ENGLISHTHE EFFECT OF QUANTUM TEACHING MODEL ON STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.
THE EFFECT OF QUANTUM TEACHING MODEL ON
STUDENTS’ ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT
A THESIS
Submitted to English Department, Faculty of Language and Arts
State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
RIRI ANGGREINI
Registration Number: 2103121040
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
September 2014
Riri Anggreini
Reg. No. 2103121040
ABSTRACT
Anggreini, Riri. NIM: 2103121040. The Effect Of Quantum Teaching Model
on Students’ Achievement in Writing Descriptive Text. A Thesis. Faculty of
Languages and Arts (FBS), Unimed (State University of Medan), 2014.
This study aims to discover the effect of applying Quantum Teaching Model on
Student’s Achievement in writing Descriptive Text. It was conducted by using
experimental research design. This population was the 240 grade X students of
SMA Swasta Budisatrya Medan. The samples of the research were two classes
divided into two groups, experimental and control group which were chosen by
using random sampling technique. The Grade X IPA 1 as Experimental Group
was taught by using Quantum Teaching Model and grade X IPA 2 as control
group was taught by using Conventional Strategy. The instrument used to collect
the data was by asking the students to write a Descriptive Text. Based on the
result of the data analysis, it was concluded that using Quantum Teaching Model
significantly affect the student’s ability in writing descriptive (t-calculated > ttable, p=0.05). The using Quantum Teaching Model made the students write
descriptive text correctly that without using Quantum Teaching Model. The
calculation of t-test is 3,46
with df 68 and the level of significance 0.05. It
means that the using Quantum Teaching Model has significant effect on writing
descriptive text.
Keywords: Quantum Teaching Model, Writing Descriptive Text
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express thanks to Allah SWT, the
Almighty God for Blessing, Health, Protection, knowledge and opportunity that at last
she is able to complete this thesis entitled “The Effect of Quantum Teaching Model on
Students’ Achievement in Writing Descriptive Text” as one of requirement for the degree
of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State
University of Medan.
This thesis could have not been accomplished without the guidance, helping,
suggestion, advice, motivation and encouragement from people, for which the writer
would like to express her extremely grateful which directed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, and as
her Reviewers.
Rika, S.Pd, M.Hum as the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education
Study Program, and as her Reviewers
Dra. Yunita Agnes Sianipar,M.Hum, as her Thesis Consultant.
Drs. Johan Sinulingga, M.Pd as her Academic Consultant and her
Reviewer.
G. Aziz, BA, the headmaster of SMA Swasta BudiSatrya Medan.
Alm. Rahmad Indra Utama and Maimunah Lubis, as her beloved
parents, Ranti Rizky Utami as her beloved sister, Hj. Mariam Nasution,
as her beloved grandmother, Saodah Lubis, Hj. Siti Multazam
Dalimunthe , and Nurasiah Dalimunthe, S.Pd SD, as her beloved auntie,
H. Ahmad Raja Lubis, MHD. Tahir, S.H, and Iman Martua Lubis as
her beloved uncles, and all member of Lubis’s big family for their eternal
material and moral supports, care, prayers, laughter, smiles, guidance,
advices, best moments and love during the writers’ life.
Arindawati Sipahutar, Ayu Widyaningtyas, Batsyeba Silaen, Charles
Nainggolan, Christin Hakim Pasaribu, Dessy Sari Natalina Haloho,
Deby Arifsyah Putra, Elia Savitri, Elnoviamy, Fathur Rizqi Arifiani,
S.Pd, Frendy Yudhistira, Fauzi Rizki Ananda, Filzah Farhana
Hasibuan, Harnoi Asrin Lumban Gaol, S.Pd, Herbiana Sipayung,
Indah Chris Rama Marbun, Indah Pratiwi, Irna Junita, Magdalena
Simanjuntak, Mardia Pitaloka Saragih, Mayasari Sipahutar,
Nurhaminta Hasibuan, Pradiba Utari Sinuraya, Puput Saputra, Putri
Ilmi Rangkuti, Rahmad Husein Nasution, S.Pd, Riza Handayani
Siregar, Riri Anggreni Pane, Rut Emi Simamora, Samuel Nicko
Panjaitan, Saidatul Hanim Nasution, Siti Hajar, Soly Novalya Sinaga,
Sri Devi Meilani Yupita Sari, Sulistya Ningsih, Yanti Florida Sitorus,
as her best classmates, for all best memories, laughter, smiles, fights,
debates, teamwork, and moments they give and share with the writer
during the four years academic study in Unimed.
ii
Nora Ronita Dewi, S.Pd, M.Hum, Marisi Debora, S.Pd, M.Hum, and
Isli Iriani Pane, S.Pd, M.Hum, as her favorite lecturers, for the
inspirations and spirits they give to the writer, and also Pak Hendra, Bu
Endah, Bu Eis, Bu Ola, and Pak Pantas for their helps in arranging all
documents for the study.
The last, but not the least, the writer would like to address a huge gratitude
to Muhammad Azwar Fauzi Nasution, S.E, as her most flexible partner,
her mood booster, her best friend, greatest brother, beloved father, worst
enemy, and best life companion, for the supports, advices, laughter,
smiles, long-night-talks, ideas, opinions, attention, prayers, knowledge, the
teaching of life and many other things, and for always being there for the
writer whenever she needs.
Medan,
September 2014
The writer
Riri Anggreini
NIM. 2103121040
iii
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
TABLE OF CONTENTS.............................................................................. ii
LIST OF TABLES ........................................................................................iii
LIST OF APPENDICES ..............................................................................iv
CHAPTER I. INTRODUCTION.................................................................. 1
A. The Background of the Study .............................................................. 1
B. The Problem of the Study .................................................................... 5
C. The Objective of the Study .................................................................. 5
D. The Scope of the Study ....................................................................... 6
E. The Significance of the Study ............................................................. 6
CHAPTER II. REVIEW OF LITERATURE ............................................. 7
A. Theoretical Framework ....................................................................... 7
1. Achievement in Writing ................................................................ 7
2. Students’ Achievement in Writing ................................................ 8
3. Writing ......................................................................................... 10
a. Definition of Writing ............................................................. 10
b. Purposes of Writing ............................................................. 11
c. The Writing Process ............................................................... 12
4. Text ............................................................................................... 12
5. Types of Writing .......................................................................... 14
6. Descriptive Text ........................................................................... 16
a. The Definition of Descriptive Text ........................................ 16
b. Generic Structure of Descriptive Text ................................... 16
c. Language Features of Descriptive Text ................................. 16
d. Example of Descriptive Text .................................................. 17
7. Quantum Teaching ...................................................................... 18
iv
a.
The Main of Principles of Quantum Teaching ...................... 19
b.
Quantum Teaching Framework.............................................. 19
c.
The Framework of Quantum Teaching ................................. 21
d.
The Advantages of Quantum Teaching ................................ 22
B. Conceptual Framework ....................................................................... 23
C. Hypothesis ........................................................................................... 23
CHAPTER III. RESEARCH METHODOLOGY ..................................... 25
A. Research Design .................................................................................. 25
B. Population and Sample ........................................................................ 26
1.
Population ..................................................................................... 26
2.
Sample .......................................................................................... 26
C. The Procedure of Research .................................................................. 27
1.
Pre-test .......................................................................................... 27
2.
Treatment ..................................................................................... 27
3.
Post-test ........................................................................................ 29
D. Scoring of Test .................................................................................... 30
E. The Validity and Reliability of The Test ............................................ 31
1.
Validity of the Test ....................................................................... 31
2.
Reliability of the Test .................................................................... 32
F. The Technique of Analyzing Data ...................................................... 33
G. The Statistical Hypothesis .................................................................... 34
CHAPTER IV. DATA ANALYSIS AND FINDINGS ............................... 35
A. The Data .............................................................................................. 35
B. Data Analysis ....................................................................................... 39
1. T-Test ............................................................................................ 39
2. Reliability of the Test .................................................................... 40
C. Testing Hypothesis ............................................................................... 41
D. Research Findings ................................................................................ 41
v
CHAPTER V. CONCLUSIONS AND DISCUSSIONS ............................. 42
A. Conclusion ........................................................................................... 42
B. Suggestion ............................................................................................ 42
REFERENCES ............................................................................................... 43
APPENDICES ................................................................................................ 44
vi
LIST OF TABLES
Page
Table 1.1 DKN Two Semester ..................................................................... 2
Table 2.1 Example of Descriptive Text ....................................................... 16
Table 3.1 Research Design ........................................................................... 24
Table 3.2 Treatment .................................................................................... 27
Table 3.3 Assessment and Criteria ............................................................... 29
Table 3.4 Criteria and Students’ Achievement ............................................ 30
Table 4.1 The Total Score Pre-test and Post-test of Experimental Group ... 34
Table 4.2 The Total Score Pre-test and Post-test of Control Group ............ 36
Table 4.3 The Presentation of Data Research .............................................. 37
Table 4.4 The Calculation of Reliability of Students’s Writing .................. 38
vii
LIST OF APPENDICES
Page
Appendix 1. The Experimental Group Pre-test and Post-test Scores……... 44
Appendix 2. The Control Group Pre-test and Post-test Scores …………… 45
Appendix 3. Experimental Group Deviation Scores ...................................... 46
Appendix 4. Control Group Deviation Scores ............................................... 47
Appendix 5. The Result of Applied to the T-test Formula ............................ 48
Appendix 6. The Calculation of Reliability of Students’ Writing…………. 49
Appendix 7. The Reliability of the Test………………………………..…. 50
Appendix 8. The Lesson Plan for Experimental Group ….……………….. 51
Appendix 9. The Lesson Plan for Control Group …………………………. 74
viii
43
REFERENCES
Arikunto, S. 2003. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta:
Rineka Cipta
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswith.
Bloom, B,S. 1996. Taxonomy of Educational Objectives: the Classification of
educational Goals. New York; Longman.
Brown, H. Douglas. 2001 Teaching By Principle: An Interactive Approach to
Language Pedagogy. (2nd ed). San Francisco: Addison Wesley Longman.
Chitravelu, et all. 2005. ELT Methodology: Principles and Practise 2nd Edition.
Malaysia: Fajar Bekti
Clark and Clark. 1997. Physicology and Language. USA.Harcourt Brace
Jovanovich.
DePorter, Bobbi. 2010. Quantum Teaching. Bandung : Kaifa
WENA, Made. 2011. Strategi Pembelajaran Inovatif Kontemporer. Jakarta:
Bumi Aksara.
Harmer, J.2004. How to Teach Writing. London: Longman.
Heaton, J.1988. Writing English Test. London:Longman Group
Hyland, K.2003. Second Language Writing. New York: Cambridge University
Press.
Hyland, K.2002. Teaching and Researching Writing. Great Britain: Longman.
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Andi
CHAPTER I
INTRODUCTION
A. The Background of study
English nowadays is a need for many people in the world. That is why the
government of Indonesia put English as a subject in the education curriculum. In
the study of a language, there are four language skills that should be mastered by
the learners, and this is applied when one studies English. So, in educational
curriculum in Indonesia, the students should be able to master listening, speaking,
reading, and writing skills.
From the four language skills, writing is the focus on this thesis. Based on
preliminary observation conducted in SMA SWASTA BUDISATRYA Medan,
the researcher found that most of students of SMA SWASTA BUDISATRYA
Medan had problems in writing. They admitted that writing is difficult for them
and the implication, is they do not like to study English and they can not write a
good text. According to the teacher, the students are lack of ability in writing. It
was proved by The List of Students’ Score (DKN/Daftar Nilai Siswa) for writing
tests in two semesters. Many students could not pass The Minimal Completeness
Criterion (Kriteria Ketuntasan Minimum/KKM) applied by the school in English
subject. The KKM which is applied by the school is 75. Meanwhile, their DKN in
two semesters are described as follows.
1
2
Table 1.1 DKN Two Semester
Semester
1st Semester
2012/2013
2nd Semester
2012/2013
Score
STUDENTS’ ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT
A THESIS
Submitted to English Department, Faculty of Language and Arts
State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
RIRI ANGGREINI
Registration Number: 2103121040
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
September 2014
Riri Anggreini
Reg. No. 2103121040
ABSTRACT
Anggreini, Riri. NIM: 2103121040. The Effect Of Quantum Teaching Model
on Students’ Achievement in Writing Descriptive Text. A Thesis. Faculty of
Languages and Arts (FBS), Unimed (State University of Medan), 2014.
This study aims to discover the effect of applying Quantum Teaching Model on
Student’s Achievement in writing Descriptive Text. It was conducted by using
experimental research design. This population was the 240 grade X students of
SMA Swasta Budisatrya Medan. The samples of the research were two classes
divided into two groups, experimental and control group which were chosen by
using random sampling technique. The Grade X IPA 1 as Experimental Group
was taught by using Quantum Teaching Model and grade X IPA 2 as control
group was taught by using Conventional Strategy. The instrument used to collect
the data was by asking the students to write a Descriptive Text. Based on the
result of the data analysis, it was concluded that using Quantum Teaching Model
significantly affect the student’s ability in writing descriptive (t-calculated > ttable, p=0.05). The using Quantum Teaching Model made the students write
descriptive text correctly that without using Quantum Teaching Model. The
calculation of t-test is 3,46
with df 68 and the level of significance 0.05. It
means that the using Quantum Teaching Model has significant effect on writing
descriptive text.
Keywords: Quantum Teaching Model, Writing Descriptive Text
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express thanks to Allah SWT, the
Almighty God for Blessing, Health, Protection, knowledge and opportunity that at last
she is able to complete this thesis entitled “The Effect of Quantum Teaching Model on
Students’ Achievement in Writing Descriptive Text” as one of requirement for the degree
of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State
University of Medan.
This thesis could have not been accomplished without the guidance, helping,
suggestion, advice, motivation and encouragement from people, for which the writer
would like to express her extremely grateful which directed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department, and as
her Reviewers.
Rika, S.Pd, M.Hum as the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education
Study Program, and as her Reviewers
Dra. Yunita Agnes Sianipar,M.Hum, as her Thesis Consultant.
Drs. Johan Sinulingga, M.Pd as her Academic Consultant and her
Reviewer.
G. Aziz, BA, the headmaster of SMA Swasta BudiSatrya Medan.
Alm. Rahmad Indra Utama and Maimunah Lubis, as her beloved
parents, Ranti Rizky Utami as her beloved sister, Hj. Mariam Nasution,
as her beloved grandmother, Saodah Lubis, Hj. Siti Multazam
Dalimunthe , and Nurasiah Dalimunthe, S.Pd SD, as her beloved auntie,
H. Ahmad Raja Lubis, MHD. Tahir, S.H, and Iman Martua Lubis as
her beloved uncles, and all member of Lubis’s big family for their eternal
material and moral supports, care, prayers, laughter, smiles, guidance,
advices, best moments and love during the writers’ life.
Arindawati Sipahutar, Ayu Widyaningtyas, Batsyeba Silaen, Charles
Nainggolan, Christin Hakim Pasaribu, Dessy Sari Natalina Haloho,
Deby Arifsyah Putra, Elia Savitri, Elnoviamy, Fathur Rizqi Arifiani,
S.Pd, Frendy Yudhistira, Fauzi Rizki Ananda, Filzah Farhana
Hasibuan, Harnoi Asrin Lumban Gaol, S.Pd, Herbiana Sipayung,
Indah Chris Rama Marbun, Indah Pratiwi, Irna Junita, Magdalena
Simanjuntak, Mardia Pitaloka Saragih, Mayasari Sipahutar,
Nurhaminta Hasibuan, Pradiba Utari Sinuraya, Puput Saputra, Putri
Ilmi Rangkuti, Rahmad Husein Nasution, S.Pd, Riza Handayani
Siregar, Riri Anggreni Pane, Rut Emi Simamora, Samuel Nicko
Panjaitan, Saidatul Hanim Nasution, Siti Hajar, Soly Novalya Sinaga,
Sri Devi Meilani Yupita Sari, Sulistya Ningsih, Yanti Florida Sitorus,
as her best classmates, for all best memories, laughter, smiles, fights,
debates, teamwork, and moments they give and share with the writer
during the four years academic study in Unimed.
ii
Nora Ronita Dewi, S.Pd, M.Hum, Marisi Debora, S.Pd, M.Hum, and
Isli Iriani Pane, S.Pd, M.Hum, as her favorite lecturers, for the
inspirations and spirits they give to the writer, and also Pak Hendra, Bu
Endah, Bu Eis, Bu Ola, and Pak Pantas for their helps in arranging all
documents for the study.
The last, but not the least, the writer would like to address a huge gratitude
to Muhammad Azwar Fauzi Nasution, S.E, as her most flexible partner,
her mood booster, her best friend, greatest brother, beloved father, worst
enemy, and best life companion, for the supports, advices, laughter,
smiles, long-night-talks, ideas, opinions, attention, prayers, knowledge, the
teaching of life and many other things, and for always being there for the
writer whenever she needs.
Medan,
September 2014
The writer
Riri Anggreini
NIM. 2103121040
iii
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
TABLE OF CONTENTS.............................................................................. ii
LIST OF TABLES ........................................................................................iii
LIST OF APPENDICES ..............................................................................iv
CHAPTER I. INTRODUCTION.................................................................. 1
A. The Background of the Study .............................................................. 1
B. The Problem of the Study .................................................................... 5
C. The Objective of the Study .................................................................. 5
D. The Scope of the Study ....................................................................... 6
E. The Significance of the Study ............................................................. 6
CHAPTER II. REVIEW OF LITERATURE ............................................. 7
A. Theoretical Framework ....................................................................... 7
1. Achievement in Writing ................................................................ 7
2. Students’ Achievement in Writing ................................................ 8
3. Writing ......................................................................................... 10
a. Definition of Writing ............................................................. 10
b. Purposes of Writing ............................................................. 11
c. The Writing Process ............................................................... 12
4. Text ............................................................................................... 12
5. Types of Writing .......................................................................... 14
6. Descriptive Text ........................................................................... 16
a. The Definition of Descriptive Text ........................................ 16
b. Generic Structure of Descriptive Text ................................... 16
c. Language Features of Descriptive Text ................................. 16
d. Example of Descriptive Text .................................................. 17
7. Quantum Teaching ...................................................................... 18
iv
a.
The Main of Principles of Quantum Teaching ...................... 19
b.
Quantum Teaching Framework.............................................. 19
c.
The Framework of Quantum Teaching ................................. 21
d.
The Advantages of Quantum Teaching ................................ 22
B. Conceptual Framework ....................................................................... 23
C. Hypothesis ........................................................................................... 23
CHAPTER III. RESEARCH METHODOLOGY ..................................... 25
A. Research Design .................................................................................. 25
B. Population and Sample ........................................................................ 26
1.
Population ..................................................................................... 26
2.
Sample .......................................................................................... 26
C. The Procedure of Research .................................................................. 27
1.
Pre-test .......................................................................................... 27
2.
Treatment ..................................................................................... 27
3.
Post-test ........................................................................................ 29
D. Scoring of Test .................................................................................... 30
E. The Validity and Reliability of The Test ............................................ 31
1.
Validity of the Test ....................................................................... 31
2.
Reliability of the Test .................................................................... 32
F. The Technique of Analyzing Data ...................................................... 33
G. The Statistical Hypothesis .................................................................... 34
CHAPTER IV. DATA ANALYSIS AND FINDINGS ............................... 35
A. The Data .............................................................................................. 35
B. Data Analysis ....................................................................................... 39
1. T-Test ............................................................................................ 39
2. Reliability of the Test .................................................................... 40
C. Testing Hypothesis ............................................................................... 41
D. Research Findings ................................................................................ 41
v
CHAPTER V. CONCLUSIONS AND DISCUSSIONS ............................. 42
A. Conclusion ........................................................................................... 42
B. Suggestion ............................................................................................ 42
REFERENCES ............................................................................................... 43
APPENDICES ................................................................................................ 44
vi
LIST OF TABLES
Page
Table 1.1 DKN Two Semester ..................................................................... 2
Table 2.1 Example of Descriptive Text ....................................................... 16
Table 3.1 Research Design ........................................................................... 24
Table 3.2 Treatment .................................................................................... 27
Table 3.3 Assessment and Criteria ............................................................... 29
Table 3.4 Criteria and Students’ Achievement ............................................ 30
Table 4.1 The Total Score Pre-test and Post-test of Experimental Group ... 34
Table 4.2 The Total Score Pre-test and Post-test of Control Group ............ 36
Table 4.3 The Presentation of Data Research .............................................. 37
Table 4.4 The Calculation of Reliability of Students’s Writing .................. 38
vii
LIST OF APPENDICES
Page
Appendix 1. The Experimental Group Pre-test and Post-test Scores……... 44
Appendix 2. The Control Group Pre-test and Post-test Scores …………… 45
Appendix 3. Experimental Group Deviation Scores ...................................... 46
Appendix 4. Control Group Deviation Scores ............................................... 47
Appendix 5. The Result of Applied to the T-test Formula ............................ 48
Appendix 6. The Calculation of Reliability of Students’ Writing…………. 49
Appendix 7. The Reliability of the Test………………………………..…. 50
Appendix 8. The Lesson Plan for Experimental Group ….……………….. 51
Appendix 9. The Lesson Plan for Control Group …………………………. 74
viii
43
REFERENCES
Arikunto, S. 2003. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta:
Rineka Cipta
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswith.
Bloom, B,S. 1996. Taxonomy of Educational Objectives: the Classification of
educational Goals. New York; Longman.
Brown, H. Douglas. 2001 Teaching By Principle: An Interactive Approach to
Language Pedagogy. (2nd ed). San Francisco: Addison Wesley Longman.
Chitravelu, et all. 2005. ELT Methodology: Principles and Practise 2nd Edition.
Malaysia: Fajar Bekti
Clark and Clark. 1997. Physicology and Language. USA.Harcourt Brace
Jovanovich.
DePorter, Bobbi. 2010. Quantum Teaching. Bandung : Kaifa
WENA, Made. 2011. Strategi Pembelajaran Inovatif Kontemporer. Jakarta:
Bumi Aksara.
Harmer, J.2004. How to Teach Writing. London: Longman.
Heaton, J.1988. Writing English Test. London:Longman Group
Hyland, K.2003. Second Language Writing. New York: Cambridge University
Press.
Hyland, K.2002. Teaching and Researching Writing. Great Britain: Longman.
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Andi
CHAPTER I
INTRODUCTION
A. The Background of study
English nowadays is a need for many people in the world. That is why the
government of Indonesia put English as a subject in the education curriculum. In
the study of a language, there are four language skills that should be mastered by
the learners, and this is applied when one studies English. So, in educational
curriculum in Indonesia, the students should be able to master listening, speaking,
reading, and writing skills.
From the four language skills, writing is the focus on this thesis. Based on
preliminary observation conducted in SMA SWASTA BUDISATRYA Medan,
the researcher found that most of students of SMA SWASTA BUDISATRYA
Medan had problems in writing. They admitted that writing is difficult for them
and the implication, is they do not like to study English and they can not write a
good text. According to the teacher, the students are lack of ability in writing. It
was proved by The List of Students’ Score (DKN/Daftar Nilai Siswa) for writing
tests in two semesters. Many students could not pass The Minimal Completeness
Criterion (Kriteria Ketuntasan Minimum/KKM) applied by the school in English
subject. The KKM which is applied by the school is 75. Meanwhile, their DKN in
two semesters are described as follows.
1
2
Table 1.1 DKN Two Semester
Semester
1st Semester
2012/2013
2nd Semester
2012/2013
Score