THE EFFECT OF SELF-REGULATED STRATEGY DEVELOPMENT (SRSD) APPROACH ON STUDENTS` ACHIEVEMENT IN WRITING NARRATIVE TEXT.

THE EFFECT OF SELF-REGULATED STRATEGY
DEVELOPMENT (SRSD) APPROACH ON STUDENTS’
ACHIEVEMENT IN WRITING NARRATIVE TEXT

A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan

By:

HALAWATIL IMAN
Registration Number. 2112121011

ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATES UNIVERSITY OF MEDAN
2015

ACKNOWLEDGMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, and Mercy that has been given to the writer

finally accomplishes his thesis.
This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:





Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd.,The Head of English and Literature
Department Dra. Meisuri, M.A., the Secretary of English Department
all at once as the her Thesis Examiner, Nora Ronita Dewi, S.Pd.,

S.S., M.Hum., the Head of English Education Program, Faculty of



Languages and Arts, State University of Medan.
Dr. Siti Aisah Ginting, M.Pd., and Drs. Johan Sinulingga, M.Pd.,
her Thesis Advisors who have given

their valuable advice,

suggestion, guidance and spent their precious time in the process of



completing this thesis.
Indra Hartoyo, S.Pd., M.Hum., her Academic Advisor and her
Reviewer who has supported her through out the academic years.
Prof. Dr. Lince Sihombing, M.Pd., and Dra. Masitowarni Siregar,
M.Ed., her Reviewers and Examiners who have given their precious

time, guidance, suggestions, and comments.

ii



Dra. Hj. Yurmaini Siregar, M.Si., the Headmaster of SMA Negeri
21 Medan, for her permission and opportunities in allowing the writer



to do observation and research to collect the data.
Her beloved parents Drs. Hamdani and Ermiyati, S.Pd., Her lovely
young brothers and young sisters Wahyu Ramadhan, Nanda
Mauliza, Dini Rifani, Habibi Hidayatullah and all her families for
their endless love, pray, inspiration, motivation, and everything that



they have given to the writer during her whole studies up to finish.

Her beloved friends Ayu Setiawati, Chairunnisa, Fitri Muliati, Sri
Rizki Pulungan, and Yuliani Kartika, Mellysa AG, S.E., Khadijah,
S.E., and Nanda Ellya Risky, S.E., for their endless support, attention
prays and love which they have been giving to the writer not only
during the term of the writers’ study, but also in every day’s happiness
and motivation.

The writer realizes that this thesis still has the paucity, she conveniently
welcomes for suggestions, comments, and advices that will improve the quality of
this thesis. She hopes that this thesis would be useful for those who are read and
interested in the field of this study.

Medan, September 2015
The writer,

Halawatil Iman
Reg.No. 2112121011

iii

ABSTRACT

Iman, Halawatil. 2112121011. The Effect of Self-Regulated Strategy
Development (SRSD) Approach on Students’ Achievement in Writing Narrative
Text. A Thesis. English and Literature Department, Faculty of Languages
and Arts, State University of Medan. 2015.
This study was aimed to discover the effect of Self-Regulated Strategy
Development (SRSD) approach on students’ achievement in writing narrative
text. It was conducted by using experimental research. The population of this
study was the tenth grade students of SMA Negeri 21 Medan, Academic Year
2014/2015. This study was conducted with two randomized groups namely
experimental and control group. The experimental group was taught by using
Self-Regulated Strategy Development (SRSD) approach while the control group
was taught by using Process Writing approach. The instrument used to collect the
data was an essay test. After analyzing the data by using t-test formula, it was
found that the mean scores of the students in the experimental group was higher
than the mean scores of the students in the control group at the level of significant
α= 0.05 with the degree of freedom (df) 28 with t-observed value 6.59 > t-table
value 2.04. Therefore, alternative hypothesis (Ha) was accepted and null
hypothesis (Ho) was rejected. The findings indicated that using Self-Regulated

Strategy Development (SRSD) approach significantly affected the students’
achievement in writing narrative text.
Key words: Self-Regulated Strategy Development (SRSD) Approach, Writing
Narrative Text

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TABLE OF CONTENTS
Pages
ABSTRACT ...................................................................................................
i
ACKNOWLEDGMENT ............................................................................... ii
TABLE OF CONTENTS .............................................................................. iv
LIST OF TABLES ........................................................................................ vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I. INTRODUCTION
A. The Background of the Study ........................................................... 1
B. The Problem of Study ....................................................................... 9
C. The Objective of Study ..................................................................... 9
D. The Scope of Study ........................................................................... 9

E. The Significance of the Study ........................................................... 10
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Framework .....................................................................
1. Writing .......................................................................................
2. Genres of Writing ......................................................................
3. Narrative ....................................................................................
a. The Purpose of Narrative .......................................................
b. The Generic Structure of Narrative ......................................
c. The Language Feature in the Narrative ..................................
4. Students’ Writing Achievement .................................................
5. Writing Approach ......................................................................
a. Self-Regulated Strategy Development (SRSD) .....................
1). The Stages of SRSD .........................................................
2). The Advantages and Disadvantages of SRSD Approach .
3). The Procedure of Applying SRSD in Writing ..................
b. Process Writing Approach .....................................................
1). Process Writing Stages .....................................................
2). The Advantages and Disadvantages of Process Writing ..
3). The Procedure of Applying Process Writing .....................
6. Assessment of Writing ...............................................................

B. Relevant Studies ................................................................................
C. Conceptual Framework .....................................................................
D. Hypothesis .........................................................................................

iv

11
11
13
16
18
18
22
23
24
25
30
32
33
36

38
38
40
42
43
45
46

CHAPTER III. RESEARCH METHOD
A. Research Design ................................................................................
B. Population and Sample .....................................................................
C. The Instrument of Collecting Data ...................................................
D. Assessment and Scoring of Writing ..................................................
E. The Procedure of the Research .........................................................
F. The Validity and Reliability of the Test ...........................................
G. The Technique for Analyzing Data ...................................................
H. The Statistical Hypothesis..................................................................

48
49

50
51
52
60
62
63

CHAPTER IV. DATA ANALYSIS
A. The Data ............................................................................................
B. Data Analysis ....................................................................................
1. Testing Reliability of the Test .......................................................
2. Analyzing the Data by Using t-test ...............................................
3. Testing Hypothesis ........................................................................
C. Research Finding ..............................................................................
D. Discussion .........................................................................................

64
65
65
65

66
67
68

CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusion ........................................................................................ 70
B. Suggestions ....................................................................................... 70
REFERENCES .............................................................................................. 72
APPENDICES ............................................................................................... 76

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LIST OF TABLES

Table 1.1

Students’ English Score of Grade X in SMAN 21 Medan .......

4

Table 2.1

The Sample of Self-Regulation Techniques ..............................

26

Table 2.2

Examples of Writing Strategies .................................................

28

Table 2.3

The Six Stages of SRSD Instruction ..........................................

31

Table 2.4

The Advantages and Disadvantages of SRSD Approach to
Writing .......................................................................................

Table 2.5

32

The Advantages and Disadvantages of Process Writing
Approach ....................................................................................

39

Table 3.1

Research Design ........................................................................

49

Table 3.2

The Rubrics of Scoring for Narrative Test ................................

52

Table 3.3

The Procedure of Treatment in Experimental Group ................

54

Table 3.4

The Procedure of Treatment in Control Group ..........................

58

Table 4.1

The Result of the T-Test Calculation .........................................

67

vi

LIST OF APPENDICES
APPENDIX A The Score of Pre-Test and Post- Test by the Students of
Experimental Group ............................................................

76

APPENDIX B The Score of Pre-Test and Post- Test by the Students of
Control Group .....................................................................

77

APPENDIX C The Reliability of the Test ...................................................

78

APPENDIX D

The Calculation of T- Test in Experimental Group .............

80

APPENDIX E

Percentage Points of the T Distribution ...............................

83

APPENDIX F

Lesson Plan ..........................................................................

84

APPENDIX G

Pre-Test and Post-Test in Experimental and Control
Group..................................................................................... 111

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CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing as one of the four skills has always formed parts of the syllabus in
teaching English, where mastering the ability to write effectively is seen as a key
objective for learners (Harmer, 2004: 31).
In Indonesia, writing English is considered as the most important part to be
learned by the students in school. As stated in National Educational Curriculum that
students of Senior High School are expected to know and understand the basic types
of writing, as well as to be able to write on some types of texts with their essential
components and structures. It is intended to fulfill a level of satisfactory when it
comes to educational learning of a language. Thus, it is an obligatory that students
need to maintain at least a decent level of graphic skill which is another way to
address writing skills.
To help students in outlining their writing product, they are taught about the
types of text. There are different types of writing. One way to categorize writing is by
the genre. Genre divides texts into description, narrative, procedure, argumentation,
and many more. More specified objective is required in order to have a greater chance
in dealing with the problems in students’ writing. Thus, in this particular research the
writer will focus in one genre that the genre of narrative. Narrative which has the

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purpose to entertain the readers is the significant media to students’ reflective and
critical skills. Wolf (1994) believes that narrative is not only a set of lovely stories to
be read, but also a foundation for analysis, reflection, and criticism, which can be
used to be a resource for children’s original writing. Moreover, narrative text is not
only learned in Junior High School or Senior High School, but also learned in
University level and in real job field. Therefore, the writer believes that it will be
important for narrative genre to be observed. Besides that, the genre will be expected
to practically amuse the students within the learning teaching process. Another
agenda which is expected to be fulfilled is that learning narrative text at school can be
an alternative way to raise the students’ awareness of classical and local stories that
now become forgotten.
Writing is an essential skill to be mastered by the students, but in reality
writing still becomes a problem to almost all of students at any level of education.
Graham & Harris (2003) assert that writing is assumed as the most difficult skill to be
mastered since there are many students who still struggle with writing. There are
many reasons why students have problems in writing. One of the most obvious
reasons is simply that they’ve never been taught how to write (Harris, Graham,
Mason & Friedlander, 2008). As writer observed when she was doing her observation
in Senior High School, SMA Negeri 21 Medan, she found that students in their
English class especially when they were studying writing, they were not taught by
their English teacher how to write any types of English text. They were only given

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the explanation of every type of texts they were studying at that time, its generic
structures and its language features. Moreover, students were only provided by some
questions based on the text, even in the form of multiple choice tests when their
writing skill would be assessed. Hence, they never once could understand how to
write because there were no any instructions and strategies modeled by the teacher to
help the students accomplished their writing. There seems to be a tendency of
deviation in teaching writing in the classroom, where assessing writing ought to make
them write, instead, make them read particular passages and answer some questions
based on the passages provided, as well as choosing the best correct answer of
multiple choices test.
Another reason for problems of writing is that writing is presumed as tough.
Even some of the most accomplished writers find writing to be a difficult and
demanding task to do (Harris, Graham, Mason & Friedlander, 2008). Likewise,
Satangelo, Harris & Graham (2008) also indicate that “writing is one of the most
powerful forms of communication. However, even expert writers frequently lament
how difficult it to effectively plan, compose, evaluate, and revise their compositions”.
What makes the skilled writers lament was also felt by the students in SMA Negeri
21 Medan when they were asked to write a certain text. The students directly
complained and declared that writing is difficult. Therefore, students were usually
less enthusiastic about an upcoming test when the task required them to write or to
compose an essay instead of the most preferable multiple choice test.

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Based on the writers observation and interview which conducted in SMA
Negeri 21 Medan, there were found that the students were still struggling in writing.
They were confused of what to write and how to start with their writing. They could
not pick their ideas. The students found it difficult to organize a good text and write it
by using their own words. In addition, for a certain types of writing such as narrative,
the writer found that many students still often wrote incomplete stories and did not
know how to arrange the good sentence with the correct grammatical pattern as well
as the generic structures of narrative itself. They also had limited number of
vocabularies; limited pattern of sentences; had low of motivation; and less of
confidence in writing. The students could not be independent when they were asked
to write a narrative text.
These problems were usually occurred in SMA Negeri 21 Medan, especially
to X Grade students. This statement can be proven by seeing two last semesters’
score of English subject of the students in SMA Negeri 21 Medan as follows:
Table 1.1 Students’ English Score of Grade X in SMA Negeri 21 Medan
Semester
1st Semester 2013/2014

2nd Semester 2013/2014

Score Students Percentage Mean