THE EFFECT OF SUMMARIZING STRATEGY

TOWARDS STUDENTS’ WRITING OF

ARGUMENTATIVE TEXT

(A Quasi-experimental Study at Eleventh Grade of SMA Budi Mulia

Ciledug Kota Tangerang in the 2018-2019 Academic Year)

By:

Rizal Budianto

1112014000070

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

2019

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ABSTRACT

Rizal Budianto (1112014000070). The Effect of Summarizing Strategy

Towards Students’ Writing of Argumentative Text (A Quasi-experimental

Study at Eleventh Grade of SMA Budi Mulia) Skripsi of Department of English

Education at Faculty of Tarbiya and Teachers’ Training of State Islamic

University Syarif Hidayatullah Jakarta, 2018.

Keywords: Summarizing Strategy, Writing Skill, Argumentative Text

This study used quasi-experimental design which was intended to obtain the

empirical evidence about the effect of summarizing strategy towards students’

writing of argumentative text at eleventh grade of SMA Budi Mulia Ciledug. The

population of this study was eleventh grade of SMA Budi Mulia Ciledug which

consisted of 6 classes. The sample was 48 students chosen through purposive

sampling technique and they were classified into two classes; experimental and

control class. The research instrument was writing test. The test was administered

at the beginning (pre-test) and at the end (post-test). The data obtained from pre-

test and post-test were analyzed using t-test through IBM SPSS statistics. The

result of the analysis was the value of ttest was greater than ttable (4.738 > 1.713).

Then, it means the usage of summarizing strategy is effective towards students’

writing skill in argumentative text at eleventh grade of SMA Budi Mulia. In

additon, the writer calculated the effect size of summarizing strategy towards

students’ writing argumentative text using Cohens’ d effect size and the result was

1.58 and it was considered as large effect. So, it could be concluded that

summarizing strategy has large effect towards students’ writing of argumentative

text at eleventh grade of SMA Budi Mulia.

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ABSTRAK

Rizal Budianto (1112014000070). The Effect of Summarizing Strategy

Towards Students’ Writing of Argumentative Text (A Quasi-experimental

Study at Eleventh Grade of SMA Budi Mulia) Skripsi Jurusan Pendidikan Bahasa

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif

Hidayatullah Jakarta, 2018.

Kata kunci: SummarizingStrategy, Writing Skill, Argumentative Text

Penelitian ini menggunakan quasi-experimental designyang bertujuan

mendapatkan bukti empiris tentang efek strategi meringkas terhadap kemampuan

siswa menulis teks argumentatif. Populasi dalam penelitian ini ialah siswa kelas

sebelas di SMA Budi Mulia Ciledug yang berjumlah 6 kelas. 48 siswa kelas

sebelas sebagai sampel yang dipilih dengan teknik sampel purposiveyang

diklasifikasikan dalam dua kelas yaitu kelas eksperimen dan kelas kontrol.

Instrumen penelitian yang digunakan adalah tes menulis. Tes tersebut

dilaksanakan di awal (pre-test) dan di akhir (post-test). Data yang didapat dari

pre-test dan post-test dianalisa menggunakan uji t melalui IBM SPSS statistik.

Hasil analisis menemukan bahwa nilai ttes lebih besar dari ttabel (4.738 > 1.713).

Kemudian, ini dapat diartikan bahwa penggunaan strategi meringkas efektif

terhadap kemampuan siswa kelas sebelas SMA Budi Mulia menulis teks

argumentatif. Selain itu, penulis juga meng-kalkulasikan ukuran efek dari strategi

meringkas terhadap kemampuan siswa menulis teks argumentatif menggunakan

Cohens’ d effect sizedan hasil yang didapatkan adalah 1.58 yang dikategorikan

sebagai efek yang besar.. Jadi, dapat disimpulkan bahwa strategi meringkas

memiliki efek yang besar terhadap kemampuan menulis teks argumentatif siswa

kelas sebelas SMA Budi Mulia

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ACKNOWLEDGMENT

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

All praises be to Allah, the Lord of the world, who has blessed the writer

to finish this Skripsi. Peace be upon the prophet Muhammad, his family, and his

followers.

First, the writer would like to express the deepest gratitude to his parents,

Mr. Sugiyanto and Mrs. Maryati for all the support and guidance during the

process of completing this study. Furthermore, the writer would like to express the

greatest honor and deepest gratitude to his advisors, Mr. Zaharil Anasy, M.Hum.

and Mrs. Dr. Ratna Sari Dewi, M.Pd. for giving the writer great advices,

guidance, supports, and suggestion in the process of completing his Skripsi.

Moreover, the writer would like to express his gratitude to:

1. Dr. Sururin, M.Ag., the Dean of Faculty of Educational Sciences Syarif

Hidayatullah State Islamic University Jakarta.

2. All the lecturers of English Education Department for giving knowledge,

insight, and inspiration to the writer during his study at UIN Syarif

Hidayatullah Jakarta.

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

4. Zaharil Anasy, M.Hum., the Secretary of English Education Department.

5. Teguh Khaerudin, M.App.Ling., the writer’s Academic Advisor.

6. Dr. H. M. Suryadi S.,S.E.,M.M, the Headmaster of SMA Budi Mulia

Ciledug for giving permission to conduct this research.

7. Eleventh Grade Students of SMA Budi Mulia for actively participated and

contributed during the research.

8. All students of PBI C 2012, for the unforgettable experiences, intellectual

discussions and debates inside and outside the class during his study.

9. Last but not least, everyone who can’t be mentioned here one by one for

supporting the writer in finishing his study.

Finally, the writer fully realized that this Skripsi is not a perfect

work. However, the writer hopes this Skripsi will be useful for him, the

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readers, or other researchers. Therefore, the writer gladly accepts any

constructive critiques and suggestions for improving this Skripsi and

making it better.

Jakarta, February 1 2019

Rizal Budianto

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TABLE OF CONTENT

COVER

ENDORSEMENT SHEET Error! Bookmark not defined.

SURAT PERNYATAAN KARYA SENDIRI iii

ABSTRACT iv

ABSTRAK v

ACKNOWLEDGMENT vi

TABLE OF CONTENT viii

LIST OF TABLES x

LIST OF APPENDICES xi

CHAPTER I INTRODUCTION 1

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

B. Identification of The Problem ....................................................................... 3

C. Limitation of the Problem ............................................................................. 3

D. Research Question ........................................................................................ 3

E. The Objective of The Study .......................................................................... 3

F. Significance of The Study ............................................................................. 3

CHAPTER II THEORETICAL FRAMEWORK 5

A. Writing ......................................................................................................... 5

1. General Concept of Writing Skill ................................................................ 5

2. The Process of Writing ............................................................................... 7

3. The Purpose of Writing ............................................................................... 8

B. Argumentative Text ...................................................................................... 9

1. Definition of Argumentative Text ............................................................... 9

2. The Purpose of Argumentative Text ......................................................... 10

3. The Structure of Argumentative Text ........................................................ 10

4. Language feature of Argumentative Text .................................................. 11

5. Example of Argumentative Text ............................................................... 11

C. Summarizing Strategy................................................................................. 12

1. General Concept of Summarizing ............................................................. 12

2. The Concept of Teaching Strategy ............................................................ 12

3. The Concept of Summarizing Strategy ...................................................... 13

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4. Types of Summarizing Strategy ................................................................ 14

5. The strength of Summarizing Strategy ...................................................... 18

6. The Implementation of Summarizing Strategy .......................................... 19

D. Related Study ............................................................................................. 20

E. Framework of Thinking .............................................................................. 22

F. Theoritical Hypothesis ................................................................................ 22

CHAPTER III RESEARCH METHODOLOGY 23

A. Time and Place of the Research .................................................................. 23

B. Research Method and Design ...................................................................... 23

C. Population and Sample ............................................................................... 24

D. The Research Instrument ............................................................................ 24

E. The Technique of Data Collection ............................................................... 25

1. Validity and Reliability ............................................................................. 25

F. The Technique of Data Analysis ................................................................. 29

1. Normality test ........................................................................................... 29

2. Homogenity test ....................................................................................... 30

3. The Effect Size Measurement ................................................................... 31

G. The Statistical Hypothesis........................................................................... 32

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS 34

A. RESEARCH FINDINGS ............................................................................ 34

1. The Description of Data ............................................................................ 34

2. Data Analysis ........................................................................................... 37

3. Homogenity Test ...................................................................................... 39

4. Hypothesis Testing ................................................................................... 39

5. Effect Size Formulation ............................................................................ 42

B. Discussions ................................................................................................. 43

CHAPTER V CONCLUSION AND SUGGESTION 45

A. Conclusion 45

B. Suggestion .................................................................................................. 45

REFERENCES 47

APPENDICES 51

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LIST OF TABLES

Table 2.1 Category of Language Skills 6

Table 2.2 Argumentative Text Example 11

Table 3.1 Writing Assessment Scale 26

Table 3.2 Effect Size Criteria 31

Table 4.1 Experimental Class’ Score 35

Table 4.2 Control Class’ Score 36

Table 4.3 Pre-test Normality Test 38

Table 4.4 Post-test Normality Test 38

Table 4.5 Pre-test Homogenity Test 39

Table 4.6 Post-test Homogenity Test 39

Table 4.7 Group Statistics 41

Table 4.8 Independent Samples Test 41

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LIST OF APPENDICES

Appendix 1 Surat Permohonan izin Penelitian 51

Appendix 2 Surat Keterangan Telah Melakukan Penelitian 52

Appendix 3 RPP Kelas Eksperimen 53

Appendix 4 RPP Kelas Kontrol 59

Appendix 5 Instrumen Penelitian 65

Appendix 6 Sampel Nilai Siswa 66

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CHAPTER I

INTRODUCTION

This chapter contains general preview of this study. Those are

background of the study, identification of the problem, limitation of the study,

research question, the objective of study, and significance of the study.

A. Background of The Study

Writing skill should be taught to students in senior high school. Based on

syllabus of 2013 curriculum, writing is one of competences which must be

mastered by students. Students are expected to be able to comprehend, arrange,

produce various types of text. Moreover, these expectations are relevant since

writing skill is important to be acquired.Writingskill has become more important

than before the digital era in which the world has become smaller because of

internet. As we all experience it ourselves that written word has become a part of

many people’s daily communication. This communication happens on internet

such as email, social media, website, blog, online forum, etc.However, the

importance of writing is not only to communicate, but also help students to learn

such as reinforcing students’ knowledge of language components (grammar and

vocabulary), being adventurous and involved with the language.1

Students are expected to learn various types of text such as narrative, recount,

descriptive, report, explanation, discussion, exposition, procedure text, etc. This

research focuses on argumentative text. Although the curriculum doesn’t

specifically mention argumentative text, analytical exposition text which

mentioned above is a part of argumentative text.Argumentative text is a type of

written text which is intended to explain the readers that something should or

should not happen or be done. Therefore, to persuade the readers that something

should or should not be the case or be done is the purpose of argumentative text

itself.

1Raimes Ann, Techniques in Teaching Writing (New York: Oxford University Press,

1983), p. 3.

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Although writing is important, writing is a complex skill and it is not easy

task for students to master it. The complexity of writing is different from

speaking, writing requires several process or step to create a writing product while

speaking is a spontaneous act. According to Harmer, the main process that

students should go throughare planning, drafting, editing, final draft.2 The

complexity of writing creates problems for both student and teacher.

Based on the researcher’s observation in the classroom, the researcher found

several writing problems occured among the eleventh grade students of SMA

Budi Mulia Ciledug. First, some students do not have any idea what they want to

write on the paper. Second, some students do not feel motivated to refine their

writing skill. Third, most of the students do not think critically which is crucial to

write argumentative text. Fourth, the students do not have sufficient writing

strategy; in other word, the students are too dependent on teacher’s instruction..

Last, the students are lack of writing practice.Overcoming writing problems

requires writing strategy.

There are a lot of strategies to teach writing skill such as summarizing, note-

taking, journaling, identifying similarities and differences, cooperative learning,

etc. There are three reasons why the researcher choose summarizing strategy.First,

Summarizing strategy promotes learning autonomy. As stated above, the main

problem the eleventh grade of SMA Budi Mulia Ciledug face is not having

sufficent writing strategy which makes the students become to dependent on their

English teacher. Second, Summarizing strategy is actually a strategy for teaching

reading skill, but summarizing strategy is also implementable for teaching writing

skill. Third, There are a lot of researches have been done about the effect of

summarizing strategy in terms of reading skill, but there are still few researches

which have been conducted to investigate its effect on students’ writing skill

Based on the problemsabove, the researcher decided to conduct this

research.to prove whether summarizing strategy is effective towards students’

writing of argumentative text.

2Jeremy Harmer, How to Teach Writing (Essex: Pearson Education Limited, 2004), p. 5.

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B. Identification of The Problem

Based on the background above, the problems which can be identified in

thisresearch:

1. The students struggle to express their ideas in writing

2. The students are lack of motivation to refine writing skill

3. Some of the students do not think critically

4. The students are too dependent on teacher’s instruction; the students do not

have sufficient writing strategy

5. The students are lack of writing practice

C. Limitation of the Problem

The research focuses on the effect of summarizing strategy towards students’

writing of argumentative text.

D. Research Question

The research question is “Is there any effect of using summarizing strategy on

students’ writing of argumentative text?”

E. The Objective of The Study

The objective of this study is to obtain the empirical evidence about the effect

of summarizing strategy towards students’ writing of argumentative text at

eleventh grade of SMA Budi Mulia Ciledug.

F. Significance of The Study

The researcher expects and hopes that the study can become a significant

contribution to the following figures:

1. For eleventh grade English teacher, the result of this study will provide as

an alternative teaching strategy.

2. For student, the result of this study hopefully will improve their

argumentative writing skill.

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3. Last, other researchers who will be interested in conducting related

summarizing strategy research in terms of writing skill which is still

limited; this research hopefully will be able to add value and information

for them to do further researches.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter contains the theoretical framework of writing (general

concept of writing, the process of writing, and the purpose of writing),

argumentative text (the definition of argumentative text, the purpose of

argumentative text, the language structure of argumentative text, the language

feature of argumentative text, and the example of argumentative text),

summarizing strategy (general concept of summarizing, definition of writing

strategy instuction, general concept of summarizing strategy, the types of

summarizing strategy, the strength of summarizing strategy, the implementation

of summarizing strategy), and the last one is the previous study.

A. Writing

1. General Concept of Writing Skill

A lot of experts have explain what writing is, each has their own definition of

writing. According to Ann Raimes, writing is not simply a speech transribed into

a paper.1 Wagner argues that writing is one of four ways that human beings learn

to communicate and writing is the way to make invinsible thougths in human

beings’ mind visible to the world by putting one’s ideas into a paper.2 According

to Harmer, writing falls into the category of productive skills along with speaking

because both involve language production. While listening and reading are

grouped together as receiptive skills.3However, Nunan introduced another way to

1Raimes Ann, Techniques in Teaching Writing,(New York: Oxford University Press,

1983), p. 4. 2Edith N. Wagner, Express Yourself. Writing Skill for High School, (New York: Learning

Express, LLC, 2002), p. IV. 3Jeremy Harmer, The Practice of English Language Teaching Third Edition, (New York:

Longman Publishing, 1991), p. 16.

group these four skills in terms of mode of communication through aural and

visual disctinction as follows:4

Tabel 2.1Category of Language Skills

Productive Receptive

Visual Writing Reading

Aural Speaking Listening

Referring to the table above, writing falls into visual and productive skill

category. However, writing as defined by Sokolik in terms of three contrast. (1)

Writing is not only physical, but writing is alsoa mental act. Writing physically is

a process of commiting symbols into paperor computer screen. On the other hand,

wrting is a mental process of getting ideas and how to deliver those ideas

effectively into a text. (2) Two puposes of writing, those are to express and

impress. (3) Process and product. Process refers to each stages which writer does

to create a piece of written text, while product refers to the final resut such as

report, essay, recipe, etc.5 In addition, writing serves three functions in daily life

referred to Halliday’s list as follows:6

1. Primarily for action

Public signs. e.g on food, tools, or toys purchased; recipes; maps; television;

and radio guides; bills; menus; telephone directories; ballot papers; computer

manuals. Monitors, and printouts for social contact personal correspondence:

letters, postcards, greeting cards

2. Primarily for information

Newspapers (news, editorials) and current affairs magazines; hobby

magazines; non-fiction books, including textbooks; public notices;

advertisements; political pamphlets; scholastic, medical, etc. reports;

guidebooks and travel literature

4David Nunan, Teaching English to Speakers of Other Languages. An Intoduction, (New

York: Routledge, 2015), p. 78. 5Ibid., p. 78. 6M.A.K. Halliday, Spoken and Written Language, (New York: Oxford University Press,

1985), p. 40-41.

3. Primarily for entertainment

Light magazines, comic strips; fiction books; poetry and drama; newspaper

features; film subtitles; games, including computer games.

In short, writing skill is visual and productive skill which involves both

physical act (putting symbols into paper or screen) and mental act (getting ideas

and effectively deliver those ideas into a text) through several stages of wriing

process to produce a piece of text that has its own purpose.

2. The Process of Writing

Writing is a process. According to Irene Clark, in early days of writing as

process movement; the process only consisted of three stages, those are planning,

drafting, revising.7 However, there are many different conception about writing

process. Oshima and Hogue mentioned there are four steps of writing process:

pre-writing, organizing, writing and polishing, revising and editing. Furthermore,

Harmer said that the process of writing are planning, drafting, editing (reflecting

and revising), and final draft. Moreoever, Langan explained the process of writing

in details:8

a. Prewriting

Prewriting is the first step in which writer makes decision what he/she wants

to write; the ideas, topic, thesis statement, supporting details to support the thesis.

There are five prewriting techniques such as freewriting, questioning, making a

list, clustering, and preparing scratch online. Those five techniques will help

writer to think and develop his/her ideas before writing a draft.

b. Writing first draft

This is the second step in which writer just focuses on putting their ideas into

paper and finishing the content without worrying about grammar and another

technical things such as spelling and punctuation. Instead, the goal of this step is

7Irene clark, Concept in Composition. Theory and Practice In The Teaching of Writing

Second Edition, (New York: Routledge, 2012), p. 7. 8John Langan, College Writing Skill Eight Edition, (New York: McGraw Hills, 2011), pp.

24-35.

stating writer’s thesis clearly and create many specific details for the content of

the writing.

c. Revising

Revising is basically rewriting. So, this step is where writer rewrite their first

draft in order to make it better in terms of style and content.

d. Editing

The last step of writing process is editing. Editing is the step in which writer

do a correction of grammatical error, punctuation, spelling, etc.

To conclude, each writer could experience different process when they write,

but generally they plan what to write, then they start writing the first draft, and

lastly revise and edit the final draft.

3. The Purpose of Writing

There is always a purpose behind every writing activity. Every writer whether

professional or not is always doing writing activity with their own purposes. The

reason why people write is because there is always an objective which any writer

want to achieve. According to Grenville, the purpose of any kind of writing at

least contains these purposes; to entertain, to inform, and to persuade.

Furthermore, to entertain means to engage readers’ feelings in some way, but it

doesn’t necesarrily to make readers laugh. Second, to inform means giving

information about something. Third, to persuade means convincing reader of

something.9

Penny Ur explained “The purpose of writing, in principal, is the experession

of ideas, the conveying message to the reader; so the idea themselves should

arguably be seen as the most important aspect of the writing.”10 Furthermore,

Ann raimes argued that the purpose of writing in terms of teaching-learning

context is writing itself offers three benefits in helping students to learn; First,

9Kate Grenville, Writing From Start to Finish. A Six Step Guide, (Crown Nest NSW:

Allen&Unwin 2001) p. 1. 10Penny Ur, A Course In Language Teaching.Practice and Theory,(London: Cambridge

University Press, 1996), p. 70.

student is able to implement their knowledge of grammatical structure, idiom,

vocabulary which have been taught by teacher; Second, taking risk by being

adventerous with the language they are learning; Third, writing is unique way to

reinforce learning by getting students to be very involved with the language they

are learning.11

In conclusion, the purpose of writing is generally to communicate in written

form which the purpose is specifically different from one person to another; it

could be entertaining, informing. persuading, etc.

B. Argumentative Text

1. Definition of Argumentative Text

Argumentative text is a type of spoken or written text that is intended to

explain the listeners or readers that something should or should not happen or be

done. Bill in his book explained “An argumentative essay is built around a

specific statement (or main premise) that is debatable within the field in which

you are studying”.12

In other words, at the centre of an argumentative essay is a statement with

which your readers may disagree. Your essay will need to support that statement

in a manner that convinces your readers of its truth.” Furthermore the concept of

debatable and non-debatable statement is very important part of writing

argumentative text. Below is the difference between debatable and non-debatable

statement:

First, debatable statement is called argument which reader might agree or

disagree. For example, Solar energy is the best way of meeting Australia's energy

needs in the 21st century.Second, non-debatable statement is called fact which

reader would not disagree or argue. For example, Coal and oil are the main

sources of energy in Australia in the 20th century.

To conclude, argumentative text is a text which is written to argue about

something debatable.

11Raimes, op. cit., p. 3. 12Daily Bill, Writing Argumentative Essay, (Melbourne: ESL Planet, 1999), p.1.

2. The Purpose of Argumentative Text

There are two purposes of argument, those are changing people’s point of

view and persuading people to do certain behavior or action.13 According to

Camp, the purpose of argumentative text is to influence the reader in how they

think, feel, and act.14 Moreoever, Quinley explained that the purpose of

argumentative text is to influence the readers’ point of view such as making them

to do or to stop doing something and reconsider an idea.15

To conclude, the purpose of argumentative text is to change readers’ point of

view on something, to persuade readers to do or stop doing something, to

influence readers’ minds and thoughts.

3. The Structure of Argumentative Text

The Generic structure of argumentative text according to Anderson generally

consists of three different parts; introductory statement, a series of argument and

conclusion. Below is the explanation of those three parts:

First, an introductory statement that gives the author point of view and

previews the argument that will follow – in some texts, the opening statement may

be ‘attention grabbing’.

Second part is a series of arguments that aim to convince the audience,

picture might also be used to help persuade the audience.

The last part is a conclusion that sums up the arguments and reinforces the

author’s point of view.16

13UMUC, Writing Arguments-Purposes of Arguments, 2018,

(http://www.umuc.edu/current-students/learning-resources/writing-center/online-guide-to

writing/tutorial/chapter8/ch8-04.html) 14Lindsay camp, Can I change your mind?. The Craft and Art of Persuasive Writing,

(London: Black Publishers Ltd, 2007) p. 10. 15Eliot Quinley, Persuasive Writing. Writing4 Titles. Descriptive Writing. Expository

Writing. Narrative Writing. Persuasive Writing, (California: Saddleback Educational Publishing,

2005) p. 8. 16Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan

Education, 1997), p. 124.

4. Language feature of Argumentative Text

There are at least three language feature which usually found in

argumentative text or exposition text in common according to Anderson:

a. the use of words that show the author’s attitude (modality)

b. the use of words that express feelings (emotive words)

c. the use of words to link cause and effect

5. Example of Argumentative Text

The table below shows the example of argumentative text:17

Tabel 2.2 Argumentative Text Example

Introductory statement There are many reasons why I don’t smoke

Series of argument First, smoking is unhealthy. It can cause

lung cancer, and it can lead to an early

death. Furthermore, smoking is expensive.

A pack of cigarettes costs five dollars. If I

bought one pack of cigarettes at least twice

a week, I would spend over Rp.1.920.000

each year. Lastly, cigarettes smell bad.

When people smoke, you can smell the

cigarettes on their clothes all day. For

example, the other night, I went to a

restaurant that allowed smoking. After I left,

all of my clothes smelled terrible, as did my

hair. If I were a smoker, I would smell that

way all the time.

Conclusion To sum up, I don’t smoke because it is

unhealthy, expensive, and unattractive.

17Eureka English Center, Argumentative Text: Pengertian, Ciri & Contohnya, 2018.

(http://www.eureka.or.id/2017/06/menulis-argumentative-text-pengertian.html

C. Summarizing Strategy

1. General Concept of Summarizing

According to Oxford Dictionary, Summarize means to give a summary of

something, and summary itself means a short statement that does not give the

details, but the main points only.18On the other hand, students themselves are

already familiar with summarizing such as telling a plot of movie they just

watched and/or retelling a story they heard before to their friends; they do

summarizing in terms of speaking.19

Moreover, Hoosang Koshima explained “Summarizing is a skill that

enhances students’ writing and comprehension because it requires reprocessing

information in a written text or heard in a listening task and requires expressing

that information in their own words to reconstruct the meaning in a condensed

form.”.20Another expert, Ann raimes said that summarizing provides valuable

practice for language learners and the major goal of learning language itself is to

possess the ability to write summary.21

In conclusion, summarizing is the ability to understand a general concept of

other people’s writing and restate it into one’s own words.

2. The Concept of Teaching Strategy

It is very important to define teaching strategy and what its distinction and

correlation with teaching approach, method, and technique for this study.

According to Anthony in Richards’ book “...approach is a correlative assumption

dealing with language teaching and learning... method is an overall plan for the

orderly presentation of language material... technique is implementational – that

which actually takes place in class... technique must be consistent with a method

18A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English, Sixth Edition,

(New York: Oxford University Press, 2000), p. 1365. 19Alice Oshima, Ann Hogue, Introducton to Academic Writing, Third Edition, (New

York: Pearson Education, 2007). p. 57. 20HooshangKhoshima, Maryam Rabani Nia, Summarizing strategies and writing ability

of Iranian intermediate EFL students, International Journal of Language and Linguistics, Iran,

Vol. 2, No. 4, 2014, pp. 266. 21Raimes, op. cit., p. 58.

and therefore in harmony with approach as well.”22 According to Namoco,

“Teaching strategy are method of approaching a problem or a task, modes of

operation for achieving a particular end, or planned design for controlling and

manipulating certain information.”23Teaching technique and strategy is different.

Technique are the teaching steps teacher uses in an organized way. Meanwhile,

strategy are the methods to facilitate students’ learning. Yet, strategy must be

consistent with technique, method, and approach. For example, if the approach is

constructivist and the method is activity. Then the technique can be role-play, and

the strategy can be think-pair-share strategy to facilitate students while role-

playing.24

In this study, summarizing strategy which falls under writing strategy

instruction category is the strategy the researcher focused on. Writing strategy

instruction is explicitly teaching students how to write something systematically

and its main purpose is teaching students to independently use these

strategies.25Nunan argued “Getting all learners to become learning-strategy

oriented by making strategies explicit in the classroom and showing them how to

apply these is helpful.”.26

So, the researcher concludes that teaching strategy is a mean to facilitate

students’ learning process by approaching certain task or problem in certain way

and achieve a particular result.

3. The Concept of Summarizing Strategy

Sumarizing strategy is “... explicitly and systematically teaching students how

to summarize texts.27 In terms of skill level, this strategy is considered as high

level skill due to the basic language skills; listening, reading, and writing skills are

22Jack C. Richards, Theodore S. Rodgers, Approaches and Methods in Language

Teaching, A Description and Analysis, (Cambridge: Cambridge University Press, 1986) p. 19. 23Sarah O. Namoco, Teaching Approaches, Methods, Techniques, and Strategies, 2018,

(https://www.youtube.com/watch?v=1xGmK_AJPNQ). 24Ibid. 25Steve Graham, Dolores Perin, Writing Next, Effective Writing Strategies to Improve

Writing of Adolescents in Middle and High Schools, (New York: Alliance For Excellence

Education, 2007) p. 15. 26Nunan, op.cit., p. 162. 27Graham, op.cit., p. 4.

included. It means student who learns it is able to effectively use the basic

language skills.28 Moreoever, “The ability to summarize information is important

for understanding and remembering texts and, therefore, the development of this

ability in children should be of considerable pedagogical interest.”29

On the other hand, summarizing strategy is correlated with reciprocal

teaching which is “ ... an instructional practice identified as a way of improving

reading comprehension through explicit teaching of skills needed for

metacognition”.30 Summarizing, predicting, clarifying, and questioning are the

strategies that reciprocal teaching focuses on.31 Researches shows reciprocal

teaching which contains summarizing strategy is effective to improve students’

reading skill. Yet, there is an overlap between reading and writing strategies that

other researches shows summarizing strategy is effective in writing.32

So, summarizing strategy is teaching students systematically and explicitly

how to utilize summarizing strategies and independently incorporate these

strategies into their own learning-writing process.

4. Types of Summarizing Strategy

There are seven summarizing strategies according to Idris, et.al. and those are

deletion, sentence combination, topic sentence selection, syntatic transformation,

paraphrasing, generalization, and invention. Meanwhile, Marzano proposed two

summarizing strategies such as rule-based summarizing strategy and summary

frames summarizing strategy. The following are summarizing strategies identified

by Idris, et al:

Deletion: In the deletion process, trivial or redundant information are eliminated

from the sentence in the original text. From the analysis, this process involves

units such as stop phrases, explanations, examples, scenarios and elaborations.

28Sumeyye Konuk, Et al., A Study on Creating Writing Strategy and Evaluation Tool for

Book Summary, academicJournals, Vol. 11, 2016, p.1. 29Ann L. Brown, et al., The Development of Plans for Summarizing Texts, The National

Institute of Education, 1983, p.2. 30Ruth McAllurn, Reciprocal Teaching: Critical Reflection on Practice, RTLB, 2014,

p. 26. 31Ibid., p. 26. 32HooshangKhoshima, Maryam Rabani Nia,op. cit., p. 266.

Sentence combination: In the sentence combination process, phrases from more

than one sentence are merged into one sentence. This process is typically applied

together with other strategies such as deletion, generalization and paraphrasing so

that the summary sentences produced are short but informative. These sentences

are usually combined using conjunction words such as and, but, although, though,

by, where, which, and because or even by coma (,) and are most likely to come

from the same paragraph.

Topic sentence selection: In the topic sentence selection, usually only one main

sentence is chosen to represent the main idea of the whole paragraph. This

strategy involves identifying relevant information from the original text to be

included in the summary. From our analysis, the human experts made use of cue

phrases (e.g., “It is concluded that”, “She discovered that”, “She claims that”) and

their location (which is either the first sentence or the last sentence of the

paragraph) in order to identify the theme of the text.

Syntactic transformation: In syntactic transformation, the order of the words in a

sentence or the syntactic structure of a sentence is changed. These changes may

affect the location of the words in the summary text as compared to the original

text.

Paraphrasing: In the paraphrasing process, a phrase or word in the original

sentence is replaced with a similar phrase/word in the summary sentence. This

refers to the use of similarity concept involving synonym, where different words

that have same meaning.

Generalization: In the generalization process, a list of words or items is replaced

by a more general word in the same class. This refers to the use of relatedness

concept such as hypernymy (is-a relationship), meronymy (part-of relationship) or

any kind of frequent association.

Invention: In the invention process, the meaning of the sentences is constructed by

using the expert’s own words. In this case, our assumption is: if more than 75% of

words in a summary sentence are composed by using their own words, then it is

considered that the sentence is produced by using the invention strategy. This

assumption is due to cases where some words are unique words and cannot be

replaced by other related words. For example, person’s name, diseases, place,

etc.33

So, the seven summarizing strategies are deleting redundant information,

identifying information in topic sentence, changing the original structure into

different one, paraphrase or changing the original words and phrase with similar

word and phrase, combining sentences into one sentence, changing specific types

of word into more general words, or in some cases when subsituting words and

phrase is not possible; writer uses their own words to construct the summary

called as invention strategy. Furthermore, The next summarizing strategies are

rule-based summarizing strategy and summary frames strategy.

33Idris, N., Baba, S. and Abdullah, R, Using Huristic Rules from Sentence Decomposition

of Experts' Summaries to Detect Students' Summarizing Strategies. InternationalJournal of

Human and Social Sciences, 2008, p. 348-349.

a. Rule-Based Strategy

Marzano explained that there are two summarizing strategies. Those are The

“Rule-Based” Strategy, and Summary Frames. Furthermore, the rule-based

summarizing strategy is quite simple as it consists of several rules to follow when

students do summarizing task. The rules are:

1.Delete trivial material that is unnecessary to understanding.

2.Delete redundant material.

3.Substitute superordinate terms forlists (e.g., ‘flowers’ for ‘daisies, tulips,

androses’).

4.Select a topic sentence, or invent one if it is missing.34

b. Summary Frames Strategy

The next summarizing strategy is summary frames strategy. Marzano said “A

summary frame is a series of questions that the teacher provides to students. These

questions are designed to highlight the critical elements for specific types of

information.” There are six frames in this strategy, those are the narrative Frame,

the topic-restriction-illustrationFrame, the definition frame, the argumentation

frame, the problem/solution frame, and the conversation Frame.35

So, the researcher conclude that the rule-based strategy is quite simple but

unsufficient to be implemented in classroom, however the summary frames

provides more flexibility in terms of the specific topic to be summarized by

students. Moreover, the argumentation frame of summary frame summarizing

strategy is the one that the researcher applied in this research.

c. The Argumentation Frame

The Argumentation frame is one of several summary frames which are a

series of question teacher provides to students to help them in summarizing

process. The frames of argumentative writing means supporting a claim by

providing information that support it such as evidence (information which triggers

a claim), claim (the main point of an argument), support (explanation/example),

34Robert J. Marzano, Debra J. Pickering, Jane E. Pollock. Classroom Instruction That

Works: Research-Based Strategies For Increasing Student Achievement, (Virginia: ASCD, 2001)

p. 32. 35Ibid.,pp. 34-35.

qualifier (the evidence to back up a claim).36 Furthermore, the frame questions

which teacher provide to students are:37

a) What information is presented that leads to a claim?

b) What is the basic statement or claim that is the focus of the

information?

c) What examples or explanations are presented to support this claim?

d) What concessions are made about the claim?.

So, argumentation frame is a series of question of summary frame

strategy which teacher provides to students as a guidelines to summarize an

argumentative text. Moreover, argumentation frames is the summarizing strategy

which the researcher used in this research.

5. The strength of Summarizing Strategy

Graham stated that teaching summarizing strategy which is a part of writing

strategy instruction can dramatically affect students’ writing.38 Khoshima claimed

that summarizing strategy can help students to develop and produce coherent and

well-organized writing. Yet, summarizing strategy can increase students’

awereness of the underlying process of writing. Last, students can learn how to

support main idea when they do writing activity.39

To conclude, the strength of summarizing strategy is promoting learning

autonomy on students, to be aware of the underlying process of written text and

then incorporate it into their own writing.

36Ibid., p. 39. 37Ibid. 38Graham, op.cit., p.15. 39Khoshima and Nia, op. cit., p.270.

6. The Implementation of Summarizing Strategy

To Implement summarizing strategy, researchers adapted Self-Regulated

Strategy Development (SRSD) as follows:40

Develop Background Knowledge: Students are taught any background

knowledge needed to use the strategy successfully.

Describe It: The strategy as well as its purpose and benefits is described and

discussed.

Model It: The teacher models how to use the strategy.

Memorize It: The student memorizes the steps of the strategy and any

accompanying mnemonic.

Support It: The teacher supports or scaffolds student mastery of the strategy.

Independent Use: Students use the strategy with few or no supports.

The summarizing strategy which is used in this study are topic sentence

selection and argumentation summary frames. Adapting the strategy using the

SRSD as follows:

Develop Background Knowledge: Teacher explains explicitly and

systematically how to use topic sentence selection summarizing strategy.

Describe it: Teacher explains the students why topic sentence selection

strategy can help them to write argumentative text better.

Model it: Teacher shows an argumentative text on board, and showing them

the topic sentence in each paragraphs of the text.

Memorize it: Students practice summarizing an argumentative text using

topic sentence selection strategy.

Support it: Teacher provides argumentation frame questions to assist students

when summarizing argumentative text using topic sentence selection strategy.

Independent use:Students use topic sentence selection strategy to write

argumentativetextsummary.

40Graham and Perin, op.cit., p.15.

D. Related Study

There are four related studies regarding the summarizing strategy. Below are

the reviews of these related study:

First, a study by Hooshang Khoshsima andMaryam RabaniNia entitled

“Summarizing strategies and writing ability of Iranian intermediate EFL students”

on 2014. They investigated the possible relationship between summarizing

strategies and writing proficiency. The participants were 50 intermediate EFL

students in Iran assigned to experimental and control group. The research result

shows summarizing strategycould be used effectively to improve Iranian students’

writing proficiency because the experimental group outperformed the control

group in writing post-test.41

Second, a study conducted by Barbara M. Taylor entitled “ A Summarizing

Strategy to Improve Middle Grade Students’ Reading and Writing Skills” on

1982. Sheemployed “Hierarical Summary Procedure” which contains five steps:

previewing, reading, summarizing in the form of an outline, studying and retelling

orally. The result proved positive effect on both fifth and seventh grade students’

recall of content area reading material. Moreover, it shows the procedure also

indirectly improved students’ expository writing quality.42

Third, a study conducted by Junaidi Mistar et.al entitled “Strategies Training

in the Teaching of Reading Comprehension for EFL Learners in Indonesia” on

2016. They investigated the effect of reading strategies training on students’ literal

and inferential reading comprehension which involved three strategies such as

predicting, text mapping, and summarizing. The participants were two classes of

vocational high school in East Java, Indonesia. The instrument used was two

different sets of test; teacher-made test (pre-test) and researcher-made test (post-

41Khoshima. et al., op.cit, pp. 263-272. 42Barbara M. Taylor, A Summarizing Strategy to Improve Middle Grade Students’

Reading and Writing Skills, International Literacy Association and Wiley, Vol. 36, No.2, 1982

pp. 202 - 205.

test). The result shows that the experimental group taught using reading strategies

training have significantly higher scores than the control group.43

Last, a study by Ema Ni’mah Utami entitled “Teaching Reading Skill

Through Paraphrasing and Summarizing” on 2014. The population of the

research was eleventh grade students of SMA Pembangunan 1 Bogor. The data

was collected through test. The result shows that using paraphrasing and

summarizing in teaching reading can give significant influence to increase

students’ reading skill44

To conclude, it is important to show the differences between these related

study and the writer’s research. The first study used summarizing strategy as the

treatment for the experimental group, but it only focused on writing skill in

general. On the other hand, the writer’s research focused on more specific writing

skill; argumentative text writing. The second study investigated the effect of

summarizing strategy towards reading and writing skills, yet summarizing

strategy was only used in teaching reading skill and the result indicated

improvement. However, the students’ writing skill was also indirectly improved.

Otherwise, the writer’s research directly targeted writing skill specifically in order

to find out the effect of summarizing strategy towards students’ writing of

argumentative text. The third study focused on reading skill only and

implemented three strategies; predicting, text mapping and summarizing. The

study was applied to SMK students in East Java. In contrary, the writer’s research

was applied to SMA Students and it concentrated on summarizing strategy alone.

The last study was qualitative research. It addressed on eleventh grade students

which is similar to the writer’s research. The study focused on paraphrasing and

summarizing to influence the students’ reading skill. In opposition, the writer’s

research is quantiative. This research did not apply paraphrasing, but it

exclusively examined summarizing strategy’s effect on writing skill.

43 Junaidi Mistar, Et.al, Strategies Training in the Teaching of Reading Comprehension

for EFL Learners in Indonesia, Canadian Center of Science and Education, Vol. 9, No. 2, 2016,

pp. 49 - 56. 44EmaNi’mahUtami, A Skripsi: “Teaching Reading Skill Through Paraphrasing and

Summarizing” (Jakarta, English Education Department Faculty of Tarbiyah and Teachers’ training

Syarif Hidayatullah State Islamic University, 2014), p. i.

E. Framework of Thinking

Writing is an important skill. It becomes more important in this digital era in

which people communicate more in form of writing through digital platform such

as e-mail and social chatting messanger. Not only people especially students

communicate with local friends, they also communicate with international friends

using English.The current curriculum which is 2013 curriculum also expect

students to not only comprehend the purpose, structure, and language features of a

text, but also to produce a text.

However, the students faces several problems which affect their writing

learning process such as being too dependent on teachers’ instruction because

students’ lack of writing strategy. Summarizing strategy in one of alternative

solution to address this problem and to teach writing in general. Although

summarizing strategy is actually known as a strategy for teaching reading skill,

some research show it is also an effective strategy for teaching writing skill.

Summarizing strategy is explicitly teaching students how to summarize a text. By

explicitly teaching students summarizing strategy, it helps students to be more

independent in learning process.

F. Theoritical Hypothesis

Based on the framework of thinking, the writer proposed a hypothesis:

“Summarizing strategy is effective towards eleventh grade students’ writing

of argumentative text.”

23

CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the research methodology. Those are time and place of

the research, research method and design, population and sample, the research

instrument, the technique of data collection, the technique of data analysis, and the

statistical hypothesis.

A. Time and Place of the Research

This research was held in SMA Budi Mulia Ciledug. The school is located at

Jl. H.O.S Cokroaminoto No. 1 Ciledug, Tangerang, Banten. The research was

conducted on October until November 2018.

B. Research Method and Design

The research method of this research is quantitative research method.

Quantitive research is ‘Explaining phenomena by collecting numerical data that

are analysed using mathematically based methods (in particular statistics).’1 In

other words, the data of quantitative research can be analyzed in terms of

numbers.2 After selecting the research method, the researcher selected the

research design.

The design of this research is Quasi-Experimental. Cresswell explained that

Quasi-experiments is applied when researcher needs to use intact group which

caused by the possibility of availability of participants or there might be a

prohibition to create new group for the experiments which leads to employ non-

random assignment by the researcher3.

According to Nunan, there are three characteristics of quasi-experimental; has

pre-test and post-test, has control and experiment group, and non-random

1Daniel Muijs, Doing Quantitative Research in Education with SPSS, (California: SAGE

Publication, Ltd, 2004). p. 1. 2John. W Best and James. V. Kahn, Research in Education Tenth Edition, (Boston:

Pearson Education, 2006 p. 79. 3John W. Creswell,Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research Fourth Edition, (Boston: Pearson Education, 2012). p. 309.

assingment of subject.4 In this study, the quasi-experimental design attempted to

find out the effectiveness of summarizing strategy towards students’ writing of

argumentative text. Moreoever, the variables examined in this study are

summarizing strategy as the independent variable and argumentative text writing

as the dependent variable. Hence, the experimental class was given treatment of

summarizing strategy by the researcher. Meanwhile, the control class was taught

using traditional teaching strategy.

C. Population and Sample

The population of this study was the eleventh grade of SMA BUDI MULIA

which consisted of 6 classes. Then, each classes consisted of 24 students. This

research used non-probability sample method instead of probability sample

method such as random sampling because it was not viable to gather random

students and form a new class for them in this school. There are five types of non-

probability sample method such as convenience sampling, quota sampling,

purposive sampling, dimensional sampling, and snowball sampling.5 However,

this research used purposive sampling. The chosen classes to be the sample was

11 IPS 2 and 11 IPA 2. These classes were recommended by English teacher of

SMA Budi Mulia to be the sample for this study.

D. The Research Instrument

The research instrument used in this study was a test. The test was writing

argumentative text essay. The researcher gave writing test in both pre-test and

post-test. The writing test given in pre-test was intended to measure the students’

writing skill in argumentative text before the treatment, and the writing test in

post-test was intended to measure the students’ skill after the treatment.

Furthermore, the topic which was given to students in both class was the same

topic. The topic of pre-test was “Can Someone Make a Living Through

4 David Nunan, Research Method in Language Learning, (Cambridge: Cambridge

University Press, 1992) p. 41. 5Louis Cohen. et al., Research Methods In Education 5th edition, (Oxfordshire, Taylor &

Francis Group, 2005) p. 102.

Youtube?” and the topic of post-test was “Advantages and Disadvantages of

Globalization”.

E. The Technique of Data Collection

The technique of data collection was pre-test and post-test. First, pre-test was

given to both group of students; the controlled and the experimental group. The

purpose was to reveal both group’s argumentative writing skill before the

experimental group received the treatment using summarizing strategy. The pre-

test was given after the treatment. The purpose was to reveal whether the

experimental group experience any improvement or not after receiving the

treatment unlike the controlled group who didn’t get any treatment.

1. Validity and Reliability

Research instrument is considered as valid and realible if the criteria of

validity and reliability test are fulfilled.

a. Validity

Validity is a crucial consideration aspect to develop and evaluate research

instrument. The definition of validity is the extent to which an instrument measure

what it is claimed to be measured.6 So, an instrument which is relevant and

approariate can be said as a good quality instument because of its high validity.

1. Writing Test

To gain the validity of the instrument, the writer used face validity. Face

validity is defined as “... the degree to which a test looks right and appears to

measure the knowledge or abilities it claims to measure, based on the subjective

judgment of the examinees who take it, the administrative personnel who decide

on its use, and other psychometrically unsophisticated observers.”7

6 Creswell, op cit., p. 242. 7H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (San

Francisco, Longman, 2003) p. 26.

To achieve the face validity of the instrument (pre-test and post-test), the

writer asked his advisors’ help to confirm whether the instrument were

appropriate.

b. Reliability

Reliability refers to the stablity and consistency of instrument’s score.8 So, in

order to make a reliable instrument, the writer used the analytical scale below.9

Table 3.1

The Scale for Assesing Students’ Writing Test

Categories Score Criteria

Content 30-27 EXCELLENT TO VERY GOOD:

Knowledgeable. Substantive. Thourough

development of thesis. Relevant of assign topic.

26-22 GOOD TO AVERAGE: Some knowledge of

subject. Adequate range. Limited development

of thesis. Mostly relevant to topic, but lacks

detail.

21-17 FAIR TO POOR: Limited knowledge of subject.

Little substance. Inadequate development of

topic

16-13 VERY POOR: Does not show knowledge of

subject. Non-substantive. Not pernitent. OR Not

enough to evaluate.

8Creswell, op.cit., p.159. 9Arthur Huges, Testing For Language Teachers Second Edition, (London: Cambridge

University Press 2003) p. 104.

Categories Score Criteria

Organization 20-18 EXCELLENT TO VERY GOOD: Fluent

expression. Ideas clearly stated/supported.

Succint. Well-organized. Logical sequencing.

Cohesive.

17-14 GOOD TO AVERAGE: Somewhat choppy.

Looesely organized but main ideas stand out.

Limited support. Logical but incomplete

sequencing.

13-10 FAIR TO POOR: Non-fluent. Ideas confused or

disconnected. Lacks logical sequencing and

development.

9-7 VERY POOR: Does not communicate. No

organization. OR not enough to evaluate.

Vocabulary 20-18 EXCELLENT TO VERY GOOD: Sophisticated

range. Effective word/idiom choice and usage.

Word form mastery. Appropriate register.

17-14 GOOD TO AVERAGE: Adequate range.

Occasional errors of word/idiom form, choice,

usage but meaning not obscured

13-10 FAIR TO POOR: Limited range. Frequent error

of word/idiom form, choice, usage. Meaning

confused or obsured

9-7 VERY POOR: Essentially translation. Little

knowledge of English vocabulary, idiom, word

form. OR not enough to evaluate.

Categories Score Criteria

Language use 25-22 EXCELLENT TO VERY GOOD: Effective

complex constructions. Few errors of agreement,

tense, number, word order/function, articles,

pronouns, prepositions.

21-18 GOOD TO AVERAGE: Effective but simple

construction. Minor problems in complex

construction. Several errors of agreement, tense,

number, word order/function, articles, pronouns,

prepositions but meaning seldom obscured

17-11 FAIR TO POOR: Major problems in

simpe/complex constructions. Frequent errors of

negation, agreement, tense, number, word

order/function, articles, pronouns, prepositions

and/or fragments, run-ons deletions. Meaning

confused or obscured

10-5 VERY POOR: Virtually no mastery of sentence

construction rules. Dominated by errors. Does

not communicate. OR not enough to evaluate.

Mechanic 5 EXCELLENT TO VERY GOOD: Demonstrate

mastery of conventions. Few error of spelling,

punctuation, capitalization, paragraphing

4 GOOD TO AVERAGE: Occasional errors of

spelling, punctuation, capitalization,

paragraphing but meaning not obscured

Categories Score Criteria

Mechanic 3 FAIR TO POOR: Frequent errors og spelling,

punctuation, capitalization, paragraphing.

Poor handwriting. Meaningconfused or

obscured

2 VERY POOR: No mastery of conventions.

Dominated by errors of spelling, punctuation,

capitalization, paragraphing. Handwriting

illigible. OR not enough to evaluate.

F. The Technique of Data Analysis

To analyse the data, the writer used statistical analysis. In order to find out the

effectiveness of summarizing strategy towards students’ writing of argumentative

text, the writer used t-test. However, before doing the t-test, the researcher did

normality test and homogenity test first.

1. Normality test

The usage of normality test is to know whether the distributed data are normal

or not. Moreover, there is criteria to check whether the distributed data are normal

or not: if the tvalue was smaller than ttable, the data was normally distributed. While

if the tvaluewas greater than ttable, the data was not normally distributed.The test was

done by employing Lillieforse test formula on IBM SPSS 21, to find out the

normality of the data by following these steps:

a. Open SPSS Program

b.Input the data to the data view by first fill the variable view with write down

Score as score of pre-test or post-test score and Class as the kind of class

c. Click Analyze >> Descriptive Statistics >> Explore

d. Drag the Score to the Dependent List and Class to the Factor list

e. Click Plot >>checklist Normality plots with test >> ok

Hypothesis:

H0: The sample data was normally distributed.

H1: The sample data was not normally distributed.

Using the degree of significance 5% (α = 0.05), the criteria in taking the

decision is ; if the probability value (ρ) ≥ α, H0 is accepted. On the contrary, H0is

rejected if the probability value (ρ) < α.

2. Homogenity test

The usage of homogenity test is to know whether the data come from

homogenous variance or not. IBM SPSS Statistics was used to do the homogenity

test. Furthermore, to know the data come from homogenous variance or not was

by the sig column. If the sig is more than 0,05, it means data come from

homogenous variance.To calculate the data, the researcher use SPSS version 21 as

follows:

a. Open the SPSS program

b. Input the data to the data view by first fill the variable view with write down

Score as score of pre-test or post-test score and Class as the kind of class.

c. Click Analyze >> Compare means >> One-way ANOVA

d. Drag the Score the Dependent List and Class to the Factor list

e. Click Option >>checklist Homogeneity of Variance Test >> Ok

Hypothesis:

H0:The sample data came from population which had homogeneous variance.

H1:The sample data came from population which did not have

homogeneousvariance.

Making decision about significance level/probability value (p) using

significance degree 5% (α = 0.05), the criteria in taking the decision is ; if the

probability value (ρ) ≥ (α = 0.05), H0 is accepted. Conversely, H1 is accepted if the

probability value (ρ) < (α = 0.05).

3. The Effect Size Measurement

After doing the t-test, to determine the effect size of summarizing straegy

towards’ student writing of argumentative text at eleventh grade of SMA Budi

Mulia, the writer analyzed the effect size using Cohen’s d formula as follows:10

Below is the formula to calculate the value of d:

𝒅 = 𝒙𝟏 − 𝒙𝟐

𝒔

Explanation:

X1 : Experimental Class Mean Score

X2 : Control Class’ Mean Score

S :(Experimental Class’ Standard Deviation + Control Class’ Standard Deviation)

2

Tabel 3.2 effect size criteria

Table 3.2 above is the effect size criteria. After calculating the effect size

using cohens’ d formula, the result of the effect size calculation was defined by

using the criteria in the Table 3.2.

10 Cohen J., Statistical Power Analysis for Behavioral Sciences Second Edition,

(New York: Lawrence Erlbaum Associates 1988) p. 40.

Effect Size D

Small 0.20

Medium 0.50

Large 0.80

G. The Statistical Hypothesis

The test of hypothesis is applied to find out whether the hypothesis is

accepted or rejected. In order to test the hypothesis, the t-test is employed. The

hypothesis accepted if the level of significance is lower than 0.05. In doing the

analysis of normality test, the homogeneity test, and the hypothesis testing, the

researcher used SPSS version 21.0.

If the data were normally distributed the hypothesis testing will use

parametric test Paired Sample T- Test. But, if the data distributed normally but not

homogeneous or vice versa, the hypothesis used Wilcoxon Matched- Pair Signed

Rank Test.

The hypothesis of statistic used in this research:

H𝑜 : 𝜇1 = 𝜇2

Ha : 𝜇1≠ 𝜇2

H𝑜 : Null Hypothesis

Ha : Alternative Hypothesis

𝜇1: Students’ achievement in writing argumentative text who are taught using

summarizing strategy

𝜇2: Students’ achievement in writing argumentative text who are taught without

using summarizing strategy

The assumption of the hypothesis as follows:

1. If t-test > t table in significant level of 5% and 1%, the alternative hypothesis is

accepted, and the null hypothesis is rejected. It means there is significant

difference between students’ score in writing argumentative text by using

summarizing strategy and students’s score in writing argumentative text

without using summarizing strategy. The usage of summarizing strategy is

effective towards students’ writing skill in argumentative text.

2. If t-test < t table in significant level of 5% and 1%, the alternative hypothesis is

rejected, and the null hypothesis is accepted. It means there is no significant

difference between students’ score in writing argumentative text by using

summarizing strategy and students’s score in writing argumentative text

without using summarizing strategy. The usage of summarizing strategy is not

effective towards students’ writingskillinargumentativetext.

34

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter will present the research findings and discussion of the research.

A. RESEARCH FINDINGS

This chapter presents the result and discussion based on the data collected

during the implementation of summarizing strategy towards students

argumentative writing at eleventh grade of SMA Budi Mulia Ciledug. The

discussion presented the description of data and data analysis.

1. The Description of Data

a. Students’ Pre-Test and Post-Test Score

In this research, the instrument used to collect the data was the English

writing test focused on the text type, namely argumentative text. There were two

types of test, pre-test and post-test. In these tests, each student had to write

compositions of the determined topic. The time allocation was 2 x 40 minutes (1

meeting) to write their argumentation on actual topics such as “Can Someone

make a Living Through Youtube?”and “Advantanges and Disadvantages of

Globalization”. In the pre-test, the length of each composition was at least three

paragraphs. Meanwhile, in the post-test, the length of each composition was at

least three paragraphs which were matched with direction on that test. Besides,

they also have to write at least 200 words. Those tests were used to measure the

final scores of the students’ writing ability. The pre-test was given before the

treatment and the post-test was given after the treatment.

The experimental class was taught using summarizing strategy, but the

control class was not. The Table 4.1 showed the students’ writing ability score.

The analytic score resulted from a rubric adapted from Hughes’s reveals the

students’ writing ability in argumentative text both in pretest and posttest. The

data showed as follow:

Tabel 4.1

The Result of Experimental Class Students’ Argumentative Writing Test

The data in the Table 4.1 above described the difference in terms of students’

score both in pre-test and post-test. In pre-test, the mean of the experimental class

students’ score is 57.7; the highest score is 90 and the lowest score is 34. On the

other hand, the mean of the students’ score in post-test is 76,5; the highest score is

85 and the lowest score is 69.

It means the experimental class’ students achieved different argumentative

writing test result in pre-test and post-test. The majority of the experimental class’

The Experimental Class’ Score

No Pre-Test Post-Test Gained Score

1 52 77 25

2 65 74 9

3 40 76 36

4 48 69 21

5 68 77 9

6 68 76 8

7 90 81 -9

8 47 77 30

9 60 76 16

10 44 78 34

11 47 77 30

12 63 73 10

13 63 77 14

14 59 75 16

15 45 76 31

16 69 79 10

17 34 79 45

18 35 78 43

19 58 80 22

20 68 75 7

21 61 72 11

22 85 85 0

23 47 74 27

24 70 76 6

Mean 57.7 76.5 18.7

Highest 90 85

Lowest 34 69

students achieved better result in the post-test than the pre-test, it could be seen as

the post-test mean score was higher than the pre-test because 76.5 > 57.7.

Table 4.2

The Result of Control Class Students’ Argumentative Writing Test

The Control Class’ Score

No Pre-Test Post-Test Gained Score

1 66 72 6

2 75 44 -31

3 71 64 -7

4 77 64 -13

5 76 47 -29

6 34 47 13

7 47 67 20

8 46 74 28

9 74 72 -2

10 74 72 -2

11 64 86 22

12 70 50 -20

13 67 47 -20

14 72 44 -28

15 88 59 -29

16 76 67 -9

17 76 73 -3

18 79 70 -9

19 65 74 9

20 79 76 -3

21 50 69 19

22 77 68 -9

23 59 74 15

24 49 72 23

Mean 67,1 64,6 -2,45

Highest 88 86 28

Lowest 34 44 -31

The data in the table 4.2 above describes the difference in terms of score in

controlled class. In Pre-test, the mean of the controlled class’ score is 67,1 with 88

as the highest and 34 as lowest score. Otherwise, the means of the students’ score

in post-test is 64,6; the highest score is 86 and the lowest score is 44.

It means the control class’ students there was difference among control class’

students argumentative writing text achievement in pre-test and post-test. The

majority of control class’ students got worse result in their post-test than the pre-

test, .and it could be seen as the mean score in post-test was lower than the pre-

test one because 64.6 < 67.1.

Based on the data presented at the Table 4.1 and Table 4.2 above, the students

in experimental class who were taught using summarizing strategy achieved

higher results in argumentative writing test than students in controlled class who

were not taught using summarizing strategy. It means summarizing strategy is

effective towards students’ writing of argumentative text.

2. Data Analysis

a. Normality Test

It is important to analyze the normality and the homogenity of the data before

testing the hypothesis of the research. The intention of testing the normality was

to discover whether the data which the researcher gathered for this research has

been normally distributed or not. Besides testing the normality of the data, the

researcher also tested the homogenity of the research data in order to check

whether the data were homogeneus or heterogeneus. The researcher utillized

Lilliefors test to analyse the normality and homogenity of the data. As presented

in the table 4.3 and 4.4 below are the result of normality test. Meanwhile the

homogenity test would be presented in the next section of this chapter.

Table 4.3 Tests of Normality

Kelompok

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Nilai Experimental Class ,127 24 ,200* ,959 24 ,422

Control Class ,170 24 ,072 ,896 24 ,018

Table 4.4 Tests of Normality

Kelompok

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Nilai Experimental Class ,203 24 ,072 ,876 24 ,147

Control Class ,151 24 ,168 ,957 24 ,386

So, the data in Table 4.3 presented the experimental and control class’ pre-

test normality data. These data has been carefully analyzed using SPSS 21. The

test result of the pre-test showed significance level were 0,200 (experimental

class) and 0,072 (control class). The researcher used 0,05 as the standard of

significance level. Since 0,200 and 0,072 were higher than 0,05, it was clearly

shown and could be concluded that the data were normally distibuted.

Moreover, the data in Table 4.4 presented the experimental and control class’

post test data. Using the same formula as the previous normality test, the

researcher kept 0,05 as the significance level. It could be concluded the data of the

post-test were normally distributed since 0,072 and 0,168 were obviously higher

than 0,05 as the significance level.

3. Homogenity Test

Table 4.5 Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

,263 1 46 ,610

Table 4.6 Test of Homogeneity of Variances

Table 4.5 presented the homogenity data of the pre-test while table 4.6

showed the homogenity data of the post-test. The researcher used 0,05 as the

significance level. Both the pre-test and post-test data provided in the table above

showed 0,610 (pre-test) and 0,320 (post-test). Since these numbers were higher

than 0,05, and the researcher concluded that both data were homogeneus.

4. Hypothesis Testing

This research is intended to find out the effect of summarizing strategy

towards students’ writing of argumentative text at eleventh grade of SMA Budi

Mulia Ciledug . Hypothesis testing is needed to get the result of this research.

Thus, the scheme testing the reseach hypothesis could be described as follows.

1. Alternative Hypothesis (Ha): there is significant difference between students’

score in writing argumentative text by using summarizing strategy and

students’s score in writing argumentative text without using summarizing

strategy

2. Null Hypotheses (Ho): there is no significant difference between students’

score in writing argumentative text by using summarizing strategy and

students’s score in writing argumentative text without using summarizing

strategy.

Then, the T-test result which has been calculated was tested to prove the

hypothesis by following certain condition as follows.

Levene Statistic df1 df2 Sig.

27,723 1 46 ,000

1. If t-test > t table in significant level of 5% and 1%, the alternative

hypothesis is accepted, and the null hypothesis is rejected. It means there

is significant difference between students’ score in writing argumentative

text by using summarizing strategy and students’s score in writing

argumentative text without using summarizing strategy. The usage of

summarizing strategy is effective towards students’ writing skill in

argumentative text.

2. If t-test < t table in significant level of 5% and 1%, the alternative

hypothesis is rejected, and the null hypothesis is accepted. It means there

is no significant difference between students’ score in writing

argumentative text by using summarizing strategy and students’s score in

writing argumentative text without using summarizing strategy. The usage

of summarizing strategy is not effective towards students’ writing skill in

argumentative text

Table 4.7 Group Statistics

Kelompok N Mean Std. Deviation Std. Error Mean

Nilai Experimental Class 24 76,54 3,162 ,645

Control Class 24 64,67 11,864 2,422

The data in Table 4.8 indicated the value of ttest was 4.738 and the degree of

freedom was 46. The value of ttable in the degree of freedom 46 and the

significance level of 0,05 was 1.713. Therefore the the value of t test was greater

than ttable since 4.738 > 1.713. It meant the null hypothesis was rejected. Since null

hypothesis was rejected, alternative hypothesis was accepted. It indicated there

was significant difference between students’ score in writing argumentative text

who were taught by using summarizing strategy and students’ score in writing

argumentative text who were taught without using summarizing strategy. So, it

could be concluded that the usage of summarizing strategy is effective towards

students’ writing skill in argumentative text at eleventh grade of SMA Budi

Mulia.

Table 4.8 Independent Samples Test

Levene's Test

for Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Nilai Equal

variances

assumed

27,723 ,000 4,738 46 ,000 11,875 2,506 6,830 16,920

Equal

variances

not

assumed

4,738 26,251 ,000 11,875 2,506 6,726 17,024

5. Effect Size Formulation

After testing the hypothesis, in order to determine how effective summarizing

strategy is towards students writing of argumentative text, the writer used Cohen’s

d formula to calculate it. The writer calculated it manually through following

process:

𝒅 = 𝒙 − 𝒙

𝒔

x: students’ mean score

s: average standard deviation

𝑑 = 11.87

7.51

𝑑 = 1.58

Effect Size Criteria:

0.20: Small

0.50: Medium

0.80: Large

After calculating the d value manually, the writer found that the value of d

was 1.58. Based on cohen’s d effect size criteria, the effect of summarizing

strategy towards students’ writing of argumentative text at eleventh grade of SMA

Budi Mulia was considered as large effect since 1.58 was higher than 0.80. In

other words, 1.58 > 0.80.

B. Discussions

The result of this study shows that summarizing strategy is effective towards

students’ writing of argumentative text at eleventh grade of SMA Budi Mulia

Ciledug. Therefore, the research question which was stated in the beginning of the

study had been answered.

Moreover, the result of this study supported the previous related studies

which had been conducted by Khoshsima and Nia, and Taylor that summarizing

strategy affected students’ writing skill. The study by Khoshsima and Nia

investigated the effect of summarizing strategy toward students’ writing

proficiency in general, meanwhile this study focused on argumentative writing

skill. Then the study by Taylor used summarizing strategy to teach reading and

writing, yet it focused the use of summarizing strategy only on teaching reading

skill. However, the research finding also showed that summarizing strategy was

indirectly improved students’ writing skill. On the other hand, this study focused

only on writing skill especially argumentative writing skill. Yet, the design of this

study is similar to Khoshsima and Nia’s; Quasi-experimental design although the

procedure is rather different as explained above. The source of data for this study

was pre-test and post-test score which was analyzed using SPSS statistical

software.

Then, the result of statistical analysis was used to test hypotheses and obtain

the final result.The data analysis showed the value of ttest was 4.738 and the

degree of freedom was 46. The value of ttable in the degree of freedom 84 and the

significance level of 0,05 was 1.713. Therefore the the value of ttest was greater

than ttable since 4.738 > 1.713. It meant the null hypothesis was rejected. Since

null hypothesis was rejected, alternative hypothesis was accepted. It means there

is significant difference between students’ score in writing argumentative text

who were taught by using summarizing strategy and students’ score in writing

argumentative text who were taught without using summarizing strategy.

Moreoever, the result of effect size measurement was 1.58. Referred to the criteria

of effect size, this result of effect size measurement showed that summarizing

strategy gave large effect towards students’ writing of argumentative text since

1.58 is higher than 0.80 or 1.58 > 0.80. So, it could be concluded that

summarizing strategy is effective towards students’ writing of argumentative text

at eleventh grade of SMA Budi Mulia.

45

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This research was intended to prove the effect of summarizing strategy

towards students’ writing of argumentative text at eleventh grade of SMA Budi

Mulia Ciledug. The participants were divided into two classes; experimental and

control class. The researcher gave pre-test and post-test to both of them. The

experimental class was given treatment using summarizing strategy while control

class was not given the same treatment. Then, the post-test result showed the

experimental class achived higher score than their own pre-test score and also

higher than control class’ post-test score. The data analysis showed the value of

ttest was 4.738 and the degree of freedom was 46. The value of ttable in the

degree of freedom 84 and the significance level of 0,05 was 1.713. Therefore the

the value of ttest was greater than ttable since 4.738 > 1.713. So, this research had

proven that summarizing strategy is effective towards students’ writing of

argumentative text at eleventh grade of SMA Budi Mulia.

B. Suggestion

1. Teachers

Teachers as a facilitator hold a crucial role in teaching-learning process.

Teachers should be flexible in their approach by choosing an appropriate teaching

strategy for teaching English writing skill. In writing class, it is suggested

summarizing strategy as an alternative strategy that could be implemented by

teacher.

2. Students

For students, it is suggested to practice summarizing strategy and view it as

tools to refine their writing skills.

3. Researchers

To get a bigger and more comprehensive picture of summarizing strategy’s

effect especially in Indonesian context, further research may investigate it with

qualitative research method.

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APPENDICES

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMA Budi Mulia Ciledug

Mata Pelajaran : Bahasa Inggris

Kelas/semester : XI (sebelas) IPA/ 2 (dua)

Materi pokok : Analytical Exposition Text

Alokasi Waktu : 4 x 2 JP

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,

konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan

metoda sesuai kaidah keilmuan.

B. Kompeteni Dasar

3.5 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks eksposisi

analitis lisan dan tulis tentang topik aktual.

4.7 Menyusun teks eksposisi analitis lisan dan tulis tentang topik aktual, dengan

memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar

dan sesuai dengan konteks.

C. Indikator

3.5.1. Siswa Dapat menjelaskan tujuan teks eksposisi analitis dengan baik

3.5.2. Siswa Dapat mempolakan struktur teks eksposis analitis dengan tepat

3.5.3. Siswa dapat mencirikan unsur kebahasaan dalam teks eksposis analitis

dengan baik

3.5.4. Siswa dapat membedakan tujuan dan struktur teks eksposisi analitis

dengan teks eksposisi hortatori dengan baik

4.7.1. Siswa dapat menulis sebuah essay teks eksposisi analitis berisikan

topik faktual dengan tujuan, struktur teks, dan unsur kebahasaan yang

baik dan tepat.

D. Materi Pembelajaran

An analytical exposition is a type of spoken or written text that is intended to

persuade the listeners or readers that something is the case. To make the

persuasion stronger, the speaker or writer gives some arguments as the

fundamental reasons why something is the case. This type of text can be found in

scientific books, journals, magazines, newspaper articles, academic speech or

lectures, research report etc. Analytical expositions are popular among science,

academic community and educated people. The generic structure of analytical

exposition usually has three components:(1) Thesis, (2) Arguments and (3)

Reiteration or conclusion.

1. Generic Structure of Analytical Exposition

a) Thesis : Introduces the topic and shows speaker or writer’s

position; Outlines of the arguments are presented.

b) Arguments : It consists about Point and Elaboration Point, states the main

argument

c) Elaboration : develops and supports each point of argument

d) Reiteration : Conclusion (restatement), restates speaker or writer’s position

2. Generic Features of Analytical Exposition

a) An analytical exposition focuses on generic human and non human

participants.

b) It uses mental processes. It is used to state what the writer or speaker thinks

or feels about something. For example: realize, feel etc.

c) It uses emotive and evaluative words

d) It often needs material processes. It is used to state what happens, e.g.

….has polluted… etc.

e) It usually uses Simple Present Tense and Present Perfect Tense.

f) Enumeration is sometimes necessary to show the list of given arguments:

Firstly, secondly …, Finally, etc.

Now look the sample of analytical exposition below!

Corruption and Indonesian Culture

Thesis:

Corruption has happened for many years and today it becomes a bad culture in

Indonesia for three reasons

Argument 1: Most adult Indonesian or foreigners have known and admitted that

corruptions happen in many places. The daily newspapers, news programs on TV

and radio have reported corruptions are done everywhere, almost in all

departments or public services of this country. Corruptions happen in health,

education departments and banks. When we manage to get some documents in

public service offices, we usually need much money to pay. Manipulations happen

everywhere

Argument 2: The actions to eliminate corruption are weak. The ever stronger

culture seems not to come to an end when the responsible institutions who have to

reinforce the justice today commit corruption. This is the worst. Corruptions

happen in police department, courts where judges, public prosecutors, lawyers

make deals to do corruption. All of us also heard in the end of 2004, Probosutejo

reported that he had bribed the Supreme Court, or called Mahkamah Agung which

becomes the highest level where the justice can be obtained. Perhaps you have to

try to come to the local courts and see what happen there. You will see practices

of bribery and other kinds of corruption. Therefore, we can say that corruptions

becomes our culture. Do you like it?

Argument 3: The citizens have no goodwill to fight against the corruption. They

create the situations in which people have opportunities to do corruptions. The

citizens like to break the rules because they are not disciplined. For example, in

the street when they drive a car or ride motorcycle, they do not have the driving

license or necessary documents. Then, they are caught by the local policemen. To

avoid more difficulties, they like to bribe the officer. The officer let them go then.

In other words, the citizens and officers are the same, doing corruption together. If

only the people were critical, disciplined, and obey the rules, and willing to report

any wrong behaviors, this country will not be number one corrupting country in

the world. Reiteration/

conclusion: Conclusion Based on the reasons, we can conclude that corruption is

becoming a bad culture in Indonesia if it is not ended soon by all of us. It seems

that there must be more severe penalty for the Corruptors. Do we still care about

the future of this country?

E. Media, Alat, Bahan, dan Sumber Pembelajaran

1. Buku ajar

2. Papan tulis dan proyektor

3. Printed Materials

F. Metode Pembelajaran

1. Summarizing Strategy:

a. Topic Sentence Selection Strategy

b. Summary Frames Strategy

G. Langkah-langkah pembelajaran

Kegiatan Alokasi

Waktu

Kegiatan Awal

1. Guru menyapa siswa menggunakan bahasa inggris

2. Guru dan Siswa berdoa sebelum memulai kegiatan

belajar sesuai dengan agama dan keyakinan masing-

masing

3. Setelah berdoa, kegiatan selanjutnya adalah absensi

siswa yang hadir dan tidak hadir dalam kelas

4. Guru menyebutkan materi pembelajaran hari ini adalah

analytical exposition text dan menjelaskan tujuan dari

pembelajaran hari ini

5 menit

Kegiatan Alokasi

Waktu

Kegiatan Inti

1. Siswa memperhatikan penjelasan singkat guru tentang

analytical exposition text dan perbedaannya dengan

hortatory exposition text

2. Siswa memperhatikan presentasi guru tentang topic

sentence selection strategy serta penggunaannya untuk

meringkas sebuah teks.

3. Siswa didampingi guru kemudian mencoba

menggunakan topic sentence selection strategy untuk

meringkas teks argumentatif yang berjudul

“Corruption and Indonesian Culture”

4. Siswa mencoba menulis teks argumentatif sendiri

tanpa bantuan guru

70 menit

Kegiatan Akhir

1. Siswa diberikan kesempatan untuk merevisi tulisannya

sebelum dikumpulkan kepada guru untuk dievaluasi

5 menit

H. Penilaian

Jenis Teknik penilaian Bentuk instrumen

Sikap observasi Catatan Pendidik

pengetahuan Tes tulis Essay

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMA Budi Mulia Ciledug

Mata Pelajaran : Bahasa Inggris

Kelas/semester : XI (sebelas) IPS/ 2 (dua)

Materi pokok : Analytical Exposition Text

Alokasi Waktu : 4 x 2 JP

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,

konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan

metoda sesuai kaidah keilmuan.

B. Kompeteni Dasar

3.6 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks eksposisi

analitis lisan dan tulis tentang topik aktual.

4.7 Menyusun teks eksposisi analitis lisan dan tulis tentang topik aktual, dengan

memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar

dan sesuai dengan konteks.

C. Indikator

3.5.1. Siswa Dapat menjelaskan tujuan teks eksposisi analitis dengan baik

3.5.2. Siswa Dapat mempolakan struktur teks eksposis analitis dengan tepat

3.5.3. Siswa dapat mencirikan unsur kebahasaan dalam teks eksposis analitis

dengan baik

3.5.4. Siswa dapat membedakan tujuan dan struktur teks eksposisi analitis

dengan teks eksposisi hortatori dengan baik

4.7.1. Siswa dapat menulis sebuah essay teks eksposisi analitis berisikan

topik faktual dengan tujuan, struktur teks, dan unsur kebahasaan yang

baik dan tepat.

D. Materi Pembelajaran

An analytical exposition is a type of spoken or written text that is intended to

persuade the listeners or readers that something is the case. To make the

persuasion stronger, the speaker or writer gives some arguments as the

fundamental reasons why something is the case. This type of text can be found in

scientific books, journals, magazines, newspaper articles, academic speech or

lectures, research report etc. Analytical expositions are popular among science,

academic community and educated people. The generic structure of analytical

exposition usually has three components called Thesis, Arguments and Reiteration

or conclusion.

1. Generic Structure of Analytical Exposition

a) Thesis : Introduces the topic and shows speaker or writer’s

position; Outlines of the arguments are presented.

b) Arguments : It consists about Point and Elaboration Point, states the main

argument

c) Elaboration : develops and supports each point of argument

d) Reiteration : Conclusion (restatement), restates speaker or writer’s position

2. Generic Features of Analytical Exposition

a) An analytical exposition focuses on generic human and non human

participants.

b) It uses mental processes. It is used to state what the writer or speaker

thinks or feels about something. For example: realize, feel etc.

c) It uses emotive and evaluative words

d) It often needs material processes. It is used to state what happens, e.g.

….has polluted… etc.

e) It usually uses Simple Present Tense and Present Perfect Tense.

f) Enumeration is sometimes necessary to show the list of given arguments:

Firstly, secondly …, Finally, etc.

Now look the sample of analytical exposition below!

Corruption and Indonesian Culture

Thesis:

Corruption has happened for many years and today it becomes a bad culture in

Indonesia for three reasons

Argument 1: Most adult Indonesian or foreigners have known and admitted that

corruptions happen in many places. The daily newspapers, news programs on TV

and radio have reported corruptions are done everywhere, almost in all

departments or public services of this country. Corruptions happen in health,

education departments and banks. When we manage to get some documents in

public service offices, we usually need much money to pay. Manipulations happen

everywhere

Argument 2: The actions to eliminate corruption are weak. The ever stronger

culture seems not to come to an end when the responsible institutions who have to

reinforce the justice today commit corruption. This is the worst. Corruptions

happen in police department, courts where judges, public prosecutors, lawyers

make deals to do corruption. All of us also heard in the end of 2004, Probosutejo

reported that he had bribed the Supreme Court, or called Mahkamah Agung which

becomes the highest level where the justice can be obtained. Perhaps you have to

try to come to the local courts and see what happen there. You will see practices

of bribery and other kinds of corruption. Therefore, we can say that corruptions

becomes our culture. Do you like it?

Argument 3: The citizens have no goodwill to fight against the corruption. They

create the situations in which people have opportunities to do corruptions. The

citizens like to break the rules because they are not disciplined. For example, in

the street when they drive a car or ride motorcycle, they do not have the driving

license or necessary documents. Then, they are caught by the local policemen. To

avoid more difficulties, they like to bribe the officer. The officer let them go then.

In other words, the citizens and officers are the same, doing corruption together. If

only the people were critical, disciplined, and obey the rules, and willing to report

any wrong behaviors, this country will not be number one corrupting country in

the world. Reiteration/

conclusion: Conclusion Based on the reasons, we can conclude that corruption is

becoming a bad culture in Indonesia if it is not ended soon by all of us. It seems

that there must be more severe penalty for the Corruptors. Do we still care about

the future of this country?

E. Media, Alat, Bahan, dan Sumber Pembelajaran

4. Buku ajar

5. Papan tulis dan proyektor

6. Printed Materials

F. Metode Pembelajaran

1. Conventional Teaching Strategy

G. Langkah-langkah pembelajaran

Kegiatan Alokasi

Waktu

Kegiatan Awal

1. Guru menyapa siswa menggunakan bahasa inggris

2. Guru dan Siswa berdoa sebelum memulai kegiatan

belajar sesuai dengan agama dan keyakinan masing-

masing

3. Setelah berdoa, kegiatan selanjutnya adalah absensi

siswa yang hadir dan tidak hadir dalam kelas

4. Guru menyebutkan materi pembelajaran hari ini adalah

analytical exposition text dan menjelaskan tujuan dari

pembelajaran hari ini

5 menit

Kegiatan Alokasi

Waktu

Kegiatan Inti

1. Siswa memperhatikan penjelasan guru tentang analytical

exposition text(pengertian, struktur teks, ciri bahasa,

tujuan)dan perbedaannya dengan hortatory exposition

text

2. Siswa mencatat penjelasan guru tentang analytical

exposition text ke dalam buku catatan

3. Siswa mengerjakan soal-soal teks analitikal eksposisi di

lembar kerja siswa

4. Siswa menulis teks argumentatif sendiri tanpa bantuan

guru

70 menit

Kegiatan Akhir

1. Siswa menyimpulkan materi pembelajaran hari ini yaitu

topic sentence selection strategy untuk meringkas teks

analitikal eksposis/teks argumentatif

5 menit

H. Penilaian

Jenis Teknik penilaian Bentuk instrument

Sikap observasi Catatan Pendidik

pengetahuan Tes tulis Essay

RESEARCH INSTRUMENT

POST-TEST

(EXPERIMENTALCLASS)

Name :

Class :

ADVANTAGES AND DISADVANTAGES OF GLOBALIZATION

Directions: a) Write Argumentative Text about the Topic above at least 3 paragraphs and/or

200 words!

b) Finish the test in 60 minutes! c) The result of the test willnot affect your English score in school report.

Categories Scores Final score

Content Organizations Vocabulary Language use Mechanic