Selasa, 10 Juni 2014
Sabtu, 29 Maret 2014
Skripsi setengahku :D
CHAPTER I
INTRODUCTION
1.1 Background
English is the first foreign language taught at every school
in Indonesia. The Indonesian government chooses English as the first foreign language
to be taught in schools and as a major subject for the students from elementary
school to university students, they realize how important English in their
life, so they intend to master it, in such way that they can use that language
to communicate with other people in the world (Lauder : 2008).
Then,
writing is one of the important skill to be taught in the school. It plays an
important role in which speaking cannot fulfill the communicative needs. According
to Gebhardt and Rodrigues (1989) writing is one of the most important things
you do. Writing skill can determine your success in your school, whether write
your proposal, tasks and reports.
It can be concluded that writing skill can help students become success
in studying English. Students should express their ideas of telling in written
form, therefore, teachers must teach writing using an appropriate technique and
media to make students love writing skill.
However,
there is an absolutely doubt that writing is the most difficult skill for senior
high school learners to master. Based on Crimon
(1983) explained that writing is hard work and it is more complicated than others
skills in English language. Spratt (2005) also stated that,
writing skill is not only talks about
grammars and vocabularies but also discusses the conceptual and judgment
elements. It can be said that there are some aspects of language that should be
applied in writing skill such as grammars, vocabularies and so on, so that, students have difficulties in learning it.
One of the text that students should comprehend is analytical
expotition text. Anten (2008) explains that, exposition text is a text that elaborates the writer‘s
idea about the phenomenon surrounding. Its social function is to persuade the
reader that the idea is important matter.
To improve the students’ ability in writing an analytical exposition text by using
a variety of media in the learning process will motivate and increase the
probability that the students will learn more and retain better what they learn
in improving the performance of skill they are expected to develop.
Psychologically it gives positive effect for students in improving their skill
(Arsyad: 2005).
In relation to the problems faced by students in learning
writing, teachers should find an appropriate technique to solve the writing
problems and to make students easily in receiving writing material. One
of the technique that can be used is adbusting technique. According to Fratkin
(2010) adbusting technique is more than just a site
that facilitates the exchange of information and is also site where people can
actively participate in an electronic community that allows them to create the
alternative forms media that they envision. The goal of adbusting is to get
people think about aspects of their lives that they may might
normally perform automatically. By
using adbusting technique in writing analytical exposition text, students will
easily telling their opinion and critical thinking in written form. In
addition, It makes students easily to understand and implement an analytical
exposition text in writing. Based on the previous explanation,
therefore, it is interesting to conduct a research entitled “Improving Writing
Analytical Exposition Text by Using Adbusting Technique at the Eleventh Graders
of SMA Negeri 2 Kayuagung”
1.2 Problems of the Study
The problem of the study was formulated in
the following question: “Is Adbusting technique effective in teaching writing
achievement between the students who were taught by using Adbusting technique
and that of those who were not?”
1.3 Limitation of the Study
Based on the research
question above, the researcher limited the discussion of the use of Adbusting
Technique in teaching writing achievement at the Eleventh Grade of SMA Negeri 2
Kayuagung. The research focused to Analytical Exposition Text.
1.4
Objective of the Study
The objective of the study was to find out whether or not it was effective to teach writing analytical
exposition text by using Adbusting technique and that of those who were not.
1.5 Significances of the Study
It was
expected that the result of this study could give some advantages for the
students to improve their writing and the teacher might help them to be more
creative. In addition, it gave a new experience for the writer to improve his
ability as a teacher of English.
1.6
Hypotheses of the Study
There were formulate as follows:
H0: It was not effective to use
Adbusting technique in teaching writing achievement between the students who
were taught by using “Adbusting technique”
and that of those who were not.
Ha: It was effective to use Adbusting
technique in teaching writing achievement between the students who were taught by
using “Adbusting technique” and that of
those who were not.
CHAPTER II
LITERATURE REVIEW
In this
chapter explained: (1) concept of writing, (2) concept of analytical exposition
text, (3) concept of adbusting technique, (4) advantages of adbusting
technique, (5) related previous study.
2.1
Concept of Writing
According to Kern
(2000), writing is functional communication, making learners possible to create
imagined worlds of their own design. It is one of four language skills that
considered as a difficult skill because the writer should make some aspects in
writing such as content, organization, purpose, vocabulary, punctuation, and
spelling in a balance way.
Writing is the activity or occupation of
writing, for example books, stories, or articles. We can take more times to
think and choose words in order to express our idea, thought, and feeling
(McKay : 2011). Writing is a progressive activity. This means that when you
first write something down, you have already been thinking about what you are
going to say and how you are going to say it. After you have finished writing,
you read over what you have written and make changes and corrections.
Therefore, writing is never one step actions.
According to Meyers
(2005), writing is an action. There are some steps in writing process, they are
process of discovering and organizing the idea, writing or putting them on
paper, reshaping and revise the writing. In addition,
the importance of writing can be seen from the fact that scientific books,
novels, reports, letter, magazines, brochures, and commercial advertisements
are product of writing.
In writing, there
should be written in the form of paragraph. A good paragraph concerns about
topic sentence, unity and coherence (Bram : 1995).
a) Topic
Sentence
It
states the main idea, names the topic of the paragraph and limits the topic to
one or two areas that can be discussed completely in the space of paragraph.
After writing topic sentence, it is necessary to write supporting sentence and
concluding sentence signal. Supporting sentences develop the topic sentence
which explain the topic sentence by giving reasons, examples, facts,
statistics, and quotations, while the concluding sentence signal is the end of
the paragraph and leaves the reader with important points to remember.
b) Unity
It
means that the writers discuss only one main idea in a paragraph. The main idea
is stated in the topic sentence, and then each and every supporting sentence
develops that idea.
c) Coherence
It is the trait that makes the
paragraph easily understandable to a reader. Coherence means that the paragraph
is easy to read and understand because supporting sentences are in some kind of
logical order and the ideas are connected by the use of appropriate transition
signals.
Then, writing does not only mean putting down graphic form
on a piece of paper. It involves at least five components (Bram : 1995). They
are:
1)
Content : the substance of writing,
the ideas expressed.
2)
Form : the organization of the
content.
3)
Grammar : the employment of grammatical
form and syntactic patterns.
4)
Vocabulary : the choice of structure and lexical items to
give a particular tone or flavor to the
writing. It is also called style.
5)
Mechanic : the use of graphic conventions
of the language.
2.2 Concept of Analytical
Exposition Text
An analytical
exposition is a type of text in which the purpose is to persuade the audience
by making an argument (Perry : 2013). It can be either written or
spoken; when written, it is often called an analytical exposition text. This
type of text often uses expert sources or personal experiences as evidence to
support the argument being made. Then, The structure usually consists of three components (Anten
: 2008) They are:
1) Issue or
thesis, Introducing
the topic and indicating the writer’s position
2)
Argument
1: Explaining the argument to support the writer’s position, Argument 2:
Explaining the other arguments support the writer’s position more and
3)
Reiteration: Restating the writer’s
position
The common grammatical
features in
analytical expotition text:
1) Using relational process
Example
: become,
remain, turn (into), grow (into); get, go, fall, run; stay (as); keep.
2)
Using
internal conjunction
A
conjunction is a word which connects two words or clauses or sentences and
shows the relation between them.
Example : and, for, but, etc.
3) Using causal conjunction
Example : although, as a result, because, by, consequently,
despite
4)
Using
simple present tense
The
simple present tense in English is used to describe an action that is regular,
true or normal.
Example
: I go to school.
Example of analytical expotition
text paragraph :
Cars
should be banned in the city. As we all know, cars create pollution, and cause
a lot of road deaths and other accidents.
Firstly, cars, as we all know,
contribute to most of the pollution in the world. Cars emit a deadly gas that
causes illnesses such as bronchitis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses
are so bad that people can die from them.
Secondly, the city is very
busy. Pedestrians wander everywhere and cars commonly hit pedestrians in the
city, which causes them to die. Cars today are our roads biggest killers.
Thirdly, cars are very noisy. If you live in
the city, you may find it hard to sleep at night, or concentrate on your
homework, and especially talk to someone.
In conclusion, cars should be banned from the city for the
reasons listed.
2.3 Concept of Adbusting Technique
Adbusting is form of media
that looks like an advertisement but actually opposes the values and
assumptions presented by a corporation through its advertising campaigns.
Advertisements sell not only products, but also ideas. Advertisements and other
media messages are available virtually everywhere, and giving language learners
the opportunity to evaluate them and create their own written texts allows
students to develop their critical thinking and communication skills (Grigoryan
and King : 2008)
Concept
of teaching writing using Adbusting technique is understanding, analyzing, and
evaluating the hidden message in the advertisement become a text. Before
beginning the steps, teachers should divide students into groups of three or
four. There are eight steps of using adbusting technique in teaching writing
skills (Grigoryan and King: 2008). There are the steps :
a)
Pre-writing
. Tell
the students about an explanation that they are going to look at an
advertisement for a commercial product out of a popular magazine. Then, tell
the students to get out a sheet of paper and a pen or pencil to begin an analyzing.
b)
Understanding, analyzing, and evaluating
hidden message
Understanding, analyzing, and evaluating
hidden message of the advertisement
is the first step; it is preparation step before writing process. Prewriting
gives warming up the brain to gathering the ideas to write about. Below are the
example of hidden message in the advertisements.
c)
Brainstorming
It is a prewriting activity to enlisting the ideas
related the topic and write down every single thing that passing through or
comes into our minds.
According to
Blanchard and Root (2002) brainstorming is another technique to bind
ideas. We visualize our ideas using circles and lines which are interconnected
one to others. The topic is positioned in the center of blank paper as a core
circle, while the ideas are spread around. There are five the steps of
clustering process. First, write our topic in the center of a blank piece of
paper and draw a circle around it. Second, write any ideas that come into our
mind about the topic in circles around the main circle. Third, connect those
ideas to the center word with a line. Then, think about each of our new ideas,
and then connect them. The last, repeat this process until you run out of
ideas.
d)
Drafting or Outlining or Adbuster design
In
this step the students write detailed outlines of their two paragraphs and
begin work on the adbusting itself.
Two students from a group of four use their work from both the discussion and
brainstorming steps to work on the first paragraphs describing the hidden
messages, and the other two students do the same with the second paragraph
critiquing the hidden messages. Then all four the members of the group work
together to outline the adbusting.
e)
First design (include peer review)
Peer review students are given
plenty opportunities to brainstorm ideas in
groups, to give feedback on each other’s writing and to proofread and do
editing to learn from each other.
f)
Second draft and final adbusting
Students write a
second draft of the two paragraphs and make improvements based on the comments
they received from their group members.
g)
Final draft
On
the final draft of the lesson, groups will give a presentation of their work to
their classmates and the teacher. In this presentation, they will: (1) briefly
share and describe their original advertisement, (2) share the ideas in their
paragraphs with the class, (3) share and describe their adbusting, and (4) field
questions from their classmates.
h)
Publishing
Finally,
the teacher can post the groups’ work on the classroom walls and later publish
it in a class binder that can be used to inspire and inform future students.
Below is an example of Adbusting text :
THE DANGEROUS OF SMOKING
Until now there are still many
people that keep smoking. But we think if everyone knows that smoking is
dangerous for health. Why smoking is dangerous?
Before we are going to smoke, it’s
better to look at the fact. A 2004 study by the CDC's National Center for
Chronic Disease Prevention and Health Promotion found that cigarette smoke
contains over 4,800 chemicals, 69 of which are known to cause cancer. Nearly a
quarter of smokers die because of diseases caused by smoking. Adult male
smokers lose an average of 13.2 years of life and female smokers lose 14.5
years of life because of smoking, and given the diseases that smoking can
cause, it can steal your quality of life long before you die.
Ninety percent of lung cancers are
caused by smoking. Secondhand smoke also causes about 35,000 deaths from heart
disease in people who are not smokers. If we smoke five cigarettes a day, we
are six times more likely to die of lung cancer than a non-smoker. If we smoke
twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of
people who suffer of bronchitis are people who are smoking. Smokers are two and
half times more likely to die of heart disease than non-smokers.
Additionally, children of smoker are
more likely to develop bronchitis and pneumonia. In one hour in smoky room,
non-smoker breathes as much as substance causing cancer as if he had smoked
fifteen cigarettes.
2.4 Advantages of
Adbusting Technique
There are advantages
using Adbusting technique in teaching writing (Fratkin : 2010) :
1)
Students watch
the advertisement in some media and express their opinion and critical thinking
in the form of discussion text.
2)
They can think
about aspects of their lives that they might normally perform automatically.
3)
Students can express
to each other and convey their opinion and idea.
It hopefully can make them to be more motivated and
easier to express their advance in writing.
2.5 Related
Previous Study
There is a related previous study which is similar
to the present study. The study entitled “Using
Adbusting Technique in Teaching Paragraph Writing to increase students’ writing
achievement” written by Fitri
Novia.
The main objective of this study was to find out the
effectiveness of the teaching of writing a paragraph with the use of adbusting
technique. The result of the study showed that there was a significant
difference in writing a paragraph score between students taught by using
adbusting technique and those who taught by using non-adbusting technique. It
is showed the mean difference of experimental class was higher than control
class.
It can be concluded that adbusting technique was
effective to be used in the teaching of paragraph in writing, because it helped
the students to solve their problems in writing a paragraph and improve
students’ fluency in writing.
Then, there is a similarity and differences between
the previous study and the present study. The similarity is in the previous and
present study useing the same concepts of Adbusting technique steps using
Grigoryan and King (2008), but in the present study it is used 8 steps than the
previous study, and the difference is in the previous used a free writing
paragraph to improve a writing skill for students, but in the present study, it
will use an analytical text to improve a writing skill for students. Then, the
previous study used the university students as the population and sample, but
in the present study will use senior high school students as the population and
sample.
CHAPTER III
METHODOLOGY
In this chapter explained: (1)
method of research, (2) procedures in doing research, (3) variable of the
study, (4) operational definition, (5) population and sample, (6) technique for
collecting the data, (7) validity and reliability and (8) technique for
analyzing the data.
3.1 Method
of Research
This research used the quasi –
experimental which involved control and experimental group and
non-randomized pre-test and post-test control group design. The
basic scheme of this study depicted as follow:
O1 X O2
--------------------------------
O3 O4
(Cohen, Manion and Morrison , 2007).
Where:
---------------- : Dash line presented that the experimental and
control groups that have not been equated by nonrandomization.
X : Treatment for experimental group
O1 :
Pre-test of experimental group
O2 :
Post-test of experimental group
O3 :
Pre-test of control group
O4 :
Post-test of control group
3.2
Procedures in Doing Research
The research has been done for 12 meetings to the eleventh grade of SMA Negeri 2 Kayuagung. Each meeting was 2x35 minutes.
Teaching Stages in Experimetal Group:
(1) Pre-Activities (10 minutes)
a.
Greeting and checking the students’ attendance.
b.
Distributing the materials and the writing process and helping students explore, gather,
generate and organize their ideas. In order to make them easily to write on the
sheet.
(2) Whilst-Activities (50 minutes)
a.
Explaining the main idea, supporting sentences, unity
and coherence
b.
Explaining about writing process including the
analytical exposition text.
c.
Introducing and explaining the concept adbusting technique.
1)
Introducing about this technique.
2)
Explaining about the concept in this technique.
3)
Teach about the steps of adbusting technique (pre-writing, understanding,
analyzing, and evaluating hidden message, brainstorming, drafting, first
design, second draft, final draft, publishing).
d.
Asking them to make an analytical exposition text from the advertisement by
using this technique.
(3)
Post-Activities (10 minutes)
a.
Lead
students to re-understand about analytical exposition text and adbusting
technique.
b.
Ending the lesson.
Teaching Stages in Control Group:
(1) Pre-Activities (10 minutes)
a.
Greeting the students and checking their attendance.
b.
Asking some questions related to the material.
(2) Whilst-Activities (50 minutes)
a.
Explaining the main idea, supporting sentences, unity
and coherence.
b.
Explaining about writing process including the analytical
exposition text.
c.
Asking them about the difficult of writing.
(3) Post-Activities (10 minutes)
a.
Asking the problems faced by students.
b.
Concluding material
3.3
Variable of the Study
According to Cohen, Manion and Morrison (2007),
independent variable is an input variable that which causes in part or in total
a particular outcome, it is a stimulus that influences a response, an
antecedent or a factor which may be modified (under experimental or other
conditions) to affect an outcome. A dependent variable on the other hand is the
outcome variable that which is caused in total or in part by the input
antecedent variable. It is the effect, consequence of, or response to an
independent variable. This is a fundamental concept in many statistics. In this
study the independent variable was adbusting technique. The dependent variable
of this study was student’s writing achievement.
3.4 Operational
Definition
This study entitled “Improving Writing Analytical Exposition Text by
Using Adbusting Technique to Eleventh
Grade Students at SMA Negeri 2 Kayuagung” the terms that needed to be explained
in this study are Writing, Adbusting Technique, Analitical Exposition Text and
Students’ Writing Achievement.
a. Analytical expotition text
is a genre of text that social function is to
persuade the reader that the idea is important matter that includes:
Thesis, Arguments and Reiteration.
b. Adbusting technique
refers to the technique to improve writing achievement which has 8 procedures:
(1) pre-writing, (2) Understanding, analyzing, and evaluating hidden message
(3) brainstorming, (4) Drafting
or Outlining or Adbuster design, (5) first design (include peer review),
(6) Second draft and final
adbusting, (7) final draft, and (8) publishing.
c. Students’ writing achievement means
the students’ writing scores before
and after giving
the treatments.
3.5
Population and Sample
3.5.1
Population of the Study
The population of the
study was all of the eleventh grade students of SMA Negeri 2 Kayuagung that
consist of 7 classes. The total number of the students were 298. It could be
seen in Table 1.
Table 1.
Population
of the Study
|
NO.
|
CLASS
|
MALE
|
FEMALE
|
TOTAL
|
|
1.
|
IPA 1
|
13
|
29
|
42
|
|
2.
|
IPA 2
|
10
|
31
|
41
|
|
3.
|
IPA 3
|
10
|
31
|
41
|
|
4
|
IPA 4
|
10
|
31
|
41
|
|
5
|
IPS 1
|
18
|
26
|
44
|
|
6
|
IPS 2
|
21
|
26
|
46
|
|
7
|
IPS 3
|
17
|
25
|
42
|
|
|
Total
|
109
|
189
|
298
|
Source : SMA Negeri 2
Kayuagung
3.5.2 Sample of the Study
According to Khotari (2004), sample is the process of obtaining
information about an entire population by examining only a part of it. In most
of the research work and surveys, the usual approach happens to be to make
generalizations or to draw inferences based on samples about the parameters of
population from which the samples are taken.
In this study, the sample took by using purposive sampling method. There were two classes have been
taken. The students selected as the sample based on the similar criteria of
the students. The criteria was the students who were daily taught by the same teacher, then, the total number of males and females were the same, and the students got the average score between 55-70
of English in their previous semester.
Table 2.
Sample of the Study
|
No
|
Group
|
Female
|
Male
|
Total
|
|
1.
|
The experimental group
(XI IPA 2)
|
10
|
10
|
20
|
|
2.
|
The control group
(XI IPA 3)
|
10
|
10
|
20
|
|
|
Total
|
40
|
||
Source : Sma Negeri 2
Kayuagung.
3.6 Techniques for Collecting the Data
Writing test was used
to collect the data. The Test contained a list of topics and the students were instructed to choose one of the topics and they wrote a text based on the topic
he/she chose. The test was
administered twice, as the pre-test and the post-test.
The pre-test has been done to find out the students’ writing
achievement as a baseline before the
treatment. The post-test was done to find out the students’ writing achievement after
the treatment. The test was scored
using analytical rubric. (See Appendix D).
3.6.1 Validity of the Test
Fraenkle
and Wallen (1990) say that validity refers to appropriateness, meaningfulness
and usefulness of any interference a researcher draws based on the data
obtained through the use of an instrument. Content validity was used in order to know the validity of the test. To know whether the test had a high degree of
content validity, the test was checked by
using
the syllabus and the test items was devised in accordance with the table
of the test specification. (See Appendix
C).
3.6.2
Realibility of the Test
According to Kothari (2004), the test of reliability is another important test of sound measurement. A
measuring instrument is reliable if it provides consistent results. Reliable measuring
instrument does contribute to validity but a reliable instrument need not be a valid
instrument. A valid
instrument is always reliable.
To judge the reliability of the
test, inter rater method was used. After conducting writing test, the scripts was marked and scored by two raters independently. The qualifications of the raters were the teachers who had been degree of sarjana in
English language education and the teachers had taught English since 4 years.
After scoring the
result of the pre-test, Product Moment
Correlatien was used to find the reliability of the test. Based on the result of Product Moment Correlation, the reliabity of test was
0.701. Since the reliability
of the test was 0.701 so the test was considered
reliable.
3.7 Technique for Analyzing the Data
The
data was analyzed by using T-test. Paired sample t-test was used to analyze the
data within experimental and control group. Then, independent sample t-test was
used to analyze the data between the experimental and control group. The data was
calculated by using SPSS 19.
CHAPTER IV
FINDINGS AND
INTERPRETATIONS
In this chapter explained, (1) the findings, (2) the statistical
analysis, and (3) the interpretations of the study were discussed.
4.1 Findings of the Study
The pre-test and post-test were
given to both experimental and control group. The pre-test was given before the
researcher conducted the treatment and the post-test was given after the
researcher conducted the treatment. The result of the test was presented.
4.1.1 The Result of the Pre-test and Post-test
of the Experimental Group
The results of the students’
pre-test in the experimental group showed that the lowest score was and the highest score was . the mean score was with the standard deviation of . in the post-test, it was found that the
lowest score was and the highest score
was . the mean score was with the standard deviation . see the table 3.
Table 3
Summary
Descriptive Analysis
in the
Experimental Group and Control Group
|
Group
|
Pre-test
|
Post-test
|
|
|
||||||||
|
Score
|
mean
score
|
SD
|
Normality
|
Score
|
Mean
score
|
SD
|
Normality
|
|||||
|
Lowest
|
Highest
|
Lowest
|
Highest
|
|||||||||
|
Experimental
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Control
|
|
|
|
|
|
|
|
|
|
|
|
|
Before doing the
statistical analysis, first of all, the researcher measured the normality of
the data. In analyzing the normality of the data, Shapiro-Wilk test was used.
The Saphiro-Wilk test of the pre-test of the experimental group showed that the
significance was . since is higher than , so it can be concluded that the data
obtained was considered normal. The complete result of Saphiro-Wilk test can be
seen in Appendix E. the histogram of the normal data is presented in Graph 1.
Pre-test
Experimental
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