IMPROVING THE STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT BY APPLYING SPORE STRATEGY.
IMPROVING THE STUDENTS’ ACHIEVEMENT IN
WRITING NARRATIVE TEXT BY APPLYING SPORE
STRATEGY
A THESIS
Submitted to Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
PUTRI FEBRINI SIANTURI
Registration Number 209421041
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Mighty God Jesus Christ for His
blessings so the writer is able to accomplish her thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of
Language and Arts, Faculty of Languages and Arts (FBS), State University of Medan
(UNIMED).
During the process of writing, the writer realizes that she cannot accomplish
without support from many people. The writer would like to express her sincere
gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean Faculty of Languages and Arts, Vice
Dean I, II, III and all the administrative staff;
Prof. Dr. Hj. Sumarsih, M.Pd., Head English Department, Faculty of
Languages and Arts, Rika, S.Pd, M.Hum., Secretary of English Department
and Dra. Masitowarni Siregar, M.Ed., Head of English Education Study
Program for their valuable administrative advice and guidance in completing all
the procedures required;
Prof. Amrin Saragih, M.A., Ph.D, her thesis consultant, for his advice,
supervision, and encouragement so the thesis could have been accomplished;
to all lecturers, especially Drs. Elia Masa Gintings, M.Hum, her academic
consultant, for the guidance and moral support during the years spent;
the writer’s gratitude should be fully given to her beloved parents, Drs. T.
Sianturi (Alm) and Ibu L.Gultom, S.Pd,for their everlasting love, hopeful
prayers in her life and financial support. Her sisters and brothers, Bintang
Sianturi (Bunda Kimiko) and Richard Hutahaean, S.T, Daniel H Sianturi,
S.Si, Maria L Sianturi, S.E, Ruth A Sianturi, S.Pd, Citra Y Sianturi, also to
her beloved niece Kimiko Hutahaean and Yoshiko Hutahaean, and to all her
family members for their endless love, care, support, and prayer;
The Principal of SMA Negeri 6 Medan Ibu Dra. Hj. Erlinda, and Vice
Headmaster Bapak Drs. Anggi Muda Siregar, and also English Teacher Drs.
Smith Tarigan, for allowing the writer to conduct the research;
her beloved friends TELETUBBIES (Lidya: Dipsy, Mey Sitepu, S.Sos:
Tinkywinki and Use Sembiring, Amf: Pho), in Cikasu’s Friends (Diana, Irma,
and my love sister Kak Ira Munthe), her field teaching practice (PPLT 2012)
friends, Ara, Zifa, and Ayu for support, togetherness, and pray for her;
the writer also thanks to class members of Reguler A 2009: Melba (nenski),
Rahma(mbrot), Zulaifa, Diana, Irma, Astri, Resti, Hasian, Finny, Yetti, Riri,
Mimi, Fakhirah Sitorus, Eka, Budi, Eta, Uli, and those who cannot be mentioned
one by one, for cares, laughter’s, and all the times being together.
ii
Last but not least, thanks to Syahril Maridotua Purba, S.Pd for his love,
support, cares, pray and always by her side whenever she need. Thanks so
much.
Medan,
Februari 2014
The Writer
Putri Febrini Sianturi
NIM. 209421041
iii
ABSTRACT
Sianturi, Putri Febrini. Improving the Students’ Achievement in Writing
Narrative Text by Applying SPORE Strategy. A Thesis. Faculty of Languages
and Arts (FBS), Unimed (State University of Medan), 2014.
This study aims to discover the improvement of the students’ achievement in
writing narrative text by applying Spore Strategy. The objective of this study is to
find out whether the Spore strategy can improve students’ achievement in writing
narrative text or not. This study was conducted by using classroom action
research. The subject of the research was class XI IPA 2 of SMA Negeri 6 Medan
which consists of 34 students. This study applied quantitative and qualitative data.
The data of this study were obtained quantitatively through writing test which
show that the students score kept improving in every test and qualitatively based
on diary notes, observation sheet and interview sheet which show that teaching
learning process ran well, the students were active, enthusiastic, and interested in
writing. In the first test, the mean score was 56.8. In the second test, the mean
score was 67.2, and in the third test the mean score was 81.2.The research
findings indicated that Spore Strategy significantly improved students’
achievement in writing narrative text.
i
TABLE OF CONTENTS
ABSTRACT…………………………………………………………
ACKNOWLEDGEMENT …………………………………………
TABLE OF CONTENTS …………………………………………..
LIST OF TABLES ………………………………………………….
LIST OF FIGURE ………………………………………………….
LIST OF APPENDICES …………………………………………...
Page
i
ii
iv
vi
vii
viii
CHAPTER I INTRODUCTION ………………………………….
A. The Background of the Study ……………………………...
B. The Problem of the Study ………………………………….
C. The Objective of the Study …………………………………
D. The Scope of the Study …………………………………….
E. The Significance of the Study ………………………………
1
1
3
3
3
3
CHAPTER II REVIEW OF LITERATURE ……………………..
A. Theoretical Framework……………………………………...
1. Students’ Achievement in Writing…..….........................
2. Writing ………………………………………………..
3. Genre …………………………………………………
4. Narrative Text ………………………………………..
5. Parts of Narrative Text ……………………………….
a. Generic Structure of Narrative Text ………………
b. Grammatical Features of Narrative Text ………….
c. Example of Narrative Text ………………………..
6. The Assessment of Writing …………………………..
7. Approach, Method, Strategy, Technique ……………..
8. Setting, Problem, Order of Action, Resolution, End
(SPORE) Strategy …………………………………….
9. Step in the SPORE Writing Process ………………….
10. The Advantages and Disadvantages of SPORE Strategy..
B. Conceptual Framework ……………..……………………...
5
5
5
6
8
11
12
12
12
15
16
17
18
18
20
20
CHAPTER III RESEARCH METHOD …………………………….
A. Research Design ……………………………………………..
B. Subject of the Research ……...……………………………....
C. The Instrument of Data Collection …………………………..
D. The Procedure of Research …….…………………………...
1. The First Cycle …………………………………………..
a. Planning ……………………………………………..
b. Action ……………………………………………….
c. Observation ………………………………………….
d. Reflection …………………………………………...
2. The Second Cycle ……………………………………….
22
22
22
22
23
24
24
24
25
26
27
iv
E. Scoring of Writing Test …………..………………………….
F. The Technique of Data Analysis ……...……………………...
CHAPTER IV THE DATA AND DATA ANALYSIS ………………
A. The Data ………………………………………………...........
1. The Quantitative Data …………………………………...
2. The Qualitative Data…………………………………….
B. The Data Analysis ……………………………………………...
1. Analysis of Quantitative Data …………………………..
2. Analysis of Qualitative Data …………………………….
a. Observation Sheet …………………………………….
b. Interview Sheet …………………………………….
c. Diary Notes …………………………………………
C. The Research Findings and Discussions ……………………...
27
29
30
30
30
32
33
33
39
39
39
40
40
CHAPTER V CONCLUSION AND SUGGESTION ………………. 42
A. Conclusion ……………………………………………………. 42
B. Suggestion …………………………………………………….. 42
REFERENCES ………………………………………………………… 43
APPENDICES ………………………………………………………….. 44
v
LIST OF TABLES
Pages
Table 3.1 Procedure of Data Collection for Teaching and Learning
Activities.......................................................................
26
Table 3.2 Score of Format and Content ……………………….
27
Table 3.3 Score of Organization and Coherence ……………..
28
Table 3.4 Score of Sentence Construction and Vocabulary ….
28
Table 4.1 Students’ Writing Score during Six Meeting …………
31
Table 4.2 The Improvement of Mean Score of the Students’
Writing ………………………………………………...
35
Table 4.3 The Percentage of Students’ Writing Achievement ……. 36
Table 4.4 The Range of Score Improvement ……………………… 37
vi
LIST OF FIGURE
Pages
Figure 3.1 Process Writing by Ron White and Valerie Arndt ….. 8
Figure 3.1 Action Research Model ………………………………… 23
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is one of the most important things in a communication and it is
used as a tool of among the nations in all over the world. There are several
languages that are frequently used by people in the world, English is one of them.
English is the most famous at important language in the world. It is used in formal
and informal situation. It is used in business, technology, information, education,
mass media, tourism, entertainment, and international relationship. In short,
English is used in all aspects of life.
Writing is one of the skills in English language learning besides reading,
speaking, and listening that is taught formally in Indonesia education curriculum
from elementary school up to the university level. Many students think that
writing is most difficult skill. It is because they have some problems when they
are writing. The first problem is the students have not ideas on their mind what
they want to write. The second problem that the students have in writing is less
knowledge. The students often feel confused what they want to write because
there is no information about the topic. They need many reference materials to
help them. The third problem is the students need experience for the topic to get
the accurate material.
According to Byrne (1979:1) writing is the encoding of a message of some
kind that is we translate our thoughts into language. It means that students need a
clear idea and creativity when writing. They have to be master in the topic that
1
2
they want to write and creativity to make the reader understand and interest with
their writing.
There are some genres in writing. They are narrative, recount, description,
report, discussion, explanation, exposition, procedure, anecdote, and
advertisement. Narrative text is any written English text in which the writer wants
to amuse, entertain people and to deal with actual or vicarious experience in
different ways. (Siahaan & Shinoda; 2008: 73). In presenting stories, narrative
text also gives advice to the readers.
Based on the observation and interviewing that was done by the writer in the
grade XI SMA Negeri 6 Medan, many students have problems in writing narrative. The
first problem, the students find difficulties when they have to generate and develop ideas
to tell the sequences of events. It makes them often just put one or two events in their
writing. Second, they cannot arrange the events in a correct.
To help the students solve their problems in writing narrative, the teacher have to
find the effective and interesting strategy. There are so many strategies that are popular to
make teaching in writing narrative more effective and interesting. These strategies are
expected to be useful to improve the students’ achievement in writing narrative. In the
case, the writer chooses Setting, Problem, Order of Action, Resolution, End
(SPORE) strategy. SPORE Strategy will be one of the effective strategies that are
recommended to be applied in writing narrative text.
The writer is interested to do researcher upon this strategy and try to analyze this
case in order to know whether SPORE strategy is effective in help thing student to write a
narrative text. In addition, by this analysis, the writer expects that the students – who
assume that writing is difficult to be done – would get interested and find that writing can
be enjoyable activity, especially writing narrative text.
3
B. The Problem of the Study
The problem is formulated in the form of a question as follows: “Is the
students’ achievement in writing narrative text significantly improved by SPORE
(Setting, Problem, Order of Action, Resolution, End) Strategy?”
C. The Objective of the Study
Based on the problem formulation above, the objective of the study is to
find out whether the use of Setting, Problem, Order of Action, Resolution, End
(SPORE) strategy significantly improves the students’ achievement in writing
narrative text.
D. The Scope of the Study
The scope of this study is writing narrative text on the use of Setting,
Problem, Order of Action, Resolution, End (SPORE) strategy in teaching process.
E. The Significances of the Study
Findings of the study are expected to be useful and relevant theoretically
and practically.
1. Theoretically for other researcher, who interested for getting prior
information to do further related study and can prove this strategy
more with different participant.
2. Practically, the findings are useful for
4
a. English teachers, who want to get source and information to
enlarge their knowledge in teaching narrative text and
b. Students, who want to improve their skill and stimulate them to
improve their writing achievement.
CHAPTER V
CONCLUSIONS AND SUGGESSTIONS
A. Conclusions
After analyzing the quantitative data, conclusions are drawn as the
following. There is a significant improvement of the mean in test of cycle 1 (67,2)
and the mean in test of cycle 2 (81,2). Moreover, the qualitative data showed that
the students were more interested and enjoyable in learning narrative writing by
applying Spore strategy. Therefore, it can be concluded that the application of
Spore strategy can significantly improve students’ achievement in writing
narrative text.
B. Suggestions
In line with the conclusions, some points are suggested to:
1. English teachersare advised to apply SPORE strategy so that they can
improve their students’ achievement in writing narrative text.
2. The readers, who are interested in dealing with this study, are
suggested that they have good understanding about how to improve
their ability in writing narrative text by applying SPORE Strategy.
42
REFERENCES
Bloom, B, S. 1956. Taxonomy of Educational Objectives: The Classification of
Educational Goals. New York: Longman.
Brown, H. Douglas. 2007. Principles of Language Learning and Teaching
(5 thEd). White Plains: Longman
Burns, Anne. 2010. Doing Action Research in English Language Teaching. New
York: Routledge
Byrne, Donn. 1979. Teaching Writing Skill. London: Longman House
Carrol, J. Amstrong. 2001. Writing and Grammar – Communication in Action
Ruby Level. USA: Prentice Hall
Conlin, Mary Lou. 1983. Pattern: a Short Prose Reader, New York: Houghton
Mifflin
Fisher, Carol J. 1982. Children’s Language and the Language Arts – Second
Edition. New York: McGraw Hill
Gerrot, Linda., & Wignell Pater. 1994. Making Sense of Fundantional Grammar.
Cammeray: Antipodean Educational Enterprises
Harmer, Jeremy. 2003.The Practice of English Language Teaching (3th
Ed).Harlow: Longman
Hughey, Jane B et all. 1983. Teaching ESL Composition: Principles and
Technique. Massachusetts: Newbury House
Knapp, Peter, & Megan Wtkins. 2005. Genre, Text, Grammar. Sydney:
Universityof New South Wales.
Levey, Judith et al. 1993. School Dictionary 3. New York: Macmilan/McGraw Hill
Nunan, David. 2003. Pratical English Language Teaching. New York:McGraw
Hill
Tiwari, Deepak. 2005. Encyclopedia of Modern Methods of Teaching 7. New
Dehli: Cressent
Siahaan, Sanggam and Kisno Shinoda. 2008. Generic Text Structure. Yogyakarta:
Graha Ilmu
Soeprapto, F. A. and Mariana Darwis. 2006. Linked to the World 1 – English for
Senior High School Grade X. Jakarta: Yudistira
43
WRITING NARRATIVE TEXT BY APPLYING SPORE
STRATEGY
A THESIS
Submitted to Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
PUTRI FEBRINI SIANTURI
Registration Number 209421041
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First of all, the writer would like to thank the Mighty God Jesus Christ for His
blessings so the writer is able to accomplish her thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of
Language and Arts, Faculty of Languages and Arts (FBS), State University of Medan
(UNIMED).
During the process of writing, the writer realizes that she cannot accomplish
without support from many people. The writer would like to express her sincere
gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., Dean Faculty of Languages and Arts, Vice
Dean I, II, III and all the administrative staff;
Prof. Dr. Hj. Sumarsih, M.Pd., Head English Department, Faculty of
Languages and Arts, Rika, S.Pd, M.Hum., Secretary of English Department
and Dra. Masitowarni Siregar, M.Ed., Head of English Education Study
Program for their valuable administrative advice and guidance in completing all
the procedures required;
Prof. Amrin Saragih, M.A., Ph.D, her thesis consultant, for his advice,
supervision, and encouragement so the thesis could have been accomplished;
to all lecturers, especially Drs. Elia Masa Gintings, M.Hum, her academic
consultant, for the guidance and moral support during the years spent;
the writer’s gratitude should be fully given to her beloved parents, Drs. T.
Sianturi (Alm) and Ibu L.Gultom, S.Pd,for their everlasting love, hopeful
prayers in her life and financial support. Her sisters and brothers, Bintang
Sianturi (Bunda Kimiko) and Richard Hutahaean, S.T, Daniel H Sianturi,
S.Si, Maria L Sianturi, S.E, Ruth A Sianturi, S.Pd, Citra Y Sianturi, also to
her beloved niece Kimiko Hutahaean and Yoshiko Hutahaean, and to all her
family members for their endless love, care, support, and prayer;
The Principal of SMA Negeri 6 Medan Ibu Dra. Hj. Erlinda, and Vice
Headmaster Bapak Drs. Anggi Muda Siregar, and also English Teacher Drs.
Smith Tarigan, for allowing the writer to conduct the research;
her beloved friends TELETUBBIES (Lidya: Dipsy, Mey Sitepu, S.Sos:
Tinkywinki and Use Sembiring, Amf: Pho), in Cikasu’s Friends (Diana, Irma,
and my love sister Kak Ira Munthe), her field teaching practice (PPLT 2012)
friends, Ara, Zifa, and Ayu for support, togetherness, and pray for her;
the writer also thanks to class members of Reguler A 2009: Melba (nenski),
Rahma(mbrot), Zulaifa, Diana, Irma, Astri, Resti, Hasian, Finny, Yetti, Riri,
Mimi, Fakhirah Sitorus, Eka, Budi, Eta, Uli, and those who cannot be mentioned
one by one, for cares, laughter’s, and all the times being together.
ii
Last but not least, thanks to Syahril Maridotua Purba, S.Pd for his love,
support, cares, pray and always by her side whenever she need. Thanks so
much.
Medan,
Februari 2014
The Writer
Putri Febrini Sianturi
NIM. 209421041
iii
ABSTRACT
Sianturi, Putri Febrini. Improving the Students’ Achievement in Writing
Narrative Text by Applying SPORE Strategy. A Thesis. Faculty of Languages
and Arts (FBS), Unimed (State University of Medan), 2014.
This study aims to discover the improvement of the students’ achievement in
writing narrative text by applying Spore Strategy. The objective of this study is to
find out whether the Spore strategy can improve students’ achievement in writing
narrative text or not. This study was conducted by using classroom action
research. The subject of the research was class XI IPA 2 of SMA Negeri 6 Medan
which consists of 34 students. This study applied quantitative and qualitative data.
The data of this study were obtained quantitatively through writing test which
show that the students score kept improving in every test and qualitatively based
on diary notes, observation sheet and interview sheet which show that teaching
learning process ran well, the students were active, enthusiastic, and interested in
writing. In the first test, the mean score was 56.8. In the second test, the mean
score was 67.2, and in the third test the mean score was 81.2.The research
findings indicated that Spore Strategy significantly improved students’
achievement in writing narrative text.
i
TABLE OF CONTENTS
ABSTRACT…………………………………………………………
ACKNOWLEDGEMENT …………………………………………
TABLE OF CONTENTS …………………………………………..
LIST OF TABLES ………………………………………………….
LIST OF FIGURE ………………………………………………….
LIST OF APPENDICES …………………………………………...
Page
i
ii
iv
vi
vii
viii
CHAPTER I INTRODUCTION ………………………………….
A. The Background of the Study ……………………………...
B. The Problem of the Study ………………………………….
C. The Objective of the Study …………………………………
D. The Scope of the Study …………………………………….
E. The Significance of the Study ………………………………
1
1
3
3
3
3
CHAPTER II REVIEW OF LITERATURE ……………………..
A. Theoretical Framework……………………………………...
1. Students’ Achievement in Writing…..….........................
2. Writing ………………………………………………..
3. Genre …………………………………………………
4. Narrative Text ………………………………………..
5. Parts of Narrative Text ……………………………….
a. Generic Structure of Narrative Text ………………
b. Grammatical Features of Narrative Text ………….
c. Example of Narrative Text ………………………..
6. The Assessment of Writing …………………………..
7. Approach, Method, Strategy, Technique ……………..
8. Setting, Problem, Order of Action, Resolution, End
(SPORE) Strategy …………………………………….
9. Step in the SPORE Writing Process ………………….
10. The Advantages and Disadvantages of SPORE Strategy..
B. Conceptual Framework ……………..……………………...
5
5
5
6
8
11
12
12
12
15
16
17
18
18
20
20
CHAPTER III RESEARCH METHOD …………………………….
A. Research Design ……………………………………………..
B. Subject of the Research ……...……………………………....
C. The Instrument of Data Collection …………………………..
D. The Procedure of Research …….…………………………...
1. The First Cycle …………………………………………..
a. Planning ……………………………………………..
b. Action ……………………………………………….
c. Observation ………………………………………….
d. Reflection …………………………………………...
2. The Second Cycle ……………………………………….
22
22
22
22
23
24
24
24
25
26
27
iv
E. Scoring of Writing Test …………..………………………….
F. The Technique of Data Analysis ……...……………………...
CHAPTER IV THE DATA AND DATA ANALYSIS ………………
A. The Data ………………………………………………...........
1. The Quantitative Data …………………………………...
2. The Qualitative Data…………………………………….
B. The Data Analysis ……………………………………………...
1. Analysis of Quantitative Data …………………………..
2. Analysis of Qualitative Data …………………………….
a. Observation Sheet …………………………………….
b. Interview Sheet …………………………………….
c. Diary Notes …………………………………………
C. The Research Findings and Discussions ……………………...
27
29
30
30
30
32
33
33
39
39
39
40
40
CHAPTER V CONCLUSION AND SUGGESTION ………………. 42
A. Conclusion ……………………………………………………. 42
B. Suggestion …………………………………………………….. 42
REFERENCES ………………………………………………………… 43
APPENDICES ………………………………………………………….. 44
v
LIST OF TABLES
Pages
Table 3.1 Procedure of Data Collection for Teaching and Learning
Activities.......................................................................
26
Table 3.2 Score of Format and Content ……………………….
27
Table 3.3 Score of Organization and Coherence ……………..
28
Table 3.4 Score of Sentence Construction and Vocabulary ….
28
Table 4.1 Students’ Writing Score during Six Meeting …………
31
Table 4.2 The Improvement of Mean Score of the Students’
Writing ………………………………………………...
35
Table 4.3 The Percentage of Students’ Writing Achievement ……. 36
Table 4.4 The Range of Score Improvement ……………………… 37
vi
LIST OF FIGURE
Pages
Figure 3.1 Process Writing by Ron White and Valerie Arndt ….. 8
Figure 3.1 Action Research Model ………………………………… 23
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is one of the most important things in a communication and it is
used as a tool of among the nations in all over the world. There are several
languages that are frequently used by people in the world, English is one of them.
English is the most famous at important language in the world. It is used in formal
and informal situation. It is used in business, technology, information, education,
mass media, tourism, entertainment, and international relationship. In short,
English is used in all aspects of life.
Writing is one of the skills in English language learning besides reading,
speaking, and listening that is taught formally in Indonesia education curriculum
from elementary school up to the university level. Many students think that
writing is most difficult skill. It is because they have some problems when they
are writing. The first problem is the students have not ideas on their mind what
they want to write. The second problem that the students have in writing is less
knowledge. The students often feel confused what they want to write because
there is no information about the topic. They need many reference materials to
help them. The third problem is the students need experience for the topic to get
the accurate material.
According to Byrne (1979:1) writing is the encoding of a message of some
kind that is we translate our thoughts into language. It means that students need a
clear idea and creativity when writing. They have to be master in the topic that
1
2
they want to write and creativity to make the reader understand and interest with
their writing.
There are some genres in writing. They are narrative, recount, description,
report, discussion, explanation, exposition, procedure, anecdote, and
advertisement. Narrative text is any written English text in which the writer wants
to amuse, entertain people and to deal with actual or vicarious experience in
different ways. (Siahaan & Shinoda; 2008: 73). In presenting stories, narrative
text also gives advice to the readers.
Based on the observation and interviewing that was done by the writer in the
grade XI SMA Negeri 6 Medan, many students have problems in writing narrative. The
first problem, the students find difficulties when they have to generate and develop ideas
to tell the sequences of events. It makes them often just put one or two events in their
writing. Second, they cannot arrange the events in a correct.
To help the students solve their problems in writing narrative, the teacher have to
find the effective and interesting strategy. There are so many strategies that are popular to
make teaching in writing narrative more effective and interesting. These strategies are
expected to be useful to improve the students’ achievement in writing narrative. In the
case, the writer chooses Setting, Problem, Order of Action, Resolution, End
(SPORE) strategy. SPORE Strategy will be one of the effective strategies that are
recommended to be applied in writing narrative text.
The writer is interested to do researcher upon this strategy and try to analyze this
case in order to know whether SPORE strategy is effective in help thing student to write a
narrative text. In addition, by this analysis, the writer expects that the students – who
assume that writing is difficult to be done – would get interested and find that writing can
be enjoyable activity, especially writing narrative text.
3
B. The Problem of the Study
The problem is formulated in the form of a question as follows: “Is the
students’ achievement in writing narrative text significantly improved by SPORE
(Setting, Problem, Order of Action, Resolution, End) Strategy?”
C. The Objective of the Study
Based on the problem formulation above, the objective of the study is to
find out whether the use of Setting, Problem, Order of Action, Resolution, End
(SPORE) strategy significantly improves the students’ achievement in writing
narrative text.
D. The Scope of the Study
The scope of this study is writing narrative text on the use of Setting,
Problem, Order of Action, Resolution, End (SPORE) strategy in teaching process.
E. The Significances of the Study
Findings of the study are expected to be useful and relevant theoretically
and practically.
1. Theoretically for other researcher, who interested for getting prior
information to do further related study and can prove this strategy
more with different participant.
2. Practically, the findings are useful for
4
a. English teachers, who want to get source and information to
enlarge their knowledge in teaching narrative text and
b. Students, who want to improve their skill and stimulate them to
improve their writing achievement.
CHAPTER V
CONCLUSIONS AND SUGGESSTIONS
A. Conclusions
After analyzing the quantitative data, conclusions are drawn as the
following. There is a significant improvement of the mean in test of cycle 1 (67,2)
and the mean in test of cycle 2 (81,2). Moreover, the qualitative data showed that
the students were more interested and enjoyable in learning narrative writing by
applying Spore strategy. Therefore, it can be concluded that the application of
Spore strategy can significantly improve students’ achievement in writing
narrative text.
B. Suggestions
In line with the conclusions, some points are suggested to:
1. English teachersare advised to apply SPORE strategy so that they can
improve their students’ achievement in writing narrative text.
2. The readers, who are interested in dealing with this study, are
suggested that they have good understanding about how to improve
their ability in writing narrative text by applying SPORE Strategy.
42
REFERENCES
Bloom, B, S. 1956. Taxonomy of Educational Objectives: The Classification of
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