a comparative study on students’ recount...

A COMPARATIVE STUDY ON STUDENTS’ RECOUNT WRITINGS USING

ROLE PLAY AND PICTURES AS MEDIA

The Case of the 8th Graders of “SMP Negeri” 2 Purworejo in the Academic Year

2008/2009

Oleh Testiana Deni. W

Abstrak: Dalam studi penelitian ini, penulis menggunakan dua kelompok. Kedua kelompok dianalisis tulisan mereka setelah diberi treatment. Perlakuan dari kelompok pertama adalah dengan bermain peran dan perlakuan dari kelompok kedua adalah dengan gambar. Metode penelitian yang dipakai adalah eksperimental khususnya intact group comparison design. Selain itu, kuesioner dan genre analisis juga digunakan untuk mendukung penelitian ini. Dalam penelitian ini dihasilkan skor tes menulis siswa yang diajarkan menggunakan role play lebih baik daripada yang diajarkan menggunakan gambar. Pengukuran t-test didapatkan hasil sebesar 4,343. Karena diperoleh t-value (4,343) lebih tinggi dari nilai t-table (2.000) pada tingkat alpha signifikansi 0,05, ditemukan bahwa pencapaian treatment dengan role play dalam menulis recount lebih baik daripada gambar. Penelitian ini juga didukung oleh hasil analisis genre yang berdasarkan hasil tulisan recount siswa. Hasilnya adalah bahwa kelompok yang menggunakan role play dapat dengan baik dan terstruktur dalam menceritakan teks recount daripada kelompok gambar. Jadi, teks yang dibuat oleh kelompok role play lebih efektif daripada kelompok gambar. Hasil tersebut sesuai dengan context of culture dan context of situation. Hasil yang signifikan dapat dilihat dari hasil rata-rata dari generic structure 92,71% untuk kelompok role play dan 85,41% untuk kelompok gambar. Selain itu, hasil yang paling signifikan dapat dilihat dari tiga unsur lexico gramatical features seperti kata kerja tindakan hasilnya adalah 229 kata kerja untuk kelompok role play dan gambar adalah 161 kata kerja. Kemudian, hasil dari elemen kata kerja bentuk kedua adalah 394 untuk kelompok pertama dan 279 kata kerja untuk kelompok gambar. Hasil analisis kata keterangan adalah 187 kata untuk kelompok pertama dan 145 kata keterangan untuk kelompok kedua. Jadi, dapat disimpulkan bahwa semua tulisan siswa dalam kelompok role play memperoleh hasil lebih baik daripada kelompok gambar. Berdasarkan hasil di atas, guru dapat menggunakan role play sebagai media untuk meningkatkan kemampuan siswa dalam menulis teks recount dan mempertimbangkan kelemahan dan keuntungannya. Selain itu, penelitian ini membawa pandangan baru untuk guru bahasa Inggris karena guru yang efektif tidak hanya menggunakan berbagai media tetapi juga memahami bagaimana teks-teks biasanya terstruktur, dipahami, dan digunakan dengan tepat untuk keberhasilan hasil tulisan siswa.

http://digilib.unimus.ac.id

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I. INTRODUCTION

1.1. General Background

Indonesian government has chosen English as the first foreign language to

be taught in our schools, starting from the elementary schools, junior high schools up

to senior high schools.

It is easy to understand that a foreign language student will meet with

difficulties in his learning process. Referring to Ramelan (1999:5), the degree of

difficulty in learning can be determined by the degree of differences between the two

languages.

A group of people having the same language will have no problems to

communicate as they understand the language well. The communication problems

will occur when some different groups of people meet and speak different languages.

It does not mean, though learning a foreign language is a matter of learning its

structure in order to overcome those differences. In learning a foreign language,

students should not be just concerned with the systems of the language but also how

to use the language.

Since the goal of teaching English is to enable students to use language in

ways which are communicatively effective and appropriate, the students’ actual

performance is needed. Brown (1980:27) states that performance is the overtly

observable and concrete manifestation or realization of competence. It is the actual

doing of something: walking, singing, dancing, speaking. In reference to language,

performance is actual production (speaking, writing) or the comprehension (listening,

reading) of linguistic events.

From the definition above, we are able to know that learning a foreign

language involves listening, speaking, reading, and writing skill.

Students are unique. They have their own characteristics. It is not enough to

give consideration only on their intellect,but also in their feelings, interest, and

motivation to learn. It is the teachers’ job to reduce learning barriers by creating a

non-threatening environment, enhancing students’ feelings of security in order to get

students learning better. In this case, learning environment is one of factors that

determines the success or failure in learning a foreign language.

The age of the students is also a major factor in the teachers’decisions about

how and what to teach. Since this study uses the second grade students junior high

school as the object of the study, it is important to know their actual characteristics.

Referring to Harmer (2001:39), the secondary school students if they are engaged in

the lessons, have a great capacity to learn, a great potential for creativity, and a

passionate commitment to things which interest them. From the explanation above, I

can conclude that good teachers need to provide activities which encourage their

students to involve and to stand in teaching and learning process. The use of role play

and pictures to compare them scientifcally is one of the examples.

1.2. Reasons for Choosing the Topic

I personally believe that writing recount using role play is one of the ways to

overcome the difficulties of students’ writing skill especially recount. The topic of

this thesis primarily deals with the comparative study of students’ recount using role

play and pictures. The chosen topic is based on some reasons below:

1. This topic is based on the change of curriculum that is nowadays known as

School Based Curriculum. In this curriculum, the junior high school students’

graduate should achieve the functional level of literacy and to guide students

in applying their abilities in a real communication. One way is through

writing. In communicating a message through writing activity, the students

may encounter problems. Besides that, writing activity requires a series of

stages used to have their writing product well. Moreover, one of the common

problems faced by students when they start doing writing is the question about

what to write. The 8th grade students of junior high school may have problems

if the teachers give completely free writing task. Referring to Doff (1991:153)

many students would probably find free writing quite difficult and make many

mistakes. If so, they would find the task frustrating and probably not learn

much from it. The use of role play in this case, is introduced to help students


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write recounts. It is because I see role play as an activity where students

stimulate a real life situation as if they were doing so in the real world.

Recount is about telling past experience. Retelling the students’ experiences

during role play and its chronological events can be a good practice to teach

recount, especially its structure.

Furthermore, in the junior high school, students are expected to be successful in

learning English through mastering both language skills and language

components to achieve the competencies stated in the school based competence.

Language skills themselves are listening, reading, speaking, and writing. Whereas

language components consist of vocabulary, structure and pronunciation. Students

should be able to use those skills and apply the knowledge of components in their

real communication like what the native does. One way is through writing.

Michael (1994:10) stated that writing can be used as a systematic visible and

permanent representation of the auditory and transient phenomena of speech.

Because of the statement above, in communicating a message through writing, the

students may encounter problems. Beside that, writing requires a series of stages

which leads to the achievement of a good product.

2. This topic is inspired by the various kinds of teaching media that can be used

for teaching introduced in the seminar I took part in. The media used that

interest me are role play and pictures. I compare both of the media to achieve

the research result scientifically. The first media is another way of presenting

a dialogue. In role play, the students are pretending to be someone else such

as a teacher, doctor, shop assistant, etc. Besides, picture is images which

represent from ancient times or portray the future. Those are the media I used

in this research as challenging writing recount activities.

3. Why I choose this topic is also based on my teaching experience in SMP 2

Purworejo in the academic year 2008 during which I found that the students’

writing skill was low. Because of that reason, students have to master some

basic skills of sentence writing. They need more chalenging writing activities

SITUATIONWho is involved?

(Tenor)Subject ChannelMatter (mode)(Field)

REGISTERrather than copying model text.

1.3. Statements of the Problems

In this study, I focus on answering these following problems:

1) Is there any significant difference of student’s achievement in writing recount

between those taught using role play and those taught using pictures as media?

2) In what way are they different?

II. REVIEW OF RELATED LITERATURE

2.1 Systemic Functional Linguistics

The ultimate goal of School Based Competence Curriculum is to prepare student

to be able to use the language together with the knowledge of its rules that govern the

structure of longer texts, conversations, etc. This curriculum is based on the Systemic

Functional Linguistics Theory.

In systemic functional linguistics, language is functional, that is, language is the

way it is because of the meaning it makes. The theory suggests that resources

available within the systemic of discourse, grammar, and vocabulary are utilized in

specific ways to make specific meanings. Systemic functional linguistics is a theory

of language in context, and suggests that language can only be understood in relation

to the context in which it is used. Thus different purposes for using language and

different contexts result in different anguage texts. The construction of language texts

in turn impacts on the context. There is thus a two-way relationship between text and

context. The following is the model of language:


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TEXT

(Hammond, 1992:1)

From diagram above, we can see that studying English must use text based. Text

based means that text is language in use for social purpose or in another word it is

called sociolinguistic. When the language use, we use context of culture and context

of situation.

The context of culture shows in the outer layer of the diagram above in which

any language interaction takes place. It incorporates the attitudes, values, and shared

experiences of any group of people living in the one culture, culturally evolved

expectations of ways of behaving, and culturally evolved ways of getting things done

or of achieving of common goals that typically involve language in one way or

another are referred to as genres. Each genre is characterized by stages which include

distinctive schematic structure, that is by a distinctive beginning, middle, and end

structure through which social function of the genre realized. The term genre is also

used to explain the impact of the context of culture on language. It is viewed as ways

of achieving the goal. Referring to Gerot (1994:17) genre has been associated with:

particular purposes, particular stages (beginnings, middles, and ends), and particular

linguistics features.

It needs to remember that any linguistics event has purpose or goal to be

achieved bt the interactants. In order to accomplish the goal the interactants usually

take steps or stages, this in th end distinguishes the linguistic features used in the

interaction.

The other context which is shown in the diagram above is context of situation

which includes in three variables such as field, tenor, and mode. The three variables

belong to register. As stated by Eggins (1994:11) that no text can be free of context

(register or genre), so no text is free of ideology.

The concept of register in the diagram above is used to describe some aspects of

context of situation which seem to have an effect on language use. Halliday as quoted

by Eggins (1994:52) suggests that the type of language use in a text will depend on:

field, tenor, and mode.

1) Field: the social activity taking place

2) Mode: the channel of linguistic communication

3) Tenor: the relationship between participants

From above, we learn that texts vary according to their register (tenor, field, and

mode) and their genre.

2.2 General Concept of a Text

What is a text? We live in a world of words. When these words are put together

to communicate a meaning, a piece of text is created. When you speak or write to

communicate a message, you are constructing a text. When you read, listen to, or

view a piece of text you are interpreting its meaning (Mark and Cathy Anderson,

1997: 1).

Derewianka (1990:17) states that when we talk or write to communicate a

message we are constructing a text.

As stated by Susan Foez and Helen Joyce (1998:4), a text is any stretch of

language which is held together cohesively through meaning. Furthermore, Halliday

and R. Hasan (1985:6) states that text is language that is functional, means language

that is doing job in some context. So, many instance of living language that is playing

some part in context of situation we shall call a text.

2.3 Recount Genre

In a recount, we reconstruct past experiences. It means we want to tell other

people about something that has happened in our lives. We might want to tell about

what we did at the weekend. It might be about exciting things that happened when we

were on holidays last year. It can be said that a recount is a piece of text that retells

past events, usually in the order in which they happened.

Moreover, Hyland (2004:135) gives clear descriptions about the general features


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of a recount genre; social purpose, structure, and grammar.

According to Hammond the social function of recount is to record events for

purposes of informing (1992:88).Recount simply tells what happened. The purpose of

a factual recount is to document a series of events and evaluate their significance. The

purpose of a literary recount is to relate a sequence of events so that it entertains, and

this generally includes It’s expressions of attitude about events.

Structure

a) An orientation providing information about who, where, and when.

b) A record of events usually recounted in chronological order.

c) A reorientation, which rounds off the sequence of events.

Grammar

a) Use of nouns and pronouns to identify people, animals of things

involved.

b) Use action verbs to refer to events.

c) Use of past tense to locate events in relation to I’s time.

d) Use of conjunctions and time connectives to sequence the events.

e) Use of adverbs and adverbial phrases to indicate place and time.

f) Use of adjectives to describe nouns.

2.4 Writing

One of the basic problems in foreign language teaching is to prepare to be able

to use the language. Writing (as one of the four learning skills of listening, speaking,

reading, and writing) has always been part of the syllabus in the teaching of English.

It is kind of skill that needs practices much. It means that the students should have a

good control. The students are expected to be able to write well organized piece of

writing. I think that people do not know the feeling of someone if he just keeps quiet

because he does not tell other people what his feelings or thought are. By writing

people can express what happen in their mind, so that the readers will know about it.

Harmer (2004:8) regards writing is different from speaking, the final product of is not

nearly instant. We can say that writing cannot only be taught; it takes continual

practice.

Since writing does not only mean putting down graphic forms on a piece of

paper. There are five components of writing according to Harris (1969:69-68):

1. Content : the substance of writing, the idea expressed

2. Form : the organization of the content

3. Grammar : the employment of grammatical form and

significance pattern

4. Style : the choice of structures and lexical items to give a

particular one or flavor to writing

5. Mechanism : the use of the graphic convention of language

From the above, we can see that the writing process is a highly sophisticated

skill combining a number of different elements.

2.5 Role Play

The concept of role play is not new ; however, there is no agreement on the

definition of the term. In the Language Teachers at work book Anthony Peck

(1988:160) states that role playing can sometimes be no more than the recitation of

set phrases in sequence between two speakers, or the prompting by native language

cues of sentences with are required to produce sentences which they make up

themselves on the spur of the moment in response to what their partner says.

Meanwhile, Wendy A. Scoot (1990:40) views role play as another way of

presenting dialogues, in role play the pupils are pretending to be someone else, like

the teacher, or a shop assistant, or one of their parents, etc.

From the explanation above, we can acknowledge that role play deals with

particular roles which students have to act it out and to interact with the other role

characters in the given situation. Besides, students can improve the words to say as

they perform their role.

2.6 Pictures

Gerlach and Ely (1980:273) states that a picture may not only be worth a


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thousand words, it may also be worth a thousand years or a thousand miles. Through

pictures, learners can be shown people, places, and things from areas far outside their

own experiences. Pictures can also represent images from ancient times or portray the

future.

Moreover, Finocchiaro (1974:100) states that every classroom should contain a

file of pictures which can be used not only to illustrate the aspects of the socio

cultural topics, but also give interesting, meaningful practice in the sounds, structures,

and vocabulary of English.

Based on the explanation above, I conclude that pictures is one of important

media in teaching learning process especially photographs to increase students’

ability in writing recount .

III. METHOD OF INVESTIGATION

3.1 Subject

The subjects of this study were the 8th grade students of “SMP Negeri” 2

Purworejo in the academic year 2008/2009.

There were six classes of the 8th grades in that school. Two classes were taken

as the subjects of the research.

3.2 Variable

A great deal of research, according to Nunan (1992:24-25), is carried out in

order to explore the strength of relationships between variables. A variable, as the

term itself suggests, is anything which does not remain constant. It may differ among

individuals and change overtime.

a. Dependent Variable

Dependent variable of the study was the students’ achievement which was

indicated by the students’ scores of writing recount test.

b. Independent Variable

Independent variable of the study was the use of teaching media in recount

writing. They were role play media for role play group and pictures media for

pictures group.

3.3 Research Design

Experimental research was used in conducting the research and intact group

comparison was chosen as the design of this study.

The scheme is as follows:

X O1

O2

in which,

O1 : the post test from the group of students using role play

O2 : the post test from the group of students using pictures

_ _ _ _ _ : the dashed line indicates they are intact group

(Tuckman, 1978:129)

3.4 Procedure of Collecting the Data

Gathering the data is the most important thing in doing a research. The data

were obtained from the 64 students of “SMP N” 2 Purworejo. They were divided into

two groups, the role play group and picture group. In this study, I used tests to

measure students’ ability in writing recount and analyzed the students’ work. Beside

that, I also used questionnaires and genre based analysis to describe in what way both

of the group were different.

3.5 Instrument

The instrument that would be used in the research was intended to measure

the students’ writing achievement especially writing recount. In this research, I chose

two instruments:

1. Test

In assessing students’ ability in producing recount, I used essay test in form

of composition.

2. Questionnaires


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In this research, questionnaires are used to support the students’

achievement result if whether there is a significant difference between role play

group and picture group. The obtained data will be used to support the primary

data.

3.6 Try out

Try out was done in this research on 30th March 2009. The instrument to be tried

out is the composition test. A good instrument fulfills two important qualifications i.

e. reliability and validity. So, before the test is used as an instrument to collect the

data, it had been tried out first to the students in other classes.

3.7 Quality of the Test

Test reliability and validity are two technical properties of a test that indicate the

quality and usefulness of the test. These are the two most important feature of a test.

It is important to understand the differences between reliability and validity. Validity

will tell how good a test is for a particular situation, while reliability will tell how

trustworthy a score on the test will be. In this research, I used rater reliability. It was

done for giving students’ recount writings score. According to Harris (1969:16) said

that if test scoring is done by two or more raters, the reliability of their evaluations

can easily be checked by comparing the scores they give for the same student

responses. It means that in this research, the students’ recount writings were checked

by two raters which included me and the senior teacher. We used five elements of

scoring from Heaton’s categories which included fluency, grammar, vocabulary,

content, and spelling. It was done for achieving objective scoring and the scoring

result was calculated by using this formula below:

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es

esxx

sksss

−+−

=

3.8 Procedure of Experiment

+

−+

+

−=

yxyx

ce

NNNNSSSS

MeMet11

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Conducting an experiment always requires some steps, which have to be done

in a chronological order. I took the following steps as I worked on my experiment.

The procedure of experiment was conducted as follows:

1. Choosing the two classes of the research.

2. Taking two groups consisting of sixty four students, in making 32

each group.

3. Conducting the real experiment

The activities of the experiment:

1) Activities in doing experiment

The experiment was begun on 22nd March 2009 and ended on 10th June 2009. In

introducing the experiment, the students were taught using role play and pictures

as a media of recount writing ability.

2) Post test

Post test was given after conducting all the activities above. It was conducted

twice on 9th April and 16th April 2009.

a. Scored the result of the test

b. Determined the meaning of the result of the two media

c. Compared the two media by using the result of the test, questionnaire, and

genre based analysis.

3.9 Data Analysis

In this research, I used two kinds of method of data analysis. The first was

statistical analysis using t- test formula and the second was genre based analysis.

3.9.1 Statistical Analysis

To see whether the difference of the students’ achievement in recount writing

between those who are taught using role play and those who are taught using pictures

is significant or not, the t-test formula was used.


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In giving the score to students’ writings, I used the scoring guidance rubric taken

from Heaton Grid and categories (1975:109-111) in five areas, they were fluency,

grammar, vocabulary, content, and spelling. The scoring was rated from 1 till 5.

3.9.2 Genre Based Analysis

The second analysis for this research, I used genre analysis. The steps of

analysis based on genre were:

a. Step 1 consisted of generic structures analysis of recount text. The generic

structures were:

a) An orientation provided information about who, what, where, and

when.

b) A record of events usually recounted in chronological order.

c) A re-orientation, which rounded off the sequence of events.

b. Step 2 consisted of lexico grammatical analysis. They were:

a) Focusing on specific participants.

b) Recount used action verbs.

c) Recount also used past tense verbs.

d) Recount used temporal connective and conjunction to

indicate sequences of events.

e) Recount used adverb of time and place.

f) The last element was adjective words.

c. Step 3 consisted of social function analysis.

The social function of recount text would be achieved if generic structures

analysis and lexico-grammatical analysis had written by the students.

IV. RESULT AND DISCUSSION

4.1 Validity Analysis

After doing the try out, I analyzed the validity of the writing test based on the

students’ achievement result by using guidance score from Heaton Grid and

categories which using five areas such as, fluency, grammar, vocabulary, content,

spelling and the three types of validity. The validity measurement consisted content

validity, empirical validity, and face validity. It was called valid because it could test

the students what should be tested. It could also measure what was intended to

measure. The content validity could be seen from the writing test which was based on

the recount materials and it was also designed to measure students’ mastery of writing

recount.

The empirical validity could be seen from the two general things such as

predictive and concurrent. The writing test was predictive and concurrent because it

depended on the test scores which were correlated with concurrent criterion measures

from Harris’ rubric score categories which was explained in page 46.

The face validity of the writing test could be seen from the following

considerations:

a. The directions of the writing test was clear to understand.

b. The structure of the writing test was organized logically.

c. The time allocation was limit and appropriate.

d. The test item was clear and did not have complicated

understanding.

e. The test item was interesting to read.

Based on the validity analysis above, it could be concluded that the recount

writing test was valid for the second grade of junior high school students..

4.2 Reliability Analysis

For achieving reliability, I did try out to other class which was not used in the

experiment and the students’recount writings were checked by two raters using

Heaton’s scoring guidance. The scoring result was calculated by using SPSS release

12 which could be seen in the appendix 8. The average estimation of raters realibility

was 0.878.It means that the realibility of the test was achieved and the result

calculation was 0.878.

Based on the reliability analysis above, it could be concluded that the recount

writing test was reliable for second grade of junior high school students.


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4.3 Statistical Research Result

4.3.1 Students’ Achievement Result

The results of students’ work for the writing recount using role play and

pictures could be seen in table 1 below:

Table 1. The Ability of Writing Recount Test for Role Play and Pictures Groups

Elements Role playPicture

Average Percentage Criteria Average PercentageCriteria

Fluency 4.59 91.88 Excellent 3.97 79.38Good

Grammar 4.31 86.25 Very good 4.16 83.13Very good

Vocabulary 4.72 94.38 Excellent 4.25 85.00Very good

Content 4.88 97.50 Excellent 4.34 86.88Very good

Spelling 4.28 85.63 Very good 4.25 85.00Very good

Totality 22.78 91.13 Excellent 20.97 83.88Very good

From table 1, the writing recount ability in role play group is 91,13 which is

higher than picture group is 84,25. It could be seen that the average of the writing

recount ability from role play group was excellent, especially in its fluency,

vocabulary, and content elements, while grammar and spelling elements were in very

good category. On the other hand, the result of the picture group was very good.

There was only one element was in good category. It was fluency.

Table 2. The Students’ Writing Recount Ability Frequency DistributionCriterion of

assessmentGrade

Role playPicture

Frequency Percentage FrequencyPercentage

91-100 Excellent 20 63 722

81-90 Very good 11 34 1031

71-80 Good 1 3 1444

61-70 Fair 0 0 13

51-60 Poor 0 0 00

Less than 50 Very poor 0 0 00

Total 32 100 32100

From the table above, it can be seen that there were 63% students in role play group

had excellent writing recount ability, 34% students were in very good category, and

only 3% students were in good category. While 44% students in the picture group had

good writing recount ability, 31% students were in very good category, and 22%

students were in excellent category.

The students’ achievement differences from both of the groups could be seen

from the result of t independent sample test. In computation, I used SPSS release 12.

It can be concluded that there is a significant differences if t value > t table or the

significant value t value < 0.05. The result of t-test can be seen on table 3.

Table 3. T-test Result of Students’ Writing Recount Ability Achievement

Independent Samples Test

1.049 .310 4.343 62 .000

4.343 61.3 .000

Equal variancesassumedEqual variancesnot assumed

WritingRecountAbility

F Sig.

Levene's Test forEquality of Variances

t dfSig.

(2-tailed)

t-test for Equality of Means

Based on the levene’s test result was obtained that F value = 1.049 and p value =

0.310 > 0. 05 which was meant that both of the groups had the same variance, so the

next test used t test with equal variance assumed which the result tvalue = 4.343 and p

value = 0.000. I used the 5% alpha level of significance with df = 62 was obtained

ttable = 2.00. It could be seen that tvalue > ttable and p value < 0.05.

In other words, the number of subject in this treatment for both role play and pictures

was 62 for the degree of freedom; there was no critical value in the table. The t-table


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was 2.000.The obtained t-value was 4.343 so the t-value was higher than the critical

value. As stated by Brown (1988:169) if the obtained t-value was higher than the

critical value it could reject the null hypothesis or in other words the difference was

statistically significant. Since the obtained t-value was higher than the critical value

on the table (4,343 > 2,00) the difference was statistically significant.

Therefore, based on the computation, there was a significant difference

between students’ recount writing using role play and pictures as the media. Based on

the average achievement of role play group was 91.13 while the average achievement

of pictures group was 83.88. Teaching writing recount using role play was more

effective than teaching writing recount with pictures. It could be seen in the result

where the students taught by using role play got higher grades than students taught

with pictures.

4.3.2 Questionnaire Result

The achievement results above were supported with the questionnaire result

by using five indicators such; as students’ effort to ask to the teacher, students’

finding words participation, students’ activity based on the teacher, using keywords,

students’ writing recount based on the teacher explanation, and finishing time. The

average of five indicators can be seen in the table below:

Table 4. The Students’ Questionnaire Result for Role Play and Picture Groups

Indicator Role playPicture

Average Percentage Criteria Average PercentageCriteria

Students’ effort

to ask to the

teacher 2.16 71.88

Always have

effort 2.00 66.67Have effort

Students’ finding

words

participation 2.03 67.71

Involve

2.22 73.96

Always

involve

Students’

activity based on

the teacher 2.25 75.00

Always

appropriate 2.06 68.75

Always

appropriate

Using keywords 2.34 78.13 Always 2.00 66.67 using

Students’ writing recount based on the teacher explanation

Using keywords

Students’ activity based on the teacher

Students’ finding words participation

Students’ effort to ask to the teacher

usingStudents’ writing

recount based on

the teacher

explanation 2.31 77.08

Always

appropriate 2.00 66.67appropriate

Finishing time 2.34 78.13

Always on

time 1.94 64.58On time

From table 4, I can conclude that the students’ effort to ask to the teacher in role play

group was higher average (71.88%) than pictures group was in having effort category

(66.67%). However, the students’ finding words participation was better in pictures

group than role play one (73. 96%). Beside that, the students’ activity based on the

teacher in role play group was more always appropriate than pictures one. It was also

happened in using keywords, students’ writing recount based on the teacher

explanation, and finishing time.

To support the students’ writing achievement differences between role play

group and picture group, I used questionnaire result which can be seen from the result

of t value using SPSS which is in table 5.

Table 5. Questionnaire Result T-Test


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Independent Samples Test

34.587 .000 2.396 62 .020

2.396 31.000 .023

30.393 .000 -2.328 62 .023

-2.328 41.649 .025

22.461 .000 2.104 62 .039

2.104 48.651 .041

12.360 .001 2.978 62 .004

2.978 61.477 .004

9.960 .002 2.743 62 .008

2.743 61.715 .008

20.949 .000 3.842 62 .000

3.842 56.837 .000

Equal variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumedEqual variancesassumedEqual variancesnot assumed

Student'sparticipation

The advantage

Students'achievement

The relevancy

Sustain ability

Finishing time

F Sig.

Levene's Test forEquality of Variances

t df Sig. (2-tailed)t-test for Equality of Means

It can be seen from the t value which has significant value from each

indicator < 0,05, which is meant there is a significant difference between role

play and pictures.

4.4 Genre Based Analysis

The steps for genre based analysis were analyzing the generic structures, lexico-

grammatical features, and social purposes of the text. It meant that if a text had good

generic structures and lexico-grammatical features, the text also had social function.

For detail information, I classified the result into three steps below.

4.4.1 Step 1 for Generic Structures Analysis

Table 6 Generic Structures and Social Function Analysis

No

Role

Play

Group

Pictures

Group

Generic Structures

Orientation Events Re-Orientation Social function

RL P RL P RL P RL P

1 Idham Popi √ √ 4 4 √ √ √ √

2 Pandu Mukti √ - 3 2 √ √ √ -

3 Murha Patrisia √ √ 3 2 √ √ √ √

4 Arina Kristina √ √ 5 5 √ √ √ √

5 Devi Agatha √ √ 3 1 √ √ √ -

6 Ika Andita √ √ 3 5 √ - √ √

7 Devita Arinta √ √ 5 5 √ √ √ √

8 Farida Annisa √ √ 4 5 √ √ √ √

9 Meria Panji √ √ 3 3 √ √ √ √

10 Eki Putri √ √ 3 1 √ √ √ -

11 Dwi Yunita √ √ 6 3 - √ √ √

12 Dony Hikmah √ √ 4 4 - √ √ √

13 Asaela Widta √ √ 4 1 - - √ -

14 Chelsi Sokhib √ √ 3 2 √ √ √ √

15 Arsita Hilarius √ √ 5 2 - √ √ √

16 Made Monica √ √ 3 2 √ √ √ √

17 Nur Intan √ √ 3 3 √ √ √ √

18 Fathia Nuri √ √ 3 2 √ √ √ √

19 Hanik Febrie √ √ 3 3 √ √ √ √

20 Jafar Yus √ √ 5 3 √ √ √ √

21 Imam Andreas √ - 3 2 √ √ √ -

22 Galuh Diar √ √ 4 3 √ √ √ √

23 Isna Berna √ √ 3 3 √ √ √ √

24 Muria Naufal √ √ 4 3 √ - √ √

25 Inggi Sekar √ √ 4 3 √ √ √ √


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26 Dita Frans √ √ 3 1 √ √ √ -

27 Gayus Eri √ √ 3 4 √ - √ √

28 Rahyu Fransis √ √ 5 2 - - √ √

29 Sinta Anisa P √ √ 8 4 √ - √ √

30 Erik Eko √ - 3 3 √ - √ -

31 Adit Fernand √ - 4 - √ - √ -

32 Andre Audiba √ √ 3 - √ √ √ -

Students Totality 32 28 32 30 25 24 32 23

Percentage (%) 100 87.5 100 93.75 78.125 75 100 71.9

Note:

RL = Role Play Group

P = Picture Group

Based on the table above, the generic structure analysis result for role play group

was significant higher than picture group. It can be seen from the average percentage

of each elements from role play group got 92.71% which included 100% for

orientation, 100% for records of events, and 78.125% for re-orientation. While, the

average percentage of elements in picture group was 85.41 % which included 87.5%

for orientation, 93.75% for records of events, and 75% for re-orientation.

4.4.2 Step 2 for Lexico-grammatical Features Analysis

Table 7 Lexico-grammatical Features Analysis

NoRole Play Group

PictureGroup

Lexico-grammatical Features

Specific Participant

Action Verbs

Past Tense Connectives &Conjunctions

Adverbs of time & place

Adjectives

RL P RL P RL P RL P RL P RL P

1 Idham Popi 12 10 8 9 13 12 5 6 5 5 4 4

2 Pandu Mukti 12 16 8 6 11 17 6 5 6 6 4 4

3 Murha Patrisia 10 6 6 2 14 4 5 4 5 5 4 4

4 Arina Kristina 16 10 11 3 17 5 9 3 6 6 6 6

5 Devi Agatha 6 11 6 4 10 8 8 7 6 6 6 6

6 Ika Andita 8 5 6 5 9 10 5 7 7 4 5 5

7 Devita Arinta 11 7 9 5 14 8 5 6 8 5 4 4

8 Farida Annisa 8 10 8 8 21 13 10 8 7 8 7 7

9 Meriam Panji 5 12 6 6 12 8 6 5 6 2 3 3

10 Eki Putri 5 9 9 3 18 7 5 1 6 2 5 5

11 Dwi Yunita 7 9 6 4 11 8 7 7 8 5 3 3

12 Dony Hikmah 7 11 7 4 8 8 5 8 6 5 3 3

13 Asaela Widta 6 6 5 4 7 7 6 4 6 3 3 3

14 Chelsi Sokhib 6 6 9 6 13 8 5 2 5 4 3 3

15 Arsita Hilarius 10 9 11 5 13 9 7 5 7 2 7 7

16 Made Monica 9 6 5 3 9 6 5 1 5 5 4 4

17 Nur Intan 9 7 6 4 12 6 5 5 7 3 4 4

18 Fathia Nuri 9 9 5 7 12 11 5 7 5 4 5 5

19 Hanik Febrie 8 9 9 9 15 13 6 8 6 6 4 4

20 Jafar Yus 7 9 9 9 13 13 8 6 6 6 4 4

21 Imam Andreas 8 8 6 7 11 13 5 4 7 2 4 4


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22 Galuh Diar 10 10 8 8 12 11 5 7 5 6 4 4

23 Isna Berna 12 6 8 6 12 8 5 7 5 5 7 7

24 Muria Naufal 8 5 8 5 17 8 5 5 5 6 12 12

25 Inggi Sekar 10 2 11 3 16 7 5 7 5 4 3 3

26 Dita Frans 12 6 4 4 10 7 5 7 6 5 4 4

27 Gayus Eri 7 10 4 3 7 4 5 7 5 4 3 3

28 Raha Fransis 9 6 8 3 19 6 6 4 5 4 5 5

29 Sinta Anisa P 9 6 9 4 16 8 5 8 6 4 3 -

30 Erik Eko 9 9 4 7 6 11 5 6 5 5 4 -

31 Adit Fernand 10 6 4 2 8 8 5 2 5 4 5 5

32 Andre Audiba 8 6 6 3 8 7 5 4 5 4 3 3

Totality 283 257 229 161

394 279 184 173 187

145

145 138

Note:

RL = Role Play Group

P = Picture Group

Based on the table above, the lexico-grammatical analysis result for role play

group was significant higher than picture group. It can be seen from the quantity of

the elements, of each group. The most significant difference could be seen from three

elements of lexico-grammatical features; action verbs, past tense, and adverbs of time

and place. Besides, the three other elements also had difference but not too

significant. The first element was action verbs. The quantity result for role play group

229 verbs while the other group was 161 verbs. The second element was past tense.

The quantity for role play group was 394 which while the other group was 279. The

third element was adverbs of time and place. The quantity for role play group was

187 adverbs while the other group was 145 adverbs. The other results which were not

too significant was specific participant, conjunction and time connective, and

adjective. It was found that 283 specific participants from role play group while 257

specific participants from pictures group. Secondly, the element was conjunction and

time connective. The quantity result for role play group 184 words and clauses while

the other group was 173 words and clauses. The last element was adjective. The

quantity for role play group was 145 words while the other group was 138 words.

4.4.3 Step 3 for Social Function Analysis

From those analysis above, the social function of all the writing that the students

in role play group create are respectively. It can be seen from the result analysis

which 100% had clear generic structures and lexico-grammatical features. While not

all the writing that students in picture group create are respectively. It can be seen

from the result analysis which had 71.9% for achieving social function in picture

group.

V. CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the interpretation and discussion above, it was concluded that there

was a significant difference of students’ achievement in writing recount between

making use of role play and pictures for the eighth grade of “SMP Negeri” 2

Purworejo in the academic year of 2008/2009. The use of role play in teaching and

improving students’ ability in writing recount is more effective and helpful than that

of using picture. The result is based on the statistical analysis. It can be seen that the

mean of the role play treatment score was higher than the mean score of the picture

treatment. The t-test measurement obtained 4.343. Since the obtained t-value (4.343)

was higher than the critical value on the table (2.000) at 0.05 alpha level of

significance, it was found that the role play treatment’s achievement in writing

recount was better than that of using picture.

The study was also supported by the genre based analysis result of the

students’ works. The result is that the role play group has well structured of recount

texts than the picture group. So, the texts created by role play group are more


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effective than picture group. It can convey the ideas of meaning and can achieve the

English cultural context and situational context. The significant result can be seen

from the generic structures average result that 92.71% for role play group and

85.41% for picture group. Besides, the most significant result could be seen from the

three lexico-grammatical features elements such as the action verbs result element

was 229 verbs for role play group and the picture one was 161 verbs. Then, the past

tense result element was 394 verbs for the first group and 279 verbs for the picture

group. Lastly, adverbs of time and place element were 187 adverbs for the first group

and 145 adverbs for the second group. So, it can be concluded that all the writings

which the students in role play group create are more respectively than the picture

group.

5.2 Suggestion

Role play is only an alternative media of teaching recount. Yet there are still a

lot of other media are used. The use of role play as media helps the teacher and gives

much time to the students to be active in the English teaching and learning process.

There are some suggestions for the readers and the English teachers. They are

as follows:

1) Role play as a tool of the English teaching is a good way for the students in

improving their ability in recount writing

2) In School Based Competence Curriculum, an English teacher should take

some strategies to improve the students’ motivation and effort in learning

English and find most appropriate technique of teaching writing.

3) The choice of the role play’s situation in teaching and learning process is very

important for the teacher to consider. The teacher should know the

characteristics of their students. The use of role play would be successful if

the choice of role play situation is based on the students’interest

4) The students also considered that this kind of action was necessary for them

and they expected that role play would be given continuously. However, it

needs to know that there are some problems in using role play to improve

students’ability in producing recounts, for example: many students still feel

ashame if they have to speak in English and not confident in saying dialogue.

Here, I suggest the English teachers have to be sure that they have trained or

drilled the role play dialogue so that the students are confident enough to

pronounce any words they use this conversation.

5) Finally, I expect that this thesis brings new views for all the readers,

especially for English teacher because an effective teacher not only

understands how to teach using many media but also understands how texts

are typically structured, understood, and used is in a better position to

intervene successfully in the writing of his/ her students based on genre based

analysis.

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a comparative study on students’ recount...

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