THE WRITING ABILITY OF THE ELEVENTH GRADE STUDENTS OF MAN 2 KUDUS IN THE ACADEMIC YEAR 20112012 TAUGHT THROUGH DRAMA SKRIPSI By
THE WRITING ABILITY OF THE ELEVENTH GRADE STUDENTS
OF MAN 2 KUDUS IN THE ACADEMIC YEAR 2011/2012
TAUGHT THROUGH DRAMA
SKRIPSI
By
SODIQUL NA’IM
200832064
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE WRITING ABILITY OF THE ELEVENTH GRADE STUDENTS
OF MAN 2 KUDUS IN THE ACADEMIC YEAR 2011/2012
TAUGHT THROUGH DRAMA
SKRIPSI
Presented to The University of Muria Kudus In Partial Fulfilment of The
Requirement for Completing The Sarjana Program
In English Education
By
SODIQUL NA’IM
200832064
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2012
iii
MOTTO AND DEDICATION
MOTTO
Get out of the box
There is a will there is a way
Do anything to get everything
Nobody is perfect
Dedication
This skripsi is dedicated to :
My beloved father and mother
My beloved young sister (Fina)
My secound family (Beswan djarum
kudus 26)
The big family of Beswan Djarum
Kudus Lintas Angkatan
Gempalno community ( Wahyu, Siswo
and Alwi)
All of my friends especially Johan,
Zaenal, Adis etc.
My friends in islamic centre ( Gato and
Ma’ruf)
iv
ADVISORS’ APPROVAL
This is to certify that the Sarjana skripsi of Sodiqul Na’im (2008-32-064) has been
approved by the skripsi advisors for the further approval by the Examining
committee.
Kudus, July 2012
Advisor I
Rismiyanto SS. M.Pd
NIS.0610701000001146
Advisor II
Nuraeningsih S.Pd, M.Pd
NIS.0610701000001201
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M. Pd
NIP. 19560619 198503 1 002
v
EXAMINERS’ APPROVAL
This is to certify that the skripsi of Sodiqul Na’im (NIM: 200832064) has been
approved by the Examining Committee as a requirement for the Sarjana Degree in
the Teaching of English as a Foreign Language.
Kudus, August 2012
Skripsi Examining commite:
Rismiyanto SS. M.Pd
NIS. 0610701000001146
Chairperson
Nuraeningsih S.Pd, M.Pd
NIS. 0610701000001201
Member
Fajar Kartika, SS, M.Pd
NIS. 0610701000001191
Member
Dr. Slamet Utomo, M.Pd
NIP. 196212191987031001
Member
Acknowledge by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M. Pd
NIP. 19560619 198503 1 002
vi
ACKNOWLEDGEMENT
Allhamdulillah, thanks god for blessing and giving favor to the writer. So
he can finish his skripsi with title ”The Writing Ability of The Eleventh Grade
Students of MAN 2 Kudus In Academic Year 2011-2012 Taught through Drama”.
Praise and inovacation are also given to our prophet, Muhammad
SAW, who is always hoped his intercession in the end of the world. Besides,
he would to express his since gratitude and appreciation for the valuable
assistance give by many persons in completing this skripsi, they are:
1.
Drs. Susilo Raharjo, M.Pd the Dean of Teacher Training and Educational
Faculty of Muria Kudus University
2.
Fitri Budi Suryani, SS, M.Pd as the Head of English Education Department.
3.
Rismiyanto, SS,M.Pd as Advisor I , who has given motivation, guidance, and
made several corrections for the improvement of this skripsi.
4.
Nuraeningsih SPd,M.Pd as advisor II, who has given an idea when the writer
got problem in writing this skripsi and also made several corrections for the
improvement of this skripsi.
5.
All lecturers and the staffs of Teacher Training and Educational Faculty of
Muria Kudus University.
6.
Drs. H. Ah Rif’an M.Ag as the Headmaster of MAN 2 Kudus for giving his
permission to conduct his research.
vii
7.
M. Khudrotun Naja S.Pd as the English teacher of XI grade students of MAN
2 Kudus, thanks for his helps
8.
All of the eleventh grade students of MAN 2 Kudus in the academic year
2011/2012 for their cooperation .
9.
His beloved parents (sumari and siti badi’ah) had helped the writer in writing
skripsi and also have given motivation.
10. His beloved young sister thanks for her affections.
11. PT Djarum which has given scholarship to the writer.
12. All of writer’s friends in Beswan Djarum Kudus 26 who always give
motivation and as place to share when the writer gets problem.
13. All of writer’s friends in Beswan Djarum Kudus of Cross Generation.
14. All of the writer’s friends on campus who have given support in writing this
skripsi.
15. The writer’s friends in Masjid Islamic Centre, thanks for compaining the
writer all the time when the writer stays there.
The writer hopes that this skripsi will be useful not only to the writer but
also to others, especially for those who are in the field of education.
Kudus, 16 July 2012
SODIQUL NA’IM
viii
ABSTRAK
Na’im, Sodiqul.2012. ”The Writing Ability of The Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011-2012 Taught through Drama”.
Skripsi. English education department of teacher training and education
faculty, Muria Kudus University. Advisor: (i)Rismiyanto,SS,M.Pd.,
(ii)Nuraeningsih,S.Pd,M.Pd.
Keywords: Writing and Drama.
Writing is one of english skill that students have to understand beside
listening, speaking and reading. Writing is a complex process that allows writers
to explore thought and ideas and make them visible and concrete. In studying
English, students get some difficulties especially writing English, they can not
explore their idea because they do not have enough knowledge. It happens in
MAN 2 Kudus, especially the eleventh grade students of MAN 2 kudus. Their
writing ability are still low, but most of them can speak English.
Drama is an activity which perform in front of the audiences based on the
script but drama is not only show a performance but also the actors have to
concern several aspects they are inclusion of language, movement, position,
gesture, and facial expression. in drama, the actors have to use a script as
guidance. So script is very important too beside the performance on the stage.
Usually the stories which perform in drama are the stories which happened in the
past like narrative story.
The purpose of this research are: a) To find out the writing ability of
eleventh grade students of MAN 2 Kudus in academic year 2011-2012 before
being taught through drama. b)To find out the writing ability of eleventh grade
students of MAN 2 KUDUS in academic year 2011-2012 after being taught
through drama. c) To find out the significant difference between the writing
ability of eleventh grade students of MAN 2 KUDUS in academic year 2011-2012
who are before and after being taught through drama.
This research is experimental research. The design of this research is quasi
experimental research by using test instrument. The experiment of this research
uses one group pre-test and post-test design. The experiment is applied to the
students of eleventh grade of MAN 2 Kudus in academic year 2011/2012. The
writer uses purposive sampling, he takes XI science fourth with the number of
students 28. The test was given in written test, which is delivered into two parts
that was pre-test and post test. The test was applied as the technique for collecting
data / data instrument.
The result of this research indicates that teaching writing through drama
can develop the writing ability of the students. It can be seen from the pre-test and
post-test result. Based on the analyzing data, it was found that the writing ability
of the eleventh grade students of MAN 2 KUDUS in academic year 2011-2012
ix
before being taught through drama with the average score (mean) is 64.9, the
highest score is 80 and the lowest score is 57 and the standard deviation is 5.68 it
is categorized as sufficient. Meanwhile, the writing ability of the eleventh grade
students of MAN 2 Kudus in academic year 2011-2012 after being taught through
drama with the average score (mean) is 78.5, the highest score is 93 and the
lowest score is 64 and the standard deviation is 7.14, it is categorized as good. The
hypothesis confirmed in level of significance 0.05 is 2.06 and degree of freedom
(N-1) = 27 shows that there is significant difference between the writing ability of
the eleventh grade students of MAN 2 Kudus in academic year 2011/2012, before
and after being taught through drama. (to 10.3 > t-table 2.06).
The writer gives suggestions to the teacher and the students that the
teacher can use drama in teaching writing and drama as one of effective ways to
teach writing because it is proved that drama works well in increasing the writing
ability of the students. The teacher should control the students well when the
students feel bored in teaching learning process especially. Students should
increase their knowledge, so they will easily develop their idea in writing English
text correctly. The students should be able to spare the time, because they have
many subjects so they can be master in all of subjects. The students should
increase their vocabulary because it will help the students write a text or essay.
x
ABSTRAKSI
Na’im Sodiqul,.2012. ”Kemampuan Menulis Siswa Kelas Sebelas MAN 2 Kudus
pada Tahun Ajaran 2011/2012 Diajarkan Melalui Drama”. Skripsi.
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan.
Universitas Muria Kudus. Pembimbing; (i) Rismiyanto, SS, M.Pd., (ii)
Nuraeningsih, S.Pd, M.Pd.
Kata kunci : Menulis dan Drama.
Menulis adalah salah satu dari kemampuan bahasa inggris yang siswa
harus pahani selain, mendengarkan, berbicara dan membaca. Menulis adalah
sebuah proses complex yang memperkenankan beberapa penulis untuk menggali
pmikiran dan ide-ide nya dan membuat mereka (pmikiran dan ide-ide) nampak
dan konkrit. Didalam belajar bahasa inggris, siswa-siswa mendapatkan beberapa
kesulitan khusunya menulis bahasa inggris, mereka tidak bisa menggali ide
mereka karena mereka tidak mempunyai cukup pengetahuan. Hal itu terjadi di
MAN 2 Kudus, khususnya siswa kelas sebelas MAN 2 Kudus. Kemampuan
menulis mereka masih rendah, tetapi kebanyakan dari mereka bisa berbicara
bahasa inggris.
Drama adalah sebuah kegiata yang menampilkan sometime didepan
hadirin sesuai dengan script tetapi drama tidak hanya menampilkan sebuah
pertunjukan tetapi juga aktor-aktornya harus memperhatikan beberapa aspek,
aspeknya ialah inclusi bahasa, pergerakan, posisi, gerak tubuh, dan expresi wajah.
Didalam drama, aktor harus menggudakan skrip sebagai pedoman. Jadi skrip
sangat penting juga selain penampilan dipanggung. Biasanya cerita-cerita yang
ditampilkan di dalam drama adalah cerita cerita yang telah terjadi pada masa
lampau atau cerita narative.
Tujuan dari penelitian ini adalah: a) untuk mengetahui kemampuan
menulis kelas sebelas MAN 2 Kudus tahun ajaran 2011/2012 sebelum diajarkan
dengan drama. b) untuk mengetahui kemampuan menulis kelas sebelas MAN 2
Kudus tahun ajaran 2011/2012 setelah diajarkan dengan drama.c) untuk
mengetahui perbedaan signifikan diantara kemampuan menulis kelas sebelas
MAN 2 Kudus tahun ajaran 2011/2012 sebelum dan sesuadah diajarkan dengan
drama.
Penelitian ini adalah penelitian experiment. Bentuk penelitian ini adalah
penelitian quasi experiment dengan menggunakan test sebagai instrument.
Penelitian ini menggunakan satu kelompok bentuk pre-test dan post test.
Experiment ini dilakukan pada siswa kelas sebelas MAN 2 Kudus tahun ajaran
2011/2012. Penulis menggunakan purposive sample, dia mengambil kelas sebelas
IPA empat dengan jumlah 28 siswa. Tes diberkan dalam bentuk test tertulis, yang
diberikan dalam dua bagian yaitu pree-test dan post-test. Tes tersebut sebagai
tehnik untuk mengumpulkan data / intrument data.
Hasil dari penelitian ini menunjukan bahwa mengajarkan menulis dengan
drama bisa mengembangkan kemampuan menulis siswa. Hal itu bisa dilihat dari
xi
hasil pre-test dan post-test. Berdasarkan analisis data, telah ditemukan bahwa
kemampuan menulis siswa kelas sebelas MAN 2 Kudus tahun ajaran 2011/2012
sebelum diajarkan dengan drama rata-ratanya(mean) adalah 64,9, nilai tertinggi
adalah 80, dan nilai terendah adalah 57 dan standard deviation adalah 5,68, hal itu
masuk pada level cukup. Sementara itu kemampuan menulis siswa kelas sebelas
MAN 2 Kudus tahun ajaran 2011/2012 setelah diajarkan dengan drama rataratanya(mean) adalah 78,5, nilai tertinggi adalah 93, dan nilai terendah adlah 64
dan standard deviation adalah 7,14,hal itu masuk pada level baik. Hyphotesis
diterima di level significance 0,05 adalah 0,06 dan degree of freedom (N-1) = 27
menunjukan bahwa ada perbedaan yang significant antara kemampuan menulis
siswa kelas sebelas MAN 2 Kudus tahun ajaran 2011/2012 sebelum dan setelah
diajarkan dengan drama. (to 10,3 > t-table 2,06),
Penulis memberikan beberapa saran kepada guru dan murid-murid yaitu
guru bisa menggunakan drama dalam mengajarkan menulis dan drama adalah
salah satu cara yang efektif untuk mengajarkan menulis karena itu dibuktikam
drama dapat bekerja dengan baik dalam meningkatkan kemampuan menulis
siswa. Guru seharusnya bisa mengontrol siswa dengan baik ketika mereka merasa
bosan dalam khususnya ketika proses pembelajaran. Siswa seharusnya
meningkatkan pengetahuan mereka, sehingga mereka bisa mengembangkan ide
mereka dalam menulis teks bahasa inggris dengan tepat. Siswa seharusnya
mampu membagi waktunya, karena mereka mempunyai banyak mata pelajaran
jadi mereka bisa menguasai semua mata pelajaran. Siswa seharusnya
meningkatkan kosa kata mereka karena itu akan membantu siswa menulis teks
atau essay.
xii
TABLE OF CONTENTS
Page
COVER ................................................................................................................. i
LOGO.................................................................................................................... ii
TITLE .................................................................................................................... iii
MOTTO AND DEDICATION ............................................................................. iv
ADVISORS’ APPROVAL ................................................................................... v
EXAMINERS’ APPROVAL ................................................................................ vi
ACKNOWLEDGEMENT .................................................................................... vii
ABSTRACT .......................................................................................................... ix
TABLE OF CONTENT...................................................................................... xiii
LIST OF TABLES ............................................................................................. xvi
LIST OF FIGURES .......................................................................................... xviii
LIST OF APPENDICES................................................................................... xix
CHAPTER I INTRODUCTION
1.1 Background of the Research ........................................................................... 1
1.2 Statement of the Problems .............................................................................. 5
1.3 Objective of the Research .............................................................................. 5
1.4 Significance of the Research ........................................................................... 6
1.5 Limitation of the Statement ............................................................................. 6
1.6 Operational Definition .................................................................................... 7
CHAPTER II REVIEW TO RELATED LITERATURE AND
HYPHOTHESIS
2.1 Teaching English in MAN 2 Kudus ................................................................ 9
2.1.1 Curriculum of Teaching English in MAN 2 Kudus ..................................... 11
2.1.2 The Purpose of Teaching English in MAN 2 Kudus .................................. 11
2.1.3 The Materials of Teaching English in MAN 2 Kudus ................................. 12
2.1.4 The Technique of Teaching English in MAN 2 Kudus ............................... 14
2.2 Teaching Writing ........................................................................................... 15
2.2.1. Devinition of Writing .................................................................................. 16
xiii
2.2.2 The Characteristic of Good Writing ............................................................. 17
2.3 Drama as a Technique of Teaching English .................................................. 19
2.4 Drama Show as a Technique for Developing the Writing Ability .................. 20
2.5 The Steps of Using Drama as a Technique in Teaching Writing English ..... 22
2.5.1 The Purpose of Teaching Drama.................................................................. 23
2.6 Previous Research .......................................................................................... 24
2.7 Theoritical Framework .................................................................................... 24
2.8 Hypothesis ...................................................................................................... 25
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of The Research .................................................................................. 26
3.2 Population and Sample.................................................................................... 27
3.3 Instrument of the Research.............................................................................. 28
3.4 Data Collection................................................................................................ 33
3.5 Data Analysis .................................................................................................. 34
CHAPTER IV FINDING OF THE RESEARCH
4.1
Findings of the Research ............................................................................ 38
4.1.1 The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus
in Academic Year 2011/2012 before being Taught throughDrama ..........38
4.1.2 The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus
in Academic Year 2011/2012 after being Taught through Drama .............. 41
4.1.3 The significant Difference between The Writing Ability of the Eleventh
Grade Students of MAN 2 Kudus in Academic Year 2011/2012 before
and after Being Taught through Drama ....................................................... 44
xiv
4.2 Hypothesis Testing .......................................................................................... 45
CHAPTER V DISCUSSION
5.1 The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus
in Academic Year 2011/2012 before being Taught throughDrama ............ 48
5.2 The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus
in Academic Year 2011/2012 after being Taught throughDrama ............... 50
5.3 The significant Difference between The Writing Ability of the Eleventh
Grade Students of MAN 2 Kudus in Academic Year 2011/2012 before
and after Being Taught through Drama ....................................................... 52
CHAPTER VI CONCLUSION AND SUGGESTION
6.1. Conclusion ................................................................................................... 54
6.2. Suggestion .................................................................................................... 54
BIBLIOGRAPHY ............................................................................................... 56
APPENDICES .................................................................................................... 58
CURRICULUM VITAE .................................................................................. 175
xv
LIST OF TABLES
Table
2.1.4. The Materials of Teaching English in MAN 2 KUDUS.................
page
13
3.1
Plotting of the Experimental Design................................................
27
3.1
The criteria of scoring writing English............................................
29
3.2
Criteria of student’s ability...........................................................
33
4.1.1a The Score of Writing Ability of The Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011-2012 before being
Taught through Drama............... ..................................................
39
4.1.1b The Distribution Frequency of Writing Ability of The Eleventh
Grade Students of MAN 2 Kudus in Academic Year 2011-2012
before being Taught through Drama............................................
40
4.1.2a The Score of Writing Ability of The Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011-2012 after being Taught
through Drama.............................................................................
4.1.2b
42
The Distribution Frequency of The Writing Ability of The
Eleventh Grade Students of MAN 2 Kudus in Academic Year
2011-2012 after being Taught through Drama.............................
43
4.2a. The Summary of T-Test Result of Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011/2012...............................
46
4.2a. The Summary of T-Test Result of Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011/2012...............................
xvi
46
LIST OF FIGURES
figure
4.1.1 The figure of the writing ability of the eleventh grade students of
page
MAN 2 Kudus in Academic Year 2011/2012 before being taught
through drama...................................................................................
41
4.1.2 The figure of the writing ability of the eleventh grade students of
MAN 2 Kudus in Academic Year 2011/2012 after being taught
through drama.....................................................................................
xvii
44
LIST OF APPENDICES
Appendix
1.
page
The Calculation of pre-test Data ( score, mean and standard
deviation).............................................................................................
2.
59
The Calculation of Post-Test Data ( score, mean and standard
deviation).............................................................................................
62
3.
The Calculation to Find Out T- observation.......................................
65
4.
Syllabus of English lesson of eleventh grade students for 2nd
semester..............................................................................................
69
5.
Lesson plan..........................................................................................
75
6.
Drama’s photos……………………………………………………… 112
7.
The table specification of the test to measure the writing skill of the
115
eleventh grade students of MAN 2 Kudus in academic year
2011/2012 before and after taught through drama..............................
8.
The pre-test of the writing skill of the eleventh grade students of
MAN 2 Kudus in academic year2011/2012.......................................
9.
116
The post-test of the writing skill of the eleventh grade students of
MAN 2 Kudus in academic year 2011/2012.......................................
117
10. Students worksheet (pre-test and post-test).........................................
118
11. Statement sheet....................................................................................
172
12. Letters..................................................................................................
173
xviii
OF MAN 2 KUDUS IN THE ACADEMIC YEAR 2011/2012
TAUGHT THROUGH DRAMA
SKRIPSI
By
SODIQUL NA’IM
200832064
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE WRITING ABILITY OF THE ELEVENTH GRADE STUDENTS
OF MAN 2 KUDUS IN THE ACADEMIC YEAR 2011/2012
TAUGHT THROUGH DRAMA
SKRIPSI
Presented to The University of Muria Kudus In Partial Fulfilment of The
Requirement for Completing The Sarjana Program
In English Education
By
SODIQUL NA’IM
200832064
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2012
iii
MOTTO AND DEDICATION
MOTTO
Get out of the box
There is a will there is a way
Do anything to get everything
Nobody is perfect
Dedication
This skripsi is dedicated to :
My beloved father and mother
My beloved young sister (Fina)
My secound family (Beswan djarum
kudus 26)
The big family of Beswan Djarum
Kudus Lintas Angkatan
Gempalno community ( Wahyu, Siswo
and Alwi)
All of my friends especially Johan,
Zaenal, Adis etc.
My friends in islamic centre ( Gato and
Ma’ruf)
iv
ADVISORS’ APPROVAL
This is to certify that the Sarjana skripsi of Sodiqul Na’im (2008-32-064) has been
approved by the skripsi advisors for the further approval by the Examining
committee.
Kudus, July 2012
Advisor I
Rismiyanto SS. M.Pd
NIS.0610701000001146
Advisor II
Nuraeningsih S.Pd, M.Pd
NIS.0610701000001201
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M. Pd
NIP. 19560619 198503 1 002
v
EXAMINERS’ APPROVAL
This is to certify that the skripsi of Sodiqul Na’im (NIM: 200832064) has been
approved by the Examining Committee as a requirement for the Sarjana Degree in
the Teaching of English as a Foreign Language.
Kudus, August 2012
Skripsi Examining commite:
Rismiyanto SS. M.Pd
NIS. 0610701000001146
Chairperson
Nuraeningsih S.Pd, M.Pd
NIS. 0610701000001201
Member
Fajar Kartika, SS, M.Pd
NIS. 0610701000001191
Member
Dr. Slamet Utomo, M.Pd
NIP. 196212191987031001
Member
Acknowledge by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M. Pd
NIP. 19560619 198503 1 002
vi
ACKNOWLEDGEMENT
Allhamdulillah, thanks god for blessing and giving favor to the writer. So
he can finish his skripsi with title ”The Writing Ability of The Eleventh Grade
Students of MAN 2 Kudus In Academic Year 2011-2012 Taught through Drama”.
Praise and inovacation are also given to our prophet, Muhammad
SAW, who is always hoped his intercession in the end of the world. Besides,
he would to express his since gratitude and appreciation for the valuable
assistance give by many persons in completing this skripsi, they are:
1.
Drs. Susilo Raharjo, M.Pd the Dean of Teacher Training and Educational
Faculty of Muria Kudus University
2.
Fitri Budi Suryani, SS, M.Pd as the Head of English Education Department.
3.
Rismiyanto, SS,M.Pd as Advisor I , who has given motivation, guidance, and
made several corrections for the improvement of this skripsi.
4.
Nuraeningsih SPd,M.Pd as advisor II, who has given an idea when the writer
got problem in writing this skripsi and also made several corrections for the
improvement of this skripsi.
5.
All lecturers and the staffs of Teacher Training and Educational Faculty of
Muria Kudus University.
6.
Drs. H. Ah Rif’an M.Ag as the Headmaster of MAN 2 Kudus for giving his
permission to conduct his research.
vii
7.
M. Khudrotun Naja S.Pd as the English teacher of XI grade students of MAN
2 Kudus, thanks for his helps
8.
All of the eleventh grade students of MAN 2 Kudus in the academic year
2011/2012 for their cooperation .
9.
His beloved parents (sumari and siti badi’ah) had helped the writer in writing
skripsi and also have given motivation.
10. His beloved young sister thanks for her affections.
11. PT Djarum which has given scholarship to the writer.
12. All of writer’s friends in Beswan Djarum Kudus 26 who always give
motivation and as place to share when the writer gets problem.
13. All of writer’s friends in Beswan Djarum Kudus of Cross Generation.
14. All of the writer’s friends on campus who have given support in writing this
skripsi.
15. The writer’s friends in Masjid Islamic Centre, thanks for compaining the
writer all the time when the writer stays there.
The writer hopes that this skripsi will be useful not only to the writer but
also to others, especially for those who are in the field of education.
Kudus, 16 July 2012
SODIQUL NA’IM
viii
ABSTRAK
Na’im, Sodiqul.2012. ”The Writing Ability of The Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011-2012 Taught through Drama”.
Skripsi. English education department of teacher training and education
faculty, Muria Kudus University. Advisor: (i)Rismiyanto,SS,M.Pd.,
(ii)Nuraeningsih,S.Pd,M.Pd.
Keywords: Writing and Drama.
Writing is one of english skill that students have to understand beside
listening, speaking and reading. Writing is a complex process that allows writers
to explore thought and ideas and make them visible and concrete. In studying
English, students get some difficulties especially writing English, they can not
explore their idea because they do not have enough knowledge. It happens in
MAN 2 Kudus, especially the eleventh grade students of MAN 2 kudus. Their
writing ability are still low, but most of them can speak English.
Drama is an activity which perform in front of the audiences based on the
script but drama is not only show a performance but also the actors have to
concern several aspects they are inclusion of language, movement, position,
gesture, and facial expression. in drama, the actors have to use a script as
guidance. So script is very important too beside the performance on the stage.
Usually the stories which perform in drama are the stories which happened in the
past like narrative story.
The purpose of this research are: a) To find out the writing ability of
eleventh grade students of MAN 2 Kudus in academic year 2011-2012 before
being taught through drama. b)To find out the writing ability of eleventh grade
students of MAN 2 KUDUS in academic year 2011-2012 after being taught
through drama. c) To find out the significant difference between the writing
ability of eleventh grade students of MAN 2 KUDUS in academic year 2011-2012
who are before and after being taught through drama.
This research is experimental research. The design of this research is quasi
experimental research by using test instrument. The experiment of this research
uses one group pre-test and post-test design. The experiment is applied to the
students of eleventh grade of MAN 2 Kudus in academic year 2011/2012. The
writer uses purposive sampling, he takes XI science fourth with the number of
students 28. The test was given in written test, which is delivered into two parts
that was pre-test and post test. The test was applied as the technique for collecting
data / data instrument.
The result of this research indicates that teaching writing through drama
can develop the writing ability of the students. It can be seen from the pre-test and
post-test result. Based on the analyzing data, it was found that the writing ability
of the eleventh grade students of MAN 2 KUDUS in academic year 2011-2012
ix
before being taught through drama with the average score (mean) is 64.9, the
highest score is 80 and the lowest score is 57 and the standard deviation is 5.68 it
is categorized as sufficient. Meanwhile, the writing ability of the eleventh grade
students of MAN 2 Kudus in academic year 2011-2012 after being taught through
drama with the average score (mean) is 78.5, the highest score is 93 and the
lowest score is 64 and the standard deviation is 7.14, it is categorized as good. The
hypothesis confirmed in level of significance 0.05 is 2.06 and degree of freedom
(N-1) = 27 shows that there is significant difference between the writing ability of
the eleventh grade students of MAN 2 Kudus in academic year 2011/2012, before
and after being taught through drama. (to 10.3 > t-table 2.06).
The writer gives suggestions to the teacher and the students that the
teacher can use drama in teaching writing and drama as one of effective ways to
teach writing because it is proved that drama works well in increasing the writing
ability of the students. The teacher should control the students well when the
students feel bored in teaching learning process especially. Students should
increase their knowledge, so they will easily develop their idea in writing English
text correctly. The students should be able to spare the time, because they have
many subjects so they can be master in all of subjects. The students should
increase their vocabulary because it will help the students write a text or essay.
x
ABSTRAKSI
Na’im Sodiqul,.2012. ”Kemampuan Menulis Siswa Kelas Sebelas MAN 2 Kudus
pada Tahun Ajaran 2011/2012 Diajarkan Melalui Drama”. Skripsi.
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan.
Universitas Muria Kudus. Pembimbing; (i) Rismiyanto, SS, M.Pd., (ii)
Nuraeningsih, S.Pd, M.Pd.
Kata kunci : Menulis dan Drama.
Menulis adalah salah satu dari kemampuan bahasa inggris yang siswa
harus pahani selain, mendengarkan, berbicara dan membaca. Menulis adalah
sebuah proses complex yang memperkenankan beberapa penulis untuk menggali
pmikiran dan ide-ide nya dan membuat mereka (pmikiran dan ide-ide) nampak
dan konkrit. Didalam belajar bahasa inggris, siswa-siswa mendapatkan beberapa
kesulitan khusunya menulis bahasa inggris, mereka tidak bisa menggali ide
mereka karena mereka tidak mempunyai cukup pengetahuan. Hal itu terjadi di
MAN 2 Kudus, khususnya siswa kelas sebelas MAN 2 Kudus. Kemampuan
menulis mereka masih rendah, tetapi kebanyakan dari mereka bisa berbicara
bahasa inggris.
Drama adalah sebuah kegiata yang menampilkan sometime didepan
hadirin sesuai dengan script tetapi drama tidak hanya menampilkan sebuah
pertunjukan tetapi juga aktor-aktornya harus memperhatikan beberapa aspek,
aspeknya ialah inclusi bahasa, pergerakan, posisi, gerak tubuh, dan expresi wajah.
Didalam drama, aktor harus menggudakan skrip sebagai pedoman. Jadi skrip
sangat penting juga selain penampilan dipanggung. Biasanya cerita-cerita yang
ditampilkan di dalam drama adalah cerita cerita yang telah terjadi pada masa
lampau atau cerita narative.
Tujuan dari penelitian ini adalah: a) untuk mengetahui kemampuan
menulis kelas sebelas MAN 2 Kudus tahun ajaran 2011/2012 sebelum diajarkan
dengan drama. b) untuk mengetahui kemampuan menulis kelas sebelas MAN 2
Kudus tahun ajaran 2011/2012 setelah diajarkan dengan drama.c) untuk
mengetahui perbedaan signifikan diantara kemampuan menulis kelas sebelas
MAN 2 Kudus tahun ajaran 2011/2012 sebelum dan sesuadah diajarkan dengan
drama.
Penelitian ini adalah penelitian experiment. Bentuk penelitian ini adalah
penelitian quasi experiment dengan menggunakan test sebagai instrument.
Penelitian ini menggunakan satu kelompok bentuk pre-test dan post test.
Experiment ini dilakukan pada siswa kelas sebelas MAN 2 Kudus tahun ajaran
2011/2012. Penulis menggunakan purposive sample, dia mengambil kelas sebelas
IPA empat dengan jumlah 28 siswa. Tes diberkan dalam bentuk test tertulis, yang
diberikan dalam dua bagian yaitu pree-test dan post-test. Tes tersebut sebagai
tehnik untuk mengumpulkan data / intrument data.
Hasil dari penelitian ini menunjukan bahwa mengajarkan menulis dengan
drama bisa mengembangkan kemampuan menulis siswa. Hal itu bisa dilihat dari
xi
hasil pre-test dan post-test. Berdasarkan analisis data, telah ditemukan bahwa
kemampuan menulis siswa kelas sebelas MAN 2 Kudus tahun ajaran 2011/2012
sebelum diajarkan dengan drama rata-ratanya(mean) adalah 64,9, nilai tertinggi
adalah 80, dan nilai terendah adalah 57 dan standard deviation adalah 5,68, hal itu
masuk pada level cukup. Sementara itu kemampuan menulis siswa kelas sebelas
MAN 2 Kudus tahun ajaran 2011/2012 setelah diajarkan dengan drama rataratanya(mean) adalah 78,5, nilai tertinggi adalah 93, dan nilai terendah adlah 64
dan standard deviation adalah 7,14,hal itu masuk pada level baik. Hyphotesis
diterima di level significance 0,05 adalah 0,06 dan degree of freedom (N-1) = 27
menunjukan bahwa ada perbedaan yang significant antara kemampuan menulis
siswa kelas sebelas MAN 2 Kudus tahun ajaran 2011/2012 sebelum dan setelah
diajarkan dengan drama. (to 10,3 > t-table 2,06),
Penulis memberikan beberapa saran kepada guru dan murid-murid yaitu
guru bisa menggunakan drama dalam mengajarkan menulis dan drama adalah
salah satu cara yang efektif untuk mengajarkan menulis karena itu dibuktikam
drama dapat bekerja dengan baik dalam meningkatkan kemampuan menulis
siswa. Guru seharusnya bisa mengontrol siswa dengan baik ketika mereka merasa
bosan dalam khususnya ketika proses pembelajaran. Siswa seharusnya
meningkatkan pengetahuan mereka, sehingga mereka bisa mengembangkan ide
mereka dalam menulis teks bahasa inggris dengan tepat. Siswa seharusnya
mampu membagi waktunya, karena mereka mempunyai banyak mata pelajaran
jadi mereka bisa menguasai semua mata pelajaran. Siswa seharusnya
meningkatkan kosa kata mereka karena itu akan membantu siswa menulis teks
atau essay.
xii
TABLE OF CONTENTS
Page
COVER ................................................................................................................. i
LOGO.................................................................................................................... ii
TITLE .................................................................................................................... iii
MOTTO AND DEDICATION ............................................................................. iv
ADVISORS’ APPROVAL ................................................................................... v
EXAMINERS’ APPROVAL ................................................................................ vi
ACKNOWLEDGEMENT .................................................................................... vii
ABSTRACT .......................................................................................................... ix
TABLE OF CONTENT...................................................................................... xiii
LIST OF TABLES ............................................................................................. xvi
LIST OF FIGURES .......................................................................................... xviii
LIST OF APPENDICES................................................................................... xix
CHAPTER I INTRODUCTION
1.1 Background of the Research ........................................................................... 1
1.2 Statement of the Problems .............................................................................. 5
1.3 Objective of the Research .............................................................................. 5
1.4 Significance of the Research ........................................................................... 6
1.5 Limitation of the Statement ............................................................................. 6
1.6 Operational Definition .................................................................................... 7
CHAPTER II REVIEW TO RELATED LITERATURE AND
HYPHOTHESIS
2.1 Teaching English in MAN 2 Kudus ................................................................ 9
2.1.1 Curriculum of Teaching English in MAN 2 Kudus ..................................... 11
2.1.2 The Purpose of Teaching English in MAN 2 Kudus .................................. 11
2.1.3 The Materials of Teaching English in MAN 2 Kudus ................................. 12
2.1.4 The Technique of Teaching English in MAN 2 Kudus ............................... 14
2.2 Teaching Writing ........................................................................................... 15
2.2.1. Devinition of Writing .................................................................................. 16
xiii
2.2.2 The Characteristic of Good Writing ............................................................. 17
2.3 Drama as a Technique of Teaching English .................................................. 19
2.4 Drama Show as a Technique for Developing the Writing Ability .................. 20
2.5 The Steps of Using Drama as a Technique in Teaching Writing English ..... 22
2.5.1 The Purpose of Teaching Drama.................................................................. 23
2.6 Previous Research .......................................................................................... 24
2.7 Theoritical Framework .................................................................................... 24
2.8 Hypothesis ...................................................................................................... 25
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of The Research .................................................................................. 26
3.2 Population and Sample.................................................................................... 27
3.3 Instrument of the Research.............................................................................. 28
3.4 Data Collection................................................................................................ 33
3.5 Data Analysis .................................................................................................. 34
CHAPTER IV FINDING OF THE RESEARCH
4.1
Findings of the Research ............................................................................ 38
4.1.1 The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus
in Academic Year 2011/2012 before being Taught throughDrama ..........38
4.1.2 The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus
in Academic Year 2011/2012 after being Taught through Drama .............. 41
4.1.3 The significant Difference between The Writing Ability of the Eleventh
Grade Students of MAN 2 Kudus in Academic Year 2011/2012 before
and after Being Taught through Drama ....................................................... 44
xiv
4.2 Hypothesis Testing .......................................................................................... 45
CHAPTER V DISCUSSION
5.1 The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus
in Academic Year 2011/2012 before being Taught throughDrama ............ 48
5.2 The Writing Ability of the Eleventh Grade Students of MAN 2 Kudus
in Academic Year 2011/2012 after being Taught throughDrama ............... 50
5.3 The significant Difference between The Writing Ability of the Eleventh
Grade Students of MAN 2 Kudus in Academic Year 2011/2012 before
and after Being Taught through Drama ....................................................... 52
CHAPTER VI CONCLUSION AND SUGGESTION
6.1. Conclusion ................................................................................................... 54
6.2. Suggestion .................................................................................................... 54
BIBLIOGRAPHY ............................................................................................... 56
APPENDICES .................................................................................................... 58
CURRICULUM VITAE .................................................................................. 175
xv
LIST OF TABLES
Table
2.1.4. The Materials of Teaching English in MAN 2 KUDUS.................
page
13
3.1
Plotting of the Experimental Design................................................
27
3.1
The criteria of scoring writing English............................................
29
3.2
Criteria of student’s ability...........................................................
33
4.1.1a The Score of Writing Ability of The Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011-2012 before being
Taught through Drama............... ..................................................
39
4.1.1b The Distribution Frequency of Writing Ability of The Eleventh
Grade Students of MAN 2 Kudus in Academic Year 2011-2012
before being Taught through Drama............................................
40
4.1.2a The Score of Writing Ability of The Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011-2012 after being Taught
through Drama.............................................................................
4.1.2b
42
The Distribution Frequency of The Writing Ability of The
Eleventh Grade Students of MAN 2 Kudus in Academic Year
2011-2012 after being Taught through Drama.............................
43
4.2a. The Summary of T-Test Result of Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011/2012...............................
46
4.2a. The Summary of T-Test Result of Eleventh Grade Students of
MAN 2 Kudus in Academic Year 2011/2012...............................
xvi
46
LIST OF FIGURES
figure
4.1.1 The figure of the writing ability of the eleventh grade students of
page
MAN 2 Kudus in Academic Year 2011/2012 before being taught
through drama...................................................................................
41
4.1.2 The figure of the writing ability of the eleventh grade students of
MAN 2 Kudus in Academic Year 2011/2012 after being taught
through drama.....................................................................................
xvii
44
LIST OF APPENDICES
Appendix
1.
page
The Calculation of pre-test Data ( score, mean and standard
deviation).............................................................................................
2.
59
The Calculation of Post-Test Data ( score, mean and standard
deviation).............................................................................................
62
3.
The Calculation to Find Out T- observation.......................................
65
4.
Syllabus of English lesson of eleventh grade students for 2nd
semester..............................................................................................
69
5.
Lesson plan..........................................................................................
75
6.
Drama’s photos……………………………………………………… 112
7.
The table specification of the test to measure the writing skill of the
115
eleventh grade students of MAN 2 Kudus in academic year
2011/2012 before and after taught through drama..............................
8.
The pre-test of the writing skill of the eleventh grade students of
MAN 2 Kudus in academic year2011/2012.......................................
9.
116
The post-test of the writing skill of the eleventh grade students of
MAN 2 Kudus in academic year 2011/2012.......................................
117
10. Students worksheet (pre-test and post-test).........................................
118
11. Statement sheet....................................................................................
172
12. Letters..................................................................................................
173
xviii