View
31
Download
0
Category
Preview:
DESCRIPTION
IMPROVING TENSE ACHIEVEMENT BY USINGINDUCTIVE APPROACH OF VII/A STUDENTSAT SMPN 1RAMBIPUJI JEMBER IN THE2009/2010 ACADEMIC YEAR
Citation preview
i
IMPROVING TENSE ACHIEVEMENT BY USING
INDUCTIVE APPROACH OF VII/A STUDENTS
AT SMPN 1RAMBIPUJI JEMBER IN THE
2009/2010 ACADEMIC YEAR
THESIS
By:
CAHYA RINI
NIM. 06 123 132
MUHAMMADIYAH UNIVERSITY OF JEMBER
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
2010
ii
USING QUESTIONING TECHNIQUE TO IMPROVE RECOUNT
PARAGRAPH WRITING ACHIEVEMENT AT THE VIII A
CLASS STUDENTS OF MTS AL MUJAHIDI
GUMUKMAS JEMBER 2009/2010
ACADEMIC YEAR
THESIS
Presented to
Muhammadiyah University of Jember
In Partial Fulfillments on Requirement for
The Degree of Sarjana in English Language Education
By:
Miftahun Nafi
06 123 135
MUHAMMADIYAH UNIVERSITY OF JEMBER
TEACHER TRAINING AND EDUCATION FACULTY
ENGLISH DEPARTMENT
2010
iii
iv
AGREEMENT
This is to certify that the sarjana thesis of Miftahun Nafi has been approved by
the thesis advisors for further approval by the Board of Examiners.
Jember, July 2010
Advisor I
Drs. Taslim, M.Pd NIP. 196508061998021004
Jember, July 2010
Advisor II
S. Sapto Wahono, M.Pd NIP. 150397449
v
APPROVAL SHEET
This is to certify that the sarjana thesis of Miftahun Nafi has been approved by
Board of Examiners as the requirement for the degree of sarjana of English
language Education
Board of Examiners,
Dr. Hanafi, M.Pd Chair
NIP. 196708151992031002
Drs. Taslim M.Pd Member
NIP. 196508061998021004
S. Sapto Wahono M.Pd Member
NIP. 150397449
Acknowledged By
Dean, Faculty of Teacher Training and Education
Henri Fatkurochman, S.S, M.Hum
NIP: 1973022120050 11003
vi
PREFACE
Thesis is one of the important parts that cannot be separated from the
students of University. It is a requirement for the degree of Sarjana. So it has a
compulsory assignment for the students.
The title of this thesis is “Using Questioning Technique to Improve
Recount Paragraph Writing Achievement at the VIII A Class Students of MTs Al
Mujahidi Gumukmas Jember In The 2009/2010 Academic Year”. The result of
this research can be used for the readers, especially for English teachers as a
references teaching and learning process of English.
The writer realizes that the thesis is far from being perfect for my
weaknesses. Finally, the writer hopes that this research will be useful for the
readers.
The Writers
vii
ACKNOWLEDGEMENT
First of all, I would like to express my deepest gratitude to the supreme
God, Allah SWT, the Most Powerful, Forgive full and almighty, and gives me His
mercy and blossom, so that I can finally finish this thesis. My best gratitude is due
to our Prophet Muhammad SAW, for his Safaat and Leading us from the darkness
to the brightness.
I would like to express the deepest appreciation and sincerest thank to the
following person.
1. Henri Fatkurrochman, S.S, M.Hum, the Dean of Faculty of Teacher
Training and Education of Muhammadiyah University of Jember.
2. Drs. Taslim. M.Pd, as the first advisor, who always support, gives great
advice, and valuable suggestion in writing this thesis.
3. Sapto Wahono. M.Pd, as the second advisor, who always support, gives me
a great advice in writing this thesis.
4. All the lectures and the staff of Faculty of Teacher Training and Education
of Muhammadiyah University of Jember.
5. Drs. Harun Rasyd, the Headmaster of MTs Al Mujahidi Gumukmas, who
gives me permission to conduct this research.
6. Ellys Wardatun N, S.Pd, as the English teacher of MTs Al Mujahidi
Gumukmas, who space her time for me as the observer in my research.
7. The entire teachers and staffs of MTs Al Mujahidi Gumukmas, who helped
me in doing my research.
8. The students of MTs Al Mujahidi Gumukmas, especially VIII A class ,
thanks for your attention and cooperative work in this research.
Jember, July 2010
viii
THE DEDICATION
This thesis is especially dedicated to:
My beloved mother in memorial “St. Syamsiah”
My beloved father, “H. Abd. Syakur” and my beloved mother “Nur
Hayati” who gives me all their love and support, there is no words can
represent my praise and love to you all. You all my inspiration to do the
best in my life.
My beloved brother Iwan Inshofi and his family”, and “Andi Muhamad
Afif”, thank you very much for all the support and your love.
My nephew “Muhaimin” and “all my friends in Tidar “ thank you very
much for all your help.
My special friend, “Dodi”, “Hemas”, “Faiz Manyun, dkk”, and all my
close friends thank you for all your help, your support, and your attention
for me, so I can finish my thesis in time. I do hope we will be get the best
in the future.
My Almamater Muhammadiyah University of Jember “2006”, thank for
all.
ix
TABLE OF CONTENTS
COVER ........................................................................................... i
LOGO .............................................................................................. ii
AGREEMENT ................................................................................. iii
APPROVAL SHEET ...................................................................... iv
PREFACE ....................................................................................... v
ACKNOWLEDGEMENT .............................................................. vi
DEDICATION ................................................................................ vii
TABLE OF CONTENTS ................................................................ viii
LIST OF APPENDICES ................................................................. xi
ABSTRACT .................................................................................... xii
CHAPTER I INTRODUCTION
1.1 Background of the Problem .................................................. 1
1.2 The Research Problem .......................................................... 4
1.3 Objective of the Research ...................................................... 4
1.4 Operational Definition Terms ................................................ 5
1.4.1 Questioning Technique .............................................. 5
1.4.2 Recount Paragraph ..................................................... 5
1.5 Significance of the Research .................................................. 5
1.5.1 Theoretical benefit ..................................................... 5
1.5.2 Practical benefit ......................................................... 6
1.6 The Scope of the Research .................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE & HYPOTHESIS
2.1 Review of Related Literature.................................................. 6
2.1.1 The Definition of Questioning Technique…………… . 6 2.1.2 Types of Questioning Technique..... ............................ 9
2.1.3 The Role of Questioning in CTL............ ..................... 11
2.1.4 Teaching Writing.................................. ....................... 12
2.1.4.1 Paragraph Writing............................ ............. 14
2.1.4.1.1.Development ............................................... 14
2.1.4.1.2 Unity ........................................................... 14
2.1.4.1.3 Coherence ................................................... 15
2.1.5 Genre Recount in the School Level Curriculum .......... 15
2.1.5.1 Recount Paragraph ........................................ 16
2.1.6 Kind of Writing Tests ................................................. 20
2.1.6.1 Multiple Choice Items .................................. 20
2.1.6.2 Error recognition items ................................. 20
2.1.6.3 Rearrangement ............................................. 21
2.1.6.4 Changing Words .......................................... 22
2.1.6.5 Blank Filling ................................................ 22
2.1.6.6 Broken Sentences ......................................... 22
x
2.1.6.7 Sentence and paragraph completion .............. 23
2.1.6.8 Free Writing ................................................. 23
2.1.7 The strength of questioning technique. ........................ 24
2.1.8 Teaching Writing at MTs Al Mujahidi ....................... 24
2.2 The Hypothesis ..................................................................... 25
CHAPTER III RESEARCH METHOD
3.1 Kind of Research .................................................................. 26
3.2 The Research Design ............................................................ 28
3.5 The Research Procedure ........................................................ 29
3.5.1 Preliminary Study ....................................................... 29
3.5.2 Planning ..................................................................... 29
3.5.3 Acting ......................................................................... 29
3.5.4 Observing ................................................................... 30
3.5.5 Reflecting ................................................................... 31
3.6 Data Analysis Method ........................................................... 31
3.7 The Criteria of Success .......................................................... 32
3.8 The Research Instrument ....................................................... 32
3.8.1 Test ............................................................................ 32
3.8.2 Observation Checklist ................................................. 33
3.8.3 Field Notes ................................................................ 34
3.9 Developing of the Research Instrument ................................... 35
3.9.1 The Validity of Test .................................................... 35
3.9.2 The Reliability of Test ................................................. 35
CHAPTER IV THE RESULT OF THE RESEARCH
4.1 Description of Research setting .............................................. 39
4.1.1 The Description in Cycle 1…………………… ........... 39
4.1.1.1 Preliminary Study ................................................. 40
4.1.1.2 Planning ............................................................... 41
4.1.1.3 Acting ................................................................... 41
4.1.1.4 Observing ............................................................. 44
4.1.1.5 Reflecting ............................................................. 45
4.1.2 The Description in Cycle 2 ........................................ 45
4.2.1.2 Planning ............................................................... 45
4.2.1.3 Acting ................................................................... 46
4.2.1.4 Observing ............................................................. 48
4.2.1.5 Reflecting ............................................................. 49
4.2 Research Result ...................................................................... 49
4.2.1 The Result of the Observation Checklist cycle 1 ......... 50
4.2.2 The Result of the Observation Checklist cycle 2 ......... 50
4.2.3 The Result of the Paragraph Writing Test cycle 1 ....... 51
4.2.4 The Result of the Paragraph Writing Test cycle 2 ....... 51
4.2.5 The Result of the Field Notes cycle 1 .......................... 52
4.2.6 The Result of the Field Notes cycle 2 .......................... 53
4.2.7 The Result of the Reflection cycle 1............................ 53
4.2.8 The Result of the Reflection cycle 2............................ 54
xi
CHAPTER V DISCUSSION
5.1 Discussions ............................................................................ 55
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion………………………………………………. ...... 59
6.2 Suggestion ............................................................................ 61
REFERENCES .................................................................................. 62
xii
LIST OF APPENDICES
Appendix 1 Research Matrix ............................................................ 65
Appendix 2 Try Out Test 1 ............................................................... 66
Appendix 3 the Try out Test Score .................................................. 67
Appendix 4 the variant of tryout ....................................................... 68
Appendix 5 the reliability tryout ....................................................... 69
Appendix 6 Lesson Plan 1 Cycle 1 ................................................... 70
Appendix 7 Lesson Plan 2 Cycle 1 ................................................... 76
Appendix 8 The Test in cycle 1 ....................................................... 82
Appendix 9 Lesson Plan 3 Cycle 2 ................................................... 83
Appendix 10 Lesson Plan 4 Cycle 2 ................................................... 88
Appendix 11 The Test in cycle 2 ....................................................... 93
Appendix 12 The Result Observation Checklist in cycle 1 ................. 94
Appendix 13 The Average Observations Checklist Cycle 1 ................ 95
Appendix 14 The Result Observation Checklist in cycle 2 ................. 96
Appendix 15 The Average Observations Checklist Cycle 2 ................ 97
Appendix 16 The result of students’ test score in cycle 1 .................... 98
Appendix 17 The result of students’ test score in cycle 2 .................... 100
Appendix 18 The result of Field notes meeting 1cycle 1..................... 102
Appendix 19 The result of Field notes meeting 2 cycle 1 .................... 103
Appendix 20 The result of Field notes meeting 3cycle 2..................... 104
Appendix 21 The result of Field notes meeting 4 cycle 2 .................... 105
Appendix 22 The Previous students’ Writing Test score..................... 106
Appendix 23 The names of Respondent Try out Test ......................... 107
Appendix 24 The name of the Research subject ................................. 108
Appendix 25 r table ........................................................................... 109
Appendix 26 Sillabus ........................................................................ 110
Appendix 27 List of the students’ Presence in Seminar ..................... 111
Appendix 28 Surat Keterangan Try out 1 ........................................... 112
Appendix 29 Surat Penelitian ............................................................. 113
Appendix 30 Curriculum Vitae .......................................................... 114
Appendix 31 Pernyataan Keaslian Tulisan ......................................... 115
xiii
ABSTRACT
Nafi, Miftahun, 2010. Using Questioning Technique to Improve Recount
Paragraph Writing Achievement at The VIII A Class Students of MTs Al
Mujahidi Gumukmas Jember In The 2009/2010 Academic Year. Thesis,
the Faculty of Teacher Training and Education, English Department,
Muhammadiyah University of Jember. The Advisor:
(1) Drs. Taslim, M.Pd, and (2) Sapto Wahono, M.Pd
Key words: Questioning Technique, Recount Paragraph Writing Achievement
A preliminary study, during observation and interviewed with the English
teacher of MTs Al Mujahidi Gumukmas Jember, it found that students of VIII A
had the lowest mean score of writing since the mean score was 53.31 as stated in
students’ previous score in writing achievement administered by the English
teacher. while the passing grade score of the school is 65. It was because they had
difficulties in composing paragraph, and another problem was the students
participation was still low, to overcome the unsatisfactory condition state above,
the researcher proposes one of the teaching techniques in teaching writing using
questioning technique.
According to Nurhadi (2003: 45) states, questioning is a strategy that
actively used by students to analyze and explore ideas. Questioning is given
spontaneously to stimulate students to think, discuss, and speculate.
A recount is a text that tells about past experiences or events. They can be
based on the authors’ experience, on historical events or it can be imaginative,
whereby the author has no direct link to recalled events.
This study utilized a collaborative classroom action research design. The
subjects of this study were the VIII A Class students of MTs Al Mujahidi
Gumukmas Jember in the 2009/2010 Academic Year. This study was conducted
in two cycles by following the procedure of the action research: planning,
implementing, observing, and reflecting.
In conclusion the findings of the study indicated that the model of
questioning technique can improve the students' achievement and students
participation in writing recount paragraph, it can be seen from the mean score in
previous writing test was 53.31then up to 62.5 in post-test 1, meanwhile, the mean
score became 78.32 in post-test 2. While the average of students’ participations
was increased it was 44.3% in cycle 1 became 81.53% of the students who were
active participated in learning activities.
Finally following suggestions are proposed: (1) the English teachers are
recommended using questioning technique as one of the many alternative
techniques that can be used in teaching writing recount paragraph; (2) students are
recommended to practice writing recount paragraphs with various topics outside
the class hours, using questioning technique; (3) the researcher suggested to other
researcher conduct a classroom action research concerning the application of
questioning technique to improve the students’ achievement in writing.
xiv
CHAPTER I
INTRODUCTION
1.1 Background of the Research
English is the most widespread language in the world which plays an
important role in every aspects of life; it is the language that is commonly used as
a medium of transferring science, technologies, culture and art. Due to the
important role of English in global era, several technique of teaching English
which has been compulsory subject in high and junior school Curriculum for
many years are developed. The aim of using technique is to enable students to
learn and practice English easily.
According to the school level curriculum the goal of teaching English is
that teaching learning process should indicate life skill integration since the skill
cannot be separated one to another, this goal could be achieved if the four English
skill, namely speaking, listening, reading, and writing are used as the basic of
teaching English itself.
Writing is one of the language skills that must be mastered by the students,
but writing is considered as one of the difficult skills to master. Farbain and
Whinch (1996: 61) state that writing is difficult and very few people have the
ability to write an essay at one sitting in a form that is adequate.
xv
In fact, the ability to write in English is very important and useful; it has
become the students’ immediate need since the students are expected to master the
four language skills. The mastery of language skills is intended to support the
ability to communicate both in oral and in written forms. In addition, Harmer
(1998:79) states that the reasons for teaching writing to students of English as a
foreign language are for reinforcement, language development, learning style, and
most importantly, writing is as a basic skill.
Based on the preliminary study, after observation and interviewed with the
English teacher of MTs Al Mujahidi Gumukmas Jember, it found that students of
VIII A had the lowest mean score of writing since the mean score was 53.31 as
stated in students’ previous score in writing achievement administered by the
English teacher. while the passing grade score for English subject in that school
was 65 or more. Further the English teacher said that students had problem in
composing paragraph, they had difficulties improving the ideas and they had
trouble coming up with interesting and relevant sentence that they can use to
support the topic. The technique which was used to teach writing by English
teacher, it was free writing technique, where the students were only given the
topic to write a paragraph and no others clues. In this research the researcher also
measures the active students’ participation during teaching and learning process.
While recount in this research was chosen because it was the text genre at the
second semester of the eighth grade of Junior High School and it had never been
taught yet in the previous semester in this class.
To overcome the unsatisfactory condition state above, the researcher
proposes one of the teaching techniques in teaching writing using questioning
xvi
technique. According to Nurhadi (2003: 45) questioning is a strategy that actively
used by students to analyze and explore ideas. Questioning is given spontaneously
to stimulate students to think, discuss, and speculate.
Questioning is also one of seven components of Contextual Teaching and
Learning since the school level curriculum concern on applying Contextual
Teaching and Learning, as according to Trianto (2008: 25) mentions that CTL
approach has seven major components: Constructivism, Inquiry, Questioning,
Learning Community, Modeling, Reflection, and Authentic Assessment.
The researcher here, using questioning technique in the form of WH and
Yes-No Question because it is appropriate with the knowledge and experiences of
the eight grade students of MTs Al Mujahidi Gumukmas Jember. In teaching
recount paragraph writing by using questioning technique, the teacher arranges
details as many questions as she or he can think of about the subject to stimulate
and generate the students’ ideas. The students are not given the actual text that
they will write, rather they are given a series of questions, and the answers are the
students’ guidance in structuring paragraphs. By using this technique, the students
use the answers of questions given as a draft to develop their paragraph easily.
In accordance with the above opinions, the researcher believes that
questioning technique may be applied in teaching of writing since it can be used
as a guide to help students write recount paragraphs. The students will be able to
write paragraphs based on the questions given. As result, students recount
paragraph writing achievement can be improved. Finally, the research entitled:
xvii
“Using Questioning Technique to Improve Recount Paragraph Writing
Achievement at the VIII A Class Students of MTs Al Mujahidi Gumukmas
Jember in 2009/2010 Academic Year”
1.2 Research Problems
Based on the background of the study, the problem of the research could be
formulated as follows:
1. “How can the use of questioning technique improve the students’
writing achievement at the VIII A class of MTs Al Mujahidi
Gumukmas Jember on recount paragraph?”
2. “How can the use of questioning technique improve the students’
participation at the VIII A class of MTs Al Mujahidi Gumukmas
Jember on recount paragraph?”
1.3 Objective of the Research
1. “To know how using questioning technique can improve the students’
achievement on recount paragraph writing at the VIII A class of MTs
Al Mujahidi Gumukmas in 2009/2010 Academic Year.”
2. “To know how using questioning technique can improve the students’
participation on recount paragraph writing at the VIII A class of MTs
Al Mujahidi Gumukmas in 2009/2010 Academic Year.”
xviii
1.4 Operational Definition Terms
In this research, the writer needs to formulate operational definition that is
related directly to the term and variables of this research. The function of
operational definition is to make the same perspective between the writer and the
reader about the variables of the research.
1.4.1 Questioning Technique
Questioning technique is a technique in teaching of writing in which
students are given a series of question related to the topic that build a coherent
paragraph. After answering the question given, they can combine their answers
into a simple paragraph. Morgan and Saxton (in Brualdi, 1998: 1).
1.4.2 Recount Paragraph
A recount is a text that tells about past experiences or events. They can be
based on the authors’ experience, on historical events or it can be imaginative,
whereby the author has no direct link to recalled events. RIC (2003, 2)
1.5 Significance of The Research
There are two kinds of advantages, namely theoretical and practical
benefit. The expected result of the study both theoretical and practical are as
follows:
1.5.1 Theoretical Benefit
The result can be used as the reference for those who want to conduct a
research and it can be used as alternative technique in teaching learning especially
in teaching writing recount paragraph.
xix
1.5.2 Practical Benefit
The writer hopes that the result of this research will be useful for teachers
and readers, in order that they can use it in teaching learning process, to make the
students more interested in studying English.
1.6 Scope of the Research
The research only focuses on using questioning technique to improve
recount paragraph writing achievement. The subject of the research is the VIII A
Class students of MTs Al Mujahidi Gumukmas Jember.
xx
CHAPTER II
REVIEW OF RELATED LITERATURE AND HYPHOTHESIS
2.1 Review of Related Literature
2.1.1 Teaching Writing
Writing is one of language skill other than listening, reading, and
speaking, used to express human feeling and thoughts. According to burke (1983,
10) writing is an actualization or dramatization of the thought process trough
transcription. Writing is also a process of communicating with others in which the
writer send his ideas and thoughts in written forms to the reader, this is in line
with Wingersky (1996 : 4) states writing is process thought which the writer
discover, organizes, and communicates his or her thoughts to the reader. While
Fairbairn and winch (1996:32) confirm that writing is about conveying meaning
by using words that have been chosen and put together in written or printed form.
It means that writing becomes an essential skill as it has important role to send
information and express ideas. In short, writing is a tool of communication. The
activity of writing itself needs at least two participants; they are the writer and the
reader, because the writer cannot communicate his ideas without the existence of
the reader.
According to that statement above writing in English language teaching
(ELT) is important as Harmer (1998, 78) states the reason for teaching writing to
student of English as a foreign language because: (1) some of the students acquire
xxi
languages from seeing the language written down namely reinforcement, (2) some
others can go along to learn by the actual process of writing or language
development, (3) writing is appropriate to learn for slower learners learning style
since it can be a quite reflective activity instead of interpersonal face to face
communication, and at last (4) for the rest of the learners, writing is the most basic
language skill. They need to know how to write letters, report, reply
advertisement and use some writing’s special conventions such as punctuation and
paragraph construction.
Further Raimes (in Susilo, 2005: 10) states that writing is an important
skill for students because of some reason. First, writing strengthens the students’
grammatical structure, idiom, and vocabulary. Second, writing gives a chance to
students to apply the language they have learnt. Third, writing reinforces students
to express their ideas in correct words and sentences. Therefore, students will be
involved both in writing and thinking process.
2.1.1.2 Paragraph Writing and its Elements
Bram (1995: 13) defines a paragraph is a group of sentence which contain
relevant information about one main or central idea. Meanwhile Langan (2001:11)
confirms that a paragraph is a series of sentence about one main idea or point.
Furthermore, Wingersky et al. (1999:24) defines that the topic sentence is the vital
sentence that serves as a commitment for the writer to provide an explanation or
illustration of this main idea. Then the topic sentence is developed in the
supporting sentence and the last it is developed in concluding sentence.
Langan (2000 : 2) states that paragraph is a series of sentences about one
main idea or point. A paragraph typically starts with a point and the rest of the
xxii
paragraph provides specific details to support and develop that point. from those
above definitions, it can be inferred that a paragraph is a group of sentences that
should have a main idea that is expressed in a topic sentence and several sentence
that focus and support the main idea.
2.1.1.2.1 Development
Writer should include the specific details and all the information the reader
needs. Paragraph adequate developments when it fully covers a limited topic to
achieve the writer’s purpose, there development has to do with specific details and
examples.
2.1.1.2.2 Unity
A good paragraph should have unity. According to Carino (1991:158),
paragraph has unity when it has one topic and does not shift from that topic even
though the examples may differ.
2.1.1.2.3 Coherence
In addition, Carino (1991:160) explains that coherence occurs when each
sentence follows logically and clearly from one sentence to the following
sentences. In other words, coherence means that the ideas and sentences.
2.1.2 Recount Paragraph
A recount is a text that tells about past experiences or events. They can be
based on the authors’ experience, on historical events or it can be imaginative,
whereby the author has no direct link to recalled events. RIC (2003, 3).
According to Barwick (1999: 7) defines that Recount describes an event
that has occurred in the past, so it is always written in the past tense. Even though
xxiii
a text follows a basic structure the relationship between the text and the reader,
the subject matter and whether the text is spoken or written affects the language
that is used.
Further, Barwick (1999: 8) mentions that there are different types of
recounts with varying levels of language and content according to the audience
and purpose. There are as follows:
1) Personal Recount
Personal recount is a paragraph which retells an activity that the writer or
speaker has experienced. It has personal and emotive comments and anecdotes
added and may take the form of an oral story. a letter or a diary entry. It is written
in the first person using personal and pronouns, I and we.
Example:
Dear Mum and Dad..
On Friday, we went on an excursion to observe plants.
First we went to Pasir Putih beach there were not many plants because of
the salt and the sand, then we got back on the bus.
Next we went to Arak Arak. We sat on a hill and observed the
plants. We saw bushes and grass. Not many plants grow because of the
pollution. After that we got back on the bus and went back to school. We
arrived at school at 12 o’clock. Then we went into school and talked about
our excursion.
We had great fun!!!
(Farah Tsaqila).
(http://texttypes.co.cc/2009/08/contoh-recount/)
xxiv
2) Factual Recount
Factual recount is a paragraph which records the particular of incident; it is
series of events sequentially and evaluates their significance. This can be
presented as a historical recount, film or sport report. It uses the third person
pronouns such as him, her, it and them. In factual recount, details are selected to
help the students reconstruct the activity or incident accurately. In this case,
explanation and justification can be included:
For Example:
Amy, a young woman, prepared her wedding party at her house in
Sidoarjo. She had bought food and wedding dress and sent invitation to her
friends. Unfortunately, hot mud from lapindo brantas, a drilling oil company
in sidoarjo, damaged Amy’s house. Her wedding party was cancelled because
of mud. She was very sad because her planning failed.
She could do nothing but rescued her family and moved to Surabaya.
All she can do is hope and pray. She hopes the government solves the
problem caused by lapindo.
(http://whywine.wordpress.com/2010/05/05/contoh-recount-text)
3) Imaginative Recount
Imaginative recount is a paragraph which is placed in a realistic context.
Character development is emphasized with the narrator responding emotively to
the events. The sequence of details may be changed but who, what, when and
where are still included. It is usually use written in the first person using I or we,
xxv
for example a day in treasure island. It is written in the first person. In this
recount, it may be appropriate to include personal reactions.
Example:
The journey was beyond my imagination. I went to the “admiral
benbow” in where some sailors came to find out treasure island. My friend,
jim, was the owner’s son. We were talking about his father when a man came
in. he was a stranger , pale, and unlike a sailor. He wanted to meet captain
bill who spent the night at the “admiral benbow” inn. He was called black
dog.
(http://texttypes.co.cc/2009/08/contoh-recount)
According to School Level Curriculum (KTSP) in Junior High School, the
material of students writing is about personal recount. They write their
experiences. Writing personal recount is interesting because they are related to the
students’ life.
2.1.3 The Definition of Questioning Technique
Questioning technique is one of the oldest methods in teaching learning
process. According to Nilson (1993: 137) questions launch and carry discussion,
one of the oldest and most commonly used students-active teaching technique.
According to Frazee and Rose (1995: 241) questioning is the oldest and the
most common teaching technique and it is fundamental to outstanding teaching
and it functions to ignite students’ thought process.
Meanwhile, questioning technique also can motivate student, according to
Morgan and Saxton (in Brualdi, 1998: 1) it can motivate learners to enhance their
xxvi
writing ability because while answering the questions students have opportunity to
openly express their ideas, opinions, and thoughts.
According to Nurhadi (2003: 45) questioning is a strategy that actively
used by students to analyze and explore ideas. Spontaneous questions asked of
students can use to stimulate students to think, discuss, and speculate. Teachers
can use the technique by modeling the curiosity to ask the students and encourage
students to ask questions.
Further, Painter (1995) also states that questioning is a valuable part of
teaching learning process because it enables participants (teacher and students) to
establish what is already known, to use and extend this knowledge and then to
develop new ideas. The questioning process can help the students to:
1.Extend thinking skills
2.Clarify understanding
3.Gain feedback on teaching and learning
4.Provide revision strategies
5.Create links between ideas
6.Enhance curiosity
7.Provide challenges
A key component in the success of discussion in teaching learning process
is to ask and answer questions effectively. To learn effectively students need to
learn actively, and one way to encourage active learning is to ask questions. Good
questioning skills are the most important teaching techniques to develop. The
effective questioning will enable teacher to:
1. Gain an insight into the students’ level of understanding
xxvii
2. Develop the communication skills of the students
3. Extend students’ analytical skills
4. Develop critical thinking
5. Develop relationship with students
6. Provide recognition the reward to students
7. Promote an environment in which students learn actively
Further according to Orlich (in Nurhadi, 2003: 46) mentions the
importances of questioning technique in teaching learning process are as follows:
a. Questioning is a common teaching strategy, and can be applied in
learning anything.
b. Use and development of systematic questioning technique tends to
improve the quality of students in learning.
c. By classifying the questions according to a particular system, teachers
can determine the cognitive and affective levels should be done by
student and professional in the learning process.
d. Through systematic questioning technique, the teacher can determine the
initial level of students' knowledge to the fields of specific lesson
content.
e. Strategy used to ask the teacher can be applied for all teaching situations.
Strategy to ask can occur almost in all learning activities between students
with students, teachers with students and vice versa. The activity was also found
when students asked to discuss, work in groups, when having difficulties, etc.
xxviii
2.1.4 Types of Questioning Technique
Morgan and Saxton in Brualdi (1991: 1) state that teachers ask questions
for several reasons, such as the act of asking questions, which helps teachers keep
students actively involved in lessons and while answering questions, students
have the opportunity to openly express their ideas, opinions, and thought, etc.
These two reasons imply that asking questions fosters interaction between the
teacher and the students. Besides, the students get meaningful chance to produce
language in written form.
According to Doffs’ idea (1998, 5), they are three types of questions:
1. WH Questions
A WH question is a question that contains an interrogative pro-form. Also
known as content question, question word question, information question
examples:
a. Who did she meet ?
b. What is the meanind of this tern ?
c. When will we have lunch ?
d. Where do you live ?
e. Why hasn’t tara done it ?
f. How this mechine works ?
2. Yes or No Questions
A yes or no question is a question for which an answer of yes or no is
acceptable. A yes or no question is a question that can be answered with yes or
no. They normally begin with an auxiliary verb or modal verb:
xxix
a. Do you want to come ?
b. Have you seen her
c. Can you come ?
d. Will they be interested?
They can also begin with main verbs like be and have
a. Is she in?
b. Was rama at home?
3. Alternative question/ choice question
An alternative question is a question that present two or more possible
answers and presuppose that only one is true. Examples:
a. Would you like chocolate, vanilla, or strawberry ice cream?
b. Do you like coffe or tea?
c. Is it cold or hot ?
In this research, the types of questions used were based on doff idea’s in
the form of WH and yes – no question because they are appropriate with the
students’ level. WH and yes –no question require the students to think about the
answer and to give reasons. They do not merely choose one of two answers like
what they do in alternative question. Thus by using WH and yes-or no question,
the students are expected to develop their ideas in chronological order so that
they have a good piece of writing.
2.1.5 The Role of Questioning in CTL
Recently the school level curriculum concern to apply contextual teaching
and learning, meanwhile according to Johnson (in Nurhadi, 2003: 12) Contextual
xxx
teaching and learning itself is a conception of teaching and learning that helps
teachers relate subject matter contain to real world situations and motivation
students to make connections between knowledge and it’s applications to their
lives as family members and as citizen.
Further, based on the Washington State Consortium for CTL (in Nurhadi
2003 : 12) contextual teaching enables students to reinforce, expand, and apply
their academic knowledge and skills in a variety of in school and out of school
settings in order to show simulated or real world problems.
Based on Nurhadi (2003: 13) CTL occurs when students apply and
experience what is being taught referencing real problems associated with their
roles and responsibilities as family members, citizens, students and workers. CTL
and learning emphasize higher level thinking knowledge transfer across academic
disciplines and collecting, analyzing and synthesizing information and data from
multiple sources and views points. Moreover Trianto (2008: 25) mentions that
CTL approach has seven major components: Constructivism, Inquiry,
Questioning, Learning Community, Modeling, Reflection, and Authentic
Assessment.
Form the statement above, we know that questioning is also part of
contextual teaching and learning. Further, Questioning technique is the basic of
Contextual teaching and learning, as states by Nurhadi (2003: 45) questioning is
the basic of contextual learning strategies, asking questions is a technique used to
analyze and explore the ideas, questions spontaneously can be used to stimulate
students to think about, discuss and speculate
xxxi
2.1.6 The Strength of Questioning Technique in Teaching Writing
Frazee and Rose (1995: 241) states questioning is the oldest and the most
common teaching technique and it is fundamental to outstanding teaching and it
functions to ignite students’ thought process. Moreover, it is stated that
questioning strategies are central to interactive teaching.
In teaching and learning process, including in writing class, questioning is
one of the teachers’ activities in the classroom. According to Morgan and Saxton
(in Brualdi, 1998: 1) states it can motivate learners to enhance their writing ability
because while answering the questions students have opportunity to openly
express their ideas, opinions, and thoughts.
Further, the teacher uses questions in the writing activities to lead students
to topic being written or to generate ideas related to the topic. By answering
questions, the students develop their thinking skills and express their ideas.
Questions are also used in drafting stage in which the students answers questions
and arrange their answers into paragraph.
Moreover, teachers’ questioning is a useful means to evoke classroom
interactional between the teacher to the students and the student to other students.
For students questioning is a way to generate their ideas into a good paragraph
and it’s also leads students toward the development of a concept.
2.1.7 Teaching Writing at SMP Islam Gumukmas Jember
In SMP Islam Gumukmas, the English subject was taught three times a
week, it applies KTSP 2006, furthermore, there are 2 teachers who teach English
in the school but there is only one teacher who teaches the second grade students
xxxii
in two classes. In the teaching learning process the teacher usually use LKS, it
was consist of paragraph completion, organize the jumbled sentences, and free
writing. The teacher usually gives a chance for the students to open their
dictionaries when they found out some difficult words; in addition, she also gives
an opportunity to work in a group while they are learning English.
2.2 The Hypothesis
1. Using questioning technique can improve the student’s achievement on
recount paragraph writing at the VIII A Class of SMP Islam Gumukmas
Jember in 2010/2011 Academic year, it is because while answering the
questions students have opportunity to openly express their ideas,
opinions, and thoughts (Morgan and Saxton in Brualdi, 1998: 1).
2. Using questioning technique can improve the students’ participation on
recount paragraph writing at the VIII A Class of SMP Islam Gumukmas
Jember in 2011/2011 Academic year, because it helps teachers keep
students actively involved in lessons. (Morgan and Saxton in Brualdi,
1998: 1).
.
xxxiii
CHAPTER III
RESEARCH METHOD
3.1 Kind of Research
Kind of the research is Classroom Action Research (CAR). According to
Carr and Kemmis in Wijaya (2009: 8) says that action research is a form of self
reflective enquiry undertaken by participants (teacher, students or principle) in
social (including educational) situation in order to improve the relationally
rationality and justice of (1) their own social or educational practices, (2) their
understanding of these practice are carry out.
In this research, the data collected in the term of main data and supporting
data, the scores of the students’ on recount paragraph test as main data. While the
data of field note and the data of observation checklist during the observation in
teaching learning process as supporting data.
3.2 The Research Design
Classroom action research design was chosen for this study because it aim
at improving the student writing achievement on recount paragraph by using
questioning technique at MTs Al Mujahidi Gumukmas Jember in 2009/2010
Academic year .
According to McMillan (1992: 12), a classroom action research is a type
of applied research with the purpose of solving a specific classroom problem or
xxxiv
making decision at a single local site. In this research the action given to the
subject is teaching recount paragraph writing using questioning technique. It
means that if the first fails, the design should continue to the next cycle until the
criteria of the success of the research are achieved in good criteria.
Classroom action research is intended to solve the class problem and
improve the quality of teaching and learning process in the classroom. Therefore,
this classroom action research was intended to overcome the students’ problem on
recount paragraph writing achievement. In this research, the four main steps were
preceded by preliminary study and identification of the problem. The researcher
uses Kurt Lewin action research model. The design of this classroom action
research is illustrate in the following diagram:
Step 1 Step 2 Step 3 Step 4
Picture 3.1 the Research Action Model (Source: adopted in Wijaya, 2009: 28)
3.3 The Research Subject
Research subject are the persons who give some respondents or answers to
the researcher’s questions either orally or in the written form (McMillan,
1992:217). There were two classes of the eighth grade of MTs Al Mujahidi
Gumukmas Jember, namely: VIII A, VIII B, which consists of 34 and 35 students.
From the preliminary study and interview with the English teacher, the subject of
Planning Acting Observing
Reflecting
xxxv
this research were VIII A, the subjects were choosen based on the consideration
that their writing achievement need to be improved since they had the mean
English score was 53.31 as stated in students’ previous score in writing
achievement administered by the English teacher.
3.4 The Research Area
The area of this research was determined by using purposive method.
According to Arikunto (1998:127), a purposive method is a method employed in
choosing area based on certain purpose or reason. This research would be
conducted at MTs Al Mujahidi Gumukmas Jember. This school was determined
purposively for some considerations:
1. As informed by the English teacher in the preliminary study, the eighth
grade students class VIII A still had problem in writing achievement.
2. It was accessible; it means that both the headmaster and the teacher gave
the researcher permission to conduct the research.
3.5 The Research Procedure
According to Lewin (in Wijaya, 2009: 28) there are four steps in
implementation classroom action research, they are planning, acting, observing
and reflecting. Before the researcher starts the research, the researcher must be
done the step of preliminary study or previous study.
xxxvi
3.5.1 The Preliminary Study
Before implementing the classroom action research the researcher
conducting the preliminary study, the purpose is to find some problems that faced
by student in teaching learning activities in classroom. This step is used by using
classroom observation and interview that has been conducted with the English
teacher.
3.5.2 Planning
Planning of the action in this study referred to any preparation dealing
with activities of the research. The preparation in this research covers the
following activities:
1) Constructing the lesson plan collaboratively with the English teacher.
2) Selecting the English texts taken from the students’ text book and internet.
They are chosen on the themes and sub themes taken from 2006 KTSP.
3) Preparing the supporting instruments of observation checklist, and field
notes.
4) Determining the criteria of success.
5) Constructing writing tests to measure recount paragraph writing
achievement of students.
3.5.3 Acting
The implementation of this research is carried out during the school hours,
in the second semester in 2009/2010 Academic year. The actions were teaching
recount paragraph by using questioning technique. In this case, researcher carried
out the actions in the first cycle, if the target failed then it was continued to the
xxxvii
second cycle. Meanwhile, the English teacher was as collaborator who observed
and make notes about everything that happen during the teaching learning
process. The time allocation for each meeting was 80 minutes. The actions would
be conducted in which cycle covered six meetings in two cycle including the test
in the third meeting in cycle I and fifth meeting in cycle 2. It was carried out
within two weeks.
The actions procedure of teaching on recount paragraph writing would be
done in second cycle if the result of the first cycle did not achieve the target
minimum score levels. It means that if the result of the mean score below 65 and
achieved less than 75% of students, the second cycle will be conducted with some
revising on the technique of the first cycle lesson plan.
3.5.4 Observing
Observation is done to observe the students’ activities and the application
of the action. Meanwhile the researcher implement the action by using
questioning technique during teaching learning process, the observation will be
done by the English teacher as observatory. The researcher conducted the
observation to get the supporting data by using the guide of observation in the
form instrument of field note and check list. The observation checklist is used to
observe the students participation during teaching and learning process of writing
trough questioning technique. In this case, the observation sheet in the form of
checklist containing about the activeness and passiveness of the students. While
field note is used as the feedback from the English teacher about the main
problem face by the researcher during teaching learning process.
xxxviii
3.5.5 Reflecting
Reflection is conducted to reflect the result of the action in the first and
second cycle gained from the result of the observation check list and the students
writing test. The researcher and the English teacher reflected the result of the
action after analyzing data in each cycle, the function of reflection is to know
whether there is weakness or strength in each cycle. Then, the researcher and the
English teacher discuss a solution to solve the problem. Then, the result of
reflection would be used as a guide to revise what were the shortages in the
lesson plans in cycle I in order to get the target.
3.6 Data Analysis Method
To analyses the percentage of students’ writing achievement used
formula as follow:
E : X 100%
E: The students’ percentage of the students’ writing achievement by
using questioning technique
n: The total number of students who get score 65 or more
N: The total number of student
(Adopted from Ali, 1993:186)
n
N
xxxix
3.7 The Criteria of Success
The criteria of success are used to know whether the implementation of
the action achieved or success. Based on the interview with the English teacher
the standard passing grade of English in MTs Al Mujahidi is 65 or more and it
must be achieved by 75 % of students.
3.8 Research Instrument
According to Arikunto (2006:149), research instrument are some tools
used when a research is conducted in particular method. In this research the
instrument uses in gathering data that included of the students’ learning activities
and the students’ scores. The main data are collected from the result of the writing
test and the supporting data collected from the observation checklist and field
notes.
3.7.1 Test
According to Arikunto (2006: 150), test is a set question of exercises or
instrument that is used to measure the skills, knowledge and intelligence owned
by the individual or group.
In this CAR, the test applied is achievement test. According to Heaton,
(1988: 14), a test of achievement should be measuring the student’s mastery of
what have been taught (but not necessarily what has actually been taught).
Generally there are two form of tests based on the methods of scoring, there are
objective test and subjective test (Hughes,1996: 19). If no judgment is required on
the part of the scorer than the scoring is objective. If judgment is called for, the
scoring is said to be subjective.
xl
The test that is used to measure the students’ writing achievement by using
questioning technique is subjective test. The researcher asked to the subjects to
make a recount paragraph based on the questions given. The test will be done
individually, and the researcher will collaborate with the English teacher to
construct the test. The materials that will be included in the test are based on the
themes and sub theme in the school level curriculum for Junior High School. The
test is done in the third meeting in cycle 1 and in the fifth meeting in cycle 2. The
provide time for doing the test is 2X40 minutes of each cycle.
3.7.2 Observation Checklist
McMillan (1992: 128) explains that observation allows the researcher to
take into account important contextual factors that may influence the
interpretation and use of the results. The observation will be focused on student’s
active or passive participation in the rating achievement during the teaching
learning process.
The best way for doing observation is using observation instrument
(Arikunto, 2006:156). The instruments that will use in this research are checklist
paper. The checklist paper is used to record the students’ activities in teaching
learning process to observe whether they were active or passive. The checklist
covered the following indicators: 1). Asking questions, 2) Answering questions,
3). Pay attention to the lesson, and 4). Being enthusiastic in the teaching learning
process. In this research the observation will be guided by an observation
checklist to make it more focus and manageable. The aspects that will be observed
area as follows:
xli
Table. 3.1 The Observation Checklist
NO NAME
PARTICIPANT ACTIVE PASSIVE
1 2 3 4
1
2
Notes:
d. Refers to asking questions
e. Refers to answering questions
f. Refers to paying attention to the lesson
g. Being enthusiastic in the teaching learning process.
In this research, the students are categorized active if they fulfill at least
three of four aspects above.
3.7.3 Field Notes
The most common method of recording the data collected during
observation is field notes. Hatch (2002:77) states that observers need to make
record of what they observe in the setting are studying and these records usually
that the form of raw field notes that are written on the spot while the reseacher is
in the setting. Field notes are usually discription of contexts and actions.
xlii
3.9 Developing of the Research Instrument
3.9.1. The Validity of Test
According to Arikunto (2006:168) states that an instrument will be valid if
it measures accurately what is attended to measure. It means that, a test should
measure whatever it is supposed to measure and nothing else. In addition
McMillan (1992: 100) states validity is a judgment or decision that the result from
the scores generated by the measure. In this research, content validity is used
since the test is constructed to represent the indicators to be measured.
According to Purwanto (1985:136) states that the test has content validity
if the test concern to the curriculum. Based on the above statements, the test
which is used in this research is based on the school level curriculum (KTSP
2006).
Table. 3.2 the Standard Competence of Writing in the School Level Curriculum
Kompetensi Dasar Indikator
12.2 Mengungkapkan makna dan langkah retorika
dalam esai pendek sederhana dengan
menggunakan ragam bahasa tulis secara
akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan sekitar
berbentuk recount dan narrative.
Menulis sebuah paragraph pendek
berbentuk recount.
3.9.2. The Reliability of Test
According to Hughes (1996 : 29) that a test is reliable if it has the same
result when it is given at another time. In addition Arikunto (2006:178) states that
reliability is determined by the carefulness of evaluation instrument and the
important of reliability consistence, how far of the test or instrument can be
believed. To know whether the test is reliable or not the researcher uses alpha
xliii
formula. Arikunto (2006:196) states that alpha formula is used to know the
reliability of the instrument, which the score is not 1 and 0.
The formula as follow:
Where:
: Reliability of the instrument.
K : Number of Question item.
: Variant item.
: Total variant
The criteria coefficient of correlation:
0.00-0.20 : Very low correlation
0.21-0.40 : Low correlation
0.41-0.60 : Enough correlation
0.61-0.80 : High correlation
0.81-1.00 : Very high correlation
(Ali, 1993:190)
Based on the calculation as presented (appendix 5) according to Arikunto
in r- table with N: 30 and significance 95 % is 0,361 then the result tryout is 0, 83
it can be concluded that the test is reliable and the coefficient correlation is very
high correlation.
In addition concerning with the scoring system, the scoring applied in
scoring the students writing test is analytical method. Hughes (1996:91) defined
analytical method of scoring which requires a separate score for each number of
xliv
task aspects. The aspects of scoring students’ writing test will be based on the
measurement of Model Penilaian Kurikulum Tingkat Satuan Pendidikan (KTSP
2006).
Table. 3.3 the Writing Scoring Based on the School Level Curriculum
No Aspects of Scoring
Score
1 2 3 4
1 Structure
2 Diction
3 Format
4 Appropriate to the topic
Maximum Score 16
Note;
1: Poor The Students’ score:
2: Fair Students’ score
3: Good Maximum score
4: Excellent
It can be explained as followed:
A. Structure
4: There no errors of structure.
3: There are no errors of structure which do not, however interfere with
comprehension.
2: Errors of structure frequent the reader most of them rely on own
interpretation.
1: Errors of structure so frequent, the reader most of them rely on own
interpretation.
X 100
xlv
B. Diction
4: Using effective words choice
3: Occasional errors in word choice
2: Errors of word choice so severe
1: Errors of word choice so severe as o make comprehension virtually
impossible.
C. Form
4: Relevant and accurate text information; Transfer all story element needs.
3: Mostly relevant and accurate text information Transfer mostly of story
element needed,
2: Irrelevant or limited text information transfers few. Story element
needed.
1: Irrelevant or limited text information.
D. Appropriate to the Topic
4: Focused on central idea with an organized and elaborated text.
3: Central idea but not evenly elaborated and some digressions
2: Not a focused idea or more than idea and much digression
1: No clear idea
xlvi
CHAPTER IV
RESULT RESEARCH
4.1 Description of Research Setting
SMA 1 Bondowoso was founded in 1958, it was located at Jl. Curahdami
no. 1294, Bondowoso. MTs Al Mujahidi was built on village treasury land, the
boundary of school in the north is public buildings, in the east is plant field, In the
south public buildings, and in the west is main road.
The teaching learning process at MTs Al Mujahidi started at 07.00 and
finished at13.30 WIB. The total numbers of the students were 460 students in the
2010/2011 academic year. The personals of MTs Al Mujahidi were a principal, 45
teachers, 15 office employees, and 2 gardeners.
The school facilities of MTs Al Mujahidi Gumukmas Jember that
supported the teaching learning process consisted of school office, computer lab,
and eighteen classrooms there are class VII A, VII B, VIII A, VIII B, IX A and IX
B, 1 library, badminton and volley ball field.
The research conducted at the students of X.6 class. The research consist of
two cycles, in the first cycle the research did on 19th, 20
th, and 21
th of May 2010
and the second cycle the research did on 27th
, 3th, and 4
th of June 2010. The
implementation of the action did on every Thursday and Friday, and then the test
did on Saturday.
xlvii
4.1.1 The Description of Implementation in Cycle 1
4.1.1.1 Preliminary Study
Before the researcher did classroom action research, the researcher did
some preparation before the action. There were interview and conducting try out.
The researcher did the interview on 15th of April 2011, based on interview
informally with the English teacher it was found they had problem in composing
paragraph they had difficulties improving the ideas and they had trouble coming
up with interesting and relevant sentence that they can use to support the topic.
The score of writing test of class X.6 as presented on the table 4.1 (appendix 22)
showed that it need to be improved since the mean score was 53.31 as stated in
students’ previous score in writing achievement administered by the English
teacher. While the passing grade score for English subject in that school was 65 or
more. Another problem that faced by the English teacher was the f students’
participation in teaching learning process was not involved.
The researcher did try out to know the reliability of the test; this test would
be used in the end of each cycle to measure the students’ paragraph writing
achievement. The try out was held on 17th May 2010, followed by 30 students at
the eighth grade of MTs Al Majidi Bangsalsari, Tanggul, Jember and the material
of the test were taken from hand out of the eighth grade students of Junior High
School which was used in the school. The test was subjective test. And the test
had been already known the reliability, it was concluded that the test was already
good to used.
4.1.1.2 Planning
xlviii
Planning of the action research was discussed with English teacher before
researcher implementation of the action to students; it was done to decide how
many meeting that the researcher wanted to improve students’ recount paragraph
writing achievement using questioning technique. The next step was researcher
and English teacher discussed about choosing the topic and selecting suitable
material for students that could make the class would be more enjoyable. After
discussed with English teacher the researcher arranged the material for the student
that had given by the English teacher before. The researcher prepare the material,
observation checklist, field notes and lesson plan before implementing the
technique to the students in this research, the implementation of the action in 3
meeting each meeting did in 80 minutes.
4.1.1.3 Acting
The implementation of the action covered three meeting it was based on
the time allocation of teaching material in semester programs, there were two
meeting for implementing the technique and one meeting for students’ test and in
each meeting did in 80 minutes. The schedule of implementing the action could be
seen in the table below.
Table. 4.2The Schedule of Cycle 1.
Activity Dates Times
Meeting 1 26th May 2010 10.00 - 11.20
Meeting 2 27th May 2010 10.00 - 11.20
xlix
Test 1 29th May 2010 07.0 - 08.20
The first meeting did on 26th May 2010 was based on the lesson plan I see
(Appendix 6) made by the researcher. Before starting the main activities the
researcher leading some questions to the student about past experience and told
that experience was one of personal recount, then the researcher distributing
example of personal recount entitled “My last picnic”, next the researcher asked
to the students mentioned the action word of past tense of the text and the
researcher asked some students to make an example of sentence in the form of
past tense and write on white board, in this instruction students look still passive
only one or five students who were had initiative to come forward, after that the
researcher and the students discussed the students’ answer. Next the researcher
assisting the students about the topic by giving them some guiding questions
orally in the form of WH questions to understand the generic structure of the text
for example who did go to picnic?, when it was happen?, and where did they go?,
continued to the next questions asking about the events for example; what did
they do first?, what did they do then, what did they do next, and etc. Then it
continued to reorientation question for example; what they feel after picnic?. In
this instruction less of students who were answer the questions then the teacher
asked to some students to answer the teachers’ question, then from the students’
answers that write on the white board the researcher discussed and explains about
the generic structure of recount. In the last session the researcher distributing
some questions to the students and asked the students to answer the questions
given. From the answers the researcher asked to the students to write a rough draft
and asked to the students to make a good paragraph based on the draft. The
l
students giving attention and did the instructions , Finally the researcher asked
some students performed their work in front of class, and the researcher discussed
the work together with the students. In closing session the researcher discussed
about the students’ difficulties and the material.
The implementation of the second meeting on 27th
May 2010 was based on
the lesson plan II (Appendix 7). In this meeting the researcher gave leading
questions what is recount, and asked to the students to mention the generic
structure of recount, some students had initiative to answer the teachers' question,
but others still silent then the researcher distributing the example of personal
recount entitled “a tour to the botanic gardens by nida”. Next the researcher
assisting the students about the topic by giving them some guiding questions
orally in the form of WH questions and yes or no questions to understand the
orientation of the text for example, what is the text about?, Did Nida tell what
Year Eight students do?, and etc, continued to the questions related to the events
for example what did they do first?, where did the grade eighth go next? etc, and
the last questions asked about the reorientation for example, how did they feel
after the tour?. In this instructions students giving better response and some
students more active in answer the questions, after that the researcher discussed
and explain about the students answer and the generic structure of the text. Then
the researcher distributing some questions to the students and asked the students
to answer the questions given. After that from the answers the researcher asked to
the students to write a rough draft and asked to the students to make a good
paragraph based on the draft. Finally the researcher asked some students
performed their work in front of class, some students had initiative to forward in
li
front of class, and then the researcher discussed the work together with the
students. In this session some students make a noised especially the students who
sitting I back by talked with their friend, next at closing session the researcher
discussed about the material and. the students’ difficulties in teaching learning
process.
In the end of the cycle I, it was test I held on 29th
may 2010, the researcher
gave the test (Appendix 8) to the students to compose personal recount based on
the pictures with series of questions.
4.1.1.4 Observing
As researcher teaching paragraph writing by using questioning technique,
the English teacher did the observation by sitting at the back of the students’ seats
in the classroom. It was done along with the teaching learning process by using
checklist to observe the activeness and passiveness of the students’ participation
and field notes to note some problems in interaction between the researcher and
the students in teaching learning process. It focused on the students’ involvement
in teaching learning process of writing by using questioning technique.
The observation checklist consists of some aspects were: asking question,
answering question, paying attention, being enthusiastic in teaching learning
process. The students were considered to be active when they fulfilled at least
three of the indicators.
The result of observation in teaching learning of meeting 1 and 2 in cycle I
can be seen on the table 4.4 in (appendix 12) and the average result of students’
involvement can be seen on the table 4.5 in (appendix 13).
lii
4.1.1.5 Reflecting
This part discuss about the analysis of the implementation of the action
during the research. It is cover the result of class observation and the result of the
test in this analysis, the researcher collaborated with the English teacher to
analyses how effective the implementation of the action. It was based on the class
observation and the test. The analysis of the class observation result of the first
meeting up to fourth meeting done after the test on the 29th May 2010.
4.1.2 The Description of Implementation in Cycle 2
4.1.2.1 Planning
Based on the reflecting in the first cycle, it is needs such kind of activities
to revise plan and the action that was done. The steps and activities in the second
cycle has different step with the first cycle. The different of both cycles are in the
purpose of the activities, in the second cycle the purpose was revise the action in
the first cycle.
The researcher can identified some following problems and notes it as
follows:
1). The students still have difficulties using questioning technique because it
was a new experience for them using question on writing paragraph.
2). The students could not use the simple past tense correctly.
3). The students’ participation was still low.
4). Some students make a noise so it caused the class was not conducive.
Therefore, this action was needed to solve the problems found in cycle
one. In this implementation of cycle 2 there some action applied to get better
result there are as follows:
liii
1). Using media a series of pictures.
2). Giving bracket to the word which was in the form of past tense in the
sentence.
3). Giving rewards to the students who were active in the class.
4). Rolling the students’ seat to reduce the class noised.
5). Asked students to revise their rough draft into good paragraph with their
friends in group.
It was expected that this technique would assist the students in writing a
personal recount paragraph so that they would be more motivated to improve their
recount paragraph writing.
4.1.2.2 Acting
In second cycle was done in three meeting, two meeting was done to
implemented the technique and a meeting was used to the students tests, each
meeting was 80 minutes. The schedule of implementing the action could be seen
in the table below.
Table. 4.3 The Schedule of Cycle 2
Activity Dates Times
Meeting 3 2th June 2010 10.00 - 11.20
Meeting 4 3th June 2010 10.00 - 11.20
liv
Test 2 5th June 2010 07.00 - 08.20
The third meeting did on 2th June 2010, it was based on the lesson plan
III, see (Appendix 9) that has been revised. The implementation of the action
started with introducing the topic by distributed a series of picture to the students,
and then the researcher asking to the students answer the questions based on the
picture given. Next the researcher assisting the students to understand the topic by
giving WH questions to understand the generic structure of recount, the first
questions was orientation questions for example; who were they?, where did they
go?, and etc, after that continued to the series of event question for example; what
did they do first?, what did they do then?, what did they do after?, and etc. in the
last question was reorientation question for example; what did they feel in the end
of the event?. In this instruction students answer the questions by their initiative
without asking first by the resereacher, the following steps were the researcher
asked to the students to mention the word in the form of past tense in the bracket
of the text entitled “Bad weather at the park”, and asked to them mentioned
another example of word in the form of past tense. Students gave their answer
easily and more students giving the answers. The students’ answers make the
class noisier but under control, then it continued to discussion and explanation
about the generic structure of recount. In the last session the researcher asked to
the students make a rough draft form the answer of questions given, continued
asked to them to make good paragraph by revising the draft in group. Some
students talking with their friends and disturb other students, In the end some
students by their initiative shared the work by writing on the white board, after
lv
that the researcher discussed the work together with the students. In closing
session the researcher discussed about the material and the students’ difficulties.
The fourth meeting did on 3th
June 2010, based on the lesson plan IV
(appendix 10), in this meeting the researcher continued the explanation and did
the same steps and technique like in the previous meeting but different topic. In
the last meeting it could be concluded that the whole process of teaching learning
was running well, the students cooperate with the researcher, almost of students
had initiative by their selves to give questions and answers. But when students
revise the draft in group some students still talked by themselves, but it was under
control by the researchers’ instruction.
The last meeting was test 2 (appendix 11), did on 5th
June 2010, the
researcher gave the test to the students to compose personal recount based on the
pictures with series of questions.
4.1.2.3 Observing
The activity in class observation of the cycle 2 done in the same ways in
cycle 1. As the researcher teaching writing by using questioning technique, the
English teacher did the observation by sitting at the back of the students’ seats in
the classroom. It was done along with the teaching learning process by using
checklist to observe the activeness and passiveness of the students and field notes
to note some problems in interaction between the researcher and the students in
teaching learning process. It focused on the students’ involvement in teaching
learning process of writing by using questioning technique. The observation
checklist consist of some aspects were : Asking Question, Answering question,
Paying attention, being enthusiastic in teaching learning process. The students
lvi
were considered to be active when they fulfilled at least three of the indicators.
The result of observation in teaching learning of meeting 3 and 4 in cycle
II on the table 4.6 in (Appendix 14) and the average result of students’
involvement on the table 4.7 in (appendix 15).
4.1.2.4 Reflecting
This part will discuss about the analysis of the weakness and the strength
of the implementation of the action during the research, It is cover the result of
class observation and the result of the test in this analysis, the researcher
collaborated with the English teacher to analyses how effective the
implementation of the action. It was based on the class observation and the test.
The analysis of the class observation result of the third meeting up to fourth
meeting done on the 5th
June 2010.
4.2 Research Result
4.2.1 The Result of the Observation Checklist Cycle 1
The observation was done by using checklist. It was done a long with the
teaching learning process by using questioning technique. It focused on the
students’ activeness and passiveness. The indicators of the students’ participation
were: 1. asking questions, 2. answering questions, 3. paying attention to the
lesson, 4. being enthusiastic to the lesson. The students were considered to be
active when they fulfilled at least three of the indicators.
Based on the observation checklist on table 4.4 (appendix. 12) there were
31 of 34 students in the first meeting and 32 of 34 students in the second meeting
who were followed teaching learning process, 2 students were absent and a
lvii
student was sick in the first meeting while in the second meeting 2 students were
absent. In the first meeting in cycle 1 there were 11 of 31students (35.48%) who
were actively participated or 19 0f 31 students (61.29%) who were passively
participated. Mean while in the second meeting there were 18 0f 32 of students
(53.12%) who were actively participated or 15 of 32 students (46.87%) who were
passively participated. The researcher concluded that the average result of the
observation checklist in cycle 1 (appendix 13) were 44, 3% students actively and
54, 08% students passively in teaching learning activity. The observing in cycle 1
could be said that it fail because less than 75% the students active in teaching
learning process.
4.2.2 The Result of the Observation Checklist Cycle 2
Based on the observation checklist table (appendix 14) there were 32 of 34
students in the third meeting and 33 of 34 students in the fourth meeting who were
follow the lesson. In the third meeting in cycle 1 there were 26 of 33 students
(81.25%) who were actively participated or 7 0f 32 students (21.87%) who were
passively participated. Mean while in the fourth meeting there were 27 0f 33 of
students (81.81%) who were actively participated or 6 of 33 students (18.18%)
who were passively participated. The researcher concluded that the average result
of the observation checklist in cycle 2 see (appendix 15) there were 81, 53%
students actively and 20.02% students passively in teaching learning activity. It
can be said that the observing in cycle 2 was success because more than 75%
students active in teaching learning process.
4.2.3 The Result of the Writing Test in Cycle 1
lviii
The writing test in cycle 1 conducted on 29th May 2010 to know how far
the students improve in paragraph writing achievement after implementing the
action by using questioning technique. The test was administered in the last
meeting and it followed by 33 of 34 students, because a student was absent. In this
research the minimum score of the students must be achieved the standard
minimum mean score requirement was ≥ 65 and it must be achieved by 75 % of
the students.
Based on the table 4.8 presented (appendix16) the result of writing test in
cycle 1 showed that the mean score was 62.5 and the percentage of students was
45.45%, it means that the standard minimum score requirement had not been
achieved. Therefore, it was necessary to continue the action into cycle 2 because
less than 75% of the students could not achieve the target mean score ≥ 65.
4.2.4 The Result of the Writing Test in Cycle 2
The wiring test in cycle 2 conducted on 28th
June 2010. There were 32 of
34 students who did the test because a student got sick.
Based on the table as presented in (appendix 17) the result of writing test in
cycle 1 showed that the mean score was 78.32 and had been achieved by 81.25%
of the students. Therefore, it is not necessary to continue the action into next cycle
because more than 75% of the students could achieved the target mean score ≥ 65.
4.2.5 The Result of the Field Notes in Cycle 1
These field notes were taken by the English teacher as observatory while
the researcher implements the action. This note take to know what are the
lix
difficulties faced by the teacher and to help them to make the teaching English
learning more effective. In the first cycle the result of some notes from the first
and the second meeting those are:
1. The researcher should explain more about how to make sentence in the
form of past tense.
2. Because it was a new experience for students using questioning
technique in writing, the researcher need explain more the steps of using
questioning technique to make a paragraph.
3. The researcher should briefly to handle and manage the class in the
teaching learning process.
4. The researcher needs to enhance the students’ participation in the
implementation of the action.
5. The researcher should make the class conducive because some students
who were sitting in the back talked by themselves.
6. Using media a series of picture will help students to construct the
sentence into good paragraph.
Based on those note the researcher could concluded that there are several
problems that researcher have to revised in the next cycle. So the researcher hopes
that while teaching and learning process in the next cycle have to be better than
the action in cycle 1.
4.2.6 The Result of the Field Notes in Cycle 2
The English teacher as observatory in cycle 2 gives conclusion that the
teaching learning process was better than previous cycle in the second cycle the
lx
result of some notes from the third and the fourth meeting those are:
1. The students seem to be more comfortable and familiar with the
researcher in teaching learning process.
2. The students gave good attention and enthusiasm to the researcher
explanation, the students were all active.
3. The students were very cooperative to the teacher.
4. Some of them keep talking to their friend but it was not so noisy and
under control when revising the draft with their group.
5. Better if the researcher choose various topic that suitable with the
students’ context life so it make students motivated to implement the
questioning technique in out of class to improve writing skill.
4.2.7 The Result of the Reflecting in Cycle 1
Based on the result of writing test 1 (appendix 16), the mean score was
62.5 and had achieved by 45.45% of the students, it means that the minimum
standard mean score ≥ 65 and the percentage requirement of paragraph writing
achievement 75% of the students in this research had not been achieved yet.
While in this cycle the average of students’ active participation also did not
involved as presented on the table 4.4 (appendix 12) there were only 44.3% who
were active participated and 54.08% of the students were passive. So, it could be
said that the technique of teaching writing trough questioning technique in cycle 1
was not got the target. It was because the students did not use past tense correctly,
then the students’ participation was still low and the students still had difficulties
using the technique because it was a new experience for students to made
paragraph writing by using questioning technique. To solve these problems the
lxi
researcher made revision on the lesson plan that will be used in the cycle 2, there
were giving bracket in word of past tense, using model of recount text with series
of picture as media and giving reward to the students who were active in the class
was one way to enhance the motivation and participation of the students in
teaching learning process.
4.2.5 The Result of the Reflecting in Cycle 2
In the second cycle, the reflection was done after the result of writing test
and the result observation was known. From the result of writing test 2 (appendix
17) the mean score was 78.32 and the percentage of students who got the
standard mean score was 81.25%, it means that the minimum standard mean
score ≥ 65 and the percentage requirement of paragraph writing achievement it
was 75% of the students in this research has been achieved. While the average
students active participation as presented on the table 4.7 (appendix 15) there
were 81.53% of the students who were active participated and 20.02% of the
students who were passive participated, more over there were improvements of
the result of average students’ active participation in cycle 1 it was 44, 3% up to
81, 53% in cycle 2, while the mean score in cycle 1 was 62.5 became 78.32 in
cycle 2. It could be said that the technique of teaching writing by using
questioning technique in cycle 2 was on the target. It means that the questioning
technique can improve both the writing achievement and students’ participation at
the VIII A class of MTs Al Mujahidi Gumukmas Jember.
lxii
CHAPTER V
DISCUSSION
5.1 Discussion
Based on the research result in chapter IV, it was found that there was a
gradual improvement on the students’ paragraph writing achievement that could
be seen from the result of the mean score and the percentage result in the first and
the second cycle, in the first cycle the mean score was 62.5 and achieved by
45,45% of the students, because it did not achieved the standard minimum score
requirement, then it was continued in the second cycle, in this cycle the mean
score was 78,32 and the percentage of the students’ writing achievement was
achieved by 81,25% of the students, it mean that the research was success because
the result of writing test had been achieved the target of standard minimum score
requirement that was the mean score ≥ 65 and must be achieved by 75% of the
students. Meanwhile the average of students’ active participation in each cycle
had improved; it was 44, 3% in cycle 1 up to 81, 53% in cycle 2.
Moreover the participation of the students during teaching learning
process in cycle 1 were as presented on the table 4.4 in (appendix 12) in the first
meeting there were 11 of 31students (35.48%) who were actively participated or
19 0f 31 students (61.29%) who were passively participated. Mean while in the
second meeting there were 18 0f 32 of students (53.12%) who were actively
participated or 15 of 32 students (46.87%) who were passively participated. The
researcher concluded that the average result of the observation checklist in cycle 1
presented on the table 4.5 (appendix 13) there were 44, 3% of students active
lxiii
participated and 54, 08% of students passive participated in teaching learning
activity. The observing in cycle 1 could be said that it fail because less than 75%
of the students active in teaching learning process.
Further the result of writing test in cycle 1as presented on the table 4.6 in
(appendix 14) showed that the mean score was 62.5 and achieved by 45,45% or
only 15 of 33 students, it means that the standard minimum score requirement had
not been achieved. Therefore, it was necessary to continue the action into cycle 2
because less than 75% of the students could not achieve the target mean score ≥
65.
Cycle 2 was conducted as revision of cycle 1; there were some revision
that the researcher and the English teacher discussed in lesson plan in this cycle
there were as followed:
6). Using media a series of pictures.
7). Giving bracket to the word which was in the form of past tense in the
sentence.
8). Giving rewards to the students who were active in the class.
9). Rolling the students’ seat to reduce the class noised.
10). Asked students to revise their rough draft into good paragraph with
their friends in group.
The result of writing test in cycle 2 as presented on the table 4.8 in
(appendix 16) showed that the mean score was 78.32 and achieved by 81.25% or
26 of 32 students, it mean that the action was stop and it was not necessary to
continue the action into next cycle because more than 75% of the students could
achieved the target minimum mean score ≥ 65.
lxiv
Based on the observation checklist in cycle 2 on the table 14 in (appendix
14) In the third meeting in cycle 2 there were 26 of 33 students (81.25%) who
were actively participated or 7 0f 32 students (21.87%) who were passively
participated. Mean while in the fourth meeting there were 27 0f 33 of students
(81.81%) who were actively participated or 6 of 33 students (18.18%) who were
passively participated. The researcher concluded that the average result of the
observation checklist in cycle 2 see on the table 12 in (appendix 16) there were
81, 53% students actively participated and 20.02% of students passively
participated in teaching learning activity. It can be said that the observing in cycle
2 was success because more than 75% of students active in teaching learning
process.
From the result data above it could be conclude that there were
improvement of the result in each cycle as presented table below:
Table. 5.1 the Improvement of Students’ Writing Test Achievement and the Average of
Students’ Active Participation in Each Cycle
Cycle Mean score Percentage The average of students active
participation
1 62,5 45,45% 44, 3%
2 78,32 81,25% 81, 53%
From the table above, it prove the theory that asking questions will help
teachers keep the students actively involved in the lesson (Morgan and Saxton in
Brualdi, 1991:1). With this strategy, the students had desire and were interested in
learning recount paragraph writing. Questioning technique could help the learners
to increase their recount paragraph writing achievement and the students’ active
participation in teaching learning process.
lxv
Further the improvement of the students writing achievement was in line
with the experts’ statement that written questioning technique is an important
method to teaching (Kam Yin Wu in Brualdi, 1993: 49). It can motivate learners
to enhance their writing achievement because while answering the questions the
students have opportunity to openly express their ideas, opinion, and thoughts
(Morgan and Saxton in Brualdi, 1998:1). In addition, WH and Yes-No questions
also could help the students to give more detail information and answer the
questions by organizing and mapping their ideas of the text. It is suitable with the
theory which stated that a WH question is a question that contains information
questions or content questions (Doff, 1999: 57). The teacher should let the
students to guess the answer by themselves. It could be done by giving further
questions as a clue, so that the students could think step by step to acquire the
right answer. By this step, it could help the students to openly express their ideas
and thought.
In relation to the improvement of the students writing achievement the
research hypothesis which says as follows:
1. Using questioning can improve the students’ recount paragraph writing
achievement at the VIII A class of MTs Al Mujahidi Gumukmas Jember in
2009/2010 Academic year.
2. Using questioning technique can improve the students’ participation at the
VIII A class of MTs Al Mujahidi Gumukmas Jember in 2009/2010
Academic year.
lxvi
CHAPTER VI
CONCLUSION AND SUGGESTION
6.1. Conclusion
6.1.1 The Students’ Writing Achievement Conclusion in Cycle 1 and Cycle 2
Based on the result and discussion, it can be conclude that the use of
questioning technique can improve the VIII A class students on recount paragraph
writing achievement of MTs Al Mujahidi Gumukmas Jember, it can be seen from
the result of the mean score in previous writing that administered by the English
teacher the mean score was 53.31 then after the implementation of the action the
mean score up to 62.5 in post-test cycle 1, meanwhile, in post-test cycle 2, the
mean score became 78.32 further the percentage was 45.45% in cycle 1 became
81.25% in cycle 2, The improvement of the result of mean score and the
percentage of writing recount paragraph occurred because there were some
revisions in lesson plan in cycle 2, the researcher discussed with the English
teacher about the acting of the technique, there were some revision in
implementing the technique in cycle 2 : 1) using a series of picture, 2) Giving
bracket to the word which was in the form of past tense in the sentence, 3) Rolling
the students’ seat to reduce the class noised, and 4) Asked students to revise their
rough draft into good paragraph with their friends in group. Finally from the
revisions above the result of students’ writing achievement on recount paragraph
had achieved the target of standard mean score requirement.
lxvii
6.1.2 The Students’ Participation Conclusion in Cycle 1 and Cycle 2
Then the use of questioning technique also can improve the VIII A class of
students’ participation in teaching learning process of recount paragraph writing,
there were it can be seen from the result of the average of the observation
checklist in cycle 1, there were 44, 3% students actively and 54, 08% students
passively in teaching learning activity. It could be concluded that the students’
participation failed in cycle 1 because less than 75 % of students’ who were active
participation. While in cycle 2 there were improvement of the students’
participation 81.25% of the students’ who were active and 21.87% of the students’
passive in teaching learning activity. The active participation of students increase
in cycle 1 to cycle 2 it was 35.8 % of the students, and the passiveness of the
students reduced from cycle 1 to cycle 2 it was 32.21 % of the students.
From the finding research above the researcher found out that using
questioning technique which was applied by the researcher can be an alternative
to solve the students’ difficulty in composing recount paragraph because it could
effectively help the students, while answering the questions the students have
opportunity to improve their ideas and giving relevant sentences to support their
topic in writing recount. Further the questioning technique also can improve the
students’ participation in teaching learning process. More over it can motivate
learners to enhance their writing ability because while answering the questions
students have opportunity to openly express their ideas, opinions, and thoughts.
(Morgan and Saxton in Brualdi, 1998: 1)
lxviii
Mean while it could be concluded that using questioning technique can
improve recount paragraph writing achievement and the students’ active
participation.
6.2. Suggestions
By considering the results that showed questioning technique could
improve the eight grade students’ recount paragraph writing achievement and the
students’ motivation in learning recount paragraph writing, some suggestions are
proposed for the following people:
a) The English teacher
The English teachers are recommended to consider the model of
questioning technique or strategy developed in this study as one of the many
alternative techniques that can be used in teaching writing recount paragraphs for
Junior High Schools level;
b) The students
The Students are recommended to practice writing recount paragraphs with
various topics outside the class hours by using questioning technique
c) The Further Researchers
Future researchers or other English teachers who have the some problems
with the teaching of writing are suggested to conduct a classroom action research
concerning the application of questioning technique to improve the students’
achievement in writing.
Recommended