IMPROVING THE STUDENTS ACHIEVEMENT IN WRITING PROCEDURE TEXT BY APPLYING INDEX CARD MATCH STRATEGY.
IMPROVING THE STUDENTS’ ACHIEVEMENT IN WRITING
PROCEDURE TEXT BY APPLYING INDEX
CARD MATCH STRATEGY
A THESIS
Submitted to the English Department
Faculty of Language and arts, State University of Medan
in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
AMELIA SRI RIZKY SITEPU
Registration Number: 209421004
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
THE STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Sitepu, Amelia Sri Rizky. Improving The Students’Achievement In Writing
Procedure Text By Applying Index Card Match Strategy. A Thesis. English
Department. Faculty of Languages and Arts. State University of Medan.
2013.
The objective of this study is to find out whether the application of Index Card
Match Strategy can improve students’achievement in writing procedure text. This
study was conducted by using classroom action research. The subject of this
research was the grade elevent students of SMA N 1 Lau Baleng. The research
was conducted in two cycles. The first cycle consisted of three meetings and the
second cycle consisted of two meetings. The instruments for collecting data used
writing test for quantitative data and as the quantitaive data used diary notes,
questionnaires sheet, interview and observation sheet. Based on the writing tests
result, the students score improved in every test. In orientation test, the mean
score was 50,28. In cycle 1 the mean score was 64,96 and the mean score cycle II
was 77,35. Based on the diary notes and observation sheet, students shown their
progress in learning writing English by the application of Index Card Match
Strategy and the classroom action research. Students enjoyed the process of
learning writing English concluded from the interview sheet. In line with the
data, it was found that the index card match strategy can improve
students’achievement in writing pocedure text.
i
TABLE OF CONTENTS
ABSTRACT.........................................................................................................
i
ACKNOWLEDGEMENT..................................................................................
ii
TABLE OF CONTENTS....................................................................................
iv
LIST OF TABLE.................................................................................................
iv
LIST OF APPENDIX..........................................................................................
iv
CHAPTER I: INTRODUCTION
A. The Background of the Study..................................................................
1
B. The Problem of the Study........................................................................
5
C. The Scope of the Study............................................................................
5
D. The Objective of The Study.....................................................................
5
E. The Significance of the Study ..................................................................
5
CHAPTER II:REVIEW OF LITERATURE
A. Theoretical Framework
1. Writing..........................................................................................
7
2. Writing Achievement....................................................................
8
3. Advantages of Writing...................................................................
8
4. Purpose of Writing.......................................................................... 9
5. Writing Process..............................................................................
9
6. Procedure Text...............................................................................
10
6.1 Communicative Purpose........................................................... 11
6.2 Generic Sturucture...................................................................
11
6.3 Language Features...................................................................
12
6.4 The Model of text.....................................................................
13
7. Assessment.....................................................................................
13
8. Strategy..........................................................................................
14
9. The Index Card Match Strategy.....................................................
14
9.1 The procedure of Index Card Match Strategy..........................
14
9.2 The uses of Index Card Match Strategy...................................
15
B. Conceptual Framework............................................................................... 16
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design.......................................................................................... 18
B. Research Location...................................................................................... 18
C. TheThe Instrument of Collecting Data........................................................ 19
D. Research Procedure...................................................................................... 19
1. Procedure Data Collection in First Meeting........................................... 21
2. Procedure Data Collection in First Cycle............................................... 22
3. Procedure Data Collection in Cycle Two............................................... 26
E. Scoring Writing............................................................................................ 30
F. The Technique of Data Analysis.................................................................. 32
CHAPTER IV
A. The Data.....................................................................................................
33
B. Data Analysis.............................................................................................. 34
1. The Activities of the first cycle............................................................. 34
2. The Activities of the second cycle......................................................... 36
C. Research Findings and Discussion..............................................................
CHAPTER V
A. Conclusion.................................................................................................. 44
B. Suggestion................................................................................................... 44
REFERENCES.....................................................................................................
45
APPENDIX............................................................................................................ 47
CHAPTER I
INTRODUCTION
A. The Background of the Study
In this present, English has been taught in many schools in Indonesia for
years since it becomes an International language as Harmer says that English
seems to be one of the main languages or international communication
(Harmer, 2001:1). English itself for more than six decades now, research and
practice in English language teaching has identified the four skills: listening,
speaking, reading and writing (Brown,
2001:232). Those skills are
communication skills that are important in all subject areas in the curriculum
(Walberg, 2004:7).
Writing is, in fact, a transaction with words whereby writers free
themselves from what they presently think, feel and perceive (Brown 2001:
337). In terms of skill, producing a coherent, fluent, extended pieces of writing
is probably the most difficult thing to do in language teaching (Nunan,
1991:271). Writing requires an entirely different set of competencies and is
fundamentally different from speaking (Brown, 2001:337). Writing is still
considered as the most difficult skill to be achieved ( Pardiyono, 2006:1).
Despite teachers’hard work, many students’ written English remains nonidiomatic, poorly organized,insufficiently developed, grammatically awkward,
devoid of sentence structure variety, and weak in vocabulary usage ( Wang,
2004:24).
Writing is a written communication which must have something on it,it is
information. It can be not easy as it has to engage with grammar, vocabulary,
spelling, organizational sturucture of genre and even mechanics (punctuation, etc).
Writing instruction must deal with many issues, such as how to determine the
importance of correct spelling and punctuation in early drafts, how to treat the
different steps in the composition process, and how to analyze a text for its
context and purpose ( Yan, 2005:18). As many teachers of English in China have
noted, acquiring the writing skill seems to be more laborious and demanding than
acquiring the other three skills (Yan, 2005:19). It requires effort to recognize and
manage the differences (Yan, 2005: 19). Misunderstanding may occur if the text
which is produced not coherent, gramatically incorrect, or wrong punctuation use.
Writing is about delivering information without seeing readers. No matter
how long the paragraphs, if readers can’t find any information on that writing,
that writing is not a good writing.
Based on the writer’s experience when she was in teaching field
practice program in SMA Katholik 1 Kabanjahe, North Sumatera, many
students admitted that they were not competent in writing skill because of some
difficulties. Writing activity was not attractive to them because they did it just
by themselves, everyone were busy with their own writing and there was no
interaction between them. Most of them spent ten to fifteen minutes to only
thinking about the idea of the story. The remining time was used to look for
words in the dictionary, while grammar and punctuation definitely was no
longer be a part of their attention anymore. This condition was such a boring
process where they could become passive.
It was predictable when the writer checked the students written product,
there were so many corrections, even the writer could not get the idea of what
the students had written. The students had already predicted that they would
get low score. Similary, based on an observation, the students in SMA N 1
Laubaleng admitted the same thing. They even mostly disliked writing activity
because they considered that writing was such a boring activity though they
admitted that they were not really good in grammar, vocabulary and spelling.
The writer indicated that the students in SMA N 1 Laubaleng need an active
teaching strategy which can change writing in students’ perspective became an
exciting writing. This is to establish the students’interesting and curiosity in
writing English by which they were expected to be competent and competitive.
Based on students syllabus, procedure text were taught in grade ten, but students
of SMA Negeri 1 Laubaleng have not finished learning the procedure text.
Procedure texts are parts of human daily live (Lusiana, 2013). Procedure text is a
text that show a process (Gintings, 2011:3). The purpose of a procedure text type
is to explain how something can be done such as directions, recipes, instruction
manual and itineraries. The procedure text is a kind of text type that `give us
instruction to do something through a sequence of actions or steps (Lusiana,
2013).
To improve the students’ achievement in writing procedure text, the writer
was going to use the Index Card Match Strategy. Once students in SMA N 1
Laubaleng admitted that writing was passive, the writer offers an active
strategy that was Index Card Match Strategy
According to Silberman, the index card match strategy allows the students
to pair up and quiz the rest of the class (Silbermen: 2007: 240). An active
learning strategy ‘Index Card Match’ is a atrategy that invites students to be an
active learner in order to make students independent and creative where
students play to learn(Haryanto, 2002:2). Index Card Match Srategy is related
to the ways of remembering what students have learnt to test students
understanding by matching cards which contain of questions and answers
(Sari,2012:26). Based on a reserarch in Indonesian Middle School in Sijunjung,
West Sumatera, Index Card Match Strategy in which students can have quiz in
class, can make students became more intersted in learning Mathematic
(Dwipa, 2011). Index Card Match can also improve students’ achievement in
learning Japanese Language (Sari, 2012:30). Index Card Match Strategy was
considered to have `a significant effect to students’ achievement in learning
Physic better than the other strategy named sort card strategy (Haryanto,
2002:165).
In line with the explanation above, the writer tried to investigate the
improvement of students’writing achievement in writing procedure text by
applying the Index Card Match Strategy. However, in the context of teaching
writing skill, the effectiveness of the evidence above needed to be found. To gain
the evidences, the research needed to be conducted.
B. The Problem of the Study
In relation to the background of the study, the problem of the study was
formulated as the following: “Is the students’achievement in writing procedure
text significantly improved by the application the Index Card Match strategy?”
C. The Scope of the Study
In
this
proposal,
the
writer
focused
only
on
improving
students’achievement in writing procedure text by using the index card match
strategy to the grade eleventh students of SMA N 1 Laubaleng.
D. The Objective of the Study
This study was conducted to investigate the significant improvement of the
application of Index Card Match strategy on the students’ achievement of
grade eleventh students in SMA Negeri 1 Laubaleng in writing procedure text.
E. The Significance of the Study
Finding of the study were expected to be useful for:
a. Theoritically
1. To enrich the horizon of english theories in language development
2. As the contribution for English subject
b. Practically
1. Students, as one of the way to improve their writing skill.
2. English teachers, as an alternative teaching strategy in teaching writing
skill.
3. Other Researchers, to provide reference for further study or research,
especially for writing skill.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it is concluded the students’ achievement in
writing procedure text is significantly improved by the application of Index Card
Strategy. The improvement of students’ achievement in writing procedure text by
applying index card match strategy was supported by the mean scores which were
also increased test by test and it can also be seen from the percentage of the
number of the students who can reach the Minimu Score Criteria (KKM).
B. Suggestions
The result of this study shows that applying Index Card Match Strategy
can improve students’ achievement in writing procedure text. Therefore, the
following suggestions are offered to:
1. English Teacher, to apply Index Card Match Strategy either for writing
skill or other topic of English subject to increase the students’ score, build
their curiosity and spirit in learning English, and to create a joyful learning
process.
2. Headmaster, to socialize this strategy to other teachers, so they can
applythe index card match strategy in their teaching learning process to
improve the quality of the students and school .
3. Students, to do more exercises and to enrich their knowledge about genres
and its organizations.
REFERENCES
Author’s Guide. 2013. Writing Genre-A Structured Approach:Professional
Development Service for Teacher.
Auoladomar, Farida, Amogoud, Leila, & Dizier, Patrick Saint. 2006. On
Argumentation In Procedural Texts. Schedae. Toulouse Codex France. 1322
Becker, Anthony. 2011. Examining Rubrics Used to Measure Writing
Performance in U.S. Intensive English Programs. The Catesol Journal
22.1
Brown, H, Douglas. 2001. Teaching by Principles; An Interactive Approach to
Language Pedagogy. 335. New York. Longman
Cavkaystar, S, and Yasar, S. 2008. Using Writing Process in Teaching
Composition Skills: An Action Research Journal
Dwipa, Dia Swarna. 2011. Penerapan Strategi Pembelajaran Aktif Index Card
Match Disertai Kuis Untuk Menumbuhkembangkan Pemahaman Konsep
Matematis Siswa Kelas VIII SMPN 16 Sijunjung. Sumatera Barat
Duke, Nell. K. 2010. Teaching Reading and Writing Of Procedural Text Or How
To Text:Literacy Achievement Research Center, Michigan State
University
Gintings, Elia Masa. 2011. Improving The Students’ Achievement In Writing
Procedure Text Through Number Heads Together Technique. Medan.
State University of Medan
Harefa, Rahmad. 2011. Improving The Students’ Writing Achievement in
Descriptive Text By Using Realia. Medan. State University Of Medan.
Thesis Unpublished
Harmer, Jeremy. 2001. The Practice of English Language Teaching 3rd ed.
England: Pearson Education Limited.
Haryanto. 2011. Pengaruh Strategi Pembelejaran Aktif Index Card Match Dan
Card Sort Terhadap Prestasi Belajar Getaran Dan Gaelombang. JP2F, Volume 2
Nomor 2 September 2011. Demak
Hughes, Arthur. 2003. Testing for Language Teaching. Cambridge. Cambridge
University Press
48
Hyland, Ken. 2007. Genre Pedagogy: Language, literacy and L2 writing
instruction. Journal Of Second Language Writing. University Of London.
London
Istarani, 2008. 58 Strategi Pembelajaran. 255. Medan. Media Persada
Lusiana, 2013. A Study On The Students’ ability in Writing Procedure Text
(A Descriptive Study on the Seventh Grade Students of SMP BinaUtama
Pontianak ear 2011/2012). Pontianak. Tanjung Pura University. Thesis
Myles, Hohanne. 2002. Second Language Writing and Research: The Writing
Process and Error Analysis in Student Texts. Log at TESL-EJ Vol.6, No. 2
Nunan, David. 1991. Second Language Teaching and Learning. 183. Boston.
Heinle & Heinle Publishers
Pardiyono. 2006. 12 Writing Clues for Better Writing Competence.Yogyakarta.
Andi
Purwanto, Ngalim. 2009. Evaluasi Data. Bandung. Remaja Rosdakarya
Richard, Patricia A, & Ann Snow, Margueritte. 2005. Academic Success for
English Language Learner. 282. New York. Longman
Sari, Rita Puspita. 2012. Kemampuan Pemahaman Siswa Dalam Pelajaran
Membaca Menggunakan Metode Index Card Match:Quotasi Eksperimen
Terhadap Siswa Kelas XI SMA N 1 Padalarang Tahun Ajaran 2011/2012.
Universitas Pendidikan Indonesia. Thesis
Sidauruk, Intan Febrina. 2010. The Application Of Fieldstrip Plus Picture in
Improving Students’Writing Narrative Text Achievement. Medan. State
University Of Medan. Thesis Unpublished
Sharma, Kadambri & Tripat Tuteja. 2008. Teaching English. New Delhi.
Commonwealth Publishers
Siahaan, Sanggam. 2008. Issues in Linguistics. 221. Yogyakarta. Graha Ilmu
Silberman, Mel. 101 Strategi Pembelajaran Aktif. translated by Sarjali. 2007. 240.
Yogyakarta:Pustaka Insan Madani
Wang, Yeuwu. 2004. Englis Magazine=Motivation + Improved EFL Wrting Skill.
English Teaching Forum Journal. China
Walberg, H, Wallace, T and Stariha, W. 2004. Teaching Listening, Speaking,
Writing. International Academy of Education (IAE).
Wallace, Michael, J. 1980. Study Skills in English. 134. Cambridge. Cambridge
University Press
Wallace, Michael J. 1998. Action Research for Language Teachers, 16.
Cambridge. Cambrige Univerrsity Press
Weir, Cyril, J. 1999. Communicative Language Testing. United Kingdom.
Prentince Hall International
Yan, Guo. 2005. A Process Genre Model To For Teaching Writing. English
Teaching Forum Journal Vol. 43 Number 3. China
http//www.azargrammar.com/assets/advanced/UUEGExpansionActivities/UUEG
Exp6.pdf (accessed on March, 5th 2013)
Rojas, Virginia P. 2010. Language Features of 7 Genres adapted from
http://www.tki.org.nz/r/esolonline/teach_strats (accessed on April, 13th
2013)
http://tratu.vietgle.vn/download/30/Writing%20Skills.pdf.html.
PROCEDURE TEXT BY APPLYING INDEX
CARD MATCH STRATEGY
A THESIS
Submitted to the English Department
Faculty of Language and arts, State University of Medan
in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
AMELIA SRI RIZKY SITEPU
Registration Number: 209421004
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
THE STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Sitepu, Amelia Sri Rizky. Improving The Students’Achievement In Writing
Procedure Text By Applying Index Card Match Strategy. A Thesis. English
Department. Faculty of Languages and Arts. State University of Medan.
2013.
The objective of this study is to find out whether the application of Index Card
Match Strategy can improve students’achievement in writing procedure text. This
study was conducted by using classroom action research. The subject of this
research was the grade elevent students of SMA N 1 Lau Baleng. The research
was conducted in two cycles. The first cycle consisted of three meetings and the
second cycle consisted of two meetings. The instruments for collecting data used
writing test for quantitative data and as the quantitaive data used diary notes,
questionnaires sheet, interview and observation sheet. Based on the writing tests
result, the students score improved in every test. In orientation test, the mean
score was 50,28. In cycle 1 the mean score was 64,96 and the mean score cycle II
was 77,35. Based on the diary notes and observation sheet, students shown their
progress in learning writing English by the application of Index Card Match
Strategy and the classroom action research. Students enjoyed the process of
learning writing English concluded from the interview sheet. In line with the
data, it was found that the index card match strategy can improve
students’achievement in writing pocedure text.
i
TABLE OF CONTENTS
ABSTRACT.........................................................................................................
i
ACKNOWLEDGEMENT..................................................................................
ii
TABLE OF CONTENTS....................................................................................
iv
LIST OF TABLE.................................................................................................
iv
LIST OF APPENDIX..........................................................................................
iv
CHAPTER I: INTRODUCTION
A. The Background of the Study..................................................................
1
B. The Problem of the Study........................................................................
5
C. The Scope of the Study............................................................................
5
D. The Objective of The Study.....................................................................
5
E. The Significance of the Study ..................................................................
5
CHAPTER II:REVIEW OF LITERATURE
A. Theoretical Framework
1. Writing..........................................................................................
7
2. Writing Achievement....................................................................
8
3. Advantages of Writing...................................................................
8
4. Purpose of Writing.......................................................................... 9
5. Writing Process..............................................................................
9
6. Procedure Text...............................................................................
10
6.1 Communicative Purpose........................................................... 11
6.2 Generic Sturucture...................................................................
11
6.3 Language Features...................................................................
12
6.4 The Model of text.....................................................................
13
7. Assessment.....................................................................................
13
8. Strategy..........................................................................................
14
9. The Index Card Match Strategy.....................................................
14
9.1 The procedure of Index Card Match Strategy..........................
14
9.2 The uses of Index Card Match Strategy...................................
15
B. Conceptual Framework............................................................................... 16
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design.......................................................................................... 18
B. Research Location...................................................................................... 18
C. TheThe Instrument of Collecting Data........................................................ 19
D. Research Procedure...................................................................................... 19
1. Procedure Data Collection in First Meeting........................................... 21
2. Procedure Data Collection in First Cycle............................................... 22
3. Procedure Data Collection in Cycle Two............................................... 26
E. Scoring Writing............................................................................................ 30
F. The Technique of Data Analysis.................................................................. 32
CHAPTER IV
A. The Data.....................................................................................................
33
B. Data Analysis.............................................................................................. 34
1. The Activities of the first cycle............................................................. 34
2. The Activities of the second cycle......................................................... 36
C. Research Findings and Discussion..............................................................
CHAPTER V
A. Conclusion.................................................................................................. 44
B. Suggestion................................................................................................... 44
REFERENCES.....................................................................................................
45
APPENDIX............................................................................................................ 47
CHAPTER I
INTRODUCTION
A. The Background of the Study
In this present, English has been taught in many schools in Indonesia for
years since it becomes an International language as Harmer says that English
seems to be one of the main languages or international communication
(Harmer, 2001:1). English itself for more than six decades now, research and
practice in English language teaching has identified the four skills: listening,
speaking, reading and writing (Brown,
2001:232). Those skills are
communication skills that are important in all subject areas in the curriculum
(Walberg, 2004:7).
Writing is, in fact, a transaction with words whereby writers free
themselves from what they presently think, feel and perceive (Brown 2001:
337). In terms of skill, producing a coherent, fluent, extended pieces of writing
is probably the most difficult thing to do in language teaching (Nunan,
1991:271). Writing requires an entirely different set of competencies and is
fundamentally different from speaking (Brown, 2001:337). Writing is still
considered as the most difficult skill to be achieved ( Pardiyono, 2006:1).
Despite teachers’hard work, many students’ written English remains nonidiomatic, poorly organized,insufficiently developed, grammatically awkward,
devoid of sentence structure variety, and weak in vocabulary usage ( Wang,
2004:24).
Writing is a written communication which must have something on it,it is
information. It can be not easy as it has to engage with grammar, vocabulary,
spelling, organizational sturucture of genre and even mechanics (punctuation, etc).
Writing instruction must deal with many issues, such as how to determine the
importance of correct spelling and punctuation in early drafts, how to treat the
different steps in the composition process, and how to analyze a text for its
context and purpose ( Yan, 2005:18). As many teachers of English in China have
noted, acquiring the writing skill seems to be more laborious and demanding than
acquiring the other three skills (Yan, 2005:19). It requires effort to recognize and
manage the differences (Yan, 2005: 19). Misunderstanding may occur if the text
which is produced not coherent, gramatically incorrect, or wrong punctuation use.
Writing is about delivering information without seeing readers. No matter
how long the paragraphs, if readers can’t find any information on that writing,
that writing is not a good writing.
Based on the writer’s experience when she was in teaching field
practice program in SMA Katholik 1 Kabanjahe, North Sumatera, many
students admitted that they were not competent in writing skill because of some
difficulties. Writing activity was not attractive to them because they did it just
by themselves, everyone were busy with their own writing and there was no
interaction between them. Most of them spent ten to fifteen minutes to only
thinking about the idea of the story. The remining time was used to look for
words in the dictionary, while grammar and punctuation definitely was no
longer be a part of their attention anymore. This condition was such a boring
process where they could become passive.
It was predictable when the writer checked the students written product,
there were so many corrections, even the writer could not get the idea of what
the students had written. The students had already predicted that they would
get low score. Similary, based on an observation, the students in SMA N 1
Laubaleng admitted the same thing. They even mostly disliked writing activity
because they considered that writing was such a boring activity though they
admitted that they were not really good in grammar, vocabulary and spelling.
The writer indicated that the students in SMA N 1 Laubaleng need an active
teaching strategy which can change writing in students’ perspective became an
exciting writing. This is to establish the students’interesting and curiosity in
writing English by which they were expected to be competent and competitive.
Based on students syllabus, procedure text were taught in grade ten, but students
of SMA Negeri 1 Laubaleng have not finished learning the procedure text.
Procedure texts are parts of human daily live (Lusiana, 2013). Procedure text is a
text that show a process (Gintings, 2011:3). The purpose of a procedure text type
is to explain how something can be done such as directions, recipes, instruction
manual and itineraries. The procedure text is a kind of text type that `give us
instruction to do something through a sequence of actions or steps (Lusiana,
2013).
To improve the students’ achievement in writing procedure text, the writer
was going to use the Index Card Match Strategy. Once students in SMA N 1
Laubaleng admitted that writing was passive, the writer offers an active
strategy that was Index Card Match Strategy
According to Silberman, the index card match strategy allows the students
to pair up and quiz the rest of the class (Silbermen: 2007: 240). An active
learning strategy ‘Index Card Match’ is a atrategy that invites students to be an
active learner in order to make students independent and creative where
students play to learn(Haryanto, 2002:2). Index Card Match Srategy is related
to the ways of remembering what students have learnt to test students
understanding by matching cards which contain of questions and answers
(Sari,2012:26). Based on a reserarch in Indonesian Middle School in Sijunjung,
West Sumatera, Index Card Match Strategy in which students can have quiz in
class, can make students became more intersted in learning Mathematic
(Dwipa, 2011). Index Card Match can also improve students’ achievement in
learning Japanese Language (Sari, 2012:30). Index Card Match Strategy was
considered to have `a significant effect to students’ achievement in learning
Physic better than the other strategy named sort card strategy (Haryanto,
2002:165).
In line with the explanation above, the writer tried to investigate the
improvement of students’writing achievement in writing procedure text by
applying the Index Card Match Strategy. However, in the context of teaching
writing skill, the effectiveness of the evidence above needed to be found. To gain
the evidences, the research needed to be conducted.
B. The Problem of the Study
In relation to the background of the study, the problem of the study was
formulated as the following: “Is the students’achievement in writing procedure
text significantly improved by the application the Index Card Match strategy?”
C. The Scope of the Study
In
this
proposal,
the
writer
focused
only
on
improving
students’achievement in writing procedure text by using the index card match
strategy to the grade eleventh students of SMA N 1 Laubaleng.
D. The Objective of the Study
This study was conducted to investigate the significant improvement of the
application of Index Card Match strategy on the students’ achievement of
grade eleventh students in SMA Negeri 1 Laubaleng in writing procedure text.
E. The Significance of the Study
Finding of the study were expected to be useful for:
a. Theoritically
1. To enrich the horizon of english theories in language development
2. As the contribution for English subject
b. Practically
1. Students, as one of the way to improve their writing skill.
2. English teachers, as an alternative teaching strategy in teaching writing
skill.
3. Other Researchers, to provide reference for further study or research,
especially for writing skill.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it is concluded the students’ achievement in
writing procedure text is significantly improved by the application of Index Card
Strategy. The improvement of students’ achievement in writing procedure text by
applying index card match strategy was supported by the mean scores which were
also increased test by test and it can also be seen from the percentage of the
number of the students who can reach the Minimu Score Criteria (KKM).
B. Suggestions
The result of this study shows that applying Index Card Match Strategy
can improve students’ achievement in writing procedure text. Therefore, the
following suggestions are offered to:
1. English Teacher, to apply Index Card Match Strategy either for writing
skill or other topic of English subject to increase the students’ score, build
their curiosity and spirit in learning English, and to create a joyful learning
process.
2. Headmaster, to socialize this strategy to other teachers, so they can
applythe index card match strategy in their teaching learning process to
improve the quality of the students and school .
3. Students, to do more exercises and to enrich their knowledge about genres
and its organizations.
REFERENCES
Author’s Guide. 2013. Writing Genre-A Structured Approach:Professional
Development Service for Teacher.
Auoladomar, Farida, Amogoud, Leila, & Dizier, Patrick Saint. 2006. On
Argumentation In Procedural Texts. Schedae. Toulouse Codex France. 1322
Becker, Anthony. 2011. Examining Rubrics Used to Measure Writing
Performance in U.S. Intensive English Programs. The Catesol Journal
22.1
Brown, H, Douglas. 2001. Teaching by Principles; An Interactive Approach to
Language Pedagogy. 335. New York. Longman
Cavkaystar, S, and Yasar, S. 2008. Using Writing Process in Teaching
Composition Skills: An Action Research Journal
Dwipa, Dia Swarna. 2011. Penerapan Strategi Pembelajaran Aktif Index Card
Match Disertai Kuis Untuk Menumbuhkembangkan Pemahaman Konsep
Matematis Siswa Kelas VIII SMPN 16 Sijunjung. Sumatera Barat
Duke, Nell. K. 2010. Teaching Reading and Writing Of Procedural Text Or How
To Text:Literacy Achievement Research Center, Michigan State
University
Gintings, Elia Masa. 2011. Improving The Students’ Achievement In Writing
Procedure Text Through Number Heads Together Technique. Medan.
State University of Medan
Harefa, Rahmad. 2011. Improving The Students’ Writing Achievement in
Descriptive Text By Using Realia. Medan. State University Of Medan.
Thesis Unpublished
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