THE EFFECT OF CONCEPT SENTENCE TECHNIQUE ON THE STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.

THE EFFECT OF CONCEPT SENTENCE TECHNIQUE
ON THE STUDENTS’ ACHIEVEMENT
IN WRITING NARRATIVE TEXT

A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan

By:

SRI RIZKI
Registration Number: 2113121068

ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015

DECLARATION

Except where appropriately acknowledged, this thesis is my own word which has

been expressed in my own words. And it has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise or
plagiarism.
Medan,

November 2015

The Writer,

Sri Rizki
Reg.No.2113121068

ABSTRACT

Rizki, Sri. 2113121068. The Effect of Concept Sentence Technique on the
Students’ Achievement in Writing Narrative Text. A Thesis. English and
Literature Department, Faculty of Languages and Arts, State University of
Medan. 2015.
The aim of this study is to discover the effect of using concept sentence technique

on the students’ achievement in writing narrative text. It was conducted by using
experimental research design. The population of this study was the first grade
students of SMAN 1 Binjai. This study was conducted with two randomized
groups namely experimental and control group. The experimental group was
taught by using concept sentence technique, while the control group was taught by
using lecturing technique. The instrument used to collect the data was an essay
test. After analyzing the data, it was found that the value of t-observed was 5.31
with the degree of freedom (df) = 40 at the level of significance α (0.05) = 2.02. It
means that t-observed was higher than t-table (5.31>2.02). The result of this study
showed that using concept sentence technique significantly affected the students’
achievement in writing narrative text. Therefore, null hypothesis (Ho) was rejected
and alternative hypothesis (Ha) was accepted.
Key words: Concept Sentence Technique, Writing Narrative

i

ACKNOWLEDGMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor, and Mercy that has been given
to the writer so that she finally accomplishes her thesis. May Allah’s peace and

blessing be upon His final Prophet and Messenger, Muhammad, his family and
his companions.
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).
The writer would like to take her opportunity to express her deep and
sincere gratitude to the following:


Prof. Dr. H. Syawal Gultom, M.Pd., 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 and Literature

Department, and Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head
of English Education Program, and Syamsul Bahri, S.S., M.Hum.,
the Head of English Literature Program, Faculty of Languages and
Arts, State University of Medan.



Dra. Masitowarni Siregar, M.Ed., and Dr. Meisuri, M.A., her
Thesis Advisors who have given their valuable advice, suggestion,
guidance and spent their precious time in the process of completing
this thesis.



Mahmud

Layan

Hutasuhut,


S.Pd.

M.Hum., her Academic Advisor and her Reviewer who has supported
her through out the academic years.


Prof. Amrin Saragih, Ph.D. M.A., Dra. Sortha Silitonga, M.Pd.,
Indra Hartoyo, S.Pd. M.Hum., her Reviewers and Examiners who
have given their precious time, guidance, suggestions, and comments.
ii



Susianto, S.Pd. M.Si., the Headmaster of SMA Negeri 1 Binjai, for
his permission and opportunities in allowing the writer to do
observation and research to collect the data.



Her beloved parent Saparuddin Pulungan and Rahmania, S.Pd, Her

lovely brothers and sister Jafar Sandra Pulungan, S.S., Anggian
Saputra Pulungan, Arif Rahman Hakim Pulungan, and Sarah
Nova Pulungan, Am. Keb., and all her families for their endless love,
pray inspiration, motivation, and everything that they have given to
the writer during her whole studies up to finish.



Her beloved friends Ayu Setiawati, Chairunnisa, Fitri Muliati,
Halawatil Iman, and Yuliani Kartika, for their endless support,
attention prays and love which they have been giving to the writer not
only during the term of the writers’ study, but also in every day’s
happiness and motivation.

The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments, and advices that will improve the quality
of this thesis. She hopes that this thesis would be useful for those who read this
thesis and interested in the field of this study.

Medan, November 2015

The writer,

Sri Rizki
Reg.No. 2113121068

i

TABLE OF CONTENTS

ABSTRACT ...................................................................................................

i

ACKNOWLEDGEMENT ............................................................................

ii

TABLE OF CONTENTS ..............................................................................

iv


LIST OF TABLES ........................................................................................ vii
LIST OF APPENDICES .............................................................................. viii
CHAPTER I INTRODUCTION...................................................................

1

A. The Background of the Study ...........................................................

1

B. The Problem of the Study .................................................................

4

C. The Objective of the Study ...............................................................

4

D. The Scope of the Study .....................................................................


5

E. The Significance of the Study ...........................................................

5

CHAPTER II REVIEW OF RELATED LITERATURE .........................

6

A.

Theoretical Framework ....................................................................

6

1. Students’ Achievement in Writing .............................................

6


2. Concept of Writing .....................................................................

7

a. The Definition of Writing .....................................................

7

b. Process of Writing ................................................................

7

3. Kinds of Genres in Writing ........................................................

8

1) Narrative Text ...................................................................... 10
a) The Definition of Narrative Text .................................... 10
b) The Characteristic of Narrative Text .............................. 11

iv

4. Approach, Method, and Technique............................................. 15
1) Cooperative Learning Model ................................................ 16
2) Concept Sentence Technique as One of Cooperative
Learning ............................................................................... ...18
a) Definition of Concept Sentence technique...................... ...18
b) The Procedure of Concept Sentence in Writing
Narrative text................................................................... 19
c) The Advantages and Disadvantages of Using Concept
Sentence .......................................................................... 20
3) Lecturing Technique ................................................................ 21
(1) The Advantages of Using Lecturing Technique ............. ...22
(2) The Disadvantages of Using Lecturing Technique ......... ...22
5. Writing Assessment ................................................................... 23
B. Relevant Studies ........................................................................... 23
C. Conceptual Framework ................................................................ 25
D. Hypotheses ................................................................................... 26

CHAPTER III RESEARCH METHOD ..................................................... 27
A. Research Design ........................................................................... 27
B. Population and Sample
1. Population ................................................................................ 28
2. Sample ...................................................................................... 28
C. The Instrument of Collecting Data .............................................. 28
D. The Procedure of Collecting Data ................................................ 29

v

1. Pre- test ................................................................................... 29
2. Treatment ............................................................................... 29
3. Post- test ................................................................................. 33
E. Scoring of the test ......................................................................... 33
F. The Validity and the Reliability of the Test ................................. 34
1. The Validity of the Test .......................................................... 34
2. The Reliability of the Test ........................................................ 35
G. The Technique for Analyzing the Data ........................................ 35
H. The Statistical Hypothesis ............................................................ 36
CHAPTER IV DATA ANALYSIS AND DISCUSSION ........................... 37
A. The Data ....................................................................................... 38
B. Data Analysis ............................................................................... 39
1. Testing Reliability of the Test ................................................ 39
2. Analyzing the Data Using t-test ............................................. 40
3. Testing Hypothesis ................................................................. 40
C. Research Findings ........................................................................ 41
D. Discussion .................................................................................... 41
CHAPTER V CONCLUSSION AND SUGGESTIONS ............................ 43
A. Conclusion ................................................................................... 43
B. Suggestions .................................................................................. 43
REFERENCES .............................................................................................. 44
APPENDICES ............................................................................................... 46

vi

LIST OF TABLES

Pages
Table 3.1 Research Design…………………………………………………………28
Table 3.2 The Treatment in Experimental Group…………………………………..31
Table 3.3 the Procedure of Treatment in Control Group…………………………...32
Table 3.3 The Rubrics of Scoring for Narrative Text ……………………………...34

vii

LIST OF APPENDICES

Pages
APPENDIX A The Score of Pre-Test and Post-Test in Experimental Group….46
APPENDIX B The Score of Pre-Test and Post-Test in Control Group………...47
APPENDIX C The Reliability of the Test……………………………………...48
APPENDIX D The Calculation of T-Test……………………………………...50
APPENDIX E Percentage Points of The T Distribution……………………….54
APPENDIX F Lesson Plan……………………………………………………..55
APPENDIX G Test for Pre-Test and Post-Test in Experimental Group and
Control Group…………………………………………………………………...90
APPENDIX H Answer Sheet…………………………………………………...91

viii

CHAPTER I
INTRODUCTION

A. The Background of the Study
People as social human beings, need to communicate with each other to
support the connection among one person to others. Therefore, people need a tool
to be used to communicate in their daily life. One of the tools that can be used is
language. Language is useful to share information, idea, opinion, and feeling, and
so on from one to another.
As an International language, English becomes an important language to
be learned by many people all over the world. Mastering in English can give us
many advantages. For example, we can bring our culture to the world, we can
adapt faster if we want to study abroad and there are so many other benefits of
being able to use English.
In Indonesia, English becomes a foreign language. This means that
Indonesian must learn English whether in a formal or informal education. In
formal education, there are four skills which have to be mastered by the students.
They are: reading, listening, speaking, and writing. Reading and listening
constitute as receptive skills, while speaking and writing as productive skills.
Writing as a productive language means the students have to produce a language,
in this case, in a written form. This is why writing may be considered as the most
difficult and complicated skill among the four language skills because it needs
1

2

specialized skills that include the ability to express the writer’s opinions or
thoughts clearly and efficiently.
Writing is one of the four skills which has always formed parts of the
syllabus in teaching English, where mastering the ability to write effectively is
seen as a key objective for learners (Harmer, 2004: 31).

In line with this

statement, students must learn writing at their school as demanded by the
Educational Unit-Oriented Curriculum (Kurikulum Tingkat Satuan Pendidikan,
2006), where students should master some genres of writing such as: procedure,
recount, narrative and so on.
Based on an interview with the teachers in SMAN 1 Binjai, it was found
that the major problems in writing that students faced are how to generate and
develop ideas, and also how to choose the suitable words. Most of them would
rather copy from other sources. Thus they have only a few words to write
whenever they were asked to write a composition. In other words, they lack ideas
and poor ability to organize them.
There are many types of writing that should be mastered by the students in
writing such as narrative, descriptive, explanation, recount, information, report,
exposition, and argumentation. They are very useful for the teacher to achieve the
instructional goals of teaching learning process and they can be interesting for the
students. In this study, the writer tries to help the students in writing narrative text
because many of students still feel difficult to get the idea and also to write
narrative text based on generic structure.

3

To solve the problem, teachers should find an interesting method to teach
their students. One of the instructional methods is using the cooperative learning.
Cooperative learning is a learning method which the activities are done by the
students in a group. By making the students sit in group, they can work together
and discuss about what they are going to write and changing mind each other
about the idea.
There are many kinds of technique which have already been popular in
cooperative learning, such as jigsaw, time token, concept sentence, pair checks,
mind mapping and so on. But in this research, the writer decided to apply concept
sentence technique to teach narrative text. Concept sentence technique can compel
the students to develop the process of their creative thinking from themselves.
Concept sentence technique consists of several steps one of which is giving the
key words. By using the key words, it helps the students to think creatively so
then they can organize the available keywords become a systematic and
meaningful story.
A number of studies showed that the concept sentence technique in writing
has become effective applied by the researchers. Muliani (2013) researched on the
concept sentence technique in writing narrative text for the eighth grade students
of SMP Negeri 1 Kabila. She found that the students’ ability in writing narrative
text after getting the concept sentence technique become higher than the previous
one. Concept sentence technique can ease the students to process the two
important stages of writing, first is the students have to think the ideas that would
be written and the second is the students have to put their ideas into a written form

4

because the students were given a reference to form of words which could be
developed into a sentence and then they can incorporate it into a paragraph.
Shantika (2013) also studied the use of concept sentence in writing ability for the
eleventh grade students of SMA Negeri 1 Tunjungan Blora. Her study resulted
that concept sentence technique can make the students feel free to select of lexical
items and structural pattern for their written exercise by giving the clue card.
Based on the explanation above, the research was conducted by using of
concept sentence technique in SMA Negeri 1 Binjai. The writer expected the
teacher can be easier to transfer the knowledge and the students more interesting
to study English especially in writing narrative text. So the ability of the students
in writing narrative text can increase.
B. The Problem of the Study
Based on the background of the study, the problem was formulated as the
following: “Is there any significant effect of the concept sentence technique
application on the students’ achievement in writing narrative text?”
C. The Objective of the Study
This study was aimed at investigating whether the Grade X students’
writing achievement affects the students’ achievement if they are taught by using
concept sentence technique.
D. The Scope of the Study

5

There are several kinds of writing text and technique of teaching writing
skill, but this study was limited in writing narrative text which was focused on the
using of concept sentence technique in teaching narrative text especially a legend
on students’ writing in Grade X at Senior High School. Concept sentence
technique was used because the writer believed that this technique was able to
help the students to design the narrative text.
E. The Significance of the Study
The findings of this research are expected to be useful theoretically and
practically. Theoretically, the finding can add up more horizons in theories of
language learning and also become reference for other studies. Practically, the
finding can be useful for teachers who want to apply a new technique of teaching
writing text and to overcome their problem in learning English especially writing
narrative text and also for readers who want to enlarge their knowledge in
conducting the same research.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

A. Conclusions
Based on the result of the data analysis, it showed that using concept
sentence technique significantly effects on the students’ achievement in writing
narrative text. It is found that the mean score of the students was taught by using
concept sentence technique was higher than by using lecturing technique (18.14>
7.2). It was also proved by the result of t-test which showed that the value of tobserved (5.31) was higher than the value of t-table (2.02). It means that the null
hypothesis is rejected and alternative hypothesis was accepted. So it could
conclude that there was significant effect of using concept sentence technique on
the students’ achievement in writing narrative text.
B. Suggestions
In line of the conclusion of the study, some suggestions are offered to the
English teacher that it is wiser to apply concept sentence technique because it
helps the teacher to be more creative in teaching writing narrative text. And also it
is suggested to the students guided by the teacher to apply concept sentence
technique in order to improve their creativity in writing a text especially in writing
narrative text. In addition, it is expected to the readers who are interested in
dealing with this study so that they have a good understanding to support their
study.
43

REFERENCES
Angelia, Christine. 2014. Improving Grade VII Students Writing Achievement in
Simple Past Sentences through Concept Sentence Model. Skripsi.
Medan: UNIMED.
Arikunto, S. 2002. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta:
Rineka Cipta
Aruab, D. M. 2007. Penafsiran Skor Test. Medan: Unimed.
Best, J. W and Kahn, V. J. 2002. Research in Education. New Delhi: Prentice
Hall International.
Brereton, Jhon C. 1982. A Plan for Writing, Second Edition. New York: CBS
College Publishing.
Brown, H. D. 2000. Principles of language learning and teaching: 4th Ed.
London: Longman Group.
Carol, J. Amstrong, et.al. 2001. Writing and Grammar. New York: Prentice Hall
Conlin, M. L. 1983. Patterns: A Short Prose Reader. New York: Houghton
Mifflin.
Damayanti, Riyadi & Amir. 2013. Pengaruh Model Kooperatif Concept
Sentence terhadap Keterampilan Menulis Karangan Narasi. Jurnal
Didaktika, Vol 1.
Gerrot, L, & Wignell, P. 1994. Making Sense of Functional Grammar.
Cammeray: Antipodean Educational Enterprises.
Harahap, Murni. 2013. Pengaruh Model Pembelajaran Concept Sentence terhadap
Kemampuan Menulis oleh Siswa Kelas X SMA Swasta Yaspenda Pulau
Rakyat Tahun Pembelajaran 2012/2013. Basastra, Vol 2.
Harmer, Jeremy. 2001. The Practice of English Language Teaching, Third
Edition. London: Pearson Education.
Harmer, Jeremy. 2004. How to Teach Writing. London: Pearson Education.
Heaton, J. B 1990. Writing English Language Tests. New York: Longman
Hyland, Ken. 2002. Teaching and Researching Writing. London: Pearson
Education.
44

45

Istarani. 2012. 58 Model Pembelajaran, Medan: Penerbit Media Persada.
Jacobs, Zinkgraf, Wormuth, Hartfiel, & Hughey. (1981) Testing ESL
Composition: A Practical Approach. Rowley: Newbury House
Knapp, P. & Megan, W. 2005. Genre, Text and Grammar. Sydney: University
of New South Wales.
Muliani, Nur. 2013. The Influence of Concept Sentence Technique toward the
students’ Achievement in Writing Narrative Text. Skripsi. Gorontalo: UNG
Ngalimun, 2014. Strategi dan Model Pembelajaran. Yogyakarta:
AswajaPressindo
Purwanto, Amir, & Djaelani. 2014. Model Pembelajaran Concept Sentence
untuk Meningkatkan Keterampilan Menulis Deskripsi. Didaktika, Vol 2.
Reinking, Hart A. And Osten, R. 1993. Strategies for successful writing; Rhetoric,
Reade, and Handbook. New Jersey: Prentice Hall.
Richard, Jack C. , & Rodgers, Theodore S. 2001. Approaches and Methods in
Language Teaching. New York: Cambridge University Press
Shantika, Elistya Reza Ayu. 2013. Improving Writing Ability through Concept
Sentence for the Eleventh Grade Students of SMAN 1 Tunjungan Blora in
2012/2013 Academic Year. Skripsi. Surakarta: UMS.
Siahaan, Sanggam and Shinoda Kisno. 2008. Generic Text Structure. Yogyakarta:
Graha Ilmu.
Sumerti, Putra, & Suardika. 2014. Pengaruh Model Pembelajaran kooperatif Tipe
Concept Sentence Berbantuan Gambar berseri terhadap Keterampilan
Menulis Siswa Kelas V SDN 22 Dauh Puri. Mimbar PGSD, Vol 2.