The effect of using summarizing technique on students' achievement in writing narration

Suhendro, Lanny Widowati (2004) The effect of using summarizing technique on students' achievement in writing narration. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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As one of the language skills, writing has an important role in communication. Through writing someone can reach other people from different places and backgrounds. However, the fact shows that learning how to write is difficult, especially for EFL students. Their problems include getting ideas, producing well-organized paragraphs, choosing various kinds of vocabulary creatively and implementing appropriate structures. To overcome students; problems above, the writer conducted a study to find out what technique might assist students in learning to write narration. The literature mentions the importance of schemata, i.e., when someone writes, he or she also uses his or her knowledge of the world that is called schemata. The schemata will help him or her to get ideas to write. One way to active the schemata is by reading. Summarizing and question-answer techniques in reading allow students to gain information that can activate schemata helpful for developing their compositions. In this study, therefore, the writer intended to answer the question: “Is there a difference between the achievement of the students when they learn narrative writing using summarizing technique and using question-answer technique?” Using quasi-experimental design, she gave treatment, i.e., summarizing technique before writing to the experimental group. The control group was given question-answer technique before writing. A simple random sampling was applied to choose two from the five-second grade classes of Santa Maria Surabaya Catholic Senior High School of the academic year of 2004/2005. Both groups received four times of treatments. After the period of treatments was over, the students in both groups were requested to write narrative compositions under the topic “Your Last Holliday.” They had forty-five minutes to finish their compositions under that consisted of at least a hundred words. The result of their writing became the data of this study to measure the students’ achievement after they received several treatments. To find out the answer to the question and to test the hypotheses of this study, the writer analyzed the results of the post-test of both groups by using t-test calculation. From the t-test calculation, the observed-t (2.40838) was higher than the t-table (1.6702). Therefore, it could be concluded that there was a significant difference between the students’ achievement when they learned narrative writing using summarizing technique and using question-answer technique. The students who got the summarizing technique during the treatments wrote better narrative writing compositions in their post-test. The writer concluded that it might happen because the students in the experimental group learn to get ideas and to organize writing from the reading passages they read. The reading passages might also trigger them to get familiar to certain vocabulary and sentential structures. Therefore, she suggests that summarizing technique can be used as an alternative to teach narration.

Item Type: Thesis (Undergraduate)
Department: ["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined]
Uncontrolled Keywords: Writing, narrative writing, summarizing technique, question-answer technique
Subjects: English Education
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: Users 14 not found.
Date Deposited: 07 Oct 2015 04:07
Last Modified: 07 Oct 2015 04:07

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