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DIFFERENTIAL EFFECT BETWEEN GROUP DISCUSSION

AND PEER TUTORIAL METHODS IN


TEACHING RECOUNT TEXT
(A Study to the Grade X Students of SMA Negeri 4
Padangsidimpuan)

By :
Laswardi

A.The Background

Recount text is one of genres that


should be mastered by students. If
The lack of teaching
they cannot master it, there are many
methods, especially
problems which will occur such as,
group discussion and
they will fail in National
peer tutorial methods
Examination (UN), they cannot use
in teaching recount
English well especially English text,
text
or they cannot make their experience
into written form, while experience is
a process of learning and recount
texts state someone experience

The Fact :
Majority (> 70%) of grade X Efforts :
students of SMA Negeri 4 Vary the teaching methods,
Padangsidimpuan in 2008/2009 choose the methods that
Academic Year have mark 60 in relevant with the subject,
English subject, while their using of teaching media,
minimal target is 75. giving task, game, puzzle
and so forth.

B.Identification of the Problem


The factors that influence the students’ understanding in
teaching recount text, namely:
1. Teaching methods
2. Vocabulary mastery
3. Learning interest
4. Motivations
5. Facilities
C.The Limitation of the Problem

Group Discussion and Teaching


Peer Tutorial Methods Recount Text

D.The Formulation of the Problem


1. To what extent is the students’ ability to
understand recount text by using group discussion to the
grade X students of SMA Negeri 4 Padangsidimpuan?
2. To what extent is the students’ ability to
understand recount text by using peer tutorial method to
the grade X students of SMA Negeri 4
Padangsidimpuan?
3. Is there a significant differential effect of the
students’ ability to understand recount text by using
group discussion and peer tutorial methods to the grade
X students of SMA Negeri 4 Padangsidimpuan?
E.Theoretical Description
1. Recount Text
- Gerot and Wignell (1994): a kind of texts which
retells an event, tends to
use past tense, material
process and particular
participant
- Otong S. Dj. (2008) : a kind of texts which its
content tells an event,
happened, or activity
which is happened to
someone or someone
experienced.
- Conclusion : a kind of texts which is
retelling or reporting an
event, happened, or
someone experience

2. Group Discussion Method


- Ramayulis (2001) : a process which involve 2
or more individuals who
interact verbally,
informational sharing, self
maintenance and problem
solving.
- Aviation (1999) : A true with any group
learning, the instructor
typically relies on the
students to provide idea,
experience, opinion and
information.
- Conclusion : A teaching method which
forces on students ability to
solve their problem
cooperatively.

3. Peer Tutorial Method


- Oemar H. : learning by giving
counseling formed,
helping, guiding, and
motivating in order the
students study efficiently
and effectively.
- Allyn and Bacon (1996) : a system of instruction in
which learners help each
other and learn
(themselves) by teaching.
- Conclusion : a teaching method in
which one student is
chosen by the teacher to be
a tutor.

F. The Conceptual Framework

Group Discussion Teaching


and Peer Tutorial Recount Text
Methods

( By good teaching method the students will be easy to


understand Recount text )
G. The Hypothesis
There is a significant differential effect between group
discussion and peer tutorial methods in teaching recount
text to the grade X students of SMA Negeri 4
Padangsidimpuan.
H. Methodology of the Research
- The method is experimental method
- Population is all of the grade X students
of SMA Negeri 4 Padangsidimpuan which totally 214
students.
- Samples are 50 students by cluster
sampling
- Operational definition of variables
1. Group Discussion method is A teaching method
which forces on students ability to solve their
problem cooperatively
2. Peer Tutorial method is a teaching method in
which one student is chosen by the teacher to be a
tutor.
3. Recount is s kind of text which is retelling or
reporting an event, happened, or someone
experience. It aims to give information and to
entertain or amuse the reader.
• The indicators of recount text :
- Social function : the aim of the text
- Generic structure is related to the way or
steps of the story:
 Orientation
 Event(s)
 Reorientation
- Lexicogrammatical features
 Focus on particular participant
 Use of material process
 Use of simple past tense
I. Technique for Collecting Data
The data are collected by giving the test which amounts 20
items for each variable in multiple choices.
J. Technique of Data Analysis
To find the comparison between the two methods the
formula of ttes will be applied the formula:
M1 − M 2
(t0) = SE M 1−M 2

K. Result of Research
Recount Text Mastery By Recount Text Mastery By
Using Group Discussion Using Peer Tutorial Method
Method
Mean 75 Mean 68
Median 75 Median 67.5
Modus 80 Modus 70
The Score Criteria in Teaching Recount Text by Using
Group Discussion and Peer Tutorial Method

Class of
No Criteria
Score
1. 80-89 Very Good
Teaching recount text by
2. 70-79 Good
using discussion method
Teaching recount text by
3. 60-69 Enough
using discovery method
4. 50-59 Low
5. 0-49 Fail

L. Hypothesis Testing:
After doing the calculation by using tt formulation, it can
be found that to is 2.82 and tt is 2.01 at 5% significant level
and df = 48. It shows that to is higher than tt (2.82 > 2.01).
So, it means that the hypothesis is accepted, and can be
said there is a significant differential effect between group
discussion and peer tutorial methods in teaching recount
text a study to the grade X students of SMA Negeri 4
Padangsidimpuan.

L.Implication of the Research


The ways to improve the students’ ability in teaching
recount text:
- The teachers should give more exercise
for the students.
- The teachers should give specific
teaching about recount text.
- In learning and teaching process, the
teacher is expected to provide the complete and relevant
book.