FACTORS INFLUENCING THE LISTENING INTERE
FACTORS INFLUENCING THE LISTENING INTEREST OF THE
SECOND GRADE STUDENTS OF SMA NEGERI 1 WATAMPONE
A PROPOSAL
Submitted to the FBS of Universitas Negeri Makassar in Part Fulfillment of
the Requirement for Research in ELT Subject
SYAHRAMADHANI
095204073
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND LITERATURE
STATE UNIVERSITY OF MAKASSAR
2012
CHAPTER I
INTRODUCTION
A. Background
The teaching learning process of English language concntrates on the four
skills, that are: listening, speaking, reading, and writing. One of the four skills
which plays the first role is listening. As a skil, listening is the ability to identify
and understand what others are saying. This involves understanding a speaker’s
accent or pronunciation, his grammar and his vocabulary, and grasping his
meaning (Howatt and Dakin 1974). An able listener is capable of doing these four
things simultaneously. Willis (1981:134) lists a series of micro-skills of listening,
which she calls enabling skills. They are:
• predicting what people are going to talk about
• guessing at unknown words or phrases without panicking
• using one’s own knowledge of the subject to help one understand
• identifying relevant points; rejecting irrelevant information
• retaining relevant points (note-taking, summarizing)
• recognizing discourse markers, e.g., Well; Oh, another thing is; Now, finally; etc.
• recognizing cohesive devices, e.g., such as and which, including link words,
pronouns, references, etc.
• understanding different intonation patterns and uses of stress, etc., which give
clues to meaning and social setting
• understanding inferred information, e.g., speakers’ attitude or intentions
When most people think of communicating, they visualize talking and getting
a point across in a clear, effective manner. Speaking or writing to communicate a
message is only part of effective communication. The complementary part of
communication is listening. As professionals, we are usually striving to improve
our communication skills by taking speech classes, honing our presentation skills,
or participating in ways of producing increased influence. We feel the better we
1
are at getting our point across or communicating ideas, the better we are at
communicating. There is a flip-side to communication - listening.
(M S Sridhar July 3, 2010Mahatma) Listening and hearing are not the same
Listening is conscious, active process with the mind hearing is with the senses so
Listening = Hearing + Focusing on the message + Comprehending and
interpreting + Analyzing and Evaluating to
Understand
Judge
Respond
Remember
Some Facts
7 out of every 10 minutes we are communicating
45% of time is spent on listening
30% of time on talking
16% spent on reading and
9% spent on writing
Few people consider they can significantly improve their communications skills
and thereby increase their leadership skills, by learning to listen more effectively.
Many students get difficulties in listening.
Good listeners learn to listen with attention rather than just hearing the words.
Attentive listening not only takes in what is being said, but also what is not being
said in terms of body language, information that is left out, or information that is
vague. Listening is a whole-mind activity that requires concentration.
Listening is a major component of effective communication. Learning to listen
sounds easy but it requires a great deal of mental energy and skill. For a person
whose first language is not English, listening can be very difficult. Speaking skills
are developed to a great degree by listening to language and being able to imitate
and reproduce the sounds one hears. Listening is like a muscle in your brain that
can be developed with proper practice.
2
Many English learners find improving English listening comprehension hard.
When they go to an English-speaking country, and face real life English for the
first time, it is normally the speed of English that makes them get overwhelmed.
But don't overload yourself. The key is to practice and learn English everyday at
your own pace. It takes time and effort and make sure you have fun learning
English.
Many students feel bored with the materials of listening. They wanna
something new that can make them interest. Its also feel by students of SMA
Negeri 1 Watampone. Moreover, someone who wants to listen must be interest in.
Student of English as a second language usually work grammar exercises and read
stories in English. They practice writing compositions in English for their teacher
to correct, and take English conversation classes or look for opportunities to
practice speaking with others. There are many factors that make students listening
is law. It can be cause by internal factors and external factors. Motivation,
economic, background, learning materials and teachers’ performance including
their teaching methods are the examples of external factors.
Method used by teacher in the classroom teaching was often assumed as the
factor that cause the students’ listening problem. Walberg (1984) analyzed an
expansive body of studies to determine three main casual influences of student
learning: students aptitude, instruction, and environment. Spotlighting instruction,
Marzano, Pickering, and Pollock (2001) reviewed research studies of teaching
methods to specify and rank, according to effect size, nine instructional research
across all grade levels, student ability levels, and setting in order to draw
conclusion regarding student learning. Mercucci classified the teaching methods
under investigation into four general types: modeling, systematic, heuristic, and
guided discovery. Of the four teaching method types, the approach labeled
heuristic-a method stressing the teaching of general problem-solving skills such as
drawing diagrams or simplifying a problem using smaller numbers-produced the
strongest effects on listening student achievement.
3
B. PROBLEM STATEMENT
The problem that will be investigated in this research is formulated as follows:
1. What`s factor that influence students` listening achievement?
C. OBJECTIVE OF THE RESEARCH
The aims of conducting this research is to know factors that influence
students` listening interest
D. SIGNIFICANCE OF THE RESEARCH
The result of the research will be expected to be valuable input in learning
teaching process of English as follow:
1. For teachers of English to be a problem solver
2. For students to give motivation to improve their English
3. For the next researchers as a contribution of opinion that can be taken as
references in research in the same area.
E. SCOPE OF THE RESEARCH
the scope of the reserach will restricted to the way at developing the students’
listening performance through two methods. This research will limit its scope to
the listening skill of the second grade students of SMA Negeri 1 Watampone. The
students’ listening will be scored based on the criteria of writing assessment that
has been decided by Jacobs in Munawwarah (2008), they are content,
organization, vocabulary, grammar, and mechanics.
4
CHAPTER II
REVIEWED OF RELATED LITERATURE
A. RELATED RESEARCH STUDIES
Jafar (2000) in his thesis “Using Magazine Pictures to Develop The Students’
Writing Skill at SLTP Negeri 1 Binamu Kabupaten Jeneponto” showed that the
differences between the increasing of score in experimental group and control
group was not significant. This failure caused by students’ lack of vocabulary and
it could not be helped by the magazine pictures that is provided by the researcher.
The researcher suggested the next researcher to find out another media that can
help the students to find some words that related with the topic that will be
developed.
Baharuddin (2001) in his finding, “Teaching Writing by Using Reproduction
Technique to The Second Year Students of SMU Negeri 1 Sungguminasa” showed
that using reproduction technique can improve the students’ writing ablity, but it is
only included the three aspects of mechanic component that measured namely:
punctuation, capitalization, and spelling. It is because the text that is provided by
the researcher is almost complete. Students were only asked to add some words
and correct punctuation, and repair some error capitalization and spelling. It can
be concluded that there must be more challenging device that can be used by
students to increase their ability in developing paragraph.
Amin (2006) in his research, “Developing Students’ Writing Skills Through
Paraphraasing” refuse its H1, which stated paraphrasing can develop students’
writing skill and accept its H0 which stated that paraphrasing cannot develop
students’ writing skill. It is probably caused by the text that is used is a complete
paragraph, so the students need too high level skill of writing in paraphrasing that
paragraphs.
5
B. Contextual teaching and learning approach
The understanding of CTL
1. Writing
a. The understanding of CTL
b. The characteristic of CTL (johnson)
c. The principle of CTL
Constuctivism
Inquiry
Questioning
Learning community
Modeling
Reflections
Authentic assessment
d. The procedure of CTL in Teaching Listening
e. Writing Assessment
According to Jacobs in Munawwarah (2008), writing can be
assessed based on the following explanation.
1) Content
Score
Classification
6
Criteria
27-30
Excellent to very good Knowledgeable, suitable,
22-26
Very good to good
substantive
Some knowledge of subject,
17-21
Fair to poor
adequate range
Limited knowledge. Little
Very poor
substance
Does not show knowledge of
13-16
subject, not-substantive
2) Organization
Score
18-20
14-17
Classification
Criteria
Excellent to very good Fluent expression, ideas clearly
Very good to good
stated
Somewhat choppy, loosely
organized but minimum ideas
10-13
7-9
Fair to poor
stand out
Non fluent, ideas confused or
Very poor
disconnected
Does not communicate, no
organization
3) Vocabulary
Score
18-20
14-17
Classification
Criteria
Excellent to very good Sophisticated range, effective
Very good to good
word/idiom choice and usage.
Adequate range, occasional errors
of word/idiom, choice, and usage
10-13
7-9
Fair to poor
out meaning not occurred
Limited range, frequent errors of
Very poor
word/idiom form, choice, usage
Essential translation, little
knowledge of English vocabulary
4) Grammar
Score
Classification
7
Criteria
22-25
19-21
11-17
5-10
Excellent to very good Effective complex construction
Very good to good
Effective but simple construction
Fair to poor
Major problems in
simple/complex construction
Virtually no mastery of sentence
Very poor
construction rules
5) Mechanics
Score
5
4
3
2
Classification
Criteria
Excellent to very good Demonstrate mastery of
Very good to good
convictions
Occasional errors of spelling
Fair to poor
punctuation
Frequent errors of spelling,
Very poor
punctuation, capitalization
No mastery of connections,
dominated by spelling errors,
capitalization, paragraphing.
2. Audio Lingual Method
a. Definition
b. Characteristics of Paragraph
c. The function of paragraph
Listening
1. The nature of listening
2. Theory of listening
3. The assessment grading scale of listening
C. RESUME
1. Writing is delivering information from mind into written from that is done
systematically and pay attention on some aspects. They are smoothness,
grammar, vocabulary, and spelling.
2. Paragraph is group of sentences that discussed one main idea in good
cohesion.
8
3. Poetry is a kind of literature which express feeling imaginatively in very
free composition.
4. There must be a creative way as strategy in making students are more
interested to write in English.
D. THEORETICAL FRAMEWORK
The conceptual framework underlying this research is presented in the
following diagram:
INPUT
Teaching Writing
Treatment
Treatment I
Treatment II
Treatment III
OUTPUT
Students’ Achievement
There are three man components will be described as follows:
1. Input
: It refers to teaching writing through English poetry
2. Treatment
: It refers to the implementation of the poetry in writing
paragraph.
3. Output
: It refers to the ability of the students’ in writing paragraph.
E. HYPOTHESIS
This research will present two hypothesizes namely:
1. Null hypothesis (H0) that is, there is no significance difference between
the test result of the pretest and the posttest of writing ability of the
students.
9
2. The alternative hypothesis (H1), that is, there is a significant difference
between the test result of the pretest and the posttest of students writing
ability
10
CHAPTER III
METHOD OF THE RESEARCH
This chapter consists of the research design, variables and indicator,
population and sample, instrument of the research, procedure and collecting data,
and technique of data analysis.
A. Research Design
This research will use quasi-experimental method with inonequivalent control
group design that is a design . this design choosen because the reserchers believe
that using two groups can see how significance improve the speaking ability of
experimental group compare to control group after treathment. The design of the
experiment as follow:
E :O 1 X 1 O2
C :O 3 X 2 O4
Where
E
: Experimental group
C
: Control Group
O1
: the pre-test result for the experimental group
O2
03
O4
X1
X2
: the post-test result for the experimental group
:
:
: Treatment by using
: treatment by using
(Gay, 2006)
B. Research Variables and Their Operational Definition
1. Variables
There will be two variables in this research, they are:
a. Independent variable
Independent variable of the study is CTL approach
b. Dependent variable
Is listening achievement
11
.
1. Operational Definition
The following are the operational definition of variables
a. Writing paragraph ability is the students’ competence in writing
paragraph based on the poetry.
c. Poetry is a literature that is explored the poet’s feeling in a very free
form.
C. Population and Sample
1. Population
The population of the research will be the second year students of SMA 1
Watansoppeng in academic year 2011/2012. There are 8 classes which and
the total number of population will be 266 students.
2. Sample
Due to the total of population was big, the researcher will take two classes,
class XI IA 3 as experimental group and class XI IA 4 as the control
group. Each group consisted of 30 students..
D. INSTRUMENT OF THE RESEARCH
To collect the data of this research, the researcher will use listening test......
The test give to the students as pre test and post test. The pre test give to......
E. PROCEDURE AND COLLECTING DATA
In collecting data, the writer will apply the following procedure.
1. Pre test
The pre-test will be given in the following procedures.
a. The researcher will explain what the students are going to do.
b. The pre-test will run for 60 minutes.
1) Pre writing
30 minutes
2) Writing
20 minutes
3) Post writing
10 minutes
c. The researcher will score to the students’ result test.
2. Treatment
a. Experimental group
The researcher will conduct the treatment 3 times and the poem will be
given with time allocation 90 minutes (2X45 minutes) every meeting.
The procedures of giving treatment will be implemented in preactivities, while-activities, and post-activities as follows:
4) Pre-activities
12
a)
b)
c)
d)
The researcher greets the students
The researcher checks attendance list in class
The researcher asks the students about their experience
The researcher introduces the students about writing
paragraph by using poem.
5) While activities
a) The researcher gives explanation about converting poem into
paragraph
b) The researcher instructs the students to read the poetry using
insight voice in order to understand the meaning of the poetry.
c) The researcher asks the students to take a piece of paper.
d) The researcher asks the students to do pre writing by listing
the goals and purposes of writing, the writing target, and
organizing idea.
e) The researcher asks the students to develop the words or
phrase in poetry to compose a new paragraph by still pay
attention on some aspects that they have lists before.
f) The researcher asks the students to revise what they have
written.
g) The researcher monitors students’ writing activity.
h) The researcher allows the students to ask the researcher if they
found any trouble.
6) Post-activities
a) The researcher asks one students to read his/her paragraph.
b) The researcher asks the students to collect their paragraph.
c) The researcher explains more about the poetry to the students
whether they understand about the poetry or not and give
further explanation about the steps to write paragraph through
poetry.
d) The researcher also gives some tips to improve and to
strengthen the writing skill.
e) The researcher informs the students what they will do in the
next meeting and still give motivation in learning writing.
b. Control group
The researcher will conduct this activity through the same frequently
as the treatment group, it is 3 times. The time allocation will be 90
minutes (2X45 minutes) every meeting. The procedures of giving
13
treatment will be implemented in pre-activities, while-activities, and
post-activities as follows:
1) Pre-activities
a) The researcher greets the students
b) The researcher checks attendance list in class
c) The researcher asks the students about their experience
2) While activities
a) The researcher asks the students to take a piece of paper.
b) The researcher asks the students to do pre writing by choosing
the topic, listing the goals, purposes of writing, and the writing
target, collecting some supporting information, and organizing
idea.
c) The researcher asks the students to develops the idea in the
outline by using information and literature that has been chosen
before.
d) The researcher asks the students to revise what they have
written.
e) The researcher monitors students’ writing activity.
f) The researcher allows the students to ask the researcher if they
found any trouble.
3) Post-activities
a) The researcher asks one students to read his/her paragraph.
b) The researcher asks the students to collect their paragraph.
c) The researcher explains more about writing paragraph
d) The researcher also gives some tips to improve and to
strengthen the writing skill.
e) The researcher informs the students what they will do in the
next meeting and still give motivation in learning writing.
3. Post-test
a. After giving the treatment, both group (experimental and control class)
will be given writing test.
b. The post-test will be run for 90 minutes
c. The researcher scores the students’ test result.
F. TECHNIQUE OF DATA ANALYSIS
The primary analysis in this research will be analytic method. This method
consisted of a composition for scoring purposes.
14
Criteria
Score
Content
Organization
Vocabulary
Grammar
Mechanics
1. Calculating the students’ score
'
Student s correct answer
Score=
×Weight
Maximum score
2. The researcher scored the score of that would be classified into five levels
as follows:
Classification
Very good
Good
Fair
Poor
Very poor
Score
86-100
71-85
56-70
41-55
≤40
(Depdiknas, 2005)
3. Calculating the mean score of the students’ paragraph by using following
formula
∑ X1
X´ 1=
N1
Where
and
∑ X2
X´ 2=
N2
X´ 1
X´ 1
= Mean score of the experimental class
= Mean score of the control class
= Total raw score of the experimental class
∑ X1
= Total raw score of the control class
∑ X2
N 1 = Total number students of the experimental class
N2
= Total number students of the control class
4. Computing the frequency and rate percentage of the students’ score by
using the following formula:
15
P=
F
×100
N
Where :
P
= Percentage
F
= Frequency
N
=Total number of sample
5. Finding standard deviation of the student pretest and posttest by applying
the formula below
√
√
SS 1
SD 1 =
N 1−1
Where SS 1=∑ X =
SS 2
SD 2 =
N 2−1
Where SS 2=∑ X =
Where
2
1
2
2
( ∑ X1)
2
N1
( ∑ X2)
2
N2
SD 1
= Standard deviation of experimental class
SD 2
= Standard deviation of control class
SS 1
= Sum of squares of experimental class
SS 2
= Sum of squares of control class
∑ X1
∑ X2
= Sum of all score of experimental class
= Sum of all score of control class
N1
= The number of student of experimental class
N2
= The number of student of control class
(Gay, 2006)
6. To find out whether the differences between pretest and posttest value of
the test using the formula
X´ 1− X´ 2
t=
SS 1+ SS 2
1
1
+
N 1 + N 2−2 N 1 N 2
√[
Where
][
]
t
= Test of significance
X´ 1
= Mean of experimental class
16
X´ 2
= Mean of control class
SS 1 = The sum of squares of experimental class
SS 2 =The sum of squares of control class
N1
= The number of students of experimental class
N2
= The number of students of control class (Gay, 2006)
17
REFERENCES
Akhadiah, S. et al. 1998. Pembinaan Kemampuan Menulis Bahasa Indonesia.
Jakarta: Erlangga
Boardman, Cynthia A. et al. 2002. Writing to Communicate Paragraphs and
Essays. Pearson Education, Longman
Depdiknas. 2005. Peraturan Direktorat Jenderal Pendidikan Dasar dan
Menengah tentang Penilaian Perkembangan Anak Didik. Jakarta: Dirjen
Dikdasmen.
Hedge, Tricia. 1992. Writing. Oxford: Oxford University Press.
Marahimin, Ismail. 2001. Menulis Secara Populer. Jakarta: Dunia Pustaka Jaya
Nursisto. 2000. Penuntun Mengarang. Yogyakarta: Adicita Karya Nusa
Oshima, Alice & Hogue, Ann. --.Introduction to Academic Writing. Longman
Pradopo, Rahmat Djoko. 1993. Pengkajian Puisi. Jakarta: Erlangga
Rooy, Rae de. 2007. Prepare for IELTS (Skills and Strategies) Book Two Reading
and Writing. Sydney: Insearch Limited and International Office.
Waluyo, J Herman. 1993. Teori dan Apresiasi Puisi. Jakarta: Erlangga.
Z.F, Zulfahnur et al. 1997. Apresiasi Puisi. Jakarta: Depdikbud
RUJUKAN KURIKULUM
18
SECOND GRADE STUDENTS OF SMA NEGERI 1 WATAMPONE
A PROPOSAL
Submitted to the FBS of Universitas Negeri Makassar in Part Fulfillment of
the Requirement for Research in ELT Subject
SYAHRAMADHANI
095204073
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND LITERATURE
STATE UNIVERSITY OF MAKASSAR
2012
CHAPTER I
INTRODUCTION
A. Background
The teaching learning process of English language concntrates on the four
skills, that are: listening, speaking, reading, and writing. One of the four skills
which plays the first role is listening. As a skil, listening is the ability to identify
and understand what others are saying. This involves understanding a speaker’s
accent or pronunciation, his grammar and his vocabulary, and grasping his
meaning (Howatt and Dakin 1974). An able listener is capable of doing these four
things simultaneously. Willis (1981:134) lists a series of micro-skills of listening,
which she calls enabling skills. They are:
• predicting what people are going to talk about
• guessing at unknown words or phrases without panicking
• using one’s own knowledge of the subject to help one understand
• identifying relevant points; rejecting irrelevant information
• retaining relevant points (note-taking, summarizing)
• recognizing discourse markers, e.g., Well; Oh, another thing is; Now, finally; etc.
• recognizing cohesive devices, e.g., such as and which, including link words,
pronouns, references, etc.
• understanding different intonation patterns and uses of stress, etc., which give
clues to meaning and social setting
• understanding inferred information, e.g., speakers’ attitude or intentions
When most people think of communicating, they visualize talking and getting
a point across in a clear, effective manner. Speaking or writing to communicate a
message is only part of effective communication. The complementary part of
communication is listening. As professionals, we are usually striving to improve
our communication skills by taking speech classes, honing our presentation skills,
or participating in ways of producing increased influence. We feel the better we
1
are at getting our point across or communicating ideas, the better we are at
communicating. There is a flip-side to communication - listening.
(M S Sridhar July 3, 2010Mahatma) Listening and hearing are not the same
Listening is conscious, active process with the mind hearing is with the senses so
Listening = Hearing + Focusing on the message + Comprehending and
interpreting + Analyzing and Evaluating to
Understand
Judge
Respond
Remember
Some Facts
7 out of every 10 minutes we are communicating
45% of time is spent on listening
30% of time on talking
16% spent on reading and
9% spent on writing
Few people consider they can significantly improve their communications skills
and thereby increase their leadership skills, by learning to listen more effectively.
Many students get difficulties in listening.
Good listeners learn to listen with attention rather than just hearing the words.
Attentive listening not only takes in what is being said, but also what is not being
said in terms of body language, information that is left out, or information that is
vague. Listening is a whole-mind activity that requires concentration.
Listening is a major component of effective communication. Learning to listen
sounds easy but it requires a great deal of mental energy and skill. For a person
whose first language is not English, listening can be very difficult. Speaking skills
are developed to a great degree by listening to language and being able to imitate
and reproduce the sounds one hears. Listening is like a muscle in your brain that
can be developed with proper practice.
2
Many English learners find improving English listening comprehension hard.
When they go to an English-speaking country, and face real life English for the
first time, it is normally the speed of English that makes them get overwhelmed.
But don't overload yourself. The key is to practice and learn English everyday at
your own pace. It takes time and effort and make sure you have fun learning
English.
Many students feel bored with the materials of listening. They wanna
something new that can make them interest. Its also feel by students of SMA
Negeri 1 Watampone. Moreover, someone who wants to listen must be interest in.
Student of English as a second language usually work grammar exercises and read
stories in English. They practice writing compositions in English for their teacher
to correct, and take English conversation classes or look for opportunities to
practice speaking with others. There are many factors that make students listening
is law. It can be cause by internal factors and external factors. Motivation,
economic, background, learning materials and teachers’ performance including
their teaching methods are the examples of external factors.
Method used by teacher in the classroom teaching was often assumed as the
factor that cause the students’ listening problem. Walberg (1984) analyzed an
expansive body of studies to determine three main casual influences of student
learning: students aptitude, instruction, and environment. Spotlighting instruction,
Marzano, Pickering, and Pollock (2001) reviewed research studies of teaching
methods to specify and rank, according to effect size, nine instructional research
across all grade levels, student ability levels, and setting in order to draw
conclusion regarding student learning. Mercucci classified the teaching methods
under investigation into four general types: modeling, systematic, heuristic, and
guided discovery. Of the four teaching method types, the approach labeled
heuristic-a method stressing the teaching of general problem-solving skills such as
drawing diagrams or simplifying a problem using smaller numbers-produced the
strongest effects on listening student achievement.
3
B. PROBLEM STATEMENT
The problem that will be investigated in this research is formulated as follows:
1. What`s factor that influence students` listening achievement?
C. OBJECTIVE OF THE RESEARCH
The aims of conducting this research is to know factors that influence
students` listening interest
D. SIGNIFICANCE OF THE RESEARCH
The result of the research will be expected to be valuable input in learning
teaching process of English as follow:
1. For teachers of English to be a problem solver
2. For students to give motivation to improve their English
3. For the next researchers as a contribution of opinion that can be taken as
references in research in the same area.
E. SCOPE OF THE RESEARCH
the scope of the reserach will restricted to the way at developing the students’
listening performance through two methods. This research will limit its scope to
the listening skill of the second grade students of SMA Negeri 1 Watampone. The
students’ listening will be scored based on the criteria of writing assessment that
has been decided by Jacobs in Munawwarah (2008), they are content,
organization, vocabulary, grammar, and mechanics.
4
CHAPTER II
REVIEWED OF RELATED LITERATURE
A. RELATED RESEARCH STUDIES
Jafar (2000) in his thesis “Using Magazine Pictures to Develop The Students’
Writing Skill at SLTP Negeri 1 Binamu Kabupaten Jeneponto” showed that the
differences between the increasing of score in experimental group and control
group was not significant. This failure caused by students’ lack of vocabulary and
it could not be helped by the magazine pictures that is provided by the researcher.
The researcher suggested the next researcher to find out another media that can
help the students to find some words that related with the topic that will be
developed.
Baharuddin (2001) in his finding, “Teaching Writing by Using Reproduction
Technique to The Second Year Students of SMU Negeri 1 Sungguminasa” showed
that using reproduction technique can improve the students’ writing ablity, but it is
only included the three aspects of mechanic component that measured namely:
punctuation, capitalization, and spelling. It is because the text that is provided by
the researcher is almost complete. Students were only asked to add some words
and correct punctuation, and repair some error capitalization and spelling. It can
be concluded that there must be more challenging device that can be used by
students to increase their ability in developing paragraph.
Amin (2006) in his research, “Developing Students’ Writing Skills Through
Paraphraasing” refuse its H1, which stated paraphrasing can develop students’
writing skill and accept its H0 which stated that paraphrasing cannot develop
students’ writing skill. It is probably caused by the text that is used is a complete
paragraph, so the students need too high level skill of writing in paraphrasing that
paragraphs.
5
B. Contextual teaching and learning approach
The understanding of CTL
1. Writing
a. The understanding of CTL
b. The characteristic of CTL (johnson)
c. The principle of CTL
Constuctivism
Inquiry
Questioning
Learning community
Modeling
Reflections
Authentic assessment
d. The procedure of CTL in Teaching Listening
e. Writing Assessment
According to Jacobs in Munawwarah (2008), writing can be
assessed based on the following explanation.
1) Content
Score
Classification
6
Criteria
27-30
Excellent to very good Knowledgeable, suitable,
22-26
Very good to good
substantive
Some knowledge of subject,
17-21
Fair to poor
adequate range
Limited knowledge. Little
Very poor
substance
Does not show knowledge of
13-16
subject, not-substantive
2) Organization
Score
18-20
14-17
Classification
Criteria
Excellent to very good Fluent expression, ideas clearly
Very good to good
stated
Somewhat choppy, loosely
organized but minimum ideas
10-13
7-9
Fair to poor
stand out
Non fluent, ideas confused or
Very poor
disconnected
Does not communicate, no
organization
3) Vocabulary
Score
18-20
14-17
Classification
Criteria
Excellent to very good Sophisticated range, effective
Very good to good
word/idiom choice and usage.
Adequate range, occasional errors
of word/idiom, choice, and usage
10-13
7-9
Fair to poor
out meaning not occurred
Limited range, frequent errors of
Very poor
word/idiom form, choice, usage
Essential translation, little
knowledge of English vocabulary
4) Grammar
Score
Classification
7
Criteria
22-25
19-21
11-17
5-10
Excellent to very good Effective complex construction
Very good to good
Effective but simple construction
Fair to poor
Major problems in
simple/complex construction
Virtually no mastery of sentence
Very poor
construction rules
5) Mechanics
Score
5
4
3
2
Classification
Criteria
Excellent to very good Demonstrate mastery of
Very good to good
convictions
Occasional errors of spelling
Fair to poor
punctuation
Frequent errors of spelling,
Very poor
punctuation, capitalization
No mastery of connections,
dominated by spelling errors,
capitalization, paragraphing.
2. Audio Lingual Method
a. Definition
b. Characteristics of Paragraph
c. The function of paragraph
Listening
1. The nature of listening
2. Theory of listening
3. The assessment grading scale of listening
C. RESUME
1. Writing is delivering information from mind into written from that is done
systematically and pay attention on some aspects. They are smoothness,
grammar, vocabulary, and spelling.
2. Paragraph is group of sentences that discussed one main idea in good
cohesion.
8
3. Poetry is a kind of literature which express feeling imaginatively in very
free composition.
4. There must be a creative way as strategy in making students are more
interested to write in English.
D. THEORETICAL FRAMEWORK
The conceptual framework underlying this research is presented in the
following diagram:
INPUT
Teaching Writing
Treatment
Treatment I
Treatment II
Treatment III
OUTPUT
Students’ Achievement
There are three man components will be described as follows:
1. Input
: It refers to teaching writing through English poetry
2. Treatment
: It refers to the implementation of the poetry in writing
paragraph.
3. Output
: It refers to the ability of the students’ in writing paragraph.
E. HYPOTHESIS
This research will present two hypothesizes namely:
1. Null hypothesis (H0) that is, there is no significance difference between
the test result of the pretest and the posttest of writing ability of the
students.
9
2. The alternative hypothesis (H1), that is, there is a significant difference
between the test result of the pretest and the posttest of students writing
ability
10
CHAPTER III
METHOD OF THE RESEARCH
This chapter consists of the research design, variables and indicator,
population and sample, instrument of the research, procedure and collecting data,
and technique of data analysis.
A. Research Design
This research will use quasi-experimental method with inonequivalent control
group design that is a design . this design choosen because the reserchers believe
that using two groups can see how significance improve the speaking ability of
experimental group compare to control group after treathment. The design of the
experiment as follow:
E :O 1 X 1 O2
C :O 3 X 2 O4
Where
E
: Experimental group
C
: Control Group
O1
: the pre-test result for the experimental group
O2
03
O4
X1
X2
: the post-test result for the experimental group
:
:
: Treatment by using
: treatment by using
(Gay, 2006)
B. Research Variables and Their Operational Definition
1. Variables
There will be two variables in this research, they are:
a. Independent variable
Independent variable of the study is CTL approach
b. Dependent variable
Is listening achievement
11
.
1. Operational Definition
The following are the operational definition of variables
a. Writing paragraph ability is the students’ competence in writing
paragraph based on the poetry.
c. Poetry is a literature that is explored the poet’s feeling in a very free
form.
C. Population and Sample
1. Population
The population of the research will be the second year students of SMA 1
Watansoppeng in academic year 2011/2012. There are 8 classes which and
the total number of population will be 266 students.
2. Sample
Due to the total of population was big, the researcher will take two classes,
class XI IA 3 as experimental group and class XI IA 4 as the control
group. Each group consisted of 30 students..
D. INSTRUMENT OF THE RESEARCH
To collect the data of this research, the researcher will use listening test......
The test give to the students as pre test and post test. The pre test give to......
E. PROCEDURE AND COLLECTING DATA
In collecting data, the writer will apply the following procedure.
1. Pre test
The pre-test will be given in the following procedures.
a. The researcher will explain what the students are going to do.
b. The pre-test will run for 60 minutes.
1) Pre writing
30 minutes
2) Writing
20 minutes
3) Post writing
10 minutes
c. The researcher will score to the students’ result test.
2. Treatment
a. Experimental group
The researcher will conduct the treatment 3 times and the poem will be
given with time allocation 90 minutes (2X45 minutes) every meeting.
The procedures of giving treatment will be implemented in preactivities, while-activities, and post-activities as follows:
4) Pre-activities
12
a)
b)
c)
d)
The researcher greets the students
The researcher checks attendance list in class
The researcher asks the students about their experience
The researcher introduces the students about writing
paragraph by using poem.
5) While activities
a) The researcher gives explanation about converting poem into
paragraph
b) The researcher instructs the students to read the poetry using
insight voice in order to understand the meaning of the poetry.
c) The researcher asks the students to take a piece of paper.
d) The researcher asks the students to do pre writing by listing
the goals and purposes of writing, the writing target, and
organizing idea.
e) The researcher asks the students to develop the words or
phrase in poetry to compose a new paragraph by still pay
attention on some aspects that they have lists before.
f) The researcher asks the students to revise what they have
written.
g) The researcher monitors students’ writing activity.
h) The researcher allows the students to ask the researcher if they
found any trouble.
6) Post-activities
a) The researcher asks one students to read his/her paragraph.
b) The researcher asks the students to collect their paragraph.
c) The researcher explains more about the poetry to the students
whether they understand about the poetry or not and give
further explanation about the steps to write paragraph through
poetry.
d) The researcher also gives some tips to improve and to
strengthen the writing skill.
e) The researcher informs the students what they will do in the
next meeting and still give motivation in learning writing.
b. Control group
The researcher will conduct this activity through the same frequently
as the treatment group, it is 3 times. The time allocation will be 90
minutes (2X45 minutes) every meeting. The procedures of giving
13
treatment will be implemented in pre-activities, while-activities, and
post-activities as follows:
1) Pre-activities
a) The researcher greets the students
b) The researcher checks attendance list in class
c) The researcher asks the students about their experience
2) While activities
a) The researcher asks the students to take a piece of paper.
b) The researcher asks the students to do pre writing by choosing
the topic, listing the goals, purposes of writing, and the writing
target, collecting some supporting information, and organizing
idea.
c) The researcher asks the students to develops the idea in the
outline by using information and literature that has been chosen
before.
d) The researcher asks the students to revise what they have
written.
e) The researcher monitors students’ writing activity.
f) The researcher allows the students to ask the researcher if they
found any trouble.
3) Post-activities
a) The researcher asks one students to read his/her paragraph.
b) The researcher asks the students to collect their paragraph.
c) The researcher explains more about writing paragraph
d) The researcher also gives some tips to improve and to
strengthen the writing skill.
e) The researcher informs the students what they will do in the
next meeting and still give motivation in learning writing.
3. Post-test
a. After giving the treatment, both group (experimental and control class)
will be given writing test.
b. The post-test will be run for 90 minutes
c. The researcher scores the students’ test result.
F. TECHNIQUE OF DATA ANALYSIS
The primary analysis in this research will be analytic method. This method
consisted of a composition for scoring purposes.
14
Criteria
Score
Content
Organization
Vocabulary
Grammar
Mechanics
1. Calculating the students’ score
'
Student s correct answer
Score=
×Weight
Maximum score
2. The researcher scored the score of that would be classified into five levels
as follows:
Classification
Very good
Good
Fair
Poor
Very poor
Score
86-100
71-85
56-70
41-55
≤40
(Depdiknas, 2005)
3. Calculating the mean score of the students’ paragraph by using following
formula
∑ X1
X´ 1=
N1
Where
and
∑ X2
X´ 2=
N2
X´ 1
X´ 1
= Mean score of the experimental class
= Mean score of the control class
= Total raw score of the experimental class
∑ X1
= Total raw score of the control class
∑ X2
N 1 = Total number students of the experimental class
N2
= Total number students of the control class
4. Computing the frequency and rate percentage of the students’ score by
using the following formula:
15
P=
F
×100
N
Where :
P
= Percentage
F
= Frequency
N
=Total number of sample
5. Finding standard deviation of the student pretest and posttest by applying
the formula below
√
√
SS 1
SD 1 =
N 1−1
Where SS 1=∑ X =
SS 2
SD 2 =
N 2−1
Where SS 2=∑ X =
Where
2
1
2
2
( ∑ X1)
2
N1
( ∑ X2)
2
N2
SD 1
= Standard deviation of experimental class
SD 2
= Standard deviation of control class
SS 1
= Sum of squares of experimental class
SS 2
= Sum of squares of control class
∑ X1
∑ X2
= Sum of all score of experimental class
= Sum of all score of control class
N1
= The number of student of experimental class
N2
= The number of student of control class
(Gay, 2006)
6. To find out whether the differences between pretest and posttest value of
the test using the formula
X´ 1− X´ 2
t=
SS 1+ SS 2
1
1
+
N 1 + N 2−2 N 1 N 2
√[
Where
][
]
t
= Test of significance
X´ 1
= Mean of experimental class
16
X´ 2
= Mean of control class
SS 1 = The sum of squares of experimental class
SS 2 =The sum of squares of control class
N1
= The number of students of experimental class
N2
= The number of students of control class (Gay, 2006)
17
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