IMPROVING STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT THROUGH ACCELERATED LEARNING APPROACH AT MADRASAH ALIYAH TAMAN PENDIDIKAN ISLAM MEDAN.
A Thesis
IMPROVING STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT THROUGH ACCELERATED LEARNING APPROACH AT MADRASAH ALIYAH TAMAN PENDIDIKAN ISLAM MEDAN
By
ANWAR SALEH
Registration Number: 8106111003
Submitted to the English Applied Linguistic Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOLS
STATE UNIVERSITY OF MEDAN
2015
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SCAATSBA
Anwar Saleh. 8106111003. Improving Students’ Ability in Writing Narrative Text Through Accelerated Learning Approach at Madrasah Aliyah Taman Pendidikan Islam Medan. A Thesis. English Applied Linguistic Study Program, State University of Medan 2015
The aims of this study are to improve the students’ writing ability by using accelerated learning approach, to find out the students’ ability before and after implementing the accelerated learning. The objective of the study was to find out how accelerated learning approach can be used to improve the writing ability of students. The study was collaborative classroom action. This study was conducted in two cycles by following the procedures of the action research i.e. planning, implementing, observing, and reflecting. Each cycle consisted of three meetings. The data of the study were gathered through the following instruments - observation checklist, field notes, and writing test. The subjects of this study were 42 second year students of MA Taman Pendidikan Islam of the 2015/2016 academic year. All students were taken as the subjects of the research. The finding of the study indicated that Accelerated Learning approach was successful in improving students’ writing narrative text. The improvement could be seen from the increase of students’ average writing score from 49.6 in the preliminary study, and 60.2 in the first cycle, to 70.2 in the second cycle. Besides, the finding indicated that Accelerated Learning approach was effective in enhancing the students’ motivation and participation. It seemed that most of students (92,60%) were involved actively in writing. Based on the findings, it is suggested that English teachers apply Accelerated Learning approach since it is beneficial not only in improving the writing narrative text but also in motivating students to write and work together to describe the event in the picture. Besides, the technique is also helpful in encouraging students to actively participate in writing narrative text.
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ABSTRAK
Anwar Saleh. 8106111003. Improving Students’ Ability in Writing Narrative Text Through Accelerated Learning Approach at Madrasah Aliyah Taman Pendidikan Islam Medan. Tesis Program Studi Linguistik Terapan Bahasa Inggris, Universitas Negeri Medan 20015
Penelitian ini bertujuan untuk meningkatkan ketrampilan menulis teks narasi siswa dengan menggunakan pendekatan Acceleratif Learning serta mengetahui kemampuan menulis siswa sebelum dan setelah menerapkan pendekatan akseleratif learning. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pendekatan Acceleratif Learning dapat digunakan untuk meningkatkan kemampuan menulis para siswa. Penelitian ini menggunakan rancangan penelitian tindakan kelas yang bersifat kolaboratif. Penelitian ini dilaksanakan dalam dua siklus yang mengacu pada prosedur penelitian tindakan yaitu, planning, implementing, observing, dan reflecting.
Tiap siklus dalam penelitian ini terdiri dari tiga pertemuan untuk pelaksanaan teknik. Data penelitian dikumpulkan melalui beberapa instrumen yaitu lembar observasi, catatan lapangan, dan hasil tes tulisan siswa. Subyek penelitian ini adalah 42 siswa kelas sebelas MA Taman Pendidikan Islam Medan pada tahun ajaran 2014/2015. Semua siswa menjadi subyek penelitian ini. Hasil penelitian lebih lanjut menunjukkan bahwa Acceleratif Learning efektif dalam meningkatkan kemampuan siswa dalam menulis teks narasi. Peningkatan dapat dilihat dari kenaikan nilai rata-rata menulis teks narasi siswa dari nilai studi awal 49.6; 60.2 di siklus pertama, dan 70,2 di siklus kedua. Di samping itu, hasil penelitian juga menunjukkan bahwa Accelerated Learning Approach sangat efektif dalam meningkatkan motivasi dan partisipasi siswa, sebagian besar siswa (92.60) telah terlibat secara aktif dalam tahap-tahap kegiatan menulis. Berdasarkan hasil penelitian, disarankan kepada guru Bahasa Inggris untuk menerapkan Accelerated Learning karena pendekatan ini tidak hanya bermanfaat dalam meningkatkan kemampuan menulis teks narasi namun juga dalam memotivasi siswa untuk menulis dan bekerja sama dalam mendeskripsikan kejadian yang ada di dalam gambar. Selain itu, Accelerated Learning juga berguna dalam mendorong siswa untuk ikut serta secara aktif dalam menulis teks narasi.
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ACKNOWLEDGEMENTS Bismillahirahmanirrahim.
First and foremost, praise and thank be to Allah SWT, the Almighty, who has granted countless blessing, knowledge, and opportunity to the writer so that she has been finally able to accomplish her thesis.
Praises are all also addressed to our prophet Muhammad SAW who has guided us to the better life of today.
This thesis could have been completed because of the guidance, encouragement, suggestions, and comments from several people, for which he would like to extend her sincere and special thanks.
He gratefully acknowledges her debt to Prof. Dr. Lince Sihombing, M.Pd., his first adviser, who has generously spent precious time in giving the guidance, encouragement, suggestions, and comments until this thesis comes to its present form. His deepest gratitude is also expressed to Dr. Didik Santoso, M.Pd., his second adviser, who has kindly assisted him for many hours as he tried to figure out what he really wanted to say in this thesis.
His enormous appreciation is addressed to Prof. Dr. Busmin Gurning, M.Pd., the head of English Applied Linguistics Study, and to Dr. Sri Minda Murni, M.S., the secretary of English Applied Linguistics Study for their administrative assistances.
With much admiration, he would like to take this special occasion to express her deep gratitude to Prof. Dr. Busmin Gurning, M.Pd, Dr. Zainuddin, M.Hum,
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Dr. Sri Minda Murni, M.S. for being his reviewers and examiners for the valuable inputs to be included in this thesis. He also is in enormous intellectual debt to all lecturers of English Applied Linguistics Study Program who have been my inspiration during the academic years and also during the completion of this thesis.
Special thank is extended to Rosmiani, S.Pd, the headmaster of MA Swata Taman Pendidikan Islam Medan for the permission to conduct the research.
Finally, he realizes that he is really sure that the care, attention support and good education are given by his beloved parents and wife. He has no suitable words word that can fully describe their everlasting love and express how much he loves them.
Last but not least, to his best friends Tumpak,Sulinda, Dini, and Sayuti for great help and encouragement during the academic years and the completion of his thesis and all friends in intake XVIII class for their friendship and cooperation.
It would be difficult to find adequate words to convey how much he owes the people. Thank you so much.
May Allah bless us
Medan, August 2015. The researcher,
ANWAR SALEH Reg. No. 8106111003
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TABLE OF CONTENTS
Pages
ABSTRACT i
ABSTRAK ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
LIST OF APPENDICES ix
CHAPTER I: INTRODUCTION 1
1.1 The Background of the Study 1
1.2 The Problem of the Study 7
1.3 The Objective of the Study 7
1.5 The Scope of the Study 7
1.4 The Significance of the Study 8
CHAPTER II: REVIEW OF RELATED LITERATURE 10
2.1 Ability in Writing Narrative Text 10
2.1.1 Ability 10
2.1.2 Writing 11
2.1.2.1 The Purpose of Writing 12 2.1.2.2 The Stage of Writing Process 13
2.1.2.3 Writing Assessment 14
2.1.2.4 Narrative Text 17
2.2 Accelerated Learning Approach 19
2.2.1 Definition 19
2.2.2 Principle of Applying Accelerated Learning 22 2.2.3 The Design of Accelerated Learning 27
2.2.2.1 Objective 27
2.2.2.2 Roles of Teachers and Students 27
2.2.2.3 Materials 28
2.2..4 The Procedure of Accelerated Learning 28 2..3 The Strength and Weakness of Accelerated Learning 35
2.3.1 The Strength 35
2.3.2 The Weakness 36
2.4 Conceptual Framework 34
CHAPTER III: RESEARCH OF METHODOLOGY 37
3.1 Research Setting 37
3.2 Data and Data Source 37
3.2 Research Method 38
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3.3.1 Preliminary Study 42
3.4.2 Cycle 1 43
3.4.2 Cycle 2 51
3.5 Instruments and Techniques of Data Collection 52 3.6 The Technique of Data Analysis 53
3.7 Trustworthiness 55
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 67
4.1 Research Finding 57
4.1.1 The Preliminary Study 57
4.1.2 The First Cycle
4.1.2.1 Planning 60
4.1.2.2 Action 61
4.1.2.3 Observation 62
4.1.2.4 Reflection 67
4.1.3 The Second Cycle
4.1.2.1 Planning 68
4.1.2.2 Action 69
4.1.2.3 Observation 74
4.1.2.4 Reflection 77
CHAPTER V CONCLUSION AND SUGGESTION 85
5.1 Conclusion 81
5.2 Suggestion 82
REFERENCES 84
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LIST OF TABLES
Page Table 1.1 The Mean of Achievement in Writing Narrative of the students….. 3 Table 2.1 The differences between Accelerated Learning and Conventional Learning………... 22 Table 3.1 Analytic Scoring Rubric of Narrative Writing……….…... 47
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LIST OF FIGURES
Page
Figure 2.1 The Sample of a Narrative Text and Its Characteristics……... 19
Figure 2.5 The back of the brain that deals with visual data... 26
Figure 2.3 Accelerated Learning Model... ... 28
Figure 3.1 Classroom Action Research Design of Kemmis & Taggart Model... 39
Figure 3.2 The Classroom Action Research Procedures... 41
Figure 4.1 The Students’ Writing Product in the First Cycle... 63
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1 CHAPTER I
INTRODUCTION 1.1 The Background of the Study
English is taught as a foreign language in Indonesia and its aim is to enable students to master the four English skills, i.e. listening, speaking, reading, and writing (Depdiknas, 2006:287). Writing is one of the four language skills in which someone can express his ideas, thoughts, and experiences through written language. Writing is considered the most difficult and complicated language skill to be learned compared to other language skills. Nunan (1989:35) states that learning to write fluently and expressively is the most difficult of four language skills for all students whether it is for first, second, or foreign language students. Furthermore, Nunan (1999:271) highlights that the most difficult thing to do in learning a foreign language is probably in producing a coherent, fluent, and extended piece of writing. In line with Nunan, Richards and Renandya (2002:303) state that writing is the most difficult skill for second language (L2) students to master. The difficulty lies not only in organizing and generating ideas, but also translating these ideas into readable texts. The skills involved in writing are highly complex. L2 students have to pay attention to higher level skills of planning and organizing as well as lower level skills of spelling, punctuation word choice and so on.
The Curriculum of Educational Stratified Level (Kurikulum Tingkat Satuan Pendidikan: KTSP) of Senior High School states that students of senior high school are expected to be able to write various genres such as narrative, descriptive, and
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2 expository writing (Depdiknas: 2006). It becomes the reason why the teaching of writing is important. Harmer (1998:79) states that some reasons for teaching writing to the students of English as a foreign language include reinforcement, language development, learning style, and writing as a basic language skill. In line with Harmer, Raimes (1987) in Widiati and Cahyono (2006:140) highlights that there are six purposes of teaching writing: writing for reinforcement, training, imitation, communication, fluency, and learning. Furthermore, Raimes (1983:3) highlights that teaching writing helps students learn to use language.
Considering the complexity and the importance of writing, an English teacher should be an effective teacher, who can draw students’ talents and then use variety of teaching methods and strategies to improve their talents. The writing class should be facilitated with activities which motivate students to learn. Teaching writing is not just opening the book, giving assignment, and grading paper. The students are not just writing based on the topic given and collecting the product at the end of a lesson. The students should be challenged and stimulated by interesting and fun activities during the teaching and learning process. According to Brown (2001:340) one of the challenges of becoming an effective writing teacher must offer guidance in helping students to engage in the process of writing.
Narrative is one of genres which is taught in Senior High School level. It is the most common and popular type of writing among students. The writer writes narration to inform an event, story, incident, or his/her own experiences. When a
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3 student writes about his school experiences, he writes a narrative, or when he tells the readers about his holiday, he also writes a narrative.
Many students of Madrasah Aliyah Taman Pendidikan Islam (MA TPI) find some difficulties in learning writing narrative. The difficulties affect the students’ result of writing. A preliminary study which was conducted on August 13th 2014
showed that the students’ average score in writing a narrative text was 49.6 (forty-nine point six) (see Appendix H) , while the minimum passing grade criteria (KKM/Kriteria Ketuntasan Minimal) is 60.0 (Sixty point zero).
Table 1.1
The Mean of Achievement in Writing Narrative of the Students of MA Swasta Taman Pendidikan Islam Medan
No Academic Year Students’ Score Class XI
Lowest Score Highest Score Average 1. 2011/2012 25 40 32.5 2. 2012/2013 30 45 37.5 3. 2013/2014 40 55 47.5
From Table 1.1 it is concluded that the students’ achievements do not meet the minimum passing grade criteria (KKM/Kriteria Ketuntasan Minimal) determined which is 60
The result indicates that the students’ writing achievement is not satisfactory yet. They often made mistakes in grammar, spelling, capitalization, punctuation, and their paragraph organization and poor content as well. Besides, it was supported by the students’ result of questionnaires distributed in the preliminary study that many of the students have a big problem in writing due to some reasons. First, they do not
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4 know how to begin writing especially when they have no idea what to write. Second, they find it difficult to generate and translate the ideas into a readable text because of lack of vocabulary. Third, they feel bored in writing class because the learning activities in writing are monotonous. The teacher usually asks the students to rearrange some words into a good sentence. The students are also asked to write a simple paragraph using their own words without the teacher’s assistance.
Based on the facts above, the difficulties of students and the unsatisfactory results in writing at MA TPI Medan might be due to the ineffective technique of teaching writing and this causes the teaching and learning activities to be unlively. In this case, firstly, the teacher does not make a good planning which includes general and specific instructional objectives, instructional material and media for teaching writing. Burden and Byrd (1999:137) state that the use of instructional media during instruction can facilitate and enhance student’s learning. However, to help students to be able to write, a teacher should be more creative to find out the authentic material and appropriate media which help the students to engage in teaching writing.
Secondly, the teacher possibly assumes that writing is a product-oriented which focuses on the end result of learning process. The students are expected to be able to do as fluent and competent as user of the language does. Meanwhile, writing is not a single activity, but one which is recursive, it means that writing has several stages and these can be performed from the initial to the final stages, and can proceed through again, until the final product is presented. Nunan (1991:87) states that writing is a long and often painful process. Due to this situation, the teacher has to involve
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5 the students with various classroom activities which are believed to promote the development of language skill.
Third is, potentially, the teacher dominates the classroom activities. The activities in the teaching and learning of writing are likely to be teacher-centered. Students rarely work cooperatively. They are often given difficult task individually that make them give up. The students actually prefer to be more frequently engage in cooperative learning. As a result, students find writing instruction dreary. These are the factors that cause the low level of students’ motivation. However, the teacher has to transform the teaching and learning process to be student-centered to increase the students’ motivation. Brown (2001:82) states that learner centered, cooperative teaching, helps the students to develop intrinsic motivation. In addition, Nunan (1991:87) states that collaborative group work among students is a way of enhancing motivation and developing positive attitudes toward writing.
Considering the problem in the teaching of writing at MA TPI Medan above, there is a need to implement an approach or method that can solve the problems. Accelerated learning (for further explanation the abbreviation A.L is used) is the most advanced teaching and learning method in use today. It's a total system for speeding and enhancing both the design process and the learning processes. Based on the latest brain research, it has proven again and again to increase learning effectiveness while saving time and money in the process. Many of today's leading organizations and educational institutions are benefiting from the power of accelerated learning. What
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6 makes accelerated learning so effective is that it's based on the way the learners all naturally learn. A.L. unlocks much of their potential for learning that has been left largely untapped by most conventional learning methods. It does this by actively involving the whole person, using physical activity, creativity, music, images, color, and other methods designed to get people deeply involved in their own learning.
According to Meier (2000:XVII), here's what people need for an optimal learning environment: (1) A positive learning environment. People learn best in a positive physical, emotional, and social environment, one that is both relaxed and stimulating. A sense of wholeness, safety, interest, and enjoyment is essential for optimizing human learning. (2) Total learner involvement. People learn best when they are totally and actively involved and take full responsibility for their own learning. Learning is not a spectator sport but a participatory one. Knowledge is not something a learner passively absorbs, but something a learner actively creates. Thus A.L. tends to be more activity-based rather than materials-based or presentations-based. (3) Collaboration among learners. People generally learn best in an environment of collaboration. All good learning tends to be social. Whereas traditional learning emphasizes competition between isolated individuals, A.L. emphasizes collaboration between learners in a learning community. (4) Variety that appeals to all learning styles. People learn best when they have a rich variety of learning options that allows them to use all their senses and exercise their preferred learning style. Rather than thinking of a learning program as a one-dish meal, A.L.
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7 thinks of it as a results-driven, learner-centered smorgasbord. (5) Contextual learning. People learn best in context. Facts and skills learned in isolation are hard to absorb and quick to evaporate. The best learning comes from doing the work itself in a continual process of "real-world" immersion, feedback, reflection, evaluation, and reimmersion.
In this case the researcher feels challenged to create an innovative method of teaching English material especially narrative text of writing material through accelerated learning approach due the researcher’s teaching experiences in his school with the title “ Improving Students’ Ability In Writing Narrative Text Through Accelerated Learning Approach of Eleventh Grade Students at Madrasah Aliyah Taman Pendidikan Islam Medan.
1.2The Problems of the Study
Referring to the background of the study, the research question is formulated as follow:
1. How can the accelerated learning approach improve the students’ writing skills at MA TPI Medan?
2. How is the students’ ability before implementing the accelerated learning ? 3. How is the students’ ability after implementing the accelerated learning ?
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8 1.3The Objectives of the Study
In line with the research problem, this study is intended (1) to improve the eleventh grade students’ writing skills of MA TPI Medan in the academic year of 2014/2015, (2) to find out the students’ ability before implementing the accelerated learning ?, (3) to find out the students’ ability after implementing the accelerated learning
1.4The Scope of the Study
There are many factors that can cause the low level of the students’ writing ability. Those come from internal and external factors. The internal factors that can influence the students’ writing ability are the students’ motivation, The students’ interest, IQ, students’ learning style and etc. The external factors that can affect students’ writing ability are environment, facility, teacher performance including the teaching method. In this case the researcher only limit on the accelerated learning. 1.5 The Significance of the Study
The findings of the study are expected to be useful theoretically and practically, this study is useful for (1) the English teacher to improve the students’ writing ability (2) the students to increase their writing skill (3) the researchers who are interested to carry out a research in the similar focus.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research finding, it can be concluded that:
1. In the preliminary study, the students ability in writing narrative quantitatively is still low namely the average score of the students is 49,60 and qualitatively, the students still feel difficult in writing narrative test.
2. In the first cycle, the students ability in writing narrative quantitatively, there was little improvement of the students’ average score namely the average score of the students is 60.20 and qualitatively the implementation of accelerated learning approach did not yet give satisfactory result on the improvement of students’ writing ability even though there was a little improvement
3. In the third cycle the students’ ability in writing narrative quantitatively, is high namely the average score of the students was 70.20 and qualitatively the students feel easy in writing narrative test.
5.2 Suggestions
There are some suggestions to offer to the English teachers and the other researchers based on the research findings and discussion.
Based on the effectiveness of the implementation of the accelerated learning approach in the teaching and learning of writing narrative texts and improving student’s motivation, particularly in sharing ideas and describing the events in the picture, it is suggested that the English teachers apply accelerated
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82 learning approach as an alternative strategy in English instruction. Yet, in applying this technique, the teacher should be active in monitoring the students’ activities in group discussion and the teacher should be creative in making the teaching and learning process alive so that students will never feel bored.
Besides, it is recommended that the English teacher use accelerated learning approach as a learning strategy to enhance the students’ competence not only in writing but also in the three other language skills.
Furthermore, it is recommended that the students use accelerated learning approach as one of their learning strategies to practice and improve their writing ability in narrative texts which can be done in their extracurricular activities.
To the future researchers, particularly those who have the same problem and are interested in conducting research, it is suggested that they apply accelerated learning activity in the same field in their research or on the teaching of three other language skills.
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learning approach as an alternative strategy in English instruction. Yet, in
applying this technique, the teacher should be active in monitoring the students’
activities in group discussion and the teacher should be creative in making the
teaching and learning process alive so that students will never feel bored.
Besides, it is recommended that the English teacher use accelerated
learning approach as a learning strategy to enhance the students’ competence not
only in writing but also in the three other language skills.
Furthermore, it is recommended that the students use accelerated learning
approach as one of their learning strategies to practice and improve their writing
ability in narrative texts which can be done in their extracurricular activities.
To the future researchers, particularly those who have the same problem
and are interested in conducting research, it is suggested that they apply
accelerated learning activity in the same field in their research or on the teaching
of three other language skills.
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84
REFERENCES
Anas Sudijono, 2008. Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada,
Anderson, M. & Anderson, K. 1997. Text Types in English 2. South Yarra: Macmillan.
Arikunto, S. 2002. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara
Arends, R.I.2004, Learning to Teach (6th ed.) New York: McGraw Hill
Behrman, C.H.2003. Ready to use: Writing Proficiency Lesson & Activities 8th
Grade Level. San Francisco: Jossey-Bass.
Bobby, D. 2001. Accelerated Learning New Horizons for Learning,
(www.newhorizon.org), retrieved on March 17th, 2014)
Brinbest. 2002. Accelerated Leraning, (http://www.brinbest.com), retrived on August 2014)
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