THE EFFECT OF SMALL GROUP WORK STRATEGY ON STUDENTS ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF SMALL GROUP WORK STRATEGY
ON STUDENTS ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
ASRINA SARI SIREGAR
Registration Number: 2111521002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given
to writer so that she finally accomplishes her thesis entitled “The Effect of Small
Group Work Strategy on Students’s Achievement in Writing Procedure Text”.
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 degreeof Sarjana Pendidikan. During the completion of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude to :
•
•
•
•
•
•
•
•
•
•
•
Prof. Dr. Syawal Gultom M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts State University of Medan and all her staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and my
first Thesis Advisor.
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd, S.S, M.Hum., the Head of English Education
Study Program.
Dra. Masitowarni Siregar, M.Ed., her second Thesis Advisor.
Prof. Dr. Busmin Gurning, M.Pd., Dr. Rahmad Husein, M.Ed.,
Johannes Jefria Gultom, S.Pd. M.Hum., her Thesis Reviewers
Sahabuddin Hasibuan, S.Pd., The Headmaster of SMP Negeri 1 Padang
Bolak Julu for helping the writer to complete this thesis.
Eis Sriwahyuningsih, M.Pd., and Pantes, the administration staff of
English Department, for their attention, asistance, and information in
completing this thesis.
Her beloved parents (Irsan Zulkifli Siregar S.E and Maryam Harahap),
Thanks for their endless love and has been patiently given their moral and
financial, advices, motivations, support, and also her beloved brother (M.
Arif Siregar and M. Taufik Siregar)
Her beloved friends, the students of English Department, Eva, Widya,
Tari, Vania, Hosin, Yuni, Endang, Yeni, Desi, Nova and Annisa from
Ex C also the other students in Extension A,B,C 2011 for always be there
when she needed their support and motivation. Her beloved close friends
Fitriani Siregar, Delly M Valencia Siregar and Zakia Hasanah
Siregar, and all people who cannot be mentioned one by one, she says
thank you.
ii
iii
ABSTRACT
Siregar, Asrina Sari. The Effect of Small Group Work Strategy on
Student’s Achievement in Writing Procedure Text. A Thesis. English
Department. Faculty of Language and Arts. State University of Medan. 2015.
This study attempts to discover the effect of applying Small Group Work Strategy
on students’ achievement in writing procedure text. It was conducted by using
experimental research design. The population of this research was the nineth (IX)
grade students of SMP N 1 Padang Bolak Julu which consists of 3 parallel classes
with the total number of students is 90. The samples of this research were taken
by random sampling through lottery technique. The result was class IX1 consisted
of 30 students became the experimental group and class IX3 consisted of 30
students became the control group. The experimental group was taught by Small
Group Work Strategy while the control group was taught by using individual
work strategy. The instrument was used to collect the data was writing procedure
text. After the data were analyzed, it was found that the value of t-observed was
3.37 with the degree of freedom (df) = 58 at the level significance 0.05. it means
that t-observed was higher than t-table (3.37 > 2.00. Therefore, the null hypothesis
(Ho) is reected and the hypothesis alternative (Ha) is accepted.
Keywords : Using Small Group Work Strategy, Writing Procedure Text.
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I : INTRODUCTION ........................................................................1
A. The Background of the Problem ............................................................1
B. The Problem of the Study ........................................................................5
C. The Objective of the Study ......................................................................5
D. The Scope of the Study ...........................................................................5
E. The Significance of the Study .................................................................6
CHAPTER II : REVIEW OF LITERATURE ....................................................7
A. Theoritical Framework ............................................................................7
1. Student Achievement in Writing ........................................................7
2. Writing ................................................................................................9
3. Writing Process .................................................................................10
4. Assement of Writing..........................................................................11
5. Genre of Writing................................................................................13
6. Procedure Text...................................................................................13
7. Strategy of Teaching..........................................................................15
8. The Small Group Work strategy........................................................18
9. The Advantages of Small Group Work .............................................19
10. Organizing Small Group Work .......................................................21
iv
a. Grouping Students .............................................................................23
b. Teacher’s Role .................................................................................25
c. Student’s Role ...................................................................................27
d. Correction and Feedback ...................................................................27
B. Relevant of Studies ................................................................................28
C. Conceptual Framework..........................................................................29
D. Hypothesis .............................................................................................30
CHAPTER III: RESEARCH METHOD ...........................................................31
A. Research Design ...................................................................................31
B. Population and Sample ..........................................................................31
C. Instrument for Collecting Data .............................................................32
D. Procedure of Collecting the Data .........................................................32
E. Scoring System of the Test ....................................................................39
F. The Validity and Reliability of the Test ................................................41
G. The Technique for Analyzing The Data ................................................43
H. The Statistical Hypothesis ....................................................................44
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ..............45
A. Data .....................................................................................................45
B. Data Analysis ......................................................................................46
C. Testing Hypothesis ...............................................................................48
D. Discussions ...........................................................................................48
CHAPTER V: CONCLUSION AND SUGGESTIONS ...................................50
A. Conclusion ............................................................................................50
B. Suggestions ...........................................................................................50
REFERENCES .....................................................................................................52
v
LIST OF TABLE
Pages
Table 1.1. The Percentage of Score ........................................................................3
Table 2.1. Rubric Assesments for Writing Procedure Text ..................................12
Table 3.1. Research Design ....................................................................................31
Table 3.2 The Treatment for Experimental Group ........................................... 38
Table 3.3. The Treatment for Control Group .........................................................39
Table 3.4. Rubric Assesment of Writing Procedure .............................................40
Table 3.5. The level of students’ evaluation .........................................................41
vi
LIST OF APENDICES
Pages
Appendix A. Lesson Plan ....................................................................... 54
Appendix B. The Scores of Pre-Test and Post-Test in Experimental class .... 97
Appendix C. The Scores of Pre-Test and Post-Test in Control class ............. 99
Appendix D. The Scores of Two Raters Reliability .................................. 101
Appendix E . The Calculation of Reliability of the Test ........................... 103
Appendix F. The Calculation of the T-Test Experimental Group .............. 106
Appendix G. The Calculation of the T-Test Control Group ....................... 109
Appendix H. The Calculation of the T-Test ............................................ 112
Appendix I. Percentage points of the Distribution .................................... 114
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language has a very important role in human activities to communicate
with other people. It is used to express their feelings, purposes, ideas, even in
spoken or written way. There are many languages all over the world and one of
them is english. English as an international language has been commonly used not
only in speaking but also in writing. In indonesia, English has been taught from
elementary school up to University level. But actually, there are still many people
who are not able to write in english well.
In teaching-learning process of English subject, there are four skills. They
are speaking, listening, and reading and writing. In practice, teachers usually focus
on speaking, listening, and reading before they teach their students how to write.
It does not mean that writing is not important. All of these language skill are very
important to everyone especially for students to become fluent in english. Writing
is one of the four language skills that plays a very important role in second
language learning. People use writing to express feelings and ideas, to
communicate with others and also have remembering facts and details. People
need to learn writing in English, for occupational or academic purposes. Writing
is a process of transforming thoughts and ideas into written form. (Harmer,
2004:13) Writing skill is specific ability which helps writers put their thoughts
into words in a meaningful form and to mentally interact with the message.
1
2
(Hyland, 2002:88) defines that writing is generative in which writers can explore
and discover ideas as they write. So, by writing students can express their
knowledge, ideas, messages, and feelings into the form of lettersband convey their
messages to the readers.
Stratified Educational Unit curiculum ( Kurikulum Tingkat Satuan
Pendidikan/KTSP 2006) of Junior High School states that in writing, students are
expected to comprehend the element of the text and be able to write certain types
of text. One of yhe text introduced in this level is procedure text.
The procedure text is one of the genres in writing that must be wellmastered by the students. procedure text is a text that shows a process in order.
The purpose of procedure text is to help readers do a task or make something. The
text organizations of procedure text are goal, materials, and steps. Goal means the
final purpose of doing the instruction. Material means ingredients, utensils,
equipment to do the instructions. Step means a set of instruction to achieve the
final purpose. The language features are use of imperatives, actions, connectives,
and adverbial phrases.
Adrie (http://bahasa .kompasiana.com/2011/01/17/procedure-text/) states
that procedure is the set of steps which should be completed in the right sequence
to get the goal and it is related to most our daily life. In our daily life, procedure
text is used to perform some steps to make or get something done. Tat is reason
why procedural text is very important to be learnt.
3
Based on the experiences of some prelimanary researchers, the students
faced some difficulties in writing and their achievement in writing skill is quite
low such as writing sentence, paragraph, organizing idea and so on. It can be
concluded that there are about 70% students of junior high school that still
problem in writing especially in writing procedure text. The writer attaches the
students’ writing score in two semesters, academic year 2013-2014 and 20142015 below. The minimum Criteria Mastery (KKM) which is applied by the
school is 75.
Table 1.1
The percentage of Grade IX 4 students’ score in Writing
Semester
KKM
Score
Students
Percentage
Mean
First
ON STUDENTS ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
ASRINA SARI SIREGAR
Registration Number: 2111521002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor and Mercy that has been given
to writer so that she finally accomplishes her thesis entitled “The Effect of Small
Group Work Strategy on Students’s Achievement in Writing Procedure Text”.
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 degreeof Sarjana Pendidikan. During the completion of this thesis, the
writer realized that she had received a lot of help, and suggestion. Therefore, the
writer would like to express her sincerest gratitude to :
•
•
•
•
•
•
•
•
•
•
•
Prof. Dr. Syawal Gultom M.Pd., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts State University of Medan and all her staffs.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and my
first Thesis Advisor.
Dra. Meisuri, M.A., the Secretary of English Department.
Nora Ronita Dewi, S.Pd, S.S, M.Hum., the Head of English Education
Study Program.
Dra. Masitowarni Siregar, M.Ed., her second Thesis Advisor.
Prof. Dr. Busmin Gurning, M.Pd., Dr. Rahmad Husein, M.Ed.,
Johannes Jefria Gultom, S.Pd. M.Hum., her Thesis Reviewers
Sahabuddin Hasibuan, S.Pd., The Headmaster of SMP Negeri 1 Padang
Bolak Julu for helping the writer to complete this thesis.
Eis Sriwahyuningsih, M.Pd., and Pantes, the administration staff of
English Department, for their attention, asistance, and information in
completing this thesis.
Her beloved parents (Irsan Zulkifli Siregar S.E and Maryam Harahap),
Thanks for their endless love and has been patiently given their moral and
financial, advices, motivations, support, and also her beloved brother (M.
Arif Siregar and M. Taufik Siregar)
Her beloved friends, the students of English Department, Eva, Widya,
Tari, Vania, Hosin, Yuni, Endang, Yeni, Desi, Nova and Annisa from
Ex C also the other students in Extension A,B,C 2011 for always be there
when she needed their support and motivation. Her beloved close friends
Fitriani Siregar, Delly M Valencia Siregar and Zakia Hasanah
Siregar, and all people who cannot be mentioned one by one, she says
thank you.
ii
iii
ABSTRACT
Siregar, Asrina Sari. The Effect of Small Group Work Strategy on
Student’s Achievement in Writing Procedure Text. A Thesis. English
Department. Faculty of Language and Arts. State University of Medan. 2015.
This study attempts to discover the effect of applying Small Group Work Strategy
on students’ achievement in writing procedure text. It was conducted by using
experimental research design. The population of this research was the nineth (IX)
grade students of SMP N 1 Padang Bolak Julu which consists of 3 parallel classes
with the total number of students is 90. The samples of this research were taken
by random sampling through lottery technique. The result was class IX1 consisted
of 30 students became the experimental group and class IX3 consisted of 30
students became the control group. The experimental group was taught by Small
Group Work Strategy while the control group was taught by using individual
work strategy. The instrument was used to collect the data was writing procedure
text. After the data were analyzed, it was found that the value of t-observed was
3.37 with the degree of freedom (df) = 58 at the level significance 0.05. it means
that t-observed was higher than t-table (3.37 > 2.00. Therefore, the null hypothesis
(Ho) is reected and the hypothesis alternative (Ha) is accepted.
Keywords : Using Small Group Work Strategy, Writing Procedure Text.
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I : INTRODUCTION ........................................................................1
A. The Background of the Problem ............................................................1
B. The Problem of the Study ........................................................................5
C. The Objective of the Study ......................................................................5
D. The Scope of the Study ...........................................................................5
E. The Significance of the Study .................................................................6
CHAPTER II : REVIEW OF LITERATURE ....................................................7
A. Theoritical Framework ............................................................................7
1. Student Achievement in Writing ........................................................7
2. Writing ................................................................................................9
3. Writing Process .................................................................................10
4. Assement of Writing..........................................................................11
5. Genre of Writing................................................................................13
6. Procedure Text...................................................................................13
7. Strategy of Teaching..........................................................................15
8. The Small Group Work strategy........................................................18
9. The Advantages of Small Group Work .............................................19
10. Organizing Small Group Work .......................................................21
iv
a. Grouping Students .............................................................................23
b. Teacher’s Role .................................................................................25
c. Student’s Role ...................................................................................27
d. Correction and Feedback ...................................................................27
B. Relevant of Studies ................................................................................28
C. Conceptual Framework..........................................................................29
D. Hypothesis .............................................................................................30
CHAPTER III: RESEARCH METHOD ...........................................................31
A. Research Design ...................................................................................31
B. Population and Sample ..........................................................................31
C. Instrument for Collecting Data .............................................................32
D. Procedure of Collecting the Data .........................................................32
E. Scoring System of the Test ....................................................................39
F. The Validity and Reliability of the Test ................................................41
G. The Technique for Analyzing The Data ................................................43
H. The Statistical Hypothesis ....................................................................44
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ..............45
A. Data .....................................................................................................45
B. Data Analysis ......................................................................................46
C. Testing Hypothesis ...............................................................................48
D. Discussions ...........................................................................................48
CHAPTER V: CONCLUSION AND SUGGESTIONS ...................................50
A. Conclusion ............................................................................................50
B. Suggestions ...........................................................................................50
REFERENCES .....................................................................................................52
v
LIST OF TABLE
Pages
Table 1.1. The Percentage of Score ........................................................................3
Table 2.1. Rubric Assesments for Writing Procedure Text ..................................12
Table 3.1. Research Design ....................................................................................31
Table 3.2 The Treatment for Experimental Group ........................................... 38
Table 3.3. The Treatment for Control Group .........................................................39
Table 3.4. Rubric Assesment of Writing Procedure .............................................40
Table 3.5. The level of students’ evaluation .........................................................41
vi
LIST OF APENDICES
Pages
Appendix A. Lesson Plan ....................................................................... 54
Appendix B. The Scores of Pre-Test and Post-Test in Experimental class .... 97
Appendix C. The Scores of Pre-Test and Post-Test in Control class ............. 99
Appendix D. The Scores of Two Raters Reliability .................................. 101
Appendix E . The Calculation of Reliability of the Test ........................... 103
Appendix F. The Calculation of the T-Test Experimental Group .............. 106
Appendix G. The Calculation of the T-Test Control Group ....................... 109
Appendix H. The Calculation of the T-Test ............................................ 112
Appendix I. Percentage points of the Distribution .................................... 114
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language has a very important role in human activities to communicate
with other people. It is used to express their feelings, purposes, ideas, even in
spoken or written way. There are many languages all over the world and one of
them is english. English as an international language has been commonly used not
only in speaking but also in writing. In indonesia, English has been taught from
elementary school up to University level. But actually, there are still many people
who are not able to write in english well.
In teaching-learning process of English subject, there are four skills. They
are speaking, listening, and reading and writing. In practice, teachers usually focus
on speaking, listening, and reading before they teach their students how to write.
It does not mean that writing is not important. All of these language skill are very
important to everyone especially for students to become fluent in english. Writing
is one of the four language skills that plays a very important role in second
language learning. People use writing to express feelings and ideas, to
communicate with others and also have remembering facts and details. People
need to learn writing in English, for occupational or academic purposes. Writing
is a process of transforming thoughts and ideas into written form. (Harmer,
2004:13) Writing skill is specific ability which helps writers put their thoughts
into words in a meaningful form and to mentally interact with the message.
1
2
(Hyland, 2002:88) defines that writing is generative in which writers can explore
and discover ideas as they write. So, by writing students can express their
knowledge, ideas, messages, and feelings into the form of lettersband convey their
messages to the readers.
Stratified Educational Unit curiculum ( Kurikulum Tingkat Satuan
Pendidikan/KTSP 2006) of Junior High School states that in writing, students are
expected to comprehend the element of the text and be able to write certain types
of text. One of yhe text introduced in this level is procedure text.
The procedure text is one of the genres in writing that must be wellmastered by the students. procedure text is a text that shows a process in order.
The purpose of procedure text is to help readers do a task or make something. The
text organizations of procedure text are goal, materials, and steps. Goal means the
final purpose of doing the instruction. Material means ingredients, utensils,
equipment to do the instructions. Step means a set of instruction to achieve the
final purpose. The language features are use of imperatives, actions, connectives,
and adverbial phrases.
Adrie (http://bahasa .kompasiana.com/2011/01/17/procedure-text/) states
that procedure is the set of steps which should be completed in the right sequence
to get the goal and it is related to most our daily life. In our daily life, procedure
text is used to perform some steps to make or get something done. Tat is reason
why procedural text is very important to be learnt.
3
Based on the experiences of some prelimanary researchers, the students
faced some difficulties in writing and their achievement in writing skill is quite
low such as writing sentence, paragraph, organizing idea and so on. It can be
concluded that there are about 70% students of junior high school that still
problem in writing especially in writing procedure text. The writer attaches the
students’ writing score in two semesters, academic year 2013-2014 and 20142015 below. The minimum Criteria Mastery (KKM) which is applied by the
school is 75.
Table 1.1
The percentage of Grade IX 4 students’ score in Writing
Semester
KKM
Score
Students
Percentage
Mean
First