the effectiveness of collocation instruction...
Post on 24-Dec-2019
1 Views
Preview:
TRANSCRIPT
THE EFFECTIVENESS OF COLLOCATION
INSTRUCTION TOWARDS STUDENTS’ WRITING
SKILL OF PROCEDURE TEXT (A Quasi-Experimental Study for Grade VII of SMP Islamiyah Ciputat)
“A Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training
in a Partial Fulfillment of the Requirements for the Degree of S,Pd (S-1)
in English Language Education
By
Heni Wahyuni
109014000213
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
i
ABSTARCT
HENI WAHYUNI (NIM. 109014000213). The Effectiveness of Collocation
Instruction towards Strudents’ Writing Skill of Procedure Text: (A Quasi-
Experimental Study for Grade VII of SMP Islamiyah Ciputat).
The objective of this study was to see whether using collocation instruction is
effective or not towards students’ writing skill of procedure text. This study was
conducted at grade VII of SMP Islamiyah Ciputat academic year 2014/2015 with the
total number of sample 60 which divided into two classes: 30 samples from
experimental class and 30 samples from control class. The writer used convenience
sampling as sampling technique. The method used in this study was quantitative
method with quasi-experiment study as a design. The instrument of this study was
pre-test and post-test. The test item in this study was written test. For scoring rubric,
analytic scoring is used in this study. The result of the study showed that the
calculation of the value of tvalue is 5.12 and the degree of freedom (df) is 58. The value
of ttable in the degree of freedom and at the degree of significance 5% is 1.672 or in
other words, tvalue > ttable. It means that Null Hypothesis (Ho) was rejected and
Alternative Hypothesis (Ha) was accepted. Therefore, it can be concluded that
collocation instruction is effective towards students’ skill in writing procedure text.
ii
ABSTRAK
HENI WAHYUNI (NIM. 109014000213). Keefektifan Collocation Instruction
terhadap Kemampuan Menulis Teks Prosedur Siswa (Studi Kuasi-Experimen
terhadap kelas VII SMP Islamiyah Ciputat).
Tujuanstudi ini adalah untuk melihat efektif atau tidaknya penggunaan
collocation instruction terhadap keterampilan siswa dalam menulis teks prosedur.
Studi ini dilakukan di kelas VII SMP Islamiyah Ciputat tahun ajaran 2014/2015
dengan jumlah sampel 60 yang terbagi ke dalam dua kelas: 30 sampel kelas
eksperimental dan 30 sampel kelas kontrol. Penulis menggunakan convenience
sampling sebagai teknik pengambilan sampel. Metode yang digunakan dalam studi
ini adalah metode kuantitatif dengan penelitian kuasi experimen sebagai design-nya.
Instumen studi ini adalah pre-tes dan post-tes. Item tes dalam studi ini adalah tes
tertulis. Untuk rubrik penilaian, analytic scoring digunakan dalam studi ini. Hasil dari
studi ini menunjukan bahwa penghitungan nilai tvalue adalah 5.12 dan derajat
kebebasannya (df) adalah 58. Nilai ttable pada derajat kebebasan dan pada derajat
signifikan 5% adalah 1.672 atau dengan kata lain, tvalue > ttable. Ini berarti bahwa
Hipotesis Null (Ho) ditolak dan Hipotesis Alternatif (Ha) diterima. Oleh karena itu,
dapat disimpulkan bahwa collocation instruction efektif terhadap kemampuan siswa
dalam menulis teks prosedur.
iii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. Prayers and blessings be
upon the best of creation, our Prophet Muhammad SAW, and upon his family and
companions, and all who follow in their footsteps.
The writer is deeply grateful to Allah because she finally be able to
accomplish her ‘skripsi’ entitled “The Effectiveness of Collocation Instruction toward
Students’ Writing Skill of Procedure Text (A Quasi-Experiment Study at Grade VII
of SMP Islamiyah Ciputat). This ‘skripsi’ is the requirement fulfilled for the Degree
of Strata I (Bachelor of Art) in Department of English Language Education.
The writer would like to give sincere gratitude to her beloved mother,
Warnidah, and her beloved father, Suyono, who always hope and pray for her
success. It is blessing to have them as parents. Their strong support and all their
loving kindness always motivate her to do better and better in her life. They are the
most tolerance of writer’s weaknesses in everything. Besides her parents, the writer
would like to express deep gratitude toher most precious family, Attin Suprihatin, the
writer’s beloved sister, Ikin Sodikin, the writer’s brother in law, and Azi Agis
Waryono, the writer’s brother, who always give her motivation to achive her goals of
life.
The writer also would like to give appreciation to the following people for
their their substantial contribution in the process of making this ‘skripsi’:
1. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty of Tarbiya and
Teachers’ Training.
2. Dr. Alek, M.Pd., the Head of Department of English Education.
3. All lecturers in Department of English Education who had given great
knowledge during the writer’s study at this department.
iv
4. Zaharil Anasy, M.Hum and Dr. Fahriany, M.Pd., as advisors who gave the
writer helpful advice and detailed guidance in accomplishing this ‘skripsi’.
The writer would like to thank both of them for all their kindness.
5. Anggi Pranata, S.Pd., as English teacher of grade VII of SMP Islamiyah
Ciputat who gave permission to conduct study at his class.
6. All of writer’s friends in E Class Department of English Education 2009.
7. Anyone who gave positive contribution to the writer.
The ssuggestions and criticisms will be valuable to correct the weakness of
this study.
Jakarta, 04 June 2015
The Writer,
HENI WAHYUNI
v
TABLE OF CONTENTS
APPROVAL SHEET
ENDORSEMENT SHEET
ABSTACT……………………………………………………………… i
ABSTRAK ……………………………………………………….......... ii
ACKNOWLEDGEMENT………………………………………........ iii
TABLE OF CONTENTS……………………………………….......... v
LIST OF TABLES………………………………………………......... viii
LIST OF FIGURES ............................................................................. ix
LIST OF APPENDICES……………………………………………… x
CHAPTER I : INTRODUCTION
A. Background of the Study ……………………………………….. 1
B. Identification of the Problems ………………………………….. 5
C. Limitation of the Problems ……………………………………... 5
D. Formulation of the Problems …………………………………… 5
E. Purpose of the Study ………………………………………….. 5
F. Significance of the Study ………………………………………. 6
CHAPTER II : THEORETICAL FRAMEWORK
A. Literature Review ……………………………………………….. 7
1. Procedure Text …………………………………………........ 7
a. Definition of Procedure Text ………………………........ 7
b. Purpose of Procedure Text ……………………………... 8
c. Genre of Procedure Text .................................................. 8
d. Grammatical Feature of Procedure Text .......................... 9
e. Organization of Procedure Text …....…………………... 10
f. Assessing Procedure Text .........………………………... 12
vi
2. Collocation …………………………………………….......... 13
a. Definition of Collocation ………………………….......... 13
b. Categorization of Collocation……………………………. 14
3. Using Collocation Instruction for Improving Students’
Writing Skill of Procedure Text………………………… 17
B. Previous Study ………………………………………………….. 20
C. Conceptual Framework ………………………………………… 21
D. Research Hypothesis …………………………………………… 22
CHAPTER III : RESEARCH METHODOLOGY
A. Place and Time of the Study …………………………………... 23
B. Method and Research Design of the Study….....…………….... 24
C. Population and Sample ………………………………………… 24
D. Data Collection ................…….....…………………………….. 25
E. Scoring Rubric ................................…………………………… 28
F. Data Analysis .....……………………………….................…… 29
G. Hypothesis Statistics ……………………………………………. 31
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
A. Data Description ………………………………………….......... 33
1. Pre-test Score ………………………………………………... 33
2. Post-test Score ………………………………………………. 35
3. Gained Score ………………………………………………... 36
4. Frequency Distribution of Experimental Class .................... 38
5. Frequency Distribution of Controlled Class ......................... 41
B. Data Analysis …………………………………………………... 44
1. Normality Test of Pre-Test ………………………………….. 44
2. Normality Test of Post-Test ………………………………… 45
3. Homogeneity Test of Pre-Test ……………………………… 46
vii
4. Homogeneity Test of Post-Test …………………………….. 47
5. T-Test Formula……………………………………………..... 49
C. Test Hypothesis ………………………………………………… 53
D. Data Interpretation ……………………………………...…….... 54
E. Discussion ............................................................................... 54
CHAPTER V : CONCLUSION, IMPLICATION AND SUGGESTION
F. Conclusion ………………………………………………………. 56
G. Implication ………………………………………………………. 56
H. Suggestion ……………………………………………………….. 57
REFERENCES………………………………………………………...... 58
APPENDICES…………………………………………………………… 61
viii
viii
LIST OF TABLES
Table 4.1 The Pre-Test Score of Experimental Class and Controlled Class .... 33
Table 4.2 The Post-Test Score of Experimental Class and Controlled Class.. 35
Table 4.3 The Gain Score of Experiment Class and Controlled Class ……..... 37
Table 4.4 The Frequency Distribution of the pre-test of Experimental Class .. 38
Table 4.5 The Frequency Distribution of the post-test of Experimental
Class.................................................................................................. 40
Table 4.6 The Frequency Distribution of the pre-test of Controlled Class ...... 41
Table 4.7 The Frequency Distribution of the post-test of Controlled Class.... 43
Table 4.8 The Result of Normality Pre-Test of Experimental and Controlled
Class ……………………………………………………………...... 44
Table 4.9 The Result of Normality Post-Test of Experimental and Controlled
Class …………………………………………………………....... 45
Table 4.10 The Result of Homogeneity Pre-Test of Experimental and
Controlled Class ………….………………………………….......... 47
Table 4.11 The Result of Homogeneity Post-Test of Experimental and
Controlled Class ……..………………………………………......... 48
Table 4.12 The Comparison of the Students’ Gain Score of Experimental and
Controlled Class ………………………………………………....... 49
ix
ix
LIST OF FIGURES
Figure 4.1 Diagram of frequency distribution of the pre-test score of the
experimental class……………….............................................. 39
Figure 4.2 Diagram of frequency distribution of the post-test score of the
experimental class…………..……….......................................... 40
Figure 4.3 Diagram of frequency distribution of the pre-test score of the
controlled class ..........................................................…………… 42
Figure 4.4 Diagram of frequency distribution of the post-test score of
The controlled class…...............……………………………….... 43
x
LIST OF APPENDICES
Appendix 1 Frequency Distribution of Experimental Class………………..... 61
Appendix 2 Frequency Distribution of Controlled Class…………..……….. 66
Appendix 3 Normality of Pre-test ............................................……………… 71
Appendix 4 Normality of Post-test…...............……………………………… 73
Appendix 5 Instrument of Pre-Test.................………………………………. 75
Appendix 6 Instrument of Pre-Test (Experimental Class) ………………....... 76
Appendix 7 Instrument of Pre-Test (Control Class) ……............………….... 77
Appendix 8 Lesson Plan (Experimental Class) .........………………………… 78
Appendix 9 Lesson Plan (Controlled Class) ........……………………………. 85
Appendix 10 The Subject List of Experimental Group ...................................... 95
Appendix 11 The Subject List of Controlled Group .......................................... 97
Appendix 12 Samples of Students’ Writing ...................................................... 99
Appendix 13 t-Table .......................................................................................... 103
Appendix 14 f-Table ............................................................................................ 104
Appendix 15 z-Table .......................................................................................... 105
Appendix 16 Lilliefors Table .............................................................................. 107
1
CHAPTER I
INTRODUCTION
This chapter consists of background of study, identification of the problem,
limitation of the study, formulation of the study, purpose of the study, and significant
of the study.
A. Background of Study
English has a position as an international language. It means that English
widely used in many countries around the world to communicate both orally and
written. It is used in trade, advertisement, educational institution, and many other
areas not only in native speaker country but also in non-native speaker country.
English creates great opportunities to interact with other countries as a global citizen
and help to promote culture in international scale.
Indonesia is one of the non-native speaker countries. It means that English is
not used by Indonesian people in their daily conversation because the status of
English in Indonesia is as a foreign language. However, English become a subject
that has to be taught in Indonesian schools. The general goal of Language learning
based on Standar Kompetensi Lulusan Satuan Pendidikan (SKL-SP) is the students
can show their listening skill, speaking skill, reading skill, and writing skill in a
simple form.1
As one of the four English skills that have to be mastered, writing skill
considers as productive skill. It means that writing include in producing language. In
writing, students have a role as active learner rather than passive receiver of
information. It is necessary for students to write effectively by producing good
1Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 23 Tahun 2006, p.4
2
sentences and good text. They should be able to organize ideas and to clarify concept
in order to make sure that information can be understood by reader.
The Standard Competance (Standar Kompetensi) of English writing skill for
junior high school students in Indonesia is “Mengungkapkan makna secara tertulis
dalam wacana interpersonal dan transaksional sederhana, secara formal maupun
informal, dalam bentuk recount, narrative, procedure, descriptive, dan report, dalam
konteks kehidupan sehari-hari.”2 It means that students have to perform the ability in
giving written expression of interpersonal discourse and simple transactional,
formally or informally, in the form of recount, narrative, procedure, descriptive, and
report in the context of daily life.
As one of the written form that required to be learned, procedure text is
important in our daily life. It tells how something is done through steps and actions.
In writing procedure text, students are required to be able to produce their own simple
procedure text with using the generic structure of procedure text that involves goal,
materials (equipments and ingredients), and sequence of step. However, based on the
writer’s experience in teaching procedure text in grade VII of junior high school, the
students often have problem to arrange the words for constructing the text. The
students often confuse to combine words in an appropriate pattern. It can be assumed
that students do not know the words that usually comes together. Students often
confuse to arrange procedure text because they do not know the key words that
become important for their writing.
The students often confuse in connecting words because they translate words
as a single isolation in their mother tongue. For Indonesian students, they often make
a mistake in combining words such as water boil for the English boiling water or jam
strawberry for the English strawberry jam. It is because of the negative transfer from
2Muhaimin, et. al., Pengembangan Model Kurikulum Tingkat Satuan Pendidikan (KTSP)
pada Sekolah dan Madrasah, (Jakarta:Raja Grafindo Persada,2008), p.272
3
their mother tongue to target language. Mother tongue, here Indonesian, has different
pattern with English as a target language. Instead of writing heat the oil, some
students may produce hot the oil. Students have lack of knowledge of vocabulary and
have difficulty to differentiate between verb and adjective because both heat and hot
have the same meaning panas in Indonesian.
One of the difficulties in writing is how to organize and sequence ideas.
Writing involves not only putting sentences together in language that is
grammatically correct and appropriate, but also organizing the ideas in those sentence
in a logical way so that they make a coherent text which is easy for the reader to
follow.3 That is the reason why students from both native speaker or non-native
speaker of writing class need extra effort to do their task. In non-native speaker, the
challenge is much bigger than that. It is because the hinderance such as how they
combine words, which word is appropriate for what exactly they mean in their first
language, etc.
Language consists of chunks which refer to collocations that will produce
continuous coherent text when they combined.4 Collocations itself are the words
combination or the group of words that often combined together. Collocation
instruction is a method to help students notice these chunks or collocation through
using them in writing process.5 With using collocation instruction, students will not
use words as a single isolation but word is combined with other word as a group. The
word will be grouped with other word that usually comes together in a certain
context.
3 J. Hadfield & C. Hadfield, Oxford Basics Introduction to Teaching English, Oxford: Oxford
University Press, 2008 p.117 4Michael Lewis, Implementing the Lexical Approach Putting Theory into Practice (Hove:
Language Teaching Publications, 1997), p.7 5Fatemeh, Eidian, et al.,. The Impact of Lexical Collocation Instructionon Developing Writing
Skill Among Iranian EFL Learners. International Journal of Language Learning and Applied
Linguistics World Vol.42013: 273-283
4
Collocations are necessary to build students’ mental lexicon.6 In writing, the
lexicon activated words based on the meaning and then translated into orthographic
code.7 With giving words combination, it can be considered that the words that often
come together in the context of procedure text particularly in genre of recipes will be
placed in one catalog entries in the students’ lexicon. For instance, when students are
given lexical collocation such as heat the oil or fry the onion, it will help them to
identify what they should do if they have nouns such as oil and onion. Other example
is grammatical collocation such as pour into. The students will automatically think
what they should do and to what kind of equipment it should be placed.
As the writer mentioned earlier about the problem that faced by grade 7 of
junior high school students in writing procedure text and the necessary of collocation
in building students’ mental lexicon and its role in producing coherent text, the writer
decided to conduct the study that had aim to find out whether collocation
instruction,which means noticing collocation through using them in writing process,
has positive effect in writing procedure text at grade VII of SMP Islamiyah Ciputat
where the writer had access and permission to conduct this study.
The writer selected free collocation that only related in the context of
procedure text particularly in genre of recipes to be presented, for instance,
verb+noun (crack the egg, heat the oil), verb+adverb (stir carefully), and
verb+preposition (pour into, boil for).The writer expected that it will help to reduce
students’confusion in constructing procedure text because the way words combined
in collocation is necessary to avoid students’ mistake as an impact of different pattern
of Indonesian as mother tongue with English as a target language.
6Jimmie Hill in Michael Lewis, Teaching Collocation: Further Developments in the Lexical
Approach, (Hove: Language Teaching Publications, 2000), pp.53-56 7J.B. Gleason & N.B. Ratner, Psycholinguistics, (Harcourt New York: Brace College
Publishers, 1993), p.203
5
B. Identification of the Problem
Based on the background of the study above, the writer identified the
problems as follow:
1. Students have a problem in combining words with an appropriate pattern
because they do not know the words that often combined together.
2. Students have a problem of negative transfer because Indonesian, as students’
mother tongue has different pattern with English as a target language.
3. Students have difficulty in arranging words for constructing a text because
they often confuse to connect the words in an appropriate way.
C. Limitation of the study
This study focuses on two main investigations. The first is the implementation
of collocation instruction and the second is positive effect of collocation instruction in
the process of writing procedure text at grade VII of SMP Islamiyah Ciputat.
D. Formulation of the study
Based on the identification of the problem above, the writer formulates the
study as follows “Is collocation instruction effective towards students’ writing skill of
procedure text at grade VII of SMP Islamiyah Ciputat?”
E. Purpose of the study
The aim of this study is to find out whether collocation instruction is effective
or not for improving students’ writing skill of procedure text at grade VII of SMP
Islamiyah Ciputat.
6
F. Significant of the study
There are three significant from the writer:
1. The writer hopes that this study will raise teacher awareness to take
collocation instruction into consideration in teaching procedure text because it
will help students to produce multi word rather than word as a single isolation.
2. The writer hopes that this study will encourage teacher to use collocation
instruction for teaching procedure text because collocation instruction will
help students’ understanding of combining words in an appropriate pattern
and arranging them into a text.
3. The writer hopes that this study will have benefit on the nextsimilar subject
study.
7
CHAPTER II
THEORITICAL FRAMEWORK
This chapter consists of literature review that describes writing and
collocation, previous study, thinking framework, and hypothesis of this study.
A. Literature Review
1. Procedure Text
a. Definition of Procedure Text
A text can be seen from two key perspectives, a thing that can be recorded,
analysed and discussed; and also a process that is the outcome of a socially produced
occasion.1 Procedure text is one of the text types that shows a process to make or to
operate something. Procedure text has a function to tell how something is done
through a sequence of step. A procedure enables people to do or to make things that
are new to them and to make sure they do or make things in the correct order. It also
includes all that need to be done.
Procedure covers the countless things that people do. It has a goal and a result.
The result of procedure should be reflected in the goal. The procedure tells how to
achieve the goal. It should be consist of step by step to achieve the goal. Procedure is
important in daily life, for instance, telling how to make a cup of coffee, telling step
by step instruction how to cook rice using rice cooker, giving direction to someone’s
house, etc.
1 Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and
Assessing Writing (Sidney: University of New South Wales Press Ltd., 2005), p.13
8
b. The purpose of procedure Text
Beard mentions four purposes of texts which are to persuade, to instruct or
advise, to entertain and to inform.2 Procedure text involve in the category of texts that
has a purpose to instruct or advise. It is a text that gives instruction to the reader what
they should do to achieve their goal.
Procedure is written for different audiences. In writing a procedure text, it is
required to think about the audience and consider the following in order to achieve
the purpose which is to instruct or advise the audience to do something3:
- The age of the audience.
- Whether the audience has any previous experience of the procedure.
- Whether the audience will need special instructions about the
equipment needed or about the steps to be done.
c. Genre of Procedure Text
Writing is a process that often heavily influenced by the constraints of genres,
then these elements have to be present in learning activities.4 There are various genre
in writing procedure text. Genre itself is defined as a category assigned on the basis
of external criteria such as intended audience, purpose, and activity type.5 It means
that genre describes certain types of activities. Genre in procedure text includes
recipes, directions, instruction manuals, administrative procedures, maintenance
notices, advices texts, rules, etc.
2 Adrian Beard, How Text Work, (New York: Routledge, 2003), p.25
3 June Keir, Text Types Book 3 Informative Texts Recognising And Creating Procedures,
Explanations, Recounts And Descriptions, (Australia: Ready-Ed Publications, 2009) p.14 4 Jeremy Harmer, How to Teach Writing. (Edinburg: Pearson Education Limited, 2004),
p.86 5 Brian Paltridge, Genre, Text Type, and the Language Learning Classroom, (ELT Journal
Volume 50, Oxford: Oxford University Press, 3 July 1996)
9
Procedure texts explain how to realize a certain goal by means of actions
which are at least partially temporally organized.6 A procedure text can be a simple,
ordered list of instructions to reach a goal, but it can also be less linear, outlining
different ways to realize something, with arguments, advices, conditions, hypothesis,
preferences. It also often contains a number of recommendations, warnings, and
comments of various types.
d. Grammatical Features of Procedure Text
The following are some of the grammatical feature of procedure text7:
Action Verb
It is used to represent the processes involved in completing a task,
for instance:
Spread the bread with the jam.
Pour the water into the pan.
Adverb
It is often used to qualify verbs and to provide extrra information
about how a task should be completed, for instance:
Add the ingredients slowly.
Stir the tea carefully.
Temporal connective
It is used to ensure processes are placed in the correct order of
time, for instance:
First melt the butter, then add the flour.
6 Estelle Delpech & Patrick Saint-Dizier, Investigating the Structure of Procedural Texts:
Identification of Titles and Instructions, JADT (Journées Internationales d’Analyse statistique des
Données Textuelles, 2008). 7 Peter Knapp & Megan Watkins, op. cit., pp.156-157
10
e. Organisation of procedure text
According to Hodge and William, organization is basically a system of
coordinated social units concerned with accomplishment of certain goal.8 Therefore,
organisation of procedure text means a well organized system that concerned with the
way how a certain goal has to be achieved when someone want to make or to do
something. The organisation of procedure text is more common called by generic
structure. The organisation of procedure text can be explained specifically as follow:
1) First, procedure texts generally begin with the goal of the task, which
is used as a title, for instance, ‘How to Make a cup of coffee’.
2) After the goal, a list of material that includes equipments and
ingredients is required to complete the task.
3) In the final, the text end with the sequence of steps specifying how
the goal is to be achieved.
The organisation of procedure text focuses on instructional texts in sequence
of action. It is organised in temporal sequences that are identified by the use of
numbers (such as 1, 2, 3 etc.) or temporal connectives (such as then, next, after that).
It indicates an ability to deal with aspects of grammar by action verbs, and the
temporal nature of sequencing, represented in the grammar by temporal connectives.9
The following are examples of procedure text genre recipes based on the organisation
mention above:
Example 1:
Goal How to Make a cup of Coffee
List of Material Equipment:
8 B.J. Hodge & William P. Anthony, Organization Theory 2
nd Ed., (Boston: Allyn and
Bacon, Inc ,1984), p. 10 9Peter Knapp & Megan Watkins, op. cit., p.156
11
cup
spoon
Ingredients:
water
coffee
2 spoonful of sugar
a dash of milk
Sequence of Step 1. First, boil the water for several minutes.
2. Then, take a cup.
3. Then, put the coffee into the cup.
4. And then, pour the boiling water into the cup.
5. After that, add 2 spoonful of sugar.
6. Next, add a dash of milk into the cup.
7. And next, stir all the ingredients carefully.
8. Finally, enjoy your cup of coffee.
Example 2:
Title/Goal How to Make a Glass of Orange Juice
Materials Equipments:
Glass
Squeezer
Ingredients:
Oranges
Water
Sugar
Sequence of Steps
1. First, boil the water for several minutes.
12
2. Second, squeeze the oranges.
3. Then, take a glass.
4. And then, put the squeezed oranges into the glass.
5. After that, pour the boiling water into the glass.
6. Next, add the sugar into the glass.
7. And next, stir all the ingredients carefully.
8. After that, add the ice cubes into the glass.
9. Finally, enjoy your orange juice.
f. Assessing Procedure Text
Assessing students' writing ability require the clarity of objective or criterion
which can be assessed through a variety of tasks. The following is assessment criteria
used for assessing the generic structure and grammatical features of procedure text
writing10
:
1. Genre-based criteria
- The writing mainly instructs or advises.
- The theme of writing is consistent with the task.
- The structure or staging of the text consistent with the genre.
2. Textual language criteria:
- The text is formatted appropriately.
- The text uses correctly structured simple, compound and complex
sentences.
- The text uses tense appropriately and consistently.
3. Syntactical language criteria:
10
Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing
Writing (Sidney: University of New South Wales Press Ltd., 2005), p.176
13
- All main clauses have essential elements such as a main verb and
statements have the subject and main verb in the correct order.
- The subject and main verb agree in person and number.
- Prepositions are used appropriately and with some variety.
- Articles and plurals are used correctly.
- Sentence, simple and complex punctuation is punctuation is
correct.
4. Spelling
- Most high-frequency words are spelt correctly.
- Most less frequently used words and words with common but not
simple pattern are spelt correctly.
- Most words with difficult or unusual patterns are spelt correctly.
- Most challenging words appropriate to the task are spelt correctly.
- All challenging words appropriate to the task spelt correctly.
2. Collocations
a. Definition of Collocation
Collocations are the way in which words are used together regularly. The term
of collocations are derived from the Latin word collocare which means to place
together or to assemble, and this term introduced by J. R. Firth in 1930s. Collocations
are seen as language chunks which are memorized by speakers as whole units in
order to achieve language fluency.11
They are the occurrence of two or more words
within a short space of each other in a text. They are a pair or group of words that are
often used together.
11
Violeta Seretan, Syntax-Based Collocation Extraction. (Text, Speech and Language
Technology Series Vol.44, Dordrect: Spinger, 2011), p.9
14
Collocations are one of the main concerns of lexicography. Lexicography
itself is focus on the meaning and use of words, a central to dictionary making.12
The
elements involved in collocations are assumed to be lexemes, for instance, it is
assumed that combinations such as pay attention, pays attention, paid attention and
attention was paid are instantiations of the same collocations.
In Lexical Approach, an approach of language learning that suggests a much
more central role for lexis or all the words of a language, collocations describe as the
way individual words co-occur with others.13
This approach was developed by
Michael Lewis who believes that the primary approach in foreign language teaching
should be focused on the lexicon (vocabulary) of the target language as opposed to
using the more traditional grammatical or structural approach. It suggests that
vocabulary should be taught in chunks instead of as individual words. These chunks
are refered to as collocations which mean words that frequently go together.14
From several definitions above, it can be concluded that collocation is the
combination of words that usually comes together in an appropriate pattern. The way
words combine is important because learners can recognise certain pattern that
usually appear in a certain context.
b. Categorization of Collocation
Sinclair mentions two types of collocation, significant collocation and casual
collocation.15
Significant collocations have high intencity to come together. For
example, the words dog and barked, barked is not very common and, it usually occurs
near the word dog. Casual collocations are the combination of common words, such
12
Douglas Bieber, et al., Corpus Linguistics: Investigating language Structure and Use,
(Cambridge: Cambridge University Press, 2000), p.21 13
Michael Lewis, The Lexical Approach: The State of ELT and a Way Forward, (Londan:
Language Teaching Publications, 1999), p.93 14
Deborah L. N., et. al., Kaleidoskope of Models and Strategies Teaching English to
Speakers of Other Languages, (New York:Greenwood Publishing Group Inc., 2006), p. 55 15
John Sinclair, Corpus, Concordance, Collocations, (Oxford: Oxford University Press,
1991), p.12
15
as the big house, both big and house can be callocated with many other common
words, the small house, the big problem. It is depend on the context of situation
where those words have to be combined.
Hill differentiates collocation into more specific types16
:
1. Unique collocations
They have the unique meaning such as foot the bill which means to pay
an amount of money, not related to the part of body as the individual
word foot.
2. Strong collocations
They are not unique but strong or very strong combination such as
ulterior motives, harbour grudge.
3. Weak collocations
They are the combination of usual words in English, for example bad
habit, expensive car, good time.
4. Medium-strength collocation
They are not strong or weak but in the middle, for instance hold a
conversation, make a mistake, do the homework.
Collocation includes idiom and phrasal verb. Lewis mentions that all
collocations are idiomatic and all phrasal verbs and idioms are collocations or contain
collocations. Collocations are placed on a sliding scale of meaning and form
relatively unrestricted (collocations) to highly fixed (idioms). He classifies
collocation into free collocation, restricted collocation, figurative idiom, and pure
idiom.17
There are two major categories of collocation, lexical collocation and
grammatical collocation. Lexical collocation is collocation in which two lexical
16
Jimmie Hill in Michael Lewis, Teaching Collocation: Further Developments in the
Lexical Approach, (Hove: Language Teaching Publications, 2000), pp. 63-64 17
Christopher Gledhill, Collocations in Science Writing, (Language in Performance Series
No. 22, Tubingen: Gunter Narr Verlag,2000), pp.7-20
16
elements co-occur and grammatical collocations are collocations in which a lexical
and a more grammatical element, for instance a preposition.18
There are several
combinations of grammatical collocation and lexical collocation19
:
1. Grammatical collocations
noun+preposition combination
sympathy with, blocade against, apathy towards
noun+to-infinitive
an effort to get a job
a struggle to solve the problem
noun+that-clause
He took an oath that he would do his duty.
preposition+noun
by accident, in advance, etc.
adjective+preposition
they are angry at the children.
predicate adjective+to-infinitive
It was necessary to work together.
Collocational verb patterns
For instance verb+preposition:
Boil the vegetable for five minutes
2. Lexical collocation
verb (usually transitive) + noun/ pronoun (or prepositional phrase)
come to an agreement, compose a music,
18
Nadja Nesselhauf, Collocations in a Learner Corpus, (Amsterdam: John Benjamins
Publishing Company, 2004), p.22 19
R. R. D. Moehkardi, Grammatical and Lexical English Collocations: Some Possible
Problems to Indonesian Learners of English. (Journal of Humaniora Vol 14 No.1 Februari 2002),
pp.53-62
17
set an alarm
verb (meaning eradication and or nullification) + a noun
reject an appeal, withdraw an offer,
annul a marriage
adjective + noun
best regards, kindest regards, strong tea
noun + verb
bomb explode, bees buzz, alarm go off
noun + noun
a bouquet of flower, a glass of water,
a bit of advice
adverb + adjective
hopelessly addicted, deeply absorbed,
closly acquinted
verb + adverb
appreciate sincerely, argue heatedly
3. Using Collocation Instruction for Improving Students’ Writing Skill of
Procedure Text
Writing as a process refers to the act of collecting ideas and arranging them
until they are presented in a way that is understood by the reader.20
In writing
procedure text, students have to identify the verbs in the text with comparing the
verbs with the nouns. They discuss the relationship between the verb and the noun in
the sentence, and the way the verbs indicates what is to be done with the noun, for
instance crack the egg, pour the water. They also have to add extra information to the
20
C. T. Linse & David Nunan, Practical English Language Teaching: Young Learner,
NewYork: McGraw-Hill Companies, Inc., 2005), p.98
18
way the verbs should be performed. this includes identifying adverbs such as
carefully and slowly.21
Collocation refer to the limitations on how words can be used together, for
instance which prepositions are used with particular verbs, or which verbs and nouns
are often used together. The term of collocation instruction means noticing,
highlighting and conciousness-raising certain combination of words to students.
There are two types of instruction, explicit instruction and implicit instruction.22
Explicit instruction involves the construction of explicit knowledge consciously,
learners are given the target items and try to develop concepts and rules on their
own. On the other hand, implicit instruction refers to a kind of instruction in which
learners learn the target items with reading a text for comprehension of the content
rather than for learning that items in that text.
Collocation will make students recognise the multi word combination and
they can use them to construct a text in an appropriate way. With giving collocation
in writing procedure text, the process of identifying which action should be done in
the sequence of step will be easier because teacher enrich students with free
collocation so that students can combine words for constructing procedure text. The
following are common collocations which introduced to student in the context of
procedure text particularly in genre of recipes:
1. Verb+Noun Combination
garlic
peel chilli
onion
onion
chop garlic
chilli
water
boil
vegetables
21
Peter Knapp & Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and
Assessing Writing (Sidney: University of New South Wales Press Ltd., 2005), p.168 22
Elaheh Zaferanieh, et al., On the Impacts of Four Collocation Instructional Methods: Web-
Based Concordancing vs. Traditional Method, Explicit vs. Implicit Instruction, (Studies in Literature
and Language Vol. 3, No. 3, 2011) pp.120-126
19
water
pour
milk
crack
eggs
whisk
bread
spread
jam
oil
heat
soup
cheese
grate
coconut
onion
fry garlic
chilli
2. Verb+Adverb
Stir .................. carefully
Mix together ...................
3. Verb+Preposition
Place .......... on ..........
with ......
Spread ......
On .........
Mix .........with .........
Boil .......... for ...........
Pour ........... into ...........
Chop ........ into ........
The instruction also can be implemented in exercise as follow in order to help
students identifying the relation of verbs and nouns:
20
Verb Noun
Spread
Heat
Pour
Crack
Peel
Water
Egg
Onion
Oil
Jam
The following are examples of combining words exercise:
Boil the water for several minutes. Chop the onion into small pieces.
Pour the water into a cup. Place fried rice on the plate.
Stir all the ingredient carefully. Mix together all the ingredients.
B. Previous Study
1. The first study is the research from Malinda Prawati, et al titled Teaching
Writing Procedure Text Through Demonstration. This study is the experimental
study with pre-test and post-test as instrument.They used demonstration to teach
students writing procedure texts and has the result that demonstration has high
significant effect to increase students’ achievement of writing skill on procedure
text. The difference between this study and the writer’s study is the writer does
21
not use demonstration but uses collocation instruction in increasing students’
writing skill on procedure text with the same experimental method and pre-test
and post-test instrument.
2. The second study is focus on using collocation instruction to
developstudents’ writing skill. This study is a part of 2013 International
Journal of Language Learning and Applied LinguisticsWorld. It is titled
The Impact of Lexical Collocation Instructionon Developing Writing Skill Among
Iranian EFL Learners by Fatemeh Eidian, et al. This is an experimental
study which has experimental and control groups with pre-test and post-
test as an instrument using university students as sample population. The
result of this study showed that lexical collocation can develop students’
writing skill. The differences between this study and the writer’s study is
the writer study uses junior high school students as sample population and
it does not measure writing skill generally, but only one type of writing
which is procedure texts with recipes as genre specification.
C. Conceptual Framework
Students can use the grammatical features, generic structure, and vocabularies
that have been given to express their ideas in written text. Procedure text is one of the
types of written texts that students learned. Procedure text is the text that tells how to
do or how to make something. Writing procedure text becomes one of English
materials in grade VII students syllabus. The purpose of learning procedure text based
on the syllabus is to make students able to produce their own simple procedure text
accurately, fluency, and acceptably. Procedure text tells the action should be done for
making something, and the way verbs (action) work with nouns (object of action) is
definitely crucial. However, students often confuse to arrange procedure text because
they do not know the key words, such as verbs and nouns, which become important
for their writing. They often have problem to combine those words and connect them
for constructing the text.
22
The writer considered about using collocation instruction in procedure text
writing. Collocations are important because they will make students think about multi
word and reduce their confusion in arranging text. It can make students recognise the
pattern of certain words combination in an appropriate way. Collocation instruction
that used by writer in writing procedure text means giving combination of free
collocation of verb+noun, verb+adverb, and verb+preposition in learning procedure
text. It is necessary because the ability of students to identify the verbs in the text
with comparing the verbs with the nouns and also identify adverbs are required in
constructing procedure text. The writer expected that collocation instruction will
make students easier to construct a simple procedure text writing particularly in
genre of recipes.
D. Research Hypothesis
Collocation instruction will have an effect to improve students’ writing
procedure text because students will not use word as a single isolation but use words
as a group. It can reduce students confusion in arranging text because they can
combine words since the ability of students to identify the verbs in the text with
comparing the verbs with the nouns and also identify adverbs are required in
constructing procedure text.
23
CHAPTER III
RESEARCH METHDOLOGY
This chapter consists of the explanation about place and time of the study,
method and design of the study, population and sample, data collection, scoring
rubric, data analysis, and hypothesis statistics.
A. Place and Time of the Study
This study conducted at SMP Islamiyah Ciputat. This study held from 8th
of
April to 29th
of April. The writer gave the treatment in academic year 2014/2015.
The Schedule of the Study
No Task Preparation Time
1. Preliminary visit Permission Letter Monday, 31th
of
March 2015
2. Communicate with the
headmaster and English
Teacher
Permission Letter Wednesday, 1st of
April 2015
3. Pre-test Pre test Wednesday, 8th
of
April 2015
4. Treatment Lesson Plan,
Handbook,
Worksheet, Teaching
Materials
The day of treatment
of Experimental and
Controlled Class
5. Post-test Post test Wednesday, 29th
of
April 2015
24
B. Method and Design of the Study
This study uses quantitative method. According to Creswell, quantitative
research has several characteristics, one of them is describing a research problem
through a description of trends or a need for an explanation of the relationship among
variables. It is also analyzing trends, comparing groups, or relating variable using
statistical analysis and interpreting results by comparing them with prior predictions
and past research.1 This study used quasi-experimental design with controlled group
and experimental group. Quasi-experimental design were used because this study is
an experimental design that does not meet all the requirements necessary for
controlling the influence of extraneous variables. In this study, controlled group
means a group who only gets traditional learning like translating or doing exercise
without being given some collocations. In contrast, experimental group was presented
some collocations related to the context of procedure text particularly genre of recipes
during writing class.
C. Population and Sample
Population is a group of individuals who have the same characteristic that the
researcher can identify, whereas sample is a subgroup of the population that the
researcher plans to study. Sample is individuals who are represents the entire
population.2 In this study, the writer uses convenience sampling approach of
nonprobability sampling. The reason of the writer using that sampling approach is
because the writer selects participants who are available to be studied. The writer
decided to conduct study at grade VII students of SMP Islamiyah Ciputat because the
students were available for this study which means that the students fulfilled the
criteria of this study. It also because the writer had access to the school and had the
permission of the principal to conduct this study. This study will be conducted in two
1Jhon W. Creswell, Education Research Methodology, (Boston: Pearson Education, Inc., 2012), p.13
2Jhon W. Creswell, Ibid., p.142
25
equal classes, the first class as experimental group who receives the experimental
treatment and second class is control group.
D. Data Collection
The writer used instrument in order to get the better data. To make this study
successful, the writer used some instruments to collect data, they are as follows:
1. Test
a. Pre-test
Pre-test provides a measure on some attribute or characteristic that the
writer assess for participants in an experiment before they receive a
treatment.3 The purpose of pre-test is to know the basic students’ ability
in writing procedure text. The instrument of the pre-test is written test.
b. Post-test
Post-test is a measure on some attribute or characteristic that is assessed
for participants in an experiment after a treatment.4 The purpose of post-
test in this study is to know the students’ ability improvement in writing
procedure texts. The instrument of the post-test is written test.
2. Validity of Test
Validity is the compatibility of a test. It means that a test should measure what
supposed to measure. There are several types of validity, and one of them is
content validity. Content validity means that the validity is based on a careful
analysis of the language being tested and the particular course objective.5
Alderson, et al. argue that content validity involves a judgement from experts
in some systematic way such as analysing the content of the test and
3 Jhon W. Creswell, Ibid., p.297
4 Ibid.
5J. B. Heaton, Writing English Language Tests, (London: Longman Group UK Ltd., 1990), p.160
26
comparing them with statement of what the content should be.6 They add that
the statement may be organized as syllabus or curriculum, or a domain
specification. Therefore, the writer used curriculum and syllabus KTSP of VII
grade junior high school as content validity to justify that the test is valid.
3. Observation
Observation was the activity that was done by the writer to get the data. The
observation focused on teacher and students activity in classroom. In this part,
the researcher used checklist as instrument to take information related to the
activity in the class room. The following is the observation checklist used by
the writer:
Observation Checklist
No Activities Description
1 Teacher’s clarity in explaining material Very Good
Good
Average
Poor
Very poor
2 Classroom management Very Good
Good
Average
Poor
Very poor
3 Teacher’s interaction with students Very Good
Good
6 Alderson J.C., et al., Language Test Construction and Evaluation, (Cambridge: Cambridge
University Press, 1995), p.173
27
Average
Poor
Very poor
4 Students’ attention towards teacher’s
presentation
Very Good
Good
Average
Poor
Very poor
5 Students’ response of teacher’ questions Very Good
Good
Average
Poor
Very poor
6 Students’ understanding of material Very Good
Good
Average
Poor
Very poor
7 Students’ enthusiasm to join the class Very Good
Good
Average
Poor
Very poor
28
4. Documentation
Document is a piece of written or printed material that provides an
information. It refers to the archival data that help the writer to collect the
required data. It can help the writer to get accurate data concerning to the
study. It can be defined as looking for the data concerning matters or variable
that are taken in form of notes of meeting, book, agenda etc.
E. Scoring Rubric
The writer used analytic scales as a scoring technique. In analytic scoring,
texts are rated on several aspects of writing or criteria rather than given a single
score.7 The criteria rated as follow:
Scoring Rubric
Content
30 - 27 EXCELLENT TO VERY GOOD : relevan to assigned topic-etc
26 – 22 GOOD TO AVERAGE : mostly relevant to topic – etc
21 – 17 FAIR TO POOR : inadequate development topic - etc
16 – 13 VERY POOR : not enough to evaluate – etc
Organization
20 -18 EXCELLENT TO VERY GOOD : well-organized, logical sequencing- etc
17-14 GOOD TO AVERAGE : logical but incomplete sequencing – etc
13 -10 FAIR TO POOR : lacks logical sequencing and development– etc
9-7 VERY POOR : no organization, not enough to evaluate – etc
Vocabulary
20 - 18 EXCELLENT TO VERY GOOD : word form mastery, appropriate register
(words use for particular situation– etc
17-14 GOOD TO AVERAGE : occasional errors of word form, choice, usage but
meaning not obscured
13 – 10 FAIR TO POOR : frequent errors of word form, choice, usage and meaning
confused or obscured – etc
9 – 7 VERY POOR : little knowledge of English vocabulary, word form or not
enough to evaluate
Language use
25 – 22 EXCELLENT TO VERY GOOD : few errors of word order/function,
articles, preposition - etc
21-19 GOOD TO AVERAGE : several errors of word order/function, articles,
7 S.C. Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2009), p.114
29
preposition – etc
17 – 11 FAIR TO POOR : frequent errors of word order/function, articles,
preposition - etc
10 – 5 VERY POOR : dominated by errors, or not enough to evaluate – etc
Mechanics
5 EXCELLENT TO VERY GOOD : few errors of spelling, punctuation,
capitalization – etc
4 GOOD TO AVERAGE : occasional errors of spelling, punctuation, capitalization –
etc
3 FAIR TO POOR : frequent errors of spelling, punctuation, capitalization – etc
2 VERY POOR : dominated by errors of spelling, punctuation, capitalization – etc
Total Score:
Adapted From S.C. Weigle, Assessing Writing, (Cambridge: Cambridge University Press,
2009), p.116
F. Data Analysis
1. Test of Normality
Test of normality is used to test whether the sample comes from
population that distributed normally or not.8 The writer determined the
normality of data from students’ writing scores of pre-test and post-test
that had obtained in advance. For calculation of normality test, the writer
used Lilliefors test with the formulation as follow:
Zivalue =
Annotation:
X = the students’ score from the controlled class interval
= the mean score of controlled class pre-test
= standard of deviation
F(Zi) = Zivalue on Ztable
8Budi Susetyo, Statistika untuk Analisis Data Penelitian (Dilengkapi Data Perhitungan SPSS
dan Ms. Office Excel), (Bandung: Refika Aditama, 2010), p.148
30
S(Zi) =
F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)
2. Test of Homogeneity
Test of Homogeneity is used to test the variance and to know whether the
data were homogeneous or not.9 The writer determined the homogeneity
of the data using Fisher-test. The following is the formulation of the
homogeneity test:
Fvalue=
Annotation:
S12: the greatest variance
S22: the smallest variance
3. T-Test Formulation
The final step is testing the statistical hypothesis with using the following
Statistic calculation of T-test formulation.10
a. Analyzing the Mean of Variable X with formula :
M x ∑
b. Analyzing the Mean of Variable Y with formula :
M y ∑
c. Analyzing the Standard Deviation Score of Variable X with formula :
9Budi Susetyo, Ibid, p. 160
10Budi Susetyo, Ibid, p. 208
31
√∑
d. Analyzing the Standard Deviation Score of Variable Y with formula :
√∑
e. Analyzing the Standard Error Mean of Variable X with formula :
SEMx =
√
f. Analyzing the Standard Error Mean of Variable Y with formula :
SEMy =
√
g. Analyzing the Standard Error of different Mean of Variable X and Mean of
Variable Y with formula :
SEMx – SEMy = √
h. Analyzing t0with formula :
t0 =
i. Analyzing the degree of freedom (df) with formula :
df = n1 + n2– 2
G. Hypothesis Statistics
The limitation of this studyhypothesis determine as follow:
H0: Collocation instruction is not effective towards students’ writing skill of
procedure text for grade VII at SMP Islamiyah Ciputat.
H1: Collocation instruction is effective towards students’ writing skill of
procedure text for grade VII at SMP Islamiyah Ciputat.
The following is the formulation of the statistics hypothesis:
32
Ho : µ 1 = µ 2
H1: µ 1 ≠ µ 2
For the next step, the writer used the following criteria:
1. If t-test (tt) > t-table (to) in significant rank of 0,05, Ho (null hypothesis) is
rejected. It means there is significant difference between students’
achievement in writing procedure text for grade VII at SMP Islamiyah
Ciputat in experimental group.
2. If t-test (tt) < t-table (to) in significant rank of 0,05, Ho (the null
hypothesis) is accepted. It means there is no significant difference between
students’ achievement in writing procedure text for grade VII at SMP
Islamiyah Ciputat in experimental group.
33
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter consists of some information about data description, data
analyzing, test hypothesis and finding interpretation.
A. Data Description
1. The Pre-Test Score
In this study, the writer collected pre-test score both in experimental class and
controlled class before giving treatment to the students in the classroom. The
following is the description of the pre-test score:
Table 4.1
The Pre-Test Score of Experimental Class and Controlled Class
Experimental Class Controlled Class
No Code Score No Code Score
1. E-1 80 1. C-1 76
2. E-2 65 2. C-2 60
3. E-3 67 3. C-3 76
4. E-4 75 4. C-4 80
5. E-5 77 5. C-5 74
6. E-6 53 6. C-6 68
7. E-7 77 7. C-7 80
8. E-8 80 8. C-8 57
9. E-9 70 9. C-9 76
10. E-10 65 10. C-10 74
11. E-11 53 11. C-11 74
12. E-12 60 12. C-12 70
13. E-13 53 13. C-13 76
34
14. E-14 53 14. C-14 80
15. E-15 60 15. C-15 60
16. E-16 75 16. C-16 74
17. E-17 65 17. C-17 63
18. E-18 70 18. C-18 74
19. E-19 60 19. C-19 63
20. E-20 70 20. C-20 60
21. E-21 75 21. C-21 57
22. E-22 80 22. C-22 74
23. E-23 70 23. C-23 68
24. E-24 65 24. C-24 70
25. E-25 75 25. C-25 60
26. E-26 67 26. C-26 68
27. E-27 67 27. C-27 68
28. E-28 60 28. C-28 57
29. E-29 75 29. C-29 70
30. E-30 53 30. C-30 68
N = 30 ∑ X = 2015 N = 30 ∑ Y = 2075
Mean X 67.16 Mean Y 69.16
Based on table 4.1, it can be seen that 53 was the lowest students’ pre-test
score in experimental class and 80 was the highest students’ pre-test score in
experimental class while 57 the lowest students’ post-test score in control class was
53 and 80 was the highest students’ pre-test score in controlled class. Moreover, the
total students’ score of pre-test in experimental class was 2015 and the total students’
score of pre-test in controlled class was 2075. The experimental class has the average
score 67.16 and the controlled class has the average score 69.16
.
35
2. The Post-Test Score
Post-test score was collected both in experimental class and controlled class
after giving the treatment to the students in the classroom aiming to find out whether
it has an effect in improving students’ ability or not. The following is the description
of the pre-test score:
Table 4.2
The Post-Test Score of Experimental Class and Controlled Class
Experimental Class Controlled Class
No Code Score No Code Score
1. E-1 89 1. C-1 83
2. E-2 78 2. C-2 75
3. E-3 87 3. C-3 80
4. E-4 80 4. C-4 80
5. E-5 85 5. C-5 83
6. E-6 74 6. C-6 72
7. E-7 89 7. C-7 80
8. E-8 89 8. C-8 60
9. E-9 80 9. C-9 75
10. E-10 74 10. C-10 70
11. E-11 78 11. C-11 75
12. E-12 75 12. C-12 78
13. E-13 78 13. C-13 83
14. E-14 75 14. C-14 80
15. E-15 80 15. C-15 78
16. E-16 87 16. C-16 78
17. E-17 80 17. C-17 75
18. E-18 85 18. C-18 70
19. E-19 75 19. C-19 60
36
20. E-20 87 20. C-20 70
21. E-21 89 21. C-21 75
22. E-22 80 22. C-22 83
23. E-23 67 23. C-23 72
24. E-24 78 24. C-24 80
25. E-25 85 25. C-25 67
26. E-26 85 26. C-26 60
27. E-27 78 27. C-27 72
28. E-28 85 28. C-28 72
29. E-29 80 29. C-29 67
30. E-30 67 30. C-30 60
N = 30 ∑ X = 2419 N = 30 ∑ Y = 2213
Mean X 80.63 Mean Y 73.76
Based on table 4.2, it can be seen that 67 was the lowest students’ post-test
score in experimental class and 89 was the highest students’ post-test score in
experimental class while 60 was the lowest students’ post-test score in controlled
class and 83 was the highest students’ post-test score in controlled class. In addition,
2419 was the total students’ score of pos-test in experimental class and 2213 was the
total students’ score of post-test in controlled class. The experimental class has the
average score 80.63 and the controlled class has the average score 73.76.
3. Gain Score
In this study, gain score was used as primary data to calculate ttest after finding
out the mean score, standard deviation score and standard error mean score. It is the
difference score between students’ pre-test score and post-test score. The following is
the description of the scores:
37
Table 4.3
The Gain Score of Experimental Class and Controlled Class
Experimental Class Controlled Class
No Code Score No Code Score
1. E-1 9 1. C-1 7
2. E-2 13 2. C-2 15
3. E-3 20 3. C-3 4
4. E-4 5 4. C-4 0
5. E-5 8 5. C-5 9
6. E-6 21 6. C-6 4
7. E-7 12 7. C-7 0
8. E-8 9 8. C-8 3
9. E-9 10 9. C-9 -1
10. E-10 9 10. C-10 -4
11. E-11 25 11. C-11 1
12. E-12 15 12. C-12 8
13. E-13 25 13. C-13 7
14. E-14 22 14. C-14 0
15. E-15 20 15. C-15 18
16. E-16 12 16. C-16 4
17. E-17 15 17. C-17 12
18. E-18 15 18. C-18 -4
19. E-19 15 19. C-19 -3
20. E-20 17 20. C-20 10
21. E-21 14 21. C-21 18
22. E-22 0 22. C-22 9
23. E-23 -3 23. C-23 4
38
24. E-24 13 24. C-24 10
25. E-25 10 25. C-25 7
26. E-26 18 26. C-26 -8
27. E-27 11 27. C-27 4
28. E-28 25 28. C-28 15
29. E-29 5 29. E-29 -3
30. E-30 14 30. E-30 -8
N = 30 ∑ X = 404 N = 30 ∑ Y = 138
Mean X 13.46 Mean Y 4.6
Table 4.3 shows that -3 was the lowest students’ gain score in experimental
class and 25 the highest students’ gain score in experimental class while -8 was the
lowest students’ gain score in controlled class and 18 the highest students’ gain score
in controlled class. In addition, 404 was the total students’ gain score in experimental
class and 138 was the total students’ gain score in controlled class. The experimental
class has the average score of 13.46 and the controlled class has the average score of
4.6.
4. The Frequency Distribution of the Experimental Class
a. Pre-test score of the experimental class
Table 4.4
The Frequency Distribution of the pre-test of Experimental Class
No. Interval Low Class
Boundary
Up Class
Boundary
Frequency
Absolute Relative
1. 53-57 52.5 57.5 5 16.66 %
2. 58-62 57.5 62.5 4 13.33 %
3 63-67 62.5 67.5 7 23.33 %
39
4. 68-72 67.5 72.5 4 13.33 %
5. 73-77 72.5 77.5 7 23.33 %
6. 78-82 77.5 82.5 3 10 %
∑ 30 100%
Figure 4.1 Diagram of frequency distribution of the pre-test score of the
experimental class
The data of the pre-test score of the experimental class presented into
frequency distribution table and diagram form. The classification of the data
was made based on the length of interval (P), number of classes (K), and range
(R). The table 4.4 shows that the length of the interval was 5 and the numbers
of class interval were 6. The up class boundary of the first class interval was
57.5 and the up class boundary of the last interval was 82.5. The total numbers
of students were 30. Moreover, the most frequency appearance on the
frequency distributed was the score between 63-67 and 73-77 with the number
of absolute frequency 7 and the relative frequency 23.33 %. In addition, the
least appearance of score was on interval 78-82 with the number of absolute
0
1
2
3
4
5
6
7
53-57 58-62 63-67 68-72 73-77 78-82
Class Interval Absolute
Frequency
40
frequency 3 and relative frequency 10%. The whole description of statistical
calculation can be seen on the appendix.
b. Post-test score of the experimental class
Table 4.5
The Frequency Distribution of the post-test of Experimental Class
No. Interval Low Class
Boundary
Up Class
Boundary
Frequency
Absolute Relative
1. 67-70 66.5 70.5 2 6.66 %
2. 71-74 70.5 74.5 2 6.66 %
3 75-78 74.5 78.5 8 26.66 %
4. 79-82 78.5 82.5 6 20 %
5. 83-86 82.5 86.5 5 16.66 %
6. 87-90 86.5 90.5 7 23.33 %
∑ 30 100%
0
1
2
3
4
5
6
7
8
67-70 71-74 75-78 79-82 83-86 87-90
Class Interval Absolute
Frequency
41
Figure 4.2 Diagram of frequency distribution of the post-test score of the
experimental class
Table 4.5 shows that the numbers of the class interval was 6 and the
length of interval was 4. The low class boundary of the first class interval was
66.5 and the low class boundary from last class was 86.5. The total numbers of
absolute frequency were 30. The table also shows that the most frequency
appearance on the frequency distributed was the score in interval 75-78 with the
absolute frequency 8 and relative frequency 26.66%. Moreover, the least
appearance of score was the score between interval 67-70 and 71-74 with the
absolute frequency 2 and relative frequency 6.66%. On the other hand, the
upclass boundary on the first interval was 70.5 and the up class boundary of the
last interval was 90.5. The whole description of statistical calculation can be
seen on the appendix.
5. The Frequency Distribution of the Controlled Class
a. Pre-test score of the controlled class
Table 4.6
The Frequency Distribution of the pre-test of Controlled Class
No. Interval Low Class
Boundary
Up Class
Boundary
Frequency
Absolute Relative
1. 57-60 56.5 60.5 7 23.33 %
2. 61-64 60.5 64.5 2 6.66 %
3 65-68 64.5 68.5 5 16.66 %
4. 69-72 68.5 72.5 3 10 %
5. 73-76 72.5 76.5 6 20 %
6. 77-80 76.5 80.5 7 23.33 %
42
Figure 4.3 Diagram of frequency distribution of the pre-test score of the
controlled class
Table 4.6 shows that the numbers of the class interval were 6 and the
length of the interval was 4. While the lowest score in the class interval was 57
and the highest score was 80. The total numbers of absolute frequency were 30.
While the highest class interval was 77-80, the up class boundary was 80.5. In
addition, the lowest absolute frequency was 2 on the class interval 61-64 with
relative frequency 6.66% and the higest absolute frequency was 7 with relative
frequency 23.33% on the both class interval 57-60 and 77-80. The whole
description of statistical calculation can be seen on the appendix.
0
1
2
3
4
5
6
7
57-60 61-64 65-68 69-72 73-76 77-80
Class Interval Absolute
Frequency
30 100 %
43
b. Post-test score of the controlled class
Table 4.7
The Frequency Distribution of the post-test of Controlled Class
No. Interval Low Class
Boundary
Up Class
Boundary
Frequency
Absolute Relative
1. 60-63 59.5 63.5 4 13.33 %
2. 64-67 63.5 67.5 2 6.66 %
3 68-71 67.5 71.5 3 10 %
4. 72-75 71.5 75.5 9 30 %
5. 76-79 75.5 79.5 3 10 %
6. 80-83 79.5 83.5 9 30 %
30 100 %
Figure 4.4 Diagram of frequency distribution of the post-test score of the
controlled class
Table 4.7 shows that the numbers of the class interval were 6 and the
length of the interval was 4. While the lowest class interval was 60-63, the
0
1
2
3
4
5
6
7
8
9
60-63 64-67 68-71 72-75 76-79 80-83
Class Interval Absolute
Frequency
44
lowclass boundary was 59.5. In addition, the lowest absolute frequency was 2
on the class interval 64-67 with relative frequency 6.66% and the higest
absolute frequency was 9 with relative frequency 30% on the both class
interval 72-75 and 80-83. In the addition, the total numbers of absolute
frequency were 30. The whole description of statistical calculation can be seen
on the appendix..
B. Data Analysis
1. Normality Test of Pre-Test
Lilliefors Normality test was used in this study to find out the distribution of
pre-test data. It is used in order to know the data normally distributed or not.
Table 4.8
The Result of Normality Pre-test of Experimental and Controlled Class
No Source Experimental Controlled
1. N 30 30
2. Average 67.63 69.16
3. Variance 66.69 58.85
4. Standard Deviation 8.10 7.67
5. Maximal Score 80 80
6. Minimal Score 53 57
7. T value 0,1257 0,1163
8. T table 0.1590
9. Criteria Normal
The following is the writer’s assumption:
Ho : the data of normal distribution
H1 : the data of un normal distribution
45
The criteria is Ho accepted if Tvalue< 0.1590 and rejected if Tvalue> 0.1590 with α =
5%.
Based to Table 4.4, it can bee seen that Tvalue in experimental class is smaller
than Ttable, with the closest Lilliefors critical value of 30 with degree of significance
0.05 which is Tvalue< Ttable (0.1257< 0.1590). In addition, Tvalue in controlled class is
smaller than Ttable, with the closest Lilliefors critical value of 30 with degree of
significance 0.05 which is Tvalue< Ttable (0.1163< 0.1590). It shows that Null
Hypothesis (Ho) is accepted and the data of pre-test is normally distributed. The
whole description of Lilliefor Test calculation on the table above can be seen on the
appendix.
2. Normality Test of Post-Test
Lilliefors Normality test was used in this study to find out the distribution data
of post-test. It is used in order to know the data normally distributed or not.
Table 4.9
The Result of Normality Post-test of Experimental and Controlled Class
No Source Experimental Controlled
1. N 30 30
2. Average 80.63 73.76
3. Variance 36.94 47.37
4. Standard Deviation 6.07 6.88
5. Maximal Score 89 83
6. Minimal Score 70 60
7. T value 0.0850 0.1105
8. T table 0.1590
9. Criteria Normal
The following is the writer’s assumption:
46
Ho: the data of normal distribution
H1: the data of un normal distribution
The criteria is Ho accepted if Tvalue< 0.1590 and rejected if Tvalue> 0.1590 with α =
5%.
Based on Table 4.5, it can be seen that Tvalue in experimental class is smaller than
Ttable, with the closest Lilliefors critical value of 30 with degree of significance 0.05
which is Tvalue< Ttable (0.0850< 0.1590). In addition, Tvalue in controlled class is
smaller than Ttable, with the closest Lilliefors critical value of 30 with degree of
significance 0.05 which is Tvalue< Ttable (0.1105< 0.1590). It shows that Null
Hypothesis (Ho) is accepted and the data of post-test is normally distributed. The
whole description of Lilliefor Test calculation on the table above can be seen on the
appendix.
3. Homogeneity Test of Pre-Test
The homogeneity test was used to find out whether the group sample which
was taken from population is homogeneous or not. The following is the calculation of
homogeneity test of pre-test:
Variance of Pre-Test of Experimental Class
S2 =
- (
)
=
– (
)
= 4 586.5–67.162
= 4 586.5– 4 510.46
= 76.04
Variance of Pre-Test of Controlled Class
S2 =
- (
)
47
=
– (
)
= 4 835.5 – 69.162
= 4 835.5– 4 783.10
= 52.4
Homogeneity Test of Pre-Test
Fvalue=
=
= 1.45
Table 4.10
The Result of Homogeneity Pre-Test of Experimental and Controlled Class
No Class Variance N Fvalue Ftable Criteria
1. Experimental 76.04 30 1.45 1.85 Homogenous
2. Controlled 52.40 30
The following is the writer’s assumption:
Ho : the data of homogenous variance
H1 : the data of un homogenous variance
The criteria is Ho accepted if Fvalue< 1.85 and rejected if Fvalue> 1.85 with α = 5%.
Based on Table 4.6, Fvalue is smaller than Ftable, with the closest critical value
of 29 with degree of significance 0.05 which is Fvalue< Ftable (1.45< 1.85). It shows
Null Hypothesis (Ho) is accepted and the data of pre-test group sample was taken
from homogeneous population.
4. Homogeneity Test of Post-Test
The homogeneity test was used to find out whether the group sample which
was taken from population is homogeneous or not. The following is the calculation of
homogeneity test of post-test:
48
Variance of Post-Test of Experimental Class
S2 =
- (
)
=
– (
)
= 6 538.03 – 80.632
= 6 538.03 – 6 501.19
= 36.84
Variance of Post-Test of Control Class
S2 =
- (
)
=
– (
)
= 5 491.56 – 73.762
= 5 491.56– 5 440.53
= 51.03
Homogeneity Test of Post-Test
Fvalue=
=
= 1.38
Table 4.11
The Result of Homogeneity Post-Test of Experimental and Controlled Class
No Class Variance N Fvalue Ftable Criteria
1. Experimental 51.03 30 1.38 1.85 Homogenous
2. Controlled 36.84 30
49
The following is the writer’s assumption:
Ho : the data of homogenous variance
H1 : the data of un homogenous variance
The criteria is Ho accepted if Fvalue< 1.85 and rejected if Fvalue> 1.85 with α = 5%.
According to table 4.11, it can be seen that Fvalue is smaller than Ftable, with
the closest critical value of 29 with degree of significance 0.05 which is Fvalue< Ftable
(1.81< 1.85). It shows Null Hypothesis (Ho) is accepted and the data of post-test
group sample was taken from homogeneous population.
5. T-Test Formulation
For testing the hypothesis of the study, the writer used t-test formulation. The
symbol “X” in the calculation was used to represent the gain score of experimental
class students and symbol “Y” represent the gain score of controlled class students.
The following description is the calculation of the formulation:
Table 4.12
The Comparison of the Students’ Gain Score of Students’ Experimental Class and
Controlled Class Student
No Score
x = X - y = Y - x2
y2
X Y
1. 9 7 -4.46 2.40 19.89 5.76
2. 13 15 -0.46 10.40 0.21 108.16
3. 20 4 6.54 -0.60 42.77 0.36
4. 5 0 -8.46 -4.60 71.57 21.16
5. 8 9 -5.46 4.40 29.81 19.36
6. 21 4 7.54 -0.60 56.85 0.36
7. 12 0 -1.46 -4.60 2.13 21.16
8. 9 3 -4.46 -1.60 19.89 2.56
50
9. 10 -1 -3.46 -5.60 11.97 31.36
10. 9 -4 -4.46 -8.60 19.89 73.96
11. 25 1 11.54 -3.60 133.17 12.96
12. 15 8 1.54 3.40 2.37 11.56
13. 25 7 11.54 2.40 133.17 5.76
14. 22 0 8.54 -4.60 72.93 21.16
15. 20 18 6.54 13.40 42.77 179.56
16. 12 4 -1.46 -0.60 2.13 0.36
17. 15 12 1.54 7.40 2.37 54.76
18. 15 -4 1.54 -8.60 2.37 73.96
19. 15 -3 1.54 -7.60 2.37 57.76
20. 17 10 3.54 5.40 12.53 29.16
21. 14 18 0.54 13.40 0.29 179.56
22. 0 9 -13.46 4.40 181.17 19.36
23. -3 4 -16.46 -0.60 270.93 0.36
24. 13 10 -0.46 5.40 0.21 29.16
25. 10 7 -3.46 2.40 11.97 5.76
26. 18 -8 4.54 -12.60 20.61 158.76
27. 11 4 -2.46 -0.60 6.05 0.36
28. 25 15 11.54 10.40 133.17 108.16
29. 5 -3 -8.46 -7.60 71.57 57.76
30. 14 -8 0.54 -12.60 0.29 158.76
∑ 404 138 1377.13 1290.44
Mean 13.46 4.6 45.90 43.01
According table 4.12 above, the statistical calculation can be calculated as
follow:
a. Analyzing the Mean of Variable X with formulation:
51
MX =
=
= 13.46
b. Analyzing the Mean of Variable Y with formulation:
MY =
=
= 4.6
c. Analyzing the Standard Deviation Score of Variable X with formulation:
√
= √
= √
= 6.77
d. Analyzing the Standard Deviation Score of Variable Y with formulation:
√
= √
= √
= 6.55
e. Analyzing the Standard Error Mean of Variable X with formulation:
52
SEMx =
√
=
√
=
= 1.25
f. Determining the Standard Error Mean of Variable Y with formulation:
SEMy =
√
=
√
=
= 1.21
g. Analyzing the Standard Error of different Mean of Variable X and Mean of
Variable Y with formulation :
SEMx – SEMy = √
= √
= √
= √
= 1.73
h. Analyzing t0 with formulation :
t0 =
=
=
= 5.12
53
i. Analyzing the degree of freedom (df) with formulation:
df = (n1 + n2 ) – 2
= ( 30 + 30 ) – 2
= 60 – 2
= 58
The result of statistical calculation above shows that 5.12 is tvalue and 58 is the degree
of freedom (df) while 1.672 is the value of ttable in the degree of freedom at the degree
of significance 5%.
C. Test Hypothesis
The following is the Alternative Hypothesis (H1) and the Null Hypothesis
(H0) which were suggested:
H0: Collocation instruction is not effective towards students’ writing skill
of procedure text for grade VII at SMP Islamiyah Ciputat.
H1: Collocation instruction is effective towards students’ writing skill of
descriptive text for grade VII at SMP Islamiyah Ciputat.
The following formulation of the statistics hypothesis was used to test the
hypothesis:
1. If the result of calculation t0 (t observation) is bigger than ttable (t table) in
significant degree of 0,05, t0 > ttable ; Null Hypothesis (H0) is rejected and
Alternative Hypothesis (H1) is accepted. In other words, collocation instruction is
effective towards students’ writing skill of procedure text for grade VII at SMP
Islamiyah Ciputat.
2. If the result of calculation t0 (t observation) is smaller than ttable (t table) in
significant degree of 0,05, t0 < ttable; Null Hypothesis (H0) is accepted and
Alternative Hypothesis (H1) is rejected. In other words, collocation instruction is
not effective towards students’ writing skill of procedure text for grade VII at SMP
Islamiyah Ciputat.
54
D. Data Interpretation
From the analysis of students’ gain score, the gain score in experimental
group is higher than the gain score in controlled group. It was determined based on
the total score and in the average score of the gain score.
The data from pre-test and post-test of both experimental class and controlled
class used bythe writer to test the distribution data with Lilliefors test as its normality
test. Moreover, the writer tests the homogenous of both pre-test and post-test using
Fisher-test. From those result of calculation, it can be seen that the data of pre-test
and post-test are normal and homogenous.
The result of statistical calculation shows that 5.12 is the value of tvalue and 58
is the degree of freedom (df). It can be seen that 1.672 is the value of ttable in the
degree of freedom and at the degree of significance 5%. It means that the result of
calculation t0 (t observation) is bigger than ttable (t table) in significant degree of 0,05.
Therefore, Null Hypothesis (H0) is rejected and Alternative Hypothesis (H1) is
accepted. It means that collocation instruction is effective towards students’ writing
skill of procedure text for grade VII at SMP Islamiyah Ciputat.
E. Discussion
There are a possitive effect of using collocation instruction in writing skill of
procedure text. In the pre-test, the mean score of the experimental class is smaller
than controlled class. However, after given the treatment with collocation instruction,
the position is changed. The post-test’s mean score of experimental class is higher
than the controlled class. It means that giving collocation instruction to the students
has the significant impact on their writing skill of procedure text.
Students in the experimental class had less difficulty in combining the words
and arranging text because they obtained the instruction to combine the words and
had more knowledge which words that usually come together in the context of
55
procedure text. The point that necessary to emphasize is the teacher has to ensure that
the students have the knowledge about the words. The next stage that become a key
point is providing words combination. The combination of verb+noun (crack the egg,
heat the oil) verb+adverb (stir carefully) and verb+preposition (pour into, boil for)
combination as the primary combination that frequently appear in this context.
Therefore, teacher should be focus on those combination in arranging procedure text.
56
CHAPTER V
CONCLUSION, IMPLICATION AND SUGGESTION
This chapter consists of the conclusion of the study which was conducted at
VII Grade of SMP Islamiyah Ciputat, its implication and suggestion for the reader.
A. Conclusion
From the result of statistical calculation in chapter IV, the writer concluded
that collocation instruction is effective towards students’ writing skill of procedure
text for grade VII at SMP Islamiyah Ciputat.The calculation of the students’ score
analysis in pre-test, post-test and gain score usingt-test formula shows that tvalue is
5.12 and the degree of freedom (df) is 58. The value of ttable in the degree of freedom
and at the degree of significance 5% is 1.672. In other word, the result of calculation
t0 (t observation) is bigger than ttable (t table) in significant degree of 0,05. Therefore,
Null Hypothesis (H0) is rejected and Alternative Hypothesis (H1) is accepted. It
means collocation instruction is effective towards students’ writing skill of procedure
text for grade VII at SMP Islamiyah Ciputat.
B. Implication
The result of this study shows that collocation instruction is effective for
learning procedure text. Therefore, the implication of using collocation instruction in
the classroom is that it can be have an impact on students’ ability in writing
procedure text because students have knowledge about the words and how those
words combine with other word. In psychological basis, using collocation instruction
is suitable in writing skill of procedure text because it may reduce students’ confusion
in arranging text. Those implications clearly develop the real improvement on
students’ writing skill of procedure text.
57
C. Suggestion
The writer presents some suggestions related to the conclusion above. These
suggestions proposed for English teachers, the students, the next researchers in the
same subject.
For English teachers, they should consider the using of collocation instruction
in learning writing skill of procedure text in the classroom. With using collocation
instruction, students can be easier to construct text because it makes them think about
the words that usually comes together in a sentence. Teachers also give them list of
common collocation related to the context of procedure text in order to enrich their
knowledge.
For the students, they should enrich themselves with knowledge to combine
words and should not use them in single isolation. They also should have self-
motivation in learning English and try to learn independently outside the classroom
using another various resources.
For the next researchers, this study can be a reference for their studies on the
similar field. In general, the writer wishes that this study will bring considerable
benefits to readers.
58
REFERENCES
Alderson J.C., et al. Language Test Construction and Evaluation. Cambridge:
Cambridge University Press. 1995.
Beard, Adrian. How Text Work. New York: Routledge. 2003.
Bieber, Douglas, et al. Corpus Linguistics: Investigating language Structure and Use.
Cambridge: Cambridge University Press. 2000.
Creswell, J. W. Education Research Methodology. Boston: Pearson Education, Inc.
2012.
Delpech, Estelle & Saint-Dizier, Patrick. Investigating the Structure of Procedural
Texts: Identification of Titles and Instructions, JADT (Journées Internationales
d’Analyse statistique des Données Textuelles. 2008.
Eidian, Fatemeh, et al. The Impact of Lexical collocation Instructionon Developing
Writing Skill Among Iranian EFL Learners. International Journal of Language
Learning and Applied Linguistics World Vol.4: 273-283. 2013. (retrieved from
http://www.ijllalw.org/finalversion4322.pdf)
Gleason, J.B. & Ratner, N.B. Psycholinguistics. Harcourt New York: Brace College
Publishers. 1993.
Gledhill, Christopher. Collocations in Science Writing. (Language in Performance
Series No. 22, Tubingen: Gunter Narr Verlag). 2000.
Hadfield, J & Hadfield, C. Oxford Basics Introduction to Teaching English. Oxford:
Oxford University Press. 2008.
Harmer, Jeremy. How to Teach Writing. Edinburg: Pearson Education Limited. 2004.
Heaton, J. B. Writing English Language Tests. London: Longman Group UK Ltd.
1990.
Hill, Jimmie in Lewis, Michael. Teaching Collocation: Further Developments in the
Lexical Approach, Hove: Language Teaching Publications. 2000.
59
Hodge, B. J., & Anthony, W. P. Organization Theory. Boston: Allyn and Bacon, Inc.
1984.
Keir, June. Text Types Book 3 Informative Texts Recognising And Creating
Procedures, Explanations, Recounts And Descriptions. Australia: Ready-Ed
Publications. 2009.
Knapp, Peter& Watkins, Megan.Genre, Text, Grammar: Technologies for Teaching
and Assessing Writing. Sidney: University of New South Wales Press Ltd., 2005.
Lewis, Michael. Implementing the Lexical Approach Putting Theory into Practice.
Hove: Language Teaching Publications. 1997.
Lewis, Michael. Teaching Collocation: Further Developments in the Lexical
Approach. Hove: Language Teaching Publication, 2000.
Lewis, Michael.The Lexical Approach: The State of ELT and a Way Forward.
Londan: Language Teaching Publications.1999.
Linse, C. T. & Nunan, David. Practical English Language Teaching: Young Learner,
NewYork: McGraw-Hill Companies, Inc. 2005.
McCarthy, M & O’Dell, F. English Collocations in Use.Cambridge: Cambridge
University Press. 2005.
Moehkardi, R. R. D. Grammatical and Lexical English Collocations: Some Possible
Problems to Indonesian Learners of English. (Journal of Humaniora Vol 14 No.1
Februari 2002). (retrieved from http://jurnal.ugm.ac.id/jurnal-
humaniora/article/view/745/590)
Muhaimin, et. al. Pengembangan Model Kurikulum Tingkat Satuan Pendidikan
(KTSP) pada Sekolah dan Madrasah. Jakarta:Raja Grafindo Persada. 2008.
Nesselhauf, Nadja. Collocations in a Learner Corpus. Amsterdam: John Benjamins
Publishing Company, 2004.
Norland, D. L., et. al. Kaleidoskope of Models and Strategies Teaching English to
Speakers of Other Languages. New York: Greenwood Publishing Group Inc.
2006.
60
Nunan, David. Language Teaching Methodology A Text Book for Teachers. London:
Prentice Hall, 1991.
Paltridge, Brian. Genre, Text Type, and the Language Learning Classroom. ELT
Journal Volume 50, Oxford: Oxford University Press, 3 July 1996.
Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 23 Tahun 2006.
Prawati, Melinda et al. 2013. Teaching Writing Procedure Text through
Demonstration. Tanjungpura University Vo. 2, No. 3 (retrieved from
http://jurnal.untan.ac.id/index.php/jpdpb/article/download/1164/pdf)
Seretan, Violeta. Syntax-Based Collocation Extraction. (Text, Speech and Language
Technology Series Vol.44, Dordrect: Spinger, 2011.
Sinclair, John. Corpus, Concordance, Collocations. Oxford: Oxford University Press,
1991.
Susetyo, Budi. Statistika untuk Analisis Data Penelitian (Dilengkapi Data
Perhitungan SPSS dan Ms. Office Excel). Bandung: Refika Aditama. 2010.
Weigle, S.C. Assessing Writing. Cambridge: Cambridge University Press. 2009.
Zaferanieh, Elaheh, et al., On the Impacts of Four Collocation Instructional Methods:
Web-Based Concordancing vs. Traditional Method, Explicit vs. Implicit
Instruction, (Studies in Literature and Language Vol. 3, No. 3, 2011)
61
APPENDIX 1
Frequency Distribution of Experimental Class
A. The Calculation of Frequency Distribution, Mean, Variance, and
Standard Deviation of the Pre-test of the Experimental Class
1. The Total of Samples (n) = 30
2. Score distribution
53 53 53 53 53 60 60 60 60 65
65 65 65 67 67 67 70 70 70 70
75 75 75 75 75 77 77 80 80 80
3. Range (R)
R= Xmax –Xmin
= 80 - 53
= 27
4. The number of class (K)
K= 1+ 3,3 log n
= 1+ 3,3 log 30
= 1+ 3,3 log (1,47)
= 1+ 4,85
= 5,85 → 6
5. The length of interval (P)
P =
=
= 4.50 → 5
62
Table 1.1
Score of Frequency Distribution of the Pre-test of the Experimental Class
No Interval Low Class
Boundary
Up Class
Boundary
Xi fi fk Xi2
fi.Xi fi.Xi2
1. 53-57 52.5 57.5 55 5 5 3025 275 15125
2. 58-62 57.5 62.5 60 4 9 3600 240 14400
3 63-67 62.5 67.5 65 7 16 4225 455 29575
4. 68-72 67.5 72.5 70 4 20 4900 280 19600
5. 73-77 72.5 77.5 75 7 27 5625 525 39375
6. 78-82 77.5 82.5 80 3 30 6400 240 19200
∑ 30 2015 137275
6. Mean
M = ∑
∑
=
= 67.16
7. Variance (S2)
S2 =
∑
=
=
=
= 66.69
63
8. Standard Deviation (Sd)
Sd= √
= √
= 8.10
B. The Calculation of Frequency Distribution, Mean, Variance, and
Standard Deviation of the Post-test of the Experimental Class
1. The Total of Samples (n) = 30
2. Score distribution
67 67 73 73 75 75 75 77 77 77
77 77 80 80 80 80 80 80 83 83
83 83 83 87 87 87 87 89 89 89
3. Range (R)
R = Xmax –Xmin
= 89 - 67
= 22
4. The number of class (K)
K = 1+ 3.3 log n
= 1+ 3.3 log 30
= 1+ 3.3 log (1.47)
= 1+ 4.85
= 5.85 →6
5. The length of interval (P)
P =
=
= 3.66 → 4
64
Table 1.2
Score of Frequency Distribution of the Post-test of the Experimental Class
No. Interval Low Class
Boundary
Up Class
Boundary
Xi fi fk Xi2
fi.Xi fi.Xi2
1. 67-70 66.5 70.5 68.5 2 2 4692.25 274 9384.5
2. 71-74 70.5 74.5 72.5 2 4 5256.25 145 10512.5
3 75-78 74.5 78.5 76.5 8 12 5852.25 612 46818
4. 79-82 78.5 82.5 80.5 6 18 6480.25 483 38881.5
5. 83-86 82.5 86.5 84.5 5 23 7140.25 422.5 35701.25
6.
87-90 86.5 90.5 88.5 7 30 7832.25 619.5 54825.75
∑ 30 2419 196123.5
6. Mean
M = ∑
∑
=
= 80.63
7. Variance (S2)
S2
= ∑
=
=
=
= 36.94
65
8. Standard Deviation (Sd)
Sd= √
= √
= 6.07
66
APPENDIX 2
Frequency Distribution of Controlled Class
A. The Calculation of Frequency Distribution, Mean, Variance, and
Standard Deviation of the Pre-test of the Controlled Class
1. The Total of Samples (n) = 30
2. Score distribution
57 57 57 63 63 63 63 63 67 67
67 67 67 68 68 68 70 70 70 70
75 75 75 75 75 78 78 80 80 80
3. Range (R)
R = Xmax –Xmin
= 80 - 57
= 23
4. The number of class (K)
K = 1+ 3.3 log n
= 1+ 3.3 log 30
= 1+ 3.3 log (1.47)
= 1+ 4.85
= 5.85 →6
5. The length of interval (P)
P =
=
= 3.83 → 4
67
Table 1.3
Score of Frequency Distribution of the Pre-test of the Controlled Class
No Interval Low Class
Boundary
Up Class
Boundary
Xi fi fk Xi2
fi.Xi fi.Xi2
1. 57-60 56.5 60.5 58.5 7 7 3422.25 409.5 23955.75
2. 61-64 60.5 64.5 62.5 2 9 3906.25 125 7812.5
3 65-68 64.5 68.5 66.5 5 14 4422.25 332.5 22111.25
4. 69-72 68.5 72.5 70.5 3 20 4970.25 211.5 14910.75
5. 73-76 72.5 76.5 74.5 6 24 5550.25 447 33301.5
6. 77-80 76.5 80.5 78.5 7 30 6162.25 549.5 43135.75
30 2075 145227.5
6. Mean
M = ∑
∑
=
= 69.16
7. Variance (S2)
S2 =
∑
=
=
=
= 58.85
68
8. Standard Deviation (Sd)
Sd= √
= √
= 7.67
B. The Calculation of Frequency Distribution, Mean, Variance, and
Standard Deviation of the Post-test of the Controlled Class
1. The Total of Samples (n) = 30
2. Score distribution
60 60 60 67 67 70 70 70 70 70
73 73 73 75 75 75 75 75 77 77
77 77 80 80 80 80 83 83 83 83
3. Range (R)
R = Xmax –Xmin
= 83 - 60
= 23
4. The number of class (K)
K = 1+ 3.3 log n
= 1+ 3.3 log 30
= 1+ 3.3 log (1.47)
= 1+ 4.85
= 5.85 → 6
5. The length of interval (P)
P =
=
= 3.83 → 4
69
Table 1.4
Score of Frequency Distribution of the Post-test of the Controlled Class
No. Interval Low Class
Boundary
Up Class
Boundary
Xi fi fk Xi2
fi.Xi fi.Xi2
1. 60-63 59.5 63.5 61.5 4 4 3782.25 246 15129
2. 64-67 63.5 67.5 65.5 2 6 4290.25 131 8580.5
3 68-71 67.5 71.5 69.5 3 9 4830.25 208.5 14490.75
4. 72-75 71.5 75.5 73.5 9 17 5402.25 661.5 48620.25
5. 76-79 75.5 79.5 77.5 3 21 6006.25 232.5 18018.75
6. 80-83 79.5 83.5 81.5 9 30 6642.25 733.5 59780.25
30 2213 164619.5
6. Mean
M = ∑
∑
=
= 73.76
7. Variance (S2)
S2 =
∑
=
=
=
= 47.37
70
8. Standard Deviation (Sd)
Sd= √
= √
= 6.88
71
APPENDIX 3
Normality of Pre-test
A. Experimental Class Pre-test Calculation
The formulation:
Zi =
X = the students’ score from the experimental class interval
= the mean score of experimental group class pre-test
= standard of deviation
F(Zi) = Zi value on Z table
S(Zi) =
F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)
Table 2.1 Normality of Pre-test of the Experimental Class
No X f Zi F(Zi) fk S(Zi) F(Zi)-S(Zi)
1 53 5 -1.74 0.0409 5 0,1666 0,1257
2 60 4 -0.88 0.1894 9 0.3000 0,1106
3 65 4 -0.26 0,3974 13 0,4333 0,0359
4 67 3 -0.01 0,496 16 0,5333 0,0373
5 70 4 0.35 0,6368 20 0,6666 0,0298
6 75 5 0.96 0,8289 25 0,8333 0,0044
7 77 2 1.21 0,8869 27 0.9000 0,0131
8 80 3 1.58 0,9429 30 1.0000 0,0571
72
B. Controlled Class Pre-test Calculation
The formulation:
Zi =
X = the students’ score from the controlled class interval
= the mean score of controlled class pre-test
= standard of deviation
F(Zi) = Zi value on Z table
S(Zi) =
F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)
Table 2.2. Normality Pre-test of the Controlled Class
No X f Zi F(Zi) fk S(Zi) F(Zi)-S(Zi)
1 57 3 -1,58 0,0571 3 0,1 0,0429
2 63 5 -1,19 0,117 7 0,2333 0,1163
3 67 5 -0,8 0,2119 9 0,3 0,0881
4 68 3 -0,15 0,4404 14 0,4666 0,0262
5 70 4 0,1 0,5398 17 0,5666 0,0268
6 75 5 0,63 0,7357 23 0,7666 0,0309
7 78 2 0,89 0,8133 27 0,9000 0,0867
8 80 3 1,41 0,9207 30 1.0000 0,0793
73
APPENDIX 4
Normality of Post-test
A. Experimental Class Post-test Calculation
The formulation:
Zi =
X = the students’ score from the experimental class interval
= the mean score of experimental group class post-test
= standard of deviation
F(Zi) = Zi value on Z table
S(Zi) =
F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)
Table 2.3. Normality Pos-test of the Experimental Class
No X f Zi F(Zi) fk S(Zi) F(Zi)-S(Zi)
1 67 2 -2.24 0.0125 2 0.0666 0.0541
2 73 2 -1.42 0.0778 4 0.1333 0.0555
3 75 3 -0.76 0.2236 7 0.2333 0.0097
4 77 5 -0.43 0.3336 12 0.4000 0.0664
5 80 6 0.06 0.5239 18 0.6000 0.0761
6 83 5 0.55 0.7088 23 0.7666 0.0578
7 87 4 1.04 0.8508 26 0.8666 0.0158
8 89 3 1.37 0.9147 30 1.0000 0.0850
74
B. Controlled Class Post-test Calculation
The formulation:
Zi =
X = the students’ score from the controlled class interval
= the mean score of controlled class post-test
= standard of deviation
F(Zi) = Zi value on Z table
S(Zi) =
F(Zi)-S(Zi) = the difference value of F(Zi) and S(Zi)
Table 2.4. Normality Post-test of the Controlled Class
No X f Zi F(Zi) fk S(Zi) F(Zi)-S(Zi)
1 60 3 -2 0.0228 4 0.1333 0.1105
2 67 2 -0.98 0.1635 6 0.2000 0.0365
3 70 5 -0.54 0.2946 9 0.3000 0.0054
4 73 3 -0.25 0.4013 13 0.4333 0.0320
5 75 5 0.18 0.5714 18 0.6000 0.0286
6 77 4 0.61 0.7291 21 0.7000 0.0291
7 80 4 0.90 0.8159 26 0.8666 0.0507
8 83 4 1.34 0.9099 30 1.0000 0.0901
75
APPENDIX 5
Instrument of Pre-Test (Experimental Class and Controlled Class)
Name: Class:
1. Write a simple procedure text with following instruction:
a. choose one of the title/goal in the box below:
How to make a cup of coffee How to make a glass of ice tea
b. Use the format below to construct your text:
i. title/goal
ii. equipment
iii. ingredients
iv. procedure/step:
c. Use temporal connectives (first, then, and then, next, after that,
finally).
d. Use the form of imperative sentence (begin with verb)
e. Do your pre-test in 60 minutes.
76
APPENDIX 6
Instrument of Pre-Test (Experimental Class)
Name: Class:
1. Make a simple procedure text with the following instruction:
a. Title/goal: 'How to Make a Plate of Fried Rice'
b. Use your collocation list.
c. Do your post-test in 60 minutes.
77
APPENDIX 7
Instrument of Pre-Test (Control Class)
Name: Class:
2. Make a simple procedure text with the following instruction:
a. Title/goal: 'How to Make a Plate of Fried Rice'
b. Use your vocabulary list.
c. Do your post-test in 60 minutes.
78
APPENDIX 8
RENCANA PELAKSANAAN PEMBELAJARAN(RPP)
KELAS EXPERIMEN
Nama sekolah : SMP Islamiyah Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / 2
Alokasi Waktu : 4 x 40 menit
Skill : Menulis (Writing)
I. Standar Kompetensi
12. Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat
sederhana berbentuk procedure untuk berinteraksi dengan lingkungan
terdekat
II. Kompetensi Dasar
12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan terdekat.
Sub Kompetensi:
12.1.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima untuk berinteraksi dengan lingkungan terdekat
berbentuk: procedure.
III. Tujuan Pembelajaran
79
Pada akhir pembelajaran, siswa dapat:
12.1.1.1 Mengenal teks sederhana dalam bentuk procedure.
12.1.1.2 Menulis teks pendek dan sederhana dalam
bentuk procedure dengan langkah retorika yang benar.
IV. Karakter siswa yang diharapkan : Dapat dipercaya ( trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
V. Materi Pembelajaran
- Procedure text (Slide)
VI. Metode Pembelajaran
Collocation Instruction
VII. Langkah-Langkah Kegiatan
Pertemuan pertama dan kedua.
A. Kegiatan Pendahuluan
Apersepsi :
Menyapa para siswa (greeting)
Tanyajawab mengenai pengertian teks procedure.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi
yang harus dikuasi siswa
80
B. Kegiatan Inti
Eksplorasi
- Memberikan penjelasan mengenai kosakata (noun, verb, adverb, preposition
yang berkaitan dengan teks procedure;
Vocabulary Selection
Verb Noun Preposition Adverb
Put
Add
Take
Peel
Mix
Chop
Heat
Pour
Boil
Fry
Stir
Slice
Grate
Whisk
Crack
Cook
Spread
Grill
Grind
Squeeze
Sugar
Cheese
Chocolate
Tea
Coffee
Milk
Bread
Water
Egg
Meat
Oil
Rice
Lemon
Potato
Soy sauce
Salt
Pepper
Chilli
Garlic
Onion
Carefully
Slowly
Into
With
For
On
In
- Memberikan penjelasan mengenai struktur umum (goal/title, equipment,
ingredients, sequence of step) fitur tata bahasa procedure text (temporal
connectives);
- Mendorong siswa agar aktif berinteraksi dalam setiap penjelasan dengan
memberikan pertanyaan yang berkaitan dengan pengetahuan siswa tentang
kosakata, struktur umum dan struktur tata bahasa yang diberikan.
81
Elaborasi
- Menginstruksikan siswa untuk mengkombinasikan kosakata menjadi
kelompok kata (verb+noun, verb+adverb, verb+preposition)
Words Combination (Collocation)
Verb + Noun
garlic
peel onion
potato
onion
chop garlic
chilli
water
boil vegetables
potato
cheese
grate
coconut
crack
eggs
whisk
bread
spread
jam
oil
heat
soup
milk
pour
water
onion
fry garlic
chilli
Verb + Adverb
Stir ...... carefully
Mix together ........
Verb + Preposition
Slice ........ into........
with ...
Spread ......
on .....
Mix .......with .......
82
Exercise!
A. Make sentences from the combination of words below:
1. Crack-into
2. Pour-into
3. Stir-carefully
4. Spread-on
5. Mix-with
- Memberikan tugas kepada siswa untuk melengkapi teks procedure dengan
struktur umum dan fitur tata bahasa yang benar.
B. Complete the following procedure text !
How to Make Sunny-Side Up (Title/goal)
Equipments:
- ...................
- ...................
- ...................
Ingredients:
- ...................
- ...................
- ...................
1. First, ...............................................................................
2. ............., .........................................................................
3. ............., .........................................................................
4. ............., .........................................................................
5. ............., .........................................................................
6. Finally, ............................................................................
83
Konfirmasi
- Memeriksa hasil kerja siswa dengan membahasnya bersama-sama.
- Memperbaiki pemahaman siswa jika terdapat kesalahpahaman
(misunderstanding) mengenai teks procedure dengan tanya jawab
C. Kegiatan Penutup
- Bersama-sama membuat rangkuman/simpulan pelajaran;
- Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan;
- Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
D. Sumber Belajar
Media/alat/bahan: LCD, slide, hand out, white board, bacaan teks prosedur.
Sumber belajar : Bahasa Inggris Sekolah Menengah Pertama Kelas VII Edisi 4,
penulis: Th. Kumalarini, dkk
E. Penilaian
Penilaian diambil berdasarkan:
1. Tugas Individu: 100%
Bentuk instrument penilaian: Tes tertulis
Rincian tugas: Membuat procedure text.
Kriterian Penilaian: Analytical Scoring
Rubrik Penilaian:
84
Content
30 - 27 EXCELLENT TO VERY GOOD : relevan to assigned topic-etc
26 – 22 GOOD TO AVERAGE : mostly relevant to topic – etc
21 – 17 FAIR TO POOR : inadequate development topic - etc
16 – 13 VERY POOR : not enough to evaluate – etc
Organization
20 -18 EXCELLENT TO VERY GOOD : well-organized, logical sequencing- etc
17-14 GOOD TO AVERAGE : logical but incomplete sequencing – etc
13 -10 FAIR TO POOR : lacks logical sequencing and development– etc
9-7 VERY POOR : no organization, not enough to evaluate – etc
Vocabulary
20 - 18 EXCELLENT TO VERY GOOD : word form mastery, appropriate register
(words use for particular situation– etc
17-14 GOOD TO AVERAGE : occasional errors of word form, choice, usage but
meaning not obscured
13 – 10 FAIR TO POOR : frequent errors of word form, choice, usage and meaning
confused or obscured – etc
9 – 7 VERY POOR : little knowledge of word form or not enough to evaluate
Language use
25 – 22 EXCELLENT TO VERY GOOD : few errors of word order, articles,
preposition - etc
21-19 GOOD TO AVERAGE : several errors of word order, articles, preposition – etc
17 – 11 FAIR TO POOR : frequent errors of word order, articles, preposition - etc
10 – 5 VERY POOR : dominated by errors, or not enough to evaluate – etc
Mechanics
5 EXCELLENT TO VERY GOOD : few errors of spelling, punctuation,
capitalization – etc
4 GOOD TO AVERAGE : occasional errors of spelling, punctuation – etc
3 FAIR TO POOR : frequent errors of spelling, punctuation, capitalization – etc
2 VERY POOR : dominated by errors of spelling, punctuation, capitalization – etc
Total Score:
Adapted From S.C. Weigle, Assessing Writing, (Cambridge: Cambridge
University Press, 2009), p.116
Mengetahui;
Guru Bahasa Inggris
Anggi Pranata, S.Pd
Ciputat, 20 April 2015
Mahasiswi Peneliti
Heni Wahyuni
85
APPENDIX 9
RENCANA PELAKSANAAN PEMBELAJARAN(RPP)
KELAS KONTROL
Nama sekolah : SMP Islamiyah Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / 2
Alokasi Waktu : 4 x 40 menit
Skill : Menulis (Writing)
I. Standar Kompetensi
12. Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat
sederhana berbentuk procedure untuk berinteraksi dengan lingkungan
terdekat
II. Kompetensi Dasar
12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan terdekat.
Sub Kompetensi:
12.1.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima untuk berinteraksi dengan lingkungan terdekat
berbentuk: procedure.
III. Tujuan Pembelajaran
86
Pada akhir pembelajaran, siswa dapat:
12.1.1.1 Mengenal teks sederhana dalam bentuk procedure.
12.1.1.2 Menulis teks pendek dan sederhana dalam
bentuk procedure dengan langkah retorika yang benar.
IV. Karakter siswa yang diharapkan : Dapat dipercaya ( trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )
V. Materi Pembelajaran
Procedure text (Slide)
VI. Metode Pembelajaran
Ceramah
VII. Langkah-Langkah Kegiatan
Pertemuan pertama dan kedua.
A. Kegiatan Pendahuluan
Apersepsi :
Menyapa para siswa (greeting)
Tanya jawab mengenai pengertian teks procedure.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi
yang harus dikuasi siswa
87
B. Kegiatan Inti
Eksplorasi
- Memberikan penjelasan mengenai kosakata (noun,verb, adverb, prepositions
yang berkaitan dengan teks procedure;
Vocabulary Selection
Verb Noun Preposition Adverb
Put
Add
Take
Peel
Mix
Chop
Heat
Pour
Boil
Fry
Stir
Slice
Grate
Whisk
Crack
Cook
Spread
Grill
Grind
Squeeze
Sugar
Cheese
Chocolate
Tea
Coffee
Milk
Bread
Water
Egg
Meat
Oil
Rice
Lemon
Potato
Soy sauce
Salt
Pepper
Chilli
Garlic
Onion
Carefully
Slowly
Into
With
For
On
In
- Memberikan penjelasan mengenai struktur umum (goal/title, equipment,
ingredients, sequence of step) dan fitur tata bahasa berbentuk kalimat perintah
(temporal connectives);
- Mendorong siswa agar aktif berinteraksi dalam setiap penjelasan dengan
memberikan pertanyaan yang berkaitan dengan pengetahuan siswa tentang
kosakata, struktur umum dan struktur tata bahasa yang diberikan.
88
Elaborasi
- Memberikan tugas kepada siswa untuk menerjemahkan kalimat ke dalam
bahasa Inggris.
A. Translete the following sentences into English!
1. Oleskan roti dengan selai coklat.
2. Tuangkan air ke dalam gelas.
3. Kocoklah telur di dalam mangkuk.
4. Panaskan minyak di dalam penggorengan.
5. Grill the meat until it cooked.
- Melengkapi teks procedure dengan struktur umum dan fitur tata bahasa yang
benar.
B. Complete the following procedure text !
How to Make Sunny-Side Up (Title/goal)
Equipments:
- ...................
- ...................
- ...................
Ingredients:
- ...................
- ...................
- ...................
1. First, ..................................................................................................
2. ............., ............................................................................................
3. ............., ............................................................................................
4. ............., ............................................................................................
89
5. ............., ............................................................................................
6. ............., ............................................................................................
7. Finally, ...............................................................................................
Konfirmasi
- Memeriksa hasil kerja siswa dengan membahasnya bersama-sama.
- Memperbaiki pemahaman siswa jika terdapat kesalahpahaman
(misunderstanding) mengenai teks procedure dengan tanya jawab
Kegiatan Penutup
- Bersama-sama membuat rangkuman/simpulan pelajaran;
- Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan;
- Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
i. Sumber Belajar
Media/alat/bahan: LCD, slide, hand out, white board, bacaan teks prosedur.
Sumber belajar : Bahasa Inggris Sekolah Menengah Pertama Kelas VII Edisi 4,
penulis: Th. Kumalarini, dkk
ii. Penilaian
Penilaian diambil berdasarkan:
Tugas Individu: 100%
Bentuk instrument penilaian: Tes tertulis
Rincian tugas: Membuat procedure text.
Kriterian Penilaian: Analytical Scoring
90
Rubrik Penilaian:
Content
30 - 27 EXCELLENT TO VERY GOOD : relevan to assigned topic-etc
26 – 22 GOOD TO AVERAGE : mostly relevant to topic – etc
21 – 17 FAIR TO POOR : inadequate development topic - etc
16 – 13 VERY POOR : not enough to evaluate – etc
Organization
20 -18 EXCELLENT TO VERY GOOD : well-organized, logical sequencing- etc
17-14 GOOD TO AVERAGE : logical but incomplete sequencing – etc
13 -10 FAIR TO POOR : lacks logical sequencing and development– etc
9-7 VERY POOR : no organization, not enough to evaluate – etc
Vocabulary
20 - 18 EXCELLENT TO VERY GOOD : word form mastery, appropriate
register (words use for particular situation– etc
17-14 GOOD TO AVERAGE : occasional errors of word form, choice, usage but
meaning not obscured
13 – 10 FAIR TO POOR : frequent errors of word form, choice, usage and
meaning confused or obscured – etc
9 – 7 VERY POOR : little knowledge of English vocabulary, word form or not
enough to evaluate
Language use
25 – 22 EXCELLENT TO VERY GOOD : few errors of word order/function,
articles, preposition - etc
21-19 GOOD TO AVERAGE : several errors of word order/function, articles,
preposition – etc
17 – 11 FAIR TO POOR : frequent errors of word order/function, articles,
preposition - etc
10 – 5 VERY POOR : dominated by errors, or not enough to evaluate – etc
Mechanics
5 EXCELLENT TO VERY GOOD : few errors of spelling, punctuation,
capitalization – etc
4 GOOD TO AVERAGE : occasional errors of spelling, punctuation,
capitalization – etc
3 FAIR TO POOR : frequent errors of spelling, punctuation, capitalization – etc
2 VERY POOR : dominated by errors of spelling, punctuation, capitalization – etc
Total Score:
Adapted From S.C. Weigle, Assessing Writing, (Cambridge: Cambridge
University Press, 2009), p.116
91
Mengetahui;
Guru Bahasa Inggris
Anggi Pranata, S.Pd
Ciputat, 20 April 2015
Mahasiswi Peneliti
Heni Wahyuni
92
WHAT IS PROCEDURE TEXTS?
Procedure Texts
Procedure Text
Procedure text is the text that tells how to do or how to makesomething.
Genre of procedure text:
Recipes
Directions
Instruction manuals
93
Procedure Text
Procedure text is the text that tells how to do or how to makesomething.
Grammatical Feature of Procedure Text:
• Pour, Crack, Put, Add, Take, Place, Boil, Fry, Heat
Action Verb
• Carefully, Slowly
Adverb
• First, Then, And Then, After that, Next, Finally
Temporal Connectives
Procedure Text
Procedure text is the text that tells how to do or how to makesomething.
Generic Structure of Procedure Text:
• The aim of procedure text
Title/Goal
• List of equipments used to make something
Equipments
• List of ingredients used to make something
Ingredients
• Step by step how to make something
Procedure/Sequence of Step
94
Example of Procedure Text
How to Make a Glass of Ice Tea
Equipments:SpoonGlass
Ingredients:WaterTea bag2 spoonful of SugarIce cubes
Procedure:1. First, boil the water for several minutes.2. Then, take a glass.3. And then, put the tea bag into the glass.4. After that, pour the boiling water into the glass.5. And then, add 2 spoonful of sugar.6. After that, stir all the ingredients carefully.7. Next, take the tea bag from the glass.8. And next, add the ice cubes.9. Finally, a glass of ice tea is ready.
Example of Procedure Text
How to Make a Glass of Ice Tea
Equipments:SpoonGlass
Ingredients:WaterTea bag2 spoonful of SugarIce cubes
Procedure:1. First, boil the water for several minutes.2. Then, take a glass.3. And then, put the tea bag into the glass.4. After that, pour the boiling water into the glass.5. And then, add 2 spoonful of sugar.6. After that, stir all the ingredients carefully.7. Next, take the tea bag from the glass.8. And next, add the ice cubes.9. Finally, a glass of ice tea is ready.
95
APPENDIX 10
THE SUBJECT LIST OF EXPERIMENTAL GROUP
No Code Name
1. E-1 Allika Maulidya A
2. E-2 Aryadi Saputra
3. E-3 Dina Laura
4. E-4 Eva Devi Riana
5. E-5 Fhelennika
6. E-6 Gogot Resno Wibowo
7. E-7 Jihan Aprilia
8. E-8 M. Amin Fauzan
9. E-9 M. Rafli
10. E-10 M. Rizki
11. E-11 Mahuwarni Hinkhalis Sukerti
12. E-12 Novi Nurdiyanti
13. E-13 Pratama
14. E-14 Putri Inayah
15. E-15 Putri Salwa Roudonna
16. E-16 Putri Wulan Cahyani
17. E-17 Reza Julian Al Farisi
18. E-18 Rio Aditya Pratama
19. E-19 Rio Vijana
20. E-20 Rizka Putri Apriliani
21. E-21 Rizky Maulana
22. E-22 Samaiyah
23. E-23 Septi Yani
24. E-24 Sinta Ramdhanita
96
25. E-25 Siti Anisyah
26. E-26 Sofia Sabrina
27. E-27 Sopiah Apriyanti
28. E-28 Tyas Adi Putra
29. E-29 Welbi
30. E-30 Zulfikar Putra Utama
97
APPENDIX 11
THE SUBJECT LIST OF CONTROLLED GROUP
No Code Name
1. C-1 Adhesti Chrisa Nanda
2. C-2 Anggie Oktaviani
3. C-3 Anita Apriyanti K
4. C-4 Bayu Nugraha
5. C-5 Devi Pajaria
6. C-6 Diva Setiawan
7. C-7 Febriana
8. C-8 Iskandar Dzulkarnain
9. C-9 Meyda Puan Cahyandoi
10. C-10 Muhammad Afrido
11. C-11 Muhammad Andryan
12. C-12 Muhammad Rizky Juliant
13. C-13 Muhammad Sultan Fachri
14. C-14 Nava Adinda Putri
15. C-15 Novita Anggraini
16. C-16 Nurul Novita
17. C-17 Oktavia
18. C-18 Rachma Cahyaningrum
19. C-19 Rafly Saputra
20. C-20 Restu Rahmat Sulaiman
21. C-21 Rizka Heryani
22. C-22 Rivaldi
23. C-23 Riyan Hidayatullah
98
24. C-24 Sevilla Khairunnisa
25. C-25 Slamet Wahyudi
26. C-26 Syafa Nur Fazri
27. C-27 Via Arzita
28. C-28 Wira Pratama
29. C-29 Wulan Pratika Sari
30. C-30 Zulkifli Daulav
99
APPENDIX 12
SAMPLES OF STUDENTS’ WRITING
PRE-TEST
100
POST-TEST
101
PRE-TEST
102
POST-TEST
103
APPENDIX 13
T-TABLE
104
APPENDIX 14
F-TABLE
105
APPENDIX 15
Z-TABLE
106
107
APPENDIX 16
LILLIEFORS TABLE
top related