THE EFFECTIVENESS OF USING GUIDED QUESTIONS IN TEACHING

WRITING OF ANALYTICAL EXPOSITION TEXT TO ELEVENTH

GRADE STUDENTS OF SMAN 8 PURWOREJO

IN ACADEMIC YEAR 2013 / 2014

A THESIS

Submitted in Partial Fulfillment of the Requirements

to Acquire Sarjana Pendidikan Degree in English Education Program

of Teacher Training and Education Faculty

Muhammadiyah University of Purworejo

Rosialina Septiani

10.212.0097

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOREJO

2014

THE EFFECTIVENESS OF USING GUIDED QUESTIONS IN TEACHING

WRITING OF ANALYTICAL EXPOSITION TEXT TO ELEVENTH

GRADE STUDENTS OF SMAN 8 PURWOREJO

IN ACADEMIC YEAR 2013 / 2014

A THESIS

Submitted in Partial Fulfillment of the Requirements

to Acquire Sarjana Pendidikan Degree in English Education Program

of Teacher Training and Education Faculty

Muhammadiyah University of Purworejo

Rosialina Septiani

10.212.0097

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOREJO

2014

MOTTO

- Nothing great was ever achieved without enthusiasm. (Emerson)

- Allah will not change the good condition of a people as long as they do not

change themselves. (QS. Ar – Ra’du : 11)

- Achieving something is not realized without prayer. What is your wish, let’s

pray, try, and realize it. (The researcher)

- Don’t look at a problem in one side but look it in other side. (The researcher)

DEDICATIONS

With graduate and love, this thesis is dedicated to :

- My beloved parents, Parmin, Aris Minawati, Hamid Kanuni, S.H and Sri

Lestari for their prayer, love, support, patience, advice, and everything that

were they given to me.

- My beloved husband, Riza Pratama Rivai, who gives me support and

motivation. Who never tired gives me love, advice and faithfulness.

- My beloved sister, Yeni Puspitasari, keep fight in her own business. Thanks

for your motivation and support.

- My beloved friends Hayu, Izmi, Yunita, Kusnadi, Edwin, Anang, Adam,

Widi, Galuh.

- Lecturers in English Department of Muhammmadiyah University of

Purworejo.

- All of my friends in Archie Linguistics Class C and English Education

Program.

- All of my friends in PPL and KKN.

- And all who helps me finishing this thesis.

ACKNOWLEDGEMENT

Alhamdulillah all praises to Allah the Almighty, The Merciful and The

most Beneficial. Without His blessing, the researcher would never been able to

finish this thesis entitled The Effectiveness of Using Guided Questions in

Teaching Writing of Analytical Exposition Text to Eleventh Grade Students of

SMA N 8 Purworejo.

This thesis has been greatly improved by many comments, information

and ideas of many people, so that the researcher’s gratitude and deep appreciation

go to :

1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammadiyah University of

Purworejo.

2. Drs. H. Hartono, M.M, as the Dean of Teacher Training an Education

Faculty.

3. Semi Sukarni, M.Pd, as the Head of English Education Department.

4. Juita Triana, M.Pd, her consultant, thanks for her guidance, corrections,

encouragement, and suggestion to complete my thesis.

5. The lecturers of English Education Department of Muhammadiyah

University of Purworejo.

6. Drs. Suhartono, M.M, the Head Master of SMA N 8 Purworejo, who gave

the researcher permission to conduct the research.

7. Hardjanto, S.Pd, the teacher of SMA N 8 Purworejo . Thanks for your help

and nice cooperation.

TABLE OF CONTENT

TITLE ............................................................................................................. i

APPROVAL SHEET ..................................................................................... ii

RATIFICATION SHEET .............................................................................. iii

STATEMENT ................................................................................................ iv

MOTTO ......................................................................................................... v

DEDICATIONS ............................................................................................. vi

ACKNOWLEDGEMENT ............................................................................. vii

TABLE OF CONTENT ................................................................................. ix

LIST OF TABLES ......................................................................................... xii

LIST OF CHARTS ........................................................................................ xiii

ABSTRACT ................................................................................................... xiv

CHAPTER I INTRODUCTION

A. Background of The Study ................................................ 1

B. Identification of The Problem .......................................... 4

C. Limitation of The Study ................................................... 4

D. The Reason for Choosing Topic ...................................... 5

E. Statement of The Problem ................................................ 5

F. Objective of The Study .................................................... 5

G. Significance of The Study ................................................ 6

H. Definition of The Term .................................................... 6

I. Organization of The Thesis .............................................. 8

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Study ................................................................. 9

B. Theoretical Framework

1. Definition of Teaching ............................................... 11

2. Definition of Learning................................................ 11

3. Teaching Learning ..................................................... 12

4. Teaching Writing ....................................................... 13

5. Definition of Writing.................................................. 13

6. Writing Assessment ................................................... 15

7. Genre of Text ............................................................. 18

8. Analytical Exposition ................................................. 21

9. Guided Questions ....................................................... 21

C. Conceptual Framework .................................................... 22

D. Hypothesis ........................................................................ 23

CHAPTER III RESEARCH METHOD

A. Types of Research ............................................................ 25

B. Time and Place Taking Research ..................................... 25

C. Variables of Research ...................................................... 26

D. Population and Sample ..................................................... 26

E. Sampling Technique......................................................... 27

F. Research Instrument ......................................................... 29

G. Technique of Collecting Data .......................................... 29

H. Technique of Data Analysis ............................................. 30

1. Descriptive Statistic Analysis .................................... 30

2. Inferential Statistic Analysis ...................................... 32

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Data Description ............................................................... 35

1. The Result of Writing Analytical Exposition ............. 36

2. Post-Test Result of Experiment Group....................... 38

3. Post-Test Result of Control Group ............................. 40

4. Post-Test Result of Experiment and Control Group... 42

B. Data Analysis

1. Descriptive Statistic Analysis ..................................... 45

2. Inferential Analysis .................................................... 47

3. Test of Hypothesis ...................................................... 53

C. The Interpretation of Research Result .............................. 55

1. Descriptive Analysis ................................................... 56

2. Inferential Analysis Interpretation .............................. 57

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................ 59

B. Suggestion ........................................................................ 60

BIBLIOGRAPHY

APPENDICES

LIST OF TABLE

Table 1. Table of Classification of Students’ Achievement ..................... 35

Table 2. The Result of Pre-Test and Post-Test of Experiment Group ...... 36

Table 3. The Result of Pre-Test and Post-Test of Control Group ............ 37

Table 4. Degree Ability of Experiment Group ......................................... 39

Table 5. Table of Degree Ability of Post-Test Score of Control Group... 41

Table 6. Table of Post-Test Result Experiment and Control Group ........ 42

Table 7. Table Statistic of Pre-Test and Post-Test Result of Experiment

Control Class .............................................................................. 44

Table 8. The Length of Experiment Class ................................................ 49

Table 9. Frequency Distribution of Post-Test Achievement of Experiment

Class ........................................................................................... 50

Table 10. The Length of Control Class ...................................................... 50

Table 11. Frequency Distribution of Post-Test Achievement of Control

Class ........................................................................................... 51

LIST OF CHART

Chart 1. The Chart of Percentage Range of Writing Ability Result of

Experiment Group ...................................................................... 40

Chart 2. The Chart of Percentage Range of Writing Ability Result of

Control Group ............................................................................. 42

Chart 3. The Chart of Frequency Range of Writing Ability Result of

Experiment Group and Control Group ....................................... 43

ABSTRACT

Septiani, Rosialina (102120097) 2014. A thesis, THE EFFECTIVENESS OF

USING GUIDED QUESTIONS IN TEACHING WRITING OF ANALYTICAL

EXPOSITION TEXT TO ELEVENTH GRADE STUDENTS OF SMAN 8

PURWOREJO IN ACADEMIC YEAR 2013/2014.English Department Faculty of

Teacher Training and Educational Science, Muhammadiyah University of

Purworejo. Consultant: Juita Triana, M.Pd.

Writing is one of big problems for the students in this teaching learning

process. Moreover, there is analytical exposition text as one of materials to

achieve. This study was carried out to investigate the effectiveness of using

guided questions in teaching writing to eleventh grade students of SMAN 8

Purworejo, and how are the students’ skill in writing analytical exposition text of

eleventh grade of SMAN 8 Purworejo.

This research was done at SMAN 8 Purworejo on May 2014. It is

experimental research that takes two classes to compare between the result of

using and not using guided questions in teaching writing of analytical exposition

text. Here, the researcher takes the samples from eleventh grade of XI IPS 1 as

experimental group and XI IPS 4 as control group. The researcher makes some

steps in collecting data: first is giving pre-test to both experimental and control

class; second is applying the treatment to the experimental class by using guided

questions in teaching writing analytical exposition text and giving material to the

control group without using guided questions technique; and the last is giving

post-test to both experimental and control group. To analyze the data, the

researcher applies descriptive and inferential analyze using t-test.

The result of the research leads to the conclusion that the average score of

the students who are taught writing analytical exposition text by using guided

questions which is as experimental group is 76. That result is a good categorize

while the average score of the students who are taught writing analytical

exposition text without using guided questions is 70. In other word, the use of

guided questions is effective in teaching writing of analytical exposition text.

Looking at the result of t-test, the t-test of level significant 0.05 shows t-obtained

value is 4.559 and t-table value is 2.00, it means that t-value is higher than t-table.

It means that Ha is accepted, so it can be concluded that using guided questions in

teaching writing of analytical exposition text to eleventh grade students of SMAN

8 Purworejo in academic year 2013/2014 is effective.

Key Words: Effectiveness, Teaching Writing, Guided Questions, Analytical

Exposition Text.

CHAPTER I

INTRODUCTION

In this chapter, the researcher would like to present some points that will

be explained, as follows: background of study, identification of the problem,

limitation of the study, the reason for choosing topic, statement of the problem,

objective of the study, significance of the study, definition of the term, and

organization of the thesis.

A. Background of the Study

Language is used to communicate and merge among people in the

world. Using language facilitates them due to It is a tool communication that

having a form of spoken language and written language. The goal of

communication is delivering message from someone to another. A

communication happenswhen the participants can understand to one another

what they convey. In this case, language is very needed and important thing.

English is one of languages in the world.

Nowadays, English has become popular language due to English is an

international language that used to connect people in the world. People are

interested to learn English. English has ruled the world. It can be conceived

that every corner reads English. English is fun, but most of people are still

confused in learning English.In Indonesia, learning English is an important

subject to the students. There are a few basic skills that the students should

1

learn: speaking, writing, reading, and listening. Ideally, the students should

have good competence in every skill.

Writing is one of skills in learning English including in productive

skill. Mastering writing is an important thing for the students. It has a goal to

help the students to be able to write their own ideas in writing. In fact, the

students are still confused how to write a good paragraph. Based on the

researcher’s experience, writing is a difficult subject. We have to masterthe

vocabularies and grammar to our interesting text.Writing without variety

vocabularies makes monotonous. Incorrect grammar leads the reader

misunderstanding with the content. Those are important points in writing.

Moreover, difficulty in finding ideas is a big trouble. It will make

writing unattractive. It needs to think hard to find the appropriate ideas to

write. This is the condition that the teacher should have creativity to make the

students easier to express their idea in writing. It will be a method or

technique to make the students easier to write.Using method or technique in

learning English especially writing is an effective way to help the students in

their work when they write something.

Analytical exposition is one of genres of text that taught at Eleventh

Grade of Senior High School. Analytical exposition text is a kind of texts that

presents arguments to support the opinion and persuade the readers in the

case. The students are expected telling something with easier technique. The

students should write something easily in their grade. There are a lot of cases

on the students’ difficulties when they write something to report in English

writing. Based on that problem, the researcher uses the technique of guided

questions to help the students write something easier.

Guided questions are some questions that help the students to write

something easier. There are 5W and 1H questions. These questions will entice

the students’ idea about what will be informed. It is hoped the students can

express what they think and it is their own idea in writing analytical

exposition text. Guided questions are penetration to the students in a

beginning step to start writing. It is used to what should the students do and

how to begin their writing.

The researcher is interested to find the effectiveness of using guided

questions in teaching of analytical exposition to the students of SMA N 8

Purworejo. Eleventh grade of SMA 8 Purworejo students should work hard in

learning writing to increase their skill.

There are two previous studies that researcher took. The first is

Improving Students’ Writing Skill of Descriptive Text through Guided

Questions by Nawawi (2011) and Developing The Students’ Ability in Writing

Recount Text Through Guiding Questions Technique at The Second Year

Students of SMPN 1 Terbanggi Besar Lampung Tengah by Iwan (2009). In

those researches, guided questions are appropriate technique to improve

students’ writing skill. The researcher is interested in another text, it is

analytical exposition.

B. Identification of the Problem

Based on the background above, Eleventh grade of Senior High

School students are confused to write something especially in analytical

exposition text. They still do not understand what should they write to inform

something or event. Moreover, they do not know what the appropriate ways to

make their text well.

Guided question isan appropriate technique to help the students in

leading their writing better. It will entice the students having concept easier to

write. The students will know what they should write based on the topic.

C. Limitation of the Study

In learning English, there are four basic skills that the students must

master such as speaking, listening, writing and reading and genre of text such

as procedure, narrative, recount, descriptive, analytical exposition, etc. In this

case, the researcher will focus on writing skill and analytical exposition text. It

is using guided questions in teaching writing of analytical exposition text at

eleventh grade of SMA N 8 Purworejo. The researcher tries by using guided

questions to help the students easier to write something and make appropriate

writing based on the topic. The limitation is absolute for the researcher to

make this thesis accurate and valid.

D. The Reason for Choosing Topic

The researcher chooses the topic for the following reasons:

1. Writing is one of skills in learning English. It is difficulty skills to learn

because the students must work hardly to master it.

2. A lot of students are still confused on how to write a good text and how to

begin writing.

3. It is an effective way to teach writing in teaching and learning English for

Senior High School students.

E. Statement of the Problem

The statement of the problem based on the background of study above

is: Is There Any Effectiveness of Using Guided Questions in Teaching

Writing of Analytical Exposition Text to Eleventh Grade Students of SMA 8

Purworejo in Academic Year 2013/2014?

F. Objective of the Study

The objective of the study of this thesis is basically to find out

whether there is effectiveness of using guided question in teaching writing of

analytical exposition text to eleventh grade students of SMA N 8 Purworejo in

Academic Year 2013/2014.

G. Significance of the Study

There are some advantages of this thesis, as follows:

For the students:

1. The students can work or make analytical text easier. Guided questions are

helpful to the students.

2. The students will begin thinking that writing is easy to do by new

technique and make them will not be bored.

3. Guided questions make the students more interesting and like in writing.

For the teachers:

1. It can help the teachers to teach the students as a reference teaching in

classroom. It is another alternative technique.

2. This method can increase quality of teaching and learning process in

classroom.

For the readers:

1. The readers can know that there is another technique which can uses in

teaching writing.

2. It will help the readers to learn and apply it to increase the skill.

H. Definition of the Term

To avoid misinterpreting the topic that discussed, the researcher would

like to explain the definition of some key words in the title of this thesis, as

follows:

1. Effectiveness

Effectiveness is producing the result that is wanted or intended. In

other word it is producing a successful result. (Hornby, 2000 : 422)

2. Guided questions

Guided questions are the test administrator poses a series of

questions that essentially serve as an outline of the emergent written text.

(Brown, 2004: 234)

3. Teaching

Teaching is guiding and facilitating learning in enabling the

learners to learnand sitting the conditions for learning. Teaching means

showing or helping someone to learn how to do something, providing with

knowledge, causing to know or understand. (Brown, 2007 : 7)

4. Writing

Writing is a language form that is distinguished from speech

because it can be permanent and it can be planned and changed before it

emerges. (Browne, 2007: 92)

5. Analytical Exposition

Analytical Exposition is a text which has a purpose to persuade the

reader or listener that something in the case. (Hartono, 2005: 6)

I. Organization of the Thesis

This thesis is divided into five chapters, as follows:

Chapter I contains of introduction. In this chapter, it deals about

background of the study, identification of the problem, limitation of the

problem, the reason for choosing topic, statement of the problem, objective of

the study, significance of the study, definition of the term, and organization of

the thesis.

Chapter II contains of review of related literature. This chapter discuss

about review of related literature which is included previous study, theoretical

framework, conceptual framework and hypothesis.

Chapter III contains of research methods. This chapter includes types

of research, variable of research, population and sample, sampling technique,

research instrument, technique and collecting data and data analysis, and time

and place taking research.

Chapter IV contains of research finding and discussion. This chapter

shows and explains that the research finding and discuss it as clearly as

possible.

Chapter V contains of conclusion and suggestion. This chapter gives

conclusion and suggestions of the research.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this section, the researcher involves some basic theories related to this

research. There are four points to be presented by the researcher, as follows:

previous study, theoretical framework, conceptual framework, and hypothesis.

A. Previous Study

This research is entitled The Effectiveness of Using Guided Questions

in Teaching Writing of Hortatory Exposition Text to Eleventh Grade Students

of SMA N 8 Purworejo in Academic Year 2013/2014. For consideration, the

researcher took two previous studies. The first is Nawawi’s (2011) research

entitled “Improving Students’ Writing Skill of Descriptive Text Trough Guided

Questions”. The second is Iwan’s (2009) research entitled “Developing The

Students’ Ability in Writing Recount Text Through Guiding Questions

Technique at The Second Year Students of SMPN 1 Terbanggi Besar

Lampung Tengah”.

The result of Nawawi’s research is there are some progressions of the

students’ score of pre-test and post-test. In the pre-test, there are two (4,6%)

students who passed of minimal comprehensiveness criterion and the mean

score of pre-test are 45,46. Then in the result of post-test in cycle 1 is 6

(13,95%) students in the class who passed of minimal comprehensiveness

criterion considering that their mean score of the test gained 61,16. In the

9

result of post-test in cycle 2 is 29 (67,44%) students who passed of minimal

comprehensiveness criterion in which their mean score of writing test derived

are 69,76. The result of last post-test is 43 (100%) students who passed of

minimal comprehensiveness criterion consider their mean score are 81,86.

It means that guided questions makes students easier and exploring

their idea in making descriptive paragraph. Based on Nawawi’s research, this

technique can improve students’ achievement significantly in writing skill of

descriptive paragraph.

Based on Iwan’s research, guided writing in the form of guiding

questions can develop the students’ recount text writing ability. There was

such a significant increase toward the students’ recount text writing ability

after they were given the treatments.

The result of his research is enhancement of students’ average score in

the pre-test and post-test. In the pre-test, there are 6 students (20%) whose

scores are higher than 60 and there are 24 students (80%) whose sores are

lower than 60. In the post-test, there are 27 students (90%) whose scores are

higher than 60 and there are only 3 students (10%) whose scores are lower

than 60.

In Nawawi’s research, he took descriptive text and Iwan’s research

took recount text; while in this research, the researcher takes different text.

The researcher tries to analyze the use of guided questions technique in

teaching writing of analytical exposition text.

B. Theoretical Framework

1. Definition of Teaching

Teaching is doing something to help another people to develop

their skills, ability or science through giving lesson to the learner so they

can learn it well. Crawford, Saul, Mathews and Makinster (2005: 10) state

that teaching is more than a set of methods that is developing students’

skills and strategies for learning, at the same time they learn content of

curriculum. While Fry, Ketterridge and Marshall note that (2003: 26)

teaching involves helping students to know something not known before it

constitutes a process of change.

The researcher concludes, based on the definition above, that

teaching is a process to make someone more know and develop his skills

so it can be used in their life. Teaching can help the students more clever

and creative in developing their skills.

2. Definition of Learning

Learning according to Pritchard (2009:1) is something of which we

all have an understanding and in which we have all participated. This

participation has been in a very wide range of settings, both formal and

informal, ranging from the relative confines of a school classroom, to the

wide open space of the countryside or a quiet corner where a chance

conversation led to deeper understanding of some topic or another.

Meanwhile Brown (2007:7) states that learning is human activity which is

done since they were doing until they die.

Brown (2007:8) proposes a composite definition of learning, in the

followings:

1) Learning is acquisition or getting.

2) Learning is retention of information or skill.

3) Retention implies storage system, memory and cognitive organization.

4) Learning involves active, conscious focus on acting upon events

outside or inside the organism.

5) Learning is relatively permanent but subject.

6) Learning involves some of practice, perhaps reinforced practice.

7) Learning is a change in behavior.

According those definitions above, learning can change someone in

his behavior, he will know what he had learnt in his school or every where

he learn. It will help him in his life to make better.

3. Teaching Learning

According to Fry, Ketterridge and Marshall (2003: 26), organizing

teaching is really about designing learning. Designing learning is one of

the most fundamental activities. Often due to pressures of time, preparing

to teach is given less time and consideration than implementing and

evaluating the teaching or learning process.

Teaching and learning are totally different in its activity but both of

them are very important process to the students in developing their skill.

4. Teaching Writing

Carrol and Wilson (1993:12) have their own argument that writing

as a process means giving students time to pre-write, write, post-write,

proofread, and edit their papers. It means teaching writing not just

assigning it. It means teaching the various forms of writing so students

think through their meaning, their purpose, and the needs of their audience

to determine the most appropriate genre.

From the explanations above, teaching writing is a process to make

a draft, edit, and write the students’ work in writing which is adjusted the

purpose of writing. The students should know basis of writing until they

can produce their writing.

5. Definition of Writing

Browne (2007:92) gives her notion that writing is a language form

that is distinguished from speech because it can be permanent and it can be

planned and changed before it emerges. Pursuant to Patel and Jain

(2008:125) writing is a kind of linguistic behavior; a picture is not. It

presents the sounds of language through visual symbols.

Browne (2007: 92-93) states that writing can be used to entertain,

persuade, express feelings, inform, request, instruct, record and express

opinions and ideas. The writers have to do at least three things to produce

a piece of writing. They have to compose, transcribe and review (Browne,

2007: 82-84).

Based on those definitions, writing is a process in thinking

something through the writer express feeling to make the reader be

amused, get information from the writer, or ideas from the writer.

Some characteristics of written language from the writer’s view

according to Brown (2003: 341-342) are as follows:

1) Permanence

Once something is written down and delivered in its intended

audience, the writer abdicates a certain power: the power to emend, to

clarify, and to withdraw.

2) Production time

The writer can become a good writer by developing efficient processes

for achieving the final product.

3) Distance

The distance factor requires what might be termed cognitive empathy,

in that good writers can read their own writing from the perspective of

the mind of the targeted audiences.

4) Orthography

Everything from simple greeting to extremely complex idea is

captured through the manipulation of a few dozen letters and other

written symbols.

5) Complexity

Writers must learn how to remove redundancy (which may not jibe

with their first language rhetorical tradition), how to combine

sentences, how to make references to other elements in a text, how to

create syntactic and lexical variety and much more.

6) Vocabulary

Written language places a heavier demand on vocabulary use than does

speaking. Good writers will learn to take advantage of the richness of

English vocabulary.

7) Formality

6. Writing Assessment

Brown (2003: 4) states that assessment is ongoing process that

encompasses a much wider domain; whenever a student responds to a

question, offers a comment, or tries out a new word or structure; the

teacher subconsciously makes an assessment of the student’s performance.

In writing, assessment is very important to measure the students’ ability in

writing. Writing assessment according to Brown (2003: 244) cover the

following indicators:

20 – 18

Excellent to

Good

17 – 15

Good to

Adequate

14 – 12

Adequate

to Fair

11 – 6

Unaccept

able-not

5 – 1

College

– level

work

1. Organiz

ation:

Introduc

tion,

body,

and

conclusi

on

Appropriate

title, effective

introductory

paragraph,

topic is

stated, leads

to body;

transitional

expressions

used;

Adequate

title,

introduction

, and

conclusion;

body of

essay is

acceptable,

but some

evidence

Mediocre

or scant

introductio

n or

conclusion

; problems

with the

order of

ideas in

body; the

Shaky or

minimall

y

recogniz

able

introduct

ion;

organizat

ion can

barely be

Absence

of

introduct

ion or

conclusi

on; no

apparent

organizat

ion of

body;

arrangement

of material

shows plan

(could be

outlined by

reader);

supporting

evidence

given for

generalizatio

ns;

conclusion

logical and

complete

may be

lacing,

some ideas

aren’t fully

developed;

sequence is

logical but

transitional

expressions

may be

absent or

misused

generalizat

ions may

not be

fully

supported

by the

evidence

given;

problems

of

organizati

on

interfere

seen;

severe

problems

with

ordering

of ideas;

lack of

supportin

g

evidence

;

conclusi

on weak

or

illogical;

inadequa

te effort

at

organizat

ion

severe

lack of

supportin

g

evidence

; writer

has not

made

any

effort to

organize

the

composit

ion

(could

not be

outlined

by

reader)

2. Logical

develop

ment of

ideas:

Content

Essay

addresses the

assigned

topic; the

ideas are

concrete and

thoroughly

developed;

no extraneous

material;

essay reflects

thought

Essay

addresses

the issues

but misses

some

points;

ideas could

be more

fully

developed;

some

extraneous

material is

present

Developm

ent of

ideas not

complete

or essay is

somewhat

off the

topic;

paragraphs

aren’t

divided

exactly

right

Ideas

incomple

te; essay

does not

reflect

careful

thinking

or was

hurriedly

written;

inadequa

te effort

in area of

content

Essay is

complete

ly

inadequa

te and

does not

reflect

college-

level

work; no

apparent

effort to

consider

the topic

carefully

3. Gramma

r

Native-like

fluency in

English

grammar;

correct use of

Advance

proficiency

in English

grammar;

some

Ideas are

getting

through to

the reader,

but

Numerou

s serious

grammar

problems

interfere

Severe

grammar

problems

interfere

greatly

relative

clauses,

prepositions,

modals,

articles, verb

forms, and

tense

sequencing;

no fragments

or run-on

sentences

grammar

problems

don’t

influence

communicat

ion,

although the

reader is

aware of

them; no

fragment or

run-on

sentences

grammar

problems

are

apparent

and have a

negative

effect on

communic

ation; run-

on

sentences

or

fragments

present

with

communi

cation of

the

writer’s

ideas;

grammar

review of

some

areas

clearly

needed;

difficult

to read

sentence

s

with the

message;

reader

can’t

understa

nd what

the

writer

was

trying to

say;

unintelli

gible

sentence

structure

4. Punctuat

ion,

spelling,

and

mechani

cs

Correct use

of English

writing

conventions:

left and right

margins, all

needed

capitals,

paragraphs

indented,

punctuation

and spelling;

very neat

Some

problems

with writing

conventions

or

punctuation;

occasional

spelling

errors; left

margin

correct;

paper is

neat and

legible

Uses

general

writing

conventio

ns but has

errors;

spelling

problems

distract

reader;

punctuatio

n errors

interfere

with ideas

Serious

problems

with

format of

paper,

parts of

essay not

legible;

errors in

sentence

punctuati

on and

final

punctuati

on;

unaccept

able to

educated

readers

Complet

e

disregard

for

English

writing

conventi

ons;

paper

illegible;

obvious

capitals

missing,

no

margins,

severe

spelling

problems

5. Style

and

quality

of

expressi

on

Precise

vocabulary

usage; use of

parallel

structures;

Attempts

variety;

good

vocabulary;

not wordy;

Some

vocabular

y misused;

lacks

awareness

Poor

expressio

n of

ideas;

problems

Inapprop

riate use

of

vocabula

ry; no

concise;

register good

register OK;

style fairly

concise

of register;

may be

too wordy

in

vocabula

ry; lacks

variety

of

structure

concept

of

register

or

sentence

variety

7. Genre of Text

The term genre, based on Hartono (2005: 4), is used to refer to

particular text-types, not to traditional varieties of literature.

According to Hartono (2005:6) there are two main categories of

genre. There are story and factual genres.

a. Story genres

There are six main text types in this category: narrative, news

story/Items, exemplum, anecdote, recount and spoof. Media texts

such as films, videos, television shows and CDs can also fall in this

category.

1) Narrative

Narrative is a text which has a purpose to amuse, entertain, and

to deal with actual or various experience in different ways.

2) News Story/Items

News story/items is factual texts that inform the reader about

events of the day which are considered newsworthy or

important.

3) Exemplum

Exemplum is a text which has purpose to deal with incidents

that are in some respects out of the usual, point to some general

value in the cultural context.

4) Anecdote

Anecdote is a text which has function is to share with others an

account of an unusual or amusing incident.

5) Recount

Recount is kind of genre which has purpose to retell an event for

the purpose of informing or entertaining.

6) Spoof

Spoof is kind of genre which has purpose to retell an event whit

humorous twist.

b. Factual genres

There are nine main text types in this category. There are

procedure, explanation, report, analytical exposition, hortatory

exposition, discussion, description, review and commentary.

1) Procedure

Procedure is a text which has social function to describe how

something is accomplish through a sequence of action or steps.

2) Explanation

Explanation is a text which has social function to explain the

processes involved in the formatting or workings of natural or

social-cultural phenomena.

3) Report

Report is a kind of text which has a purpose to describe the way

things are, with reference to arrange or natural, man-made and

social phenomena in our environment.

4) Analytical Exposition

Analytical Exposition is a text which has a purpose to persuade

the reader or listener that something in the case.

5) Hortatory Exposition

Hortatory Exposition is a text which has social function to

persuade the reader or listener that something should or should

not be the case.

6) Discussion

Discussion is a text which has social function to present (at

least) two points of view about an issue.

7) Description

Description is a text which has social function to describe a

particular person, place or thing.

8) Review

Review is a text which has social function to critique an art

work or event for a public audience.

9) Commentary

Commentary is a text which has social function to explain the

processes involved in the formation (evolution) of a socio-

cultural phenomenon, as a though a natural phenomenon.

8. Analytical Exposition

Hartono (2005: 9) states that analytical exposition has language

features, they are: focus on generic human and non-human participants,

more use of modality, few temporal conjunctive relations, reasoning

expressed as verbs and nouns, and use material, relation and mental

process. He (2005: 14) also adds that it has schematic structure, including

thesis, arguments and reiteration.

9. Guided Questions

Mayberry and Hartle states (2003: 94) that an effective question

motivates students’ engagement by providing the right words and enough

response time for students to compose a response. Great questions are

crafted with attention to voice inflection, word emphasis, word choice,

timing, the audience’s (students’) prior knowledge and needed challenges,

the goals of a lesson, and the context in which the questions are raised.

Brown (2004: 234) states that guided questions are the test

administrator poses a series of questions that essentially serve as an outline

of the emergent written text. Strachan (2007: 8) adds that questions that

work have intention; they enable a group to get where it wants to go. They

are created deliberately to support achievement of the purpose and

objectives of a process and are situated within a process framework that

guides participants toward expected outcomes.

According to Traver (1998), a guiding question is the fundamental

query that directs the search for understanding. Guiding questions help

provide focus and coherence for units of study (taken from

http://academic.evergreen.edu/w/waltonsl/Gquestions.html).

The guided questions have characteristics (taken from

http://academic.evergreen.edu/w/waltonsl/Gquestions.html), there are:

a. Good guiding questions are open-ended yet focus inquiry on a specific topic.

b. Guiding questions are non-judgmental, but answering them requires high-

level cognitive work.

c. Good guiding questions contain emotive force and intellectual bite.

d. Guiding questions are succinct. They contain few words but demand a lot.

Based on that explanation above, guided questions are the planned

questions that can help the students easier in writing and it is the way to

start writing by the students.

C. Conceptual Framework

Writing is one of important skills that the students have to master. It is

productive skill that it needs skillfulness by the writer. The students have to

master writing skills. Guided question is a series of question that it can help

the writer to make easier in writing English especially. It is a technique which

is used to guide the students before they write. These questions will help the

students to write what they think easily.

In this research, guided questions are used in senior high school

students. There are some questions before the students write to guide the

students easier in writing analytical exposition text especially. The students

are given two tests, there are pre-test and post-test. The result of these test will

conclude whether this technique effective or not in senior high school

students.

D. Hypothesis

According to Arikunto (2010:110), hypothesis comes from two words

namely hypo and thesa. Hypo means under, even though thesa means the

truth. On its development, the word of hypo thesa moved to hypothesis.

Consequently, the meaning of hypothesis is temporary answer on the research

problem until it is proved through the collected data.

Based on the description above, the researcher would like to formulate

the hypothesis, as follows:

1. Hypothesis positive (Ha) : there is effective of using guided question in

teaching writing of analytical exposition text to eleventh grade students of

SMA N 8 Purworejo in academic year 2013/2014. The use of guided

question in teaching writing of analytical exposition text to eleventh grade

students of SMA N 8 Purworejo in academic year 2013/2014 is effective.

2. Hypothesis negative (Ho) : there is no effectiveness of using guided

question in teaching writing of analytical exposition text to eleventh grade

students of SMA N 8 Purworejo. The use of guided question in teaching

writing of analytical exposition text to eleventh grade students of SMA N

8 Purworejo in academic year 2013/2014 is not effective.

CHAPTER III

RESEARCH METHOD

In this chapter, the researcher would like to present the way to accomplish

the research. It was presented for the solving the problem easier, as follows: types

of research, variables of research, population and sample, sampling technique,

research instrument, technique of collecting data, technique of data analysis, and

time and place taking research.

A. Types of Research

Kothari (2004: 3) notes that the basic types of research are

quantitative and qualitative research. Quantitative research is based on the

measurement of quantity or amount. It is applicable to phenomena that can be

expressed in terms of quantity. On the other hand, qualitative research is

concerned with qualitative phenomenon relating to or involving quality or

kind.

This research is quantitative research due to there is measurement of

data amount to compare the result of pre-test and post-test. It is to determine

whether guided questions are effective or not.

B. Time and Place Taking Research

In this research, the place is taken in SMA N 8 Purworejo. It is located

in Grabag, Purworejo. This research has been done at 8th May 2014 until 22th

25

May 2014. The researcher took the eleventh grade students of SMA N 8

Purworejo in academic year 2013/2014. In this research, there are three

sections: pre-test, treatment, and post-test.

C. Variables of Research

According to Sugiyono (2010:2), variables are all kinds of thing that is

anything form decided by the researcher to be taught so that is got information

about it then attracted the conclusion.

There are two variables of this research:

a. Independent variable

Independent variable or free variable is the influence of variable or the

factor of transition (Sugiyono, 2010:4). In this research, independent

variable is guided questions.

b. Dependent variable

Dependent variable is variable which is influenced due to there is

independent variable (Sugiyono, 2010:4). In this research, dependent

variable is students’ writing skill on analytical exposition text.

D. Population and Sample

Arikunto (2010 : 173) states that population is a set (or a collection) of

all elements possessing one or more attributes of interest. Even though

Sugiyono (2010 : 61) argues that population is generalization area consisted of

object or subject which has specific quality and characteristic established by

the researcher to be taught and drawn its conclusion. Based on those

statements, the researcher concludes that population is all of subjects of the

research that have same characteristic or specific criterion such as person,

animals, or things which is established by the researcher as the subject of the

research. In this research, the population is the eleventh grade students of

SMA N 8 Purworejo in the academic year 2013/2014.

Sugiyono (2010 : 62) notions that sample is a part of the quantity and

characteristics population. Arikunto (2010: 174) adds that sample is a part of

population taken for the research; it is taken to find out about population.

Sample of this research is XI IPS 1 that consists of 30 students as

experimental group and XI IPS 4 that consists of 30 students as control group.

E. Sampling Technique

Arikunto (2010 : 177 – 185) argues that to draw a sample accurately

requires many sampling techniques that the researcher uses, as follows:

1. Random sampling

In this technique, the researcher shuffles the subject of population so all

subjects have a change to be chosen.

2. Stratified sampling

The researcher assumes the population is divided into stratification; the

sample is drawn fir the stratification.

3. Area sampling

It is sampling by drawing sample of every area in the population.

4. Purposive sampling

The drawing of sampling is based on specific purpose by considering the

time consumes and other factors.

5. Propositional sampling

This sample is to complete the area of probability sampling because

sometimes each area has different numbers, the drawing sample is in

propositional sampling. It is propositioned to the ordered areas.

6. Quota sampling

This sampling is based on the quota the researcher needs. The samples

draw random area and stratification.

7. Cluster sampling

The drawing of sample is based on cluster.

8. Double sampling

The researcher takes two samples. The number of the first sample is bigger

than the second sample. The second sample is useful to check the truth of

data of the first sample or to complete the number on the first sample.

Based on the kinds of sampling technique above, the researcher uses

purposive sampling. The reason of the researcher chooses this sampling is due

to the researcher based on the time which is needed in this research and other

factors. There are times to carry out pre-test, giving treatment and post-test. It

is to find out the result of this research in Eleventh Grade Students of SMAN

8 Purworejo.

F. Research Instrument

Instrument according to Arikunto (2010:203), is a kind of tool which

is used by the researcher to collect or to get the data. Basically, there are two

kinds of instruments, namely test and non-test. He (2010: 193-201) adds there

are some techniques of collecting data, as follows: test, questionnaires,

interview, observation, rating scale, and documentation. The researcher uses

test to obtain the data.

G. Technique of Collecting Data

The researcher take three activities of this research, there are giving

pre-test, treatment, and post-test.

a. Pre-test

Pre-test is the test which is held before learning has occurred. This section

measures the students’ ability in test naturally. It is held on 8th May 2014.

There are two classes, one is experimental class and another one is control

class. The students make an analytical exposition text.

b. Treatment

Treatment is teaching process and giving instruction about the students’

misunderstanding in the material. It is held on 16th and 17th May 2014. In

control class, there is no treatment. While in experimental class, there is

giving treatment with the guided questions technique.

c. Post-test

Post-test is giving after learning has occurred or supposed to have to

occur. It is held on 22th May 2014. In experimental class, there is giving

guided questions in their test. While in control class, there is no technique

in use.

H. Technique of Data Analysis

In this analysis, the researcher analyzes the data to the hypothesis.

This analysis is done to find out the effectiveness of using guided questions

technique to improve writing skill.

1. Descriptive statistic analysis

Descriptive statistic analysis is statistic that is used to analyze the

data by describing or illustrating on the observed object by the collected

data without doing analysis and making conclusion which obtains to the

general (Sugiyono, 2011:147).

The uses of statistics are mean analysis and standard deviation

analysis. Additionally, the mean, mode, median, standard deviation, the

lowest score, and the highest score are also used to analyze the data.

a. Finding the Mean

Sugiono (2010:49) states that mean is the average of the set

scores, obtained by adding the score together and dividing by the total

number of the students. According to Sugiyono (2010:49), the

researcher uses the following formula to determine the mean:

X̅ =∑ 𝑥1

𝑛

In which: X̅ : mean

n : the total number of data/sample

∑ 𝑥1 : the total score of variable X

b. Finding Standard Deviation

Standard deviation is the way of showing the spread of scores.

It measures the degree to which the group of scores deviates from the

mean. According to Sugiyono (2010:57), the formula is as follows:

𝑆𝐷 = √∑(𝑥1 − 𝑥− )2

(𝑛 − 1)

In which:

SD : Standard Deviation

∑ 𝑋1 : The total score of X

𝑛 : Number of sample

c. Median

Medina is one of explanation based on the middle value of the

data which has been organized from the lowest to the highest or from

the highest to the lowest.

d. Mode

Mode is a technique to explain based on the value which is

popular or which the most often appears.

e. Range

Range is a way to talk about the spread of distribution of

scores. According to Sugiyono (2010:55), the range formula is a

follows:

R= Xt –Xr

Where:

R : Range

Xt : The highest data on the group

Xr : The lowest data on the group.

2. Inferential statistic analysis

It is statistic technique which is used to analyze the data of sample and the

result is undertaken for population (Sugiyono, 2011:148).

a. Test of normality

This test is intended to determine the distribution of the

maximum and minimum values as well as the variability of research

data. Tests carry out by using the test for normality distribution with

the chi square (x2). In this research used for normality distribution of

initial abilities and accomplishments to learn English the subject of

analytical exposition text. As the formula to test the normality of the

data with Chi square (Sugiyono, 2011: 172) is as follows:

𝑥2 = (𝑓𝑜 − 𝑓ℎ)2

𝑓ℎ

X2 = the chi square value

Fo = the observed frequency

Fh = the expected frequency

The result of computation is consulted to the table. The data are

normal if obtained x2 value is lower than the critical value of x2 in the

table, and are not normal if it is higher than the critical value in the

table.

b. Test of Homogeneity

This test aims to determine whether the research is uniformly

drawn from the same population, given the research data drawn from

separate groups from one population. According to Sugiyono (2009:

276) to test the homogeneity of variance, we use F test.

F = 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

If the price F value < F table, it stated that variance of the two

groups are homogeneous.

c. Test of Hypothesis

In this analysis, the researcher uses test of hypothesis. This

analysis is done to find out the effectiveness of using guided questions

technique to improve writing skill.

Test of hypothesis is used to know whether there is an

effectiveness of using guided questions technique to improve writing

skill at the eleventh grade students of SMA N 8 Purworejo.

According to Sugiyono (2010 : 138), t-test can be formulated as

below :

𝑡 = �̅�1 − �̅�2

√(𝑛1 − 𝑛2)𝑆12 + (𝑛2 − 1)𝑆2

2

𝑛1+𝑛2 − 2 [1

𝑛1+

1𝑛2

]

Note:

T : t value

𝑥1 : the mean of experimental group

𝑥2 : the mean of control group

𝑆12 : variance of experimental group

𝑆22 : variance of control group

𝑛1 : number of sample of experimental group

𝑛2 : number of sample of control group

In this inferential analysis, hypothesis testing is done. In this

testing, the hypothesis will be analyzed through t-test. The t-test is to

see the score difference between the two variables.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, the researcher would like to present the result of this

research. The data are collected from 60 students of the eleventh grade of SMA N

8 Purworejo in academic year 2013/2014. The researcher uses test as research

instrument. This result of test which is conducted in experimental and control

group will measure the effectiveness of using guided questions in teaching writing

of analytical text.

A. Data Description

This research is conducted at SMA N 8 Purworejo. It is located at

Grabag, Purworejo. The researcher took eleventh grade of SMA N 8

Purworejo in academic year 2013/2014. They are XI IPS 1 that consist of 30

students and XI IPS 4 that consist of 30 students. The number of this sample is

60 students from two classes. By using test, the researcher collected data of

the test result. According to Arikunto (2010:245), to compute the test result,

the score is based on scoring criteria in the following table :

Table 1. Table of classification of students’ achievement:

Value Grade Level of achievement

80-100 A Excellent

66-79 B Good

35

56-65 C Sufficient

40-55 D Fairly Sufficient

<39 E Poor

1. The Result of Writing Analytical Exposition Text

In this research, the goal of writing analytical text is to find out

creativity and develop writing skill of the students whether the students

appreciate in writing especially analytical exposition text. In other hand, it

is used to show the effect of using guided questions in teaching writing

analytical exposition text. It shows from the result of the test.

The researcher uses the result of test from experimental and control

group. In this section, the description of those will be presented detail in

the table below:

Table 2. The result of pre-test and post-test of experiment group.

NO NAMA SISWA PRE-

TEST (X)

POST-

TEST (Y)

1 S.1 57 81

2 S.2 54 79

3 S.3 58 71

4 S.4 62 73

5 S.5 55 68

6 S.6 62 87

7 S.7 58 80

8 S.8 58 82

9 S.9 52 74

10 S.10 61 69

11 S.11 59 70

12 S.12 58 78

13 S.13 72 80

14 S.14 61 83

15 S.15 58 70

16 S.16 59 75

17 S.17 59 73

18 S.18 49 65

19 S.19 52 69

20 S.20 56 80

21 S.21 54 81

22 S.22 49 60

23 S.23 60 84

24 S.24 63 77

25 S.25 55 68

26 S.26 62 80

27 S.27 76 91

28 S.28 58 87

29 S.29 61 71

30 S.30 72 74

∑ 1770 2280

Mean 59 76

The table above shows the score of pre-test and post-test of XI IPS-

1 students as experimental group of SMA N 8 Purworejo. The highest

score of pre-test is 76 and the lowest score is 49. While the highest score

of post-test is 91 and the lowest score is 60.

Table 3. The result of pre-test and post-test of control group.

NO STUDENTS PRE-

TEST

(X)

POST-

TEST

(Y)

1 S.1 58 78

2 S.2 54 63

3 S.3 53 69

4 S.4 50 70

5 S.5 64 83

6 S.6 52 71

7 S.7 56 65

8 S.8 53 75

9 S.9 52 77

10 S.10 50 74

11 S.11 48 59

12 S.12 56 66

13 S.13 66 85

14 S.14 51 78

15 S.15 53 75

16 S.16 54 74

17 S.17 48 56

18 S.18 57 72

19 S.19 49 63

20 S.20 52 70

21 S.21 60 77

22 S.22 56 69

23 S.23 48 63

24 S.24 49 65

25 S.25 52 70

26 S.26 52 65

27 S.27 57 68

28 S.28 53 63

29 S.29 55 73

30 S.30 54 74

∑ 1612 2110

Mean 53,733 70,333

The table above shows the score of pre-test and post-test of XI IPS-

4 students as control group of SMA N 8 Purworejo. The highest score of

pre-test is 66 and the lowest score is 48. While the highest score of post-

test is 85 and the lowest score is 56.

2. The Post-Test Result of Experiment Group

Experiment group is a group which the researcher gave treatment.

The researcher taught writing analytical exposition text material with

guided questions technique. In this group, the data were taken at 8, 16, and

22 May 2014. The researcher calculated the post-test result of experiment

group.

From the score table above, it can be seen that the highest score (H)

of post-test result is 91, the lowest score (L) is 60, the median (Me) score

is 76, and the modus score (Mo) is 80, the range (R) is 31 while the total

score (T) of post-test result is 2280.

From the data above, the researcher finds the mean of the data by

applying the mean formula and then the variance and the standard

deviation of writing ability of experiment group. The mean (M) is 76, the

standard deviation (SD) is 7,182 and the variance is 51,586.

According to Arikunto (2010:245), the criteria of assessments of

the students’ ability of experimental group are shown in the following

table.

Table 4.

Degree ability of experimental group

Interval Interpretation Frequency Percentage

80-100 Excellent 12 40%

66-79 Good 16 53%

56-65 Sufficient 2 7%

40-55 Fairly Sufficient - 0

< 39 Poor - 0

Total 30 100%

Chart1. The chart of percentage range of writing ability result of

experimental group

Based on the table above, it can be seen that there are 12 students

(40%) belong to excellent category, 16 students (53%) belong to good

category and 2 students (7%) belong to sufficient category. There is no

fairly sufficient and poor category. The chart also shows clearly the

percentage of the post-test result of experimental group.

3. Post-Test Result of Control Group

Control group is a group which is not given the treatment by the

researcher. In this group, the researcher taught the writing exposition text

material without guided questions technique. The data were taken in 8, 17

and 22 May 2014. In this discussion, the researcher calculated the post-test

result of control group.

From the score table, it can be seen that the highest score (H) of

post-test is 85, the lowest score (L) is 56, the median (Me) is 70, the mode

(Mo) is 63, the range (R) is 29, and the total score of students’ writing

analytical exposition text (T) is 2110.

0%

10%

20%

30%

40%

50%

60%

Excellent Good Sufficient Fairly

Sufficient

Poor

40%

53%

7%0 0

Category

From the data above, the researcher finds the mean of the data by

applying the mean formula and then the researcher tries to find the

variance and the deviation standard of writing ability of control class. The

mean (M) is 70.333, the variance 46.161, and the deviation standard (SD)

was 6.794. According to Arikunto (2010:245), the criteria of

assessment of students’ score of control group were shown in the

following table.

Table 5.

Table of degree ability of post-test score of control group

Interval Interpretation Frequency Percentage

80-100 Excellent 2 7%

66-79 Good 19 63%

56-65 Sufficient 9 30%

40-55 Fairly Sufficient - 0

< 39 Poor - 0

Total 30 100%

Chart2. The chart of percentage range of writing ability result of control

group

Based on the table above, it can be seen that there are 2 students

(7%) belong to excellent category, 19 students (63%) belong to good

category and 9 students (30%) belong to sufficient category. There is no

fairly sufficient and poor category. The chart also shows clearly the

percentage of the post-test result of control group.

4. Post-Test Result of Experimental and Control Group

Table 6.

Table of post-test result experimental and control group

No. Name Experimental

Group Control Group

1. S.1 81 78

2. S.2 79 63

3. S.3 71 69

4. S.4 73 70

5. S.5 68 83

6. S.6 87 71

7. S.7 80 65

8. S.8 82 75

9. S.9 74 77

10. S.10 69 74

0%

10%

20%

30%

40%

50%

60%

70%

Excellent Good Sufficient Fairly

Sufficient

Poor

7%

63%

30%

0 0

Category

11. S.11 70 59

12. S.12 78 66

13. S.13 80 85

14. S.14 83 78

15. S.15 70 75

16. S.16 75 74

17. S.17 73 56

18. S.18 65 72

19. S.19 69 63

20. S.20 80 70

21. S.21 81 77

22. S.22 60 69

23. S.23 84 63

24. S.24 77 65

25. S.25 68 70

26. S.26 80 65

27. S.27 91 68

28. S.28 87 63

29. S.29 71 73

30. S.30 74 74

The chart above shows the effectiveness of using guided question

in teaching writing of analytical exposition text in experimental group. The

students who get excellent category are 12 students of experimental group

0

5

10

15

20

Excellent Good Sufficient Fairly

Sufficient

Poor

Nu

mb

er o

f th

e st

ud

ents

Category

Chart3. The chart of frequency range of writing ability result of

experimental group and control group

Experimental Group

Control Group

and there were 2 students of control group who belong to excellent

category. The students who get good category are 16 students of

experimental group. On the contrary, there are 19 students of control class

who belong to good category. Meanwhile in sufficient category there are 2

students of experimental group and there are 9 students who belong to

sufficient category. Another fact shows that the technique which is used by

the researcher effective is there is no students of experimental group who

belong to fairly sufficient and poor category.

The following table will show the analysis of students’ score in

pre-test and post-test. The analysis was done by taking the score of the pre-

test and post-test.

Table 7.

Table statistic of pre-test and post-test result of experimental and control

class

Statistic

Post-Test

Experimental

Class

Post-Test Control

Class

Mean 76 70.333

Median 76 70

Mode 80 63

Std. Deviation 7.182 6.794

Variance 51.586 46.161

Range 31 29

Minimum 60 56

Maximum 91 85

Sum 2280 2110

B. Data Analysis

1. Descriptive Statistic Analysis

a. The Means Scores of Post Test of Experimental and Control

Group

The computation of the mean scores of the experimental group and

control group are calculated as follows:

1) Experimental Group

1

11

_

n

xx

= 30

2280

= 76

The mean score of the experimental group is 76. It can be

categorized as good category.

2) Control Group

2

22

_

n

xx

=30

2110

= 70,333

The mean score of the control group is 70,333. It can be

categorized as good category.

b. Standard Deviation and Variable Experimental and Control

Group

1) Experimental Group

Standard deviation and variance of experimental group can

be seen in appendix. From the table, the computation of the

standard deviation and variance of the experimental group is as

follows:

SD1 = )1(

)x-(x

1

2

11

n

= 29

1496

= √51,586

= 7,182

s12 =

)1(

)x-(x

1

2

11

n

= 29

1496

= 51,586

The standard deviation is 7.182, and the variance was

51,586.

2) Control Group

Standard deviation and variance of control class can be

seen in appendix. From the table, the computation of the standard

deviation and variance of control class is as follows:

SD2 = )1(

)x-(x

2

2

22

n

= 29

1338.667

= √46,161

= 6,794

s22

= )1(

)x-(x

2

2

22

n

= 29

1338.667

= 46,161

The standard deviation was 6.794, and the variance was

46,161.

2. Inferential Analysis

a. Pre-requisite Analysis Text

Knowing that this research is to find out whether there is

significant effect of using guided questions in teaching writing

analytical exposition text of the eleventh grade students at SMA N 8

Purworejo in academic year 2013/2014, the researcher employs the

statistical analysis. In this case, t-test is used to analyze the data.

However, before employing the statistical analysis the researcher

mainly applied pre-requisite test analysis to test the homogeneity of

variance.

1) Test of Homogeneity of Variance

To determine the t-test formula, the researcher applies the

variance homogeneity test to test the variance of two samples. To

know whether the variance of two samples are homogeneous or

not, the researcher uses F test. The computation of F test is as

follows:

F = 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

= 161.46

51.586

= 1.118

From the computation, the value of F is 1,118. Then, it is

compared with the value of F table with df of numerator (30 – 1 =

29) and df of denominator (30 – 1 = 29). Based on the table on F

table, it is known that at the F value on the significant level 0.05 is

1,88. Because F obtained is lower than the value of F table

(1.118<1.88), it means that the variance of two sample is

homogeneous.

After knowing that the variance of two samples is

homogeneous and the number of sample of experimental group is

the same as the number of sample of control group, so the t-test

formula which is used by the researcher is t-test polled variance

(Sugiyono, 2010:138).

2) Test of Normality

To calculate the parametric statistic, the requirement of the

data must form the normal curve. To see whether the two sets of

the data have normal distribution or not, the researcher uses Chi-

Square test (X2) to check the normality. It is done by comparing the

normal curve of collected data and the standard normal curve

(Sugiyono, 2010:79). The result of achievement analysis test of

normality of experimental and control class, as follow:

a) Normality Test of Post-test Experimental Group

Table 8. The length of experimental class

Experimental

class

The biggest

score

The smallest

score

The length

of class

pre-test 76 49 4,5

post-test 91 60 5,167

From the table above, to determine the length of class is

the biggest score minus the smallest score and then it is

divided 6 (the amount of interval class). The biggest score of

pre-test is 76 and the smallest score is 49. Length of class in

pre-test is 4,5 and it is overall to 5. While the length of class in

post-test is 5,167 and it is overall to 5. It is looked from the

biggest score of post-test is 91 and the smallest score is 60.

Table 9. Frequency distribution of post-test achievement of

experiment class

NO INTERVAL fo fh fo - fh (fo -

fh)²

(fo -

fh)²/fh

1 60 - 65 2 1 1 1 1

2 66 - 71 8 4 4 16 4

3 72 - 77 6 10 -4 16 1,6

4 78 - 83 10 10 0 0 0

5 84 - 89 3 4 -1 1 0,25

6 90 - 95 1 1 0 0 0

∑ 30 30 0 34 6,85

From the computation the value of Chi- Square (X2) is

6,85. Based on the Chi- Square table with the df (degree of

freedom) 6-1 = 5, it is known that the value of Chi- Square

value on the significant level 0.05 is 11.070. Because Chi-

Square obtained of experimental class is lower than the value

of Chi- Square table (6.85<11.070), it can be said that the

distribution of experimental class is normal.

b) Normality Test of Post-test Result of Control Group

Table 10. The length of control class

Control

class

the biggest

score

the smallest

score

the length of

class

pre-test 66 48 3

post-test 85 56 4,833

According to the table above, it shows that the biggest

score of pre-test is 66 and the smallest score is 48. Length of

class in pre-test is 3 and it is overall to 3. While the length of

class in post-test is 4,833 and it is overall to 5. It is looked

from the biggest score of pre-test is 85 and the smallest score is

56.

Table 11. Frequency distribution of post-test achievement of

control class

NO INTERVAL fo Fh fo - fh (fo -

fh)²

(fo -

fh)²/fh

1 56 - 61 2 1 1 1 1

2 62 - 67 8 4 4 16 4

3 68 - 73 8 10 -2 4 0,4

4 74 - 79 9 10 -1 1 0,1

5 80 - 85 3 4 -1 1 0,25

6 86 - 91 0 1 -1 1 1

∑ 30 30 0 24 6,75

From the computation the value of Chi- Square (X2) is

6,75. Based on the Chi- Square table with the df (degree of

freedom) 6-1 = 5, it was known that the value of Chi- Square

value on the significant level 0.05 is 11.070. Because Chi-

Square obtained of control group is lower than the value of

Chi- Square table (6.75<11.070), it can be said that the

distribution of control group is normal.

3) T-test Findings

The calculations of the mean score of experimental and

control class are 76 and 70,333. If it is compared the two means,

it clears that the mean of the experimental class is higher than the

mean of the control class. The difference between the two means is

5,667. It indicates that the treatment is effective. To make the

analysis more reliable, the researcher analyzed it by using t-test

polled variance formula.

t =

2121

2

22

2

121

21

11

2

)1()(

nnnn

SnSnn

xx

Where:

x1 : the average of experiment group

x2 : the average of control group

n1/n2 : the amount of students

S1² : the variance of experiment group

S2² : the variance of control group

Note:

t : t value

1x : 76

2x : 70.333

s12 : 51.586

s22 : 46.161

n1 : 30

n2 : 30

t =

2121

2

22

2

121

21

11

2

)1()(

nnnn

SnSnn

xx

=

30

1

30

1

23030

161.46)130(586.51)3030(

333.7076

=

30

2

58

161.46)29(586.51)0(

667.5

=

067,058

)669.13380(

667.5

=

067,058

669.1338

667.5

= 067.0081.23

667.5

= 546.1

667.5

= 243.1

667.5

= 4.559

The result of the t-test is 4.559 and T Table is 2,00.

3. Test of Hypothesis

There are three points involved in testing hypothesis: level

significance, null hypothesis, and test of experimental significance. The

three points above are presented in the following.

a. Level of Significance

In testing hypothesis, the researcher uses the level of significance

to minimize the false conclusion of the research. This was applied to

reject the hypothesis in order to gain the objective conclusion.

Generally, the level used in any research is the 5% or 1% level. By

using the level of significance of the 5% level, it means that the

falseness of conclusion is 5% and the truth of conclusion is 95%.

b. The Null Hypothesis

In testing hypothesis, the researcher commonly faced with the

null hypothesis. By using the null hypothesis, the hypothesis statement

will be easier to be proved. The hypothesis of this research (Ha) said

that “There is an effectiveness of using guided questions in teaching

writing of analytical exposition text at eleventh grade students of SMA

N 8 Purworejo in academic year 2013/2014”.

To prove whether the hypothesis are rejected or accepted, the

researcher changes the research hypothesis into the null hypothesis.

Therefore, the null hypothesis (Ho) said “There is no effectiveness of

using guided questions in teaching writing of analytical exposition

text at eleventh grade students of SMA N 8 Purworejo in academic

year 2013/2014”.

c. Test of Experimental Significance

After getting the t-value, the researcher consults the critical value

on the t-table to check whether the difference is significant or not.

Before the experiment is conducted, the level of significance use had

been divided. The researcher used the 5% (0.05) significance level.

Because the number of sample of experimental group and control

group is same (n1 = n2) and the variance is homogeneous (12 =2

2), t-

table is calculated by df= n1+n2-2= 30+30-2=58. The number of

subject in this research is 60 students with degree of freedom (df) 58.

For 5% significance level and 58 degree of freedom, the critical value

on the t-table is 2,00.

From the explanation above, it can be concluded that the t-table

(df) 58 is categorized on 2,00. The obtained t-value is 4.559. So, the t-

value is higher than the critical value (4.559 > 2.00).

Based on the hypothesis above, it can be concluded that Ho is

rejected and Ha is accepted. Therefore, the hypothesis of this research

can be said “There is an effectiveness of using guided questions in

teaching writing of analytical exposition text at eleventh grade students

of SMA N 8 Purworejo in academic year 2013/2014” is accepted.

C. The Interpretation of Research Result

In this section, the researcher is going to describe the interpretation of

research result about descriptive analysis and inferential analysis. The

following are the details:

a. Descriptive Analysis

After describing the analysis in the previous section, the researcher

would discuss more about the interpretation of the writing analytical

exposition text result of experimental and control class.

1) The Writing Analytical Exposition Text Result of Experimental

Group

The highest score of the students of experimental group of the

eleventh grade students of SMA N 8 Purworejo is 91, and the lowest is

60. The mean of experimental class is 76, the standard deviation is

7.182, and the variance is 51,586. The mean is included in the interval

of 60 to 95. It means that the students of experimental class of the

eleventh grade students of SMA N 8 Purworejo have good result on

their writing ability. From 30 samples, there were 12 students (40%)

belong to excellent category, 16 students (53%) belong to good

category, and 2 students (7%) belong to sufficient category in writing

ability.

2) The Writing Analytical Exposition Text Result of Control Group

The highest score of the students of control group of the eleventh

grade students of SMA N 8 Purworejo is 85, and the lowest one was

56. The mean of control group is 70.333, the standard deviation of it is

6,794, and the variance is 46,161. The mean is included in the interval

56 to 91. It means that the students of control class of eleventh grade

students of SMA N 8 Purworejo have good result on their writing

ability. From 30 samples, there were 2 students (7%) belong to

excellent category, 19 students (63%) belong to good category and 9

students (30%) belong to sufficient category in writing ability.

b. Inferential analysis Interpretation

In this section, the researcher will interpret the hypothesis testing.

As mentioned above, the hypothesis of this research is “There is an

effectiveness of using guided questions in teaching writing of analytical

text at eleventh grade students of SMA N 8 Purworejo in academic year

2013/2014”.

From the previous analysis, it shows that the number of sample (n1

= 30 and n2 = 30) and the level of significance is 5%, the result of the

value of t-test is 4.559. The computation shows that t-value is higher than

t-table that is 4.559 > 2.00.

So, the hypothesis is accepted. It means that there is an

effectiveness of using guided questions in teaching writing analytical

exposition text at eleventh grade students of SMA N 8 Purworejo in

academic year 2013/2014. The value of t-test is 4.559.

The researcher has interposed the theories related to this research

entitled “The effectiveness of using guided questions in teaching writing

of analytical exposition text at eleventh grade students of SMA N 8

Purworejo in academic year 2013/2014”.

After computing t-test separated variance, and after knowing that

the hypothesis is accepted, the theory meets the fact in this case. Then,

from the computation in the previous section; the researcher concludes that

there is an effectiveness of using guided questions in teaching writing

analytical exposition text at eleventh grade students of SMA N 8

Purworejo in academic year 2013/2014.

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher concludes this research and gives some

suggestions for related to this research for the students, the teachers and the

researcher.

A. Conclusion

After doing this research, the researcher can draw some conslucions

and suggestions. In teaching learning process, an appropriate technique is

useful to teach the students in class. Mainly, writing skill is one of important

skill to build English well. Using guided questions in teaching writing

becomes a good solution. It will help the students in writing analytical

exposition text.

From the finding, it is found that the average score of the students

who are taught writing analytical exposition text by using guided questions as

experimental group is 76. It is good categorized. It is different result when

they faced the pre-test. The average of pre-test is 56. While the average score

of the students who are taught writing analytical text without using guided

questions as control group are 70. It is clear that there is different result

between experimental group and control group. The experimental group gets

higher score than control group.

The t-test level significant 0.05 shows that t-test value is 3.133 and t-

table value is 2.00. T-test is higher than t-table (4.559 > 2.000). So, the

59

hypothesis is accepted. It means that using guided questions in teaching

writing of analytical exposition text at eleventh grade students of SMA N 8

Purworejo in academic year 2013/2014 is effective.

B. Suggestion

It is very helpful for the students to give a new method or technique

to increase their writing ability. Moreover, analytical exposition text is one of

text genres which is difficult to understand and make. From the conclusion

above, the researcher offers some suggestions, as follow:

1. For the teachers:

a. The teachers should be more creative in teaching writing especially.

Using guided questions is one of techniques in teaching to make the

students more interesting. It will have new color in teaching learning

process.

b. The teachers expected trying interesting technique. Guided questions

can be used in teaching writing analytical exposition text. It will help

the students easier to make that text.

c. The teachers give suitable teaching learning in writing analytical

exposition text to make the students more interesting with the material.

2. For the students

a. The students are more active in learning process to improve their

writing ability.

b. The students can improve their writing ability through guided

questions with their own idea.

c. The students are more creative and active in teaching learning process.

3. For the researcher.

This research is far for being perfect, it is hoped that other researchers will

complete the less of this thesis in order to be better. The researcher hopes

some correction and criticism from the other researchers to improve this

writing.

BIBLIOGRAPHY

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Traver, R. 1998. taken from

http://academic.evergreen.edu/w/waltonsl/Gquestions.html. on 2nd

March at 7.25 p.m.

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

EXPERIMENT CLASS

Nama Sekolah : SMA NEGERI 8 PURWOREJO

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI / I

Alokasi Waktu : 2x 45 menit ( 1x pertemuan )

Topik Pembelajaran : Analytical Exposition

Aspek/Skill : Menulis

A. Standar Kompetensi

Menulis

6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei

sederhana report, narrative dan analytical exposition dalam konteks

kehidupan sehari-hari.

B. Kompetensi Dasar

1. Merespon makna dalam teks fungsional resmi dan tak resmi yang

menggunakan ragam bahasa lisan secara akurat, lancar dan berterima

dalam konteks kehidupan sehari-hari untuk mengakses ilmu.

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian

Kompetensi Nilai Kebangsaan

Menggunakan kalimat simple

present tense dalam

menyampaikan sebuah

peristiwa.

Menghasilkan teks berbentuk

analytical exposition.

Religious

Jujur

Toleransi

Demokratis

Rasa ingin tahu

Semangat kebangsaan

Menghargai prestasi

Bersahabat/Komunikatif

Cinta damai

Peduli lingkungan

Peduli sosial

Tanggung jawab

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

Menggunakan kosa kata, tata bahasa dengan ejaan yang baik dalam

pembuatan teks analytical exposition

Membuat draf dan menyunting teks analytical exposition

Membuat teks analytical exposition dengan teknik guided questions

E. Materi Pokok

Analytical exposition is a text which has a purpose to persuade the reader or

listener that something in the case. Generic structures of analytical

exposition:

1. Thesis

Contain of thesis is introduction to the main idea of an effect or an event

that will be raised or discussed.

2. Arguments

It contains the opinions of the writer that support to the main idea.

3. Reiteration

It deals with a summary, paraphrase or conclusion of the thesis.

Language structure of analytical exposition:

Using simple present tense

S + Verb 1

Using emotive words (e.g.: alarmed, worried)

Using temporal connectives (e.g.: firstly, secondly, thirdly, etc.)

Using words that qualify statements (e.g.: casual, probably)

The example of analytical expostition:

Being Fat Matters

Thesis Do you know if you are too fat, you may have serious

problems with your health? A group of doctors wrote a

report about some of the effects of too much fat.

Arguments One important effect is on the heart. If you are fat, your

heart has to work harder. This may lead to a heart attack; or

it may lead to other heart problem.

In addition, extra fat can also change the amount of sugar in

your blood. This can cause serious disease such as diabetes.

Furthermore high blood pressure is another possible result

of being fat.

Reiteration More studies are needed about all these problems. But one

thing is clear, extra fat may make your life shorter.

(Adapted from: Look Ahead 2)

F. Metode Pembelajaran/Teknik:

Task based learning

G. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10’)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas (nilai yang ditanamkan: santun, peduli)

Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan

butir karakter yang hendak dikembangkan selain yang terkait dengan

SK/KD

Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’)

Eksplorasi

Dalam kegiatan eksplorasi guru:

Memberikan stimulus berupa pemberian materi analytical

exposition.

Mendiskusikan materi bersama.

Memberikan kesempatan pada peserta didik untuk menuangkan ide-

ide mereka dalam pembuatan draft analytical exposition

Elaborasi

Dalam kegiatan elaborasi guru:

Siswa memahami tujuan teks analytical exposition.

Siswa memahami tujuan teknik guided questions.

Guru memberikan contoh pembuatan teks analytical exposition

menggunakan teknik guided questions.

Siswa berlatih membuat teks analytical exposition.

Konfirmasi

Dalam kegiatan konfirmasi guru:

Memberikan kesempatan bagi siswa untuk mempresentasikan hasil

pekerjaan mereka.

Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan

oleh siswa.

Memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan.

Memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti dalam materi mengenai analytical exposition.

Kegiatan Akhir (10’)

Siswa diminta membuat rangkuman dari materi analytical

exposition.

Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan.

Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat

1. Look Ahead 2

2. Internet

I. Penilaian

Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Menghasilkan

teks berbentuk

analytical

exposition.

Tes Tulis Essay

berstruktur

Write your own

words about

“The Weakness

of the Selection

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

CONTROL CLASS

Nama Sekolah : SMA NEGERI 8 PURWOREJO

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI / I

Alokasi Waktu : 2x 45 menit ( 1x pertemuan )

Topik Pembelajaran : Analytical Exposition

Aspek/Skill : Menulis

A. Standar Kompetensi

Menulis

6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei

sederhana report, narrative dan analytical exposition dalam konteks

kehidupan sehari-hari.

B. Kompetensi Dasar

1. Merespon makna dalam teks fungsional resmi dan tak resmi yang

menggunakan ragam bahasa lisan secara akurat, lancar dan berterima

dalam konteks kehidupan sehari-hari untuk mengakses ilmu.

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian

Kompetensi Nilai Kebangsaan

Menggunakan kalimat simple

present tense dalam

menyampaikan sebuah

peristiwa.

Menghasilkan teks berbentuk

analytical exposition.

Religious

Jujur

Toleransi

Demokratis

Rasa ingin tahu

Semangat kebangsaan

Menghargai prestasi

Bersahabat/Komunikatif

Cinta damai

Peduli lingkungan

Peduli sosial

Tanggung jawab

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

Menggunakan kosa kata, tata bahasa dengan ejaan yang baik dalam

pembuatan teks analytical exposition

Membuat draf dan menyunting teks analytical exposition

Membuat teks analytical exposition

E. Materi Pokok

Analytical exposition is a text which has a purpose to persuade the reader or

listener that something in the case. Generic structures of analytical

exposition:

1. Thesis

Contain of thesis is introduction to the main idea of an effect or an event

that will be raised or discussed.

2. Arguments

It contains the opinions of the writer that support to the main idea.

3. Reiteration

It deals with a summary, paraphrase or conclusion of the thesis.

Language structure of analytical exposition:

Using simple present tense

S + Verb 1

Using emotive words (e.g.: alarmed, worried)

Using temporal connectives (e.g.: firstly, secondly, thirdly, etc.)

Using words that qualify statements (e.g.: casual, probably)

The example of analytical expostition:

Being Fat Matters

Thesis Do you know if you are too fat, you may have serious

problems with your health? A group of doctors wrote a

report about some of the effects of too much fat.

Arguments One important effect is on the heart. If you are fat, your

heart has to work harder. This may lead to a heart attack; or

it may lead to other heart problem.

In addition, extra fat can also change the amount of sugar in

your blood. This can cause serious disease such as diabetes.

Furthermore high blood pressure is another possible result

of being fat.

Reiteration More studies are needed about all these problems. But one

thing is clear, extra fat may make your life shorter.

(Adapted from: Look Ahead 2)

F. Metode Pembelajaran/Teknik:

Task based learning

G. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10’)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas (nilai yang ditanamkan: santun, peduli)

Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan

butir karakter yang hendak dikembangkan selain yang terkait dengan

SK/KD

Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’)

Eksplorasi

Dalam kegiatan eksplorasi guru:

Memberikan stimulus berupa pemberian materi analytical

exposition.

Mendiskusikan materi bersama.

Memberikan kesempatan pada peserta didik untuk menuangkan ide-

ide mereka dalam pembuatan draft analytical exposition

Elaborasi

Dalam kegiatan elaborasi guru:

Siswa memahami tujuan teks analytical exposition.

Guru memberikan contoh pembuatan teks analytical exposition

Siswa berlatih membuat teks analytical exposition.

Konfirmasi

Dalam kegiatan konfirmasi guru:

Memberikan kesempatan bagi siswa untuk mempresentasikan hasil

pekerjaan mereka.

Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan

oleh siswa.

Memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan.

Memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti dalam materi mengenai analytical exposition.

Kegiatan Akhir (10’)

Siswa diminta membuat rangkuman dari materi analytical

exposition.

Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan.

Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat

1. Look Ahead 2

2. Internet

I. Penilaian

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Menghasilkan teks

berbentuk analytical

exposition.

Tes Tulis Essay

berstruktur

Write your

own words

about “The

Weakness of

the Selection

Indonesian

TV

Program”!

II. Instrumen Penilaian

Write your opinions as attractive as possible about “The Weakness of

the Selection Indonesian TV Program”.

STUDENTS LIST

A. EXPERIMENT GROUP (XI IPS 1)

NO NIS NAMA SISWA

1 3858 ANDIKA HITA PRIA

2 3860 ARSITA PUTRI UTAMA

3 3764 AYU NOVITASARI

4 3696 DEVI CHINTIA PUTRI

5 3804 ERICK GOVINDA

6 3836 FAISAL ZEN

7 3867 FETTY PUSPITA SARI

8 3840 GAGAT FIYAMEI ANTO

9 3842 INDAH KARYATI

10 3778 ISTIYANINGSIH

11 3779 JUMIATUN

12 3740 KHOIRUNNISA

13 3810 KHUSNUL KHOTIMAH

14 3874 KRISNHA ISTIARTO

15 3781 KUKUH INFIKRIONO

16 3875 LUTFI TEJO STIAWAN

17 3844 METTA MEI NURIL TRISTIANI

18 3813 NISA MULTISARI

19 3743 NOVI SUSANTI

20 3785 NOVITA KRISTIANI

21 3847 NUR HALIMAH

22 3849 PULUNG PUTRA WAHYU G

23 3814 PURNAWAN PAMBUDI

24 3851 PUTRI SASMAYKA AYU

25 3816 RAHMAN SETIAJI

26 3817 REY PAMUNGKAS

27 3881 SAPTONO DWI KARYANTO

28 3882 SAUFAT BANJARAN SARI

29 3883 SEPTIAN ADI SAPUTRA

30 3888 TRI PAMUKTI RAHARJO

B. CONTROL GROUP (XI IPS 4)

NO NIS NAMA SISWA

1 3794 ADMIATI

2 3795 ANA TRI CAHYANI

3 3827 ANGGIT PERMANA

4 3798 ANISA RAHMA FAUZIAH

5 3800 AULIA PUSPA ARDHINI

6 3728 BAGAS PANJI PRATAMA

7 3861 BERLIAN NUSANTARA

8 3801 DHEVANI RAHMA NINGRUM

9 3701 DION SABILAL MUKTADIN

10 3803 DWI NOFITA

11 3772 EKO KURNIAWAN

12 3838 FATMAWATI

13 3808 HARDIK MEDIANTORO

14 3841 IMAM WAHYU MUJIANTO

15 3739 IRDA PUTRI MELATI

16 3780 JUNITA AYU SAFIKRY

17 3714 MUHAMMAD ROIS BURHAN

18 3812 NIKMAH RUMITA

19 3848 PRAMUDIYANTO

20 3749 RAMLI DWIYANTO

21 3788 RIZAL AGUNG PRASTYO

22 3751 SAMSIATI

23 3822 ULFA YUNIARTI

24 3856 VICO DHARMA PUTRA

25 3755 WAHYU FAJAR ANGGARA

26 3824 WULAN SAPUTRI

27 3756 YAYUK ANGGRAINI

28 3757 YULIA DWI HANDINI

29 3758 YUNI WIDAYANTI

30 3722 YUNI WIDYASTUTI

Name : ___________________

Class : ___________________

PRE-TEST

Make an analytical exposition in some paragraphs. The topic is “The Absence of

Women Career to Their Children’s Growth”. Give your own opinions and write it

as attractive as possible.

The Absence of Women Career to Their Children’s Growth

___________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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__________________________________________________________________

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__________________________________________________________________

__________________________________________________________________

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__________________________________________________________________

__________________________________________________________________

______________________________________________________

___________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

______________________________________________________

Name : ___________________

Class : ___________________

POST TEST (Experiment Class)

Make an analytical exposition text in some paragraphs. The topic is “The

Negative Effect of Mobile Phone as Communication Tool”. Give your own

opinions and write it as attractive as possible.

“The Negative Effect of Mobile Phone as Communication Tool”

1. What do you think about negative effect of mobile phone as communication

tool?

_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

______________________________________________________

2. How does mobile phone affect negatively in our life?

_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

______________________________________________________________

3. What should the people do in facing the negative effect of using mobile

phone?

_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_____________________________________________

Name : ___________________

Class : ___________________

POST TEST (Control Class)

Make an analytical exposition text in some paragraphs. The topic is “The

Negative Effect of Mobile Phone as Communication Tool”. Give your own

opinions and write it as attractive as possible.

“The Negative Effect of Mobile Phone as Communication Tool”

___________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_______________________________________________________________

___________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_______________________________________________________________

___________________________________________________________

__________________________________________________________________

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__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

______________________________________________________

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__________________________________________________________________

______________________________________________________

A. Experiment Class

NO EXPERIMENTAL

CLASS

PRE-

TEST

POST-

TEST SIMPANGAN

SIMPANGAN

KUADRAT

1 S.1 57 81 5 25

2 S.2 54 79 3 9

3 S.3 58 71 -5 25

4 S.4 62 73 -3 9

5 S.5 55 68 -8 64

6 S.6 62 87 11 121

7 S.7 58 80 4 16

8 S.8 58 82 6 36

9 S.9 52 74 -2 4

10 S.10 61 69 -7 49

11 S.11 59 70 -6 36

12 S.12 58 78 2 4

13 S.13 72 80 4 16

14 S.14 61 83 7 49

15 S.15 58 70 -6 36

16 S.16 59 75 -1 1

17 S.17 59 73 -3 9

18 S.18 49 65 -11 121

19 S.19 52 69 -7 49

20 S.20 56 80 4 16

21 S.21 54 81 5 25

22 S.22 49 60 -16 256

23 S.23 60 84 8 64

24 S.24 63 77 1 1

25 S.25 55 68 -8 64

26 S.26 62 80 4 16

27 S.27 76 91 15 225

28 S.28 58 87 11 121

29 S.29 61 71 -5 25

30 S.30 72 74 -2 4

∑ 1770 2280 0 1496

Mean 59 76

SD 7.182

Variance 51.586

B. Control Class

NO CONTROL

CLASS PRE-TEST

POST-TEST

SIMPANGAN SIMPANGAN KUADRAT

1 S.1 58 78 7.667 58.778

2 S.2 54 63 -7.333 53.778

3 S.3 53 69 -1.333 1.778

4 S.4 50 70 -0.333 0.111

5 S.5 64 83 12.667 160.444

6 S.6 52 71 0.667 0.444

7 S.7 56 65 -5.333 28.444

8 S.8 53 75 4.667 21.778

9 S.9 52 77 6.667 44.444

10 S.10 50 74 3.667 13.444

11 S.11 48 59 -11.333 128.444

12 S.12 56 66 -4.333 18.778

13 S.13 66 85 14.667 215.111

14 S.14 51 78 7.667 58.778

15 S.15 53 75 4.667 21.778

16 S.16 54 74 3.667 13.444

17 S.17 48 56 -14.333 205.444

18 S.18 57 72 1.667 2.778

19 S.19 49 63 -7.333 53.778

20 S.20 52 70 -0.333 0.111

21 S.21 60 77 6.667 44.444

22 S.22 56 69 -1.333 1.778

23 S.23 48 63 -7.333 53.778

24 S.24 49 65 -5.333 28.444

25 S.25 52 70 -0.333 0.111

26 S.26 52 65 -5.333 28.444

27 S.27 57 68 -2.333 5.444

28 S.28 53 63 -7.333 53.778

29 S.29 55 73 2.667 7.111

30 S.30 54 74 3.667 13.444

∑ 1612 2110 0.000 1338.667

Mean 53.733 70.333

SD 6.794

Variance 46.161

Using SPSS

A. Descriptive Statistic

Statistics

PostTestExperim

entalClass

PostTestControl

Class

N Valid 30 30

Missing 30 30

Mean 76.0000 70.3333

Std. Error of Mean 1.31131 1.24044

Median 76.0000 70.0000

Mode 80.00 63.00

Std. Deviation 7.18235 6.79418

Variance 51.586 46.161

Range 31.00 29.00

Minimum 60.00 56.00

Maximum 91.00 85.00

Sum 2280.00 2110.00

PostTestExperimentalClass

Frequency Percent Valid Percent

Cumulative

Percent

Valid 60.00 1 1.7 3.3 3.3

65.00 1 1.7 3.3 6.7

68.00 2 3.3 6.7 13.3

69.00 2 3.3 6.7 20.0

70.00 2 3.3 6.7 26.7

71.00 2 3.3 6.7 33.3

73.00 2 3.3 6.7 40.0

74.00 2 3.3 6.7 46.7

75.00 1 1.7 3.3 50.0

77.00 1 1.7 3.3 53.3

78.00 1 1.7 3.3 56.7

79.00 1 1.7 3.3 60.0

80.00 4 6.7 13.3 73.3

81.00 2 3.3 6.7 80.0

82.00 1 1.7 3.3 83.3

83.00 1 1.7 3.3 86.7

84.00 1 1.7 3.3 90.0

87.00 2 3.3 6.7 96.7

91.00 1 1.7 3.3 100.0

Total 30 50.0 100.0

Missing System 30 50.0

Total 60 100.0

PostTestControlClass

Frequency Percent Valid Percent

Cumulative

Percent

Valid 56.00 1 1.7 3.3 3.3

59.00 1 1.7 3.3 6.7

63.00 4 6.7 13.3 20.0

65.00 3 5.0 10.0 30.0

66.00 1 1.7 3.3 33.3

68.00 1 1.7 3.3 36.7

69.00 2 3.3 6.7 43.3

70.00 3 5.0 10.0 53.3

71.00 1 1.7 3.3 56.7

72.00 1 1.7 3.3 60.0

73.00 1 1.7 3.3 63.3

74.00 3 5.0 10.0 73.3

75.00 2 3.3 6.7 80.0

77.00 2 3.3 6.7 86.7

78.00 2 3.3 6.7 93.3

83.00 1 1.7 3.3 96.7

85.00 1 1.7 3.3 100.0

Total 30 50.0 100.0

Missing System 30 50.0

Total 60 100.0

B. Inferential Statistic Anlaysis

1. Test of Normality

One-Sample Kolmogorov-Smirnov Test

PostTestExperim

entalClass

PostTestControl

Class

N 30 30

Normal Parametersa,,b Mean 76.0000 70.3333

Std. Deviation 7.18235 6.79418

Most Extreme Differences Absolute .111 .084

Positive .090 .084

Negative -.111 -.074

Kolmogorov-Smirnov Z .609 .459

Asymp. Sig. (2-tailed) .852 .984

a. Test distribution is Normal.

b. Calculated from data.

2. Test of Homogenity

Case Processing Summary

Class

Cases

Valid Missing Total

N Percent N Percent N Percent

Score Experimental Class 30 100.0% 0 .0% 30 100.0%

Control Class 30 100.0% 0 .0% 30 100.0%

Descriptives

Class Statistic Std. Error

Score Experimental Class Mean 76.00 1.311

95% Confidence Interval for

Mean

Lower Bound 73.32

Upper Bound 78.68

5% Trimmed Mean 76.04

Median 76.00

Variance 51.586

Std. Deviation 7.182

Minimum 60

Maximum 91

Range 31

Interquartile Range 11

Skewness -.024 .427

Kurtosis -.352 .833

Control Class Mean 70.33 1.240

95% Confidence Interval for

Mean

Lower Bound 67.80

Upper Bound 72.87

5% Trimmed Mean 70.30

Median 70.00

Variance 46.161

Std. Deviation 6.794

Minimum 56

Maximum 85

Range 29

Interquartile Range 10

Skewness .062 .427

Kurtosis -.202 .833

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score Experimental Class .111 30 .200* .983 30 .894

Control Class .084 30 .200* .985 30 .935

a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

Score Based on Mean .333 1 58 .566

Based on Median .355 1 58 .554

Based on Median and with

adjusted df

.355 1 57.806 .554

Based on trimmed mean .335 1 58 .565

3. T-test Finding

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Score Experimental Class 30 76.00 7.182 1.311

Control Class 30 70.33 6.794 1.240