THE EFFECTIVENESS OF DIARIES ON STUDENTS ...

THE EFFECTIVENESS OF DIARIES ON STUDENTS’ WRITINGABILITY OF RECOUNT TEXT

(A Quasi-experimental Study at the Eighth Grade Students of Mts DarulMa’arif in Academic Year 2016/2017)

“SKRIPSI”

Presented to the Faculty of Educational Sciencesas Partial Fulfillment of the Requirements

for the Degree of S.Pd. (S-1) in English Education

By :

Farras Labieb Ahmad1111014000039

DEPARTMENT OF ENGLISH EDUCATIONTHE FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITYJAKARTA

2016

ENDORSEUENT SHEET

The examination committee of Faculty of Educational Sciences certifies that the "Skripsi"

scientific paper entitled ooThe Effectiveness of Diaries on Students' Writing Ability of

Recount Text (A Quusi-Experimental Study at the Eighth Grade Students of MTs Darul

Mu'arif in Acudemic Yeur 2016/2017)" written by Farras Labieb Ahmad, students'

registration number: 1111014000039, was examined by committee on l1 October,2016, and

was declared to have passed and fulfilled one of the requirements for the degree of S.Pd. (S-

1) in English Education.

J akarta, 1 7 Oktober 201 6

EXAMINATION COMMITTEE

Chairman

Secretary

Examiner I

Examiner II

Dr. AIek. M.Pd.

NrP. 19690912 200901 1 008

Zaharil Anasy" M.Hum.

NrP. 19761007 200710 t 002

Dr. Ratna Sari Dewi. M.Pd.

NIP. 19720501 199903 2 013

Drs. Nasifuddin Dialil. M.Ae.

NIP. 19s60560 199003 I 002

4.,?(.:.................)

f Faculty of

....)(.

i

ABSTRACT

Farras Labieb Ahmad. The Effectiveness of Diaries on Students’ WritingAbility of Recount Text (A Quasi-Experiment Study at the Eighth GradeStudents of MTs Darul Maarif in Academic Year 2016-2017). Skripsi of EnglishEducation at the Faculty of Educational Sciences of Syarif Hidayatullah StateIslamic University Jakarta, 2016.

This study aimed at finding empirical evidence that students’ writingability in recount text at the eighth grade (VIII) of MTs Darul Ma’arif can beenhanced. The total population is 118 students.

The method used of the research was experimental. The researcher chosethe method because he needed to know the effectiveness of using diary writing instudent’s writing achievement. The approach used was quantitative. It means themethod and instrument involved numerical measurement and then statisticalquantification.

The data showed that the mean score of pre-test in experimental class was72, while the mean score of pre-test in control group class was 75. Meanwhile, themean score of post-test in experimental class was 80.73, and the mean score ofpost-test in control group class was 78.4. The statistical analysis showed that theminimum gained score of experimental class was -2 and the minimum gainedscore of control group class was -4. While, the highest gained score ofexperimental class was 17 and control group class was 14. The average gainedscore of experimental class was 8.73, and for control group class were 3.23. It canbe concluded that the ability of student in experimental class on writing recounttext that were given by the treatment through writing diary were enhance moreeffectively than the control group class.

Key Words: Diary, Writing, Recount text

ii

ABSTRAK

Farras Labieb Ahmad. The Effectiveness of Diaries on Students’ WritingAbility of Recount Text (A Quasi-Experiment Study at the Eighth GradeStudents of MTs Darul Maarif in Academic Year 2016-2017). Skripsi, PendidikanBahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam NegeriSyarif Hidayatullah Jakarta, 2016.

Penelitian ini Bertujuan untuk menemukan bukti secara empiris bahwakemampuan siswa kelas VIII di MTs Darul Maarif dalam menulis recount teksbisa meningkat. Total Populasi yang terlibat sebanyak 118 siswa.

Metode yang digunakan dalam penelitian ini adalah eksperimen. Penulismemilih metode tersebut karena ia ingin mengetahui keefektifan media menulisdiari dalam peningkatan kemampuan menulis siswa. Pendekatan yang dilakukanadalah pendekatan kuantitatif. Dalam artian, metode dan instrument yangdilibatkan berupa perhitungan angka dan kuantifikasi statistik.

Data menunjukan bahwa hasil rata-rata dari nilai pre-test kelasexperimental adalah 72, sedangkan kelas control 72. Rata-rata hasil nilai post-testkelas experimen adalah 80,73, dan rata-rata hasil post-test dari kelas controladalah 78,4. Selain itu, dari hasil statistic analisis menunjukan bahwa hasilminimum perolehan nilai dari kelas experimental adalah -2 dan kelas control -4.Sedangkan, hasil maksimum perolehan nilai dari kelas experimental adalah 17 dankelas control 14. Rata-rata perolehan nilai dari kelas experimental adalah 8,73,dan kelas control adalah 3,23. Dengan demikian, dapat disimpulkan bahwakemampuan siswa dari kelas experimental dalam menulis recount teks yang telahdiberikan serangkaian treatment pembelajaran melalui diari telah meningkatsecara efektif dari pada kelas control.

Kata Kunci: Diari, Menulis, Recount teks

iii

ACKNOWLEDGMENTS

In the name of Allah, the Beneficent and the Merciful

All praised be to Allah, Lord of the worlds, who has given him love and

blessing to finish his last assignment in his study, “Skripsi”. Peace and salutation

be upon to the prophet Muhammad, his family, his companion and his adherence.

It is a pleasure to acknowledge the help and contributions to all of lecturers,

institutions, family and friends who have contributed in the different ways hence

this “Skripsi” is processed until it becomes a complete writing which will be

presented to the Faculty of Educational Sciences in partial fulfillment of the

requirements for the degree of S.Pd. in English Language Education.

The first, he would like to give thanks to his advisors Dr. Fahriany, M.Pd

and Yenny Rahmawati, M.Ed. who have given their precious helps, guidance and

advices patiently during the completion and the development of the study. The

second, his greatest gratitude and honor is to Dr. Alek, M.Pd. as his academic

advisor who always gives support and advice during his study.

He also realize that he would never able to finish this “Skripsi” without the

help and support from the other people. Therefore, he would like to give his

gratitude and appreciations to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational

Sciences Islamic State University Syarif Hidayatullah Jakarta.

2. Dr. Alek, M.Pd., as the Head of Department of English Education

3. Zaharil Anasy, M.Hum., as the Secretary of Department of English

Education

4. All lecturers of Department of English Education who always give

motivation and valuable knowledge during his study.

5. Dr. Alek, M.Pd., as the Advisor of Class A in academic year 2011/2012.

6. Hj. Sri Komariyati, S.Ag., as the headmaster of MTs Darul Ma’arif.

7. Dra, Hj. Hasidah, as the English teacher of Mts Darul Ma’arif.

8. His father, A. Samsul Hadi (Alm) his mother, Chamidah, his brother and

cute lovely sister, M. Labieb Ahmad Ash-Shiddiqy and Mutiara Labiebatul

iv

Hana’, Grand Father, Grand Mother and all his family who always support

him.

9. His best friends Fahmi Fauzji, Wildan Ahdiyat, Tias Sil Romansyah,

Muhammad Fadly, Fuad Hasan, especially Inten Mujizat, Wiyudo Serena,

Muhammad Kahfianan, Hasrul Hutagaol, Achmad Badrun, Agung

Prasetya, Ahmad Fahri Ramadhan, Bagas Febriansyah, Imam Achmad D,

Dzawin Nur I, Irfan Mujahid, M Adna, Putra Kharisma D I, Rizky Anthony,

Ikromul K H, and the others.

10. The eighth grade students of Mts. Darul Ma’arif in Academic Year

2016/2017, as the participant of this research.

11. All friends from Class A 2011 who always support him.

The words are not enough to say any appreciation for their help and

contribution in this “Skripsi”. May Allah, the Almighty bless them all. Moreover,

the writer also realizes that this “Skripsi” is far from perfect. It is a pleasure for him

to get critiques and suggestion to make this “Skripsi” better.

Jakarta, 10 October 2016

The Writer

Farras Labieb Ahmad

v

Table of ContentsABSTRACT ........................................................................................................... i

ABSTRAK ............................................................................................................ ii

ACKNOWLEDGEMENTS ............................................................................... iii

TABLE OF CONTENT....................................................................................... v

LIST OF TABLES AND FIGURES................................................................ viii

LIST OF APPENDICES .................................................................................... ix

CHAPTER I : INTRODUCTION ...................................................................... 1

A. Background of the study .................................................................................. 1

B. Identification of the Problem ........................................................................... 3

C. Limitation of the Problem................................................................................ 3

D. Formulation of the Problem ............................................................................. 3

E. The Objective of the Study .............................................................................. 3

F. Significance of the Study ................................................................................. 3

CHAPTER II : THEORETICAL FRAMEWORK .......................................... 5

A. Writing ............................................................................................................ 5

1. Definition of writing .................................................................................. 5

2. Process of Writing...................................................................................... 6

3. Types of Writing ........................................................................................ 7

4. Requirements of Good Writing.................................................................. 8

5. Genre of Writing ........................................................................................ 9

6. The Tasks of Teacher in Teaching Writing ............................................. 10

7. Assessing Writing .................................................................................... 10

8. Teaching Writing in Senior High School................................................. 11

B. Genre of Text ................................................................................................. 12

1. Definition of Genre .................................................................................. 12

2. Genres of Text.......................................................................................... 12

vi

C. Recount Text .................................................................................................. 14

1. Definition of Recount Text ...................................................................... 14

2. Generic Structures of Recount Text......................................................... 15

3. Linguistic Features of Recount Text........................................................ 15

4. Example of Recount Text ...............................................................................15

D. Diary .............................................................................................................. 16

1. Definition of Diary................................................................................... 16

2. The Example of Diary.............................................................................. 17

3. Advantages of Diary ................................................................................ 18

4. Diary to Enhance Recount Text ............................................................... 19

E. Previous Study ............................................................................................... 19

F. Thinking Framework ..................................................................................... 22

CHAPTER III : RESEARCH METHODOLOGY......................................... 23

A. Time and Place of the Research..................................................................... 23

B. The Research Design ..................................................................................... 23

C. Population and Sample .................................................................................. 23

D. The Research Instrument ............................................................................... 24

E. The Technique of Data Collection................................................................ 25

F. The Technique of Data Analysis.................................................................... 28

G. The Statistical Hypothesis.............................................................................. 31

CHAPTER IV : RESEARCH FINDINGS ...................................................... 33

A. Data Description ............................................................................................ 33

1. Pre-test Score ....................................................................................................33

2. Post-test Score ..................................................................................................35

3. Gained Score ....................................................................................................36

4. Data Analysis ...................................................................................................38

5. The Hypothesis Testing...................................................................................43

B. Interpretation.................................................................................................. 43

vii

CHAPTER V : CONCLUSION AND SUGGESTION................................... 45

A. Conclusion ..................................................................................................... 45

B. Suggestion ..................................................................................................... 45

REFERENCES................................................................................................... 47

APPENDICES .................................................................................................... 49

viii

LIST OF TABLES AND FIGURES

Table 3.1 Scale for Accessing the Students’ Writing Test................................25

Table 4.1 The Students’ Score of Pre-Test of Experimental Class (VIII A)

and Controlled Class (VIII B)...........................................................33

Table 4.2 The Students’ Score of Post-Test of Experimental Class (VIII A)

and Controlled Class (VIII B)...........................................................35

Table 4.3 The Students’ Gained Scores Comparison between Pre-Test and

Post-Test in Experimental Class (VIII A) and Controlled Class

(VIII B) ............................................................................................36

Table 4.4 Statistical Calculation of Gained Score Both the Experimental and

Controlled Group Class.....................................................................38

Chart 4.1 Histogram of Students’ Score of Pre-test of Experimental and

Controlled Group ..............................................................................34

Chart 4.2 Histogram of Students’ Score of Post-test of Experimental and

Controlled Group ..............................................................................36

Chart 4.3 Histogram of Gained Score both Experimental and Controlled

Group ................................................................................................38

ix

LIST OF APPENDICES

Appendix 1 Silabus Pembelajaran .....................................................................49

Appendix 2 Lesson Plan for Experimental Class ..............................................50

Appendix 3 Lesson Plan for Controlled Class...................................................67

Appendix 4 Sample of Students’ Pre-test in Writing Recount

Text (Experimental Class) .............................................................84

Appendix 5 Sample of Students’ Pre-test in Writing Recount Text

(Control Class) ..............................................................................87

Appendix 6 Sample of Students’ Post-test in Writing Recount

Text (Experimental Class) .............................................................90

Appendix 7 Sample of Students’ Post-test in Writing Recount Text

(Control Class) ..............................................................................93

Appendix 11 Photograph During the Quasi-experimental Research

Activities ........................................................................................96

Appendix 12 Surat Keterangan telah Melaksanakan Penelitian..........................97

Appendix 13 Surat Bimbingan Skripsi ................................................................98

Appendix 14 Reference Examination Paper......................................................100

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Nowadays, the use of diary writing in teaching writing recount text is still

infrequent. In fact, many teachers consider that teaching recount text is enough

only through the use of textbook. Besides, teacher usually uses same techniques in

teaching writing for all genres, whereas each genre has different structure and

characteristic. Techniques that are relatively same in teaching writing can be

difficult for students to achieve learning target, especially in writing genre. It also

makes the students feel bored.

It often can be seen that many teachers use the same technique in teaching

recount and narrative text because they consider both genres almost have the same

characteristics, whereas they are different in generic structure. If the teacher does

not apply a suitable technique to teach those genres, the students will be confused

to distinguish the genres. Then, it can be difficult for them to practice writing

well.

The object of the research is the eighth grade students of Mts Darul

Ma’arif. The regulation of the Ministry of National Education, Republic of

Indonesia, proclaimed that the goal of English teaching writing in junior high

school, particularly for the eighth grade is to provide the students with knowledge

and skills to make them able to Express the meaning of simple short functional

text in form of descriptive and recount text to interact in daily context.1

Based on observation at the eighth grade students of Mts Darul Ma’arif,

there were some problems in comprehending writing recount text. They were still

confused how to write recount text structurally.

The teachers also still used the ineffective method of teaching writing

recount text. Some teachers try to avoid writing instruction entirely, look for the

1 Bambang Sudibyo, Peraturan Menteri Pendidikan Nasional Republik Indonesia;Standar Kompetensi Lulusan Untuk Satuan Pendidikan Dasar dan Menengah (Indonesia:KementerianPendidikan Nasional Republik Indonesia, 2006), pp.360

2

way to make the teaching writing process faster. While, the effective teaching of

writing takes time for practice, share writing, complete pieces of writing, and to

respond and evaluate all of students’ writing.2

So, in order to solve those problems in teaching and learning recount text

at eighth grade of Mts Darul Ma’arif, the writer suggested that the teachers surely

should have creative activity. Here, the writer believes that diary could be an

alternative way as a learning media that would make students enjoy and help

themwrite easier.

Diary is considered as one of suitable media that can be applied in

teaching recount text because it has the same characteristics as recount text.

Writing recount text and writing diary are similar in their generic structures,

retelling past events, and using past tense in making a story.

The writer thinks that writing diaries has benefits of reflecting upon

learning, and the opportunities for freedom of expression.3By writing diary, they

can write and express their feeling, idea, and experience into written form without

any pressure.

Also, diary writing is recommended as a medium in teaching writing

recount text because it is assumed that writing diary becomes a part of people’s

life. It is usually done everyday that makes students more familiar in writing a

story. Students usually write down on a paper when they experienced an unusual

event, such as a funny, happy, or sad story.

For the reason above, the writer wants to prove that through writing

diaries, students’ writing ability in recount text will be enhanced. So, the writer

interested in conducting a research entitled: The Effectiveness of Diaries on

Students’ Writing Ability of Recount Text- A Quasi-Experimental Study at the

Eighth Grade Students of Mts Darul Ma’arif in Academic Year 2016/2017.

2Dawn Latta Kirby and Darren Crovitz, Inside Out Strategies of Teaching Writing,(United States of America: Heinemann, 2013), 4th Edition, p.9

3J. Harmer, How to Teach Writing (England: Pearson Eduation, 2004), p.126

3

B. Identification of the Problem

Based on the information presented above, the writer identifies the

problems, they are:

1. The eighth grade students of Mts Darul Maarif are still confused how to write

recount text structurally.

2. The teachers also still used the ineffective method of teaching writing recount

text.

C. Limitation of the Problem

From the problem identification above, this study will commonly focus on

the effectiveness of diaries on students’ writing ability of recount text at the eighth

grade of Mts Darul Ma’arif.

D. Formulation of the Problem

The formulation of the problem is as follow: “Are writing diaries effective

towards students’ writing ability of recount text at the eighth grade of Mts Darul

Ma’arif?

E. The Objective of the Study

The objective of the study is to find empirical evidence whether the

students’ writing ability of recount text at at the eighth grade of Mts Darul Ma’arif

can be enhanced by using diary or not.

F. Significance of the Study

This study is expected having some significances not only for the writer

herself, but also for three groups of people such English teacher, students, and

other researchers.

1. For teachers

It will give contribution to English teacher that teaching recount text through the

use of diaries is more interesting. The technique may improve the students’ skill

in writing recount text.

4

2. For students

It helps the students to write recount text by writing diaries, because diary is

interesting and has more topics to share.

3. For other researchers

It will get new knowledge and experience in teaching recount text using diaries,

beside fulfill of the requirement for the degree of Bachelor of Education.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. Definition of Writing

Writing is one of the English skills (listening, speaking, reading, and

writing) has always been part of the syllabus in teaching of English. Writing can

be produced in many forms.1 The Ability of writing effectively is becoming

increasingly important in our global community.2 Zemach said that writing is an

important element of daily life communication, especially in secondary school

and university. However, writing is one difficult skill to be mastered for the first

language and the second language both. It challenges students to find ideas in

their writing. Each student has different style to organize their academic writing

based on their culture.3

Moreover, Writing is a uniquely individual undertaking, and the same

individual may use different methods to express their thoughts. Writing is one

activity that has come from a long way. It has evolved from a something out of

our mind, traditional method with an emphasis on writing conventions, maturing

into a process that is able to accommodate a writer’s need to plan, brainstorming,

seeking feedback, and revising their work.4

The writer thinks that writing is such as cycling or walking that seems like

a habit. In addition, any habit is supposed to be accomplished through repeating

practice on the part of the process. It means that the writing skill can be mastered

by repeating action and practicing continually.

1 J. Harmer, How to Teach Writing (England: Pearson Eduation, 2004), p.42 Sara Cushing Weigle, Assessing Writing, (New York: Cambridge University Press,

2002), p.13 Dorothy E. Zemach and Carlos Islam, Writing In Paragraph, (England: MacMillan,

2006), p.IV4 Kamehameha Schools, The Writing Process (Hawai: The Research and Evaluation

Department of Kamehameha Schools, 2007) p.3

6

2. Process of Writing

The process of writing maybe, of course, is affected by the content, and

type of writing. But, in all of these cases, it is suggested that the process of writing

has three main elements, they are prewriting, writing, and polising.

a. Prewriting

Prewriting is a way of warming up your brain before you write, just as you

warm your body up before you exercise.5 In prewriting step, we gather ideas to

write about. Taking notes in one of way to gather ideas. Alice Oshima stated that

there are four steps during prewriting. They are journal writing, listing, free

writing, and clustering. 6

1) Journal Writing

In journal writing, we can record our daily activities, or writing down

quotation that meaningful to us. The advantage of writing journal is that we are

writing only for ourselves. We can write down our thoughts and explore ideas

without worrying about any mistake. It can be a very rich source of ideas.

2) Listing

Listing is a brainstorming technique in which we think about a topic and

quickly make a list of whatever words or phrases come into our minds. The

purpose is to produce as many ideas as possible in short time, and the goal is to

find a specific focus for the topic

3) Free Writing

Free writing is an activity in which we write freely about a topic because we

are looking for a specific focus. While doing write, one idea will spark another

idea. As with listing, the purpose is to generate as many ideas as possible and to

write them down without worrying about appropriateness, grammar, spelling,

logic, or organization. When we habituate do free writing, we will have more

ideas.

5Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson Education,

Inc, 2003), 3rd Edition, p. 41.6 Alice Oshima, Writing academic English, (Pearson Education, 2005), 4th Edition, pp.

266-270

7

4) Clustering

Clustering is another brainstorming activity we can use to generate ideas. The

purpose is to generate ideas about the way technology has changed one area of

daily living (housework, education, or money management, for example).

b. Writing

This activity is doing write a topic without worrying about grammar,

punctuation, or spelling. As we are writing, we will think of new ideas that may

not be in our brainstorming list or outline. We can add or delete ideas at any time

in writing process. Making sure that any new ideas are relevant is supposed to be

considered.7

c. Polishing

The last step in the writing process is polishing what we have written. This

step is also called as revising and editing. Polishing is most successful if we do it

in two stages. First, attack the big issues of content and organization (revising).

Then work on the smaller issues of grammar, punctuation, and spelling (editing).8

From the explanation above, it can be concluded that writing is seen as a

process. It is a product of thoughts into some words or sentences which faces

several rules and processes.

3. Types of Writing

H. Douglas Brown had classified that types of writing consist of four

categories, they are imitative writing, intensive writing, responsive writing and

extensive writing.9

a. Imitative Writing

The purpose of imitative is to produce written language. Here, the writer will

attain skills in the fundamental, basic tasks of writing letters, words, punctuation,

and very brief sentence. It is a level in which the writer is trying to master the

mechanic of writing.

7 Ibid., p. 2728 Ibid., p. 2739 H. Douglas Brown, Language Assessment: Principles and Classroom Practices,

(England: Longman, 2004), p.220

8

b. Intensive Writing

Beyond the fundamentals of imitative writing are skills in producing

appropriate vocabulary within a context, collocations and idioms, and correct

grammatical features up to the length of sentence.

c. Responsive Writing

Here, the writer begins to exercise some freedom of choice among alternative

forms of expression of ideas. The writer has mastered the fundamentals of

sentence-level grammatical, context, and meaning

d. Extensive Writing

Extensive writing implies successful management of all the processes and

strategies of writing for all purposes, up to the length of any written text. Writer

focuses on achieving a purpose, organizing and developing ideas logically, using

details to support their works.

4. Requirements of Good Writing

In writing, we should concern to several things. They are:

a. Punctuation

Punctuation is a vital element of construction in writing. It is started by

clarifying the sense and displaying grammatical structure. It can signal parts of a

sentence, announce the tone (interrogative, exclamatory), and show where the

chain of discourse is leading.10

b. Grammatical Structure

The writer should be mastered of grammar. When the writer has understood of

some basic grammar terms, they can learn how to write correctly with adding

some interesting sentences more easily. 11

c. Vocabulary

Good writers surely know plenty of words. And they know where to find

more. They never stop collecting. Verbs may be the most vital parts of speech, but

they are going to need words of every kind of nouns, pronouns, modifiers,

prepositions, and participles.

10 Alastair Fowler, How to Write, (United Kingdom: Oxford University Press, 2006), p.82

11 D.E. Zemach and Carlos Islam, op.cit, p.86

9

The more they know (or can uncover fast when a deadline presses) the

more likely they are to be able to say what they have to say with clarity and

brevity and verve. And the more words they know, the more likely they are to

understand and care for the distinctions.12

5. Genre of Writing

Brown stated that there are three big genre of written language. They are

as follows.13

a) Academic writing

Academic writing is divided into some lists, they are; papers and general

subject reports, essays, composition, academically focused journals, short-answer

test responses, technical report, theses, dissertations, etc. the academic written

texts is focused on the academic business.

b) Job-related writing

Job-related writing consists of messages, letters/emails, memos, reports,

schedules, labels, signs, advertisements, announcements, and etc. It is focused on

the job business that connects the writer with person or offices.

c) Personal writing

Personal writing consists of some written texts that related to personal daily

life, such as; letters, personal emails, greeting cards, invitations, notes, shopping

lists, reminders, medical reports, personal journal, recount, or even fiction.

In summary, there are so many genre of writing based each necessity.

However, the goal of writing in every genre we write is to communicate with

others in written form. Sometimes, we cannot predict the situation or conditions

that force us to write than speak. Therefore, we have to consider about the readers

and make sure that our written text is readable enough.

12 Mark Tredinnick, Writing Well: The Essential Guide, (Cambridge: CambridgeUniversity Press, 2008), p. 70

13 H. Douglas Brown, op.cit, p.219

10

6. The Tasks of Teacher in Teaching Writing

Harmer claimed that there are several tasks that teachers should do to help

their students become a better writer. They are as follows:14

a. Demonstrating

Teachers have to be able drawing the features of the genre of the written texts,

so that the students will be aware of the differences among the types of written

texts.

b. Motivating and provoking

Generally, most students will face the difficulty in finding the words when

they are writing. In this case, teachers should help them by provoking them to

exploring ideas, and giving them a good feedback.

c. Supporting

Students need a lot of helps and supports when they are doing something.

Here, the teachers should play the role as a supporter in teaching writing process.

d. Responding

Teachers react to the content and construction of every piece in their writing.

Teacher should give them a good suggestion for a better improvement.

e. Evaluating

Teachers make a correction of the students’ writing. It can be a note which

indicates the improvement of students’ writing.

The explanation above shows that the teachers take an important role in

developing students’ writing skill. A good teacher is a teacher who can play their

role and facilitate the students in teaching writing process.

7. Assessing Writing

It follows logically that the assessment of writing is no simple task. As we

consider assessing students’ writing ability, as usual we need to be clear about the

objective or criterion. We have to concern on what we want to test.

There are two main points cited from Brown that should be concerned

during assessing writing, they are scoring method and beyond scoring. 15

14 J. Harmer, op.cit, p.4115 H. Douglas Brown, op.cit, pp. 241-242

11

a. Scoring Method

Brown had classified scoring method into three method, they are holistic

scoring, primary trait scoring, and analytical scoring.

1) Holistic Scoring

In general, teachers use holistic scoring method only when it is expedient for

administrative purposes. For classroom instructional purposes, holistic scores

provide very little information.

2) Primary Trait Scoring

It focuses on how well students can write within a narrowly defined range of

discourse. This scoring method emphasizes the task at hand and assigns a score

based on the effectiveness of the text’s achieving that one goal.

3) Analytical Scoring

It was designed in order to capture its closer association with classroom

language instruction than with formal testing.

b. Beyond Scoring

To accomplish that mission designers of writing tests are charged with the task

of providing as objective of scoring procedures as possible, and one that in many

cases can be easily interpreted by agents beyond the learners. Here, teachers have

a big role as a guide, facilitator, and ally at the same time.

8. Teaching Writing in Senior High School

As a foreign language, English has been regarded as a compulsory subject

that is taught in the secondary level, such as in junior and senior high school.

Based on regulation of The Ministry of National Education, Republic of

Indonesia, the goal of English teaching writing in senior high school is to provide

the students with knowledge and skills to make them able to express the meaning

of interpersonal and transactional words in written text both formal and non-

formal, in recount, narrative, procedure, descriptive, news item, report, analytical

exposition, hortatory exposition, spoof, explanation, discussion, and review form

on daily life context. 16

16 Bambang Sudibyo, loc.cit

12

In order to achieve the goal, the English teacher should consider some

relevant matters. It is related to this study, the writer focuses on a recount text.

The recount text is chosen because it is considered as the most appropriate text

which tells about past events which can be integrated with the use of diary

writing. In this research, the students learnt about the recount text and then they

implemented it by writing a diary about their past events or experiences.

B. Genre of Text

1. Definition of Genre

Genre refers to any type of kind of literacy of artistic work of class of

artistic endeavor that has a charateristic form or technique, including music,

drama, and studio arts.

Written genres can be include fantasy, biography, memoir, fiction, bills,

brochures, maps, ads, magazine articles- hunderds of kind of text. There are also

many nonfiction genres or factual text that organized in different ways.17

2. Genres of Text

There are two kinds of genre in written text, they are literacy text and

factual text.

a. Literacy Text

Literacy texts have purpose to entertain or elicit an emotional response by

using language to create mental images.

There are several texts that are classified into literacy text, they are literacy

description, literacy recount, review, narrative. 18

1. Literacy Description

It describes people, characters, places, events, and thngs in an imaginative

way such a description of a character or setting within a story.

17 Irene C. Fountas and Gay Su Pinnell, Genre Study; Teaching with Fiction andNonfiction Books, (United States of America: Heineman, 2012), pp. 2-3

18 Ibid., pp. 1-3

13

2. Literacy Recount

Literacy Recount retells events from novels, plays, films and personal

experiences to entertain others.

3. Review

It summarizes, analyzes, and assesses the appeal of a novel, play or film, to a

broader audience such as commentary on a film, play, book, etc.

4. Narrative

It tells story using a series of events such as picture books, cartoons, mystrey,

fantasy, adventure, science fiction, fairy tales, myths, legends, fables, or plays.

b. Factual Text

Factual texts have purpose to inform, instruct, or persuade by giving facts and

information.19 There are several texts that have been classified as factual text, they

are report text, factual recount text, procedure text, explanatory text, and

persuasive text.

1. Report Text

Reports are written to describe or classify the way things are seem to be. They

organize and record information. Reports are organized by classification,

description, and summarizing comment. The features of report writing are

generalized participants, impersonal objective language, timeless present tense,

and subject specific vocabulary.

2. Factual Recount Text

Recount text tells the reader what happened and this may involve the author’s

personal interpretation of events. There are different types of recount which

including factual, and imaginative recounts. Recount writing is organized by

setting, events in chronological order, and a concluding statement. The main

features of recount writing are specific participants, action verbs and past tense.

3. Procedure Text

Procedures are written to explain how something is done, in a series of

sequenced steps. They are organized by goal, material, method, and evaluation.

19 Ibid.

14

Features of procedural writing include detailed factual description, reader referred

to in a general way, linking words to do with time, tense is timeless.

4. Explanation Text

Explanations are written to explain how something works or the process

involved in action, events or behavior. Explanation texts are organized by

definition or statement, and a sequenced explanation. The features of explanation

writing are non-human participants, acuse and effect relationships, passives and

timeless present tense.

5. Persuasive Text

Persuasive texts are written to argue or persuade. They promote the writers

point of view. Persuasive texts are organized with proposition to be argued,

arguments in logical order, and reiteration. The features of persuasive writing are

generalized participants, passive to help text structure, linking words associated

with reasoning, and nominalization.

C. Recount Text

1. Definition of Recount Text

Recount is to tell experiences in the past in the original sequence.20

Recount text is a piece of text that retells past events, usually in the order in which

they happened. The purpose of recount text is to give the audience a description of

what happened and when it happened. 21

Recount writing is organized by setting, events in chronological order, and

a concluding statement. The main features of recount writing are specific

participants, action verbs and past tense. Recount texts are divided into two

diffrent types, they are factual recount text and imaginative recount text.

20 Ken Hyland, Second Language Writing (United States of America: CambridgeUniversity Press, 2004), p.20

21 M. Arifian Rosyadi, Learning Material Junior High School Grade VI: TeachingMaterial Development, pp. 1-2 (retrieved on 10th March 2016) http;//recount-text-learning-material.pdf

15

2. Generic Structure of Recount Text

There are three main generic structures in recount text. They are as

follows.22

a. Orientation.

b. Events.

c. Re-orientation.

3. Linguistic Features of Recount

There is also another element in writing recount text. Recount text is

completed by the linguistic features. There are several linguistic features in

writing recount text, they are as follows.

a. Focus on individual participants.

b. Using past tense.

c. Focus on temporal sequences of events.

d. Use of material (or action) clauses.23

4. Example of Recount text

Here is the example of recount text.

MY PERSONAL EXPERIENCE

Orientation

When I was in junior high school, I was not a very diligent student. In fact, I

was quite lazy. I hated all the subjects that I took during school, especially

science. For me science was very difficult. It was hard for me to remember the

chemical processes, physical calculations, and biological processes.

Events 1

Once, my teacher grounded me in the library because I did not do my Biology

homework. The teacher asked me to read several books and make a summary

about them. When I was browsing the shelves, I found a book entitled “The

22 Ibid.p.123 Ibid., p.2

16

Inventors of Medicine”. I thought “OK, this is a start”. I took it out then began

reading it.

Event 2

I learned from Edward Jenner’s book. Edward was an English doctor who

found the cure for smallpox. The next book was Louis Pasteur’s book. His

interest in bacteria led him to discover the treatments for rabies and anthrax. Just

like Pasteur, Robert Koch’s experiments on bacteria also proved that tubercolosis

can be spread to others by contact. Finally, there was Alexander Flemming, a

British bacteriologist who found the first antibiotic and penicilin.

Re-orientation

After I read the book, I realized that science is useful for human kind. By

researching, we can discover things that can help human kind. Therefore, since

that moment, I managed to change my behavior and became a doctor.

D. Diary

1. Definition of Diary

Diary is a genre of documents or fragments of documents written out of

life, or unabashedly out of a personal experience of the writer. Diary also called

feminist literacy, beacuse some theoretician said that the diary are written by

women.24

Diary will be meant to communicate people’s thoughts, ideas, feelings,

and emotions. They need affection from their friends and need to be heard and

respected. But sometimes, they also need to share with themselves through diary

writing. Keeping diary is an excellent means of documenting experiences and

ideas that will have meaning later in life or possibly be of importance to the next

generation.

24 Christl Verduyn, Must Write- Edna Staebler’s Diaries, (Canada: Wilfrid LaurierUniversity Press, 2005), p.4

17

The diary is focused on the immediate present, and finds that the

happenings of twenty-four hours are sufficient unto the day. It becomes, therefore,

not the record of a life, but the journal of an existence made up of a monotonous

series of short and similar entries.25

The statement above means that diary generally is the record of people’s

experience that happened periodically. In writing diary, someone can share what

he or she has in mind after they showed or felt something. People usually write a

particular moment in their life.

It can be concluded that the diary is a written form made by a writer in aim

to record of daily life, or only to share some feelings, thoughts, or ideas, privately

in written form.

2. The Example of Diary

Here is the example of diary that the writer got from Jenifer Sinor’s

book.26

25 Jenifer Sinor, The Extraordinary Work of Ordinary writing: Annie Ray’s Diary, (lowaCity: University of lowa Press, 2002), p.28

26 Ibid., p. 14

January 15th (1881)

(Saturday)

Snowed a little. Very pleasant this eve. I am very tired. I hope to have only

one more Saturday here. It seems as though I am wasting time in living this

way-without society-comfort or pleasure of any kind-and most of all without

my husband. How I wish time would stop. I dislike to grow old so fast and

see all the pleasure of youth slipping away from me before I can enjoy them.

18

3. Advantages of Diary

Jeremy Harmer said that diary is similar with journal. Both journal and

diary has similar purpose that is to reflect something happened in written form.

Also, Jeremy suggested that there are some advantages of writing journal.

By writing journal or diary, particularly for teaching and learning of

writing, we can get the value of reflection, freedom of expression, development of

writing skill, and student-teacher dialouge. 27

a. The value of reflection

Diary provides an opportunity for student to think both about how they are

learning, and also about what they are learning. This kind of introspection may

well lead them to insights which will greatly enhance their progress.

b. Freedom of Expression

Diary allows student to express feelings more freely than they might do in

public.

c. Developing writing skill

Diary writing contributes to a student’s general writing improvement in the

same way as training enhances an athlete’s performance: it makes them fit.

d. Student-teacher dialogue

Responsive diary writing provides an interface for the teacher and student to

communicate regardless of language level.When a teacher writes to a class and

says, ‘you can write to me on any subject and I will reply. But do not worry, I will

not show it to anybody else’, the student knows they have a channel of

communication that was not there before. While, a students’ writes in a diary, he

or she knows that the teacher will read what is written with, perhaps, a different

eye from the normal evaluative one. A different kind of conversation therefore

takes place.

In teaching learning process, teachers are expected to make it more

interesting through the medium used. Diary is one of the media that can be used in

teaching writing, especially in writing recount text. Significant proportion of

27Jeremy Harmer, op.cit, p.12

19

classroom writing may be devoted to self-writing, or writing with only the self in

mind as an audience. Diary or journal writing also falls into this category. So, it

can be concluded that writing diary is effective to be used in teaching writing

recount text.

4. Diary to Enhance Recount Text

In Addition, diary writing makes the students display positif attitudes, as

they highly appreciated the opportunity of experiencing the process of diary

writing offered to them by their instructors. Diary writing may well be one of the

efficient strategies instructors may employ to improve not only students’ writing

skills, but also their level of achievement in other language areas such as

vocabulary and grammar, especially when they are allowed to work in a free,

unmonitored environment.

The importance of content-wise assessment of students’ written

assignments rather than form-wise assessment, as they have continuously been

exposed to the latter during past years with no perceptible sign of improvement in

their writing skills. Diary writing, being a novel experience to them, needs to be

better implemented by skill of writing class instructors. It is suggested that writing

class instructors should be highly encouraged to provide the students with

adequate instructions on the task of diary writing before assigning it to a writing

class, as well as finding academic solutions to time and topic constraints. 28

E. Previous Study

There are some researches that have similar topic or idea with this

research. First, Novi Yulianti (Student Number: 10202244085) with her thesis

entitled Developing the Writing Skills Through Diary Writing at the 10th Year of

SMA 1 Ngemplak, found that the main purpose of her research was to know the

students’ achievement in writing recount text after they were taught by using diary

28 Hanan A.Taqi & Abdulmohsen, The Effect of Diary Writing on EFL Students’

Writing and Language Abilities, British Journal and education, Vol. 3/ 2, 2015, p.75.

20

writing. The research concluded that the implementation of diary writing in the

teaching and learning process of writing is believed to be an effective way to

improve the students‟ writing skills. To support this result, there are two kinds of

data presented in this research, namely qualitative and quantitative data. In terms

of qualitative data, the researcher found some results that the students got better

understanding on the purpose of a recount text and the process of how to write a

recount text, the students could minimize their writing problems especially in the

five aspects of writing, that is the content, the organization, the vocabulary, the

language use, and the mechanics aspect, through the given feedback and regular

writing, the students did not make the same mistakes in their future writing so

that they could perform better writing from time to time.20In terms of

quantitative data, it described the improvement on the students’ writing skills

which could be seen from the results of the students‟ writing scores. The results

show that the mean scores of the students‟ writing increased in each cycle. In

addition, diary writing was introduced to students to get them familiar with the

writing process so that they would be encouraged to write frequently on their own.

The diary writing in this research is meant to keep the students’ personal

experiences in which it could be integrated with a recount text. The real practice

of the implementation of diary writing in this research was that the researcher

provided the students of class X D with a diary book; so that they could begin to

write their personal experiences on it. They were free to determine the topic of

writing as long as it was about past experiences. It can be their love story their

family relationship or their friendship. By keeping a diary, the students developed

their writing skills or at least they wrote better day by day because it gave them

more opportunities to write freely whatever they want to write about. Through

diary writing, students got more writing practices, which they rarely did in the

classroom. Diary writing was aimed at giving the students more writing practices

outside the classroom. In the classroom they got the knowledge about how to

21

write a recount text, and then they implemented their knowledge by writing a

diary as the outside classroom activity.29

Besides that, a skripsi entitled Improving Students’ Skill in Writing

Recount Text by Using Personal Letter at Tenth Grade Studens od MASS Proto

Pekalongan in the Academic Year 2011/2012, by Farid Helmi (Student’s Number:

063411058). The background of the study in this research was based on the

students’ difficulties in comprehending recount texts writing. Some of the reasons

were the method of the English teaching process was not interesting, and there

were teachers that still used conventional way. So, it will difficult for students to

achieve the teaching and learning target, in order to solve this problem the teacher

should have creative activity, and the using of a personal letter can be an

alternative way as a learning media that will make students enjoy and easy to

write. This study is aimed at responding the following questions: (1) how is the

implementation of a personal letter in improving students‟ skill in writing recount

text to the tenth graders of MASS Proto Pekalongan in the Academic Year of

2011/2012, (2) how can a personal letter improve students’ skill in writing recount

text? Then the objective of this study was to describe the improvement of

students’ writing skill after being taught by using a personal letter. In this study,

the researcher conducted a classroom action research as the methodology of this

research. There were three meetings during the research. They were pre-cycle test,

cycle-test I and cycle test II. The researcher used written test and observation in

collecting the data. The using of written test was to measure the students‟ skill in

writing recount text after giving the treatment, and the using of observation was to

monitor students` activities during teaching learning process. The result of the test

showed that the students‟ score in the pre-cycle test was 55.5, the students’ score

in the cycle I test was 65.7 and the students‟ score in the cycle II test was 72.2.

The achievement of the test showed that the treatment was enhanced. 30

29 Novi Yulianti, Improving The writing Skills Through Diary Writing of the Tenth Grade

Students of SMAN 1 Ngemplak, English Education Departement UNY, 2014.30 Farid Helmi, Improving Students’ Skill in Writing Recount Text By Using A Personal

Letter, Education Faculty of State Institute For Islamic Studies Walisongo, 2012.

22

F. Thingking Framework

Writing is one of important skill in language learning. Writing is

considered as a means of communication. Communication in writing tends to

involve a thinking process. The purpose of teaching writing is to help students to

use the target language. Ideas is not always delivered through speaking, so

language learners should also master the writing skill in order to deliver their

opinion and argument in form of written text.

In contrast, most students think that writing is difficult because they are

lack of vocabularies to be put in their written works. The students are afraid of

making mistakes; in fact practicing is the best way to improve their writing

ability. Thus, teaching writing should encourage and emphasis on practice as a

way of developing communicative skills. The teacher should give writing

activities that encourage students to write better.

Based on this study, the writer would like to use diary as a treatment to

improve students’skill in writing recount text at eight grade students of MTs Darul

Maarif. The regulation of the Ministry of National Education, Republic of

Indonesia, proclaimed that the goal of English teaching writing in junior high

school, particularly for the eighth grade is to provide the students with knowledge

and skills to make them able to Express the meaning of simple short functional

text in form of descriptive and recount text to interact in daily context. Here, the

eighth grade students have to write a recount text, and the writer suggests to put

diaries technique in helping the students to write the text. Diary is considered as

one of suitable media that can be applied in teaching recount text because it has

the same characteristics as recount text. Writing recount text and writing diary are

similar in their generic structures, retelling past events, and using past tense in

making a story.

23

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Place of the Research

This research was held on August23nd up to September9th 2016. The

researcher conducted the research in Mts Darul Ma’arif. It is located at Jl. RS

Fatmawati No.45, RT.2/RW.5 Cipete Selatan, Jakarta Selatan.

B. The Research Design

In this research, the researcher used a quasi-experimental design. Quasi-

experimental design is identified as a comparison group that is as similar as

possible to the treatment group.1

This quasi-experimental design attempted to find out the effectiveness of

using diary towards students’ skill in writing recount text. Furthermore, the

variables examined in this research are diary as the independent variable and

recount writing as the dependent variable.

In this research, the students in the experimental class were taught recount

text and the students should submit diaries and students in the controlled class

were taught without submitting diaries. The research was done for five meetings,

including giving the pre-test, treatment, and post-test. The pre-test was conducted

in the first meeting to measure students’ writing skill in recount text before

treatment. The post-test conducted in the last meeting to measure students’ skill in

writing recount text after getting the treatment.

C. Population and Sample

The population of this research was the eighth grade students of MTs

Darul Ma’arif which consist of four classes, VIII A, VIII B, VIII C, and VIII D.

The total number of population was 118 students. Each class consist of 30, 30, 28,

1Howard White and Shagun Sabarwal, Quasi- Eperimental Design and Method (UnitedStated: UNICEF, 2014), p.1

24

and 30 of students. Here, the writer had taken some students as the subject of

research. He took two classes to be the subject.

In selecting the sample, the researcher used a convenience sampling. This

technique means that the writer took sampling from a group who are conveniently

available and permitted by the school to be involved in the study.2 The classes

were VIIIA and VIII B, VIII A as the experimental class and VIIIB as the control

group class. The reason why the writer chose VIII A as the experimental class,

because pre-test scores of this class is lower than VIIIB. Therefore, the writer

wanted to prove that the experimental class could achieve the improvement by

conducting this study. The experimental group was taught by using recount text

and diary writing as their homework and the control group was taught by using

conventional method which was only given treatment by using recount text.

D. The Research Instrument

The research instrument used in this research is test.The researcher gave

the writing test in pre-test and post-test.

1. Pre-test

The pre-test was conducted in the first meeting to measure students’

writing skill in recount text before treatment. The researcher gave a writing test.

The students both in experimental and control group class were asked to write a

recount text. The topic that was given to the students both in experimental and

control group class is the same. The topic is about “The Unforgettable Moment in

“Elementary School”.

2. Post-test

The post-test conducted in the last meeting to measure students’ skill in

writing recount text after getting the treatment. The researcher gave a writing test.

The students both in experimental and control group class asked to write a recount

text. The topic that was given to the students both in experimental and control

2Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Study inEducation; Seventh Edition, (New York: McGraw Hill, 2009), p.98

25

class is the same. The topic is about “My Unforgettable Moment in Junior High

School”.

E. The Technique of Data Collection

The technique of collecting data in this research used quantitative data.

The quantitative data obtained from the students’ score in pre-test and post-test.

Pre-test was given in the first meeting at 23 August 2016, and post-test was given

in the last meeting at 9 September 2016. Both pre-test and post-test were

conducted in the classroom. In this research, the researcher used rating scale to

score or evaluate the students’ achievement in writing. The students’

achievements were gained from pre-test and post-test. There are five aspects,

which used as consideration in scoring. They are content, organization,

vocabulary, language use (grammar), and mechanics, the analytic scale was used

as described in table 3.1. 3

Table 3.1

Scale for Assessing the students’ writing test

Categories Score Criteria

Content 30—27 Excellent to very good:

Knowledge.Substantive. Thorough

development of thesis.relevant to

assigned topic.

26—22 Good to average: some knowledge of

subject. Adequate range. Limited

development of thesis. Mostly

relevant to topic, but lacks detail.

21—17 Fair to poor: limited knowledge of

subject little substance. Inadequate

development of topic.

3Arthur Hughes, Testing for Language Teacher, Second Edition, (UnitedKingdom:Cambridge University Press, 2003) p. 104.

26

16—13 Very poor: does not show knowledge of

subject. Non-substantive, non

pertinent, or not enough to evaluate.

Organization 20—18 Excellent to very good: fluent

expression.Ideas clearly

stated/supported.

Succinct.Wellorganized.Logical

sequencing. Cohesive.

17—14 Good to average: somewhat

choppy.Loosely organized but main

ideas stand out. Limited support.

Logical but incomplete sequencing.

13—10 Fair to poor: non-fluent. Ideas confused

ordisconnected. Lacks logical

sequencing development.

9—7 Very poor: does not communicate. No

organization.or not enough to evaluate.

Vocabulary 20—18 Excellent to very good:

sophisticatedrange. Effective

word/idiom choice and usage. Word

form mastery. Appropriate register.

17—14 Good to average: adequate range.

Occasional errors of word/idiom

form, choice, usage but meaning not

obscured.

13—10 Fair to poor: limited range. Frequent

errors of word/idiom form, choice,

usage. Meaning confused or obscured.

9—7 Very poor: essentially translation.

Littleknowledge of English

27

vocabulary, idioms, wordform. Or not

enough to evaluate.

Language

Use

(Grammar)

25—22 Excellent to very good:

efffectivecomplex constructions. Few

errors of agreement, tense, number,

word order/function, articles,

pronouns, prepositions.

21—18 Good to average: effective but

simpleconstructions. Minor problems

in complexconstructions. Several

errors of agreement, tense, number,

word order/function, articles,

pronouns, prepositions but meaning

seldom obscured.

17—11 Fair to poor: major problems in

simple/complex constructions.

Requent errors of negation,

agreement, tense, number, word

order/function, articles, pronouns,

prepositions and/or fragments, run-

ons, deletions. Meaning confused or

obscured.

10—5 Very poor: virtually no mastery of

sentenceconstruction rules.

Dominated by errors. Does not

communicate. Or not enough to

evaluate.

Mechanic 5 Excellent to very good:

demonstratesmastery of conventions.

Few errors of spelling.Punctuation.

28

Capitalization. Paragraphing.

4 Good to average: occasional errors

ofspelling. Punctuation.

Capitalization. Paragraphing.

Meaning not obscured

3 Fair to poor: frequent errors of spelling.

Punctuation. Capitalization.

Paragraphing. Poorhandwriting.

Meaning confused or obscured.

2 Very poor: no mastery of conventions.

Dominated by errors of spelling.

Punctuation. Capitalization.

Paragraphing. Handwriting

illegible.Or not enough to evaluate.

F. The Technique of Data Analysis

The researcher analyzed the data by using statistical analysis. In analyzing

the data, the t-test was used to find out the effectiveness of using diarytowards

students’skill inwriting recount text. The formula of t-test is as follows:4t₀ = M₁ − M₂SEᴍ₁ − SEᴍ₂M₁ : Mean of the score of experimental class

M₂ : Mean of the score of control class

SEᴍ₁ : Standard error of experimental class

SEᴍ₂ : Standard error of control class

4Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada2014),p.314.

29

The steps that must be done in calculation are:

1. Determining mean of variable X, with the formula as follows:

M₁ = ΣxN₁M₁ : Mean of the score of experimental class

Σx : Sum of the students’ score of experimental class

N₁ : Number of the students of experimental class

2. Determining mean of variable Y, with the formula as follows:

M₂ = ΣyN₂M₂ : Mean of the score of control class

Σy : Sum of the students’ score of control class

N₂ : Number of the students of control class

3. Determining standard of deviation score of variable X, with formula as follows:

SD₁ = Σx²N₁SDx : Standart deviation score of experimental class

4. Determining the standard deviation score of variable Y, with formula as

follows:

SD₂ = Σy²N₂

30

SDy : Standard deviation score of control class

5. Determining standard errors of mean of variable X, with the formula as

follows:

SEᴍ₁ = SD₁N₁ − 1SEMx : Standard error of experimental class

6. Determining standard errors of mean of variable Y, with the formula as

follows:

SEᴍ₂ = SD₂N₂ − 1SEMy : Standard error of control class

7. Determining of standard errors of different mean variable X and variable Y,

with the formula as follows:

SEᴍ₁ − ᴍ₂ = SEᴍ₁²+ SEᴍ₂²

8. Determining to, with the formula as follows:

t₀ = M₁ −M₂SEᴍ₁ − SEᴍ₂Mx : Mean of the score of experimental class

31

My : Mean of the score of control class

SEMx : Standard error of experimental class

SEMy : Standard error of control class

9. Determining t-table with the degree of freedom (df) in significant level 5% and

1% with the formula as follows:

Df = (N₁ + N₂) − 2Df : Degree of freedom

N₁ : Number of students of experimental class

N₂ : Number of students of control class

G. The Statistical Hypothesis

The hypothesis of statistic that used in this research is:

H0 : μ1 = μ2

Ha: μ1≠ μ2

H0 : Null Hypothesis

Ha : Alternative Hypothesis

μ1 : The students’ achievement in writing recount text, who are taught by using

diary.

μ2 : The students’ achievement in writing recount text, who are taught without

using diary.

The assumption of the hypothesis as follows:

32

1. If t-test > t-table in significant level of 5% and 1%, the null hypothesis is

rejected and the alternative hypothesis is accepted. It means that there is

significant difference between the students’ score in learning writing recount

text by using diary and the students’ score in learning writing recount text

without using diary at the eighthgrade students of SMP Darul Ma’arif (μ1≠μ2).

The use ofdiary is effective towards students’ skill in writing recount text.

2. If t-test < t-table in significant level of 5% and 1%, the null hypothesis is

accepted and the alternative hypothesis is rejected. It means that there is no

significant difference between the students’ score in learning writing recount

text by using diary and the students’ score in learning writing recount text

without using diary at the eighthgrade students of SMP Darul Ma’arif(μ1 = μ2).

The use of diary is not effective towards students’ skill in writing recount

text.

33

CHAPTER IV

RESEARCH FINDINGS

A. Data Description

The part shows the general description of the students’ scores in both the

experimental class and control group class. The description is divided into some

sections: pre-test, post-test, gained score, and data analysis.

And it is the data were collected from the results of students’ scores of pre-

test and post-test in both experimental class and control group class. The

followings are the description:

1. Pre-test Score

Table 4.1

The students’ scores of pre-test of experimental class (VIII A) & controlled class (VIII B)

No. Experimental Class Score Controlled Class Score1 Student 1 76 Student 1 65

2 Student 2 77 Student 2 76


















34












Mean 72 75TotelScore

2160 2250

As mentioned of scores in pre-test in the table, it can be clarified that the

mean score of pre-test in experimental class was 72, while the mean score of pre-

test in control group class was 75. And from the scores of both classes, it means

that there was a difference between the students’ achievement of scores in pre-test

(experimental class and control group class), the control group class got the higher

mean score than the experimental class.

Chart 4.1

The students’ score of pre-test of experimental class & controlled class

42

7

3

9 910

16

0

5

10

15

20

X Class Y Class

Pre-Test ScoreNilai 60-65 Nilai 66-70 Nilai 71-75 Nilai 76-81

35

2. Post-test Score

Table 4.2

The students’ scores of post-test of experimental class (VIII A) & controlled class (VIII B)

No. Experimental Class Score Controlled Class Score1 Student 1 74 Student 1 79






























Mean 80.73 78.4

Total

Score2422 2352

36

The table 4.2 above informs that the mean score of post-test in

experimental class was 80.73, and the mean score of post-test in control group

class was 78.4. It is means that there was a significant score of experimental class

and control group class in post-test, control group class was increased in post-test

session than in pre-test. But, for this session, the experimental class got the higher

score than the control group class. It proves that using diary is effective to

improve students’ skills in writing recount text.

Chart 4.2

The students’ score of post-test of experimental class and controlled class

3.Gained Score

After showing the comparison of students’ pre-test and post-test scores,

the table shows the gained score among those two classes/ the gained score can be

seen from the increasing score of students’ pre-test scores compared with

students’ post-test scores.

Table 4.3

The students’ gained scores comparison between pre-test and post-test in experimental class

(VIII A) and controlled class (VIII B)

No. Experimental Class Score Controlled Class Score

1 Student 1 -2 Student 1 9



0

5

10

15

20

X Class Y Class

Post-Test ScoreNilai 69-75 Nilai 76-80 Nilai 81-86

37

4 Student 4 12 Student 4 -1

























29 Student 29 -1 Student 29 14


Mean 8.73 3.23

Total

Score262 97

The table 4.3 showed that the minimum gained score of experimental class

was -2 and the minimum score of control group class was -3. The highest score of

experimental class is 17 and control group class is 14. The average gained score of

experimental class was 8.73 and for control group class was 3.23.

38

Chart 4.3

The students’ gain score of experimental class and controlled class

4. Data Analysis

The data of the students’ was analyzed by using t-test to prove whether

there was any significant different between the students’ skill in writing recount

text in experiment class as the X variable and control class as the Y variable. But,

before using the formula of t-test, the students’ score in the experiment and

control class were tabulated to calculate the gained score of each class. It can be

seen as follows:

Table 4.4

Statistical Calculation of Gained Score Both the Experimental and Control Group

Class

No. X Y X-MX Y-MY (X-MX)² (Y-MY)²

1.-2 9 -11 6 121 36

2.8 2 -1 -1 1 1

3.8 6 -1 3 1 9

4.12 -1 3 -4 9 16

05

1015202530

X Class Y Class

Gain ScoreGain -3-5 Gain 6-10 Gain 11-15 Gain 16-20

39

5.8 -3 -1 -6 1 36

6.13 -2 4 -5 16 25

7.10 -3 1 -6 1 36

8.7 2 -2 -1 4 1

9.6 -2 -3 -5 9 25

10.5 8 -4 5 16 25

11.6 4 -3 1 9 1

12.14 -3 5 -6 25 36

13.16 5 7 2 49 4

14.6 7 -3 4 9 16

15.15 8 6 5 36 25

16.9 2 0 -1 0 1

17.10 4 1 1 1 1

18.11 4 2 1 4 1

19.2 5 -7 2 49 4

20.4 3 -5 0 25 0

21.11 2 2 -1 4 1

22.2 2 -7 -1 49 1

23.14 -1 5 -4 25 16

24.11 4 2 1 4 1

25.7 4 -2 1 4 1

40

26.0 5 -9 2 81 4

27.17 4 8 1 64 1

28.17 5 8 2 64 4

29.-1 14 -10 11 100 121

30.16 3 7 0 49 0

Total 262 97 -5 7 830 449

Mean 8.73 3.23 27.66 14.96

According to the data in the table above, the result of the students’ pre-test

and post-test further in each class is calculated by using t-test in some steps as

follows:

1) Determining mean of variable X, with formula as follows:Mx = ΣxNMx = 26230Mx = .2) Determining mean of variable Y, with formula as follows:

My = ΣyN₂My = 9730My = .

3) Determining standard of deviation score of variable X, with formula as

follows:

41

SDx = ΣxNSDx = 83030SDx = √27.6SDx = .

4) Determining standard of deviation score of variable Y, with formula as

follows:

SDу = ΣyNSDу = 44930SDу = √14.96SDу = .

5) Determining standard error of mean of variable X, with formula as

follows: SEᴍx = SDxN₁ − 1SEᴍx = 5.25√30 − 1SEᴍx = 5.25√29SEᴍx = 5.255,38SEᴍx = .6) Determining standard error of mean of variable Y, with formula as

follows: SEᴍу = SDуN₂ − 1

42

SEᴍу = 3.86√30 − 1SEᴍу = 3.86√29SEᴍу = 3.865,38SEᴍу = .7) Determining standard error of different mean of variable X and variable Y,

with formula as follows:SEᴍx – SEᴍу = SEᴍx + SEᴍуSEᴍx − SEᴍу = (0.97) + (0.71)SEᴍx − SEᴍу = √0.94 + 0.50SEᴍx − SEᴍу = √1.47SEᴍx − SEᴍу = .8) Determining, to with formula as follows:

t₀ = M₁ − M₂SEᴍ₁ − SEᴍ₁t₀ = 8.73 − 3.231.21t₀ = 5.51.21t₀ = .

9) Determining with degree of freedom (df) in significant level of 5% and 1%

with formula as follows:

Df = (N₁+ N₂) – 2

Df = (30 + 30) – 2

Df = 60 – 2

43

Df = 58

10) The value of df (degree of freedom) is 58. The value of 60 in the table “t”

score at significant level of 5% = 2.00 and 1% = 2.66

The comparison between t-observation and t-table:2.00 < 4.54 > 2.665. The Hypothesis Testing

After obtaining the data by using t-test formula, it is used to prove the

result of the hypothesis as follows. Based on the description of the data

calculation, it shows that:

1) The value of t-observation is 4.54

2) The degree of freedom (df) is 58, so the value of t-table in significance level

of 5% = 2 and 1% = 2.66

Because the value of t-observation > t-table, it proves that the null

hypothesis is rejected and the alternative hypothesis is accepted which stated that

there is significant different between the students’ score in learning writing

recount text by using diary and the students’ score in learning writing recount text

without using diary at the eight year students of Mts Darul Ma’arif.

5. Interpretation

From table 4.1, it can be concluded that the mean score of pre-test in

experimental class was 72, and the mean score of pre-test in control group class

was 75. And from the scores of both classes, it means that there was a difference

between the students’ achievement of scores in pre-test (experimental class and

control group class), the control group class got the higher mean score than the

experimental class. Meanwhile, the table 4.2 showed that the mean score of post-

test in experimental class was 80.73 and the mean score of post-test in control

group class was 78.4. It means that there was a significant score of experimental

class and control group class in post-test, control class was increased in post-test

44

session than in pre-test. But, for this session, the experimental class got the higher

score than the control group class.

Moreover, the table 4.3 also showed that the minimum gained score of

experimental class was -2 and the minimum score of control group class was -3.

The highest score of experimental class is 17 and control group class is 14. The

average gained score of experimental class was 8.73 and for control group class

was 3.23. It proves that using diary is effective to improve students’ skills in

writing recount text.

Based on the calculation of t-test, it is known that the result of t-

observation is 4.54 and the degree of freedom (df) is used in the significance level

of 5% = 2.00 and 1% = 2.66. By comparing the value of t-observation and t-table,

it can be known that the result of calculation of t-observation is higher than t-

table, so the null hypothesis is rejected and the alternative hypothesis is accepted.

Thus, there is significant different between the students’ score in learning writing

recount text by using diary and the students’ score in learning writing recount text

without using diary at the eighth grade students of Mts Darul Ma’arif. It means

that the use of diary is effective towards students’ skill in writing recount text to

the eight year students of Mts Darul Ma’arif.

45

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the statistical analysis, the scores of experimental class in pre-

test were lower than the control group class. The data showed that the mean score

of pre-test in experimental class was 72, while the mean score of pre-test in

control group class was 75. From the scores of both classes, it means that there

was a difference between the students’ achievement of scores in pre-test

(experimental class and control group class). Moreover, there is also a significant

difference between the experimental class and control group class scores in post-

test.

Meanwhile, the mean score of post-test in experimental class was

80.7333333, and the mean score of post-test in control group class was 78.4. It

means that, in the post-test session, the experimental class got the higher score

than the pre-test, and also higher than the control group class. The statistical

analysis showed that the minimum gained score of experimental class was -2 and

the minimum gained score of control group class was -4. While, the highest

gained score of experimental class was 17 and control group class was 14. The

average gained score of experimental class was 8.733333333, and for control

group class were 3.23333333.

It can be concluded that the ability of student in experimental class on

writing recount text that were given by the treatment through writing diary were

enhance more effectively than the control group class.

B. Suggestion

There are two internal threats to the findings of the study. First, is

about the time management. The writer had to manage his time to keep

consistence in study and he also had to take a sample of research to complete the

46

research. These things surely made him a bitconfused. But, finally the writer had

successfully finished all his works by making a schedule and estimating the time.

Based on the findings, several suggestions can be made:

1. The students who need improvement in their skill in writing recount text may

try to write diary.

2. The teacher should suggest the students to write diary every day. It can help

them be familiar in words/ vocabulary. When students were habituated to

write their diaries, they will be more motivated to take a look for the

dictionary and easier comprehend the generic structure of recount text.

47

REFERENCES

Blanchard, Karen and C. Root, Ready to Write. New York: Pearson Education, Inc,

2003.

Brown, H. Douglas. Language Assessment: Principles and Classroom Practices.

England: Longman, 2004.

Fountas, C. Irene and Gay Su Pinnell. Genre Study; Teaching with Fiction and

Nonfiction Books. United States of America: Heineman, 2012.

Fowler, Alastair. How to Write. United Kingdom: Oxford University Press, 2006.

Fraenkel, R. Jack and Norman E. Wallen. How to Design and Evaluate Study in

Education; Seventh Edition. New York: McGraw Hill, 2009.

Harmer, J. How to Teach Writing. England: Pearson Eduation, 2004.

Helmi Farid. Improving Students’ Skill in Writing Recount Text By Using A

Personal Letter. Education Faculty of State Institute For Islamic Studies

Walisongo. 2012.

Hughes, Arthur. Testing for Language Teacher, Second Edition. United

Kingdom:Cambridge University Press, 2005.

Hyland, Ken. Second Language Writing. United States of America: Cambridge

University Press, 2004.

Kamehameha Schools. The Writing Process. Hawai: The Research and Evaluation

Department of Kamehameha Schools, 2007.

Kirby, L. Dawn and D. Crovitz. Inside Out Strategies of Teaching Writing. United

States of America: Heinemann, 2013.

Madden Yvonne. Text Type. Sydney: Dubbo School of Distance Education, 2000

Oshima, Alice. Writing academic English. Pearson Education, 2005.

Rosyadi, M. Arifian. Learning Material Junior High School Grade VI: Teaching

Material Development, http;//recount-text-learning-material.pdf (retrieved

on 10th March 2016).

Sinor, Jenifer. The Extraordinary Work of Ordinary writing: Annie Ray’s Diary.

lowa City: University of lowa Press, 2002.

Sudibyo, Bambang. Peraturan Menteri Pendidikan Nasional Republik Indonesia;

Standar Kompetensi Lulusan Untuk Satuan Pendidikan Dasar dan

48

Menengah. Indonesia: KementerianPendidikan Nasional Republik

Indonesia, 2006.

Sudjono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada

2014.

Taqi A. Hanan & Abdulmohsen. The Effect of Diary Writing on EFL Students’

Writing and Language Abilities. British Journal and education, 2015.

Tredinnick, Mark. Writing Well: The Essential Guide. Cambridge: Cambridge


Verduyn, Christl. Must Write- Edna Staebler’s Diaries. Canada: Wilfrid Laurier


Weigle C. Sara. Assessing Writing. New York: Cambridge University Press, 2002.

White, Howard and Shagun Sabarwal. Quasi-Experimental Design and Method.

United States: UNICEF, 2014.

Yulianti Novi. Improving The writing Skills Through Diary Writing of the Tenth

Grade Students of SMAN 1 Ngemplak. English Education Departement

UNY, 2014.

Zemach, E. Dorothy and Carlos Islam. Writing In Paragraph. England: MacMillan,

2006.

49Appendix 1

SYLLABUS

KompetensiDasar

MateriPembelajaran

KegiatanPembelajaran

IndikatorPencapaianKompetensi

Penilaian AlokasiWaktu

SumberBelajarTeknik Bentuk

InstrumenContoh

Instrumen

6.1. Mengung-kapkanmakna danlangkahretorikadalam eseipendeksederhanadenganmengguna-kan ragambahasa tulissecaraakurat,lancar danberterimauntukberinterak-si denganlingkungansekitardalam teksberbentukdescriptivedan recount

1. Teks rumpangberbentuk

- descriptive- recount

2. Tata bahasaKalimat

sederhana- Simpel present

tense- Simpel past

tense- past cont tense

3. Kosa kata- kata terkait

tema danjenis teks

- katapenghubung

and, then, afterthat,

before dsb4. Tanda Baca,Spelling

1. Reviewungkapan-ungkapanyang terkaitjenis teksdescriptivedan recount.

2. Menuliskalimat yangberdasarkanyang terkaitjenis teksdescriptivedan recountgambar/realia.

3. Melengkapirumpangdalam teksdescriptifdan recountdengan katayang tepat.

4. Menyusunkalimat acakmenjadi teksdescriptifdan recountyangterpadu.

5. Membuatdraft teksdescriptivedan recountsecaramandiri.

6. Mengeksposteksdescriptivedan recountyang ditulisdi kelas.

1. Meleng-kapirumpangteks essaipendekberbentukdescript-tive

2. Menyusunkalimatmenjaditeks yangbermaknadalambentukdescri-ptive danrecount.

3. Menulisteks essaidalambentukDescriptive

dan recount .

Tes tulis

Tes tulis

Tes tulis

1.Completion

2. Jumbledsentences

3. Essay

1.Completethe paragraphusingthesuitablewords.

2.Rearrangethe Following

sentencescorrectly.

3.Write anessaya. describing

somethingor a certainplace.

b. Tellingwhat you didlast Sunday

6 x 45menit

1. Bukuteksyangrelevan

2. Gambarterkaittema/topik

3. Benda-bendasekitar

50Appendix 2

LESSON PLAN

(MEETING I)

School : MTs Darul Ma’arifSubject : English

Grade/ Semester : VIII/ 1

Skills : Writing

Topic : Recount Text

Time Allocation : 2 x 40 Minutes

A. Standard Competence

6.Express the meaning of simple short functional text in form of descriptive and

recount text to interact in daily context.

B. Basic Competence

6.1 Express the meaning of simple short functional text by using accurate, fluent,

and acceptable ways of writing to interact in daily context.

6.2 Express the meaning and rhetorical step of simple short text by using accurate,

fluent, and acceptable ways of writing to interact in daily context in form of

descriptive and recount text.

C. Indicator

1. Identify information of recount text.

2. Identify rhetorical step of recount text.

3. Respond the meaning of recount text.

4. Create recount text.

D. Skill

Writing

E. The Purpose of Learning

1. The students are able to read loudly short functional text based on correct

pronunciation.

2. The students are able to identify the information of recount text.

3. The students are able to respond the meaning of recount text.

4. The students are able to create recount text.

51Appendix 2

5. The students are able to identify the rhetorical step of recount text.

F. Material of Learning

1. Recount text is to retell an experience/ activity/ event in the past.

2. Social function: to retell events for the purpose of informing entertaining/ to

retell past experience for the purpose.

3. Generic structure:

a. Orientation : introducing the participant, using first person point

of view.

b. Events : describing a series of event which happened.

c. Re – orientation : starting the writer’s personal note.

4. Language Features:

a. Using personal participant (he, she, I, Andhika, the cat, the librarian, etc)

b. Using chronological connectives (after, after that, and, then, but)

c. Using action verb (go, help, jump, etc)

d. Using simple past tense (they went…., I was there..)

e. Conjunction and time connectives (and, but, then, after that, after)

f. Adverb and adverb phrases (tomorrow, quickly, yesterday, at home)

G. Method

PPP (Presentation Practice Produce)

H. Stage of Teaching

Steps Activities Time

Allocation

Pre-Teaching The teacher checks the students’ attendancelist.

The teacher giving the motivation tostudents.

Teacher gives simple question to makestudents’ interest and ready to accept thematerials.

10 minutes

Whilst Teaching

a.Exploration Teacher stimulates students by asking a

question about recount text.

60 minutes

52Appendix 2

b.Elaboration

c.Confirmation

Teacher discusses about recount text with

students

Teacher gives opoortunities for students to

express their ideas or opinion about recount

text.

Teacher devides students into some groups

Teacher gives worksheet for the students

The students answer the question based on

the text.

The teacher correct students’ worksheet

The teacher gives feedback

The teacher reflects the material about

recount text

Post-Teaching The teacher concludes for lesson today

The teacher gives chance the students to

ask about the material

The teacher closes the teaching learning

process

10 minutes

I. Source

- www.sekolahoke.com (soal recount text)

- http://www.sekolahoke.com/2011/02/pembahasan-soal-ujian-nasional-sma.html

- References: Look a Head, English for a Better Life. English Text in Use

J. Assessment

- Written form : write the student diary (the student’s experience).

53Appendix 2

STUDENT’S WORKSHEET

I. Read the text and answers the questions!

1. What is the type of the text above?

2. What is paragraph that tells orientation?

3. What are paragraph that tell series of event?

4. What is paragraph that tells re- orientation?

5. What is the social function of the text?

The Answers:

1. Recount text.

2. The first paragraph.

3. The Second, third, and fourth paragraphs.

4. The last paragraph.

5. To give a description of what happened and when it happened.

Going to Solo with My Family

Last Sunday, I and my family went to Solo to visit a relative.

First, I prepared clothes of my husband, and my sons. We went there by car. Then

we left home about 7.a.m. We drove along the rough roads of Purwodadi and arrived

there 4 hours later.

After chatting, praying, and having lunch, we took a rest for a while. Then, at about

2.p.m., we left the city for home.

On the way home, we dropped at Gajah Mungkur dam to buy some fresh fish. There

were plenty of fish, and the price was reasonable. Next, we continued our way home.

We got home at 7.p.m. feeling tired and sleepy.

54Appendix 2

LESSON PLAN

(MEETING II)

School : Mts Darul Ma’arifSubject : English

Skills : Writing







B. Basic Competence






C. Indicator

1. Read loudly a short functional test based on correct pronunciation.

2. Indentify information of recount text.




D. Skill

Writing



pronunciation.



55Appendix 2









of view.






c. Using action verb (go, help, jump, etc.)




G. Method




Allocation




10 minutes

Whilst Teaching

a.Exploration Teacher explain about generic structures of

recount text

60 minutes

56Appendix 2

b.Elaboration

c.Confirmation

Teacher exporsure the material by showing

Power Point Slides

Teacher gives simple quiz to measure

students comprehension about generic

structures of recount text

Teacher gives extra points for students who

answer the question


the text.



recount text





process

10 minutes

I. Source




- Diary

J. Assessment


57Appendix 2



[My name is Susanti. I lived in Jepara city. I liked riding bicycle.]

(Susanti’s Diary- friend of the researcher)

1. Where did the story happen?

2. How did they go to the beach?

3. Who did the writer and her friend find when they reached the beach?

4. How did the writer think about the trip?

5. a. Analyze the Generic Structure of the text!

b. Analyze the Language Feature of the text!

The Answers:

1. In beach, Jepara.

2. By bicycle.

3. They saw many people coming there.

4. They felt really had a great time.

Orientation in paragraph I, Event in paragraph 2, and Re- orientation in the last

paragraph.

My beloved bicycle

Last week, my friend and I rode our bikes to the beach. It was only five

kilometers from our houses.

It was quite windy and there was hardly anyone there. It surprised us because there

were always many people coming there on the weekends. So, we had the beach on

our own. We bought some hot chips, rode our bikes, played in the water and sat

under the trees. We really had a great time.

58Appendix 2

LESSON PLAN

(MEETING III)



Skills : Writing

Topic : Recount text





B. Basic Competence






C. Indicator






D. Skill

Writing



pronunciation.



59Appendix 2









of view.










G. Method




Allocation




10 minutes

Whilst Teaching


60 minutes

60Appendix 2

b.Elaboration

c.Confirmation

recount text


Power Point Slides





answer the question


the text.



recount text





process

10 minutes

I. Source




- Diary

J. Assessment


61Appendix 2

STUDENT’S WORKSHEETI. Read the text and answers the questions!

[My name is Khoirunnisa’. I stayed in Kudus. But I came from KarimunJawa

Island. I am homesick now. So I want to tell you about my experience on last

some months.]

1. When did the writer and her relative go to the beach?

2. Why did they go to there?

3. How did they go there?

4. Why did they like to walk along the beach barefooted?

5. What is the main idea of the third paragraph?

Refresh My Mind

It was Sunday morning January 2, 2012.I went home in Island of my birth

place was KarimunJawa. When I arrived at my home. I invited my younger

cousin and my sister and my brother went to beach near from our house.

After studying hard, we want to refresh our mind and enjoyed the fresh air.

We went there early in the morning by motorcycle. Many people were there

when we arrived.

After parking the motorcycle, we walked along the beach barefooted. We

could feel the smoothness of the sand. The cold sea water touches our feet.

Then, we looked for a place to take a rest. We rolled out the mat on the

ground and had meals together. While eating, we saw many things. We saw

many children build sand castles. Some of them played with their balls. We

also saw some people sunbathe. After having meals, we were interested in

doing something.

We were so happy and really enjoyed that day.

(Khoirunnisa’s Diary- friend of Researcher)

62Appendix 2


b. What tense is mostly used in the text?

The Answers:

1. When the writer arrived at her home.

2. Because they want to refresh our mind and enjoyed the fresh air, after study

hard.

3. By motorcycle.

4. Because they could feel the smoothness of the sand.

5. They take a rest.

6. a. Orientation is in the first paragraph.

Events are in the second and three paragraphs.

Re- orientation is in the last paragraph.

b. Simple past tense.

63Appendix 2

LESSON PLAN

(MEETING IV)



Skills : Writing






B. Basic Competence






C. Indicator






D. Skill

Writing



pronunciation.



64Appendix 2









of view.










G. Method




Allocation




10 minutes

Whilst Teaching


60 minutes

65Appendix 2

b.Elaboration

c.Confirmation

recount text


Power Point Slides





answer the question


the text.



recount text





process

10 minutes

I. Source




- Diary

J. Assessment


66Appendix 2


1. When did the writer saw the accident?

2. Why did the driver hit a motorcycle?

3. Who was called the police?

4. How was felt of the writer at that time?

5. a. What is paragraph that tells orientation?

b. What are paragraph that tell series of event?

The Answers:

1. When she was sitting in front of her store.

2. The driver couldn’t control his car because he drove so fast.

3. Someone who was also saw the accident at that time.

4. She felt that it was really her scaring experience.

5. a. The first paragraph.

b. Second, third, and fourth paragraph.

My Scaring ExperienceWhen I was sitting in front of my store, I saw accident. A car hit a motorcycle

from behind. The driver couldn’t control his car because he drove so fast.The car didn’t stop after the accident. It even ran faster. No one came to help themotorcycle’s rider. He was injured badly.

I was so scared at the time. Then someone who was also saw the accident at thattime, called the police and tried to find help for the victim. Not long after that, the policecame. The police asked the man several questions. He told them what happened.After that, I went home because it was already dark.

It was really scaring experience.

67Appendix 3

LESSON PLAN

(MEETING I)



Skills : Writing






B. Basic Competence






C. Indicator

1. Identify information of recount text.




D. Skill

Writing



pronunciation.




68Appendix 3








of view.










G. Method




Allocation




10 minutes

Whilst Teaching

a.Exploration Teacher stimulates students by asking a

question about recount text.

60 minutes

69Appendix 3

b.Elaboration

c.Confirmation

Teacher discusses about recount text with

students

Teacher gives opoortunities for students to

express their ideas or opinion about recount

text.

Teacher devides students into some groups

Teacher gives worksheet for the students


the text.

The teacher correct students’ worksheet



recount text





process

10 minutes

I. Source




J. Assessment

-

70Appendix 3



1. What is the type of the text above?

2. What is paragraph that tells orientation?

3. What are paragraph that tell series of event?

4. What is paragraph that tells re- orientation?

5. What is the social function of the text?

The Answers:

1. Recount text.

2. The first paragraph.

3. The Second, third, and fourth paragraphs.

4. The last paragraph.

5. To give a description of what happened and when it happened.

Going to Solo with My Family

Last Sunday, I and my family went to Solo to visit a relative.

First, I prepared clothes of my husband, and my sons. We went there by car. Then

we left home about 7.a.m. We drove along the rough roads of Purwodadi and arrived

there 4 hours later.

After chatting, praying, and having lunch, we took a rest for a while. Then, at about

2.p.m., we left the city for home.

On the way home, we dropped at Gajah Mungkur dam to buy some fresh fish. There

were plenty of fish, and the price was reasonable. Next, we continued our way home.

We got home at 7.p.m. feeling tired and sleepy.

71Appendix 3

LESSON PLAN

(MEETING II)


Skills : Writing







B. Basic Competence






C. Indicator






D. Skill

Writing



pronunciation.



72Appendix 3









of view.






c. Using action verb (go, help, jump, etc.)




G. Method




Allocation




10 minutes

Whilst Teaching


recount text

60 minutes

73Appendix 3

b.Elaboration

c.Confirmation


Power Point Slides





answer the question


the text.



recount text





process

10 minutes

I. Source




- Diary

J. Assessment

-

74Appendix 3



[My name is Susanti. I lived in Jepara city. I liked riding bicycle.]

(Susanti’s Diary- friend of the researcher)

1. Where did the story happen?

2. How did they go to the beach?

3. Who did the writer and her friend find when they reached the beach?

4. How did the writer think about the trip?


b. Analyze the Language Feature of the text!

The Answers:

1. In beach, Jepara.

2. By bicycle.

3. They saw many people coming there.

4. They felt really had a great time.

Orientation in paragraph I, Event in paragraph 2, and Re- orientation in the last

paragraph.

My beloved bicycle

Last week, my friend and I rode our bikes to the beach. It was only five

kilometers from our houses.

It was quite windy and there was hardly anyone there. It surprised us because there

were always many people coming there on the weekends. So, we had the beach on

our own. We bought some hot chips, rode our bikes, played in the water and sat

under the trees. We really had a great time.

75Appendix 3

LESSON PLAN

(MEETING III)



Skills : Writing

Topic : Recount text





B. Basic Competence






C. Indicator






D. Skill

Writing



pronunciation.



76Appendix 3









of view.










G. Method




Allocation




10 minutes

Whilst Teaching


60 minutes

77Appendix 3

b.Elaboration

c.Confirmation

recount text


Power Point Slides





answer the question


the text.



recount text





process

10 minutes

I. Source




- Diary

J. Assessment

-

78Appendix 3


[My name is Khoirunnisa’. I stayed in Kudus. But I came from KarimunJawa

Island. I am homesick now. So I want to tell you about my experience on last

some months.]

1. When did the writer and her relative go to the beach?

2. Why did they go to there?

3. How did they go there?

4. Why did they like to walk along the beach barefooted?

5. What is the main idea of the third paragraph?

Refresh My Mind

It was Sunday morning January 2, 2012.I went home in Island of my birth

place was KarimunJawa. When I arrived at my home. I invited my younger

cousin and my sister and my brother went to beach near from our house.

After studying hard, we want to refresh our mind and enjoyed the fresh air.

We went there early in the morning by motorcycle. Many people were there

when we arrived.

After parking the motorcycle, we walked along the beach barefooted. We

could feel the smoothness of the sand. The cold sea water touches our feet.

Then, we looked for a place to take a rest. We rolled out the mat on the

ground and had meals together. While eating, we saw many things. We saw

many children build sand castles. Some of them played with their balls. We

also saw some people sunbathe. After having meals, we were interested in

doing something.

We were so happy and really enjoyed that day.

(Khoirunnisa’s Diary- friend of Researcher)

79Appendix 3


b. What tense is mostly used in the text?

The Answers:

1. When the writer arrived at her home.

2. Because they want to refresh our mind and enjoyed the fresh air, after study

hard.

3. By motorcycle.

4. Because they could feel the smoothness of the sand.

5. They take a rest.

6. a. Orientation is in the first paragraph.

Events are in the second and three paragraphs.

Re- orientation is in the last paragraph.

b. Simple past tense.

80Appendix 3

LESSON PLAN

(MEETING IV)



Skills : Writing






B. Basic Competence






C. Indicator






D. Skill

Writing



pronunciation.



81Appendix 3









of view.










G. Method




Allocation




10 minutes

Whilst Teaching


recount text

60 minutes

82Appendix 3

b.Elaboration

c.Confirmation


Power Point Slides





answer the question


the text.



recount text





process

10 minutes

I. Source




- Diary

J. Assessment

-

83Appendix 3


1. When did the writer saw the accident?

2. Why did the driver hit a motorcycle?

3. Who was called the police?

4. How was felt of the writer at that time?

5. a. What is paragraph that tells orientation?

b. What are paragraph that tell series of event?

The Answers:

1. When she was sitting in front of her store.

2. The driver couldn’t control his car because he drove so fast.

3. Someone who was also saw the accident at that time.

4. She felt that it was really her scaring experience.

5. a. The first paragraph.

b. Second, third, and fourth paragraph.

My Scaring ExperienceWhen I was sitting in front of my store, I saw accident. A car hit a motorcycle

from behind. The driver couldn’t control his car because he drove so fast.The car didn’t stop after the accident. It even ran faster. No one came to help themotorcycle’s rider. He was injured badly.

I was so scared at the time. Then someone who was also saw the accident at thattime, called the police and tried to find help for the victim. Not long after that, the policecame. The police asked the man several questions. He told them what happened.After that, I went home because it was already dark.

It was really scaring experience.

84Appendix 4

Categories ScoreContent 15Organization 16Vocabulary 16Grammar 15Mechanic 2Total Score 64

Name : Annisa Yulina Sari Class: VIII A

85Appendix 4


Name : Akbar Nur Hisyam Class: VIII A

86Appendix 4


Name : Zalfa Nadhifa Class: VIII A

87Appendix 5


Name : Devi Lailatu Syifa Class: VIII B

88Appendix 5


Name : Trimas Eryanto Class: VIII B

89Appendix 5


Name : Taufan Dwi Alfaridzi Class: VIII B

90Appendix 6


Name : Dimitri Lingga P Class: VIII A

91Appendix 6


Name : Kristianto Class: VIII A

92Appendix 6


Name : Bella Yunita Class: VIII A

93Appendix 7


Name : Raeshanty Szazsa Class: VIII B

94Appendix 7


Name : Khoirunnisa Class: VIII B

95Appendix 7


Name : Sherly Natasha Class: VIII B

96Appendix 8

Photographs During the Quasi-Experimental Research Activities

100Appendix 11

101Appendix 11

102Appendix 11

103Appendix 11

104Appendix 11

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