IMPROVING THE STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT THROUGH SOMATIC AUDITORY VISUAL INTELLECTUAL (SAVI) METHOD.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim. Alhamdulillahirabbil ‘alamin, giving the deepest sense of gratitude to Allah Azza wa Jalla for a life full of happiness, because of His generosity, the writer completed this challenging study well. And also for the last prophet, Muhammad saw, the greatest teacher of great teacher

This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan (S-1) at the English Department, Faculty of Languages and Arts, State University of Medan.

This thesis would not have been possible nor legible without the dedication and guidance of several individuals who always contributed and extended their valuable assistances in the preparation and completion of this thesis. The writer’s special appreciation goes out to:

1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of Medan.

2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.

3. Prof. Dr. Hj. Sumarsih, M.Pd,. the Head of English Department, Rika, S.Pd,. M.Hum,. the Secretary of English Department, Dra. Meisuri, MA., the Head of English Non-Educational Program and Dra. Masitowarni Siregar, M.Ed., the Head of English Education Program, Faculty of Languages and Arts, State University of Medan.

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4. Drs. Zainuddin, DIP,TEFL, M.Hum her thesis supervisor who has been very always encouraging, careful readings and supportive feedback to the writer in finishing this thesis. The discussion we have had on choices of words and his excellent advice, inspiring guidance have been most valuable, constructive and have improved the text throughout this process. Without his knowledgeable, the writer would never have been able to complete this thesis.

5. Dra. Tjut Ernidawati M.Pd, Dra. Dra. Sortha Silitonga M.Pd, Drs. Lidiman Sahat Martua Sinaga M.Hum who took the role of being her reviewer in finishing this thesis and checked my language in a sensitive and thoroughly professional way.

6. The writer sincerely thanks to his Dad Drs. Pangaloan Pasaribu and Mom Yusnizar, Nst, my brother M. Haris Syahputra Pasaribu. for their prayers, the love and for continuous support, be it financial and moral, during his whole studies up to finish. From the beginning, they gave him the freedom and time to learn and to explore.

7. The Headmaster of SMPN 1 Perbaungan, Drs. Hambali, M.Pd., his permission and opportunities in allowing the writer to do observation and to collect data. All the teachers and students at the school, thanks for the cooperation

Medan, August 2014 The Writer

Sa’adatul Awaliyah Pasaribu NIM. 209321062

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i ABSTRACT

Pasaribu, Sa’adatul Awaliyah. 209321062. Improving the Students’

Achievement in Writing Descriptive Text through Somatic Auditory Visual Intellectual (SAVI) Method. A Thesis. Faculty of Languages and Arts, State University of Medan. 2014.

This study attempted to improve students’ achievement in writing descriptive text through SAVI method. This study was conducted by using classroom action research. The subject of the research was class VII-1 SMPN 1 Perbaungan which consisted of 33 students. The research was conducted in two cycles, cycle I consisted of three meetings and cycle II consisted of two meetings . The instruments for collecting data were quantitative data (writing evaluation) and qualitative data (diary notes, observation sheet, questionnaire sheet and interview). Based on writing scores, students’ score kept improving in every evaluation and based on diary notes, observation sheet, questionnaire sheet, and interview report, it was found that teaching learning process ran well. Students were active, enthusiastic and interested in writing. The result of the research showed that SAVI method significantly improved the students’ achievement in writing descriptive text.

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LIST OF TABLES

Page

Table 2.1 The Example of Descriptive Text ... 12

Table 3.1 The Activities in Cycle I ... 25

Table 3.2 Scoring of Writing Evaluation of Test ... 29

Table 4.1 Students’ Writing Score during Six Meetings ... 33

Table 4.2 The Result of Observation of Teaching Learning Process ... 35

Table 4.3 Range of Score Improvement ... 37

Table 4.4 Comparison Score of Students’ Writing Evaluation ... 41

Table 4.5 The Improvement of Mean Score of Students’ Writing ... 42

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LIST OF FIGURES

Page Figure 2.1: The Application of SAVI Method in Teaching Descriptive ... 17 Figure 3.1: Action Research Model ... 23

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LIST OF APPENDIXES

Page

APPENDIX A. Lesson Plan ... 58

APPENDIX B. Diary Notes ... 76

APPENDIX C. Observation Sheet ... 80

APPENDIX D. Questionnaire Sheet ... 85

APPENDIX E. Questionnaire Score ... 90

APPENDIX F. Interview Report... 91

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Writing is a part of language skills. As one of the four skills of language, writing has always formed part of the syllabus in teaching of English. Writing is taught as a compulsory subject in Junior High School. The National Content Standard mentions that the teaching and learning English should be able to lead students to develop communicative competence in the written forms in order to reach the ability to use the language in daily needs.

In Indonesia, English is taught as a compulsory subject at school. In Junior High School, for example, the teaching and learning English should be able to lead students to achieve three abilities. As have been mentioned in the National Content Standard (BSNP: Badan Standar Nasional Pendidikan, 2006), one of the abilities is to develop communicative competence both orally and written forms in order to reach the ability to use the language in daily needs.

Moreover, the Education Unit Level Curriculum (KTSP: Kurikulum Tingkat Satuan Pendidikan) mentions that in Junior High School recommends the introduction of five different types of text, in which one of them is descriptive text. The gradation of teaching material involves some elements that are vocabulary, generic structure and language features of descriptive text.

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In relation to its implementation, teaching descriptive text refers to a description of something or object between teachers and students where teacher explains explicitly the elements of descriptive text.

Based on the observation in Grade VII of SMP Negeri 1 Perbaungan (the first and the second semesters in 2011/2012) the writer found the data of writing task through interviewing. The data showed that the students’ achievement in learning English especially writing task was low. It was known that the students’ low score are mostly caused by their difficulties in writing.

Almost all students could not write well in English. They assumed writing was difficult task because they could not transfer their idea, thoughts and feelings in writing form by using English. In addition, the teaching method that teacher applied in teaching descriptive writing was not effective. The teaching method that teacher frequently used was teacher directed teaching. The teacher only taught the writing theories and focused on grammar. As a result, students tended to be passive learners while they were learning in class.

In order to solve the problems above, Somatic Auditory Visual Intellectual method would give a special contribution on helping students’ ability in descriptive writing. SAVI method emphasized that learning shall exploit all appliances senses owned by the students. SAVI method includes these elements; Somatic is learning by doing and moving; Auditory is learning by talking and hearing; Visual is learning by observing and picturing; Intellectual is learning by problem solving and reflecting. Those four elements must exist in the learning process so the process of learning will be optimal and have a big influence in

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learning. Meier says that all these four learning modes have to be present for optimal learning to occur. Since these elements are all integrated, the best kind of learning occurs when they are all used simultaneously.

Therefore, SAVI method is effective in teaching descriptive text. By applying SAVI method, students also can write through practice. The more students practice, the more they will get the good result of writing. In addition, students try to get writing in a number of common everyday styles includes writing descriptive. Additionally, students become active learners and are interested in following teaching learning process by applying those elements of SAVI method. Then, can increase and encourage students’ interest and motivation in descriptive writing text.

B. The Problem of the Study

In relation to the background of the study, the research problem is formulated as follows:

Does the application of Somatic Auditory Visual Intellectual Method significantly improve the students’ achievement in descriptive writing in class VII of SMP Negeri 1 Perbaungan?

C. The Objective of the Study

The objective of this study is to find out whether the application of Somatic Auditory Visual Intellectual Method significantly improved students’ achievement in descriptive writing in class VII of SMP Negeri 1 Perbaungan.

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D. The Scope of the Study

There are many genres of writing texts, which are learnt at Junior High School such as procedure, descriptive, recount, narrative and report. But this study focuses on the application of Somatic Auditory Visual Intellectual method in descriptive writing in class VII of SMP Negeri 1 Perbaungan.

E. The Significance of the Study

The findings of the research are expected to be useful for:

a. Students or English learners who want to improve their writing skill especially in descriptive writing by using Somatic Auditory Visual Intellectual Method.

b. English teachers who teach writing particularly those who want to improve their students’ achievement in descriptive writing through Somatic Auditory Visual Intellectual Method.

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54 CHAPTER V

CONCLUSION AND SUGGESTION

A.Conclusion

students’ score namely; the name of the writing evaluation I (52.64) increased to

the mean of the writing evaluation II in cycle I (60.76) and to the writing evaluaiton III in cycle II (82.21). The score continuously improved from the writing evaluation I to the writing evaluation III in cyucle II. Diary notes and observation result showed that the students gave their good attitudes and responses during teaching learning proccess by using SAVI method. Questionnaire and interview report showed that strongly agree that the implementation of SAVI had helped them in descriptive writing. So, it can be concluded that the application of SAVI method significantly improved students’ achievement in descriptive writing in class VII.

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The study showed that the application of Somatic Auditory Visual Intellectual Method could improve students’ achievement in descriptive writing. In relation to the conclusion above, some points are suggested, as follow:

a. For the English teacher are suggested to use Somatic Auditory Visual Intellectual Method in teaching writing because this method helps the teachers to develop their implementation and idea to make a sentence or paragraph and buid the students’ motivation to study.

b. For the readers who are interested for futher study (university students) related to this research should explore the knowledge to enlarge their understanding about how to improve descriptive writing and research another reference.

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REFERENCES

Arsyad, Azhar. 1997. Media Pembelajaran. Jakarta: PT Raja Grafindo Persada. Byrne, Donn. 1988. Teaching Writing Skills. New Edition. Pearson Education

Limited. Longman.

Carroll, Joyce Armstrong and friends. 2001. Writing and Grammar: Communication in Action. New Jersey: Prentice Hall.

Febriani, R.D. 2012. An Alternative Way to Teach Writing by Combining Three Different Learning Styles: SAVI Model. Jambi: Faculty of Languages and Arts State University of Jambi.

Grabe , W and Stoller, F.L. 2002. Teaching and Researching Reading. Malaysia: Longman.

Hairston, Maxine. 1986. Contemporary Composition. The United State of America: Houghton Mifflin Company.

Harmer, Jeremy. 2004. How to Teach Writing. Pearson Education Limited. Longman.

Heaton, J.B. 1975. Writing English Language Tests. New Edition. London: Longman.

Hughey at al. 1983. Teaching ESL Composition: Principles and Techniques. Massachusetts: Newbury House.

Johnson. 19993. Research in Education. New Delhi: Prentice Hall.

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

Olson, J.F. 2009. Writing Skills Success in 20 Minutes a Day. Fourth Edition. New York: Learning Express, LLC.

Ontario Ministry of Education Training. 2005. A Guide to Effective Instruction in Writing; Kindergarten to Grade 3.Ontario: Queen’s Printer.

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

Siahaan, S and Shinoda, K. 2008. Generic Text Structure. First Edition. Yogyakarta: Candidate Gebang Permai.

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Simple Action Research Model. _{http://www.web.net/~robrien/papers/arfinal.html}

(accessed on August 6th2013)

Sukiman. 2012. Pengembangan Dunia Pembelajaran. Edisi Pertama.Yogyakarta: PT Pustaka Insan Madani, Anggota IKAPI.

Suyanto, Kasihani K.E. 2010. English for Young Learners: Melejitkan Potensi Anak Melalui English Class yang Fun, Asyik, dan Menarik. Edisi Ketiga. Jakarta: PT Bumi Aksara.

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Wardani, IGAK, Kuswaya Wihardit, Noehi Nasution. 2006. Penelitian Tindakan Kelas. Jakarta: Universitas Terbuka

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B. The Problem of the Study

In relation to the background of the study, the research problem is formulated as follows:

Does the application of Somatic Auditory Visual Intellectual Method significantly improve the students’ achievement in descriptive writing in class VII of SMP Negeri 1 Perbaungan?

C. The Objective of the Study

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D. The Scope of the Study

E. The Significance of the Study

The findings of the research are expected to be useful for:

a. Students or English learners who want to improve their writing skill especially in descriptive writing by using Somatic Auditory Visual Intellectual Method.

b. English teachers who teach writing particularly those who want to improve their students’ achievement in descriptive writing through Somatic Auditory Visual Intellectual Method.

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54 A.Conclusion

Based on the result of data analysis presented in the previous chapter, it was found that the mean scores of students in cycle II is significantly higher than that of the scores in cycle I. It can be said that there is a significantly improvement on the students’ achievement in descriptive writing by using Somatic Auditory Visual Intellectual Method. It can be seen from the improvement of mean of students’ score namely; the name of the writing evaluation I (52.64) increased to the mean of the writing evaluation II in cycle I (60.76) and to the writing evaluaiton III in cycle II (82.21). The score continuously improved from the writing evaluation I to the writing evaluation III in cyucle II. Diary notes and observation result showed that the students gave their good attitudes and responses during teaching learning proccess by using SAVI method. Questionnaire and interview report showed that strongly agree that the implementation of SAVI had helped them in descriptive writing. So, it can be concluded that the application of SAVI method significantly improved students’ achievement in descriptive writing in class VII.