Enhancing Verbs Drilling To Improve Students’ Skill In Writing Narrative Text Through Process Oriented Approach (A Classroom Action Research of the Eighth Grade Students of SMP Negeri 19 Surakarta in the Academic Year of 2013/2014).

ENHANCING VERBS DRILLING
TO IMPROVE STUDENTS’ SKILL IN WRITING NARRATIVE TEXT
THROUGH PROCESS ORIENTED APPROACH
(A Classroom Action Research of the Eighth Grade Students of
SMP Negeri 19 Surakarta in the Academic Year of 2013/2014)

By:
BETTA SETYOWATI
NIM. S891108026

ENGLISH EDUCATION DEPARTEMENT
POSTGRADUATE PROGRAM
SEBELAS MARET UNIVERSITY
SURAKARTA
2016

i

THESIS APPROVAL
ENHANCING VERBS DRILLING TO IMPROVE STUDENTS’ SKILL IN
WRITING NARRATIVE TEXT THROUGH PROCESS ORIENTED

APPROACH (A Classroom Action Research of the Eighth Grade Students of
SMP Negeri 19 Surakarta in the Academic Year of 2013/2014)

By:
BETTA SETYOWATI
NIM. S891108026

This thesis has been approved by the Board of Consultants and the Head of English
Education Departement of Graduate School, Sebelas Maret University of
Surakarta.

Consultant I

Consultant II

Prof. Dr. Sri SamiatiTarjana

Dra.Diah Kristina, M.A., Ph.D.

NIP. 194406021965112000

NIP. 195905051986012001

The Head of English Education Department of
Graduate School
Sebelas Maret University

Dr. Ngadiso, M.Pd.
NIP. 196212311988031009

ii

LEGITIMATION

This thesis has been examined by the Board of Thesis Examiners and approved as
a fulfillment of the requirements for obtaining Post Graduate Degree in English
Education of the English Education Department of Sebelas Maret University

Board of Thesis Examiners

Chairman

: Dr. Ngadiso, M.Pd.
NIP. 196212311988031009

......................

Secretary

: Dr. Abdul Asib, M.Pd.
NIP. 195203071980031005

......................

Examiner I

: Prof. Dr. Samiati Tarjana
NIP. 194406021965112000

......................

Examiner II

: Dra. Diah Kristina, M.A., Ph.D.
NIP. 195905051986012001

......................

The Dean of Faculty of Teacher Training
and Education of Sebelas Maret University

The Head of English Education
Departement of Graduate School
Sebelas Maret University

Prof. Dr. Joko Nurkamto, M.Pd
NIP. 196101241987021001

Dr. Ngadiso, M.Pd.
NIP. 196212311988031009

iii

PRONOUNCEMENT

This is to certify that I myself write this thesis entitled ENHANCING
VERBS DRILLING TO IMPROVE STUDENTS’ SKILL IN WRITING
NARRATIVE TEXT THROUGH PROCESS ORIENTED APPROACH (A
Classroom Action Research of the Eighth Grade Students of SMP Negeri 19
Surakarta in the Academic Year of 2013/2014). It is not plagiarism or made by
others. Anything related to others’ work is written in quotation, the source of
which is listed on the bibliography.
If then this pronouncement proves wrong, I am ready to accept academic
consequences, including the withdrawal or cancelation of my academic degree.

Sukoharjo, February 2015

Betta Setyowati

iv

ABSTRACT
Betta Setyowati, S891108026: Enhancing Verbs Drilling To Improve Students’
Skill In Writing Narrative Text Through Process Oriented Approach (A
Classroom Action Research of the Eighth Grade Students of SMP Negeri 19
Surakarta in the Academic Year of 2013/2014). Thesis. Surakarta: Graduate
School Sebelas Maret University
The primary goals of the research are (1) to prove that the Process Oriented
Approach can improve the students’ skill in writing by enhancing the verb drilling
in composing narrative text for the eighth grade students of SMPN 19 Surakarta in
the academic year of 2013/2014; (2) to prove that the Process Oriented Approach
can make the students to be more interested in writing process in the classroom.
The classroom action research was applied in this research. The subject of
the research was 32 second semester students of eighth grade SMPN 19 Surakarta
in the academic year of 2013/2014. This action research was conducted in three
cycles. Each consisted of planning, implementing, observing, and reflecting the
action. The writer used quantitative and qualitative data in writing this research.
The quantitative data were taken from the students’ writing tests scores both from
first and second corrector. The writing test was to write narrative text that was
scored based on organization, content, grammar, vocabulary, and mechanics. The

qualitative data were taken from the score of questionnaires given to the students
before and after the treatment. The researcher also conducted interviews to the
students to know the problems they had in writing.
The research findings are described as follows: (1) the students’ skill in
writing narrative text is improved when the verb drilling is maximally applied in
every meeting of teaching-learning process in the classroom. After the series of
steps like planning, outlining, drafting, revising or editing, and finally rewriting,
the mean score of the students’ post-test from Cycle 1, Cycle 2 and Cycle 3 is
improved; (2) the student’s interest changes step by step in studying writing when
the Process Oriented Approach is applied. They feel helpful to compose narrative
text by undertaking this method. They can have some verb drillings every meeting,
they can work in group actively, they can try to analyze peer’s work, and they
rewrite their final product before it is scored. This writing process makes them to
be more interested in composing their own text.
This research also finds the strengths and the weaknesses of Process
Oriented Approach. The strengths are: Process Oriented Approach which is
combined with the frequent verb drilling helps the students to compose better
writing; the students are given opportunity to work cooperatively and think
critically through editing process; the students can increase their freedom idea in
writing text; the steps of writing text can be understood in easier ways; and it can

improve students’ motivation and passion in following the learning process. The
weaknesses of Process Oriented Approach are: it takes more time to write and
complete one writing product; and in editing, difficulties arise when the students

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do not have good English mastery and they are demanded to analyze their peers’
work.
Based on the result of the research, the writer concludes that the use of
Process Oriented Approach is able to improve students’ writing skill. That is why
it is suggested to be applied in classroom teaching-learning process.

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MOTTO

Where there is a will, there is a way

vii

DEDICATION

This thesis is dedicated to my beloved
parents, husband, and daughter

viii

ACKNOWLEDGEMENT

Firstly, the writer would like to express her praise and gratitude to The
Almighty Allah SWT, who has given strength, patience and perseverance to
complete this thesis, as a partial fulfillment of the requirement for the Graduate
Degree of Education in English.
During the completion of this work, the writer realizes that it is impossible
for her to finish it without contribution, helps, suggestions, and comments from
many people. That is why she is very indebted to them. She would like to express
her gratitude to the Director of Graduate School of Sebelas Maret University for
his permission to write this thesis, the Head of the English Education Departement,
Graduate School of Sebelas Maret University who has suggested and guided the
writer to do this thesis well. The writer addresses her sincere gratitude to the

consultants, Prof. Dr. Sri Samiati Tarjana and Dra.Diah Kristina, M.A., Ph.D. for
their patience, time, suggestion, attention, and correction so that she could finish
her thesis. The writer’s gratitude is also expressed to the Headmaster of SMPN 19
Surakarta, Sutarmo, S.Pd.,M.Pd., who has given the writer permission to conduct
the research at his school he lead.
Finally, the writer is thankful to her beloved family for the never-ending
love, prayers, and supports that really strengthened her to finish her thesis. Last but
not least, the support and companion from those who have helped the writer in
writing the thesis would be very appreciated.

Sukoharjo, Maret 2015

Betta Setyowati

ix

TABLE OF CONTENT

PAGE OF TITLE.........................................................................

i

PAGE OF APPROVAL.................................................................

ii

PAGE OF LEGITIMATION.........................................................

iii

PRONOUNCEMENT...................................................................

iv

ABSTRACT.................................................................................

v

MOTTO.......................................................................................

vii

DEDICATION.............................................................................

viii

ACKNOWLEDGEMENTS...........................................................

ix

TABLE OF CONTENTS..............................................................

x

LIST OF TABLES.......................................................................

xiii

LIST OF APPENDICES............................................................

xiv

CHAPTER I

CHAPTER II

INTRODUCTION
A. Background of the Study............................

1

B. Problem Statements...................................

6

C. Objectives of the Study..............................

7

D. Benefits of the Study.................................

7

LITERATURE REVIEW
A. Writing
1. The Meaning of Writing........................

8

2. Pillars of Writing.................................

9

3. The Skill of Writing.............................

10

4. Drilling..............................................

11

5. Narrative Tex......................................

13

B. Process Oriented Approach..........................

15

C. The Implementation of Process Oriented
Approach in Teaching Writing....................
D. Indicators of Interest..................................

16
24

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CHAPTER III

E.

Reviews of Related Research......................

24

F.

Rational......................................................

26

RESEARCH METHODOLOGY
A. Context of the Study
1. Setting of Place....................................

28

2. Setting of Time....................................

28

3. Subject of the Research.........................

29

B. Research Method
1. The Meaning of Classroom Action

CHAPTER IV

Research.............................................

31

2. Characteristics of Action Research.........

30

3. The Procedure of Action Research.........

31

C. Techniques of Collecting Data....................

33

D. Techniques o Analyzing Data......................

34

RESEARCH FINDING AND DISCUSSION
A. Introduction..............................................

35

B. Cycle 1
1. Planning the Action..............................

37

2. Implementing the Action.......................

38

3. Observing and Monitoring the
Action.................................................

44

4. Reflecting............................................

49

C. Cycle 2
1. Planning the Action..............................

51

2. Implementing the Action.......................

52

3. Observing and Monitoring the
Action.................................................

57

4. Reflecting............................................

61

D. Cycle 3

xi

1. Planning the Action..............................

63

2. Implementing the Action.......................

62

3. Observing and Monitoring the

E.

Action.................................................

67

4. Reflecting............................................

70

Discussion
1. The Improvement of Students’
Writing Skills.......................................
2.

70

Contribution of Students’ Attitude
toward the Improvement of Their Interest
in Writing in the Classroom...................

CHAPTER V

72

CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion................................................

75

B. Implication................................................

76

C. Suggestion.................................................

77

BIBLIOGRAPHY........................................................................

78

APPENDICES............................................................................

80

xii

LIST OF TABLE

Weigle’s Scoring Rubric....................................................................

19

Brown’s Writing Assesment.............................................................

20

Nation’s Writing Assesment..............................................................

23

Students’ Pre-test Average Score......................................................

36

The Result of Students’ Post Test 1..................................................

47

The Result of Students’ Post Test 2..................................................

59

The Result of Students’ Post Test 3..................................................

68

The Summary of Average Score Result............................................

73

xiii

LIST OF APPENDICES

Appendix 1

RencanaPelaksanaanPembelajaran
Cycle 1...............................................................

Appendix 2

RencanaPelaksanaanPembelajaran
Cycle 2 ..............................................................

Appendix 3

80

93

RencanaPelaksanaanPembelajaran
Cycle 3................................................................

105

Appendix 4

Students’ Test Result..........................................

116

Appendix 5

Students’ Questionaire (Pre-Research)...............

122

Appendix 6

Students’ Questionaire (Post-Research).............

124

Appendix 7

Student-Teacher Interview (Pre-Research)........

126

Appendix 8

Student-Teacher Interview (Post-Research)......

128

xiv

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