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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

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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

ii

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

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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.

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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