1

CHAPTER I

INTRODUCTION

A. Background

English is one of many languages used in international communication.

Indonesian people learn English to communicate in two forms, in spoken and

written forms. This language is used world-widely in sciences, knowledge and

technology as well as education, business, transaction, and other activities in the

world. In relation to the importance of English, Indonesian government has

determined English as the first foreign language to be learned by the students of

Indonesia. It is included in the curriculum as a compulsory subject from

elementary school up to university.

There are mainly four skills should be mastered in learning English

namely listening, speaking, reading and writing. To fulfill these skills, the

teaching must be focused on how to increase the quality both of the teachers and

students in their teaching and learning process. Thus, the competence of English is

one of the essential skills required of the highly qualified people who are needed

in this country if the advanced program of the development is more pursued.

Writing is one of language skill which must be owned by each language

learners include English students. By mastering good writing skill, the students

can communicate their ideas, mind, feeling, and emotion to the other people by

written better. For some people, written communication is more easy than oral

communication. They who feel difficult in communicating their ideas and feeling

by oral will be helped by written media.

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Writing subject has been taught in universities both state and private

universities. One of them is Lakidende University. This university located in

Unaaha, has been applying it under education curriculum of the university,

particularly in English education study program of teacher training and education

faculty. The data obtained by the lecturer of English education study program

stated that the English students learn writing skills in four grades, from writing I

to writing IV.

However, the problems are the students have less ideas concern the aspects

of writing, they could not recognize which point should be firstly write as well as

they are less exercise to practice writing. Because the process of writing are

commonly on completing a sentences based on the given pictures or arranged

jumbled words techniques. As a result they have not their ideas but just copy the

ideas. This makes them slowly improve in writing process and in developing a

good text. Developing of text in writing process is often introduced in genre of

text a functional process of writing.

Since writing is regarded as productive skill, the effective of writing skills

process have been doing for years. Some concern to genres of text, some focused

on using sequences pictures, and some focused on developing topic sentences.

The ability of writing can be achieved by practicing effectively through

training of considerable amount of time supported by the lecturers’ guidance. The

lecturer guidance can be more effective when teaching and learning process

occurs. Lecturer needs to design the classroom writing to enhance students’

learning achievement to develop a paragraph or a text.

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Writing assignment so far has been concern with developing paragraph.

The paragraph is usually a series of sentences that develop one topic. It can be as

long or as short as necessary to develop one topic. One of way to developing

paragraph is by using time sequence method.

By using time sequence method, the students can presents the ideas and

facts in chronological order that is the sequence of time in which the events

happened. It might be necessary to enhance students’ learning achievement

because this method is simply a matter of stating the first thing, the second thing,

next, and so on, in a logical development.

Paragraph sequence is designed to give students of English guided practice

necessary to develop a working acquaintance with the sentence pattern and word

order in simple, expanded forms and leads students to familiarity with each mode

through practice.

Based on the explanation above, the writer was interested in conducting a

research entitled “the effect of time sequence method towards students’ writing

ability at English Education Study Program of Lakidende University”.

B. Research Question

Based on the background above, the research question of this study is: “Is

there any significant effect of time sequence method towards students’ writing

ability at English Education Study Program of Lakidende University?”

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C. Objective of the Study

The objective of the study is to know whether there is significant effect of

time sequence method towards students’ writing ability at English Education

Study Program of Lakidende University or not.

D. Significance of the Study

The result of this study is intended to give contribution in teaching English

both theoretically and practically.

1. Theoretically

a. The results of this study are expected as reference to the other writer

who wants to study more about teaching writing.

b. The results of this study are expected to be able to add some concept of

writing activity in teaching writing.

2. Practically

a. The result of the study can be used as an alternative approach for the

lecturers, especially for the writing subject. Lecturers can improve the

students’ writing ability.

b. For students, this study is very significant to develop their writing skill

that can be used in their daily activity.

E. Hypothesis

The hypothesis of this study is:

H0: There is no significant effect of time sequence method towards

students’ writing ability at English Education Study Program student

of Lakidende University.
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H1: There is significant effect of time sequence method towards students’

writing ability at English Education Study Program student of

Lakidende University.

F. Scope of the Study

The scope of this study focused on students’ writing ability on writing

descriptive text by using time sequence method at Third Semester students of

English Education Study Program of Lakidende University.

G. Definition of Terms

To obtained a good understanding to this study, it is important to give the

definition of terms relate to this research. The terms are follows:

a. Time Sequence Method is a method which presents the ideas and facts in

chronological order that is the sequence of time in which the events

happened. It is simply a matter of stating the first thing, the second thing,

next, and so on, in a logical development.

b. Writing ability is an ability to produce words to be a paragraph or passage.

c. Paragraph is usually a series of sentences that develop one topic. It can be

as long or as short as necessary to develop one topic.

d. Descriptive text is a kind of text with a purpose to give information.

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CHAPTER II

LITERATURE REVIEW

A. Concept of Writing

Writing is one of the four language skills in English. According to Hulton

(1960:23) defines writing is of man’s most activities. Its purpose and varieties are

manifold. Ur (1996:163) implies that the purpose of writing, in principle is the

expressions of ideas, conveying of a message to the reader; so the idea itself

should arguably as sees as the most important of writing, and the job of writer on

the other hand needs also to pay attention to the formal aspects; neat handwriting,

correct spelling and punctuation, as well as acceptable grammar and careful

selection of vocabulary.

Writing is not as simple as writing letter or writing whatever comes to our

mind. White (1995) view that writing as a complex, cognitive process that

requires sustained intellectual effort over a considerable period of time (Nunan.

1999:273). However, writing is process. Mc Crimmon (1984:10) states three

stages of writing process; planning, drafting, and revise. Planning is series id

strategies designed to find and produce information in writing. In this stage, the

writer need to discover what is possible, locate and explore a variety, of subject

invent alternative ways to think and write, about its subject and consider all ideas

in order to select and create the substances out of which you will shape your

subject.

As a second stage in the writing process, drafting is a series of strategy

designed to organized and develop a sustained piece of writing. The writer need to
 7

determine what you best accomplish in writing in writing, select one sub act one

subject and organize your information into meaning full cluster, find connection,

among those cluster and discover the relationship that links the connection.

Stephen Marcus, a specialist in the use of technology in writing, maintains

that process writing really became feasible with development of word processing.

He further says that the physical act of writing by hand was so laborious that it

was unrealistic to expect writers to produce more than one or two drafts of their

work (Nunan. 1999:272).

B. Writing Ability

The ability of students’ writing can be seen as an ability of students in

order to produce and create words into a paragraph. This ability is a skill that

should be mastered because writing is one of activities that most activities for

people (Wells, 1999 & Yuniarti, 2011). Writing ability is as an ability to produce

words from the picture in a paragraph. According to Hulton (1960), writing is one

of the most activities. It purpose and varieties are manifold, to inform, to deceive,

to guide, to enlighten it may be to sentence memorandum or volume philosophical

course, an indulgence in self expression, or work of impersonal. In academic

setting, moreover, students demand to master writing skill well. Students are

expected to produce good writing composition as our curriculum goal. In fact, to

have a good writing, in order to organize in a good writing.

The statement above shows that writing is not easy skill, student need the

capability in organizing the good paragraph in order to help the reader to

understand what they are writing about.

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1. Writing Assessment

In assessing students’ writing quality, Jacob (1981: 80) suggests that there

are five components or criteria to be evaluated, they are: content, organization,

vocabulary, language use, and mechanics.

a. Content

Content of writing refers to the students’ ability which covers

knowledgeable, substantive, through development of thesis and relevant to

assigned topic. Knowledgeable means students’ writing should involved the

understanding of the subject, using facts or other pertinent information, using the

recognizing of several aspects of the subject and showing the interrelationship of

those aspects. Substantive means that students’ writing should discuss several

main points, sufficient detail and apply originality to illustrate, define, compare,

or contrast factual information supporting the thesis.

Through development of thesis means that students’ writing ability should

expand enough to convey a sense of completeness, use a specific method of

development such as comparison/contrast, illustration, definition, examples, and

description, fact of personal experience and awareness of different points of view.

Relevant to an assigned topic means that student should state entire information

clearly pertinent to the topic and exclude extraneous material.

b. Organization

Organization in writing refers to the students’ ability in organizing their

ideas with covers fluent expression, ideas clearly stated/supported, succinct, well-

organized, logic sequencing and cohesive. Fluent expression means that students’
 9

writing should build ideas one another, use introductory, and concluding

paragraphs, use effective transition elements, words, phrases, and ideas develop

should state clearly controlling idea or central focus of the paper and topic

sentences in each paragraphs support, limit, and indirect the thesis.

Succinct means that students’ should state all directed concisely to the

central focus of the paper. Well-organized means that students’ writing should

indicate the overall relationship of ideas within and between paragraphs clearly at

the beginning, middle, and at the end of paper. Logical sequencing means that

students’ writing should develop points logically, use particular sequence such as

time order, space order, and this development indicates transition markers.

Cohesive means that students’ writing should reflect a single purpose and the

content from a unified data.

c. Vocabulary

Vocabulary in writing refers to the students’ ability in applying English

vocabulary which covers sophisticated range, effective word/idiom, word from

mastery and appropriate register. Sophisticated range means students’ writing

should convey shades and differences of meaning and express the logic of ideas.

Besides, it should be varied the arrangement and interrelationship of words

sufficiently. Effective word/idiom means that students writing should apply the

vocabulary accurately and effectively, phrase and prepositional idiom correctly,

understand the use of synonym, antonym or homonym. Word from mastery means

that students’ writing should prefixes, suffixes, and compound accurately and

effectively. Appropriate register means that students’ writing should use the
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vocabulary which is suitable to the topic, to the audience, to the tone of the paper,

and the method of development.

d. Language use

Language use or grammar of writing refers to the students’ ability in

applying English grammar correctly on their writing which covers effective

complex construction, agreement, tense, number and word order/function, article,

pronoun, and preposition. Effective complex construction means that students’

writing should be constructed and formed appropriately either single word,

phrase, sentences or clauses. Agreement means that students’ writing should use

the basic agreement sentence elements such as auxiliary verb, subject verb,

pronoun antecedent, and adjective-noun.

Number that means students; writing should convey nouns, pronouns, and

verb intended quantity. Word order/function means that students’ writing should

be in good or normal order and each word, phrase, and clause suited to its

intended function. Article means that students’ writing should use article such as

a, an, and the correctly. Pronoun means that students’ writing should reflect

appropriate person, gender, number, function, or reference.

e. Mechanic

Mechanic of writing refers to the students’ ability in applying mechanic

correctly on their writing which covers spelling, punctuation (include of periods,

commas, semicolons, and question mark), capitalization, paragraphing which

indicate when one sequence of thought ends and another begins, and the last is
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handwriting which indicates the easily of reading students’ writing without

impending communication.

2. The Stages of Writing Process

Before we explain about the stage of writing process, let us see writing

comprehension that is writing a thinking process by (White, 1995:50). The main

stages are as follows:

a. Planning

Planning is a series of strategies which is designed to find and produce

information in writing planning in any orderly procedures used to being about a

desired result.

b. Drafting

Drafting is a series of strategies which is designed to organized and

develop a sustained piece of writing. Drafting is a procedure for drawing in a

preliminary sketch.

c. Revising

Revising is a series of strategies which is designed to re-examine and re-

evaluate the choices that have created a piece of writing. Revising is a procedure

for improving or correcting a work in progress.

3. Descriptive Text

a. Definition of Descriptive Text

According to Linda and Peter (1994), Descriptive text is a kind of text

with a purpose to give information. The context of this text is the description of a
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particular person, place, thing, animal, for instance: our pets or person we know

well.

b. The Generic Structure of Descriptive Text

According to Jenny (1992) that the generic structure of descriptive text

consists of identification and description.

1) Identification is identifies phenomenon to be described.

2) Description is describes parts, qualities, characteristics, etc.

c. Language Features of Descriptive Text

According Jenny (1992) that descriptive text often uses “be” and “have”.

Tense which is often used is Simple Present Tense. However, sometimes it uses

past tense if the thing to be described doesn’t exist anymore.

Significant Grammatical Features:

1) Focus on specific participants.

2) Use the simple present tense and use simple past tense if extinct.

3) Verbs of being and having “Relational Processes”

4) Use of descriptive adjectives (strong legs, white fangs).

5) Use of detailed noun phrase to give information about the subject. (a very

beautiful scenery, a sweet young lady)

6) Use action verbs “Material Processes” (it eats grass, it runs fast).

7) Use of adverbials to give additional information about behavior (fast, at tree

house).

8) Use of figurative language.

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C. Concept of Time Sequence Method

The paragraph is usually a series of sentences that develop one topic. It

can be as long or as short as necessary to develop one topic. One way to

developing paragraph is to present ideas and facts in chronological order that is

the sequence of time in which the events happened. It is simply a matter of stating

the first thing, the second thing, next, and so on, in a logical development (Wishon

& Burks, 1980: 21).

Paragraph sequence is designed to give students of English guided practice

necessary to develop a working acquaintance with the sentence pattern and word

order in simple, expanded forms and leads students to familiarity with each mode

through practice.

1. Time Sequence Method in Action

Stage 1 : Students decide the topic for writing task. In this session, the

students discuss with their friends or pairs.

Stage 2 : The students discuss the process of writing. The topic sentences

and support sentences. The paragraph is usually a series of

sentences that develop one topic. It can be as long or as short as

necessary to develop one topic. One way to developing paragraph

is to present ideas and facts in chronological order that is the

sequence of time in which the events happened.

Stage 3 : The students start writing a simply matter topic. The paragraph

should be arranged and stating the first thing first, the second

thing, next, and so on.

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Stage 4 : The Students arrange their ideas under process writing and

evaluate the component of writing in a logical development.

(Wishon & Burks, 1980: 21).

D. Descriptive Text Through Time Sequence Method

Developing a paragraph through time sequence is quite similar on personal

recount genre. But personal recount genre is longer and specific on past happened

while for time sequence could be boarded to describing someone or thing. The

text features are mostly to present, past, or future as well as mostly provided to

guide students with some questions to make them easy developing a paragraph.

While for personal recount genre focuses on past tenses. Paragraph sequence is

designed to give students of English guided practice necessary to develop a

working acquaintance with the sentence pattern and word order in simple,

expanded forms and leads students to familiarity with each mode through practice.

(Yuniarti, 2011).
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CHAPTER III

METHODOLOGY OF THE RESEARCH

A. Design of the Study

In carrying out the study, the writer used pre experimental design by using

one group experiment; pre-test and post-test design. In this case, the present writer

analyzed students’ writing ability before and after giving treatment under time

sequence method.

The design of this study as followed:

Y1 T Y2

Where:

Y1 = Pre-test

T = Treatment

Y2 = Post-test

B. Variable of the Study

There were two variables in this study namely: dependent variable and

independent variable. Time sequence method was independent variable and

students’ writing ability was dependent variable.

C. Population and Sample

1. Population

The population targets of this study were all of the third semester students

at English Education Study Program, Teacher Training and Education Faculty of

Lakidende University who were conducting writing II in academic year

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2015/2016. This grade was chosen because the students of the third semester are

studying about genre of text including descriptive text. The total of the population

were 82 students and they were distributed into two classes. The distribution of

the students and their classes can be seen in the following table.

Table 3.1. Table of Population

No Class Number of Students

1 A 43
2 B 39
Total 82
(Source: Documentation of FKIP Unilaki)

2. Sample

Selection of sample was very important step in conducting a research

study. In the study, the writer used purposive sampling. Purposive sampling

means that the writer directly discarded the class to be the sample. So, all

members of class B were taken as sample (39 students). The writer applied this

technique because the placement of the students at third semester at English

Education Study Program, Teacher Training and Education Faculty of Lakidende

were not based on their achievement.

D. Instrument of the Study

In order to find out students’ writing ability, the writer used writing test

that focused on descriptive text which consists 100-120 words.

E. Technique of Data Collection

In collecting data in this study, the writer used following technique:

1. Pre-test
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The pre-test was in written test form. The scores were taken in two criteria,

namely; grammar and vocabulary. Pre-test was given to know the students’ prior

knowledge in learning writing before giving treatment under time sequence

method.

2. Treatment

The writer did the treatment in two times. In teaching and learning

process, the writer did activities as follows:

a. The writer gave general information about descriptive text.

b. The writer explained how a topic being developed, explained the

components of writing in terms of: language use, vocabulary, content and

mechanics.

c. The writer gave the topics for writing and discuss on how the topics

developed in a good composition under time sequence method.

3. Post-test

The writer conducted the post-test at the end of the experimental activity

how the difference of pre and post test after doing treatment.

F. Marking Scheme

In assessing the student ability in writing, the writer used a band score of

analytical scoring system profile. (Jacobs, 1981:90) in which the students’ writing

were evaluated into two components. The assessment criteria can be seen below:
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Table 3.2. Table of Marking Scheme

No Components Score Criteria of Assessment

1 Vocabulary 18-20 Excellent to very good; Sophisticated range,
effective word/idiom, choice and usage, word
form mastery and appropriate register.

14-17 Good to average; adequate range, occasional

errors of word/idiom form choice, but meaning
not obscure.

10-13 Fair to poor; limited range, frequent errors of

word/idiom form choice, the meaning is confused
or obscured.

7-9 Very poor; essentially translation, little

knowledge of English vocabulary, idioms, word
forms or not enough to evaluate.
2 Language Use 22-25 Excellent to very good; effective complex
construction, few errors of agreement, word order,
tenses number, pronouns, articles and preposition.

18-21 Good to average; effective the sample

construction, complex construction, several terms
of agreement, tense number, function, pronoun,
preposition, but the meaning is seldom obscured.

10-17 Fair to poor; major problems in a simple/complex

construction, frequent negation, tense number,
function, pronoun, preposition, word order, article
or fragment development, the meaning is
confused and obscured.

5-9 Very poor; virtually no mastery of science

construction, rules, not enough to evaluate.
(Jacob, et. al. 1981:66)

G. The Raters

There were two independent raters that assessed the students’ paragraph.

The first rater was researcher himself. And the second rater was the lecturer of the

writing II subject. The researcher was the one who considerably capable to assess

the students’ written product.

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1. Inter-rater Agreement

The students’ written product was taken randomly. The two raters rated

the students writing independently and record each other and the researcher will

rate the rest of data after the inter-rater agreement being calculated. During the

assessment session the students’ written product was erased. So, the raters

evaluated the students’ written product without recognizing the students’ name.

The raters used correlation product moment technique to got the inter-rater

agreements. The formula was follow:

N ∑ xy−( ∑ x )( ∑ y )
r xy =
√|N ∑ x −(∑ x ) ||N ∑ y −(∑ y ) |
2 2 2 2

Where:

rxy = The coefficient correlation of inter-rater agreement

N = Number of respondent

x = The students score from the first rater

y = The students score from the second rater

2. Training Raters

To make sure that the two raters were reliable to assess the students’

written product, both of raters were examined five sample papers independently

by applying the criteria in of coefficient correlation.

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Table 3.4. Criteria of Coefficient Correlation

Interval Coefficient Correlation Level

0,00 – 0,199 Very Low
0,20 – 0,399 Low
0,40 – 0,599 Medium
0,60 – 0,799 Strong
0,80 - 1,000 Very Strong
(Sugiyono, 2009)

H. Technique of Data Analysis

All of the data analyzed by using quantitative analysis, namely descriptive

analysis and inferential analysis. The descriptive analysis applied to describe the

result of the study. Meanwhile, inferential analysis applied to test the hypothesis.

To analyze the result of the treatment, the writer used non-independent t-

test (Ary, [Link], 1979) to know whether or not there is significant effect on pre and

post after doing treatment. The formula is as follows:

t= D
SD/√N

Where:

t = t-test

D = Mean of the gained score on pre-test and post-test

SD = Standard deviation of gain score on pre-test and post-test

N = Total Sample

The criteria of examining hypothesis of the study were as follows:

1) If t-test ≥ t-table, it means that there is significant effect of time sequence

method towards students’ writing ability at English department of

Lakidende University (H0 is refused and H1 is accepted)

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2) If t-test ≤ t-table, it means that there is no significant effect of time

sequence method towards students’ writing ability at English department

of Lakidende University (H0 is accepted and H1 is refused). (Sudjana:

2005)
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CHAPTER IV

FINDING AND DISCUSSION

A. Finding

1. The Result of Inter-Rater Agreement

In determining the level of inter-rater agreement, five students writing in

pilot research were selected randomly (12.8%) from total. Both Rater I and Rater

II assessed these students written product to find out whether the correlation of

assessment among them and the result showed that

r xy = 0.98. It means that there

was very strong correlation of two raters in assessing the students’ writing.

(Appendix 5).

2. Description of Students’ Achievement score on Pre-test

The description of students’ achievement score on Pre-test is showed in

order to draws the students’ writing score on vocabulary and language use

(grammar) aspects before given treatment using Time Sequence Method. The

distribution of vocabulary and language use (grammar) score achieved by the

students in pre-test can be seen in the table below:

Table 4.1. Distribution of Vocabulary Score Achieved by the Students

in Pre-test

No Score level Criteria Frequency Percentage

. (%)
1. 20 - 18 Excellent to very good 0 0
2. 17 - 14 Good to average 0 0
3. 13 - 10 Fair to poor 13 33.3
4. 9–7 Very poor 26 66.7
Total 39 100
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Table 4.1 showed that on pre-test, the students’ score on vocabulary aspect

ranged on very poor – fair to poor criteria or 7 to 13 score level. It can be

elaborated that the 9 – 7 score level which grouped in very poor level criteria was

obtained by 26 students (66.7%), the 13 – 10 score level which grouped in fair to

poor criteria was obtained by 13 students (33.3%). While none of the students

obtained the 17 - 14 and 20 - 18 score level which grouped into good to average

and excellent to very good criteria. Therefore, it concludes that none of the

students could reach the target of the study to achieve the good to average –

excellent to very good criteria or 14 above score level for vocabulary criteria in

pre-test.

Table 4.2. Distribution of Language Use Score Achieved by the

Students in Pre-test

No Score level Criteria Frequency Percentage

. (%)
1. 25 - 22 Excellent to very good 0 0
2. 21 - 18 Good to average 0 0
3. 17 - 11 Fair to poor 14 35.9
4. 10 - 5 Very poor 25 64.1
Total 39 100

Table 4.2 showed that on pre-test, the students’ score on language use

(grammar) aspect also ranged on very poor – fair to poor criteria or 5 to 17 score

level. It can be elaborated that the 10 – 5 score level which grouped in very poor

level criteria was obtained by 25 students (64.1%), the 17 – 11 score level which

grouped in fair to poor criteria was obtained by 14 students (35.9%). While also

none of the students obtained the 21 - 18 and 25 - 22 score level, which grouped

into good to average and excellent to very good criteria. Therefore, it concludes
 24

that none of the students could reach the target of the study to achieve the good to

average – excellent to very good criteria or 18 above score level for language use

criteria in pre-test.

3. Description of Students’ Achievement score on Post-test

The description of Students’ Achievement score on Post-test is showed in

order to draws the students’ writing score on vocabulary and language use

(grammar) aspects after given treatment using Time Sequence Method. The

distribution of vocabulary and language use (grammar) score achieved by the

students in post-test can be seen in the table below:

Table 4.3. Distribution of Vocabulary Score Achieved by the Students

in Post-test

No Score level Criteria Frequency Percentage

. (%)
1. 20 - 18 Excellent to very good 0 0
2. 17 - 14 Good to average 6 15.4
3. 13 - 10 Fair to poor 30 76.9
4. 9-7 Very poor 3 7.7
Total 39 100

Table 4.3 showed that on post-test, the students’ score on vocabulary

aspect ranged on very poor – good to average criteria or 7 to 17 score level. It can

be elaborated that the 9 – 7 score level which grouped in very poor level criteria

was obtained by 3 students (7.7%), the 13 – 10 score level which grouped in fair

to poor criteria was obtained by 30 students (76.9%), the 17 - 14 which grouped

into good to average criteria was obtained by 6 students (15.4%) and the 20 - 18

score level which grouped in excellent to very good criteria obtained by 0

students.
 25

Therefore, it concluded that the students who could reach the target of the

study to achieve the good to average – excellent to very good criteria or 18 above

score level for vocabulary criteria in post-test were 6 students (15.4%). Hence, it

can be said that the students writing ability on vocabulary aspect after using Time

Sequence Method better than before using Time Sequence Method or it’s

improved.

Table 4.4. Distribution of Language Use Score Achieved by the

Students in Post-test

No Score level Criteria Frequency Percentage

. (%)
1. 25 – 22 Excellent to very good 2 5.1
2. 21 – 18 Good to average 8 20.5
3. 17 – 11 Fair to poor 25 64.1
4. 10 – 5 Very poor 4 10.3
Total 39 100

Table 4.4 showed that on post-test, the students’ score on language use

(grammar) aspect ranged on very poor – excellent to very good criteria or 5 to 25

score level. It can be elaborated that the 10 – 5 score level which grouped in very

poor level criteria was obtained by 4 students (10.3%), the 17 – 11 score level

which grouped in fair to poor criteria was obtained by 25 students (64.1%), the 21

- 18 which grouped into good to average criteria was obtained by 8 students

(20.%) and the 25 - 22 score level which grouped in excellent to very good criteria

obtained by 2 students (5.1%).

Therefore, it concluded that the students who could reach the target of the

study to achieve the good to average – excellent to very good criteria or 18 above

score level for language use (grammar) criteria in post-test were 10 students
 26

(25.6%). Hence, it can be said that the students’ writing ability on language use

(grammar) aspect after using Time Sequence Method better than before using

Time Sequence Method or it’s also improved.

4. Hypothesis Testing

To determine whether the Time Sequence Method had significant effect on

students’ ability in writing, the score from the pre-test examined with post-test to

find out the final decision of the study.

The researcher used one sample t-test analysis to examine the score that

has been collected from the pre-test and post-test. The analysis can be seen as

follow:

Table 4.5 Results of t-test Analysis

Standard
Mean of Degrees of
Aspects of Deviation of t-table
Differences Freedom t-score
writing Differences (one-tailed)
(D) (df)
(SD)
Vocabulary
&
4.43 2.39 38 11.73 1.686
Language
Use
*With degrees of freedom = N-1 and t-table on 0.05 or 90% confidence level

Table 4.5 showed that on vocabulary and language use aspect, the mean of

differences score was 4.43 and the standard deviation score was 2.39 with 38

degrees of freedom. The result of t-test was 11.73 which bigger than t-table

(1.686). Based on the criteria of hypothesis assessment that if t-test ≥ t-tables, it

means that H0 is refused and H1 is accepted. Therefore, the writer accepted the

hypothesis and concluded there is significant effect on students’ writing ability

through Time Sequence Method on vocabulary and language use aspect.

 27

So, with the t-test result of vocabulary and language use (grammar) aspect

above, the writer concluded that “there is significant effect of time sequence

method towards students’ writing ability at English department of Lakidende

University”.

B. Discussion

It has been found that there was significant effect on students’ writing

score ability using Time Sequence Method. Based on the two writing that has

been measured, it showed that there is significant improvement on student’s score

on vocabulary and language use (grammar) aspects, which the students’ post-test

score was better than pre-test score.

The score which was achieved by the students before treatment with Time

Sequence Method did show an improvement after the treatment. It was showed by

the students who achieve the target score.

Before treatment through Time Sequence Method, none of the students

achieved the target score from good to average – excellent to very good or 14

above score level for vocabulary and 18 above score level for language use

(grammar). It means all of the students still have lack ability in writing descriptive

text (describing things). Students were still lack mastery vocabulary and language

use (grammar). It can be seen in from the lack of choice of word used in writing,

the less precise choice of words, error in writing word, sloppy grammar, copying

the text from textbook, even did not write all. This become a serious problem for

the students and need to be solved because when they write it is very important to

master ability in writing so they can communicate what their mean to the reader.
 28

After the treatment with the Time Sequence Method has been carried out,

it seems that the students score did increase. It was showed by number of student

who achieve the target score from good to average – excellent to very good or 14

above score level for vocabulary and 18 above score level for language use

(grammar), from none to 6 students (15.4%) who achieved target score for

vocabulary aspect and from none to 10 students (25.6%) who achieved target

score language use (grammar) aspect. This increasing can be said that as the result

of applying Time Sequence Method. Through the step of Time Sequence Method,

the essay, return the paper to the writer, allow him time look over your comments

and discuss their praise and edits.

In the Time Sequence Method, students were given time to gather their

thoughts and find necessary ideas or vocabulary for the topic that was presented

by lecturer, and then wrote it down. It is not necessary whether their ideas went

wrong or correct, the main important thing are right vocabulary to use and help

them to arrange their ideas into a good sentence and paragraph according to

language use (grammar). Student sets down their ideas and then make sentence to

in the paragraph. This Time Sequence Method does not only get to help them to

build vocabulary until makes sentences in paragraph. However, it can also make

students active at learned process. According to Wishon & Burks (1980), state

that Time Sequence Method have the potential to improve students’ quality of

writing, Time Sequence Method involve the students arrange their ideas under

process writing and evaluate the component of writing in a logical development.

(Wishon & Burks, 1980: 21).

 29

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on finding and discussion, the researcher concluded that Time

sequence Method was effective to apply in learning process specially for

increasing students’ ability in writing. It seemed by number of students who

achieve the target score from good to average – excellent to very good or 14

above score level for vocabulary and 18 above score level for language use

(grammar), which for vocabulary aspect on pre-test none of the students reach the

target score, then on post-test it increased to 6 students (15.4%) who achieved

target score. And for language use (grammar) aspect on pre-test none of the

students reach the target score, then on post test it increased to 10 students

(25.6%) who achieved target score.

It is also shown by the hypothesis testing results that show an acceptance

of hypothesis for vocabulary and language use (grammar) aspect. Which on

vocabulary & language use aspect the result is 11.73 which are bigger than t-test

(1.686). Therefore, it can be concluded that there is significant effect on students’

writing ability using Time Sequence Method.

B. Suggestion

Based on finding, discussion and the result of the study, the writer gives

some suggestion as follows:

 30

1. For teacher or lecturer, especially for English teacher or Writing Lecturer, it’s

suggested to use an interesting method in teaching English like Time

Sequence Method so that the students do not bored in learning process. This

study also can be used as a reference for teacher or lecturer for solving

program in the class which has same problem like this study.

2. This study covers a pre-experiment design, focuses on students’ ability in

writing descriptive text (describing things) and just focuses on two aspect of

writing assessment (vocabulary and language use). The writer suggests for

next researcher to cover different design or method e.g. Action Research

design, Correlation design, etc, and focuses on different aspect of writing and

different writing text.

 31

REFERENCES

Ary, D., Jacobs, L. C. et. al. 1979. Introduction to Research in Education. Second
Edition. Holt, Rinehart, and Winston. United States of America.

Hulton, W. 1960. Structure, Style, and Usage: A Guide to Expository Writing.

Random House Inc (T).

Jacob. 1981. Testing ESL Compostion Profile: A Practical Approach Rowley.

MA: Newbury House

Jenny, Hammond. 1992. English for Special Purposes. Random House Inc (T).

Linda, Gerot and Peter, Wignell. 1994. Making Sense of Functional Grammar.
Random House Inc (T).

M. Echols, John dan Shadily, Hassan. 1990. Kamus Inggris Indonesia. Jakarta:
Gramedia.

Mc Crimmon. 1984. Writing with a Purpose (2nd edition). Boston: Houghton

Mifflin.

Nunan, David. 1999. Second Language Teaching and Learning. Boston: Heinle &
Heinle Publisher.

Sudjana. 2005. Metode Statistika Edisi ke-6. Bandung: Tarsito.

Sugiyono. 2009. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung:

Alfabeta.

Ur, Penny. 1996. A Course in Language Teaching. Cambridge University Press.

Wells, Gordon. 1999. Dialogic Inquiry. Cambridge, United Kingdom: Cambridge

University Press.

White, R. 1995. Writing Advance. Third Edition. Oxford University Press.

Wishon. G. E. & Burks, J. M. 1980. Let’s Write English. New York: American
Book Company.

Yuniarti, Anik. 2011. A Comparative Study of Students’ Writing Ability on

Descriptive and Recount Text at Grade XI of SMA N 1 Uepai.
(Unpublished Thesis: Unilaki)
 32

Appendix 1

Instrument of the Study (Pre-Test and Post-Test)

Instruction

1. Write your name and your register number!

2. Make a descriptive text with topic “My Precious Thing” consist of 100-

120 words!

3. The maximum time given is 90 minutes.

 33

Appendix 2

Instrument of the Treatment

Instruction:
a. Chose one of topic options which are provided below!
b. Each topic is served for some guided questions.
c. Develop a paragraph based on the following option that is chosen!

1. About Juan’s Studies

When will Juan’s studies begin? Where will he study? Where will he live
while he studies? How far will he travel? How will he go? When can he work
during his studies? How often he come home? How long will studies last? When
will he graduate? Where will his graduation take place? Where will he work after
graduation? How does he enjoy his job?

2. My Routine
When do you get up in the morning? What time do you eat in the
morning? When do you study? How long do you work? When do you stop for
lunch? How long does lunch last? When do you return to work in the afternoon?
Until when do you work? When do you leave for home? How do you go home?
How long does the trip take?

3. About Yourself
When were you born? Where do you live? Where do your parents move
then? Where do you study? Where do you study? Where do you continue your
study? How far is your home to university? How do you go to university? Whom
do you live with? Where do you often spend your time to study? When will you
graduate from university? What do you plan after graduation? When will you
marry?
 34

Appendix 3
UNIT OF LECTURE SCENARIO
Subject : Writing II
Code of subject : 411MPB2
Instructional method : Explanation, asking and answering, and individual work
The writer’s activity : Explaining, asking and answering
The student’s activity : Asking and answering, and making a composition
Duty : Making a descriptive composition
Learning media : Book
Passing score : 65

Topic and general Sub-topic and particular

No. Learning activities
instructional obje ctives instructional objectives
1. a. Topic a. Sub-topic 1. The writer
1. Genre text 1. Descriptive text explained kinds
of genre texts
b. General instructional b. General instructional including
objectives objectives descriptive text.
2. The writer
1. The students can 1. The students can explained the
know the kinds of understand descriptive function of
genre texts. text descriptive text
2. The students can write 3. The writer and
a composition in the the student
descriptive text. asked and
answered about
descriptive text.
4. The writer made
the example of
descriptive text.
5. The writer asked
the students to
make a
composition
entitled ‘about
yourself’.
 35

UNIT OF LECTURE SCENARIO

Subject : Writing II
Code of subject : 411MPB2
Instructional method : Explanation, asking and answering, and individual work
The writer’s activity : Explaining, asking and answering
The student’s activity : Asking and answering, and making a composition
Duty : Making a descriptive composition
Learning media : Book
Passing score : 65

Topic and general Sub-topic and particular

No. Learning activities
instructional objectives instructional objectives
1. a. Topic a. Sub-topic 1. The writer
2. Genre text 2. Descriptive text reviewed the
previous lesson.
b. General instructional b. General instructional 2. The writer
objectives objectives handed out the
students’ works
2. The students can 1. The students can 3. The descriptive
know the kinds of understand descriptive text.
genre texts. text 4. The writer made
2. The students can write the example of
a composition in the descriptive text.
descriptive text. 5. The writer asked
the students to
make a
composition
entitled ‘my
routine’.

The Lecturer, The Writer,

H A B I L, S. Pd., M. Pd. ABDUL AZIS HARDA

NIDN. NIM. 211501107
 36

Appendix 4
LESSON PLAN

Treatment on First Meeting

Topic : About Yourself

Time : 90 minutes

Method : Time Sequence Method

Instructional Objectives

At the end of this study, the students are able to identify the language features and
general structure used in descriptive text

Arrange the descriptive text based on the sequence time given

Identify the use of language use and vocabulary

Pre-activity

- Lecturer greeted and motivates students

- Lecturer explained the objective of learning
- Lecturer explained the genre of text included descriptive text

Main Activity

- Lecturer introduced a lecture topic to the general information about

descriptive text
- Lecturer explained the general structure of descriptive text
- Lecturer explained the language features of descriptive text
- Lecturer explained some step in writing descriptive text through time
sequence method
- Lecturer gave the example of descriptive text by through time sequence
method
- Lecturer asked the students to write down a de descriptive text through time
sequence method in topic ‘about yourself’
- Lecturer evaluates the students’ writing performance

Post-activity

- The lecturer motivated the students to learn actively and involves themselves
during writing activity
- The lecturer closed the first meeting
 37

Treatment on Second Meeting

Topic : My Routine

Time : 90 minutes

Method : Time Sequence Method

Instructional Objectives

At the end of this study, the students are able to identify the language features and
general structure used in descriptive text

Arrange the descriptive text based on the sequence time given

Identify the use of language use and vocabulary

Pre-activity

- Lecturer greeted and motivates students

- Lecturer explained the objective of learning
- Lecturer explained the process of writing

Main Activity

- Lecturer reminded the previous meeting

- Lecturer explained the mistake of students’ in general structure and language
features
- Lecturer explained the mistake of students’ in vocabulary and grammar aspect
- Lecturer guided some step in writing descriptive text through time sequence
method
- Lecturer gave the example of descriptive text by through time sequence
method
- Lecturer asked the students to write down a de descriptive text through time
sequence method in topic ‘my routine’
- Lecturer evaluates the students’ writing performance

Post-activity

- The lecturer motivated the students to learn actively and involves themselves
during writing activity
- The lecturer closed the second meeting
 38

Appendix 5
The Score of Inter-Rater Agreement

Rater I

Respondents Vocabulary Language Use x

1 7 5 12
2 9 5 14
3 7 10 17
4 7 5 12
5 9 9 18

Rater II

Respondents Vocabulary Language Use y

1 7 5 12
2 7 5 12
3 7 8 15
4 7 9 16
5 9 5 14

Two Raters’ Computation Results

Respondents x y x2 y2 xy
1 12 12 144 144 144
2 14 12 196 144 168
3 17 15 289 225 255
4 12 16 144 256 192
5 18 14 324 196 252
∑ 73 69 1097 965 1011

N ∑ xy−( ∑ x )( ∑ y )
r xy =
√|N ∑ x −(∑ x ) ||N ∑ y −(∑ y ) |
2 2 2 2

39 (1011)−(73 )(69)
r xy=
√|39(1097 )−(73 )2||39 (965 )−(69 )2|
39429−5037
r xy=
√|37454||32874|
 39

39429−5037
r xy=
√|1231262796|
34392
r xy=
35089 . 35445

r xy =0. 980126324

r xy=0. 98

In determining the level of inter-rater agreement, five students writing in

pilot research were selected randomly (12.8%) from total. Both Rater I and Rater

II assessed these students written product to find out whether the correlation of

assessment among them and the result showed that

r xy = 0.98. It means that there

was very strong correlation of two raters in assessing the students’ writing.
 40

Appendix 6
The Result of Students’ Score from two raters on Pre-test
Score Two Raters Total score two
Rater I Rater II raters
Respondents
Lang. Lang. Lang.
Vocabulary Vocabulary Vocabulary
Use Use Use
1 7 5 7 5 7 5
2 9 5 7 5 8 5
3 7 10 7 8 7 9
4 7 5 7 9 7 7
5 9 8 9 6 9 7
6 7 5 7 5 7 5
7 10 7 10 7 10 7
8 7 11 7 11 7 11
9 7 11 7 11 7 11
10 7 5 7 5 7 5
11 7 11 9 11 8 11
12 9 7 9 7 9 7
13 7 11 7 11 7 11
14 10 7 10 7 10 7
15 7 5 7 5 7 5
16 7 5 7 5 7 5
17 7 7 9 7 8 7
18 10 7 10 7 10 7
19 10 7 10 7 10 7
20 7 7 7 7 7 7
21 7 11 7 11 7 11
22 10 11 10 11 10 11
23 7 9 7 9 7 9
24 9 8 9 8 9 8
25 10 5 10 5 10 5
26 10 11 10 11 10 11
27 9 5 9 5 9 5
28 9 7 9 7 9 7
29 10 12 10 12 10 12
30 10 13 10 13 10 13
31 9 11 9 11 9 11
32 10 7 10 7 10 7
33 10 7 10 5 10 6
34 10 12 10 12 10 12
35 7 11 9 11 8 11
36 7 5 7 5 7 5
37 10 7 10 7 10 7
38 7 11 7 11 7 11
39 10 11 8 11 9 11
 41

Appendix 7
The Result of Students’ Score from two raters on Post-test
Score Two Raters Total score two
Rater I Rater II raters
Respondents
Lang. Lang. Lang.
Vocabulary Vocabulary Vocabulary
Use Use Use
1 14 14 14 14 14 14
2 10 19 12 19 11 19
3 9 12 9 10 9 11
4 12 14 10 14 11 14
5 12 11 10 11 11 11
6 13 12 13 10 13 11
7 13 10 13 10 13 10
8 13 8 13 14 13 11
9 10 18 12 18 11 18
10 10 13 12 13 11 13
11 13 18 13 18 13 18
12 10 12 10 10 10 11
13 10 14 10 14 10 14
14 14 10 14 10 14 10
15 10 11 10 11 10 11
16 12 11 12 11 12 11
17 14 13 14 13 14 13
18 10 12 10 10 10 11
19 10 14 10 12 10 13
20 14 13 14 13 14 13
21 14 18 14 18 14 18
22 13 18 13 18 13 18
23 10 14 10 14 10 14
24 14 18 12 18 13 18
25 14 14 12 14 13 14
26 9 13 9 13 9 13
27 13 13 13 13 13 13
28 14 14 14 14 14 14
29 15 22 15 22 15 22
30 17 23 17 23 17 23
31 11 12 11 12 11 12
32 10 11 10 9 10 10
33 10 9 10 9 10 9
34 10 12 10 12 10 12
35 9 11 9 11 9 11
36 10 18 10 18 10 18
37 12 18 10 18 11 18
38 12 12 10 12 11 12
39 12 12 12 12 12 12
 42

Appendix 8
Students’ Writing Score on Pre-Test and Post-Test
Respondents Vocabulary Language Use
Pre-test Post-test Pre-test Post-test
1 7 14 5 14
2 8 11 5 19
3 7 9 9 11
4 7 11 7 14
5 9 11 7 11
6 7 13 5 11
7 10 13 7 10
8 7 13 11 11
9 7 11 11 18
10 7 11 5 13
11 8 13 11 18
12 9 10 7 11
13 7 10 11 14
14 10 14 7 10
15 7 10 5 11
16 7 12 5 11
17 8 14 7 13
18 10 10 7 11
19 10 10 7 13
20 7 14 7 13
21 7 14 11 18
22 10 13 11 18
23 7 10 9 14
24 9 13 8 18
25 10 13 5 14
26 10 9 11 13
27 9 13 5 13
28 9 14 7 14
29 10 15 12 22
30 10 17 13 23
31 9 11 11 12
32 10 10 7 10
33 10 10 6 9
34 10 10 12 12
35 8 9 11 11
36 7 10 5 18
37 10 11 7 18
38 7 11 11 12
39 9 12 11 12
 43

Appendix 9
t-test Analysis of Students’ Writing Score on Vocabulary and Language Use
Pre-test Post-test Difference Difference
Respondents
(x) (y) (y-x) Square (Di2)
1 6 14 8 64
2 6.5 15 8.5 72.25
3 8 10 2 4
4 7 12.5 5.5 30.25
5 8 11 3 9
6 6 12 6 36
7 8.5 11.5 3 9
8 9 12 3 9
9 9 14.5 5.5 30.25
10 6 12 6 36
11 9.5 15.5 6 36
12 8 10.5 2.5 6.25
13 9 12 3 9
14 8.5 12 3.5 12.25
15 6 10.5 4.5 20.25
16 6 11.5 5.5 30.25
17 7.5 13.5 6 36
18 8.5 10.5 2 4
19 8.5 11.5 3 9
20 7 13.5 6.5 42.25
21 9 16 7 49
22 10.5 15.5 5 25
23 8 12 4 16
24 8.5 15.5 7 49
25 7.5 13.5 6 36
26 10.5 11 0.5 0.25
27 7 13 6 36
28 8 14 6 36
29 11 18.5 7.5 56.25
30 11.5 20 8.5 72.25
31 10 11.5 1.5 2.25
32 8.5 10 1.5 2.25
33 8 9.5 1.5 2.25
34 11 11 0 0
35 9.5 10 0.5 0.25
36 6 14 8 64
37 8.5 14.5 6 36
38 9 11.5 2.5 6.25
39 10 12 2 4
∑ 324.5 498.5 174 998
 44

1) Mean of Differences:

D = ∑Di
N
= 174
39
= 4.46

2) Standard deviation of difference

SD = √ ∑Di – (D) . N
2 2

N-1

= √ 998 – (4.46) . 39 2

39-1

= √ 998 – (19.8916) . 39
38

= √ 998 – 779.7724
38

= √ 218.2276
38

= √ 5.74283158 = 2.39

3) T-test: t= D
SD/√N

t= 4.46
2.39/√39

t= 4.46
2.39/6.24

t = 4.46 = 11.73
0.38
45
46