THE EFFECTIVENESS OF EXPERIENTIAL LEARNING STRATEGY TO ENHANCE STUDENTS’ WRITING DESCRIPTIVE TEXT (An Experimental Research at VIII Grade Students Of SMP N 2 Kalibagor In Academic Year 2012 2013)

  

THE EFFECTIVENESS OF EXPERIENTIAL LEARNING STRATEGY

TO

ENHANCE STUDENTS’ WRITING DESCRIPTIVE TEXT

  

(An Experimental Research at VIII Grade Students Of SMP N 2 Kalibagor

In Academic Year 2012 / 2013)

A THESIS

Submitted to English Department as a

  

Partial Fulfillment for the Requirements for S.Pd. Degree

By :

  

INDRA KURNIAWAN

0801050098

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOKERTO

  

2013

  

ABSTRACT

THE EFFECTIVENESS OF EXPERIENTIAL LEARNING STRATEGY

TO

ENHANCE STUDENTS’ WRITING DESCRIPTIVE TEXT

(An Experimental Research at VIII Grade Students Of SMP N 2 Kalibagor

  

In Academic Year 2012 / 2013)

By:

Indra Kurniawan 0801050098

  This final project is an experimental research that was aimed at knowing the effectiveness of experiential learning strategy to teach writing descriptive text. The research participant of the study were the eight grade students of SMP Negeri

  2 Kalibagor in the Academic Year of 2012/2013. The results of this research showed that the average scores of pre-test from the two groups were nearly the same. The mean of the pre-test for the experimental group was 51.75 and 52.5 for the control group. After the experimental and control groups were given different treatments, the score in the post-test of the two groups increased, in which the mean of the experimental group who was taught by Experiential Learning Strategy was 78.75 and for the control group was 70.375. It means that the results of the experimental group were higher than those of the control group. Therefore, Experiential Learning Strategy is effective to increase the students„ skill in writing descriptive text. Based on the results, the improvement of the experimental group was 27 and 17.875 for the control group. The result of applying t-test based on the difference of two means reveals that obtained value (5.958) is higher than t-table value for

  = 5% (1.9955). The hypothesis saying that Experiential Learning Strategy is effective to teach writing descriptive text is accepted.

  MOTTO

  " The only way to do great work is to love what you do... " "Get your thinking clean to make it simple..."

  "Stay Hungry. Stay Foolish..."

• Steve Jobs R.I.P.-

  Experience is not what happens to a man, but what a man does with what happens to him.

  ~Chuck Knox

  DEDICATION I would like to dedicate my thesis to my beloved mother and father

  

PREFACE

  Bismillahirrahmanirrahim, First and foremost, the writer would like to extend his gratitude to the

  Almighty Allah SWT, for the blessing, inspiration, strength, and encouragement leading to the completion of this final project. Peace and blessing be upon the prophet Muhammad SAW who guides the people to God„s path is the Great one.

  The writer in all modesty would like to extend his deepest appreciation to the following people:

  1. Drs. Ahmad, M. Pd., the Dean of Teacher Training and Education Faculty, Muhammadiyah University of Purwokerto.

  2. Drs. Pudiyono, M.Hum., the Head of English Department of Teacher Training and Education Faculty, Muhammadiyah University of Purwokerto.

  3. Endang Kusrini, S. Pd., M. Hum. And Lutfi Istikharoh, M. Pd., for guidance, suggestion, and motivation in guiding and correcting the manuscript of the thesis. It is a fortune and bliss for me having such a great consultants like them.

  4. All of lecturers in English Department of Teacher Training and Education Faculty, Muhammadiyah University of Purwokerto.

  5. Drs. Agus Sumbodo, the headmaster of SMP N 2 Kalibagor for his permission to hold the research in the school.

  6. Sunarto, S. Pd., the English teachers of SMP N 2 Kalibagor, for his kindness and support during the research.

  7. All of staffs of SMP N 2 Kalibagor, who help in conducting the research.

  8. The students of VIII D and VIII E of SMP N 2 Kalibagor in the Academic Year of 2012/2013, as the samples of this study who helped with all their respect and cooperation during the research.

  9. His beloved family, Martini, his mother; Hartono, his father; for their extraordinary gifts and pure love, his young brother, Arif Yuniarso; his young sister, Maharini Shesha Primaswari; and his big family in Purwokerto. Their prayer is everything for him and it will never be able to be replied.

  10. Warda Ichlassari, S.Sos., who always supports him whenever and wherever he is.

  11. All of students of English Department ‟08, that„s wonderful to be with you in this amazing four years, and his PPL and KKN friends, thanks for unforgettable moment.

  12. Everybody that the writer cannot mention one by one, for their supports, helps and participations because without all of them this final project could not have been completed. The last, there is nothing perfect in this world. The writer realizes that there are many weaknesses in this final project. Therefore, suggestions and criticism are always needed for its betterment. The writer hopes this final project will be useful for all the readers both of English teachers and English students.

Alhamdulillahirobbil„alamin

  Purwokerto, July 2013 Indra Kurniawan

  TABLE OF CONTENTS TITLE .………………………………………………………………… i APPROVAL …………………………………………………………... ii iii ABSTRACT ………………………………………………………… iv MOTTO ……………………………………………………………... DEDICATION v .…………………………………………………….... vi PREFACE ……...………………………………………………….... viii TABLE OF CONTENTS ……………………………………………. xi

  LIST OF TABLES …………………………………………………… xii LIST OF CHARTS ..………………………………………………… LIST OF APPENDICES …………………………………………… xiii

  CHAPTER I INTRODUCTION A. Background of the Study ………………………………………… 1

  B. Reasons for Choosing the Topic ……………………………….. 3

  C. Problem of the Research …………………………………………. 4

  D. Aim of the Research …………………………………………….. 4

  E. Clarification of the Terms ……………………………………….. 5

  F. Contribution of the Research …………………………………….. 6

  CHAPTER II THEORETICAL REVIEW A. Writing Skill ………..…………………….…………………… 8

  1. Purpose of Writing ……………………………………….. 10

  2. Component Influencing Writing .........

  …..………………… 12

  3. Steps of Writing ………..……………………….……….. 19

  B. Concept of Written Languge ………………………………….. 21

  1. Types of Written Language …………………………….. 21 2. Characteristic of Written Language ...

  …..………………… 21

  C. Descriptive Text 23 …………………………………………….

  1. The Schematic Structure of Descriptive ……………….. 24

  2. Significant Lexicogramatical Features ………………….. 25

  3. The Evaluation of Descriptive Text …………………….... 25

  D. Teaching Writing 26 …………………………………………….

  E. Experiential Learning Strategy .

  29 ……………………………….

  F. Implementation of Teaching Writing Using Experiential Learning Strategy

  ………………………….………………………………. 31 G. Hypothesis ..

  ………………….......……………………………… 32

  CHAPTER III RESEARCH METHODOLOGY A. Method of the Research ……………………………………….. 33

  B. Setting of the Research ………………………………………… 34 1. Place ...........

  ………………………………………………… 34 2. Time .. ……..........…………………………………………… 34 C. Subject of the Research ..

  ………………………………………. 34 1. Population .. ……………………..…………………………… 34 2. Sample .. ……………........…………………………………… 35 3. Sampling Technique ..

  ……..………………………………… 35

  D. Instrument for Collecting Data .

  …....…………………………... 35

  E. Method of Collecting Data …….....…………………………...... 36 F. Technique of Analyzing Data .

  ……..………………………….... 37 G. Formula of Analyzing Data ... …………………………………… 39

  CHAPTER IV RESULT AND DISCUSSION A. Data Analysis ..

  ………………………………………………… 42 1. Pre Test .. ……………...…………………………………… 42 2. Post Test ..

  ……………..…………………………………… 44 B. Difference between the Two Means .

  ……………..…………… 47 C. Analyzing the t-test .. …………………………………………… 49

  D. Discussion …………………………………………………... 51

  CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ……………………………………………………… 54

  B. Suggestion ………….…………………………………………. 54

  REFERENCE …………………………………..............………………. 56 APPENDICES …………………………………………......……......... 59

  LIST OF TABLES Table 4.1. List of Students‟ Mastery of the Experimental Group (Pre- test) .............................………………………………………………..... 43

Table 4.2. List of Students‟ Mastery of the Control Group (Pre-test) ..... 44Table 4.3. List of Students‟ Mastery of the Experimental Group (Post- test) .............................……………………………………………….... 45Table 4.4. List of Students‟ Mastery of the Control Group (Post-test) .... 46

  LIST OF CHARTS Chart 4.1. The Pre Test Result of the Control and the Experimental Group ……………………..................................................................………… 44 Chart 4.1. The Post Test Result of the Control and the Experimental Group ……………………..................................................................………… 47 LIST OF APPENDICES 1. Students‟ Worksheet 2. The Result of Students‟ Test in Experimental Class 3.

The Result of Students‟ Test in Control Class

  4. Instrument

  5. Lesson Plan