Using Pick the Idea, Organize, and Write (POW) to Enhance the Students’ Writing Cohesion in Surakarta - UNS Institutional Repository

  

USING PICK THE IDEA, ORGANIZE, AND WRITE (POW) TO

ENHANCE THE STUDENTS’ WRITING COHESION IN SURAKARTA

THESIS

  

By:

YUNDA DARAJATUL ILMI

S891508048

Written as a Partial Fulfillment of the Requirements for Graduate Education

  

Degree of English Language Teaching

ENGLISH EDUCATION OF GRADUATE PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

  

2018

  

APPROVAL

USING PICK THE IDEA, ORGANIZE, AND WRITE (POW) TO

ENHANCE THE STUDENTS’ WRITING COHESION IN SURAKARTA

  By: YUNDA DARAJATUL ILMI NIM. S891508048

  This thesis has been approved by the Consultants of Graduate School of English Education Department, Teacher Training and Education Faculty, Sebelas Maret University.

  Surakarta, January 2018 Consultant I, Prof. Dr. Joko Nurkamto, M.Pd.

  NIP. 19610124 198702 1 001 Consultant II, Dra. Diah Kristina, M.A., Ph.D.

  NIP. 19590505 198601 2 001 Approved by:

  The Head of English Department of Graduate School Teacher Training and Education Faculty

  Sebelas Maret University Dr. Ngadiso, M.Pd.

  NIP. 19621231 198803 1009

  

LEGITIMATION

  Using Pick the Idea, Organize, and Write (POW) to Enhance the Students’ Writing Cohesion in Surakarta by:

  Yunda Darajatul Ilmi S891508048

  This Thesis has been approved by the Board of Thesis Examiners of English Education Department of Graduate School Teacher Training and Education Faculty of Sebelas Maret University Surakarta in January 2018

  Board of Examiners Signatures Chairman Dr. Ngadiso, M.Pd. NIP. 19621231 198803 1009 (.....................................) Secretary Dr. Abdul Asib, M.Pd.

  NIP. 19520307 198003 1005 (.....................................) Examiners 1.

  Prof. Dr. Joko Nurkamto, M.Pd.

  NIP. 19610124 198702 1001 (.....................................) 2.

Dra. Diah Kristina, M.A., Ph.D

  NIP. 19590505 198601 2001 (.....................................) Legalized by

  The Dean of Teacher Training and The Head of English Department of Education Faculty of Sebelas Maret Graduate School of Teacher Training

  University, and Education Faculty of Sebelas Maret University, Prof. Dr. Joko Nurkamto, M.Pd. Dr. Ngadiso, M.Pd.

  NIP. 19610124 198702 1001 NIP. 19621231 198803 1009

  

PRONOUNCEMENT

  This is to certify that I myself wrote this thesis entitled “Using Pick the

  

Idea, Organize, and Write (POW) to Enhance the Students’ Writing Cohesion in

Surakarta ”. It is not a plagiarism or made by others. Anything related to other’s

  work is written in quotation, the source of which is listed on the references.

  If then this pronouncement proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree.

  Surakarta, January 2018 Yunda Darajatul Ilmi

  

MOTTO

  DEDICATION This thesis is dedicated to:

   My beloved father and mother, Kusno, S.Pd.I and Rusmini  My lovely sister, Hanif Fadlilatul Husna

  

ABSTRACT

Yunda Darajatul Ilmi. 2018. Using Pick the Idea, Organize and Write (POW)

to Enhance the Students’ Writing Cohesion in Surakarta. Thesis. Consultant

1: Prof. Dr. Joko Nurkamto, M.Pd.; Consultant 2: Dra. Diah Kristina, M.A., Ph.D.

  English Education Department, Graduate Program, Sebelas Maret University.

  The aims of this research are: (1) to describe how the way I use POW strategy to improve students’ cohesion; (2) to find out the students’ improvement after implementing POW strategy. The research was conducted on one of junior high schools in Surakarta at eighth grade students. Based on the preliminary study, it was found that the students of the classroom had writing problems in cohesion. The average of students’ score was 48.77 whereas the passing grade is

  73. It indicated that the students’ writing was low. Thus, their ability is needed to be improved.

  I chose POW strategy to improve their cohesion. It can enhance their writing in using personal references and temporal conjunctions. This study used Classroom Action Research (CAR) as research design that involved planning, acting, observing, and reflecting. The subjects of this study were 29 students of the eighth grade in the academic year of 2016/2017. The data were collected through writing test, observations, field-notes, and interviews.

  It was found that the implementation of POW strategy in the two cycles were successful. There was improvement in the students’ score from preliminary study and after the implementation of the strategy. As the result of observation sheets, the students’ attention and interest also increased proved by the students’ activeness in asking questions. The field notes showed most of students enjoyed and showed high interest in writing. Hence, the implementation of POW strategy was successful for students’ writing ability in cohesion mastery.

  Considering that the strategy had successfully improved the students’ writing ability in mastering cohesive devices of eighth grade students in one of junior high school in Surakarta, it was suggested for future researchers to conduct an experimental research related to this strategy for the same skill.

  Keywords: writing, cohesion, POW, CAR

  ACKNOWLEDGEMENT

  Alhamdulillah, first of all, I would like to thank to Allah SWT who has given health, chance, blessing, and guidance so that the writer is able to finish this thesis as one of the requirements for achieving Graduate Degree in English Department, Teacher Training and Education Faculty, Sebelas Maret University.

  I realize that I can never complete this thesis without the assistance of so many people. So, I would like furthermore, to express the deepest appreciation and sincere thanks to: 1.

  The Dean of Teacher Training and Education Faculty of Sebelas Maret University for his permission to write this thesis.

  2. The Head of English Education Department of Graduate Program of Sebelas Maret University for his support and approval to do the research for this thesis.

  3. Prof. Dr. Joko Nurkamto, M.Pd., as the first consultant, for his great guidance, suggestions, advice, patience, and extra time to make this thesis better.

  4. Dra. Diah Kristina, M.A., Ph.D., as the second consultant, for her great guidance, helpful, correction, and advice from the beginning until the end to the completion of this thesis.

  5. The Head Master of SMP N 16 Surakarta, for his permission to conduct the research, and the English grammar lecturer who has helped the writer in completing the data collection.

  6. The students of class VIII A in SMP N 16 Surakarta.

  Last but not least, words of appreciation are extended to everyone who cannot be mentioned individually by the writer. The writer thanked for their supports, encouragements, advices, care, smile, and assistance directly or indirectly.

  Finally, I realize that this thesis is still far from being perfect. So, I would be very pleased for all the suggestion, criticism, and comment for this thesis better. I hope that this thesis will be useful for the readers.

  Surakarta, January 2018 Yunda Darajatul Ilmi

  

TABLE OF CONTENT

TITTLE ............................................................................................................. i APPROVAL ...................................................................................................... ii

LEGITIMATION ............................................................................................. iii

PRONOUNCEMENT ...................................................................................... iv

MOTTO ............................................................................................................ v

DEDICATION .................................................................................................. vi

ABSTRACT ...................................................................................................... vii

ACKNOWLEDGEMENT ............................................................................... viii

TABLE OF CONTENT ................................................................................... x

LIST OF TABLES ........................................................................................... xiv

  CHAPTER 1: INTRODUCTION A. Background of the Study .......................................................................... 1 B. Problem Statements ................................................................................ 6 C. Objectives of the Study ............................................................................. 7 D. Scope and Limitation of the Problem ....................................................... 7 E. The Significance of the Study................................................................... 7 CHAPTER II: REVIEW OF RELATED LITERATURE A. The Nature of Writing Skill ......................................................................9 1. The Process of Writing Skill .........................................................11 2. The Indicators of Writing Skill .....................................................12 3. The Assessment of Writing Skill ..................................................14 B. Cohesion ...................................................................................................16 1. Cohesive Devices Definition.........................................................16 2. Cohesive Devices Types ...............................................................18

  a.

  Reference ..........................................................................18 b. Substitution .......................................................................20 c. Ellipsis ..............................................................................21 d. Conjunction ......................................................................21 e. Lexical cohesion ...............................................................23 C. Recount Text .............................................................................................23 D.

  The Use of POW in Teaching Writing ......................................................25 E. Previous Studies ........................................................................................30 F. Rationale ...................................................................................................33

  CHAPTER III: RESEARCH METHODOLOGY A. Subject and Setting of the Study ...............................................................35 B. The Time of the Study ..............................................................................36 C. Research Design ........................................................................................36 1. Classroom Action Research (CAR) Model ...................................38 2. Procedures of CAR .......................................................................40 a. Preliminary Study .............................................................40 b. Planning the Action ...........................................................40 c. Implementation of Action Research ..................................40 d. Reflection ..........................................................................43 D. Techniques of Collecting Data ..................................................................43 1. Writing Test ..................................................................................43 2. Observation ...................................................................................44 3. Field notes .....................................................................................44

  4. Interviews ......................................................................................44 E. Techniques of Analyzing Data ..................................................................45 1.

  Assembling.....................................................................................45 2. Coding ...........................................................................................45 3. Comparing .....................................................................................46 4. Building Meaning and Interpretation ............................................47 5. Reporting .......................................................................................47

  CHAPTER IV: FINDINGS AND DISCUSSIONS A. Findings .....................................................................................................48 1. Cycle 1 ..........................................................................................48 a. Implementing the Action ..................................................48 b. Observing the Action ........................................................56 c. Reflecting the Action ........................................................61 d. Revising the Action ..........................................................63 2. Cycle 2 ..........................................................................................63 a. Identifying the Problem ....................................................63 b. Planning the Action ..........................................................64 c. Implementing the Action ..................................................64 d. Observing the Action ........................................................70 e. Reflecting the Action ........................................................62 B. Discussions ................................................................................................74