THE EFFECT OF DESCRIPTION, INTERPRETATION, AND EVALUATION (DIE) TECHNIQUE ON THE SENIOR HIGH SCHOOL STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.
THE EFFECT OF DESCRIPTION, INTERPRETATION, AND
EVALUATION (DIE) TECHNIQUE ON THE SENIOR HIGH
SCHOOL STUDENTS’ ACHIEVEMENT IN
WRITING DESCRIPTIVE TEXT
A THESIS
Submitted to The English Department, Faculty of Languages and Arts,
Stated University of Medan, in Partial Fulfillment of the Requirements for
The Degree of Sarjana Pendidikan
BY:
YUSNIAH TAMPUBOLON
Registration Number. 209421053
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized with the university’s policy on academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan, Maret 2015
The Researcher,
Yusniah Tampubolon
Reg. Number. 209421053
ABSTRACT
Tampubolon, Yusniah. The Effect of Description, Interpretation And
Evaluation (DIE) technique on the Senior High School Students’
Achievement in Writing Descriptive Text. A Thesis: English Department,
Faculty of Languages and Arts, State University of Medan. 2014.
This study was aimed at investigating the effect of Description, Interpretation and
Evaluation (DIE) Technique on the sudents achievement in writing desciptive
text. The research was conducted in experimental design. The subject of this study
was the 2013/2014 grade XI students of SMA N1 Tanjungpura. The sample that
was involved in this research was 60 students that were chosen randomly, that in
each group there were 30 students. The experimental group was taught by
applying Description, Interpretation and Evaluation (DIE) Technique, while
control group was taught by applying Lecture Method. The instrument used in this
study was a subjective test. The data were taken by administering the pre-test and
post-test to both of experimental and control groups. The data were analyzed by
using t-test formula, the analisys showed that the score of the students in the
experimental group was significantly higher then that of students in the control
group at the level of significance 0,5 with the degree of freedom (df) 58; the tobserved is 3,3 while the t-table is 2,00. To obtain the reliability of the test, the
writer used the Pearson Product Moment Formula. The result of the study showed
that the reliability of the test was 0,92. Therefore, the null hypothesis (Ho) is
rejected.
Keywords : Description, Interpretation, and Evaluation (DIE) Technique, Writing
achievement
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. All praises to Allah, the
lord of the worlds. Who has given the health, strength and his favor to the
researcher in completing this “Thesis”. May Allah’s peace and blessing be upon
His final Prophet and Messenger, Muhammad, his family and his companions.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan at the English Department of Language
and Arts, Faculty of Languages and Arts (FBS), State University of Medan
(UNIMED).
Alhamdulillah, the researcher has finished this thesis. Absolutely it is not
only an effort alone, there are many hands help her. In this occasion, she presents
great honor to :
Prof. Dr. Ibnu Hajar Damanik, M. Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, Dra.
Meisuri, M.A, the Secretary of English Department and also her Reviewer
and Examiner, and Dra. Masitowarni Siregar, M. Ed., the Head of
Educational Program of English Department
Dra. Sri Juriati Ownie, M.A., the writer’s Thesis Advisor.
Dr. Anni Holila Pulungan, M.Hum and Prof. Dr. Busmin Gurning, M.Pd, as
a Reviewers
Drs. Syafruddin as the Principal of SMA N.1 Tanjungpura and also for
others who help her and all Teachers and the students at SMA N1
Tanjungpura for giving permission and helping the writer to do this
research.
The most special persons in her life, her beloved, dad and mom Manganjur
Tampubolon and Wardini Lubis, who have given their support during her
study and her writing thesis. Thank you for your kindness and you are so
patience and also her brother and sisters, Moh. Dedi F tampubolon and his
wife Poppy and their little princess Fitri Agustina Tampubolon, Ahmad
Harun Tampubolon, Untung Syah Putra, and Janniva Hanim Tampubolon.
And also for her special friend, Mahardhika Maulana Wallad, who have
given also his support, helping during her study and her thesis.
For all of her beloved best friends and coolest person ever Mediana Manalu
and Nurmahari Siregar, who have always been in the researcher side in the
facing all the laugher and tears during her study. To any others persons who
can not be mentioned one by one to their any contribution to the writer
during finishing her thesis
Medan,
Maret 2015
The writer,
Yusniah Tampubolon
NIM. 209421053
TABLE OF CONTENTS
Pages
ABSTRACT ................................................................................................. i
ACKNOWLEDGEMENT ............................................................................ ii
TABLE OF CONTENTS ............................................................................. iv
LIST OF TABLES ....................................................................................... vi
CHAPTER I: INTRODUCTION ................................................................ 1
A. The Background of the Study ............................................ 1
B. The Problem of the Study ................................................. 4
C. The Objective of the Study ............................................... 4
D. The Scope of the Study ..................................................... 4
E. The Significances of the Study ......................................... 5
CHAPTER II: REVIEW OF LITERATURE ............................................. 6
A. Theoretical Framework ..................................................... 6
1.
B.
Students’ Achievement in Writing Descriptive .......... 6
Writing Descriptive .......................................................... 8
C. Types of genres ................................................................ 4
1.
Descriptive ................................................................ 12
D. Technique of Teaching ..................................................... 14
E. Description, Interpretation, and Evaluation (DIE)
Technique ......................................................................... 15
1.
Advantages and Disadvantages of DIE ...................... 17
2.
The Procedure of DIE ................................................ 18
F. Teaching Method .............................................................. 19
G.
Lecture Method ............................................................... 19
1.
Advantages of Lecture Method .................................. 21
2.
Disadvantages of Lecture Method .............................. 22
3.
Alternatives to the Lecture Method ............................ 24
H. Relevant Studies ................................................................ 25
I.
Conceptual Framework ..................................................... 26
J.
Hypothesis ........................................................................ 28
CHAPTER III: RESEARCH METHOD ..................................................... 29
A. Research Design ................................................................ 29
B. The Population and Sample ............................................... 29
C. Data and Sources of Data ................................................. 30
D. The Instrument for Collecting Data ................................... 30
E. The Procedure of the Study ............................................... 31
F. The Validity and Reliability of the Test ............................. 35
G. Scoring the Test ................................................................ 37
H. The Technique for Analyzing Data .................................... 40
CHAPTER IV: THE DATA AND DATA ANALYSIS ............................... 41
A. Description of Data ........................................................... 41
1.
Data of Pre-test and Post-test ...................................... 41
B. Data Analysis .................................................................... 43
1.
Homogeneity of Variance Test ................................... 43
2.
Normality Test............................................................ 43
3.
Analyzing the Data by Using t-test Formula ............... 44
4.
Statistical Hypothesis ................................................. 45
C. Discussion ......................................................................... 46
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ............................. 48
A. Conclusions ....................................................................... 48
Suggestions ...................................................................... 48
REFERENCES ............................................................................................. 49
APPENDIX ................................................................................................... 51
LESSON PLAN ............................................................................................. 68
LIST OF TABLES
Pages
Table 1.1. The mean of students’ ability in writing taken from second grade of
SMA N.1 Tanjungpura ........................................................................ 2
Table 2.1. Advantaged and Disadvantages of DIE Technique Research Design .. 17
Table 3.1. Research Design ................................................................................ 29
Table 3.2.Treatment in Experimental Group....................................................... 32
Table 3.3 Control Group .................................................................................... 34
Table 4.1 Students’Achievement score in pre-test and post-test .......................... 42
LIST OF APPENDICES
Pages
Appendix A. The scores of the pre-test and post-test by the Experimental and
Control group. ............................................................................ 51
Appendix B. Scores of Two Rates and Testing the Reliability of the Test ....... 57
Appendix C. The Calculation of Mean and Standard Deviation by Control Group
and Experimental Group ............................................................. 60
The Calculation of t-test ............................................................. 62
Appendix. D. The scores of the pre-test and post-test ...................................... 64
The scores of the pre-test and post-test in control group. ............. 64
The scores of the pre-test and post-test in experimental group. ... 65
The Scores of the Treatments of the Students ............................. 66
Appendix E. Critical Values of student’s Distribution (t) ................................ 67
LESSON PLAN ............................................................................................. 68
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is a basic language skill that becomes the complex skill to master
for the learners. As we know that writing is a productive skill that involves the
way to generate and organize the ideas in written form. People need to learn
English writing because it is a process of transforming thought and ideas into
written language. Harmenita and Yuli (2013) also state that writing is one of the
language skills that must be mastered by English learners. They have to able to
express their thoughts in writing to developed their ideas, and make readers
interested when their writing red. Through writing, they can also transfered
information and knowledge to others. In other words, writing could be said as a
mean of communication between the writer and the reader. Writing has become an
issue that causes a lot of worry for students. Leo et.al (2007) do a small scale
survey that showed students’ problem in writing as follows: limited vocabulary
8%, difficulty in organizing ideas 16%, no ideas to write 20%, no motivation to
write 20%, and lack of confidence in grammar 36%.
In fact, Indonesia students’ writing skill in English language is very low. It
was found that most of Indonesian students are still difficulted in comprehended
the text. The results of research Program for International Student Assessment
(2010) shows that Indonesian students just got the 39th rank from 42 surveyed
countries in Asia, slightly above Albania and Peru. It show us that writing skill is
still a problem for Indonesian students.
SMA N.1 Tanjungpura had Minimum Mastery Criteria (MMC) of English
subject was 70. From the KKM above, the score was very high for many schools.
Because we found that student had difficult to write a text well based on the
genre. It could be shown from the mean of student’s writing ability in the table
below.
Table 1.1. The mean of students’ ability in writing taken from second grade
of SMA N.1 Tanjungpura
Means of students’ ability in language skill
Semester
Reading
Speaking
Listening
Writing
I
65
64
63
65
II
68
68
65
69
From the fact above, it supported the researcher to do an interview and
observation at SMA N.1 Tanjungpura.
Based on writer’s experienced in teaching English practice (PPL) at SMA,
the writer found that most of the students were not able to write description text
successfully. It makes them got low score. It could be seen from the score in the
last semester. The averaged score of the students in class XI IPA 1 in the last
semester was 60,00. Some of the students still got score below the standard of
curriculum KTSP in Senor High School had to did a remedial test to get the
standard score. According to Salam (2011), many problems faced by the teachers
and the students in learning writing. The problem was limited to vocabularies,
difficulty in organizing ideas, no ideas to write about, no motivation to write and
lack of confidence in grammar. Students might took much time to write down
their ideas. Teachers also needed to give full attention to their students to show
them how to plan a piece of writing through prewriting, drafting, and revising
activities. Then, some teachers still used the traditional method or technique and
just gave explanation and exercises to their students. So it made students less
comprehended, less interest in writing, and made students bored. The effect could
be seen in English writing score, it was regarded as a main problem in many
school.
The previous researches had done by Andayani (2007) to increase writing
ability in lesson materials The Present Continuous Tense and the Future
Continuous Tense for grade X SMA N 8 Medan. From the result of the research
theoretically and empirically that using the description, interpretation, and
evaluation Technique can improve the writing ability with the lesson materials
The Present Continious Tense. Moh. Muchtar (2008) find that DIE tecniques can
improve writing in Improving Students ability in writing argumentation paragraph
trough Description, Interpretation and Evaluation for grade XI MAN 2 Medan.
From previous researches showed that the description, interpretation, and
evaluation Technique can improve students' writing. The writer interesting to
apply the same techniques to improve the students ability in writing use
Description, Interpretation and Evaluation tecniques in Descriptive text.
Technique Description, Interpretation, and Evaluation (DIE) was used
with the intention that learners were able to distinguish, explain, interpret, and
evaluate an information, concepts, ideas and so on, and could applied them in
learning activities to discuss the study material was presented in a visual form like
the pictures on the event or activity (Sudjana, 2001:150).
In line with the explanation above, the researcher was interested in
conducting a research on “The effect of Description, Interpretation, and
Evaluation (DIE) technique on the senior high school students’ achievement in
writing descriptive text”.
B. The Problem of the Study
Based on the background of the study, the research problem of the study is
formulated as the following: ”is the students’ achievement in writing descriptive
text
taught by appalying Description, Interpretation, and Evaluation (DIE)
Technique higher than that taught by applying Lecture Method?”
C. The Objective of the Study
The objective of this study was to find out a significant effect of using
Description, Interpretation, and Evaluation (DIE) technique on students’
achievement in writing descriptive text than using Lecture Method.
D. The Scope of the Study
There are many types of writing introduced in Senior High School. This study
was limited on descriptive text. The study was focused on the effect of
Description, Interpretation and Evaluation (DIE) technique on on students’
achievement in writing descriptive text by applying in XI IPA 3 class, SMA
Tanjungpura, Langkat.
E. The Significances of the Study
The Findings of the study are expected to be useful and relevant both
theoretically and practically.
Theoretically the findings are expected to:
1) Enrich the literature of the teaching learning process,
2) Apply theories on the second language learning, and
3) Be the reference for those who wanted to conduct a further research in
English teaching learning process.
Practically the findings are relevant and useful for:
1. Students, in improving their knowledge about descriptive writing by using
DIE technique.
2. English teachers, as information in teaching descriptive through DIE
technique.
3. Readers and other researchers, who are interested in this study to enrich their
understanding about descriptive writing.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The mean of control and experimental group in the post-test score are 63,4
and 69,27. The number of the students for each group is 30. The result of
calculation of t-test shows that the value of t-observed (3,3) is higher than value of
the t-table (2,00). It means that the null hypothesis stating that the Description,
Interpretation and Evaluation (DIE) technique significantly affects the student’s
descriptive writing is accepted.
The students who are taught by using Description, Interpretation and
Evaluation (DIE) technique get better score then those who are taught by using
Lecture Method.
B. Suggestions
As the result of the study, it is suggested that:
1. The English teachers apply Description, Interpretation and Evaluation (DIE)
technique in improving students’ ability in writing a descriptive text by
giving much exercise to the students.
2. The student should apply Description, Interpretation and Evaluation (DIE)
technique in writing descriptive text by practicing it over and over again.
3. The researcher should use Description, Interpretation and Evaluation (DIE)
technique in English writing to enable learners write a good descriptive text
REFERENCES
Andayani. 2007. Improving Writing Ability in Lesson Materials The Present
Continuous Tense And The Future Continuous Tense Trough Descriptive
Writing Using Description, Interpretation (DIE). Unpublished Thesis.
Medan: State University of Medan.
Arikunto, S.2010. Prosedur Penelitian: Suatu Pendekatan Praktek.
Rineka Cipta
Jakarta:
Best, J. W. & Khan, J. V. 2002. Research in Education 7th. New Delhi: Prentice
Hall.
Brown,H.D.2001. Teaching by Principlies. San Fransisko: Addition Wesley
Longman
Byrne, D. 1979. Teaching Writing Skill. London: Longman House
Carroll, Joy. Et al. 2001. The Writer in You. United States of America. Prentice
Hall
Dogru and Kalender (2007): “Applying the subject ‘cell’ Through Constructivist
Approach During Science Lessons and the Teachers View”, in Journal of
Environmental and Science Education2 (1)
Ferrance, E. 2000. Action Research. Brown University. New York:
Gerrot, L.& P. Wignell. 1994. Making Sense of Functional Grammar. Sidney :
Gerd Stabler
Harmenita, R.Y., and Yuli T. 2013. Teaching Writing a Descriptive Text by Using
Environmental Observation Technique. Journal of English Teaching, vol 1
(2).
Hyland, K. 2003. Genre-Based Pedagogies: A Social Response to Process.
Journal of Second Language Writing 12 (1): 17–29.
Mandal, M. 2009. Cooperative Learning Strategies to Enchance Writing skill.
Academic Journal, 1(2), 94-102.
Miller, Cristine A. 2007. Action Research: Making Sense of Data. Academic
Journal, 1(1), 9-28.
Mocthar,
Moh.
2008.
Improving
Students’
Achievement
On
Writing
Argumentation parragraph By Using Description, Interpretation and
Evaluation (DIE) technique. Unpublished Thesis. Medan: State University
of Medan.
PISA. 2010. Highlight from PISA 2009-National Center for Education Statistic.
Journal of Second Language Writing 12 (2): 16-24.
Ruyle, K (1995): ‘Group Training Methods’ in the ASTD Technical and skill
Training Hand Book. Kelly L(ed) McGraw Hill
Salam, Abdul. 2011. Using Clustering to Improve Students’ Writing of Recount
Text. Unpublished Thesis. Jakarta: Faculty of Tarbiyah and Teachers’
Training, Syarif Hidayatullah State Islamic University.
Stringer,T.Ernest.2007.Action Research Third Edition. Curtin University of
Technology Australia
Wallace, Michael.J. 1998. Action Research Third Edition. Camridge University
Press
Wiersma, W. 1991. Research Method in Education. Needham Heights: A
Division of Simon & Schuter, Inc.
EVALUATION (DIE) TECHNIQUE ON THE SENIOR HIGH
SCHOOL STUDENTS’ ACHIEVEMENT IN
WRITING DESCRIPTIVE TEXT
A THESIS
Submitted to The English Department, Faculty of Languages and Arts,
Stated University of Medan, in Partial Fulfillment of the Requirements for
The Degree of Sarjana Pendidikan
BY:
YUSNIAH TAMPUBOLON
Registration Number. 209421053
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized with the university’s policy on academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise
for plagiarism.
Medan, Maret 2015
The Researcher,
Yusniah Tampubolon
Reg. Number. 209421053
ABSTRACT
Tampubolon, Yusniah. The Effect of Description, Interpretation And
Evaluation (DIE) technique on the Senior High School Students’
Achievement in Writing Descriptive Text. A Thesis: English Department,
Faculty of Languages and Arts, State University of Medan. 2014.
This study was aimed at investigating the effect of Description, Interpretation and
Evaluation (DIE) Technique on the sudents achievement in writing desciptive
text. The research was conducted in experimental design. The subject of this study
was the 2013/2014 grade XI students of SMA N1 Tanjungpura. The sample that
was involved in this research was 60 students that were chosen randomly, that in
each group there were 30 students. The experimental group was taught by
applying Description, Interpretation and Evaluation (DIE) Technique, while
control group was taught by applying Lecture Method. The instrument used in this
study was a subjective test. The data were taken by administering the pre-test and
post-test to both of experimental and control groups. The data were analyzed by
using t-test formula, the analisys showed that the score of the students in the
experimental group was significantly higher then that of students in the control
group at the level of significance 0,5 with the degree of freedom (df) 58; the tobserved is 3,3 while the t-table is 2,00. To obtain the reliability of the test, the
writer used the Pearson Product Moment Formula. The result of the study showed
that the reliability of the test was 0,92. Therefore, the null hypothesis (Ho) is
rejected.
Keywords : Description, Interpretation, and Evaluation (DIE) Technique, Writing
achievement
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. All praises to Allah, the
lord of the worlds. Who has given the health, strength and his favor to the
researcher in completing this “Thesis”. May Allah’s peace and blessing be upon
His final Prophet and Messenger, Muhammad, his family and his companions.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan at the English Department of Language
and Arts, Faculty of Languages and Arts (FBS), State University of Medan
(UNIMED).
Alhamdulillah, the researcher has finished this thesis. Absolutely it is not
only an effort alone, there are many hands help her. In this occasion, she presents
great honor to :
Prof. Dr. Ibnu Hajar Damanik, M. Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, Dra.
Meisuri, M.A, the Secretary of English Department and also her Reviewer
and Examiner, and Dra. Masitowarni Siregar, M. Ed., the Head of
Educational Program of English Department
Dra. Sri Juriati Ownie, M.A., the writer’s Thesis Advisor.
Dr. Anni Holila Pulungan, M.Hum and Prof. Dr. Busmin Gurning, M.Pd, as
a Reviewers
Drs. Syafruddin as the Principal of SMA N.1 Tanjungpura and also for
others who help her and all Teachers and the students at SMA N1
Tanjungpura for giving permission and helping the writer to do this
research.
The most special persons in her life, her beloved, dad and mom Manganjur
Tampubolon and Wardini Lubis, who have given their support during her
study and her writing thesis. Thank you for your kindness and you are so
patience and also her brother and sisters, Moh. Dedi F tampubolon and his
wife Poppy and their little princess Fitri Agustina Tampubolon, Ahmad
Harun Tampubolon, Untung Syah Putra, and Janniva Hanim Tampubolon.
And also for her special friend, Mahardhika Maulana Wallad, who have
given also his support, helping during her study and her thesis.
For all of her beloved best friends and coolest person ever Mediana Manalu
and Nurmahari Siregar, who have always been in the researcher side in the
facing all the laugher and tears during her study. To any others persons who
can not be mentioned one by one to their any contribution to the writer
during finishing her thesis
Medan,
Maret 2015
The writer,
Yusniah Tampubolon
NIM. 209421053
TABLE OF CONTENTS
Pages
ABSTRACT ................................................................................................. i
ACKNOWLEDGEMENT ............................................................................ ii
TABLE OF CONTENTS ............................................................................. iv
LIST OF TABLES ....................................................................................... vi
CHAPTER I: INTRODUCTION ................................................................ 1
A. The Background of the Study ............................................ 1
B. The Problem of the Study ................................................. 4
C. The Objective of the Study ............................................... 4
D. The Scope of the Study ..................................................... 4
E. The Significances of the Study ......................................... 5
CHAPTER II: REVIEW OF LITERATURE ............................................. 6
A. Theoretical Framework ..................................................... 6
1.
B.
Students’ Achievement in Writing Descriptive .......... 6
Writing Descriptive .......................................................... 8
C. Types of genres ................................................................ 4
1.
Descriptive ................................................................ 12
D. Technique of Teaching ..................................................... 14
E. Description, Interpretation, and Evaluation (DIE)
Technique ......................................................................... 15
1.
Advantages and Disadvantages of DIE ...................... 17
2.
The Procedure of DIE ................................................ 18
F. Teaching Method .............................................................. 19
G.
Lecture Method ............................................................... 19
1.
Advantages of Lecture Method .................................. 21
2.
Disadvantages of Lecture Method .............................. 22
3.
Alternatives to the Lecture Method ............................ 24
H. Relevant Studies ................................................................ 25
I.
Conceptual Framework ..................................................... 26
J.
Hypothesis ........................................................................ 28
CHAPTER III: RESEARCH METHOD ..................................................... 29
A. Research Design ................................................................ 29
B. The Population and Sample ............................................... 29
C. Data and Sources of Data ................................................. 30
D. The Instrument for Collecting Data ................................... 30
E. The Procedure of the Study ............................................... 31
F. The Validity and Reliability of the Test ............................. 35
G. Scoring the Test ................................................................ 37
H. The Technique for Analyzing Data .................................... 40
CHAPTER IV: THE DATA AND DATA ANALYSIS ............................... 41
A. Description of Data ........................................................... 41
1.
Data of Pre-test and Post-test ...................................... 41
B. Data Analysis .................................................................... 43
1.
Homogeneity of Variance Test ................................... 43
2.
Normality Test............................................................ 43
3.
Analyzing the Data by Using t-test Formula ............... 44
4.
Statistical Hypothesis ................................................. 45
C. Discussion ......................................................................... 46
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ............................. 48
A. Conclusions ....................................................................... 48
Suggestions ...................................................................... 48
REFERENCES ............................................................................................. 49
APPENDIX ................................................................................................... 51
LESSON PLAN ............................................................................................. 68
LIST OF TABLES
Pages
Table 1.1. The mean of students’ ability in writing taken from second grade of
SMA N.1 Tanjungpura ........................................................................ 2
Table 2.1. Advantaged and Disadvantages of DIE Technique Research Design .. 17
Table 3.1. Research Design ................................................................................ 29
Table 3.2.Treatment in Experimental Group....................................................... 32
Table 3.3 Control Group .................................................................................... 34
Table 4.1 Students’Achievement score in pre-test and post-test .......................... 42
LIST OF APPENDICES
Pages
Appendix A. The scores of the pre-test and post-test by the Experimental and
Control group. ............................................................................ 51
Appendix B. Scores of Two Rates and Testing the Reliability of the Test ....... 57
Appendix C. The Calculation of Mean and Standard Deviation by Control Group
and Experimental Group ............................................................. 60
The Calculation of t-test ............................................................. 62
Appendix. D. The scores of the pre-test and post-test ...................................... 64
The scores of the pre-test and post-test in control group. ............. 64
The scores of the pre-test and post-test in experimental group. ... 65
The Scores of the Treatments of the Students ............................. 66
Appendix E. Critical Values of student’s Distribution (t) ................................ 67
LESSON PLAN ............................................................................................. 68
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is a basic language skill that becomes the complex skill to master
for the learners. As we know that writing is a productive skill that involves the
way to generate and organize the ideas in written form. People need to learn
English writing because it is a process of transforming thought and ideas into
written language. Harmenita and Yuli (2013) also state that writing is one of the
language skills that must be mastered by English learners. They have to able to
express their thoughts in writing to developed their ideas, and make readers
interested when their writing red. Through writing, they can also transfered
information and knowledge to others. In other words, writing could be said as a
mean of communication between the writer and the reader. Writing has become an
issue that causes a lot of worry for students. Leo et.al (2007) do a small scale
survey that showed students’ problem in writing as follows: limited vocabulary
8%, difficulty in organizing ideas 16%, no ideas to write 20%, no motivation to
write 20%, and lack of confidence in grammar 36%.
In fact, Indonesia students’ writing skill in English language is very low. It
was found that most of Indonesian students are still difficulted in comprehended
the text. The results of research Program for International Student Assessment
(2010) shows that Indonesian students just got the 39th rank from 42 surveyed
countries in Asia, slightly above Albania and Peru. It show us that writing skill is
still a problem for Indonesian students.
SMA N.1 Tanjungpura had Minimum Mastery Criteria (MMC) of English
subject was 70. From the KKM above, the score was very high for many schools.
Because we found that student had difficult to write a text well based on the
genre. It could be shown from the mean of student’s writing ability in the table
below.
Table 1.1. The mean of students’ ability in writing taken from second grade
of SMA N.1 Tanjungpura
Means of students’ ability in language skill
Semester
Reading
Speaking
Listening
Writing
I
65
64
63
65
II
68
68
65
69
From the fact above, it supported the researcher to do an interview and
observation at SMA N.1 Tanjungpura.
Based on writer’s experienced in teaching English practice (PPL) at SMA,
the writer found that most of the students were not able to write description text
successfully. It makes them got low score. It could be seen from the score in the
last semester. The averaged score of the students in class XI IPA 1 in the last
semester was 60,00. Some of the students still got score below the standard of
curriculum KTSP in Senor High School had to did a remedial test to get the
standard score. According to Salam (2011), many problems faced by the teachers
and the students in learning writing. The problem was limited to vocabularies,
difficulty in organizing ideas, no ideas to write about, no motivation to write and
lack of confidence in grammar. Students might took much time to write down
their ideas. Teachers also needed to give full attention to their students to show
them how to plan a piece of writing through prewriting, drafting, and revising
activities. Then, some teachers still used the traditional method or technique and
just gave explanation and exercises to their students. So it made students less
comprehended, less interest in writing, and made students bored. The effect could
be seen in English writing score, it was regarded as a main problem in many
school.
The previous researches had done by Andayani (2007) to increase writing
ability in lesson materials The Present Continuous Tense and the Future
Continuous Tense for grade X SMA N 8 Medan. From the result of the research
theoretically and empirically that using the description, interpretation, and
evaluation Technique can improve the writing ability with the lesson materials
The Present Continious Tense. Moh. Muchtar (2008) find that DIE tecniques can
improve writing in Improving Students ability in writing argumentation paragraph
trough Description, Interpretation and Evaluation for grade XI MAN 2 Medan.
From previous researches showed that the description, interpretation, and
evaluation Technique can improve students' writing. The writer interesting to
apply the same techniques to improve the students ability in writing use
Description, Interpretation and Evaluation tecniques in Descriptive text.
Technique Description, Interpretation, and Evaluation (DIE) was used
with the intention that learners were able to distinguish, explain, interpret, and
evaluate an information, concepts, ideas and so on, and could applied them in
learning activities to discuss the study material was presented in a visual form like
the pictures on the event or activity (Sudjana, 2001:150).
In line with the explanation above, the researcher was interested in
conducting a research on “The effect of Description, Interpretation, and
Evaluation (DIE) technique on the senior high school students’ achievement in
writing descriptive text”.
B. The Problem of the Study
Based on the background of the study, the research problem of the study is
formulated as the following: ”is the students’ achievement in writing descriptive
text
taught by appalying Description, Interpretation, and Evaluation (DIE)
Technique higher than that taught by applying Lecture Method?”
C. The Objective of the Study
The objective of this study was to find out a significant effect of using
Description, Interpretation, and Evaluation (DIE) technique on students’
achievement in writing descriptive text than using Lecture Method.
D. The Scope of the Study
There are many types of writing introduced in Senior High School. This study
was limited on descriptive text. The study was focused on the effect of
Description, Interpretation and Evaluation (DIE) technique on on students’
achievement in writing descriptive text by applying in XI IPA 3 class, SMA
Tanjungpura, Langkat.
E. The Significances of the Study
The Findings of the study are expected to be useful and relevant both
theoretically and practically.
Theoretically the findings are expected to:
1) Enrich the literature of the teaching learning process,
2) Apply theories on the second language learning, and
3) Be the reference for those who wanted to conduct a further research in
English teaching learning process.
Practically the findings are relevant and useful for:
1. Students, in improving their knowledge about descriptive writing by using
DIE technique.
2. English teachers, as information in teaching descriptive through DIE
technique.
3. Readers and other researchers, who are interested in this study to enrich their
understanding about descriptive writing.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The mean of control and experimental group in the post-test score are 63,4
and 69,27. The number of the students for each group is 30. The result of
calculation of t-test shows that the value of t-observed (3,3) is higher than value of
the t-table (2,00). It means that the null hypothesis stating that the Description,
Interpretation and Evaluation (DIE) technique significantly affects the student’s
descriptive writing is accepted.
The students who are taught by using Description, Interpretation and
Evaluation (DIE) technique get better score then those who are taught by using
Lecture Method.
B. Suggestions
As the result of the study, it is suggested that:
1. The English teachers apply Description, Interpretation and Evaluation (DIE)
technique in improving students’ ability in writing a descriptive text by
giving much exercise to the students.
2. The student should apply Description, Interpretation and Evaluation (DIE)
technique in writing descriptive text by practicing it over and over again.
3. The researcher should use Description, Interpretation and Evaluation (DIE)
technique in English writing to enable learners write a good descriptive text
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