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TRANSCRIPT
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ABSTRAK
Sri Ika Zuriani. (2011), Improving Students’ Writing Skill of Hortatory Exposition Text through Note Taking from Reading Similar Texts at Grade XI IA academic Year 2010/2011 of SMAN 1 Baso, Agam.
Masalah pada penelitian ini adalah rendahnya kemampuan siswa dalam menulis dikelas XI pada SMAN 1 Baso. Hal ini dibuktikan dari rendahnya hasil menulis siswa pada ujian semester 1 tahun ajaran 2010/2011 . Tujuan penelitian ini adalah untuk mengetahui sejauh mana Note Taking from Reading Similar Texts dapat meningkatkan kemampuan siswa dalam menulis teks Hortatory Exposition dan faktor-faktor apa yang mempengaruhi perubahan pada proses pembelajaran.
Metode yang digunakan adalah penelitian tindakan kelas yang terdiri dari 12 kali pertemuan dari 3 siklus. Masing-masing siklus dilakukan selama 4 kali pertemuan untuk mengetahui peningkatan kemampuan menulis siswa. Peneliti mengumpulkan 2 jenis data yaitu data kuantitatif dan data kualitatif. Data kuantitatif didapatkan dari hasil tugas siswa selama proses pembelajaran dan hasil tes siswa yang dilaksanakan diakhir siklus. Sementara data kualitatif didapatkan dari lembaran observasi, wawancara dengan siswa dan catatan lapangan yang dilakukan selama proses pembelajaran Note Taking from Similar Texts oleh peneliti sendiri dan kolaborator.
Berdasarkan hasil tugas-tugas siswa dan hasil tes siswa yang telah dicapai dari siklus 1 ke siklus 3 ada peningkatan pada kemampuan siswa dalam menulis teks Hortatory Exposition dengan menggunakan teknik Note Taking from Similar Texts. Peneliti juga menemukan faktor-faktor yang mempengaruhi perubahan dalam proses pembelajaran, seperti pendekatan guru, materi, fasilitas, motivasi, minat siswa, dan media yang digunakan. Berdasarkan peningkatan prestasi siswa dari siklus 1 ke siklus 3 serta faktor-faktor yang mempengaruhi perubahan selama proses pembelajaran dapat disimpulkan bahwa telah terjadi peningkatan kemampuan siswa dalam menulis teks Hortatory Exposition.
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ABSTRACT
Sri Ika Zuriani (2011), Improving the Students’ Writing Skill of Hortatory Exposition Texts through Note Taking from Reading Similar Texts at Grade XI IA1 Academic Year 2010/2011 of SMAN 1 Baso, Agam.
The problem of this research is the students have low skill in writing at the second year students of SMAN 1 Baso. It was proved by the students’ low achievements in their writing test in semester 1 of academic year 2010/2011. The purpose of this research is to know how far using Note Taking from Reading Similar Texts can improve the students’ writing skill of Hortatory Exposition texts and what factors influence the changes during teaching and learning process.
The researcher did classroom action research by using Note Taking from Similar Texts at the second year students of SMAN 1 Baso. There were twelve meetings in this research with three cycles. Each cycle consisted of four meetings. There two kinds of data, quantitative and qualitative. Quantitative data was gathered by giving 2 tasks during teaching and learning process and a test was given at the end of each cycle. The researcher also found the factors that influence the changes during teaching learning process are variety and interesting media, affective domain, authentic material, facility and students’ motivation and talent.
Based on the students’ achievement from the cycle 1 to cycle 3 and factors that influence the changes in teaching learning process, it can be concluded that there is improvement of the students’ writing skill of Hortatory Exposition Texts.
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SURAT PERNYATAAN
Dengan ini saya menyatakan:
1. Karya tulis saya; Thesis, dengan judul: Improving Students’ Writing Skill of
Hortatory Exposition Texts through Note Taking from Reading Similar Texts at
Grade XI IA1 Academic Year 2010/2011 of SMA Negeri 1 Baso, Agam, adalah asli
dan belum pernah diajukan untuk mendapatkan gelar akademik baik di Universitas
Negeri Padang maupun di Perguruan Tinggi lainnya di Indonesia.
2. Karya tulis ini murni gagasan, penilaian dan rumusan saya sendiri tanpa bantuan
tidak syah dari pihak lain, kecuali dari tim pembimbing.
3. Dalam karya ini tidak terdapat hasil karya orang lain kecuali pendapat yang telah
ditulis dengan jelas dan dicantumkan sebagai acuan di dalam naskah saya dengan
disebutkan nama dan dicantumkan pada daftar pustaka.
4. Pernyataan ini saya buat dengan sesungguhnya, dan apabila di kemudian hari
terdapat penyimpangan dan ketidak benaran dari pernyataan ini, saya bersedia
menerima sanksi akademik berupa pencabutan gelar yang telah saya peroleh
karena karya tulis saya ini, serta sanksi lainnya sesuai dengan norma dan
ketentuan hukum yang berlaku.
Padang, 14 Mei 2011
Saya yang menyatakan
SRI IKA ZURIANI NIM. 51990/ 2009
iv
ACKNOWLEGMENT
Alhamdulillah, the researcher would like to start by thanking the God for his mercy
and bless so that the writer could finish writing the thesis entitled “ Improving Students’
Writing Skill through Note Taking from Reading Hortatory Exposition Texts at grade XI.
IA1 Academic Year 2010/2011 of SMAN 1 Baso.” This thesis is completed to fulfill one of
the requirements for achieving the Master Degree of Graduate Program in the State
University of Padang.
Hence, the writer would like to express her deepest acknowledgement for those
who helped and supported her in conducting this research.
1) Prof. H. Zainil, M.A. Ph.D, Prof. Rusdi, M.A. Ph.D, Prof. Dr. M. Zaim, M. Hum as
her advisors who gave valuable advices, guidance, ideas, and cooperation to finish
this study.
2) Dr. Hj. Desmawati Radjab, M.Pd, Dr. Kusni, M.Pd, and Prof. Dr. Gusril, M.Pd as
her examiners who also gave valuable contributions and suggestions.
3) The director, lecturers and staffs of Graduate Program in the State University of
Padang who provided the supporting facilities as well.
4) Headmaster of SMAN 1 Baso, Drs. Rusdianif, M.Pd and all the English teachers
especially Dra. Hikmah as my collaborator who have helped in getting data and
some information to complete this thesis.
5) The greatest appreciation belongs to my beloved parents, Ayahanda Syahrial,
Ibunda Zurlena, my lovely husband Edy Suarman, my lovely daughter Naifa
Farhana Dyka, my brothers Edi Chandra and Herizal and my entire family.
6) My classmates of English Section, Language education of Graduate Program
especially my best friends Yessy Anggraini, Siska Asmir, Aminah Elvina,
Melifatma, Murekson, and Alfitri Yusuf for support and friendship.
Hopefully, the thesis will useful for everyone and may the God bless us
all, to the depth always deserved. Amin.
Padang, 16 April 2011
The Researcher
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TABLE OF CONTENT
ABSTRAK ………………………………………………………… i
ABSTRACT ………………………………………………………. ii
ACKNOWLEDGMENT ………………………………………… iii
TABLE OF CONTENTS ………………………………………... iv
LIST OF TABLES ………………………………………………... vi
LIST OF FIGURES ………………………………………………. vii
LIST OF APPENDICES …………………………………………. viii
CHAPTER I INTRODUCTION
A. Background of the Problem ………………………………….......... 1
B. Identification of the Problem ………………………………….………... 6
C. Limitation of the Problem ....………………………………..………… 6
D. Formulation of the Problem ...………………………………………….. 6
E. Purpose of the Research ………………………………...………….. 7
F. Significance of the Research ……………………………….………….... 7
G. Definition of the Key Terms ........………………………………………. 7
CHAPTER II REVIEW OF THE RELATED LITERATURE
A. Review of the Related Theories ..…………………..………………….... 8
1. Writing Skill ….……………………………………………….…… 8
a. Definitions of Writing Skill ….…………………………………. 8
b. Teaching Writing .....……..………..……………………………. 11
c. Writing Evaluation …………………………………....……….. 13
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2. Note-Taking from reading hortatory exposition text ...……………. 19
a. Note Taking ………………………………...…………………. 19
b. Hortatory Exposition text …………………………………........ 22
B. Review of the Related Findings .…………………...………..……….. 23
C. Conceptual Framework .………………………………….……………. 25
CHAPTER III METHOD OF THE RESEARCH
A. Type of the Research ………………………………………………... 27
B. Setting .……………………………………………………………... 27
C. Subjects ......…………………………………………………………... 28
D. Instrumentation .. ……………………….……………………………. 28
E. Procedure of the Research ……………………………..……………... 34
F. Technique of Collecting the Data …...………………….………….…. 39
G. Technique of Analyzing the Data .……...…..……………………….... 40
CHAPTER IV FINDINGS AND DISCUSSIONS
A. Findings ……………………………………………………………….. 45
B. Discussion ……………………………….…………………….……….. 72
CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
A. Conclusions ………………………………………………………….. 75
B. Implications ……..…………………………………………………… 76
C. Suggestions …………………………………………………………. 77
BIBLIOGRAPHY ............................................................................................ 78
APPENDICES ……………………………………………………………… 81
vii
LIST OF TABLES
Tables Page
2.1. Analytic scoring rubric ……………………………………………… 14
2.2.Writing scoring rubric……………………………………………….. 15
2.3.Analytic scoring scale for composition task ……………………...... 17
3.1. Writing indicators ………………………………………………….. 29
3.2. Note-taking indicators …………………………………………….... 30
3.3. Writing checklist ……………………………………………………. 31
3.4. Checklist of note-taking …………………………………………….. 32
3.5. Checklist of steps of teaching ………………………………………. 32
3.6. Writing scoring rubric ………………………………………………. 41
4.1. Descriptions of students’ writing on pre-test of each indicator …….. 46
4.2. Descriptions of each indicator in students’ writing in pair task in
Cycle 1 ……………………………………………………………… 50
4.3. Descriptions of students’ writing for each indicator in post-test 1
in cycle 1 ……………………………………………………………. 52
4.4. Descriptions of each indicator in students’ writing in pair task in
Cycle 2 ……………………………………………………………….. 57
4.5. Descriptions of students’ writing for each indicator in post-test
In cycle 2 ……………………………………………………………... 59
4.6. Descriptions of students’ writing for each indicator in pair task
in cycle 3 ……………………………………………………………… 61
4.7. Descriptions of students’ writing for each indicator in post-test
In cycle 3 ……………………………………………………………… 63
4.8. The improvement of each indicator of students’ writing on pre-test,
Test 1, test 2, test 3 in cycle 1 to cycle 3 ……………………………… 65
4.9. The improvement of each indicator in writing from pair task
in cycle 1 to cycle 3 ……………………………………………............ 66
4.10. Comparison of students’ mean score from pair task 1 to pair task 3
In cycle 1 to cycle 3 ……………………………………………………. 67
4.11. Comparison of students’ mean score from pre test to
writing test 3 …………………………………………………………… 68
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LIST OF FIGURES
Figure Page
4.1. The condition of each indicator of students’ writing on
pre-test ……………………………………………………………………… 47
4.2. Descriptions of each indicator in students’ writing in pair
In pair task in cycle 1 ……………………………………………………….. 50
4.3. The condition of each indicator of students’ writing in post-test
In cycle 1 …………………………………………………………………… 53
4.4 The condition of each indicator of students’ writing in pre-test, pair task
and post test 1 in cycle 1 …………………………………………............... 53
4.5. The condition of each indicator of students’ writing in pair tasks in
cycle 2 ……………………………………………………………………… 57
4.6. The condition of each indicator of students’ writing in post-test 2 in
Cycle 2 ……………………………………………………………………... 60
4.7. The condition of each indicator of students’ writing in pair task in
cycle 3 ………………………………………………………………………. 62
4.8. The condition of each indicator of students’ writing in post-test 3
In cycle 3 …………………………………………………………………… 64
4.9. The improvement of each indicator of writing from pre-test, cycle 1,
Cycle 2 and cycle 3 …………………………………………………………. 65
4.10. The improvement of each indicator in writing from pair task
in cycle 1 to cycle 3 ………………………………………………………… 66
4.11. The comparison of students’ mean score from pre-test to writing test 3 ….... 68
4.12. Comparison of students’ mean score from pre-test to writing test 3 ……….. 69
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LIST OF APPENDICES
Appendices
1. Lesson plan in cycle 1 ……………………………………………… 87
2. Lesson plan in post-test 1 ………………………………………….. 90
3. Lesson plan in cycle 2 ……………………………………………… 93
4. Lesson plan for post-test 2 …………………………………………. 96
5. Lesson plan in cycle 3 ……………………………………………… 99
6. Lesson plan for post-test 3 …………………………………………. 102
7. Students’ score in pre-test ………………………………………….. 103
8. The result of pair task in cycle 1 …………………………………… 104
9. The students’ writing result in post-test in cycle 1 …………………. 105
10. The result of pair task in cycle 2 ……………………………………. 106
11. The result of students’ writing in post-test in cycle 2 ………………. 107
12. The result of pair task in cycle 3 ……………………………………. 108
13. The result of students’ writing in post-test in cycle 3 ………………. 109
14. Students’ attendance list …………………………………………….. 110
15. Field Notes …………………………………………………………... 111
16. Samples of students’ writing ………………………………………… 112
17. Interview Guidance ………………………………………………….. 113
18. Interview ……………………………………………………………. 114
19. Process writing checklist …………………………………………….. 115
20. Checklist of note-taking from reading hortatory exposition texts …... 116
21. Checklist of steps of teaching ………………………………………... 117
22. Photographs during the research …………………………………….. 118
23. Admission research letter from Pasca Sarjana ………………………. 120
24. Admission research letter from SMAN 1 Baso ……………………… 121
1
CHAPTER I
INTRODUCTION
A. Background of the Problem
Teaching English for senior high school in Indonesia is based on the
curriculum of KTSP (Kurikulum Tingkat Satuan Pendidikan) the year of
2006. It is stated that there are at least three aims of teaching English: (1) to
develop students’ competence in accessing knowledge by using English (in
informational literate level), (2) to make them aware of the importance of
learning English in the global community competition and (3) to improve the
students’ understanding about the relevancy between language and culture.
Derived from the aims above, language has an important role in developing
students’ intellectual, social and emotional
English is a mean for them to communicate both in spoken or written
language. They can express their ideas and feelings, being participated in the
society and know much about their culture and other culture. In learning
English, students will master four skills: listening, speaking, reading and
writing. Thus, they will be able to comprehend and produce the spoken or
written text in informational level.
From the four skills, writing is one of the important skills in learning
language. In writing activity, students are demanded to be able to produce an
effective and interesting composition, which combine the abilities of the
students in expresses their ideas in their mind and the students’ knowledge
about the grammatical patterns.
2
It is not easy for the students to be a good writer based on some
reasons. Firstly, they must have good capabilities in organizing the ideas to
construct the sentences. In this part, they have to determine which one is as
the main idea and the supporting details. Then students have to elaborate idea
into a good paragraph and each paragraph must be cohesive and coherent.
Secondly, they have to use the punctuation and spelling well. It means that
the students have known when coma, semicolon, full stop or quotations are
used. Thirdly, they need to have wide vocabularies and variation words in
building the paragraphs. Thus, it will ease the use of repetition words in those
paragraphs. Fourth, they also have background knowledge about the steps in
writing process and the writing aspects. For higher-level students, they do not
only write a personal essay but also an academic text or genres. For example
narrative text, expository text, procedural text, argumentative text, etc. Each
genre has different generic structure. Like in narrative text, the generic
structure is orientation, complication, resolution and coda. The generic
structure of exposition text consists of thesis, argumentation, reiteration, and
recommendation. The generic structure of procedural text consists of goals,
materials needed and steps. It means that the students have to know what
information should be written for each generic structure. Based on the
reasons above, writing becomes uninteresting activities for the students.
Based on the researcher’s teaching experience, it was found that most
of students especially at grade XI.IA1 in SMA Negeri 1 Baso Agam
considered that writing was a very difficult activity. The first problem was
lack of vocabularies. From 31 students almost 70% or around 21 of the
3
students were lack of vocabularies. There were many repeated words in every
paragraph and there were no variation words in writing the sentences.
Unfortunately, most of the students did not have some efforts to enlarge their
vocabularies.
The next problem was poor of grammatical patterns. As a writer,
students were demanded to be capable in writing. It was not only about
choosing the appropriate words but also about how to write the sentences in
correct grammatical patterns. There were many grammatical forms in English
like simple present tense, simple past tense, passive voice, active and passive
sentences, etc. Besides, the students should have background knowledge
about all this patterns. In what condition they should use simple past tense,
and how to make simple past sentences. From 31 students about 60% of them
or 18 students made some mistakes in grammatical patterns.
From all of the problems, the major problem of the students in writing
was they had no idea to write. Their minimum and poor knowledge about the
topic caused this condition. It would be hard for the students to develop the
paragraphs if they did not know what information they could express in that
paragraph. In fact, it was not easy for the students to think about the topic in a
limited time. Moreover, they did not know much about the topic given. In one
side, the ideas should be presented clearly and in a well-organized fashion. It
would make the students to be frustrated and judge writing as a very difficult
activity. It can be seen from the result of the writing test. About 80% or 24
students could not elaborate the paragraphs. Most of them wrote the
composition improperly.
4
The problems might come from not only the students themselves but
also the teacher. The technique that was used by the teacher in teaching
writing is not varied. The teachers taught writing skill individually without
integrating it into another skill. Teacher asked the students to arrange the
jumble paragraphs into a good order or complete the missing paragraphs. In
other occasion, she just gave a topic to the students and asked them to write a
composition in a group without considering the students knowledge about the
topic. The problem was the students were often confused. They did not know
what they should write and how to write it. As a result, this activity did not
run well and become uninteresting classroom activities for the students. Then
the portion of writing activity was less compared to other skill. It made the
teacher did not have enough time to guide the students in writing tasks.
To overcome these problems, researcher wanted to offer one of the
techniques in teaching writing of hortatory exposition texts to help the
students in getting some ideas through note taking from reading similar texts.
Note taking from reading hortatory exposition texts means an activity to make
a note of some information after reading hortatory exposition texts. Several
relevant studies had conducted note taking technique and other technique in
writing. It could be seen in review of the related finding on page 23.
From the previous studies, it seems that note-taking technique effective
to improve the students reading skill. Hence, in this research, writer chose
note taking from reading hortatory text as the way to improve the students’
writing skill of hortatory exposition texts. In this technique, teacher integrated
reading and writing activities. By implementing this technique, it would
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create fascinating and motivating writing activities. Reading was a good way
for students to enlarge their knowledge and help them in getting much
information related to the topic given. They could write some important
information from the reading text in their notes and later they could use it to
help them in developing their ideas in writing a composition. Then, they
could write their composition in a good arrangement because they had get
model from the reading text. It means that by implementing this technique,
teacher had provided the students with background knowledge related to the
topic before writing. As a result, it would help students become active,
involved participants and motivating in writing tasks.
In this technique, teacher provided some articles relate to the topic
that will be written and it should be more than one article in order to enrich
the students’ knowledge. The sources could be from magazines, newspapers
or academic books or internet. The length of the reading texts were about four
paragraphs. The level of texts complexity was equaled to the students’
proficiency especially for senior high school students.
Next, the students read the articles. While reading, the students were
asked to jot down some important information in their notes. After collecting
the information needed, they might compare their information with other
students or class to determine which one the central ideas and the supporting
ideas are. Then they arranged the information in a sequence. Later, they
could use this information to help them in developing their paragraphs.
6
Based on the reasons above, teacher needs to use note taking from
reading hortatory exposition text to improve the students’ writing skill of
hortatory exposition texts.
B. Identification of the Problem
Based on background of the problems above, it can be identified that
there are some problems affect the low level of the students’ writing skill.
The first problems come from the students’ side. They lack of vocabularies,
poor in the use of grammar, and it is hard for them to express and develop
their ideas. The second problems arise from the teacher side. The technique
of teaching writing is not varied. For example, teacher asked the students to
arrange the jumble paragraphs or complete the missing paragraphs. This
technique does not develop the students’ writing skill or give challenge to the
students. Then the portion of writing activity in the classroom is less than
other skills.
C. Limitation of the Problem
Based on the identification of the problem above, the researcher limits
her study on the inability of the students to express and develop ideas in
writing. To solve the problem, the researcher will use note taking from
reading similar texts to improve students’ writing skill of hortatory exposition
texts at grade XI.IA1 academic year 2010/2011 of SMA Negeri 1 Baso,
Agam.
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D. Formulation of the Problems
The problems are stated as follow:
1. To what extent can note-taking from reading similar texts improve
students’ writing skill of hortatory exposition texts at Grade XI IA1
academic year 2010/2011of SMA Negeri 1 Baso, Agam?
2. What factors influence the changes of students’ writing skill of
hortatory exposition texts through note taking from reading similar
texts at Grade XI IA1 academic year 2010/2011 of SMA Negeri 1
Baso, Agam?
E. Purpose of the Research
The purposes of this research are:
1. To identify whether Note-Taking from reading similar texts can
improve students’ writing skill of hortatory exposition texts at Grade
XI IA1 academic year 2010/2011 of SMA Negeri 1 Baso, Agam.
2. To identify the factors that influences the changes of students’ writing
skill of hortatory exposition texts through note taking from reading
similar texts at Grade XI IA1 academic year 2010/2011 of SMA
Negeri 1 Baso, Agam.
F. Significance of the Research
The result of this research is expected to be beneficial to both
theoretically and practically:
1. To enrich the theory of teaching writing of hortatory exposition
texts by using note taking from reading similar texts.
8
2. The improvement of the students’ writing skill of hortatory
exposition texts in SMA Negeri 1 Baso that is to easier the students
to develop their ideas.
3. The teachers of English at SMA Negeri 1 Baso that are suggested
to use this technique to vary their teaching technique.
4. This research is also expected to give advantage to school
principals who are responsible for the success of students’ learning
at their institutions. They are expected facilitate the English teacher
related to their needs in teaching writing.
G. Definition of the Key Terms
1. Writing skill is the skill of the student to write a good written text.
It is not only good in the content but also the language feature of
the text.
2. Note Taking from reading hortatory exposition texts is one of the
strategies for collecting some ideas by jotting down some
important after reading hortatory exposition texts. Students build
up the composition based on the collecting information.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of the Related Theories
1. Writing Skill
In this part, there are three main points will be discussed; the
definitions of writing skill, teaching writing, writing evaluation and note
taking from reading hortatory exposition text. For each points will be
supported by experts’ quotations.
a. Definitions of Writing Skill
Writing skill is an important part of communication. According to
Hampton (1989), writing skill is a specific skill, which help writers put their
thoughts into words in a meaningful form and mentally interact with the
message. Thus, it will enable an individual to write clearly, coherently, and
grammatically, or to handwrite understandable with ease and speed by
mastering writing skill.
According to O’Malley and Lorraine (1990) writing is a personal
act in which writers take ideas or prompts and transform them into “self-
initiated” topics. Davies (1998) adds that writing is essential a creative
process and good writers must learn to communicate their ideas clearly to
unseen audience. Writers have delivered the message or the idea in the
writing communicatively because they do not know who will be the reader of
their composition. Nunan (2003) conducts writing in a contrast series; it is a
physical and mental act. Writing is a physical act to commit words or ideas to
10
some mediums like writing a composition through handwriting or an email
message typed into a computer. Then, a mental act as a mental work to
formulate ideas, think about how to express the ideas and organize them into
statements and paragraphs that will be clear to reader. Last, Wallace,
Winifred and Herberg (2010) define writing as a final product of several
separate acts that are hugely challenging to learn simultaneously.
From the definitions above, it can be concluded that writing is a
combination of the students’ ability to put the idea in their mind into a good
written text and the ability to use the medium in writing process like
handwriting or type it into the computer. It will be easier for the students to
write if the topic is interesting for them and they have background knowledge
deal to the topic.
Nunan (1999) states that creating a good piece of writing is
considered an extremely difficult skill, even in one’s own native language.
Gordon (2008) says that writing in the language classroom is often seen as an
extension of or support for the other skills. Thus, in teaching teacher
necessary to integrate writing with others skills because they are related each
other. Beare (2010) proposed that the most important factor in writing
exercises is that students need to be personally involved in order to make the
learning experience of lasting value.
It can be summed up that teacher needs to guide and involve the
students in the writing process and correcting their writing mistakes or self-
correction to create a meaningful learning.
11
Writing is also a key to success in college and in many professions.
As it is known that students are not only demanded to be able to understand
about what they are listening or reading in their learning process but they
also have to produce a composition in different genre and some short
functional texts. In much profession, writing skill is very useful for the
employee to write an application letter, business letter, etc.
According to Gordon (2008), there are several characteristics of good writers:
a) Good writers read. “Book is the window of the world”. By reading variety types of text, writer can enlarge their knowledge about many things and it helps them evolving their ideas in writing. Besides, they also get some descriptions about a good writing model.
b) Good writers attend to vocabulary. Writers have to enrich the vocabularies in order to help them make sentences varied and interesting for the reader.
c) Good writer develop strategies to manage a degree of uncertainty.
d) Good writers attend to meaning. e) Good writers attend to grammar. Writers should
have background of knowledge about grammar. In writing, perfection is demanded.
f) Good writers work with their writing until it effectively responds to the set task and the ideas expressed are clear and coherent.
g) Good writers actively generate their own interest to write. If they get something in their mine, they can write it down in their note. There is no any limitation in writing and everyone can write everything.
h) Good writers create opportunities to write outside the classroom. It means that someone can write in any place.
According to Hughes (1996) there are five indicators of writing,
those are: 1) Form: focuses on idea development/organization; thesis with
appropriate argumentations and recommendation. 2) Fluency: consistency in
12
choice the structures of simple present tense and vocabularies. 3)
Vocabulary: uses varied and precise vocabulary appropriate for purpose. 4)
Mechanics: absence of errors in spelling, capitalization, and punctuation. 5)
Grammar: appropriate verb tense used with a variety of grammatical and
syntactic structures especially for present forms..
b. Teaching Writing of Hortatory Exposition Texts
According to Harmer (1990), when teaching writing, therefore, there
are special considerations to be taken into account which include the
organizing of sentences into paragraphs, how paragraph are joined together,
and the general organization of ideas into a coherent piece of discourse. In
this process, teacher does not only guide the students in producing a good
composition but a good English teacher should be creative in maximizing the
learning process. He should be able to improve students’ written production
by maximizing the opportunity for the students to write freely and
communicatively so that the students do not only writing inside but also
outside of classroom.
Richards and Willy (2002) state that there are some writing stages
can be integrated in the process of writing in the classroom activity, they
are:
a) Planning (pre-writing ) In pre-writing activity, the students are encouraged
to write by stimulating their thought from the blank page into the generative tentative idea. It can be done by gathering some information from some texts given in order to enlarge their knowledge relates to the topic.
13
b) Drafting In this stage, the students concern with the writing
fluency and do not really think about the grammatical accuracy and the neatness of the draft. One of the aspects of a good writing is the ability of the writer to visualize an audience.
c) Responding Responding has important role to play in the
successful implementation of writing process. The responding can be done by the teacher and other students in writing conference when the students finish write the first draft and just before they continue to revise stage. It is a good way to collect some information about the students’ writing process, progress and response to instruction.
d) Revising In this stage, students tend to make some
improvements to the writing content or the organization of ideas in order that the writer’s intent is made clearer to the reader. Therefore, the students do not check the language errors only.
e) Editing In process writing, editing is a meaningful activity
because the students are going to make the communication as clear and unambiguous as possible to the unseen audience. Here the students edit their own or their peer’s work for grammar, spelling, punctuation, diction, sentence structure and accuracy of supportive textual materials such as quotations, examples, etc.
f) Evaluating The students’ writing can be evaluated by using
analytic scoring (based on specific aspect of writing) or holistic scoring ( based on global interpretation of the effectiveness of that of writing).
These activities can help the students in producing a well organization
of text and create a meaningful writing process. The students make some
revising and editing for another composition and it will give intrinsic values
for their learning process.
14
Nunan (2003) gives a few principles for teachers to be considered
while planning a course that are:
a) Understand your students’ reason for writing. Before giving the writing task, teachers need to
know what the students need and what the interesting topic is for them. The big problem arise in writing activity is when the teacher’s goal is different from the students’ goal.
b) Provide many opportunities for students to write. Teachers need to evaluate their lesson plan how
much is the portion for writing practice compare with the reading or talking about writing. Writing requires practice because it is a physical activity. Teachers have to integrate it regularly in their syllabus. Teachers should provide students with different types of writing like short response to reading, writing a letter, create a poem, etc.
c) Make feedback helpful and meaningful When teachers give comment to the students, the
students should understand it. You may not correct all the writing but you just give comment in general like “there are some verbs that are missing an –s at the end.” Hence, the students can recheck the mistaken by themselves.
d) Clarify for yourself, and for your students, how their writing will be evaluated.
In this case, teachers can develop rubric for assignment. The rubric should be covered the grammar and mechanics in relationship to content and ideas. By using this rubric, teachers can evaluate the students’ writing objectively.
Based on some considerations above, the teaching and learning
process will be run well because the materials given by the teacher have been
adjusted with the students’ need and interest.
c. Evaluation of Writing Hortatory Exposition Texts
There are many types of scoring rubrics for writing presented by the
experts in order to help the researcher to evaluate the students’ writing. The
rubrics can be analytic or holistic scoring rubrics. In the table below,
15
O’Malley and Lorraine (1990) in Authentic Assessment for English
Language Learners offered an analytic scoring rubric for writing.
Table 2.1. Analytic scoring rubric
Domain Score
Composing Style Sentence Formation
Usage Mechanics
4 Focuses on central ideas with an organized and elaborated text
Purposefully chosen vocabulary, sentence variety, information, and voice to affect reader.
Standard word order, no enjambment (run- on sentences), completeness (no sentence fragments), standard modifiers and coordinators, and effective transitions.
Standard inflections (e.g., plurals, possessives, -ed, ing with verbs, and –ly with adverbs). Subject-verb agreement ( we were vs. we was), standard word meaning.
Effective use of capitalization, punctuation, spelling, and formatting (paragraphs noted by indenting).
3 Central idea, but not as evenly elaborated and some digressions.
Vocabulary less precise and information chosen less purposeful.
Mostly standard word order, some enjambment or sentence fragments.
Mostly standard inflections, agreement, and word meaning.
Mostly effective use of mechanics; errors do not detract from meaning.
2 Not a focused idea or more than one idea, sketchy elaboration, and many digressions.
Vocabulary basic and not purposefully selected; tone flat or inconsistent.
Some non-standard word order, enjambment, and word omissions (e.g., verbs)
Some errors with inflections, agreement, and word meaning.
Some errors with spelling and punctuation that detract from meaning.
1 No clear idea, little or no elaboration, many digressions.
Not controlled, tone flat, sentences halted or choppy.
Frequent non-standard word order, enjambment, and word omissions.
Shifts from one tense to another, errors in conventions (them/those, good/well, double negatives, etc.)
Misspells even simple words; little formatting evident.
4= consistent control, 2=inconsistent control
3= reasonable control, , 1= little or no control
Hughes (1996) in Testing for Language Teachers in Second Edition.
proposed other type of writing scoring rubric.
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Table 2.2 Writing scoring rubric NO Aspects of Evaluation Maximum
Scores Scores
1 Form
a. Material well organized with the thesis, arguments and recommendation; links could occasionally be clearer but communication not impaired.
b. Some lack of organization to the thesis, arguments and recommendation.
c. Little or no attempt at connectivity between thesis, arguments and recommendation, though reader can deduce connection between them.
d. Individual ideas may be clear, but very difficult to deduce connection between the thesis, argumentations and recommendation..
e. Lack of organization so severe that communication is seriously impaired.
5-1
5
4
3
2
1
2 Fluency
a. Occasional lack of consistency in choice of structures and vocabularies, which does not impair overall ease of communication.
b. ‘Patchy’, with some structures or vocabulary items noticeably inappropriate to general style.
c. Structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication.
d. Communication often impaired by completely inappropriate or misused structures
e. A ‘hotch-potch’ of half learned misused structures and vocabulary items rendering communication almost impossible.
5-1
5
4
3
2
1
3 Vocabulary
a. Occasionally uses inappropriate terms or relies on circumlocutions; expression or ideas hardly impaired.
5-1
5
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b. Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because inadequate vocabulary.
c. Limited vocabulary and frequent errors clearly hinder expression of ideas.
d. Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.
e. Vocabulary limitations so extreme as to make comprehension virtually impossible.
4
3
2
1
4 Mechanics
a. Occasional lapses in punctuation or spelling which do not interfere with comprehension.
b. Errors in punctuation or spelling fairly frequent; occasional re-reading necessary for full comprehension.
c. Frequent errors in spelling or punctuation; lead sometimes to obscurity.
d. Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.
e. Errors in spelling or punctuation so severe as to make comprehension virtually impossible.
5-1
5
4
3
2
1
5 Grammar
a. Some errors of grammatical or word order which do not, however, interfere with comprehension.
b. Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension.
c. Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader’s part.
d. Errors of grammar or word order very frequent; reader often has to rely on own interpretation
e. Errors of grammar or word order so severe as to make comprehension virtually impossible.
5-1
5
4
3
2
1
SCORE:
Form__+Fluency___+Vocabulary___+Mechanics____+ Grammar
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For the last type of writing scoring rubric is adapted from Brown
(2004) in Language Assessment Principles and Classroom Practice. It is
analytic scale for rating composition tasks.
Table 2.3 analytic scoring scale for composition task
20-18
Excellent to Good
17-15
Good to Adequate
14-12
Adequate to fair
11-6
Fair to poor
5-1
Poor to very poor
a) Organiza-tion: Introduction, body, and conclusion
Appropriate title, effective introductory paragraph, topic is stated, leads to body; transitional expressions used; arrangement of material shows plan (could be outlined by reader); supporting evidence given for generaliza-tions; conclusion logical and complete.
Adequate title, introduction, and conclusion; body of essay is acceptable, bur some evidence may be lacking, some ideas aren’t fully developed, sequence is logical but transitional expressions may be absent or misused.
Mediocre or scant introduce-tion or conclusion; problems with the order of ideas in body; the generaliza-tions may not be fully supported by the evidence given; problems of organiza-tion interfere.
Shaky or minimally recognizable introduction; organization can be barely be seen; severe problems with ordering of ideas; lack of supporting evidence; conclusion weak or illogical; inadequate effort at organization.
Absence or introduction or conclusion; no apparent organization of body; severe lack of supporting evidence; writer has not made any effort to organize the composition (could not be outlined by reader).
b) Logical develop-ment of ideas: content
Essay addresses the assigned topic; the ideas are concrete and thoroughly developed; no extraneous material; essay reflects thought.
Essay addresses the issues but misses some points; ideas could be more fully developed; some extraneous material is present.
Develop-ment of ideas not complete or essay is somewhat off the topic; paragraphs aren’t divided exactly right.
Ideas incomplete; essay does not reflect careful thinking or was hurriedly written; inadequate effort in area of content.
Essay is completely inadequate and does not reflect college level work; no apparent effort to consider the topic carefully.
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c) Grammar Native-like fluency in English grammar; correct use of relative clauses, prepositions, modals, articles, verb forms, and tense sequencing; no fragments or run- on sentences.
Advanced proficiency in English grammar; some grammar problems don’t influence communica-tion, although the reader is aware of them; no fragments or run-on sentences
Ideas are getting through to the reader, but grammar problems are apparent, and have a negative effect on communica-tion; run-on sentences or fragments present.
Numerous serious grammar problems interfere with communication of the writer’s ideas; grammar review of some areas clearly needed; difficult to read sentences.
Severe grammar problems interfere greatly with the message; reader can’t understand what the writer was trying to say; unintelligible sentence structure.
d) Punctuation, spelling, and mechanics
Correct use of English writing conventions; left and right margins, all needed capitals, paragraphs indented, punctuation and spelling; very neat
Some problems with writing conventions or punctuation; occasional spelling errors; left margin correct; paper is neat and legible.
Use general writing conventions but has errors; spelling problems distract reader; punctuation errors interfere with ideas.
Serious problems with format of paper; parts of essay not legible; errors in sentence punctuation and final punctuation; unacceptable to educated readers.
Complete disregard for English writing conventions; paper illegible; obvious capitals missing, no margins, severe spelling problems.
e) Style and quality of expression
Precise vocabulary usage; use of parallel structures; concise; register good.
Attempts variety; good vocabulary; not wordy; register OK; style fairly concise.
Some vocabulary misused; lacks awareness of register; may be too wordy.
Poor expression of ideas; problems in vocabulary; lacks variety of structure.
Inappropriate use of vocabulary; no concept of register of sentence variety.
Note:
Organization = 30 Logical development of ideas = 20 Grammar = 20 Punctuation and spelling = 25 Style and quality of expression = 5 Total = 100
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From all types of scoring rubrics for writing above, researcher uses
writing scoring rubric, which is proposed by Hughes (1996). Since, the
analytic scoring by O’Malley and Lorraine (1990) has two limitations;
teachers sometimes do not agree with the weights given to the separate
components and they have to spend more time completing the scoring. Then,
this analytic scoring rubric is mostly used at the state level in Kentucky,
Vermont, Virginia, California and others states. Afterward, the analytic
scoring which is offered by Brown (2004) also has disadvantages. The order
in which the five categories (organization, logical development of ideas,
grammar, punctuation/spelling/mechanics, and style and quality of
expression) are listed may bias the evaluator toward the greater importance of
organization and logical development as opposed to punctuation and style.
Nevertheless, writing scoring rubric which is proposed by Hughes
(1996) has some advantages; 1) It organize of the problem of uneven
development of sub skills in individuals. 2) Scorers are compelled to
considered aspects of performance, which they might otherwise ignore. 3)
The scorer has to give a number of scorers will tend to make the scoring
more reliable.
Based on the explanation above, this analytic scoring are more
suitable and concrete in evaluating the students’ writing skill, especially for
students in XI.IA1 of SMAN 1 Baso, which live in rural area and most of
them, are in average level of proficiency.
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2. Note-Taking from Reading Hortatory Exposition Texts
a. Note Taking
According to Khan (1999), note taking is a very useful practice as it
enables the reader to preserve relevant information for future use. It means
that when reading, the reader finds some interesting and important
information; he can write down in his notes and arrange his notes collection
in good orders. Meanwhile, when the reader need the information back later,
he just open it back and it will save his time. As Dhann (2001) states that
effective note taking should have a purpose, should be well organized, and
can be a time saving skill.
Khan (1999) adds that this act of taking notes often helps us
remember information when we need to take an examination, write an essay
or prepare a report. Rowntree in Dhann(2001) says that initially, this strategy
may seem like a good idea, but in academic context note taking is as
important as assignment writing in that you are taking in information and
then writing it back out again as a learning process. We can say that this
activity is useful in writing activity because it can help the students gathering
some ideas from reading text or some articles before develop it into an essay
and also help them memorize their materials before facing a test.
Nation (2009) states that if brief notes are going to be taken, they
should possibly focus on the obligatory part of the topic type, for example the
steps in an instruction text, or the parts in physical structure text. Najul and
Giancarla (2010) also argues that students take and make notes because they
22
are not passively recording words precisely; rather, they are required to
process information while they write, and this requires their full attention.
It can be concluded that in note taking activities, students do not only
write the information needed but also they have to understand what the text is
about and what they are written about. It means they need to be active and
concentrate in reading the text.
Dhann (2001) proposed some advantages of note taking technique in
teaching and learning process:
1) Note- taking will help you to extend your attention span. Sometimes you are not focused hearing the lecturer or on your reading and tend out of your mind. This activity will help you to get your concentrate back.
2) Note- taking will help you to remember what you have heard or read. In taking note, you write it into your own words and in your style format, so it makes you easier to understand it in review.
3) Note-taking helps you to organize the ideas you are learning about.
Beside it, Dhann (2001) also offers the disadvantages of using note-
taking technique. He says that at the end of the lecture or reading you may
only have a vague recollection of the important and sometimes assessable.
It can be summed up that note taking technique is very useful for you
to pay better attention to collect some important information for you while
you are reading or hearing a lecturer but the other side the information will be
blurred for you especially after for several times.
Rowntree in Dhann (2001) offers some tips for taking notes from
reading:
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a) Survey – flip through the chapter or book and note the layout, first and last chapters or paragraphs, look at the heading used
b) Question – ask questions about the way the reading is structured, think about the way the reading is structured, and think about the questions you will need to keep in mind while reading.
c) Reading – reading actively but quickly, looking for the main points of the reading- don’t take any notes- you might want to read through twice quickly
d) Recall – write down the main points of the reading and any important facts and opinions that help support the main points.
e) Review – repeat the first three steps over and make sure you have not missed anything.
In note taking activity, students need to work carefully in order to
improve their understanding of the content. By implementing the tips of note
taking above, it will help students’ focus attention, promotes more through
elaboration of ideas, encourage efforts to relates ideas and organize materials.
In brief, note taking is useful for students to process information more deeply.
Note taking is a widely applicable to variety of tasks and subjects.
Khan (1999) mentions some indicators of note taking, those are: 1)
Brevity: the notes should be brief and to the point. 2) Relevance: only
relevant facts are needed. 3) Clarity: there should be no ambiguity. 4) Note-
form: information may be noted in a logical sequence and easy to recall. 5)
Abbreviations and symbols: generally, abbreviation falls into three main
parts: using capitalized, using the first few letters of a word and using a
combination of the first few and the last few letters of a first an apostrophe in
between.
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b. Hortatory Exposition Text
Sudarwati (2005) says that the purpose of hortatory exposition text is
to persuade the reader or listener that something should not or should not be
the case. Helena (2008), also has the same idea, hortatory exposition text is
designed to persuade the reader or listener that something should or should not
be the case. Then, Goner (2011) defines hortatory exposition as a type of
spoken or written text that is intended to explain the listeners or readers that
something should, should not happen, or be done. These hortatory exposition
texts can be found in scientific books, journals, magazines, newspaper articles,
academic speech or lectures, research report etc. Hortatory expositions are
popular among science, academic community and educated people.
The generic structure of Hortatory exposition has three components: 1)
Thesis. It is a statement or announcement of issue concern. 2) Arguments.
Reasons for concern that will lead to recommendation. 3) Recommendation.
Statement of what should or should not be happened or be done based on the
given arguments.
There are some language features which are offered by Sudarwati (2005),
they are:
a) Emotive words such as : alarmed, worried. b) Words that qualify statements, such as : usual,
probably. c) Words that link arguments such as : firstly,
however, on the other hand, therefore. d) Usually present tense. e) Compound and complex sentences. f) Modal verbs/ adverbs: can, may, certainly, get,
stop. g) Subjective opinion using pronouns: I and we
25
Based on these language features the writer will build the hortatory
composition text. Besides considering the language features above, the writer
need to determine to whom this hortatory exposition text is she, writing about
and why is she writing this hortatory exposition text.
Sudarwati (2005) also offers some types of hortatory exposition texts, they
are letters to editor, plead in a trial case, speeches, and advertising. Each of
these types wants to try to convince the readers or the listeners by giving some
arguments to support his statement. Because of that, they are included into
hortatory exposition texts.
According to Powell (2011), teachers can help students better
understand how expository texts work and read them more effectively by
teaching them how to:
1. identify the elements of a paragraph and read them. 2. recognize the transitional words that signal
important information or a shift in focus. 3. establish the genre---e.g., cause-effect, definition,
persuasive. 4. organize the information within an expository text
into an outline for subsequent analysis. 5. annotate such texts for a specified purpose. 6. summarize paragraphs or sections of the text as
they read along. 7. pre-read these texts according to the current
purpose. 8. use available information such as subheadings to
orient and focus their reading. 9. identify the main ideas throughout the text. 10. develop their own questions and apply them to the
text. 11. create their own study guides. 12. take effective notes for subsequent discussions or
writing assignments.
26
In conclusion, it will not difficult for the students to comprehend the
expository text if they implement the steps above.
B. Review of the Related Findings
There are several relevant studies conducted to writing and note
taking. First, the studies about writing have been done by Suryanty (2006).
Her research title was improving students’ skill of writing recount text
through using the photograph of students’ activities in the school at the second
grade students of SMPN 2 Bukittinggi. In her research, she found some
improvements to the students’ writing skill after using the photograph in
writing a recount text. It would be easier for the students to tell their
experience rather than the students who did not involved in the events. Next
research is writing using the technique of picture sequence for recount text. It
was done by Susanti (2009). The title of her research was “Improving the
Students’ Ability in Writing Recount Texts through Picture Sequences at State
Islamic Junior High School (MTsN) Lubuk Basung I West Sumatra. The
result showed the increase of the students' writing score, the findings also
showed that the students were active and enthusiastic in teaching and learning
process. Writing became enjoyable and interesting activity for them.
There are also some researches by using note-taking technique. Khan
(1999) conducted one. He used note-taking technique in order to help the
students in preserve some important information in reading. This technique
was implemented to undergraduate students in Aligarh Muslim University in
India. The sample activity is he asked the students to read the chosen passage
in order to get the content’s ideas. Next, he asked the students reread the
27
passage once or twice and write down the important and unimportant points.
Then, they regroup the points into sequential and prioritized order and provide
the right title. It is found that the student reach the highest level of
comprehension while implementing the note-taking technique in reading.
Then Edge (2006) conducted the study to the students were five year
undergraduates in English-medium further education in Turkey. The students
were demanded and tested to be “total comprehension” in reading
comprehension passages. In this study, he puts the students in pairs. Then he
distributed a copy of text to each pair and asked them to read the instruction
that precedes the text in limited time, asked simply what the passage is about,
told the class to read the notes written and then asked them to write notes on
the remaining paragraph. Based on his study, he found that the result was
satisfactory. The students were able to recall the information from their notes
if the teacher asked them to evaluate or give comment about it.
Last, Najul and Marchi (2010) conducted note-taking technique in their
English classes in Sim’n Bol!var in Caracas. While listening to the oral report,
the students took some notes. When the students finished taking note, they should
concentrate to write a coherent summary of one or more paragraphs according to
the number of main ideas and supporting detailed collected from the notes. They
had to transform their notes into written discourse, using cohesive and
transitive discourse elements. According to Najul and Marchi (2010), this
technique helped the students to practice rhetorical patterns of written
discourse that had been considered highly abstract and difficult to attempt.
28
Having seen some relevant studies, the researcher is interested in
conducting a study about using note taking from reading text in writing
activities to improve students’ writing skill.
C. Conceptual Framework
Teaching writing eventually faced some problems, particularly related
to the low of students’ writing skill. There are five indicators of writing:
form, fluency, vocabulary, mechanic, and grammar. Hence, by using note
taking from reading hortatory exposition text, the problems can be solved. As
the indicators of note taking are brevity, relevance, clarity, note-form and
abbreviation and symbol. In order to find out whether this technique can
improve the students’ skill in writing, the researcher conducts a classroom
action research.
In the classroom action research, three cycles will be followed to gain
better result. Every cycle consisted of four steps namely; planning, action,
observation and reflection. In each cycle, those steps should be fulfilled in
order to overcome writing problem. It is expected that by the end of the
research, the students’ writing skill will be improved.
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Students’ Low Writing Skill of Hortatory Exposition Texts
Problem Solving
PROBLEM
Indicators: a) Brevity b) Relevance c) Clarity d) Note-form e) Abbreviation
& symbols
Expected Result Improvements on Students’ WritingSkill of Hortatory Exposition Texts
Note taking from Reading Hortatory Exposition
Indicators: a) Form b) Fluency c) Vocabulary d) Mechanic e) Grammar
30
CHAPTER III
METHOD OF THE RESEARCH
A. Type of the Research
This research was conducted as a classroom action research. Elliot’s
(2001) defines:
“Classroom action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to make the values expressed in their practice more consistent with the educational values they take up; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by researching practice.”
By conducting this classroom action research, teachers could explore
and examine aspects of teaching and learning. In addition, they could
implement new techniques in order to change and improve the quality of the
teaching and learning process and to overcome some problems in the
classroom.
In this research, the researcher collaborated with another English
teacher and worked together in a team to conduct this classroom action
research. Collaborator did not monitor the students only but she observed the
researcher’s activities and performance during the research time.
B. Setting
This research was taken place in SMA Negeri 1 Baso in Agam
Regency where the writer is teaching. It was placed in Bukittinggi-
Payakumbuh Street Km 5. The position of this school was strategic because it
31
was near from the main street; therefore, it would not difficult to reach this
school. The situation and condition of this school were also comfort and quite
enough for learning process.
C. Subjects of the Research
The participants of this research were the students in SMA Negeri 1
Baso, Agam Regency. This school consisted of twenty-three classes. There
were eight classes for first grade, nine classes for second grade and six
classes for third grade. It had two programs of study for the second and third
grade students; they were science class or IA, social class or IS. For IA class
in second grade consists of three classes; whereas IS class had six classes. For
IA class in third grade consisted of two classes and IS class consisted of four
classes. In this research, writer concerned with students in XI IA1. There
were thirty-one students which consisted of nine students for boy and twenty
two students for girl.
D. Instrumentation
The researcher used some instruments in this research such as:
1. Tests
In this research, researcher only had post-test at the end of every
cycle. The used of this post-test was to find out whether there is any
progression to the students’ skill in writing in every cycles after applying note
taking from reading hortatory exposition text. Before the students began to
write a composition, researcher provided the students some background
knowledge related to the topic. Here, researcher prepared two hortatory
exposition texts related to the topic where each text was consisted of two to
32
four paragraphs. The level of difficulty of the texts were adapted for senior
high school students. Then researcher asked them to read the texts and jotted
down or took note for some important information which relevance to the
topic. The students write down the information in word phrases. Based on
this relevance information, students built up their writing.
Later, the results of writing in post-test in every cycle would be
compared. From this test, researcher knew whether the technique of note
taking from reading hortatory exposition text could help the students in
getting some ideas while they were writing or not. Was there any significance
progress for the students’ writing composition?
The indicators of writing
Table 3.1 writing indicators Variable Indicators Sub-Indicators
Writing Form 1) Thesis 2) Arguments 3) Recommendation
Fluency 1) Consistency in choice of structure
Vocabulary 1) Consistency of vocabulary
choice.
Mechanics 1) Spelling 2) Capitalization 3) Punctuation
Grammar 1) Simple present tense
2) Relative clauses 3) Preposition 4) Modals
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The indicators of Note-taking from reading hortatory exposition texts
Table 3.2 note taking from reading hortatory exposition texts indicators Variable Indicators Sub-Indicators
Note taking Brevity 1) Note should be to the point.
Relevance 1) Using relevant facts Clarity 1) No ambiguity sentence Note-Form
1) Noted in logical sequence 2) Easy to recall
Abbreviation And Symbols
1) Using capitalized 2) Using the first few letters
of a word Reading hortatory exposition texts
Thesis 1) Position 2) Preview
Argumentations 1) Points 2) Elaboration
Recommendation 1) What should be or should not be happened.
2. Observation
Observation was not only done by the researcher but collaborator too.
In this observation, researcher created process writing checklist and note-
taking checklist in order to make easier in monitoring the students’ progress
in writing process. This writing checklist was useful for them to get some
strategies to finish their work. Researcher could observe the students during
exercising time. In this observation, researcher adapted the process writing
checklist from materials produced by the Georgetown University Evaluation
Assistance Center (EAC) East (1990), Washington. D.C.
34
a. Process writing Checklist
Table 3.3 writing checklist No Indicators Sub-indicators Checklist Note
1 Prewriting Strategies
a. Formulates the thesis, arguments and recommendation of the text before writing.
b. Considers approach before writing.
c. Discusses the thesis, arguments and recommendation before writing.
d. Outlines or makes schematic organizer.
2 Writing Strategies
a. Monitors writing (rereads, reviews)
b. Uses appropriate/adaptive technique (e.g. skips word, makes substitutions)
3 Post-writing Strategies
a. Edit (word-level changes) b. Revises (sentence-level changes) c. Rewrites (composition-level
changes) d. Get feedback from others
4 Applications and interests
a. Writes for pleasure b. Use writing for communicate
(letters, notes, etc) c. Actively seek guidance in
writing activities d. Participate in discussion about
writing e. Shares writing with others f. Edits writing of others
35
b. Checklist of note taking from reading hortatory exposition texts
In this observation, researcher adapted note-taking checklist from Khan
(1999).
Table 3.4 checklist of note taking from reading hortatory exposition texts. No Indicators Sub-indicators Checklist Note
1 Brevity Note should be to the point.
2 Relevance Using relevant facts
3 Clarity No ambiguity sentence 4 Note-Form a) Noted in logical sequence
b) Easy to recall
5 Abbreviation And Symbols
a) Using capitalized b) Using the first few letters of a
word
6 Thesis a) Position b) Preview
7 Argumenta-tions
a) Point b) Elaboration
8 Recommendation
What should or should not be happened.
c. Checklist of steps of teaching
Table 3.5 checklist of teaching steps No Indicators Sub-indicators Checklist Note
1 Prewriting Phase
a) Teacher explained about what note taking technique was.
b) Teacher explained about the procedure of note taking.
c) Teacher divided the class into several groups
d) Teacher wrote the topic on the board.
e) Teacher asked some questions relate to the topic.
f) Teacher handed out the articles which relevance to the topic to every group.
g) Teacher gave some minutes for the students to read the articles.
36
h) Teacher asked the students to find some important and relevance unimportant information from the articles.
i) Teacher asked the students to take some notes for the information above in their papers.
j) Teacher gave the second article to students and they did the activities as in article 1.
2 Whilst-writing phase
a) Teacher asked students to compare their note taking from the two reading expository text in classroom discussion
b) Teacher asked the students to determine which one, as is the main information and which one as supporting information.
c) Teacher asked the students began to write the composition in pairs based on the information in their note taking from reading hortatory exposition text.
3 Post-writing phase
a) Teacher asked the students to give their writing to another pairs for editing.
b) Teacher asked students to give comments or correction for other writing composition. Also, wrote the name of editors.
c) Teacher asked students to give back the paper to the owner.
d) Teacher asked the students to revise their composition based on what had been edited by another pairs.
e) Teacher asked the students to write the good one.
f) Teacher collected the students’ work.
The observation was also done by collaborator. According to Anas
(2009), there were some points as considerations for collaborator in
observing:
37
a) Focus on the researcher performance, for example: the use of body language, classroom management and teaching technique.
b) Focus on the students’ responses, how do they work and interact during the lesson time, and also their attitudes in making the exercises.
c) Focus on the learning context. It is about the teaching media, the class setting, etc.
d. Field Notes
It was needed to help the teacher in recording all information relates
to observation during the research time. Researcher did not only write some
important events but he/she could write the result of observation, his/her
comment during the observation and reflection results.
3. Interview
It was an oral interview and this activity could be done in the
classroom. Teacher might interview the students individually or in pairs in
order to know students’ response about writing activity through note-taking
from reading hortatory exposition texts and to know the factors that improve
students’ writing skill. Before conducting this activity, teacher needed to
prepare some appropriate questions list. The questions should be
understandable by the students, adequate to the level of students’ proficiency
and reflect to students’ interest and classroom activity.
E. Procedure of the Research
In this classroom action research could be developed by using the
self-reflective spiral which was offered by Kemmis and McTaggart (1988) as
follow:
38
Reflect Plan
Act and Observer
Reflect
Revised Plan
Act and Observer
Expectation Condition
There were two cycles would be followed in this research suppose
to gain a better result. Every cycle consisted of four steps namely; planning,
action, observation and reflection. In each cycle, those steps should be
fulfilled in order to manage writing problems.
Cycle 1
1. Plan
In this stage, teacher and collaborator prepared all things
that would be needed in this observation. It was started by:
a) Designing the lesson plan together with collaborator.
b) Choosing several topics for the students.
c) Preparing some articles relate to the topic which will be
given to the students.
d) Preparing the process-writing checklist.
e) Preparing the note-taking from reading hortatory exposition
texts checklist.
CYCLE I
CYCLE II
39
f) Preparing some questions for oral interview.
g) Preparing the writing test.
2. Action
In this research, researcher conducted it into three cycles.
Each cycle consist of four meetings. Each meeting was done twice
in a week, so the research had spent six weeks from January 24,
2011 until March 8, 2011. It was done in semester IV at XI.IA1
class of SMAN 1 Baso.
In this stage, writer and collaborator did the action based on
the activities, which had been designed in lesson plan. There were
three stages in writing activity; pre writing activity, whilst writing
activity and post writing activity. The researcher was accompanied
by a collaborator and she was an English teacher at SMAN1 Baso.
The collaborator helped researcher by discussing, observing, taking
note, and analyzing data during the research time.
Before coming to the research, researcher evaluated the
students’ writing by giving a pre-test in order to know the students’
writing skill before applying note taking from hortatory exposition
text. Derived from the pre-test result, researcher knew the student’s
improvements for each cycle after applying this technique.
3. Observation
In this stage, researcher was helped by collaborator who
observed the activity which done by researcher students during the
40
action. Collaborator also observed the students response and
attitude while researcher was teaching. The field-notes were also
used in order to record some important items during this activity.
4. Reflection
In this stage, researcher and collaborator discussed the
feedback of the first action, made interpret the data from the class,
and decided which point should be revised in lesson plan for cycle
2.
Cycle 2
In this cycle, the activities were similar to those in cycle 1, but
there was some different emphasis due to the revised plan.
F. Technique of Collecting the Data
In this observation, there were some techniques used in collecting
the data. At the first time, researcher conducted the writing pre-test for
students as the starting point before doing the observation. From this
writing test, researcher knew the level of students writing proficiency.
During the research, writing tests were also given to the students to know
whether there was any improvement after applying note-taking technique.
Besides writing test score, writing checklist results, field notes
results and interview result were also used to collect the data. This data
described about the students’ performance during writing activity, the
students’ activities, teacher activity, classroom atmosphere, any significant
activities during the observation.
41
G. Technique of Data Analysis
The data would be analyzed quantitatively and qualitatively in
this research.
1. Quantitative Data
In analyzing the data of this research, researcher used quantitative analysis
where the data was presented in numerical form.
The range of the score was from 1 to 5 for each indicators of writing,
those were: form, fluency, vocabulary, mechanic and grammar. The
maximum score was 5 while the minimum was 1. This writing rubric was
adapted from the suggested idea of Hughes (1996).
The writing scoring rubric
Table 3.7 writing scoring rubric of hortatory exposition text NO Aspects of Evaluation Maximum
Scores Scores
1 Form a. Material well organized with the thesis,
arguments and recommendation; links could occasionally be clearer but communication not impaired.
b. Some lack of organization to the thesis, arguments and recommendation.
c. Little or no attempt at connectivity between thesis, arguments and recommendation, though reader can deduce connection between them.
d. Individual ideas may be clear, but very difficult to deduce connection between the thesis, argumentations and recommendation.
b. Lack of organization so severe that communication is seriously impaired.
5-1 5
4
3
2
1
2 Fluency a. Occasional lack of consistency in choice of
structures and vocabularies which does not impair overall ease of communication.
b. ‘Patchy’, with some structures or vocabulary
5-1 5
42
items noticeably inappropriate to general style. c. Structures or vocabulary items sometimes not
only inappropriate but also misused; little sense of ease of communication.
d. Communication often impaired by completely inappropriate or misused structures
e. A ‘hotch-potch’ of half learned misused structures and vocabulary items rendering communication almost impossible.
4
3
2
1
3 Vocabulary a. Occasionally uses inappropriate terms or relies
on circumlocutions; expression or ideas hardly impaired.
b. Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because inadequate vocabulary.
c. Limited vocabulary and frequent errors clearly hinder expression of ideas.
d. Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.
e. Vocabulary limitations so extreme as to make comprehension virtually impossible.
5-1 5 4 3
2
1
4 Mechanics a. Occasional lapses in punctuation or spelling
which do not interfere with comprehension. b. Errors in punctuation or spelling fairly
frequent; occasional re-reading necessary for full comprehension.
c. Frequent errors in spelling or punctuation; lead sometimes to obscurity.
d. Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.
e. Errors in spelling or punctuation so severe as to make comprehension virtually impossible.
5-1 5 4 3 2
1
5 Grammar a. Some errors of grammatical or word order
which do not, however, interfere with comprehension.
b. Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension.
c. Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader’s part.
5-1 5 4 3
43
d. Errors of grammar or word order very frequent; reader often has to rely on own interpretation
e. Errors of grammar or word order so severe as to make comprehension virtually impossible.
2 1
SCORE:
Form__+Fluency___+Vocabulary___+Mechanics____+ Grammar
Last, the researcher would describe the students’ improvement in
writing by counting mean scores of each test. Then researcher would analyze
and compare the result of pre-test and posttest of the students by using the
following formula:
Mean(M) = X (total score) N (the number of students)
2. Qualitative Data
According to Gay and Airasian (2000) there were some steps for
analyzing the data. They were:
a. Data managing
Here, researcher would create and organize the data collected
during the observation. In organizing the data researcher
determined the observer’s comments, memos, notes that were
made on the field notes or interviews transcripts.
b. Reading/ memoing
To get a sense of the data, researcher read the field notes,
transcripts of interview, memos, and observer’s comments.
44
c. Describing
In describing, the researcher and collaborator had an
understanding of the context in which the study took place by
offering the true picture of the settings and events that took place
in it.
d. Classifying
Classifying means the process of breaking down and organizing
the data into categories that represent different aspects of the data.
e. Interpreting
Interpreting means the reflective, integrative, and explanatory
aspect of dealing with a study’s data. Researcher needs to
understand the data before describing it to others.
45
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Research Findings
This chapter describes the findings and discussion of the findings in
order to answer the research question 1) “to what extent can note taking from
reading hortatory exposition text improve the students’ low writing skill?” 2)
“What factors influence the changes of the students’ writing skill?”
Based on the data collected in the research, researcher answered the
questions above. The data was collected from the instruments used.
1. To what extent note taking from reading similar texts improved the
students’ low writing skill of hortatory exposition texts.
Before coming to the research, the students were given a pre-test to
evaluate their writing skill before applying note-taking form hortatory
exposition text. In this pre-test, researcher asked the students to write a
composition with the topic “The Effects of Television”. The students were
asked to write the composition individually. Researcher gave them time 75
minutes to finish it. The result could be seen in appendix 7 students’ writing
score in pre-test.
Based on the table, it could be identified that the mean score of the
students’ writing in this pre-test was 12.97. From 31 students, only nine
students get the mark above the standard. It is consisted three students get
level good (G), six students get level fair (F). It means that 22 students got
46
level poor (P) and very poor (VP) in this pre-test. It can be concluded that
most of the students in XI.IA1 were low in writing.
Then, researcher also analyzed each of writing indicators. She found
that the mean score for form only 2.35, the mean score for fluency 2.61, the
mean score for vocabulary 2.71, the mean score for mechanic 2.65 and the
mean score for grammar 2.52.
The result of writing indicators can be seen in the table and figure
below.
Table 4.1 Descriptions of students writing on pre-test of each indicator. No Description Mean Score
1 Form 2.35
2 Fluency 2.61
3 Vocabulary 2.71
4 Mechanic 2.65
5 Grammar 2.52
The result of the pre-test was described in the diagram. It was shown
how far the achievement of the students in every indicators of writing. The
rates of the achievement in diagram were different. The highest score was on
vocabulary and for the lowest score was on form
47
Figure 4.1 The condition of each indicator of students’ writing on pre-test
Derived on the data above, it can be summed up that the
achievement of the students in writing were low, especially in the form of the
writing (2.35). It can be seen from the descriptions of each indicator.
To solve this problem, the researcher wanted to apply note taking
from hortatory exposition text in research class.
Cycle 1
The first cycle was conducted into four meetings and each meeting
took (2x45 minutes) or 90 minutes. It means that it took two weeks for this
first cycle. It began on Monday, January 24th, 2011, the second meeting was
on Tuesday January 25th 2011, the third was on Monday, January 31st, and
the fourth was on Tuesday, February 1st, 2011.
In the first meeting, the researcher came to class and greeting the
students. Then, the researcher checked the students’ attendance and paid
attention to all the students. Researcher explained to the students the
2.35
2.61
2.712.65
2.52
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
Form Fluency Vocabulary Mechanic Grammar
Mean score
48
importance of this research and they would get what rather benefits that after
participating in this research. Thus, they could cooperate with her. Next, the
researcher gave explanation regarded to the technique of note taking and how
to take a note from the reading text especially for hortatory exposition text. In
this moment, the researcher also provided a model of hortatory exposition
text. The students tried to find the important information needed from this
text by the researcher’s guidance. After getting some information, they
classified it into the main information and the supporting information. This
information would be developed by them into good compositions. This
information helped the students in getting ideas. They did not need to spend
their time much to think about what ideas would be built up in their
compositions because they already get some ideas by taking some notes from
hortatory exposition text.
At the second meeting, the researcher decided to give the same topic
as in the pre-test; “The effect of television” , since she wanted to see the
result of the students’ writing before and after applying the technique of note
taking from hortatory exposition text. First, the researcher divided the
students into group of four randomly and asked them to sit in their groups.
Then researcher wrote down the topic on the board and gave some questions
related to the topic to stimulate the student’s knowledge. After that, she
distributed the first text to every group. The text was about two to three
paragraphs and the level of the complexity was medium because it was
created for the level of senior high school students. Then, she asked them to
read and find some important points from that text. Afterward, the researcher
49
handed out the second text still related to the topic and asked them to read
and take notes for some important points from that hortatory exposition text.
After all the groups had collected all information, asked them to classify
which information as the main information and which one as the supporting
information. For the next session, the students were asked to write the
composition based on the information they already got before. The
composition was written in pair where the group was broken down into two.
For the third meeting, each pair was going to edit other composition.
The researcher requested every pairs to change their composition to others.
Here, they checked about the words chosen, the idea, the grammar, etc. If
they had finished, they gave it back to the owner and the owner revised their
composition. The result of pair task can be seen in appendix 8.
Based on the table, it could be seen that the mean score of the pair
task was 13.9. There were 3 pairs from 15 pairs got level poor, 9 pairs from
15 pairs got level fair and 3 pairs got level good.
Then, the researcher also analyzed writing indicators. She found that
the mean score for form 3.27, the mean score for fluency 3.07, the mean
score for vocabulary 3.20, the mean score for mechanic 3.33, and the mean
score for grammar 3.07.
The result of writing indicators can be seen in the table below.
50
Table 4.2 Descriptions of each indicator in students writing in pair task in second
meeting of cycle 1 No Description Mean score
1 Form 3.27
2 Fluency 3.07
3 Vocabulary 3.20
4 Mechanic 3.33
5 Grammar 3.07
The result of the pair task was also described in the diagram. It was
shown how far the achievement of the students in every indicators of writing.
The rates of the achievement in diagram were different. The highest mean
score was on mechanic and for the lowest mean score was on fluency.
Figures 4.2 The condition of each indicator of students’ writing in pair tasks in
second meeting of cycle 1
3.27
3.07
3.20
3.33
3.07
2.9
2.95
3
3.05
3.1
3.15
3.2
3.25
3.3
3.35
Form Fluency Vocabulary Mechanic Grammar
Mean Score
51
Furthermore, researcher tried to analyze the students’ compositions in
pairs with the topic “The effects of television Programs.” This composition
could be seen in appendix.
From the form of the composition, there were some improvements to
the form indicators. There were three pairs able to write the composition
based on the topic given. It was happened because they already got some
ideas from reading the hortatory exposition texts. There were two texts,
which enriched the students’ knowledge related to the topic. By reading and
taking some notes from the hortatory exposition texts made the students
easier in developing their compositions. It was supported by the result of
interview to a few of students. They said that by reading the hortatory
exposition texts related to the topic and taking some notes from the reading
texts helped them in getting ideas. Yet, there were a three pairs still get
difficulties in formulating the ideas even though they had gotten their note
taking. They looked confuse and did not write anything yet on their paper.
Last, there were also some of them still got problem in taking the note. They
did not really understand how to jot down the information from the reading
hortatory exposition texts. It could be seem from the students’ note taking,
there were some of thems wrote down in full and long sentences. Thus, the
next meeting, researcher needed to give more explanation and samples about
how to take the note from the reading hortatory exposition texts.
For the fluency and grammar of the students in writing, there were
some improvement but it was not significant. From the students’
compositions, there were inconsistencies in using the tenses. In hortatory
52
exposition text, most of the sentences were written in present forms like
simple present tense, present perfect tense, presents continuous tense, future
tense, etc. However, there were still of the students made it in past form.
Next, there were the students constructed the sentences in wrong grammatical
patterns. For example: “TV program is develop from program for children,
young men, until adult people from morning until night that can to consume
our time… (Parag.2). It should be “TV programs are developed for children,
teenagers, and adults from morning to midnight. …” This was happened
because of less of writing exercises given by the teacher. Thus, the students
were still confused in constructed the sentences in a good grammatical form.
Then, there were inappropriate words in the composition, like the word
“grow” should be replaced by the word “give”, and the word “teenagers” to
make it more adequate better replaced then the word “young men”. It was
occurred because of the limitation of the students’ vocabulary. This was
supported by the situation in classroom where the students frequently asked
to the researcher or the collaborator to assist them if they did not know what
was the English word they were needed.
For example:
Student: Miss, apa bahasa Inggrisnya merusak kesehatan?
(“Miss, What is the English of disturb you health”)
Reseacher: Would you like to find it first from your dictionary!
Students: Gak ada kamus ,Miss.
(“I don’t have dictionary Miss”)
53
This condition made the class became noisy and the students were
depended on the teacher and collaborator. This was not good for them. For the
next cycle researcher had to find the ways to overcome this problem maybe by
introducing the new vocabulary related to the texts before coming to the note
taking activities, etc.
More over, based on the observation by the researcher and collaborator
in this cycle, there were some of students were not active and reluctant to do
the task in their group. When the others students read the hortatory exposition
texts, found out the important information and taking some notes, these few
of students just chatted among them or there also asked permission to the
outside of the classroom. It seemed that they were not enthusiastic to do the
words. In the interview, they told that they were not accustomed to use this
technique. They still get difficulties in generating the ideas and constructing
the sentences into paragraph. For them, writing activity was a hard job.
Because of it, they were not interested to join with the other students, which
paid attention to this lesson and active in their group in obtaining the
information. Based on the facts above, it was essential for the researcher and
collaborator to evaluate the lesson plan, and then they had to attain effective
ways in maximizing the learning process for the next cycles.
In the fourth meeting, the researcher gave the post-test. In this post-
test, at the first time the students’ work in-group in doing note-taking activity.
After collecting all the information that was needed in-group activity, they
came to individual work in constructing the composition.
54
Before coming to the post-test, the researcher wrote the topic on the
board that was The effects of smoking. She gave some questions to the
students about the topic in order to activate the students’ prior knowledge.
Then, she distributed another kind of hortatory exposition texts. The students
were still sitting in groups and then researcher gave them time fifteen minutes
to jot down some information needed from the two texts. Then the students
were asked to write the composition individually based on the information
above. The result of the test can be seen in appendix 9 the result of students’
writing in post-test in cycle 1
From the table in appendix 9, it can be seen that the mean score of the
students’ writing in post-test, was 16.06. It increased 3.09 point if compared
with the students’ score in the pre-test (12.97). There were 5 students from 31
students in the level poor (P), 19 students from 31 students in the level fair
(F), 6 students from 31 students in the level good (G) and 1 students from 31
students in the level very good (VP).
Then the researcher also analyzed writing indicators, she found that
the mean score for form 3.29 , the mean score for fluency 3.16, the mean
score for vocabulary 3.23, the mean score for mechanic 3.26, and the mean
score for grammar 3.10.
The condition of writing indicators can be seen in the table and
figure below.
55
Table 4.3 Descriptions of students, writing for each indicator in post-test 1 in cycle No Description Mean Score
1 Form 3.29
2 Fluency 3.16
3 Vocabulary 3.23
4 Mechanic 3.26
5 Grammar 3.10
The result of the post-test in cycle 1 was also described in the
diagram. It was shown there were some increasing to the mean scores of
some of the writing indicators; form, fluency, vocabulary and grammar but
for the mechanic, the mean score was decreasing. The rates of the
achievement in the diagram were different. The highest mean score was on
form and for the lowest mean score was on grammar.
Figures 4.3 The condition of each indicator of students’ writing in post-test 1 in cycle 1
The description and the figure showed that there were some of the
students at class XI.IA1 still had low writing skill.
65.8
63.2
64.265.2
61.9
3
3.05
3.1
3.15
3.2
3.25
3.3
3.35
Form Fluency Vocabulary Mechanic Grammar
Mean Score
56
In the form indicators, the mean score increased. Based on the
observer field notes, the increasing of form mean score was caused by asking
the students to read the hortatory exposition texts and taking some notes for
the necessity information, leaded the students in arrangement and classified
the ideas in their composition. They got the models from the reading
hortatory exposition texts. The researcher also interviewed few of students
about their feeling toward writing and the problem that they faced in writing.
Based on the result of the interviewed, it was found that note taking from
reading hortatory exposition helped them in getting ideas especially for poor
students. They did not need much time to think about what would be written
in their compositions. They said that usually they had to spend a lot of time
just for thinking about the ideas. By reading texts gave some inspiration and
ideas to them.
Next, researcher analyzed the students’ fluency in writing. The mean
score in this post-test was 3.16. In their composition, the sentences words
began variations but rarely used inappropriate words to their compositions. It
can be seen from the student’s composition below:
Based on the fact above, many impact from the smoking such as disease is heart attack stroke, lung cancer and pancreatic cancer. do you still want to try smoking? The answer hung up the personality. the smoking to give impact.
The word hung up should be replaced by depend on. This student
thought that the word in English was the same with Indonesian word. She
could not differentiate which one the suitable word for the sentences. Then,
57
the researcher was less in introducing the new vocabulary related to the topic
to the students was as one of the causes of this problem.
The consistency in using the structure got better. This was influenced
by the reading models. From the interview result, the students said that when
they read the text, they found most of the sentences were written in simple
present where the verb1 form and to be I were used in sentences. On contrary,
they occasionally made mistake in constructing the sentences in simple
present form. In the paragraph above, there were many mistakes in the
grammatical patterns. Like the sentence “The smoking to give impact.” The
sentence should be “Smoking gives impacts to everybody.”
In mechanic, there were still some of students did not used capital
letter at the beginning of the sentences. Then, they did not know when they
should use full stop or comma. Researcher and collaborator needed to
emphasize to the students the importance of using the capital letter at the
beginning of the sentence, in writing someone’s name or city. Researcher had
to give more explanations about punctuation in order to minimize this
mistake.
From the observation in the fourth meeting, the students’ began
paying more attention to their group discussions and more participated in
finding the information from the reading hortatory exposition texts.
According to them, they began interested to the discussion because the topic
was interesting and familiar to them. Besides getting some points from the
reading hortatory exposition texts, they also had their prior knowledge about
the topic. They could link their prior knowledge with the information in the
58
reading hortatory exposition texts. It made them easier in formulating the
ideas.
Moreover, in this first cycle, observer filled the writing checklist, note
taking from reading hortatory exposition texts checklist and teaching steps in
checklist. This checklist were useful to evaluate and reflect the teacher’s and
students’ activities during the first cycle.
Based on the students writing scores, interview results to the students
and field note from the observer, the students’ skill in writing were still low
and researcher needed to give more attention especially in grammar and
fluency indicators because the mean scores were lower than other indicators.
Then, it was necessity for researcher and collaborator redesigned the lesson
plan in the second cycle in order to gain a better result.
Cycle II
The activities in the cycle 2 were similar to those in cycle 1 and there
was some different emphasis due to the revised plans. This cycle was done in
four meeting. The first meeting was done on the February 2, 2011, the second
meeting was done on February 8, 2011, the third meeting was done on
February 9, 2011 and the fourth meeting was done on February 15, 2011.
Based on the reflection in the previous cycle, the researcher and the
collaborator tried to re-plan, re-design, and prepare activities. Then, the
researcher re-explained the importance and the technique of note taking from
hortatory exposition text. It was expected to overcome the problem and to
improve the writing skills in the second cycle.
59
There were some revising in this cycle; by showing some pictures
related to the topic to the students in order to get more attention to the
students, introducing the new vocabularies in the text and last, appointing a
good student in every group in order to help the lower students.
In this cycle, for the first meeting the researcher gave the students a
topic entitled Reading Habit and wrote it on the board. Researcher showed
some pictures related to the topic and asked some questions to stimulate the
students’ background knowledge about the topic given. Then she handed out
hortatory exposition texts. There are two different of texts here in order to
enrich the students’ knowledge. The students in their group started to read the
texts and jotted down some important point that would be generated in their
compositions later. After every group got the points, the researcher requested
them to classify the information, which would be the main ideas and
supporting ideas.
In the second meeting, students were sitting in pairs and began to
develop their composition based on the information that had been jotting
down before. The result of the pair task in cycle 2 can be seen in table in
appendix 10.
Based on the table above it could be seen that the mean score of the
pair task was 18.13. There were 5 pairs from 15 pairs got level fair, 8 pairs
from 15 pairs got level good and 2 pairs got level very good.
Then, the researcher also analyzed writing indicators. She found that
the mean score for form 3.93, the mean score for fluency 3.60, the mean
score for vocabulary 3.47, the mean score for mechanic 3.73, and the mean
60
score for grammar 3.40. The result of writing indicators can be seen in the
table and the figure below.
Table 4.4 Descriptions of each indicator in students writing in pair task in second
meeting of cycle 2
No Description Mean Score
1 Form 3.93
2 Fluency 3.60
3 Vocabulary 3.47
4 Mechanic 3.73
5 Grammar 3.40
The result of the pair task in cycle 2 was also described in the
diagram. It was shown how far the achievement of the students in every
indicators of writing. The rates of the achievement in diagram were different.
The highest score was on form and for the lowest score was on grammar.
Figure 4.5 The condition of each indicator of students’ writing in pair tasks in
second meeting of cycle 2
3.93
3.60
3.47
3.73
3.40
3.13.23.33.43.53.63.73.83.94
Form Fluency Vocabulary Mechanic Grammar
Mean Score
61
Based on the description and the figure of pair task result in cycle II,
there were no pairs get poor level. It means that this technique can make the
students’ writing skill get better than in cycle 1.
Furthermore, in the second cycle the researcher and her collaborator
conducted the action research better than at the previous cycle by preparing
everything more ready than before. Beside they made teaching and learning
process more understandable and pleasurable by asking them to discuss more
in their group when doing note taking from hortatory exposition texts. In the
class conference, researcher asked the students to discuss again the
difficulties in the previous cycle.
In action, the collaborator observed the process of teaching writing in
the aspect of teacher and students’ activities by using the checklist prepared
by the researcher. Collaborator observed and filled in the observation
checklist during teaching and learning process. It used to record all the
activities in the classroom during the observation.
It was found that most of the students were participated in the group
discussion and in pair. They began to be fascinating with this lesson.
Based on the observation above, the researcher decided to give them
the post-test for the second cycle in the next meeting in order to measure the
students’ skills in writing. The result of the post-test can be seen in the table
in appendix 11.
Based on the table above, it can be seen that the mean score of the
students’ writing in post-test, was 18.45. It increased 2.39 point if compared
with the students’ score in the post-test in cycle 1 (16.02). There were 5
62
students from 31 students in the level fair, 20 students from 31 students in the
level good, 6 students from 31 students in the level very good. Then the
researcher also analyzed writing indicators, she found that the mean score for
form 3.97, the mean score for fluency 3.68, the mean score for vocabulary
3.55, the mean score for mechanic 3.65, and the mean score for grammar
3.61. The condition of writing indicators can be seen in the table and figure
below.
Table 4.5 Descriptions of students, writing for each indicator in post-test in cycle 2
No Description Mean Score
1 Form 3.97
2 Fluency 3.68
3 Vocabulary 3.55
4 Mechanic 3.65
5 Grammar 3.61
The result of the post-test in cycle 2 was also described in the
diagram. It was shown how far the achievement of the students in every
indicators of writing. The rates of the achievement in diagram were different.
The highest score was on form and for the lowest score was on vocabulary.
63
Figures 4.6 The condition of each indicator of students’ writing in post-test 2 in cycle 2
From the table above, it can be seen there were many progressions to
the students’ writing skill if the researcher compared with the students’
writing score in cycle 1. The improvement in form indicator was higher than
other indicators. It could be seen from the students’ composition where their
texts organization had been written clearly and coherently. They had been
classified which one as the thesis of composition, what was as the arguments
but the recommendation were not stated clearly. This improvement was
influenced by the interesting topics, which were presented by the researcher
for the students, and it was still related to students’ daily life like reading
habit and internet.
Then, researcher always controlled the students’ activities. Before
coming to note taking from reading hortatory exposition texts, researcher also
provided the students with several cartoon pictures about the topic like the
picture of some people were reading books in a train, and there was a picture
of a girl who was reading in her tent. Researcher also gave several questions
3.97
3.68
3.55
3.653.61
3.3
3.4
3.5
3.6
3.7
3.8
3.9
4
4.1
Form Fluency Vocabulary Mechanic Grammar
Mean Score
64
about the picture. This was useful to stimulate the students and leading the
students to the topic. From the observer field notes, she noted that the class
situation became more vigorous and spirited because the pictures were
attractive to the students.
In analyzing the students’ activities in formulating the ideas, about
twenty students were able to write the composition based on the text
organization. In hortatory exposition, there were three components of the text
organization; thesis (statements or announcements of issue concern),
arguments (reasons for concern that will lead to recommendation) and
recommendation (statements of what should or should not be done based on
the given arguments). For these good students, they could present the ideas in
thesis clearly and gave some arguments to support the ideas in thesis. For the
ending, they wrote the statements what should or should not be done by the
readers. In choosing the words, they had used the appropriate words and there
were variation in building up the compositions. The composition had been
presented in clearly and using a good structure.
Next, there were about seven students had written the thesis and give
some arguments. Nevertheless, the argumentations did not really support the
writer’s statement in the first paragraph. For ending, the students had been
stated what should or should not be done for the reader. They could write it
understandably. The words that constructed in their composition had been
varied and had become more consistent in the structures.
65
The rest of students were needed more attention from the research.
They had written the paragraph based on the text organization of hortatory
exposition but the coherent among the paragraph were less than other
compositions.
Based on the observation by the researcher and collaborators, the
students were more enthusiastic in doing their tasks. They were actively in
participating in their group working in doing the activity of note taking. They
used their time effectively in writing their composition.
From the interview, the students said that they became more vigorous
in writing. At the first time, writing was a very difficult activity for them, but
after doing some exercises and implementing the technique of note taking,
they were accustomed with this process. It motivated them to improve their
writing skill.
In order to know or prove whether the result of students’ writing
would be more increased or not, researcher continued this research to cycle 3.
CYCLE 3
This research was conducted in four meeting. The first meeting was
done on the February 21st , 2011, the second meeting was done on February
22nd , 2011, the third meeting was done on March 7th, 2011 and the fourth
meeting was done on March 8th, 2011. In this cycle, the procedures were still
the same with cycle 2. For the first meeting the researcher provided different
topic that was Cleanliness. The students were excited with the topic because
66
it was still related with their daily life. The result of the pair tasks in cycle 3
can be seen in the in appendix 12.
Based on the table, it could be seen that the mean score of the pair
task was 19.87. There were 6 pairs from 15 pairs got level good, 9 pairs from
15 pairs got level very good.
Then, the researcher also analyzed writing indicators. She found that
the mean score for form 4.40, the mean score for fluency 4.00, the mean
score for vocabulary 3.73, the mean score for mechanic 3.93, and the mean
score for grammar 3.80. The result of writing indicators can be seen in the
table and the figure below.
Table 4.6 Descriptions of each indicator in students writing in pair task in second
meeting of cycle 3
No Description Mean Score
1 Form 4.40
2 Fluency 4.00
3 Vocabulary 3.73
4 Mechanic 3.93
5 Grammar 3.80
The result of the pair task in cycle 3 was also described in the
diagram. It was shown how far the achievement of the students in every
indicators of writing. The rates of the achievement in diagram were different.
The highest mean score was on form and for the lowest mean score was on
grammar.
67
Figure 4.7
The condition of each indicator of students’ writing in pair tasks in second meeting of cycle 3
From the result of pair tasks above, it was assumed that the
students writing skill had improved significantly. This technique gave
immense contribution to students’ writing skill. There were no pairs in the
level of fair.
Based on the observation by the researcher and collaborator, most of
students enthusiastic in their group discussion especially in taking some notes
from the reading hortatory exposition texts and in built up the composition in
pair task. The students seemed to be getting familiar with the process. By
implementing the technique of note taking can save their time in getting some
ideas.
During the lesson, the teacher helped the students with their difficulty.
Teacher walked around the class, approached the students and checked the
students’ work. The students did not hesitate to ask about their difficulty. The
4.4
4
3.73
3.93 3.89
3.2
3.4
3.6
3.8
4
4.2
4.4
4.6
Form Fluency Vocabulary Mechanic Grammar
Mean Score
68
teacher answered the questions eagerly. In general, in this meeting, the
teaching and learning process run well.
From the data interview illustrated that almost all the students were
getting more familiar with the procedures and that made them easier to do the
tasks. The students also said that the topic “Cleanliness” was useful for them
to be implemented in their daily life.
In the third meeting, the researcher closed this research by giving the
post-test in cycle three. As the topic is Being Fat. The results of the post-test
were presented in the table in appendix 13.
In this post-test, at the first time, the students worked in group in
doing note taking activity. After the students collected the information
needed and jotting down it in their note, the students continued their works in
developing their compositions individually. The meanings of the new words
were listed for them. They had to focus to do the post-test in limited time.
Based on the table above, it can be seen that the mean score of the
students’ writing in post-test in cycle 3, was 19.84. It increased 1.39 point if
compared with the students’ score in the post-test in cycle 2 (16.02). There
were 13 students from 31 students in the level good, 18 students from 31
students in the level very good.
Then the researcher also analyzed writing indicators, she found that
the mean score for form 4.26, the mean score for fluency 4.00, the mean
score for vocabulary 3.77, the mean score for mechanic 3.94, and the mean
score for grammar 3.84.
69
The condition of writing indicators can be seen in the table and figure
below.
Table 4.7
Descriptions of students’ writing skill for each indicator in post-test in cycle 3
No Description Mean Score
1 Form 4.26
2 Fluency 4.00
3 Vocabulary 3.77
4 Mechanic 3.94
5 Grammar 3.84
The result of the post-test in cycle 3 was also described in the
diagram. It was shown how significantly the achievement of the students in
every indicators of writing. The rates of the achievement in diagram were
different. The highest score was on form and for the lowest score was on
vocabulary.
Based on the observation and field notes, the activities during the
process were better than before. Students followed the teaching and learning
process actively. They followed the teacher’s instructions. They also
responded to the students’ difficulties and questions during the process. As
the result, their writing indicators’ score increased.
Few students that often had difficulties during the teaching and
learning said that they have tried to follow the teacher’s instructions and
70
asked questions, involved in the activities in pairs or individually. But they
were slow in learning English.
Figures 4.8 The condition of each indicators of students’ writing in post-test 3 in
cycle 3
From the diagram above, form as one of writing indicators get the
highest level where the mean score 4.26. It means that the students did not get
difficulties in developing the ideas and it was presented clearly. Then, the
materials also well organized and were liked clearer.
Finally, in order to find out to what extent note taking from reading
hortatory exposition could improve students’ writing skill; the researcher
analyzed the result of pre-test, writing test at the end of each cycle and group
task in each cycle. It was shown in the table below.
Table 4.8 The improvement of each indicator of students’ writing on pre-test, test
1, test 2, test 3 in cycle I to cycle III. Description Pre-test Test
(Cycle 1)
Test 2
(Cycle II)
Test
(Cycle III)
Form 2.35 3.29 3.97 4.26
Fluency 2.61 3.16 3.68 4.00
Vocabulary 2.71 3.23 3.55 3.77
Mechanic 2.65 3.26 3.65 3.94
Grammar 2.52 3.10 3.61 3.84
4.26
4.00
3.77
3.943.84
3.53.63.73.83.94
4.14.24.3
Form Fluency Vocabulary Mechanic Grammar
Mean Score
71
The improvement of each indicator of students’ writing on pre-test,
test 1, test 2, test 3 in cycle I, cycle II and cycle III was also described in the
diagram. It was shown how considerably the achievement of the students in
every indicators of writing. The rates of the achievement in diagram were
different. It can be summed up that the students’ writing scores increased in
every cycle.
Figure 4.9 The improvement of each indicator of writing from pre-test, cycle 1,
cycle 2, and cycle 3.
Table 4.9
The improvement of each indicator in writing from pair task in cycle I to cycle III.
Description Pair Task
(Cycle 1)
Pair Task
(Cycle II)
Pair Task
(Cycle III)
Form 3.27 3.93 4.40
Fluency 3.07 3.60 4.00
Vocabulary 3.20 3.47 3.73
Mechanic 3.33 3.73 3.93
Grammar 3.07 3.40 3.80
The improvement of each indicator of students’ writing on pair task 1,
pair task 2, and pair task 3 in cycle I, cycle II and cycle III was also described
2.352.61 2.71 2.65 2.52
3.29 3.163.23 3.26 3.1
3.97 3.683.55 3.65 3.61
4.264
3.77 3.943.84
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Form Fluency Vocabulary Mechanic Grammar
Pre‐test
Test (Cycle 1)
Test (Cycle 2)
Test (Cycle 3)
72
in the diagram. It was shown how greatly the achievement of the students in
every indicator of writing. The rates of the achievement in diagram were
different. It can be summed up that the students’ writing mean scores in pair
task increased in every cycle.
Figure 4.10 The improvement of each indicator in writing from pair task in cycle I to
cycle III.
From the table and figure above, it could be said that there were some
progressions to the students’ writing if it was compared from the pre-test
result, post-test result in cycle 1, cycle 2 and cycle 3.
The data showed that there was also an improvement to the mean
score of students’ achievement from writing test in each cycle. It can be seen
from the table and figure below:
Table 4.10
Comparison of students’ mean score from pre test to writing test 3
ASPECT MEAN SCORE
Pre Test
Test 1
Test 2
Test 3
12.7
16.06
18.45
19.84
3.273.07 3.2
3.333.07
3.933.6 3.47
3.733.4
4.44
3.733.93
3.8
00.51
1.52
2.53
3.54
4.55
Form Fluency Vocabulary Mechanic Grammar
Pair Task (Cycle 1)
Pair Task (Cycle 2)
Pair Task (Cycle 3)
73
The improvement of mean scores in cycle I, cycle II and cycle III was
also described in the diagram. It was shown how far the achievement of the
students in every indicators writing. The rates of the mean scores in diagram
were different. It can be summed up that the students’ writing scores in pair
task increased in every cycle.
Figure 4.11
Comparison of students’ mean score from pre test to writing test 3
There were also the comparison of the mean scores in pair task,
which conducted in cycle 1, cycle 2 and cycle 3. This illustrated the
improvement of the mean scores in every cycle.
Table 4.11
Comparison of students’ mean score from pair task 1 to pair task 3
ASPECT MEAN SCORE
Pair Task 1
Pair Task 2
Pair Task 3
13.90
18.13
19.87
12.7
16.0618.45
19.84
0
5
10
15
20
25
Pre Test Test 1 Test 2 Test 3
Mean score
74
The improvement of mean scores of pair task in cycle I, cycle II and
cycle III was also described in the diagram. It was shown how far the
achievement of the students and the rate of the mean scores in diagram were
different. It can be summed up that the students’ writing scores in pair task
increased in every cycle.
Figure 4.12
Comparison of students’ mean score from pre test to writing test 3
Based on the table and the figure above, it was found that in the first
cycle, the score of students’ writing test was 16.06 it increased 3.09 point if it
was compared with pre-test (12.97). In second cycle, the mean score of
students’ writing test was 18.45 it increased 2.39 point if it was compared
with writing test (16.06) in cycle 1. In the third cycle, the mean score was
19.84. It increased 1.39 point, if it was compared with the second cycle
(18.45).
For pair task, the mean score of the students in cycle in cycle 2 was
18.13. It increased 4.23 point it compared with the mean score in the cycle 1
(13.9), and the mean score for of the students in cycle 3 was 19.87. It
13.90
18.1319.87
0
5
10
15
20
25
Pair Task 1 Pair Task 2 Pair Task3
Mean score
75
increased 1.74 point if it was compared with the mean score in cycle 2
(18.13).
In conclusion, note taking from reading hortatory exposition can
improve students’ writing skill.
2. The factors influenced the changes of students’ writing skill of
hortatory exposition texts in the use of note taking from reading
similar texts
Based on the findings throughout the observation, interview, field
notes and writing test in cycle 1, cycle 2, and cycle 3, the researcher with her
collaborator found out that note taking from reading hortatory exposition
texts could better improve students’ writing skill. There were some factors
made some improvements to the students writing skill.
Firstly, the topics were familiar and interesting to the students. Most
of the topics were still related to the students’ daily life like internet,
smoking, reading habit, cleanliness, etc. It could be seen from the interview
below. This interview was conducted at the end of the cycle 3.
Teacher: “What do you think about the topic for your writing? Is it
interesting or not for you?”
Student: ” Yes Miss..menarik, apalagi topiknya mengenai internet and
Being Fat…”
(“Yes Miss, It was interesting topics moreover it was about
internet and Being Fat.”)
Teacher: “Why?”
76
Student: “Kalau Internet khan kita sudah biasa gunakan sehari-hari
jadi sudah tau aja apa yang mau ditulis. Kalau yang topiknya
Being fat Miss, saya dapat tambahan informasi baru dari
teks yang Miss berikan (sambil malu-malu).”
( “We are accustomed in our daily life with the topic of
Internet, so we already know about what should be written in
our composition. When the topic is Being Fat Miss, I got
some new information from the texts which was given by
Miss,” (Ashamedly))
Hence, besides getting some ideas from reading the hortatory
exposition texts, they also had prior knowledge to the topic. As a result, by
giving familiar and interesting topics to them, it would motivate the students
in learning and they did not bore with the activity.
Then, hortatory exposition texts were not too complicated to be
understood by the students. The texts were adapted to the level of senior high
school students. Therefore, the category of complexity was still medium.
Next, the length of the texts was about four paragraphs. Therefore, it was not
too difficult for them to read the text and jot down some information from the
texts. This was supported by the interview below when the researcher asked
to one of the students about text complexity.
Teacher: “Before coming to write composition, I asked you to take
some notes from the reading hortatory exposition texts?”
what about the texts, is it difficult for you to understand the
77
texts in general or to jot down the information from the
texts?”
Student: “Not really Miss. Apalagi setelah Miss tuliskan kosa kata
baru di papan tulis, jadinya tidak terlalu sulit untuk
dipahami. Trus, teksnya juga tidak terlalu panjang.”
(“Not really miss. After you wrote down some new words on
the board, so it would not so difficult to be understand. Then,
the texts were not too long.”)
The researcher and collaborator gave clear instructions to students
about what the students should do during the research. In the first meeting in
every cycle, researcher always gave some explanations related to the way
taking the note from the hortatory exposition text. Accordingly, they were
not confused in the note taking activities, and writing activities. This was the
interview with the student.
Teacher: “Do you know what should you do during this research?”
Kira-kira, the instructions from me or from Miss Ike were
clear enough for you. Or you didn’t understand with the
instructions.”
Student: “Awalnya susah juga Miss apalagi Miss menjelaskannya
dengan Bahasa Inggris selalu, binguang wak Miss. Tetapi
setelah diulang-ulang memberikan penjelasan apa yang
harus dilakukan, saya jadi lebih mengerti.”
(“At the first time I was rather confuse when you always
explained it by using English. After you repeated for several
78
time about what should we do, we became more
understand”.)
Next, the ways the researcher and the students interact in classroom
were friendly and enjoyable. It made the students were not afraid to
participate or giving their opinion. Researcher and collaborator always
motivated the students to be active in their group works and pairs. It was
noted by the observer in her notes field, the students were actively participate
during the learning process, they were not afraid to give comments because
the teacher always gave praises to the students and these could make them to
be confidents. When the students get sleepy, the teacher gave small jokes to
them.
There was a good work ship between the researcher and collaborator,
so that this research could run well. Collaborator helped much the researcher
in observations, took some field notes and gave some contributions to the
researcher. At the end of each cycle, researcher and collaborator discussed
together about what the researcher had conducted in the classroom. These
activities were useful in order to increase the quality of this research.
The researcher appointed good students in each group. In the field
notes, the observer noted that by appointing good students in each group
could influence the improvement of the students in writing because these
good students would help the poor students in learning process. The low
students could ask to the good students if they still get confuse or problem.
79
B. Discussion
Analyzing from the research finding which were obtained from the
application of note taking from reading hortatory exposition texts from cycle
1 to cycle 3,and it had been done for about twelve meetings, the researcher
found that this technique could make a better result of students’ writing skill.
It was supported by increasing of the students’ writing scores from cycle 1,
cycle 2 and cycle 3. The result of the research proved the idea of Rowntree
in Dhann (2001) who says that in an academic context note taking is as
essential as assignment writing in that you are jotting down the information
and then writing it back out again as the process of learning. Then, Khan
(1999) also states that this act of taking notes often helps us memorize the
information when we need to take a test, write an essay, or prepare a report. It
could be concluded that this technique helped the students in getting and
generating the ideas from the reading hortatory exposition text and built it up
into a good composition.
From the interview results conducted to the students, it was found that
the students were eager to write the composition and easier to develop it
because they were accustomed to the topics. Most of the topics were still
related with their daily life. As what Nation (2009) comments that the
learners need to be familiar with the few topics that are relevant to their area
of study and they need to be linked to particular topic.
Derived from the observation result, as one of the ways to make the
students aware to the aspects of writing, the researcher encouraged them to
80
evaluate other writing by making some editing and revising. Therefore, every
pairs exchanged their writing to others pairs. This activity was beneficial to
maximize the students’ writing abilities. This was line with what Brown
(2001) explains that peer editing is a true process. Not only do you get
feedback from your classmate, but you also give feedback to them. Beare
(2010) also says that, when a teacher wants to make the learning experience
of lasting value, she has to involve the students personally. This becomes
essential factor in writing exercises.
After that, based on the field notes by the observer, it was obtained
that by asking the students to work in a group and pair, then appointed good
students in each group gave opportunity to the students to share and expand
their knowledge and ideas. Good students could give some contributions to
the poor students. Ultimately, the writing result would be magnificent. As
what Brown (2001) states that another effective way to generate ideas is to
work in a small group where you share your brainstormed ideas with the rest
of the group members.
Subsequently, collaborator gave big contributions to the researcher
during the research. They discussed the problems during the research and
tried to find to the solutions together. Because of that, this research could run-
well. Yassin (2010) statements that teachers can improve their teaching
quality by working together with their collaborators, and they can help each
other supported this.
Besides the writing test scores, this research was also supported by
synchronize results of each instrument: observation checklist, field notes, and
81
interviews. From the observation checklist examined by the researcher and
collaborator, it was found that the students were actively expressed their ideas
in the pair and group working.
The result of field notes from the collaborator, were found that most
of the students were excited and actively participate in the learning process.
Even though at the first time they were, rather confuse with these activities.
After getting some instructions from the researcher, they were enthusiastic to
do the tasks.
In summary, using note taking from reading similar texts improved
the students writing skill of hortatory exposition texts at grade XI. IA1 of
SMAN 1 Baso in Agam Regency.
C. Limitations of the Research
During the research, researcher and collaborator noticed several
limitations and weaknesses when presented the strategy of note taking from reading
hortatory exposition to the students at Grade XI IA1 academic year 2010/2011
of SMA Negeri 1 Baso, Agam. The limitations were:
1. The limitations of time for this research. This research was conducted into
twelve meetings or around six weeks. Thus, the time was not enough for
the researcher to encompass all the activities in this research.
2. The findings of this research might have different results for other classes
or institutions. In other words, the results of this research could not be
generalized. Thus, the findings and conclusions of this research should be
limited to the participants of this research only.
82
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
A. Conclusions
Based on the result of the research, it was summed up that the
implementation of note taking from reading similar texts for improving the
students’ writing skill of hortatory exposition texts had been successful in
one of the classes of the eleventh grade at SMAN 1 Baso. The conclusion
of this research refers to the formulation of the problems:
1. Note taking from reading hortatory exposition better improves
students’ writing skill of hortatory exposition texts because of the
improvement of students’ writing through pair task and writing test in
each cycle.
2. The factors that influence the changes of students’ writing skill of
hortatory exposition texts are:
a. Teacher gives familiar topic; the reading hortatory exposition texts
are not complicated for the students.
b. Teacher gives clear instructions to the students during the research
c. Teacher has good interactions with the students.
d. Appointing good students to each group helped the lower students
in learning because they can share together. It also makes the
discussion more vigorous.
83
e. There good workship and relationship between researcher and
collaborator make the process of teaching and learning run well.
B. Implications
The research findings discussed in previous chapter allow four
practical implications to teaching writing in the classroom. They are:
1. Selecting the effective teaching writing technique can be used to
improve the students’ skill in writing hortatory exposition texts. The
teacher can use note taking from reading hortatory exposition text as
one of the technique that can be applied at senior high school level
because it is supposed that the students have enough skill to practice
this strategy.
2. Providing more portions for writing activity in the classroom can be
demanded because writing needs process. Therefore, when teacher
wants to ask them to write the text individually, they are ready for that.
3. Creating a warm atmosphere in classroom can give positive effect to
the learning process. It will encourage the students to be eager and
enthusiastic to do writing task. In contrast, when they are not comfort
with the class situation, they are reluctant to follow the teaching and
learning process.
4. Observing students in learning and assessing their writing can make
the teacher aware of the students’ need. During this activity, teacher
knows which students need help and which do not.
84
C. Suggestions
Having finished conducting the study, the researcher’s suggestions are as
follow:
1. Dealing with the positive finding of the research, it is suggested to the
researcher as an English teacher to use note taking from similar text in
teaching writing to enhance students’ writing skill of hortatory
exposition texts.
2. It is also suggested for future researcher to conduct further research
dealing with the use of note taking in other language skills.
85
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Anas Yassin. 2010. Penelitian Tindakan Kelas Tuntunan Praktis. Padang; Sukabina Press
Beare, Kenneth. 2010. Teaching Writing Skills. Retrieved on July 25,
2010. http://esl.about.com/ir/teaching_writing_skills/4239/ Brown, H. Douglas. 2004. Language Assessment; Principles and
Classroom Practices. New York: Pearson Education, Inc.
Celce-Murcia, Marianne. 1991. Teaching English as a second Foreign Language. Los Angeles: NewburyHouse a Division of Harper Collins Publisher.
Davies, Stephen J. 1998. Creative Writing. English Teaching Forum,
October- December 1998 Edition. Volume 36. 4: 25. Depdiknas. 2006. Kurikulum Bahasa Inggris 2006. Jakarta. Depdiknas. Dhann, Samantha. 2001. Note-Taking–from Lectures and reading.
Retrieved on August 13, 2010. http://education.exeter.ac.uk/dll/studyskills/index.htm
Edge, Julian. 2006. Reading to Take Notes and to Summarize: A Communicative Classroom Procedure. October 2006, Volume 18, No 2.
Elliot, John. 1991. Action research for Educational Change. Philadelphia:
Open University Press/ Milton Keynes. Gay, R.L and Airisian, P .2000. Educational Research. New Jersey:
Prentice Hall. Gerot, Linda and P. Wignell. 1994. Making Sense of Functional Grammar.
Sydney: Gerd Stablerd Antipodean Educational Enterprises. Goner, Mike. 2011. Hortatory Exposition. Retrieved on January 21, 2011.
http://typeoftext.blogspot.com/2009/01/hortatory-exposition.html.
Gordon, Louise. 2008 . Lesson from Good Language Learners, Ed. Griffiths, Carol, Cambridge: Cambridge University Press. 244.
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Hampton, Roberta S. 1989a. "Community Involvement in Alphabet and Material Development. Retrieved on December 17, 2010. http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/whatarewritingskills.htm
Harmer, Jeremy. 1990. The Practice of English Language Teaching. New York: Longman.
Helena I. R. Agustien, Marta Yuliani and M. Purwati. 2008. New English
for a Better Life; English for Science and Social Study students.Bandung: Pakar Raya.
Hughes, Arthur. 1996. Testing for Language Teachers. Second Edition.
Cambridge: Cambridge University Press. Kemmis, Stephen and Mc Taggart, R (ed).1998. An action Research
Planner (3rd edition) Victoria: Deakin University Press. Khan, Amirullah.1999. Note-Taking; English Teaching Forum April-Jun
1999 Edition. Volume 37. 2: 18. Najul, Marianela and Giancarla Marchi. 2001. Note-Taking: The Link
between Oral and Written Production. English Teaching Forum Online- Bureau of Educational and Cultural Affair. Retrieved on October 5, 2010. http:// www.englishteachingforum.online.com
Nation, I.S.P. 2008. Teaching ESL/EFL Reading and Writing. New York: Routledge R Taylor & Francis Group.
Nunan, David. 1999. Second language teaching and learning. Boston: Heinle and Heinle.
Nunan, David. 2003. Practical English Language Teaching. Berkeley: Mc
Graw- Hill companies, Inc.. O’ Malley, J. Michael and Lorraine Valdez Pierce. 1990. Authentic
Assessment for English Language Learners, Practical Approaches to Teacher. New York: Addison-Wesley Publishing Company, Inc.
Powell, Lawrence Clark (2011). Reading Expository Text (textbooks,
essays, articles, reports, worksplace, documents). Retrieved on January 11, 2011.
file:///C:/Documents%20and%20Settings/Administrator/My%20 Documents/Downloads/reading%20expository.htm
87
Richards, Jack C and Willy A. Renandya. 2002. Methodology in Language Teaching; An Anthology of Current Practice. Cambridge: Cambridge University Press.
Th. M. Sudarwati and Eudia Grace. 2005. Look Ahead, An English course
for senior High school Students Year XI (SMA & MA). Jakarta: Erlangga.
Suryanty, Yessi.2006. Improving Students Skill of Writing Recount Text
through Using the Photographs of Students Activities in the School at the Second Grade Students of SMP Negeri 2 Bukittinggi. Unpublished Thesis. Padang: Program Pasca Sarjana UNP
Susanti, Era. 2009. Improving the Students’ Ability in Writing Recount
Texts through Picture Sequences at State Islamic Junior High School (MTsN) Lubuk Basung I West Sumatra. Unpublished Thesis. Padang: Graduate Program of University of Muhamadiyah
Wallace, Trudy, Winifred E Starring and Herberg J. Walberg. 2010. Teaching Speaking, listening and Writing. Retrieved on October 5, 2010. http:// www.curtin.edu.au/curtin/dept/smec/iac
88
Appendix 1
LESSON PLAN
(Cycle 1)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : The Effects Television Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence Express meaning and rhetoric steps in essay by applying components of written language accurately, fluently and appropriate to daily life context in a text.
Indicators Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials 1) Texts of hortatory exposition 2) Vocabulary dealing with evaluation and description 3) Simple Present tense 4) Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
89
Learning media Reading texts
Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity 1) Greeting the students 2) Checking the attendance lists 3) Motivating students
B. Whilst-activity
Pre-writing activity 1) Write the topic on the board. 2) Asking some questions related to the topic. 3) Guide the students to the topic are going to write based on the
questions given. 4) Divide the class into several groups. 5) Hand out the articles which relevance to the topic to every group. 6) Give some minutes for the students to read the articles 1. They can
reread the text for two or three times. 7) Then ask the students to find some important information and
relevance unimportant information from the articles. 8) Teacher asks the students to take some notes for the information
above in their paper. 9) Gives the second article to students and they do the activities as in
article 1 Whilst-writing activity
1) Students compare their note-taking result from the two different articles in classroom discussion.
2) They determined which one is as the thesis, argumentations and recommendation of the text.
3) Students in pairs begin to write the composition based on the information in their note-taking.
Post-writing activity 1) Students give their writing to another pairs for editing. 2) Give comments or corrections for other writing composition. Also,
write the name of editors. 3) Give back the paper to the owner. 4) Students revise their composition based on what had been edited
by another pairs. 5) Students write the good one.
90
C. Post-activity 1) Teacher collects the students’ works 2) Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 24 January 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
91
Appendix 2
LESSON PLAN
(Post-test 1)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : The effects of smoking Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence Express meaning and rhetoric steps in essay by applying components of written language accurately, fluently and appropriate to daily life context in a text.
Indicators Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials 1) Texts of hortatory exposition 2) Vocabulary dealing with evaluation and descripition 3) Simple Present tense 4) Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
Learning media
Reading texts
92
Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity a) Greeting the students b) Checking the attendance lists c) Motivating students
B. Whilst-activity
Pre-writing activity 1) Write the topic on the board. 2) Asking some questions related to the topic. 3) Guide the students to the topic are going to write based on the
questions given. 4) Divide the class into several groups. 5) Hand out the articles which relevance to the topic to every group. 6) Give some minutes for the students to read the articles 1. They can
reread the text for two or three times. 7) Then ask the students to find some important information and
relevance unimportant information from the articles. 8) Teacher asks the students to take some notes for the information
above in their paper. 9) Gives the second article to students and they do the activities as in
article 1 Whilst-writing activity
1) Students compare their note-taking result from the two different articles in classroom discussion.
2) They determined which one is the thesis, the argumentations and as the recommendation from the texts.
3) Students individually begin to write the composition based on the information in their note-taking.
Post-writing activity 1) Students give their writing to another student for editing. 2) Give comments or corrections for other writing composition. Also,
write the name of editors. 3) Give back the paper to the owner. 4) Students revise their composition based on what had been edited by
another student. 5) Students write the good one.
93
C. Post-activity 1) Teacher collects the students’ works 2) Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 1 February 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
94
Appendix 3
LESSON PLAN
(Cycle 2)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : Reading Habit Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence Express meaning and rhetoric steps in essay by applying components of written language accurately, fluently and appropriate to daily life context in a text.
Indicators Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson, students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials 1) Texts of hortatory exposition 2) Vocabulary dealing with evaluation and descripition 3) Simple Present tense 4) Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
Learning media
1) Pictures 2) Reading texts
95
Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity 1) Greeting the students 2) Checking the attendance lists 3) Motivating students
B. Whilst-activity
Pre-writing activity 1) Showing pictures related to the topic. 2) Asking some questions related to the picture. 3) Guide the students to the topic are going to write based on the picture. 4) Divide the class into several groups. 5) Write the topic on the board. 6) Teacher asks some question relate to the topic. 7) Hand out the articles which relevance to the topic to every group. 8) Give some minutes for the students to read the articles 1. They can
reread the text for two or three times. 9) Then ask the students to find some important information and
relevance unimportant information from the articles. 10) Teacher asks the students to take some notes for the information
above in their paper. 11) Gives the second article to students and they do the activities as in
article 1
Whilst-writing activity 1) Students compare their note-taking result from the two different articles
in classroom discussion. 2) They determined which one is as the thesis, argumentations, and
recommendation for the texts. 3) Students in pairs begin to write the composition based on the
information in their note-taking.
Post-writing activity 1) Students give their writing to another pairs for editing. 2) Give comments or corrections for other writing composition. Also,
write the name of editors. 3) Give back the paper to the owner. 4) Students revise their composition based on what had been edited by
another pairs. 5) Students write the good one.
96
C. Post-activity 1) Teacher collects the students’ works 2) Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 2 February 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
97
Appendix 4
LESSON PLAN
(Post-test 2)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : Internet Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence Express meaning and rhetoric steps in essay by applying components of written language accurately, fluently and appropriate to daily life context in a text.
Indicators Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson, students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials 1) Texts of hortatory exposition 2) Vocabulary dealing with evaluation and descripition 3) Simple Present tense 4) Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
98
Learning media Pictures Reading texts
Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity 1) Greeting the students 2) Checking the attendance lists 3) Motivating students
D. Whilst-activity
Pre-writing activity 1) Showing pictures related to the topic. 2) Asking some questions related to the picture. 3) Guide the students to the topic are going to write based on the picture. 4) Divide the class into several groups. 5) Write the topic on the board. 6) Teacher asks some question relate to the topic. 7) Hand out the articles which relevance to the topic to every group. 8) Give some minutes for the students to read the articles 1. They can
reread the text for two or three times. 9) Then ask the students to find some important information and relevance
unimportant information from the articles. 10) Teacher asks the students to take some notes for the information above
in their papers. 11) Gives the second article to students and they do the activities as in
article 1
Whilst-writing activity 1) Students compare their note-taking result from the two different articles
in classroom discussion. 2) They determined which one is as the thesis, argumentations, and
recommendation for the text. 3) Students in pairs begin to write the composition based on the
information in their note-taking.
Post-writing activity 1) Students give their writing to another pairs for editing. 2) Give comments or corrections for other writing composition. Also,
write the name of editors. 3) Give back the paper to the owner. 4) Students revise their composition based on what had been edited by
another pairs. 5) Students write the good one.
99
6) Post-activity
1) Teacher collects the students’ works 2) Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 9 February 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
100
Appendix 5
LESSON PLAN
(Cycle 3)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : Cleanliness Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence Express meaning and rhetoric steps in essay by applying components of written language accurately, fluently and appropriate to daily life context in a text.
Indicators Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson, students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials 4) Texts of hortatory exposition 5) Vocabulary dealing with evaluation and descripition 6) Simple Present tense 7) Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
Learning media
3) Pictures 4) Reading texts
101
Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity 1) Greeting the students 2) Checking the attendance lists 3) Motivating students
B. Whilst-activity
Pre-writing activity 1) Showing pictures related to the topic. 2) Asking some questions related to the picture. 3) Guide the students to the topic are going to write based on the picture. 4) Divide the class into several groups. 5) Write the topic on the board. 6) Teacher asks some question relate to the topic. 7) Hand out the articles which relevance to the topic to every group. 8) Give some minutes for the students to read the articles 1. They can
reread the text for two or three times. 9) Then ask the students to find some important information and relevance
unimportant information from the articles. 10) Teacher asks the students to take some notes for the information above
in their papers. 11) Gives the second article to students and they do the activities as in
article 1
Whilst-writing activity 1) Students compare their note-taking result from the two different articles
in classroom discussion. 2) They determined which one is as the thesis, argumentations, and
recommendation for the text. 3) Students in pairs begin to write the composition based on the
information in their note-taking.
Post-writing activity 1) Students give their writing to another pairs for editing. 2) Give comments or corrections for other writing composition. Also,
write the name of editors. 3) Give back the paper to the owner. 4) Students revise their composition based on what had been edited by
another pairs. 5) Students write the good one.
102
C.Post-activity
1) Teacher collects the students’ works 2) Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 21 February 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
103
Appendix 6
LESSON PLAN
(Post-test 3)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : Being Fat Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence Express meaning and rhetoric steps in essay by applying components of written language accurately, fluently and appropriate to daily life context in a text.
Indicators Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson, students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials 1) Texts of hortatory exposition 2) Vocabularies dealing with evaluation and descriptions. 3) Simple Present tense 4) Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
104
Learning media 1) Pictures 2) Reading texts
Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity 1) Greeting the students 2) Checking the attendance lists 3) Motivating students
B. Whilst-activity
Pre-writing activity 1) Showing pictures related to the topic. 2) Asking some questions related to the picture. 3) Guide the students to the topic are going to write based on the picture. 4) Divide the class into several groups. 5) Write the topic on the board. 6) Teacher asks some question relate to the topic. 7) Hand out the articles which relevance to the topic to every group. 8) Give some minutes for the students to read the articles 1. They can
reread the text for two or three times. 9) Then ask the students to find some important information and relevance
unimportant information from the articles. 10) Teacher asks the students to take some notes for the information
above on their papers 11) Gives the second article to students and they do the activities as in
article 1
Whilst-writing activity 1) Students compare their note-taking result from the two different
articles in classroom discussion. 2) They determined which one is as the thesis, argumentations , and
recommendation of the text. 3) Students in pairs begin to write the composition based on the
information in their note-taking.
Post-writing activity 1) Students give their writing to another pairs for editing. 2) Give comments or corrections for other writing composition. Also,
write the name of editors. 3) Give back the paper to the owner. 4) Students revise their composition based on what had been edited by
another pairs. 5) Students write the good one.
105
C. Post-activity 1) Teacher collects the students’ works 2) Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 7 March 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
106
107
108
109
110
111
112
113
114
Appendix 17
INTERVIEW GUIDANCE
Nama Siswa : Indah Nurgandi Hari / Tanggal : Kelas / Semester : XI.IA1 / II Standar Kompetensi : Mengungkapkan makna dalam teks esei. Kompetensi Dasar : Writing Waktu : 2 x 45 Siklus : 1 Tujuan : Untuk mengetahui pengaruh note taking from
reading hortatory exposition terhadap pembelajaran menulis siswa.
No
Interview Questions Checklist Note
1 Have you ever been studying writing by using note taking technique before?
2 Are you happy learning by using note taking technique?
3 Do the reading sources of material for note taking given by the teacher are interesting?
4 Is it an interesting writing activity for you if the teacher use note taking from reading hortatory exposition text?
5 Does the note taking from hortatory exposition reading sources help you in getting ideas for writing?
6 Does the note taking from hortatory exposition text help you to express the ideas for writing?
7 Does the note taking from hortatory exposition help you to organize the ideas for writing?
8 Are you motivated to write by using note taking from reading hortatory exposition text?
9 What problems do you face when learning writing by using note taking from reading hortatory exposition text?
10 If you compare the technique used by the teacher in teaching writing before, do you think which one help you more in writing.
Baso, ……………2011 Collaborator Dra. Hikmah
115
Appendix 18
INTERVIEW
Researcher: “What do you think about the writing activity? Did you enjoy it?”
Students C: “Yes, I did. Note taking helps me much in getting ideas and
developing the composition. Usually, I had to think harder to get the
idea.”
Students M: “Actually, it is good ma’am but my problem is my vocabulary is
limited. Therefore, it is rather difficult for me to develop the ideas I
had gathered from the text.”
Student G: “Not really, writing is a difficult activity for me.” I don’t know what
should I write and how to write it in English.
Researcher: “What difficulties do you find in writing?”
Students C:” How to make the sentence coherence ma’am.”
Student M: “Lack of vocabulary and generating the idea.”
Student G: “Lack of vocabulary, how to write the sentence in a simple present
tense and developing the ideas.”
116
Appendix 19
Process writing Checklist
Subject : English Class/ Term : XI. IA1/ 1 Topic : Reading Habit
Time : 2x45’
No Indicators Sub-indicators Checklist Note
1 Prewriting Strategies
a. Formulates topic before writing. b. Considers approach before writing. c. Discusses topic before writing. d. Outlines or makes schematic
organizer.
2 Writing Strategies
a. Monitors writing (rereads, reviews) b. Uses appropriate/adaptive
technique (e.g. skips word, makes substitutions)
3 Post-writing Strategies
a. Edit (word‐level changes)b. Revises (sentence‐level changes) c. Rewrites (composition‐level
changes) d. Get feedback from others
4 Applications and interests
a. Writes for pleasure b. Use writing for communicate
(letters, notes, etc) c. Actively seek guidance in writing
activities. d. Participate in discussion about
writing. e. Shares writing with others. f. Edits writing of others
Baso, ……………2011 Collaborator Dra. Hikmah
117
Appendix 20
Checklist of Note Taking from Reading Hortatory Exposition Texts
Subject : English
Class/ Term : XI. IA1/ 1 Topic : Reading Habit
Time : 2x45’
Baso, ……………2011 Collaborator Dra. Hikmah
No Indicators Sub-indicators Checklist Note
1 Brevity Note should be to the point.
2 Relevance Using relevant facts
3 Clarity No ambiguity sentence
4 Note-Form
a) Noted in
logical
sequence
b) Easy to
recall
5 Abbreviation
And Symbols
a) Using capitalized
b) Using the first few letters of a word
118
Appendix 21
Checklist of Steps of Teaching
Baso, ……………2011
No Indicators Sub-indicators Yes Note
1 Prewriting Phase
a. Teacher explains about what note taking technique is.
b. Teacher explains about the procedure of note taking.
c. Teacher divides the class into several groups. d. Teacher writes the topic on the board. e. Teacher asks some questions relate to the topic. f. Teacher hands out the articles which relevance to
the topic to every group. g. Teacher gives five minutes for the students to read
the articles. h. Teacher asks the students to find some important
information and relevance unimportant information from the articles.
i. Teacher gives the second article to students and they do the activities as in article 1.
2 Whilst-writing phase
a. Teacher asks students to compare their note taking from the two reading expository text in classroom discussion.
b. Teacher asks the students to determine which one, as is the main information and which one as supporting information.
c. Teacher asks the students begin to write the composition in pairs based on the information in their note taking from reading hortatory exposition text.
3 Post-writing phase
a. Teacher asks the students to give their writing to another pairs for editing.
b. Teacher asks students to give comments or correction for other writing composition. Also, write the name of editors.
c. Teacher asks students to give back the paper to the owner.
d. Teacher asks the students to revise their composition based on what had been edited by another pairs.
e. Teacher asks the students to write the good one. f. Teacher collects the students’ work.
119
Collaborator Dra. Hikmah
Appendix 22
120
121
Appendix 1
LESSON PLAN
(Cycle 1)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : The Effects Television Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
• Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence • Express meaning and rhetoric steps in essay by applying components of
written language accurately, fluently and appropriate to daily life context in a text.
Indicators • Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials • Texts of hortatory exposition • Vocabulary dealing with evaluation and descripition • Simple Present tense • Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
Learning media
• Pictures Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity • Greeting the students • Checking the attendance lists • Motivating students
B. Whilst-activity
Pre-writing activity • Showing pictures related to the topic. • Asking some questions related to the picture. • Guide the students to the topic are going to write based on the picture. • Divide the class into several groups. • Write the topic on the board. • Teacher asks some question relate to the topic. • Hand out the articles which relevance to the topic to every group. • Give five minutes for the students to read the articles 1. They can reread the text for two
or three times. • Then ask the students to find some important information and relevance unimportant
information from the articles. They write the information in phrases. • Gives the second article to students and they do the activities as in article 1 Whilst-writing activity • Students compare their note-taking result from the two different articles in classroom
discussion. • They determined which one is the main information and which one as supporting
information. • Students in pairs begin to write the composition based on the information in their note-
taking. Post-writing activity • Students give their writing to another pairs for editing. • Give comments or corrections for other writing composition. Also, write the name of
editors. • Give back the paper to the owner. • Students revise their composition based on what had been edited by another pairs. • Students write the good one.
C. Post-activity
• Teacher collects the students’ works • Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 24 January 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
Appendix 2
LESSON PLAN
(Post-test 1)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : The effects of smoking Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
• Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence • Express meaning and rhetoric steps in essay by applying components of
written language accurately, fluently and appropriate to daily life context in a text.
Indicators • Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials • Texts of hortatory exposition • Vocabulary dealing with evaluation and descripition • Simple Present tense • Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
Learning media
• Pictures Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity • Greeting the students • Checking the attendance lists • Motivating students
B. Whilst-activity
Pre-writing activity • Showing pictures related to the topic. • Asking some questions related to the picture. • Guide the students to the topic are going to write based on the picture. • Divide the class into several groups. • Write the topic on the board. • Teacher asks some question relate to the topic. • Hand out the articles which relevance to the topic to every group. • Give five minutes for the students to read the articles 1. They can reread the text for two
or three times. • Then ask the students to find some important information and relevance unimportant
information from the articles. They write the information in phrases. • Gives the second article to students and they do the activities as in article 1 Whilst-writing activity • Students compare their note-taking result from the two different articles in classroom
discussion. • They determined which one is the main information and which one as supporting
information. • Students individually begin to write the composition based on the information in their
note-taking. Post-writing activity • Students give their writing to another student for editing. • Give comments or corrections for other writing composition. Also, write the name of
editors. • Give back the paper to the owner. • Students revise their composition based on what had been edited by another student. • Students write the good one.
C. Post-activity
• Teacher collects the students’ works • Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 1 February 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
Appendix 3
LESSON PLAN
(Cycle 2)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : Reading Habit Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
• Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence • Express meaning and rhetoric steps in essay by applying components of
written language accurately, fluently and appropriate to daily life context in a text.
Indicators • Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials • Texts of hortatory exposition • Vocabulary dealing with evaluation and descripition • Simple Present tense • Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
Learning media
• Pictures Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity • Greeting the students • Checking the attendance lists • Motivating students
B. Whilst-activity
Pre-writing activity • Showing pictures related to the topic. • Asking some questions related to the picture. • Guide the students to the topic are going to write based on the picture. • Divide the class into several groups. • Write the topic on the board. • Teacher asks some question relate to the topic. • Hand out the articles which relevance to the topic to every group. • Give five minutes for the students to read the articles 1. They can reread the text for two
or three times. • Then ask the students to find some important information and relevance unimportant
information from the articles. They write the information in phrases. • Gives the second article to students and they do the activities as in article 1 Whilst-writing activity • Students compare their note-taking result from the two different articles in classroom
discussion. • They determined which one is the main information and which one as supporting
information. • Students in pairs begin to write the composition based on the information in their note-
taking. Post-writing activity • Students give their writing to another pairs for editing. • Give comments or corrections for other writing composition. Also, write the name of
editors. • Give back the paper to the owner. • Students revise their composition based on what had been edited by another pairs. • Students write the good one.
C. Post-activity
• Teacher collects the students’ works • Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 2 February 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
Appendix 4
LESSON PLAN
(Post-test 2)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : Internet Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
• Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence • Express meaning and rhetoric steps in essay by applying components of
written language accurately, fluently and appropriate to daily life context in a text.
Indicators • Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials • Texts of hortatory exposition • Vocabulary dealing with evaluation and descripition • Simple Present tense • Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
Learning media
• Pictures Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity • Greeting the students • Checking the attendance lists • Motivating students
B. Whilst-activity
Pre-writing activity • Showing pictures related to the topic. • Asking some questions related to the picture. • Guide the students to the topic are going to write based on the picture. • Divide the class into several groups. • Write the topic on the board. • Teacher asks some question relate to the topic. • Hand out the articles which relevance to the topic to every group. • Give five minutes for the students to read the articles 1. They can reread the text for two
or three times. • Then ask the students to find some important information and relevance unimportant
information from the articles. They write the information in phrases. • Gives the second article to students and they do the activities as in article 1 Whilst-writing activity • Students compare their note-taking result from the two different articles in classroom
discussion. • They determined which one is the main information and which one as supporting
information. • Students individually begin to write the composition based on the information in their
note-taking. Post-writing activity • Students give their writing to another student for editing. • Give comments or corrections for other writing composition. Also, write the name of
editors. • Give back the paper to the owner. • Students revise their composition based on what had been edited by another student. • Students write the good one.
C. Post-activity
• Teacher collects the students’ works • Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 9 February 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
Appendix 5
LESSON PLAN
(Cycle 3)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : Cleanliness Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
• Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence • Express meaning and rhetoric steps in essay by applying components of
written language accurately, fluently and appropriate to daily life context in a text.
Indicators • Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials • Texts of hortatory exposition • Vocabulary dealing with evaluation and descripition • Simple Present tense • Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
Learning media
• Pictures Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity • Greeting the students • Checking the attendance lists • Motivating students
B. Whilst-activity
Pre-writing activity • Showing pictures related to the topic. • Asking some questions related to the picture. • Guide the students to the topic are going to write based on the picture. • Divide the class into several groups. • Write the topic on the board. • Teacher asks some question relate to the topic. • Hand out the articles which relevance to the topic to every group. • Give five minutes for the students to read the articles 1. They can reread the text for two
or three times. • Then ask the students to find some important information and relevance unimportant
information from the articles. They write the information in phrases. • Gives the second article to students and they do the activities as in article 1 Whilst-writing activity • Students compare their note-taking result from the two different articles in classroom
discussion. • They determined which one is the main information and which one as supporting
information. • Students in pairs begin to write the composition based on the information in their note-
taking. Post-writing activity • Students give their writing to another pairs for editing. • Give comments or corrections for other writing composition. Also, write the name of
editors. • Give back the paper to the owner. • Students revise their composition based on what had been edited by another pairs. • Students write the good one.
C. Post-activity
• Teacher collects the students’ works • Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 21 February 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
Appendix 6
LESSON PLAN
(Post-test 3)
Subject : English School : SMA Negeri 1 Baso Grade/ Program : XI/ XI.IA1 Times : 2x 45 minutes (2 meetings) Topic : Being Fat Academic Year : 2010/2011 Semester : 2 Skills : Integrated skills emphasized on writing
Standardized competence
• Writing Express meaning in the written text, monologue or essay in daily life context.
Basic competence • Express meaning and rhetoric steps in essay by applying components of
written language accurately, fluently and appropriate to daily life context in a text.
Indicators • Write a text by demonstrating the basic abilities to construct the text.
Studying objective By the end of the lesson students should be able to write a text by demonstrating their basic abilities to construct the text.
Learning materials • Texts of hortatory exposition • Vocabulary dealing with evaluation and descripition • Simple Present tense • Temporal Conjunction
Sources: Sudarwari and E. Grace (2005), Look Ahead 2, Jakarta: Erlangga. Internet
Learning media
• Pictures Teaching technique: Three phase stages
Teaching Procedures:
A. Pre- Activity • Greeting the students • Checking the attendance lists • Motivating students
B. Whilst-activity
Pre-writing activity • Showing pictures related to the topic. • Asking some questions related to the picture. • Guide the students to the topic are going to write based on the picture. • Divide the class into several groups. • Write the topic on the board. • Teacher asks some question relate to the topic. • Hand out the articles which relevance to the topic to every group. • Give five minutes for the students to read the articles 1. They can reread the text for two
or three times. • Then ask the students to find some important information and relevance unimportant
information from the articles. They write the information in phrases. • Gives the second article to students and they do the activities as in article 1 Whilst-writing activity • Students compare their note-taking result from the two different articles in classroom
discussion. • They determined which one is the main information and which one as supporting
information. • Students individually begin to write the composition based on the information in their
note-taking. Post-writing activity • Students give their writing to another student for editing. • Give comments or corrections for other writing composition. Also, write the name of
editors. • Give back the paper to the owner. • Students revise their composition based on what had been edited by another student. • Students write the good one.
C. Post-activity
• Teacher collects the students’ works • Teacher asks students difficulty and conclude the lesson.
Approved by, Baso, 7 March 2011 Headmaster Teacher
Drs. Rusdianif, M.Pd Sri Ika Zuriani, S.Pd
NIP. 19601020 198603 1 010 NIP. 19810619 200604 2 009
Appendix 14
Students Attendance List
Class : XI.IA1 Subject: English
Semester : 2 Cycle : I
No Student Name 24 -01-2011 25-01-2011 01-02-2011 02 -02-2011
1 Andini Eka Yuni 2 Agustia Untari 3 Amelia Rahmi 4 Andeni Yuria 5 Annisa 6 Arif Rahmat Amanda 7 Bonita Dwiyunengsih 8 Charisma Annisa 9 Deni Okta Nadia 10 Dewi Rahma Sari 11 Fitra Gusyanti 12 Fitri Hidayati 13 Husni Kurniati 14 Indah Nurgandi 15 Islamiyetti 16 Jamila Septiani 17 Khairil Candra 18 Luthvi 19 Mareta Fitri 20 Meci Rahmayanti 21 Melia Warni 22 Muhammad Zen 23 Okva Wahyuni 24 Paramita Jenni 25 Prayoga Wibhawa NT 26 Randi Hidayat 27 Rehan Falma Guelant 28 Reza Angriawan 29 Siska Nofri Yanti 30 Sujianda Nofriadi 31 Syahrul Ilham Baso, January, 2011 Teacher Sri Ika Zuriani, S.Pd NIP. 19810619 200604 2 009
Appendix 15
Field Notes
Class : XI. IA1 Day/ Date : Subject : Bahasa Inggris Note :
Baso,.................2011
Collaborator, Dra. Hikmah
Appendix 16
INTERVIEW GUIDANCE
Nama Siswa :
Hari / Tanggal :
Kelas / Semester : XI.IA1 / II
Standar Kompetensi : Mengungkapkan makna dalam teks esei.
Kompetensi Dasar : Writing
Waktu : 2 x 45
Siklus : 1
Tujuan : Untuk mengetahui pengaruh note taking from reading hortatory
exposition terhadap pembelajaran menulis siswa.
No Interview Questions Yes No
1 Have you ever been studying writing by using note taking technique before?
2 Are you happy learning by using note taking technique?
3 Do the reading sources of material for note taking given by the teacher are interesting?
4 Is it an interesting writing activity for you if the teacher use note taking from reading hortatory exposition text?
5 Does the note taking from hortatory exposition reading sources help you in getting ideas for writing?
6 Does the note taking from hortatory exposition text help you to express the ideas for writing?
7 Does the note taking from hortatory exposition help you to organize the ideas for writing?
8 Are you motivated to write by using note taking from reading hortatory exposition text?
9 What problems do you face when learning writing by using note taking from reading
hortatory exposition text?
10 If you compare the technique used by the teacher in teaching writing before, do you think
which one help you more in writing.
IMPROVING STUDENTS’ WRITING SKILL OF HORTATORY EXPOSITION TEXTS THROUGH NOTE-TAKING FROM READING
SIMILAR TEXTS AT GRADE XI IA1 ACADEMIC YEAR 2010/2011 OF SMAN 1 BASO, AGAM REGENCY
BY
SRI IKA ZURIANI
51990
Submitted in Partial Fulfillment of the Requirements
for Master Degree of Education
ENGLISH EDUCATION SECTION LANGUAGE EDUCATION PROGRAM
GRADUATE PROGRAM
STATE UNIVERSITY OF PADANG 2011
Appendix 18
INTERVIEW
Researcher: “What do you think about the writing activity? Did you enjoy it?”
Students C: “Yes, I did. Note taking helps me much in getting ideas and developing the
composition. Usually, I had to think harder to get the idea.”
Students M: “Actually, it is good ma’am but my problem is my vocabulary is limited. Therefore, it is
rather difficult for me to develop the ideas I had gathered from the text.”
Student G: “Not really, writing is a difficult activity for me.” I don’t know what should I write and
how to write it in English.
Researcher: “What difficulties do you find in writing?”
Students C:” How to make the sentence coherence ma’am.”
Student M: “Lack of vocabulary and generating the idea.”
Student G: “Lack of vocabulary, how to write the sentence in a simple present tense and developing
the ideas.”
Appendix 19
Process writing Checklist
Subject : English
Class/ Term : XI. IA1/ 1
Topic : Reading Habit
Time : 2x45’
No Indicators Sub-indicators Yes No
1 Prewriting Strategies a. Formulates topic before writing.
b. Considers approach before writing.
c. Discusses topic before writing.
d. Outlines or makes schematic organizer.
2 Writing Strategies
a. Monitors writing (rereads, reviews)
b. Uses appropriate/adaptive technique
(e.g. skips word, makes substitutions)
3 Post-writing Strategies
a. Edit (word‐level changes)
b. Revises (sentence‐level changes)
c. Rewrites (composition‐level changes)
d. Get feedback from others
4 Applications and interests
a. Writes for pleasure
b. Use writing for communicate (letters,
notes, etc)
c. Actively seek guidance in writing
activities
d. Participate in discussion about writing
e. Shares writing with others
f. Edits writing of others
Appendix 20
Checklist of Note Taking
Subject : English
Class/ Term : XI. IA1/ 1
Topic : Reading Habit
Time : 2x45’
No Indicators Sub-indicators Yes No
1 Brevity 1) Note should be to the point.
2 Relevance 1) Using relevant facts
3 Clarity 1) No ambiguity sentence
4 Note-Form
1) Noted in logical sequence
2) Easy to recall
5 Abbreviation And Symbols 1) Using capitalized
2) Using the first few letters of a
word
Appendix 21
Checklist of Steps of Teaching
No Indicators Sub-indicators Yes No
1 Prewriting
Phase
Teacher explains about what note taking technique is
Teacher explains about the procedure of note taking.
Teacher divides the class into several groups
Teacher writes the topic on the board.
Teacher asks some questions relate to the topic.
Teacher hands out the articles which relevance to the topic to every group.
Teacher gives five minutes for the students to read the articles.
Teacher asks the students to find some important information and relevance unimportant information from the articles.
Teacher gives the second article to students and they do the activities as in article 1.
2 Whilst-writing phase
Teacher asks students to compare their note taking from the two reading expository text in classroom discussion.
Teacher asks the students to determine which one, as is the main information and which one as supporting information.
Teacher asks the students begin to write the composition in pairs based on the information in their note taking from reading hortatory exposition text.
3 Post-writing phase
Teacher asks the students to give their writing to another pairs for editing.
Teacher asks students to give comments or correction for other writing composition. Also, write the name of editors.
Teacher asks students to give back the paper to the owner.
Teacher asks the students to revise their composition based on what had been edited by another pairs.
Teacher asks the students to write the good one.
Teacher collects the students’ work.
Appendix 22
