THE EFFECT OF SOMATIC AUDITORY VISUAL INTELLECTUAL (SAVI) METHOD ON STUDENTS` ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.

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THE EFFECT OF SOMATIC AUDITORY VISUAL

INTELLECTUAL (SAVI) METHOD ON

STUDENTS’ ACHIEVEMENT IN

WRITING DESCRIPTIVE

TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

By:

DICKY BASTIAN SIBURIAN

Reg. Number: 2113121018

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

MEDAN

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ACKNOWLEDGMENT

First of all, the writer would like to express his deepest gratitude to Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves, opportunity and strength given to the writer during his study and in completing this Thesis which entitled: The Effect of Somatic Auditory Visual Intellectual (SAVI) Method on Students’ Achievement in Writing Descriptive Text. This Thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this Thesis, the writer realized that he faced some problems and he had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express his gratitude and special thanks to:

1. Prof. Dr. Syawal Gultom, M.Pd., Rector of State University of Medan, 2. Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts,

State University of Medan,

3. Prof. Dr. Hj. Sumarsih, M.Pd., Head of English Department,

4. Nora Ronita Dewi, S.Pd., S.S., M.Hum., Head of English Education Study Program,

5. Dr. Siti Aisah Ginting, M.Pd., and Drs. Johan Sinulingga, M.Pd., Thesis Advisors,

6. Drs. Sri Juriaty Ownie, M.A., Academic Advisor,

7. Drs. Meisuri, M.A., Drs. Willem Saragih, Dipl, Appl, M.Pd. and Indra Hartoyo, S.Pd., M.Hum., Reviewers and Examiners,

8. Mam Euis, Administration Staff of English Department,

9. Hopman Sirait, S.Pd., Headmaster of SMP Negeri 1 BintangBayu, for his permission and opportunities in allowing the writer to do observation and to collect data,

10. His beloved parents, P. Siburian and (†) R. Sitorus, S.Pd., also Pdt. E. Siregar, S.Th., lovely brothers and sisters, Daniel Siburian, Dessy

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iii

Siburian, Dayanti Siburian, Serafim Siburian, grandparents (Op. Daniel Siburian) and all families for their endless love, pray, and everything that they have given to the writer,

11. His friends in Reguler Dik 2011, great classfor the love and togetherness throughout four years; family in UKMKP and CC-Medan, Lucaishak Nagata Small Group (Kak Tanti, Renol, Lewi, Basa, Imabeta, Meiliana, Mesalina), and Enchrist Small Group (Naomy, Iasarah, Indah, Wenjuliana, Nora, Tirta and Clara).

Medan, September 2015 The writer,

Dicky Bastian Siburian Reg. No. 2113121018

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ABSTRACT

Siburian, Dicky Bastian. 2113121018. The Effect of Somatic Auditory Visual Intellectual (SAVI) Method on Students’ Achievement in Writing Descriptive Text. A Thesis. Faculty of Languages and Arts, State University of Medan. 2015.

This study deals with the effect of Somatic Auditory Visual Intellectual (SAVI) method on students’ achievement in writing descriptive text. The objective of the study is to find out whether SAVI method significantly affects the students’ achievement in writing descriptive text or not. This study was conducted by using experimental design. The population of the study was the students of grade VII of SMP Negeri 1 Bintang Bayu in the academic year 2014/2015, where there were 4 classes of grade VII and there were two classes were selected as the sample by applying random sampling. The sample was divided into two groups. The Experimental group (VII 1) was taught by applying SAVI method, while the control group (VII 4) was taught by applying conventional method. The data of the study were obtained from the students’ score of writing test. To determine the reliability of the test, the writer used Pearson Moment Product formula. Based on the data calculation showed that the coefficient of reliability of the test was 0.89. It showed that the test was reliable and the reliability was high. There were two data used in this study. They were pre-test and post-test. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (3.69) was higher than t-table (2.000) (t-observed ˃ t-table) at the

level of significance of α = 0.05 and at the degree of freedom (df) = 58. It can be

concluded that applying SAVI method significantly affects on the students’ achievement in writing descriptive text or in other words the hypothesis is accepted.

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TABLE OF CONTENTS

Pages

ABSTRACT ... i

ACKNOWLEDGMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

LIST OF APPENDIXS ... viii

CHAPTER I. INTRODUCTION A. The Background of Study ... 1

B. The Problem of Study ... 5

C. The Object of Study ... 5

D. The Scope of Study ... 5

E. The Significant of the Study ... 6

CHAPTER II. REVIEW OF LITERATURE A. Theoretical Framework ... 7

1. Writing ... 7

2. The Purposes of Writing ... 9

3. Teaching Writing ... 10

4. The Writing Process ... 11

5. Assesment in Writing ... 12

6. Genre... 16

7. Descriptive Text... 18

8. Model, Approach, Method, Procedure and Technique ... 22

9. Somatic Auditory Visual Intellectual (SAVI) Method ... 23

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11. The Relevant Studies ... 31

B. Conceptual Framework ... 32

C. Hypothesis ... 34

CHAPTER III. RESEARCH METHOD A.Research Design ... 35

B. Population and Sample ... 36

C.The Instrument for Collecting Data ... 36

D.Assesment and Scoring of Writing ... 37

E. The Procedure of the Research ... 39

1. Pre-Test ... 39

2. Teaching ... 39

3. Post-Test ... 42

F. The Validity and Reability of the Test ... 42

1. Validity of the Test ... 42

2. Reability of the Test ... 43

G. The Technique of Analyzing Data ... 45

CHAPTER IV. DATA AND DATA ANALYSIS ... 47

A. The Data ... 47

B. Data Analysis ... 48

C. Testing Reliability of the Test ... 50

D. Testing Hypotheis ... 51

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CHAPTER V. CONCLUSION AND SUGGESTIONS ... 53

A. Conclusion ... 53

B. Suggestion ... 53

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vii

LIST OF TABLES

Table 1.1 The Students’ Writing Score ... 2

Table 2.1 Example of Descriptive Text ... 22

Table 3.1 Research Design ... 35

Table 3.2 Criteria of Scoring Test ... 37

Table 3.3 Teaching Procedure for Experiment Group ... 39

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viii

LIST OF APPENDIXS

APPENDIX A ... 58

APPENDIX B ... 59

APPENDIX C ... 60

APPENDIX D ... 61

APPENDIX E ... 64

APPENDIX F ... 71

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1 CHAPTER I INTRODUCTION

A. The Background of The Study

As the international language English is one of the media of interaction and communication among people from different parts of the world. It is very important to be learned in order to improve social relation and knowledge. In Indonesia, English is a foreign language. In learning a foreign language it is not easy, because for Indonesian students English and Indonesian language are different in terms of spellings, sounds and pronunciations, vocabulary and grammar.

In Kurikulum Tingkat Satuan Pendidikan (KTSP) and also in previous curricula English is one of the objects of the study, which should be learned in formal school. In this curriculum learning English is emphasized on four language skills, they are listening, speaking, reading, and writing. In learning process, the students are expected to master these four language skills because these skills are

very necessary to build students’ achievement in English.

There are many kinds of texts that should be learned by the students of junior high school in learning the writing skill. In grade seven of junior high school, the basic competence that should be achieved in learning writing skill is that students are expected to be able to express the meaning of a short functional text and essay in the form of narrative text, descriptive text, and procedure text. Based on the explanation above, descriptive text is one of genre that must be mastered by the students in learning English.

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However, based on the experiences of some preliminary researcher, the students faced some difficulties in writing and their achievement in writing skill is quite low such as writing sentence, paragraph, report text, narrative text, spoof, descriptive text, recount text, and so on. It can be said that there are about 70% students of junior high school that still have problems in writing especially in writing descriptive text.

Based on the observation in grade eleven of SMP Negeri 1 Bintang Bayu, the writer also found the data of writing test from the first and the second semesters in academic year of 2014/2015 through interviewing the English teacher. She said that many students could not pass the passing grade namely 75 which is applied in the school for English subject. The data can be seen as follows:

Table. 1.1 The Students’ Writing Score

Semester Score Students Percentage

1st Semester <75 22 73,3%

≥75 8 26,6%

2nd Semester <75 20 66,6%

≥75 10 33,3%

From the data above, it can be concluded that the students’ achievement in writing is still low.

Besides, based on the writer’s experience and observation during the

Integrated Teaching Practice Program (PPLT) in 2014 in junior high school, it was found the students were struggling in writing descriptive text. Although the

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theory of descriptive text was explained several times, some of them found it hard to understand the content and they showed unenthusiastic in teaching and learning process. When the writer observed the seventh grade of junior high school, he found that there were about 70% students got problems in writing skill.

Responding to these problems and by considering the importance of writing skill for students at junior high school, it is necessary to find the approach or method that will be the solution to this situation. The writer found a teaching method named Somatic Auditory Visual Intellectual (SAVI) Method. This method can be the solution to those problems above.

Sapti and Suparwati (2011: 358) state that in order to increase motivation, attention, comprehension, and student achievement, teachers can use SAVI method. The element of this learning involves the whole activity. Somatic movement related to activity or act. This means learning to move and act. Auditory related to activities of speaking and listening. Visual activity related to observing and describing. Intellectual activities related to the thinking that is by solving problems and thinking. Learning English writing skill can be optimal if the four elements of SAVI are in one event, it means that the elements cannot be separated from one to another, because these elements are complementary. In SAVI method, students can express their ideas and their opinion that can enhance their creativity, because this method emphasizes the benefits that learning must exert all senses owned by learners and also it contains modern cognitive science which states that the best learning is to involve the emotions, the whole body, and all the senses. So the students can participate more actively in growing their

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knowledge in learning process. There are many researcher had applied SAVI method in different field of their researches. They proved the application of SAVI method has good effect in learning process especially in teaching writing. Rahmawati (2014: 387) applied SAVI method in her research in developing learning tools based guide discovery in ninth grade of junior high school academic year 2014/2015. She found that teaching and learning activity with SAVI method is more effective used in order to increase the students’ achievement in learning mathematic especially in probability material than used other method which usual teacher used in class.

Pratiwi (2014: 5-9) applied SAVI approach in her research to developing of teaching material base SAVI approach in subject of respiratory system class XI High School to increase motivation and learning outcomes. His research The result of research shows that validation result by expert validator is valid with the average 87,98 percent and test of small group is gotten that reading skill of student book shows valid criteria by all complement. It means that the students can understand the book easily. The result shows that the average of each complement from 79,78 to 100 so it is very valid. The student book use based on SAVI approach can improve study output and student motivation it can be seen from the average score between pretest and post test then starting motivation of the student before using the student book and ending motivation of the student after using the student book that there is increase.

Based on the explanation above, it is essential to use a suitable and

effective method to help the students to solve the difficulty of the students’

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designed and conducted to identify the effect of applying SAVI method on

students’ achievement in writing descriptive text.

B. The Problem of the Study

Based on the background of the study, the problem of the study was formulated as the following:

“Does the application of Somatic Auditory Visual Intellectual (SAVI) method

significantly affect the students’ achievement in writing Descriptive text?”

C. The Objective of the Study

In line with this problem, the objective of the study was to identify the effect

of applying SAVI method on students’ achievement in writing descriptive text.

D. The Scope of the Study

There are many genres of writing, they are, narrative, descriptive, recount, persuasive, procedure, anecdote, expository, etc. This study was basically limited to writing descriptive text. This study focused on identifying the effect of applying SAVI method on students’ achievement in writing descriptive text.

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E. The Significance of the Study

The Findings of the study are expected to be useful both theoretically and practically for

Theoretically:

1. The teachers to improve their theoretical knowledge on teaching writing. 2. Other researchers to conduct for the research on SAVI method.

3. The readers to update their information or knowledge about how to improve writing skill and as a reference for those who are interested in doing the related study, especially in writing skill.

Practically:

1. The students to improve their writing achievement especially in writing descriptive text.

2. The teachers improve their ability to conduct a better and interesting method in teaching writing, especially in teaching writing descriptive text, in order to decrease the problem of the study in the class.

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53 CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the data analysis, it can be concluded that teaching writing skill by using SAVI method significantly affects the students’ achievement in writing descriptive text. It can be seen from the data which had obtained in the post-test of experimental group were: the total score was 2279 and the mean score was was 75.96, while the data in control group were: the total score was 2069 and the mean score was 68.96. Thus, the students’ score in experimental group was higher than the students’ score in control group. The calculation of the data in the testing hypothesis showed that t-observed 3.69 was higher than t-table 2.000, it means that the alternative hypothesis is acceptable.

B. Suggestions

Based on the result of the study, some suggestions are offered to the English teachers that it is wiser to apply SAVI method because it helps the teacher to be more creative in teaching writing descriptive text. And also it is suggested to the students to apply SAVI method in order to improve their creativity and ability in writing a text especially in writing descriptive text. It is expected to the readers who are interested

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in dealing with this study so that they have a good understanding to support their study.

Finally, the writer considers that this study still need validation from the next researcher that has the similar topic with this study.

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REFERENCES

Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik. 6th Ed. Jakarta: Rineka Cipta.

Ary, D. et al. 2010. Introduction to Research in Education. Eighth Edition. The United State of America: Nelson Education.

Azhar, A. 1996. Media Pengajar. Jakarta: Raja Grafindo Persada.

Best, J. W., and Kahn, J. V. 2006. Research in Education. Tenth Edition. Boston: Pearson Education.

Brown, H. D. 2004. Language Assessment. Principles and Classroom Practices. New York: Longman. Pearson Education.

Dutta, Sukhendu. 2010. Conventional Teaching in Basic Science : An Inner View.

Al Ameen J Med Sci, 3 (3) 246-250.

Fulwiler, Toby. 2002. College Writing : A Personal Approach to Academic

Writing. Third Edition. United States of America :Boynton.

Glass, Tuchman. 2005. Curriculum Design for Writing. California: Corwin Press. Gen, Ge. 2005. A Strategic Approach to Teaching English Writing. CELEA

Journal (Bimonthly), 28 (6) 110-116

Harmer, Jeremy. 2004. How to Teach Writing. England : Pearson Education.

Heaton, J. B. 1988. Writing English Language Tests. United States of America: Longman Group.

Hornby, As. 2000. Oxford Advanced Learner’s Dictionary of Current English. Oxford: Oxford University.

Hyland, Ken. 2009. Teaching and Researching Writing. Second Edition. England: Pearson Education.

Jolly, D. 1984. Writing Task. New York: Cambridge University.

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Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar : Technologies for

Teaching and Assessing Writing. Australia : University of New South

Wales Press.

Kothari, C.R. 2004. Research Methodology Methods and Techniques. Second Revised Edition. New Delhi : New Age International.

Kurniawati, E.D. et al. 2013. Developing a Model of Thematic Speaking Learning Materials Using SAVI Approach (Somatic, Auditory, Visual, Intellectual) in Senior High School in Sambas Regency, West Kalimantan Province, Indonesia . Online International Interdisciplinary

Research Journal, III (4) 444-455.

McCrimmon, J. M. 1984. Writing with a Purpose. United States Of America: Houghton Mifflin

Meier, Dave. 2000. The Accelerated Learning Handbook : A creative Guide to

Designing and Delivering Faster , More Effective Training Programs.

New York: The McGraw-Hill.

NSW Department of Education and Training. 1999. State Literacy and Numeracy

Plan, Focus on Literacy : Writing. Sydney : Curriculum Support

Directorate.

Langan, John. 2008. College Writing Skills with Readings. Seven Edition. New York: McGraw-Hill.

Lumbangaol, Harnoi. 2014. The Effect of Applying Somatic Auditory Visual

Intellectual (SAVI) Method on Students’ Achievement in Writing Procedure Text. Medan: Faculty of Languages and Arts State University

of Medan.

Rahmawati, Yusnita. 2014. Pengembangan Perangkat Pembelajaran Berbasis Penemuan Terbimbing (Guided Discovery) Dengan Pendekatan Somatic,

Auditory, Visual, Intellectual (SAVI) Pada Materi Pokok Peluang Kelas

IX SMP Tahun Pelajaran 2013/2014. Surakarta. Jurnal Elektronik

Pembelajaran Matematika, Vol.2.No.4: 379-388. Universitas Sebelas

Maret

Sapti, M., and Suparwati. 2011. An Experiment of Mathematics Teaching Using

SAVI Approach and Conventional Approach Viewed from the Motivation of the Students of Sultan Agung Junior High School in Purworejo.

Yogyakarta : State University Yogyakarta.

Sharples, Mike. 1999. How We Write: Writing as Creative Design. London and New York: Routledge.

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Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar

Writing Berbasis Genre Secara Efektif. Yogyakarta: ANDI.

Pratiwi, Diah, et al. 2014. Development of Teaching Materials of Biology Based SAVI (Somatic, Auditory, Visual, Intellectual) in Subject of Respiratory System Class XI High School to Increase Motivation And Learning Outcomes. Jurnal Edukasi UNEJ 2014, I (2): 5-9. Jember : Jember University

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E. The Significance of the Study

The Findings of the study are expected to be useful both theoretically and practically for

Theoretically:

1. The teachers to improve their theoretical knowledge on teaching writing. 2. Other researchers to conduct for the research on SAVI method.

3. The readers to update their information or knowledge about how to improve writing skill and as a reference for those who are interested in doing the related study, especially in writing skill.

Practically:

1. The students to improve their writing achievement especially in writing descriptive text.

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53 A. Conclusion

students’ score in control group. The calculation of the data in the testing hypothesis

showed that t-observed 3.69 was higher than t-table 2.000, it means that the alternative hypothesis is acceptable.

B. Suggestions

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in dealing with this study so that they have a good understanding to support their study.

Finally, the writer considers that this study still need validation from the next researcher that has the similar topic with this study.

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REFERENCES

Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktik. 6th Ed. Jakarta: Rineka Cipta.

Ary, D. et al. 2010. Introduction to Research in Education. Eighth Edition. The United State of America: Nelson Education.

Azhar, A. 1996. Media Pengajar. Jakarta: Raja Grafindo Persada.

Best, J. W., and Kahn, J. V. 2006. Research in Education. Tenth Edition. Boston: Pearson Education.

Brown, H. D. 2004. Language Assessment. Principles and Classroom Practices. New York: Longman. Pearson Education.

Dutta, Sukhendu. 2010. Conventional Teaching in Basic Science : An Inner View. Al Ameen J Med Sci, 3 (3) 246-250.

Fulwiler, Toby. 2002. College Writing : A Personal Approach to Academic Writing. Third Edition. United States of America :Boynton.

Glass, Tuchman. 2005. Curriculum Design for Writing. California: Corwin Press. Gen, Ge. 2005. A Strategic Approach to Teaching English Writing. CELEA

Journal (Bimonthly), 28 (6) 110-116

Harmer, Jeremy. 2004. How to Teach Writing. England : Pearson Education.

Heaton, J. B. 1988. Writing English Language Tests. United States of America: Longman Group.

Hornby, As. 2000. Oxford Advanced Learner’s Dictionary of Current English. Oxford: Oxford University.

Hyland, Ken. 2009. Teaching and Researching Writing. Second Edition. England: Pearson Education.

Jolly, D. 1984. Writing Task. New York: Cambridge University.

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Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar : Technologies for Teaching and Assessing Writing. Australia : University of New South Wales Press.

Kothari, C.R. 2004. Research Methodology Methods and Techniques. Second Revised Edition. New Delhi : New Age International.

McCrimmon, J. M. 1984. Writing with a Purpose. United States Of America: Houghton Mifflin

Meier, Dave. 2000. The Accelerated Learning Handbook : A creative Guide to Designing and Delivering Faster , More Effective Training Programs. New York: The McGraw-Hill.

NSW Department of Education and Training. 1999. State Literacy and Numeracy Plan, Focus on Literacy : Writing. Sydney : Curriculum Support Directorate.

Langan, John. 2008. College Writing Skills with Readings. Seven Edition. New York: McGraw-Hill.

Lumbangaol, Harnoi. 2014. The Effect of Applying Somatic Auditory Visual Intellectual (SAVI) Method on Students’ Achievement in Writing Procedure Text. Medan: Faculty of Languages and Arts State University of Medan.

Rahmawati, Yusnita. 2014. Pengembangan Perangkat Pembelajaran Berbasis Penemuan Terbimbing (Guided Discovery) Dengan Pendekatan Somatic, Auditory, Visual, Intellectual (SAVI) Pada Materi Pokok Peluang Kelas IX SMP Tahun Pelajaran 2013/2014. Surakarta. Jurnal Elektronik Pembelajaran Matematika, Vol.2.No.4: 379-388. Universitas Sebelas Maret

Sapti, M., and Suparwati. 2011. An Experiment of Mathematics Teaching Using SAVI Approach and Conventional Approach Viewed from the Motivation of the Students of Sultan Agung Junior High School in Purworejo. Yogyakarta : State University Yogyakarta.

Sharples, Mike. 1999. How We Write: Writing as Creative Design. London and New York: Routledge.

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Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: ANDI.

THE EFFECT OF SOMATIC AUDITORY VISUAL INTELLECTUAL (SAVI) METHOD ON STUDENTS` ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.