A DESCRIPTIVE STUDY ON THE ELEVENTH YEAR STUDENTS’ WRITING MASTERY OF MAN KARANGANOM KLATEN IN ACADEMIC YEAR OF 2015/2016 - UNWIDHA Repository

  

A DESCRIPTIVE STUDY ON THE ELEVENTH YEAR STUDENTS’

WRITING MASTERY OF MAN KARANGANOM KLATEN IN ACADEMIC

YEAR OF 2015/2016 S1- Thesis

This Thesis is Presented as a Partial Fulfillment of the Requirements for

Accomplishing Undergraduate Degree of Education in English Language

Education Study Program BY NAME : WIDYA KURNIA ARIZONA STUDENT NO. : 1211202753 TEACHER TRAINING AND EDUCATION FACULTY WIDYA DHARMA UNIVERSITY KLATEN 2016

  

MOTTO

  o Kindness is a language which the deaf can hear and the blind can see

• Mark Twain o

  Pembalasan terbaik adalah menjadi orang yang lebih baik dari orang yang

  menyakiti kita

• Tere Liye o

  Education is the most powerful weapon which you can use to change the world

• Nelson Mandela

  PRESENTATION

  This thesis is presented to: 1.

  My beloved parents, Alm. Sumarno and Suwarsinem, thank for your spirit, love, material and moral.

  2. My beloved aunts, Lasmini, Rejeki and Sumini, thank for your spirit, love, material and moral.

  3. My beloved sister and brother, Wulan Wahyu Wijayanti and Sukmo Anggoro Jati, thank for your support and help.

  4. My beloved best friend, Muhammad Miftakul, thank for your support.

  5. My beloved friends in Widya Dharma University, English Depaterment Students, especially class A (Erma, Devi and the big family of VIII A), thank for your support, help, togetherness and friendship.

  

ACKNOWLEDGEMENT

First of all, I would like to thank to Allah SWT who has blessed me finish this

thesis as a partial fulfillment of requirements for accomplising Undergraduate Degree

of Education in English Education Study Program of Widya Dharma University

Klaten. I realize that this thesis cannot be finished without other people

  ’s helps. So, I would like to express appreciation to persons who help me finish this thesis:

1. Prof. Dr. H. Triyono, M.Pd., the Rector of Widya Dharma University.

  2. Drs. H. Udiyono, M.Pd., Dean of the Faculty of Teacher Training and Education of Widya Dharma University, who gives the researcher permission and support to write the thesis.

3. Dra. Hj. Sri Haryanti, M.Hum., head of English Education Study Program of Widya Dharma University.

  4. Drs. Purwo Haryono, M.Hum., the first consultant who has given his guidance, suggestion, and permission in writing this thesis and guides the researcher patiently and sincerely in finishing the thesis.

  5. Didik Rinan S., S.Pd, M.Pd., the second consultant, who has given his guidance, suggestion, correction, advice, information and motivation during writing and finishing this thesis.

  6. Handoko, S.Ag., M.Pd., as the headmaster of MAN Karanganom Klaten who has given permission to do the research.

  7. Drs. Andrian Setiadi, M.Pd., as the headmaster of SMA N 1 Wonosari Klaten who has given permission to do try out.

  8. Hatifah, S.Pd., the English teacher of MAN Karanganom Klaten who helps the researcher to do the research.

  9. Teguh Santoso, the English teacher of SMA N 1 Wonosari Klaten who helps researcher to do ty out.

  10. Samino, S.Pd., as the English teacher of MAN Karanganom Klaten who helps researcher to the researcher.

  11. Eleventh year students of MAN Karanganom Klaten and SMA N 1 Wonosari Klaten in the academic year of 2015/2016 who were willing to be observed and gave so much help on collecting the data.

  12. My beloved family who always supports in such ways for both moral and material supports.

  13. My beloved friends who give help to finish this study.

  Finally, I realize that this thesis is far from being perfect. Therefore, I will

receive the criticism and suggestion from readers to make this perfect. I expect that

this thesis is useful and gives support for language teaching and learning.

  Klaten, March 2016 Widya Kurnia Arizona

  

TABLE OF CONTENTS

TITLE ................................................................................................................ i

APPROVAL ...................................................................................................... ii

RATIFICATION.............................................................................................. iii

PRONOUNCEMENT ....................................................................................... iv

MOTTO

  v ……………………………………………………………………….

  

PRESENTATION ............................................................................................. vi

ACKNOWLEDGEMENTS .............................................................................. vii

TABLE OF CONTENTS .................................................................................. ix

LIST OF TABLES............................................................................................. xi

LIST OF APPENDICES

  ….……………………………………………………… xii

ABSTRACT ....................................................................................................... xiii

  CHAPTER I INTRODUCTION A.

  1 The Background of the Study ....................................................

  B.

  5 The Reason for Choosing the Topic ...........................................

  C.

  6 The Limitation of the Study ……………………………… ......

  D.

  6 The Problem of the Study ……………………………….. .......

  E.

  6 The Aim of the Study .................................................................

  F.

  6 The Use of the Study ..................................................................

  G.

  7 The Clarification of the Key Terms ...........................................

  H.

  8 The Organization of the Study ...................................................

  CHAPTER II REVIEW OF RELATED LITERATURE A.

  9 The Definition of Writing .......................................................

  B.

  11 The Kinds of Writing ..............................................................

  C.

  53 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

  66 BIBLIOGRAPHY .............................................................................................

  66 B. Suggestion ................................................................................

  Conclusion ...............................................................................

  62 CHAPTER V CONCLUSION AND SUGGESTION A.

  59 C. The Discussion of Finding ...........................................................

  A. Presenting the Data ...................................................................... 57 B. Analyzing the Data .......................................................................

  42 D. The Technique of Analyzing the Data ....................................

  The Writing Purpose ................................................................

  39 C. The Technique of Collecting the Data ....................................

  38 B. The Subject of the Study ........................................................

  23 CHAPTER III RESEARCH METHODS A. The Meaning of Research Method ........................................

  21 G. Teaching Writing .....................................................................

  The Importance of Writing ..................................................... . 19 F. The Process of Writing ...........................................................

  14 D. The Types of Classroom Writing Performance ...................... . .16 E.

  68 APPENDIX

  

LIST OF TABLES

  Table 1. The Result of the Try Out Test......................................................................45 Table 2. The Eleventh Year Students of SMA N 1 Wonosari Klaten as the Try Out

  Group Determine the Validity of Test.......................................................... 46 Table 3. The Preparatio n of Reliability Computation…………..……..................... 49 Table 4. The

  Scoring Rubric……………………………......................................... 54 Table 5. The Category of

  Students Mark…………................................................... 56 Table 6. The Result of Writing Test of the Eleventh Year Students of MAN

  Karanganom Klaten 2015/2016................................................................... 57 Table 7. The

  Category of Students Mark…………………....................................... 59 Table 8. The Frequency Distribution of the Students

  ’ Writing Mastery................... 60 Table 9. The Frequency Distribution of the Sudents Mark........................................ 61

  LIST OF APPENDICES

  Appendix I: The Instrument of the Research ...................................................... 70 Appendix II: Reviewer Judgment ....................................................................... 71 Appendix III: T he Students’ Work Sheet of Try Out ......................................... 73 Appendix IV: T he List of Students’ Name of SMA N 1 Wonosari .................... 103 Appendix V: T he Result of Students’ Mark of SMA N 1 Wonosari .................. 104 Appendix VI: T he Students’ Work Sheet of Research ....................................... 105 Appendix VII: T he List of Students’ Name of MAN Karanganom Klaten ........ 208 Appendix VIII: T he Result of Students’ Mark of MAN Karanganom Klaten ... 210 Appendix IX: The Letter for the First Consultant ............................................... 212 Appendix X: The Letter for the Second Consultant ........................................... 213 Appendix XI: The Permission Letter of Try Out from University ..................... 214 Appendix XII: The Letter of Try Out from SMA N 1 Wonosari ....................... 215 Appendix XIII: The Permission Letter of Research from University ................. 216 Appendix XIV: The Letter of Research from MAN Karanganom Klaten.......... 217

  

ABSTRACT

WIDYA KURNIA ARIZONA, STUDENT NO. 1211202753. English Education

Study Program, Teacher Training and Education Faculty. Widya Dharma University,

2016. Undergraduate Thesis: A Descriptive Study on the Eleventh Year Students’ Writing Mastery of MAN Karanganom Klaten in Academic Year of 2015/2016.

  This study aims at describing the students’ mastery of writing of the eleventh year students of MAN Karanganom Klaten in the academic year of 2015/2016.

  The subject of the study is the eleventh year students of MAN Karanganom

Klaten in the academic year of 2015/2016. The number of population is 94 students

which are divided into 5 classes. This study takes 54% or 50 students as the sample.

This study uses propotional random sampling, by giving the test to the students on

the personal letter. Data analysis uses the statistical method to gain the mean and

categorized into qualitative and quantitative category.

  The findings show that the students who gain very good category are 29

students or 58%, good category are 18 students or 36%, fair category are 3 students

or 6% and there no students who gain poor and fail category. The mean mark is 78.8

and categorized into good category. This study concluded that the writing mastery of

eleventh year students of MAN Karanganom Klaten in academic year of 2015/2016

is good.

CHAPTER I INTRODUCTION A. The Background of the Study Language is a means of communication which is used by every single

  person to communicate with other people. In line with the statement, Richards and Schmidt (2010: 443) state language is the system of human communication which consists of the structured arrangement of sounds (or their written representation) into larger units, e.g. morphemes, words, sentences, utterances.

  Therefore, language is a means of communication which consists of the structured arrangement of sounds (or their written representation) into larger units, e.g. morphemes, words, sentences, utterances. In daily activities, people can communicate using one word. For example, “Where are you going?” “Market”. People can understand the intent of speaker though the speaker answers the question using one word. Without language, it is hard to communicate with other people. Therefore, language is very important because language is used every day in daily activity. In daily activity, language is based on social situation and cultural so there are many languages in this world because every country has different social situation and cultural. One of the languages in this world is English. English is an international language. English is an international language because it is used in international events, international trade, etc. So, English is considered useful and very important.

  2 Therefore, the learners should study English as soon as possible in order to master English.

  Indonesian government has determined English as a subject in school. English is taught as compulsory subject to the students in junior high school and senior high school. In elementary school, English is taught from the third to sixth grade as obligatory supplementary subject (Permendiknas No.23 Tahun 2006) .

  Besides that, Permendiknas No.23 Tahun 2006 states that the various types of texts that are learned by the students of senior high school are interpersonal text and transactional text. The teaching materials of interpersonal text in the first semester are expressions of making, accepting and declining invitation, expressions of making and cancelling an appointment. While, the teaching materials of transactional text in the first semester are personal letter and procedure.

  Teaching English has purpose at mastering four basic skills. They are listening, speaking, reading and writing. As one of them, writing has occupied the most places in English language skills because writing can to express the meaning of short simple functional written texts and essays to interact with the surrounding environment. Based on the explanation, in this study the researcher wants to describe about writing skill.

  Ulijn and Strother as quoted by Sawalmeh (2013: 2) state that writing is generally considered to be one of the active or productive skills of language usage. According to Hyland (2002: 1), the main activities of writing class

  3 involves conceptualizing, planning, and delivering courses. Hyland (2003: 3) states that learning to write in a foreign or second language mainly involves linguistic knowledge and the vocabulary choices, syntactic patterns, and cohesive devices that comprise the essential building blocks of texts.

  Nowadays people need to learn to write because writing is one of the important skills. Becoming a proficient writer is one of the major objectives of many students, especially for those who want to become members of international business, administrative or academic communities (Tribble as quoted by Sattayatham and Ratanapinyowong, 2008: 19). Through writing, the students can learn vocabulary, grammar, and cohesive devices. Writing becomes an important language skill because it is productive skill that shows how skillful the students is in writing and discovers the talented students in this field (Nurmaini, Harsyaf and Zakhwan, 2009: 4).

  While, according to Klein (1999) as quoted by Alharbi (2015: 228), writing is important because the writing processes can be explained through cognitive theory. First, writing creates knowledge by encouraging the writer to structure thinking. Second, any written materials can be reviewed and compared with other texts or thought. Third, some types of writing required writers to make relationships among ideas, so when the writer read a text they may shape how the knowledge is represented and relate the information to their perspective.

  According to Richards and Renandya (2002: 303), writing skill is the most difficult skill for L2 learners to master. The difficulty lies not only in

  4 generating and organizing ideas, but also in translating these ideas into readable text. The skills involved in writing are highly complex. The writers have to pay attention to higher level skills of planning and organizing as well as lower level skills of spelling, punctuation, words choice and so on. The difficulty is even more pronounced if their language proficiency is weak.

  For Indonesian, learning English is not easy, especially learning writing because learning writing, students also have difficulties in transferring ideas from their native language (i.e. Indonesian) into the target language (i.e. English). It happened because there are many kinds of differences between Indonesian as native language and English as a target language. One of the differences is in sentence structure. For example, an Indonesian who learns English may say “Father buy car tomorrow”, “Father buy car yesterday”, “Father buy car now”, or “Father buy car for a hour” which are not acceptable in English. The learner makes those sentences because in Indonesian, there is no difference in using verbs in future, past, and present occurrence as in

  “Ayah

membeli mobil besok”, “Ayah membeli mobil kemarin”, “Ayah membeli mobil

sekarang”, or “Ayah membeli mobil selama satu jam”.

  To be better in writing, teachers should offer students opportunities for sufficient amount of writing practice with the purposes varying from basic functional sentence patterns to various styles of text such as narration, argumentation, exposition and description essays. Firstly, allow more time in the unit for writing practice rather than spend most of the time in analyzing small segment of language, hence, increasing students’ motivation to learn and

  5 to write. Secondly, provide written text models, especially model essays written by native speakers which reflect real-world language or situations, thus increasing students’ authentic intake (Sun, 2010: 869).

  Based on the fact and the statement above, the researcher will conduct a research at the eleventh year students of MAN Karanganom Klaten in academic year of 2015/2016. Therefore, this study is entitled A Descriptive Study on the Eleventh Year Students’ Writing Mastery of MAN Karanganom Klaten in Academic Year of 2015/2016.

B. The Reason for Choosing the Topic

  The reasons that support this study relates to: 1. Writing is an essential skill for learners of English as a second or foreign language because writers use writing to reflect real-world language or situation.

  2. Writing is important skill because writing is central to writers’ personal experience and social identities, so the students can express their personal experience and their social identities.

3. By having, a good skill in writing, students can be easy in generating and organizing their ideas into statements and paragraph.

  4. Writing skill is more and more important nowadays because becoming proficient writer is one of the major objectives of many students, especially those who want to become members of international business and administrative or academic communities.

  6

  C. The Limitation of the Study

  The researcher wants to limit the study only to the mastery of writing of the eleventh year students of MAN Karanganom Klaten in academic year 2015/2016.

  D. The Problem Statement

  In this study, the researcher would like to present the problem of the study as follows: “How is the writing mastery of the eleventh year students of MAN Karanganom Klaten in academic year 2015/2016?” E.

   The Aim of the Study

  Based on the problem statement above, this study has aim to describe the mastery of writing of the eleventh year students of MAN Karanganom Klaten in academic year 2015/2016.

  F. The Use of the Study

  This study, intends to have the aspect of teaching and learning English will be improved. Thus, this study is useful for English teachers and students.

  They are as follows: 1.

  To give readers description about writing skill for the eleventh year of senior high school.

  2. To increase the researchers’ and the readers’ knowledge in writing English.

  3. For reader and education stakeholders, it can be useful to lack of the obstacle in teaching and learning process in the future.

  7

G. The Clarification of the Key Terms

  To clarify the meaning of the title, the researcher would like to describe the terms as follows:

  1. Descriptive Study This type of research is descriptive study. According to Hadi

  (2015: 3) descriptive study describes the condition of an object or its event without taking general conclusions. This study, descriptive study means that a study needs to analyze t he students’ writing mastery of the eleventh year students of MAN Karanganom Klaten in academic year of 2015/2016.

  2. Mastery Mastery learning focuses on overt behaviors that can be observed and measured (Baum, 2005: 20). In this study, mastery mean s the student’s complete knowledge on writing. It is indicated by the students’ marks gotten from writing test.

  3. Writing According to Nunan (2003: 88), writing is the mental work of inventing idea, thinking about how to express them, and organizing them vinto statement and paragraphs that will be clear to a reader. In this study, writing is an activity of gathering idea and organizing them into statements and paragraph in the written personal letter of the eleventh year students of MAN Karanganom Klaten in academic year of 2015/ 2016.

  8

H. The Organization of the Study

  To give clear understanding about the content, the researcher has appointed the organization of the thesis. The study consists of five chapters as follows :

  Chapter I is introduction. It consists of the background of the study, the reasons for choosing the topic, the limitation of the study, the problem of the study, the aims of the study, the use of the study, the clarification of the key terms, and the organization of the study.

  Chapter II is review of related literature. It consists of definition of writing, the kinds of writing, the writing purpose, the types of classroom

  writing performance the importance of writing, the process of writing, and teaching writing.

  Chapter III is research methods. It consists of the meaning of research method, the subject of the study, the technique of collecting the data, and the technique of analyzing the data.

  Chapter IV is the research findings and discussion. It consists of presenting the data, analyzing the data and discussion. Chapter V is conclusion and suggestion. It consists of conclusion and suggestion.

CHAPTER V CONCLUSION AND SUGGESTION A. CONCLUSION After finding and discussing the data in the previous chapters, the

  researcher would like to conclude the result of the study. The main problem in this study is “How is Writing Mastery of the Eleventh Year Students of MAN Karanganom Klaten in Academic Year 2015/2016

  ”. Based on the previous computation, the students who get very good mark are 29 students or 58%. The students who get good mark are 18 students or 36%. The students who get fair mark are 3 students or 6%. There is no one who gets poor and fail mark. The total mark of the students’ mastery is 3940. The mean mark is 78.8 and it is categorized into good. So, the researcher concludes the students’ writing mastery of the eleventh year students of MAN Karanganom Kalten in academic year 2015/2016 is good.

B. SUGGESTION

  After doing analysis and drawing the conclusion, the researcher would like to give some suggestions which can be presented as follow:

1. For English Teacher a.

  English teachers should be more creative and innovative in using some technique in teaching writing for the students to avoid getting boring and

  67 to empower their writing competence so that teaching writing will be more meaningful for developing their ability in writing.

  b.

  English teachers should introduce and explain writing in more detail to their students because its importance for the students to master English well.

2. For the Students a.

  The students should realize that writing is one of the language skills that is very important to be applied in daily life because expressing the ideas through writing bring a lot of benefits for the writers and the readers.

  b.

  The students should do more exercise concerning with writing mastery.

  They should do more exercise of grammar and vocabulary.

  c.

  The students must be active in learning English. If they did not understand about material of English especially writing, they should not be ashamed to ask the teachers.

  

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