THE EFFECT OF TEACHING METHODS ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT AT SMP NEGERI 4 TANJUNGBALAI.
THE EFFECT OF TEACHING METHODS ON STUDENTS’
ACHIEVEMENT IN WRITING RECOUNT TEXT AT SMP
NEGERI 4 TANJUNGBALAI
A THESIS
Submitted to the English Department Faculty of Language and Arts, State
University of Medan in Partial Fulfillment of the Requirements for the
Degree of SarjanaPendidikan
By:
MIA ADILLA PANJAITAN
Registration Number: 2103121031
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
March 2015
Mia Adilla Panjaitan
NIM. 2103121031
ABSTRACT
Panjaitan, Mia Adilla. 2103121031. The Effect of Teaching Methods on
Students’ Achievement in Writing Recount Text at SMP Negeri 4
Tanjungbalai. A Thesis. English Department. Faculty of Languages and Art,
State University of Medan. 2015.
Abstract
This study was focused on the investigation of the effect of using teaching
methods on Students’ Achievement in Writing Recount Text. This study
discovered the effect of using Cooperative Integrated Reading and Composition
(CIRC) method on Students’ Writing Achievement. It was conducted by using
experimental research design. The population of this research was grade VIII
students of SMP Negeri 4 Tanjungbalai divided into two groups, namely
experimental and control group. The experimental group was taught by using
CIRC method, while the control group was taught by using lecture method. The
instrument of collecting data was writing recount test. The data were analyzed by
using t-test formula. It was also obtained that tobserved is higher than t table(2.603>
1.673) at the level of significance (α = 0.05) and degree of freedom (df) = 58. It
means that null hypothesis was successfully rejected and alternative hypothesis
was accepted. The result of this study showed that teaching writing by using
CIRC method was higher than by using lecturing method. It implies that CIRC
method is appropriate to be applied for writing.
Keywords: CIRC Method, Students’ Achievement, Recount Text
i
ACKNOWLEDGEMENT
First of all, the writer would like to express her deepest gratitude to the
Almighty God Allah SWT because of His Blessing, Grace, Guidance, and Mercy
the writer could complete this Thesis. This Thesis has been written in partial
fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd.) at
English and Literature Department, Faculty of Languages and Arts, State
University of Medan.
In the process of accomplishing this Thesis, many people have shown
their care and assistance, therefore, the writer would like to express her gratitude
and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of
Medan.
and Vice Dean I, II, and III and all administrative staffs.
Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature
Department; Dra. Meisuri, M.A., Secretary of English and Literature
Department and also her Reviewer; Dra. Masitowarni Siregar, M.Ed.,
Head of English Education Study Program.
Prof. Dr. Busmin Gurning, M.Pd, as her Thesis Consultant.
Dr. Rahmah, M.Hum, her Academic Supervisor and also her Reviewer
and Drs. Willem Saragih, Dipl. Appl., M.Pd. as her Reviewer.
All Lecturers who have taught, guided, and advised her throughout the
academic years.
Murman, S.Pd. MM., the Headmaster of SMP Negeri 4 Tanjungbalai for
allowing her to conduct the research in his school, Dra. Rohmadiana
Damanik, the English teachers for her guidance during the research. And
also to all students of Grade VIII-1 and VIII-6 on academic year 2014/2015
for their attention and appreciation.
ii
Her special thanks to her beloved parents, her father, (alm.) Kamaluddin
Hasan Panjaitan, and her mother, Yulianti br Sitorus, for their love,
support, understanding, spirit, motivation, prayers, during the writer’s whole
life. And also her beloved sisters and brother, Elfi Zahrah Panjaitan
Am.Keb, S.KM, Laila Azwani Panjaitan, Wilda Febryanti Panjaitan,
and Subuh Julham Panjaitan, and all of Panjaitan’s Big Family for their
support, caring, and attention. Big thanks for them, without them, the writer
could not be accomplished to do this Thesis.
Her appreciation to her closed friend Rabiah Al Adawiyah S.Pd, Aprilza
Aswani S.Pd, Sartika Dewi Panjaitan, Suryani, Sabar Parsaulian Hrp,
PPL Mates of SMP Negeri 6 Kisaran, and all of beloved friends in
Tanjungbalai. Thank you so much for every laugh, smile, tear, support,
spirit and help for every moments that we always do together.
All of her classmates in Regular A 2010 who cannot be mentioned one by
one, thank you for sharing knowledge, helping, friendship, kindness during
spending time in campus.
Hendrik Hasibuan, S.Pd, for special care, kindness, great love, big
motivation and patience in accompanying the writer every time.
The writer realizes that the content of her Thesis is still far from being
perfect. She also hopes it would be useful for those who are interested in
this field of study.
Medan,
March 2015
The Writer,
Mia Adilla Panjaitan
NIM. 2103121031
iii
TABLE OF CONTENTS
ABSTRACT .......................................................................................
ACKNOWLEDGEMENT .................................................................
TABLE OF CONTENTS ...................................................................
LIST OF TABLES .............................................................................
LIST OF APPENDICES ...................................................................
Page
i
ii
iv
vi
vii
CHAPTER I INTRODUCTION .......................................................
A. The Background of the Study .....................................
B. The Problem of the Study ...........................................
C. The Scope of the Study ...............................................
D. The Objective of the Study .........................................
E. The Significance of the Study .....................................
1
1
7
7
7
8
CHAPTER II REVIEW OF LITERATURE ....................................
A. Theoretical Framework ...............................................
1. Students’ Achievement in Writing ..........................
2. Writing ...................................................................
3. Process of Writing ..................................................
4. Recount Text ..........................................................
5. Assessment of Recount Text ...................................
6. Teaching Method ....................................................
7. Cooperative Integrated Reading and Composition ...
a. The Procedure of CIRC Method ..........................
8. Lecture Method.......................................................
a. The Steps of Applying Lecture Method ...............
B. Conceptual Framework ...............................................
C. Hypothesis ..................................................................
9
9
9
10
11
12
17
18
18
20
23
24
26
27
CHAPTER III RESEARCH METHODOLOGY .............................
A. Research Design .........................................................
B. Population and Sample ...............................................
1. Population ..............................................................
2. Sample ...................................................................
C. The Instrument of Collecting Data ..............................
D. The Procedure of Research .........................................
1. Pre-Test .................................................................
2. Treatment ..............................................................
3. Post-Test ................................................................
E. Instrument of Validation .............................................
1. The Validity of the Test .........................................
2. The Reliability of the Test ......................................
F. The Technique for Analyzing The Data .......................
G. The Statistical Hypothesis ...........................................
28
28
29
29
29
30
30
30
30
31
31
31
31
32
33
iv
CHAPTER IV THE DATA AND RESEARCH FINDINGS ............
A. The Data .....................................................................
B. The Data Analysis ......................................................
1. Analyzing the Data by Using T-Test ......................
2. Testing Hypothesis .................................................
C. Discussion ..................................................................
34
34
37
37
38
39
CHAPTER V CONCLUSIONS AND SUGGESTIONS...................
A. Conclusion..................................................................
B. Suggestion ..................................................................
42
42
42
REFERENCES ..................................................................................
APPENDICES....................................................................................
43
45
v
LIST OF TABLES
Table 1.1 Students’ Scores in Writing in Two Semesters. .....................
Table 2.1 The Advantages and Disadvantages of CIRC method. ..........
Table 2.2 The Advantages and Disadvantages of lecture method. .........
Table 3.1 Research Design ...................................................................
Table 4.1 The Result Score of Experimental Group ..............................
Table 4.2 The Result Score of Control Group.......................................
vi
Page
5
23
25
28
35
36
LIST OF APPENDICES
Page
Appendix 1 The Calculation of Pre-test and Post-test of Experimental
Group ............................................................................... .
Appendix 2 The Calculation of Pre-test and Post-test of Control
Group. ..............................................................................
Appendix 3 The Calculation of t-test ....................................................
Appendix 4 Values of the Correlation Coefficient for Different Levels
of Significance ..................................................................
Appendix 5 Writing Test ......................................................................
Appendix 6 The Media of Teaching Recount Text in Experimental and
Control Group ..................................................................
Appendix 7 Jacob et al.’s Scoring Profile on Writing Test....................
Appendix 8 The English Lesson Plan ...................................................
vii
45
46
47
49
50
51
53
55
CHAPTER I
INTRODUCTION
A. The Background of the Study
Learning English has four integrated skills namely listening, speaking,
reading, and writing. They must be taught and applied in teaching-learning
process. They are also divided into two groups; receptive skills and productive
skills. Receptive skills consist of listening and reading. Meanwhile, productive
skills consist of speaking and writing. These skills have different meaning but
have the same purpose, which is increasing the creativity of language. All the
skills are taught by the teacher to the student. They are needed by the students as
the good skill in improving their knowledge in English.
Writing as one of the four skills that should be mastered by students has
always formed part of the syllabus in the teaching of English (Harmer, 2004:31).
It is a way of conveying ideas, opinions and thoughts and expressing them as a
series of words and writing them down in a piece of paper.It is one of the most
difficult skills to be learned for students because they learn English as a foreign
language. Writing specifically academic writing is not easy because it takes study
and practice to develop this skill (Oshima and Hogue, 1999:3). For both native
speakers and new learners of English, it is important to note that writing is a
process, not a “product”. It means that writing is not only a process of linking
words into sentences or paragraphs, but also it is a sequence or steps of ideas,
organized thoughts and feeling in the form of words and combined into sentence
1
2
into form of paragraphs in which every sentence is closely related one another.
And writing integrates many aspects of language such as: vocabulary mastery,
words-arrangement, grammar proficiency, and constructing text.
The capability of writing as the most super power tool in communication
should be owned by students. Everyone can convey their feelings, ideas, and
thoughts to others. Writing has received a great degree of attention not only
because it plays a significant role in transforming knowledge and learning but also
in fostering creativity (Tabatabaei and Assefi (2012:138)). Writing also needs
more knowledge. Due to the writing is the process of transforming ideas, and
thoughts, learning is important to improve writing. In addition, writing is chosen
to be more effective and efficient to convey information such as in posting letters,
business card, leaflet, poster, and much information for marketing a company’s
product.
In the Educational Unit Curriculum (KTSP or Kurikulum Tingkat Satuan
Pembelajaran) the standard competence in the syllabus of the second year
students of junior high school is written that students are expected to be able to
write some genres in writing namely descriptive and recount. Expessing the ideas
and thought should be known by the students since it becomes the goal of writing.
On the other hand the students should be able to express their ideas or opinions in
text form.
Unfortunately, Indonesian students’ writing in English is still low. The
students are not able to write English well, they don’t use appropriate words and
grammar in writing. Actually, many teachers and students always find the
3
difficulties in improving writing skill. Teachers tend to ignore teaching writing in
classroom and many students consider writing as a complex skill that is difficult
to acquire and to be thought by teachers. Another reason why writing is difficult
for students is students always face a problem in finding ideas to write and do not
know what to do if they want to start their writing. Many students also feel
frustrated when they could not find the appropriate words. Most researchers
always find difficulty in getting the words flowing smoothly.
In diagnosing the learning situations, teachers are required to design the
teaching techniques that will make the students easy to follow and understand to
the lessons given (Wilkie:2001). Besides, in teaching English, the teacher has to
be able to make students participate in discussing the materials actively, so that
they will be able not only to understand what they are learning in the class but
also to express their ideas in English orally. The most important thing to carry out
in English teaching is that the teacher has to be able to use an appropriate
approach, strategy and model of teaching.
Therefore, those students have the difficulties in grasping fully the
contents and concepts of writing subject, and the scores of writing subject those
students get are also dissatisfying. Students need the role of teacher to stimulate
them to learn writing. Besides, teaching writing is a continuing process, which is
about teaching the language skills and the language systems including vocabulary
and grammar. However, after a little thought, those are not enough because
writing requires much more.
4
The researcher deals with writing as her topic. The preliminary
observation has be done at SMP Negeri 4 Tanjungbalai on January 27th 2014 by
asking the English teacher about the students’ achievement in writing especially
recount text. The teacher said that most of the students thought that writing is
difficult. They are not able to write successfully.
The researcher also found that the student are not able to write in simple
sentence especially in writing recount text. They are not confident to use their
own english, because of their limited mastery on grammar and vocabulary, and
they are not able to organize their ideas into a good text. They had difficulty in
writing recount text because they didn’t understand what their teacher had
explained. Students are asked to pay attention to the example of one text. Next,
they are asked to write independently. So, they think that English is not fun and
make them bored and lazy to write.
Many students couldn’t exceed the minimum criteria mastery (KKM or
Kriteria Ketuntasan Minimum) which is applied by school for English lesson. The
minimum criteria mastery (KKM) is applied 75 meanwhile the scores of the
students are lower. When the researcher observed two English teachers who teach
grade VIII, they agree with the opinion that the researcher asked. From the data
that the researcher got from them, there were more than 70% of students who
couldn’t write recount text properly in SMP Negeri 4 Tanjungbalai.
5
Table 1.1
Students’ Scores in Writing in Two Semesters
2013-2014
Class VIII1
Semester
1st Semester 2012/2013
2nd Semester 2012/2013
Score
< 75
≥ 75
< 75
≥ 75
Students
26 Students
14 Students
28 Students
12 Students
Percentage
65 %
35 %
70 %
30 %
Score
< 75
≥ 75
< 75
≥ 75
Students
25 Students
11 Students
28 Students
8 Students
Percentage
69.4 %
30.6 %
77.8 %
22.2 %
Class VIII6
Semester
1st Semester 2011/2012
2nd Semester 2011/2012
Based on these reality, the teacher needs an effective method in term of
teaching recount text. The appropriate and comprehensive methods for teaching
writing related to teaching methods is Cooperative Integrated Reading and
Composition (CIRC). CIRC method is derived from cooperative learning which
make the students to understand the text or passage given. The students are taught
to work together with their friends. They work together to achieve the goal or the
success which has always been desired by them. It will help the students in
writing recount text.
Cooperative Integrated Reading and Composition is comprehensive
method for teaching reading, writing and languages arts in the upper elementary
grades (Slavin, 2000:106). The previous researcher, Sara Frimaulia (2013) found
that CIRC method helps students to improve their achievement in writing recount
texts in SMP N 1 Stabat. By considering the different sample, technique, and the
6
genre, the researcher wants to know the effect of using CIRC method in teaching
recount text in SMP Negeri 4 Tanjungbalai.
In addition, the other researcher, Keramati (2013) found that CIRC method
has many advantages in improving students’ achievement in writing recount text
because in CIRC, students are divided into several teams from the different
reading groups. A team consists of pair of students. For example, the team
consists of two students from high writing group and two students from the low
writing group. Students work both in pairs and in team on a series of cognitively
engaging activities, including partner reading, making predictions, identification
of characters, problem solutions, summarization, vocabulary, story related
writing.
Gupta and Ahuja (2014) found that the teacher can use the CIRC as the
teaching writing technique and the students can be easier and more focus on the
topic. CIRC is a comprehensive approach to instruction in reading, composition,
and spelling for upper grades of elementary level. In CIRC Reading, students are
taught in reading groups and then return to mixed ability teams to work on a series
of cooperative activities, including partner reading, making predictions,
identification of characters, settings,
problems and problem solutions,
summarization, vocabulary, spelling and reading comprehension exercises. CIRC
provides a structure to help teachers and students succeed in helping all students
become effective reader.
7
From the previous explanation, the research was conducted to see how the
application of Cooperated Integrated Reading and Composition method affects
students’ achievement in writing, particularly writing recount text.
B. The Problem of the Study
Based on the background of the study, the problem is formulated as
follows :
“Is students’ achievement in writing recount text taught by using CIRC
method higher than that taught by using Lecture method”
C. The Objective of the Study
In line with the problem, the objective is to find outwhether students’
achievement in writing recount text taught by using CIRC is higher than those
taught by using Lecture method.
D. The Scope of the Study
The research focuses on applying of Cooperative Integrated Reading and
Composition (CIRC) on students’ achievement in recount text. In this case, the
object of the study is limitted on the junior high school students grade VIII at
SMP Negeri 4 Tanjungbalai.
8
E. The Significance of the Study
Results of this study are expected to give the theoretical and practical
significance. Theoretically, the finding is to enrich the learning of science writing
especially recount text by using CIRC method.
Practically, the findings of the study will be important and useful for:
1) teacher to increase their own professionalism in teaching writing
especially recount text.
2) students to give information to increase their writing ability and to
motivate the students to be better in writing recount text.
3) the readers to have interest research to enlarge their understanding
about writing recount text.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis, it was concluded that the use of
Cooperative Integrated Reading and Composition (CIRC) method was higher
than that by using Lecture method in writing recount text. It also built the
confidence of the students in expressing their ideas and opinions in their
group. It means that CIRC method has an effect on writing recount text. So,
CIRC method is better used to increase students’ achievement in writing
recount text than lecture method.
B. Suggestions
The writer points out some suggestions for the following:
1. teacher to increase their own professionalism in teaching writing
especially recount text.
2. students to give information to increase their writing ability and to
motivate the students to be better in writing recount text.
3. the readers to have interest research to enlarge their understanding about
writing recount text.
42
43
REFERENCES
Arikunto, S. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik: Rineka Cipta
Ary, Donald. 2002. Introduction to Research in Education: Wardswirth
Best, J. W. & Khan, J. V. 2002. Research in Education 7th. New Delhi : Prentice
Hall
Bloom, B.S. 1996 Taxonomy of Educational Objectives: the Classification of
Educational Goals: Longman
Brown, H. Douglas. 2001 Teaching By Principle: An Interactive Approach to
Language Pedagogy. (2nd ed). San Francisco: Addison Wesley Longman.
Clark and Clark. 1997. Physicology and Language. Harcourt Brace Jovanovich.
Coffin, C. et al. 2003. Teaching Academic Writing: Routledge
Erhan, Durukhan. 2011. Effect of Cooperative Integrated Reading and
Composition Technique on Reading-Writing skills. Educational Research
and Reviews. Vol. 6 (1), 102-109.
Gupta, M. And Ahuja, J. (2014). Cooperative Integrated Reading Composition
(Circ): Impact OnReading Comprehension Achievement In English Among
Seventh Graders. IMPACT: International Journal of Research in
Humanities, Arts and Literature (IMPACT: IJRHAL). Vol. 2 ISSN(E):
2321-8878; ISSN(P): 2347-4564
Harmer, J. 2001. The Practice of English Language Teaching (Third Edition:
Completely Revised and Updated). England : Longman.
Harmer, J. 2007. The Practice of English Language Teaching. PEARSON :
Longman
Jones, Karry. A and Jennifer L. 1998. Making Cooperative Learning Work in the
College Classroom: An Application of the ‘Five Pillars’ of Cooperative
Learning to Post-Secondary Instruction. The Journal of Effective Teaching
an online journal devoted to teaching excellence. Vol. 8 No. 2
Kagan, Spencer. 1989. Cooperative Learning Resources for Teacher.
http:/www.Kaganonline.com. Accesed on May 15. 2014.
Kalandadze, M. 2007. English Academic Writing. Budapest: Tbilisi
44
Marpaung, M.R. 2012. Improving Students’ Writing Recount Text Achievement
through Mind Mapping Technique in Junior High School: State University
of Medan
Muschla, G.R. 2011. Exploring Writing. McGraw-Hill, Inc.
Oshima, A., and Hogue. 1999. Writing Academic English; Third Edition. New
York: Addison Wesley Publishing Company
Pardiyono. 2007. Teaching Genre Based Writing. Yogyakarta : Andi
Sagala, H. 2012. Improving Students’ Achievement In Writing Analytical
Exposition Text Through Guided Writing Technique: State University of
Medan
Sanjaya, D. 2011. Improving The Students’ Achievement on Writing Recount text
through The Application of Team Pair Solo: State University of Medan
Saragih, A. 2010. Genre and Its Application in Language Learning. Julisa, 10 (1)
15-30
Slavin, Robert E. 1995. Cooperative Learning; Theory, Research, and Practise.
Englewood Cliiffs: Prentice Hall.
Tompkins, G.E. 2000. Teaching Writing: Balancing Process and Product.
ACHIEVEMENT IN WRITING RECOUNT TEXT AT SMP
NEGERI 4 TANJUNGBALAI
A THESIS
Submitted to the English Department Faculty of Language and Arts, State
University of Medan in Partial Fulfillment of the Requirements for the
Degree of SarjanaPendidikan
By:
MIA ADILLA PANJAITAN
Registration Number: 2103121031
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
March 2015
Mia Adilla Panjaitan
NIM. 2103121031
ABSTRACT
Panjaitan, Mia Adilla. 2103121031. The Effect of Teaching Methods on
Students’ Achievement in Writing Recount Text at SMP Negeri 4
Tanjungbalai. A Thesis. English Department. Faculty of Languages and Art,
State University of Medan. 2015.
Abstract
This study was focused on the investigation of the effect of using teaching
methods on Students’ Achievement in Writing Recount Text. This study
discovered the effect of using Cooperative Integrated Reading and Composition
(CIRC) method on Students’ Writing Achievement. It was conducted by using
experimental research design. The population of this research was grade VIII
students of SMP Negeri 4 Tanjungbalai divided into two groups, namely
experimental and control group. The experimental group was taught by using
CIRC method, while the control group was taught by using lecture method. The
instrument of collecting data was writing recount test. The data were analyzed by
using t-test formula. It was also obtained that tobserved is higher than t table(2.603>
1.673) at the level of significance (α = 0.05) and degree of freedom (df) = 58. It
means that null hypothesis was successfully rejected and alternative hypothesis
was accepted. The result of this study showed that teaching writing by using
CIRC method was higher than by using lecturing method. It implies that CIRC
method is appropriate to be applied for writing.
Keywords: CIRC Method, Students’ Achievement, Recount Text
i
ACKNOWLEDGEMENT
First of all, the writer would like to express her deepest gratitude to the
Almighty God Allah SWT because of His Blessing, Grace, Guidance, and Mercy
the writer could complete this Thesis. This Thesis has been written in partial
fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd.) at
English and Literature Department, Faculty of Languages and Arts, State
University of Medan.
In the process of accomplishing this Thesis, many people have shown
their care and assistance, therefore, the writer would like to express her gratitude
and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of
Medan.
and Vice Dean I, II, and III and all administrative staffs.
Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature
Department; Dra. Meisuri, M.A., Secretary of English and Literature
Department and also her Reviewer; Dra. Masitowarni Siregar, M.Ed.,
Head of English Education Study Program.
Prof. Dr. Busmin Gurning, M.Pd, as her Thesis Consultant.
Dr. Rahmah, M.Hum, her Academic Supervisor and also her Reviewer
and Drs. Willem Saragih, Dipl. Appl., M.Pd. as her Reviewer.
All Lecturers who have taught, guided, and advised her throughout the
academic years.
Murman, S.Pd. MM., the Headmaster of SMP Negeri 4 Tanjungbalai for
allowing her to conduct the research in his school, Dra. Rohmadiana
Damanik, the English teachers for her guidance during the research. And
also to all students of Grade VIII-1 and VIII-6 on academic year 2014/2015
for their attention and appreciation.
ii
Her special thanks to her beloved parents, her father, (alm.) Kamaluddin
Hasan Panjaitan, and her mother, Yulianti br Sitorus, for their love,
support, understanding, spirit, motivation, prayers, during the writer’s whole
life. And also her beloved sisters and brother, Elfi Zahrah Panjaitan
Am.Keb, S.KM, Laila Azwani Panjaitan, Wilda Febryanti Panjaitan,
and Subuh Julham Panjaitan, and all of Panjaitan’s Big Family for their
support, caring, and attention. Big thanks for them, without them, the writer
could not be accomplished to do this Thesis.
Her appreciation to her closed friend Rabiah Al Adawiyah S.Pd, Aprilza
Aswani S.Pd, Sartika Dewi Panjaitan, Suryani, Sabar Parsaulian Hrp,
PPL Mates of SMP Negeri 6 Kisaran, and all of beloved friends in
Tanjungbalai. Thank you so much for every laugh, smile, tear, support,
spirit and help for every moments that we always do together.
All of her classmates in Regular A 2010 who cannot be mentioned one by
one, thank you for sharing knowledge, helping, friendship, kindness during
spending time in campus.
Hendrik Hasibuan, S.Pd, for special care, kindness, great love, big
motivation and patience in accompanying the writer every time.
The writer realizes that the content of her Thesis is still far from being
perfect. She also hopes it would be useful for those who are interested in
this field of study.
Medan,
March 2015
The Writer,
Mia Adilla Panjaitan
NIM. 2103121031
iii
TABLE OF CONTENTS
ABSTRACT .......................................................................................
ACKNOWLEDGEMENT .................................................................
TABLE OF CONTENTS ...................................................................
LIST OF TABLES .............................................................................
LIST OF APPENDICES ...................................................................
Page
i
ii
iv
vi
vii
CHAPTER I INTRODUCTION .......................................................
A. The Background of the Study .....................................
B. The Problem of the Study ...........................................
C. The Scope of the Study ...............................................
D. The Objective of the Study .........................................
E. The Significance of the Study .....................................
1
1
7
7
7
8
CHAPTER II REVIEW OF LITERATURE ....................................
A. Theoretical Framework ...............................................
1. Students’ Achievement in Writing ..........................
2. Writing ...................................................................
3. Process of Writing ..................................................
4. Recount Text ..........................................................
5. Assessment of Recount Text ...................................
6. Teaching Method ....................................................
7. Cooperative Integrated Reading and Composition ...
a. The Procedure of CIRC Method ..........................
8. Lecture Method.......................................................
a. The Steps of Applying Lecture Method ...............
B. Conceptual Framework ...............................................
C. Hypothesis ..................................................................
9
9
9
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CHAPTER III RESEARCH METHODOLOGY .............................
A. Research Design .........................................................
B. Population and Sample ...............................................
1. Population ..............................................................
2. Sample ...................................................................
C. The Instrument of Collecting Data ..............................
D. The Procedure of Research .........................................
1. Pre-Test .................................................................
2. Treatment ..............................................................
3. Post-Test ................................................................
E. Instrument of Validation .............................................
1. The Validity of the Test .........................................
2. The Reliability of the Test ......................................
F. The Technique for Analyzing The Data .......................
G. The Statistical Hypothesis ...........................................
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CHAPTER IV THE DATA AND RESEARCH FINDINGS ............
A. The Data .....................................................................
B. The Data Analysis ......................................................
1. Analyzing the Data by Using T-Test ......................
2. Testing Hypothesis .................................................
C. Discussion ..................................................................
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CHAPTER V CONCLUSIONS AND SUGGESTIONS...................
A. Conclusion..................................................................
B. Suggestion ..................................................................
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REFERENCES ..................................................................................
APPENDICES....................................................................................
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LIST OF TABLES
Table 1.1 Students’ Scores in Writing in Two Semesters. .....................
Table 2.1 The Advantages and Disadvantages of CIRC method. ..........
Table 2.2 The Advantages and Disadvantages of lecture method. .........
Table 3.1 Research Design ...................................................................
Table 4.1 The Result Score of Experimental Group ..............................
Table 4.2 The Result Score of Control Group.......................................
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LIST OF APPENDICES
Page
Appendix 1 The Calculation of Pre-test and Post-test of Experimental
Group ............................................................................... .
Appendix 2 The Calculation of Pre-test and Post-test of Control
Group. ..............................................................................
Appendix 3 The Calculation of t-test ....................................................
Appendix 4 Values of the Correlation Coefficient for Different Levels
of Significance ..................................................................
Appendix 5 Writing Test ......................................................................
Appendix 6 The Media of Teaching Recount Text in Experimental and
Control Group ..................................................................
Appendix 7 Jacob et al.’s Scoring Profile on Writing Test....................
Appendix 8 The English Lesson Plan ...................................................
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Learning English has four integrated skills namely listening, speaking,
reading, and writing. They must be taught and applied in teaching-learning
process. They are also divided into two groups; receptive skills and productive
skills. Receptive skills consist of listening and reading. Meanwhile, productive
skills consist of speaking and writing. These skills have different meaning but
have the same purpose, which is increasing the creativity of language. All the
skills are taught by the teacher to the student. They are needed by the students as
the good skill in improving their knowledge in English.
Writing as one of the four skills that should be mastered by students has
always formed part of the syllabus in the teaching of English (Harmer, 2004:31).
It is a way of conveying ideas, opinions and thoughts and expressing them as a
series of words and writing them down in a piece of paper.It is one of the most
difficult skills to be learned for students because they learn English as a foreign
language. Writing specifically academic writing is not easy because it takes study
and practice to develop this skill (Oshima and Hogue, 1999:3). For both native
speakers and new learners of English, it is important to note that writing is a
process, not a “product”. It means that writing is not only a process of linking
words into sentences or paragraphs, but also it is a sequence or steps of ideas,
organized thoughts and feeling in the form of words and combined into sentence
1
2
into form of paragraphs in which every sentence is closely related one another.
And writing integrates many aspects of language such as: vocabulary mastery,
words-arrangement, grammar proficiency, and constructing text.
The capability of writing as the most super power tool in communication
should be owned by students. Everyone can convey their feelings, ideas, and
thoughts to others. Writing has received a great degree of attention not only
because it plays a significant role in transforming knowledge and learning but also
in fostering creativity (Tabatabaei and Assefi (2012:138)). Writing also needs
more knowledge. Due to the writing is the process of transforming ideas, and
thoughts, learning is important to improve writing. In addition, writing is chosen
to be more effective and efficient to convey information such as in posting letters,
business card, leaflet, poster, and much information for marketing a company’s
product.
In the Educational Unit Curriculum (KTSP or Kurikulum Tingkat Satuan
Pembelajaran) the standard competence in the syllabus of the second year
students of junior high school is written that students are expected to be able to
write some genres in writing namely descriptive and recount. Expessing the ideas
and thought should be known by the students since it becomes the goal of writing.
On the other hand the students should be able to express their ideas or opinions in
text form.
Unfortunately, Indonesian students’ writing in English is still low. The
students are not able to write English well, they don’t use appropriate words and
grammar in writing. Actually, many teachers and students always find the
3
difficulties in improving writing skill. Teachers tend to ignore teaching writing in
classroom and many students consider writing as a complex skill that is difficult
to acquire and to be thought by teachers. Another reason why writing is difficult
for students is students always face a problem in finding ideas to write and do not
know what to do if they want to start their writing. Many students also feel
frustrated when they could not find the appropriate words. Most researchers
always find difficulty in getting the words flowing smoothly.
In diagnosing the learning situations, teachers are required to design the
teaching techniques that will make the students easy to follow and understand to
the lessons given (Wilkie:2001). Besides, in teaching English, the teacher has to
be able to make students participate in discussing the materials actively, so that
they will be able not only to understand what they are learning in the class but
also to express their ideas in English orally. The most important thing to carry out
in English teaching is that the teacher has to be able to use an appropriate
approach, strategy and model of teaching.
Therefore, those students have the difficulties in grasping fully the
contents and concepts of writing subject, and the scores of writing subject those
students get are also dissatisfying. Students need the role of teacher to stimulate
them to learn writing. Besides, teaching writing is a continuing process, which is
about teaching the language skills and the language systems including vocabulary
and grammar. However, after a little thought, those are not enough because
writing requires much more.
4
The researcher deals with writing as her topic. The preliminary
observation has be done at SMP Negeri 4 Tanjungbalai on January 27th 2014 by
asking the English teacher about the students’ achievement in writing especially
recount text. The teacher said that most of the students thought that writing is
difficult. They are not able to write successfully.
The researcher also found that the student are not able to write in simple
sentence especially in writing recount text. They are not confident to use their
own english, because of their limited mastery on grammar and vocabulary, and
they are not able to organize their ideas into a good text. They had difficulty in
writing recount text because they didn’t understand what their teacher had
explained. Students are asked to pay attention to the example of one text. Next,
they are asked to write independently. So, they think that English is not fun and
make them bored and lazy to write.
Many students couldn’t exceed the minimum criteria mastery (KKM or
Kriteria Ketuntasan Minimum) which is applied by school for English lesson. The
minimum criteria mastery (KKM) is applied 75 meanwhile the scores of the
students are lower. When the researcher observed two English teachers who teach
grade VIII, they agree with the opinion that the researcher asked. From the data
that the researcher got from them, there were more than 70% of students who
couldn’t write recount text properly in SMP Negeri 4 Tanjungbalai.
5
Table 1.1
Students’ Scores in Writing in Two Semesters
2013-2014
Class VIII1
Semester
1st Semester 2012/2013
2nd Semester 2012/2013
Score
< 75
≥ 75
< 75
≥ 75
Students
26 Students
14 Students
28 Students
12 Students
Percentage
65 %
35 %
70 %
30 %
Score
< 75
≥ 75
< 75
≥ 75
Students
25 Students
11 Students
28 Students
8 Students
Percentage
69.4 %
30.6 %
77.8 %
22.2 %
Class VIII6
Semester
1st Semester 2011/2012
2nd Semester 2011/2012
Based on these reality, the teacher needs an effective method in term of
teaching recount text. The appropriate and comprehensive methods for teaching
writing related to teaching methods is Cooperative Integrated Reading and
Composition (CIRC). CIRC method is derived from cooperative learning which
make the students to understand the text or passage given. The students are taught
to work together with their friends. They work together to achieve the goal or the
success which has always been desired by them. It will help the students in
writing recount text.
Cooperative Integrated Reading and Composition is comprehensive
method for teaching reading, writing and languages arts in the upper elementary
grades (Slavin, 2000:106). The previous researcher, Sara Frimaulia (2013) found
that CIRC method helps students to improve their achievement in writing recount
texts in SMP N 1 Stabat. By considering the different sample, technique, and the
6
genre, the researcher wants to know the effect of using CIRC method in teaching
recount text in SMP Negeri 4 Tanjungbalai.
In addition, the other researcher, Keramati (2013) found that CIRC method
has many advantages in improving students’ achievement in writing recount text
because in CIRC, students are divided into several teams from the different
reading groups. A team consists of pair of students. For example, the team
consists of two students from high writing group and two students from the low
writing group. Students work both in pairs and in team on a series of cognitively
engaging activities, including partner reading, making predictions, identification
of characters, problem solutions, summarization, vocabulary, story related
writing.
Gupta and Ahuja (2014) found that the teacher can use the CIRC as the
teaching writing technique and the students can be easier and more focus on the
topic. CIRC is a comprehensive approach to instruction in reading, composition,
and spelling for upper grades of elementary level. In CIRC Reading, students are
taught in reading groups and then return to mixed ability teams to work on a series
of cooperative activities, including partner reading, making predictions,
identification of characters, settings,
problems and problem solutions,
summarization, vocabulary, spelling and reading comprehension exercises. CIRC
provides a structure to help teachers and students succeed in helping all students
become effective reader.
7
From the previous explanation, the research was conducted to see how the
application of Cooperated Integrated Reading and Composition method affects
students’ achievement in writing, particularly writing recount text.
B. The Problem of the Study
Based on the background of the study, the problem is formulated as
follows :
“Is students’ achievement in writing recount text taught by using CIRC
method higher than that taught by using Lecture method”
C. The Objective of the Study
In line with the problem, the objective is to find outwhether students’
achievement in writing recount text taught by using CIRC is higher than those
taught by using Lecture method.
D. The Scope of the Study
The research focuses on applying of Cooperative Integrated Reading and
Composition (CIRC) on students’ achievement in recount text. In this case, the
object of the study is limitted on the junior high school students grade VIII at
SMP Negeri 4 Tanjungbalai.
8
E. The Significance of the Study
Results of this study are expected to give the theoretical and practical
significance. Theoretically, the finding is to enrich the learning of science writing
especially recount text by using CIRC method.
Practically, the findings of the study will be important and useful for:
1) teacher to increase their own professionalism in teaching writing
especially recount text.
2) students to give information to increase their writing ability and to
motivate the students to be better in writing recount text.
3) the readers to have interest research to enlarge their understanding
about writing recount text.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data analysis, it was concluded that the use of
Cooperative Integrated Reading and Composition (CIRC) method was higher
than that by using Lecture method in writing recount text. It also built the
confidence of the students in expressing their ideas and opinions in their
group. It means that CIRC method has an effect on writing recount text. So,
CIRC method is better used to increase students’ achievement in writing
recount text than lecture method.
B. Suggestions
The writer points out some suggestions for the following:
1. teacher to increase their own professionalism in teaching writing
especially recount text.
2. students to give information to increase their writing ability and to
motivate the students to be better in writing recount text.
3. the readers to have interest research to enlarge their understanding about
writing recount text.
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