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THE EFFECTIVENESS OF CUBING TECHNIQUE TO TEACH
WRITING SKILL VIEWED FROM STUDENTS’ CREATIVITY
(An Experimental Research for the Second Semester of English
Department of STKIP PGRI Pacitan
in the Academic Year of 2013/2014)
A THESIS
By
HASAN KHALAWI
NIM. S891202020
MAGISTER PROGRAM OF ENGLISH EDUCATION
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2014
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APPROVAL
A THESIS
THE EFFECTIVENESS OF CUBING TECHNIQUE TO TEACH
WRITING SKILL VIEWED FROM STUDENTS’ CREATIVITY
(An Experimental Research for the Second Semester of English
Department of STKIP PGRI Pacitan
in the Academic Year of 2013/2014)
By
Hasan Khalawi
NIM S891202020
This thesis has been approved by the Consultants and Head of Magister Program
of English Education of Teacher Training and Education Faculty
of Sebelas Maret University Surakarta
In December 2013
Consultant I
Consultant II
Dr. Abdul Asib, M. Pd
Dra. Dewi Rochsantiningsih,M.Ed.,PhD
NIP 19520307 198003 1 005
NIP 19600918 198702 2001
Approved by
Head of English Education Department of
Teacher Training and Education Faculty of Sebelas
Maret University
Dr. Abdul Asib, M.Pd
NIP 19520307 198003 1 005
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LEGITIMATION
THE EFFECTIVENESS OF CUBING TECHNIQUE TO TEACH
WRITING SKILL VIEWED FROM STUDENTS’ CREATIVITY
(An Experimental Research for the Second Semester of English Department
of STKIP PGRI Pacitan
In the Academic Year of 2013/2014)
A THESIS
By:
Hasan Khalawi
NIM. S891202020
Board of Thesis Examiners of English Education Department of
Teacher Training and Education Faculty of Sebelas Maret University Surakarta
has examined this thesis on January 23 th 2014
Board of Examiners:
Name
Chairman
Secretary
Member 1
Member 2
Signature
Dr. Ngadiso, M.Pd
NIP. 19621231 198803 1 0009
Dr. Hersulastuti, M. Hum
NIP. 19650421 19870320 02
Dr. Abdul Asib, M. Pd
NIP. 19520307 198003 1 005
Dra. Dewi Rochsantiningsih, M.Ed., Ph.D.
NIP. 19600918 198702 2 007
................................
................................
................................
................................
Dean of Teacher Training and Education
Faculty of Sebelas Maret University
Head of English Education Department
of Teacher Training and Education Faculty
of Sebelas Maret University
Prof. Dr. Furqon H, M. Pd
NIP. 19600727 198702 1 001
Dr. Abdul Asib, M.Pd.
NIP. 19520307 198003 1 005
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ABSTRACT
Hasan Khalawi. 2013. The Effectiveness of Cubing Technique to Teach W riting
Skill Viewed from Students’ Creativity (An Experimental Research for The
Second Semester of English Department of STKIP PGRI Pacitan in The
Academic Year Of 2013/2014).Thesis. Consultant I: Dr. Abdul Asib, M. Pd,
Consultant II: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. Surakarta: Magister
Program of English Education Department Teacher Training and Education
Faculty of Sebelas Maret University.
This research aims at investigating whether: (1) Cubing Technique is more
effective than M ind Mapping Technique; (2) The students having high creativity
have better ability in writing compared to those having low creativity; (3) there is
an interaction between teaching techniques and creativity in teaching writing.
This experimental research was conducted at STKIP PGRI Pacitan in the
academic year of 2013/2014. The population of this research was the second
semester students of English Education Department in the academic year of
2013/2014, and the number of population was 126 students consisting of three
classes. The samples were selected randomly using lottery. Then based on the
randomization, class A was to be the experimental class, and class B was to be the
control class.
The experimental class was treated using Cubing Technique, while the
control class was treated using Mind Mapping Technique. The researcher
conducted creativity test to the both classes to know the level of the creativity
before collection of the data. But, before the creativity test was tested to both
control as well as experimental classes, the researcher tried it out to non-sample
class to know the readability of the creativity test instructions.
Finally, the researcher conducted a post-test to the two classes in a form of
writing test that had been tried out to non sample class to know the readability of
the writing test instruction. After that, the data was presented in descriptive
statistic. In the next step the data have to fulfill the prerequisite test of normality
as well as homogeneity before being computed to test the parametric hypothesis
tester. It was found that the data were normal and homogeneous and the data were
analyzed using ANOVA test.
Based on the computation the findings are concluded: (1) Cubing Technique
is more effective than Mind Mapping Technique in teaching writing; (2) There is
no significant difference between students having high or low creativity in the
students’ writing ability; and (3) there is no interaction between teaching
techniques and creativity in teaching writing. It means that Cubing Technique is
suitable to be applied in discussing the content of the text in depth view like
report. It is suggested for the teacher to apply the technique in more effective
condition. For other researchers, Cubing Technique is compatible and opens the
space of creative applicator, it means they can expand and conduct a better
research for it.
Keywords: writing, Cubing Technique, Mind Mapping Technique, creativity,
experimental study
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PRONOUNCEMENT
This writing is to certify that I write this thesis entitled “The Effectiveness of
Cubing Technique to Teach Writing Viewed from Students’ Creativity ” my self. It
is not a plagiarism, publication, or work of other writers. Everything related to
others’ works is written in quotation, the source s are then listed on the references.
If then this pronouncement proves wrong, I am ready to accept any
academic punishment from my institution Sebelas Maret University.
Surakarta, August 2013
Hasan Khalawi
NIM S891202020
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MOTTO
Alloh will exalt those of you who believe, and those who are given knowledge, in
high degrees; and Alloh is aware of what you do
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DEDICATION SHEET
I dedicate this writing to:
My dearest parents; Sihabuddin and Siti Sundari; for the everlasting love,
bringing up me from offspring to full-grown, even the whole times of
mine are not seemingly enough for those to return.
My wife, Asmaniar, thank you for your love and support. We always pray
that Alloh blesses our life on behalf of Islam forever. Amin
My brother (Hasyim), sister (Andu), niece, nephew who continually
encourage me to have spirit and be able to encounter the life.
My all lecturers from the first semester to the last semester of Sebelas
Maret University, thank you for your guidance and the very invaluable
knowledge.
My classmates, thank you for the memorable events; smiling, crying and
the colorful day. Those red, green, yellow are to be saved in our life.
Thank you for my friends in STKIP PGRI Pacitan the place where I work
and conduct this research for the very invaluable help and suggestion.
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ACKNOWLEDGEMENT
Praise be to Alloh the almighty, because of his blessing this research has been
finished for the requisite of English education graduate program of Sebelas Maret
University. M ay mercy, blessing of Alloh always be on Prophet Muhammad and
peace be upon him. The writer is deeply indebted for the very invaluable help,
guidance and support so that he would like to extend his gratitude to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Director of Magister Program of Sebelas Maret University Surakarta for the
agreement letter to conduct the research.
Dean of Teacher Training and Education Faculty of Sebelas Maret University
Surakarta for the facilities.
Head of English Education Department of Teacher Training and Education
Faculty of Sebelas Maret University Surakarta for the chance and facility as
well.
Dr. Abdul Asib, M.Pd, the first consultant, for all guidance, advice,
suggestion, motivation, and criticism. Thank you for your patience as well
as your broad minded to guide ignoring his own time.
Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., the second consultant, for all
time, patience, advice, motivation, and constructive criticism. Thank you
mom for your invaluable help, even the words of mine are not available to
show all my gratitude for you. May Alloh place you in a high honor.
All the lecturers of English Education Department of Graduate School of
Sebelas Maret University Surakarta, for the invaluable knowledge and
guidance.
Head of STKIP PGRI Pacitan for the support to the writer as well as the
agreement letter to conduct the research.
Mrs. Indah Puspitasari, thank you for your cooperation during the process of
the research completion.
The students thank you for your cooperation and time, so that this research
is accomplished.
The researcher hopes that this writing can give the contribution in the
science development.
Surakarta, August 2013
Hasan Khalawi
NIM S891202020
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TABLE OF CONTENTS
TITLE PAGE ..................................................................................................
i
APPROVAL PAGE OF CONSULTANTS ......................................................
ii
LEGITIMATION ............................................................................................ iii
ABSTRACT .................................................................................................... iv
PRONOUNCEMENT ......................................................................................
v
MOTTO ..........................................................................................................
vi
DEDICATION SHEET.................................................................................... vii
ACKNOW LEDGEMENT ............................................................................... viii
TABLE OF CONTENTS .................................................................................
x
LIST OF TABLES........................................................................................... xiii
LIST OF FIGURES ......................................................................................... xv
LIST OF APPENDICES .................................................................................. xvi
CHAPTER I INTRODUCTION
A. Background of the Problem .............................................................
1
B. Problem Identification ....................................................................
4
C. Limitation of The Problem ...............................................................
5
D. Statement of the Problem .................................................................
6
E. Purpose of the Study ........................................................................
6
F. Benefits of the Study ........................................................................
7
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Nature of Writing .....................................................................
9
1. Definition of W riting ....................................................................
9
2. The Characteristics of Good Writing ............................................ 10
3. The Process of W riting................................................................. 12
4. The Macro and Micro skill of W riting .......................................... 14
5. Crucial Aspect of Paragraph Development ................................... 15
a. Unity ........................................................................................ 15
b. Completeness ........................................................................... 16
c. Order ........................................................................................ 16
d. Coherence ................................................................................. 16
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B. Report Text ..................................................................................... 17
1. Purpose of Report Text ................................................................ 17
2. Generic Structure of Report Text.................................................. 17
3. Language Features of Report Text................................................ 17
C. Writing Using Cubing Technique..................................................... 18
1. Brain Storming Technique ........................................................... 18
2. Cubing Technique Definition ....................................................... 18
3. Teaching Procedure of Cubing Technique .................................... 19
4. The Advantages and Disadvantages of Cubing Technique ............ 21
D. Mind Mapping................................................................................. 22
1. Mind Mapping Definition ............................................................ 22
2. Teaching Procedure of Mind Mapping Technique ........................ 22
3. The Advantages and Disadvantages of MMT ............................... 23
E .Teaching W riting Using Cubing Compared to Mind Mapping.......... 23
F. The Nature of Creativity................................................................... 25
G. Review of Related Research ............................................................ 28
H. Rationale ......................................................................................... 35
I. Hypothesis ........................................................................................ 38
CHAPTER III RESEARCH METHODOLOGY
A. The Place and Time of Study ........................................................... 39
B. The Method of the Research ............................................................ 39
C. The Subject of the Research............................................................. 40
1. Population.................................................................................... 40
2. Sample ......................................................................................... 40
3. Sampling...................................................................................... 41
D. Technique of Collecting Data ........................................................ 41
1. Research Instruments ................................................................... 42
E. Technique of Analyzing the Data .................................................... 44
1. Descriptive Analysis .................................................................... 44
2. Normality and Homogeneity ........................................................ 47
3. ANOVA....................................................................................... 47
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4. Tukey Test ................................................................................... 51
F. Statistical Hypotheses ...................................................................... 52
CHAPTER IV RESULTS AND DISCUSSIONS
A. The Implementation of the Research............................................... 54
B. Data Description............................................................................. 57
C. Prerequisite Testing ........................................................................ 69
D. Hypotheses Testing ........................................................................ 72
E. Discussion ...................................................................................... 74
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion ..................................................................................... 81
B. Implication and Suggestion............................................................. 81
BIBLIOGRAPHY .......................................................................................... 87
APPENDICES………………………………………………………………… 90
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LIST OF TABLES
Table.2.2.
Table 3.1.
Table 3.2.
Table 3.3.
Table 3.4 .
Table 3.5.
Table 4.1.
Table 4.2.
The Comparison of Cubing and Mind Mapping.............................
Time schedule for the research ......................................................
Writing Instruction Questionnaire..................................................
Creativity Test Instruction Questionnaire.......................................
The Design of 2x2 ANOVA ..........................................................
The Summary of 2 x 2 Factorial Design ANOVA..........................
The Summary of the Implementation of the Research ........................
Frequency Distribution of W riting Scores of the Students
Taught using Cubing Technique (A1) ............................................
Table 4.3. Frequency Distribution of Writing Scores of the Students
Taught Using Mind Mapping Technique (A 2)...............................
Table 4.4. Frequency Distribution of Writing Scores of the Students
Having High Creativity (B 1) ..........................................................
Table 4.5. Frequency Distribution of W riting Scores of the Students
Having Low Creativity (B 2)...........................................................
Table 4.6. Frequency Distribution of W riting Scores of the Students
Having High Creativity Taught Using Cubing Technique
(A1B 1) ...........................................................................................
Table 4.7. Frequency Distribution of W riting Scores of the Students
Having High Creativity Taught Using Mind Mapping
Technique (A2B 1) ..........................................................................
Table 4.8. Frequency Distribution of W riting Scores of the Students
Having Low Creativity Taught Using Cubing Technique
(A1B 2) ...........................................................................................
Table 4.9. Frequency Distribution of W riting Scores of the Students
Having Low Creativity Taught Using M ind Mapping
Technique (A2B 2) ..........................................................................
Table 4.10. The Summary of Normality Testing ..............................................
Table 4.11. The Summary of Homogeneity Testing .........................................
Table 4.12. The Summary of the Mean Scores of the Mean Cells.....................
Table 4.13 The Summary of 2x2 Anova..........................................................
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39
43
43
48
50
54
59
61
62
63
65
66
67
69
70
71
72
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LIST OF FIGURES
Figure 3.1.
Factorial Design 2x2 .....................................................................
40
Figure 4.1.
Histogram and Polygon of A1 ........................................................
60
Figure 4.2.
Histogram and Polygon of A2 ........................................................
61
Figure 4.3.
Histogram and Polygon of B 1 ........................................................
62
Figure 4.4.
Histogram and Polygon of B 2 ........................................................
64
Figure 4.5.
Histogram and Polygon of A1B 1 ....................................................
65
Figure 4.6.
Histogram and Polygon of A2B 1 ....................................................
66
Figure 4.7.
Histogram and Polygon of A1B 2 ....................................................
68
Figure 4.8.
Histogram and Polygon of A2B 2 ....................................................
69
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LIST OF APPENDICES
Appendix 1.
Lesson Plan of Mind Mapping Technique .................................
90
Appendix 2.
Lesson Plan of Cubing Technique .............................................
129
Appendix 3.
Construct & Blue Print of Creativity .........................................
170
Appendix 4.
Instruction of Creativity Test ....................................................
171
Appendix 5.
Scoring Rubric of Creativity Test ..............................................
172
Appendix 6.
Creativity Test Instruction Questionnaire ..................................
174
Appendix 7.
Verbal Creativity Test ...............................................................
175
Appendix 8.
Construct & Blueprint of Writing..............................................
177
Appendix 9.
Instruction of Writing Test ........................................................
177
Appendix 10.
Validation of W riting Test ........................................................
178
Appendix 11.
Writing Instruction Questionnaire .............................................
179
Appendix 12.
Scoring Rubrics for Writing Assessment ...................................
180
Appendix 13.
The Result of Verbal Creativity Test (Experimental).................
182
Appendix 14.
The Result of Verbal Creativity Test (Control)..........................
184
Appendix 15.
Writing Scores of Experimental Class (First Scorer) .................
186
Appendix 16.
Writing Scores of Experimental Class (Second Scorer) .............
188
Appendix 17.
Students’ W riting Scores of Experimental Class .......................
190
Appendix 18.
Writing Scores of Control Class (First Scorer) ..........................
192
Appendix 19.
Writing Scores of Control Class (Second Scorer) ......................
194
Appendix 20.
Students’ W riting Scores of Control Class ................................
196
Appendix 21.
Writing and Creativity Scores (Experimental Class)..................
198
Appendix 22.
Writing and Creativity Scores (Control Class)...........................
200
Appendix 23.
Mean, Mode, Median, & SD of A 1 ............................................
202
Appendix 24.
Mean, Mode, Median, & SD of A 2 ............................................
204
Appendix 25.
Mean, Mode, Median, & SD of B 1 ............................................
206
Appendix 26.
Mean, Mode, Median, & SD of B 2 ............................................
208
Appendix 27.
Mean, Mode, Median, & SD of A 1B 1 ........................................
210
Appendix 28.
Mean, Mode, Median, & SD of A 2B 1 ........................................
212
Appendix 29.
Mean, Mode, Median, & SD of A 1B 2 ........................................
214
Appendix 30.
Mean, Mode, Median, & SD of A 2B 2 ........................................
216
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Appendix 31.
Normality Analysis of A1..........................................................
218
Appendix 32.
Normality Analysis of A2..........................................................
220
Appendix 33.
Normality Analysis of B 1 ..........................................................
222
Appendix 34.
Normality Analysis of B 2 ..........................................................
224
Appendix 35.
Normality Analysis of A1B 1 ......................................................
226
Appendix 36.
Normality Analysis of A2B 1 ......................................................
227
Appendix 37.
Normality Analysis of A1B 2 ......................................................
228
Appendix 38.
Normality Analysis of A2B 2 ......................................................
229
Appendix 39.
Data Homogeneity ....................................................................
230
Appendix 40.
Multifactor Analysis of Variance ..............................................
23
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CHAPTER I
INTRODUCTION
A. Background of the Problem
During few decades, English places an important role in many ways of
globalizing engagement. In the perspective of education, business, politic, and
technology, language is not assumed to be a particular skill for an expert only
but rather as a demand of a tool to be mastered for the fast mobilization and
human engagement in the world. Ones will be attributed as an illiterate person
if they have no ability of the international language.
To face the dynamic phenomenon, the government gradually renews the
curriculum from the predecessor to KTSP (Kurikulum Tingkat Satuan
Pendidikan). KTSP is used to guarantee the success of national education that
is designed by education unit of each region to possibly match the character,
and the condition of the particular region. In KTSP, there is content standard
covering the four skills in English including listening, speaking, reading, and
writing. The four skills are directed to create a discourse in society in the
particular level of literacy. There are performative, functional, informational,
and epistemic. In performativel level, ones are able to read, write, listen, and
speak based on the used symbol. In Funcional level, ones are able to use the
language for self-consumed
such as reading a magazine, manual, or
guidebook. In informational level, ones are able to access the science trough
language, and in epistemic level, ones are able to express the science into the
target language. To achieve the literacy level, we have to focus on the four