THE EFFECT OF TEACHING TECHNIQUES AND STUDENTS PERSONALITY ON THE STUDENTS ACHIEVEMENT IN ARGUMENTATIVE WRITING.
THE EFFECI' OF TEACHING TECHNIQUES AND STUDENTS'
PERSONALITY ON THE STUDENTS' ACHIEVEMENT
IN ARGUMENTATIVE WRITING
A Thesis
Submitted to English Applied Linguistics Study Program
In Partial Fulfillment for the Degree of Magister Humaniora
By:
NOVIANA MINARNI
Registration Number. 08218833011'7
'
I
{:
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
1.
'-
MED.AN
2011
THE EFFECI' OF TEACHING TECHNIQUES AND STUDENTS'
PERSONALITY ON THE STUDENTS' ACHIEVEMENT
IN ARGUMENTATIVE WRITING
A Thesis
Submitted to English Applied Linguistics Study Program
In Partial Fulfillment for the Degree of Magister Humaniora
By:
NOVIANA MINARNI
Registration Number. 08218833011'7
'
I
{:
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
1.
'-
MED.AN
2011
A Thesis
THE EFFECT OF TEACHING TECHNIQUES AND STUDENTS'
PERSONALITY ON THE STUDENTS' ACHIEVEMENT
IN ARGUMENTATIVE WRITING
By
Noviana Minami
Registration Number. 082188330117
English Applied Linguistics Study Program
State University of Medan
This thesis was examined on October 6'•, 2011 by the Board ofExaminen
Approved by
Adviser Commission
Adviser I
Adviser II
J
4•
Prof. Dr. Berlin Sibarani, M.Pd
NIP. 19570615 198203 1 005
IL
...
Dr. Didik Santoso, M.Pd
NIP. 196606161994031 006
Approval
This thesis was examined on October 6tb, 2011 by Board of Examiners
Board of Examiners
Prof. Dr. Berlin Sibarani, M.Pd
NIP. 19570615 198203 1 005
Dr. Didik Santoso, M.Pd
NIP.196606161994031 006
•
Prof.Dr. Busmin Gaming, M.Pd
NIP. 19590713 198601 1 001
Prof. Dr. Linee Sihombing, M.Pd
NIP. 19610425 198601 2 001
Dr. Anni Holila Pulungan, M.Hum
NIP. 19700522 200112 2 001
.
ABSTRACT
Noviana Minami. 082188330117. The Effect of Teaching Techniques and
Students' PenonaUty on the Students' Achievement in Argumentative
Writing. A Thesis. English Applied Linguistic Study Program, State
University ofMedan. 2011.
The objectives of this study are to investigate whether (1) group critiques and
exemplary examples techniques significandy affect students' achievement in
argumentative writing; (2) personality significandy affects students' achievement
in argumentative writing; (3) there is any interaction between teaching techniques
and personality. to the students' achievement in argumentative writing. This study
was conducted by using experimental research with factorial design 2x2. The
population of the study was all students of semester IV of 2010/2011 academic
year of Muslim Nusantara University, Medan. There were four parallel classes
and two classes were chosen as the sample by applying multistage cluster random
sampling technique. Each class consisted of 60 students. The instruments used for
data collection were writing test and questionnaire. The data were analyzed by
using two-way ANOVA. The research findings show that (1) group critiques and
exemplary examples techniques significantly affect students' achievement in
argument'ltive writing (sig. value = 0.013 < 0.05 at a = 0.05); (2) personality
significandy affects students' achievement in argumentative writing (sig. value=
0.037 < 0.05 at a = 0.05); and (3) There is an interaction between teaching
techniques and students' personality to the students' achievement in
argumentative writing (sig. value = 0.000 < 0.05 at a = 0.05). Thus, teaching
techniques and students' personality significantly affect the students• achievement
in argumentative writing. It implies that in the attempt to improve students'
achievement in argumentative writing. English teachers should apply group
critiques technique or exemplary examples technique as one of teaching
techniques and pay more attention to the students' personality.
ABSTRAK
Noviana Minarni. 082188330117. The Effeet of Teaching Teehniques aad
Students' Penonanty on the Students' Achievement in Argumentative
Writing. Tesis. Program Studi Linguistik Terapaa Bahasa Inggris,
Universitas Negeri Medan. 2011.
~-
I
o
Penelitian ini bertujuan untuk mengetahui apakah: (1) teknik group critiques dan
teknik exemplary examples secam signi.tikan mempengaruhi basil belajar siswa
dalam menulis argumentatif; (2) kepribadian secara signifikan mempengarubi
basil belajar siswa dalam menulis argumentatif; dan (3) terdapat interaksi antara
teknik pengajaran dan kepribadian siswa terbadap basil belajar siswa dalam
menulis argumentatif. Penelitian ini adalah penelitian eksperirnen dengan desain
faktorial2x2. Populasi penelitian ini adalah semua siswa semester IV tahun ajaran
2010/2011 Universitas Muslim Nusantara, Medan. Ada empat kelas paralel dan
dua kelas dipilih sebagai sample dengan menggunakan teknik random multi
klaster. Setiap kelas terdiri dari 60 orang siswa. Instrumen yang digunakan untuk
mengumpulkan data dalam penelitian ini adalah tes menulis dan angket. Data
dianalisis dengan menggunakan ANAVA dua jalur. Hasil penelitian menunjukkan
bahwa: (1) teknik group critiques dan teknik exemplary examples secara
signifikan me~
basil belajar siswa dalam menulis argumentatif (dengan
nilai sig. = 0.013 < 0.05 pada a = 0.05); (2) kepribadian siswa secara signifikan
mempegaruhi basil belajar siswa dalam menulis argumentati.f (dengan nilai sig. =
0.037 < 0.05 pada a = 0.05 ); dan (3) Terdapat interaksi antara teknik pengajaran
dan kepribadian siswa terhadap basil belajar siswa dalam menulis argumentatif
(dengan nilai sig. = 0.000 < 0.05 pada a = 0.05). Dengan demikian, teknik
pengajaran dan kepribadian siswa secara signifikan mempengaruhi basil belajar
siswa dalam menulis argumentatif. Ini berarti bahwa da1am usaha untuk
meningkatkan basil belajar siswa dalam menulis argumentatif, guru bahasa
lnggris harus menerapkan teknik pengajaran group critiques atau exemplary
examples sebagai salah satu teknik penSI\iaran dan memberikan perhatian lebih
terbadap kepribadian siswa.
•
ii
ACKNOWLEDGEMENTS
Bismillahirahmanirrahi.
First and foremost, praise and thank be to ALLAH SWT, the Almighty,
who has granted countless blessing, knowledge, and opportunity to the writer so
that she has been finally able to accomplish her thesis.
This thesis could have been completed because of the guidance,
encouragement, suggestions, and comments from several people, for which she
would like to extend her sincere and special thanks.
She gratefully acknowledges her debt to Prof. Dr. Berlin Sibarani, M.Pd,
her first adviser, who
ha.s generously spent precious time in giving the guidance,
encouragement, suggestions, and comments until this thesis comes to its present
form. Her deepest gratitude is also expressed to Dr. Didik Santoso, M.Pd, her
second adviser, who has kindly assisted her for many hours as she tried to figure
out what she really wanted to say in this thesis.
Her enormous appreciation is addressed to Prof. Dr. Busmin Gurning,
M.Pd, the head of English Applied Linguistics Study, and to Dr. Anni Holila
Pulungan, M.Hum, the secretary of English Applied Linguistics Study, for their
administrative assistances.
She heartily wishes to acknowledge Prof. Dr. Busmin Gurning, M.Pd,
I•
Prof. Dr. Lince Sihombing, M.Pd, and Dr. Anni Holila Pulungan, M.Hum for
being her reviewers and examiners, for the valuable inputs to be included in this
thesis. She also is in enormous intellectual debt to all lecturers of English Applied
iii
Linguistics Study Program who have been her inspiration during the academic
years and also during the completion of this thesis.
Special thanks are extended to Drs. Ulian Barus, M.Pd, the dean of
education faculty of Muslim Nusantara University Medan, for the pennission to
conduct the research and to the semester IV students of class A and C of 2010/
2011 academic year for the cooperation during the research.
Finally, she will forever be indebted to her beloved parents, H.M. Kasimin
and Suwami, her lovely sister and nephew, Maya and Aldi, and also her amazing
relatives for always trying to keep her on track whenever she is on the verge of
stumbling. She would like to dedicate this thesis especially to Mae and Om Gito.
She l'!alizes that when she sees her life path, it just wouldn't rhyme without them.
'
.
Last but not least, her heartfelt thanks also go to her best friends Mei, Ayu,
Uci, Gen, Rini, Usma, and Grace for having given her unfailing support and
encouragement during the academic years and the completion of her thesis, to all
friends in intake XV class for their friendship and cooperation, and to her
boarding house's friends Lia, Nela, Kris, Imah. and Vita for their prayer.
It would be difficult to fmd adequate words to convey how much she owes
the people. Lots of love and thank to all of you.
May Allah bless us.
Medan, 11 November 2011
The writer,
~-
I•
1-
NOVIANA MINARNI
Reg. No. 082188330117
iv
TABLE OF CONTENTS
1
Pages
ABSTRACT
ABSTRAK
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
APPENDICES
i
ii
iii
v
viii
ix
CHAPTER 1: INTRODUCTION
1
1
6
7
7
8
1.1.
1.2.
1.3.
1.4.
1.5.
X
The Background of the Study
The Problems of the Study
The Objectives of the Study
The Scope of the Study
The Significances of the Study
9
CHAPTER II: REVIEW OF LITERATURE
2.1. Theoretical Framework
9
2.1.1. Achievement in Argumentative Writing
9
2.1.2. Writing
12
2.1.2.1. The Nature of Writing
12
2.1.2.2. Approaches to Students Writing
13
2.1.2.3. Types of Writing Performance
16
17
2.1.2.4. Writing Assessment
2.1.3. Writing Genres
19
19
2.1.3.1. Argumentative Writing
2.1.3.2. Types of Argumentative Writing
22
2.1.3.3. Structure of Argumentative Writing
22
2.1.3.4. The Grammatical Features of Arguing
25
2.1.3.5. Grammar of Arguing
26
2.1.4. Group Critiques Technique
27
27
2.1.4.1. The Nature of Group Critiques Technique
2.1.4.2. The Step ofGroup.Critiques Technique in the Classroom
31
2.1.4.3. Group Critiques Technique Facilitates Writing
33
2.1.4.4. The Strength and Weakness ofGroup Critiques Technique
34
2.1.5. Exemplary Examples Technique
35
2.1.5.1. The Nature of Exemplary Examples Technique
35
2.1.5.2. The Step of Exemplary Examples Technique in the Classroom 36
2.1.5.3. Exemplary Examples Technique Facilitates Writing
38
2.1.5.4. The Strength and Weakness of Group Critiques Technique
39
40
2.1.6. Personality
2.1.6.1. The Nature of Personality
40
2.1.6.2. Personality Theories
42
v
2.1.6.3. The Theory oflntrovert and Extrovert
2.1.6.4. Personality and Writing
2.2. The Conceptual Framework
2.2.1. The Students' Achievement in Argwnentative Writing of the Students
Taught by Using Group Critiques Technique and Exemplary Examples
Technique
2.2.2. The Students' Achievement in Argumentative Writing of the Students
who Have Introvert and Extrovert Personality
2.2.3. The Interaction between Group Critiques and Exemplary Examples
Techniques and Students' Personality on the Students' Achievement
in Argumentative Writing
2.3. Hypotheses
4
'
1 "
I
I •
CHAPTER W: RESEARCH MEmOD
3.1. Research Design
3.2. Population and Sample
3.2.1. Population
3.2.2. Sample
3.3. The Instrumentation
3.3.1. Writing Test
3.3.1.1. The Validity of Writing Test
3.3.1.2. The Reliability of Writing Test
3.3.2. Students' Personality Questionnaire
3.3.2.1. The Validity of Questionnaire
3.3.2.2. The Reliability of Questionnaire
3.4. The Procedure of the Treatment
3.5. Control of the Treatment
3.6. The Technique of Analyzing the Data
3.8. Statistical Hypotheses
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1. Description of the Data
4.1.1. The Achievement in Argumentative Writing of the Students
Taught by Using Group Critiques Technique
4.1.2. The Achievement in Argumentative Writing of the Students
Taught by Using Exemplary Examples Technique
4.1.3. The Achievement in Argumentative Writing of the Students
who Have Introvert Personality
4.1.4. The Achievement in Argumentative Writing of the Students
who Have Extrovert Personality
4.1.5. The Achievement in Argumentative Writing ofthe Students
who Have Introvert Personality Taught by Using
Group Critiques Technique
4.1.6. The Achievement in Argumentative Writing of the Students
who Have Extrovert Personality Taught by Using
Group Critiques Technique
vi
42
45
47
47
50
51
52
54
54
55
55
55
55
55
57
58
59
60
63
64
65
66
67
68
68
68
70
71
73
74
76
.'
..
4.1.7. The Achievement in Argumentative Writing of the Students
who Have Introvert Personality Taught by Using
Exemplary Examples Technique
4.1.8. The Achievement in Argumentative Writing of the Students
who Have Extrovert Personality Taught by Using
Eu~bcyksTehrq
4.2. The Requirements of Analysis of Variance (ANOVA)
4.2.1. Testing of Normality
4.2.2. Testing of Homogeneity
4.2.2.1. Groups of Teaching Techniques
4.2.2.2. Groups of Students' Personality
4.2.2.3. Groups of Interaction
4.2.3. The Testing of Hypotheses
4.2.3.1. Group Critiques and Exemplary Examples Techniques
Significantly Affect Students' Achievement in
Argumentative Writing
4.2.3.2. Students' Personality Significantly Affects Students'
Achievement in Argumentative Writing
4.2.3.3. There is an Interaction between Teaching Techniques and
Students' Personality to the Students' Achievement
in Argw!lentative Writing
4.3. Research Findings
4.4. Discussion
4.4.1. The Effect of Group Critiques Technique and Exemplary Examples
Technique on the Students' Achievement in Argumentative Writing
4.4.2. The Effect of Introvert and Extrovert Personality on the Students'
Achievement in Argumentative Writing
4.4.3. The Interaction between Teaching Techniques and Students'
Personality on the Students' Achievement in Argumentative Writing
4.5. The Limitation of the Research
77
79
80
80
82
82
82
83
83
85
86
86
91
92
92
93
94
95
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
5.2. Suggestions
97
97
97
REFERENCES
99
vii
LIST OF TABLES
Tables
I
'
Pages
1 Final Semester Data of Students' Examination Result in
Muslim Nusantara University Medan 2009/2010
2 The Strength and Weakness of Group Critiques Technique
3 The Strength and Weakness of Exemplary Examples Technique
4 The Typical Introvert and Extrovert
5 Factorial Research Design 2x2
6 The Result of Computation of Inter rater Reliability
7 The Number of Test Items Valid
8 The Summary of the Result of the Reliability of Questionnaire
9 Summary of Data Description
10 Frequency Table of the Students' Scores Taught
by Using Group Critiques Technique
11 Frequency Table of the Students' Scores Taught
by Using Exemplary Examples Technique
12 Frequency Table of the Students' Scores of the Students
who Have Introvert Personality
13 Frequency Table of the Students' Scores of the Students
who Have Extrovert Personality
14 Frequency Table of the Students' Scores of the Students who Have
Introvert Personality Taught by Using Group Critiques Technique
15 Frequency Table of the Students' Scores of the Students who Have
Extrovert Personality Taught by Using Group Critiques Technique
16 Frequency Table of the Students' Scores of the Students who Have
Introvert Personality Taught by Using Exemplary Examples
Teclmique
17 Frequency Table of the Students' Scores of the Students who Have
Extrovert Personality Taught by Using Exemplary Examples
Technique
18 The Summary of the Result ofNormality Test
19 The Result of Homogeneity Test on Groups of Teaching Techniques
20 The Result of Homogeneity Test on Groups of Students' Personality
21 The Result of Homogeneity Test on Groups of Interaction
22 Data Description of Factorial Design 2x2
23 The Summary of the Calculation Result of Two Way ANOVA
24 The Summary of the Calculation Result by Using Scheffe Test
Vlll
2
34
40
44
54
59
62
64
68
69
70
72
73
75
76
78
79
81
82
82
83
84
85
87
LIST OF FIGURES
Figures
Pages
1 The Writing Process Approach
2 Sample Critique Form Questions
3 Sample Group-Work Evaluation Form
4 Inquiry Chart of Exemplary Examples
5 Histogram of the Students' Achievement in Argumentative Writing
Taught by Using Group Critiques Technique
6 Histogram of the Students' Achievement in Argumentative Writing
Taught by Using Exemplary Examples Technique
7 Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Introvert Personality
8 Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Extrovert Personality
9 Histogram of the Students Achievement in Argumentative Writing
of the Students who Have Introvert Personality Taught by Using
Group Critiques Technique
10 Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Extrovert Personality Taught by Using
Group Critiques Technique
ll Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Introvert Personality Taught by Using
Exemplary Examples Technique
12 Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Extrovert Personality Taught by Using
Exemplary Examples Technique
13 The Interaction between Teaching Techniques and Personality
on Writing Achievement
ix
15
32
33
37
69
71
72
74
75
77
78
80
91
APPENDICES
A. Writing Test
B. Scoring System of the Argumentative Writing Test
C. Th~
Reliability of Writing Test
D. The Students' Personality Questionnaire Indicators
E. Questionnaire of Student's Personality
F. The Validity of Questionnaire
G. The Reliability of Questionnaire
H. The Procedure of the Treatment in the Two Groups
I. Descriptive Statistics of Data
J. The Normality Test
K. The Data of the Homogeneity Test
L. The Data Tabulation of All Classes
M. Hypotheses Testing by Using Two Way ANOVA
N. Scheffe Test
0. Introvert & Extrovert in Group Critiques Technique
P. Introvert & Extrovert in Exemplary Examples Technique
I
j
X
102
103
104
106
109
111
112
113
115
116
117
118
120
121
123
125
CHAPTER I
INTRODUCI'ION
1.1.
The Ba~kground
of the Study
Writing is a critical component of humanity's story. Today, approximately
85% of the world's population writes (Swedlow, 1999). Once used primarily for
record-keeping, writing is now critical to communication and learning, as well as
self-expression (Graham, 2006). Harris et al (2009) state that students who
'
f
struggle significantly with writing, and adults who cannot or will not engage in
writing, are at a terrible disadvantage in today's world. By the upper elementary
grades, writing becomes a critical tool both for learning and for showing what one
knows.
Writing is critical to gathering, refining, extending, preserving, and
transmitting information SI).d understandings; making ideas readily available for
consideration, evaluation, and future discourse; fostering the examination of
unexamined assumptions and creating cognitive disequilibrium that spurs
learning; and promoting personal development (Graham, 2006). Students who do
not write well cannot draw on its power to support and extend learning and
development, and adults with inadequate writing skills can face significant
barriers in further education and employment. It means difficulties with writing
can result students' failure to realize their educational, occupational, or personal
potential.
1
2
Therefore, the university students should have a good skill in writing.
However, in reality, their skill in writing is still low. This can be proven by the
fact that the result of the final semester score is about 66.05 in avemge. In detail,
the data of mean score of the students' examination result in Muslim Nusantam
University Medan 2009/2010 can be seen as the following table 1:
Table 1 Final Semester Data of Students' Examination Result in Muslim
Nusantara University Medan 2009/2010
No
Language
skill
Mean score of each class
Mean
II-A
II-B
II-C
11-D
I.
Listening
69.77
70.25
67.83
64.81
68.15
2.
Speaking
80.33
68.37
72.29
74.48
73.86
3.
Reading
72.13
77.24
76.77
73.80
73.74
4.
Writing
66.78
65.67
69.23
62.54
66.05
(Source: the final semester data of students' examination result in Muslim
Nusantam University Medan 2009/201 0).
Based on those data, it is clear that writing score is not satisfying in which it
•
shows that students find writing difficult.
Langan (2005: 13) says, "For almost everyone, competent writing comes
from plain hard work -from determination, sweat, and head-on battle." Most of
the research literature recognizes this difficulty is caused by the complexity of
writing (Urquhart and Mciver, 2005: 6). The complexity of writing encountered
by students involves the level skills of planning and organizing as well as the level
skills of spelling, punctuation, word choice, grammar, and usage. Scardamalia &
Bereiter (1986) have identified five areas of competence as particularly difficult in
learning to write: (a) genemtion of content, (b) creating an organizing structure for
f
3
compositions. (c) formulation of goals and higher-level plans, (d) quickly and
efficiently executing the mechanical aspects of writing, and (e) revising text and
f_
reformulating goals. In addition, students in universities frequently demonstrate a
deteriorating attitude toward writing, ~ven
though most students begin university
with a positive attitude toward composing. It is no doubt that those difficulties and
problems make students fail to write.
Students' failure in writing is contrary to curriculum expectations issued
by Muslim Nusantara University. The curriculum expects that students are able to
write various genres such as narrative, argumentative, descriptive, expository
writing, etc. Therefore, there must be several attempts in teaching and learning
writing to solve the gap between students' failure and curriculum expectation in.
order to succeed students' learning achievement in writing.
There are many factors that can cause the low achievement in writing,
namely internal and external factots. The internal factors are intelligence,
motivation, including personality. The external factors are material, environment,
parents, including teaching techniques. Teaching technique is essential to improve
the students' achievement in writing because teaching technique offers practical
suggestions to make learners more active participants in their language learning,
and to make lecturers more sensitive to learner diversity and learning difficulties
(K.umaravadivelu, 2006: 37).
Based on the previous explanation, the improvement of students' learning
achievement in writing can be affected by the use of teaching techniques.
According to Anthony (1963), a technique is defined as "a particular trick,
4
strategem, or contrivance used to accomplish an immediate objective". In
addition, Brown (2000: 16) states that technique is any of a wide variety of
exercises, activities, or ta.
PERSONALITY ON THE STUDENTS' ACHIEVEMENT
IN ARGUMENTATIVE WRITING
A Thesis
Submitted to English Applied Linguistics Study Program
In Partial Fulfillment for the Degree of Magister Humaniora
By:
NOVIANA MINARNI
Registration Number. 08218833011'7
'
I
{:
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
1.
'-
MED.AN
2011
THE EFFECI' OF TEACHING TECHNIQUES AND STUDENTS'
PERSONALITY ON THE STUDENTS' ACHIEVEMENT
IN ARGUMENTATIVE WRITING
A Thesis
Submitted to English Applied Linguistics Study Program
In Partial Fulfillment for the Degree of Magister Humaniora
By:
NOVIANA MINARNI
Registration Number. 08218833011'7
'
I
{:
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
1.
'-
MED.AN
2011
A Thesis
THE EFFECT OF TEACHING TECHNIQUES AND STUDENTS'
PERSONALITY ON THE STUDENTS' ACHIEVEMENT
IN ARGUMENTATIVE WRITING
By
Noviana Minami
Registration Number. 082188330117
English Applied Linguistics Study Program
State University of Medan
This thesis was examined on October 6'•, 2011 by the Board ofExaminen
Approved by
Adviser Commission
Adviser I
Adviser II
J
4•
Prof. Dr. Berlin Sibarani, M.Pd
NIP. 19570615 198203 1 005
IL
...
Dr. Didik Santoso, M.Pd
NIP. 196606161994031 006
Approval
This thesis was examined on October 6tb, 2011 by Board of Examiners
Board of Examiners
Prof. Dr. Berlin Sibarani, M.Pd
NIP. 19570615 198203 1 005
Dr. Didik Santoso, M.Pd
NIP.196606161994031 006
•
Prof.Dr. Busmin Gaming, M.Pd
NIP. 19590713 198601 1 001
Prof. Dr. Linee Sihombing, M.Pd
NIP. 19610425 198601 2 001
Dr. Anni Holila Pulungan, M.Hum
NIP. 19700522 200112 2 001
.
ABSTRACT
Noviana Minami. 082188330117. The Effect of Teaching Techniques and
Students' PenonaUty on the Students' Achievement in Argumentative
Writing. A Thesis. English Applied Linguistic Study Program, State
University ofMedan. 2011.
The objectives of this study are to investigate whether (1) group critiques and
exemplary examples techniques significandy affect students' achievement in
argumentative writing; (2) personality significandy affects students' achievement
in argumentative writing; (3) there is any interaction between teaching techniques
and personality. to the students' achievement in argumentative writing. This study
was conducted by using experimental research with factorial design 2x2. The
population of the study was all students of semester IV of 2010/2011 academic
year of Muslim Nusantara University, Medan. There were four parallel classes
and two classes were chosen as the sample by applying multistage cluster random
sampling technique. Each class consisted of 60 students. The instruments used for
data collection were writing test and questionnaire. The data were analyzed by
using two-way ANOVA. The research findings show that (1) group critiques and
exemplary examples techniques significantly affect students' achievement in
argument'ltive writing (sig. value = 0.013 < 0.05 at a = 0.05); (2) personality
significandy affects students' achievement in argumentative writing (sig. value=
0.037 < 0.05 at a = 0.05); and (3) There is an interaction between teaching
techniques and students' personality to the students' achievement in
argumentative writing (sig. value = 0.000 < 0.05 at a = 0.05). Thus, teaching
techniques and students' personality significantly affect the students• achievement
in argumentative writing. It implies that in the attempt to improve students'
achievement in argumentative writing. English teachers should apply group
critiques technique or exemplary examples technique as one of teaching
techniques and pay more attention to the students' personality.
ABSTRAK
Noviana Minarni. 082188330117. The Effeet of Teaching Teehniques aad
Students' Penonanty on the Students' Achievement in Argumentative
Writing. Tesis. Program Studi Linguistik Terapaa Bahasa Inggris,
Universitas Negeri Medan. 2011.
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o
Penelitian ini bertujuan untuk mengetahui apakah: (1) teknik group critiques dan
teknik exemplary examples secam signi.tikan mempengaruhi basil belajar siswa
dalam menulis argumentatif; (2) kepribadian secara signifikan mempengarubi
basil belajar siswa dalam menulis argumentatif; dan (3) terdapat interaksi antara
teknik pengajaran dan kepribadian siswa terbadap basil belajar siswa dalam
menulis argumentatif. Penelitian ini adalah penelitian eksperirnen dengan desain
faktorial2x2. Populasi penelitian ini adalah semua siswa semester IV tahun ajaran
2010/2011 Universitas Muslim Nusantara, Medan. Ada empat kelas paralel dan
dua kelas dipilih sebagai sample dengan menggunakan teknik random multi
klaster. Setiap kelas terdiri dari 60 orang siswa. Instrumen yang digunakan untuk
mengumpulkan data dalam penelitian ini adalah tes menulis dan angket. Data
dianalisis dengan menggunakan ANAVA dua jalur. Hasil penelitian menunjukkan
bahwa: (1) teknik group critiques dan teknik exemplary examples secara
signifikan me~
basil belajar siswa dalam menulis argumentatif (dengan
nilai sig. = 0.013 < 0.05 pada a = 0.05); (2) kepribadian siswa secara signifikan
mempegaruhi basil belajar siswa dalam menulis argumentati.f (dengan nilai sig. =
0.037 < 0.05 pada a = 0.05 ); dan (3) Terdapat interaksi antara teknik pengajaran
dan kepribadian siswa terhadap basil belajar siswa dalam menulis argumentatif
(dengan nilai sig. = 0.000 < 0.05 pada a = 0.05). Dengan demikian, teknik
pengajaran dan kepribadian siswa secara signifikan mempengaruhi basil belajar
siswa dalam menulis argumentatif. Ini berarti bahwa da1am usaha untuk
meningkatkan basil belajar siswa dalam menulis argumentatif, guru bahasa
lnggris harus menerapkan teknik pengajaran group critiques atau exemplary
examples sebagai salah satu teknik penSI\iaran dan memberikan perhatian lebih
terbadap kepribadian siswa.
•
ii
ACKNOWLEDGEMENTS
Bismillahirahmanirrahi.
First and foremost, praise and thank be to ALLAH SWT, the Almighty,
who has granted countless blessing, knowledge, and opportunity to the writer so
that she has been finally able to accomplish her thesis.
This thesis could have been completed because of the guidance,
encouragement, suggestions, and comments from several people, for which she
would like to extend her sincere and special thanks.
She gratefully acknowledges her debt to Prof. Dr. Berlin Sibarani, M.Pd,
her first adviser, who
ha.s generously spent precious time in giving the guidance,
encouragement, suggestions, and comments until this thesis comes to its present
form. Her deepest gratitude is also expressed to Dr. Didik Santoso, M.Pd, her
second adviser, who has kindly assisted her for many hours as she tried to figure
out what she really wanted to say in this thesis.
Her enormous appreciation is addressed to Prof. Dr. Busmin Gurning,
M.Pd, the head of English Applied Linguistics Study, and to Dr. Anni Holila
Pulungan, M.Hum, the secretary of English Applied Linguistics Study, for their
administrative assistances.
She heartily wishes to acknowledge Prof. Dr. Busmin Gurning, M.Pd,
I•
Prof. Dr. Lince Sihombing, M.Pd, and Dr. Anni Holila Pulungan, M.Hum for
being her reviewers and examiners, for the valuable inputs to be included in this
thesis. She also is in enormous intellectual debt to all lecturers of English Applied
iii
Linguistics Study Program who have been her inspiration during the academic
years and also during the completion of this thesis.
Special thanks are extended to Drs. Ulian Barus, M.Pd, the dean of
education faculty of Muslim Nusantara University Medan, for the pennission to
conduct the research and to the semester IV students of class A and C of 2010/
2011 academic year for the cooperation during the research.
Finally, she will forever be indebted to her beloved parents, H.M. Kasimin
and Suwami, her lovely sister and nephew, Maya and Aldi, and also her amazing
relatives for always trying to keep her on track whenever she is on the verge of
stumbling. She would like to dedicate this thesis especially to Mae and Om Gito.
She l'!alizes that when she sees her life path, it just wouldn't rhyme without them.
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Last but not least, her heartfelt thanks also go to her best friends Mei, Ayu,
Uci, Gen, Rini, Usma, and Grace for having given her unfailing support and
encouragement during the academic years and the completion of her thesis, to all
friends in intake XV class for their friendship and cooperation, and to her
boarding house's friends Lia, Nela, Kris, Imah. and Vita for their prayer.
It would be difficult to fmd adequate words to convey how much she owes
the people. Lots of love and thank to all of you.
May Allah bless us.
Medan, 11 November 2011
The writer,
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NOVIANA MINARNI
Reg. No. 082188330117
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TABLE OF CONTENTS
1
Pages
ABSTRACT
ABSTRAK
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
APPENDICES
i
ii
iii
v
viii
ix
CHAPTER 1: INTRODUCTION
1
1
6
7
7
8
1.1.
1.2.
1.3.
1.4.
1.5.
X
The Background of the Study
The Problems of the Study
The Objectives of the Study
The Scope of the Study
The Significances of the Study
9
CHAPTER II: REVIEW OF LITERATURE
2.1. Theoretical Framework
9
2.1.1. Achievement in Argumentative Writing
9
2.1.2. Writing
12
2.1.2.1. The Nature of Writing
12
2.1.2.2. Approaches to Students Writing
13
2.1.2.3. Types of Writing Performance
16
17
2.1.2.4. Writing Assessment
2.1.3. Writing Genres
19
19
2.1.3.1. Argumentative Writing
2.1.3.2. Types of Argumentative Writing
22
2.1.3.3. Structure of Argumentative Writing
22
2.1.3.4. The Grammatical Features of Arguing
25
2.1.3.5. Grammar of Arguing
26
2.1.4. Group Critiques Technique
27
27
2.1.4.1. The Nature of Group Critiques Technique
2.1.4.2. The Step ofGroup.Critiques Technique in the Classroom
31
2.1.4.3. Group Critiques Technique Facilitates Writing
33
2.1.4.4. The Strength and Weakness ofGroup Critiques Technique
34
2.1.5. Exemplary Examples Technique
35
2.1.5.1. The Nature of Exemplary Examples Technique
35
2.1.5.2. The Step of Exemplary Examples Technique in the Classroom 36
2.1.5.3. Exemplary Examples Technique Facilitates Writing
38
2.1.5.4. The Strength and Weakness of Group Critiques Technique
39
40
2.1.6. Personality
2.1.6.1. The Nature of Personality
40
2.1.6.2. Personality Theories
42
v
2.1.6.3. The Theory oflntrovert and Extrovert
2.1.6.4. Personality and Writing
2.2. The Conceptual Framework
2.2.1. The Students' Achievement in Argwnentative Writing of the Students
Taught by Using Group Critiques Technique and Exemplary Examples
Technique
2.2.2. The Students' Achievement in Argumentative Writing of the Students
who Have Introvert and Extrovert Personality
2.2.3. The Interaction between Group Critiques and Exemplary Examples
Techniques and Students' Personality on the Students' Achievement
in Argumentative Writing
2.3. Hypotheses
4
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CHAPTER W: RESEARCH MEmOD
3.1. Research Design
3.2. Population and Sample
3.2.1. Population
3.2.2. Sample
3.3. The Instrumentation
3.3.1. Writing Test
3.3.1.1. The Validity of Writing Test
3.3.1.2. The Reliability of Writing Test
3.3.2. Students' Personality Questionnaire
3.3.2.1. The Validity of Questionnaire
3.3.2.2. The Reliability of Questionnaire
3.4. The Procedure of the Treatment
3.5. Control of the Treatment
3.6. The Technique of Analyzing the Data
3.8. Statistical Hypotheses
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1. Description of the Data
4.1.1. The Achievement in Argumentative Writing of the Students
Taught by Using Group Critiques Technique
4.1.2. The Achievement in Argumentative Writing of the Students
Taught by Using Exemplary Examples Technique
4.1.3. The Achievement in Argumentative Writing of the Students
who Have Introvert Personality
4.1.4. The Achievement in Argumentative Writing of the Students
who Have Extrovert Personality
4.1.5. The Achievement in Argumentative Writing ofthe Students
who Have Introvert Personality Taught by Using
Group Critiques Technique
4.1.6. The Achievement in Argumentative Writing of the Students
who Have Extrovert Personality Taught by Using
Group Critiques Technique
vi
42
45
47
47
50
51
52
54
54
55
55
55
55
55
57
58
59
60
63
64
65
66
67
68
68
68
70
71
73
74
76
.'
..
4.1.7. The Achievement in Argumentative Writing of the Students
who Have Introvert Personality Taught by Using
Exemplary Examples Technique
4.1.8. The Achievement in Argumentative Writing of the Students
who Have Extrovert Personality Taught by Using
Eu~bcyksTehrq
4.2. The Requirements of Analysis of Variance (ANOVA)
4.2.1. Testing of Normality
4.2.2. Testing of Homogeneity
4.2.2.1. Groups of Teaching Techniques
4.2.2.2. Groups of Students' Personality
4.2.2.3. Groups of Interaction
4.2.3. The Testing of Hypotheses
4.2.3.1. Group Critiques and Exemplary Examples Techniques
Significantly Affect Students' Achievement in
Argumentative Writing
4.2.3.2. Students' Personality Significantly Affects Students'
Achievement in Argumentative Writing
4.2.3.3. There is an Interaction between Teaching Techniques and
Students' Personality to the Students' Achievement
in Argw!lentative Writing
4.3. Research Findings
4.4. Discussion
4.4.1. The Effect of Group Critiques Technique and Exemplary Examples
Technique on the Students' Achievement in Argumentative Writing
4.4.2. The Effect of Introvert and Extrovert Personality on the Students'
Achievement in Argumentative Writing
4.4.3. The Interaction between Teaching Techniques and Students'
Personality on the Students' Achievement in Argumentative Writing
4.5. The Limitation of the Research
77
79
80
80
82
82
82
83
83
85
86
86
91
92
92
93
94
95
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions
5.2. Suggestions
97
97
97
REFERENCES
99
vii
LIST OF TABLES
Tables
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Pages
1 Final Semester Data of Students' Examination Result in
Muslim Nusantara University Medan 2009/2010
2 The Strength and Weakness of Group Critiques Technique
3 The Strength and Weakness of Exemplary Examples Technique
4 The Typical Introvert and Extrovert
5 Factorial Research Design 2x2
6 The Result of Computation of Inter rater Reliability
7 The Number of Test Items Valid
8 The Summary of the Result of the Reliability of Questionnaire
9 Summary of Data Description
10 Frequency Table of the Students' Scores Taught
by Using Group Critiques Technique
11 Frequency Table of the Students' Scores Taught
by Using Exemplary Examples Technique
12 Frequency Table of the Students' Scores of the Students
who Have Introvert Personality
13 Frequency Table of the Students' Scores of the Students
who Have Extrovert Personality
14 Frequency Table of the Students' Scores of the Students who Have
Introvert Personality Taught by Using Group Critiques Technique
15 Frequency Table of the Students' Scores of the Students who Have
Extrovert Personality Taught by Using Group Critiques Technique
16 Frequency Table of the Students' Scores of the Students who Have
Introvert Personality Taught by Using Exemplary Examples
Teclmique
17 Frequency Table of the Students' Scores of the Students who Have
Extrovert Personality Taught by Using Exemplary Examples
Technique
18 The Summary of the Result ofNormality Test
19 The Result of Homogeneity Test on Groups of Teaching Techniques
20 The Result of Homogeneity Test on Groups of Students' Personality
21 The Result of Homogeneity Test on Groups of Interaction
22 Data Description of Factorial Design 2x2
23 The Summary of the Calculation Result of Two Way ANOVA
24 The Summary of the Calculation Result by Using Scheffe Test
Vlll
2
34
40
44
54
59
62
64
68
69
70
72
73
75
76
78
79
81
82
82
83
84
85
87
LIST OF FIGURES
Figures
Pages
1 The Writing Process Approach
2 Sample Critique Form Questions
3 Sample Group-Work Evaluation Form
4 Inquiry Chart of Exemplary Examples
5 Histogram of the Students' Achievement in Argumentative Writing
Taught by Using Group Critiques Technique
6 Histogram of the Students' Achievement in Argumentative Writing
Taught by Using Exemplary Examples Technique
7 Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Introvert Personality
8 Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Extrovert Personality
9 Histogram of the Students Achievement in Argumentative Writing
of the Students who Have Introvert Personality Taught by Using
Group Critiques Technique
10 Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Extrovert Personality Taught by Using
Group Critiques Technique
ll Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Introvert Personality Taught by Using
Exemplary Examples Technique
12 Histogram of the Students' Achievement in Argumentative Writing
of the Students who Have Extrovert Personality Taught by Using
Exemplary Examples Technique
13 The Interaction between Teaching Techniques and Personality
on Writing Achievement
ix
15
32
33
37
69
71
72
74
75
77
78
80
91
APPENDICES
A. Writing Test
B. Scoring System of the Argumentative Writing Test
C. Th~
Reliability of Writing Test
D. The Students' Personality Questionnaire Indicators
E. Questionnaire of Student's Personality
F. The Validity of Questionnaire
G. The Reliability of Questionnaire
H. The Procedure of the Treatment in the Two Groups
I. Descriptive Statistics of Data
J. The Normality Test
K. The Data of the Homogeneity Test
L. The Data Tabulation of All Classes
M. Hypotheses Testing by Using Two Way ANOVA
N. Scheffe Test
0. Introvert & Extrovert in Group Critiques Technique
P. Introvert & Extrovert in Exemplary Examples Technique
I
j
X
102
103
104
106
109
111
112
113
115
116
117
118
120
121
123
125
CHAPTER I
INTRODUCI'ION
1.1.
The Ba~kground
of the Study
Writing is a critical component of humanity's story. Today, approximately
85% of the world's population writes (Swedlow, 1999). Once used primarily for
record-keeping, writing is now critical to communication and learning, as well as
self-expression (Graham, 2006). Harris et al (2009) state that students who
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struggle significantly with writing, and adults who cannot or will not engage in
writing, are at a terrible disadvantage in today's world. By the upper elementary
grades, writing becomes a critical tool both for learning and for showing what one
knows.
Writing is critical to gathering, refining, extending, preserving, and
transmitting information SI).d understandings; making ideas readily available for
consideration, evaluation, and future discourse; fostering the examination of
unexamined assumptions and creating cognitive disequilibrium that spurs
learning; and promoting personal development (Graham, 2006). Students who do
not write well cannot draw on its power to support and extend learning and
development, and adults with inadequate writing skills can face significant
barriers in further education and employment. It means difficulties with writing
can result students' failure to realize their educational, occupational, or personal
potential.
1
2
Therefore, the university students should have a good skill in writing.
However, in reality, their skill in writing is still low. This can be proven by the
fact that the result of the final semester score is about 66.05 in avemge. In detail,
the data of mean score of the students' examination result in Muslim Nusantam
University Medan 2009/2010 can be seen as the following table 1:
Table 1 Final Semester Data of Students' Examination Result in Muslim
Nusantara University Medan 2009/2010
No
Language
skill
Mean score of each class
Mean
II-A
II-B
II-C
11-D
I.
Listening
69.77
70.25
67.83
64.81
68.15
2.
Speaking
80.33
68.37
72.29
74.48
73.86
3.
Reading
72.13
77.24
76.77
73.80
73.74
4.
Writing
66.78
65.67
69.23
62.54
66.05
(Source: the final semester data of students' examination result in Muslim
Nusantam University Medan 2009/201 0).
Based on those data, it is clear that writing score is not satisfying in which it
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shows that students find writing difficult.
Langan (2005: 13) says, "For almost everyone, competent writing comes
from plain hard work -from determination, sweat, and head-on battle." Most of
the research literature recognizes this difficulty is caused by the complexity of
writing (Urquhart and Mciver, 2005: 6). The complexity of writing encountered
by students involves the level skills of planning and organizing as well as the level
skills of spelling, punctuation, word choice, grammar, and usage. Scardamalia &
Bereiter (1986) have identified five areas of competence as particularly difficult in
learning to write: (a) genemtion of content, (b) creating an organizing structure for
f
3
compositions. (c) formulation of goals and higher-level plans, (d) quickly and
efficiently executing the mechanical aspects of writing, and (e) revising text and
f_
reformulating goals. In addition, students in universities frequently demonstrate a
deteriorating attitude toward writing, ~ven
though most students begin university
with a positive attitude toward composing. It is no doubt that those difficulties and
problems make students fail to write.
Students' failure in writing is contrary to curriculum expectations issued
by Muslim Nusantara University. The curriculum expects that students are able to
write various genres such as narrative, argumentative, descriptive, expository
writing, etc. Therefore, there must be several attempts in teaching and learning
writing to solve the gap between students' failure and curriculum expectation in.
order to succeed students' learning achievement in writing.
There are many factors that can cause the low achievement in writing,
namely internal and external factots. The internal factors are intelligence,
motivation, including personality. The external factors are material, environment,
parents, including teaching techniques. Teaching technique is essential to improve
the students' achievement in writing because teaching technique offers practical
suggestions to make learners more active participants in their language learning,
and to make lecturers more sensitive to learner diversity and learning difficulties
(K.umaravadivelu, 2006: 37).
Based on the previous explanation, the improvement of students' learning
achievement in writing can be affected by the use of teaching techniques.
According to Anthony (1963), a technique is defined as "a particular trick,
4
strategem, or contrivance used to accomplish an immediate objective". In
addition, Brown (2000: 16) states that technique is any of a wide variety of
exercises, activities, or ta.