THE EFFECT OF COMMUNICATIVE LANGUAGE TEACHING ON THE STUDENTS’ ACHIEVEMENT IN WRITING HORTATORY.
THE EFFECT OF COMMUNICATIVE LANGUAGE
TEACHING ON THE STUDENTS’ ACHIEVEMENT IN
WRITING HORTATORY
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
Fatin Nadifa Tarigan
Reg. No. 2102121007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
TABLE OF CONTENTS
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS ............................................................................... iv
LIST OF TABLES ......................................................................................... vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I : INTRODUCTION .............................................................
A. 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
3
4
4
4
CHAPTER II: REVIEW OF LITERATURE ...........................................
A. Theoretical Framework ...................................................
1. Writing .......................................................................
a. Assessment of Writing Skill ..................................
b. The stages of writing process ................................
c. Genre of Writing ....................................................
1) Hortatory Exposition.........................................
a) Generic Structure of Hortatory Exposition ..
b) Language Features of Hortatory Exposition
2. Students’ Achievement in Writing .............................
3. Approach ....................................................................
a. Communicative Language Teaching .....................
1) Principles of Communicative Language
Teaching............................................................
2) The Advantages of Communicative Language
Teaching............................................................
3) The Application of Communicative Language
Teaching............................................................
B. Conceptual Framework ...................................................
C. Hypothesis .......................................................................
5
5
5
7
8
9
10
11
13
13
14
15
CHAPTER III: RESEARCH DESIGN .......................................................
A. Research Design ..............................................................
B. Population and Sample....................................................
1. Population...................................................................
2. Sample ........................................................................
C. The Instruments of Collecting Data ................................
D. The Procedure of Study...................................................
1. Pre Test .......................................................................
23
23
23
23
24
24
24
25
16
17
19
21
22
2. Treatment ...................................................................
3. Post Test .....................................................................
E. Scoring of the Test ..........................................................
F. Validity and Reliability of Test .......................................
1. Validity of Test...........................................................
2. Reliability of Test .......................................................
G. Technique of Analyzing Data .........................................
25
28
28
31
31
31
32
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING..........
A. The Data ..........................................................................
B. Data Analysis ..................................................................
1. Data Analysis by Using T-test Formula .....................
2. Testing Hypothesis .....................................................
C. Research Finding.............................................................
34
34
37
37
38
39
CHAPTER V : CONCLUSION AND SUGGESTION ............................. 41
A. Conclusion ..................................................................... 41
B. Suggestion ....................................................................... 41
REFERENCES ............................................................................................... 43
APPENDICES ................................................................................................ 45
LIST OF TABLES
Table 2.1
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 4.1
Table 4.2
Editing Checklist ..........................................................................
Research Design ............................................................................
Teaching Procedures in Experimental Group ...............................
Teaching Procedures in Control Group .........................................
Rubric Assessment for Writing Hortatory Exposition Text ..........
The Level of Students’ Evaluation ................................................
The Result of Pre Test and Post Test of Experimental Group ......
The Result of Pre Test and Post Test of Control Group................
20
23
25
27
29
30
35
36
LIST OF APPENDICES
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Appendix F.
Appendix G.
Appendix H.
Appendix I.
The result of Pre Test in Experimental Group.................
The result of Post Test in Experimental Group .................
The Calculation of T-test ...................................................
The Calculation of the T-observed ...................................
Percentage Points of The T Distribution ..........................
Writing Test .......................................................................
Lesson Plan ........................................................................
Pre Test .............................................................................
Post Test ............................................................................
45
47
49
53
54
55
56
89
93
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of research, there was a significance difference in the
achievement between the students who were taught through Communicative
Language Teaching and the students who were taught without Communicative
Language Teaching. After applying Communicative Language Teaching
approach, it was known that t-observed value 3.855, with the degree of freedom
(df) 34 is higher than the value of t-table 2.120 at the level of significance of 0.05
of two tailed test. It can be concluded that the alternative hypothesis (Ha) is
accepted. It means that Communicative Language Teaching significantly affects
the students’ achievement in writing hortatory.
B. Suggestion
This study showed that using of Communicative Language Teaching could
improve students’ achievement in writing hortatory text. Some suggestions are
pointed out for :
1. English teachers to use Communicative Language Teaching approach in
teaching writing. CLT approach practices the students to identify
keywords and construct outline, so it can guide to write better.
41
2. Students to use Communicative Language Teaching in observing and
researching the teaching learning process. The activities of this approach
can make teaching learning process more enjoyable and communicative.
3. Other researchers to conduct further researches of Communicative
Language Teaching approach on other skill.
43
REFERENCES
Ahmad, S. 2013. Applying Communicative Approach in Teaching English as a
Foreign Language: a Case Study of Pakistan. Porta Linguarum 20,junio
2013,187-203, retrieved from http://www.academic.edu on November 29,
2013.
Bajracharya, I.K. 2007. A Study of
Parents'Education on Grade VIII
Mathematics Education Student's
from http://www.slashdocs.com on
Student Achievement and Effect of
Students in Mathematics. Journal of
Society of Nepal 1(1),25-29, retrieved
February 14,2014.
Barker, A. 2011. Improve Your Communication Skills. London : Koga Page.
Brown, D. H. 2004. Language Assessment: Principles and Classroom Practices.
San Francisco: Longman.
__________ , 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy (Second Edition). San Francisco: Longman.
Fatima, S. 2012. Teaching Report Writing Skills through Communicative
Activities. American International Journal of Contemporary Research 2(2)
retrieved from http://www.aijcrnet.com on November 29, 2013.
Harmer, J. 2003. The Practice of English Language. Cambridge: Longman.
_________ , 2004. How to Teach Writing. Harlow: Pearson Education Limited.
Heaton, J.B. 1975. Writing English Language Tests.New York:Longman.
Hughes, A. 2003. Testing for Language Teachers (Second Edition). Cambridge :
Cambridge University Press.
Knapp, P and Watkin, M. 2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Sidney: University of New South Wales
Press.
Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching.
New York : Oxford University Press.
Pardiyono. 2007. Teaching Genre Based Writing. Yogyakarta : Andi.
Pateel, M.F and Jain, M. P.2008. English Language Teaching:Methods, Tools and
Techniques. Jaipur : Sunrise.
44
Savignon, S.J. 2002. Interpreting Communicative Language Teaching Contexts
And Concerns In Teacher Education. London : Yale University Press.
Setiyadi, B. 2006. Teaching English as A Foreign Language. Yogyakarta: Graha
Ilmu.
Ontario. 2005. A Guide to Effective Instruction in Writing: Kindergarten to Grade
3.California: Queen’s Printer for Ontario.
WU, Y. 2009. The Application of CLT in College English Vocabulary Teaching.
Journal of Cambridge Studies 4(3) retrieved from http://www.srcf.ucam.org
November 29, 2013.
www.bahasa.kompasiana.com/2011/01/17/hortatory-exposition/
accessed on January 14,2014.
TEACHING ON THE STUDENTS’ ACHIEVEMENT IN
WRITING HORTATORY
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
Fatin Nadifa Tarigan
Reg. No. 2102121007
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
TABLE OF CONTENTS
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS ............................................................................... iv
LIST OF TABLES ......................................................................................... vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I : INTRODUCTION .............................................................
A. 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
3
4
4
4
CHAPTER II: REVIEW OF LITERATURE ...........................................
A. Theoretical Framework ...................................................
1. Writing .......................................................................
a. Assessment of Writing Skill ..................................
b. The stages of writing process ................................
c. Genre of Writing ....................................................
1) Hortatory Exposition.........................................
a) Generic Structure of Hortatory Exposition ..
b) Language Features of Hortatory Exposition
2. Students’ Achievement in Writing .............................
3. Approach ....................................................................
a. Communicative Language Teaching .....................
1) Principles of Communicative Language
Teaching............................................................
2) The Advantages of Communicative Language
Teaching............................................................
3) The Application of Communicative Language
Teaching............................................................
B. Conceptual Framework ...................................................
C. Hypothesis .......................................................................
5
5
5
7
8
9
10
11
13
13
14
15
CHAPTER III: RESEARCH DESIGN .......................................................
A. Research Design ..............................................................
B. Population and Sample....................................................
1. Population...................................................................
2. Sample ........................................................................
C. The Instruments of Collecting Data ................................
D. The Procedure of Study...................................................
1. Pre Test .......................................................................
23
23
23
23
24
24
24
25
16
17
19
21
22
2. Treatment ...................................................................
3. Post Test .....................................................................
E. Scoring of the Test ..........................................................
F. Validity and Reliability of Test .......................................
1. Validity of Test...........................................................
2. Reliability of Test .......................................................
G. Technique of Analyzing Data .........................................
25
28
28
31
31
31
32
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING..........
A. The Data ..........................................................................
B. Data Analysis ..................................................................
1. Data Analysis by Using T-test Formula .....................
2. Testing Hypothesis .....................................................
C. Research Finding.............................................................
34
34
37
37
38
39
CHAPTER V : CONCLUSION AND SUGGESTION ............................. 41
A. Conclusion ..................................................................... 41
B. Suggestion ....................................................................... 41
REFERENCES ............................................................................................... 43
APPENDICES ................................................................................................ 45
LIST OF TABLES
Table 2.1
Table 3.1
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 4.1
Table 4.2
Editing Checklist ..........................................................................
Research Design ............................................................................
Teaching Procedures in Experimental Group ...............................
Teaching Procedures in Control Group .........................................
Rubric Assessment for Writing Hortatory Exposition Text ..........
The Level of Students’ Evaluation ................................................
The Result of Pre Test and Post Test of Experimental Group ......
The Result of Pre Test and Post Test of Control Group................
20
23
25
27
29
30
35
36
LIST OF APPENDICES
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Appendix F.
Appendix G.
Appendix H.
Appendix I.
The result of Pre Test in Experimental Group.................
The result of Post Test in Experimental Group .................
The Calculation of T-test ...................................................
The Calculation of the T-observed ...................................
Percentage Points of The T Distribution ..........................
Writing Test .......................................................................
Lesson Plan ........................................................................
Pre Test .............................................................................
Post Test ............................................................................
45
47
49
53
54
55
56
89
93
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of research, there was a significance difference in the
achievement between the students who were taught through Communicative
Language Teaching and the students who were taught without Communicative
Language Teaching. After applying Communicative Language Teaching
approach, it was known that t-observed value 3.855, with the degree of freedom
(df) 34 is higher than the value of t-table 2.120 at the level of significance of 0.05
of two tailed test. It can be concluded that the alternative hypothesis (Ha) is
accepted. It means that Communicative Language Teaching significantly affects
the students’ achievement in writing hortatory.
B. Suggestion
This study showed that using of Communicative Language Teaching could
improve students’ achievement in writing hortatory text. Some suggestions are
pointed out for :
1. English teachers to use Communicative Language Teaching approach in
teaching writing. CLT approach practices the students to identify
keywords and construct outline, so it can guide to write better.
41
2. Students to use Communicative Language Teaching in observing and
researching the teaching learning process. The activities of this approach
can make teaching learning process more enjoyable and communicative.
3. Other researchers to conduct further researches of Communicative
Language Teaching approach on other skill.
43
REFERENCES
Ahmad, S. 2013. Applying Communicative Approach in Teaching English as a
Foreign Language: a Case Study of Pakistan. Porta Linguarum 20,junio
2013,187-203, retrieved from http://www.academic.edu on November 29,
2013.
Bajracharya, I.K. 2007. A Study of
Parents'Education on Grade VIII
Mathematics Education Student's
from http://www.slashdocs.com on
Student Achievement and Effect of
Students in Mathematics. Journal of
Society of Nepal 1(1),25-29, retrieved
February 14,2014.
Barker, A. 2011. Improve Your Communication Skills. London : Koga Page.
Brown, D. H. 2004. Language Assessment: Principles and Classroom Practices.
San Francisco: Longman.
__________ , 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy (Second Edition). San Francisco: Longman.
Fatima, S. 2012. Teaching Report Writing Skills through Communicative
Activities. American International Journal of Contemporary Research 2(2)
retrieved from http://www.aijcrnet.com on November 29, 2013.
Harmer, J. 2003. The Practice of English Language. Cambridge: Longman.
_________ , 2004. How to Teach Writing. Harlow: Pearson Education Limited.
Heaton, J.B. 1975. Writing English Language Tests.New York:Longman.
Hughes, A. 2003. Testing for Language Teachers (Second Edition). Cambridge :
Cambridge University Press.
Knapp, P and Watkin, M. 2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing. Sidney: University of New South Wales
Press.
Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching.
New York : Oxford University Press.
Pardiyono. 2007. Teaching Genre Based Writing. Yogyakarta : Andi.
Pateel, M.F and Jain, M. P.2008. English Language Teaching:Methods, Tools and
Techniques. Jaipur : Sunrise.
44
Savignon, S.J. 2002. Interpreting Communicative Language Teaching Contexts
And Concerns In Teacher Education. London : Yale University Press.
Setiyadi, B. 2006. Teaching English as A Foreign Language. Yogyakarta: Graha
Ilmu.
Ontario. 2005. A Guide to Effective Instruction in Writing: Kindergarten to Grade
3.California: Queen’s Printer for Ontario.
WU, Y. 2009. The Application of CLT in College English Vocabulary Teaching.
Journal of Cambridge Studies 4(3) retrieved from http://www.srcf.ucam.org
November 29, 2013.
www.bahasa.kompasiana.com/2011/01/17/hortatory-exposition/
accessed on January 14,2014.