THE EFFECT OF SUMMARIZING STRATEGY
TOWARDS STUDENTS’ WRITING OF
ARGUMENTATIVE TEXT
(A Quasi-experimental Study at Eleventh Grade of SMA Budi Mulia
Ciledug Kota Tangerang in the 2018-2019 Academic Year)
By:
Rizal Budianto
1112014000070
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
2019
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ABSTRACT
Rizal Budianto (1112014000070). The Effect of Summarizing Strategy
Towards Students’ Writing of Argumentative Text (A Quasi-experimental
Study at Eleventh Grade of SMA Budi Mulia) Skripsi of Department of English
Education at Faculty of Tarbiya and Teachers’ Training of State Islamic
University Syarif Hidayatullah Jakarta, 2018.
Keywords: Summarizing Strategy, Writing Skill, Argumentative Text
This study used quasi-experimental design which was intended to obtain the
empirical evidence about the effect of summarizing strategy towards students’
writing of argumentative text at eleventh grade of SMA Budi Mulia Ciledug. The
population of this study was eleventh grade of SMA Budi Mulia Ciledug which
consisted of 6 classes. The sample was 48 students chosen through purposive
sampling technique and they were classified into two classes; experimental and
control class. The research instrument was writing test. The test was administered
at the beginning (pre-test) and at the end (post-test). The data obtained from pre-
test and post-test were analyzed using t-test through IBM SPSS statistics. The
result of the analysis was the value of ttest was greater than ttable (4.738 > 1.713).
Then, it means the usage of summarizing strategy is effective towards students’
writing skill in argumentative text at eleventh grade of SMA Budi Mulia. In
additon, the writer calculated the effect size of summarizing strategy towards
students’ writing argumentative text using Cohens’ d effect size and the result was
1.58 and it was considered as large effect. So, it could be concluded that
summarizing strategy has large effect towards students’ writing of argumentative
text at eleventh grade of SMA Budi Mulia.
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ABSTRAK
Rizal Budianto (1112014000070). The Effect of Summarizing Strategy
Towards Students’ Writing of Argumentative Text (A Quasi-experimental
Study at Eleventh Grade of SMA Budi Mulia) Skripsi Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2018.
Kata kunci: SummarizingStrategy, Writing Skill, Argumentative Text
Penelitian ini menggunakan quasi-experimental designyang bertujuan
mendapatkan bukti empiris tentang efek strategi meringkas terhadap kemampuan
siswa menulis teks argumentatif. Populasi dalam penelitian ini ialah siswa kelas
sebelas di SMA Budi Mulia Ciledug yang berjumlah 6 kelas. 48 siswa kelas
sebelas sebagai sampel yang dipilih dengan teknik sampel purposiveyang
diklasifikasikan dalam dua kelas yaitu kelas eksperimen dan kelas kontrol.
Instrumen penelitian yang digunakan adalah tes menulis. Tes tersebut
dilaksanakan di awal (pre-test) dan di akhir (post-test). Data yang didapat dari
pre-test dan post-test dianalisa menggunakan uji t melalui IBM SPSS statistik.
Hasil analisis menemukan bahwa nilai ttes lebih besar dari ttabel (4.738 > 1.713).
Kemudian, ini dapat diartikan bahwa penggunaan strategi meringkas efektif
terhadap kemampuan siswa kelas sebelas SMA Budi Mulia menulis teks
argumentatif. Selain itu, penulis juga meng-kalkulasikan ukuran efek dari strategi
meringkas terhadap kemampuan siswa menulis teks argumentatif menggunakan
Cohens’ d effect sizedan hasil yang didapatkan adalah 1.58 yang dikategorikan
sebagai efek yang besar.. Jadi, dapat disimpulkan bahwa strategi meringkas
memiliki efek yang besar terhadap kemampuan menulis teks argumentatif siswa
kelas sebelas SMA Budi Mulia
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ACKNOWLEDGMENT
In the name of Allah, the Beneficient, the Merciful.
All praises be to Allah, the Lord of the world, who has blessed the writer
to finish this Skripsi. Peace be upon the prophet Muhammad, his family, and his
followers.
First, the writer would like to express the deepest gratitude to his parents,
Mr. Sugiyanto and Mrs. Maryati for all the support and guidance during the
process of completing this study. Furthermore, the writer would like to express the
greatest honor and deepest gratitude to his advisors, Mr. Zaharil Anasy, M.Hum.
and Mrs. Dr. Ratna Sari Dewi, M.Pd. for giving the writer great advices,
guidance, supports, and suggestion in the process of completing his Skripsi.
Moreover, the writer would like to express his gratitude to:
1. Dr. Sururin, M.Ag., the Dean of Faculty of Educational Sciences Syarif
Hidayatullah State Islamic University Jakarta.
2. All the lecturers of English Education Department for giving knowledge,
insight, and inspiration to the writer during his study at UIN Syarif
Hidayatullah Jakarta.
3. Dr. Alek, M.Pd., the Head of English Education Department.
4. Zaharil Anasy, M.Hum., the Secretary of English Education Department.
5. Teguh Khaerudin, M.App.Ling., the writer’s Academic Advisor.
6. Dr. H. M. Suryadi S.,S.E.,M.M, the Headmaster of SMA Budi Mulia
Ciledug for giving permission to conduct this research.
7. Eleventh Grade Students of SMA Budi Mulia for actively participated and
contributed during the research.
8. All students of PBI C 2012, for the unforgettable experiences, intellectual
discussions and debates inside and outside the class during his study.
9. Last but not least, everyone who can’t be mentioned here one by one for
supporting the writer in finishing his study.
Finally, the writer fully realized that this Skripsi is not a perfect
work. However, the writer hopes this Skripsi will be useful for him, the
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readers, or other researchers. Therefore, the writer gladly accepts any
constructive critiques and suggestions for improving this Skripsi and
making it better.
Jakarta, February 1 2019
Rizal Budianto
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TABLE OF CONTENT
COVER
ENDORSEMENT SHEET Error! Bookmark not defined.
SURAT PERNYATAAN KARYA SENDIRI iii
ABSTRACT iv
ABSTRAK v
ACKNOWLEDGMENT vi
TABLE OF CONTENT viii
LIST OF TABLES x
LIST OF APPENDICES xi
CHAPTER I INTRODUCTION 1
A. Background of The Study ............................................................................. 1
B. Identification of The Problem ....................................................................... 3
C. Limitation of the Problem ............................................................................. 3
D. Research Question ........................................................................................ 3
E. The Objective of The Study .......................................................................... 3
F. Significance of The Study ............................................................................. 3
CHAPTER II THEORETICAL FRAMEWORK 5
A. Writing ......................................................................................................... 5
1. General Concept of Writing Skill ................................................................ 5
2. The Process of Writing ............................................................................... 7
3. The Purpose of Writing ............................................................................... 8
B. Argumentative Text ...................................................................................... 9
1. Definition of Argumentative Text ............................................................... 9
2. The Purpose of Argumentative Text ......................................................... 10
3. The Structure of Argumentative Text ........................................................ 10
4. Language feature of Argumentative Text .................................................. 11
5. Example of Argumentative Text ............................................................... 11
C. Summarizing Strategy................................................................................. 12
1. General Concept of Summarizing ............................................................. 12
2. The Concept of Teaching Strategy ............................................................ 12
3. The Concept of Summarizing Strategy ...................................................... 13
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4. Types of Summarizing Strategy ................................................................ 14
5. The strength of Summarizing Strategy ...................................................... 18
6. The Implementation of Summarizing Strategy .......................................... 19
D. Related Study ............................................................................................. 20
E. Framework of Thinking .............................................................................. 22
F. Theoritical Hypothesis ................................................................................ 22
CHAPTER III RESEARCH METHODOLOGY 23
A. Time and Place of the Research .................................................................. 23
B. Research Method and Design ...................................................................... 23
C. Population and Sample ............................................................................... 24
D. The Research Instrument ............................................................................ 24
E. The Technique of Data Collection ............................................................... 25
1. Validity and Reliability ............................................................................. 25
F. The Technique of Data Analysis ................................................................. 29
1. Normality test ........................................................................................... 29
2. Homogenity test ....................................................................................... 30
3. The Effect Size Measurement ................................................................... 31
G. The Statistical Hypothesis........................................................................... 32
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS 34
A. RESEARCH FINDINGS ............................................................................ 34
1. The Description of Data ............................................................................ 34
2. Data Analysis ........................................................................................... 37
3. Homogenity Test ...................................................................................... 39
4. Hypothesis Testing ................................................................................... 39
5. Effect Size Formulation ............................................................................ 42
B. Discussions ................................................................................................. 43
CHAPTER V CONCLUSION AND SUGGESTION 45
A. Conclusion 45
B. Suggestion .................................................................................................. 45
REFERENCES 47
APPENDICES 51
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LIST OF TABLES
Table 2.1 Category of Language Skills 6
Table 2.2 Argumentative Text Example 11
Table 3.1 Writing Assessment Scale 26
Table 3.2 Effect Size Criteria 31
Table 4.1 Experimental Class’ Score 35
Table 4.2 Control Class’ Score 36
Table 4.3 Pre-test Normality Test 38
Table 4.4 Post-test Normality Test 38
Table 4.5 Pre-test Homogenity Test 39
Table 4.6 Post-test Homogenity Test 39
Table 4.7 Group Statistics 41
Table 4.8 Independent Samples Test 41
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LIST OF APPENDICES
Appendix 1 Surat Permohonan izin Penelitian 51
Appendix 2 Surat Keterangan Telah Melakukan Penelitian 52
Appendix 3 RPP Kelas Eksperimen 53
Appendix 4 RPP Kelas Kontrol 59
Appendix 5 Instrumen Penelitian 65
Appendix 6 Sampel Nilai Siswa 66
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CHAPTER I
INTRODUCTION
This chapter contains general preview of this study. Those are
background of the study, identification of the problem, limitation of the study,
research question, the objective of study, and significance of the study.
A. Background of The Study
Writing skill should be taught to students in senior high school. Based on
syllabus of 2013 curriculum, writing is one of competences which must be
mastered by students. Students are expected to be able to comprehend, arrange,
produce various types of text. Moreover, these expectations are relevant since
writing skill is important to be acquired.Writingskill has become more important
than before the digital era in which the world has become smaller because of
internet. As we all experience it ourselves that written word has become a part of
many people’s daily communication. This communication happens on internet
such as email, social media, website, blog, online forum, etc.However, the
importance of writing is not only to communicate, but also help students to learn
such as reinforcing students’ knowledge of language components (grammar and
vocabulary), being adventurous and involved with the language.1
Students are expected to learn various types of text such as narrative, recount,
descriptive, report, explanation, discussion, exposition, procedure text, etc. This
research focuses on argumentative text. Although the curriculum doesn’t
specifically mention argumentative text, analytical exposition text which
mentioned above is a part of argumentative text.Argumentative text is a type of
written text which is intended to explain the readers that something should or
should not happen or be done. Therefore, to persuade the readers that something
should or should not be the case or be done is the purpose of argumentative text
itself.
1Raimes Ann, Techniques in Teaching Writing (New York: Oxford University Press,
1983), p. 3.
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Although writing is important, writing is a complex skill and it is not easy
task for students to master it. The complexity of writing is different from
speaking, writing requires several process or step to create a writing product while
speaking is a spontaneous act. According to Harmer, the main process that
students should go throughare planning, drafting, editing, final draft.2 The
complexity of writing creates problems for both student and teacher.
Based on the researcher’s observation in the classroom, the researcher found
several writing problems occured among the eleventh grade students of SMA
Budi Mulia Ciledug. First, some students do not have any idea what they want to
write on the paper. Second, some students do not feel motivated to refine their
writing skill. Third, most of the students do not think critically which is crucial to
write argumentative text. Fourth, the students do not have sufficient writing
strategy; in other word, the students are too dependent on teacher’s instruction..
Last, the students are lack of writing practice.Overcoming writing problems
requires writing strategy.
There are a lot of strategies to teach writing skill such as summarizing, note-
taking, journaling, identifying similarities and differences, cooperative learning,
etc. There are three reasons why the researcher choose summarizing strategy.First,
Summarizing strategy promotes learning autonomy. As stated above, the main
problem the eleventh grade of SMA Budi Mulia Ciledug face is not having
sufficent writing strategy which makes the students become to dependent on their
English teacher. Second, Summarizing strategy is actually a strategy for teaching
reading skill, but summarizing strategy is also implementable for teaching writing
skill. Third, There are a lot of researches have been done about the effect of
summarizing strategy in terms of reading skill, but there are still few researches
which have been conducted to investigate its effect on students’ writing skill
Based on the problemsabove, the researcher decided to conduct this
research.to prove whether summarizing strategy is effective towards students’
writing of argumentative text.
2Jeremy Harmer, How to Teach Writing (Essex: Pearson Education Limited, 2004), p. 5.
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B. Identification of The Problem
Based on the background above, the problems which can be identified in
thisresearch:
1. The students struggle to express their ideas in writing
2. The students are lack of motivation to refine writing skill
3. Some of the students do not think critically
4. The students are too dependent on teacher’s instruction; the students do not
have sufficient writing strategy
5. The students are lack of writing practice
C. Limitation of the Problem
The research focuses on the effect of summarizing strategy towards students’
writing of argumentative text.
D. Research Question
The research question is “Is there any effect of using summarizing strategy on
students’ writing of argumentative text?”
E. The Objective of The Study
The objective of this study is to obtain the empirical evidence about the effect
of summarizing strategy towards students’ writing of argumentative text at
eleventh grade of SMA Budi Mulia Ciledug.
F. Significance of The Study
The researcher expects and hopes that the study can become a significant
contribution to the following figures:
1. For eleventh grade English teacher, the result of this study will provide as
an alternative teaching strategy.
2. For student, the result of this study hopefully will improve their
argumentative writing skill.
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3. Last, other researchers who will be interested in conducting related
summarizing strategy research in terms of writing skill which is still
limited; this research hopefully will be able to add value and information
for them to do further researches.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter contains the theoretical framework of writing (general
concept of writing, the process of writing, and the purpose of writing),
argumentative text (the definition of argumentative text, the purpose of
argumentative text, the language structure of argumentative text, the language
feature of argumentative text, and the example of argumentative text),
summarizing strategy (general concept of summarizing, definition of writing
strategy instuction, general concept of summarizing strategy, the types of
summarizing strategy, the strength of summarizing strategy, the implementation
of summarizing strategy), and the last one is the previous study.
A. Writing
1. General Concept of Writing Skill
A lot of experts have explain what writing is, each has their own definition of
writing. According to Ann Raimes, writing is not simply a speech transribed into
a paper.1 Wagner argues that writing is one of four ways that human beings learn
to communicate and writing is the way to make invinsible thougths in human
beings’ mind visible to the world by putting one’s ideas into a paper.2 According
to Harmer, writing falls into the category of productive skills along with speaking
because both involve language production. While listening and reading are
grouped together as receiptive skills.3However, Nunan introduced another way to
1Raimes Ann, Techniques in Teaching Writing,(New York: Oxford University Press,
1983), p. 4. 2Edith N. Wagner, Express Yourself. Writing Skill for High School, (New York: Learning
Express, LLC, 2002), p. IV. 3Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New York:
Longman Publishing, 1991), p. 16.
group these four skills in terms of mode of communication through aural and
visual disctinction as follows:4
Tabel 2.1Category of Language Skills
Productive Receptive
Visual Writing Reading
Aural Speaking Listening
Referring to the table above, writing falls into visual and productive skill
category. However, writing as defined by Sokolik in terms of three contrast. (1)
Writing is not only physical, but writing is alsoa mental act. Writing physically is
a process of commiting symbols into paperor computer screen. On the other hand,
wrting is a mental process of getting ideas and how to deliver those ideas
effectively into a text. (2) Two puposes of writing, those are to express and
impress. (3) Process and product. Process refers to each stages which writer does
to create a piece of written text, while product refers to the final resut such as
report, essay, recipe, etc.5 In addition, writing serves three functions in daily life
referred to Halliday’s list as follows:6
1. Primarily for action
Public signs. e.g on food, tools, or toys purchased; recipes; maps; television;
and radio guides; bills; menus; telephone directories; ballot papers; computer
manuals. Monitors, and printouts for social contact personal correspondence:
letters, postcards, greeting cards
2. Primarily for information
Newspapers (news, editorials) and current affairs magazines; hobby
magazines; non-fiction books, including textbooks; public notices;
advertisements; political pamphlets; scholastic, medical, etc. reports;
guidebooks and travel literature
4David Nunan, Teaching English to Speakers of Other Languages. An Intoduction, (New
York: Routledge, 2015), p. 78. 5Ibid., p. 78. 6M.A.K. Halliday, Spoken and Written Language, (New York: Oxford University Press,
1985), p. 40-41.
3. Primarily for entertainment
Light magazines, comic strips; fiction books; poetry and drama; newspaper
features; film subtitles; games, including computer games.
In short, writing skill is visual and productive skill which involves both
physical act (putting symbols into paper or screen) and mental act (getting ideas
and effectively deliver those ideas into a text) through several stages of wriing
process to produce a piece of text that has its own purpose.
2. The Process of Writing
Writing is a process. According to Irene Clark, in early days of writing as
process movement; the process only consisted of three stages, those are planning,
drafting, revising.7 However, there are many different conception about writing
process. Oshima and Hogue mentioned there are four steps of writing process:
pre-writing, organizing, writing and polishing, revising and editing. Furthermore,
Harmer said that the process of writing are planning, drafting, editing (reflecting
and revising), and final draft. Moreoever, Langan explained the process of writing
in details:8
a. Prewriting
Prewriting is the first step in which writer makes decision what he/she wants
to write; the ideas, topic, thesis statement, supporting details to support the thesis.
There are five prewriting techniques such as freewriting, questioning, making a
list, clustering, and preparing scratch online. Those five techniques will help
writer to think and develop his/her ideas before writing a draft.
b. Writing first draft
This is the second step in which writer just focuses on putting their ideas into
paper and finishing the content without worrying about grammar and another
technical things such as spelling and punctuation. Instead, the goal of this step is
7Irene clark, Concept in Composition. Theory and Practice In The Teaching of Writing
Second Edition, (New York: Routledge, 2012), p. 7. 8John Langan, College Writing Skill Eight Edition, (New York: McGraw Hills, 2011), pp.
24-35.
stating writer’s thesis clearly and create many specific details for the content of
the writing.
c. Revising
Revising is basically rewriting. So, this step is where writer rewrite their first
draft in order to make it better in terms of style and content.
d. Editing
The last step of writing process is editing. Editing is the step in which writer
do a correction of grammatical error, punctuation, spelling, etc.
To conclude, each writer could experience different process when they write,
but generally they plan what to write, then they start writing the first draft, and
lastly revise and edit the final draft.
3. The Purpose of Writing
There is always a purpose behind every writing activity. Every writer whether
professional or not is always doing writing activity with their own purposes. The
reason why people write is because there is always an objective which any writer
want to achieve. According to Grenville, the purpose of any kind of writing at
least contains these purposes; to entertain, to inform, and to persuade.
Furthermore, to entertain means to engage readers’ feelings in some way, but it
doesn’t necesarrily to make readers laugh. Second, to inform means giving
information about something. Third, to persuade means convincing reader of
something.9
Penny Ur explained “The purpose of writing, in principal, is the experession
of ideas, the conveying message to the reader; so the idea themselves should
arguably be seen as the most important aspect of the writing.”10 Furthermore,
Ann raimes argued that the purpose of writing in terms of teaching-learning
context is writing itself offers three benefits in helping students to learn; First,
9Kate Grenville, Writing From Start to Finish. A Six Step Guide, (Crown Nest NSW:
Allen&Unwin 2001) p. 1. 10Penny Ur, A Course In Language Teaching.Practice and Theory,(London: Cambridge
University Press, 1996), p. 70.
student is able to implement their knowledge of grammatical structure, idiom,
vocabulary which have been taught by teacher; Second, taking risk by being
adventerous with the language they are learning; Third, writing is unique way to
reinforce learning by getting students to be very involved with the language they
are learning.11
In conclusion, the purpose of writing is generally to communicate in written
form which the purpose is specifically different from one person to another; it
could be entertaining, informing. persuading, etc.
B. Argumentative Text
1. Definition of Argumentative Text
Argumentative text is a type of spoken or written text that is intended to
explain the listeners or readers that something should or should not happen or be
done. Bill in his book explained “An argumentative essay is built around a
specific statement (or main premise) that is debatable within the field in which
you are studying”.12
In other words, at the centre of an argumentative essay is a statement with
which your readers may disagree. Your essay will need to support that statement
in a manner that convinces your readers of its truth.” Furthermore the concept of
debatable and non-debatable statement is very important part of writing
argumentative text. Below is the difference between debatable and non-debatable
statement:
First, debatable statement is called argument which reader might agree or
disagree. For example, Solar energy is the best way of meeting Australia's energy
needs in the 21st century.Second, non-debatable statement is called fact which
reader would not disagree or argue. For example, Coal and oil are the main
sources of energy in Australia in the 20th century.
To conclude, argumentative text is a text which is written to argue about
something debatable.
11Raimes, op. cit., p. 3. 12Daily Bill, Writing Argumentative Essay, (Melbourne: ESL Planet, 1999), p.1.
2. The Purpose of Argumentative Text
There are two purposes of argument, those are changing people’s point of
view and persuading people to do certain behavior or action.13 According to
Camp, the purpose of argumentative text is to influence the reader in how they
think, feel, and act.14 Moreoever, Quinley explained that the purpose of
argumentative text is to influence the readers’ point of view such as making them
to do or to stop doing something and reconsider an idea.15
To conclude, the purpose of argumentative text is to change readers’ point of
view on something, to persuade readers to do or stop doing something, to
influence readers’ minds and thoughts.
3. The Structure of Argumentative Text
The Generic structure of argumentative text according to Anderson generally
consists of three different parts; introductory statement, a series of argument and
conclusion. Below is the explanation of those three parts:
First, an introductory statement that gives the author point of view and
previews the argument that will follow – in some texts, the opening statement may
be ‘attention grabbing’.
Second part is a series of arguments that aim to convince the audience,
picture might also be used to help persuade the audience.
The last part is a conclusion that sums up the arguments and reinforces the
author’s point of view.16
13UMUC, Writing Arguments-Purposes of Arguments, 2018,
(http://www.umuc.edu/current-students/learning-resources/writing-center/online-guide-to
writing/tutorial/chapter8/ch8-04.html) 14Lindsay camp, Can I change your mind?. The Craft and Art of Persuasive Writing,
(London: Black Publishers Ltd, 2007) p. 10. 15Eliot Quinley, Persuasive Writing. Writing4 Titles. Descriptive Writing. Expository
Writing. Narrative Writing. Persuasive Writing, (California: Saddleback Educational Publishing,
2005) p. 8. 16Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan
Education, 1997), p. 124.
4. Language feature of Argumentative Text
There are at least three language feature which usually found in
argumentative text or exposition text in common according to Anderson:
a. the use of words that show the author’s attitude (modality)
b. the use of words that express feelings (emotive words)
c. the use of words to link cause and effect
5. Example of Argumentative Text
The table below shows the example of argumentative text:17
Tabel 2.2 Argumentative Text Example
Introductory statement There are many reasons why I don’t smoke
Series of argument First, smoking is unhealthy. It can cause
lung cancer, and it can lead to an early
death. Furthermore, smoking is expensive.
A pack of cigarettes costs five dollars. If I
bought one pack of cigarettes at least twice
a week, I would spend over Rp.1.920.000
each year. Lastly, cigarettes smell bad.
When people smoke, you can smell the
cigarettes on their clothes all day. For
example, the other night, I went to a
restaurant that allowed smoking. After I left,
all of my clothes smelled terrible, as did my
hair. If I were a smoker, I would smell that
way all the time.
Conclusion To sum up, I don’t smoke because it is
unhealthy, expensive, and unattractive.
17Eureka English Center, Argumentative Text: Pengertian, Ciri & Contohnya, 2018.
(http://www.eureka.or.id/2017/06/menulis-argumentative-text-pengertian.html
C. Summarizing Strategy
1. General Concept of Summarizing
According to Oxford Dictionary, Summarize means to give a summary of
something, and summary itself means a short statement that does not give the
details, but the main points only.18On the other hand, students themselves are
already familiar with summarizing such as telling a plot of movie they just
watched and/or retelling a story they heard before to their friends; they do
summarizing in terms of speaking.19
Moreover, Hoosang Koshima explained “Summarizing is a skill that
enhances students’ writing and comprehension because it requires reprocessing
information in a written text or heard in a listening task and requires expressing
that information in their own words to reconstruct the meaning in a condensed
form.”.20Another expert, Ann raimes said that summarizing provides valuable
practice for language learners and the major goal of learning language itself is to
possess the ability to write summary.21
In conclusion, summarizing is the ability to understand a general concept of
other people’s writing and restate it into one’s own words.
2. The Concept of Teaching Strategy
It is very important to define teaching strategy and what its distinction and
correlation with teaching approach, method, and technique for this study.
According to Anthony in Richards’ book “...approach is a correlative assumption
dealing with language teaching and learning... method is an overall plan for the
orderly presentation of language material... technique is implementational – that
which actually takes place in class... technique must be consistent with a method
18A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English, Sixth Edition,
(New York: Oxford University Press, 2000), p. 1365. 19Alice Oshima, Ann Hogue, Introducton to Academic Writing, Third Edition, (New
York: Pearson Education, 2007). p. 57. 20HooshangKhoshima, Maryam Rabani Nia, Summarizing strategies and writing ability
of Iranian intermediate EFL students, International Journal of Language and Linguistics, Iran,
Vol. 2, No. 4, 2014, pp. 266. 21Raimes, op. cit., p. 58.
and therefore in harmony with approach as well.”22 According to Namoco,
“Teaching strategy are method of approaching a problem or a task, modes of
operation for achieving a particular end, or planned design for controlling and
manipulating certain information.”23Teaching technique and strategy is different.
Technique are the teaching steps teacher uses in an organized way. Meanwhile,
strategy are the methods to facilitate students’ learning. Yet, strategy must be
consistent with technique, method, and approach. For example, if the approach is
constructivist and the method is activity. Then the technique can be role-play, and
the strategy can be think-pair-share strategy to facilitate students while role-
playing.24
In this study, summarizing strategy which falls under writing strategy
instruction category is the strategy the researcher focused on. Writing strategy
instruction is explicitly teaching students how to write something systematically
and its main purpose is teaching students to independently use these
strategies.25Nunan argued “Getting all learners to become learning-strategy
oriented by making strategies explicit in the classroom and showing them how to
apply these is helpful.”.26
So, the researcher concludes that teaching strategy is a mean to facilitate
students’ learning process by approaching certain task or problem in certain way
and achieve a particular result.
3. The Concept of Summarizing Strategy
Sumarizing strategy is “... explicitly and systematically teaching students how
to summarize texts.27 In terms of skill level, this strategy is considered as high
level skill due to the basic language skills; listening, reading, and writing skills are
22Jack C. Richards, Theodore S. Rodgers, Approaches and Methods in Language
Teaching, A Description and Analysis, (Cambridge: Cambridge University Press, 1986) p. 19. 23Sarah O. Namoco, Teaching Approaches, Methods, Techniques, and Strategies, 2018,
(https://www.youtube.com/watch?v=1xGmK_AJPNQ). 24Ibid. 25Steve Graham, Dolores Perin, Writing Next, Effective Writing Strategies to Improve
Writing of Adolescents in Middle and High Schools, (New York: Alliance For Excellence
Education, 2007) p. 15. 26Nunan, op.cit., p. 162. 27Graham, op.cit., p. 4.
included. It means student who learns it is able to effectively use the basic
language skills.28 Moreoever, “The ability to summarize information is important
for understanding and remembering texts and, therefore, the development of this
ability in children should be of considerable pedagogical interest.”29
On the other hand, summarizing strategy is correlated with reciprocal
teaching which is “ ... an instructional practice identified as a way of improving
reading comprehension through explicit teaching of skills needed for
metacognition”.30 Summarizing, predicting, clarifying, and questioning are the
strategies that reciprocal teaching focuses on.31 Researches shows reciprocal
teaching which contains summarizing strategy is effective to improve students’
reading skill. Yet, there is an overlap between reading and writing strategies that
other researches shows summarizing strategy is effective in writing.32
So, summarizing strategy is teaching students systematically and explicitly
how to utilize summarizing strategies and independently incorporate these
strategies into their own learning-writing process.
4. Types of Summarizing Strategy
There are seven summarizing strategies according to Idris, et.al. and those are
deletion, sentence combination, topic sentence selection, syntatic transformation,
paraphrasing, generalization, and invention. Meanwhile, Marzano proposed two
summarizing strategies such as rule-based summarizing strategy and summary
frames summarizing strategy. The following are summarizing strategies identified
by Idris, et al:
Deletion: In the deletion process, trivial or redundant information are eliminated
from the sentence in the original text. From the analysis, this process involves
units such as stop phrases, explanations, examples, scenarios and elaborations.
28Sumeyye Konuk, Et al., A Study on Creating Writing Strategy and Evaluation Tool for
Book Summary, academicJournals, Vol. 11, 2016, p.1. 29Ann L. Brown, et al., The Development of Plans for Summarizing Texts, The National
Institute of Education, 1983, p.2. 30Ruth McAllurn, Reciprocal Teaching: Critical Reflection on Practice, RTLB, 2014,
p. 26. 31Ibid., p. 26. 32HooshangKhoshima, Maryam Rabani Nia,op. cit., p. 266.
Sentence combination: In the sentence combination process, phrases from more
than one sentence are merged into one sentence. This process is typically applied
together with other strategies such as deletion, generalization and paraphrasing so
that the summary sentences produced are short but informative. These sentences
are usually combined using conjunction words such as and, but, although, though,
by, where, which, and because or even by coma (,) and are most likely to come
from the same paragraph.
Topic sentence selection: In the topic sentence selection, usually only one main
sentence is chosen to represent the main idea of the whole paragraph. This
strategy involves identifying relevant information from the original text to be
included in the summary. From our analysis, the human experts made use of cue
phrases (e.g., “It is concluded that”, “She discovered that”, “She claims that”) and
their location (which is either the first sentence or the last sentence of the
paragraph) in order to identify the theme of the text.
Syntactic transformation: In syntactic transformation, the order of the words in a
sentence or the syntactic structure of a sentence is changed. These changes may
affect the location of the words in the summary text as compared to the original
text.
Paraphrasing: In the paraphrasing process, a phrase or word in the original
sentence is replaced with a similar phrase/word in the summary sentence. This
refers to the use of similarity concept involving synonym, where different words
that have same meaning.
Generalization: In the generalization process, a list of words or items is replaced
by a more general word in the same class. This refers to the use of relatedness
concept such as hypernymy (is-a relationship), meronymy (part-of relationship) or
any kind of frequent association.
Invention: In the invention process, the meaning of the sentences is constructed by
using the expert’s own words. In this case, our assumption is: if more than 75% of
words in a summary sentence are composed by using their own words, then it is
considered that the sentence is produced by using the invention strategy. This
assumption is due to cases where some words are unique words and cannot be
replaced by other related words. For example, person’s name, diseases, place,
etc.33
So, the seven summarizing strategies are deleting redundant information,
identifying information in topic sentence, changing the original structure into
different one, paraphrase or changing the original words and phrase with similar
word and phrase, combining sentences into one sentence, changing specific types
of word into more general words, or in some cases when subsituting words and
phrase is not possible; writer uses their own words to construct the summary
called as invention strategy. Furthermore, The next summarizing strategies are
rule-based summarizing strategy and summary frames strategy.
33Idris, N., Baba, S. and Abdullah, R, Using Huristic Rules from Sentence Decomposition
of Experts' Summaries to Detect Students' Summarizing Strategies. InternationalJournal of
Human and Social Sciences, 2008, p. 348-349.
a. Rule-Based Strategy
Marzano explained that there are two summarizing strategies. Those are The
“Rule-Based” Strategy, and Summary Frames. Furthermore, the rule-based
summarizing strategy is quite simple as it consists of several rules to follow when
students do summarizing task. The rules are:
1.Delete trivial material that is unnecessary to understanding.
2.Delete redundant material.
3.Substitute superordinate terms forlists (e.g., ‘flowers’ for ‘daisies, tulips,
androses’).
4.Select a topic sentence, or invent one if it is missing.34
b. Summary Frames Strategy
The next summarizing strategy is summary frames strategy. Marzano said “A
summary frame is a series of questions that the teacher provides to students. These
questions are designed to highlight the critical elements for specific types of
information.” There are six frames in this strategy, those are the narrative Frame,
the topic-restriction-illustrationFrame, the definition frame, the argumentation
frame, the problem/solution frame, and the conversation Frame.35
So, the researcher conclude that the rule-based strategy is quite simple but
unsufficient to be implemented in classroom, however the summary frames
provides more flexibility in terms of the specific topic to be summarized by
students. Moreover, the argumentation frame of summary frame summarizing
strategy is the one that the researcher applied in this research.
c. The Argumentation Frame
The Argumentation frame is one of several summary frames which are a
series of question teacher provides to students to help them in summarizing
process. The frames of argumentative writing means supporting a claim by
providing information that support it such as evidence (information which triggers
a claim), claim (the main point of an argument), support (explanation/example),
34Robert J. Marzano, Debra J. Pickering, Jane E. Pollock. Classroom Instruction That
Works: Research-Based Strategies For Increasing Student Achievement, (Virginia: ASCD, 2001)
p. 32. 35Ibid.,pp. 34-35.
qualifier (the evidence to back up a claim).36 Furthermore, the frame questions
which teacher provide to students are:37
a) What information is presented that leads to a claim?
b) What is the basic statement or claim that is the focus of the
information?
c) What examples or explanations are presented to support this claim?
d) What concessions are made about the claim?.
So, argumentation frame is a series of question of summary frame
strategy which teacher provides to students as a guidelines to summarize an
argumentative text. Moreover, argumentation frames is the summarizing strategy
which the researcher used in this research.
5. The strength of Summarizing Strategy
Graham stated that teaching summarizing strategy which is a part of writing
strategy instruction can dramatically affect students’ writing.38 Khoshima claimed
that summarizing strategy can help students to develop and produce coherent and
well-organized writing. Yet, summarizing strategy can increase students’
awereness of the underlying process of writing. Last, students can learn how to
support main idea when they do writing activity.39
To conclude, the strength of summarizing strategy is promoting learning
autonomy on students, to be aware of the underlying process of written text and
then incorporate it into their own writing.
36Ibid., p. 39. 37Ibid. 38Graham, op.cit., p.15. 39Khoshima and Nia, op. cit., p.270.
6. The Implementation of Summarizing Strategy
To Implement summarizing strategy, researchers adapted Self-Regulated
Strategy Development (SRSD) as follows:40
Develop Background Knowledge: Students are taught any background
knowledge needed to use the strategy successfully.
Describe It: The strategy as well as its purpose and benefits is described and
discussed.
Model It: The teacher models how to use the strategy.
Memorize It: The student memorizes the steps of the strategy and any
accompanying mnemonic.
Support It: The teacher supports or scaffolds student mastery of the strategy.
Independent Use: Students use the strategy with few or no supports.
The summarizing strategy which is used in this study are topic sentence
selection and argumentation summary frames. Adapting the strategy using the
SRSD as follows:
Develop Background Knowledge: Teacher explains explicitly and
systematically how to use topic sentence selection summarizing strategy.
Describe it: Teacher explains the students why topic sentence selection
strategy can help them to write argumentative text better.
Model it: Teacher shows an argumentative text on board, and showing them
the topic sentence in each paragraphs of the text.
Memorize it: Students practice summarizing an argumentative text using
topic sentence selection strategy.
Support it: Teacher provides argumentation frame questions to assist students
when summarizing argumentative text using topic sentence selection strategy.
Independent use:Students use topic sentence selection strategy to write
argumentativetextsummary.
40Graham and Perin, op.cit., p.15.
D. Related Study
There are four related studies regarding the summarizing strategy. Below are
the reviews of these related study:
First, a study by Hooshang Khoshsima andMaryam RabaniNia entitled
“Summarizing strategies and writing ability of Iranian intermediate EFL students”
on 2014. They investigated the possible relationship between summarizing
strategies and writing proficiency. The participants were 50 intermediate EFL
students in Iran assigned to experimental and control group. The research result
shows summarizing strategycould be used effectively to improve Iranian students’
writing proficiency because the experimental group outperformed the control
group in writing post-test.41
Second, a study conducted by Barbara M. Taylor entitled “ A Summarizing
Strategy to Improve Middle Grade Students’ Reading and Writing Skills” on
1982. Sheemployed “Hierarical Summary Procedure” which contains five steps:
previewing, reading, summarizing in the form of an outline, studying and retelling
orally. The result proved positive effect on both fifth and seventh grade students’
recall of content area reading material. Moreover, it shows the procedure also
indirectly improved students’ expository writing quality.42
Third, a study conducted by Junaidi Mistar et.al entitled “Strategies Training
in the Teaching of Reading Comprehension for EFL Learners in Indonesia” on
2016. They investigated the effect of reading strategies training on students’ literal
and inferential reading comprehension which involved three strategies such as
predicting, text mapping, and summarizing. The participants were two classes of
vocational high school in East Java, Indonesia. The instrument used was two
different sets of test; teacher-made test (pre-test) and researcher-made test (post-
41Khoshima. et al., op.cit, pp. 263-272. 42Barbara M. Taylor, A Summarizing Strategy to Improve Middle Grade Students’
Reading and Writing Skills, International Literacy Association and Wiley, Vol. 36, No.2, 1982
pp. 202 - 205.
test). The result shows that the experimental group taught using reading strategies
training have significantly higher scores than the control group.43
Last, a study by Ema Ni’mah Utami entitled “Teaching Reading Skill
Through Paraphrasing and Summarizing” on 2014. The population of the
research was eleventh grade students of SMA Pembangunan 1 Bogor. The data
was collected through test. The result shows that using paraphrasing and
summarizing in teaching reading can give significant influence to increase
students’ reading skill44
To conclude, it is important to show the differences between these related
study and the writer’s research. The first study used summarizing strategy as the
treatment for the experimental group, but it only focused on writing skill in
general. On the other hand, the writer’s research focused on more specific writing
skill; argumentative text writing. The second study investigated the effect of
summarizing strategy towards reading and writing skills, yet summarizing
strategy was only used in teaching reading skill and the result indicated
improvement. However, the students’ writing skill was also indirectly improved.
Otherwise, the writer’s research directly targeted writing skill specifically in order
to find out the effect of summarizing strategy towards students’ writing of
argumentative text. The third study focused on reading skill only and
implemented three strategies; predicting, text mapping and summarizing. The
study was applied to SMK students in East Java. In contrary, the writer’s research
was applied to SMA Students and it concentrated on summarizing strategy alone.
The last study was qualitative research. It addressed on eleventh grade students
which is similar to the writer’s research. The study focused on paraphrasing and
summarizing to influence the students’ reading skill. In opposition, the writer’s
research is quantiative. This research did not apply paraphrasing, but it
exclusively examined summarizing strategy’s effect on writing skill.
43 Junaidi Mistar, Et.al, Strategies Training in the Teaching of Reading Comprehension
for EFL Learners in Indonesia, Canadian Center of Science and Education, Vol. 9, No. 2, 2016,
pp. 49 - 56. 44EmaNi’mahUtami, A Skripsi: “Teaching Reading Skill Through Paraphrasing and
Summarizing” (Jakarta, English Education Department Faculty of Tarbiyah and Teachers’ training
Syarif Hidayatullah State Islamic University, 2014), p. i.
E. Framework of Thinking
Writing is an important skill. It becomes more important in this digital era in
which people communicate more in form of writing through digital platform such
as e-mail and social chatting messanger. Not only people especially students
communicate with local friends, they also communicate with international friends
using English.The current curriculum which is 2013 curriculum also expect
students to not only comprehend the purpose, structure, and language features of a
text, but also to produce a text.
However, the students faces several problems which affect their writing
learning process such as being too dependent on teachers’ instruction because
students’ lack of writing strategy. Summarizing strategy in one of alternative
solution to address this problem and to teach writing in general. Although
summarizing strategy is actually known as a strategy for teaching reading skill,
some research show it is also an effective strategy for teaching writing skill.
Summarizing strategy is explicitly teaching students how to summarize a text. By
explicitly teaching students summarizing strategy, it helps students to be more
independent in learning process.
F. Theoritical Hypothesis
Based on the framework of thinking, the writer proposed a hypothesis:
“Summarizing strategy is effective towards eleventh grade students’ writing
of argumentative text.”
23
CHAPTER III
RESEARCH METHODOLOGY
This chapter contains the research methodology. Those are time and place of
the research, research method and design, population and sample, the research
instrument, the technique of data collection, the technique of data analysis, and the
statistical hypothesis.
A. Time and Place of the Research
This research was held in SMA Budi Mulia Ciledug. The school is located at
Jl. H.O.S Cokroaminoto No. 1 Ciledug, Tangerang, Banten. The research was
conducted on October until November 2018.
B. Research Method and Design
The research method of this research is quantitative research method.
Quantitive research is ‘Explaining phenomena by collecting numerical data that
are analysed using mathematically based methods (in particular statistics).’1 In
other words, the data of quantitative research can be analyzed in terms of
numbers.2 After selecting the research method, the researcher selected the
research design.
The design of this research is Quasi-Experimental. Cresswell explained that
Quasi-experiments is applied when researcher needs to use intact group which
caused by the possibility of availability of participants or there might be a
prohibition to create new group for the experiments which leads to employ non-
random assignment by the researcher3.
According to Nunan, there are three characteristics of quasi-experimental; has
pre-test and post-test, has control and experiment group, and non-random
1Daniel Muijs, Doing Quantitative Research in Education with SPSS, (California: SAGE
Publication, Ltd, 2004). p. 1. 2John. W Best and James. V. Kahn, Research in Education Tenth Edition, (Boston:
Pearson Education, 2006 p. 79. 3John W. Creswell,Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research Fourth Edition, (Boston: Pearson Education, 2012). p. 309.
assingment of subject.4 In this study, the quasi-experimental design attempted to
find out the effectiveness of summarizing strategy towards students’ writing of
argumentative text. Moreoever, the variables examined in this study are
summarizing strategy as the independent variable and argumentative text writing
as the dependent variable. Hence, the experimental class was given treatment of
summarizing strategy by the researcher. Meanwhile, the control class was taught
using traditional teaching strategy.
C. Population and Sample
The population of this study was the eleventh grade of SMA BUDI MULIA
which consisted of 6 classes. Then, each classes consisted of 24 students. This
research used non-probability sample method instead of probability sample
method such as random sampling because it was not viable to gather random
students and form a new class for them in this school. There are five types of non-
probability sample method such as convenience sampling, quota sampling,
purposive sampling, dimensional sampling, and snowball sampling.5 However,
this research used purposive sampling. The chosen classes to be the sample was
11 IPS 2 and 11 IPA 2. These classes were recommended by English teacher of
SMA Budi Mulia to be the sample for this study.
D. The Research Instrument
The research instrument used in this study was a test. The test was writing
argumentative text essay. The researcher gave writing test in both pre-test and
post-test. The writing test given in pre-test was intended to measure the students’
writing skill in argumentative text before the treatment, and the writing test in
post-test was intended to measure the students’ skill after the treatment.
Furthermore, the topic which was given to students in both class was the same
topic. The topic of pre-test was “Can Someone Make a Living Through
4 David Nunan, Research Method in Language Learning, (Cambridge: Cambridge
University Press, 1992) p. 41. 5Louis Cohen. et al., Research Methods In Education 5th edition, (Oxfordshire, Taylor &
Francis Group, 2005) p. 102.
Youtube?” and the topic of post-test was “Advantages and Disadvantages of
Globalization”.
E. The Technique of Data Collection
The technique of data collection was pre-test and post-test. First, pre-test was
given to both group of students; the controlled and the experimental group. The
purpose was to reveal both group’s argumentative writing skill before the
experimental group received the treatment using summarizing strategy. The pre-
test was given after the treatment. The purpose was to reveal whether the
experimental group experience any improvement or not after receiving the
treatment unlike the controlled group who didn’t get any treatment.
1. Validity and Reliability
Research instrument is considered as valid and realible if the criteria of
validity and reliability test are fulfilled.
a. Validity
Validity is a crucial consideration aspect to develop and evaluate research
instrument. The definition of validity is the extent to which an instrument measure
what it is claimed to be measured.6 So, an instrument which is relevant and
approariate can be said as a good quality instument because of its high validity.
1. Writing Test
To gain the validity of the instrument, the writer used face validity. Face
validity is defined as “... the degree to which a test looks right and appears to
measure the knowledge or abilities it claims to measure, based on the subjective
judgment of the examinees who take it, the administrative personnel who decide
on its use, and other psychometrically unsophisticated observers.”7
6 Creswell, op cit., p. 242. 7H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (San
Francisco, Longman, 2003) p. 26.
To achieve the face validity of the instrument (pre-test and post-test), the
writer asked his advisors’ help to confirm whether the instrument were
appropriate.
b. Reliability
Reliability refers to the stablity and consistency of instrument’s score.8 So, in
order to make a reliable instrument, the writer used the analytical scale below.9
Table 3.1
The Scale for Assesing Students’ Writing Test
Categories Score Criteria
Content 30-27 EXCELLENT TO VERY GOOD:
Knowledgeable. Substantive. Thourough
development of thesis. Relevant of assign topic.
26-22 GOOD TO AVERAGE: Some knowledge of
subject. Adequate range. Limited development
of thesis. Mostly relevant to topic, but lacks
detail.
21-17 FAIR TO POOR: Limited knowledge of subject.
Little substance. Inadequate development of
topic
16-13 VERY POOR: Does not show knowledge of
subject. Non-substantive. Not pernitent. OR Not
enough to evaluate.
8Creswell, op.cit., p.159. 9Arthur Huges, Testing For Language Teachers Second Edition, (London: Cambridge
University Press 2003) p. 104.
Categories Score Criteria
Organization 20-18 EXCELLENT TO VERY GOOD: Fluent
expression. Ideas clearly stated/supported.
Succint. Well-organized. Logical sequencing.
Cohesive.
17-14 GOOD TO AVERAGE: Somewhat choppy.
Looesely organized but main ideas stand out.
Limited support. Logical but incomplete
sequencing.
13-10 FAIR TO POOR: Non-fluent. Ideas confused or
disconnected. Lacks logical sequencing and
development.
9-7 VERY POOR: Does not communicate. No
organization. OR not enough to evaluate.
Vocabulary 20-18 EXCELLENT TO VERY GOOD: Sophisticated
range. Effective word/idiom choice and usage.
Word form mastery. Appropriate register.
17-14 GOOD TO AVERAGE: Adequate range.
Occasional errors of word/idiom form, choice,
usage but meaning not obscured
13-10 FAIR TO POOR: Limited range. Frequent error
of word/idiom form, choice, usage. Meaning
confused or obsured
9-7 VERY POOR: Essentially translation. Little
knowledge of English vocabulary, idiom, word
form. OR not enough to evaluate.
Categories Score Criteria
Language use 25-22 EXCELLENT TO VERY GOOD: Effective
complex constructions. Few errors of agreement,
tense, number, word order/function, articles,
pronouns, prepositions.
21-18 GOOD TO AVERAGE: Effective but simple
construction. Minor problems in complex
construction. Several errors of agreement, tense,
number, word order/function, articles, pronouns,
prepositions but meaning seldom obscured
17-11 FAIR TO POOR: Major problems in
simpe/complex constructions. Frequent errors of
negation, agreement, tense, number, word
order/function, articles, pronouns, prepositions
and/or fragments, run-ons deletions. Meaning
confused or obscured
10-5 VERY POOR: Virtually no mastery of sentence
construction rules. Dominated by errors. Does
not communicate. OR not enough to evaluate.
Mechanic 5 EXCELLENT TO VERY GOOD: Demonstrate
mastery of conventions. Few error of spelling,
punctuation, capitalization, paragraphing
4 GOOD TO AVERAGE: Occasional errors of
spelling, punctuation, capitalization,
paragraphing but meaning not obscured
Categories Score Criteria
Mechanic 3 FAIR TO POOR: Frequent errors og spelling,
punctuation, capitalization, paragraphing.
Poor handwriting. Meaningconfused or
obscured
2 VERY POOR: No mastery of conventions.
Dominated by errors of spelling, punctuation,
capitalization, paragraphing. Handwriting
illigible. OR not enough to evaluate.
F. The Technique of Data Analysis
To analyse the data, the writer used statistical analysis. In order to find out the
effectiveness of summarizing strategy towards students’ writing of argumentative
text, the writer used t-test. However, before doing the t-test, the researcher did
normality test and homogenity test first.
1. Normality test
The usage of normality test is to know whether the distributed data are normal
or not. Moreover, there is criteria to check whether the distributed data are normal
or not: if the tvalue was smaller than ttable, the data was normally distributed. While
if the tvaluewas greater than ttable, the data was not normally distributed.The test was
done by employing Lillieforse test formula on IBM SPSS 21, to find out the
normality of the data by following these steps:
a. Open SPSS Program
b.Input the data to the data view by first fill the variable view with write down
Score as score of pre-test or post-test score and Class as the kind of class
c. Click Analyze >> Descriptive Statistics >> Explore
d. Drag the Score to the Dependent List and Class to the Factor list
e. Click Plot >>checklist Normality plots with test >> ok
Hypothesis:
H0: The sample data was normally distributed.
H1: The sample data was not normally distributed.
Using the degree of significance 5% (α = 0.05), the criteria in taking the
decision is ; if the probability value (ρ) ≥ α, H0 is accepted. On the contrary, H0is
rejected if the probability value (ρ) < α.
2. Homogenity test
The usage of homogenity test is to know whether the data come from
homogenous variance or not. IBM SPSS Statistics was used to do the homogenity
test. Furthermore, to know the data come from homogenous variance or not was
by the sig column. If the sig is more than 0,05, it means data come from
homogenous variance.To calculate the data, the researcher use SPSS version 21 as
follows:
a. Open the SPSS program
b. Input the data to the data view by first fill the variable view with write down
Score as score of pre-test or post-test score and Class as the kind of class.
c. Click Analyze >> Compare means >> One-way ANOVA
d. Drag the Score the Dependent List and Class to the Factor list
e. Click Option >>checklist Homogeneity of Variance Test >> Ok
Hypothesis:
H0:The sample data came from population which had homogeneous variance.
H1:The sample data came from population which did not have
homogeneousvariance.
Making decision about significance level/probability value (p) using
significance degree 5% (α = 0.05), the criteria in taking the decision is ; if the
probability value (ρ) ≥ (α = 0.05), H0 is accepted. Conversely, H1 is accepted if the
probability value (ρ) < (α = 0.05).
3. The Effect Size Measurement
After doing the t-test, to determine the effect size of summarizing straegy
towards’ student writing of argumentative text at eleventh grade of SMA Budi
Mulia, the writer analyzed the effect size using Cohen’s d formula as follows:10
Below is the formula to calculate the value of d:
𝒅 = 𝒙𝟏 − 𝒙𝟐
𝒔
Explanation:
X1 : Experimental Class Mean Score
X2 : Control Class’ Mean Score
S :(Experimental Class’ Standard Deviation + Control Class’ Standard Deviation)
2
Tabel 3.2 effect size criteria
Table 3.2 above is the effect size criteria. After calculating the effect size
using cohens’ d formula, the result of the effect size calculation was defined by
using the criteria in the Table 3.2.
10 Cohen J., Statistical Power Analysis for Behavioral Sciences Second Edition,
(New York: Lawrence Erlbaum Associates 1988) p. 40.
Effect Size D
Small 0.20
Medium 0.50
Large 0.80
G. The Statistical Hypothesis
The test of hypothesis is applied to find out whether the hypothesis is
accepted or rejected. In order to test the hypothesis, the t-test is employed. The
hypothesis accepted if the level of significance is lower than 0.05. In doing the
analysis of normality test, the homogeneity test, and the hypothesis testing, the
researcher used SPSS version 21.0.
If the data were normally distributed the hypothesis testing will use
parametric test Paired Sample T- Test. But, if the data distributed normally but not
homogeneous or vice versa, the hypothesis used Wilcoxon Matched- Pair Signed
Rank Test.
The hypothesis of statistic used in this research:
H𝑜 : 𝜇1 = 𝜇2
Ha : 𝜇1≠ 𝜇2
H𝑜 : Null Hypothesis
Ha : Alternative Hypothesis
𝜇1: Students’ achievement in writing argumentative text who are taught using
summarizing strategy
𝜇2: Students’ achievement in writing argumentative text who are taught without
using summarizing strategy
The assumption of the hypothesis as follows:
1. If t-test > t table in significant level of 5% and 1%, the alternative hypothesis is
accepted, and the null hypothesis is rejected. It means there is significant
difference between students’ score in writing argumentative text by using
summarizing strategy and students’s score in writing argumentative text
without using summarizing strategy. The usage of summarizing strategy is
effective towards students’ writing skill in argumentative text.
2. If t-test < t table in significant level of 5% and 1%, the alternative hypothesis is
rejected, and the null hypothesis is accepted. It means there is no significant
difference between students’ score in writing argumentative text by using
summarizing strategy and students’s score in writing argumentative text
without using summarizing strategy. The usage of summarizing strategy is not
effective towards students’ writingskillinargumentativetext.
34
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter will present the research findings and discussion of the research.
A. RESEARCH FINDINGS
This chapter presents the result and discussion based on the data collected
during the implementation of summarizing strategy towards students
argumentative writing at eleventh grade of SMA Budi Mulia Ciledug. The
discussion presented the description of data and data analysis.
1. The Description of Data
a. Students’ Pre-Test and Post-Test Score
In this research, the instrument used to collect the data was the English
writing test focused on the text type, namely argumentative text. There were two
types of test, pre-test and post-test. In these tests, each student had to write
compositions of the determined topic. The time allocation was 2 x 40 minutes (1
meeting) to write their argumentation on actual topics such as “Can Someone
make a Living Through Youtube?”and “Advantanges and Disadvantages of
Globalization”. In the pre-test, the length of each composition was at least three
paragraphs. Meanwhile, in the post-test, the length of each composition was at
least three paragraphs which were matched with direction on that test. Besides,
they also have to write at least 200 words. Those tests were used to measure the
final scores of the students’ writing ability. The pre-test was given before the
treatment and the post-test was given after the treatment.
The experimental class was taught using summarizing strategy, but the
control class was not. The Table 4.1 showed the students’ writing ability score.
The analytic score resulted from a rubric adapted from Hughes’s reveals the
students’ writing ability in argumentative text both in pretest and posttest. The
data showed as follow:
Tabel 4.1
The Result of Experimental Class Students’ Argumentative Writing Test
The data in the Table 4.1 above described the difference in terms of students’
score both in pre-test and post-test. In pre-test, the mean of the experimental class
students’ score is 57.7; the highest score is 90 and the lowest score is 34. On the
other hand, the mean of the students’ score in post-test is 76,5; the highest score is
85 and the lowest score is 69.
It means the experimental class’ students achieved different argumentative
writing test result in pre-test and post-test. The majority of the experimental class’
The Experimental Class’ Score
No Pre-Test Post-Test Gained Score
1 52 77 25
2 65 74 9
3 40 76 36
4 48 69 21
5 68 77 9
6 68 76 8
7 90 81 -9
8 47 77 30
9 60 76 16
10 44 78 34
11 47 77 30
12 63 73 10
13 63 77 14
14 59 75 16
15 45 76 31
16 69 79 10
17 34 79 45
18 35 78 43
19 58 80 22
20 68 75 7
21 61 72 11
22 85 85 0
23 47 74 27
24 70 76 6
Mean 57.7 76.5 18.7
Highest 90 85
Lowest 34 69
students achieved better result in the post-test than the pre-test, it could be seen as
the post-test mean score was higher than the pre-test because 76.5 > 57.7.
Table 4.2
The Result of Control Class Students’ Argumentative Writing Test
The Control Class’ Score
No Pre-Test Post-Test Gained Score
1 66 72 6
2 75 44 -31
3 71 64 -7
4 77 64 -13
5 76 47 -29
6 34 47 13
7 47 67 20
8 46 74 28
9 74 72 -2
10 74 72 -2
11 64 86 22
12 70 50 -20
13 67 47 -20
14 72 44 -28
15 88 59 -29
16 76 67 -9
17 76 73 -3
18 79 70 -9
19 65 74 9
20 79 76 -3
21 50 69 19
22 77 68 -9
23 59 74 15
24 49 72 23
Mean 67,1 64,6 -2,45
Highest 88 86 28
Lowest 34 44 -31
The data in the table 4.2 above describes the difference in terms of score in
controlled class. In Pre-test, the mean of the controlled class’ score is 67,1 with 88
as the highest and 34 as lowest score. Otherwise, the means of the students’ score
in post-test is 64,6; the highest score is 86 and the lowest score is 44.
It means the control class’ students there was difference among control class’
students argumentative writing text achievement in pre-test and post-test. The
majority of control class’ students got worse result in their post-test than the pre-
test, .and it could be seen as the mean score in post-test was lower than the pre-
test one because 64.6 < 67.1.
Based on the data presented at the Table 4.1 and Table 4.2 above, the students
in experimental class who were taught using summarizing strategy achieved
higher results in argumentative writing test than students in controlled class who
were not taught using summarizing strategy. It means summarizing strategy is
effective towards students’ writing of argumentative text.
2. Data Analysis
a. Normality Test
It is important to analyze the normality and the homogenity of the data before
testing the hypothesis of the research. The intention of testing the normality was
to discover whether the data which the researcher gathered for this research has
been normally distributed or not. Besides testing the normality of the data, the
researcher also tested the homogenity of the research data in order to check
whether the data were homogeneus or heterogeneus. The researcher utillized
Lilliefors test to analyse the normality and homogenity of the data. As presented
in the table 4.3 and 4.4 below are the result of normality test. Meanwhile the
homogenity test would be presented in the next section of this chapter.
Table 4.3 Tests of Normality
Kelompok
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Nilai Experimental Class ,127 24 ,200* ,959 24 ,422
Control Class ,170 24 ,072 ,896 24 ,018
Table 4.4 Tests of Normality
Kelompok
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Nilai Experimental Class ,203 24 ,072 ,876 24 ,147
Control Class ,151 24 ,168 ,957 24 ,386
So, the data in Table 4.3 presented the experimental and control class’ pre-
test normality data. These data has been carefully analyzed using SPSS 21. The
test result of the pre-test showed significance level were 0,200 (experimental
class) and 0,072 (control class). The researcher used 0,05 as the standard of
significance level. Since 0,200 and 0,072 were higher than 0,05, it was clearly
shown and could be concluded that the data were normally distibuted.
Moreover, the data in Table 4.4 presented the experimental and control class’
post test data. Using the same formula as the previous normality test, the
researcher kept 0,05 as the significance level. It could be concluded the data of the
post-test were normally distributed since 0,072 and 0,168 were obviously higher
than 0,05 as the significance level.
3. Homogenity Test
Table 4.5 Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig.
,263 1 46 ,610
Table 4.6 Test of Homogeneity of Variances
Table 4.5 presented the homogenity data of the pre-test while table 4.6
showed the homogenity data of the post-test. The researcher used 0,05 as the
significance level. Both the pre-test and post-test data provided in the table above
showed 0,610 (pre-test) and 0,320 (post-test). Since these numbers were higher
than 0,05, and the researcher concluded that both data were homogeneus.
4. Hypothesis Testing
This research is intended to find out the effect of summarizing strategy
towards students’ writing of argumentative text at eleventh grade of SMA Budi
Mulia Ciledug . Hypothesis testing is needed to get the result of this research.
Thus, the scheme testing the reseach hypothesis could be described as follows.
1. Alternative Hypothesis (Ha): there is significant difference between students’
score in writing argumentative text by using summarizing strategy and
students’s score in writing argumentative text without using summarizing
strategy
2. Null Hypotheses (Ho): there is no significant difference between students’
score in writing argumentative text by using summarizing strategy and
students’s score in writing argumentative text without using summarizing
strategy.
Then, the T-test result which has been calculated was tested to prove the
hypothesis by following certain condition as follows.
Levene Statistic df1 df2 Sig.
27,723 1 46 ,000
1. If t-test > t table in significant level of 5% and 1%, the alternative
hypothesis is accepted, and the null hypothesis is rejected. It means there
is significant difference between students’ score in writing argumentative
text by using summarizing strategy and students’s score in writing
argumentative text without using summarizing strategy. The usage of
summarizing strategy is effective towards students’ writing skill in
argumentative text.
2. If t-test < t table in significant level of 5% and 1%, the alternative
hypothesis is rejected, and the null hypothesis is accepted. It means there
is no significant difference between students’ score in writing
argumentative text by using summarizing strategy and students’s score in
writing argumentative text without using summarizing strategy. The usage
of summarizing strategy is not effective towards students’ writing skill in
argumentative text
Table 4.7 Group Statistics
Kelompok N Mean Std. Deviation Std. Error Mean
Nilai Experimental Class 24 76,54 3,162 ,645
Control Class 24 64,67 11,864 2,422
The data in Table 4.8 indicated the value of ttest was 4.738 and the degree of
freedom was 46. The value of ttable in the degree of freedom 46 and the
significance level of 0,05 was 1.713. Therefore the the value of t test was greater
than ttable since 4.738 > 1.713. It meant the null hypothesis was rejected. Since null
hypothesis was rejected, alternative hypothesis was accepted. It indicated there
was significant difference between students’ score in writing argumentative text
who were taught by using summarizing strategy and students’ score in writing
argumentative text who were taught without using summarizing strategy. So, it
could be concluded that the usage of summarizing strategy is effective towards
students’ writing skill in argumentative text at eleventh grade of SMA Budi
Mulia.
Table 4.8 Independent Samples Test
Levene's Test
for Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Nilai Equal
variances
assumed
27,723 ,000 4,738 46 ,000 11,875 2,506 6,830 16,920
Equal
variances
not
assumed
4,738 26,251 ,000 11,875 2,506 6,726 17,024
5. Effect Size Formulation
After testing the hypothesis, in order to determine how effective summarizing
strategy is towards students writing of argumentative text, the writer used Cohen’s
d formula to calculate it. The writer calculated it manually through following
process:
𝒅 = 𝒙 − 𝒙
𝒔
x: students’ mean score
s: average standard deviation
𝑑 = 11.87
7.51
𝑑 = 1.58
Effect Size Criteria:
0.20: Small
0.50: Medium
0.80: Large
After calculating the d value manually, the writer found that the value of d
was 1.58. Based on cohen’s d effect size criteria, the effect of summarizing
strategy towards students’ writing of argumentative text at eleventh grade of SMA
Budi Mulia was considered as large effect since 1.58 was higher than 0.80. In
other words, 1.58 > 0.80.
B. Discussions
The result of this study shows that summarizing strategy is effective towards
students’ writing of argumentative text at eleventh grade of SMA Budi Mulia
Ciledug. Therefore, the research question which was stated in the beginning of the
study had been answered.
Moreover, the result of this study supported the previous related studies
which had been conducted by Khoshsima and Nia, and Taylor that summarizing
strategy affected students’ writing skill. The study by Khoshsima and Nia
investigated the effect of summarizing strategy toward students’ writing
proficiency in general, meanwhile this study focused on argumentative writing
skill. Then the study by Taylor used summarizing strategy to teach reading and
writing, yet it focused the use of summarizing strategy only on teaching reading
skill. However, the research finding also showed that summarizing strategy was
indirectly improved students’ writing skill. On the other hand, this study focused
only on writing skill especially argumentative writing skill. Yet, the design of this
study is similar to Khoshsima and Nia’s; Quasi-experimental design although the
procedure is rather different as explained above. The source of data for this study
was pre-test and post-test score which was analyzed using SPSS statistical
software.
Then, the result of statistical analysis was used to test hypotheses and obtain
the final result.The data analysis showed the value of ttest was 4.738 and the
degree of freedom was 46. The value of ttable in the degree of freedom 84 and the
significance level of 0,05 was 1.713. Therefore the the value of ttest was greater
than ttable since 4.738 > 1.713. It meant the null hypothesis was rejected. Since
null hypothesis was rejected, alternative hypothesis was accepted. It means there
is significant difference between students’ score in writing argumentative text
who were taught by using summarizing strategy and students’ score in writing
argumentative text who were taught without using summarizing strategy.
Moreoever, the result of effect size measurement was 1.58. Referred to the criteria
of effect size, this result of effect size measurement showed that summarizing
strategy gave large effect towards students’ writing of argumentative text since
1.58 is higher than 0.80 or 1.58 > 0.80. So, it could be concluded that
summarizing strategy is effective towards students’ writing of argumentative text
at eleventh grade of SMA Budi Mulia.
45
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was intended to prove the effect of summarizing strategy
towards students’ writing of argumentative text at eleventh grade of SMA Budi
Mulia Ciledug. The participants were divided into two classes; experimental and
control class. The researcher gave pre-test and post-test to both of them. The
experimental class was given treatment using summarizing strategy while control
class was not given the same treatment. Then, the post-test result showed the
experimental class achived higher score than their own pre-test score and also
higher than control class’ post-test score. The data analysis showed the value of
ttest was 4.738 and the degree of freedom was 46. The value of ttable in the
degree of freedom 84 and the significance level of 0,05 was 1.713. Therefore the
the value of ttest was greater than ttable since 4.738 > 1.713. So, this research had
proven that summarizing strategy is effective towards students’ writing of
argumentative text at eleventh grade of SMA Budi Mulia.
B. Suggestion
1. Teachers
Teachers as a facilitator hold a crucial role in teaching-learning process.
Teachers should be flexible in their approach by choosing an appropriate teaching
strategy for teaching English writing skill. In writing class, it is suggested
summarizing strategy as an alternative strategy that could be implemented by
teacher.
2. Students
For students, it is suggested to practice summarizing strategy and view it as
tools to refine their writing skills.
3. Researchers
To get a bigger and more comprehensive picture of summarizing strategy’s
effect especially in Indonesian context, further research may investigate it with
qualitative research method.
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APPENDICES
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMA Budi Mulia Ciledug
Mata Pelajaran : Bahasa Inggris
Kelas/semester : XI (sebelas) IPA/ 2 (dua)
Materi pokok : Analytical Exposition Text
Alokasi Waktu : 4 x 2 JP
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metoda sesuai kaidah keilmuan.
B. Kompeteni Dasar
3.5 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks eksposisi
analitis lisan dan tulis tentang topik aktual.
4.7 Menyusun teks eksposisi analitis lisan dan tulis tentang topik aktual, dengan
memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar
dan sesuai dengan konteks.
C. Indikator
3.5.1. Siswa Dapat menjelaskan tujuan teks eksposisi analitis dengan baik
3.5.2. Siswa Dapat mempolakan struktur teks eksposis analitis dengan tepat
3.5.3. Siswa dapat mencirikan unsur kebahasaan dalam teks eksposis analitis
dengan baik
3.5.4. Siswa dapat membedakan tujuan dan struktur teks eksposisi analitis
dengan teks eksposisi hortatori dengan baik
4.7.1. Siswa dapat menulis sebuah essay teks eksposisi analitis berisikan
topik faktual dengan tujuan, struktur teks, dan unsur kebahasaan yang
baik dan tepat.
D. Materi Pembelajaran
An analytical exposition is a type of spoken or written text that is intended to
persuade the listeners or readers that something is the case. To make the
persuasion stronger, the speaker or writer gives some arguments as the
fundamental reasons why something is the case. This type of text can be found in
scientific books, journals, magazines, newspaper articles, academic speech or
lectures, research report etc. Analytical expositions are popular among science,
academic community and educated people. The generic structure of analytical
exposition usually has three components:(1) Thesis, (2) Arguments and (3)
Reiteration or conclusion.
1. Generic Structure of Analytical Exposition
a) Thesis : Introduces the topic and shows speaker or writer’s
position; Outlines of the arguments are presented.
b) Arguments : It consists about Point and Elaboration Point, states the main
argument
c) Elaboration : develops and supports each point of argument
d) Reiteration : Conclusion (restatement), restates speaker or writer’s position
2. Generic Features of Analytical Exposition
a) An analytical exposition focuses on generic human and non human
participants.
b) It uses mental processes. It is used to state what the writer or speaker thinks
or feels about something. For example: realize, feel etc.
c) It uses emotive and evaluative words
d) It often needs material processes. It is used to state what happens, e.g.
….has polluted… etc.
e) It usually uses Simple Present Tense and Present Perfect Tense.
f) Enumeration is sometimes necessary to show the list of given arguments:
Firstly, secondly …, Finally, etc.
Now look the sample of analytical exposition below!
Corruption and Indonesian Culture
Thesis:
Corruption has happened for many years and today it becomes a bad culture in
Indonesia for three reasons
Argument 1: Most adult Indonesian or foreigners have known and admitted that
corruptions happen in many places. The daily newspapers, news programs on TV
and radio have reported corruptions are done everywhere, almost in all
departments or public services of this country. Corruptions happen in health,
education departments and banks. When we manage to get some documents in
public service offices, we usually need much money to pay. Manipulations happen
everywhere
Argument 2: The actions to eliminate corruption are weak. The ever stronger
culture seems not to come to an end when the responsible institutions who have to
reinforce the justice today commit corruption. This is the worst. Corruptions
happen in police department, courts where judges, public prosecutors, lawyers
make deals to do corruption. All of us also heard in the end of 2004, Probosutejo
reported that he had bribed the Supreme Court, or called Mahkamah Agung which
becomes the highest level where the justice can be obtained. Perhaps you have to
try to come to the local courts and see what happen there. You will see practices
of bribery and other kinds of corruption. Therefore, we can say that corruptions
becomes our culture. Do you like it?
Argument 3: The citizens have no goodwill to fight against the corruption. They
create the situations in which people have opportunities to do corruptions. The
citizens like to break the rules because they are not disciplined. For example, in
the street when they drive a car or ride motorcycle, they do not have the driving
license or necessary documents. Then, they are caught by the local policemen. To
avoid more difficulties, they like to bribe the officer. The officer let them go then.
In other words, the citizens and officers are the same, doing corruption together. If
only the people were critical, disciplined, and obey the rules, and willing to report
any wrong behaviors, this country will not be number one corrupting country in
the world. Reiteration/
conclusion: Conclusion Based on the reasons, we can conclude that corruption is
becoming a bad culture in Indonesia if it is not ended soon by all of us. It seems
that there must be more severe penalty for the Corruptors. Do we still care about
the future of this country?
E. Media, Alat, Bahan, dan Sumber Pembelajaran
1. Buku ajar
2. Papan tulis dan proyektor
3. Printed Materials
F. Metode Pembelajaran
1. Summarizing Strategy:
a. Topic Sentence Selection Strategy
b. Summary Frames Strategy
G. Langkah-langkah pembelajaran
Kegiatan Alokasi
Waktu
Kegiatan Awal
1. Guru menyapa siswa menggunakan bahasa inggris
2. Guru dan Siswa berdoa sebelum memulai kegiatan
belajar sesuai dengan agama dan keyakinan masing-
masing
3. Setelah berdoa, kegiatan selanjutnya adalah absensi
siswa yang hadir dan tidak hadir dalam kelas
4. Guru menyebutkan materi pembelajaran hari ini adalah
analytical exposition text dan menjelaskan tujuan dari
pembelajaran hari ini
5 menit
Kegiatan Alokasi
Waktu
Kegiatan Inti
1. Siswa memperhatikan penjelasan singkat guru tentang
analytical exposition text dan perbedaannya dengan
hortatory exposition text
2. Siswa memperhatikan presentasi guru tentang topic
sentence selection strategy serta penggunaannya untuk
meringkas sebuah teks.
3. Siswa didampingi guru kemudian mencoba
menggunakan topic sentence selection strategy untuk
meringkas teks argumentatif yang berjudul
“Corruption and Indonesian Culture”
4. Siswa mencoba menulis teks argumentatif sendiri
tanpa bantuan guru
70 menit
Kegiatan Akhir
1. Siswa diberikan kesempatan untuk merevisi tulisannya
sebelum dikumpulkan kepada guru untuk dievaluasi
5 menit
H. Penilaian
Jenis Teknik penilaian Bentuk instrumen
Sikap observasi Catatan Pendidik
pengetahuan Tes tulis Essay
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMA Budi Mulia Ciledug
Mata Pelajaran : Bahasa Inggris
Kelas/semester : XI (sebelas) IPS/ 2 (dua)
Materi pokok : Analytical Exposition Text
Alokasi Waktu : 4 x 2 JP
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metoda sesuai kaidah keilmuan.
B. Kompeteni Dasar
3.6 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks eksposisi
analitis lisan dan tulis tentang topik aktual.
4.7 Menyusun teks eksposisi analitis lisan dan tulis tentang topik aktual, dengan
memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar
dan sesuai dengan konteks.
C. Indikator
3.5.1. Siswa Dapat menjelaskan tujuan teks eksposisi analitis dengan baik
3.5.2. Siswa Dapat mempolakan struktur teks eksposis analitis dengan tepat
3.5.3. Siswa dapat mencirikan unsur kebahasaan dalam teks eksposis analitis
dengan baik
3.5.4. Siswa dapat membedakan tujuan dan struktur teks eksposisi analitis
dengan teks eksposisi hortatori dengan baik
4.7.1. Siswa dapat menulis sebuah essay teks eksposisi analitis berisikan
topik faktual dengan tujuan, struktur teks, dan unsur kebahasaan yang
baik dan tepat.
D. Materi Pembelajaran
An analytical exposition is a type of spoken or written text that is intended to
persuade the listeners or readers that something is the case. To make the
persuasion stronger, the speaker or writer gives some arguments as the
fundamental reasons why something is the case. This type of text can be found in
scientific books, journals, magazines, newspaper articles, academic speech or
lectures, research report etc. Analytical expositions are popular among science,
academic community and educated people. The generic structure of analytical
exposition usually has three components called Thesis, Arguments and Reiteration
or conclusion.
1. Generic Structure of Analytical Exposition
a) Thesis : Introduces the topic and shows speaker or writer’s
position; Outlines of the arguments are presented.
b) Arguments : It consists about Point and Elaboration Point, states the main
argument
c) Elaboration : develops and supports each point of argument
d) Reiteration : Conclusion (restatement), restates speaker or writer’s position
2. Generic Features of Analytical Exposition
a) An analytical exposition focuses on generic human and non human
participants.
b) It uses mental processes. It is used to state what the writer or speaker
thinks or feels about something. For example: realize, feel etc.
c) It uses emotive and evaluative words
d) It often needs material processes. It is used to state what happens, e.g.
….has polluted… etc.
e) It usually uses Simple Present Tense and Present Perfect Tense.
f) Enumeration is sometimes necessary to show the list of given arguments:
Firstly, secondly …, Finally, etc.
Now look the sample of analytical exposition below!
Corruption and Indonesian Culture
Thesis:
Corruption has happened for many years and today it becomes a bad culture in
Indonesia for three reasons
Argument 1: Most adult Indonesian or foreigners have known and admitted that
corruptions happen in many places. The daily newspapers, news programs on TV
and radio have reported corruptions are done everywhere, almost in all
departments or public services of this country. Corruptions happen in health,
education departments and banks. When we manage to get some documents in
public service offices, we usually need much money to pay. Manipulations happen
everywhere
Argument 2: The actions to eliminate corruption are weak. The ever stronger
culture seems not to come to an end when the responsible institutions who have to
reinforce the justice today commit corruption. This is the worst. Corruptions
happen in police department, courts where judges, public prosecutors, lawyers
make deals to do corruption. All of us also heard in the end of 2004, Probosutejo
reported that he had bribed the Supreme Court, or called Mahkamah Agung which
becomes the highest level where the justice can be obtained. Perhaps you have to
try to come to the local courts and see what happen there. You will see practices
of bribery and other kinds of corruption. Therefore, we can say that corruptions
becomes our culture. Do you like it?
Argument 3: The citizens have no goodwill to fight against the corruption. They
create the situations in which people have opportunities to do corruptions. The
citizens like to break the rules because they are not disciplined. For example, in
the street when they drive a car or ride motorcycle, they do not have the driving
license or necessary documents. Then, they are caught by the local policemen. To
avoid more difficulties, they like to bribe the officer. The officer let them go then.
In other words, the citizens and officers are the same, doing corruption together. If
only the people were critical, disciplined, and obey the rules, and willing to report
any wrong behaviors, this country will not be number one corrupting country in
the world. Reiteration/
conclusion: Conclusion Based on the reasons, we can conclude that corruption is
becoming a bad culture in Indonesia if it is not ended soon by all of us. It seems
that there must be more severe penalty for the Corruptors. Do we still care about
the future of this country?
E. Media, Alat, Bahan, dan Sumber Pembelajaran
4. Buku ajar
5. Papan tulis dan proyektor
6. Printed Materials
F. Metode Pembelajaran
1. Conventional Teaching Strategy
G. Langkah-langkah pembelajaran
Kegiatan Alokasi
Waktu
Kegiatan Awal
1. Guru menyapa siswa menggunakan bahasa inggris
2. Guru dan Siswa berdoa sebelum memulai kegiatan
belajar sesuai dengan agama dan keyakinan masing-
masing
3. Setelah berdoa, kegiatan selanjutnya adalah absensi
siswa yang hadir dan tidak hadir dalam kelas
4. Guru menyebutkan materi pembelajaran hari ini adalah
analytical exposition text dan menjelaskan tujuan dari
pembelajaran hari ini
5 menit
Kegiatan Alokasi
Waktu
Kegiatan Inti
1. Siswa memperhatikan penjelasan guru tentang analytical
exposition text(pengertian, struktur teks, ciri bahasa,
tujuan)dan perbedaannya dengan hortatory exposition
text
2. Siswa mencatat penjelasan guru tentang analytical
exposition text ke dalam buku catatan
3. Siswa mengerjakan soal-soal teks analitikal eksposisi di
lembar kerja siswa
4. Siswa menulis teks argumentatif sendiri tanpa bantuan
guru
70 menit
Kegiatan Akhir
1. Siswa menyimpulkan materi pembelajaran hari ini yaitu
topic sentence selection strategy untuk meringkas teks
analitikal eksposis/teks argumentatif
5 menit
H. Penilaian
Jenis Teknik penilaian Bentuk instrument
Sikap observasi Catatan Pendidik
pengetahuan Tes tulis Essay
RESEARCH INSTRUMENT
POST-TEST
(EXPERIMENTALCLASS)
Name :
Class :
ADVANTAGES AND DISADVANTAGES OF GLOBALIZATION
Directions: a) Write Argumentative Text about the Topic above at least 3 paragraphs and/or
200 words!
b) Finish the test in 60 minutes! c) The result of the test willnot affect your English score in school report.
Categories Scores Final score
Content Organizations Vocabulary Language use Mechanic