THE EFFECT OF BUZZ GROUP TECHNIQUE ON GRADE 11 STUDENTS` ACHIEVEMENT IN WRITING HORTATORY EXPOSITION.
THE EFFECT OF BUZZ GROUP TECHNIQUE
ON GRADE 11 STUDENTS’ ACHIEVEMENT IN WRITING
HORTATORY EXPOSITION
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:
MUHAMMAD RIZKY RIDHA
Registration Number: 2101121030
ENGLISH 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,
Desember 2014
Muhammad Rizky Ridha
Reg. No. 2101121030
ABSTRACT
Ridha, Muhammad Rizky . NIM: 2101121030. The Effect Of Buzz Group Technique on
Grade 11 Students’ Achievement in Writing Hortatory Exposition. A Thesis. Faculty of
Languages and Arts (FBS), Unimed (State University of Medan), 2014.
This study aims to discover the effect of applying Buzz Group Technique on Grade 11
Student’s Achievement in writing Hortatory Exposition. It was conducted by using
experimental research design. The population was the 120 grade XI students of SMA Negeri3
Binjai . The sample of the research was two classes divided into two groups, experimental
and control group which were chosen by using random sampling technique. The Grade XI
IPS 2 as Experimental Group was taught by using Buzz Group Technique and grade XI IPS 1
as control group was taught by using Group Brainstorming Technique. The instrument used
to collect the data by asking the students to write a Hortatory Exposition. Based on the result
of the data analysis, it was concluded that using Buzz Group Technique affects the student’s
ability in writing hortatory exposition (t-calculated > t-table, p=0.05). The using Buzz Group
Technique made the students write hortatory exposition correctly than by using Group
Brainstorming Technique . The calculation of t-test is 2.844 > 2.013 with df 48 and the level
of significance 0.05. It means that the using Buzz Group Technique has an effect on writing
hortatory exposition.
Keywords: Buzz Group Technique, Students’ Achievement, Hortatory Exposition
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express thanks to Allah SWT, the
Almighty God for Blessing, Health, Protection, knowledge and opportunity that at
last he is able to complete this thesis entitled “The Effect of Buzz Group
Technique on Grade 11 Students’ Achievement in Writing Hortatory Exposition”
as one of requirement for the degree of Sarjana Pendidikan (S1) at English
Department, Faculty of Languages and Arts, State University of Medan.
This thesis could have not been accomplished without the guidance, helping,
suggestion, advice, motivation and encouragement from people, for which the
writer would like to express her extremely grateful 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 Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
Dra. Meisuri , M.A as the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education
Study Program.
Prof. Dr. Busmin Gurning, M.Pd, as his Thesis Consultant.
Drs. Willem Saragih , Dipl. Appl. M.Pd as his Academic Consultant and
his Reviewer, Prof.Dr. Hj. Sumarsih, M.Pd and Dra. Sri Juriati Ownie,
M.A, and Indra Hartoyo , S.Pd . M.Hum as his Reviewers.
All Lecturers who have taught him in this English Department, for giving
knowledge, advices and amazing study experiences.
Drs.Zulkifli, M.Pd , the headmaster of SMA Negeri3 Binjai .
Martalena Manurung, S.Pd and Roslina, S.Pd as the English teachers in
SMA Negeri 3 Binjai .
Paimin and Ameria Yunarti, as his beloved parents, Indria Putri
Amelia and Saskya Afira Putri as his beloved sisters and Muhammad
Rakha Andhika as his beloved brother, and all member of Marijo’s and
Ibrahim Amirsal’s big family for their eternal material and moral
supports, care, prayers, laughter, smiles, guidance, advices, best moments
and love during the writers’ life.
Widy Ayuningtias P , S.Pd ,Ayu Febriana S.Pd,Muhammad Akhyar
Rasyidi S.Pd, Desika RinandaS.Pd,Rabiatul AdawiyahS.Pd,
Yusrumaida S.Pd as his best friends, and partners in crime, for the
ii
laughter, smiles, supports, ideas, best moments that have been shared with
the writer during the academic study in Unimed.
Muhammad Yusuf, S.Pd as his class monitor , Ingrid Laurensia S,
S.Pd,Viviana MelinaS.Pd,Melda R.S S.Pd ,Dian Werdhyati
BangunS.Pd ,Rizky Atika SariS.Pd,Aditya Ramadhan S.Pd, Sabar
ParsaulianS.Pd, Bura Khaira S.Pdandall members of Regular A 2010
as his best friends and classmates, for all best memories, laughter, smiles,
fights, debates, teamwork, and moments they give and share with the
writer during the four years academic study in Unimed.
Aminah Ari Fadhila, S.Pdand All members of PPWS community as
his best partners during the fighting time for the thesis and for all best
experiences, supports, and everything.
All students of SMA Negeri 3 Binjai , who had helped the writer to
conduct this research .
All students of SMANegeri1Stabat and PPLT SMAN 1 Stabat 2013
,for the best moments, stories, memories, supports, prayers, and love they
have been always giving to the writers since PPL time till now.
Nando , Ibnu , Roby as his badminton partners and little brothers , forthe
best experiences , laughter and time to play badminton together during the
fighting time for the thesis.
The last, but not the least,Inggrit Novianty, S.E , Abdurrahman
RidhoRangkutiand Yudha Ramadhanas his best friends ever , for all
best memories, love , smiles, fights, supports , experiences, and moments
they give and share with the writer
Medan,
Januari 2015
The writer
Muhammad Rizky Ridha
NIM. 2101121030
iii
TABLE OF CONTENTS
ABSTRACT ..............................................................................................................i
ACKNOWLEDGEMENT .......................................................................................ii
TABLE OF CONTENTS.........................................................................................iv
LIST OF TABLE .....................................................................................................vi
LIST OF APPENDICES ......................................................................................... vii
CHAPTER I INTRODUCTION
A. The Background of Study ............................................................................................ 1
B. The Problem of Study................................................................................................... 5
C. The Scope of Study ...................................................................................................... 5
D. The Objective of the Study........................................................................................... 5
E. The Significance of the Study ...................................................................................... 5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ................................................................................................ 7
1.Students’ achievement in writing hortatory exposition text ............................... 7
2.Writing hortatory exposition text ......................................................................... 8
3.Genre .................................................................................................................... 8
4. Buzz Group Technique ................................................................................................... 14
5.Group Brainstorming technique ....................................................................................... 17
6. Relevant studies ................................................................................................. 20
B. Conceptual framework ............................................................................................. 21
C.
Hypothesis24
iv
CHAPTER III : RESEARCH METHODOLOGY
A. Research Design ............................................................................................................ 25
B.Population and Sample .................................................................................................... 26
C.Instrument for collecting data .......................................................................................... 27
D.The procedure of the test ................................................................................................. 28
E.Scoring System ................................................................................................................ 31
F. The Validity and Reliability of the Test ......................................................................... 36
G.Technique for Analyzing the Data ................................................................................. 38
CHAPTER IV DATA ANALYSIS AND DISCUSSION
A. Data ............................................................................................................................... 40
B. Data Analysis ................................................................................................................ 42
1.
Analyzing The Data Using T-test .......................................................................... 42
2.
Testing The Reliability of The Test ....................................................................... 43
3.
Testing Hypothesis ................................................................................................ 43
C. Discussion ...................................................................................................................... 44
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion...................................................................................................................... 47
B. Suggestion ...................................................................................................................... 47
References .......................................................................................................................... 49
Appendices .......................................................................................................................... 51
v
LIST OF TABLES
Table 1.1 Students’ Scores of Writing Competence Tests.............. ....
Table 2.1Thekinds of genre ........................................................
2
8
Table
Table
Table
Table
Table
Table
12
25
29
31
37
2.2 The Analysis of Hortatory exposition text .......................
3.1 Research Design....................................................................
3.2 Experimental Group Activity..................................................
3.3 Control Group Activity...........................................................
3.4 The Indicator of studens’ ability in writing ......................
4.1 Thescore of pre test and post test by students
in experimental group………………………………………...
Table 4.2 The score of pre test and post test by students in control group
vi
41
42
CHAPTER I
INTRODUCTION
A. The Background of study
There are four basic skills in learning English. They are listening, speaking,
writing and reading . They are divided into two groups, receptive skills and
productive skills. Listening and reading are included into receptive skills,
meanwhile speaking and writing are included into productive skills. Writing is
one of the ways to communicate indirectly. Writing is a skill exposing facts and
idea which is interpreted clearly, effectively, and well-organized.
Writing integrates many aspects of language such as: vocabulary mastery,
words-arrangement, grammar proficiency, and constructing paragraph. The
process of writing activity is non-verbal. Writing as a productive skill is very
important to learn. Harmer (2004: 86) states that writing is a process and
that we write is often heavily influenced by constraints of genres, then these
elements have to be presented in learning activities. Writing is considered as the
most difficult and complicated language skill to learn compared to other language
skills (Widiati & Cahyono, 2006: 139). From the statements above , the writer can
conclude that writing is a process of producing some ideas , critical thinking
,opinion and arguments into a piece of paper .
Many students find difficulties when they learn writing . Based on
preliminary observation conducted in SMA Negeri 3 Binjai, the writer found that
most of students of SMA Negeri 3 Binjai stated that writing is difficult for them
1
2
and the implication is they do not like to study English and they cannot write a
good text. The teacher also agreed that the students have lack of ability in writing.
It was proven when the writer asked for The List of Students’ Score
(DKN/DaftarNilaiSiswa) for writing tests in two semesters, many students could
not pass The Minimum Criterion Mastery (Kriteria Ketuntasan Minimum/KKM)
applied by the school in English subject. Their DKN in two semesters are, as
follows;
Table 1.1 Students’ scores of writing competence test
Semester
1st Semester 2013/2014
Score
Students
Percentage
Mean
ON GRADE 11 STUDENTS’ ACHIEVEMENT IN WRITING
HORTATORY EXPOSITION
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:
MUHAMMAD RIZKY RIDHA
Registration Number: 2101121030
ENGLISH 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,
Desember 2014
Muhammad Rizky Ridha
Reg. No. 2101121030
ABSTRACT
Ridha, Muhammad Rizky . NIM: 2101121030. The Effect Of Buzz Group Technique on
Grade 11 Students’ Achievement in Writing Hortatory Exposition. A Thesis. Faculty of
Languages and Arts (FBS), Unimed (State University of Medan), 2014.
This study aims to discover the effect of applying Buzz Group Technique on Grade 11
Student’s Achievement in writing Hortatory Exposition. It was conducted by using
experimental research design. The population was the 120 grade XI students of SMA Negeri3
Binjai . The sample of the research was two classes divided into two groups, experimental
and control group which were chosen by using random sampling technique. The Grade XI
IPS 2 as Experimental Group was taught by using Buzz Group Technique and grade XI IPS 1
as control group was taught by using Group Brainstorming Technique. The instrument used
to collect the data by asking the students to write a Hortatory Exposition. Based on the result
of the data analysis, it was concluded that using Buzz Group Technique affects the student’s
ability in writing hortatory exposition (t-calculated > t-table, p=0.05). The using Buzz Group
Technique made the students write hortatory exposition correctly than by using Group
Brainstorming Technique . The calculation of t-test is 2.844 > 2.013 with df 48 and the level
of significance 0.05. It means that the using Buzz Group Technique has an effect on writing
hortatory exposition.
Keywords: Buzz Group Technique, Students’ Achievement, Hortatory Exposition
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express thanks to Allah SWT, the
Almighty God for Blessing, Health, Protection, knowledge and opportunity that at
last he is able to complete this thesis entitled “The Effect of Buzz Group
Technique on Grade 11 Students’ Achievement in Writing Hortatory Exposition”
as one of requirement for the degree of Sarjana Pendidikan (S1) at English
Department, Faculty of Languages and Arts, State University of Medan.
This thesis could have not been accomplished without the guidance, helping,
suggestion, advice, motivation and encouragement from people, for which the
writer would like to express her extremely grateful 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 Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
Dra. Meisuri , M.A as the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education
Study Program.
Prof. Dr. Busmin Gurning, M.Pd, as his Thesis Consultant.
Drs. Willem Saragih , Dipl. Appl. M.Pd as his Academic Consultant and
his Reviewer, Prof.Dr. Hj. Sumarsih, M.Pd and Dra. Sri Juriati Ownie,
M.A, and Indra Hartoyo , S.Pd . M.Hum as his Reviewers.
All Lecturers who have taught him in this English Department, for giving
knowledge, advices and amazing study experiences.
Drs.Zulkifli, M.Pd , the headmaster of SMA Negeri3 Binjai .
Martalena Manurung, S.Pd and Roslina, S.Pd as the English teachers in
SMA Negeri 3 Binjai .
Paimin and Ameria Yunarti, as his beloved parents, Indria Putri
Amelia and Saskya Afira Putri as his beloved sisters and Muhammad
Rakha Andhika as his beloved brother, and all member of Marijo’s and
Ibrahim Amirsal’s big family for their eternal material and moral
supports, care, prayers, laughter, smiles, guidance, advices, best moments
and love during the writers’ life.
Widy Ayuningtias P , S.Pd ,Ayu Febriana S.Pd,Muhammad Akhyar
Rasyidi S.Pd, Desika RinandaS.Pd,Rabiatul AdawiyahS.Pd,
Yusrumaida S.Pd as his best friends, and partners in crime, for the
ii
laughter, smiles, supports, ideas, best moments that have been shared with
the writer during the academic study in Unimed.
Muhammad Yusuf, S.Pd as his class monitor , Ingrid Laurensia S,
S.Pd,Viviana MelinaS.Pd,Melda R.S S.Pd ,Dian Werdhyati
BangunS.Pd ,Rizky Atika SariS.Pd,Aditya Ramadhan S.Pd, Sabar
ParsaulianS.Pd, Bura Khaira S.Pdandall members of Regular A 2010
as his best friends and classmates, for all best memories, laughter, smiles,
fights, debates, teamwork, and moments they give and share with the
writer during the four years academic study in Unimed.
Aminah Ari Fadhila, S.Pdand All members of PPWS community as
his best partners during the fighting time for the thesis and for all best
experiences, supports, and everything.
All students of SMA Negeri 3 Binjai , who had helped the writer to
conduct this research .
All students of SMANegeri1Stabat and PPLT SMAN 1 Stabat 2013
,for the best moments, stories, memories, supports, prayers, and love they
have been always giving to the writers since PPL time till now.
Nando , Ibnu , Roby as his badminton partners and little brothers , forthe
best experiences , laughter and time to play badminton together during the
fighting time for the thesis.
The last, but not the least,Inggrit Novianty, S.E , Abdurrahman
RidhoRangkutiand Yudha Ramadhanas his best friends ever , for all
best memories, love , smiles, fights, supports , experiences, and moments
they give and share with the writer
Medan,
Januari 2015
The writer
Muhammad Rizky Ridha
NIM. 2101121030
iii
TABLE OF CONTENTS
ABSTRACT ..............................................................................................................i
ACKNOWLEDGEMENT .......................................................................................ii
TABLE OF CONTENTS.........................................................................................iv
LIST OF TABLE .....................................................................................................vi
LIST OF APPENDICES ......................................................................................... vii
CHAPTER I INTRODUCTION
A. The Background of Study ............................................................................................ 1
B. The Problem of Study................................................................................................... 5
C. The Scope of Study ...................................................................................................... 5
D. The Objective of the Study........................................................................................... 5
E. The Significance of the Study ...................................................................................... 5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ................................................................................................ 7
1.Students’ achievement in writing hortatory exposition text ............................... 7
2.Writing hortatory exposition text ......................................................................... 8
3.Genre .................................................................................................................... 8
4. Buzz Group Technique ................................................................................................... 14
5.Group Brainstorming technique ....................................................................................... 17
6. Relevant studies ................................................................................................. 20
B. Conceptual framework ............................................................................................. 21
C.
Hypothesis24
iv
CHAPTER III : RESEARCH METHODOLOGY
A. Research Design ............................................................................................................ 25
B.Population and Sample .................................................................................................... 26
C.Instrument for collecting data .......................................................................................... 27
D.The procedure of the test ................................................................................................. 28
E.Scoring System ................................................................................................................ 31
F. The Validity and Reliability of the Test ......................................................................... 36
G.Technique for Analyzing the Data ................................................................................. 38
CHAPTER IV DATA ANALYSIS AND DISCUSSION
A. Data ............................................................................................................................... 40
B. Data Analysis ................................................................................................................ 42
1.
Analyzing The Data Using T-test .......................................................................... 42
2.
Testing The Reliability of The Test ....................................................................... 43
3.
Testing Hypothesis ................................................................................................ 43
C. Discussion ...................................................................................................................... 44
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion...................................................................................................................... 47
B. Suggestion ...................................................................................................................... 47
References .......................................................................................................................... 49
Appendices .......................................................................................................................... 51
v
LIST OF TABLES
Table 1.1 Students’ Scores of Writing Competence Tests.............. ....
Table 2.1Thekinds of genre ........................................................
2
8
Table
Table
Table
Table
Table
Table
12
25
29
31
37
2.2 The Analysis of Hortatory exposition text .......................
3.1 Research Design....................................................................
3.2 Experimental Group Activity..................................................
3.3 Control Group Activity...........................................................
3.4 The Indicator of studens’ ability in writing ......................
4.1 Thescore of pre test and post test by students
in experimental group………………………………………...
Table 4.2 The score of pre test and post test by students in control group
vi
41
42
CHAPTER I
INTRODUCTION
A. The Background of study
There are four basic skills in learning English. They are listening, speaking,
writing and reading . They are divided into two groups, receptive skills and
productive skills. Listening and reading are included into receptive skills,
meanwhile speaking and writing are included into productive skills. Writing is
one of the ways to communicate indirectly. Writing is a skill exposing facts and
idea which is interpreted clearly, effectively, and well-organized.
Writing integrates many aspects of language such as: vocabulary mastery,
words-arrangement, grammar proficiency, and constructing paragraph. The
process of writing activity is non-verbal. Writing as a productive skill is very
important to learn. Harmer (2004: 86) states that writing is a process and
that we write is often heavily influenced by constraints of genres, then these
elements have to be presented in learning activities. Writing is considered as the
most difficult and complicated language skill to learn compared to other language
skills (Widiati & Cahyono, 2006: 139). From the statements above , the writer can
conclude that writing is a process of producing some ideas , critical thinking
,opinion and arguments into a piece of paper .
Many students find difficulties when they learn writing . Based on
preliminary observation conducted in SMA Negeri 3 Binjai, the writer found that
most of students of SMA Negeri 3 Binjai stated that writing is difficult for them
1
2
and the implication is they do not like to study English and they cannot write a
good text. The teacher also agreed that the students have lack of ability in writing.
It was proven when the writer asked for The List of Students’ Score
(DKN/DaftarNilaiSiswa) for writing tests in two semesters, many students could
not pass The Minimum Criterion Mastery (Kriteria Ketuntasan Minimum/KKM)
applied by the school in English subject. Their DKN in two semesters are, as
follows;
Table 1.1 Students’ scores of writing competence test
Semester
1st Semester 2013/2014
Score
Students
Percentage
Mean