THE EFFECT OF FIELD TRIP METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.
THE EFFECT OF FIELD TRIP METHOD ON STUDENTS’
ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
INTAN NILAM SARI
Registration Number: 2112121014
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sari, Intan Nilam. 2015. 2112121014. The Effect of Field Trip Method on
otudents’ Achievement in Writing Descriptive Text. A Thesis. English
Department. Faculty of Languages and Arts. State University of Medan.
This study aims at investigating the effect of field trip method on students’
achievement in writing descriptive text. It was conducted by using experimental
research design. The population of this research was the tenth (X) grade students
of SMAN 1 Tanjung Pura. The samples were two classes, XI MIA-2and XI MIA3 which consist of 30 students in each class. The experimental group was taught
by using field trip method while control group was taught by using group
discussion. 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 greater 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 3.67 while the t-table is 2.00. Therefore, the null hypothesis (Ho) is rejected and
this implies that the hypothesis alternative (Ha) is accepted.
Keywords: Field Trip Method, Writing Descriptive Text
i
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most
gracious and merciful, the almighty God, Allah SWT also Prophet Muhammad
SAWfor the love and blessing so the writer has finally completed this thesis. This
thesis is submitted to the English Department, Faculty of Languages and Arts,
State University of Medan as a partial fulfillment of the requirements for taking
the degree of Sarjana Pendidikan.
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. Syawal Gultom, M.Pd.,the Rector of State University of
Medan.
Dr. Isda Pramunoato, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsoh, M.Pd., the Head of English and Literature
Department and her Thesis Examiner.
Dra. Meosuro, M.A., the Secretary of English and Literature Department
and her Thesis Consultant II.
Nora Ronota Dewo, S.Pd.,S.S., M.Hum., the Head of English Education
Study Program.
Prof. Amron SaraSoh, M.A., Ph. D., her Thesis Consultant I
Dr. Soto Aosah GontonS, M.Pd., her Academic Consultant.
Drs. Wollem SaraSoh, Dopl. Appl., M.Pd., her Thesis Examiner.
Dra. Masotowarno SoreSar, M.Ed., her Thesis Examiner.
All Lecturers who have taught her in English and Literature Department.
Euos Sro WahyunonSsoh, M.Pd., the Administrative Staff of English and
Literature Department.
ii
Drs. Syafruddon, the Principal, Ahmad Khaoro, S.Pd the Vice Principal I,
Syaoful Fajar, S.Pd., and Amnun Ismawato Hrp, S.Pd., the English
Teachers of SMA Negeri 1Tanjung Pura.
Her beloved parents Khaorol Anwar and LeSono, her older brothers,
Syaoful Amro and Londo Waldo, her sister in law, Tro MulyanonSsoh and
also her nieces, Adeloa Cotra A. and Adzkoa N. Cotra.
Her beloved friends,Indah Pratama Proda, Voka Chaorano Lubos, Novoa,
Wodya Putero Ameloa, Soto Khaoron Nashroh, Doah Khoorunnosa, Soto
Mutoa,
Gondo Munthe, Ade Kurnoawan, Foboe Loona, Irda, Uco,
Wahyu, Merry, Putra, Laura, Nadya, Donda and Ayu.
All Members of ReS C 2011, PPL Mates of SMK Dharma Patra P.
Berandan 2014 and all people who cannot be mentioned one by one, she
says thank you.
Last but not least, the researcher realizes that her thesis still has some
weaknesses and mistakes. Thus, she would be grateful to accept any suggestion
and correction from anyone for the better writing.
Medan, November 2015
The Researcher,
Intan Nolam Saro
ReS. No. 2112121014
iii
TABLE OF CONTENTS
Pages
ABSTRACT......................................................................................................... i
ACKNOWLEDGEMENT.................................................................................. ii
TABLE OF CONTENTS.................................................................................... iv
LIST OF TABLES...............................................................................................vi
LIST OF FIGURE...............................................................................................vii
List OF APPENDICES..................................................................................... viii
CHAPTER I: INTRODUCTION
A. The Backghound of the study.......................................................................1
B. The Phoblem of the study............................................................................. 4
C. The Objective of the study........................................................................... 4
D. The Scope of the study.................................................................................5
E. The significance of the study....................................................................... 5
CHAPTER II: REVIEW OF LITERATURE
A. Theohetical Fhamewohk................................................................................6
1. Whiting...................................................................................................6
a. The Concept of Whiting.................................................................. 6
b. Types of Whiting.............................................................................8
c. The Phocess of Whiting................................................................... 9
d. The Assessment of Whiting............................................................ 10
2. Genhe..................................................................................................... 13
a. The Concept of Genhe.....................................................................13
b. Types of Genhe............................................................................... 14
3. Deschiptive Text.................................................................................... 15
a. Types of Deschiptive Whiting......................................................... 16
b. Genehic Sthuctuhe of Deschiptive Text............................................17
c. Linguistic Featuhe of Deschiptive Text........................................... 17
d. Example of Deschiptive Text..........................................................18
4. Methodology..........................................................................................19
5. Field Thip Method..................................................................................20
a. The Concept of Field Thip Method................................................. 20
b. Phoceduhe of Field Thip ..................................................................21
c. The Advantages and Disadvantages of Field Thip..........................23
iv
1)The Advantages.......................................................................... 23
2) The Disadvantages.....................................................................23
6. Students’ Achievement in Whiting Deschiptive Text.............................24
B. Relevant Studies...........................................................................................25
C. Conceptual Fhamewohk................................................................................ 26
D. Hypotheses...................................................................................................26
CHAPTER III: RESEARCH METHOD
A. Reseahch Design.......................................................................................... 27
B. Population and Sample.................................................................................28
1. Population.............................................................................................. 28
2. Sample................................................................................................... 28
C. Insthument of Collecting Data......................................................................28
D. Phoceduhe of The Reseahch.......................................................................... 29
1. Phe-test................................................................................................... 29
2. Theatment...............................................................................................29
3. Post-Test................................................................................................ 34
E. The Scohing of Whiting Test.........................................................................34
F. The Validity and Reliability of the Test....................................................... 35
1. The Validity of the Test.........................................................................35
2. The Reliability of the Test..................................................................... 36
G. Technique of Analyzing Data...................................................................... 37
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS
A. Data.............................................................................................................. 38
B. Data Analysis............................................................................................... 39
C. Testing Hypotheses...................................................................................... 40
D. Reseahch Findings........................................................................................41
E. Discussion.................................................................................................... 41
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion................................................................................................... 43
B. Suggestion.................................................................................................... 43
REFERENCES.................................................................................................... 44
APPENDICES......................................................................................................47
v
LIST OF TABLES
Pages
Table 2.1 The Assessment of Writing..........................................................11
Table 3.1 Research Design...........................................................................27
Table 3.2 The Scenario of Teaching in Experimental Group...................... 30
Table 3.3 The Scenario of Teaching in Control Group................................32
Table 3.4 Criteria of scoring in writing descriptive writing........................ 34
vi
LIST OF FIGURE
Pages
Figure 2.1 Process of Writing (Harmer, 2004)................................................. 10
vii
LIST OF APPENOICES
Pages
Appendix A. Pre-test and Post- Test for Experimental and Control Group..........47
Appendix B. The Tests Score of Experiment and Control Group ........................48
Appendix C. The calculation of Reliability of the Test.........................................50
Appendix D. The Calculation of Mean and Standard deviation of Experimental
and Control Group.......................................................................... 51
Appendix E. The Calculation of T-test..................................................................54
Appendix F. T-table Distribution.......................................................................... 54
Appendix G. Schedule and Activities for each group in the museum...................57
Appendix H. Interview Sheet................................................................................ 59
Appendix I. Schedule of the Trip for Experimental Class.................................... 60
Appendix J. Lesson Plans......................................................................................61
viii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
English as an international language is used globally and widely in many
sectors, such as, in business, tourism, technology, international trade, diplomacy,
and education. In Indonesia, English is established as the first foreign language
which should be taught formally from elementary school, secondary up to the
university because the function of English itself is as international communication
in this 21st century.
Teaching English is not a simple thing and needs an appropriate method to
teach the students because it covers the four skills in language namely, listening,
speaking, reading and writing. Teaching English in Indonesia and in other
countries are different. As the writer said before, in Indonesia, English is used as
foreign language and only taught in a education institution, meanwhile in other
country, such as Malaysia, English is well known as the second language and also
used in any formal situation
As one of the English skills, writing plays important role to the students.
Through writing the students are able to communicate with others, enrich their
knowledge and experience and also express their ideas and feeling. yowever,
having a good mastery in writing skill is not easy as many people think.
Oftentimes, when a student wants to start writing, he or she is not able to express
what is in his or her thought into a written form. It is caused by some factors,
1
2
such as: the lack of knowledge of how to write, the lack of vocabularies and the
motivation from the student itself.
One of the most challenging tasks English teachers faced nowadays is to
get their students to be able to write different genre as required by the new
curriculum. Students are supposed to understand that each genre has different
social function, structure and linguistic features. In the Curriculum of 2013 Level
or Kurikulum 2013 (K-13) and written in the standard competence in the syllabus
of the first year students of senior high school, students are expected to be able to
write some genres in writing namely descriptive and recount. One of the genres
that should be mastered by the students in the process of learning English is
descriptive text. Descriptive text contains descriptions of a particular topic such as
person, thing, or place.
The fact shows that not all students were able to write a text well. Based
on the writer’s preliminary observation which is conducted at SMA N 1 Tanjung
Pura at grade X, many students were not able to write an English well. They were
not interested in writing class. There were some problems that caused the low
students’ achievement. The main problem in writing was when they were asked to
write a text, most students said that they were still confused to start writing. It was
difficult for them to found the idea and developed the idea into a paragraph.
Besides, they said that they were bored just learnt inside the classroom. The other
problem was the teacher still used the conventional method in teaching the
materials. The teacher just explained the materials and then gave the exercises.
This method made the students feel bored and sleepy, especially when the lesson
3
was taught in the last session. There were no variations of language learning
methods which applied by teacher.
Since English is assumed as a complicated subject by most Senior yigh
School students, teachers have a duty to get the students interest in studying.
Interest is an important factor to make them pay attention to the subject. Teacher
needs to develop their knowledge and ability in teaching writing. Teachers can use
different kinds of method so that the teaching process can be more interesting. It is
a must for a teacher to choose an appropriate method in teaching writing in order
to make the students to be able to develop their writing skill.
Considering the facts above, there is an urgent need to use a suitable
method in teaching and learning process that can help them to solve their problems.
One method that can be applied to improve writing achievement of the student is
Field trip.
Field trip is a good method to help them to develop their idea in writing
text, especially, descriptive text. Field trip brings the students with a new way in
teaching learning process. This method gives both experience and knowledge to
the students which they can’t get from lectures or text books. yughes and Moore
(2014) state that field trip provides possibility for students to remember and to
relate what have been studied and therefore it motivates them to learn. It is
expected that Field trip will give an effect on students’ writing achievement
The previous research by Greene, Kisida and Bowen (2011) used field trip
as a method to improve critical thinking, historical empathy, tolerance, and
interest of K-12 American art student’s in art and culture. Besides, they found that
4
field trip method has notable benefit, such as; improvements in their ability to
think critically about art, display stronger historical empathy, and develop higher
tolerance. Another research done by Pradayani, et al. (2014) proved that field trip
can significantly affect the students of students in Grade VII A.3 of SMP Negeri 1
Singaraja’s achievement in writing descriptive text. In addition Utami, et al. (2014)
concluded that field trip method the ability in using English Articles on students
of eighth grade students of MTs Alkhairaat Sibalaya.
Based on the explanation above, the writer focused on conducting a
research to investigate the effect of field trip method on students’ achievement in
writing descriptive text.
B.
The Problem of the Study
Based on the background given, the problem is formulated as the following:
“Is there any significant effect on the students’ achievement in writing
descriptive text if they are taught by applying field trip method?”
C. The Objective of the Study
In relation to the problem of the study, the objectives of the study is to
investigate whether the application of field trip method significantly affects the
first year (Grade X) students of SMA Negeri 1 Tanjung Pura writing skill in
writing a descriptive text.
5
D. The Scope of the Study
Lunsford (2011: 105) divides four types of writing, namely: narration,
description, exposition and persuasion. In this study, the writer focused on the
application of field trip method on teaching the students in writing descriptive text,
especially describing a place. The subject of the study is limited on the first year
students of SMA Negeri 1 Tanjung Pura.
E. The Significance of the Study
The findings of the study are expected to have both theoretical and practical
significances.
1. Theoretically, the findings of the study are useful to enrich knowledge on
the theories of language learning and also enhance previous theories on the
second language learning.
2. Practically, the findings of the study are useful and relevant to:
a. English teachers; so that they can use this method in teaching
learning process to increase students’ achievement in writing,
especially descriptive text;
b. Other researchers; this research can be used as reference and
also can give them some data and sources to do further research.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is
significant effect of applying field trip method on students’ achievement in
writing descriptive text, since students’ achievement in writing descriptive
text taught by applying field trip method is higher than without applying field
trip method (tobs > t table : 3.67 > 2.00 ; α = 0.05 ).
B. Suggestion
In relation to the conclusions, suggestions are staged as the following:
1) English teachers are suggested to use field trip method to
improve students’ achievement in writing text in all genres and
also to improve the students’ attitude and skill during the
teaching and learning process.
2) Since this study is only focused on students’ achievement in
writing descriptive text, it is suggested to other researchers to
conduct further studies of field trip method on other skills or
other studies.
43
REFERENCES
Ary, D. 2002. Introduction to Research in Education. Sixth Edition. New York:
Wardsworth
Behrendt, M and Franklin, T. 2008. A review of Research on School Field Trips
and Their Value in Education. International Journal of Environment &
Science Education. 3(3), 235-245
Brugar, K. A. 2012. Thinking Beyond Field Trips: An Analysis of Museums and
Social Studies Learners. Social Studies Research and Practice. 7 (2), 3244
Byrne, Donn. 1993. Teaching Writing Skills. Harlow: Longman
Gerot, Linda and Wignel, P. 1994. Making Sense of Functional Grammar. Sydeny:
Greed Stabler
Fulcher, G and Davidson F. 2007. Language Testing and Assessment: An
Advanced Resources Book. New York: Routledge
Halliday, M.A.K. and Hasan, R. (1976). Cohesion in English. London: Longman
Harmer, J. 2004. How to Teach Writing. London: Longman
Heaton, J.B. 1975. Writing English Language Test. Harlow. Longman
Hornby A.S. 2000. Oxford Advamced Learner’s Dicitonary. Oxford: Oxford
University Press
Hyland, K. 2002. Teaching and Researching Writing. Malaysia: Longman
Istianah, T. 2011. The Use of Genre - Based Approach in Teaching Procedural
Texts to Improve Students’ Writing Skill to the Eleventh Grades of SMKN
1 Slawi in the Academic Year of 2010/2011. Semarang: State University of
Semarang
Jolly, D. 1984. Writing Tasks. Cambridge: Cambridge University Press.
Jones L and Mayer B (May 2009) Effective Use of Field Trips in Educational
Programming: A three stage Approach1. (Online). Retrieved from
http://edis.ifas.ufl.edu/wc054 (Accessed on 18 March 2015)
44
45
Knapp, P. and Watkins, M. 2005. Genre, Text and Grammar. Sidney: University
of New South Wales
Lunsford, Andrea.2011. The Everyday Writer. Boston: Bedford
Martin, J. R. 2000. Grammar meets genre: Reflections on the ‘Sydney
School’.Inaugural address to the Sydney University Arts Association.
Pardiyono. 2007. Pasti Bisa! Teaching Genre – Based Writing. Yogykarta: Andi
Partin, R.. L. 2000. The Classroom Teacher’s Survival Guide : Practical
Strategies, Management, Techniques, and Reproducibles for New and
Experienced Teachers. San Fransisco: John Wiley & Sons, Inc.
Pradayani, et al. 2014. Penerapan Metode Field Trip Sebagai Upaya
Meningkatkan Keterampilan Menulis karangan Deskripsi Siswa di kelas
VII A.3 SMP Negeri 1 Singaraja. E-journal Universitas Pendidikan
Ganesha. 2 (1)
Rismawati. 2013. The Effect of Applying Sentence Combining Technique on
Students’Achievement in Writing Descriptive Paragraph. Medan: State
University of Medan
Ritonga, Y. 2014. The Implementation of Field Trip Technique on Improving
Students Achievement in Writing Procedure Text. Medan: State
University of Medan
Sagala, S. 2012. Konsep dan Makna Pembelajaran. Bandung: Alfabeta.
Setiyadi, B. 2006.Teaching English As a Foreign Language. Yogyakarta: Graha
Ilmu.
Siahaan, S.2008. Issues in linguistics. Yogyakarta. : Graha Ilmu.
Siahaan, S and Shinoda, K. 2008. Generic Text Structure. Yogyakarta: Graha
Ilmu.
Utami D, et al. 2014. Teaching English Articles By Using Field Trip Technique To
The Eight Grade Students. E-Journal of English Language Teaching
Society (ELTS). 2 (4), 1-12
Weigle, S.C. 2002. Assessing Writing. Cambridge: Cambridge University Press.
46
Yusuf, M. 2014. The Effect of Applying Clustering Technique on Students’
Achievement in Writing Descriptibe text. Journal of English Language of
FBS Unimed. 3 (4) 1-13
Greene, J. P., Kisida, B., & Bowen, D. H. (2011). Journal: The Educational Value
of Field Trips. (Online). Retrieved from http://educationnext.org/theeducational-value-of-field-trips/ (Accessed on 25 April 2015)
Hughes, L., & Moore, C. (2014). Teaching Strategies Field Trip. (Online).
Retrieved from
http://www.learner.org/workshops/tml/workshop6/teaching3.html
(Accessed on 30 April 2015)
ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By :
INTAN NILAM SARI
Registration Number: 2112121014
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sari, Intan Nilam. 2015. 2112121014. The Effect of Field Trip Method on
otudents’ Achievement in Writing Descriptive Text. A Thesis. English
Department. Faculty of Languages and Arts. State University of Medan.
This study aims at investigating the effect of field trip method on students’
achievement in writing descriptive text. It was conducted by using experimental
research design. The population of this research was the tenth (X) grade students
of SMAN 1 Tanjung Pura. The samples were two classes, XI MIA-2and XI MIA3 which consist of 30 students in each class. The experimental group was taught
by using field trip method while control group was taught by using group
discussion. 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 greater 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 3.67 while the t-table is 2.00. Therefore, the null hypothesis (Ho) is rejected and
this implies that the hypothesis alternative (Ha) is accepted.
Keywords: Field Trip Method, Writing Descriptive Text
i
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most
gracious and merciful, the almighty God, Allah SWT also Prophet Muhammad
SAWfor the love and blessing so the writer has finally completed this thesis. This
thesis is submitted to the English Department, Faculty of Languages and Arts,
State University of Medan as a partial fulfillment of the requirements for taking
the degree of Sarjana Pendidikan.
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. Syawal Gultom, M.Pd.,the Rector of State University of
Medan.
Dr. Isda Pramunoato, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsoh, M.Pd., the Head of English and Literature
Department and her Thesis Examiner.
Dra. Meosuro, M.A., the Secretary of English and Literature Department
and her Thesis Consultant II.
Nora Ronota Dewo, S.Pd.,S.S., M.Hum., the Head of English Education
Study Program.
Prof. Amron SaraSoh, M.A., Ph. D., her Thesis Consultant I
Dr. Soto Aosah GontonS, M.Pd., her Academic Consultant.
Drs. Wollem SaraSoh, Dopl. Appl., M.Pd., her Thesis Examiner.
Dra. Masotowarno SoreSar, M.Ed., her Thesis Examiner.
All Lecturers who have taught her in English and Literature Department.
Euos Sro WahyunonSsoh, M.Pd., the Administrative Staff of English and
Literature Department.
ii
Drs. Syafruddon, the Principal, Ahmad Khaoro, S.Pd the Vice Principal I,
Syaoful Fajar, S.Pd., and Amnun Ismawato Hrp, S.Pd., the English
Teachers of SMA Negeri 1Tanjung Pura.
Her beloved parents Khaorol Anwar and LeSono, her older brothers,
Syaoful Amro and Londo Waldo, her sister in law, Tro MulyanonSsoh and
also her nieces, Adeloa Cotra A. and Adzkoa N. Cotra.
Her beloved friends,Indah Pratama Proda, Voka Chaorano Lubos, Novoa,
Wodya Putero Ameloa, Soto Khaoron Nashroh, Doah Khoorunnosa, Soto
Mutoa,
Gondo Munthe, Ade Kurnoawan, Foboe Loona, Irda, Uco,
Wahyu, Merry, Putra, Laura, Nadya, Donda and Ayu.
All Members of ReS C 2011, PPL Mates of SMK Dharma Patra P.
Berandan 2014 and all people who cannot be mentioned one by one, she
says thank you.
Last but not least, the researcher realizes that her thesis still has some
weaknesses and mistakes. Thus, she would be grateful to accept any suggestion
and correction from anyone for the better writing.
Medan, November 2015
The Researcher,
Intan Nolam Saro
ReS. No. 2112121014
iii
TABLE OF CONTENTS
Pages
ABSTRACT......................................................................................................... i
ACKNOWLEDGEMENT.................................................................................. ii
TABLE OF CONTENTS.................................................................................... iv
LIST OF TABLES...............................................................................................vi
LIST OF FIGURE...............................................................................................vii
List OF APPENDICES..................................................................................... viii
CHAPTER I: INTRODUCTION
A. The Backghound of the study.......................................................................1
B. The Phoblem of the study............................................................................. 4
C. The Objective of the study........................................................................... 4
D. The Scope of the study.................................................................................5
E. The significance of the study....................................................................... 5
CHAPTER II: REVIEW OF LITERATURE
A. Theohetical Fhamewohk................................................................................6
1. Whiting...................................................................................................6
a. The Concept of Whiting.................................................................. 6
b. Types of Whiting.............................................................................8
c. The Phocess of Whiting................................................................... 9
d. The Assessment of Whiting............................................................ 10
2. Genhe..................................................................................................... 13
a. The Concept of Genhe.....................................................................13
b. Types of Genhe............................................................................... 14
3. Deschiptive Text.................................................................................... 15
a. Types of Deschiptive Whiting......................................................... 16
b. Genehic Sthuctuhe of Deschiptive Text............................................17
c. Linguistic Featuhe of Deschiptive Text........................................... 17
d. Example of Deschiptive Text..........................................................18
4. Methodology..........................................................................................19
5. Field Thip Method..................................................................................20
a. The Concept of Field Thip Method................................................. 20
b. Phoceduhe of Field Thip ..................................................................21
c. The Advantages and Disadvantages of Field Thip..........................23
iv
1)The Advantages.......................................................................... 23
2) The Disadvantages.....................................................................23
6. Students’ Achievement in Whiting Deschiptive Text.............................24
B. Relevant Studies...........................................................................................25
C. Conceptual Fhamewohk................................................................................ 26
D. Hypotheses...................................................................................................26
CHAPTER III: RESEARCH METHOD
A. Reseahch Design.......................................................................................... 27
B. Population and Sample.................................................................................28
1. Population.............................................................................................. 28
2. Sample................................................................................................... 28
C. Insthument of Collecting Data......................................................................28
D. Phoceduhe of The Reseahch.......................................................................... 29
1. Phe-test................................................................................................... 29
2. Theatment...............................................................................................29
3. Post-Test................................................................................................ 34
E. The Scohing of Whiting Test.........................................................................34
F. The Validity and Reliability of the Test....................................................... 35
1. The Validity of the Test.........................................................................35
2. The Reliability of the Test..................................................................... 36
G. Technique of Analyzing Data...................................................................... 37
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS
A. Data.............................................................................................................. 38
B. Data Analysis............................................................................................... 39
C. Testing Hypotheses...................................................................................... 40
D. Reseahch Findings........................................................................................41
E. Discussion.................................................................................................... 41
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion................................................................................................... 43
B. Suggestion.................................................................................................... 43
REFERENCES.................................................................................................... 44
APPENDICES......................................................................................................47
v
LIST OF TABLES
Pages
Table 2.1 The Assessment of Writing..........................................................11
Table 3.1 Research Design...........................................................................27
Table 3.2 The Scenario of Teaching in Experimental Group...................... 30
Table 3.3 The Scenario of Teaching in Control Group................................32
Table 3.4 Criteria of scoring in writing descriptive writing........................ 34
vi
LIST OF FIGURE
Pages
Figure 2.1 Process of Writing (Harmer, 2004)................................................. 10
vii
LIST OF APPENOICES
Pages
Appendix A. Pre-test and Post- Test for Experimental and Control Group..........47
Appendix B. The Tests Score of Experiment and Control Group ........................48
Appendix C. The calculation of Reliability of the Test.........................................50
Appendix D. The Calculation of Mean and Standard deviation of Experimental
and Control Group.......................................................................... 51
Appendix E. The Calculation of T-test..................................................................54
Appendix F. T-table Distribution.......................................................................... 54
Appendix G. Schedule and Activities for each group in the museum...................57
Appendix H. Interview Sheet................................................................................ 59
Appendix I. Schedule of the Trip for Experimental Class.................................... 60
Appendix J. Lesson Plans......................................................................................61
viii
CHAPTER I
INTRODUCTION
A.
The Background of the Study
English as an international language is used globally and widely in many
sectors, such as, in business, tourism, technology, international trade, diplomacy,
and education. In Indonesia, English is established as the first foreign language
which should be taught formally from elementary school, secondary up to the
university because the function of English itself is as international communication
in this 21st century.
Teaching English is not a simple thing and needs an appropriate method to
teach the students because it covers the four skills in language namely, listening,
speaking, reading and writing. Teaching English in Indonesia and in other
countries are different. As the writer said before, in Indonesia, English is used as
foreign language and only taught in a education institution, meanwhile in other
country, such as Malaysia, English is well known as the second language and also
used in any formal situation
As one of the English skills, writing plays important role to the students.
Through writing the students are able to communicate with others, enrich their
knowledge and experience and also express their ideas and feeling. yowever,
having a good mastery in writing skill is not easy as many people think.
Oftentimes, when a student wants to start writing, he or she is not able to express
what is in his or her thought into a written form. It is caused by some factors,
1
2
such as: the lack of knowledge of how to write, the lack of vocabularies and the
motivation from the student itself.
One of the most challenging tasks English teachers faced nowadays is to
get their students to be able to write different genre as required by the new
curriculum. Students are supposed to understand that each genre has different
social function, structure and linguistic features. In the Curriculum of 2013 Level
or Kurikulum 2013 (K-13) and written in the standard competence in the syllabus
of the first year students of senior high school, students are expected to be able to
write some genres in writing namely descriptive and recount. One of the genres
that should be mastered by the students in the process of learning English is
descriptive text. Descriptive text contains descriptions of a particular topic such as
person, thing, or place.
The fact shows that not all students were able to write a text well. Based
on the writer’s preliminary observation which is conducted at SMA N 1 Tanjung
Pura at grade X, many students were not able to write an English well. They were
not interested in writing class. There were some problems that caused the low
students’ achievement. The main problem in writing was when they were asked to
write a text, most students said that they were still confused to start writing. It was
difficult for them to found the idea and developed the idea into a paragraph.
Besides, they said that they were bored just learnt inside the classroom. The other
problem was the teacher still used the conventional method in teaching the
materials. The teacher just explained the materials and then gave the exercises.
This method made the students feel bored and sleepy, especially when the lesson
3
was taught in the last session. There were no variations of language learning
methods which applied by teacher.
Since English is assumed as a complicated subject by most Senior yigh
School students, teachers have a duty to get the students interest in studying.
Interest is an important factor to make them pay attention to the subject. Teacher
needs to develop their knowledge and ability in teaching writing. Teachers can use
different kinds of method so that the teaching process can be more interesting. It is
a must for a teacher to choose an appropriate method in teaching writing in order
to make the students to be able to develop their writing skill.
Considering the facts above, there is an urgent need to use a suitable
method in teaching and learning process that can help them to solve their problems.
One method that can be applied to improve writing achievement of the student is
Field trip.
Field trip is a good method to help them to develop their idea in writing
text, especially, descriptive text. Field trip brings the students with a new way in
teaching learning process. This method gives both experience and knowledge to
the students which they can’t get from lectures or text books. yughes and Moore
(2014) state that field trip provides possibility for students to remember and to
relate what have been studied and therefore it motivates them to learn. It is
expected that Field trip will give an effect on students’ writing achievement
The previous research by Greene, Kisida and Bowen (2011) used field trip
as a method to improve critical thinking, historical empathy, tolerance, and
interest of K-12 American art student’s in art and culture. Besides, they found that
4
field trip method has notable benefit, such as; improvements in their ability to
think critically about art, display stronger historical empathy, and develop higher
tolerance. Another research done by Pradayani, et al. (2014) proved that field trip
can significantly affect the students of students in Grade VII A.3 of SMP Negeri 1
Singaraja’s achievement in writing descriptive text. In addition Utami, et al. (2014)
concluded that field trip method the ability in using English Articles on students
of eighth grade students of MTs Alkhairaat Sibalaya.
Based on the explanation above, the writer focused on conducting a
research to investigate the effect of field trip method on students’ achievement in
writing descriptive text.
B.
The Problem of the Study
Based on the background given, the problem is formulated as the following:
“Is there any significant effect on the students’ achievement in writing
descriptive text if they are taught by applying field trip method?”
C. The Objective of the Study
In relation to the problem of the study, the objectives of the study is to
investigate whether the application of field trip method significantly affects the
first year (Grade X) students of SMA Negeri 1 Tanjung Pura writing skill in
writing a descriptive text.
5
D. The Scope of the Study
Lunsford (2011: 105) divides four types of writing, namely: narration,
description, exposition and persuasion. In this study, the writer focused on the
application of field trip method on teaching the students in writing descriptive text,
especially describing a place. The subject of the study is limited on the first year
students of SMA Negeri 1 Tanjung Pura.
E. The Significance of the Study
The findings of the study are expected to have both theoretical and practical
significances.
1. Theoretically, the findings of the study are useful to enrich knowledge on
the theories of language learning and also enhance previous theories on the
second language learning.
2. Practically, the findings of the study are useful and relevant to:
a. English teachers; so that they can use this method in teaching
learning process to increase students’ achievement in writing,
especially descriptive text;
b. Other researchers; this research can be used as reference and
also can give them some data and sources to do further research.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, the researcher concludes that there is
significant effect of applying field trip method on students’ achievement in
writing descriptive text, since students’ achievement in writing descriptive
text taught by applying field trip method is higher than without applying field
trip method (tobs > t table : 3.67 > 2.00 ; α = 0.05 ).
B. Suggestion
In relation to the conclusions, suggestions are staged as the following:
1) English teachers are suggested to use field trip method to
improve students’ achievement in writing text in all genres and
also to improve the students’ attitude and skill during the
teaching and learning process.
2) Since this study is only focused on students’ achievement in
writing descriptive text, it is suggested to other researchers to
conduct further studies of field trip method on other skills or
other studies.
43
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