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ABSTRACT

RahmatFauziAlsa, 2013. The Effect of Genre-Based Teaching in Improving


Students Writing Skill on Recount Text at Islamic
Senior High School Simpang Empat Pasaman Barat
In English Teaching and Learning Process, writing is one of the most
difficult subjects than then others such as listening, reading and writing, because
writing needs the students to think an idea, develop an idea and finally write the
idea, it is called, Phase of Thinking.
In writing, the students will write a text, moreover there are many kinds of
texts. As an English Teacher, he or she will consider the way of students writing,
writing product or writing process. If an English Teacher chooses writing product,
it means the students score. In contrast, if an English teacher chooses writing
process, it means the students skill. Shortly, as a teacher, it is better when he or
she chooses how to improve students skill, especially in writing.
In this thesis, the researcher wanted to know the effect of students writing
skill on recount text by using Genre Based Teaching to indicate the Effect of
Genre Based Teaching in students knowledge and skill on recount text.
There are three aspects in writing starting from writing product, writing
process and the knowledge of genre. In this thesis, the researcher used Genre
Based Teaching to see the students improvement in writing the recount text.
Based on the primarily observation at the first grade at Islamic Senior
High School Simpang Empat Pasaman Barat, there were three class with
population for about ninety students where the mean score of students writing at
class X.1 were the lower, it was 47.10, because of this reason, the researcher
chose class X.1 as experimental class.
As the result of this study after using Genre Based Teaching in the class, it
showed that mean score of students writing in post-test (64.47) was higher than
the mean score of students writing in pre-test (44.93). Moreover, each
components of writing had improved started from content, organization, language
use, vocabulary and mechanic.
Statistically, it was showed that teaching writing through Genre Based
Teaching got improved students writing skill on recount text. This improvement
proved that the students could empower their skill in writing.
Finally, it is recommended to all the English teachers to apply genre based
teaching in teaching and learning process in the class.

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

Rahmat Fauzi Alsa

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

REVIEW OF RELATED LITERATURE...............................8


2.1 Writing...................................................................................8
2.1.1 Nature of Writing.........................................................8
2.1.2 The Fundamental of Writing.....................................10
2.1.3

Stages in Writing......................................................11

2.2 Teaching Writing..................................................................13

2.2.1 The Concept of Teaching Writing...............................13


2.2.2 Evaluation of Writing................................................16
2.3 Text Type (Genre)................................................................19
2.3.1 The Genre Based Approach.......................................20

2.3.2 The Pedagogic Reason of Genre Based in Teaching.21


2.3.3 Genre Based Teaching...............................................22
2.3.4 The Procedure of Genre Based Teaching..................23
2.3.5 Teaching Writing in Senior High School..................29
2.4 Recount Text........................................................................31
2.5 The Conceptual Framework.................................................33
2.6 Relevant Study.....................................................................34
2.7 Hypothesis Action................................................................36

Chapter III RESEARCH METHOD..........................................................39


3.1 Design of The Research.......................................................39
3.2 Population and Sample........................................................40
3.2.1

Population................................................................40

3.2.2

Sample.....................................................................40

3.3 The Instrumentations...........................................................41


3.4 Place and Time.....................................................................42
3.5 Technique of Data Collection..............................................42
3.6 Procedure of the Research...................................................44
3.7 Technique of Data Analysis.................................................46

Chapter IV

FINDING AND DISCUSSION...............................................48


4.1 Research Finding.................................................................48
4.2 Hypothesis Testing...............................................................59
4.3 Discussion............................................................................59

Chapter V

CONCLUSION AND SUGGESTION...................................61


5

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

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