THE EFFECT OF USING QUESTION-SEARCH-OUTLINE-WRITE STRATEGY ON STUDENTS WRITING ABILITY IN REPORT PARAGRAPHS AT THE ELEVEN GRADE OF SMAN 7 PEKANBARU By ADEY ANUGGRAH SIN. 11014100843 FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU 1435 H/2014 M
THE EFFECT OF USING QUESTION-SEARCH-OUTLINE-WRITE STRATEGY ON STUDENTS WRITING ABILITY IN REPORT PARAGRAPHS AT THE ELEVEN GRADE OF SMAN 7 PEKANBARU A Thesis Submitted as Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education (S.Pd.) By ADEY ANUGGRAH SIN. 11014100843 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU 1435 H/2013 M
ABSTRACT Adey Anuggrah (2014): The Effect of Using Question-Search-Outline-Write Strategy on Students Writing Ability in Report Paragraphs at the Eleven Grade of SMAN 7 Pekanbaru. This research is an experimental research aims to find out whether there is a significant effect of using Question-Search-Outline-Write Strategy on students writing ability in report paragraphs. According to the preliminary research, the writer found that students writing ability was low. Hence, writer was interested in trying to solve the students problems by implementing Question-Search-Outline-Write Strategy. In this research, the subject was the second grade students which divided into experimental class and control class. In experimental class, the writer used Question- Search-Outline-Write Strategy and Three-Phase Technique for the control class. In collecting data of students writing ability, writer used test. Whereas the analyzing data used by the writer was Independent Sample T-test obtained from SPSS 16.00, to know whether there is significant difference on students writing ability between students in experimental class and students in control class before doing the treatment. The formula was also used to analyze students writing ability of both classes after doing the treatment. Besides, the writer also used Paired Sample T-test obtained from SPSS 16.00 to analyze the effect of using Question-Search-Outline-Write Strategy on students writing ability in report paragraphs. The writer found that there is no significant difference on students writing ability between students in experimental class and students in control class before doing the treatment. The writer found that t observed 1.863 and t table in level significant of 5% and 1% are 2.00 and 2.65. In other words, t observed is lower than t table in level significant of 5% and 1 % (H o is accepted and H a is rejected). The writer also found that there is a significant difference on students writing ability between students in experimental class and students in control class after doing the treatment, where the t observed 9.930 and t table in level significant of 5% and 1% are 2.00 and 2.65. In other words, t observed is lower than t table in level significant of 5% and 1 % (H a is accepted and H o is rejected). Besides, the writer also found that Sig. higher than α = 0.05. It can be read 0.05 0.007. It means that there is a significant effect of using Question-Search-Outline-Write Strategy on writing ability in report paragraphs of the eleven grade students at SMAN 7 Pekanbaru. It can be concluded that, H o is rejected and H a is accepted. vi
ABSTRACT Adey Anuggrah (2014): Pengaruh Penggunaan Strategi Question-Search-Outline- Write terhadap Kemampuan Menulis Siswa Terkait Paragraf Report pada Siswa Kelas Dua Sekolah Menengah Atas (SMA) Negeri 7 Pekanbaru. Penelitian ini merupakan penelitian eksperimen yang bertujuan untuk mengetahui apakah terdapat pengaruh yang signifikan penggunaan strategi Question- Search-Outline-Write terhadap kemampuan menulis siswa terkait paragraf report. Berdasarkan studi pendahuluan, kemampuan menulis siswa rendah, sehingga penulis tertarik untuk mencoba mengatasi masalah tersebut dengan menerapkan strategi Question-Search-Outline-Write. Pada penelitian ini subjek penelitiannya adalah siswa kelas XI IPA yang dibagi menjadi kelas eksperimen dan kelas kontrol. Pada kelas eksperimen, penulis melaksanakan pengajaran dengan menggunakan Question-Search-Outline-Write Strategy, sedangkan dikelas kontrol digunakan Three-phase Technique. Untuk mengumpulkan data tentang kemampuan menulis siswa, penulis menggunakan tes. Sementara untuk analisis data, penulis menggunakan rumus Independent Sample T-test melalui SPSS 16.00, untuk mengetahui perbedaan kemampuan menulis antara siswa kelas eksperimen dan siswa kelas kontrol sebelum dilakukan tindakan. Rumus tersebut juga digunakan untuk menganalisis kemampuan menulis kedua kelompok tersebut setelah dilakukan tindakan. Selain itu, penulis juga menggunakan rumus Paired Sample T-test melalui SPSS 16.00 untuk menganalisis signifikansi pengaruh penggunaan Question-Search-Outline-Write Strategy terhadap kemampuan menulis siswa terkait paragraf report. Penulis menemukan bahwa tidak terdapat perbedaan pada kemampuan menulis yang signifikan antara siswa kelas eksperimen dan kelas kontrol sebelum dilakukannya tindakan. Penulis menemukan bahwa t observed adalah 1.863 dan t table dalam signifikan 5% dan 1% adalah 2.00 dan 2.65. Dengan kata lain, t observed lebih rendah dari t table pada tingkat 5% dan 1% (H o diterima dan H a ditolak). Penulis juga menemukan bahwa terdapat perbedaan kemampuan menulis yang signifikan antara siswa kelas eksperimen dan kelas kontrol setelah dilkukannya tindakan, dimana t observed 9.930 dan t table dalam signifikan 5% dan 1% adalah 2.00 dan 2.65. dengan kata lain t observed lebih tinggi dari t table pada tingkat 5% dan 1%. Ini berarti H o ditolak dan H a diterima. Selain itu penulis juga menemukan Sig. higher than α = 0.05. Dapat dibaca 0.05 0.007. Ini berarti terdapat pengaruh yang signifikan penggunaan strategi Question-Search-Outline-Write terhadap kemampuan menulis siswa terkait paragraf report pada siswa kelas dua sekolah menengah atas (SMA) Negeri 7 Pekanbaru. Dengan demi kian H o ditolak dan H a diterima. vii
ACKNOWLEDGEMENT Praise to God, Allah almighty, the Lord of Universe, by His guidance and blessing, the writer can finish and complete this academic requirement. Then, the writer says peace be upon to Prophet Muhammad S.A.W. In finishing this paper, the writer gets many valuable things from many people, such as supports, nice advices, suggests, and helps. Therefore, the writer wishes to express her sincere thanks to many different persons; they are: 1. Prof. Dr. H. M. Nazir, the Rector of State Islamic University of Sultan Syarif Kasim Riau 2. Dr. H. Mas`ud Zein, M.Pd, as Dean of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau. 3. Dr. H. Nasharuddin, M. Ag as Vice Dean I of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau 4. Sri Murhayati, M. Ag as Vice Dean II of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau 5. Dr. Kusnadi, M. Pd as Vice Dean III of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau. iii
6. Drs. M.Syafi`i S, M.Pd, as the Chairperson of English Education Department State Islamic University of Sultan Syarif Kasim Riau. 7. M. Fauzan Anshari, M.Pd. as the Secretary English Education Department State Islamic University of Sultan Syarif Kasim Riau. 8. Dr. H. Abdullah Hasan, M. Sc as the writer s supervisor of the thesis, thank you very much for the correction, suggestion, guidance and kindness in completing this thesis. 9. All lectures of Education and Teacher Training who gave their knowledge and information to the writer. 10. Mrs. Dra. Hj. Adrias as the Headmaster of SMAN 7 Pekanbaru and Mrs. Martha, S.Pd as the English teacher who gave time and place to the writer in conducting the research. Thank you very much for their kindness, attention, cooperation and time instilling the data for the researched purposes. 11. The writer s beloved parents, my father, Damsir DS, S.sos, who is never tired to show and give guidance, prays, motivation, and love. For my mother, Dra. Elidayanti, who is also never tired to give me support, motivation, prays, and love. I say thank s for everything that you both have done to me; as your child, I am very proud and happy of being you children. I hope that I can also make you proud and happy of being my parents. iv
12. The writer s beloved brother Adey fajri Dwi Putra and Nuzlul Hidayat. Thanks for your motivation, supports, and best wishes in finishing this thesis. 13. For special beloved friends of writer, Amelia, Cut Aini Purba, Novia Eka Putri, and Yardi Syidratil Mardhatillah (Ajo). Thank you for the spirit, motivation, suggestion, time, and prays for writer during finishing his thesis. 14. Her beloved friends at the Department of English Education, especially the member of E class 10 that the writer cannot mention one by one. Thank you for their help, support and motivation. 15. All the second year students at SMAN 7 Pekanbaru, XI IPA 2 & 3, especially for their involvement on filling in the test and the scores have become the major data for this research analyses. Finally, the writer realizes that this paper is still far from the perfectness; therefore, comments, critics, and suggestion will be much appreciated. My Allah Almighty, Blesses you all. Amin. Pekanbaru, April 2014 The Writer ADEY ANUGGRAH NIM. 11014100843 v
LIST OF CONTENTS SUPERVISOR APPROVAL... EXAMINER APPROVAL... ACKNOWLEDGEMENT... ABSTRACT... LIST OF CONTENTS... LIST OF TABLES... LIST OF HISTOGRAMS... LIST OF APPENDICES... i ii iii vi ix xi xiii xiv CHAPTER I INTRODUCTION A. Background of the Problem... 1 B. Definition of Terms... 4 C. Problems... 5 1. Identification of the Problem... 5 2. Limitation of the Problem... 6 3. Formulation of the Problem... 6 D. Objective and Significant of the Research... 7 1. Objective of the Research... 7 2. Significance of the Research... 8 E. Reason for Choosing the Title... 8 CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Framework... 10 1. The Nature of Writing... 10 2. The Nature of Report Paragraph... 17 3. The Concept of Question-Search-Outline-Write Strategy...... 19 4. The Nature of Question-Search-Outline-Write Strategy...... 23 B. Relevant Research... 26 ix
C. Operational Concept... 27 D. Assumption and Hypothesis... 29 1. Assumption... 29 2. Hypothesis... 29 CHAPTER III RESEARCH METHODOLOGY A. Method of the Research... 32 B. Time and Location of the Research... 33 C. Subject and Object of the Research... 33 D. Population and Sample... 34 E. Technique of Collecting Data... 35 F. Validity and Reliability of the Test... 47 G. Technique of Data Analysis... 38 CHAPTER IV DATA PRESENTATION AND ANALYSIS A. Description of the Data... 41 B. Data Presentation... 41 C. Data Analysis... 55 CHAPTER V CONSLUSION AND SUGGESTION A. Conclusion... 66 B. Suggestion... 67 BIBLIOGRAPHY... 68 APPENDICES x
LIST OF TABLES Table II.1 Features of Report Paragraph... 18 Table II.2 The Definition of Approach, Method, and Technique... 20 Table III.1 Research Design... 33 Table III.2 The Population and the Sample of the Research (XI IPS and XI IPA)... 34 Table III.3 Sample of the Research (XI IPA 2 and XI IPA 3)... 35 Table III.4 Assessment Aspects of Writing Report Paragraphs... 36 Table III.5 The Result of the Reliability Test... 38 Table IV.1 Students Pre-test Scores... 42 Table IV.2 Distribution Pre-test Score in Experimental Class... 44 Table IV.3 Distribution Pre-test Score in Control Class... 46 Table IV.4 Students Post-Test Score... 48 Table IV.5 Distribution Post-test Score in Experimental Class... 49 Table IV.6 Classification of Experimental Class... 51 Table IV.7 Distribution Post-test Score in Control Class... 52 Table IV.8 Classification of Control Class... 53 Table IV.9 Students Pre-test and Post-test Scores in Experimental and Control Class... 54 Table IV.10 The Differences between Students Pre-test Score in Experimental Class and Control Class... 56 Table IV.11 Independent Sample T-test of Pre-test Score in Experimental Class and Control Class... 57 Table IV.12 The Differences between Students Post-test Score in xi
Experimental Class and Control Class... 59 Table IV.13 Independent Sample T-test of Post-test Score in Experimental Class and Control Class... 59 Table IV.14 The Differences between Students Pre-Test and Post-Test Score in Experimental Class... 61 Table IV.15 Paired Sample T-test of Pre-test and Post-test Score in Experimental Class... 62 Table IV.16 Paired Sample Correlation of Students Pre-Test and Post-Test Score in the Experimental Class. 62 xii
LIST OF HISTOGRAMS Histogram IV.1 Frequency Pre-test in Experimental Class... 45 Histogram IV.2 Frequency Pre-test in Control Class... 47 Histogram IV.3 Frequency Post-test in Experimental Class... 50 Histogram IV.4 Frequency Post-test in Control Class... 53 xiii
LIST OF APPENDIXES Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Appendix 10 Syllabus Lesson Plan Instrument of the Research (Pre-test and Post-test) Students Writing Test The Reliability of the Test The Final Rating Score of Students Writing Ability The Frequency Table of Pre-test and Post-test Scores The Independent Sample T-test The Paired Sample T-test Table Critical Value of T xiv