improving students’ ability in writing procedure text...
TRANSCRIPT
i
IMPROVING STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT
USING LEARNING CYCLE MODEL
(A Classroom Action Research at the Seventh Grade Students
of SMP Muhammadiyah 2 Kudus in Academic Year 2013/2014)
By
DWI INDAH RATNASARI
2010-32-164
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2014
iii
IMPROVING STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT
USING LEARNING CYCLE MODEL
(A Classroom Action Research at the Seventh Grade Students
of SMP Muhammadiyah 2 Kudus in Academic Year 2013/2014)
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in the Department of English Education
By
DWI INDAH RATNASARI
2010-32-164
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2014
iv
ADVISORS’ APPROVAL
This is to certify that the Sarjana skripsi of Dwi Indah Ratnasari (NIM. 2010-32-
164) has been approved by the skripsi advisors for the further approval by the
Examining Committee.
Kudus, July 9, 2014
Advisor I
Titis Sulistyowati, SS, M.Pd
NIP. 19810402 200501 2 001
Advisor II
Agung Dwi Nurcahyo, SS, M.Pd
NIS. 0610701000001187
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd.
NIP. 19621219 198703 1 015
v
EXAMINERS’ APPROVAL
This is to certify that the skripsi of Dwi Indah Ratnasari (NIM. 2010-32-164) has
been approved by the Examining Committee as a requirement for the Sarjana
Degree in the English Education Department.
Kudus, July 16, 2014
Skripsi Examining Committee
Titis Sulistyowati, SS, M.Pd
NIP. 198104022005012001 , Chairperson
Dr. H .A. Hilal Madjdi, M.Pd
NIS. 0610713020001020 , Member
Diah Kurniati, S. Pd, M. Pd.
NIS. 0610701000001190 , Member
Dr. Slamet Utomo, M. Pd
NIP. 19621219 198703 1 015 , Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M. Pd
NIP. 19621219 198703 1 015
vi
MOTTO AND DEDICATION
Motto:
“DO what you LOVE and LOVE what you DO and you will get what you
want.”
“Being unique is better than being perfect.”
“Be a strong wall in the hard times and be a smiling sun in the good
times.”
Dedication:
The writer dedicate her skripsi to:
Allah SWT the Almighty and her Prophet
Muhammad, peace be upon on her
Her beloved parents (Mr. Herry Triyatno and Mrs.
Siti Zubaidah) for all prayers which have been
said and all spirit given
Her beloved sister (Dyah Eka Saputri)
All of her friends in English Education
Department 2010
All people who appreciate knowledge
vii
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, in this
occasion, the writer would like to express her gratitude to the God, Allah S.W.T.,
who has given her mercies and blessing so that the writer can accomplish this
skripsi entitled “Improving Students’ Ability in Writing Procedure Text Using
Learning Cycle Model (A Classroom Action Research at the Seventh Grade
Students of SMP Muhammadiyah 2 Kudus in Academic Year 2013/2014)”.
The writer realizes that she would not be able to finish her skripsi without
any guidance, advice, suggestion and encouragement from many people. Through
this occasion, the writer would like to express her gratitude and thanks to:
1. Dr. Slamet Utomo, M.Pd. as the Dean of Teacher Training and Education
Faculty of Muria Kudus University.
2. Diah Kurniati, SS, M.Pd. as the Head of English Education Department of
Teacher Training and Education Faculty of Muria Kudus University.
3. Titis Sulistyowati, SS, M.Pd. as the first advisor, who has guided and suggested
the writer in finishing this Skripsi with all her patience.
4. Agung Dwi Nurcahyo, SS, M.Pd, as the second advisor, who has carefully read
and made several corrections for the improvement of this research.
5. Muhammad Faris, S.Pd as the headmaster of SMP Muhammadiyah 2 Kudus
who has given permission to do this research at his school.
6. Nina Indriasari, S.Pd as the English teacher of SMP Muhammadiyah 2 Kudus
who has given chance to enter her class.
7. Her beloved parents and wholly families who always care, support, and pray for
everything.
viii
9. All of her friends and that the writer can not mention one by one for any help
they gave.
The writer realizes that this Skripsi is not perfect. Therefore, the writer
receives any constructive criticism and suggestion with pleasure. The writer hopes
that this Skripsi will be useful for them who are in the field of education. Amin.
Kudus, July 9, 2014
Dwi Indah Ratnasari
ix
ABSTRACT
Ratnasari, Dwi Indah. 2014. Improving Students’ Ability in Writing Procedure
Text Using Learning Cycle Model (A Classroom Action Research at the
Seventh Grade Students of SMP Muhammadiyah 2 Kudus in Academic
Year 2013/2014). Skripsi. English Education Department, Teacher
Training and Education Faculty, Muria Kudus University. Advisors: (i)
Titis Sulistyowati, SS, M.Pd (ii) Agung Dwi Nurcahyo, SS, M.Pd
Key words: writing ability, procedure text, learning cycle model, classroom
action research.
The effect of English as lingua franca is that English is carried out in
education. It is prioritized on four skills; listening, speaking, reading, and writing.
Therefore, students are hoping to be able to perform language skill such as
listening, speaking, reading and writing. However, for the students, writing is the
most difficult subject. Writing becomes important when mass communication
media mostly are in form of writing. Talking about writing means we talk about
genre. There are many kinds of genre that students should know but the most
familiar one is procedure text. The mastery of this genre becomes important since
it is closely related to their daily life.
The objective of this research is to find out whether learning cycle model
can encourage students to improve students’ ability in writing procedure text of
the seventh grade students of SMP Muhammadiyah 2 Kudus in academic year
2013/2014.
The design of the research is classroom action research. This research
consists of two cycles and each of cycles has the instrument. They are:
observation and test. Besides that, the writer also applied the research design in
every cycle as follows: planning, action, observation, and reflection.
The data of this research was taken from the result of written test and the
observation sheets of those two cycles conducted. The findings of the research
showed that: (1) on the first cycle, there were 18 (78.26%) students who had got
scores under the criteria minimal score of 75. The mean score was 60.65 as
sufficient categorized. The students’ enthusiasm and activeness were not
observable appear yet when being taught by using Learning Cycle Model in
writing. (2) On second cycle, the total students who had got scores under the
criteria minimal score got down from 18 (78.26%) to 7 (30.43%) and the mean
score was 83.69 as good categorized. The students’ enthusiasm and activeness
were increased. The students were more active and creative in writing activity.
Teacher can control teaching learning well.
The result of the research shows that the learning cycle model can
improve students’ ability in writing procedure text. The mean score of students
increased from 60.65 to 83.69. The percentage of average score from the first
cycle to the second cycle was 72.17%. The students are enthusiastic, interested,
and motivated to write procedure text by using learning cycle model.
x
Thus, a teacher should be creative to use a various model in English
teaching moreover in teaching writing. In choosing the model, the teacher should
pay attention to the material will be given. It is also hoped that there will be
further research to improve the students’ ability in writing procedure text.
xi
ABSTRAKSI
Ratnasari, Dwi Indah. 2014. Peningkatan Kemampuan Siswa di dalam Menulis
Teks Prosedur Menggunakan Model Siklus Belajar (Penelitian Tndakan
Kelas pada Siswa Kelas Tujuh SMP Muhammadiyah 2 Kudus Tahun
Ajaran 2013/2014). Skripsi. Pendidikan Bahasa Inggris. Fakultas
Keguruan dan Ilmu Pendidikan. Universitas Muria Kudus. Dosen
Pembimbing: (i) Titis Sulistyowati, SS, M.Pd (ii) Agung Dwi Nurcahyo,
SS, M.Pd
Kata kunci: Kemampuan Menulis, Procedure Text, Model Siklus Belajar,
Penelitian Tindakan Kelas
Bahasa Inggris sebagai bahasa pergaulan di dunia Internasional berakibat
diajarkannya Bahasa Inggris dalam pendidikan. Bahasa Inggris diprioritaskan
pada empat kemampuan; mendengarkan, berbicara, membaca, dan menulis. Oleh
karena itu, siswa diharapkan untuk bisa menunjukkan kemampuan bahasanya
seperti mendengarkan, berbicara dan menulis. Tapi bagi siswa, menulis adalah
pelajaran paling sulit. Menulis menjadi penting karena kebanyakan media
komunikasi massa dalam bentuk tulisan. Berbicara tentang menulis berarti kita
berbicara tentang jenis teks. Ada banyak jenis teks yang siswa harus ketahui
namun yang paling sering ditemui adalah teks prosedur. Penguasaan jenis teks ini
menjadi penting karena teks ini sangat erat kaitannya dengan kehidupan sehari-
hari mereka.
Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan siswa
dalam menulis teks prosedur siswa kelas tujuh SMP Muhammadiyah 2 Kudus
thaun ajaran 2013/2014 dengan menggunakan Model Siklus Belajar.
Desain penelitian ini adalah penelitian tindakan kelas. Penelitian ini terdiri
dari dua siklus dan tiap siklus memiliki instrumen yang meliputi: observasi dan
tes. Disamping itu, penulis juga menerapkan desain penelitian dalam tiap siklus
adalah sebagai berikut: perencanaan, pelaksanaan tindakan, observasi, dan
refleksi.
Data penelitian diperoleh dari hasil tes menulis dan lembar observasi dari
dua siklus yang dilaksanakan. Temuan dari penelitian yang dilaksanakan
memperlihatkan bahwa: (1) pada siklus 1, masih ada 18(78.26%) siswa yang
memperoleh nilai di bawah nilai KKM (Kriteria Ketuntasan Minimal), yaitu 75.
Nilai rata-ratanya adalah 60.65 dalam kategori cukup pada kategori perolehan.
Ketertariakan siswa belum terlihat secara nyata pada pengajaran dengan
menggunakan Model Siklus Belajar di dalam menulis teks prosedur. (2) pada
siklus 2, total siswa yang memperoleh nilai di bawah nilai KKM (Kriteria
Ketuntasan Minimal) turun dari 18 (78.26%) menjadi 7 (30.43%) dan nilai rata-
rata yang diperoleh adalah 83.69 dalam kategori baik pada kategori perolehan.
Siswa lebih aktif dan kreatif dalam aktifitas menulis. Guru bisa mengontrol kelas
dengan baik.
xii
Hasil dari penelitian ini menunjukkan bahwa learning cycle model (model
siklus belajar) dapat meningkatkan kemampuan siswa dalam menulis teks
prosedur. Nilai rata-rata siswa berkisar dari 60.65 sampai 83.69. Persentase rata-
rata dari siklus 1 ke siklus 2 adalah 72.17%. Siswa sangat antusias, tertarik, dan
termotivasi untuk menulis dengan penggunaan learning cycle model.
Dengan demikian, seorang guru seharusnya kreatif untuk menggunakan
berbagai model dalam mengajar Bahasa Inggris terutama dalam mengajar
menulis. Dalam pemilihan model, guru perlu memperhatikan materi yang akan
diberikan. Diharapkan akan ada penelitian lebih lanjut dalam upaya meningkatkan
kemampuan siswa dalam menulis teks prosedur.
xiii
TABLE OF CONTENTS
Page
COVER .......................................................................................................... i
LOGO OF UMK ........................................................................................... ii
PAGE OF TITLE .......................................................................................... iii
PAGE OF APPROVAL ................................................................................ iv
BOARD OF EXAMINERS .......................................................................... v
ACKNOWLEDGMENT ............................................................................... vi
ABSTRACT ................................................................................................... vii
ABSTRAKSI .................................................................................................. ix
TABLE OF CONTENTS .............................................................................. xi
LIST OF TABLES ........................................................................................ xiii
LIST OF FIGURES………………………………………………………… xviii
LIST OF APPENDICES ............................................................................... xxi
CHAPTER I: INTRODUCTION
1.1 Background of the Research.............................................................. 1
1.2 Statement of the Problem..................................................................... 4
1.3 Objective of the Research ................................................................... 4
1.4 Significant of the Research.................................................................. 4
1.5 Limitation of the Research .................................................................. 5
1.6 Operational Definition ........................................................................ 5
CHAPTER II: REVIEW TO RELATED LITERATURE AND ACTION
HYPOTHESIS
2.1 Teaching English in SMP Muhammadiyah 2 Kudus .......................... 7
2.1.1 The Curriculum of Teaching Rnglish in SMP Muh 2 Kudus ............ 8
2.1.2 The Purpose of Teaching English in SMP Muhammadiyah 2 Kudus 9
2.1.3 The Material of Teaching English in SMP Muhammadiyah 2 Kudus 10
2.2 General Concept of Writing ................................................................ 11
2.3 Genre ................................................................................................... 11
2.3.1 The Definition of Procedure Text ....................................................... 12
2.3.2 The Function of Procedure Text .......................................................... 13
2.3.3 The Generic Structure of Procedure Text ........................................... 13
xiv
2.3.4 The language Features of Procedure Text ........................................... 13
2.4 Learning Cycle Model ......................................................................... 14
2.5 Reviews to the Previous Research ....................................................... 17
2.6 Theoretical Framework ....................................................................... 18
2.7 Action Hypothesis ............................................................................... 19
CHAPTER III: METHOD OF THE RESEARCH
3.1 Setting of Characteristic of Research Subject ..................................... 21
3.2 Variable of the Research ..................................................................... 23
3.3 Design of the Research ........................................................................ 23
3.3.1 Planning ............................................................................................... 24
3.3.2 Action .................................................................................................. 24
3.3.3 Observation ......................................................................................... 25
3.3.4 Reflection ............................................................................................ 25
3.4 Procedure of the Research ................................................................... 26
3.5 Data Analysis ....................................................................................... 26
CHAPTER IV FINDING OF THE RESEACH
4.1 Prelimenary Research........................................................................ ... 32
4.2 Cycle 1 ........................................................................ ......................... 33
4.2.1 Planning........................................................................ ........................ 33
4.2.2 Action........................................................................ ........................... 34
4.2.3 Observation........................................................................ .................. 35
4.2.4 Reflection........................................................................ ..................... 39
4.3 Cycle 2........................................................................ .......................... 42
4.3.1 Planning........................................................................ ........................ 42
4.3.2 Action........................................................................ ........................... 43
4.3.3 Observation........................................................................ .................. 44
4.3.4 Reflection........................................................................ ..................... 48
xv
CHAPTER V DISCUSSION
5.1 The Implementation of Learning Cycle Model for Improving Students’
Ability in Writing Procedure Text at the Seventh Grade Students of SMP
Muhammadiyah 2 Kudus .................................................................... 52
5.2 The Improvement of the Students’ Ability in Writing Procedure Text at the
Seventh Grade Students of SMP Muhammadiyah 2 Kudus ............... 55
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion ........................................................................................... 57
6.2 Suggestion ........................................................................................... 58
BIBLIOGRAPHY ......................................................................................... 60
APPENDICES ............................................................................................... 62
STATEMENT ................................................................................................
CURRICULUM VITAE ...............................................................................
xvi
LIST OF TABLES
Table Page
2.1 The Material of Writing Procedure Text .............................................. 11
3.1 The Scoring of Writing ........................................................................ 29
3.2 The Measurement of the Students’ Achievement Test ........................ 31
4.1 The Students Observation Sheet in First Meeting of Cycle I .............. 35
4.2 The Students Observation Sheet in in Second Meeting of Cycle I ...... 37
4.3 Scoring of Students’ Achievemnet Test of Writing Procedure Text Using
Learning Cycle Model of VII Students of SMP Muhammadiyah 2 Kudus
in Academic Year 2013/2014 in Cycle 1 ............................................. 40
4.4 The Frequency Distribution of the Students’ Ability in Writing Procedure
Text (Cycle 1) ....................................................................................... 41
4.5 The Measurement of the Students’ Achievement Test ........................ 42
4.6 The Students Observation Sheet in First Meeting of Cycle 2 .............. 45
4.7 The Students Observation Sheet in Second Meeting of Cycle 2 .......... 47
4.8 Scoring of Students’ Achievemnet Test of Writing Procedure Text Using
Learning Cycle Model of VII Students of SMP Muhammadiyah 2 Kudus
in Academic Year 2013/2014 in Cycle 2 ............................................. 49
4.9 The Frequency Distribution of the Students’ Ability in Writing Procedure
Text (Cycle 2) ....................................................................................... 50
4.10 Recapitulation of the Students’ Score of Writing Procedure Text Using
Learning Cycle model .......................................................................... 51
xvii
LIST OF FIGURE
Figure Page
2.1 Range of Story Genre and Factual Genre………………………..... 12
3.1 Classroom Action Research Model by Kemmis and Mc Taggart.... 23
xviii
LIST OF APPENDICES
Appendix
Appendix 1 Syllabus ...................................................................................... 63
Appendix 2 Lesson Plan Cycle I ................................................................ 66
Appendix 3 The Layout of Achievement Test in cycle I .......................... 77
Appendix 4 Lesson Plan Cycle 2 ............................................................... 81
Appendix 5 The Layout of Achievement Test in cycle 2 ......................... 93
Appendix 6 Students Observation Sheet Cycle 1 ...................................... 99
Appendix 7 Students Observation Sheet Cycle 2 ..................................... 103
Appendix 8 The Score of Writing Procedure Text Test in Cycle I ........... 107
Appendix 9 The Score of Writing Procedure Text Test in Cycle 2 .......... 107
Appendix 10 The Students’ Activity in The Classroom in Cycle I ............ 108
Appendix 11 The Students’ Activity in The Classroom in Cycle 2 ............ 110
Appendix 12 Test Cycle I ........................................................................... 112
Appendix 13 Test Cycle 2 ........................................................................... 120