THE EFFECTIVENESS OF GUIDED QUESTION

TECHNIQUE ON STUDENTS’ WRITING SKILL OF

RECOUNT TEXT

(A Quasi-Experimental Study at the Eighth Grade Students of MTs. Negeri 13

Jakarta)

By:

AMALIA

1112014000049

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

UIN SYARIF HIDAYATULLAH JAKARTA

2017

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ABSTRACT

Amalia (1112014000049). The effectiveness of Guided Question Technique on Students’ Writing Skill of Recount Text (A Quasi Experimental Study at the Eighth Grade Students of MTs. Negeri 13 Jakarta), Skripsi, Department of English Education, Faculty of Educational Sciences, UIN Syarif Hidayatullah Jakarta, 2017.

Key Words: Writing, Guided Question Technique, Recount Text.

This study aimed to find out the effectiveness of guided question technique on students’ writing skill of recount text at the eighth grade students of MTs. Negeri 13 Jakarta. The method used in this research was a quantitative research and the design was a quasi-experiment. The sample of this research was two classes which was divided into experimental class and controlled class. VIII-B as the experimental class consisted of 35 students and VIII-A as the controlled class consisted of 36 students. The experimental class was taught by using guided question technique while the controlled class was taught without using the guided question technique. The sample of the research was selected by using purposive sampling technique.

In collecting data, the researcher conducted a writing test which was divided into pre-test and post-test. The data collected were analyzed by using SPSS v.22 and t-test. After analyzing, the result of this research showed that there was a significant difference between students score in writing recount text by using guided question technique and without guided question technique. According to the result of statistical calculation, it could be seen that to was 6.69 and tt was 1.667. It means that to was higher than tt (to > tt). Thus, the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. In conclusion, using guided question technique is effective on students’ writing skill of recount text.

vi  

ABSTRAK

Amalia (1112014000049). The effectiveness of Guided Question Technique on Students’ Writing Skill of Recount Text (A Quasi Experimental Study at the Eighth Grade Students of MTs. Negeri 13 Jakarta), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta, 2017.

Kata Kunci: Menulis, Teknik guided question, Teks Recount.

Penelitian ini bertujuan untuk mengetahui efektivitas teknik guided question terhadap kemampuan menulis teks recount siswa kelas delapan di MTs. Negeri 13 Jakarta. Penelitian ini menggunakan metode kuantitatif dan desain quasi-eksperimen. Sampel penelitian ini adalah dua kelas delapan yang dibagi menjadi kelas eksperimen dan kelas kotrol. VIII-B sebagai kelas eksperimen terdiri dari 35 siswa dan VIII-A sebagai kelas control terdiri dari 36 siswa. Kelas eksperimen diajarkan menggunakan teknik guided question sedangkan kelas control diajarkan tidak menggunakan teknik guided question. Sampel penelitian ini diambil dengan menggunakan teknik purposive sampling.

Dalam pengumpulan data, peneliti memberikan tes menulis yang dibagi menjadi pre-tes dan pos-tes. Data yang dikumpulkan dianalisis dengan menggunakan SPSS v.22 dan t-test. Setelah menganalisa, hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan diantara nilai menulis teks recount siswa dengan menggunakan teknik guided question dan tidak menggunakan teknik guided question. Berdasarkan hasil penghitungan statistic, dapat dilihat bahwa to sebesar 6.69 dan tt sebesar 1.667. Yang berarti bahwa to lebih besar dari tt (to > tt). Dengan demikian maka hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak. Maka dapat disimpulkan bahwa pengunaan teknik guided question efektif terhadap kemampuan menulis teks recount siswa. 

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

All praise be to Allah, the Lord of the worlds, who has given the mercy and

blessing upon the writer during completing this skripsi as the final assignment in

her study. Peace and salutation may always be upon the Prophet Muhammad, the

savior of the humankind, who has brought the light onto this world and turned it

into a better place.

The skripsi is a scientific paper that is presented as one of requirements for

the degree “S.Pd” in English Education. Completing this skripsi is long processes

and the writer would not have been able to complete it without help and support of

lecturers, institutions, family, and friends. Hence, on this occasion, the writer is

pleased to acknowledge the help and contributions by conveying her utmost

gratitude to them who have helped her in completing this skripsi.

First, the writer would like to express the deepest gratitude to her “great”

parents; her father Husin and her dearest mother Siti Zainab for their love, support,

and moral encouragement in motivating the writer to finish her study. Next, the

writer would like to express the greatest honor and deepest gratitude to her advisors,

Dr. Ratna Sari Dewi, M.Pd, and Hapsari Dwi Kartika, M.A.TESOL, for patiently

guiding her and giving her the most valuable help, advice, and support during

completing this skripsi.

Moreover, the writer would like to express her gratitude and appreciation to:

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

Sciences.

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

3. Zahril Anasy, M.Hum, as the secretary of Department of English Education.

4. All lecturers, especially those of Department of English Education who

always give motivation and valuable knowledge during her study.

5. Her beloved sister, brothers, nieces and her cousins, who always give

motivation and prayer to the writer.

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6. The students at the eighth grade of MTs. Negeri 13 Jakarta especially VIII-

A and VIII-B who have given their willingness to be part of this research.

7. The principle and all teachers at MTs. Negeri 13 Jakarta, for giving the

permission to the writer to do observation and conduct the research.

8. Her best friends at college; Rizka Amalia, Nia Pebriyanti, Mutiara Rahmah,

Poetri Tanjung Prameswara, Eliyana Safitri, Hafsyah Maisyarah, Anggita

Alfiani, Umi Robi’atus Shalihah and her all friends in Department of

English Education 2012 especially for B class for the friendship,

knowledge, support, and time they have provided unconditionally.

9. POSTAR (Pojok Seni Tarbiyah) UIN Jakarta for giving the writer the best

experiences during her college life.

10. Her junior high school friends; Alvianti, Dede Rahmawati, Marsella Putri

Amalia, and Luthfiana Jaleswati for giving support and motivation

unconditionally to the writer.

11. Her best friends at senior high school; Fita Megeta Sari, Sri Budiharti, Asma

Karimah, Nurul Fadillah, Senja Ramadhany, Utami Lestari, Fiki Amalia,

and Intan Amaliah who always give support, love and prayer to the writer.

12. The people whose names cannot be mentioned one by one for their

contribution to the writer during completing her skripsi.

The last, the writer realizes that this skripsi is still far from being perfect.

Despite the help from the aforementioned people, there are weaknesses and

shortages in this skripsi that remain as the writer’s responsibility. She, therefore,

welcomes all kinds of correction and suggestion for a better writing.

Jakarta, January 11th, 2017

Amalia

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TABLE OF CONTENTS

APPROVAL ................................................................................................ ii

ENDORSEMENT SHEET ......................................................................... iii

Surat Pernyataan Karya Sendiri ................................................................. iv

ABSTRACT ................................................................................................. v

ABSTRAK ..................................................................................................... vi

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

TABLE OF CONTENTS ............................................................................ ix

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

LIST OF FIGURES .................................................................................... xiii

LIST OF APPENDICES ............................................................................ xiv

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

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

B. Identification of the Problems ......................................... 4

C. Limitation of the Problem ............................................... 4

D. Formulation of the Problem ............................................ 4

E. Purpose of the Study ....................................................... 4

F. Significance of the Study ................................................ 4

CHAPTER II: THEORETICAL FRAMEWORK .................................. 6

A. Writing ............................................................................ 6

1. The Definition of Writing ......................................... 6

2. Writing Skill .............................................................. 7

3. Genres of Writing ...................................................... 7

4. The Purposes of Writing ........................................... 8

5. The Process of Writing ............................................. 10

6. Teaching Writing ...................................................... 11

B. Writing Recount Text ...................................................... 12

1. The Definition of Recount ........................................ 12

2. Types of Recount ...................................................... 13

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3. Generic Structure of Recount .................................... 15

4. Language Features of Recount .................................. 16

5. An Example of Recount ............................................ 17

C. Guided Question Technique ............................................ 17

1. The Definition of Question Technique ..................... 17

2. Kinds of Question ..................................................... 18

3. Teaching Writing by Using Guided Question ........... 20

D. Previous Study ............................................................... 22

E. Thinking Framework ..................................................... 24

F. Theoretical Hypothesis .................................................. 25

CHAPTER III: RESEARCH METHODOLOGY ................................... 26

A. Place and Time of the Research ...................................... 26

B. Method of the Research .................................................. 26

C. Population and Sample .................................................... 27

D. Data Collection Technique .............................................. 27

E. Research Instrument ........................................................ 27

F. Data Analysis Technique ................................................ 31

CHAPTER IV: RESEARCH FINDINGS ................................................. 34

A. Data Description.............................................................. 34

1. The Data of Experimental Class ............................... 34

2. The Data of Controlled Class .................................... 40

B. Data Analysis .................................................................. 46

1. Normality Test .......................................................... 46

2. Homogeneity Test ..................................................... 47

3. Hypothesis Test ......................................................... 48

C. Data Interpretation .......................................................... 53

CHAPTER V: CONCLUSION AND SUGGESTIONS .......................... 54

A. Conclusion ...................................................................... 54

B. Suggestion ....................................................................... 55

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REFERENCES ............................................................................................ 56

APPENDICES ............................................................................................. 59

xii  

LIST OF TABLES

Table 2.1 Focus on Different Recount .......................................................... 14

Table 2.2 An Example of Recount ................................................................ 17

Table 3.1 Pre-test and Post-test Design......................................................... 26

Table 3.2 Rubric of Scoring Writing ............................................................ 28

Table 4.1 The Students’ Pre-test and Post-test Score of Experimental

Class.............................................................................................. 34

Table 4.2 Data Description of Pre-test Result of Experimental Class .......... 36

Table 4.3 Table of Frequency Distribution of Pre-test Result of

Experimental Class ....................................................................... 37

Table 4.4 Data Description of Post-test Result of Experimental Class......... 38

Table 4.5 Table of Frequency Distribution of Post-test Result of

Experimental Class ....................................................................... 39

Table 4.6 The Students’ Pre-test and Post-test Score of Controlled Class ... 40

Table 4.7 Data Description of Pre-test Result of Controlled Class............... 42

Table 4.8 Table of Frequency Distribution of Pre-test Result of

Controlled Class ........................................................................... 42

Table 4.9 Data Description of Post-test Result of Controlled Class ............. 44

Table 4.10 Table of Frequency Distribution of Post-test Result of

Controlled Class ......................................................................... 44

Table 4.11 Normality Pre-test Result between Experimental and

Controlled Class ......................................................................... 47

Table 4.12 Normality Post-test Result between Experimental and

Controlled Class ......................................................................... 47

Table 4.13 Homogeneity Pre-test Result between Experimental and

Controlled Class ......................................................................... 48

Table 4.14 Homogeneity Post-test Result between Experimental and

Controlled Class ......................................................................... 48

Table 4.15 The Comparison of Students’ Gained Score between Students

in the Experimental and Controlled Class .................................. 49

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LIST OF FIGURES

Figure 4.1 The Histogram of Pre-test Score in Experimental Class ............. 37

Figure 4.2 The Histogram of Post-test Score in Experimental Class ............ 39

Figure 4.3 The Histogram of Pre-test Score in Controlled Class .................. 43

Figure 4.4 The Histogram of Post-test Score in Controlled Class ................ 45

Figure 4.5 The Diagram of Students’ Score Comparison between

Experimental Class and Controlled Class .................................. 46

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LIST OF APPENDICES

Appendix 1 Lesson Plan of Experimental Class ........................................... 60

Appendix 2 Lesson Plan of Controlled Class ............................................... 83

Appendix 3 The Example of Guided Question ............................................. 104

Appendix 4 Pre-test Instrument .................................................................... 105

Appendix 5 Post-test Instrument ................................................................... 106

Appendix 6 Students’ Work .......................................................................... 107

Appendix 7 t-table ......................................................................................... 109

Appendix 8 Lembar Pengesahan Proposal Skripsi ...................................... 111

Appendix 9 Surat Bimbingan Skripsi ............................................................ 112

Appendix 10 Surat Permohonan Izin Penelitian .......................................... 113

Appendix 11 Surat Keterangan Penelitian dari Sekolah .............................. 114

1

CHAPTER I

INTRODUCTION

A. Background of Study

In English, people need to master four skills to get complete communication.

They are listening, reading, speaking, and writing. Listening and reading are

known as a passive or receptive skill while reading and writing are known as an

active or productive skill.1 In doing complete communication, only mastering

passive or receptive skill is not sufficient for people because passive language

skill does not make them produce anything actively.2 They also need to master

productive skill to produce language which makes them more active in

communication. Therefore, speaking and writing are important to be mastered.

Although speaking and writing are equally important to be learned, both of

them have similarities and differences. Through speaking and writing people can

communicate such as expressing their ideas, feeling, expression or sharing

something to others. However, communication through speaking is limited by

the time because people only can communicate when they are given a time in

front of interlocutors or audiences. In speaking activity, both participants are

usually present in the same place and the speaker already has what he/she wants

to deliver in mind. Moreover, when people speak, their words only live for a few

moments.

On the other hand, communication through writing is freer than speaking

because it is not bounded by the time. In writing activity, writer is usually distant

from the reader and often does not know who the reader is from different time

and place. Furthermore, when people write, their words may be live for years or

even century. This is like what Crystal stated that speech is time-bound,

                                                            1 H.G Widdowson, Teaching Language as Communication, (New York: Oxford University

Press, 1978), p. 57. 2 Dita Golkova and Sarka Hubackova, Productive skills in second language learning,

Journal of Procedia - Social and Behavioral Sciences 143, 2014, p. 477.

2  

dynamic, and impermanent, while writing is space-bound, static, and

permanent.3

Consequently, writing is widely used in printed media as a tool for

communication around the worlds, especially if people write in English

language. Many books, news, articles, information, technology tools, and even

social media which are mostly used are written in English. It makes writing

English need to be learned in this era. Because writing in English skill is

important, it is taught for Indonesian students particularly since they are in the

junior high school.

Based on 2013 Curriculum, Junior High School students are taught about

writing texts in English. The students are expected to be able to write sentences

and generate them into paragraphs, then develop the paragraphs into several

kinds of text. One of them is recount text which is taught at the second grade of

Junior High School. The text is a kind of text that retells past event and it is

usually based on sequence of the story occurred.4 It is stated in Standard Basic

Competence at the second grade of Junior High School that the students should

be able to compile short and simple recount text in oral and written about

experience/activity/event by paying attention to the purpose, organization, and

language feature of the text accurately and contextually. 5

Even the students are taught about recount text, most of them still get low

achievement because they have several difficulties in writing the text. These are

several difficulties that the students got based on the writer’s experience during

her teaching practice at MTs. Negeri 13 Jakarta. The first, most of students did

not know how to start writing. They did not know what was the first sentence

that they were going to write. It made students wasted their time by doing

nothing when they wanted to start writing. Although they had written several

                                                            3 David Crystal, Speaking of Writing and Writing of Speaking, (London: Pearson

Education. 2005) p. 2. 4 Mark and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p.

24. 5 Tim Inti Kurikulum 2013, Kompetensi Dasar Sekolah Menengah Pertama

(SMP)/Madrasah Tsanawiyah (MTs), (Kementrian Pendidikan dan Kebudayaan: Depdikbud, 2013), p. 70.

3  

lines, they mostly found difficulties to continue their writing. This is like what

Axelrod and Cooper stated in their book entitled The St.Martin’s Guide to

Writing that getting started the first sentence is the hardest part in writing and

writers can solve this problem if they can start writing and keep going on about

what they write.6 The problem happened because of some problems faced by

students when they started to write such as they did not know how to organize

sentences into coherence paragraph and they got difficulty in generating and

organizing their ideas into well-organized paragraph.

Moreover, there is another factor that influenced students’ difficulty in

writing recount text. Most of students did not know and use any technique that

can guide them in developing and organizing their ideas and put them in a written

form. To overcome this problem, the teacher should use an appropriate technique

to guide students and make them easier in writing recount text. According to

Hyland, teacher has an important function to guide students in writing process

and help them build up strategies for generating, drafting, and refining ideas.7

Thus, the teacher needs to use and introduce the technique which can guide

students in writing recount text. There are many techniques actually in teaching

writing and one of them is guided question technique. Guided question is the

basic question that directs students for understanding.8 This technique can lead

students in order to choose, find and create the ideas of writing and then develop

students’ ideas. This technique can also guide and help students in organizing

and generating their ideas. Besides, students can express their ideas easily by

answering the questions given and make their writing will be better organized.

Therefore, in this study, the writer intends to conduct the research with the

title “The Effectiveness of Guided Question Technique on Students’ Writing

                                                            6 Rise B. Axelrod and Charles R. Cooper, The St. Martin’s Guide to Writing, (New York:

St. Martin’s Press, Inc: 1985), p. 5. 7 Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003),

p. 12. 8 Rob Traver, Educational Leadership ASCD March 1998, (http://smallschoolproject.org,

accessed in June 15th 2015 at 3:51 p.m), p. 1.

4  

Skill of Recount Text” (A Quasi Experimental Study at the Eighth Grade

Students of MTs. Negeri 13 Jakarta).

B. Identification of the Problem

Based on the background of study above, there are some problems

identified. They are:

1. Most of students do not know how to start writing.

2. Most of students do not know how to organize sentences into coherence

paragraph.

3. Most of students get difficulty in generating and organizing their ideas into

well-organized paragraph.

4. Most of students do not know and use any technique in writing recount text

which can guide them in developing and organizing their ideas.

C. Limitation of the Problem

Based on the identification of problem above, the writer would like to limit

the study by focusing on the effectiveness of guided question technique on

students’ writing skill of recount text. The study will be conducted at the eighth

grade students of MTs. Negeri 13 Jakarta.

D. Formulation of the Problem

Formulation of the problem in this study is “Is the guided question technique

effective on developing students’ writing skill of recount text at the eighth grade

students of MTs. Negeri 13 Jakarta?”

E. Purpose of the Study

The purpose of this study is to find out the effectiveness of using guided

question technique on students’ writing skill of recount text.

F. Significance of the Study

This study results are expected to provide useful information for students,

teachers and researchers.

5  

1. For students, this results of study are expected to make process of learning

writing is easier for them and increase their interest in writing.

2. For teachers, this results are hoped to give the advantages. They can take

advantage from this effectiveness of guided questions technique in teaching

writing. They can take its information as a kind of teaching technique and

they can evaluate whether this technique is better to be applied in the

classroom or not.

3. The result of this research would give information to the next researcher

about the effectiveness of guided question technique in teaching writing.

This result can be a future reference if the use of guided question technique

is effective on students’ writing skill.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. The Definition of Writing

Writing is an important part in life, whether in everyday life, workplace or

school because it can be used as a tool for communication. Through writing,

people can express their ideas, feeling, and expression or sharing something to

others in a written form.

Talking about writing, there are many definitions of writing that can be

found. According to Raymond, “writing is a way of remembering and thinking”.1

Through writing, people need to recall what in their memory is about and what

they are going to write. Beside it is a way of thinking, writing makes people

challenged to think carefully about what writing is for and whom it will reach.2

It means that in writing, people have to determine the purpose of writing itself

and its audience.

Moreover, writing can be defined as a process of discovery.3 This means

that people should explore their thoughts in writing. In exploring their thoughts,

people use a series of steps to write. The step can be like a straight journey until

the writing is finished and also can be a zigzag journey. People may have an

obstacle in the middle of writing which makes them have to switch the direction

or changing the idea of their writing.

Based on the writing definitions above, it can be concluded that writing is a

tool for communication in a written form. When people do writing, they need to

think what they are going to write and determine the purpose and their audience.

In addition, writing also a process of discovery that makes people need to explore

their thought when they are writing.

                                                            1 James C. Raymond, Writing (is an Unnatural Act), (New York: Harper & Row Publisher,

1980), p. 2. 2 Andrea A. Lunsford, The St. Martin’s Handbook, sixth edition, (New York: Bedford/St.

Martin’s, 2010), p. 23. 3 John Langan, English Skills, eighth edition, (New York: McGraw Hill, 2006), p. 15.

7  

  

2. Writing Skill

Writing is one of productive skills in English. It is a skill of a writer to

communicate information to a reader.4 This means that the writer can

communicate through a written form. Writing skill is needed for people to get

complete communication besides reading, listening, and speaking skill. That is

why writing skill important to be mastered.

In addition, writing skill is also related to the ability in apllying the rule of

language to the written form.5 The rule of the language includes grammatical

aspects, punctuations, the types of the information, and the rhetoric that the

writer conduct in a communicative event. The writer needs to concern this ability

in writing.

Moreover, the writing skill is a complex skill which has to concern many

aspects such us planning, organizing, spelling, punctuation, translating to the

readable text, word choice, etc. It also can be more difficult if the L2 learners’

proficiency is weak.6 Furthermore, writing sometimes becomes frustrating for

people because it is not easy to transfer thoughts and feelings from one’s head

into words. Even writing is difficult, it can still be mastered by people with a

hardwork because writing is a skill like driving, cooking, etc. It is not an

automatic process.7

From the explanations above, the writer infers that writing skill is one of the

productive English skills which is difficult to master because the writer needs to

concern several things. They are planning, organizing, spelling, punctuation,

translating, word choice, language rule, etc. Even so, writing can be mastered by

working hard or practice because it is a skill not an automatic process.

3. Genres of Writing

Each type of writing has features that make it different from another. It is

important for students to know that writing has many genres. According to

                                                            4 Sanggam Siahaan, The English Paragraph, (Yogyakarta: Graha Ilmu, 2008), p. 2. 5 Ibid. 6 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 303. 7 John Langan, op.cit, p. 13.

8  

  

Brown, there are some most common genres that students might produce;

academic writing, job-related writing, and personal writing.8

The first is academic writing. This is kind of writing which is used at high

school and college classes.9 This is used to fulfill a requirement for high school

or college classes. This kind of writing is categorized as formal writing.10 It

means that students should pay attention to write complete sentences and

organize them in a certain way. The examples of academic writing are papers

and general subject reports, short-answer test responses, essay, academically

focused journals, technical reports, theses and dissertation.

The second is job related writing. This kind of writing is made for job

necessity. Phone messages, letters, emails, memos, and manuals are some

examples of job-related writing. The last is personal writing. It is a kind of

writing that shows feeling, reactions, and experience that one has ever had..

Some example of personal writings are letters, greeting cards, invitations, notes,

and personal journals.

4. The Purpose of Writing

When students do their writing, they certainly have the purpose of their

writing. The purpose is used to describe what the writers hope to accomplish.

Here are several kinds of purpose stated in Miller’s book entitled Motives for

Writing:

a) Writing to understand experience

Experience is something that happened to people’s life which are happy,

sad, disappointing, and others. Here the writers do not only write the things that

happened to them but to underline what point and what the important experience

had been occurred. They should use the first person in this writing because they

tell about their own lives. Writing to understand experience has two goals. The

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

York: Pearson Education, 2003), p. 219. 9 Alice Oshima and Ann Hogue, Introduction to Academic Writing Third Edition, (New

York: Pearson Education, 2007), p. 3. 10 Ibid.

9  

  

first, writers have a better understanding of themselves and readers become

understand experience distinct from their own.11

b) Writing to report information

Information consists of data which are fact, inferences, and opinion. In this

purpose of writing, the writers draw on data to transfer information from one

mind to another through language which is written language.12

c) Writing to explain information

Explaining information means the writers need to analyze or classify

information, examine causes and consequences, and define concepts. By

viewing the information, it can be viewed in more than one way because

different writer comes to different conclusion.13

d) Writing to evaluate something

Evaluation means thinking critically and determines the quality of what

things which are judged. It also determines something important, benefit, or

worth. For example when people are trying to convince themselves of something

or people’s evaluation must convince someone else. They need to define their

assumptions, anticipate opposition, and draw conclusions.14

e) Writing to analyze text

This aims of writing is to analyze the text. There is no single correct of

analyzing text. Different writers can reach different conclusions when they

analyze the same text.15

f) Writing to persuade others

This aim of writing is to persuade in an attempt to get someone to do

something that the writers want about themselves. This example of writing is

when people want to apply job, propose marriage, and argumentative.16

                                                            11 Robert Keith Miller, Motives for Writing, (New York: Mc Graw Hill: 2006), p. 47. 12 Ibid, p. 98. 13 Ibid, p. 173. 14 Ibid, p. 241. 15 Ibid, p. 381. 16 Ibid, p. 451.

10  

  

g) Writing to amuse others

This writing aim is to bring pleasure to others for example by telling a joke

or story which makes someone pleased. This kind of writing is always there in a

narrative text.17

5. The Process of Writing

One of the important things in writing is its process. Writers need to concern

process in writing in order to make their writing well organized. These are

several process in writing based on Lunsford’s book entitled The St. Martin’s

Handbook:18

a) Exploring

Writers need to determine the topic by exploring it by choosing a topic,

surveying what they know, and determining what they need to find out. Writers

can do this steps in several ways, they are brainstorming, reading, free writing,

browsing resources, and questioning.

b) Planning

In this step, the writers will be helped by making an organizational or an

outline of their writing. It can be started by writing their thesis statement and

reviewing exploratory notes of the topic, then list of examples or supporting

ideas about the thesis.

c) Drafting

Even the writers have explored the topic, they would almost certainly

discover more about it while drafting. Maybe, they can turn back and revisit their

plan, research, approach, audience or purpose. At same point, the writers attempt

an actual written draft.

d) Reviewing

Reviewing means that reading the writers draft with a critical eye and asking

other to look over their work to reassess the main ideas, organization, paragraph

structure, sentence variety, etc.

                                                            17 Ibid, p. 569. 18 Andrea A. Lunsford, op.cit., p. 25-26.

11  

  

e) Revising

Revising means involve reworking the writers draft on the basis of the

review and making sure that draft is clear an effective and includes all essential

information.

f) Editing

Editing means checking details of grammar, punctuation, and spelling. They

also do not forget to proofread their writing to make it ready for publishing.

6. Teaching Writing

Writing becomes one of the skills in English which is important to be taught

to students at school. There are several reasons for teaching writing to the

students.19 The first, writing gives students more thinking time. When students

are writing, they are doing language processing which means that they are

thinking about the language. It is different from when they are in a conversation

because they do not have more thinking time like when they are doing writing

activity.

The second, writing is a practice tool for students. It helps students practice

and work with the language they have been studied. This is actually called

writing-for-learning which the main focus in writing is language itself. The last,

writing is directed students in developing their skills as a writer. The purpose is

the students should become better at writing. This is called writing-for writing

which the main focus is the whole text.

Thus, writing skill is taught to students at school. This skill is also taught in

junior high school students. Teaching writing at junior high school students is

based on curriculum that is used at the school. Based on 2013 curriculum, The

students are expected to be able to write sentences and generate them into

paragraphs, then develop the paragraphs into several kinds of text. They are

                                                            19 Jeremy Harmer, How to Teach English, new edition, (Cambridge: Pearson Education

Limited, 2007), p. 112.

12  

  

descriptive, recount, procedure, and narrative text.20 Therefore, teachers need to

teach writing to students because they have an important role which is should

guide the students in writing process and help them build up strategies for

generating, drafting, and refining ideas.21

B. Writing Recount Text

In writing English, people need to concern about what the text they are going

to write. There are two categories of text. They are literary and factual text.

Literary texts are used to tell people about human experiences, usually in

imaginative way, while factual texts are used to present information or ideas.22

One of the texts classified as a factual text is a recount text which becomes main

focus in this research.

Writing recount text is one of the objectives that should be reached by the

students at the eighth grade of Junior High School. It is stated in Standard Basic

Competence of 2013 Curriculum that the students should be able to compile

short and simple in oral and written recount text about experience/activity/event

by paying attention to the purpose, organization, and language feature of the text

accurately and contextually. 23 This means that students should understand the

text’s term, purpose, organization, and language feature to make a good recount

text.

1. The Definition of Recount

Mark and Kathy Anderson stated that “a recount is a piece of text that retells

past events, usually in the order in which they occurred”.24 It means the text is

based on a person’s story in the past and written in sequence of the story

happened.

                                                            20 Tim Inti Kurikulum 2013, Kompetensi Dasar Sekolah Menengah Pertama

(SMP)/Madrasah Tsanawiyah (MTs), (Kementrian Pendidikan dan Kebudayaan: Depdikbud, 2013), p. 70.

21 Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003), p. 12.

22 Mark and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p. 21.

23 Tim Inti Kurikulum 2013, op.cit, p. 70. 24 Mark and Kathy Anderson, op.cit, p. 24.

13  

  

This text has its own purposes which are informing and also entertaining.

Informing means by writing the story, the writer can give the information to the

reader, while entertaining is the writer can amuse the readers by writing the story

happened. It is like what Wardiman and friends define that “recount text is a text

that telling a reader about one story and the purpose is to entertain or inform the

readers.”25

Moreover, Hyland states that “the story recount has expressions of attitude

and feeling, usually made by the narrator about the events.”26 The one who has

the story becomes the narrator of the events. He/she expresses attitude and

feeling about the event that written in the sequence of the story.

From the definitions of recount text above, it can be concluded that recount

text is a text that tell story in the past by expressing the writer’s attitude and

feeling in the sequence of events in order to inform or entertain the reader.

2. Types of Recount

Recount has three types. They are:27

a. Personal recount

Personal recount is retelling an activity that the writer is involved in the

story. It means that the writer has experienced the story. A letter and diary can

be classified as a personal recount.

b. Factual recount

A factual recount is reporting the details of the information or story that has

happened. The examples of factual recount are a science experiment, historical

recount, a traffic or sport report.

                                                            25 Artono Wardiman, Masduki B. Jahur, and M. Sukirman Jusma, English in Focus for

Grade VIII Junior High School (SMP/MTs), (Jakarta: Pusat Perbukuan Departmen Pendidikan Nasional, 2006), p. 61.

26 Ken Hyland, Teaching and Researching Writing, (Great Britain: Pearson Education Limited, 2009), p. 87.

27 Cliff Watt, Eric Hook, and Greg Anderson, Targeting Text: Recount, Procedure, Exposition Middle Primary, (Blake Education, Green Giant Press: 2011), p. 4.

14  

  

c. An imaginative recount

An imaginative recount is a story that applies an imaginary role and details

but it is presented in a realistic context. The examples are A Day in the Life of

an Ant, My Life as Roman Emperor.

Each text of recount has differences based on the features. They are

audience, tense, language, first or third person, addition of details, and series of

events. This Table 2.1 below shows the differences of each type of recount:

Table 2.1

Focus on Different Recounts28

Features Personal Recount Factual Recount Imaginative

Recount

Audience Child or adult Child or adult Child or adult

Tense Past tense Past tense Past tense

Language Often focuses on

adding personal and

emotive response

The focus in on using

evaluative language

(e.g. importance,

significance,

influence,

achievement)

Often includes

imagined

personal

responses

First or

Third

Person

Written in first

person using

personal pronoun

(I, we)

Written in third

person using

pronouns (he, she,

and they). It may be

written in passive

voice

Written in the

first person (I,

we)

Addition

of Details

Interesting ideas

may be chosen to

add some humor

Precise retelling

assists readers to

accurately

Imaginative

details may be

added to the tale

                                                            28 Ibid, p. 6.

15  

  

reconstruct what

happened.

Appropriate

explanations and

justifications may be

included. Sometimes

in an experiment the

outcome of the

activity is explained.

that has been

written in a

realistic setting.

Series of

Events

Sequenced details

of who, what,

when, where, and

why (sometimes)

are included

Precise details of

time, place and

manner are added

Sequenced

details of who,

what, when, and

where are

included

In short, recount has three types. They are personal, factual, and imaginative

recount. Each type can be differ based on the feature of each. They are audience,

language, first or third person, addition of details, and series of events.

3. Generic Structure of Recount

People need to concern about generic structure of recount to make a recount

text well organized. Recount has three main sections. They are orientation, series

of events, and re-orientation and personal comment (optional).29

a. Orientation

Orientation is an introduction or background information of the story. This

part is always in the first paragraph of the text. This paragraph can consist of one

sentence but usually it consists of two or three sentences. Moreover, this part

needs the information of who is involved in the story, when the event occurred,

what happened, where the story took a place, and sometimes the reason was for

                                                            29 Ibid, p. 5.

16  

  

the event (why). This information is important to make the reader know what the

writer want to retell.

b. Series of events

This part tells the series of events that happened in the past. This is arranged

based on the chronological order.

c. Re-orientation and personal comment

Re-orientation is optional part in recount. This part is usually written by

rounding off the series of events. It refers some of the information in the

orientation of paragraph. Furthermore, the writer can state his/her feeling or

personal comment about the story occurred.

It can be concluded that the recount has three main sections. The first is

orientation which is an introduction or the background information of story.

Then, series of events which are the events happened in the story. The last is re-

orientation. It is a conclusion of story that can be consisted of the rounding off

story and the writer’s personal comment.

4. Language Features of Recount

Recount has several language features that make differences with other

texts. The language features include the following:30

a. Nouns and pronouns are used to identify people, animals, or things involved

in the story. e.g. Mr. Sam, our cat, he, etc.

b. Action verbs are used to refer to events. e.g. she walked, they jumped, I

slept, etc.

c. Past tense is used to locate events in the writer’s time. e.g. she looked, they

ran, he laughed, etc.

d. Conjunctions and time connectives are used to sequence the series of events.

e.g. then, first, finally, but, etc.

e. Adverbs and adverbial phrases are used to indicate place and time. e.g. at

the beach, to the zoo, yesterday, etc.

                                                            30 Joko Priyana, Arnys R Irjayanti, and Virga Renitasari, Scaffolding English for Junior

High School Students, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 69.

17  

  

f. Adjectives are used to describe nouns. e.g. the winding track lead to the

tumbledown house.

5. An Example of Recount Text

Table below shows an example of recount text:31

Table 2.2

The example of Recount Text

My Holiday Generic Structure

Last week, I went to Mount Bromo. I stayed at my

friend’s house in Probolinggo, East Java. The house

has a big garden with colorful flowers and a small

pool.

Orientation

In the morning, my friend and I saw Mount Batok.

The scenery was very beautiful. We rode on

horseback. It was scary, but it was fun. Then, we went

to get a closer look at the mountain. We took pictures

of the beautiful scenery there. After that, we took a rest

and had lunch there under a big tree. Before we got

home, we went to the zoo at Wonokromo. We went

home in the afternoon.

Series of Events

We were very tired. However, I think it was really

fun to have a holiday like this. I hope my next holiday

will be more interesting.

Re-orientation

and personal

comment

C. Guided Question Technique

1. Definition of Guided Question

Guided question is a teaching technique which is conducted by giving

students questions in order to direct them in learning. According to Traver,

                                                            31 Ibid, p. 68.

18  

  

guiding question is “the basic question that directs students for understanding.”32

It means that students’ ideas in writing can be directed through guided question

that serve as an outline of written text. This outline can help guide the students

through a logical development of ideas.33

Moreover, this technique can help students do the first step in writing

process. It is exploring their topic in writing. Raymond stated that questions can

be a way to help exploring topic in writing skill. Asking questions can be a way

of playing with material before what you want to make of its shape.34 In addition,

teacher can direct students’ writing by giving 5 W and 1 H questions (what, why,

where, when, who and how) to generate ideas and details especially when the

writers are going to write an event or story.35 Then writers can think about the

answer of each question and decide what information would be the most

important to the readers that should be written on the paper.

From the explanations above, it can be concluded that guided question is a

teaching technique which is used by giving the students 5W + 1H questions in

order to direct students to generate their ideas and details when they are writing

an event or story. When students answered the questions, those answers can be

an outline of their writing before generating into a paragraph.

2. Kinds of Question

There are some questions can be used as a guided question to direct students

in writing. According to Taylor in his book entitled A Student’s Writing Guide,

these several questions can be used to open up lines of thought. They are: 36

                                                            32 Rob Traver, Educational Leadership ASCD March 1998, (http://smallschoolproject.org,

accessed in June 15th 2015 at 3:51 p.m), p. 1. 33 H. Douglas Brown, Language Assessment Principles and Classroom Practices,

(California: Longman, 2003), p. 235. 34 James C. Raymond, Writing (Is an Unnutural Act), (New York: Harper & Row Publisher,

1980), p. 16. 35 Ibid, p. 20. 36 Gordon Taylor, A Student’s Writing Guide How to Plan and Write Successful Essay,

(New York: Cambridge University Press, 2010), pp. 28-33.

19  

  

a. What

This question word has several functions. First, it can ask for a connection

between a name or word and object or phenomenon. Second, it may ask a

description of a particular object, process or idea. Moreover, ‘what’ can be used

to look for more generalized or universal definitions and theories.

b. Who, Whom

Who and whom can ask for an identification of people or group of people.

‘Who’ requests to identify who do things for some events, while ‘Whom’ asks

for the people who affected by an event or action. The word ‘Whom’ can be

followed by preposition to, for, by, with, amongst.

c. Where, when

These kinds of question word ask for the location, time, and duration of

events and objects because every event has the setting where and when it

happened. This also can establish detailed issues of frequency, distribution,

extent, regularity, and other important topics.

d. How

This question word can be used in a number of ways. First, it can ask for a

description of a process rather than a phenomenon or an object. Second, it can

be a request for various feature or characteristics. Finally, it can a request for an

explanation.

e. Why

Why is often a request for an explanation and a theory. It can be used in

several ways. First, it can be used for asking causal explanation which means the

causes of some event or phenomenon. Second, why can ask for purposive

explanation such as the reasons, aims, and purposes of those responsible for

some action, event or phenomenon. Third, why can be a request for functional

explanation for asking what function does something have or what role does it

play. The last, why can be a request for deductive explanation which asks what

combinations of conditions people to infer a logical conclusion.

20  

  

As explained in the point above, what, who, where, when, why, and how are

kinds of 5W + 1H question which can open up students’ line of thoughts. These

questions can be used as a guided question which is given to students when they

are writing a story or event to direct them in writing and generate their ideas and

details.

3. Teaching Writing by Using Guided Questions

From the concept stated previously, it can be known that that guided

question is a teaching technique which is used by giving the students 5W + 1H

questions in order to direct students to generate their ideas and details when they

are writing an event or story. The answers of the questions can be an outline of

their writing before generating into a paragraph. Thus, the questions can be used

as a guidance in writing. There are two experts explained the steps of question

usage in teaching writing.

According to Axelrod and Cooper, there are several steps in using question

for invention. They are:37

a) Thinking about the writers’ subject. Subject means that something the

writers want to write such as idea, event, person, problem, etc.

b) Starting from the first question then move to the next. The writer should

follow the questions from the first then answer it to make their writing

organize well.

c) Writing the writers responses quickly without much planning. They should

write as quick as possible to anticipate of forgetting about the answer.

Besides, the usage of the question in teaching writing is also explained by

Taylor in his book entitled A Student’s Writing Guide. They are:38

a) Choose an essay topic that is interest for the writer. Such a topic that the

writer already has idea about that.

b) Ask the questions about the topic. The questions can be 5W+1H questions

which is related to the topic that will be written.

                                                            37 Rise B. Axelrod and Charles R. Cooper, The ST. Martin’s guide to writing (New York:

ST. Martin press, 1985), p. 475. 38 Gordon Taylor, op.cit, p. 22.

21  

  

c) Answer the questions and write down the answer in no more than a sentence

or two.

d) Develop the answers of the question become the paragraph. The writer can

add more ideas that can support the answers to make them detail.

e) Consider the paragraph as temporary answer before the writer’s eventual

answer. This paragraph become a foundation of the text but it can be

changed.

Based on the steps that explained by the experts above, the writer in this

research will use several steps below by mixing the steps from the experts in

using guided question technique in teaching writing:

a) The teacher will give the writing topic to students in class. The teacher needs

to make sure first that the topic is experienced by the students because the

material is recount text which retells past events that had been occurred

chronologically. After the teacher giving the topic, the students need to think

about the topic.

b) The teacher will give the several guided questions about the topic to the

students. The guided question consists of 5W+1H question related to the

topic. The question is asked from the first to the last question about the topic.

c) The students should respond or answer quickly each question in one or two

sentences on a piece of paper. Each question should be answered because

its answer can become an outline of paragraph to make a recount text.

d) After each question is answered, the students have to make the answers of

the guided questions become a paragraph writing on the other piece of paper.

The students need several conjunctions that will be used to connect the

sentences. The sentences of the answers are connected become the

paragraph. The paragraph should be based on the organization of the recount

text. It means that students need to consider where the orientation, the event,

and the reorientation of the text are. The students also might add more ideas

related to the answers as a supporting detail for the sentences.

22  

  

These steps will be repeated as many as treatment given in this research until

the students get the habit of using guided questions before writing recount text.

When students get the habit of using it, they can make guided questions by

themselves, answer the questions then construct them into a well-organized

recount text.

D. Previous Study

There are some previous study related with the writer’s research. The first

research comes from Marry Susanti Lassa. She has investigated Teaching

Recount Paragraph Writing by Using WH-Questions to the Eighth Grade

Students of SMP Negeri 2 Suhaid. The objective of study was to find out the

effectiveness of the use WH-questions and significant effectiveness of teaching

writing recount paragraph through the use of the WH-questions. She conducted

pre experimental research and used one group of pretest and posttest design.

There were 34 students from 2 classes as the population, while 17 students from

class A became the sample. The research finding showed that teaching recount

paragraph writing by using WH-questions was effective.39

In addition, Iwan (2012) conducted a research with the title developing the

students’ ability in writing recount text through guiding questions technique at

the second year students of SMPN 1 Terbanggi Besar Lampung Tengah. The

objective of his research was to know whether there is significant difference of

the students’ recount text writing ability in the terms of content, organization,

vocabulary, language used, and mechanic aspects after being taught by using

guiding questions technique. This research used an experimental method. The

result showed that there was a significant difference from pretest to posttest after

being taught by using Guiding Questions in the experimental class.40

The third study comes from Erma Velanda (2015) conducted a research

with the title The Effectiveness of Guided Questions in Teaching Students’

                                                            39 Merry Susanti Lassa, Teaching Recount Paragraph Writing by Using WH-Questions to

the Eighth Grade Students of SMP Negeri 2 Suhaid, Journal of West Kalimantan Scholars, Vol.1, Number 1, 2014, pp. 38-50.

40 Iwan, Developing the Students’ Ability in Writing Recount Text Through Guiding Questions Technique, Thesis of Lampung University: 2012. Unpublished.

23  

  

Narrative Writing (an Experimental Study at the Eighth Grade Students of MTs.

Pembanguan UIN Jakarta). This research aimed to investigate the effectiveness

of guided questions in teaching students’ narrative writing. The subject of this

research was eighth grade students of MTs. Pembangunan UIN Jakarta. The

study was carried out in two classes, as the controlled and experimental class.

After giving treatment at the experimental class and without it at the controlled

class, the result showed that guided questions is effective on students’ narrative

text.41

The relevant previous study above has similarities and differences with

this study. The similarities among the three study and this study are the study

used quantitative research, the research was conducted at the eighth grade

students, and guided questions by using WH questions are used to direct students

in writing. Meanwhile, those study also have differences with this study. The

differences from the first study are the design and participant. The first study

used pre experimental design which used one group pre-test and post-test, while

this study used quasi experimental design which divided the class become

experimental and controlled class. Then, participant of the first study is the

eighth grade of SMP Negeri 2 Suhaid, whereas the participant of this study is the

eighth grade students of MTs. Negeri 13 Jakarta. The second previous study also

has difference with this study. The difference is the participant itself. Even the

quasi experimental is used in both study, the participant is different. The

participant of the second previous study is the eighth grade of SMPN 1 Terbanggi

Besar Lampung Tengah, while this participant is the eighth grade students of

MTs. Negeri 13 Jakarta. The last is the differences between the third previous

study and this study. The differences are on the writing text and participant. The

third previous study used guided question technique on students’ writing skill of

narrative text at eighth grade of Madrasah Pembangunan UIN Jakarta, whereas

this study used guided question technique on students’ writing skill of recount

text at the eighth grade of MTs. Negeri 13 Jakarta.

                                                            41 Erma Velanda, The Effectiveness of Guided Questions towards Students’ Writing Skill of

Descriptive Text, Skripsi of UIN Syarif Hidayatullah Jakarta: 2015. Unpublished.

24  

  

E. Thinking Framework

Writing is a tool for communication in a written form. When people do

writing, they need to think what they are going to write and determine the

purpose and their audience. Moreover, writing is a process of discovery that

makes people need to explore their thought when they are writing.

Writing is also one of English skills. It is kind of productive skill besides

speaking. Writing skill is needed to be taught for Junior High School students

because based on the curriculum used, students should be able to write several

kinds of text. One of them is recount text which is taught at eighth grade students

of Junior High School.

Even students are taught about writing recount text, they still have some

problems in writing the text. The first, most of students do not know how to start

writing. The second, most of students do not know how to organize sentences

into coherence paragraph. Then, most of students get difficulty in generating and

organizing their ideas into well-organized paragraph. The last, most of students

do not know and use appropriate technique in writing recount text which can

help and guide them in generating and organizing their ideas.

By considering the problems above, a guided question technique in teaching

writing recount text will be used as a solution. The guided question technique is

kind of teaching technique which is used by giving 5W+1H question to the

students in order to direct them in writing recount text. The students can be

guided by answering the list of 5W+1H question given. Then, the answers of the

question can be an outline before generating into a paragraph. After that, students

can generate their ideas into a paragraph by using the outline.

This guided question technique is good to guide and help students in

organizing and generating their ideas in writing recount text. It can help students

start their writing, explore their topic and develop ideas into a well-organized

paragraph. This technique can also make students easier in writing recount text

because they are directed by giving the responses of the questions.

25  

  

F. Theoretical Hypothesis

There is an effect of guided question technique on students’ writing skill of

recount text at the eighth grade students of MTs. Negeri 13 Jakarta.

26    

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

The research was conducted at MTs. Negeri 13 Jakarta which is located at

Jl. Muhtar Raya Gg. H. Doel, Petukangan Utara, Pesanggrahan, Jakarta Selatan.

The research was held on 4th – 25th of November 2016.

B. Method of the Research

This research is quantitative research. Quasi experimental was used as the

design of the research. It is decribed as the following table:1

Table 3.1

Pre- and Post-test design

Select control

group

Pre-test No treatment Post-test

Select

experimental

group

Pre-test Experimental

treatment

Post-test

Based on te table above, the writer conducted two classes, they are

controlled and experimental class. In the experimental class, the writer gave

treatment by using guided question technique in teaching writing recount text,

whereas in the controlled class, the writer taught recount text without using

guided question technique.

The research was conducted for six meetings. In the first meeting, pre-test

was given to both classes. Then, for four meetings, treatment was given in the

experimental class by using guided question technique in teaching writing, while

without using guided question in the controlled class. In the last meeting, both

                                                            1 John W. Creswell, Education Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research, Third Edition, (New Jersey: Pearson Education, Inc, 2008), p. 310.

27  

classes were given post-test. The treatment given to know the effectiveness of

guided question technique on students’ writing skill of recount text.

C. Population and Sample

The population of this research is all the eighth grade students of MTs.

Negeri 13 Jakarta which consist of 180 students. The sample of this research is

two classes. They are VIII-B as an experimental class which consists of 35

students and VIII-A as a controlled classes which consists of 36 students. To

take the sample for collecting data, purposive sampling is used in this research

because the writer chose two classes which have equal level and similar

characteristics in learning English by asking the English teacher about the class

and knowing from the result of pre-test score of each class.

D. Data Collection Technique

The writer conducted pre-test and post-test as data collection technique:

1. Pre-test

The data was collected through pre-test in the first meeting. The aim is to

measure students’ skill in writing recount text in both class before conducting

the treatment.

2. Post-test

After treatment conducted, the students in both classes were given a post

test. It is used to find out the result after the treatment and the effectiveness of

guided question technique in students’ writing skill of recount text.

E. Research Instrument

In this research, the writer used a test as the instrument. The test is used to

know the effectiveness of guided question technique on students’ writing skill

of recount text. The kind of text given is a writing test which is divided into two

tests. They are pre-test and post-test. The form of writing test is the instruction

to students in order to make recount text based on topic given by the writer.

Because the test is writing test, the writer used writing rubric to give the score

of students’ writing test which is created by Jacob et al (1981). The rubric is

28  

focused on five aspects. They are content, organization, vocabulary, language

use, and mechanics. The rubric is in the following table:2

Table 3.2

Rubric of Scoring Writing

CONTENT

30 – 27 EXCELLENT TO VERY GOOD:

knowledgeable, substansive, through

development of thesis, relevant to

assigned topic

26 – 22 GOOD TO AVERAGE: some

knowledge of subject, adequete range,

limited development thesis, mostly

relevant to topic but lacks detail

21 – 17 FAIR TO POOR: limited knowledge of

subject, little substance, inadequete

development of topic

16 – 13 VERY POOR: does not show

knowledge of subject, non-substantive,

not pertinent, or not enough to evaluate

ORGANIZATION

20 – 18 EXCELLENT TO VERY GOOD: fluent

expression, ideas clearly

stated/supported, succinct, well-

organized, logical sequencing, cohesive

17 – 14 GOOD TO AVERAGE: somewhat

choppy, loosely organized but main

ideas stand out , limited support, logical

but incomplete sequencing

                                                            2 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press:

2002), p.116.

29  

13 – 10 FAIR TO POOR: non-fluent, ideas

confused or disconnected, lacks logical

sequencing and development

9 – 7 VERY POOR: does not communicate,

no organization, or not enough to

evaluate

VOCABULARY

20 – 18 EXCELLENT TO VERY GOOD:

sophisticated range, effective

word/idiom choice and usage, word form

mastery, appropriate register

17 – 14 GOOD TO AVERAGE: adequete range,

occasional errors of word/idiom form,

choice, usage, meaning confused or

obscured

13 – 10 FAIR TO POOR: limited range, frequent

errors of word/idiom form, choice,

usage, meaning confused or obscured

9 – 7 VERY POOR: essentially translation,

little knowledge of english vocabulary,

idiom, word form, or not enough

LANGUAGE USE

25 – 22 EXCELLENT TO VERY GOOD:

effective complex constructions, few

errors of agreement, tense, number, word

order/function, articles, pronouns,

prepositions

21 – 18 GOOD TO AVERAGE: effective but

simple constructions, minor problems in

complex contructions, several errors of

agreement, tense, number, word

order/function, articles, pronouns,

30  

prepositions, but meaning seldom

obscured

17 – 11 FAIR TO POOR: major problems in

simple/complex contructions, frequent

errors of negation, agreement, tense,

number, word order/function, articles,

pronouns, prepositions and/or

fragments, run ons, deletions, meaning

confused or obscured

10 – 5 VERY POOR: virtually no mastery of

sentence contruction rules, dominated by

errors, does not communicate, or not

enough to evaluate

MECHANICS

5 EXCELLENT TO VERY GOOD:

demonstrate matery of conventions, few

errors of spelling, punctuation,

capitalization, paragraphing

4 GOOD TO AVERAGE: occasional

errors of spelling, punctuation,

capitalization, paragraphing, but

meaning not obscured

3 FAIR TO POOR: frequent errors of

spelling, punctuation, capitalization,

paragraphing, poor handwriting,

meaning confused or obscured

2 VERY POOR:no mastery conventions,

dominated by errors of spelling,

punctuation, capitalization,

paragraphing, handwriting illegible, or

not enough evaluate

31  

F. Data Analysis Technique

SPSS v.22 and t-test formula are used for analyzing the data. SPSS v.22 is

used for analyzing normality and homogeneity of the test. Normality test is used

to know whether the data from experimental and controlled class are normally

distributed or not while homogeneity test is used to find out whether the data

from two classes have the same variant in order that hypothesis can be tested by

t-test or not. Furthermore, the use of t-test formula is to know the difference score

between students who are taught with guided question technique and without the

guided question technique. The formula of the t-test is:3

to =

Explanation:

to = The value of ‘t’ count

Mx = Mean variable of experimental class

My = Mean variable of controlled class

SEM1 = Standard error of experimental class

SEM2 = Standard error of controlled class

The procedures used are as follow:

1. Determining Mean Variable X:

Mx = ∑

2. Determining Mean Variable Y:

My = ∑

3. Determining Deviation Standard of Score of Variable X:

SDx = ∑

4. Determining Deviation Standard of Score of Variable Y:

                                                            3 Anas Sudijono, Pengantar Statistik Pendidikan,, (Jakarta: Rajawali Pers, 2014), p.314-

316.

32  

SDy = ∑

5. Determining Standard Error of Mean Variable X:

SEMx =

6. Determining Standard Error of Mean Variable Y:

SEMy =

7. Determining Standard Error of difference of Mean Variable X and Mean

Variable Y:

SEMx - My =

8. Determining to with formula:

to =

9. Determining degree of freedom:

df = (Nx + Ny) – 2

G. Statistical Hypothesis

The researcher stated the hypothesis as follow:

1. Null Hypothesis (Ho): There is no significant difference between the result

after teaching recount text writing by using guided question technique and

without using guided question technique at the eighth grade students of MTs.

Negeri 13 Jakarta.

2. Alternative Hypothesis (Ha): There is a significant difference between the

result after teaching recount text writing by using guided question technique

and without using guided question technique at the eighth grade students of

MTs. Negeri 13 Jakarta.

33  

The criteria used to prove the hypothesis is as follow:

a. If t-test (to) > t- table (tt) in significance degree 5%, null hypothesis (Ho) is

rejected or alternative hypothesis (Ha) is accepted.

b. If t-test (to) < t- table (tt) in significance degree 5%, null hypothesis (Ho) is

accepted.

34  

CHAPTER IV

RESEARCH FINDINGS

A. Data Description

The result of this research was acquired from a writing test. The writing test

was divided into pre-test and post-test. Pre-test was given in the first meeting

and post test was given in the last meeting into both classes (VIII-B as an

experimental class and VIII-A as a controlled class). The data of each class will

be explained below.

1. The Data of Experimental Class

The following table is the score of pre-test and post-test in the experimental

class (VIII-B).

Table 4.1

The Students’ Pre-test and Post-test Score of Experimental Class

Students' Number

Pre-test Post-test Gained Score

1 56 77 21

2 61 74 13

3 50 74 24

4 64 76 12

5 64 77 13

6 56 69 13

7 61 76 15

8 66 76 10

9 66 81 15

10 61 83 22

11 57 74 17

12 59 83 24

13 56 72 16

14 57 74 17

35  

15 69 80 11

16 57 72 15

17 64 81 17

18 50 72 22

19 61 81 20

20 69 80 11

21 59 76 17

22 44 66 22

23 61 85 24

24 66 77 11

25 70 81 11

26 61 77 16

27 64 80 16

28 59 77 18

29 50 69 19

30 59 76 17

31 59 79 20

32 66 83 17

33 59 76 17

34 69 81 12

35 66 77 11

Ƹ 2116 2692 576

Mean 60.4571429 76.91428571 16.45714286

Based on the table 4.1 above, it can be seen that the lowest pre-test score is

44 and the highest score is 70 with the mean 60.46. Besides, the lowest post-test

score is 66 and the highest score is 85 with the mean 76.91. The students’ writing

skill of recount text in the experimental class increase from the mean 60.46 on

the pre-test to 76.91 on the post test. It is proved from the gained score mean is

16.46. It can be concluded that there was a signifficant difference between

students’ achievement of pre-test and post-test. To see in detail result of pre-test

36  

and post test in the experimental class, the writer used SPSS v.22 with steps as

follows: open SPSS program → click variable view → input the information of

data (data name) → input the pre-test/post-test scores in data view → click

Analyze → Descriptive Statistics → Frequencies → put ‘pre-test/post-test score’

as the variable → click statistics → checklist mean, median, mode, sum,

minimum, and maximum → click continue → click charts → checklist histogram

→ click continue → click OK.

Table 4.2

Data Description of Pre-test Result of Experimental Class

Statistics

Pre_test_Experimental_Class

N Valid 35

Missing 0

Mean 60.46

Median 61.00

Mode 59a

Minimum 44

Maximum 70

Sum 2116

a. Multiple modes exist. The

smallest value is shown

The table 4.2 above shows that the experimental class, VIII-B, consisted of

35 students. The mean score, the total of the data which is divided with the

number of data, is 60.46. Median score which is defined as the middle score of

a number score arranged from lowest to highest score is 61. Besides, the mode

score is 59. It is the score that appears most often in a set of scores. In addition,

the score has the lowest and highest score. The lowest score is 44 and the highest

score is 70. The sum score or the total score which is gained is 2116.

Based on the table above, it could be made a table of frequency distribution

as follows:

37  

Table 4.3

Table of Frequency distribution of Pre-test Result of Experimental Class Pre_test_Experimental_Class

To provide additional description of the data distribution of pre-test in the

experimental class, the histogram of frequency distribution is presented in figure

4.1 as follows:

Figure 4.1

The Histogram of Pre-test Score in Experimental Class

Frequency

Valid 44 1

50 3

56 3

57 3

59 6

61 6

64 4

66 5

69 3

70 1

Total 35

38  

From the table 4.3 and figure 4.1 above, the total number of students is 35

students. It shows that the students who got 44 and 70 was 1 student, the students

who got 50, 56, 57 and 69 were three students for each, the students who got 59

and 61 were 6 students, the students who got 64 were 4 students, and the students

who got 66 were 5 students. Apparently, from the curve of the histogram above,

it shows that the data of pre-test in experimental class was normally distributed.

Moreover, the post-test data description of experimental class can be

presented as follows:

Table 4.4

Data Description of Post-test Result of Experimental Class

Statistics

Post_test_Experimental_Class

N Valid 35

Missing 0

Mean 76.91

Median 77.00

Mode 76a

Minimum 66

Maximum 85

Sum 2692

a. Multiple modes exist. The

smallest value is shown

Based on the table 4.4 above, the writer has 35 post-test items from VIII-B

as the experimental class. The mean score is 76.91. The median is 77.00 and the

most frequent score is 76. Furthermore, the lowest and highest score are 66 and

85. The total of the score or the sum is 2692.

A table frequency of post-test data from experimental could be made as

follows:

39  

Table 4.5

Table of Frequency distribution of Post-test Result of Experimental

Class Post_test_Experimental_Class

Frequency

Valid 66 1

69 2

72 3

74 4

76 6

77 6

79 1

80 3

81 5

83 3

85 1

Total 35

To provide additional description of the data distribution of post-test in the

experimental class, the histogram of frequency distribution is presented in figure

4.2 as follows:

Figure 4.2

The Histogram of Post-test Score in Experimental Class

40  

The table 4.5 and figure 4.2 above shows that the total of post-test items in

experimental class is 35 students. There are two scores which become the most

frequent score. They are 76 and 77. There are 6 students got each score. Then,

there are 5 students who got 81 and 4 students got 74. Besides, 72, 80, and 83

were got by 3 students for each score. The next is 69 which was got by 2 students.

The last is 1 student who got 66, 79, and 85. Because only 1 student who got

each score, the scores become the less frequent in this class.

2. The Data of Controlled Class

The pre-test and post-test scores of contolled class is in the following table:

Table 4.6

The Students’ Pre-test and Post-test Score of Controlled Class

Students' Number

Pre-test Post-test Gained Score

1 60 78 18

2 64 73 9

3 63 71 8

4 66 73 7

5 57 66 9

6 48 68 20

7 63 66 3

8 67 77 10

9 63 66 3

10 67 77 10

11 52 59 7

12 59 73 14

13 55 68 13

14 63 68 5

15 52 73 21

16 59 62 3

17 60 63 3

41  

18 63 64 1

19 66 77 11

20 67 76 9

21 60 64 4

22 66 78 12

23 59 68 9

24 57 71 14

25 66 78 12

26 60 62 2

27 65 71 6

28 55 66 11

29 70 80 10

30 63 68 5

31 60 71 11

32 57 73 16

33 67 77 10

34 60 66 6

35 60 68 8

36 67 71 4

Ƹ 2206 2530 324

Mean 61.27777778 70.27777778 9

Based on the table above, the pre-test and post-test score show that the

lowest of pre-test score is 48 and the highest score is 70 with the mean 61.28. In

addition, the lowest of post-test score is 59 and the highest score is 80 with the

mean 70.28. The gained score of the controlled class is only 9.

The further information of pre-test and post-test score of controlled class

can be seen through tables and figure as follows:

42  

Table 4.7

Data Description of Pre-test Result of Controlled Class

The table 4.7 above shows that the data from VIII-A as the controlled class

consisted of 36 students. The mean score is 61.28. The median is 61.50 and the

mode is 60. The score also has the minimum and maximum score. The minimum

score is 48 and the maximum score is 70. The sum or the total of the score is

2206.

A table frequency distribution could be made based on the table above. It is

presented as follows:

Table 4.8

Table of Frequency distribution of Pre-test Result of Controlled Class Pre_test_Controlled_Class

Frequency

Valid 48 1

52 2

55 2

57 3

59 3

60 7

63 6

64 1

65 1

66 4

67 5

Statistics

Pre_test_Controlled_Class

N Valid 36

Missing 0

Mean 61.28

Median 61.50

Mode 60

Minimum 48

Maximum 70

Sum 2206

43  

70 1

Total 36

To provide additional description of the data distribution of post-test in the

experimental class, the histogram of frequency distribution is presented in figure

4.3 as follows:

Figure 4.3

The Histogram of Pre-test Score in Controlled Class

The table 4.8 and figure 4.3 above shows that the most frequent score which

was got by 7 students is 60. Then, there are 6 students got 63, 5 students got 66,

and 4 students got 66. Moreover, 57 and 59 were got by 3 students for each score.

The next, 2 students got 52 and 55. The last, 48, 64, 65, and 70 become the less

frequent score because only 1 student got each score. The total of the students in

the controlled class is 36.

Furthermore, the description of post-test score in the controlled class can be

presented as follows:

44  

Table 4.9

Data Description of Post-test Result of Controlled Class

Statistics

Post_test_Controlled_Class

N Valid 36

Missing 0

Mean 70.28

Median 71.00

Mode 68

Minimum 59

Maximum 80

Sum 2530

Based on the table 4.9 above, there are 36 students in the VIII-A as the

controlled class. The mean of the total score is 70.28. The median is 71.00 and

the mode is 68. The score has the lowest and the highest. The lowest score is 59

and the highest score is 80. The sum or the total score is 2530.

From the table above, it could be made a table frequency of post-test result

of controlled class. It is presented as follows:

Table 4.10

Table of Frequency distribution of Post-test Result of Controlled Class Post_test_Controlled_Class

Frequency

Valid 59 1

62 2

63 1

64 2

66 5

68 6

71 5

73 5

76 1

77 4

78 3

80 1

Total 36

45  

To provide additional description of the data distribution of post-test in the

experimental class, the histogram of frequency distribution is presented in figure

4.4 as follows:

Figure 4.4

The Histogram of Post-test Score in Controlled Class

The table 4.10 and figure 4.4 above shows that 68 is the most frequent score

in the VIII-A as the controlled class because there are 6 students who got the

score. Then, there are 5 students who got 66, 71, and 73. The next, score 77 was

got by 4 students and 78 was got by 3 students. In addition, score 62 and 64 were

got by 2 students for each score. The last, there is 1 student got 59, 63, 76, and

80. The total of students is 36.

The data description above shows that the students’ score were increased in

both classes. However, the score in the experimental class increased significantly

compare to the score in the controlled class. It can be concluded that the

experimental class gained score (teaching writing by using guided question

technique) is higher than the controlled class gained score (without using guided

question technique). The experimental class gained score mean was 16.46, while

the controlled class was 9. It is proven by figure as follows:

46  

Figure 4.5

The Diagram of Students’ Score Comparison between Experimental and

Controlled Class

B. Data Analysis

The normality test and homogeneity test were analyzed by using SPSS v.22.

Meanwhile, a hypothesis test was analyzed by using t-test formula. The data

analysis will be explained by the following explanations and tables below.

1. Normality Test

The normality test is performed to show whether the distribution of data is

normal or not. The test is for pre-test and post-test result of two classes which

are VIII-B as the experimental class and VIII-A as the controlled class. The test

used Kolmogorov-Smirnov and Shapiro-Wilk in SPSS v.22 software. If the

normality is more than the level of significance 5% or (α = 0.05), the data is

normally distributed. The results of normality test of both pre-test and post-test

are presented as follows:

0

10

20

30

40

50

60

70

80

90

Experimental Class Controlled  Class

Pre‐test Post‐test Gained Score

47  

Table 4.11

Normality Pre-test Results between Experimental and Controlled Class

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Pre_test_Score Experiment .118 35 .200* .947 35 .089

Control .135 36 .098 .950 36 .101

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

a. Lilliefors Significance Correction

The result of normality test of pre-test above shows that the significance

level of experimental class is 0.200 and 0.089 and the controlled class is 0.098

and 0.101. It means that the significance level of both classes is higher than the

level of significance 5 % (α = 0.05). It can be concluded that the data of both

experimental and controlled class is normally distributed.

Table 4.12

Normality Post-test Results between Experimental and Controlled Class

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Post_test_Score Experiment .131 35 .133 .965 35 .331

Control .134 36 .102 .960 36 .210

a. Lilliefors Significance Correction

The result of normality test of post-test above shows that the significance

level of experimental class is 0.133 and 0.331 and the controlled class is 0.134

and 0.210. It means that the significance level of both classes is higher than the

level of significance 5 % (α = 0.05). It can be concluded that the data of both

experimental and controlled class is normally distributed.

2. Homogeneity Test

After analyzing normality test of the data, homogeneity test is also needed

as a prerequisite analysis test before testing hypothesis by using t-test formula.

To test the homogeneity, the researcher used Levine Statistic test in SPSS v.22

48  

software. Same as the normality test, the data is also homogeny if the

significance level of the data is more than 5% (α = 0.05). The results of

homogeneity test of the data are presented as follows:

Table 4.13

Homogeneity Pre-test Results between Experimental and Controlled Class

Test of Homogeneity of Variances

Pre_test_Score

Levene Statistic df1 df2 Sig.

.453 1 69 .503

The table above shows that the significance level of pre-test in both

experimental and controlled class is 0.503. It means that the significance level

of the data is higher than the significance level 0.05. It can be concluded that the

data is homogeneous.

Table 4.14

Homogeneity Post-test Results between Experimental and Controlled

Class

Test of Homogeneity of Variances

Post_test_Score

Levene Statistic df1 df2 Sig.

3.512 1 69 .065

Based on the table above, the significance level of post-test in both

experimental and controlled class is 0.065. It means that the significance level

of the data is higher than the significance level 0.05. It can be concluded that the

data is homogeneous.

3. Hypothesis Test

After analyzing the data, the writer needs to find out the difference score

between students at VIII-B as the experimental class which is taught writing

recount text by using guided question technique and students at VIII-A as the

controlled class which is taught writing recount text without using guided

49  

question technique. The writing score of two classes are compared. The

experimental class is X variable and the controlled class is Y variable. The writer

calculated the data by using t-test formula. The formula of t test is expressed as

follows:

to =

Explanation:

to = the value of ‘t’ count

Mx = Mean variable of experimental class

M2y = Mean variable of controlled class

SEMx = Standard error of experimental class

SEMy = Standard error of controlled class

Here is the table of the comparison scores between the two classes which is

used for calculating the data by using t-test formula:

Table 4.15

The Comparison of Students’ Gained Score between Students in the

Experimental and Controlled Class

No. Experimental

Class (X) Controlled Class (Y)

x (X-MX)

y (Y-MY)

x² y²

1 21 18 4.54285714 9 20.63755099 81 2 13 9 -3.45714286 0 11.95183675 0 3 24 8 7.54285714 -1 56.89469383 1 4 12 7 -4.45714286 -2 19.86612247 4 5 13 9 -3.45714286 0 11.95183675 0 6 13 20 -3.45714286 11 11.95183675 121 7 15 3 -1.45714286 -6 2.123265314 36 8 10 10 -6.45714286 1 41.69469391 1 9 15 3 -1.45714286 -6 2.123265314 36 10 22 10 5.54285714 1 30.72326527 1 11 17 7 0.54285714 -2 0.294693874 4 12 24 14 7.54285714 5 56.89469383 25

50  

The table 4.15 above is useful to the data by using t-test formula. There are

several steps to be taken before using t-test formula. They are determining mean,

deviation standard, standard error of mean, standard error of difference of mean,

determining to, and determining degrees of freedom. The following is the steps:

1. Determining Mean Variable X:

Mx = ∑

= = 16.46

2. Determining Mean Variable Y:

My = ∑

= = 9

13 16 13 -0.45714286 4 0.208979594 16 14 17 5 0.54285714 -4 0.294693874 16 15 11 21 -5.45714286 12 29.78040819 144 16 15 3 -1.45714286 -6 2.123265314 36 17 17 3 0.54285714 -6 0.294693874 36 18 22 1 5.54285714 -8 30.72326527 64 19 20 11 3.54285714 2 12.55183671 4 20 11 9 -5.45714286 0 29.78040819 0 21 17 4 0.54285714 -5 0.294693874 25 22 22 12 5.54285714 3 30.72326527 9 23 24 9 7.54285714 0 56.89469383 0 24 11 14 -5.45714286 5 29.78040819 25 25 11 12 -5.45714286 3 29.78040819 9 26 16 2 -0.45714286 -7 0.208979594 49 27 16 6 -0.45714286 -3 0.208979594 9 28 18 11 1.54285714 2 2.380408154 4 29 19 10 2.54285714 1 6.466122434 1 30 17 5 0.54285714 -4 0.294693874 16 31 20 11 3.54285714 2 12.55183671 4 32 17 16 0.54285714 7 0.294693874 49 33 17 10 0.54285714 1 0.294693874 1 34 12 6 -4.45714286 -3 19.86612247 9 35 11 8 -5.45714286 -1 29.78040819 1 36 4 -5 25 Ƹ 576 324 592.6857143 862

Mean 16.45714286 9 16.93387755 25.8125

51  

3. Determining Deviation Standard of Score of Variable X:

SDx = ∑

= .

= √16.933 = 4.11

4. Determining Deviation Standard of Score of Variable Y:

SDy = ∑

= =√23.94 = 4.89

5. Determining Standard Error of Mean Variable X:

SEMx = = .

√ =

.

√ =

.

. = 0.70

6. Determining Standard Error of Mean Variable Y:

SEMy = = .

√ =

.

√ =

.

. = 0.83

7. Determining Standard Error of difference of Mean Variable X and Mean

Variable Y:

SEMx - My =

= 0.70 0.83

= √0.49 0.69

= √1.18

= 1.08

8. Determining to with formula:

to =

= .

.

= .

.

52  

= 6.91

9. Determining degree of freedom:

df = (N1 + N2) – 2

= (35 + 36) – 2

= 71 – 2

= 69

Based on the calculation above, it shows that the result of the t-test from the

experimental and controlled class is 6.91. The degree of freedom (df) is 69 and

ttable from the df 69 by using the degree of significance 5% is 1.667.

The statistical hypothesis of this research can be seen as follows:

1. Null Hypothesis (Ho): There is no significant difference between the result

after teaching writing recount text by using guided question technique and

without using guided question technique at the eighth grade students of MTs.

Negeri 13 Jakarta.

2. Alternative Hypothesis (Ha): There is a significant difference between the

result after teaching writing recount text by using guided question technique

and without using guided question technique at the eighth grade students of

MTs. Negeri 13 Jakarta.

The criteria used to prove the hypothesis is as follow:

a. If t-test (to) > t- table (tt) in significance degree 5%, null hypothesis (Ho) is

rejected or alternative hypothesis (Ha) is accepted.

b. If t-test (to) < t- table (tt) in significance degree 5%, null hypothesis (Ho) is

accepted.

Based on the description of the calculation above, it can be concluded that:

1. The value of ttable in significance 5% is 1.667.

2. The value of to is 6.91

3. So, the result is 6.91 > 1.667. It means that to is higher than ttable.

53  

Thus, it can be summarized that to > ttable (6.91 > 1.667). It means that the

null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted.

It means that there is a significant difference between the result after teaching

writing recount text by using guided question technique and without using

guided question technique at the eighth grade students of MTs. Negeri 13 Jakarta.

C. Data Interpretation

The discussion of this research is based on the research question which is to

find out the effectiveness of using guided question technique on students’

writing skill of recount text at the eight grade students of MTs. Negeri 13 Jakarta.

Based on the post-test result, it was known that the students’ score in writing

recount text showed the differences in both experimental and controlled class.

The mean score of post-test, the experimental class had 76.91 and controlled

class had 70.28. The post-test mean score in the experimental was higher than

controlled class.

The experimental class had 35 students and the controlled class had 36

students. Therefore, degree of freedom (df) was (35+36) – 2 = 69. The ttable with

df 69 at level of significance 5% is 1.667. The to in this research was 6.91.

Therefore, to was higher than ttable (6.91>1.667), which means that the null

hypothesis (H0) is rejected and alternative hypothesis (Ha) ia accepted. It means

that there is a significant difference between the result after teaching writing

recount text by using guided question technique and without using guided

question technique at the eighth grade students of MTs. Negeri 13 Jakarta.

From those result, it can be interpreted that the mean of post-test score in

the experimental and controlled class increased better than the mean of pre-test

score. Although the mean of post-test score of both classes increased, the

experimental class has the higher improvement than the controlled class. Thus,

it can be concluded that guided question technique is effective on students

writing skill of recount text at the eighth grade students of MTs. Negeri 13

Jakarta.

54  

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

The students’ difficulty in writing recount text is caused by some problems.

One of them is students got confused of what they wanted to write and start

writing. It was because they did not know the technique to start and organize

their ideas easier in writing recount text. Thus, the writer applied guided question

technique to make students easier to start writing. Guided question technique

gave a chance to the students to organize their ideas before writing recount text

in paragraph.

Based on the research conducted at the eighth grade students of MTs. Negeri

13 Jakarta, it can be concluded that using guided question technique is effective

on students’ writing skill of recount text. Using guided question technique has

good effects on teaching writing recount text. It can improve students’ writing

skill of recount text. Based on the data in this research showed that students’

mean score of post-test in experimental class (76.91) with the average of gained

score (16.46) was higher than mean score of post-test in controlled class (70.28)

with the average of gained score (9). The result of the statistic calculation

indicated that the value of to = 6.91 and the ttable of degree of freedom (df) 69

with the level of significance 5% is 1.667. Therefore, to was higher than ttable

(6.91 > 1.667). So, the alternative hypothesis (Ha) was accepted. It means that

there was significant difference between the students who were taught writing

recount text by using guided question technique and without guided question

technique.

After doing the research and anlyzing, the writer draws a conclusion that

using guided question technique is effective on students’ writing skill of recount

text at the eighth grade students of MTs. Negeri 13 Jakarta. It was proven by the

research finding that the students showed their significant improvement in

writing recount text.

55  

B. Suggestions

After conducting the research, suggestions can be showed related to research

findings and discussion as follows:

1. The teacher should use guided question technique in teaching writing

recount text to help students generate their ideas easier before making a

recount text become a paragraph.

2. The teacher should be more creative in teaching writing because teacher has

an important role in teaching writing.

3. The students should also have more practice in writing because writing is

not an automatic process. They can have more practice in writing recount

text by using guided question technique.

4. For further researchers, they should assess the students’ writing test with

more than one scorer to prevent the subjectivity of scoring because the

weakness of this research is the scoring of students’ writing test. It was only

done by the writer. Besides, the future researchers can also have a research

by using guided question technique in teaching writing other texts beside

recount text.

56  

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57  

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Kebudayaan: Depdikbud.

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58  

Widdowson, H.G. 1978. Teaching Language as Communication. New York:

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59

 

APPENDICES

60  

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : MTs. Negeri 13 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII-B/1 (Experimental Class)

Materi Pokok : Recount Text

Alokasi Waktu : 6 x 80 menit

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam dalam jangkauan

pergaulan dan keberadaannya

3. Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,

budaya terkait fenomena dan kejadian tampak mata

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi Internasional.

2.3 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.4 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks recount

lisan dan tulis tentang pengalaman/kegiatan,/kejadian/peristiwa, sangat

pendek dan sederhana.

61  

4.6 Menyusun teks recount lisan dan tulis, sangat pendek dan sederhana,

tentang pengalaman/kegiatan,/kejadian/peristiwa, dengan memperhatikan

tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai

dengan konteks.

C. Indikator

1. Menyebutkan tujuan, struktur teks, dan unsur kebahasaan dari teks

recount tulis tentang pengalaman/kegiatan,/ kejadian/peristiwa sangat

pendek dan sederhana.

2. Mengidentifikasi tujuan, struktur teks, dan unsur kebahasaan dari teks

recount tulis tentang pengalaman/kegiatan,/ kejadian/peristiwa sangat

pendek dan sederhana.

3. Membuat teks recount tulis sederhana tentang

pengalaman/kegiatan,/kejadian/peristiwa, dengan memperhatikan

tujuan, struktur teks, dan unsur kebahasaan dengan menggunakan

teknik guided question.

D. Tujuan

1. Siswa mampu menyebutkan tujuan, struktur, unsur kebahasaan dari

teks recount

2. Siswa mampu mengidentifikasi tujuan, struktur, unsur kebahasaan dari

teks recount

3. Siswa mampu membuat recount tulis sederhana tentang

pengalaman/kegiatan,/kejadian/peristiwa, dengan memperhatikan

tujuan, struktur teks, dan unsur kebahasaan dengan menggunakan

teknik guided question.

E. Materi Pembelajaran

1. Materi Pertemuan kedua:

Recount Text

62  

Mark Anderson and Kathy Anderson stated that “a recount is a piece of text

that retells past events, usually in the order in which they occurred”.1

Generic Structure of Recount

Orientation

Orientation is an introduction or backround information of the

story. This part is always in the first paragraph of the text. This paragraph

can consist of one sentence but usually it consists of two or three

sentences. Moreover, this part needs the information of who is involved in

the story, when the event occurred, what happened, where the story took a

place, and sometimes the reson was for the event (why). This information

is important to make the reader know what the writer want to retell.

Series of events

This part tells the series of events that happened in the past. This is

arranged based on the chronological order.

Re-orientation and personal comment

Re-orientation is optional part in recount. This part is usually

written by rounding off the series of events. It refers some of the

information in the orientation of paragraph. Furthermore, the writer can

state his/her feeling or personal comment about the story occurred. 2

The example of Recount Text

Visiting My Grandmother's House Generic Structure

Last week I went to grandmother’s house in

Dukuh Katuk village. I went there by bus in the morning.

It took about 1 hour and 20 minutes until we got there.

The scenery is beautiful. There is a popular river. The

popular river is Katalanji.

Orientation

                                                            1 Mark and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p.

21. 2 Cliff Watt, Eric Hook, and Greg Anderson, Targeting Text: Recount, Procedure,

Exposition Middle Primary, (Blake Education, Green Giant Press: 2011), p.5.

63  

When I arrived, I immediately went to my

grandma's rice field. The scenery was very beautiful and

made me enjoy. Then I helped my grandmother to plant

seeds. I was very happy, because she taught me to plant it

well. After that, we returned home and then had a lunch.

The next morning my grandmother asked me to visit

Katanaji river. When we arrived, I was very surprised.

The water was clean, the temperature was cool and there

were many trees surrounded the river. She also asked me

to see the Canaries at the tree beside the river. When we

finished, we walked around and went home.

Series of Events

Unfortunately, I only have 2 days to spend the

holidays at my grandmother's house. After we had lunch,

I accompanied my grandmother to go to the station to

return home. It was the most memorable day for me.

Re-orientation

and personal

comment

Questions:

1. When did the writer visit her/his grandmother’s house?

2. How did the writer go there?

3. How long did the writer go there?

4. How was the view of the house there?

5. How many things do the writer at her/his grandmother’s house?

6. What did the writer do when she/he arrived? (the first thing)

7. What were the next things that the writer did there?

8. How did the writer feel about the day?

2. Materi Pertemuan Ketiga:

Language features of Recount Text

(past tense, adverb of time, and connecting words)

Simple past tense is used to express something that happened in the past.

The patterns for verbal sentence are:

64  

(+) S + V2 + O + ………

(-) S + DID + NOT + V1 + O + ……….

(?) DID + S + V1 + O + ……..? YES, S + DID

NO, S + DID NOT

For example:

(+) Dina visited Lake Toba last week

(-) Dina did not visit Lake Toba last week

(?) Did Dina visit Lake Toba last week? Yes, she did

No, she did not

The patterns for nominal sentence are:

Bentuk Rumus Contoh Kalimat

+ S + was/were + nominal I was there but you did not see me

- S + was/were + not + nominalYou were not at the class when I

came

? Was/were + S + nominal? Was the case hard to solve?

Adverb of time yang biasanya digunakan: yesterday, last week, last ……, two

days ago, …….. ago.

Connecting words is the words used to start, connect a sentence with the

next one, and an explanation. The words are first, then, after that, finally, etc.

Camping

(.......weekend), my friends and I went camping. We (...............) the

camping ground after we (.................) for about one and a half hour from the

parking lot. We (............) the camp next to a small river. It (.......) getting

darker and colder, so we (................) a fire camp.

(The.........day), we (..........) our time observing plantation and insects

65  

while the girls (...........) preparing meals. In the afternoon we (..........) to the

river and (........) some fish for supper. At (...........), we (.........) a fire camp

night. We sang, danced, read poetry, played magic tricks, and even some of us

performed a standing comedy.

On Monday, we (............) our bags and got ready to go home. It (.........)

an interesting day camping with my school’s friends.

Answers:

1. Last

2. Reached

3. Walked

4. Built

5. Was

6. Built

7. Next

8. Spent

9. Were

10. Went

11. Caught

12. Night

13. Held

14. Packed

15. Was

3. Materi Pertemuan Keempat

Membuat 5W+1H questions by using past tense

Kalimat

Positif (+)

Fungsi Kalimat Interogatif (?)

S + be Menanyakan

subject

Who/What + be(was/were)

Whose/Which + noun + be(was/were)

Menanyakan

adverb

When/Where/Why + be(was/were) + S

How + adverb(much/far/…) + be(was/were) + S

S + verb-2 Menanyakan

subject

Who/What + V2

Whose/Which + noun + V2

Menanyakan

object

Who/What + did + S + bare infinitive ?

Whose/Which + noun + did + S + bare infinitive

Menanyakan

adverb

When/Where/Why + did + S + bare infinitive

How + adverb(long/slowly/…) + did + S + bare

66  

infinitive

Contoh Kalimat (+) Fungsi Contoh Wh- Question

The children were at

the beach yesterday

(Anak-anak di pantai

kemarin.)

menanyakan

subject

Who were at the beach last holiday?

(Siapa yang ada di pantai kemarin?)

menanyakan

adverb

When were the children at the beach?

(Kapan anak-anak di pantai?)

Where were the children yesterday?

(Dimana anak-anak kemarin?)

This holiday was the

best holiday this

year.

(Liburan ini liburan

terbaik tahun ini)

menanyakan

subject

Which holiday was the best holiday

this year?

(Liburan mana liburan terbaik tahun

ini?)

Menanyakan

adverb

When was this holiday the best

holiday?

(Kapan liburan ini liburan terbaik?)

The new secretary

worked well enough

yesterday.

(sekretaris baru

bekerja cukup baik

kemarin.)

Menanyakan

subject

Who worked well enough yesterday?

(Siapa yang bekerja cukup baik

kemarin?)

Menanyakan

adverb

When did the new secretary work well

enough?

(Kapan sekretaris baru bekerja dengan

cukup baik?)

How well did the new secretary work

yesterday?

(Seberapa baik sekretaris baru bekerja

kemarin?)

She got ten dollars

after going to

grandma’s house

Menanyakan

subject

Who got ten dollars after going to

grandma’s house?

(Siapa yang mendapatkan

67  

(Dia mendapatkan

lima dolar setelah

pergi ke rumah

nenek)

lima dolar setelah pergi ke rumah

nenek?)

Menanyakan

object

What did she get after going to

grandma’s house?

(Apa yang dia dapat setelah ke rumah

nenek?)

He borrowed his

friend’s car for

several weeks.

(Dia meminjam

mobil temannya

selama beberapa

minggu.)

Menanyakan

object

(possessive)

Whose car did he borrow for several

weeks?

(Mobil siapa yang dia pinjam selama

beberapa minggu?)

4. Materi pertemuan kelima:

The example of Recount Text3

My Holiday

Last week, I went to Mount Bromo. I stayed at my friend’s house in

Probolinggo, East Java. The house has a big garden with colourful flowers and

a small pool.

In the morning, my friend and I saw Mount Batok. The scenery was very

beautiful. We rode on horseback. It was scary, but it was fun. Then, we went to

get a closer look at the mountain. We took pictures of the beautiful scenery

there. After that, we took a rest and had lunch there under a big tree. Before we

got home, we went to the zoo at Wonokromo. We went home in the afternoon.

We were very tired. However, I think it was really fun to have a holiday

like this. I hope my next holiday will be more interesting.

                                                            3 Joko Priyana, Arnys R Irjayanti, and Virga Renitasari, Scaffolding English for Junior

High School Students, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 69.

68  

Questions:

1. Where did the writer go last week?

2. Where did he stay?

3. What did the writer do in the morning?

4. How did the writer feel when he rode on horseback?

5. Where did the writer and his friend go before they got home?

6. What did the writer think about this holiday?

F. Media, Alat, Bahan dan Sumber Pembelajaran

1. Media : Laptop, LCD, papan tulis, power point, dan printed

material

2. Alat/bahan : Spidol, pre-test and post-test form, pulpen

3. Sumber Pembelajaran: Buku Belajar Siswa, Scaffolding English for

Junior High School Students,

http://enengiif.blogspot.co.id/2013/11/text-recount-holiday-to-my-

grandmothers.html

http://inggrisonline.com/pengertian-rumus-simple-past-tense-fungsi-dan-

contoh-kalimat/

http://www.belajarbahasainggris.us/2012/02/contoh-teks-recount-

camping.html

http://www.wordsmile.com/rumus-contoh-kalimat-wh-question-simple-

past-tense

G. Model/metode Pembelajaran

1. Scientific approach

2. Teknik guided question

69  

H. Langkah-langkah Kegiatan Pembelajaran

Pertemuan Pertama (Pre-test)

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru memberi salam dan menyapa siswa dengan

bahasa inggris

- Guru memperkenalkan diri dan menjelaskan

maksud dan tujuan kedatangannya

- Guru bertanya kepada siswa tentang apa yang

mereka ketahui dari teks recount

- Guru menyiapkan lembar pre-test

10 Menit

Inti

Mengamati:

- Siswa mendengarkan penjelasan guru tentang

lembar writing pre-test yang akan dikerjakan

Menanya:

- Siswa bertanya jika ada yang belum dipahami

tentang lembar pre-test yang akan dikerjakan

Mengeksplorasi:

- Siswa mengerjakan lembar writing pre-test dengan

topik ‘going to the shopping centre’

Mengkomunikasikan:

- Siswa mengumpulkan lembar writing pre-test yang

telah dikerjakan dan guru menyimpulkan dari

kegiatan pre-test tersebut

60 Menit

Penutup

- Guru memberitahu siswa bahwa 5 pertemuan

selanjutnya akan ada pembelajaran lebih lanjut

tentang menulis teks recount

- Guru mengucapkan terima kasih dan mengakhiri

dengan salam

10 menit

70  

Pertemuan Kedua

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru masuk kelas dengan mengucap salam dan

memberikan sapaan dalam bahasa inggris

- Guru menjelaskan sedikit gambaran apa yang akan

dipelajari hari ini

- Guru menyiapkan media power point

10 menit

Inti

Mengamati:

- Siswa mendengarkan penjelasan guru mengenai

pengertian, tujuan, dan struktur dari recount text

melalui media power point yang ditampilkan oleh

guru

- Siswa mengamati penjelasan contoh recount text

‘visiting grandmother’s house’ yang diberikan oleh

guru di layar dan berdiskusi menentukan makna

dan struktur teks dengan bimbingan guru

- Siswa memperhatikan penjelasan guru mengenai

komponen 5W+1H yang terdapat dalam struktur

teks yang ditampilkan di layar tersebut

- Siswa memperhatikan penjelasan penggunaan kata

kerja bentuk kedua pada teks yang di contohkan di

layar

Menanya:

- Guru mengarahkan siswa untuk bertanya tentang

struktur teks dan hal mengenai teks recount yang

ditampilkan di layar yang belum dipahami oleh

siswa

- Guru bertanya kembali kepada siswa

menggunakan 5W+1H tentang teks yang

ditampilkan di layar tersebut dan siswa menjawab

60 menit

71  

Mengeksplorasi:

- Siswa diminta untuk mengingat cerita yang pernah

mereka alami sesuai dengan contoh recount text

tentang visiting grandmother or other family’s

house

- Siswa menjawab guided questions (5W+1H

questions) yang diberikan oleh guru mengenai

topik ‘visiting grandmother or other family’s

house’

- Siswa menuliskan jawaban dari guided questions

tersebut menjadi kalimat-kalimat untuk menyusun

sebuah recount text sederhana

Mengasosiasi:

- Setelah menulis kalimat dari jawaban dari guided

questions tersebut, siswa diminta untuk menyusun

kalimat-kalimat tersebut seperti contoh sehingga

menjadai recount text sederhana

- Setelah disusun, guru meminta siswa untuk

menukar hasil tulisan dengan teman sebangkunya

untuk diperiksa struktur, komponen 5W+1H, serta

kata kerja bentuk kedua

- Siswa mendapatkan feedback dari teman sebangku

dan juga guru dalam bentuk komentar tentang

hasil tulisan mereka

Mengkomunikasikan:

- Setelah setiap siswa mendapatkan kembali hasil

kerjanya, setiap siswa diminta untuk ‘revising’ dan

‘editing’ berdasarkan feedback yang diberikan

Penutup

- Guru memberi kesempatan kepada siswa untuk

menanyakan hal yang belum mereka pahami

tentang pelajaran hari ini

10 menit

72  

- Guru membimbing siswa bersama-sama

menyimpulkan pelajaran hari ini

- Guru mengucap salam

Pertemuan Ketiga:

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru masuk kelas dengan mengucap salam dan

memberikan sapaan dalam bahasa inggris

- Guru mereview sedikit tentang pelajaran

sebelumnya

- Guru menyiapkan media power point

10 menit

Inti

Mengamati:

- Siswa memperhatikan penjelasan guru mengenai

past tense baik yang menggunakan kata kerja

maupun tidak, melalui media power point

- Siswa mendengarkan penjelasan guru mengenai

kata keterangan dan kata hubung yang banyak

digunakan dalam recount text

Menanya:

- Guru mengarahkan siswa untuk bertanya tentang

past tense, kata keterangan, dan kata hubung yang

belum dipahami oleh siswa

Mengeksplorasi:

- Siswa dibagi menjadi 8 kelompok dan diberikan

lembar paragraf recount text rumpang tentang

topik camping dan diminta untuk melengkapi

dengan kata kerja bentuk dua/keterangan/kata

hubung

- Setelah mengerjakan, siswa diminta untuk

mencatat kata kerja apa saja yang dapat digunakan

dalam cerita dengan topik camping dalam

60 menit

73  

kelompok mereka masing-masing

- Siswa dalam kelompok diminta untuk mengingat

kembali cerita tentang camping yang pernah

mereka alami

- Siswa berkelompok menjawab guided questions

(5W+1H questions) yang diberikan oleh guru

mengenai topik camping

- Siswa menuliskan jawaban dari guided questions

tersebut dengan menggunakan kata kerja yang

telah mereka catat di kertas yang telah diberikan

oleh guru

Mengasosiasi:

- Setelah menulis kalimat dari jawaban guided

questions tersebut, siswa dalam kelompok diminta

untuk menyusun kalimat-kalimat tersebut seperti

contoh sehingga menjadi sebuah recount text

sederhana

- Setelah disusun, guru meminta siswa untuk

menukar hasil dengan kelompok lain dan

mengoreksi recount text rumpang yang telah

dikerjakan serta tulisan recount text mereka baik

dari segi kebahasaan maupun struktur teks

- Siswa mendapatkan feedback dari kelompok lain

serta guru dalam bentuk komentar jika ada

kesalahan dalam tulisan

Mengkomunikasikan:

- Setelah kelompok siswa mendapatkan kembali

hasil kerja kelompoknya, mereka diminta untuk

‘revising’ dan ‘editing’ berdasarkan feedback yang

diberikan

Penutup - Guru memberi kesempatan kepada siswa untuk 10 menit

74  

menanyakan hal yang belum mereka pahami

tentang pelajaran hari ini

- Guru membimbing siswa bersama-sama

menyimpulkan pelajaran hari ini

- Guru mengucap salam

Pertemuan Keempat:

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru masuk kelas dengan mengucap salam dan

memberikan sapaan dalam bahasa inggris

- Guru mereview sedikit tentang pelajaran kemarin

mengenai unsur kebahasaan recount text

- Guru menyiapkan power point

10 menit

Inti

Mengamati:

- Siswa memperhatikan penjelasan guru tentang

perubahan pola kalimat positif past tense menjadi

kalimat interogatif yang dijelaskan melalui media

power point juga papan tulis

- Siswa mengamati cara penambahan 5W+1H

questions dalam bentuk interogatif past tense yang

dijelaskan oleh guru di papan tulis

- Siswa memperhatikan cara menjawab kalimat

dengan lengkap dari pertanyaan 5W+1H questions

dalam bentuk past tense yang di contohkan

Menanya:

- Guru mengarahkan siswa untuk bertanya jika ada

yang belum mereka pahami tentang perubahan

pola kalimat positif past tense menjadi kalimat

interogatif, penambahan 5W+1H questions serta

cara menjawab kalimat tersebut dengan lengkap

60 menit

75  

Mengeksplorasi:

- Siswa diberikan topik menulis recount text ‘going

to birthday party’ oleh guru di papan tulis

- Siswa diminta maju bergantian ke depan membuat

guided questions dengan topik tersebut seperti

yang dicontohkan guru dipertemuan sebelumnya

dengan menerapkan pengetahuan pembuatan

kalimat interogatif menggunakan 5W+1H dengan

menyesuaikan struktur recount text

- Siswa bersama-sama dengan guru mengoreksi

hasil pembuatan guided questions tersebut di

papan tulis

- Setelah itu, siswa menjawab guided questions

(5W+1H questions) yang dibuat tersebut dengan

jawaban sesuai tensis dan lengkap secara

individual

Mengasosiasi:

- Setelah menulis kalimat dari jawaban dari guided

questions tersebut, siswa diminta untuk menyusun

kalimat-kalimat tersebut seperti contoh sehingga

menjadi recount text sederhana dengan

menggunakan connecting words yang dipelajari

sebelumnya

- Siswa diminta untuk memeriksa kembali hasil

recount text sederhana yang mereka buat

Mengkomunikasikan:

- Setelah setiap siswa memeriksa, hasil recount text

sederhana tersebut dikumpulkan kepada guru untuk

diberikan feedback atas hasil tulisan mereka

Penutup - Guru memberi kesempatan kepada siswa untuk

menanyakan hal yang belum mereka pahami

10 menit

76  

tentang pelajaran hari ini

- Guru membimbing siswa bersama-sama

menyimpulkan pelajaran hari ini

- Guru mengucap salam

Pertemuan Kelima

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru masuk kelas dengan mengucap salam dan

memberikan sapaan dalam bahasa inggris

- Guru mereview tentang struktur recount, unsur

kebahasaan, dan penggunaan 5W+1H

- Guru menyiapkan media power point

10 menit

Inti

Mengamati:

- Siswa memperhatikan arahan guru untuk

mengerjakan soal recount text yang diberikan di

layar dengan menggunakan power point

- Siswa membaca soal-soal yang diberikan oleh guru

di layar tersebut

Menanya:

- Guru mengarahkan siswa untuk bertanya jika ada

yang belum mereka pahami mengenai soal recount

text tersebut

Mengeksplorasi:

- Siswa mengerjakan soal-soal yang diberikan

tersebut secara individual

- Setelah selesai mengerjakan, siswa diberikan topik

menulis recount text ‘going to a friend’s house’

oleh guru di papan tulis

- Siswa diminta membuat guided questions dengan

topik tersebut seperti pertemuan sebelumnya

60 menit

77  

dengan menerapkan pengetahuan pembuatan

kalimat interogatif menggunakan 5W+1H

questions dengan menyesuaikan struktur recount

text yang akan dibuat

- Setelah itu, siswa menjawab guided questions

(5W+1H questions) yang dibuat tersebut dengan

jawaban sesuai tenses dan lengkap secara

individual

Mengasosiasi:

- Setelah menulis kalimat dari jawaban guided

questions tersebut, siswa diminta untuk menyusun

kalimat-kalimat tersebut sehingga menjadi recount

text sederhana dengan menggunakan connecting

words yang dipelajari sebelumnya

- Siswa diminta untuk memeriksa kembali hasil

recount text sederhana yang mereka buat

- Setelah setiap siswa memeriksa, hasil mengerjakan

soal dari recount text dan membuat recount text

sederhana tersebut dikumpulkan kepada guru

- Kemudian, siswa mengoreksi hasil tulisan recount

text mereka yang dibagikan kembali secara acak

oleh guru

- Siswa yang mengoreksi harus memberikan

feedback tulisan tersebut baik segi struktur, unsur

bahasa, dan sebagainya

Mengkomunikasikan:

- Kemudian, siswa dibagikan kembali hasil tulisan

yg dikoreksi temannya dan melakukan ‘revising’

dan ‘editing’ dari feedback yang di dapat setelah itu

dikumpulkan ke guru

Penutup - Guru memberi kesempatan kepada siswa untuk 10 menit

78  

menanyakan hal yang belum mereka pahami

tentang pelajaran hari ini

- Guru membimbing siswa bersama-sama

menyimpulkan pelajaran hari ini

- Guru mengingatkan akan ada writing post-test di

pertemuan selanjutnya

- Guru mengucap salam

Pertemuan keenam (Post-test)

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru memberi salam dan menyapa siswa dengan

bahasa inggris

- Guru bertanya kepada siswa tentang liburan ke

tempat rekreasi yang pernah siswa kunjungi dan

apa saja yang mereka lakukan disana

- Guru menyiapkan lembar post-test dan

membagikannya kepada siswa

10 Menit

Inti

Mengamati:

- Siswa mendengarkan penjelasan guru tentang

lembar writing post-test dengan topik ‘going to the

recreation place’ yang akan dikerjakan

Menanya:

- Siswa bertanya jika ada yang belum dipahami

tentang lembar post-test yang akan dikerjakan

Mengeksplorasi:

- Siswa mengerjakan lembar writing post-test dengan

topik ‘going to the recreation place’ dengan

menggunakan teknik guided question seperti yang

sering digunakan dipertemuan sebelumnya

Mengasosiasi:

60 Menit

79  

- Siswa menyusun kalimat-kalimat tersebut menjadi

sebuah recount text sederhana dengan

menggunakan connecting words yang sudah

dipelajari

Mengkomunikasikan:

- Siswa mengumpulkan lembar writing post-test

yang telah dikerjakan dan guru menyimpulkan dari

kegiatan post-test tersebut

Penutup

- Guru memberitahu siswa bahwa pertemuan telah

selesai

- Guru mengucapkan terima kasih kepada siswa atas

partisipasinya dan mengakhiri dengan meminta

maaf dan salam

10 menit

I. Penilaian

Rubric of Scoring Writing4

CONTENT

30 – 27 EXCELLENT TO VERY GOOD:

knowledgeable, substansive, through

development of thesis, relevant to assigned

topic

26 – 22 GOOD TO AVERAGE: some knowledge of

subject, adequete range, limited

development thesis, mostly relevant to topic

but lacks detail

21 – 17 FAIR TO POOR: limited knowledge of

subject, little substance, inadequete

development of topic

16 – 13 VERY POOR: does not show knowledge of

                                                            4 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press:

2002), p.116.

80  

subject, non-substantive, not pertinent, or

not enough to evaluate

ORGANIZATION

20 – 18 EXCELLENT TO VERY GOOD: fluent

expression, ideas clearly stated/supported,

succinct, well-organized, logical sequencing,

cohesive

17 – 14 GOOD TO AVERAGE: somewhat choppy,

loosely organized but main ideas stand out ,

limited support, logical but incomplete

sequencing

13 – 10 FAIR TO POOR: non-fluent, ideas confused

or disconnected, lacks logical sequencing

and development

9 – 7 VERY POOR: does not communicate, no

organization, or not enough to evaluate

VOCABULARY

20 – 18 EXCELLENT TO VERY GOOD:

sophisticated range, effective word/idiom

choice and usage, word form mastery,

appropriate register

17 – 14 GOOD TO AVERAGE: adequete range,

occasional errors of word/idiom form,

choice, usage, meaning confused or

obscured

13 – 10 FAIR TO POOR: limited range, frequent

errors of word/idiom form, choice, usage,

meaning confused or obscured

9 – 7 VERY POOR: essentially translation, little

knowledge of english vocabulary, idiom,

word form, or not enough

25 – 22 EXCELLENT TO VERY GOOD: effective

81  

LANGUAGE USE

complex constructions, few errors of

agreement, tense, number, word

order/function, articles, pronouns,

prepositions

21 – 18 GOOD TO AVERAGE: effective but simple

constructions, minor problems in complex

contructions, several errors of agreement,

tense, number, word order/function, articles,

pronouns, prepositions, but meaning seldom

obscured

17 – 11 FAIR TO POOR: major problems in

simple/complex contructions, frequent errors

of negation, agreement, tense, number, word

order/function, articles, pronouns,

prepositions and/or fragments, run ons,

deletions, meaning confused or obscured

10 – 5 VERY POOR: virtually no mastery of

sentence contruction rules, dominated by

errors, does not communicate, or not enough

to evaluate

MECHANICS

5 EXCELLENT TO VERY GOOD:

demonstrate matery of conventions, few

errors of spelling, punctuation,

capitalization, paragraphing

4 GOOD TO AVERAGE: occasional errors of

spelling, punctuation, capitalization,

paragraphing, but meaning not obscured

3 FAIR TO POOR: frequent errors of spelling,

punctuation, capitalization, paragraphing,

poor handwriting, meaning confused or

82  

obscured

2 VERY POOR:no mastery conventions,

dominated by errors of spelling,

punctuation, capitalization, paragraphing,

handwriting illegible, or not enough evaluate

Jakarta, 27 Oktober 2016

Mengetahui,

Guru Mata Pelajaran Peneliti

Siti Nurma Khoirunnisa, S.Pd. Amalia

NIP. 198009132003122001

83  

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : MTs. Negeri 13 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII-A/1 (Controlled Class)

Materi Pokok : Recount Text

Alokasi Waktu : 6 x 80 menit

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam dalam jangkauan

pergaulan dan keberadaannya

3. Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,

budaya terkait fenomena dan kejadian tampak mata

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori

B. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi Internasional.

2.3 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.4 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks recount

lisan dan tulis tentang pengalaman/kegiatan,/kejadian/peristiwa, sangat

pendek dan sederhana.

84  

4.6 Menyusun teks recount lisan dan tulis, sangat pendek dan sederhana,

tentang pengalaman/kegiatan,/kejadian/peristiwa, dengan memperhatikan

tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai

dengan konteks.

C. Indikator

1. Menyebutkan tujuan, struktur teks, dan unsur kebahasaan dari teks

recount tulis tentang pengalaman/kegiatan,/ kejadian/peristiwa sangat

pendek dan sederhana.

2. Mengidentifikasi tujuan, struktur teks, dan unsur kebahasaan dari teks

recount tulis tentang pengalaman/kegiatan,/ kejadian/peristiwa sangat

pendek dan sederhana.

3. Membuat teks recount tulis sederhana tentang

pengalaman/kegiatan,/kejadian/peristiwa, dengan memperhatikan

tujuan, struktur teks, dan unsur kebahasaan.

D. Tujuan

1. Siswa mampu menyebutkan tujuan, struktur, unsur kebahasaan dari

teks recount

2. Siswa mampu mengidentifikasi tujuan, struktur, unsur kebahasaan dari

teks recount

3. Siswa mampu membuat recount tulis sederhana tentang

pengalaman/kegiatan,/kejadian/peristiwa, dengan memperhatikan

tujuan, struktur teks, dan unsur kebahasaan.

E. Materi Pembelajaran

1. Materi Pertemuan kedua:

Recount Text

85  

Mark Anderson and Kathy Anderson stated that “a recount is a piece of text

that retells past events, usually in the order in which they occurred”.1

Generic Structure of Recount

Orientation

Orientation is an introduction or backround information of the

story. This part is always in the first paragraph of the text. This paragraph

can consist of one sentence but usually it consists of two or three

sentences. Moreover, this part needs the information of who is involved in

the story, when the event occurred, what happened, where the story took a

place, and sometimes the reson was for the event (why). This information

is important to make the reader know what the writer want to retell.

Series of events

This part tells the series of events that happened in the past. This is

arranged based on the chronological order.

Re-orientation and personal comment

Re-orientation is optional part in recount. This part is usually

written by rounding off the series of events. It refers some of the

information in the orientation of paragraph. Furthermore, the writer can

state his/her feeling or personal comment about the story occurred. 2

The example of Recount Text

Visiting My Grandmother's House Generic Structure

Last week I went to grandmother’s house in

Dukuh Katuk village. I went there by bus in the morning.

It took about 1 hour and 20 minutes until we got there.

The scenery is beautiful. There is a popular river. The

popular river is Katalanji.

Orientation

                                                            1 Mark and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p.

21. 2 Cliff Watt, Eric Hook, and Greg Anderson, Targeting Text: Recount, Procedure,

Exposition Middle Primary, (Blake Education, Green Giant Press: 2011), p.5.

86  

When I arrived, I immediately went to my

grandma's rice field. The scenery was very beautiful and

made me enjoy. Then I helped my grandmother to plant

seeds. I was very happy, because she taught me to plant it

well. After that, we returned home and then had a lunch.

The next morning my grandmother asked me to visit

Katanaji river. When we arrived, I was very surprised.

The water was clean, the temperature was cool and there

were many trees surrounded the river. She also asked me

to see the Canaries at the tree beside the river. When we

finished, we walked around and went home.

Series of Events

Unfortunately, I only have 2 days to spend the

holidays at my grandmother's house. After we had lunch,

I accompanied my grandmother to go to the station to

return home. It was the most memorable day for me.

Re-orientation

and personal

comment

Questions:

1. When did the writer visit her/his grandmother’s house?

2. How did the writer go there?

3. How long did the writer go there?

4. How was the view of the house there?

5. How many things do the writer do at her/his grandmother’s house?

6. What did the writer do when she/he arrived? (the first thing)

7. What were the next things that the writer did there?

8. How did the writer feel about the day?

Make a simple recount text about visiting your grndmother or other family’s

house by concerning the structure of the text!

2. Materi Pertemuan Ketiga:

Language features of Recount Text

87  

(past tense, adverb of time, and connecting words)

Simple past tense is used to express something that happened in the past.

The patterns for verbal sentence are:

(+) S + V2 + O + ………

(-) S + DID + NOT + V1 + O + ……….

(?) DID + S + V1 + O + ……..? YES, S + DID

NO, S + DID NOT

For example:

(+) Dina visited Lake Toba last week

(-) Dina did not visit Lake Toba last week

(?) Did Dina visit Lake Toba last week? Yes, she did

No, she did not

The patterns for nominal sentence are:

Bentuk Rumus Contoh Kalimat

+ S + was/were + nominal I was there but you did not see me

- S + was/were + not + nominalYou were not at the class when I

came

? Was/were + S + nominal? Was the case hard to solve?

Adverb of time yang biasanya digunakan: yesterday, last week, last ……, two

days ago, …….. ago.

Connecting words is the words used to start, connect a sentence with the

next one, and an explanation. The words are first, then, after that, finally, etc.

Camping

(.......weekend), my friends and I went camping. We (...............) the

camping ground after we (.................) for about one and a half hour from the

parking lot. We (............) the camp next to a small river. It (.......) getting

88  

darker and colder, so we (................) a fire camp.

(The.........day), we (..........) our time observing plantation and insects

while the girls (...........) preparing meals. In the afternoon we (..........) to the

river and (........) some fish for supper. At (...........), we (.........) a fire camp

night. We sang, danced, read poetry, played magic tricks, and even some of us

performed a standing comedy.

On Monday, we (............) our bags and got ready to go home. It (.........)

an interesting day camping with my school’s friends.

Answers:

1. Last

2. Reached

3. Walked

4. Built

5. Was

6. Built

7. Next

8. Spent

9. Were

10. Went

11. Caught

12. Night

13. Held

14. Packed

15. Was

Make a simple recount text about camping in your life (one group, one text)!

3. Materi Pertemuan Keempat

Arrange the structure and change the underlined verbs into verb 2

My Birthday

There should be a storyteller in my party. Mommy have invited him to tell

many stories to my guests. Unluckily, only an hour before his coming he get an

accident. He is on his way to my party, when suddenly a motorcycle hit him

and make him injured.

Hello, my name is Lusi. I celebrate my thirteen birthday a month ago. My

89  

mom and grandpa made a special birthday party for me.

That is really the best birthday party I have ever had, and I am the happiest

person that night since my grandpa made me proud in front of my friends.

I was so sad imagining that my party would not be interesting for my

friends. I think they would be bored in the party. Until my grandpa come and

become my superhero. He invite all of my friends to sit in front of him and he

start to tell his funny stories. Everyone laugh. Everyone is happy.

Answers:

My Birthday

Hello, my name is Lusi. I celebrated my thirteen birthday a month ago. My

mom and grandpa made a special birthday party for me.

There should be a storyteller in my party. Mommy had invited him to tell

many stories to my guests. Unluckily, only an hour before his coming he got an

accident. He was on his way to my party, when suddenly a motorcycle hit him

and made him injured.

I was so sad imagining that my party would not be interesting for my

friends. I thought they would be bored in the party. Until my grandpa came and

became my superhero. He invited all of my friends to sit in front of him and he

started to tell his funny stories. Everyone laughed. Everyone was happy.

That was really the best birthday party I have ever had, and I was the

happiest person that night since my grandpa made me proud in front of my

friends.

Questions:

Make 10 sentences about birthday party in your life in the past form!

Then generate the sentences become a simple recount text!

90  

4. Materi pertemuan kelima:

The example of Recount Text3

My Holiday

Last week, I went to Mount Bromo. I stayed at my friend’s house in

Probolinggo, East Java. The house has a big garden with colourful flowers and

a small pool.

In the morning, my friend and I saw Mount Batok. The scenery was very

beautiful. We rode on horseback. It was scary, but it was fun. Then, we went to

get a closer look at the mountain. We took pictures of the beautiful scenery

there. After that, we took a rest and had lunch there under a big tree. Before we

got home, we went to the zoo at Wonokromo. We went home in the afternoon.

We were very tired. However, I think it was really fun to have a holiday

like this. I hope my next holiday will be more interesting.

Indentify the structure of the text!

List the verb 2 that used in the text, write the changes into the verb 1, and translate

the words!

Answer the Questions below:

1. Where did the writer go last week?

2. Where did he stay?

3. What did the writer do in the morning?

4. How did the writer feel when he rode on horseback?

5. Where did the writer and his friend go before they got home?

6. What did the writer think about this holiday?

Make a simple recount text about visiting a friend’s house!

F. Media, Alat, Bahan dan Sumber Pembelajaran

1. Media : Laptop, LCD, papan tulis, power point, dan printed

material

                                                            3 Joko Priyana, Arnys R Irjayanti, and Virga Renitasari, Scaffolding English for Junior

High School Students, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 69.

91  

2. Alat/bahan : Spidol, pre-test and post-test form, pulpen

3. Sumber Pembelajaran: Buku Belajar Siswa, Scaffolding English for

Junior High School Students,

http://enengiif.blogspot.co.id/2013/11/text-recount-holiday-to-my-

grandmothers.html

http://inggrisonline.com/pengertian-rumus-simple-past-tense-fungsi-dan-

contoh-kalimat/

http://www.belajarbahasainggris.us/2012/02/contoh-teks-recount-

camping.html

http://wwwjenisteksbahasainggris-bejo.blogspot.co.id/2011/04/recount-

text.html

G. Model/metode Pembelajaran

1. Scientific approach

2. Tanya jawab dan diskusi

H. Langkah-langkah Kegiatan Pembelajaran

Pertemuan Pertama (Pre-test)

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru memberi salam dan menyapa siswa dengan

bahasa inggris

- Guru memperkenalkan diri dan menjelaskan

maksud dan tujuan kedatangannya

- Guru bertanya kepada siswa tentang apa yang

mereka ketahui dari teks recount

- Guru menyiapkan lembar pre-test

10 Menit

Inti

Mengamati:

- Siswa mendengarkan penjelasan guru tentang

lembar writing pre-test yang akan dikerjakan

60 Menit

92  

Menanya:

- Siswa bertanya jika ada yang belum dipahami

tentang lembar pre-test yang akan dikerjakan

Mengeksplorasi:

- Siswa mengerjakan lembar writing pre-test dengan

topik ‘going to the shopping centre’

Mengkomunikasikan:

- Siswa mengumpulkan lembar writing pre-test yang

telah dikerjakan dan guru menyimpulkan dari

kegiatan pre-test tersebut

Penutup

- Guru memberitahu siswa bahwa 5 pertemuan

selanjutnya akan ada pembelajaran lebih lanjut

tentang menulis teks recount

- Guru mengucapkan terima kasih dan mengakhiri

dengan salam

10 menit

Pertemuan Kedua

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru masuk kelas dengan mengucap salam dan

memberikan sapaan dalam bahasa inggris

- Guru menjelaskan sedikit gambaran apa yang akan

dipelajari hari ini

- Guru menyiapkan media power point

10 menit

Inti

Mengamati:

- Siswa mendengarkan penjelasan guru mengenai

pengertian, tujuan, dan struktur dari recount text

melalui media power point yang ditampilkan oleh

guru

- Siswa mengamati penjelasan contoh recount text

60 menit

93  

‘visiting grandmother’s house’ yang diberikan oleh

guru di layar dan berdiskusi menentukan makna

dan struktur teks dengan bimbingan guru

- Siswa memperhatikan penjelasan penggunaan kata

kerja bentuk kedua pada teks yang di contohkan di

layar

Menanya:

- Guru mengarahkan siswa untuk bertanya tentang

struktur teks dan hal mengenai teks recount yang

ditampilkan di layar yang belum dipahami oleh

siswa

- Guru bertanya kembali kepada siswa

menggunakan 5W+1H tentang teks yang

ditampilkan di layar tersebut dan siswa menjawab

Mengeksplorasi:

- Siswa diminta untuk mengingat cerita yang pernah

mereka alami sesuai dengan contoh recount text

tentang visiting grandmother or other family’s

house

- Siswa menulis recount text sederhana tentang

visiting grandmother or other family’s house

Mengasosiasi:

- Setelah menulis, siswa menukar hasil tulisan

mereka dengan teman sebangkunya untuk

diperiksa struktur dan kata kerja bentuk kedua

- Siswa mendapatkan feedback dari teman sebangku

dan juga guru dalam bentuk komentar tentang

hasil tulisan mereka

Mengkomunikasikan:

- Setelah setiap siswa mendapatkan kembali hasil

kerjanya, setiap siswa diminta untuk ‘revising’ dan

94  

‘editing’ berdasarkan feedback yang diberikan

Penutup

- Guru memberi kesempatan kepada siswa untuk

menanyakan hal yang belum mereka pahami

tentang pelajaran hari ini

- Guru membimbing siswa bersama-sama

menyimpulkan pelajaran hari ini

- Guru mengucap salam

10 menit

Pertemuan Ketiga:

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru masuk kelas dengan mengucap salam dan

memberikan sapaan dalam bahasa inggris

- Guru mereview sedikit tentang pelajaran

sebelumnya

- Guru menyiapkan media power point

10 menit

Inti

Mengamati:

- Siswa memperhatikan penjelasan guru mengenai

past tense baik yang menggunakan kata kerja

maupun tidak, melalui media power point

- Siswa mendengarkan penjelasan guru mengenai

kata keterangan dan kata hubung yang banyak

digunakan dalam recount text

Menanya:

- Guru mengarahkan siswa untuk bertanya tentang

past tense, kata keterangan, dan kata hubung yang

belum dipahami oleh siswa

Mengeksplorasi:

- Siswa dibagi menjadi 8 kelompok dan diberikan

lembar paragraf recount text rumpang tentang

topik camping dan diminta untuk melengkapi

60 menit

95  

dengan kata kerja bentuk dua/keterangan/kata

hubung

- Setelah mengerjakan, siswa diminta untuk

mencatat kata kerja apa saja yang dapat digunakan

dalam cerita dengan topik camping dalam

kelompok mereka masing-masing

- Siswa dalam kelompok diminta untuk mengingat

kembali cerita tentang camping yang pernah

mereka alami

- Siswa berkelompok menulis recount text sederhana

dengan topik camping dengan menggunakan kata

kerja yang telah dicatat dengan memperhatikan

struktur dan unsur kebahasaan teks

Mengasosiasi:

- Setelah menulis, guru meminta siswa untuk

menukar hasil dengan kelompok lain dan

mengoreksi recount text rumpang yang telah

dikerjakan serta tulisan recount text mereka baik

dari segi kebahasaan maupun struktur teks

- Siswa mendapatkan feedback dari kelompok lain

serta guru dalam bentuk komentar jika ada

kesalahan dalam tulisan

Mengkomunikasikan:

- Setelah kelompok siswa mendapatkan kembali

hasil kerja kelompoknya, mereka diminta untuk

‘revising’ dan ‘editing’ berdasarkan feedback yang

diberikan

Penutup

- Guru memberi kesempatan kepada siswa untuk

menanyakan hal yang belum mereka pahami

tentang pelajaran hari ini

- Guru membimbing siswa bersama-sama

10 menit

96  

menyimpulkan pelajaran hari ini

- Guru mengucap salam

Pertemuan Keempat:

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru masuk kelas dengan mengucap salam dan

memberikan sapaan dalam bahasa inggris

- Guru mereview sedikit tentang pelajaran kemarin

mengenai unsur kebahasaan recount text

- Guru menyiapkan power point

10 menit

Inti

Mengamati:

- Siswa memperhatikan potongan-potongan teks

yang diberikan guru tentang birthday party yang

diacak struktur teks serta kata kerja masih dalam

bentuk satu yang ditampilkan dalam layar

- Siswa mendengarkan instruksi guru untuk

menentukan susunan struktur teks menjadi susunan

yang sempurna dan mengubah kata kerja ke dalam

bentuk dua

Menanya:

- Guru mengarahkan siswa untuk bertanya jika ada

yang belum mereka pahami tentang potongan-

potongan teks tentang birthday party yang

diberikan

Mengeksplorasi:

- Siswa menyusun struktur dan mengubah kata kerja

bentuk satu ke dalam bentuk 2 dengan berdiskusi

bersama teman sebangkunya

- Setelah menyusun dan mengubah kata kerja, siswa

60 menit

97  

secara individual diminta untuk membuat kalimat

dalam bentuk past tense sesuai dengan topik

birthday party yang pernah terjadi di dalam

hidupnya

Mengasosiasi:

- Setelah membuat kalimat, siswa diminta untuk

menyusun kalimat-kalimat tersebut menjadi

sebuah recount text sederhana dengan

memperhatikan struktur teks dan menggunakan

connecting words yang telah dipelajari

- Siswa diminta untuk memeriksa kembali hasil

recount text sederhana yang mereka buat

Mengkomunikasikan:

- Setelah setiap siswa memeriksa, hasil recount text

sederhana tersebut dikumpulkan kepada guru untuk

diberikan feedback atas hasil tulisan mereka

Penutup

- Guru memberi kesempatan kepada siswa untuk

menanyakan hal yang belum mereka pahami

tentang pelajaran hari ini

- Guru membimbing siswa bersama-sama

menyimpulkan pelajaran hari ini

- Guru mengucap salam

10 menit

Pertemuan Kelima

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru masuk kelas dengan mengucap salam dan

memberikan sapaan dalam bahasa inggris

- Guru mereview tentang struktur dan unsur

kebahasaan recount

- Guru menyiapkan media power point

10 menit

98  

Inti

Mengamati:

- Siswa memperhatikan arahan guru untuk

mengerjakan soal recount text yang diberikan di

layar dengan menggunakan power point

- Siswa membaca soal-soal yang diberikan oleh guru

di layar tersebut

Menanya:

- Guru mengarahkan siswa untuk bertanya jika ada

yang belum mereka pahami mengenai soal recount

text tersebut

Mengeksplorasi:

- Siswa mengerjakan soal-soal yang diberikan

tersebut secara individual dengan menjawab

pertanyaan yang diberikan, mengidentifikasi

struktur, serta mengubah kata kerja bentuk dua

menjadi bentuk pertama dengan dibantu oleh

arahan guru

- Setelah selesai mengerjakan, siswa diberikan topik

menulis recount text ‘going to a friend’s house’

oleh guru di papan tulis

- Siswa diminta membuat recount text sederhana

tentang topic yang telah diberikan tersebut

Mengasosiasi:

- Siswa diminta untuk memeriksa tulisan recount text

sederhana tentang birthday party yang telah mereka

buat

- Setelah setiap siswa memeriksa, hasil mengerjakan

soal dari recount text dan membuat recount text

sederhana tersebut dikumpulkan kepada guru

- Kemudian, siswa mengoreksi hasil tulisan recount

text mereka yang dibagikan kembali secara acak

60 menit

99  

oleh guru

- Siswa yang mengoreksi dengan harus memberikan

feedback tulisan tersebut baik segi struktur, unsur

bahasa, dan sebagainya

Mengkomunikasikan:

- Kemudian, siswa dibagikan kembali hasil tulisan

yg dikoreksi temannya dan melakukan ‘revising’

dan ‘editing’ dari feedback yang di dapat setelah itu

dikumpulkan ke guru

Penutup

- Guru memberi kesempatan kepada siswa untuk

menanyakan hal yang belum mereka pahami

tentang pelajaran hari ini

- Guru membimbing siswa bersama-sama

menyimpulkan pelajaran hari ini

- Guru mengingatkan akan ada writing post-test di

pertemuan selanjutnya

- Guru mengucap salam

10 menit

Pertemuan keenam (Post-test)

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan

- Guru memberi salam dan menyapa siswa dengan

bahasa inggris

- Guru bertanya kepada siswa tentang liburan ke

tempat rekreasi yang pernah siswa kunjungi dan

apa saja yang mereka lakukan disana

- Guru menyiapkan lembar post-test dan

membagikannya kepada siswa

10 Menit

Inti

Mengamati:

- Siswa mendengarkan penjelasan guru tentang

lembar writing post-test dengan topik ‘going to the

60 Menit

100  

recreation place’ yang akan dikerjakan

Menanya:

- Siswa bertanya jika ada yang belum dipahami

tentang lembar post-test yang akan dikerjakan

Mengeksplorasi:

- Siswa mengerjakan lembar writing post-test dengan

topik ‘going to the recreation place’ dengan

menggunakan teknik guided question seperti yang

sering digunakan dipertemuan sebelumnya

Mengasosiasi:

- Siswa menyusun kalimat-kalimat tersebut menjadi

sebuah recount text sederhana dengan

menggunakan connecting words yang sudah

dipelajari

Mengkomunikasikan:

- Siswa mengumpulkan lembar writing post-test

yang telah dikerjakan dan guru menyimpulkan dari

kegiatan post-test tersebut

Penutup

- Guru memberitahu siswa bahwa pertemuan telah

selesai

- Guru mengucapkan terima kasih kepada siswa atas

partisipasinya dan mengakhiri dengan meminta

maaf dan salam

10 menit

I. Penilaian

Rubric of Scoring Writing4

30 – 27 EXCELLENT TO VERY GOOD:

knowledgeable, substansive, through

                                                            4 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press:

2002), p.116.

101  

CONTENT

development of thesis, relevant to assigned

topic

26 – 22 GOOD TO AVERAGE: some knowledge of

subject, adequete range, limited

development thesis, mostly relevant to topic

but lacks detail

21 – 17 FAIR TO POOR: limited knowledge of

subject, little substance, inadequete

development of topic

16 – 13 VERY POOR: does not show knowledge of

subject, non-substantive, not pertinent, or

not enough to evaluate

ORGANIZATION

20 – 18 EXCELLENT TO VERY GOOD: fluent

expression, ideas clearly stated/supported,

succinct, well-organized, logical sequencing,

cohesive

17 – 14 GOOD TO AVERAGE: somewhat choppy,

loosely organized but main ideas stand out ,

limited support, logical but incomplete

sequencing

13 – 10 FAIR TO POOR: non-fluent, ideas confused

or disconnected, lacks logical sequencing

and development

9 – 7 VERY POOR: does not communicate, no

organization, or not enough to evaluate

20 – 18 EXCELLENT TO VERY GOOD:

sophisticated range, effective word/idiom

choice and usage, word form mastery,

appropriate register

17 – 14 GOOD TO AVERAGE: adequete range,

102  

VOCABULARY

occasional errors of word/idiom form,

choice, usage, meaning confused or

obscured

13 – 10 FAIR TO POOR: limited range, frequent

errors of word/idiom form, choice, usage,

meaning confused or obscured

9 – 7 VERY POOR: essentially translation, little

knowledge of english vocabulary, idiom,

word form, or not enough

LANGUAGE USE

25 – 22 EXCELLENT TO VERY GOOD: effective

complex constructions, few errors of

agreement, tense, number, word

order/function, articles, pronouns,

prepositions

21 – 18 GOOD TO AVERAGE: effective but simple

constructions, minor problems in complex

contructions, several errors of agreement,

tense, number, word order/function, articles,

pronouns, prepositions, but meaning seldom

obscured

17 – 11 FAIR TO POOR: major problems in

simple/complex contructions, frequent errors

of negation, agreement, tense, number, word

order/function, articles, pronouns,

prepositions and/or fragments, run ons,

deletions, meaning confused or obscured

10 – 5 VERY POOR: virtually no mastery of

sentence contruction rules, dominated by

errors, does not communicate, or not enough

to evaluate

103  

MECHANICS

5 EXCELLENT TO VERY GOOD:

demonstrate matery of conventions, few

errors of spelling, punctuation,

capitalization, paragraphing

4 GOOD TO AVERAGE: occasional errors of

spelling, punctuation, capitalization,

paragraphing, but meaning not obscured

3 FAIR TO POOR: frequent errors of spelling,

punctuation, capitalization, paragraphing,

poor handwriting, meaning confused or

obscured

2 VERY POOR:no mastery conventions,

dominated by errors of spelling,

punctuation, capitalization, paragraphing,

handwriting illegible, or not enough evaluate

Jakarta, 27 Oktober 2016

Mengetahui,

Guru Mata Pelajaran Peneliti

Siti Nurma Khoirunnisa, S.Pd. Amalia

NIP. 198009132003122001

104  

The Example of Guided Question

Topic : Visiting My Friend’s House

Questions:

1. When did you go to your friend’s house?

2. Where is your friend’s house?

3. How did you go there?

4. With whom did you go there?

5. Why did you go there?

6. How long was your trip to go there?

7. How was your opinion about the house?

8. How many things that you did at your friend’s house?

9. What was the first thing that you did when you arrived?

10. What was the next thing that you did?

11. What was the last thing that you did?

12. What time did you go home?

13. How did you feel about the day?

105  

PRE-TEST

Name:

Class:

Instruction:

- Make a recount text based on the topic given

- Pay attention to the generic structure of recount text and the use of past

tense

Topic: Going to the shopping centre

106  

POST-TEST

Name:

Class:

Instruction:

- Make a recount text based on the topic given

- Pay attention to the generic structure of recount text and the use of past

tense

Topic: Going to the recreation place (Zoo, Beach, or the other places)

107  

109  

T-TABLE

Titik Persentase Distribusi t (df = 1 – 80)

Pr df

0.25 0.10 0.05 0.025 0.01 0.005 0.001 0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30884 2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712 3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453 4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318 5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343 6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763 7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529 8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079 9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681 10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370 11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470 12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963 13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198 14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739 15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283 16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615 17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577 18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048 19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940 20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181 21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715 22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499 23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496 24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678 25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019 26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500 27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103 28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816 29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624 30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518 31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490 32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531 33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634 34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793 35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005 36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262 37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563 38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903 39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279 40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688 41 0.68052 1.30254 1.68288 2.01954 2.42080 2.70118 3.30127 42 0.68038 1.30204 1.68195 2.01808 2.41847 2.69807 3.29595 43 0.68024 1.30155 1.68107 2.01669 2.41625 2.69510 3.29089 44 0.68011 1.30109 1.68023 2.01537 2.41413 2.69228 3.28607

110  

45 0.67998 1.30065 1.67943 2.01410 2.41212 2.68959 3.28148 46 0.67986 1.30023 1.67866 2.01290 2.41019 2.68701 3.27710 47 0.67975 1.29982 1.67793 2.01174 2.40835 2.68456 3.27291 48 0.67964 1.29944 1.67722 2.01063 2.40658 2.68220 3.26891 49 0.67953 1.29907 1.67655 2.00958 2.40489 2.67995 3.26508 50 0.67943 1.29871 1.67591 2.00856 2.40327 2.67779 3.26141 51 0.67933 1.29837 1.67528 2.00758 2.40172 2.67572 3.25789 52 0.67924 1.29805 1.67469 2.00665 2.40022 2.67373 3.25451 53 0.67915 1.29773 1.67412 2.00575 2.39879 2.67182 3.25127 54 0.67906 1.29743 1.67356 2.00488 2.39741 2.66998 3.24815 55 0.67898 1.29713 1.67303 2.00404 2.39608 2.66822 3.24515 56 0.67890 1.29685 1.67252 2.00324 2.39480 2.66651 3.24226 57 0.67882 1.29658 1.67203 2.00247 2.39357 2.66487 3.23948 58 0.67874 1.29632 1.67155 2.00172 2.39238 2.66329 3.23680 59 0.67867 1.29607 1.67109 2.00100 2.39123 2.66176 3.23421 60 0.67860 1.29582 1.67065 2.00030 2.39012 2.66028 3.23171 61 0.67853 1.29558 1.67022 1.99962 2.38905 2.65886 3.22930 62 0.67847 1.29536 1.66980 1.99897 2.38801 2.65748 3.22696 63 0.67840 1.29513 1.66940 1.99834 2.38701 2.65615 3.22471 64 0.67834 1.29492 1.66901 1.99773 2.38604 2.65485 3.22253 65 0.67828 1.29471 1.66864 1.99714 2.38510 2.65360 3.22041 66 0.67823 1.29451 1.66827 1.99656 2.38419 2.65239 3.21837 67 0.67817 1.29432 1.66792 1.99601 2.38330 2.65122 3.21639 68 0.67811 1.29413 1.66757 1.99547 2.38245 2.65008 3.21446 69 0.67806 1.29394 1.66724 1.99495 2.38161 2.64898 3.21260 70 0.67801 1.29376 1.66691 1.99444 2.38081 2.64790 3.21079 71 0.67796 1.29359 1.66660 1.99394 2.38002 2.64686 3.20903 72 0.67791 1.29342 1.66629 1.99346 2.37926 2.64585 3.20733 73 0.67787 1.29326 1.66600 1.99300 2.37852 2.64487 3.20567 74 0.67782 1.29310 1.66571 1.99254 2.37780 2.64391 3.20406 75 0.67778 1.29294 1.66543 1.99210 2.37710 2.64298 3.20249 76 0.67773 1.29279 1.66515 1.99167 2.37642 2.64208 3.20096 77 0.67769 1.29264 1.66488 1.99125 2.37576 2.64120 3.19948 78 0.67765 1.29250 1.66462 1.99085 2.37511 2.64034 3.19804 79 0.67761 1.29236 1.66437 1.99045 2.37448 2.63950 3.19663 80 0.67757 1.29222 1.66412 1.99006 2.37387 2.63869 3.19526