THE EFFECT OF USING COGNITIVE STRATEGY INSTRUCTION IN

THE EFFECT OF USING COGNITIVE STRATEGY INSTRUCTION IN

WRITING (CSIW) TO TEACH WRITING FOR EIGHT GRADE AT

ISLAMIC JUNIOR HIGH SCHOOL AL-KHAIRIYAH KOTA JAMBI

THESIS

By: RISKA YUSUF

TE130561

ENGLISH EDUCATION PROGRAM

FACULTY OF TARBIYAH AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2018

THE EFFECT OF USING COGNITIVE STRATEGY INSTRUCTION IN

WRITING (CSIW) TO TEACH WRITING FOR EIGHT GRADE AT

ISLAMIC JUNIOR HIGH SCHOOL AL-KHAIRIYAH KOTA JAMBI

THESIS

Submitted as partial fulfillment of the Requirements to Gain an

Undergraduate Degree (S.1) in English Education

By: RISKA YUSUF

TE130561

ENGLISH EDUCATION PROGRAM

FACULTY OF TARBIYAH AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2018

Jambi, May2018

Advisor I : Monalisa, M.Pd

Advisor II : Firdiansyah, SS, MA

Address :Tarbiyah and Teacher Training Faculty The State Islamic University Sulthan

Thaha Syaifuddin Jambi

Jl. Jambi-Ma.Bulian Km.16 Simpang Sei.Duren Kec. Jaluko Kab. Muaro Jambi

The Dean of Tarbiyah and Teacher Training Faculty

The State Islamic University

Sulthan Thaha Syaifuddin Jambi

OFFICIAL NOTE

Assalamu’alaikum warahmatullahi wabarakatuh

After reading and making necessary changes, thus we state that the thesis by:

Name : Riska Yusuf

NIM : TE130561

Department : English Education Program

Title : The Effect of Using Cognitive Strategy Instruction in Writing

(CSIW) to teach Writing for eight Grade at Islamic Junior High School

Al-Khairiyah Kota Jambi.

Could be submitted to Munaqasah Exam as a partial fulfillment of the

requirements to get an undergraduate degree (S1) in English Education Program in the

Tarbiyah and Teacher Training Faculty the State Islamic University Sulthan Thaha

Syaifuddin Jambi.

Wassalamu’alaikum warahatullahi wabarakatuh

First Advisor Second Advisor

Monalisa, M.Pd Firdiansyah, SS.MA

NIP.1975051522000032004

DEDICATION

By the name of Allah SWT, for the blessing and merciful. I Dedicate This Thesis Especially

For:

1. My beloved father Muhammad Yusuf and mother Rosmalaili, who have

educated me, prayed and supported to finish the thesis and to be successful in

the future.

2. My beloved sister Risma Wati who always give me motivation, support, helping

powerful and always praying for me.

3. For my best friends Tatag Setiadi,S.E, Riska Agus,S.E, Rosmayanti,Amked,

Muslimaini,S.Pd, Sri Wahyuni,S.Pd, Perdila Desi,S.Pd, for their love, their

support, their presence complete my day and my life.

4. My greatest advisor (Monalisa, M.Pd) and (Firdiansyah, SS, MA) thanks for

everything suggestions, motivations, and also patience to face me till finished

this thesis.

5. All of Teachers and Lectures who have been teaching me during study in the

state Islamic University Sulthan Thaha Saifuddin Jambi.

6. And the last, for all my friends in class BI C 2013 and especially English

Education Program Students of academic year 2013 and also all my friends

whom I can‟t mention. I thank them for everything.

MOTTO

.4

yang mengajar (manusia) dengan pena,

who teacher (humans) with a pen,

.5

Dia mengajarkan manusia apa yang tidak diketahuinya

He teaches people what he doesn't know

( Qur‟an Surah Al-Alaq, ayat 4-5 )

AKCNOWLEDGEMENTS

All praises be to Allah who gives the writer guidance and strength in completing this

script. Peace and blessing be upon the prophet Muhammad shalallahu „alaihi wassalam, her

families, her relatives, and her followers:

The writer would like to express many thanks the following people who deserved special

recognitions for their invaluable help in accomplishing this thesis:

1. Dr. H. Hadri Hasan MA, the Rector of the State Islamic University Sulthan Thaha

Saifuddin Jambi.

2. Prof. Dr. H. Suaidi, MA, Ph.D. Dr. Hidayat, M.Pd. and Dr. Hj. Fadhillah Husen,

M.Pd as vice rector‟s I,II, and III of State Islamic University Sulthan Thaha Saifuddin

Jambi.

3. Drs. Hj Armida, M.Pd.I as the dean of faculty of Education and Teacher Training of

the State Islamic University Sulthan Thaha Saifuddin Jambi.

4. Dr. H. Lukman Hakim, M.Pd as the first vice Dean of Faculty of Education and

Teacher Training Zawaki Afdal Jamil, M.Pd as the second vice Deans of Faculty of

Education and Teacher Training, and Dr. Kemas Imran, M.Pd.I as the Third vice

Dean of Faculty Education and Teacher Training.

5. Amalia Nurhasanah, S.Pd M.Hum as the chairwomen of English Education Program.

6. Monalisa, M.Pd as the first my advisor who has given a lot of input such as

correction, opinion, and other things which is useful to the script writer in the process

of writing this thesis. firdiansyah, SS, MA as the second advisor for motivation, help

contribution of though and beneficial ideas toward the development of this thesis.

7. All lectures of Tarbiyah Faculty of The State Islamic University Sulthan Thaha

Saifuddin Jambi.

8. All librarians for their helps, lending me some needed books to complete this thesis.

9. The principal, all teachers and students in junior High School Al-Khairiyah kota

jambi.

It is hoped that this thesis will give contribution to the teaching of Englishespecially

in reading. Then, the writer realizes that this thesis is still far from being perfect, for that

reason, the writer hopes the constructive critics and suggestions for readers for perfection

of this thesis. May Allah SWT always gives guidance and blessing us. Amiinn ya

rabbalalamiin

Jambi, May 2018

The writer

Riska Yusuf

TE. 130 561

ABSTRACT

Name : RISKA YUSUF

Department : English Education Study Program

Title : The Effect of Using Cognitive Strategy Instruction in

Writing (CSIW) To Teach Writing For Eight Grade At Islamic Junior High

School Al-khairiyah Kota Jambi

This thesis discusses the effect of using Cognitive Strategy Instruction in

Writing (CSIW) to teach Writing for eight grade at Islamic Junior HighSchool Al-khairiyah

Kota Jambi. the research is a quantitative researchusing quasi experiment, while data

collection uses writing test. With sampleclass experiment 14 student and control class 14

people. Researcher found thatthe effect of Cognitive Strategy Instruction in Writing (CSIW)

strategyincreased after experimental treatment.

The result that researcher found were; 1). The influence between before

beingtaught with Cognitive Strategy Instruction in Writing (CSIW) strategy afterusing

Cognitive Strategy Instruction in Writing (CSIW) strategy proved withresult of paired sample

t-test -10.034>-2.160, this mean H0 rejected. 2). thereis a significant effect between the

classes taught by the Cognitive StrategyInstruction in Writing (CSIW) strategy and the

classes not taught using the strategy. Can be proved by the independent t-test result found that

is -11.700<-2.056. This means H0 is rejected.

ABSTRACT

Nama : RISKA YUSUF

Jurusan : Program studi pendidikan Bahasa Inggris

Judul : Pengaruh menggunakan strategy (CSIW) Cognitive Interaksi dalam menulis

untuk mengajar kepada siswa kelas VIII Madrasah Tsanawiyah Al-Khairiyah Kota Jambi.

Skripsi ini membahas tentang pengaruh strategy (CSIW) Cognitive Interaksi

dalam menulis untuk mengajar kepada siswa kelas VIII Madrasah Tsanawiyah Al-

Khairiyah penelitian ini merupakan penilitian kuantitatif dengan menggunakan quasi

eksperiment, sedangkan mengumpulkan data menguunakana test menulis dengan

sampel dikelas eksperiment 14 siswa dan kelas control 14 orang. peneliti menemukan

bahwa adanya pengaruh dari pengajaran (CSIW) Cognitive Interaksi dalam menulis

meningkat setelah dilakukannya perlakuan dikelas eksperiment.

Hasil yang peneliti temukan adalah; 1). Adanya pengaruh antara sebelum

diajarkan dengana Strategy CSIW dan setelah menggunakan strategy CSIW

dibuktikan dengan hasil paired sample t-test-10.034>-2.160 thitung> ttable, ini berarti H0

ditolak. 2). Adanya pengaruh significant antara kelas yang diajarkan dengan Strategy

CSIW dan kelas yang tidak di ajarkan menggunakan strategy itu. Dapat dibuktikan

dengan hasil indenpent t-test ditemukan bahwa thitung<ttable-11.700<-2.056. ini berarti

H0 di tolak.

Kata kunci: Strategy CSIW, keterampilan menulis, Interaksi menulis,

Descriptive.

TABLE OF CONTENT

TITLE COVER .............................................................................................. i

OFFICIAL NOTE .......................................................................................... iii

RATIFICATION ........................................................................................... iv

ORIGINAL STATEMENT ........................................................................... v

DEDICATION................................................................................................ vi

MOTTO .......................................................................................................... vii

ACKNOWLEDGEMENT ............................................................................. viii

ABSTRAK (INDONESIAN) .......................................................................... ix

.......................................................................................................................... x

ABSTRACT (ENGLISH) ............................................................................... xi

TABLE OF CONTENT ................................................................................. xii

LIST OF TABLE ........................................................................................... xiii

LIST OF APPENDIX .................................................................................... xiv

CHAPTER I INTRODUCTION

A. Background of the Study ................................................... 1

B. Formulation of Problem .................................................... 3

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

D. Objective of Problem ......................................................... 3

CHAPTER II REVIEW OF RELATED LITERATURE

A. Writing ............................................................................... 4

1. Definition of Writing ................................................... 4

2. Characteristic of Writing.............................................. 5

3. Micro and Macro skills of Writing .............................. 6

4. Types of Classroom Performance ................................ 7

5. Scoring of Writing ....................................................... 8

B. Cognitive Strategy Instruction in Writing.......................... 10

1. The Nature of Cognitive Strategy Instruction in Writing 10

2. The steps of Teaching Cognitive Strategy Instruction . 11

in Writing .....................................................................

3. The Principles of Cognitive Strategy Instruction in…. 14

Writing (CSIW) ...........................................................

C. Related Studies................................................................... 15

CHAPTER III RESEARCH METHODOLOGY

A. Research Design................................................................. 17

B. The setting of the Research ................................................ 18

C. Population and Sample ..................................................... 18

D. Instrument of Research ...................................................... 19

E. Technique of Collecting Data ............................................ 19

F. Technique of analyzing the Data ....................................... 20

G. Hypothesis of the Research ................................................ 20

H. Validity and Reliability Test .............................................. 21

CHAPTERIV RESEARCH FINDING AND DISCUSSION

A. Finding and Discussion ...................................................... 23

1. Descriptive Analysis .................................................... 23

a. The Result of Pre- Test and Post test in Experimental 24

b. The Result of pre-test and post-test Control .......... 26

2. Statistical Analysis of the Test ..................................... 28

a. Normality test ........................................................ 28

b. T-test ...................................................................... 29

B. Testing Hypothesis............................................................. 29

1. The Analysis of Paired Sample T-test in Experimental 29

......................................................................................

2. The Analysis of Independent Sample T-test ................ 30

C. Discussion .......................................................................... 32

LIST OF TABLES

Table 4.1 The result Pre-test Experiment class ................................................ ……..…23

Table 4.2 The result Post-test Experiment class .............................................. ………..24

Table 4.3 The result Pre-test Control class ...................................................... ………..25

Table 4.4 The result Post-test Control class ..................................................... ………..26

Table 4.5 Normality Test Experiment class ..................................................... ………..27

Table 4.6 Normality Test Control class ........................................................... ………..27

Table 4.7 Paired Sample T-test Experiment Pre-test and Post-test ................. ………..29

Table 4.8 Independent Sample T-test Post-test Experiment and Control

class..................................................................................................................30

LIST OF APENDIX

Appendix A The data Instrument ..................................................................... 34

Appendix B Assessment Rubric ...................................................................... 35

Appendix C Normality Test ............................................................................. 37

Appendix D The Descriptive Statistic ............................................................. 40

Appendix E The Result of Test ........................................................................ 46

Appendix F Lesson Plan .................................................................................. 47

Appendix G Documentation ............................................................................ 61

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is the most important aspect in human interaction. People communicate

and interact with other using the language. In widely community, English became

international language. Most of the communities in the whole world use English in

order they can communicate with others who have different language. From this,

English languages important to be thought and learned by the student. And as the

form of our government‟s response toward this case, English language has been put in

educational system in our country, and it is taught from junior high school until

university and becomes a compulsory subject (Susiyanti, 2014:p.1).

That important language because making easy people communicate, and English

language important also besides English language so central in required lesson for all

student of elementary school level until university.

According to Brown (2003), writing is a skill that is the exclusive domain of

scribes and scholars in educational or religious institutions. Almost every aspect of

everyday life for “common” people was carried out orally. Writing is psychological

activity of the language user to put information in the written text.

However, writing requires process and it can be developed and changed while the

process is running on. The writer must be thinks some factors to making good writing,

such as topic knowledge, knowledge of genres, knowledge of audience, and

knowledge of language. Its means that writing is communicative since it is an

interactive activity.

According to Andrew (2002: 2) as cited in Prestiasari. Cognitive Strategy

Instruction In Writing (CSIW) is a discursive strategy that engages students in writing

apprenticeships and collaborations. It is explained that this strategy simulates the

students to be independent in writing. Also, this strategy helps the students how to

make their writing concepts.

Furthermore, Nera (2004: 76) as cited in Prestiasari, Cognitive Strategy

Instruction In Writing (CSIW) as an approach blends elements of direct instruction

and cognitive strategy instruction with a core emphasis on collaborative teacher with

student and student in dialogue. It is explained that this strategy gives students some

points to be followed in writing activity. The teacher will lead the students in directed

activity that happens among students or teacher with students.

Based on observation at the State of Islamic Junior High School Al-khairiyah

Kota Jambi. Writing is very low and not all students know to write English language

better and correct, and almost 50% student less enthusiasm learn about writing.

In Islamic Junior High School Al-Khairiyah Kota Jambi, the student didn't have

knowledge of using strategies in writing although it is important. So, we as the teacher

must give more information to, the students know that using strategies in writing is

good for some situations.

Based on the explained above, the researcher is interested to do a research above

“The Effect of Using Cognitive Strategy Instruction in Writing (CSIW) to Teach

Writing For Eleventh Grade at Islamic Junior High School Al-Khairiyah Kota

Jambi”

B. Formulation of Problem

The writer formulates the problem of this research, as follows:

1. Is there any significant effect in writing achievement between before and

after using Cognitive Strategy Instruction in Writing (CSIW)?

2. Is there any significant different in writing achievement between

experimental class and control class?

C. Limitation of Problem

In this research, the writer focused on the effect of Cognitive Strategy Instruction

in Writing (CSIW) to teach writing for eight grade Islamic junior high school Al-

Khairiyah Kota Jambi academic year 2017.

D. Objective of Problem

Based on the research questions above, the objectives of this study is to find

out:

1. There is the significant effect in writing achievement between before and after

using Cognitive Strategy Instruction in Writing.

2. There is the significant different in writing achievement between experiment

class and control class.

CHAPTER II

REVIEW OF RELATED LITERATURES

The discussion of some literatures in this chapter is related the variables of the research.

They are the definition writing, Cognitive Strategies Instruction in Writing. All of them be

discussed deeper below:

A. Writing

1. Definition of Writing

Expository writing is challenging for many student because it requires an explicit

awareness of how ideas can be produce in an conventional form that communicates

meanings to a distance (Kozulin, 2003).

Writing is an active process to put the writer feelings and ideas into written words. It

means that the people can write about their feelings, ideas, and thought some sentences in

simple or large form. Also, when a writer wants to write she or he aims to give or share

information addressed to the reader. The reader will read and will know what the writer

wants in the writing (Barnet 1990:4).

Richards & Renandya (2002) in his book entitled Methodology in Language Teaching

said that there are four steps of basic in writing, they are; planning, drafting, revising, and

editing. Planning (pre-writing) is any activity in the classroom that encourages students to

write. It stimulates thoughts for getting started. The learning experiences include group

brainstorming, clustering, rapid free writing, Who-questions. Next, is drafting, the writers

are focused on the fluency of writing and are not preoccupied with grammatical accuracy

or the neatness of the draft. In revising, students review their texts on the basis of the

feedback, it is not only merely checking for language errors but it is done to improve

global content and the organization of ideas so that the writer‟s intent is made clearer to

the reader. And the last stage is editing, in this stage students are engaged in tidying up

their texts as they prepare the final draft for evaluation by the teacher. They edit their own

or their peer‟s work for grammar, spelling, punctuation, diction, sentence structure and

accuracy of supportive textual material such as quotations, examples and the like.

Based on the explanation above, writing is important and writing is a process which

giving to reader, and the purpose to push someone to write also have to know base of

writing.

2. Characteristic of Writing

According to Brown (2007,p.397-398). The characteristic of written language.

a. Permanence

Once something is written down and delivered in its final form to its intended

audience, the written abdicate a certain power: the power to emend, to clarify, to with

draw.

b. Production time

The good news is that, given appropriate stretches of a time, a writer can indeed

become a “good” writer by developing efficient processes for achieving the final

product. The bad news is that many educational context demand students writing

within time limits, or “writing for display” as noted in the previous section

(examination writing, for example). So, one of your goals, especially if you are

teaching in an EAP context, would be to train your students to make the best possible

use of such time limitations.

c. Distance

One the thorniest problem writers face is anticipating their audience. That

anticipation ranges from general audience characteristic to how specific words,

phrases, sentences, and paragraph will be interpreted.

d. Orthography

Everything from simple greetings to extremely complex ideas is captured through

the manipulation of a few dozen letters and other written symbols. Sometimes we take

for granted the mastering of the mechanic of English writing by our students.

e. Complexity

How to combine sentences, how to make references to other element in a text,

how to create syntactic and lexical variety, and much more.

f. Vocabulary

Written language places a heavier on vocabulary use than does speaking. Good

writers will learn to take advantages of the richness of English vocabulary.

g. Formality

Whether a Students is filling out a questionnaire or writing a full blown essay, the

convention of each form must be followed. For ESL students, the most difficult and

complex conventions occur in academic writing where student have to learn how to

describe, Explain, compare, contracts, illustrate, defend, criticize, and argue.

3. Micro and Macro Skills of Writing

According to Brown (2007:p.399) identifies and enumerates micro and macro skills

for writing as follow:

a. Micro skills

1. Produce graphemes and orthographic pattern of English.

2. Produce writing at an efficient rate of speed to suit the purpose.

3. Produce and acceptable core of words and use appropriate word other pattern.

4. Use acceptable grammatical system (e.g., tense, agreement, pluralization),

patterns and rules.

5. Express a particular meaning in different grammatical forms.

b. Macro skills

6. Use cohesive devises in written discourse.

7. Use the rhetorical forms and conventions of written discourse.

8. Appropriately accomplish the communicative functional of written texts

according to form and purpose.

9. Convey link and connections between events and communicative such

relations as main idea, supporting idea, new information, given information,

generalization, and exemplification.

10. Distinguish between literal and implied meaning when writing.

11. Correctly convey culturally specific references in the context of the written

text.

12. Develop and use a battery of writing strategies, such as accurately assessing

the audiences interpretation, using prewriting devices, writing with fluency in

the first draft, using paraphrases and synonym, soliciting peer and instructor

feedback, and using feedback for revising and editing.

4. Types of Classroom Performance

Brown (2004: 220) states that there are four types of writing, they will be described

deeper as follows:

a. Imitative

To produce written language, the learner must attain skills in the fundamental,

basic tasks of writing letters, words, punctuation, and very brief sentences. This

category includes the ability to spell correctly and to perceive phoneme-grapheme

correspondences in the English spelling system. It is a level at which learners are

trying to master the mechanics of writing. At this stage, form is the primary if not

exclusive focus, while context and meaning are of secondary concern.

b. Intensive (controlled)

Beyond the fundamentals of imitative writing are skills in producing appropriate

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

features up to the length of a sentence. Meaning and context are some importance in

determining correctness and appropriateness, but most assessment tasks are more

concerned with a focus on form, and are rather strictly controlled by the test design.

c. Responsive

Here, assessment task require learners to perform at a limited discourse level,

connecting sentences into a paragraph and creating a logically connected sequence of

two or three paragraphs. Tasks respond to pedagogical directive, lists of criteria,

outlines, and other guidelines. Genres of writing include brief narratives and

descriptions, short reports, lab reports, summaries, brief responses to reading, and

interpretations of charts or graphs. Under specified conditions, the writer begins to

commit to user exercise some freedom of choice among alternative forms of

expression of ideas. The writer has mastered the fund a metals of sentence-level

grammar and is more focused on the discourse conventions that will achieve the

objectives of the written text. Form focused attention is mostly at the discourse level,

with a strong emphasis on context and meaning.

d. Extensive

Extensive writing implies successful management of all the processes and

strategies of writing for all purposes, up to the length of an essay, a term paper, a

major research project report, or even a thesis. Writers focus on achieving a purpose,

organizing and developing ideas logically, using details to support or illustrate ideas,

demonstrating syntactic and lexical variety, and in many cases, engaging in the

process of multiple drafts to achieve a final product. Focus on grammatical form is

limited to occasional editing or proof reading of a draft.

5. Scoring of Writing

Scoring of Writing Generally there are three types of rating scales used in scoring

writing. They are holistic scoring, primary trait, and analytical scoring.

a. Holistic scoring Holistic scoring is a method by which trained readers review a

piece of writing for its overall quality. Brown (2004: 242) states that each point on

a holistic scale is given a systematic set descriptors, the reader evaluator matches,

and overall impression with the descriptors to get score. Descriptors usually

follow a prescribed pattern. The elements of holistic scoring involve for

dimension, as follows:

1) Idea development/organization;

Focuses on central idea with appropriate elaboration and conclusion;

2) Fluency/structure;

Appropriate verb tense used with a variety of grammatical and syntactic

structures;

3) Words choice;

Uses varied and precise vocabulary appropriate for purpose;

4) Mechanic:

Absence of error in spelling, capitalization, and punctuation.

b. Primary trait

Primary trait focuses on how well students can write within a narrowly defined

range of discourse (Brown, 2004: 242). This type of scoring emphasizes the task

at hand and assigns a score based on the effectiveness of the text‟s achievement.

To rate the primary trait of text, there are four point scales ranging from zero (no

response or fragment response) to four (the purpose in unequivocally

accomplished in a convincing fashion). A primary trait would assess (Brown,

2004: 243):

1. The accuracy of the account of the original (summary),

2. The clarity of the steps of the procedure and the final result (lab report),

3. The description of the main features of the graph (graph description),

4. The expression of the writer‟s opinion (response to an article).

b. Analytical scoring

Analytical scoring focuses on the principle function of the text and offers some

feedback potentials, but there is no written production that enhances the ultimate

accomplishment of the purpose (Brown, 2004: 243). Classroom evaluation of learning

is best served through analytic scoring, in which as many as five major elements of

writing competence are scored, thus enabling learners to home in on weakness and

capitalize on strengths. They are organization, content, grammar, mechanics, and

vocabulary. The point value for each element of writing is not the same. The

differences are based on the emphasis of the goal and student‟s need.

B. Cognitive Strategies Instruction In Writing

1. The Nature of Cognitive Strategies Instruction In Writing

The are some definition of writing from experts. According (Englert et al., 1991) and

applied it within adolescents with mild mental retardation attending self-contained classes

in Turkey. The effectiveness of writing strategy instruction has not been evaluated with

this group of students (the only exception involved a single student in De La Paz &

Graham, 1997). As in other CSIW strategies, a set of think-sheets was used to help

students plan, organize, edit, and revise their expository writing (Englert et al., 1992). The

instruction consisted of four phases: (a) text analysis focusing on the text structure

targeted for instruction (i.e., problem/solution text), (b) modeling of the writing process,

(c) guided practice, and (d) independent writing This included modeling aloud how to use

the think-sheets and accompanying strategies, such as brainstorming. Students were also

provided with assistance until they could apply them independently. During modeling and

guided practice, dialogue about text structures and strategy use were encouraged and

supported.

Furthermore, The Cognitive Strategy Instruction in Writing Program (CSIW) is based

on four central principles drawn from a socio cultural theory of instruction (Englert &

Mariage, 2003). First, this framework emphasizes the importance of immersing writers in

a holistic and cognitive process in which they apply strategies related to planning,

organizing, writing, editing, and revising their expository texts (Englert, 1992). Second,

the CSIW framework emphasizes the importance of teachers modeling aloud strategies

for these cognitive processes as they compose specific types of text (Englert, 1990;

Englert & Raphael, 1988). Third, teachers apprentice students in the strategies through

the use of interactive dialogues in which they prompt, scaffold, and guide students

through the application of the strategies (Englert, 1990; Englert & Mariage, 1991).

Fourth, teacher make text structures, writing process, and strategies visible through a

series of think-sheets that provide students with structural or procedural support at each

stage of the writing process by using graphic organizers, prompts, and questions that cue

strategy application and self-regulation (Englert, 1990; Englert & Raphael, 1989;

Graham, MacArthur, & Schwartz, 1995).

So, this Cognitive Strategy Instruction In Writing, student asked to organize, to

editing, and evaluating. By following instruction analyze text, modeling write process,

and practice.

2. The steps of Teaching Cognitive Strategies Instruction In Writing

The instructional program is broken into four phases, analyzing text, modeling the

process guiding student, and providing student opportunities independent writing.

Guining (2010: 470) as cited in Prestiasari (2014).

a. Step 1: Analyzing the text

Since low-achieving readers show little awareness of the text structure, either in

their reading or their writing, examining text structure is emphasized. Samples from

basals, trade books, periodicals, or content area texts can be used to illustrate a

particular structure. It is also a good idea to use examples written by students, perhaps

from previous years.

As you analyze the text, which can be written on the board or chart or on an

overhead, point out and discuss the following:

The topic of the text

Its purpose

The kind of questions the reader might expect the text to answer

The audience

The text structure itself

Signal words that might be used in the text structure

You might also note some areas in which the piece might be improved.

Perhaps there is a part that is not clear, or a step may have been omitted from a

process. Or signal words might be added to improve the comprehensibility of the

piece.

b. Step 2: Modeling the writing process

After analyzing and discussing the text, demonstrate the composing of an

informational piece by writing one yourself. If a new game is to be introduced to the

class, the teacher might write a how-to piece explaining how the game is to be played.

As the teacher goes to the process, think aloud, so the class can see how the teacher

plan and compose a piece. Make explicit your sense of audience, your purpose for

writing, and strategies you might use to help your planning, such as listing the steps in

a process and indicating needed materials. Also talk about the text structure that you

plan to use, why you are using that structure, and what might be some signal words

that could be used to “glue” the structure together. Later, after a discussion with

students, model the revising and editing processes.

c. Step 3: Guiding students: Introducing Think Sheets.

As you model the process, introduce the concept of Think Sheets. These are

prompts that help students plan, organize, revise, and edit their pieces. Each type of

writing or text structure should have its own think sheets. Athough sample Think

Sheets are presented here, it should be emphasized that Think Sheets can take a

variety of forms and should be tailored to meet the needs of your students. Think

Sheets might provide prompts for the following (Dixon, Carnine, and Kame‟ enai

(1993) in Gunning (2010: 470).

Who is my audience?

What is my goal?

What do I know about this topic?

What can I tell the readers at the beginning to get them interested?

What do I need to tell my audience so they will understand what I am trying to

say?

How can I group my ideas? (steps in a process, similar in a comparison

contrast piece, reasons in a persuasive piece, solution to a problem, causes of a

problem, etc).

What signal words might I use? (first, then, because, and, but, however,

moreover, etc).

8) What might be a good ending sentence?(sum up, leave with a thought or

question).

d. Step 4: Providing opportunities for independents writing

As students become more proficient, Think Sheets are phased out and students

engage in independent writing. A key in CSIW is the use of Think Sheet. Think Sheet

is scaffolds that prompt the students to use writing strategies that they have been

taught recently. The four steps above explain how Think Sheets are used. In

conclusion, CSIW obviously gives the appropriate ways on how to improve them

students‟ ability in writing. Basically, the steps can develop all writing indicators.

They lecture the students the fluency of thought and the content in composing their

writing such as the topic and the purpose of the text which are discussed in the first

and the third steps; the structure and mechanic that are learnt by the students in

revising the text, editing the text, and making independent writing through the second,

the third, and the fourth steps; and the vocabulary which can be seen from the signal

words that is discussed in all steps. Therefore, CSIW is an effective method to

develop the students‟ writing ability.

3. The Principles of Cognitive Strategy Instruction in Writing (CSIW)

Cognitive Strategy Instruction in Writing Program (CSIW) is a program which was

developed by Englert and her colleagues. As a program, of course, it has basic or central

principles as the guidence. It is stated by Englert & Mariage (2003: 21) asserted in

Prestiasari (2014). the Cognitive Strategy Instruction in Writing Program (CSIW) is based

on four central principles drawn from a socio cultural theory of instruction. First, this

framework emphasizes the importance of immersing writers in a holistic and cognitive

process in which they apply strategies related to planning, organizing, writing, editing,

and revising their expository texts. Second, the CSIW framework emphasizes the

importance of teachers modeling aloud strategies for these cognitive processes as they

compose specific types of text. Third, teachers apprentice students in the strategies

through the use of interactive dialogues in which they prompt, scaffold, and guide

students through the application of the strategies. Fourth, teachers make text structures,

writing process, and strategies visible through a series of think-sheets that provide

students with structural or procedural support at each stage of the writing process by

using graphic organizers, prompts, and questions that cue strategy application and self-

regulation. From those principles, it is clearly seen that CSIW gives a big contribution to

the teacher in teaching writing. Besides, CSIW also gives some advantages for the

students.

CSIW students demonstrate better writing performance on text structures they are

directly taught, transfer their knowledge to untaught text structures, and display greater

meta-cognitive knowledge about writing. Moreover, it can be concluded that the

advantages of CSIW are: (a) students are able to show better writing performance on text

structure and meta-cognitive knowledge about writing; and (b) students are able to

improve their performance for the next high school classes.

C. Related Studies

The are same previous researcher which have the same topic with this research. This

first research comes from Solihin (2014) with the title ”Improving Students‟ Skill in

Writing Descriptive text Through Students Team Achievement Division (STAD) Method

Eighth Grade Islamic Junior Mazniyah Jambi”. This thesis about improve students‟

writing ability by student team achievement division (STAD) method. This research is a

classroom action research. It means that an action research which is conducted in a

classroom to increase the quality of learning teaching practices. Then, collecting data

using observation, checklist, field data, questionnaire and test. The researcher found

Student Team Achievement Division (STAD) method is very useful method in teaching

writing because it might be able to motivate students‟ to improve their involvement in

writing ability. Besides, the use Students Team Achievement Division (STAD) method

makes the teaching learning writing activity more enjoyable and interesting. The use of

(STAD) method also makes the students‟ more motivate in learning.

The similarity of the previous research with this present study. Where the first

similarity used skill writing descriptive text. The difference with the previous research is

Solihin Used with classroom action research design, and researcher will use Quasi-

Experimental research degin.

The second research comes from Yuni Kurniasih (2015)with the title “Students‟

Coherence In Writing Descriptive Text At Fifth Semester Of English Education Program

The State Institute For Islamic Studies Sulthan Thaha Saifuddin Jambi”. In order to write

a good English text, one must pay attention to the knowledge and skill of using

coherence, that is transition signal and logical order. This study is to investigate the type

of coherence of students writing descriptive text a fifth semester of English Education

Program The State Institute For Islamic Studies Sulthan Thaha Saifuddin Jambi. The

purpose this research is to find out the types of coherence written by student in writing

descriptive text both for transition signal and logical order. The research applied

qualitative method by using discourse analysis. The data was taken using documentation,

and field note. To analyze data, the researcher employed data reduction, data display and

conclusion drawing/verification.


similarity used skill writing descriptive text. The difference of the previous research is the

data was taken using documentation and field note and researcher will use Quasi-

Experimental research design.

The last, research comes from Ida (2014) with the title “Improving Students Writing

Skill in Descriptive text Through Think Talk Write (TTW) Strategy At Eighth Grade

Islamic Junior High School Asas Islamiyah Kota Jambi”. Based on the research at eighth

grade of Islamic junior high school Asas Islamiyah kota jambi. It is concluded that think

talk write (TTW), strategy is effective to enhance the students writing skill of descriptive

text. From the result of the research show that through think talk write (TTW) Strategy

makes students easier in making descriptive text, and makes them easier in exploring their

idea and makes students more active and in the classroom. The think talk write strategy

also can improve students‟ achievement significantly in writing skill of descriptive text.


similarity used skill writing descriptive text. The difference of the previous research is

used research design with classroom action, and researcher will use Quasi-Experimental

research design.

According to the previous researcher above it can be concluded that the research

which be conducted by the researcher is different with the previous researcher.

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

Research design is the plan to do something and research design contains the formula

about the systematic steps of research. For this rese4arch, the researcher used quantitative

research design to observe.

In this research the written uses quantitative method. According (Latief 2015:77)

quantitative research as each research is trying to discover the underlying system of the

research objects, a researcher has to decided the appropriate strategy for that purpose. The

strategy is decided based on either quantitative or qualitative approach. The different

approaches dictate different ways in the process of research; in defining data, in selecting

data, in gathering data, and in data analysis.

It mean research quantitative have to as appropriate strategy but in collecting that data

differ from to defining data, in gathering data, and in data analysis.

Morever, researcher use Quasi-Experimental Research very often is not possible to

select sample out of all the population students‟. When the researcher can only assign

randomly different treatment to two different classes, the researcher use quasi-

experimental research design (Charles, C.M. 1995: 247) asserted in Latief (2015:97).

This research uses two class the first is experimental class ( class treatment by

Cognitive Strategies Instruction In Writing (CSIW) ) and the second class as control

class ( the class is not given Cognitive Strategies Instruction In Writing ( CSIW) ). The

design of research is quasi-experimental design because in this design researcher could

control independent variable that given effect to experimental.

Quasi-experimental there is two way of is. The first design time-series and of

nonequivalent group control design.

In this design to group used for research cannot be selected by random. Before giving

treatment group in giving pretest for the purpose of to know stability and clarity of

situation of group before in giving treatment. When result of the pretest in the reality its

value differ, meaning the group its situation uncertain, and not consistence after stability

can know clearly hence newly in giving treatment. this research design only using one

just group, so that do not need control group. Class control much the same to with pretest-

posttest control class design, only this design experiment group and also control group not

in selecting by random.

B. The Setting of the Research

The research will be conducted at eleventh grade of Islamic Senior High School,

which is located in Gatot Subroto, Kota Jambi. It will be carried out on November 2017.

C. Population and Sample

1. Population

According to Sugiyono (2013, p.117) population is subject or object having

certain characteristic and quality which specified by researcher to be studied. The

population had the academic year of 2017/2018. All the members of population had

the same chance to be the sample members. From the population, it was taken two

classes, which each class of 20 and 21 students.

2. Sample

According to Sugiyono (2010, p.118) sample is the part taken object from all

observed population, this research used random sampling. Random sampling is a

sampling of the population that is done randomly without regard to strata that exits in

the population. because in this research the population is 60 students. it was take 30

students as the sample.

D. Instrument of the Research

Instrument is a tool take information or data of subject who selected by researcher. In

this study the instrument was test ( pre – test and post – test ). The test was write narrative

text. Pre-test and post-test about narrative text. Pre-test and post-test have different title of

text but have some quality of questions which have reliability and validity tested from

tryout of the instrument in 12 student expect of sample research. The test was conducted

by two sections, they are; pre-test and post-test was given after doing some treatment

.

E. Technique of Collecting Data

1. Testing

According to Brown (2003:3) a test is a method of measure a person‟s ability,

knowledge, or performance in a given domain. In this research, the researcher used

the test of instrument in research. The test is descriptive text. The data were collected

in two stages; pre-test and post-test.

a. Pre-test

The purpose of giving pre-test is to know how far the students can understand

about writing text before being taught by using the Cognitive Strategies

Instruction In Writing (CSIW). So that, administering pre-test before students was

given treatment by researcher.

b. Post-test

The purpose of giving post-test is to know the result of students writing after

giving the treatment. The result decided the effectiveness of the Cognitive

Strategies Instruction In Writing (CSIW) teaching on students writing. The post-

test was given by researcher after student done the treatment.

F. Technique of analyzing the data

1. Statistical analysis

a. Normality test

The test is carried out in order to check whether or not the data is normal. If

the data is normal, the parametric test is used. On the other hand, if the data is not

normal, the non-parametric test is used.

b. T-test

The technique of analyze the data, the writer will employ SPSS (Social

package for social science) program. In this case, the data will be analyzed by

sample t-test. There will be two kinds of sample t-test, they are independent

sample t-test and paired sample t-test. Paired sample t-test is used to see whether

or not there is significant improvement of students‟ writing achievement before

and after the treatment. The independent sample t-test is used to compare the

means of one variables for two group of cases (Taniredja, 2014: p.81-83).

G. Hypothesis of Research

Hypothesis of this study are:

1. Null Hypothesis (Ho)

There is no significant effect on the students‟ writing who are taught by using

Cognitive Strategy Instruction in Writing (CSIW), compared with those who are

taught by using conventional strategy.

2. Alternative Hypothesis (Ha)

There are is any significant effect on the students‟ writing comprehension who

are taught by using Cognitive Strategy Instruction in Writing (CSIW), compared

with those who are by using conventional strategy.

H. Validity and Reliability Test

1. Validity

Validity test is used to determine whether or not the instrument is appropriate to

be used in the research. An instrument can be said as logic validity. If the instrument

is in accordance with the content and the aspect expresses (Arikunto, 2010: p.167). in

validity, this research uses content validity and face validity, the content validity is

used in order to see whether or not the genre of writing given in the research is

matched with genre of writing in second semester. Face validity is the extent to which

a test is subjectively viewed as covering the concept it purport to measure. It refers to

the transparency or relevance of a test it appears to test participants.

2. Reliability

Reliability refers to the consistency of the scores obtained how consistent they are

for each individual from one administration of an instrument to another and from one

set of items to another (Fraenkel & Wallen, 2009, p.154). the technique that used was

inter rater reliability. Inter reliability was the measuring that involved two rater in

reliable the instrument. The both of rater have same perception it means the

instrument was reliable. The first rater Gusmarita, S.Pd and the second rater was

Tartila, M.Pd. The result inter rater reliability showed that the reliability of the data

was 0.563 in control group pre-test, 0.625 control group post-test and 0.568 was in

experiment group pre-test, 0.958 experiment group post-test. It indicate that there was

strong relationship of the data.

CHAPTER IV

FINDING AND DISCUSSION

A. Finding and Discussion

1. Descriptive Analysis

In this chapter, the researcher gained the data about students score in

teaching writing by using Cognitive Strategy Instruction in Writing (CSIW)

strategy. First, the researcher present the result of pre-test and post-test of both

classes. The experiment class was VIII A, in this class the researcher did the

treatment for eight meeting and used the Cognitive Strategy Instruction in Writing

(CSIW). Control class was VIII B, in this class the researcher also gave the 8

meetings with the conventional treatment. The researcher took 14 student of each

class.

After that the researcher used SPSS formula to calculate the t-test with level

of significant to decide the differences of the result of teaching writing Cognitive

Strategy Instruction in Writing (CSIW) to teach writing for eight grade student

Islamic Junior High School Al-Khairiyah Kota Jambi. Even in between pre-test and

post-test of experiment class or the result of post-test in experiment class and post-

test in control class.

A. The result of pre-test and post-test experiment class

a. The result pre-test experiment class

The experiment class consisted of 14 students. The result of pre-test

before the intervention, shows that the lowest score was 52.25 and

the highest score was 67.75. Based on the calculation, it can be

concluded that the mean of score 61.4036, the calculation can be

seen in appendix E. It checked the result by using statistical product

and service solution (SPPS) version 22 program.

Frequency Percent

Valid

Percent

Cumulative

Percent

52.25 1 7.1 7.1 7.1

56.63 1 7.1 7.1 14.3

57.25 1 7.1 7.1 21.4

59.25 1 7.1 7.1 28.6

59.90 1 7.1 7.1 35.7

61.50 1 7.1 7.1 42.9

61.88 1 7.1 7.1 50.0

62.25 1 7.1 7.1 57.1

62.63 1 7.1 7.1 64.3

62.88 1 7.1 7.1 71.4

64.13 1 7.1 7.1 78.6

64.25 1 7.1 7.1 85.7

67.13 1 7.1 7.1 92.9

67.75 1 7.1 7.1 100.0

Total 14 100.0 100.0

b. The result post-test experiment class

After the treatment, the researcher gave post-test to the class to see

improvement of the students‟ writing. The lowest score was 71.13

and the highest score was 75.25. Based on calculation, it can be

concluded that the mean score of post-test in experiment class were

73.0086 from 14 student, the Appendix E.

Frequency Percent

Valid

Percent

Cumulative

Percent

71.13 1 7.1 7.1 7.1

71.25 1 7.1 7.1 14.3

71.63 1 7.1 7.1 21.4

72.13 3 21.4 21.4 42.9

72.38 1 7.1 7.1 50.0

73.50 1 7.1 7.1 57.1

73.63 1 7.1 7.1 64.3

73.88 2 14.3 14.3 78.6

74.63 2 14.3 14.3 92.9

75.25 1 7.1 7.1 100.0

Total 14 100.0 100.0

B. The result of pre-test and post-test control class

a. The result pre-test control class

After calculating the pre-test and post-test in experiment class, the

researcher calculated pre-test and post-test in control class. The

result of the test before the intervention showed that the lowest score

was 54.70 and the highest score was 58.13. Based on calculation, the

mean score of pre-test in control class was 56.5746 from 14 student

the calculation can be seen in appendix E.

Frequency Percent

Valid

Percent

Cumulative

Percent

V

a

l

i

d

54.70 1 7.1 7.1 7.1

55.25 1 7.1 7.1 14.3

55.75 1 7.1 7.1 21.4

56.20 1 7.1 7.1 28.6

56.25 1 7.1 7.1 35.7

56.50 1 7.1 7.1 42.9

56.63 1 7.1 7.1 50.0

56.65 1 7.1 7.1 57.1

56.75 1 7.1 7.1 64.3

57.00 2 14.3 14.3 78.6

57.63 2 14.3 14.3 92.9

58.13 1 7.1 7.1 100.0

Total 14 100.0 100.0

b. The result post-test control class

After teaching and learning activities, the researcher calculated the

student post-test. The result of post-test showed that the lowest score

was 62.01 and the highest score was 68.75 from 14 students.

Moreover, the mean differences between the result of post-test in

experiment class was 73.0086 and post in control class was 68.

Frequency Percent

Valid

Percent

Cumulative

Percent

62.01 1 7.1 7.1 7.1

63.13 1 7.1 7.1 14.3

64.88 1 7.1 7.1 21.4

65.25 3 21.4 21.4 42.9

65.50 1 7.1 7.1 50.0

65.75 1 7.1 7.1 57.1

66.00 2 14.3 14.3 71.4

68.00 2 14.3 14.3 85.7

68.25 1 7.1 7.1 92.9

68.75 1 7.1 7.1 100.0

Total 14 100.0 100.0

2. Statistical Analysis of the Test

a. Normality Test

Normality test want to know to see weather the sample have the

normal distribution or not. The test is used was lilliefors. After calculated it,

so it can be concluded that the result of the effect of Cognitive Strategy

Instruction in Writing to teach writing for eight grade student Junior High

School Al-khairiyah have normal distribution, because.

1. Normality test control class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Pre-test .129 14 .200* .973 14 .916

Post-test .185 14 .200* .927 14 .279

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

Lilliefors Significance Correction

2. Normality test experiment class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

Pre-test .152 14 .200* .963 14 .769

Post-test .181 14 .200* .930 14 .306

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

Lilliefors Significance Correction

b. T-test

The technique of analysis the data, the writer would employ SPPSS

(Statistical Product and Service Solution) version 22 program. this case, the

data would be analyzed by t-test. There were toto kinds of sample t-test,

they were paired sample t-test and independent sample t-test. for the more

elaborated as follow

B. Testing Hypothesis

1. The analysis of Paired Sample T-test in Experimental Class

This was conducted to examine the difference of score between pre-test and

post-test. Firstly, to see whether or not Cognitive Strategy Instruction in

Writing (CSIW) strategy gave significant effect to student writing, the

researcher applied pair sample t-test. The researcher tried to find out the

students achievement before the intervention. The result of calculation showed

that the score was -10.043.

Paired Sample T-test Experiment pre-test and post-test

Paired Differences

T df

Sig.(2-

tailed) Mean

Std.

Deviati

on

Std.Error

Mean

95%Confidence

Interval of the

Difference

Lower Upper

pre-test

and

post-test

-11.605 4.324 1.156 -14.102 -9.109 -10.043 13 .000

2. The Analysis of Independent Sample t-test

This study an independent sample t-test was conducted to find out

whether or not there was a significant difference between the experimental

and control class after the student were given the treatment, the calculation

of independent sample t-test was used to analyzed the score of post-test in

experiment and control class.

Independent Sample T-test Post-test experiment and control class

Levene's

Test for

Equality of

Variances t-test for Equality of Means

F Sig. T df

Sig.

(2-

tailed

)

Mean

Differe

nce

Std.

Error

Diffe

rence

95% Confidence

Interval of the

Difference

Lower Upper

Equal variances

assumed .375 .545 -11.700 26 .000 -6.991 .598 -8.219 -5.763

Equal variances

not assumed -11.700 24.216 .000 -6.991 .598 -8.224 -5.758

CHAPTER V

CONCLUSSION AND SUGGESTION

A. Conclusion

After conducted the study, there were some result that could be concluded.

First, there was a significant improvement before and after taught by the

strategy, proven by the data that was found. It can be proven by the statistical

data the researcher found was -10.034>-2.160 it means H0 is rejected. Second;

the result student score who taught by Cognitive Strategy Instruction in Writing

(CSIW) higher than the mean students‟ score who did not taught by it tcount <

ttable was -11.700<-2.056 it means Ha is accepted. So, Cognitive Strategy

Instruction in Writing (CSIW) strategy is effectiveness technique in teaching

writing.

B. Suggestion

After doing research, the write would give suggestion to the teachers and other

researchers. For English teacher, his strategy is appropriate to be applied in the

writing skill, not only for descriptive text but also other text like narrative text,

analytical exposition etc. Not only for writing, teacher also suggested to be

creative and choose the appropriate strategy in teaching learning in the

classroom. For other researcher; this study should be developed with other

design research.

Appendix A

The data instrument

Exercise

Name :

Class :

Direction : Write the descriptive text and than choose one topic above..!!!

Topic : - Flora and Fauna

Appendix B

Assessment rubric

No

Aspect of

Writing

Total

Score Description

1.

ACCURACY

Grammar 20%

Grammar is mostly

correct

Grammar is less correct

but it doesn‟t influence

the meaning


and it influences the

meaning

Vocabulary 10%

Vocabulary choice is

appropiate


less appropiate but it

doesn‟t influence the

meaning

Voacabulary choice is

less appropiate and it

influence the meaning

Mechanics 5%

The punctuation and

spelling are mostly

correct

The punctuation and

spelling are less correct

and they don‟t influence

the meaning

The punctuation and


and they influence the

meaning

2. FLUENCY

Fluency 30%

The ideas are clear,

attractive and easy to

read

The ideas are

monotonous but still

easy to read

The ideas are unclear

and difficult to read

Organization 35%

The ideas are organized,

logically, and clearly


less logically, and

clearly

The ideas are organized

illogically

Appendix C

Normality test

1. Normality test of pre-test and post-test control class

Descriptives

Statistic

Std.

Error

VAR0000

1

Mean 56.5746 .24834

95% Confidence

Interval for Mean

Lower

Bound 56.0381

Upper

Bound 57.1112

5% Trimmed Mean 56.5927

Median 56.6375

Variance .863

Std. Deviation .92921

Minimum 54.70

Maximum 58.13

Range 3.42

Interquartile Range 1.07

Skewness -.378 .597

Kurtosis .139 1.154

Mn

VAR0000

2

Mean 65.8575 .51265

95% Confidence

Interval for Mean

Lower

Bound 64.7500

Upper

Bound 66.9650


Median 65.6250

Variance 3.679

Std. Deviation 1.91817

Minimum 62.01

Maximum 68.75

Range 6.74


Skewness -.276 .597

Kurtosis -.024 1.154

2. Normality test of pre-test and post-test experiment class

Descriptives

Statistic

Std.

Error

Pre-test Mean 61.4036 1.10915

95% Confidence

Interval for Mean

Lower

Bound 59.0074

Upper

Bound 63.7997


Median 62.0625

Variance 17.223


Minimum 52.25

Maximum 67.75

Range 15.50


Skewness -.589 .597

Kurtosis .568 1.154

Post-test Mean 73.0089 .36064

95% Confidence

Interval for Mean

Lower

Bound 72.2298

Upper

Bound 73.7880


Median 72.9375

Variance 1.821


Minimum 71.13

Maximum 75.25

Range 4.13


Skewness .155 .597

Kurtosis -1.330 1.154

Appendix D

The descriptive statistic

1. The result of pre-test and post-test Experiment class

STUDENT

PRE-

TEST

POST-TES

St1 57.25 71.625

St2 52.25 72.375

St3 56.625 75.25

St4 61.5 74.625

St5 62.625 73.5

St6 62.25 73.625

St7 59.9 74.625

St8 61.875 71.25

St9 67.125 73.875

St10 67.75 73.875

St11 59.25 72.125

St12 62.875 72.125

St13 64.125 72.125

St14 64.25 72.125

a. Pre-test of experiment class

Statistics

N Valid 14

Missing 0

Mean 61.4036

Minimum 52.25

Maximum 67.75

b. Post-test of experiment class

Statistics

N Valid 14

Missing 0

Mean 73.0089

Minimum 71.13

Maximum 75.25

2. The result of pre-test and post-test control class

STUDENT

PRE-TEST

POST-

TES

St1 55.75 68.75

St2 56.65 66

St3 57 66

St4 56.25 65.25

St5 56.2 65.25

St6 58.125 68

St7 56.625 68

St8 56.5 65.75

St9 57 65.25

St10 55.245 64.875

St11 57.625 68.25

St12 56.75 62.005

St13 57.625 65.5

St14 54.7 63.125

1. Pre-test of control class

Statistics

N Valid 14

Missing 0

Mean 56.5746

Minimum 54.70

Maximum 58.13

Mean: 56.5746

Minimum: 54.70

Maximum: 58.13

2. Post-test of control class

Statistics

N N Valid 14

Missing 0

Mean 65.8575

Minimum 62.01

Maximum 68.75

Mean: 65.8575

Minimum: 62.01

Maximum: 68.75

Appendix E

The result of t-test

a. Paired sample t-test

Paired Samples Statistics

Mean N

Std.

Deviation

Std. Error

Mean

Pair 1 sebelum kursus 61.40 14 4.150 1.109

sesudah kursus 73.01 14 1.349 .361

Paired Samples Correlations

N

Correlatio

n Sig.

Pair 1 sebelum kursus &

sesudah kursus 14 .031 .916

b. Independent t-test

Group Statistics

experiment post-

tes N Mean

Std.

Deviation

Std. Error

Mean

control post-

test

1 14 66.02 1.783 .476

2 14 73.01 1.349 .361

Appendix F

Lesson plan

Rencana Pelaksanaan pembelajaran

Nama sekolah : MTs Al-Khairiyah Kota Jambi

Kelas / semester : VIII ( Delapan ) / 1 ( Experimenta lClass )

Mata pelajaran : Bahasa Inggris

Alokasi waktu : 1 x 45 menit

Tema : Person

Skill : Writing

A. Standar kompetensi :

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk

descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

B. Kompetensi Dasar :

6.1.Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi

dengan lingkungan sekitar

C. Indikator :

1. Melengkapi rumpang teks fungsional pendek

2. Meyusun kata menjadi teks fungsional yang bermakna

3. Menulis teks fungsional pendek

D. Tujuan pembelajaran :

1. siswa melengkapi rumpang teks fungsional pendek

2. siswa Meyusun kata menjadi teks fungsional yang bermakna

3. siswa menulis teksfunsional pendek

E. Nilai – nilai karakter :

- Dapat dipercaya

- Rasa hormat dan perhatian

- Tekun

- Bersahabat / komunikatif

F. Materi pembelajaran :

Definition of descriptive text

a descriptive text is a text that describes the features of someone, something, or a certain

place.

The Purpose :

1. To describe current activities or events ( running commentaries )

2. To describe activities in the pictures

The structure :

1. Identification is the part of the paragraph that introduces the character

2. Description is the part of the paragraph that describes the character.

The language features :

1. Specific participants

2. The use of present continous tense

3. Action verb

Example :

My name is Kevin. My parents‟ names are Mr and Mrs Steward. I have two elder

sisters. Their names are Jessica and Hanna. We like travelling. The place that we often visit is

Bali. Almost every holiday , we go to my grandfather‟s house in Bali. He has a restaurant

near Kuta beach. The restaurant face directly to the beach so that the people in the restaurant

can see the sunset. The tourists like to visit my grandfather‟s restaurant.

G. Metodependekatan :CSIW ( Cognitive Strategy instruction in Writing )

I. Langkah- langkah pembelajaran

No. Kegiatan Waktu

1. Pendahuluan

a. Greeting.

b. Guru mengecek kehadiran siswa..

c. Guru memberikan motivasi yaitu menjelaskan

pentingnya materi yang akan dipelajari.

5 Menit

2. Kegiatan Inti

Eksplorasi :

a. Guru menjelaskan materi pelajaran tentang descriptive

text.

b. Siswa merespon dan member kritikan dan pertanyaan

seputar penjelasan descriptive text.

Elaborasi :

a. Guru menjelaskan tentang pembahasan Cognitive

Strategy Instruction in Writing (CSIW)

- Analyzing the text, point out and discuss the

following.

The topic of the text.

Its purpose.

The kind of question the reader might

expect the text to answer.

The audience.

The text structure itself.

30

Menit

Signal words that might be used in the

text structure.

- Modeling the writing process

Listing the steps in a process and

indicating needed materials. Also talk

about the text structure that you plan to

use, why you are using that structure, and

what might be some signal words that

could be used to “glue” the structure

together. Later, after a discussion with

students, model the revising and editing

processes.

- Guiding students: Introducing think sheets.

Who is my audience?

What is my goal?

What do I know about the topic?

What can I tell my audience at the

beginning to get them interested?

What do I need to tell my audience so

they will understand what I am trying to

say?

How can I group my ideas?

What signal words might I use?

What might be a good ending sentence?

b. Siswa merespon guru serta memberikan kritik dan

pertanyaan seputar pelajar.

Konfirmasi :

a. Guru membantu siswa dalam kesulitan

b. Guru mengevaluasi pelajaran.

3. Penutup

a. Guru memberi kesimpulan apa yang dipelajari.

b. Guru memberitahu siswa bahwa pertemuan selanjutnya

akan melanjutkan materi hari ini yang belum selesai.

c. Dan menutup pelajaran dengan berdo‟a

10

Menit

I. BentukdanPenilaian :

1. Teknik : testulisesai

2. Bentuk instrument : students write the descriptive text based on the topic

J. Rubrik penilaian :

No

Aspect of

Writing

Total

Score Description

1.

ACCURACY

Grammar 20%

Grammar is mostly correct

Grammar is less correct but it

doesn‟t influence the meaning

Grammar is less correct and it

influences the meaning

Vocabulary 10%


appropiate

Vocabulary choice is less

appropiate but it doesn‟t


Voacabulary choice is less

appropiate and it influence the

meaning

Mechanics 5%

The punctuation and spelling

are mostly correct


are less correct and they don‟t



are less correct and they


2. FLUENCY

Fluency 30%

The ideas are clear, attractive

and easy to read

The ideas are monotonous but

still easy to read

The ideas are unclear and

difficult to read

Organization 35%



The ideas are organized, less



illogically

Mengetahui, peneliti, 2017

Kepala MTs Al-khairiyah Kota Jambi

Rubama, S.AG RISKA YUSUF

NIP. (…………………………….) TE. 130561

Rencana Pelaksanaan pembelajaran

Nama sekolah : MTs Al-Khairiyah Kota Jambi

Kelas / semester : VIII ( Delapan ) / 1 ( Control Class )

Mata pelajaran : Bahasa Inggris

Alokasi waktu : 1 x 45 menit

Tema : Person

Skill : Writing

A. Standar kompetensi :

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk

descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

B. Kompetensi Dasar :

6.2.Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi

dengan lingkungan sekitar

C. Indikator :

4. Melengkapi rumpang teks fungsional pendek

5. Meyusun kata menjadi teks fungsional yang bermakna

6. Menulis teks fungsional pendek

D. Tujuan pembelajaran :

1. siswa melengkapi rumpang teks fungsional pendek

2. siswa Meyusun kata menjadi teks fungsional yang bermakna

3. siswa menulis teksfunsional pendek

E. Nilai – nilai karakter :

- Dapat dipercaya

- Rasa hormat dan perhatian

- Tekun

- Bersahabat / komunikatif

F. Materi pembelajaran :

Definition of descriptive text

a descriptive text is a text that describes the features of someone, something, or a certain

place.

The Purpose :

3. To describe current activities or events ( running commentaries )

4. To describe activities in the pictures

The structure :

3. Identification is the part of the paragraph that introduces the character

4. Description is the part of the paragraph that describes the character.

The language features :

4. Specific participants

5. The use of present continous tense

6. Action verb

Example :

My name is Kevin. My parents‟ names are Mr and Mrs Steward. I have two elder

sisters. Their names are Jessica and Hanna. We like travelling. The place that we often visit is

Bali. Almost every holiday , we go to my grandfather‟s house in Bali. He has a restaurant

near Kuta beach. The restaurant face directly to the beach so that the people in the restaurant

can see the sunset. The tourists like to visit my grandfather‟s restaurant.

G. Metode pendekatan :

I. Langkah- langkah pembelajaran

No. Kegiatan Waktu

1. Pendahuluan

d. Greeting.

e. Guru mengecek kehadiran siswa..

f. Guru memberikan motivasi yaitu menjelaskan

pentingnya materi yang akan dipelajari.

5 Menit

2. Kegiatan Inti

Eksplorasi :

c. Guru menanyakan kepada siswa apa itu descriptive text.

d. Siswa merespon dan member kritikan dan pertanyaan

seputar penjelasan descriptive text.

Elaborasi :

c. Guru memberikan copy paper ke siswa

d. Guru menjelaskan tentang pembahasan Descriptive text.

Is a text which says what a person or a thing is like.

Its purpose is to describe and reveal a particular person,

place or thing.

Struktur Descriptive Text (generic

structure) adalah.

1. Identification (identifikasi) adalah pendahuluan ,

berupa gambaran umum tentang suatu topik.

2.Description (deskripsi) adalah berisi ciri-ciri

khusus yang dimiliki benda, tempat, atau orang

yang dideskripsikan.

35

Menit

Ciri-ciri Descriptive Text :

- Menggunakan simple present tense

- Menggunakan attribute verb, seperti be (am, is,

are)

- Hanya fokus pada satu objek tersebut.

e. Siswa merespon guru serta memberikan kritik dan

pertanyaan seputar pelajar.

f. Guru meminta siswa membuat text descriptive.

Konfirmasi :

c. Guru membantu siswa dalam kesulitan

d. Guru mengevaluasi pelajaran.

3. Penutup

d. Guru memberi kesimpulan apa yang dipelajari.

e. Dan menutup pelajaran dengan berdo‟a

5Menit

II. BentukdanPenilaian :

3. Teknik : testulisesai

4. Bentuk instrument : students write the descriptive text based on the topic.

K. Rubrik penilaian :

No

Aspect of

Writing

Total

Score Description

Grammar 20%

Grammar is mostly

correct


but it doesn‟t influence

1.

ACCURACY

the meaning


and it influences the

meaning

Vocabulary 10%


appropiate


less appropiate but it

doesn‟t influence the

meaning

Voacabulary choice is

less appropiate and it


Mechanics 5%

The punctuation and

spelling are mostly

correct

The punctuation and


and they don‟t influence

the meaning

The punctuation and


and they influence the

meaning

2. FLUENCY

Fluency 30%

The ideas are clear,

attractive and easy to

read

The ideas are

monotonous but still

easy to read

The ideas are unclear

and difficult to read

Organization 35% The ideas are organized,



less logically, and

clearly


illogically

Mengetahui, peneliti, 2017

Kepala MTs Al-khairiyah Kota Jambi

Rubama, S.AG RISKA YUSUF

NIP. (…………………………….) TE. 130 561

Appendix G

Documentation

The picture of class VIII A

The picture of class VIII B

CURRICULUM VITAE

Nama : Riska Yusuf

Nim : TE 130 561

Tempat Tanggal Lahir : Mendahara ilir, 08 Agustus 1995

Jenis Kelamin : Perempuan

Pekerjaan : Mahasiswa

Alamat : Kel, Mendahara Ilir, Rt 023 Jln, Swadaya

Alamat email : [email protected]

Pendidikan Formal :

1. SD N 25 Mendahara Ilir

2. MTS N Mendahara Ilir

3. SMA N 7 Tanjab Timur

4. UIN STS JAMBI

Documents

THE EFFECT OF USING COGNITIVE STRATEGY INSTRUCTION IN