THE EFFECT OF USING REALIA ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF USING REALIA ON STUDENTS’
ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted to English Department, Faculty of Language and Arts
State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
YUSRUMAIDA
Registration Number: 2102121016
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
April 2015
Yusrumaida
Reg. No. 2102121016
ABSTRACT
Yusrumaida. 2102121016. The Effect of Using Realia on Students’
Achievement in Writing Procedure Text. A Thesis. English Department.
Faculty of Languages and Art, State University of Medan. 2015.
This study is focused on the investigation of The Effect of Using Realia on
Students’ Achievement in Writing Procedure Text. This study aims at findings
whether using realia affect the students’ writing achievement or not. The data
which were needed in this study were obtained by conducting an experimental
research. The population was the 2014/2015 ninth grade students (grade IX) of
SMP Negeri 1 Stabat and 72 students were taken as the sample by using random
sampling. The sample was divided into two groups, experimental group and
control group. The experimental group was taught by using realia while the
control group was taught without using realia (lecturing method). The instrument
used in this study was a written test. The data were taken by administering the
pre-test and post-test to both control and experimental groups. These data were
analyzed by using t-test.
The result of computing the t-test obviously showed that t-observed is higher than
t-table (2.69 > 1.67) with the degree of freedom 70 (df = N-2) at the level
significance 0.05 one tail test. It showed that the using of realia significantly
affects the students’ achievement in writing procedure text.
Key words: Realia, Writing Procedure Text
i
ACKNOWLEDGEMENT
All praise to God who always gives me blessing, power, strength and love
in my entire life and in terms of my study, especially in completing this thesis
entitled “The Effect of Using Realia on Students’ Achievement in Writing
Procedure Text” as one of the requirements for the degree of Sarjana Pendidikan
(S1) at English Department, Faculty of Languages and Arts, State University of
Medan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This Thesis could have not been
accomplished without guidance, suggestion, and comment from them, for which
the writer would like to express her sincere appreciation which directed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty,
Vice Dean I, II, III, and all the administrative staff.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Dra. Meisuri, M.A., the Secretary of English Departmentand also as her
Thesis Reviewers.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study
Program and also as her Thesis Reviewers.
Dr. Rahmah, M.Hum, her Thesis Advisor
Drs. Bachtiar, M.Pdher Thesis Reviewers.
All Lecturers of English Education and Literature Department, Mam
Euis, the Academic Staff and Administrative Staff.
GITO, M.Pd the Headmaster of SMP Negeri 1 Stabat and
Sulasmini S.Pd, the English Teacher of Grade IX of SMP Negeri 1
Stabat.
The writer sincerely thanks to her beloved Daddy, M. Yusuf, Kand her
beloved Mommy, T.Rusdiana, thanks for wonderful love, prayer and
support. The writer’s special gratitude also goes to her dearest brothers,
Amrizal Aury and Adam Maulana.
ii
Her beloved uncle, Imran, M. Hum and his family.
Her best, B. Muda Nst., Febry Sembiring S.Si, Ayu Febriana, S.Pd.,
Desika Rinanda, S.Pd., M Rizky Ridha, S.Pd., M. Akhyar Rasyidi,
S.Pd., Widi Ayuningtyas, S.Pd. Thanks to students of English
Department, especially ReAction, and all people that can not be mentioned
one by one for their care, support and prayer.
In writing this paper, the researcher realized that this thesis is far from
being perfect though the researcher has done her best, so the researcher hopes
suggestion for this thesis. Without any helps and support from all parties, this
thesis would not be completed. Finally, the researcher expects this thesis would be
useful for the readers in future
Medan,
April 2015
The Researcher
Yusrumaida
NIM. 2102121016
iii
ii
TABLE OF CONTENTS
ABSTRACT ...........................................................................................
ACKNOWLEDGEMENT ....................................................................
TABLE OF CONTENT ........................................................................
LIST OF TABLES ................................................................................
LIST OF APPENDICES ......................................................................
page
i
ii
iv
vi
vii
CHAPTER I: INTRODUCTION ........................................................
A. The Background of Study ...........................................................
B. The Problem of Study ................................................................
C. The Scope of Study .....................................................................
D. The Object of Study ....................................................................
E. The Significance of Study ...........................................................
1
1
4
5
5
5
CHAPTER II: REVIEW OF LITERATURE ....................................
A. Theoretical Framework ...............................................................
1. Students’ Achievement in Writing........................................
2. Writing ..................................................................................
a. Genres in Writing .............................................................
b. Writing Procedure Text ....................................................
3. Assessment in Writing ..........................................................
4. Media ....................................................................................
A. Visual Media ...................................................................
B. Audio Media ....................................................................
C. Audio-visual Media .........................................................
5. Realia ....................................................................................
A. Advantages of Using Realia ............................................
B. Disadvantages of Using Realia ........................................
6. Procedure of Writing Procedure Text by Using Realia ....
7. Lecturing Method...............................................................
8. Procedures of Teaching Writing Procedure Text by Using
Lectureing Method .........................................................
B. Conceptual Framework ...............................................................
C. Hypothesis......................... ..........................................................
6
6
6
6
8
10
14
15
16
16
17
18
20
20
21
22
CHAPTER III: RESEARCH METHOD ............................................
A. Research Design ..........................................................................
B. Populations and Sample ..............................................................
26
26
26
iv
23
24
25
C. The Instrument for Collecting Data ............................................
D. The Scoring of the Test ...............................................................
E. Procedure of Research .................................................................
1. Pre –test ...................................................................................
2. Treatment ................................................................................
3. Post – test ................................................................................
F. Validity and Realibility of the Test .............................................
G. Technique of Analayzing Data ...................................................
H. Statistical Hypothesis ..................................................................
27
27
28
28
28
32
32
34
34
CHAPTER IV: THE DATA AND DATA ANALYSIS .....................
A. The Data ......................................................................................
B. The Data Analysis .......................................................................
C. Testing Hypothesis ......................................................................
D. Research Findings .......................................................................
36
36
37
37
38
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ..................
A. Conclusions .................................................................................
B. Suggestions..................................................................................
39
39
39
REFERENCES ......................................................................................
41
APPENDICES .......................................................................................
43
v
LIST OF APPENDICES
Pages
APPENDIX A. Lesson Plan .................................................................................43
APPENDIX B. The Scores of Pre-Test and Post-Test in Experimental Group ....79
APPENDIX C. The Scores of Pre-Test and Post-Test in Control Group .............80
APPENDIX D. The Calculation of T-test .............................................................81
APPENDIX E. Pre-Test for Experimental Group and Control Group .................86
APPENDIX F. Pre-Test for Experimental Group and Control Group .................87
APPENDIX G. Percentage Points Distribution . ..................................................88
APPENDIX H. Students’ Answer Sheets . ...........................................................89
vii
LIST OF TABLES
Pages
Table 3.1. Research Design ...................................................................................26
Table 3.2. Scoring of the Test ...............................................................................27
Table 3.3. The Activities of Teacher and Students in Experimental Group..........28
Table 3.4. The Activities of Teacher and Students in Control Group ...................30
vi
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language has a role of communication. Siahaan (2008: 1) says that
Language is a unique human inheritance that plays the very important role in
human’s life, such as in thinking, communicating ideas, and negotiating with the
others. It means Language used by the speaker to express their ideas, feelings and
desires, and to get information from other people.
English becomes one of important languages in the world. English itself is
used in many international field, not only must be taught at school but also in
some activities like science, medical, sport, technology, chef, banking and etc.
In communication, English as the main foreign language is being learned
in Indonesia. We usually learn to listen first, after that to speak, then to read, and
finally to write. Writing ability in a foreign language leans to be one of the most
difficult skills to comprehend, and the important aims in teaching writing is to
improve learners’ language ability. It is because writing takes on many different
registers depending on the function of writing. Learning to write fluently in
English is much more challengging than learning to speak fluently. Written
communication can come much more slowly than spoken communication.
Writing is a process not a product. Academic writing is not easy, it takes
study and practice to develop the writing skill. It means that a writing will never
be perfect or complete, because it is always possible to be revise, Oshima and
Hogue (2007).
1
2
In curriculum 2013 students are required to be more active and innovative.
Students are also required to be able to solve the problems that they face.
According to syllabus in teaching of English, writing procedure text is one of the
requirements in ninth grade of junior high school. It means that all students in
ninth grade of junior high school must be able to write a procedure text.
In contrary, based on the writer’s observation, in ninth grade student of
SMP N 1 Stabat, it was found that 70% students get remedial test which was
related to procedure text. It is because their scores were under Kriteria Kelulusan
Minimal (70). It shows that students’ ability in writing text is poor. There are
some factors that affect this. Firstly the students did not know where to start and
what should they write about, seconly they always want to write something
ordinary, becauce they difficult to convey their ideas in writing, they did not have
good vocabularies, tenses, and the students also thought that writing was boring
activity because the teacher only used the conventional method or technique while
learning process. Therefore, this class should be given treatment.
In this case, in the learning process takes role of the teacher who wise in
choosing the way or the proper learning techniques that can improve students’
learning ability in writing, especially writing procedure text. In this regard the
media became an option for teachers as facilities and relation between teachers
and students in the in the learning and teaching process.
Procedur text is kind of genre that will be focused of the study. Instruction
about the stepts that should we do in order a work can be packed into a procedural
3
text, Pardiono (2007 : 125). In this case, show that students feel bored and
difficult to write a procedure text or write someting without any media.
One of the way to make the teaching and learning process to be more
interesting and easy, the researcher will use media in teaching and learning
writing. Gagne (1970) states tha media is various of component within students’
surroundings which able to wither students to study. Some examples of media are
pictures, videos, realia, posters, charts, advertisement, etc. If the teacher wants to
choose one of the media, she/he has to choose a media that suitable to the topic.
One of the Media that suitable for teaching procedure text is realia. The use of
realia is common place in the ELS/EFL classroom and is widely considered to
have great value in fostering an active teaching learning environment, Smith
(1997). By presenting information through media, realia help to make English
language input as comprehensible as possible and to build “an associative bridge
betwen the classroom and the world”, . As Berwald (1987) notes, realia are not
only a set artifacts that describe the custom and tradition of a culture, but they are
also a set of teaching media that facilitate the teacher and students experience.
Realia also build the learners’ sensorary impressions of the language as learned
partly at leats through seeing, hearing, touching and manipulating items. The use
of realia, then, can improve students’ ability in writing, and the learners can
explore aspect of lesson materials which are expressed in everyday realia items.
Further, there is a good way through the use of realia to help teacher to increase
the number of students’ responses. By using realia, teacher can show the real
materials and euipments that are needed to make something which will be
4
explained in the procedure text. Real things can be observed and handled,
providing concrete learning experiences for the students. Furthermore, teacher can
show the steps by doing them directly, so that the students can understand the
action verbs that will be used easily.
Some researchers have conducted studies about teaching through realia.
Harefa and Syafitri (2011) conducted a study and the result showed that the
using of realia gives contribution to the aspect of mechanics in writing procedure,
especially in producing the words. The using of realia is also considered good in
assisting the students in understanding vocabulary since the items showed with
each stepts. Toyyibah (2009) also conducted a study about the use of realia and
the result showed that realia help students to develop much needed analytical and
critical thinking skills. Realia invite students to participate meaningfully in a
classroom discussion precisely, which showed that using realia can improve
students’ ability in writing descriptive text.
Hidayati (2010) conducted a study by using realia and the result showed
that the become better in composing and arranging procedure text effectively and
efficiently.
Due to this fact, the researcher assume that using realia will affect
students’ability in writing another genre such as procedure. So, based on the
explanation about, this study will focus on using realia in writing procedure text.
B. The Problem of the Study
The problem of the study is formulated as follows: “Is the students’
achievement taught by using realia higher than taught without using realia?”
5
C. The Scope of the Study
The scope of the study is limited to the teaching writing by focusing the
effect of realia on the students’ achievement in writing procedure text.
D. The Objective of the Study
This study attempts to find out whether the use of realia affect the students
on their writing procedure text.
E. The Significance of the Study
The findings of this study are expected to be useful for the English teacher
to improve their students achievement in writing espesially in writing procedural
texts by applying the realia. The writer expectes that it is also useful for the
students to increase their knowledge about the aspect of writing to improve their
writing skill and also it will be useful for those who are interested doing writing to
the same problem.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the analysis in previous chapter, the researcher
concluded that teaching English by using realia affect the students’ ability in
writing procedure text. It was found that the students’ achievement taught by
using realia is higher than the students’ achievement taught by using lecturing
method. It is indicated from analyzing the data statistically that the result of
calculation of t-test that t-observed value 2.69 is higher than t-table value 1.67 at
the level of significant of 0.05, which implies that the alternative Hypothesis (Ha)
is accepted.
B. Suggestions
Based on the result of this study which positively indicates that there is
positive effect of the using realia as media in teaching and learning writing
procedure text, the suggestion can be stated, as following:
1. English teachers are recommended to use realia as media in teaching writing
procedure text because it can attract the students’ interest and gives
motivation for students in teaching and learning process so it can affect the
students’ writing achievement.
2. Students who do the instruction and watch the real items will be easy for
them to write procedure text. They are able to develop and express their
ideas easily. Furthermore, students who watch the real itemsand do the
39
40
instruction can enrich their knowledge and vocabularies by watching and
listening English sentences from the teacher or the other students. The
students also will not feel boring in the teaching and learning process.
3. Other researcher to develop the research by usng relia on other writig genres
or other language skill in conducting further research as it significantly
affects the students’ writing achievement.
REFERENCES
Asyhar, Rayandra. 2012. KreatifMengembangkan Media Pembelajaran. Jakarta:
Referensi.
Arsyad, A. 2009. Media Pengajaran. Jakarta: Grafindo
Berwald, J.1987. Teaching Foreign Language with Realia and Other Authentic
Materials. ERIC. Clearing house on Language 1(6), 154-164.
Brown, H. D. 1980. Principle of Language Learning and Teaching.
America: Prentice-Hall.
Brown, H. D. 2003. Language Assessment: Principles and Classroom Practices.
California: Longman.
Dickens, M., Robertson, I., & Hofmann, E.(1995). Realia: Bringing the Real
World into the classroom [Online]. Available: http://www. Wlc. Com/
oxus/realia. Htm (1997, June 1)
Dirgayasa, I. Wayan. 2012. Maritime English Writing: A Genre Based Approach.
Medan: UNIMED PRESS.
Gerrot and P. Wignell, Making Sense of Functional Grammar, (Sidney:
Antepodean Educational Enterprises, 1995)
Harefa, Rahmad. 2011. Improving Students’ Achievement on Writing Descriptive
Text by using Realia. Medan. State University of Medan. Unpublished
Heaton, J. B. 1988. Writing English Language Tests.Longman: London and New
York.
Hess,M. & Sklarew, S.1994. Realia and American Culture.WATESOL Journal,
Fall., 2(4) 10-12.
Hidayati. 2010. Realia. Study on the Teaching of Writing procedure Texts to
Indonesian EFL Students. TEFLIN Journal, 23 (4), 184-206.
Knapp.P & Watkins. M. 2005. Genre, Text, Grammar: Technologies for
Teaching and Assessing Writing.Australia: University of New South
Wales ltd.
Leo, Sutanto. 2007. English For Academic Purpose: Essay Writing. Yogyakarta:
Andi.
Pardiyono. 2007. Teaching Genre-Based writing. Yogyakarta: Andi Offset.
41
42
Sadiman, Arief S. dkk. 2010. Media Pendidikan (Pengertian, Pengembangan, dan
Pemanfaatannya). Jakarta: Rajawali.
Smaldino, Sharon E., Lowther, Deborah L., Russel, & James d. 2011.
Instructional Technology and Media for Learning.Pearson Meriil/Prentice
Hall
Smith Bryan. 1997. University of Arizona Program in second Language
Acquistion and Teaching Tucson, Arizona 85721.Virtual Realia Journal..
Vol. III. No.7
Taylor, D.1994. Inauthentic Authenticity or Authentic Inauthenticity? TESLJournal, 1(2),142-154.
Toyyibah. 2009. Using Realia to Improv Students’ Writing Organization of
Descriptive Text. The English Journal, 3 (5),56-68.
Toyyibah, 2009. Using Realia to Improv Students’ Writing Organization of
Descriptive Text . Semarang. Walisongo State Institute.
Wahidi, R. Genre of the Text. (online).(http://rachmatwahidi.wordpress.com)
Retrieved February 8th, 2014.
Zukowaki- Faust, J .1997. What is meant by Realia? AZ- TESOL Newsletter, 18
(1), 9-20.
Http://www.teflsurvival.com/teaching-aids.html!
Http://iteslj.org/techniques/
Http://www.onlinetefl.com/tefl-chalkboard/travel-quides/121-Using-Realia-inthe-classroom
ACHIEVEMENT IN WRITING
PROCEDURE TEXT
A THESIS
Submitted to English Department, Faculty of Language and Arts
State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
YUSRUMAIDA
Registration Number: 2102121016
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
April 2015
Yusrumaida
Reg. No. 2102121016
ABSTRACT
Yusrumaida. 2102121016. The Effect of Using Realia on Students’
Achievement in Writing Procedure Text. A Thesis. English Department.
Faculty of Languages and Art, State University of Medan. 2015.
This study is focused on the investigation of The Effect of Using Realia on
Students’ Achievement in Writing Procedure Text. This study aims at findings
whether using realia affect the students’ writing achievement or not. The data
which were needed in this study were obtained by conducting an experimental
research. The population was the 2014/2015 ninth grade students (grade IX) of
SMP Negeri 1 Stabat and 72 students were taken as the sample by using random
sampling. The sample was divided into two groups, experimental group and
control group. The experimental group was taught by using realia while the
control group was taught without using realia (lecturing method). The instrument
used in this study was a written test. The data were taken by administering the
pre-test and post-test to both control and experimental groups. These data were
analyzed by using t-test.
The result of computing the t-test obviously showed that t-observed is higher than
t-table (2.69 > 1.67) with the degree of freedom 70 (df = N-2) at the level
significance 0.05 one tail test. It showed that the using of realia significantly
affects the students’ achievement in writing procedure text.
Key words: Realia, Writing Procedure Text
i
ACKNOWLEDGEMENT
All praise to God who always gives me blessing, power, strength and love
in my entire life and in terms of my study, especially in completing this thesis
entitled “The Effect of Using Realia on Students’ Achievement in Writing
Procedure Text” as one of the requirements for the degree of Sarjana Pendidikan
(S1) at English Department, Faculty of Languages and Arts, State University of
Medan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This Thesis could have not been
accomplished without guidance, suggestion, and comment from them, for which
the writer would like to express her sincere appreciation which directed to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty,
Vice Dean I, II, III, and all the administrative staff.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Dra. Meisuri, M.A., the Secretary of English Departmentand also as her
Thesis Reviewers.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study
Program and also as her Thesis Reviewers.
Dr. Rahmah, M.Hum, her Thesis Advisor
Drs. Bachtiar, M.Pdher Thesis Reviewers.
All Lecturers of English Education and Literature Department, Mam
Euis, the Academic Staff and Administrative Staff.
GITO, M.Pd the Headmaster of SMP Negeri 1 Stabat and
Sulasmini S.Pd, the English Teacher of Grade IX of SMP Negeri 1
Stabat.
The writer sincerely thanks to her beloved Daddy, M. Yusuf, Kand her
beloved Mommy, T.Rusdiana, thanks for wonderful love, prayer and
support. The writer’s special gratitude also goes to her dearest brothers,
Amrizal Aury and Adam Maulana.
ii
Her beloved uncle, Imran, M. Hum and his family.
Her best, B. Muda Nst., Febry Sembiring S.Si, Ayu Febriana, S.Pd.,
Desika Rinanda, S.Pd., M Rizky Ridha, S.Pd., M. Akhyar Rasyidi,
S.Pd., Widi Ayuningtyas, S.Pd. Thanks to students of English
Department, especially ReAction, and all people that can not be mentioned
one by one for their care, support and prayer.
In writing this paper, the researcher realized that this thesis is far from
being perfect though the researcher has done her best, so the researcher hopes
suggestion for this thesis. Without any helps and support from all parties, this
thesis would not be completed. Finally, the researcher expects this thesis would be
useful for the readers in future
Medan,
April 2015
The Researcher
Yusrumaida
NIM. 2102121016
iii
ii
TABLE OF CONTENTS
ABSTRACT ...........................................................................................
ACKNOWLEDGEMENT ....................................................................
TABLE OF CONTENT ........................................................................
LIST OF TABLES ................................................................................
LIST OF APPENDICES ......................................................................
page
i
ii
iv
vi
vii
CHAPTER I: INTRODUCTION ........................................................
A. The Background of Study ...........................................................
B. The Problem of Study ................................................................
C. The Scope of Study .....................................................................
D. The Object of Study ....................................................................
E. The Significance of Study ...........................................................
1
1
4
5
5
5
CHAPTER II: REVIEW OF LITERATURE ....................................
A. Theoretical Framework ...............................................................
1. Students’ Achievement in Writing........................................
2. Writing ..................................................................................
a. Genres in Writing .............................................................
b. Writing Procedure Text ....................................................
3. Assessment in Writing ..........................................................
4. Media ....................................................................................
A. Visual Media ...................................................................
B. Audio Media ....................................................................
C. Audio-visual Media .........................................................
5. Realia ....................................................................................
A. Advantages of Using Realia ............................................
B. Disadvantages of Using Realia ........................................
6. Procedure of Writing Procedure Text by Using Realia ....
7. Lecturing Method...............................................................
8. Procedures of Teaching Writing Procedure Text by Using
Lectureing Method .........................................................
B. Conceptual Framework ...............................................................
C. Hypothesis......................... ..........................................................
6
6
6
6
8
10
14
15
16
16
17
18
20
20
21
22
CHAPTER III: RESEARCH METHOD ............................................
A. Research Design ..........................................................................
B. Populations and Sample ..............................................................
26
26
26
iv
23
24
25
C. The Instrument for Collecting Data ............................................
D. The Scoring of the Test ...............................................................
E. Procedure of Research .................................................................
1. Pre –test ...................................................................................
2. Treatment ................................................................................
3. Post – test ................................................................................
F. Validity and Realibility of the Test .............................................
G. Technique of Analayzing Data ...................................................
H. Statistical Hypothesis ..................................................................
27
27
28
28
28
32
32
34
34
CHAPTER IV: THE DATA AND DATA ANALYSIS .....................
A. The Data ......................................................................................
B. The Data Analysis .......................................................................
C. Testing Hypothesis ......................................................................
D. Research Findings .......................................................................
36
36
37
37
38
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ..................
A. Conclusions .................................................................................
B. Suggestions..................................................................................
39
39
39
REFERENCES ......................................................................................
41
APPENDICES .......................................................................................
43
v
LIST OF APPENDICES
Pages
APPENDIX A. Lesson Plan .................................................................................43
APPENDIX B. The Scores of Pre-Test and Post-Test in Experimental Group ....79
APPENDIX C. The Scores of Pre-Test and Post-Test in Control Group .............80
APPENDIX D. The Calculation of T-test .............................................................81
APPENDIX E. Pre-Test for Experimental Group and Control Group .................86
APPENDIX F. Pre-Test for Experimental Group and Control Group .................87
APPENDIX G. Percentage Points Distribution . ..................................................88
APPENDIX H. Students’ Answer Sheets . ...........................................................89
vii
LIST OF TABLES
Pages
Table 3.1. Research Design ...................................................................................26
Table 3.2. Scoring of the Test ...............................................................................27
Table 3.3. The Activities of Teacher and Students in Experimental Group..........28
Table 3.4. The Activities of Teacher and Students in Control Group ...................30
vi
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language has a role of communication. Siahaan (2008: 1) says that
Language is a unique human inheritance that plays the very important role in
human’s life, such as in thinking, communicating ideas, and negotiating with the
others. It means Language used by the speaker to express their ideas, feelings and
desires, and to get information from other people.
English becomes one of important languages in the world. English itself is
used in many international field, not only must be taught at school but also in
some activities like science, medical, sport, technology, chef, banking and etc.
In communication, English as the main foreign language is being learned
in Indonesia. We usually learn to listen first, after that to speak, then to read, and
finally to write. Writing ability in a foreign language leans to be one of the most
difficult skills to comprehend, and the important aims in teaching writing is to
improve learners’ language ability. It is because writing takes on many different
registers depending on the function of writing. Learning to write fluently in
English is much more challengging than learning to speak fluently. Written
communication can come much more slowly than spoken communication.
Writing is a process not a product. Academic writing is not easy, it takes
study and practice to develop the writing skill. It means that a writing will never
be perfect or complete, because it is always possible to be revise, Oshima and
Hogue (2007).
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In curriculum 2013 students are required to be more active and innovative.
Students are also required to be able to solve the problems that they face.
According to syllabus in teaching of English, writing procedure text is one of the
requirements in ninth grade of junior high school. It means that all students in
ninth grade of junior high school must be able to write a procedure text.
In contrary, based on the writer’s observation, in ninth grade student of
SMP N 1 Stabat, it was found that 70% students get remedial test which was
related to procedure text. It is because their scores were under Kriteria Kelulusan
Minimal (70). It shows that students’ ability in writing text is poor. There are
some factors that affect this. Firstly the students did not know where to start and
what should they write about, seconly they always want to write something
ordinary, becauce they difficult to convey their ideas in writing, they did not have
good vocabularies, tenses, and the students also thought that writing was boring
activity because the teacher only used the conventional method or technique while
learning process. Therefore, this class should be given treatment.
In this case, in the learning process takes role of the teacher who wise in
choosing the way or the proper learning techniques that can improve students’
learning ability in writing, especially writing procedure text. In this regard the
media became an option for teachers as facilities and relation between teachers
and students in the in the learning and teaching process.
Procedur text is kind of genre that will be focused of the study. Instruction
about the stepts that should we do in order a work can be packed into a procedural
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text, Pardiono (2007 : 125). In this case, show that students feel bored and
difficult to write a procedure text or write someting without any media.
One of the way to make the teaching and learning process to be more
interesting and easy, the researcher will use media in teaching and learning
writing. Gagne (1970) states tha media is various of component within students’
surroundings which able to wither students to study. Some examples of media are
pictures, videos, realia, posters, charts, advertisement, etc. If the teacher wants to
choose one of the media, she/he has to choose a media that suitable to the topic.
One of the Media that suitable for teaching procedure text is realia. The use of
realia is common place in the ELS/EFL classroom and is widely considered to
have great value in fostering an active teaching learning environment, Smith
(1997). By presenting information through media, realia help to make English
language input as comprehensible as possible and to build “an associative bridge
betwen the classroom and the world”, . As Berwald (1987) notes, realia are not
only a set artifacts that describe the custom and tradition of a culture, but they are
also a set of teaching media that facilitate the teacher and students experience.
Realia also build the learners’ sensorary impressions of the language as learned
partly at leats through seeing, hearing, touching and manipulating items. The use
of realia, then, can improve students’ ability in writing, and the learners can
explore aspect of lesson materials which are expressed in everyday realia items.
Further, there is a good way through the use of realia to help teacher to increase
the number of students’ responses. By using realia, teacher can show the real
materials and euipments that are needed to make something which will be
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explained in the procedure text. Real things can be observed and handled,
providing concrete learning experiences for the students. Furthermore, teacher can
show the steps by doing them directly, so that the students can understand the
action verbs that will be used easily.
Some researchers have conducted studies about teaching through realia.
Harefa and Syafitri (2011) conducted a study and the result showed that the
using of realia gives contribution to the aspect of mechanics in writing procedure,
especially in producing the words. The using of realia is also considered good in
assisting the students in understanding vocabulary since the items showed with
each stepts. Toyyibah (2009) also conducted a study about the use of realia and
the result showed that realia help students to develop much needed analytical and
critical thinking skills. Realia invite students to participate meaningfully in a
classroom discussion precisely, which showed that using realia can improve
students’ ability in writing descriptive text.
Hidayati (2010) conducted a study by using realia and the result showed
that the become better in composing and arranging procedure text effectively and
efficiently.
Due to this fact, the researcher assume that using realia will affect
students’ability in writing another genre such as procedure. So, based on the
explanation about, this study will focus on using realia in writing procedure text.
B. The Problem of the Study
The problem of the study is formulated as follows: “Is the students’
achievement taught by using realia higher than taught without using realia?”
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C. The Scope of the Study
The scope of the study is limited to the teaching writing by focusing the
effect of realia on the students’ achievement in writing procedure text.
D. The Objective of the Study
This study attempts to find out whether the use of realia affect the students
on their writing procedure text.
E. The Significance of the Study
The findings of this study are expected to be useful for the English teacher
to improve their students achievement in writing espesially in writing procedural
texts by applying the realia. The writer expectes that it is also useful for the
students to increase their knowledge about the aspect of writing to improve their
writing skill and also it will be useful for those who are interested doing writing to
the same problem.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the analysis in previous chapter, the researcher
concluded that teaching English by using realia affect the students’ ability in
writing procedure text. It was found that the students’ achievement taught by
using realia is higher than the students’ achievement taught by using lecturing
method. It is indicated from analyzing the data statistically that the result of
calculation of t-test that t-observed value 2.69 is higher than t-table value 1.67 at
the level of significant of 0.05, which implies that the alternative Hypothesis (Ha)
is accepted.
B. Suggestions
Based on the result of this study which positively indicates that there is
positive effect of the using realia as media in teaching and learning writing
procedure text, the suggestion can be stated, as following:
1. English teachers are recommended to use realia as media in teaching writing
procedure text because it can attract the students’ interest and gives
motivation for students in teaching and learning process so it can affect the
students’ writing achievement.
2. Students who do the instruction and watch the real items will be easy for
them to write procedure text. They are able to develop and express their
ideas easily. Furthermore, students who watch the real itemsand do the
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instruction can enrich their knowledge and vocabularies by watching and
listening English sentences from the teacher or the other students. The
students also will not feel boring in the teaching and learning process.
3. Other researcher to develop the research by usng relia on other writig genres
or other language skill in conducting further research as it significantly
affects the students’ writing achievement.
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