accesed on May 2014).
INSTRUCTION (CSI) ON STUDENTS’ ACHIEVEMENT
IN WRITING REPORT TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
RIZKA HAYATI
Registration Number 2103321038
ENGLISH AND LITERATURE DEPARTEMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Rizka Hayati. 2014. 2103321038. The Effect of Using Cognitive Strategy Instruction on
Students’ Achievement in Writing Report Text. A Thesis. English Department. Faculty of
Languages and Arts. State University of Medan.
This study aims at investigaing the effect of using cognitive strategy instruction on students’
achievement in writing report text. It was conducted by using experimental research design.
The Population of this research was the eleventh (XI) grade students of SMAN 4 Binjai. The
number of the samples taken was two classes.The first class (XI IA 1) which consists of 30
students as the experimental group, while the second class (XI IA 3) which consists of 30
students as the control group. The experimental group was taught by using cognitive strategy
instruction. The instrument for collecting the data was writing test. The data were analyzed
by using t-test formula, the analysis showed that the score of students in the experimental
group was higher than the score of students in the control group at the level of significance 0,
05 with the degree of freedom (df) 58; the t-observed is 3,10 while the t-table is 2, 00.
Therefore, the null hypothesis (Ho) is rejected and the hypothesis alternative (Ha) is
accepted.
Keywords: Cognitive Strategy Instruction , Writing Report Text
ACKNOWLEDGEMENTS
Firstly, praise and great gratitude to the almighty God Allah SWT for the
blessing, mercy, opportunity and help given to the writer to complete this Thesis
entitled “The Effect of Using Cognitive Strategy Instruction on Students’
Achievement in Writing Report Text” as one of requirements for the degree of
Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts,
State University of Medan
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere gratitude and special
thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts
Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., Head of English Education Study
Program and her Thesis Consultant.
Dra. Tjut Ernidawaty, M.Pd., her Thesis Consultant.
Prof.Dr. Lince Sihombing, Dra. Sortha Silitonga, M.Pd, Dra. Siti
Aisyah Ginting, M.Pd., her Thesis Examiners.
All Lecturers who have taught him in this English Department,for
giving knowledge, advices and amazing study experiences.
Drs. Agus Erwin Siregar, MM., the Principal of SMA Negeri 4
Binjai and the the English Teacher for giving permission and helping
the writer to do this research.
M.Hasyim and Suri Wahyuni, S.Pd., her beloved parents, M.
Fakhrurozy and M.Reza Fadhil, her lovable brothers, and her big
family who always supported the writer to be hard working to finish
her study in Faculty of Languages and Arts, State University of
Medan.
Her beloved friends,the students of English Department, Vivi, Soraya
Kiki, Misida, Icha, Nova, Rafiqa, Ayu, Puput, and also the other
students in Extension A, B, C 2010. Her beloved close friends Dita,
Yuli, Silvi, Sherly and Nailul.
Last but not least, the researcher resizes that her thesis still has some
weakness and mistakes. Thus, she would be grateful to accept any suggestion and
correction from anyone for the better writing.
Medan,
March 2015
The Researcher,
Rizka Hayati
Reg. Number 2103321038
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT ........................................................................
ii
TABLE OF CONTENTS ..........................................................................
iii
LIST OF TABLES .....................................................................................
v
LIST OF APPENDICES ...........................................................................
iv
CHAPTER I: INTRODUCTION .............................................................
1
A. The Background of Study .................................................
1
B. The Problem of Study ........................................................
3
C. The Objective of Study ......................................................
3
D. The Scope of Study ............................................................
3
E. The Significance of Study..................................................
3
CHAPTER II: REVIEW OF LITERATURE .........................................
4
A. Theoretical Framework ......................................................
4
1.
Students’ Achievement .................................................
4
2.
Writing ..........................................................................
4
a. Writing Process ............................................................
5
b. Assesment in Writing ..................................................
7
3.
Genre of the Text ..........................................................
9
4.
Report Text ........................................................................
10
5.
Cognitive Strategy Instruction ......................................
11
a. Cognitive Strategy Instruction in Writing .................
12
b. Teaching Writing as an Entire Process………… .....
14
c. The Advantages of Using CSI…………………. ....
18
d. The Disadvantages of Using CSI……………….. ...
18
6.
Conceptual Framework………………………… .........
19
7.
Hyphotesis………………………………………… .....
19
CHAPTER III: METHODOLOGY OF RESEARCH ...........................
20
1.
Research Design.............................................................
20
2.
Population and Sample ..................................................
20
3.
The Instruments of Collecting Data ...............................
21
4.
The Procedure of Research ............................................
22
a. Pre-Test……………………………….....................
22
b. Treatment……………………………......................
22
c. Post-Test…………………………… .......................
25
5.
Writing Evaluation .........................................................
25
6.
The Validity and Reliability of The Test ......................
27
7.
Technique for Analyzing Data .......................................
29
CHAPTER IV : DATA AND DATA ANALYSIS
A.
Data ..............................................................................
35
B.
Testing Hypothesis .......................................................
36
C.
Research Design ............................................................
36
D.
Discussion ....................................................................
41
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A.
Conclusions ..................................................................
44
B.
Suggestions ..................................................................
44
REFERENCES ...........................................................................................
30
APPENDICES…………………………………..……………… ..............
32
LIST OF TABLES
Table 2.1 Example of Report Text ..............................................................
Table 2.2 Cognitive Strategy Instruction .....................................................
Table 3.1 Research Design ..........................................................................
Table 3.2 Procedure of Treatment for Experimental Group ........................
Table 3.3 Procedure of Treatment for Control Group .................................
15
19
43
46
48
LIST OF FIGURES
Figures 2.1 Writing Process .........................................................................
Figures 2.2 The scheme of CSI ....................................................................
10
25
LIST OF APPENDICES
Appendix A The Score of Pre-Test and Post-Test By the Students of
Experimental Group ...............................................................
Appendix B The Score of Pre-Test and Post-Test by the Students of
Control Group .......................................................................
Appendix C The Calculation of Reability ......................................................
Appendix D The Calculation of T-Test ......................................................
Appendix E The Percentage Points of T Distribution.................................
Appendix F Reading Test............................................................................
Appendix G Lesson Plans ...........................................................................
i
65
66
67
70
76
77
81
CHAPTER I
INTRODUCTION
A. Background of The Study
English is the first foreign language in our country which is teach from Elementary
level to University level. English is also intensively used for international communication.
There are four basic skills to be mastered in English Language such as: Speaking, Listening,
Reading and Writing. As generally known that writing is the most complex and difficult
among the language skills. Writing does not only need what to write the content of the
writing but also the method or technique or procedure how to write what you want to write
down. In other words, writing is a powerful instrument of thinking because it provides
students with a way of gaining control over their thoughts. Writing shapes their perceptions
of themselves and the world. It aids in their personal growth and in their effecting change on
the environment. Students are often unaware of the power of the written word. According to
Hyland (2002:7) states that in many school writing is principally conducted to demonstrate
knowledge contextually of facts with little awareness of a reader beyond the teacher
examiner.
Writing is one of the ways to communicate and use language. It is also the expression
of idea which expressed in written form. In writing, the writer has to construct the
background and concept of knowledge in the mind. There are ideas in the mind and it will be
needed in the writing. Writing is one of four skills that learned by the students. And it is not
an easy task to complete specially for Indonesian students because they learn English as a
foreign language.
Based on an observation at SMA Negeri 4 Binjai and analyzing the Education Unit
Curriculum (Kurikulum Tingkat Satuan Pendidikan/KTSP) of Senior High School, students
at grade XI (Eleventh) the students are expected to be able to write various types of genre,
such as narrative text, recount text, report text, spoof and etc. And in this research, the writers
focus on report text. The writers’ faced some difficulties from the students to write a report
text in English. Most of students do not like to do this activity and they tried to avoid it. And
many students is not interesting in learning writing because they do not give much attention
and enthusiasm on writing tasks. There are some ideas on their mind, but they do not know
how to express it in writing. They had a poor planning and organizational skills for writing. It
conclude that students’ ability in writing English needs to be improved.
By the purpose to solve the problem of student itself, Cognitive Strategy Instruction
(CSI) is one of some strategy that suitable to conduct, because in CSI students are expected
the students’ to make a text systematically text by used the think sheet that given in doing
CSI. Pressley & Karen (2001) reveal CSI can prompt the students to carry out specific
activities during writing processes, including planning, organizing information, writing,
editing, and revising. In the planning sheet, the students do the brainstorming their prior
knowledge about the text that they want to write. Then in organizing sheet, the students are
asked by the teacher to categorized which group to be a topic sentence, general classification,
and description in report text. In writing sheet, the students used this session as the first draft
which was developed the idea to extended written format (writing think sheet). In editing
sheet, consists of two activities namely: students do self-evaluation and peer editing. In
revising sheet a key to successful writing, especially when writing was considered a process.
During the revising stage, the students implement their improvement as they rewrite their
own report paragraph to the final draft think sheet. By the some steps that to do in CSI the
writers’ expect it can help the students to organize and guide the students when doing writing
activity. Cognitive Strategy Instruction (CSI) which views writing as a whole process enables
teachers and students to write various types of writing
As Jones (1996)) defines Cognitive Strategy Instruction as any effort on the part of
the teacher to help students to process information in meaningful ways and become
independent learners.
The writers’ expects that by applying CSI the students are able to write a systematic
writing especially in writing report text.
B. The Problem of the Study
The problem of the study is formulated as follows: “Is there any significant effect of
using Cognitive Strategy Instruction (CSI) on students’ achievement in writing report text?”
C. The Objective of the Study
The objective of the study is to find out whether Cognitive Strategy Instruction (CSI)
significantly affects students’ report writing achievement.
D. The Scope of the Study
The scope of this research is limited on the application of Cognitive Strategy
Instruction (CSI) which has five components namely, planning, organizing, writing, editing,
and revising. The strategy will be applied in writing report text.
E. The Significance of the Study
The findings of this study are expected to be useful:
a.
For the teacher, as one of alternative technique to improve the quality of teaching
writing, particularly teaching writing report text.
b.
For the students, to help them to write systematically by using the think sheet in CSI
and it can improve their writing skill.
c.
For those who are interested in this study, as a information of how to improve
students’ writing achievement.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the data analysis, it was concluded that using CSI
in writing report text significantly affect the student’s ability in writing report text
(t-calculated > t-table, p=0.05). The using of CSI made the students write the
report text grammatically than by using conventional method. The calculation of
t-test is 3.10 > 2.00 with df 58 and the level of significance 0.05. It means that the
using CSI has significant effect on writing report text. Because in CSI using the
think sheet that guided them to write in more real systematical order, so that
students be able to produced a well-organized report writing text by using think
sheet in CSI.
From the result of the data, it can be seen that the highest score of
experimental group was 85 and the lowest score was 65 in post-test. Meanwhile
the highest score of control group was 79 and the lowest score was 50 in posttest.
B. Suggestions
Based on the conclusion written above, it is suggested that :
a.
English teachers apply CSI as the alternative and interesting method in
teaching of writing report text or other genres, because it can improve the
students’ achievement in writing text.
b.
English learners enlarge their knowledge to write in English and to improve
their writing achievement by using CSI
c.
Other researchers who are interested in conducting study in writing report
text by using CSI finding as their references.
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