Academic Writing First semester English, Fall 2007. Session 2: coherence and cohesion.
IMPROVING STUDENTS’ WRITING COHERENCE€¦ · can improve students’ writing coherence; 2) How...
Transcript of IMPROVING STUDENTS’ WRITING COHERENCE€¦ · can improve students’ writing coherence; 2) How...
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IMPROVING STUDENTS’ WRITING COHERENCE
THROUGH GRAPHIC ORGANIZERS
(A Classroom Action Research in Eighth Grade of
SMP Negeri 1 Petanahan in the Academic Year 2016/2017)
THESIS
INAYATUN NAFIAH
K2212037
Submitted to Teacher Training and Education Faculty of
Sebelas Maret University as a Fulfillment of the Requirements for Achieving
the Undergraduate Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS SEBELAS MARET
2018
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PRONOUNCEMENT
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IMPROVING STUDENTS’ WRITING COHERENCE
THROUGH GRAPHIC ORGANIZERS
(A Classroom Action Research in Eighth Grade of
SMP Negeri 1 Petanahan in the Academic Year 2016/2017)
THESIS
INAYATUN NAFIAH
K2212037
Submitted to Teacher Training and Education Faculty of
Sebelas Maret University as a Fulfillment of the Requirements for Achieving
the Undergraduate Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS SEBELAS MARET
2018
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APPROVAL OF CONSULTANTS
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APPROVAL OF THE EXAMINERS
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ABSTRACT
This research is aimed at finding out: 1) To what extent graphic organizers
can improve students’ writing coherence; 2) How graphic organizers can be
implemented effectively in improving students’ writing coherence. The research
method used in this study is classroom action research. The subject of the research
was the students of class VIIIB of a state Junior High School, Kebumen which
consist of 32 students. In this research, the collected data were analyzed using a
qualitative and quantitative technique. The result of the study shows that the
students’ mean score of writing coherence on pre-test is 56.35, then it improves in
post-test 1 to 70.45 and 79.4 in post-test 2. Moreover, the result of the study also
shows that graphic organizers can be implemented effectively if the teacher: (1)
gives clear explanation and examples of graphic organizers; (2) guides and monitors
the students during the process of writing; (3) provides exercise of grammar; and
(4) keeps the students motivated in writing. Considering the result of the study, the
researcher suggests that an English teacher had better implement graphic organizers
in teaching writing in order to help the students improving their writing coherence.
Keywords: graphic organizer, graphic organizers, writing, writing coherence,
classroom action research
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MOTTO
“Once you accepted your flaws, no one can use them against you”
– George R.R. Martin –
“Don’t be afraid to do something for the first time. Everyone has their first time
too. If they can, why you can’t. Even living is everyone’s first life.”
– The writer –
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DEDICATION
This thesis is dedicated to:
1. My beloved parents
2. My beloved brother
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ACKNOWLEDGEMENT
First of all, the writer praises Allah SWT for His blessing to me that I can
finish this thesis successfully. This thesis cannot be done without the assistance and
guidance from many people. Therefore, the writer would like to offer her sincere
thanks to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University.
2. Teguh Sarosa, M. Hum as the Head of English Department of Teacher
Training and Education Faculty.
3. Drs. Gunarso Susilohadi, M. Ed. TESOL, the writer’s first consultant, for
his guidance and advice.
4. Hefy Sulistyawaty, S.S., M.Pd. as the writer’s second consultant, for her
guidance and critical corrections during her busy schedule to make this
thesis better.
5. The lecturers of English Education Department who have given the
knowledge and inspire the researcher.
6. Drs. Supriyatin Nur Widayat the Headmaster in SMP Negeri 1 Petanahan,
who has given the writer permission for conducting the research.
7. Nur Salim, S.Pd. the English Teacher in SMP Negeri 1 Petanahan, for his
sincerity in guiding the writer during the research.
8. All the students VIIIB of SMP Negeri 1 Petanahan for the cooperation in
conducting the research.
9. The writer’s family, her greatly beloved parents; Abu Khamdi and Ety
Muryani, for the prayers, supports, patience and financial support and the
writer beloved brother, Rofi Fikriyanto for always be a good little brother.
10. The writer’s best friends, Asni, Ndari, Syaroh, and Gita for the togetherness,
support and also best-reminder to finish this thesis.
11. The A Class of English Education Department 2012 for the togetherness
and memories.
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The writer is the one who is responsible of any errors that may remain in this work.
Therefore, constructive feedback, comments, suggestions, and criticism are
gratefully welcome for the betterment of this thesis. The writer hopes this thesis
will give some knowledge for the reader and can contribute for further research in
the future.
Surakarta, July 2018
Inayatun Nafiah
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TABLE OF CONTENTS
COVER ................................................................................................................ i
PRONOUNCEMENT .......................................................................................... ii
COVER .............................................................................................................. iii
APPROVAL OF CONSULTANTS .................................................................... iv
APPROVAL OF THE EXAMINERS .................................................................. v
ABSTRACT ........................................................................................................ v
MOTTO............................................................................................................. vii
DEDICATION.................................................................................................. viii
ACKNOWLEDGEMENT .................................................................................. ix
TABLE OF CONTENTS .................................................................................... xi
LIST OF FIGURES .......................................................................................... xiii
LIST OF GRAPHS ........................................................................................... xiv
LIST OF TABLES ............................................................................................. xv
LIST OF APPENDICES ................................................................................... xvi
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of the Study ............................................................... 1
B. Problems Statement ....................................................................... 4
C. Objectives of the Study ................................................................. 5
D. Benefits of the Study ..................................................................... 5
CHAPTER II LITERATURE REVIEW ............................................................... 7
A. Theoretical Description ................................................................. 7
1. Definition of writing ................................................................. 7
2. Aspects of Writing .................................................................... 8
3. Coherence in Writing .............................................................. 10
4. Assessing Writing Coherence ................................................. 12
5. The Process of Writing ........................................................... 16
6. Concept of Graphic Organizers ............................................... 17
B. Reviews of Related Research ...................................................... 28
C. Rationale ..................................................................................... 29
CHAPTER III RESEARCH METHODOLOGY ................................................ 31
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A. Context of the Study .................................................................... 31
1. Setting of Place ....................................................................... 31
2. The Subject of the Research .................................................... 31
B. The Schedule of the Research ...................................................... 32
C. Research Approach ..................................................................... 32
1. The Method of the Research ................................................... 32
2. The Model of Action Research ............................................... 33
D. Techniques of Collecting Data .................................................... 35
1. Interviews ............................................................................... 35
2. Observation ............................................................................ 36
3. Test ........................................................................................ 37
E. Technique of Analyzing Data ...................................................... 37
F. Indicator the Result of the Research ............................................ 38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................... 44
A. Research Findings ....................................................................... 44
1. The Situation before the Research ........................................... 44
2. The Implementation of the Research ....................................... 50
B. Discussion ................................................................................... 83
1. To What Extent Graphic Organizer Can Improve the Students’
Writing Coherence? ................................................................ 84
2. How Graphic Organizers can be Implemented Effectively in
Improving Students’ Writing Coherence ................................. 87
CHAPTER V CONCLUSION, SUGGESTION, AND IMPLICATION ............ 90
A. Conclusion .................................................................................. 90
B. Implication .................................................................................. 90
C. Suggestion .................................................................................. 91
BIBLIOGRAPHY .............................................................................................. 93
APPENDICES ................................................................................................... 96
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LIST OF FIGURES
Figure 2.1. Conceptual Graphic Organizers ........................................................ 21
Figure 2.2. Hierarchical Graphic Organizers ...................................................... 22
Figure 2.3. Cyclical Graphic Organizers............................................................. 22
Figure 2.4. Sequential Graphic Organizers ......................................................... 23
Figure 2. 5 What Happened Organizer ............................................................... 27
Figure 3.1. Cyclical Action Research model based on Kemmis and McTaggart in
Burns (2010: 9) .................................................................................................. 34
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LIST OF GRAPHS
Graph 4.1. The Mean Score of the Students’ Writing Coherence ........................ 87
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LIST OF TABLES
Table 2.1 Scoring Rubric of Writing Coherence ................................................. 13
Table 3.1 The Schedule of the Research ............................................................. 32
Table 3.2 Scoring Rubric of Writing Coherence ................................................. 39
Table 4.1. Problem Indicators ............................................................................ 45
Table 4.2. Pre-research Score of Each Indicator ................................................. 46
Table 4.3. The Classroom Situation before the Research .................................... 49
Table 4.4. List Activities of Cycle 1 ................................................................... 51
Table 4.5. The Strengths and the Weaknesses of the Implementation of Graphic
Organizer ........................................................................................................... 63
Table 4.6. The Students’ Writing Coherence Mean Score in Post-test 1.............. 65
Table 4.7. The Comparison of Mean Score Pre-test and Post-test 1 .................... 65
Table 4.8. Classroom Situation Improvement of Cycle 1 .................................... 68
Table 4.9. Comparison of Mean Score Pre-research test and Post-test 1 ............. 70
Table 4.10. Students’ Writing Coherence Score ................................................. 70
Table 4.11. Problem in Cycle 1 and Plan for Cycle 2.......................................... 72
Table 4.12. The Outline of Cycle 2 .................................................................... 73
Table 4.13. The Students’ Mean Score in Cycle 2 Post-test ................................ 79
Table 4.14. The Comparison of Mean Score Post-test 1 and Post-test 2 .............. 79
Table 4.15. Improvement of the Classroom Situation after Cycle 2 .................... 82
Table 4.16. The Comparison of Mean Score of each Indicator in Cycle 2 ........... 83
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LIST OF APPENDICES
Appendix 1: List of the Students ........................................................................ 97
Appendix 2: Denah Kelas .................................................................................. 99
Appendix 3: Field Note of Pre Research........................................................... 100
Appendix 4: Interview Pre-Research with Teacher ........................................... 103
Appendix 5: Interiew Pre-Research with Students ............................................ 107
Appendix 6: Sample of Students’ Pre-Test ....................................................... 111
Appendix 7: The Result of Pre-Test ................................................................. 114
Appendix 8: Syllabus ....................................................................................... 116
Appendix 9: Rencana Pelaksanaan Pembelajaran Cycle 1 ................................ 118
Appendix 10: Sample of Students’ Worksheet in Cycle 1 ................................. 156
Appendix 11: Sample of Students’ Post Test 1 ................................................. 162
Appendix 12: The Result of Post Test 1 ........................................................... 168
Appendix 13: Field Note of Cycle 1 ................................................................. 170
Appendix 14: Rencana Pelaksanaan Pembelajaran Cycle 2 .............................. 178
Appendix 15: Sample of Students’ Worksheet in Cycle 2 ................................. 217
Appendix 16: Sample of Students’ Post Test 2 ................................................. 220
Appendix 17: The Result of Cycle 2 ................................................................ 226
Appendix 18: Field Note of Cycle 2 ................................................................. 228
Appendix 19: Interview after Research with Teacher ....................................... 235
Appendix 20: Interview after Research with Students ...................................... 237
Appendix 21: Recapitulation of Students’ Score .............................................. 241
Appendix 22: Documentation........................................................................... 242
Appendix 23: Permission Letter ....................................................................... 244