THE EFFECT OF USING QUANTUM LEARNING METHOD ON STUDENTS ACHIEVEMENT IN WRITING RECOUNT TEXT.
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity and strength given to the writer during her study and in completing
this thesis which entitled: The Effect of Using Quantum Learning Method on
Students’ Achievement in Writing Recount 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 she faced some problems
and she 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 her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., the Head of English Education
Study Program, who took the role of being her reviewer and examiner.
Dra. Yunita Agnes Sianipar, her Thesis Consulant.
Prof. Dr. Berlin Sibarani M.Pd, her Academic Advisor.
Drs Zainuddin M. Ed and Dra Meisuri Ma, her reviewers and
examiners.
All the Lecturers of English Department who has taught, guided,
and advised her throughout the academic years.
Mam Euis, the administration staff of English Department.
W. Pakpahan, the Vise Headmaster of SMP Negeri 2 Siempat
Nempu, for his permission and opportunities in allowing the writer to
do observation and to collect data.
H. Purba, the English teacher of SMP Negeri 2 Siempat Nempu, for
the assistance, guidance in the process of completing this thesis. And
all the teachers and students at the school for the good cooperation.
i
Her beloved parents, Osmar Sianturi and Minar Purba S.Pd, her
beautiful sisters, Erka Sianturi Am.Keb, Esti Sianturi and her
handsome broters Natanael Sianturi and Nixon Sianturi her
grandparents (Op. Johana Purba) and all her families for their
endless love, pray, motivation, and everything that they have given to
the writer.
Her friends in Extension. B’ 2009, her fantastic class for the love and
togetherness throughout four years; her friends in PPLT SMP N 3
Berastagi 2012 for many experiencies.
Her family in GPdI Kemenangan Iman Sidikalang and GBI
Betlehem Medan, for their affection, motivation and prayers to the
writer.
Her Small Group “Zion Daughters of Sagapoe Jesus” namely
Endang Purba, S.Pd. (Pkk), Jelita, Evin, Rosanna, Sany, Pebbry,
Salsa, and kost 87 Rela for their supports and prayers to the writer.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
September 2014
The writer,
Evina Sianturi
Reg. No.209321050
ii
ABSTRACT
Sianturi, Evina. The Effect of Using Quantum Learning Method on Students’
Achievement in Writing Recount Text. A Thesis. English Department. Faculty of
Languages and Arts. State University of Medan. 2014.
This research concerned with The Effect of Quantum Learning Method on the Grade
VIII Students’ Achievement in Writing Recount Text. This study used the
experimental design. The population of the study was the students of SMP Negeri 2
Siempat Nempu. There were sixty students from two classes as the sample of the
research. This study was conducted with two groups namely experimental and control
group. The experimental group was taught by applying Quantum Learning while
control group was taught without Quantum Learning Method. The data of the study
were obtained from the students’ score of writing test. There were two data used in
this study. They were pre-test and the post-test. The data were analyzed by applying
t-test formula. The calculation shows that t-observed (4.729) was higher than t-table
(2.000) at the level of significance (α) 0.05 with the degree of freedom (df) 60.
Therefore, the null hypothesis is rejected and alternative hypothesis is accepted. It
means that teaching writing by applying Quantum Learning Method has more
significant effects than without using Quantum Learning Method.
Keywords: Quantum Learning, Students’ Achievement, Writing,
Experimental Research
iii
Recount Text,
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT .............................................................................. ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION..............................................................
1
A. The Background of the Study ....................................................
1
B. The Problem of the Study ...........................................................
6
C. The Objective of the Study .........................................................
6
D. The Scope of the Study...............................................................
7
E. The Significance of the Study ....................................................
7
CHAPTER II REVIEW OF LITERATURE .........................................
8
A. Theoretical Framework .............................................................
8
1. Students Achievement..........................................................
8
2. Writing ..................................................................................
9
3. Genre .....................................................................................
11
4. Recount ................................................................................
13
5. Quantum Learning ................................................................
17
6. The Design Frame of Quantum Learning………………… .
21
B. Conceptual Framework………………… ..................................
23
C. Hypothesis ………………… .....................................................
24
CHAPTER III RESEARCH METHOD .................................................
25
A. Research Design ........................................................................
25
B. Population and Sample ..............................................................
26
C. The Instruments of Data Collection ...........................................
26
D. Teaching Procedure .................................................................... . 27
E. Scoring the Test .......................................................................... . 30
F. Validity and Reliability ............................................................... . 32
G. Technique of Data Analysis ....................................................... . 33
iv
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS .....
34
A. Data ...........................................................................................
34
B. Data Analysis ............................................................................
37
C. Analyzing the Data by Using T-Test Formula ........................... . 38
D. Testing Hypothesis ..................................................................... . 39
E. Research Finding ........................................................................ . 39
E. Discussion .................................................................................. . 40
CHAPTER V Conclusion and Suggestion ..............................................
42
A. Conclusion .................................................................................
42
B. Suggestion .................................................................................
42
REFERENCES ..........................................................................................
44
APPENDIXES ...........................................................................................
46
v
vi
LIST OF TABLES
Page
Table 3.1 Research Design ........................................................................... 25
Table 3.2 The Rubric Scoring for Writing Recount Text ............................ 31
Table 3.3 The Level of Students’ Evaluation ……………………………31
Table 4.1 The Result of Pre-Test and Post-Test of Experimental Group...35
Table 4.2 The Result of Pre-Test and Post-Test of Control Group………36
vi
LIST OF APPENDIXES
Page
APPENDIX A. Result of Pre-test and Post-test ............................................ 46
APPENDIX B. The Calculation of T-Test .................................................... 48
APPENDIX C. Percentage Points of the T Distribution ............................... 52
APPENDIX D. Lesson Plan........................................................................... 53
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
English, as an international language, is used by most countries in the
world for diplomacy, global tender, tourism, education and so forth.
Consequently, people as human resources are demanded to have the ability to
communicate in that language. Realizing how important English has become, the
government has determined to teach English in schools as a foreign language.
This is the reason why English must be taught beginning from primary level up to
university level. All languages, including English contain four basic language
skills: receptive skills, listening (understanding the spoken language) and reading
(understanding the written language); and the productive skills, speaking and
writing.
Writing text have a number of conventions which is separate it out from
speaking (Harmer 2001:255). Both speaking and writing are used as the form of
communications, but they are different. Writing is used to express ideas, thoughts,
news, experiences, opinions, so other can read them. Bram (1995:7) states that
principle, to write means to try produce or to reproduce written messages. The aim
of writing is to conveying the ideas or thoughts to writing form. A good writing
discovered by combination of word which allow persons integrity to dominate
their subject with a pattern both fresh and original (Hyland:2002).
1
Harmer (2004: 4-6) mentions that the process of writing occurs in several
steps those planning, drafting, editing, final draft (final product). Before we write,
we need to determine what to write. We should have something meaningful,
clearly, precisely, and unambiguously. Writing required the mastery of
vocabulary, spelling, grammar, punctuation, appropriate content, coherence. Since
all that materials are difficult to master, writing becomes difficult to be mastered.
In Indonesia, the curriculum has been changing and developing overtime.
Ministry of Education and Culture of Indonesia has already published the new
curriculum for Indonesia’s education named 2013 curriculum. Since this
experimental research is conducted in Junior High School grade 8, so School
Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) is still used.
In Standard Based Curriculum (KTSP) in the Junior High School writing
is put as the part of as syllabus in the English subject. It is stated some genres of
writing to be master by student: descriptive, recount, procedure, hortatory,
exposition. In syllabus the writer found that student expected to be able to express
meaning in short functional text and monolog text.
Based on the observation in SMP Negeri 2 Siempat Nempu, exactly for the 8
grade, writer found many students are still low in English especially writing, this
is admitted by students themselves. The writer attaches the students’ writing
score in this semester, academic 2012-2013 below. It is showed by the students’
scores collected by the teacher through writing achievement test in which 3
students (8.33%) got score 80; 6 students (16.67%) got score 70-79; 15 students
2
(41.67%) got scores 60-69; 7 students (19.44%) got scores 50-59; and 5 students
(13.89%) got scores 0-49. The data on the result of students’ test reveal that the
students’ average score was 62.5 (sixty two point five). Therefore, if it is
compared to the minimum standard value (KKM) of English in SMP Negeri 2
Siempat Nempu for grade VIII which is 75, it indicates that most of the students’
achievement of writing text is still low. It was the case because of some factors,
such as lack of vocabulary and unfamiliariaty with the topic. Those factors
affected the students’ achievement. It made the students get low achievement in
writing achievement. Besides, the students felt that the teaching and learning
process was monotonous and uninteresting. The students were just asked to read
the text which was translated into Indonesian, discuss the content, and finally
answer some questions based on the text.
Based on the observation and the interview that has been done, the writer
found some problem below:
1. The teacher method in teaching learning process in the classroom is lecturing
method. During the teaching learning process the students just sit and listen to
the teacher without participate actively.
2. Due the lack of knowledge of English, the students don’t really understand
and catch the explanation and instruction the teacher gives.
3. The students are lack of vocabularies and have low knowledge in grammar
and text genres. It makes them difficult to express their ideas and thoughts in
text form.
3
4. The last problem is some students shy and lack of courage to ask the teacher
when they don’t understand the lesson. Besides, the teacher is vicious and it
makes the students afraid of the teacher. The teacher is always angry
whenever the students make mistakes and tell the students what is right
rudely. So, instead of understanding the lesson, the students are depressed
during the lesson and they got nothing when the lesson ended, and it happens
continually.
Based on the situation, the writer thinks that it is important to find ways to
overcome the problem. One of the ways to solve the problem was by proposing a
teaching model that is suitable, effective, easy, interesting and helpful to the
students. Therefore, Quantum Learning is proposed to one method, which might
be able to solve the writing problem.
Quantum Learning integrates method of teaching and learning that creates
passionate teachers, engaging classroom and meaningful content resulting in
accelerated students’ achievement. Porter (2000) states, “Quantum Learning
shows you how to make good learning process. Quantum shows new ways that
make the learning process easier through the art element guiding and the directed
achievements for whatever subjects you are teaching. And by applying the
Quantum Learning method, you will be able to combine the learning peculiarities
leading to the form of lesson plan that will steeply increase the student
achievement.”
There are several researchers has made research to attest that Quantum Learning
method is one of
good learning method and it is effective to effect the
4
achievement of the students. Reza S (2008) states that the problem faced by the
teacher in teaching English vocabulary when implement natural approach and
Quantum Learning method, the solutions used by the teacher to overcome the
problems when natural approach and quantum learning method implement in
teaching English vocabulary, and of course to find out method which is better to
teach vocabulary. The result of the analysis shows that the students are more
interested in English vocabulary using quantum learning than using natural
approach.
Yusup (2008) studied the teaching reading by using Quantum Learning
method to the students SMA can motivate the student uses different method such
as pictures on music. The students become more active during the teaching
learning process.
Nunuk (2013) in her research by using the Quantum Method in History
Learning Competence and found that the Quantum approach produced a better
result competence in learning history.
In addition, Sagita (2012) made an experiment to find the effect of
Quantum Learning on the students’ achievement in writing, and showed a
significant effect on students’ writing achievement.
By knowing the problems faced by the students in learning writing
especially recount text, the writer assumes that teaching recount text writing by
applying Quantum Learning will be more effective to develop their writing
achievement.
5
B. The Problem of the Study
Based on the background presented above, the problem of this study was
formulated as follows:
Does the application of Quantum Learning Method
significantly affect the students’ achievement in writing recount text?
C. The Objective of the Study
There are many genres of writing. They are, narrative, description,
expository, spoof, exposition, recount and many type other. This study was
basically limited to writing recount text. This study focused on identifying the
effect of applying Quantum Learning method on students’ achievement in writing
recount text especially personal recount text.
D. The Scope of the Study
There are several method that can be applied to improve students’ writing
achievement. This study focused on the applying of Quantum Learning to affect
students’ achievement in writing recount text especially for the personal recount
text. The object of the study was limited on the Junior High School, students
grade VIII.
6
E. The Significances of the Study
The findings of this study were expected to be useful for:
1) Students in order to give the effect for their interest in learning English since
they will find out that writing, especially writing recount text, not always
difficult to learn, so that, their interest in learning English will help them
master English well.
2) English teachers to be their
consideration in teaching writing in the
classroom. So the teachers can get the information about how to motivate and
increase students’ writing ability from this research.
3) Researchers, who are interested in doing further research, to enlarge their
understanding about writing recount text and Quantum Learning.
7
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
As shown by calculation of t-test presented the result of t-observed
(4,729) was higher than the value of t-table (2,000). Based on the result of the data
analysis, it was found that the Quantum Learning method affects the students’
achievement in writing recount text. The mean of post- test of experimental group
was higher than the mean of control group. The result implies that the teaching by
using Quantum Learning method significantly affects the students’ achievement
in writing recount text. It is obtained that t-observed > t-table. It means that the
alternative hypothesis (Ha) is accepted.
B. Suggestion
This study showed that using of Quantum Learning Method could improve
students’ achievement in writing recount text. Some suggestions are pointed out
for:
1. English teachers to use Quantum Learning in teaching writing.
Quantum Learning method practices the students to identify the
generic structures, languages features of recount text, so it can guide to
write better.
42
2. Students to use Quantum Learning in observing and researching the
teaching learning process. The activities of this method can make
teaching learning process more enjoyable and active.
3. Other researcher to conduct further researcher of Quantum Learning
method on other skill.
42
First of all, the writer would like to express her deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity and strength given to the writer during her study and in completing
this thesis which entitled: The Effect of Using Quantum Learning Method on
Students’ Achievement in Writing Recount 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 she faced some problems
and she 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 her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Dra. Masitowarni Siregar, M.Ed., the Head of English Education
Study Program, who took the role of being her reviewer and examiner.
Dra. Yunita Agnes Sianipar, her Thesis Consulant.
Prof. Dr. Berlin Sibarani M.Pd, her Academic Advisor.
Drs Zainuddin M. Ed and Dra Meisuri Ma, her reviewers and
examiners.
All the Lecturers of English Department who has taught, guided,
and advised her throughout the academic years.
Mam Euis, the administration staff of English Department.
W. Pakpahan, the Vise Headmaster of SMP Negeri 2 Siempat
Nempu, for his permission and opportunities in allowing the writer to
do observation and to collect data.
H. Purba, the English teacher of SMP Negeri 2 Siempat Nempu, for
the assistance, guidance in the process of completing this thesis. And
all the teachers and students at the school for the good cooperation.
i
Her beloved parents, Osmar Sianturi and Minar Purba S.Pd, her
beautiful sisters, Erka Sianturi Am.Keb, Esti Sianturi and her
handsome broters Natanael Sianturi and Nixon Sianturi her
grandparents (Op. Johana Purba) and all her families for their
endless love, pray, motivation, and everything that they have given to
the writer.
Her friends in Extension. B’ 2009, her fantastic class for the love and
togetherness throughout four years; her friends in PPLT SMP N 3
Berastagi 2012 for many experiencies.
Her family in GPdI Kemenangan Iman Sidikalang and GBI
Betlehem Medan, for their affection, motivation and prayers to the
writer.
Her Small Group “Zion Daughters of Sagapoe Jesus” namely
Endang Purba, S.Pd. (Pkk), Jelita, Evin, Rosanna, Sany, Pebbry,
Salsa, and kost 87 Rela for their supports and prayers to the writer.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
September 2014
The writer,
Evina Sianturi
Reg. No.209321050
ii
ABSTRACT
Sianturi, Evina. The Effect of Using Quantum Learning Method on Students’
Achievement in Writing Recount Text. A Thesis. English Department. Faculty of
Languages and Arts. State University of Medan. 2014.
This research concerned with The Effect of Quantum Learning Method on the Grade
VIII Students’ Achievement in Writing Recount Text. This study used the
experimental design. The population of the study was the students of SMP Negeri 2
Siempat Nempu. There were sixty students from two classes as the sample of the
research. This study was conducted with two groups namely experimental and control
group. The experimental group was taught by applying Quantum Learning while
control group was taught without Quantum Learning Method. The data of the study
were obtained from the students’ score of writing test. There were two data used in
this study. They were pre-test and the post-test. The data were analyzed by applying
t-test formula. The calculation shows that t-observed (4.729) was higher than t-table
(2.000) at the level of significance (α) 0.05 with the degree of freedom (df) 60.
Therefore, the null hypothesis is rejected and alternative hypothesis is accepted. It
means that teaching writing by applying Quantum Learning Method has more
significant effects than without using Quantum Learning Method.
Keywords: Quantum Learning, Students’ Achievement, Writing,
Experimental Research
iii
Recount Text,
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT .............................................................................. ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION..............................................................
1
A. The Background of the Study ....................................................
1
B. The Problem of the Study ...........................................................
6
C. The Objective of the Study .........................................................
6
D. The Scope of the Study...............................................................
7
E. The Significance of the Study ....................................................
7
CHAPTER II REVIEW OF LITERATURE .........................................
8
A. Theoretical Framework .............................................................
8
1. Students Achievement..........................................................
8
2. Writing ..................................................................................
9
3. Genre .....................................................................................
11
4. Recount ................................................................................
13
5. Quantum Learning ................................................................
17
6. The Design Frame of Quantum Learning………………… .
21
B. Conceptual Framework………………… ..................................
23
C. Hypothesis ………………… .....................................................
24
CHAPTER III RESEARCH METHOD .................................................
25
A. Research Design ........................................................................
25
B. Population and Sample ..............................................................
26
C. The Instruments of Data Collection ...........................................
26
D. Teaching Procedure .................................................................... . 27
E. Scoring the Test .......................................................................... . 30
F. Validity and Reliability ............................................................... . 32
G. Technique of Data Analysis ....................................................... . 33
iv
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS .....
34
A. Data ...........................................................................................
34
B. Data Analysis ............................................................................
37
C. Analyzing the Data by Using T-Test Formula ........................... . 38
D. Testing Hypothesis ..................................................................... . 39
E. Research Finding ........................................................................ . 39
E. Discussion .................................................................................. . 40
CHAPTER V Conclusion and Suggestion ..............................................
42
A. Conclusion .................................................................................
42
B. Suggestion .................................................................................
42
REFERENCES ..........................................................................................
44
APPENDIXES ...........................................................................................
46
v
vi
LIST OF TABLES
Page
Table 3.1 Research Design ........................................................................... 25
Table 3.2 The Rubric Scoring for Writing Recount Text ............................ 31
Table 3.3 The Level of Students’ Evaluation ……………………………31
Table 4.1 The Result of Pre-Test and Post-Test of Experimental Group...35
Table 4.2 The Result of Pre-Test and Post-Test of Control Group………36
vi
LIST OF APPENDIXES
Page
APPENDIX A. Result of Pre-test and Post-test ............................................ 46
APPENDIX B. The Calculation of T-Test .................................................... 48
APPENDIX C. Percentage Points of the T Distribution ............................... 52
APPENDIX D. Lesson Plan........................................................................... 53
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
English, as an international language, is used by most countries in the
world for diplomacy, global tender, tourism, education and so forth.
Consequently, people as human resources are demanded to have the ability to
communicate in that language. Realizing how important English has become, the
government has determined to teach English in schools as a foreign language.
This is the reason why English must be taught beginning from primary level up to
university level. All languages, including English contain four basic language
skills: receptive skills, listening (understanding the spoken language) and reading
(understanding the written language); and the productive skills, speaking and
writing.
Writing text have a number of conventions which is separate it out from
speaking (Harmer 2001:255). Both speaking and writing are used as the form of
communications, but they are different. Writing is used to express ideas, thoughts,
news, experiences, opinions, so other can read them. Bram (1995:7) states that
principle, to write means to try produce or to reproduce written messages. The aim
of writing is to conveying the ideas or thoughts to writing form. A good writing
discovered by combination of word which allow persons integrity to dominate
their subject with a pattern both fresh and original (Hyland:2002).
1
Harmer (2004: 4-6) mentions that the process of writing occurs in several
steps those planning, drafting, editing, final draft (final product). Before we write,
we need to determine what to write. We should have something meaningful,
clearly, precisely, and unambiguously. Writing required the mastery of
vocabulary, spelling, grammar, punctuation, appropriate content, coherence. Since
all that materials are difficult to master, writing becomes difficult to be mastered.
In Indonesia, the curriculum has been changing and developing overtime.
Ministry of Education and Culture of Indonesia has already published the new
curriculum for Indonesia’s education named 2013 curriculum. Since this
experimental research is conducted in Junior High School grade 8, so School
Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) is still used.
In Standard Based Curriculum (KTSP) in the Junior High School writing
is put as the part of as syllabus in the English subject. It is stated some genres of
writing to be master by student: descriptive, recount, procedure, hortatory,
exposition. In syllabus the writer found that student expected to be able to express
meaning in short functional text and monolog text.
Based on the observation in SMP Negeri 2 Siempat Nempu, exactly for the 8
grade, writer found many students are still low in English especially writing, this
is admitted by students themselves. The writer attaches the students’ writing
score in this semester, academic 2012-2013 below. It is showed by the students’
scores collected by the teacher through writing achievement test in which 3
students (8.33%) got score 80; 6 students (16.67%) got score 70-79; 15 students
2
(41.67%) got scores 60-69; 7 students (19.44%) got scores 50-59; and 5 students
(13.89%) got scores 0-49. The data on the result of students’ test reveal that the
students’ average score was 62.5 (sixty two point five). Therefore, if it is
compared to the minimum standard value (KKM) of English in SMP Negeri 2
Siempat Nempu for grade VIII which is 75, it indicates that most of the students’
achievement of writing text is still low. It was the case because of some factors,
such as lack of vocabulary and unfamiliariaty with the topic. Those factors
affected the students’ achievement. It made the students get low achievement in
writing achievement. Besides, the students felt that the teaching and learning
process was monotonous and uninteresting. The students were just asked to read
the text which was translated into Indonesian, discuss the content, and finally
answer some questions based on the text.
Based on the observation and the interview that has been done, the writer
found some problem below:
1. The teacher method in teaching learning process in the classroom is lecturing
method. During the teaching learning process the students just sit and listen to
the teacher without participate actively.
2. Due the lack of knowledge of English, the students don’t really understand
and catch the explanation and instruction the teacher gives.
3. The students are lack of vocabularies and have low knowledge in grammar
and text genres. It makes them difficult to express their ideas and thoughts in
text form.
3
4. The last problem is some students shy and lack of courage to ask the teacher
when they don’t understand the lesson. Besides, the teacher is vicious and it
makes the students afraid of the teacher. The teacher is always angry
whenever the students make mistakes and tell the students what is right
rudely. So, instead of understanding the lesson, the students are depressed
during the lesson and they got nothing when the lesson ended, and it happens
continually.
Based on the situation, the writer thinks that it is important to find ways to
overcome the problem. One of the ways to solve the problem was by proposing a
teaching model that is suitable, effective, easy, interesting and helpful to the
students. Therefore, Quantum Learning is proposed to one method, which might
be able to solve the writing problem.
Quantum Learning integrates method of teaching and learning that creates
passionate teachers, engaging classroom and meaningful content resulting in
accelerated students’ achievement. Porter (2000) states, “Quantum Learning
shows you how to make good learning process. Quantum shows new ways that
make the learning process easier through the art element guiding and the directed
achievements for whatever subjects you are teaching. And by applying the
Quantum Learning method, you will be able to combine the learning peculiarities
leading to the form of lesson plan that will steeply increase the student
achievement.”
There are several researchers has made research to attest that Quantum Learning
method is one of
good learning method and it is effective to effect the
4
achievement of the students. Reza S (2008) states that the problem faced by the
teacher in teaching English vocabulary when implement natural approach and
Quantum Learning method, the solutions used by the teacher to overcome the
problems when natural approach and quantum learning method implement in
teaching English vocabulary, and of course to find out method which is better to
teach vocabulary. The result of the analysis shows that the students are more
interested in English vocabulary using quantum learning than using natural
approach.
Yusup (2008) studied the teaching reading by using Quantum Learning
method to the students SMA can motivate the student uses different method such
as pictures on music. The students become more active during the teaching
learning process.
Nunuk (2013) in her research by using the Quantum Method in History
Learning Competence and found that the Quantum approach produced a better
result competence in learning history.
In addition, Sagita (2012) made an experiment to find the effect of
Quantum Learning on the students’ achievement in writing, and showed a
significant effect on students’ writing achievement.
By knowing the problems faced by the students in learning writing
especially recount text, the writer assumes that teaching recount text writing by
applying Quantum Learning will be more effective to develop their writing
achievement.
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B. The Problem of the Study
Based on the background presented above, the problem of this study was
formulated as follows:
Does the application of Quantum Learning Method
significantly affect the students’ achievement in writing recount text?
C. The Objective of the Study
There are many genres of writing. They are, narrative, description,
expository, spoof, exposition, recount and many type other. This study was
basically limited to writing recount text. This study focused on identifying the
effect of applying Quantum Learning method on students’ achievement in writing
recount text especially personal recount text.
D. The Scope of the Study
There are several method that can be applied to improve students’ writing
achievement. This study focused on the applying of Quantum Learning to affect
students’ achievement in writing recount text especially for the personal recount
text. The object of the study was limited on the Junior High School, students
grade VIII.
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E. The Significances of the Study
The findings of this study were expected to be useful for:
1) Students in order to give the effect for their interest in learning English since
they will find out that writing, especially writing recount text, not always
difficult to learn, so that, their interest in learning English will help them
master English well.
2) English teachers to be their
consideration in teaching writing in the
classroom. So the teachers can get the information about how to motivate and
increase students’ writing ability from this research.
3) Researchers, who are interested in doing further research, to enlarge their
understanding about writing recount text and Quantum Learning.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
As shown by calculation of t-test presented the result of t-observed
(4,729) was higher than the value of t-table (2,000). Based on the result of the data
analysis, it was found that the Quantum Learning method affects the students’
achievement in writing recount text. The mean of post- test of experimental group
was higher than the mean of control group. The result implies that the teaching by
using Quantum Learning method significantly affects the students’ achievement
in writing recount text. It is obtained that t-observed > t-table. It means that the
alternative hypothesis (Ha) is accepted.
B. Suggestion
This study showed that using of Quantum Learning Method could improve
students’ achievement in writing recount text. Some suggestions are pointed out
for:
1. English teachers to use Quantum Learning in teaching writing.
Quantum Learning method practices the students to identify the
generic structures, languages features of recount text, so it can guide to
write better.
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2. Students to use Quantum Learning in observing and researching the
teaching learning process. The activities of this method can make
teaching learning process more enjoyable and active.
3. Other researcher to conduct further researcher of Quantum Learning
method on other skill.
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