THE EFFECT OF GIVING READING SOURCESON WRITING ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF MAN 2 JEMBER IN THE 1999/2000 ACADEMIC YEAR

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THE EFFECT OF GIVING READING SOURCESON WRITING ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF MAN 2 JEMBER IN THE 1999/2000 ACADEMIC YEAR THESIS ----------·- ---BY t 7Julianli 'Raina aョセQゥ。ャ@ NIM : 9402107220 FACULTY OF TEACHER TRAINING AND EDUCATION JEMBER UNIVERSITY 2000 QMiefcヲogvnradsuセwtm@ THESECONDYEARSTUDENTSOFMAN2JEMBER IN THE 1999/2000 ACADEMIC YEAR PRESENTED AS ONE OF THE REQUIREMENT TO OBTAIN Sl DEGREE AT THE ENGLISH EDUCATION PROGRA1+1E OF THE LANGUAGE AND ART DEPT . , FACULTY OF TEACHING TRAINING AND EDUCATION JEMBER UNIVERSITY BY : YULIANTI RATNA ANDRIANI NIM : 9402107220 FACULTY OF TEACHER TRAINING AND EDUCATION ]EMBER UNIVERSITY 2000 Motto : No language no humanity No written language no civilization So language plays an important role in Improving civilization ( C.H. LAIRD ) DEDICATION This thesis is honourably dedicated to: • • • • • My mother, Mrs. Kuntini, thanks for everything you give to me My only sister, Shinta S.A. , you are a sweet sister for me My uncle and auntie, Cucuk and yaroh, you both like parents for me, thank you My beloved, Mas Gaguk, thanks for support and encouragement so I can solve the problem My friends at Kalimantan XVU9 , Siput, Simon, Supitri, Hartutik, Desti, Yay a ' and all, thanks for the friendship THE EFFECT OF GIVING READING SOURCES ON WRITING ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF MAN 2 JEMBER IN THE 1999/2000 ACADEMIC YEAR thesis Presented as one of the requirements to obtain the degree of S. l at the English Programme, Language and Art Department the Fac ulty of Teacher Training and Education Jember University By Name Student Number The Level Class Place and Date of Birth Programme Department Faculty Yulianti Ratna Andriani 9402107220 1994 Jember, July 28, 1976 English Education Language and Arts Teacher Training and Education Approved by: Consultant I Consul nt II / c Drs. Hery Sutantoyo NIP 130 261 661 APPROVAL SHEET This thesis is examined and approved by the examination committee of the Faculty of Teacher Training and Aducation, The university of Jember. Day :Friday Date : October 61h , 2000 Place : Faculty of Teacher Training and Education Th ffv Drs. Budi NIP. 1 The members 1. Ora. Siti Sundari, MA NIP. 131 759 842 2. Drs. llerry Sutantovo NIP. 130 261 66 1 ACKNOWLEDGEI\IENTS Firstly. I would like to say great gratitu<.k to 1\LL/\H SWT who always gives me the power and health to complete this thesis. Without His revelation. it's impossible for me to finish this thesis well. Among the persons to whom l wish to express my special appreciation arc: l. The Dean of the f-aculty of Teacher Trainin!; and Education. Jcmhcr University 2. The chief of the Language and /\rt Departmt'Ill, Faculty of Teacher Training and Education, Jcmber University 3. The Chief of the English Education Prograrr.rne. Faculty ofTeacherTraining and Education. Jember University 4. The first and the second consullants 5. The Lecturers of the English Education Programme 6. The principal. the teachers, administrative stall. and the students of M/\N 2 Jcmber 7. All my friends who support my effort in fini!lhing my thesis 1 hope the readers will fmd the value of this thesis and of course I accept my weaknesses, which may remain. Jcmbcr, 2000 YulianLi Ratna 1\ TABLE Of CONTENTS TITLE MOTTO DEDICATION APPROVAL SHEET ACKNOWLEDGEMENT T ABI .E OF CONTENTS SKETCH OF MAN 2 JEMBER THE LIST OFT ABLES ABSTRACT CHAPTER I INTRODUCTION 1.1 Background of the SLUdy ................................................................................. 1.2 Problem of the Study .. ... .. ... . .. .... ...... .. .... .. ... ... ... ...... ... .... .. .... .. .......... .. .......... .. .. 13 Operational Definitions ................................................................................... 1.4 Research Objective ..... .. .................. ............ ......... ... ... ................ .. .... .. .... .. .... .. .. 1.5 Significances of the Study................................................................................ 1 2 3 3 4 CHAPTER ll REVIEW OF RELATED LITERATURE 2.1 Sources of Material in Writing......................................................................... 2.2 Functions of Using Reading Sources in Writing .. .. .... .. .......... ...... ........ ........... 2.2.1 Reading Sources as Suggestion ................ .......... .............. ............ ................ 2.2.2 Reading Sources as Source ........... .. .......... .. ... ... ... ................... ... ........... ........ 2.2.3 Reading Sources as Model ....... ...... ............. .. .......... ...... .. .... ............ ...... .. ...... 2.2.4 Reading Sources as Advice ........................................................................... 2.3 Writing Ability .............. ................................................................................... 2.4 Paragraph: Meaning and Characteristics ......................................................... 2.5 Dcsctiptive Writing....... .................................................................................. 2.6 The Wtiting Teaching at SMU ................. ........................ ............ ......... .......... 2.7 The Effect of Using Reading Material on Writing Ability ......................... ..... 2.8 Hypothesis .................. .............. .... .. ...... .......... ........... .............. .... ........ ............ 5 6 6 6 8 8 8 9 12 14 15 15 CHAPTER III RESEARCH METHODS 3 .l R.escarch l)esign...... .................. .... .. .... .. .... .. ...... ... .. .. .. ...... .... .. .... .. . .. ................. 3.2 Area Determination Method ........................................................................... 3.3 Respondents Determination Method .... .... ........ ... ............ .................. .... .. ........ 3.4 Data Collection Methods ........ ...... ... ... .. ...... .... ................................... ............. 3.4.1 Test............................................................................................................... 3.4.2 Interview............... ....................................................................................... 3.4.3 Observation.................................................................................................. 3.4.4 Documentation .......... ..................................... ... .................... .... ................... 3.5 l)ata Analysis Method..................................................................................... CHAPTER IV RESULTS AND DATA ANALYSIS. 4.1 The Supporting l)ata ........... ...... .................. .... .. ... ............ ...... ...... ................... 4.1.1 The Result of Interview ............................................................................... 16 16 16 17 17 1X 18 18 18 20 20 4.1.2 The Resu It of Observation ...................................... .... .. .... .. ............ ............. 4.1.3 The Result of Documentation...................................................................... 4.2 The Primary Data Analysis .................. ............ .... .. .... .. ............ .... .. .... ...... ....... 4.2.1 Primaty l)ata Analysis................................................................................. 4.2.2 Hypothesis Verification ......... ...................................................................... 4J Discussion ............... .................. .... .................................................................. 21 21 21 21 25 26 CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ...................................................................................................... 28 5.2 Suggestions ..................................................................................................... BIBLIOGRAPHY Research Matrix APPENDICES I Supporting Data Instrument 2 Tes Cawu I used as Homogeneity Test 3 Test Insuumcnt 4 Scoring Guide .5 Some Examples ofthe Sudents' work 6 Course Outline ofTrcauucnt and Lesson Plan 7 Calculation of Writing Test Scorc for class II 2 (Expetimcntal Class) 8 Calculation of Writing Test Score for class II, (Control Class) 9 The Number of Students ofMAN 2 Jember I0 The List of Personnel of MAN 2 Jember Research Pe1mission Consultation Sheet Cuniculum Vitae 28 Sketch of MAN 2 Jember (Source : documentation of MJ\N 2 Jemberin the 1999/2000 academic year) The Explanation A =PrinciJ..>..-=ll room B D E F G = Flr.l.Cll1Ce rOJr.n = Administrative room = School Fee room = Guidenc.e =Cooperation room = 1..JKS HJ =Kopsis c 1-12 H3 D 1v1 22 I J =Electronics lab = Corr.q:>uter =library I J =Hall = Store house K =OSlS L M = Store house N1 =Boy dormitory N! = Girls dormitory 01.a = Teacher :h.ousoo p =Haygrotmd D Q =Ware house R =Toilet 1 -4 = Parking area = Cerern::>ny hall s ]1. K E N A N G A T =Tennis COlUt Tz 4 - 19 = Classroom 20 = Adrnini.stra:ti.ve .staff roorn 21 = Dharma Vlfanita room 22 = Mcde fashion roorn l =Art room = Art Teacher roorn 2 = 1'yping room 3 THE LIST OF TABLES Table Names No The score of English Test in Cawu I Page 22 I 1. I I 2. Anova: single factor 23 3. Anova 23 4. The simplification of writing test score of experimental and control classes 5. T -test: two assuming unequal variances 24 25 ABSTRACT Yulianti Ratna A .. 2000; The Effect of Giving Reading Sources on Wliting Achievement of the Second Year Students or MAN 2 Jember in the 1999/2000 Academic Year Thesis. English Education Program. Language and An Depanmcnt. r:aculty of teacher Training and Education. Jcmbcr University. Consultants: (I) Drs. He1y Sutantoyo (2) Drs. Budi Setyono. MA Key Words: Giving Reauing Sources. Writing Achievement Stuucnts consider wriling uif'ficult because they lack or sources of ideas and the knowlcuge or writing process. The problem rormulateu in th is research is: "Is there any significant e!Tect or giving reauing sources on writing achievement on the second year students of MAN 2 .I ember in th e l SJ99/2000 acauemic year?" Ranuomi1.cd control group only design was applied in the research. The respondents were taken by using cluster random sampling. The number or samp le was 80 students from 300 students or the second . year class. The primary data of the research was taken by using achievement test of wiiting to find the means tliiTcrence of both classes (experimental and control classes). while the secondmy daLa were collected hy using observation. interview. and documentation. The primaty data, then. were analyzed by using Microsoft excel application for t- test with significance level or 0.05. The result of data analys is showed that t- statistic is 4.399. whereas t- critic ゥセ@ 2.00':J. Funher. DRE (Degree of Relative Effectiveness) was 46.7 セNiエ@ can he concludeu that there is a significant eiTcct or giving reading sources on writing achievement on the scconu year students of M/\N 2 Jemher in the I t.>tJ9/2000 academic year. Based on the results or the research. it is suggested that giving reading sources in writing class can improve the stuuents' writing achievement

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