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ABSTRACT
Rahmat Fauzi Alsa, 2013. Pengaruh Pengunaan Genre-Based Teaching
dalam Meningkatkan Keterampilan Menulis
Siswa-Siswi pada Teks Recount di Madrasah
Aliyah Negri Simpang Empat Pasaman Barat
Dalam proses belajar mengajar pelajaran bahasa inggris, menulis adalah
bagian yang paling sulit daripada bagian lainnya seperti mendengarkan, membaca
dan berbicara, karena menulis menghendaki siswa-siswi untuk berfikir tentang
sebuah ide, mengembangkan sebuah ide dan menuliskan ide tersebut.
Dalam pelajaran menulis, siswa-siswi akan menulis sebuah teks, lebih
daripa itu, ada banyak juga macam-macam teks lainnya. Sebagai seorang guru
bahasa inggris, dia akan mempertimbangkan arah dari menulis siswa, hasil
menuliskah atau prosese menuliskah, jika seorang guru memilih hasil menulis, itu
berarti nilai siswa, namun, jika jika seorang guru memilih proses menulis, itu
berarti keterampilan menulis. Singkatnya, sebagai seorang guru, dia lebih baik
ketika memilih bagaimana meningkatkan keterampilan siswa khususnya menulis.
Dalam skripsi ini, peneliti ingin mengetahui pengaruh keterampilan
menulis siswa-siswi pada teks recount dengan menggunakan Genre Based
Teaching untuk menyelidiki pengaruh Genre Based Teaching dalam pengetahuan
dan keterampilan siswa-siswi terhadap Teks Recount.
Ada lima aspek dalam menulis dimulai dari hasil menulis, proses menulis
dan pengetahuan genre. Dalam skripsi ini, peneliti menggunakan Genre Based
Teaching untuk melihat peningkatan siswa-siswi dalam menulis teks recount.
Berdasarkan kepada pra-penelitian pada kelas satu di Madrasah Aliyah
Negri Simpang Empat Pasaman Barat, ada tiga kelas dengan populasi berjumlah
Sembilan puluh orang, dimana rata-rata hasil menulis siswa pada kelas X.1 adalah
yang terendah, yakni 47,10, karena alasan inilah peneliti memilih kelas X.1
sebagai kelas percobaan.
Sebagai hasil yang diperoleh setelah menggunakan Genre Based Teaching
di dalam kelas, dapat dilihat bahwa rata-rata hasil post-test menulis siswa-siswi
adalah 64,47, ini lebih besar daripada pre-testnya yang hanya mendapat hasil
44.93, lebih daripada itu, setiap komponen dari menulis juga meningkat mulai dari
isi, kerangka, penggunaan tata bahasa, kosakata dan mekanisme penulisan.
Secara statistik, dapat dilihat bahwa mengajar menulis melalui Genre
Based Teaching mampu meningkatkan keterampilan menulis siswa-siswi pada
Teks Recount. Peningkatan ini menunjukkan bahwa siswa-siswi dapat
meningkatkan kemampuan menulis mereka.
Terakhir, hal ini direkomendasikan kepada seluruh guru bahasa inggris
untuk menggunakan Pembelajaran Berdasarkan Genre dalam proses belajar
mengajar.
ACKNOWLEDGEMENT
This thesis is aimed at fulfilling one of the requirements in order to
complete S1 program at the English Department in Tarbiyah Faculty IAIN Imam
Bonjol Padang. The title of this thesis is The Effect of Genre Based Teaching in
Improving Students Writing Skill on Recount Text at Islamic Senior High School
Simpang Empat Pasaman Barat.
In finishing this thesis, the researcher got a lot of help and guidance from
many lecturers. First of all, the researcher would like to express his sincere
gratitude and appreciation to his advisors, Besral S.Pd, M.Pd, and Yuhardi, M.Pd,
for his professional helps, valuable suggestions, command, correction, and times
to support the researcher in completing this thesis.
Secondly, the researcher would like to thank to his examiners, Dr.
Darmayenti, M.Pd, and Elismawati, M.Pd., for their valuable suggestion,
correction and support in completing this thesis,
Thirdly, the researcher would like to thank to Chairman of English
Department of Tarbiyah Faculty, Dr. Martin Kustati M.Pd., and all the member for
their times and support.
Then, the researcher would like to thank to the Dean of Tarbiyah Faculty
of IAIN Imam Bonjol Padang and all the staff members of the faculty.
The researcher would also like to express his gratitude to Mrs.Yanti, S.Pd.I
(English teacher of MAN Simpang Empat) for her permission and opportunity to
carry out the research, and to the students in class X 1 in academic year 2012/2013
for their participation in the research.
The researcher would also to express his sincere appreciation of my
colleagues and friends: Ade Silvana S.Pd.I., Rezil Novaldi Chaniago S.Pd.I., Ainil
Mardiyah S.Pdi., Hijraini S.Pdi., Nurfadila S.Pdi., Yosrizal S.Pdi., Marsusilawati
S.Pdi., Nurhayati S.Pdi., Ade Hidayatul Husna S.Pdi., M. Fahmi Irfan, Rio
Fransisco, and Bustanil Ulum, for their times, support, prayed, and helped.
Finally, the researcher also would like to express for his lovely family:
Drs. Alizar RB. (Father), Santi Defison (Mother), Husnul Fikri M. (Brother), M.
Fadhli (Brother), M. Taufiq (Brother), Rabani (Grandmother), Silvia Nurdin
(Aunt), Novrizal (Uncle), Rahmi Yulita (My Lovely Wife) and Faziratul Humaira
(My Sweatheart), for their believed, loved, support and prayed.
The researcher realizes that this thesis may be having several weaknesses.
Therefore, any comment and suggestion, and criticism are expected to come up, in
order to make a great one.
Padang, 24 August 2013
The Researcher
TABLE OF CONTENTS
ABSTRACT........................................................................................................i
ACKNOWLEDGEMENT...............................................................................iii
TABLE OF CONTENTS.................................................................................iv
LIST OF TABLES ...........................................................................................vi
LIST OF APPENDICES ................................................................................vii
Chapter I
INTRODUCTION.....................................................................1
1.1 Background of the problem...................................................1
1.2 Identification of the problem.................................................5
1.3 Limitation of the problem......................................................5
1.4 Formulation of the problem...................................................6
1.5 Purpose of the research..........................................................6
1.6 Significance of the research...................................................6
1.7 Definition of the Key Terms..................................................7
Chapter II
Stages in Writing......................................................11
Population................................................................40
3.2.2
Sample.....................................................................40
Chapter IV
Chapter V
5.1 Conclusion............................................................................61
5.2 Suggestion............................................................................62
BIBLIOGRHAPY
APPENDICES
LIST OF TABLES
Table 1: A Student Writing Score on the First Grade..............................................4
Table 2: Description of Writing Quality in Non-Weighted Rubric........................17
Table 3: Procedure of One-Group Pretest/Posttest Design....................................38
Table 4: ESL Composite Profile.............................................................................41
Table 5: Procedure of Research..............................................................................44
Table 6: Pre-Test Score of Experimental Class......................................................49
Table 7: Post-Test Score of Experimental Class....................................................50
Table 8: Description of Pre-Test and Posttest Score of Experimental Class..........50
Table 9: Frequency of Questionnaire.....................................................................51
Table 10: The Calculation of Means Score of Pretest/Posttest..............................55
LIST OF APPENDICES
Appendix 1: Pretest and Posttest Score in Experimental Class.............................63
Appendix 2: Pretest Score of Experimental Class.................................................64
Appendix 3: Posttest Score of Experimental Class................................................66
Appendix 4: Mean and Standard Deviation of Pretest...........................................68
Appendix 5: Mean and Standard Deviation of Posttest.........................................69
Appendix 6: Analysis of Pretest-Posttest of Experimental Class...........................70
Appendix 7: Analysis of SPSS for First Data........................................................72
Appendix 8: Analysis of SPSS for Pre-Test and Post-Test....................................80
Appendix 9: Writing Test.......................................................................................86
Appendix 10: Blue Print of Questionnaires...........................................................87
Appendix 11: Questionnaire..................................................................................89
Appendix 12: Instructional Design........................................................................92
Appendix 13 The Example of Students Writing................................................117
Appendix 13: T-Table...........................................................................................119