THE EFFECT OFAPPLYING COOPERATIVE INTEGRATED READING AND COMPOSITION( CIRC) TECHNIQUE ON STUDENTS ACHIEVMENT IN WRITING RECOUNT TEXT.

(1)

THE EFFECT OF APPLYING COOPERATIVE INTEGRATED

READING AND COMPOSITION ( CIRC ) TECHNIQUE ON

STUDENTS’ ACHIEVEMENTIN WRITING

RECOUNT TEXT

A THESIS

Submitted to the English Department Faculty of Language and Arts UNIMED in partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan

By:

SARA FRIMAULIA

Registration Number. 209421046

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

(2)

(3)

(4)

(5)

(6)

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 Applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students’ Achievement in writing Recount 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 accomplised without the guidance, suggestion, and comment from people, for which the writer would like to express her extremely gratefulwhich 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 thesis Consultant, for her administrative help in requirements process and for her patient guidance, helping, suggestion, advice, motivation and encouragement so that this thesis finally could be completed. Rika, S.PdM.Hum as the Secretary of English Department and Dra. Masitowarni Siregar, M.Ed, as the Head of English Education Study Program and as her reviewers.

 Dra. Yunita Agnes Sianipar, M.Hum, Drs. Elia Masa Gintings, M.Hum and Drs. Johan Sinulingga, M.Pd, as her reviewers, for the advice and suggestion in completed this thesis.

 Gito S.Pd, M.Pd, the headmaster of SMP Negeri 1 Stabat. For giving her the permission to do research.

 Sumarno, SE and Afrida Hanim, S.Sos, as her parents, Suci Frisnoyri, M.Pd and Setrie Frimairy, as her sister, for their full support, care, prayers and love.

 Bambang Eko Winarno, as her special friend who give the writer support, attention, pray,to finish this thesis. Her appreciation to her closed friend Rizki Bitha Ghaliah Siregar, S.Pd in giving her support, helping, and laughs. Regular A 2009 (Nurmaulida Rahmi, Sri Wahyuni Hasibuan S.Pd, Eka Ratna Sari, Eliye Yuli Yenti, Aini Mardhiah, Yetti Lestari), for her friends in HMJ-BSI UNIMED And all people that cannot mentioned one by one.

Medan, Oktober 2013 The writer

Sara Frimaulia Nim. 209421046

(7)

Page

ABSTRACK ... i

ACKNOWLEDGMENT ... ii

TABLE OF CONTENT ... iii

LIST OF TABLE ... v

LIST OF APPENDICES ... vi

CHAPTER I : INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 3

C. The Scope of the Study ... 3

D. The Objective of the Study ... 4

E. The Significance of the Study ... 4

CHAPTER II : REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. Students’ Achievement ... 6

2. Writing ... 6

3. Genre ... 8

4. Recount Text ... 10

5. Technique ... 13

6. Cooperative Learning ... 14

7. Cooperative Integrated Reading and Compostion ... 15

a. The Component of Coopeartive Integrated Reading and Composition ... 16

1) Story Related Activities ... 16

2) Direct Instruction in Reading Comprehension . 19 3) Integrated Language Arts and Writing ... 19

B. Conceptual Framework ... 20

C. Hypothesis ... 22

CHAPTER III : RESEARCH METHOD ... 23

A. Research Design ... 23

B. Population and Sample ... 24

C. Instrument of Collecting the Data ... 24

D. Procedure of The Research ... 28

1. Pre-test ... 28

2. Treatment ... 28

3. Post-test ... 32

E. Validity and Reliability of Test ... 32

1. Validity of the Test ... 33

2. Reliability of the Test ... 33

(8)

iii

CHAPTER IV : THE DATA AND RESEARCH FINDINGS

A. The Data Analysis ... 35

B. The Reliability of the Test ... 40

C. Testing Hypthesis ... 40

D. Research Findings ... 40

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 42

B. Suggestions ... 42

(9)

(10)

LIST OF TABLES

Table2.1 Advantages and Disadvantages ofCIRC... 20

Table 3.1 Research Design ... 23

Table 3.2 Scoring the Writing Test……... 27

Table 3.3 Treatment for Experimental group... 30

Table 3.4 Teaching Proocedures in Control Group ... 32

Table 4.1 Total of Pre-Test and Post Test of Experimental Group ... 36

(11)

LIST OF APPENDICES

APPENDIX Page

A.Total of Pre-test and Post-test of Expermental Group ... 45

B. Total of Pre-test and Post-test of Control Group ... 47

C.The Reliability of the Test... . 49

D.Calculation of Pre-test and Post-test of Experimental group ... 52

E. Calculation of Pre-test and Post-test of Control group ... .. 54

F. Lesson Plan ... 59

G.The Media of Teaching Recount Text in Experimental and Control group ... 75

(12)

CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is a means of communication. Language stands at the centre of human affair to the most prosaic to the most profound. In the relation to this, Clark and Clark (1997;7), say that language is fundamental and instrument of communication.The aim of teaching-learning English as a foreign language commonly define in term of four language skill namely listening, speaking, reading, and writing. English is one of the International languages that is used by many people in the world and in many areas of everyday life. Therefore, using English is the easiest way to communicate with people from other countries about many aspect in human life such as technology, economy, social and politics.

Writing is one of the four basic skills in learning English as a foreign language. Writing is an important communication tool. Writing is a way of conveying ideas, opinion and thoughts and expressing them as a series of words and writing them down in a piece of paper. Actually writing is an opportunity, it allows students to express something aout themselves, explore and explains ideas. Students can convey their ideas in their mind by organizing them into a good text so that the others know them and they can think critically. Unfortunately, Indonesian students’writing in English is still low. The students are not able to write English well, they don’t use appropriate words and grammar in writing.

(13)

According to Competence Based Curriculum, writing is one four skills that should be mastered by students. They should be able to write in English writing is one four basic language skills is difficult to study. It is stated by Allan and Vallet (1981;5) who say that writing writing maybe considered as the most of difficult

language skills. Hornby (1974;1016) say that writing is “to put down by means of

word on paper”. Expessing the ideas and thought should be known by the

students since it becomes the goal of writing. On the other hand the students should be able to express their ideas or opinions in paragraph form.

In this study, the writer deals with writing as her topic because during her teaching practice (PPL) at SMP, she observed that most of the students are not able to write successfully. The writer found that the student are not able to write in simple sentence especially in writing recount text. They are not confident to use their own english, because of their limited mastery on grammar and vocabulary, and they are not able to organize their ideas into a good text. Moreover, in writing process, the students have to master the knowledge not only about the material but also about grammar and vocabulary.

So based on the situation above, it is needed to know some methods for helping students in writing ability. The appropriate and comprehensive methods for teaching writing is Coopearative Integrated Reading and Composition (CIRC). CIRC is derived from cooperative learnign which facilities the students to understand the text or passage given. The students are taught to work together with their friends. They work together to achieve the goal or the success which

(14)

has always been desired by them. It will help the students in the writing recount text.

Slavin (2000:106) states that Cooperative Integrated Reading and Composition is comprehensive method for teaching reading, writing and languages arts in the upper elementary grades (grades2-8).

In Cooperative Integrated Reading and Composition, students are divided into several teams from the different reading groups. A teams consist of pairs of students. For example, the teams consist of two students from high reading group and two students from the low reading group. Students work both in pairs and in teams on a series of cognitively engaging activities, including partner reading, making predictions, identification of characters, settings, problem solutions, summarization, vocabulary, story related writing.

B. The Problem of the Study

Based on the background of the study, the problem is formulated as follows :

“Is there any significant effect on students’ achievement in writing recount

by Cooperative Integrated Reading and Composition technique”? C. The Scope of the Study

The research focuses its study on the effect of applying Cooperative Intergrated Reading and Composition (CIRC) on students’ achievment in recount parargraph. In this case, the writer limits only in writing recount Text.

(15)

4 D. The Objective of the Study

The objective of the study is to find out whether Cooperative Intergrated Reading and Composition Technique Significantly effect on Students’ Writing Recount Text.

E. The Significance of the Study

Results of this study are expected to be giving out the theoretical and practical significance. The significance can be described as follows:

1. Theoretical

The expected of this research is to enrich the learning of science writing especially in writing recount text by using methods appropriate CIRC. 2. Practical

a. For student

1) The students can produce a good recount pargaraph through using Cooperative Integrated Reading and Composition (CIRC).

2) The use of Cooperative Integrated Reading and Composition will

increase students’ achievment in writing.

3) To motivate the students to be better in writing recount text. b. For teacher

1) To give information for the English teacher about Cooperative Intergrated Reading and Composition ( CIRC ) in teaching learning process.

2) To increase their own professionalism in teaching writing by using Cooperative Integrated Reading and Composition.

(16)

3) The result of the study would be very useful for teachers of English and others who are concerning wtih assessment of teaching English. c. For other researcher,

1) the result of this study can be used as a basic information in doing further Cooperative Integrated Reading and Composition to

improve students’ writing competence.

2) Develop insights and experience of the researchers.

3) To help the next researchers who want to conduct a depth research related to this study.

(17)

CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

Based on the result of the data analysis, it was concluded that using

Cooperative Integrated Reading and Composition significantly affect the student’s

ability in writing recount text (t-calculated > t-table, p=0.05). The using CIRC made the students write recount text grammatically that without using CIRC. The calculation of t-test is 2.38 > 1.67 with df 78 and the level of significance 0.05. It means that the using CIRC has significant effect on writing recount text.

From the result of the data, it can be seen that the highest score of experimental group was 96 and the lowest score was 64 in post-test. Meanwhile the highest score of control group was 91 and the lowest score was 55 in post-test.

B. Suggestions

The writer point out some suggestion as following:

1. It suggested to the English Teacher, it is better to applying Cooperative Integrated Reading and Composition because this method helps the students in understanding the recount text much better.

2. It suggested to the students, with this method demands a cooperative team so it is better if they can share ideas and information before they write, so that by applying of CIRC the students can write recount text.

(18)

REFERENCES

Allan and Vallete, Ann.1976. Teaching English as a Second Language. A book of writing, New delhi:Mc gaw Hill Publishing Company.

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.

Clark and Clark. 1997. Physicology and Language. USA.Harcourt Brace Jovanovich.

Durukan, Erhan.2010. effect of Cooperative Integrated Reading and Composition(CIRC) Technique on Reading-Writing Skills (pp.102-109). Turkey: Black Sea Technical University

Gerrot,L.& Wignell, P. 1994. Making Sense of Functional Grammar. Cammeray: Antipodean Educational Enterprises.

Harmer, J.2004. How to Teach Writing. London: Longman.

Harmer, J. 2001. The Practice of English Language Teaching (Third Edition: Completely Revised and Updated). England:Longman.

Hoglas, A. And Jacob. 2002. Testing for Language Teacher, 2nd Ed. Cambridge: Cambridge University Press.

Hyland, K.2003.Second Language Writing. New York: Cambridge University Press.

Hyland, K.2002. Teaching and Researching Writing. Great Britain: Longman. Istarani, 2012. 58 Model Pembelajaran Inovatif. Medan : Media Persada

Juita, Mahdum,Safri.2013. The application of Circ technique to improve the ability of the second year students of SMPN.14 Pekan baru in Comprehending Descriptive Text. Pekan Baru

Karrie,Jones&Jennifer, The Journal of effective teaching,vol.8.No,2.2008.(pp.61-76). New York: Niagara University

(19)

Kallahi, Elanneri.2008 Area of Problem inWriting Recount Text. Jurnal Penddikan Inovatif,jilid 4,No.1,September 2008,(pp.10-13).Palang Karaya

Oshima and Hongue. 1997. Introduction to Academic Writing. Second Edition. White Plains, New York: Longman.

Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Andi Richard, Jack and Rodgers, Theodore. 1982. Method, Aprroach, Design,

Procedure. TESOL Quarterly

Slavin, R.2000. Cooperative Learning: Theory, Research, and Practice (Second Edition). London: A Simon & Schuster.

Siahaan, Sanggama and Shinoda, Kisno. 2008. Generic Text Structure. 1st ed. Yogyakarta: Graha Ilmu.

(1)

has always been desired by them. It will help the students in the writing recount text.

Slavin (2000:106) states that Cooperative Integrated Reading and Composition is comprehensive method for teaching reading, writing and languages arts in the upper elementary grades (grades2-8).

B. The Problem of the Study

Based on the background of the study, the problem is formulated as follows :

“Is there any significant effect on students’ achievement in writing recount by Cooperative Integrated Reading and Composition technique”?

C. The Scope of the Study

(2)

4 D. The Objective of the Study

The objective of the study is to find out whether Cooperative Intergrated Reading and Composition Technique Significantly effect on Students’ Writing Recount Text.

E. The Significance of the Study

Results of this study are expected to be giving out the theoretical and practical significance. The significance can be described as follows:

1. Theoretical

The expected of this research is to enrich the learning of science writing especially in writing recount text by using methods appropriate CIRC. 2. Practical

a. For student

1) The students can produce a good recount pargaraph through using Cooperative Integrated Reading and Composition (CIRC).

2) The use of Cooperative Integrated Reading and Composition will increase students’ achievment in writing.

3) To motivate the students to be better in writing recount text. b. For teacher

1) To give information for the English teacher about Cooperative Intergrated Reading and Composition ( CIRC ) in teaching learning process.

2) To increase their own professionalism in teaching writing by using Cooperative Integrated Reading and Composition.

(3)

3) The result of the study would be very useful for teachers of English and others who are concerning wtih assessment of teaching English. c. For other researcher,

1) the result of this study can be used as a basic information in doing further Cooperative Integrated Reading and Composition to improve students’ writing competence.

2) Develop insights and experience of the researchers.

3) To help the next researchers who want to conduct a depth research related to this study.

(4)

CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

Based on the result of the data analysis, it was concluded that using Cooperative Integrated Reading and Composition significantly affect the student’s ability in writing recount text (t-calculated > t-table, p=0.05). The using CIRC made the students write recount text grammatically that without using CIRC. The calculation of t-test is 2.38 > 1.67 with df 78 and the level of significance 0.05. It means that the using CIRC has significant effect on writing recount text.

B. Suggestions

The writer point out some suggestion as following:

1. It suggested to the English Teacher, it is better to applying Cooperative Integrated Reading and Composition because this method helps the students in understanding the recount text much better.

(5)

REFERENCES

Allan and Vallete, Ann.1976. Teaching English as a Second Language. A book of writing, New delhi:Mc gaw Hill Publishing Company.

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.

Clark and Clark. 1997. Physicology and Language. USA.Harcourt Brace Jovanovich.

Durukan, Erhan.2010. effect of Cooperative Integrated Reading and

Composition(CIRC) Technique on Reading-Writing Skills (pp.102-109).

Turkey: Black Sea Technical University

Gerrot,L.& Wignell, P. 1994. Making Sense of Functional Grammar. Cammeray: Antipodean Educational Enterprises.

Harmer, J.2004. How to Teach Writing. London: Longman.

Harmer, J. 2001. The Practice of English Language Teaching (Third Edition:

Completely Revised and Updated). England:Longman.

Hoglas, A. And Jacob. 2002. Testing for Language Teacher, 2nd Ed. Cambridge:

Cambridge University Press.

Hyland, K.2003.Second Language Writing. New York: Cambridge University Press.

Hyland, K.2002. Teaching and Researching Writing. Great Britain: Longman. Istarani, 2012. 58 Model Pembelajaran Inovatif. Medan : Media Persada

Juita, Mahdum,Safri.2013. The application of Circ technique to improve the

ability of the second year students of SMPN.14 Pekan baru in Comprehending Descriptive Text. Pekan Baru