CHAPTER I

INTRODUCTION

A. The Background of the Problem

In Curriculum of Educational Oriented Unit (KTSP) is written that teaching

recount aims to make language definition based on its purposes and uses. It letters

message of genre based - teaching. It means a language must be seen on it situation

and context. They are known as functional grammar analysis. They derive from

examination of spoken and written language and the social context of their used.

They investigate how language is used and try to separate the language according to

user needs and uses that is called as genre.

Genre is a new subject of English teaching in junior high school, senior high

school as well as university. Because it is a new English subject the students find

many difficulties in understanding the texts, especially recount text. But to

understand it is one of students need in making good English meaning.

Recount text is one of genres that should be mastered by students. If they

cannot master it there are many problems which will occur such as, they will fail in

National Examination (UN), they cannot use English well especially English text

(recount is one of English texts), or they cannot make their experience into written

while experience is a process of learning and recount texts state someone experience.

In fact, majority of students are difficult in understanding English include

recount text. Hery states that it was found 19 SMA in South Sumatera, West Java,

1
 East Java, NTB and Bengkulu that their passing levels are 0 percent.1 Similarly,

Mungin Eddy Wibowo says that about 33 SMA in Indonesia 100 percent do not pass

in National Examination.2 The writer also finds out the problem in SMA Negeri 4

Padangsidimpuan. Majority (> 70%) of grade X students of SMA Negeri 4

Padangsidimpuan in 2008/2009 academic year have mark 60 in English subject,

while their minimal target is 75.3 By paying attention to the quotation the writer sees

that their subject achievement as well as English achievements is far from the

expectation. There are many factors that influence this problem namely; anxiety,

motivation, school facilities, teaching methods, family background, etc.

From the factors above, the writer tries to search the significant which

influences the problem. After making some observation he believes that it is

teaching method. Because the English teacher usually uses a teaching method which

suitable with teaching tenses. Recently it is not suitable with globalization era need

which stresses language definition based on its situation and cultural that called as

contextual meaning.

The teachers in SMA Negeri 4 Padangsidimpuan have done many efforts that

have been done to prevent the problem. Such as; varying teaching methods

completed the school facilities, giving motivation, etc. But all of them closely no use

because their anxieties do not arise and the writer realizes that their anxieties will

arise if the teacher uses a suitable method in teaching subject based on it situation.

1
Hery Ahmady, “19 SMA Lulus 0 Persen DPR Bentuk Pada Evaluasi UN”,Waspada, No. 22810, 02
June 2009, p. 13.
2
Mungin Eddy Wibowo, “100 Persen Siswa 33 SMA Taka Lulus UN”, Waspada No. 22811, 03 June
2009, p. 13.
3
SMA Negeri 4 Padangsidimpuan, DKN SMA Negeri 4 Padangsidimpuan Tahun Pelajaran 2008/2009.

2
 The searching for effective teaching method is a concern and goal for a

responsible English teacher in teaching and learning process of English. Based on

researcher’s observation most English teachers choose lecturing method as general

method in teaching without trying to compare with other method. While they know,

the effectiveness of teaching method has to be evaluated by the degree of its

attainment of specific goals. This means-end relationship is not direct, linear one, but

is intervened by the leaner and a set of elements associated with the learner’s

learning.

Based on the explanation previously, the writer tries to compare the others

methods in teaching, especially teaching recount. Because the writer believes that if

many methods are done. It can be the best way for arising students’ motivation and

anxiety. Without their motivation and anxiety the writer realizes that the teacher can

not be able to do something. The other methods that are meant by the writer are

group discussion and peer tutorial method. Group discussion method is a teaching

where all of students are participated in teaching and learning process. In this

method will arise their cooperative, truth, and leadership. While in peer tutorial

method a student will be asked to be a tutor for the other friends. Actually by some

comparing, such as, he or she is supposed smarter than the others and will be done

continuously to stimulate the other students.

Finally, based on the explanation above, the writer sees that there many effects

if the problem is not searched. So, the writer thinks that it is very interesting to do a

research about “Differential Effect between Group Discussion Method and Peer

3
 Tutorial Methods in Teaching Recount Text, A Study to the Grade X Students of

SMA Negeri 4 Padangsidimpuan in 2009/2010 Academic Year.

B. The Identification of the Problem

Based on the point of view in the background of this research, the students of

senior high level still get some difficulties in mastering English, especially in writing

recount text. There are two factors that can influence it. Namely; external and

internal factors. External factors is factor which occurs from but out side of student,

such as; teaching method (group discussion and peer tutorial methods), curriculum,

school facilities, teachers, environment and so forth. While internal factor is a factor

which occur from the students their selves. Such as; motivation, interest,

intelligence, grammar/ structure, vocabulary, part of speech mastery, etc. Such

factors are able to influence in teaching writing recount text.

C. The Limitation of the Problem

Related to the identification of the problem previously, there are many

factors that can influence in teaching recount text. The factors are methods: group

discussion and peer tutorial, grammar/structure, interest, vocabulary, and so fort.

Further the writer takes one the factors that can influence teaching recount text. The

writer limits about group discussion and peer tutorial methods in teaching recount

text because of the limited ability of the writer. So, the writer limits the problem only

about group discussion and peer tutorial in teaching recount text.

4
D. The Formulation of the Problem

Formulation of the problem is one of important aspects in a research; in order

to be clear of the problem of this research will be formulated as follows:

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. The Objectives and Significance of the Research

1. The Objectives of the Research

a. To find out the extent of the

students ability to understand recount text by using group discussion to the

grade X students of SMA Negeri 4 Padangsidimpuan?

b. To find out the extent of the

students ability to understand recount text by using peer tutorial method to

the grade X students of SMA Negeri 4 Padangsidimpuan?

c. To find out whether there is

a significant differential effect of the students ability to understand recount

5
text by using group discussion and peer tutorial methods to the grade X

students of SMA Negeri 4 Padangsidimpuan?

2. The Significances of the Research

The findings of the research are expected:

a. To increase the writer’s knowledge in making a research.

b. To fulfill of the requirement for the degree of Sarjana Pendidikan

for the writer.

c. As an editing matter for the consultants

d. As a reading material for the reader.

e. For other researcher who wants to conduct the research, as the

reference for further research.

6
 CHAPTER II

THEORETICAL DESDRIPTION AND HYPHOTESIS

A. Theoretical Description

1. The Nature of Recount Text Mastery

Based on the English curriculum in Indonesia (Curriculum of Educational

Oriented Unit/KTSP). The aims of teaching English subject in senior high school

are: a) developing the students’ competence both written and orally, b)

increasing the students’ convenience in interaction with global societies, and c)

developing the students’ understanding of relationship between language and

culture.4

It means the students must be able to use language according to the

situation and culture. It is called as genres. The notion genre and grammar

closely are linked. Recount text is one kind of language that has been made in

specific purposes. Basically recount text is a kind of texts that tell someone

experienced which is purposed to inform and entertain. Before going to discuss

recount text deeply. It would be better it discuss the definition of recount text

according to some experts.

4
Permen Diknas RI No 22 Thn 2006, Tentang Standar Isi, (Jakarta : Depdiknas, 2006), p. 308

7
 Pardiyono defines recount text as a kind of texts that is aimed to inform

about an event in the past.5 It means that recount texts always use past tense

because the activities are happened in the past time. Similarly Gerot and Wignell

said, “Recount is a kind of texts which retell an event, tend to use past tense,

material process and particular participant”6. Furthermore in this statement

explains that not only past tense but also material process and particular

participant that are used in recount text. Then Otong Setiawan Djuharie says that

Recount text is a kind of texts which its content tells an event, happened, or

activity which is happened to someone, or someone experienced.7

So, from the quotation above, the writer concludes recount text is a text

that is used to retell something that happened in the past and to tell a series of

past event and it relates to somebody experienced. Biography and autobiography

are the examples of recount texts..

In constructing recount there are some rules that must be paid attention

they are identifying the meaning of the sentences in the text, knowing the social

function, generic structure, and understanding the lexycogrammartical features of

the text.

a) Generic Structure of Recount Text

Generic structure is the stages that must be followed in arranging the

text. Otong Setiawan Djuharie says that Generic structure or schematic

5
Pardiyono, Pasti Bisa! Teaching Genre-Based Writing Metode Mengajar Writing Berbasis Genre
Secara Efektif, (Yogyakarta: Andi, 2007), p. 63.
6
Gerot and Wignell, Making Sense of Functional Grammar,(Sydney : Gerd Stabler, 1994), p. 190.
7
Otong Setiawan Djuhari, Genre Dilengkapi dengan 700 Soal Pemahaman, ,(Bandung : Yrama Widya,
2008), p. 44.

8
 structure refers to the plot that is applied in the text, or the steps mapping of

ideas/information in the text.8 In Indonesian junior and senior high school’s

students know generic structure as rhetorical structure and it is usually consists

some steps that construct a text. Recount text has some generic structures, they

are:

1) Orientation

Orientation consists of opening, introducing the participant, time

ant the place. As Otong Setiawan Djuharie says, “Orientation refers to the

part of the text which gives setting or introducing. The part will guide the

reader to make guessing of the content or form of the text which is read..9 It

means that after a reader reads an orientation of a text, she/he can guest the

content of the text.

Similarly, Pardiyono says that orientation consists of topic of an

activity or event which is told, while it functions to attract the attention of

the reader and focus their attention.10 Furthermore, in short definition,

Gerot and Wignell say, “Orientation provides the setting and introduces the

participants.”11

Related to the explanation above, the writer concludes that

orientation is a part of recount text which content participant, place and

time of the events. The reader can guess the content of the text by reading

8
Ibid, p. 19
9
Ibid, p. 20
10
Pardiyono, op.cit.,p. 64
11
Gerot and Wignell, op.cit., p.194

9
 orientation. It can be determined by giving question “who”, “where” and

”where”, and usually occurs in the beginning of the text.

2) Events

An event is a part of recount text that contains sequences of

phenomenon or tells what happened in the story. Pardiyono says that Event

contains of recording of activities or events in the past that is told based on

it chronological events.12 In pother word Gerot and Wignell say, “Event:

tell what happened, in what sequence.”13

An event refers to part of the text that shows a phenomenon that

happen. Such as; I bought many souvenirs, ten years ago my grand farther

died, etc. From the sentences, the event can be found on its verb. They are,

bought and died. Here the word “bought” shows the subject phenomenon or

activity. It means the agent of the sentence is doing something/making an

activity. Then the word “died” defines as verb of the second sentence. It is

clear because a phenomenon has done to the subject, the phenomenon is

“died”.

3) Re-orientation

Re-orientation is a part of recount text contains optional-closure of

the event in the text. Otong Setiawan Djuharie says that Re-orientation

refers to the part of text that gives indication that the events in the text

12
Pardiyono, loc.cit..,
13
Gerot and Wignell, loc.cit.,

10
 have finished.14 Briefly, Pardiyono says that re-orientation contains the

brief conclusion of the record events.15 By comprehending the quotations,

the writer concludes both experts determine re-orientation as the

conclusion of the text. It also can be determined as the ending of the

events in the text or story. Such as, expressing “Sincerely yours “gives

clue to the reader that the topic in the letter which he/she reads finished.

b) Lexycogrammatical Features

A Lexycogrammartical feature is the rule in arranging a text. Otong

Setiawan Djuharie says that Lexicogrammatical is identical with syntax (in

traditional grammar) and refers to certain structure which is used to express

certain meaning.16 It means every text has it own lexycogrammatical that is

used to express the meaning of the text and make the text different with others,

so does recount text. It has some lexycogrammatical features, they are:

1) Focus on individual participants

It means that story focuses on certain participants. The participant

on the story must be specific not in general noun. Such as; I, she, he, the

car, the boy, etc.

2) Use of material processes

Material process a physic activity that was done by the

participant. Material process must be a clause that has verb to show the

thing which done by the doer.

14
Otong Setiawan Djuharie, loc.cit.,
15
Pardiyono, loc.cit.,
16
Otong Setiawan Djuharie, op.cit., p. 19

11
 Example: drive, wrote, swept, washed, walked, climbed, etc.

3) Circumstances of time and places

Circumstance has the same meaning with adverb. So,

circumstance of time and places mean adverb of time and place.

Circumstance of time is an adverb that can be answered by question word

“when”. Such as two months ago, yesterday, last week, last moth, last

year, after, before, then, after that etc. while circumstance of place is an

adverb that can be answered by question word “where”. Such as; on the

road, to town, in the office, in the school, at home, etc.

4) Use of past tense

It means that the story uses simple past tense. Simple past tense is

a kind of tenses to show the activity that happened in specific time the

past.. where the verb that is used in this tense is past tense or V2.

Further information, the writer elaborates a recount text below:

EARTHQUAKE

I was driving along the coast road when the car suddenly lurched to one

side. At first I thought a tyre had gone but then I saw telegraph poles

collapsing like matchsticks. The rocks came tumbling across the road and I had

to abandon the car. When I got back to town, well, as I said, there wasn’t much

left.

1) Social function

12
 To retell events for the purpose of informing or entertaining

2) Generic structure

a) Orientation : provides the setting and introduces

participants

I was driving along the coast road when the car suddenly lurched to one

side

b) Events : tell what happen, in what sequence

At first I thought a tyre had gone but then I saw telegraph poles

collapsing like matchsticks. The rocks came tumbling across the road and

I had to abandon the car

c) Re-orientation : optional – closure of events

When I got back to town, well, as I said, there wasn’t much left

3) Lexicogammartical features

a. Focus on individual participants : I, the car, a tyre,

and telegraph poles.

b. Use material process : was driving, lurched, had

gone, collapsing, came, tumbling, had to abandon, and got back.

c. Circumstance of time and place: along the coast

road, to one side, at first, across the road, and to town.

Based on explanation above, the writer concludes that recount text is the

text which is retelling or reporting an event, happened, or someone experience. It

aims to give information and to entertain or amuse the reader. It contents consists

of series of events. The most important thing in mastering recount text are

13
 identifying the meaning of the sentences in the texts, knowing the social

function, and generic structure as well as understanding lexycogrammtical

features of the text.

2. Teaching Methods

Teaching method is an organization and application of teaching

technique, teaching materials, teaching aids and supplementary materials by the

teacher, with the aim of achieving the teaching and learning objectives. Teaching

methods or strategies generally include teacher-centered, pupil-centered and

material-centered strategies.

J.R. David says that method is a way in achieving something. 17 Similarly,

Zakiah Daradjat, et.al said that method is the way and trick in conveying certain

subject in order the students are be able to know, understand, use and in other

word master the subject material.18 The main point of the quotation illustrate that

the position of the method in teaching learning process is as a medium of

transferring knowledge between the teacher and students. The method functions

as a tool of conveying knowledge to the students. Through the best and right

method the process of transferring knowledge and information works well.

Furthermore, Ramayulis defines that method is the way that must be done

to get certain goals and teaching method is the way that must be done to teach

17
J.R. David, Teaching Strategies, (http://www.scribd.com/doc/22741641/2007-Teaching-Strategies), p.
1, accessed on 06 January 2009, 19.45 p.m.
18
Zakiah Daradjat, et.al. Metodik Khusus Pengajaran Agama Islam, (Jakarta: bumi Aksara, 2008), p.1

14
 the students in order to get the aims of teaching and learning process.19 It means

that method or teaching method function as a tool to get the certain aims or

goals. The good or bad of the achieving of the goal or aim of teaching learning

process is depended to the teaching method.

In addition, Syaiful Sagala says that all teaching method that are used

must be related to the goals of teaching learning process, hence, the teacher

should understand the function, steps in a teaching method.20

Based on explanation previously, the writer concludes that teaching

method is the way or a tool which is used as medium or to convey the

information or knowledge to the students. So, the teachers as educator and

facilitator who have the responsibility in succession of the teaching learning

process have to select the suitable teaching method based on students’ condition

and need at the moment.

a. Group Discussion Method

Group discussion method is one of English teaching strategies where

in it’s processes the students are separated into some groups. In it the

students are arranged into small groups to participate in a range of activities

to develop thinking or to complete practical tasks. Participation or otherwise

in group discussion activities can be culturally determined. Basically group

discussion method is a part of discussion method. Syaiful Sagala Says that

Discussion method is academic conversation that is responsively contains

19
Ramayulis, Metodologi Pengajaran Agama Islam, (Jakarta: Kalam Mulia, 2001), p. 2
20
Syaiful Sagala, Konsep dan Makna Pembelajaran, (Bandung: Alfabeta, 2003), p. 201.

15
 sharing opinions which is built by problematic questions, occurring ideas or

opinions that is done by some people.21 In another word Ho Kam Fai says,

“The discussion method owes its origin again to the Greek

philosopher- educator, particularly Plato, who rebelled again
authorians type of lecturing system of the sophist. This
teaching device is basic to the democratic process and it
involves an entire class in extended interchange of ideas
between the teacher and concurrently among the learners.”22

Similarly, Ramayulis says,

“Diskusi adalah suatu proses yang melibatkan 2 atau lebih

individu yang berintegrasi secara verbal dan saling
behadapan muka mengenai tujuan atau sasaran yang sudah
tertentu melalui cara tukar menukar informasi (informational
sharing), mempertahankan pendapat (self maintenance) atau
pemecahanan masalah (problem solving)”23.

The previous ideas indicate that discussion is a process that involves 2

or more individual who integrate verbally and facedly about certain aims and

goals through informational sharing, self maintenance or problem solving.

Cooperate in making decision would be better than individually. In

discussion, everyone is expected to give his/her opinion, so all of the

members of group discussion back to one decision and conclusion.

Furthermore, in Aviation instructor’s Handbook says, “In the group

discussion method, as is true with any group learning, the instructor typically

relies on the students to provide ideas, experiences, opinions, and in

formations.”24 The main point of the quotation is the space time is given to
21
Ibid. p. 209
22
Ho Kam Fai, Teaching Strategy, (http://www.freshersome.com/Strategies for teaching. Phd), accessed
on 20 June 2009, 15. 30 p.m
23
Ramayulis, Metodologi Pengajaran Agama Islam, (Jakarta: Kalam Mulia, 2001), p. 145.
24
Federal Aviation Administration, Aviation Instructor’s Handbook, (Oklahoma City: U.S Department
of Transportation, 1999), p. 5-7

16
 students to build their ideas, thought, and knowledge while a teacher or

instructor only guides them to be conducive situation. The growing emphasis

on critical thinking and problem – solving in academic instruction account in

part for the current increased attention to the group discussion method as a

medium of instruction.

In addition W. Gulo says that in group discussion students learn to

appraise someone’s opinion, opened, self actualized, self-confidence, etc.25

it means in group discussion the students are tried to be able to appraise

someone opinion. His/her thought will be tested with other opinion, they

together will create social reality where cooperative among the group must

be hold in order to protect the group stability.

Deeply, Joyce, et.al in W. Gulo pointed out that the aims of group

discussion method can be described as below:

Appraise toward the Constructed

human degree and assuming to the
commitments to the knowledge
pluralism

Group
Inquiry
Freedom as a discussion
disciplines
students

Commitment to Affection and Effectiveness of

the social inquiry conduciveness processing and
among the private lead the group
relation

Instructional aim
25
W. Gulo, Strategi Belajar Mengajar, (Jakarta: Grasindo, 2002), p. 126

17
 26
Nutrunant aim

Figure I : The Description of Group Discussion aims

In applying the group discussion, there are many advantages that can

be reached, such as:

1) It promotes interest by giving the students a share in the

responsibility for the course and search knowledge. This compels the

students to be active learners.

2) It motivates the students by keeping the work within their

intellectual bounds and by allying it with their aptitude.

3) It enables the teachers to constantly appraise the students

understanding of the issues under discussion, as leads the class into the

higher levels of course.

4) It sharpens the students ideas and concepts by forcing the

express the in their own words. This facilities intellectual comprehension

and application of new knowledge to life-situations. Integration of

learning with experience will e brought about.

5) It permit the students to challenge statements with which they

disagree or which they misunderstand, thereby facilitating the process of

self-peer tutorial and self-understanding and developing the sense of self-

assertiveness.

6) It develops in the students the skills essential to effective group

discussion and verbal communication.

26
Ibid, p. 132

18
 The group discussion method sustains and strengthens most of the

elements essential for productive learning. The provision of feedback and

class participation heightens the students motivation, facilitates the

intellectual grasp of abstract concepts and the learning of the problem-

solving skills. The movement in group discussion sensitize the teacher to the

class reactions to the learning situation, thus making it possible for him to

pitch a level of oral expression, critical and creative thinking, and intellectual

and imaginative problem-solving ability.

There is, however, also a negative side for the group discussion

method as an instructional device.

1) It requires

knowledge and skill of group dynamics and handling in order to produce

effective, orderly discussion. This skill takes time and practice to

develop, and not every individual can become a good discussion leader

even given time and practice.

2) It depends

substantially for its success on the cultural, psychological and

experimental backgrounds of the students. The free, open-minded

interchange of ideas and opinions may not be evoked from the students

due to disadvantages ethnical origin, emotional inhibition and inadequate

life exposure.

In actual group discussion situation, any of the aforesaid drawbacks is

likely to occur in varying degrees and in varying combination; the efficacy of

19
 the group discussion method as the teaching tool will accordingly be

adversely affected

According to W. Gulo states that the steps of group discussion

method can be designed in the table as below:

Table 1
27
Group discussion steps
Syntax Teacher’s
Students’ activities Notes
(activity’s model) activities
1. Doing pre-test Determining the Determining entry Hand out the
teaching goals behavior material and
that related to
the content
2. Stating the need- Clarifying and
ed, problems and determining the
importance. teaching goals
3. Listen, ask, sug- Short explanation - giving explana- Determining
gest, and note (about the content tion about the the time limi-
and activities) content and the tation
rule in the dis-
cussion
- note the key
words
4. Enter to the Making the group Organizing the Surveying
group facilities and lead some ways in
the group arra- arranging the
nging group
(randomly, by
teacher, by
students, etc.)
5. Formulate, clari- Clarifying the Observing, help-
fy, arrange the goals ing, giving gui-
goals and the dance and dire-
series of task tion
6. Read, interview, Individual Advising, giving Students help
observe, take no- activity guidance and together
te, research, or- direction
27
Ibid, p. 133 - 134

20
 ganize the data
7. Analyze the Reporting to the idem
data, make the group
con-clusion
indivi-dually,
and pre-pare the
report
8. Sharing invent- Group discussion idem
tion, criticize,
taking a blue
print, hypoth-
esis.
9. Writing the re- Group reporting Idem
port
10. Participation, Class discussion Observing and gi- The discus-
sharing, asking, ving guidance and sion are stu-
response direction in the dents and
discussion teacher
11. Giving ques- Summary Conclusion and
tion and repose, reviewing
take blue print
12. Giving sugges- Determining the
tion next activity based
on the conclusion

Based on the previous explanation, the writer can summarize the

group discussion method forces the students’ ability to solve their problem

cooperatively. In this case, they will be divided 4-5 students each group and

one of them are chosen as a group leader who will control their groups. So

that every learner will react either in supporting or in opposition to the issue

under discussion. Each student will learn to feel free to express his opinions,

to argue with mutual respect and depend to his own stand in the high of logic

and reasonability. This method is able to achieve more than the lecturing

method objectiveness of a school general education. It develops facility in

21
 oral expression, critical, creative thinking, intellectual and imaginative

problem solving.

b. Peer Tutorial Method

Tutorial method is the terminology of teaching and learning process

by giving counseling to the student. Tutorial can be given by the teacher to

their student (peer tutorial) or other people as a guest (guest tutorial), or other

students whose class is higher (cross-age tutorial).

This teaching method was invented by Socrates. It sprang from the

character of the Greek people who loved asking question and arguing them

out. In the process of answering questions on the part of the students, was

made to realize that knowledge and truth were in the students’ own power to

find. If they care to search long enough and hard enough. It is in the

combination of these two assumptions, namely: the critical method and

positive purposes of self assertion, where the essence of tutorial method lies.

Ehli dan Larsen in Atwi Suparman says that learnt through tutorial is

more increase of material mastery, democratic and give advantages to both

tutor and tutee.28 The main points of the quotation are democratic and give

advantages to both tutor and tutee. It means that tutorial methods make the

28
Atwi Suparman, Model-Model Belajar Interaktif, (Jakarta: STIALAN, 1997), p. 205

22
 student more democratic, by giving same opportunities to other students as a

tutor in the teaching and learning process. In another word, Oemar Hamalik

says that tutorial is learning by giving counseling formed, helping, guiding,

and motivating in order the students study efficiently and effectively.29 It

means that tutorial method is a form of counseling and learning helping that

is very potential to improve the students’ achievement. Therefore, tutor gets

positive effect to the students, to make tutorial method well, a teacher/tutor

must be tried in order to give him skill for giving counseling and learning

helping.

Furthermore, Allyn and Bacon say, “Peer tutoring is a system of

instruction which in which learners help each other and learn (themselves) by

teaching.”30 Key to this definition is the word peer, as such, is not

professional instructors. Thus they need some preparation and guiding from

the teacher

By paying attention to the quotation above, a tutee before going to

present the material, he has to master the material. It means in using tutorial

programs. Studies have been done to support the claim that many students

may feel more at ease, and thus can concrete better on the subject matter,

with a peer tutor rather than a professional teacher. In other word, peer tutors

help themselves increase their own understanding of the subject matter they

tutor students in which confidence and can carry over to their desire to learn
29
Oemar Hamalik, Pendekatan Baru Strategi Belajar Mengajar Berdasarkan CBSA, (Jakarta : Sinar
Baru Algesindo, 2001), p.73
30
Allyn and Bacon, Active Learning 101 Strategies to Teach Any Subject, (Masschussetts : A Simon &
Schuster Company, 1996), p. 140.

23
 other subjects. Thus peer tutorial is mutual beneficial; both the students and

tutor stand to gain something. And, of course, peer tutorial is also beneficial

to the teachers who may not have the time to spend with each of their

students one-on-one.

In our contemporary university or collage, according to G.J. Umstattd

in Ho Kam Fai says, “ Tutorial teaching is instruction for individual or at

most for small group of students of three, with special attention to personal

interest and abilities.”31 This aim of peer tutorial is to provide challenges and

stimulation in order that the students may develop his optimal potential.

The merit of the peer tutorial method can be summarized as below:

1) It provides a means through which the students’ individualized needs,

interests, aptitude and experience will be taken into account in the

instructional process. This features of the peer tutorial method is highly

congruent with the ethics of our democratic ideology and with the

educational principles that individualization of the students are respected.

2) It permit the students to acquire a gradual, order and sequential

progression from a broad and relatively simple level to one of much

greater depth and complexity.

3) It makes possible immediate feedback, thereby promoting the

students’ motivation; and the tutor comments stimulates the students’

capacity for critical and analytical thinking.

31
G.J Umstattd inHo Kam Fai, op.cit. p. 160

24
 4) It encourages active, analytic, independent learning in the students.

This is especially in high values contribution of higher education to an

individual in the contemporary society. The constantly and rapidly

changing technology and social conditions soon make obsolescent certain

concepts that are valid a short time ago and require a dynamic,

imaginative approach to problem solving.

5) It trains oral presentation, articulation an intellectual self-defense.

6) It magnetizes the students’ imagination and teaches the students to

examine any issue from a much broader perspective.

7) It enables the students to come to grasp more quickly with abstract

concepts and complicated problem solving skills.

The source of all these advantages of the peer tutorial method stems

from the very nature of its teaching methods, i.e. the one –to-one

relationship. However it is this unique trait of the tutorial method that

concurrently gives rise to some drawbacks for these teaching devices.

1) It is an extremely expensive method in terms of money, time and effort.

One tutor cannot ideally handle more than 5 students at a time. The

quality of teaching of this instructional devices inversely relates to the

quantity of it output.

2) It may unnecessarily foster unhealthy identification of the learners with

the tutor.

3) It liable to provoke an enormous amount of anxiety in the learner, thereby

retarding the latter’s learning process.

25
 Atwi Suparman proposes that the steps of method as below:
32

Pre Activity
Tutorial scenario

wheel Activity
• questioning
• discussion
• simulation
• group work

Post Activity

The quotation indicates that in applying peer tutorial method there are

some step that must be prepared by the teacher, namely; 1) pre activity, 2)

wheel activity and 3) post activity.

1) Pre activity

As an opening, tutor introduces the topic of discussion and follows

up with the scenario of the tutorial activity.

2) While activity

a) Tutor leads the problem solving of the participant (tutee)

32
Atwi Suparman, op.cit, p. 206

26
 b) Tutor supports the solution of result of the problem solving to

stimulate problem solving process of the tutee.

c) Tutor guides response and discussion

3) Post activity

a) Tutor concludes the topic of problem discussion and the tending of

different opinion that is develop as long as tutorial process.

b) Tutor closes the tutorial activity

Based on the explanation previously, the writer concludes that peer

tutorial method is a teaching method in which one student is chosen by the

teacher to be a tutee. It is of course, in choosing the teacher takes some

consideration. Peer tutorial as a teaching method is highly favorable in

assuring the realization of widely held objectives of a collage general

education, namely: self-understanding, critical and analytical thinking,

creative self-expression, intelligent application of knowledge to life-situation,

and oral and written facility.

B. The Conceptual Framework and Hypothesis

1. The Conceptual Framework

By paying attention to the explanation above, the writer concludes that

teaching recount text by using suitable method can be increase students

achievement. Groups discussion where this method stresses on students

27
cooperative learning, all decision are made cooperatively, while in peer tutorial

method a student has been chosen as a tutee of their group. He will prepare

everything for his/her performance.

Basically, both methods are closely similar, where the students will be

divided into some groups. The differences occur in handling the teaching

learning process. Group discussion more cooperative while peer tutorial is seen

individual. So, the writer thinks that group discussion method is more effective

than peer tutorial method, because in it all students get same treatment and

opportunity both in responding and expressing their knowledge, thoughts and

ideas. By this role, the students will study how to study from another, how to

response someone opinion, how to keep the stability of the group and the trick in

taking the decision.

Thus, the writer very assumes that there is a differential effect between

group discussion and peer tutorial methods in teaching recount text to the grade

X students of SMA Negeri 4 Padangsidimpuan”.

2. Hypothesis

Hypothesis is one of important elements in a research based on the

theoretical description and conceptual framework that has been presented.

Muhammad Ali says that Hypothesis as a conclusion that become as temporary

28
 answer that is evidenced is truth”33. Similarly, Ary, Jacob and Rajaviah say that:

hypothesis can be defined as a tentative preposition as a solution to a problem or

as on explanation of same phenomenon34. It means that hypothesis is not a final

answer. So, it needs testing. An established the nature of the problem and gives

direction to the data gathering process. It will be accepted if the data findings

suitable with the hypothesis. Unless, it will be rejected if the data lose from the

hypothesis.

Furthermore, According to Borg and Gall in Suharsimi state that A

Hypothesis can be said good if completed 4 characteristics, they are: 1)

formulating of 2 or more variables, 2) followed by some reason or scientific

theory and result of invention before, 3) must be testable, 4) brief and accurate.35

Based on previous quotation, the writer concludes that hypothesis must

be testable and correctness based on empirical data and must be formulated

simple and limited. To prove is the hypothesis accepted or not, is by consultation

to the comparing hypothesis and criterion, if the fact which is got disputing to the

hypothesis. As the opposite will be accepted if the fact supported. In addition, the

hypothesis can be formulated as: 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”.

33
Muhammad Ali, Penelitian Kependidikan Prosedur dan Strategi, (Bandung:Angkasa, 1982), p. 49.
34
Ary, Jacob and Rajaviah, Principal of Instrumention Design ,(New York : Hol Rinechart and Winston,
1974), p.230.
35
Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: Rineka Cipta, 2007), p. 44.

29
 CHAPTER III

METODOLOGY OF THE RESEARCH

A. Location and the Time of the Research

In order to get a clear description about where the researcher takes place for

his research, it’s necessary to mention the location and the time of the research as

detail as possible. The researcher chosen SMA Negeri 4 Padangsidimpuan as the

location for his research. It is located on Jl. Stn Soripada Mulia, Sadabuan,

Padangsidimpuan. The writer chosen SMA Negeri 4 Padangsidimpuan as the

location of the research due to consideration that this school has a large number of

students so the writer thinks that he can take the valid data.

The researcher conducts this research in the available time as other

researchers in STKIP “Tapanuli Selatan”. He conducted about three months from

January to March 2010. He took the time due to the recount text that was taught by

the teacher about this month.

B. Method of the Research

30
 The method of this research is the experimental method. Suharsimi Arikunto

says that experimental method is the way to find out the cause-effect relationship

between two factors and it is happened by researcher by eliminating or unless or

avoiding others factor that can be influenced.36 Similarly, Sumadi Suryabrata stated

that the aim of true-experimental research is to research the possibility of causal

relationship by treating one or more experimental group, one or more treatment

condition and compare the result to one or more control group that is not done

treatment activity condition.37 Deeply, L.R. gay and Peter Airasian say,

“The major difference between causal-comparative and experimental

research is that in the experiment the researcher controls the
alleged independent variable. In fact, the experiment is the
qualitative approach that provides the greatest degree of control
over the research procedures. The experimental researcher controls
the selection of the participants for the study and divides the
selected participants into two or more groups having similar
characteristic at the start of the experiment. The researcher then
applies different programs or treatments to the groups. The
researcher also controls condition in the research setting, such as
when the treatments are applied, by whom, and for how long.
Finally, the researcher selects a test or measurements to determine
the effects of the treatments of the group.”38

The quotations above indicate that the purpose of the experimental research

is to compare between two or more groups after experimental research is an attempt

by the research to maintain control over factor, that many effects the result of one

experiment by doing this the researcher attempts to determines of predicate what

may occur. In this case, the research is aimed to compare two conditions, in this

36
Ibid. p. 3
37
Sumadi Suryabrata, Metodologi Penilitian, (Jakarta: Raja Grafindo Persada, 2005), p. 88.
38
L.R. Gay and Peter Airasian, Educational Research competencies for Analysis and Application, (New
Jersey: Prentice-Hall,Inc., 2000), p. 15.

31
 case, to compare two teaching methods, they are groups discussion and peer tutorial

methods.

To make this research effective, it needs to make the research design.

Research design means a blue print of the procedure which enables the research to

test the hypothesis by reaching the valid data conclusion about differential effect

between both variable (independent and dependent variables)

It means that, in this research, the writer taught recount text to the

experimental group and to the control group because he wanted to prove with

experimental method which one is better. Teaching recount text to the experimental

group was group discussion method and control group was peer tutorial method.

According to Suharsimi Arikunto, the research can be designed as follow:

39
E 01 X 02

K `03 X 04

Where :

E : Experimental group

K : Control group

01 : Pre-test experimental group

02 : Post-test experimental group

03 : Pre-test control group

04 : Post-test control group

39
Ibid., p. 89

32
 From that pattern, it is very clear the differential between experimental

group and control group with the steps, post-test experimental group less by pre-

test experimental group or ((02 – 01) and compare with the post-test control group

less pre-test control group (04 – 03), because that they have the same ability.

C. The Population and The Sample

1. The Population

The writer choosen the grade X students of SMA Negeri 4

Padangsidimpuan as the population of this research. They consists of 214

students which are divided into 5 classes, they are: X 1, X 2, X 3, X 4, and X5.

Population is all subjects that are observed. As Sharsimi Arikunto states that

Population is all of subjects research.40 It means that all of subjects in the

researching area become population of the research.

L.R. Gay and Peter Airasian say, “The population is the group of interest

to the researcher, the group to which she or he would like the results of the study

to be generalizable.”41 Generalizability is the extent to which the results of one

study can be applied to other populations or situations. The population may be

virtually any size and may cover almost any geographical area. The entire groups

the researcher would really like to generalize are rarely available. The population

40
Ibid. P, 130.
41
L.R. Gay and Peter Airasian, Op.cit, p. 122.

33
 that the researcher would ideally like to generalize to is referred to as the target

of population.

The quotation means that all grade tenth students of SMA Negeri 4

Padangsidimpuan are the population of this research. In order to be clear and

brief can be seen on the table:

Table 2
The Population of the Grade X Students of SMA Negeri 4
Padangsidimpuan in 2009/2010 Academic Year

No. Class Male Female Total

1. X1 19 26 45

2. X2 11 33 44

3. X3 17 29 46

4. X4 24 16 40

5. X5 22 17 39
SUM/TOTAL 214

2. The Sample

The samples of this research are grade X1 which consisted of 45 students

and grade X2 which consisted of 44 students. So the totals of samples are 89

students. Sample is a subgroup taken from a population, and it is according to

Arikunto’s opinion: Sample is a part of or presenting of population.42 In another

42
Ibid, p.131

34
 word sample is part or piece of the population. Moreover, Sudjana notes that

cluster sampling is used when the population is big enough, so it needs to be

classified into classes, or groups. Therefore, in this sample the analysis is not for

individual analysis but the groups or classes consist of several individual.43

In other ophidians L.R. Gay and Peter Airasian say,

“ Sampling is the process of selecting a number of individuals for a

study in such way that the represent the larger group from which
they were selected. A sample comprises the individuals, items, or
events selected from a larger group referred to as a population. The
purpose of sampling is to gained information about the population
by using the sample.”44

Studying gather data from entire population, in fact, not only is it

generally not feasible to study the whole population, it is also not necessary. If

the population of the interest is large or geographically scattered, study of it

would not feasible or would be prohibitively costly and time consuming. If a

sample is well-selected, research result based on it will be generalizable to the

population. The degree to which sample represents the population is the degree

to which results for one are applicable to the other.

In addition Suharsimi pointed out, “Apabila sabjek kurang dari 100

orang, lebih baik diambil semua sehingga penelitiannya merupakan penelitian

popualsi. Tetapi jika jumlah sabjeknya beasr, dapat diambil antar 10-15% atau

20-25% atau lebih.”45 This statement points out that sample is a procedure which

only take a part of the population and it is used to secure the characteristic of the

population which is demanded by the researcher.

43
Nana Sudjana, Penelitian dan Penilaian Pendidikan, (Bandung: Sinar Baru Algesindo, 2001), p. 92
44
L.R. Gay and Peter Airasian, op.cit, p. 121.
45
Suharsimi Arikunto, Op.cit, p. 134.

35
 From the quotation, the writer concludes that cluster technique is suitable

in this research, because the population is homogenous. It means that the sample

was taken from the population by cluster sampling.

D. The Instrument of the Research

The instrument of this research was a test. A research must have a good

instrument because a good instrument can guarantee the valid data. Suharsismi

Arikunto says that instrument of the research is a tool or facility which is used by the

researcher in collecting the data in order to get the easier process and the better

result, in brief definition, complete and systematic so it will be easier to be

analyzed.46

Based on definition previously, in doing the research must use a tool. Tool

means here can object or facility and it is function to collect the data at the field. In

this research, the instrument is the collection of many questions. In making the

instrument, of course, it is based on the variables. In this case, teaching methods by

using groups discussion and peer tutorial as independent variable (X variable) and

teaching recount text as dependent variable (Y variable).

Collecting data is needed in this research, as the first step, the writer specifies

the operation of all definition. It means to give the scope of the both variables of the

research. So that is easier to measure. According L.R. Gay and Peter Airasian there

are three major ways to collect research data: 1) administer a standardized

46
Suahrsimi Arikunto, Op.cit, p. 148

36
 instrument, 2) administer a self-developed instrument, and 3) record naturally

occurring or already available data (such as observing or using existing grade point

averages).47

Understanding recount text is the ability of the students in understanding

the text which retell the series of someone activity which is purpose to amuse or

entertain. The most important things in understanding recount text are: knowing the

social function, the generic structure, and lexycogrammatical features of the text.

By knowing both of indicators of variables, those indicators can be

measured by using items. There are 20 item tests for the students’ mastery in recount

text.

From the indicator above, the writer gives the recount text to the students. In

order to be clear and brief it can be seen on the table below:

Table 3
Indicator of Recount Text Mastery

No. Indicator Items Scores Number of test

1 Social function 3 15 1, 2, 12

2 Generic structure 4 20 3, 4, 6, 7,
3 Significant lexycogrammatical
features
• Focus on individual 2 10 9, 10,
participant
• Simple past tense, material
process and circumstance 11 55 5, 8, 11, 13, 14, 15,
47
L.R. Gay ands Peter Airasian, Op.cit, p. 152.

37
 time and place 16, 17, 18, 19, 20
Total 20 100 20

E. The Technique for Collecting Data

The technique of collecting data, the writer used some steps in collecting the

students in the classroom, giving the test items to the students, reading the

instruction and explaining how to do the test and avoid cheating and the writer

looked at the students while they were doing the test. Collecting the data in this

research is done by giving written test about the variable.

F. Treatment Activities

Table 4
Teaching Recount Text Mastery
by Using Groups Discussion and Peer Tutorial Method
X1 X2
Meeting Topic
Group discussion Peer tutorial
Why do you wave to them
1 √ √
An artist and a farmer
2 √ √
Telling experience
3 √ √

The experimental and control groups are taught by using same material

chosen. The recount text materials are given by three meetings.

G. The Technique of Data Analysis

38
 For data analysis, the writer used statistic processes. They are descriptive

analysis and inferential analysis. Descriptive analysis is used to describe, or

summarize the data.. for this step the writer started by preparing instrument, testing

the validity of the instrument and giving the value (data). The criteria of evaluation

can be seen on the table:

Table 5
The Criteria of the Scores

No. Item s Criteria

1 80 – 100 Very Good

2 70 – 79 Good

3 60 – 69 Fair

4 0 - 59 fail

While in experimental analysis is by using the statistical to test the

hypothesis. It means that all the data that had been collected were analyzed by using

statistic. Actually, in this research the writer used by Hadi’s opinion by using T-test

formula in his book, the formula can be seen as follow:

Mx −My
t 48
SDb M

Where :

t = The result of calculation data

Mx = Mean or the value average of the variable X
My = Mean or the value average of the variable Y

48
Sutrisno Hadi, Statistik, (Yogyakarta: Fakultas Psikologi UGM, 1987), p. 237

39
 SDbM = The standard error of the difference between the mean of variable X
and variable Y

CHAPTER IV
THE RESULT OF RESEARCH

A. Description of the Data

After the data were collected, the score of the two teaching methods were

calculated by applying statistical analysis which can be illustrated into description of

data. In order to describe the extent of the students dealing with group discussion and

peer tutorial methods.

1. Mastering Recount Text by Using Group Discussion Method

After collecting the data, it was found that the lowest score of students

after conducting the group discussion method is 45 and the highest score is 95. It

is concluded in order to know the description of the data, from the calculation. It

is found that the average or mean is 75, the median is 75 and the mode is 80.

From the calculation, it is known that the mean of using group discussion method

in teaching recount text at the grade X students of SMA Negeri 4

Padangsidimpuan is categorize “good”. It means the teaching recount text by

using group discussion method has satisfied.

From the above calculation, the position of the mean for the teaching

recount text by using group discussion method can be draw as follow :

40
 75

0 50 100

Figure 2 : The position of mean score of teaching recount text by using group
discussion method to the grade X students of SMA Negeri 4
Padangsidimpuan

The following table shows the data distribution for the students in

mastering recount text by using group discussion method.

Table 6
The Distribution Frequency in Mastering Recount Text by
Using Group Discussion Method in SMA Negeri 4 Padangsidimpuan
Class Interval Frequency Cumulative Relative
Frequency Frequency
86 – 95 4 4 8%
76 – 85 5 9 20 %
66 – 75 10 19 40 %
56 - 65 4 23 16%
45 -55 2 25 8%
25 - 100 %

Based on the frequency distribution above, the writer has found that the

students who get the score 86-95, they are 4 students or 16%, while the students

who get the score 76-85, they are 5 students or 20%, the score 66-75 are 10

students or 40%, the score 56-65 are 4 students or 16% and the score of 45-55

are 2 students of 8%.

41
 In order to get a description clearly and complete, the writer presents

them in histogram from the figure follow:

Frequency

10

8+

1
X
45.5 55.5 65.5 75.5 85.5 100

Figure 3 : Histogram frequency of teaching recount text by using group

discussion method at the grade X students of SMA Negeri 4
Padangsidimpuan

2. Mastering Recount Text by Using Peer Tutorial Method

The lowest distribution score of students after conducting the peer tutorial

method is 45 and the highest score is 90. It is concluded in order to know the

description of the data, from the calculation. It is found that the average or mean

is 68, the median is 67.5 and the mode is 70. From the calculation, it is know that

42
the mean of using peer tutorial method in teaching recount text at the grade X

students of SMA Negeri 4 Padangsidimpuan is categorized “enough”. It means

the teaching recount text by using peer tutorial method has satisfied.

From the above calculation, the position of the mean for the teaching

recount text with peer tutorial method can be draw as follow:

68

0 50 100

Figure 4 : The position of mean score of teaching recount text by using peer
tutorial method the grade X students of SMA Negeri 4
Padangsidimpuan

The following table shows the data distribution for the students in

mastering recount text by using peer tutorial method.

Table 7
The Distribution Frequency in Mastering Recount Text by
Using Peer tutorial Method in SMA Negeri 4 Padangsidimpuan
Class Interval Frequency Cumulative Relative
Frequency Frequency
86 – 95 2 2 8%
76 – 85 4 6 16%
66 – 75 9 15 36%
56 - 65 6 21 24%
45 -55 4 25 16%
25 - 100 %

Based on the frequency distribution above, the writer has found that

students who get the score 86 - 95, they are 2 students or 16%, while the students

who get the score 76 - 85, they are 4 students or 16%, the score 66 - 75 are 9

43
 students or 36%, the score 56 - 65 are 6 students or 24% and the score of 45 - 55

are 4 students of 16%.

In order to get a description clearly and complete, the writer presents

them in histogram from the figure below:

Frequency

10

1
Y
45.5 5.5 65.5 75.5 85.5 100

Figure 5 : Histogram frequency of teaching recount text by using peer tutorial

method to the grade X students of SMA Negeri 4 Padangsidimpuan

B. The Hypothesis Testing

Based on the explanation before, it can be found that the students’

achievement in mastering recount text by using group discussion method is better

than by using peer tutorial method or there is a significant differential result between

the use group discussion method and peer tutorial method.

44
 To investigate the explanations, test of the hypothesis should be

administrated whether it is accepted or rejected. The alternative hypothesis can be

calculation table (tt) is lower than the calculation score (t0). In order to get the

calculation score (t0), the writer used the formula of “t” test with statistical analysis

as follows :

1. The calculation of the data teaching recount text by using group

discussion method to the grade X students of SMA Negeri 4 Padangsidimpuan.

a. Mean or variable 1 or Mx

Mx = ∑X =
1875
= 75
N 25

b. Median or variable 1 or Mex

Xn Xn
+ +1
Mex = 2 2
2

X 25 X 25
+ +1
= 2 2
2

X 12 .5 + X 13
=
2

85 + 65
=
2

= 75

c. Mode = 80

d. Standard deviation of variable 1 or variable X

45
 SDx = ∑X =
1875
= 75
N 25

= 8.66

e. Standard error of variable 1 or variable X

SD X 8.66 8.66
SEMX = = =
N −1 24 4.8

= 1.80

2. The calculation of the data teaching recount text by using peer tutorial

method to the grade X students of SMA Negeri 4 Padangsidimpuan.

a. Mean of variable 2 or My

My = ∑Y =
1700
= 68
N 25

b. Median or variable 1 or Mey

Yn Yn
+ +1
Mey = 2 2
2

Y25 Y25
+ +1
= 2 2
2

Y12 .5 +Y13
=
2

70 + 65
=
2

= 67.5

c. Mode = 70

46
 d. Standard deviation of variable 1 or variable Y

SDy = ∑Y =
1700
= 68
N 25

= 8.24

e. Standard error of variable 1 or variable Y

SD y 8.24 8.24
SEMY = = =
N −1 24 4.8

= 1.71

3. The calculation between the mean of variable X and Y, and calculation to

get the score of t0 at the grade XI students of SMA Negeri 4 Padangsidimpuan.

a. Standard error differences variables X1 and mean variable Y1 by

formula as follow :

SEM1-M2 = ( SE M 1 ) 2 + ( SE M 2 ) 2

= (1.80 )2 +(1.71 )2

= 3.24 +2.92

= 6.16

= 2.4

b. The value of t0 applying the formula as follow :

M1 − M 2
(t0) =
SE M 1−M 2

75 − 68
=
2.48

47
 7
=
2.48

= 2.82

Based on the above calculation, the writer has found that the coefficient of t 0

2.82. It is compared with the score of tt on degree of freedom (df) 48 or (N1 + N2 - 2)

= 25 + 25 -2 = 48. So, the score of tt 2.01 of 5% significant degree. It means that the

score of to is greater than the score of tt namely = 2.82 > 2.0. From the score, the

hypothesis is accepted. There is an effect between using group discussion and peer

tutorial methods in teaching recount text at the grade X of SMA Negeri 4

Padangsidimpuan.

C. The Limitation of the Research

As it is the first time for the writer to conduct a research, the writer realizes

that there are some mistakes and weaknesses that can be seen in this research. These

weaknesses are caused by lacking of the references books, fund, and the ability of

the writer in analyzing the data, writer’s time, also the writer’s knowledge. For those

mentions above, the writer realizes and asking apologies.

In spite of those weaknesses, however, the writer can make it as the first

experience to do further research. Hopefully, this research might be as a reference

for other researches in carrying out other research

48
 CHAPTER V

THE CONCLUSIONS AND THE SUGGESTIONS

A. Conclusions

Based on the result of this research, the conclusion can be formulated as follows:

1. The result of the data description shows that the mean

scores of students in teaching recount text by using group discussion is 75, it can

be said that the criteria is good.

2. The result of the data description shows that the mean

score of teaching recount text by using group discussion is 67.5, it can be said

that the criteria is enough.

3. There is a differential effect between group discussion and

peer tutorial in teaching recount text. It can be seen from the calculation and

explanation that value of t0 namely, 2.82 > 2.0. So, there is an effect between

using group discussion and peer tutorial methods in teaching recount text at the

grade X of SMA Negeri 4 Padangsidimpuan.

B. Implication of the Result Research

Based on the previous conclusion, it can be said that the students’ weakness in

mastering recount is determined by their simple past tense mastery. While simple

past tense is main point in constructing recount text here, the writer proposes one

solution for this problem that is applying group discussion method.

49
 By applying the group discussion method through manipulating the kinds of

strategy, such as master the subject when the group discussion process will be able to

get the information, the knowledge in order to sharing the good answer among the

group discussion number.

In addition, while applying group discussion the teacher should stimulate the

students through:

1. The teachers should give more exercise for the students.

2. The teachers should give specific teaching about recount
text.
3. Use some media such as tape recorder, cassettes, picture
and so on
4. In learning and teaching process, the teacher is expected to
provide the complete and relevant book.

C. Suggestions

1. The teacher must give stimulation or support for students who get

difficulties to make concluding, to praise students who active in peer tutorial

method process.

2. Teaching recount text by using group discussion method will be better if

the students effective in getting the trainees to think constructively while

increasing with the rest of the group.

3. Further, research applies the result of this study as ground to make other

research, to improvement of teaching English.

50
51