THE EFFECT OF USING SWELL METHOD ON STUDENTS ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF USING SWELL METHOD ON STUDENTS'
ACHIEVEMENT IN WRITING PROCEDURI, TEXT
A THESIS
submitted to English Department, Faeulty of Language and Arts
State University of Medan, in Partial Fulflhrent of the Rcquirement for the
Degree of Sarjana Pendidikrn
By:
AYU WT'LANDARI
Registration Number: 21 03321 004
ffi
aFEqi=E
1""',if*"
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNTYERSITY OF MEDAN
2014
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES .................................................................................................v
LIST OF APPENDICES ..................................................................................... vi
CHAPTER I: INTRODUCTION .........................................................................1
A. The Background of Study ..........................................................1
B. The Problem of Study ................................................................5
C. The Objective of Study ..............................................................5
D. The Scope of Study ....................................................................5
E. The Significance of Study ..........................................................5
CHAPTER II: REVIEW OF LITERATURE .....................................................7
A. Theoretical Framework ..............................................................7
1. The Students’ Achievement .................................................7
2. Writing Procedure Text ........................................................8
a. Achievement of Writing...........................................9
b. Writing Process........................................................9
3. Assesment of Writing ............................................................. 13
4. Genre ..................................................................................14
5. Procedure Text ...................................................................14
6. Teaching Method ...............................................................17
7. SWELL Method .................................................................18
8. SWELL Method Procedures ..............................................18
9. The Advantages of SWELL Method..................................21
10. The Disadvantages of SWELL Method .............................21
11. Demonstration Method.......................................................22
12. Procedure Writing of Demonstration Method....................23
13. The Advantages of Demonstration Method .......................24
14. The Disadvantages of Demonstration Method...................24
B. Relevant Studies on Using SWELL method in Teaching.......24
C. Conceptual Framework ...........................................................26
D. Hypothesis ................................................................................28
CHAPTER III: METHODOLOGY OF RESEARCH .....................................29
A. Research Design .......................................................................29
B. Population and Sample.............................................................30
C. The Instruments of Collecting Data .........................................30
D. The Procedure of Research ......................................................31
E. The Scoring System .................................................................32
F. Technique for Analyzing Data .................................................36
G. Statistical Hypothesis ...............................................................36
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ..............38
A. Data ..........................................................................................38
B. Data Analysis ...........................................................................39
C. Testing Hypothesis ...................................................................41
D. Discussion ................................................................................41
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .................................43
A. Conclusions ..............................................................................43
B. Suggestions ..............................................................................44
REFERENCES .....................................................................................................45
LIST OF TABLES
Table 1.1The percentage score of students’ ability..................................................2
Table 2.2Example of Procedure Text.....................................................................16
Table 3.1 Research Design.....................................................................................29
LIST OF APPENDICES
Appendix A Teaching Procedures in Experimental Group ...................................47
Appendix B Teaching Procedures in Control Group .............................................49
Appendix C Score of Pre-Test and Post-Test of Experimental Group..................51
Appendix D Score of Pre-Test and Post-Test of Control Group...........................53
Appendix E Calculation of Pre-Test and Post-Test of Experimental Group.........55
Appendix F Calculation of Pre-Test and Post-Test of Control Group..................57
Appendix G Table of Distribution of t..................................................................59
Appendix H Lesson Plan.......................................................................................60
Appendix I Sample of Score of Experimental & Control Group..........................90
REFERENCES
Aruan, D.M.2007. Penafsiran Skor Test. Medan : Universitas Negeri
(Unpublished).
Ary,D. Jacobs,L.C. & Sorensen, C.2010. Inroduction to Research in Education
(8th Ed). Canada: ( Engage Learning).
Best, J.W. & Kahn,J. V.2006. Research in Education (10th Ed). USA: Prentice
Hall.
Brown, H.D.2001. Teaching by Principles.An Interactive Approach to Language
Pedagogy (2end Ed). New York: Pearson Education Company.
Brown, H.D.2004. Language Assesment Principles and Classroom Practice. Sn
Fransisco State University : Longman.
Fitria, A. 2012. The Use Of Swell In Teaching Writing Narrative Texts To Eighth
Graders. Unpublished Thesis. Retrieved on june 2end 2012, from
http://jurnal.unimus.ac.id access on july 9th 2014 at 9.00 am.
Gerrot, Linda and Peter Wignell.1994. Making Sense of Functional Grammar.
Gerd Stabler. Sydney.
Heaton, J.B.1988.Writing English Language Tests. New York: Longman.
Hernack,M. (2004). Quantum Teaching. Bandung:Kaifa.
Hillocks, G.1986.Research on Written Composition: ERIC ( Learning House).
Hornby, A.S. 1995. Oxford Advanced Leaarne’s Dictionary of Current English.
Walton Street: Oxford University Press.
Hyland, K.2002. Teaching and Researching Writing. London: Pearson Education
Limited.
Iline, C.S. 2013. Impacts of the Demonstration Method in Teaching and Leraning
. Zimbabwe. Unpublished thesis, from http://ejournal.ac.id. access on
March,20th 2014 at 11.00 am.
John.2001. College Writing Skills with Reading. New York: Mc Grow Hill.
Knapp,P. and M. Watkins.2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Sydney: University of New South Wales
Press.
Morgan, Barton, et al. 1976. Method in Adult Education (3rd Ed). Danville : The
Interstate Printers & Publisher, Inc.
Murray,D.H.1982. Learning by Teaching. Nj: Boynton/Cook.
Prawati. Sri, P. 2011. Teaching Writing Recount text Through SWELL . M.
Susilawati, E. 2010. Teaching Writing Procedure Text Through
Demonstration:
Semarang.
Unpublished
Thesis,
From
http://ejournal.ac.id//8776/434. Access on july 8th 2014 at 09.00am.
Tanjung, F. Roza, W. 2010. The Effect Of Using The Effect Of Swell Method On
The Students’Achievement In Writing Descriptive. Padang. Unpublished
Thesis. Retrieved on july 2end 2010, from http://jurnal.bunghatta.ac.id
Access on july 9th 2014 at 9.00 am.
Teo, A. 2007. SWELL : A Writing Method to Help English Learners. Forum.
Ur, Penny 2000. A Course in Language Teaching: Practice and Theory. United
Kingdom : Cambridge University Press.
Weigle,S. 2002. Assessing Writing. United Kingdom : Cambridge University
Press.
1
CHAPTER I
INTRODUCTION
A. Background ofThe Study
English is the first foreign language in our country. which is taught from
Elementary level to University level. English is also intensively used
international communication. There are four basic skills to be mastered in English
Language such as: Speaking, Listening, Reading and Writing. As generally
known that writing is the most complex and difficult among the language skills.
Writing does not only need what to write the content of the writing but also the
method or technique or procedure how to write what you want to write down. In
other words, writing is a powerful instrument of thinking because it provides
students with a way of gaining control over their thoughts. Writing shapes their
perceptions of themselves and the world. It aids in their personal growth and in
their effecting change on the environment. Students are often unaware of the
power of the written word.
One of the language skills that should be learned is writing skill. Writing
is one of the four skills that are important to have in our daily life that’s why it is
very important to study it. According to Hyland (2002:7) stating that in many
schools writing is principally conducted to demonstrate knowledge of
decontextualised facts with little awareness of a reader beyond the teacher
examiner.
Based on the phenomenon where the researcher did observations to
students in SMP N 2 SELESAI, the researcher found that the students still have
low in writing especially in procedure text. This evidence is also supported
2
writers’ interview and observation at SMP N 2 SELESAI. The phenomenon is
seen the table bellow.
Table 1.1 The Percentage score of students’ ability in writing taken
from grad IX at SMP N 2 SELESAI 2013-2014
Semester
KKM
Score
< 75
1 Semester
2012/2013
≥ 75
75
nd
< 75
2 Semester
2013/2014
≥ 75
Source: Students’ accumulated score
st
Students
Percentage
Mean
24 Students
74.7
50.9
8 Students
22.2
24 Students
62.7
54.5
11 Students
33.9
of writing english Grade IX at SMP N 2
SELESAI academic year 2013/2014 and 2014/2015.
The finding really proves that the students’ achievement in writing is bad.
There are some reasons that to be case, such as the students feel difficult to
choose the word, the students still had low in vocabulary, and the students spent a
great deal of time in copying models rather than expressing their own ideas
creatively in writing. It can be assumed that teacher have important role to assist
the students in overcoming the problem of student’s procedure writing
achievement. Students need someone to encourage them, to support them during
each phase of their writing. The best way to encourage students to become
practiced writers is suggesting them to write often, especially their ideas by
preparing for composing, actually composing and revising students learn the
phases of the writing process.
As an English teacher, we should be creative to find a good and
appropriate way to help students to get knowledge, to be able to write a paragraph,
3
especially mastery the forth skills, moreover in an entertaining and enjoyable way
so they will not feel bored in the class.
Teachers can make writing enjoyable for students by using a variety of
activities, approaches, methods, strategies and techniques. So teachers should be
able to choose a suitable method in order to create a better, interesting and
communicative teaching and learning process. Based on the explanation above,
the writer is interested in applying SWELL.
Dealing with the facts previously mentioned, the researcher needs to try to
carry out a study in teaching writing. In this case, the researcher believes that
SWELL is very good method to be applied in teaching writing, especially for
procedure genre. It is also an interesting and suitable method. By applying this
method, students are assumed to be more love in writing because this method the
students more active, enjoyment, interesting way to the class without makes
students become lazy in writing.
SWELL is the acronym of social– interactive writing for English language
learners it is a method that was applied to improve student’s achievement in
writing, particularly in writing procedure texts. This method was introduced by
Teo (2007). By using SWELL method, it was expected that students’ achievement
in procedure writing could be improved because SWELL method provides ‘’wh”
question as the guidance for the students to get ideas, in which a student would be
asked this question to her or his friend and her friend would be given her or his
answers and they are discuss it together interactively. By asking that question, it
would be given stimulation for the students to generate ideas and develop their
4
ideas in the directed way. So it has been easier and enjoyable for the students to
write a text.
Based on the description of
SWELL and procedure text above, the
researcher choose SWELL method to teach writing because this method make the
students become more confident, active and independent in writing class. In
SWELL, the students write collaboratively in pairs that consisted of the higher
and the lower student,this kind of pairing hopefully a more proficient student
could be a tutor a less one.Through the application of SWELL, the student are
able to transfer their ideas easily, get motivated, get activated, and they could
avoid the boredom of the conventional teaching method, besides this method can
lead the students to write better. Those were the reasons why the researcher use
SWELL method to be implemented in writing class of junior high school. It was
expected to help the student of Junior High School to be more enthusiastic in
learning writing. Here, the researcher wished having a collaborative to apply the
SWELL method to improved students' writing ability.
From the explanation above, the writer is interested in conducting a
research under title “The Effect of Using SWELL on Students’ Achievement in
Writing Procedure Text”
A. The Problem of the Study
Based on the background of the study, the research problem is formulated as
follows:
5
“Is the students’ achievement in writing procedure text taught by using SWELL
method higher than the students’ achievement taught by using Demonstration
method?”
B. The Objective of Study
The objective of this study is to find out whether the using SWELL
Method effects students’ achievement in writing procedure text or not.
C. The Scope of Study
Based on the background of the problem and identification of the
problems mentioned above, this study will be limited to the effectiveness using
SWELL as method in teaching writing procedure text, since this method is
expected to affect students’ achievement in grade IX.
E. The Significance of the Study
The finding of this research is expected to be useful for:
1) Teachers of English who might consider the implementation of SWELL
to improve their teaching learning process especially in teaching a
procedure text writing.
2) Students who might use this information to enlarge their knowledge in
writing a procedure text.
3) The researchers who want to do further research about this topic.
1
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the data analysis, it was concluded that using SWELL
Method significantly affect the student’s ability in writing procedure text (tcalculated > t-table, p=0.05). The using SWELL method made the students write
procedure tzz*ext grammatically than by using Demonstration Method. The
calculation of t-test is 3.26 > 2.00 with df 58 and the level of significance 0.05. It
means that the using SWELL method has significant effect on writing procedure
text.
From the result of the data, it can be seen that the highest score of
experimental group was 95 and the lowest score was 45 in post-test. Meanwhile
the highest score of control group was 75 and the lowest score was 38 in post-test.
B. Suggestions
Based on the conclusion drawn above, it is suggested that :
a. English teachers apply SWELL method as the alternative and interesting
method in teaching of writing procedure text or other genres, because it
can improve the students’ achievement in writing text.
b. English learners enlarge their knowledge to write in English and to
improve their writing achievement by using SWELL method.
2
c. Other researchers who are interested in conducting study in writing
procedure text by using SWELL method use this finding as their
references.
ACHIEVEMENT IN WRITING PROCEDURI, TEXT
A THESIS
submitted to English Department, Faeulty of Language and Arts
State University of Medan, in Partial Fulflhrent of the Rcquirement for the
Degree of Sarjana Pendidikrn
By:
AYU WT'LANDARI
Registration Number: 21 03321 004
ffi
aFEqi=E
1""',if*"
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNTYERSITY OF MEDAN
2014
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLES .................................................................................................v
LIST OF APPENDICES ..................................................................................... vi
CHAPTER I: INTRODUCTION .........................................................................1
A. The Background of Study ..........................................................1
B. The Problem of Study ................................................................5
C. The Objective of Study ..............................................................5
D. The Scope of Study ....................................................................5
E. The Significance of Study ..........................................................5
CHAPTER II: REVIEW OF LITERATURE .....................................................7
A. Theoretical Framework ..............................................................7
1. The Students’ Achievement .................................................7
2. Writing Procedure Text ........................................................8
a. Achievement of Writing...........................................9
b. Writing Process........................................................9
3. Assesment of Writing ............................................................. 13
4. Genre ..................................................................................14
5. Procedure Text ...................................................................14
6. Teaching Method ...............................................................17
7. SWELL Method .................................................................18
8. SWELL Method Procedures ..............................................18
9. The Advantages of SWELL Method..................................21
10. The Disadvantages of SWELL Method .............................21
11. Demonstration Method.......................................................22
12. Procedure Writing of Demonstration Method....................23
13. The Advantages of Demonstration Method .......................24
14. The Disadvantages of Demonstration Method...................24
B. Relevant Studies on Using SWELL method in Teaching.......24
C. Conceptual Framework ...........................................................26
D. Hypothesis ................................................................................28
CHAPTER III: METHODOLOGY OF RESEARCH .....................................29
A. Research Design .......................................................................29
B. Population and Sample.............................................................30
C. The Instruments of Collecting Data .........................................30
D. The Procedure of Research ......................................................31
E. The Scoring System .................................................................32
F. Technique for Analyzing Data .................................................36
G. Statistical Hypothesis ...............................................................36
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ..............38
A. Data ..........................................................................................38
B. Data Analysis ...........................................................................39
C. Testing Hypothesis ...................................................................41
D. Discussion ................................................................................41
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .................................43
A. Conclusions ..............................................................................43
B. Suggestions ..............................................................................44
REFERENCES .....................................................................................................45
LIST OF TABLES
Table 1.1The percentage score of students’ ability..................................................2
Table 2.2Example of Procedure Text.....................................................................16
Table 3.1 Research Design.....................................................................................29
LIST OF APPENDICES
Appendix A Teaching Procedures in Experimental Group ...................................47
Appendix B Teaching Procedures in Control Group .............................................49
Appendix C Score of Pre-Test and Post-Test of Experimental Group..................51
Appendix D Score of Pre-Test and Post-Test of Control Group...........................53
Appendix E Calculation of Pre-Test and Post-Test of Experimental Group.........55
Appendix F Calculation of Pre-Test and Post-Test of Control Group..................57
Appendix G Table of Distribution of t..................................................................59
Appendix H Lesson Plan.......................................................................................60
Appendix I Sample of Score of Experimental & Control Group..........................90
REFERENCES
Aruan, D.M.2007. Penafsiran Skor Test. Medan : Universitas Negeri
(Unpublished).
Ary,D. Jacobs,L.C. & Sorensen, C.2010. Inroduction to Research in Education
(8th Ed). Canada: ( Engage Learning).
Best, J.W. & Kahn,J. V.2006. Research in Education (10th Ed). USA: Prentice
Hall.
Brown, H.D.2001. Teaching by Principles.An Interactive Approach to Language
Pedagogy (2end Ed). New York: Pearson Education Company.
Brown, H.D.2004. Language Assesment Principles and Classroom Practice. Sn
Fransisco State University : Longman.
Fitria, A. 2012. The Use Of Swell In Teaching Writing Narrative Texts To Eighth
Graders. Unpublished Thesis. Retrieved on june 2end 2012, from
http://jurnal.unimus.ac.id access on july 9th 2014 at 9.00 am.
Gerrot, Linda and Peter Wignell.1994. Making Sense of Functional Grammar.
Gerd Stabler. Sydney.
Heaton, J.B.1988.Writing English Language Tests. New York: Longman.
Hernack,M. (2004). Quantum Teaching. Bandung:Kaifa.
Hillocks, G.1986.Research on Written Composition: ERIC ( Learning House).
Hornby, A.S. 1995. Oxford Advanced Leaarne’s Dictionary of Current English.
Walton Street: Oxford University Press.
Hyland, K.2002. Teaching and Researching Writing. London: Pearson Education
Limited.
Iline, C.S. 2013. Impacts of the Demonstration Method in Teaching and Leraning
. Zimbabwe. Unpublished thesis, from http://ejournal.ac.id. access on
March,20th 2014 at 11.00 am.
John.2001. College Writing Skills with Reading. New York: Mc Grow Hill.
Knapp,P. and M. Watkins.2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Sydney: University of New South Wales
Press.
Morgan, Barton, et al. 1976. Method in Adult Education (3rd Ed). Danville : The
Interstate Printers & Publisher, Inc.
Murray,D.H.1982. Learning by Teaching. Nj: Boynton/Cook.
Prawati. Sri, P. 2011. Teaching Writing Recount text Through SWELL . M.
Susilawati, E. 2010. Teaching Writing Procedure Text Through
Demonstration:
Semarang.
Unpublished
Thesis,
From
http://ejournal.ac.id//8776/434. Access on july 8th 2014 at 09.00am.
Tanjung, F. Roza, W. 2010. The Effect Of Using The Effect Of Swell Method On
The Students’Achievement In Writing Descriptive. Padang. Unpublished
Thesis. Retrieved on july 2end 2010, from http://jurnal.bunghatta.ac.id
Access on july 9th 2014 at 9.00 am.
Teo, A. 2007. SWELL : A Writing Method to Help English Learners. Forum.
Ur, Penny 2000. A Course in Language Teaching: Practice and Theory. United
Kingdom : Cambridge University Press.
Weigle,S. 2002. Assessing Writing. United Kingdom : Cambridge University
Press.
1
CHAPTER I
INTRODUCTION
A. Background ofThe Study
English is the first foreign language in our country. which is taught from
Elementary level to University level. English is also intensively used
international communication. There are four basic skills to be mastered in English
Language such as: Speaking, Listening, Reading and Writing. As generally
known that writing is the most complex and difficult among the language skills.
Writing does not only need what to write the content of the writing but also the
method or technique or procedure how to write what you want to write down. In
other words, writing is a powerful instrument of thinking because it provides
students with a way of gaining control over their thoughts. Writing shapes their
perceptions of themselves and the world. It aids in their personal growth and in
their effecting change on the environment. Students are often unaware of the
power of the written word.
One of the language skills that should be learned is writing skill. Writing
is one of the four skills that are important to have in our daily life that’s why it is
very important to study it. According to Hyland (2002:7) stating that in many
schools writing is principally conducted to demonstrate knowledge of
decontextualised facts with little awareness of a reader beyond the teacher
examiner.
Based on the phenomenon where the researcher did observations to
students in SMP N 2 SELESAI, the researcher found that the students still have
low in writing especially in procedure text. This evidence is also supported
2
writers’ interview and observation at SMP N 2 SELESAI. The phenomenon is
seen the table bellow.
Table 1.1 The Percentage score of students’ ability in writing taken
from grad IX at SMP N 2 SELESAI 2013-2014
Semester
KKM
Score
< 75
1 Semester
2012/2013
≥ 75
75
nd
< 75
2 Semester
2013/2014
≥ 75
Source: Students’ accumulated score
st
Students
Percentage
Mean
24 Students
74.7
50.9
8 Students
22.2
24 Students
62.7
54.5
11 Students
33.9
of writing english Grade IX at SMP N 2
SELESAI academic year 2013/2014 and 2014/2015.
The finding really proves that the students’ achievement in writing is bad.
There are some reasons that to be case, such as the students feel difficult to
choose the word, the students still had low in vocabulary, and the students spent a
great deal of time in copying models rather than expressing their own ideas
creatively in writing. It can be assumed that teacher have important role to assist
the students in overcoming the problem of student’s procedure writing
achievement. Students need someone to encourage them, to support them during
each phase of their writing. The best way to encourage students to become
practiced writers is suggesting them to write often, especially their ideas by
preparing for composing, actually composing and revising students learn the
phases of the writing process.
As an English teacher, we should be creative to find a good and
appropriate way to help students to get knowledge, to be able to write a paragraph,
3
especially mastery the forth skills, moreover in an entertaining and enjoyable way
so they will not feel bored in the class.
Teachers can make writing enjoyable for students by using a variety of
activities, approaches, methods, strategies and techniques. So teachers should be
able to choose a suitable method in order to create a better, interesting and
communicative teaching and learning process. Based on the explanation above,
the writer is interested in applying SWELL.
Dealing with the facts previously mentioned, the researcher needs to try to
carry out a study in teaching writing. In this case, the researcher believes that
SWELL is very good method to be applied in teaching writing, especially for
procedure genre. It is also an interesting and suitable method. By applying this
method, students are assumed to be more love in writing because this method the
students more active, enjoyment, interesting way to the class without makes
students become lazy in writing.
SWELL is the acronym of social– interactive writing for English language
learners it is a method that was applied to improve student’s achievement in
writing, particularly in writing procedure texts. This method was introduced by
Teo (2007). By using SWELL method, it was expected that students’ achievement
in procedure writing could be improved because SWELL method provides ‘’wh”
question as the guidance for the students to get ideas, in which a student would be
asked this question to her or his friend and her friend would be given her or his
answers and they are discuss it together interactively. By asking that question, it
would be given stimulation for the students to generate ideas and develop their
4
ideas in the directed way. So it has been easier and enjoyable for the students to
write a text.
Based on the description of
SWELL and procedure text above, the
researcher choose SWELL method to teach writing because this method make the
students become more confident, active and independent in writing class. In
SWELL, the students write collaboratively in pairs that consisted of the higher
and the lower student,this kind of pairing hopefully a more proficient student
could be a tutor a less one.Through the application of SWELL, the student are
able to transfer their ideas easily, get motivated, get activated, and they could
avoid the boredom of the conventional teaching method, besides this method can
lead the students to write better. Those were the reasons why the researcher use
SWELL method to be implemented in writing class of junior high school. It was
expected to help the student of Junior High School to be more enthusiastic in
learning writing. Here, the researcher wished having a collaborative to apply the
SWELL method to improved students' writing ability.
From the explanation above, the writer is interested in conducting a
research under title “The Effect of Using SWELL on Students’ Achievement in
Writing Procedure Text”
A. The Problem of the Study
Based on the background of the study, the research problem is formulated as
follows:
5
“Is the students’ achievement in writing procedure text taught by using SWELL
method higher than the students’ achievement taught by using Demonstration
method?”
B. The Objective of Study
The objective of this study is to find out whether the using SWELL
Method effects students’ achievement in writing procedure text or not.
C. The Scope of Study
Based on the background of the problem and identification of the
problems mentioned above, this study will be limited to the effectiveness using
SWELL as method in teaching writing procedure text, since this method is
expected to affect students’ achievement in grade IX.
E. The Significance of the Study
The finding of this research is expected to be useful for:
1) Teachers of English who might consider the implementation of SWELL
to improve their teaching learning process especially in teaching a
procedure text writing.
2) Students who might use this information to enlarge their knowledge in
writing a procedure text.
3) The researchers who want to do further research about this topic.
1
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the data analysis, it was concluded that using SWELL
Method significantly affect the student’s ability in writing procedure text (tcalculated > t-table, p=0.05). The using SWELL method made the students write
procedure tzz*ext grammatically than by using Demonstration Method. The
calculation of t-test is 3.26 > 2.00 with df 58 and the level of significance 0.05. It
means that the using SWELL method has significant effect on writing procedure
text.
From the result of the data, it can be seen that the highest score of
experimental group was 95 and the lowest score was 45 in post-test. Meanwhile
the highest score of control group was 75 and the lowest score was 38 in post-test.
B. Suggestions
Based on the conclusion drawn above, it is suggested that :
a. English teachers apply SWELL method as the alternative and interesting
method in teaching of writing procedure text or other genres, because it
can improve the students’ achievement in writing text.
b. English learners enlarge their knowledge to write in English and to
improve their writing achievement by using SWELL method.
2
c. Other researchers who are interested in conducting study in writing
procedure text by using SWELL method use this finding as their
references.