the effectiveness of blog towards students’...
TRANSCRIPT
THE EFFECTIVENESS OF BLOG TOWARDS STUDENTS’ ACCURACY
AND COMPLEXITY IN WRITING NARRATIVE TEXT
(A Quasi Experimental Research at the Eleven Grade Students of SMA Daar El-Qolam
Excellent Class Program, Gintung Jayanti, Tangerang Banten)
A ‘Skripsi’
By:
IIN KURNIA
NIM. 1110014000078
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
iii
SURAT PERNYATAAN KARYA SENDIRI
Yang bertanda tangan di bawah ini:
Nama : Iin Kurnia
Tempat/Tgl. Lahir : Serang, 03 September 1991
NIM : 1110014000078
Jurusan/Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Blog toward Students’ Accuracy
and Complexity in Writing Narrative Text (A Quasi
Experimental Study at the Eleven Grade Students of SMA
Daar El-Qolam)
Dosen Pembimbing : 1. Dr. Farida Hamid, M.Pd
2. Teguh Khaerudin, MAppLing
dengan ini menyatakan bahwa skripsi yang saya buat adalah benar-benar hasil
karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya
tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian munaqosah.
Jakarta, 25 Februari 2015
Mahasiswa Ybs
Iin Kurnia
NIM. 1110014000078
iv
ABSTRACT
Iin Kurnia, (NIM: 1110014000078), The Effectiveness of Blog toward
Students’ Accuracy and Complexity in Writing Narrative Text (A Quasi
Experimental Study at the Eleven Grade Students of SMA Daar El-Qolam) English Education Department, Faculty of Tarbiya and Teachers’ Training Syarif
Hidayatullah State Islamic University Jakarta.
Keywords: Blog, Accuracy, Complexity in Narrative Writing
The objective of this study was to see the effectiveness of blog toward students’
accuracy and complexity in writing narrative text at the eleven grade students’ of
SMA Daar El-Qolam Excellent Class Program, Tangerang Banten. The sample of
this study were 40 students taken from the eleven grade of SMA Daar El-Qolam
Excellent Class Program, Jayanti Tangerang, which were 20 students as
experiment class and 20 students as controlled class. The method used in this
research was a quantitative method. The design used was a quasi- experimental
study and the instrument of this research was test. The calculation of this research
was conducted though SPSS 20.
The research results showed that blog helped the students to achieve a greater
improvement on their accuracy and complexity in narrative writing text. The
result of the study showed that sig. 2 tailed (p) was 0.005 for complexity and
0,001 for accuracy while alpha (α) was 0.05. In other words, p< α. It meant that
the H0 (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was
accepted. It proved that using blog in writing was effective. In other words, there
was a positive effect of blog toward students’ accuracy and complexity in
narrative writing text.
v
ABSTRAK
Iin Kurnia, (NIM: 1110014000078), The Effectiveness of Blog toward
Students’ Accuracy and Complexity in Narrative Writing Text (A Quasi
Experimental Study at the Eleven Grade Students of SMA Daar El-Qolam)
Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.
Kata kunci: Blog, Akurasi, Kompleksitas dalam penulisan Narasi.
Tujuan penelitian ini adalah untuk melihat efektivitas blog terhadap akurasi dan
kompleksitas pada penulisan teks narasi siswa kelas 11 SMA Daar El-Qolam,
Tangerang Banten. Sampel penelitian ini adalah 40 siswa diambil dari kelas 11
SMA Daar El-Qolam, Jayanti Tangerang, yang 20 siswa sebagai kelas
eksperimen dan 20 siswa sebagai kelas Kontrol. Metode yang digunakan dalam
penelitian ini adalah metode kuantitatif. Desain yang digunakan adalah
penelitian Eksperimen Semu dan Instrumen penelitian ini adalah tes. Perhitungan
penelitian ini dilakukan menggunakan SPSS 20.
Hasil penelitian menunjukkan bahwa blog membantu siswa untuk mencapai
peningkatan yang lebih besar pada keakuratan dan kompleksitas mereka dalam
menulis teks narasi. Hasil penelitian menunjukkan bahwa sig. 2 tailed (p) adalah
0,005 untuk kompleksitas dan 0,001 untuk akurasi sementara alpha (α) adalah
0,05. Dengan kata lain, p <α. Ini berarti bahwa H0 (Null Hypothesis) ditolak dan
Ha (Hipotesis Alternatif) diterima. Ini membuktikan bahwa menggunakan blog
efektif. Dengan kata lain, ada efek positif menggunakan blog pada akurasi dan
kompleksitas siswa dalam menulis teks narasi.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah,
the Lord of the worlds who has given His Mercy and Blessing upon the writer in
completing this Skripsi. Peace and salutation always be upon the prophet
Muhammad shallallahu ‘alaihiwasallam, his family, his relatives, and his faithful
followers.
In this occasion, the writer would like to express her greatest appreciation,
honour and gratitude to her beloved parents (Rahimudin and Nurlaila), for their
valuable supports and moral encouragement in motivating the writer to finish her
study. Then, the writer thanks to her beloved younger brother (Fauzul Iman) for
his love and support to the writer in writing this Skripsi.
The writer also would like to express her deepest gratitude to her advisors,
Dr. Farida Hamid, M.Pd, and Teguh Khaerudin, MAppLing., for their advice,
guidance, corrections, and suggestions in finishing this Skripsi.
Her gratitude also goes to:
1. All lecturers of the Department of English Education. They have taught
and educated the writer during her study at UIN Syarif Hidayatullah
Jakarta.
2. Drs. Syauki, M.Pd., the Head of the Department of English Education.
3. Her academic advisor, Zaharil Anasy, M.Hum., the Secretary of the
Department of English Education, for his advices, guidance, suggestions,
and support.
4. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty of Tarbiyah and
Teachers` Training.
5. Her beloved friends in English Education Department Academic Year
2010 for giving cares and supports.
vii
6. Her beloved friends in Islamic Boarding School of Daar El-Qolam
Academic Year 2007 for giving cares and supports.
7. Any other person who cannot be mentioned one by one for their
contribution to the writer during finishing her Skripsi. The words are not
enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive critics
and suggestions to make this Skripsi better. She also hopes that this Skripsi would
be beneficial, particularly for her and for those who are interested in it.
Jakarta, 25 Februari 2015
The Writer
viii
TABLE OF CONTENTS
APPROVAL SHEET…..…………………………………………………. i
ENDORSEMENT SHEET………………………………………………. ii
SURAT PERNYATAAN KARYA SENDIRI………………………….. iii
ABSTRACT................................................................................................. iv
ABSTRAK………………………………………………………………... v
ACKNOWLEDGMENT ........................................................................... vi
TABLE OF CONTENTS............................................................................viii
LIST OF TABLES ...................................................................................... x
LIST OF FIGURES ................................................................................... xi
LIST OF APPENDICES ........................................................................... xii
CHAPTER I: INTRODUCTION
A. Background of the Study..................................................... 1
B. Identification of the Problem................................................ 4
C. Limitation of the Problem ................................................... 4
D. Formulation of the Problem................................................. 4
E. Objective of the Study ........................................................ 5
F. Significance of the Study………..………………………...5
CHAPTER II: THEORETICAL FRAMEWORK
A. Writing ...............................................................................6
1. Understanding of Narrative Text ……………………..8
2. Generic Structure of Narrative Text…………………..9
3. Grammatical Feature of Narrative Text……………….9
B. Aspect of Language of Proficiency.....................................10
1. Fluency .........................................................................10
2. Accuracy........................................................................12
3. Complexity.....................................................................14
C. Using Blog to Improve Writing............................................15
D. Relevant Studies...................................................................18
ix
E. Thinking Framework..............................................................21
F. Research Hypotheses………………..……………………... 22
CHAPTER III: RESEARCH METHODOLOGY
A. Place and Time of the Research ……....................................23
B. Method and Research Design ............................................... 23
C. Population and Sample.......................................................... 24
D. Instrument of the Study……………………......................... 25
Validity and Reliability of the Instrument…………………. 26
E. Technique of Collecting the Data………………................. 27
F. Data Analysis Technique ………………….…………..…... 28
1. Test of Normality and Test of Homogeneity ………...... 29
2. Test of Hypothesis …………………………….……..... 31
G. Statistical Hypothesis ……………………………………. . 33
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Data Description ................................................................ 34
1. Complexity …………………..………………………. 34
2. Accuracy ……………………………………………... 37
B. Data Analysis ………….................................................... 41
1. Test of Normality ………...………………………….. 41
2. Test of Homogeneity ……………...…………….….... 43
C. Test of Hypotheses ……………....................................... 45
D. Data Interpretation ……………………….…………..…. 47
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................... 49
B. Suggestion ........................................................................ 49
REFERENCES...........................................................................................51
APPENDICES ............................................................................................54
x
LIST OF TABLES
Table 4.1 The Summary Table of Complexity Pre-test and Post test.......... 35
Table 4.2 The Summary Table of Complexity in Controlled Class……… 36
Table 4.3 Box Plot of Pre Test of Complexity …………..………………. 36
Table 4.4 Box Plot of Post Test of Complexity……………………………37
Table 4.5 Summary Table of Accuracy in Experimental Class……………38
Table 4.6 The Summary Table of Accuracy Pre-test and Post test………. 39
Table 4.7 Box Plot of Pre Test of Accuracy……………………………… 40
Table 4.8 Box Plot of Post Test of Accuracy…………………………….. .40
Table 4.9 The Result of Normality Test of Pre-Test of Complexity……… 41
Table 4.10 The Result of Normality Test of Pre-Test of Accuracy………. 41
Table 4.11 The Result of Normality Test of Post Test of Complexity…… 42
Table 4.12 The Result of Normality Test of Post Test of Accuracy……… 42
Table 4.13 The Result of Homogeneity Test of Pre-Test of Complexity….43
Table 4.14 The Result of Homogeneity Test of Pre-Test of Accuracy…… 43
Table 4.15 The Result of Homogeneity Test of Post-Test for Complexity...44
Table 4.16 The Result of Homogeneity Test of Post-Test for Accuracy….. 44
Table 4.17 The Result of T-test Calculation of Complexity………………..45
Table 4.15 The Result of T-test Calculation of Accuracy…………………. 46
xi
LIST OF FIGURES
Figure 3.1 The Diagram of Experimental ………………………………… 24
xii
LIST OF APPENDICES
APPENDIX 1 Eliciting a Valid Sample of Writing Ability……………. .54
APPENDIX 2 Instrument of Pre-Test…………………………………... 55
APPENDIX 3 Instrument of Post-Test…………………………………. 56
APPENDIX 4 Accuracy and Complexity’s Measurement…………….. .57
APPENDIX 5 RPP I (Kelas Experimen)……………………………….. 58
APPENDIX 6 RPP I (Kelas Kontrol) ……………………………….…. 65
APPENDIX 7 RPP II (Kelas Experimen) ………………………..……. .71
APPENDIX 8 RPP II (Kelas Kontrol) …………………………………. 81
APPENDIX 9 RPP III (Kelas Experimen)……………………………….. 91
APPENDIX 10 RPP III (Kelas Kontrol)………………………………... ..96
APPENDIX 11 The Students’ Score…………………………………… ..100
APPENDIX 12 Sample of Blog…………………………………………..104
APPENDIX 11 Surat Izin Penelitian…………………………………….. 106
1
CHAPTER 1
INTRODUCTION
This chapter describes the background of the study, identification of
the problem, limitation of the problem, formulation of the problem, objective
of the study, and significance of the study.
A. Background of the Study
Writing is not easy to learn. According to Raymond in his book,
“Writing is not easy.”1 When students write, they write their ideas into words,
sentences, and paragraphs. It needs hard thinking to produce it at the same
time. Raymond said, “In writing, however, you need other ways to signal your
meaning: punctuation, attention to word order, even the use of blank space.”2
Therefore, the students need hard thinking and some knowledge if they want
to write something because writing is a specific skill. It needs practices to
make it good and students have to get interested in reading because both
writing and writing related to each other.
Writing is one of skills in English. Writing English for a foreign
learner is difficult even for college students. As the writer experience, in
speaking people can ignore the grammatical aspect, but not in writing, people
must select the appropriate grammar and vocabulary to arrange the words.
Some of the problems faced by students are that they are still confused in
using the grammar because there is different systematic rule in Indonesian
Language Writing. For example, “She is name Elis Solihah and I have twin
sister” it should be “Her name is Elis Solihah and I have twin sisters”.
It might not be easy for most students to share the ideas through
writing since they find it involves transforming or reworking and also
consuming not a little time. They also often find it is harder to write sentences
in English language rather than to do it in Indonesian language since English
1James C. Raymond, Writing is an Unnatural Act, (New York: Harper & Row Publisher,
1980), p. 2
2 Ibid., p. 3
2
language differs a lot from their mother tongue from its structure, grammar,
lexical meaning, phonology, and many more.
Besides, writing is a process that takes time. To create a good writing
work is not an easy way. Before completing a final draft, a writer should pass
some procedures, such as: pre-writing, outlining, developing outline,
proofreading, revising, and final drafting (writing process).3It is can be
imagined, how hard teachers’ task in designing a good lesson plan is. They
must have a trick to make teaching and learning activities run well.
When teachers specify goals for students’ language production, they
want them to use language correctly or accurately, and they also want them to
develop accuracy and increase complexity in their language. Teacher needs to
take account of various aspects of fluency, accuracy, and complexity in
language production, and how to target these separately in teaching.
Furthermore, Kurrikulum KTSP is aimed to encourage students
accuracy and complexity in writing. In addition, in KD (standard competency)
2.2 of English subject it is also said that, “Mengungkapkan makna dalam teks
monolog sederhana yang menggunakan ragam bahasa tulisan secara akurat,
lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk hortatory exposition.”4
Which means students are considered to be able to create a simple text written
with accuracte, fluent, and accepted in daily life and access the knowledge or
science in hortatory exposition text.
Based on the statement above, the writer believe that the teachers need
to be able to provide appropriate techniques. There are many techniques that
can be applied in teaching writing. One of the teaching strategies that can
make the students motivated to learn English is using the suitable strategy
such as storytelling, short story, drills or contextual teaching and learning
method. Actually, the students do not have to memorize the pattern of
3Purdue Owl, The Writing Process, 2015, (https://owl.english.purdue.edu).
4 Silabus Bahasa Inggris SMA Daar El-Qolam Kurikulum KTSP 2006
3
grammar or the changes of verb, but the students exactly applied the changes
of the verb in written from such as writing on blog.
A blog is where many people post a message and other people can
comment on it. Because of a possibility to place “Comments” teachers can
consider a blog to be interactive. Blogs help us to improve our writing skills.
If students start to write a blog, all of a sudden they get into the habit of
improving their writing skills and style. The students may feel that they are
going to be criticized if they make a mistake. This fear is a big step that will
make them motivated for improving their accuracy and complexity in writing
skills.5
Most people start blogging just for expressing their personal opinions.
Later on some begin to take an interest in searching for various ways by which
they can earn income from it. Gradually they start making income by
implementing search engine optimization techniques combined with the usage
of advertisements along with blog.6
The writer believed that writing on blog students were challenged to
think about their accuracy and complexity in writing. Most of the blogging
tools help students to easily share the contents with social media like
Facebook, Twitter, Linkedln, Google Plus, Pinterest, Instagram, etc. The
writer expects, will give motivation and give the passive students more
opportunities to express their opinions and feeling. In writing blog students
can remember or recall experience; it means that they will also remember that
they have to use the past form to write their writing.
Another important feature of a blog is its easiness to update its content
at any time students want. The only option available for an update was to
publish another edition. It can be analyzed that the emergence of internet and
the development of World Wide made a drastic change in the way an author
can approach the whole process of writing.7
5 Brad Hill, Blogging for Dummies, (Canada: Wiley Publishing Inc, 2006) p.26
6 Ibid
7 Reji Stephenson, 25 advantages of blogging for inspiration, 2014,
(Digitaldimensions4u.com)
4
Based on the background above, the writer is interested in discussing
this case under the title “The Effectiveness of Blog toward Students’
Accuracy and Complexity in Writing Narrative Text” (A Quasi
Experimental Research at the Eleven Grade Students of SMA Daar El-
Qolam Gintung, Jayanti, Tangerang Banten).
B. Identification of the Problem
Based on the background of the study about the using blog to improve
students’ accuracy and complexity in writing narrative text, the writer
identified some conditions that promote the research problem there are:
1. The students have low motivation in learning narrative writing.
2. The students don’t have much opportunities to share their ideas or
opinions when discuss and learning English,
3. Traditional teaching method which focuses only on teacher’s
performance is not effective to encourage students’ autonomous
learning demanded by the curriculum.
4. Students did not aware or know how to write with accuracy and
complexity.
C. Limitation of the problem
The writer limits the discussion on accuracy and complexity students in
narrative writing through blog at eleven grade of SMA Daar El-Qolam
Gintung, Jayanti, Tangerang, Banten. Is there any significant effect of blog
toward students’ accuracy and complexity in writing narrative text? The writer
intends to know whether blog can help students’ accuracy and complexity in
writing narrative text.
D. Formulation of the Problem
To make the study easier to be understood, the writer would like to
formulate the problem as follow: “is blog effective toward students’ accuracy
5
and complexity in writing narrative text at eleven grade of SMA Daar El-
Qolam Excellent Class?”
E. Objective of the Study
The objective of this study is to find out the effect of blog toward students’
accuracy and complexity in writing narrative text.
F. Significance of the Study
The writer conducts this “The Effectiveness of Blog on Students’
Accuracy and Complexity in Writing Narrative Text” because the writer hopes
that the result of the study will become useful information for English teachers
in considering and choosing effective medium or activity in teaching writing
to their students. The writer also hopes that this study will give the students a
description of new media that can be useful in increasing their reading ability
and their motivation in writing. In addition, for the writer, the result can be a
proof whether using blog can improve students understanding or not.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
Writing is the most complex skill among other language skills because in
writing students need to think hard to produce some words, sentences, and
paragraph at the same time.1 Not only do students need to think hard, but they also
need to spell words in right spelling and properly punctuate the sentences.
Therefore, the students have to master all aspects related to writing and its
component, also do more practices if they want to be good writers.
According to Rogers, he said that writing is not language. Language is a
complex system residing in people brains which allow people to produce and
interpret utterances. Writing involves making an utterance visible.2
Betty said that learning to write well will improve the thinking skills –the
ability to question, analyze, evaluate and make decision.3 As Betty said, that
writing is a process discovery. When the students write they will discover their
thoughts and ideas that lie in their mind.
Writing opens opportunities to learn. Learning to write well also improves
our ability in organization skills.4 The consistency of learning to write well brings
us to become more efficient in organizing our writing from the draft until editing
process. The improvement of organizational skill of writing will enable us to
select writing appropriately. By applying appropriate writing strategies, we can
increase thoughts, draft more quickly, and develop ideas more effectively. Good
organizational in developing ideas help us in expanding our writing and avoid us
from blocking of writing.
1James. C Raymond, Writing is an Unnatural Act (New York: Happer & Row, Publisher,
1980).p.1 2 Henry Rogers, op. cit., p.2
3 Betty M Dietsch, Reasoning and Writing Well: A Rhetoric, Research Guide, Reader,
and Handbook Fourth Edition (New York: McGraw Hill, 2006).p. 5 4 Ibid,. p.5
7
Traditionally, the process of writing has been divided into four stages that
can be observed.5 The first stage of writing is prewriting. Its purpose is to capture
and preserve ideas. The second is drafting, while drafting the people will
transform their ideas into sentences in a semi organized manner. The purpose of
drafting is to let the people ideas develop, expand, and form connection. The third
stage is revision, and the last is editing.
The general purpose of writing may be primarily to inform, to persuade, to
express, or to entertain. The specific purpose involves responding to a certain
need for writing.6 These general purposes are combined in various ways. For
example, most writing is intended to inform, but it also has a secondary persuasive
element to make sure the reader that it is factual and reliable.
Moreover, writing is a way of thinking; express the ideas in written form
in order to create an act of communication between the writer and the reader. It is
a way to create information and images in a reader‘s mind. Writing is an art of
impressing the thought, arguments or idea and information in the form of letters,
symbols, numbers, or word on paper. Raymond stated that, ―Writing is a way of
remembering and a way of thinking as well. Writing is a tool for clear thinking,
for sharpening our awareness of the realities around us, for solving problems and
shaping arguments.‖7 It means, through writing people can share their ideas and
write down their arguments that can used for solving problems in their life. By
writing any kinds of what come into mind, people can remember it well because
writing makes things permanent in the written form. Writing can improve the
quality of their life.
To sum up, writing has an important part in daily life. It is not a simple
process as we invert our palms in a crack. It needs a sincerity effort to produce a
clear, readable and good writing. Writing also demands competence in organizing
and generating the ideas before begins to write. It opens the opportunities to learn
about the target language closely since we try to write in target language. Thus, to
5 Ibid.p. 11
6 Ibid.p. 7
7James. C Raymond, op.cit. p.8
8
be a professional writer, the writer should follow some activities from doing the
stage of writing process until keeping time to practice it continually.
1. Understanding of Narrative Text
Narrative or, it is also called narration, is a text that tells a story.8This is
one genre to tell a simple story in the past. The story serves moments and
some actions in a particular time make narrative can be called dynamic. Its
character must have sequence events so it seems chronological order. The
story sometimes has plot flash back to interest readers in this genre. A story
tells a fiction story or a real event as long as it contains generic structures of a
narrative text. Some types that are commonly told narrative are: history,
biography, autobiography and news stories. The objective of narrative text is
to amuse the readers all about how the story influences in interesting and in
giving motivation to write. It is significant to the students to take some ideas
to start to write easily by using narrative text.
In addition, the readers also are able to learn moral value or lesson from
stories they read.9The main characteristic of a narrative story is that the story
contains conflict, crisis, or problem faced by its character. Then, at the end of
the story the character could solve the problem—that part is named resolution.
It can be concluded that as one of some kinds of texts, narrative text tells
stories in which the readers are able to get enjoyment, moral value, or
eagerness. This is very important for the students to be open-minded knowing
other perspective of the world through problematic-experience of
stories.10
Therefore, teachers can involve their students to recall their past
experience to tell at classroom. The stories will be very interesting and really
amusing in that the students are not bored.
8Thomas E. Kakonis & John Scally, Writing in an Age of Technology, (London: Collier
Macmillan Publisher, 1978), p. 105. 9Pardiyono, PastiBisa! Teaching Genre-based Writing, (Yogyakarta: PenerbitAndi,
2007), p. 93. 10
Ibid, p. 94.
9
2. Generic Structure of Narrative Text
There are steps for constructing a narrative text, such as:
a. Orientation
In this paragraph the narrator tells the audience who is in the
story, when it is happening, where it is happening and what is
going on.
b. Complication
This is the part of the story where the narrator tells about
something that will begin in a chain of events. These events will
affect one or more of the characters. The complication is the
trigger.
c. Sequence of event
This is where the narrator tells how the characters react to the
complication. It includes their feelings and what they do. The
events can be told in chronological order (the order in which they
happen) or with flashback. The audience is given the narrator‘s
point of view.
d. Resolution
In this part of the narrative the complication is sorted out or
problem is solved.
e. Coda
The narrator includes a coda if there is a moral or message to be
learned from the story.11
3. Grammatical Features of Narrative Text
Narrative usually includes the following grammatical features:
a. Nouns that identify the specific characters and places in the story.
b. Adjectives that provides accurate description of the characters and
setting.
c. Verbs that show the actions that occur in the story.
11
Ibid, p.95.
10
d. Time words that connect events, telling when they occurred.
B. Aspect of Language Proficiency
Skehan and Robinson said that there are many dimensions to language
proficiency such as fluency, accuracy and complexity. The fluency, accuracy and
complexity are theorized to have independent statue in language performance of
learner. Accuracy, fluency and complexity have different goals at different times
when performing in language of learner.12
The three aspects of learner performance can be seen as constituting a
language proficiency of learner. That is, it is assumed that a proficient speaker
will be able to perform tasks fluently and accurately, using complex language.
1. Fluency
Skehan and Foster defined the fluency is the capacity to use language in
real time, to ensure meanings, possibly drawing on more lexicalized systems.13
It means that fluency is concerned with the capacity of learner to produce
language in real time without any pauses or hesitations. Fluency is measured
in different ways, such as speech rate, length of the run, pause length, false
starts repetitions, and reformulating.
Fluency has been given around attention and it may be the term with the
most varied definitions in writing research. This variance in defining writing
fluency reflects the different ways researchers conceptualize it. As Bruton and
Kirby put it on Latif article:
The word fluency crops up often in discussions of written composition and
holds an ambiguous position in theory and in practice…Written fluency is
not easily explained, apparently, even when researchers rely on simple,
traditional measures such as composing rate. Yet, when any of these
researchers referred to the term fluency, they did so as though the term
were already widely understood and not in need of any further
explication.14
12
Rod Ellis, The Differential Effects of Three Types of Task Planning on the Fluency,
Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009, pp. 1-36 13
Ibid,. 14
M.M Abdel Latif, What Do We Mean by Writing Fluency? Proposing a new measure
for assessing fluent written language production, Institute of Educational Studies, Cairo
University, Egypt, 2008, pp.1-2
11
In productive language, this can be simply a measure of how many
connected words a person can say or write in a given time. Fluency
measures may also take into account the number of hesitations, self-
corrections, repetitions, and space fillers like ‗um‘. A person may speak
quite slowly but be very fluent because none of these ‗interruptions‘
occur.15
Fluency concerns on the capacity of learner to bring an
interlanguage (IL) system to communicate meanings in real time. The
learner can produce the language in real time without pausing or
hesitation, or not. It depends on more lexicalized modes of
communication, like the pressures of real-time speech production are met
only by avoiding excessive rule-based computation.16
So, focus on fluency
emphasizes the capacity of learner to engage in real time processing and to
produce language at a speed and with a flow more similar to that of a
native speaker.
The various definitions proposed for writing fluency may have
resulted from the different indicators used for measuring it. Many L1/L2
writing process studies measured writing fluency in terms of the
composing rate, i.e. the number of words written per minute obtained
through dividing the text quantity by the time spent writing. Other reported
measures of writing fluency include holistic scoring of the text, number of
words and t-units, number of correctly spelled words written, number of
sentences written, and number of letter sequences.
As defined by W. Hunt, the t-unit, or minimal terminable unit of
language, was intended to measure the smallest word group that could be
considered a grammatical sentence, regardless of how it was punctuated.
Research suggests that the length of a t-unit may be used as an index of
15
Ministry of Education, Language Enhancing the Achievement of Pasifika, Fluency,
Accuracy, and Complexity in language, 2003, p. 24, (http://leap.tki.org.nz/Fluency-accuracy-and-
complexity-in-language). 16
Viareggio, Accuracy Complexity Fluency, Tabasco, 2006, p.1-2
12
syntactic complexity.17
Of all these indicators, the composing rate has
been the most frequently used one for assessing fluency of writer. It may
be argued that the validity of the composing rate and the above product-
based indicators of writing fluency is questionable.18
2. Accuracy
Skehan and Foster defined the accuracy is the ability to avoid error in
performance, possibly reflecting higher levels of control in the language as
well as a conservative orientation, that is, avoidance of challenging structures
that might provoke error.19
This relates to the number of mistakes a speaker
(or writer) makes, and to whether they use the forms that are expected for the
type of text being produced.
Accuracy will be measured by calculating the number of grammatical
errors per total number of t-units. In order to measure the aspect of accuracy in
writing performance of participant, the researcher counted the number of
errors in every 100 words. This would indicate how learners were accurate in
their writing performance.
Richard in his book, he stated that the ability to do the following kinds of
things in accuracy language teachers need to know and be effective classroom
practitioners and language teaching professionals; that are20
to comprehend
texts accurately to provide good language model to maintain use of the target
language in the classroom, to maintain fluent use of the target, to provide
example of words and grammatical structures and give accurate explanations
(e.g., of vocabulary and language points), to use appropriate classroom
language, to monitor his or her own speech and writing for accuracy.
Accuracy relates to a learner belief in norms, and to performance which is
native-like through its rule-governed nature. It is concerned with a learner
17
Richard Nordquist, Grammar and Composition Expert, 2015, p. 2,
(http://grammar.about.com/od/tz/g/T-Unit.htm) 18
M.M Abdel Latif. loc.cit. 19
Rod Ellis. loc. cit. 20
Jack Richard, Competence and Performance in Language Teaching, Journal of
Cambridge University, 2011, p.3
13
capacity to handle whatever level of IL complexity he has currently attained.21
It means that language produced well in relation to the rule system of the
target language is focus on accuracy implies a greater level of control, and
perhaps with this more conservatism in the approach to communication, with
the learner possibly avoiding more demanding language forms in order that
error can be avoided.
Developing structural accuracy in speaking is a process that should be
accompanied by classroom activities which are guaranteed involving pupils in
contributing to the activity from the earliest stage, even when their
contributions may be largely inaccurate.22
Nothing will motivate pupils more
than the achievement of communication even if it is accompanied by means of
making a point. It is important, however, that accuracy is reinforced frequently
without putting pupils off communicating. Writing, therefore, becomes most
important in the reinforcement of aspects of structure such as sequencing and
tenses. Writing and speaking, as a result, are mutually supportive learning
activities.
Developing structural accuracy is particularly important in writing tasks
because the pupil has time to work on written text with the objective of
producing a perfect final version. The teacher must use a variety of means to
make pupils aware of the importance of both accuracy and orthography
(handwriting) in their written work. Accuracy will automatically be reinforced
through comment and feedback from the teacher. It is advisable, however, to
encourage pupils to identify and correct their own mistakes by drawing
attention to them but not immediately providing the correct answer. The more
a language learner, of any age, is encouraged to work at a problem such as a
vocabulary item, or a structural/grammatical inaccuracy, the more he/she will
retain the information and apply it in the future.23
21
Viareggio, loc. cit. 22
Integrate Ireland Language and Training, The Productive Skills Speaking and Writing,
English as a Second Language, IILT, 2004, p.4 23
Ibid
14
3. Complexity Skehan and Forrest defined the complexity is the capacity to use more
advanced language, with the possibility that such language may not be
controlled so effectively. This may also involve a greater willingness to take
risks, and use fewer controlled language subsystems. This area is also taken to
correlate with a greater likelihood of restructuring, that is, change and
development in the IL system.24
It has a relation with aspects for instance the
totals of different words from students take to write. It refers the size of their
vocabulary, the various and complexity of using structure or grammatical, and
also the complexity of students‘ sentences in the texts. Generally, most of the
expert measures complexity through a relationship of how much subordination
per t-units or c- units.
The formal definition of a c-unit refers ―an independent clause with its
modifiers. It includes one main clause with all sub ordinate clauses attached to
it. It cannot be further divided without the disappearance of its essential
meaning.25
Research suggests that the length of a t-unit may be used as an
index of syntactic complexity. To measure the aspect of complexity, the t-unit
was selected as the rating scale. The raters were supposed to count every
clause which was attached to a t-unit (an independent clause). Complexity is
measured by calculating the number of content words (nouns, verbs,
adjectives and adverbs) per total number of t-units.
Complexity and its attendant process of restructuring related to the stage
and elaboration of the underlying inter language system.26
It focuses on
complexity emphasizes the learner‘s capacity to use ‗cutting edge‘ language,
and to try to use the target language in the most advanced way.
Granfeldt observed more errors and vocabularies diversity in writing than
in speaking. In the same time, Granfeldt tried to detect some mistakes from
students‘s writing by looking their assessment of less grammatical and
24
Rod Ellis, loc. cit. 25
SALT Software LLC, Segmenting Utterance into C-Unit,
(http://cdswebserver.med.buffalo.edu/drupal/files/C%20unit%20 Segmentation.pdf) 26
Viareggio, loc. cit
15
complexity in writing than in speaking. Kuiken and Vedder also noticed that
the students made more errors in writing than in speaking, and that they scored
(slightly) higher on lexical variation in writing.27
Assessing complexity of a written language, compares to of a spoken
language, is usually performed by counting the number of longer clauses and
subordinators.
C. Using Blog to Improve Writing
Social media websites have made people interacted drastically in the 21st
century.28
Many people write in social media for sharing their ideas or opinion
and also about what they feel. Writing a blog about something meaningful, and
they are interested in, it will inspire them to write more, and write better.
In massive all people certainly know or understand about Weblogs (blogs).
But many of them cannot really understand what the purpose of the weblog or
what the weblog is. To make or to create a blog is not simple as we e looked
millions people have already started weblog and millions of them do not
understand to start. Hence, the researcher can say that weblog is easy to do but it
should have some right direction to make an improvement.
A blog is a Web site. Web sites and Weblogs are not different creatures.
To be clear, a Weblog is a type of Website. Then, all Weblogs are Web sites, but
not all Web sites are Weblogs. A weblog is different from other Web sites because
of specialized software running in the background. Many of the use of blogs from
online diaries to amateur news sites, from professional diaries to fiction.29
Generally bloggers update their content everyday or several times during
the day even weekly updates result in a fresher Web site than most non blog
personal sites. When given the opportunity to self-publish on a daily basis, most
blogger reach into their own lives for content. Many blogs are like personal,
27
Folkert Kuiken and Ineke Vedder, Task Complexity and Linguistic Performance in L2
Writing and Speaking: The Effect of Mode, University of Amsterdam, p.10 28
Morris, How Blogging Can Improve Pupils’ Writing Skills and More, 2013,
(http://www.learnerjourney.com/blog/2013/05/09/how-blogging-can-improve-pupils-writing-
skills-and-more/). 29
Brad Hill, op. cit. p.28
16
public diaries. Every new page created by the blogger is stamped with the date
and time that it is added, supporting the idea that Weblogs are online diaries.
Students have taken to blogging and social networking in a big way. Like
many Internet services adopted by the youth market, blogging has come under the
gun of concerned parents that can minimize the dangers of posting personal
information online. Some social networking services give big attract to numbers
of kids. These sites become hangout spots for students when they feel bored. They
put up pages, write blog entries, post photos, instant message each other, and in
other ways have a fine time frolicking in the Internet playground.30
Before start to write that will appeared to online, it was important to
establish the rules and with the safety of the students.31
When the students start to
write on weblog, all of them should turn on their computer in online or maybe
using wifi to connect weblog. Hence, this activity gave students opportunities to
work and read together.
A blog can be used as a journal to reflect a topic, for writing practice, or as
free-form templates for personal expression. It can be used like a bulletin board
for students to post messages, images and links related to classroom discussion
topics. Learners could engage in research projects or create an online resource for
others.
In the digital age, social media has changed the way that children speak
with each other. Instagram, Twitter and Facebook offer spaces for short status
updates and pictures of the world they see. Writing and publishing have become
immediate and public.32
Students no longer have to write only for an audience of
one. From their cell phones, they can write blog posts to share with an authentic
global audience whenever they want from wherever they want. We need to
capitalize on the public spaces they already inhabit and show them how to be
effective in those spaces. Those skills will carry over into their academic writing.
30
Ibid, p.46 31
Sarah Prentice, Improving Writing through Blogging,
(http://www.nate.org.uk/cmsfiles/classroom/18/NATE%20Classroom%2018%2024-26.pdf) 32
Starr Sackstein, Blogging can Improve Students’ Writing, 2014,
(http://www.uft.org/teacher-teacher/blogging-can-improve-students-writing)
17
Encouraging the use of a public space to develop the subtle intricacies of writing
empowers our novice writers. Our job now needs to be to hone their unique voices
and inspire deep levels of reflection on our students‘ terms, not just ours.33
In another study, Castaneda article he analyzed the relationship between
the blog of a Somali immigrant and the development of his academic writing. In
this analysis, Castaneda stated that the student progressed in the development of
rhetorical strategies, however; there was less evidence that blogs helped with
aspects of his writing such as grammatical control. The report revealed that
students perceived they had improved their cultural knowledge and reading
comprehension due to blogging.34
Blog can offer opportunities for students to develop their communications
skills through meaningful writing experiences. Blog project not only motivates
students to write, but motivate them to write well. These steps help students have
successful writing experiences:35
1. Choose a Purpose; the teacher decided what want students to write
about. The teacher should choose any focus that supports students
learning—but make it specific and stick with it. This clear focus is
crucial, especially your first time around, and especially with younger
students.
2. Decide on a format and an online platform. The teacher could opt for
one class blog for all of your students' work. In this case, you'll be in
charge of gathering student writing and posting it for them.
3. Prepare and practice; the teacher structure his/ her blogging project and
prepare students to understand the fact that others (classmates or, if the
blog is public, anyone on the web) will read their work. This
opportunity generates a great deal of excitement and motivation, but
also requires a great deal of responsibility on students' parts. The
33
Ibid 34
Daniel A. Castaneda, Teaching and Learning the Spanish Aspect Using Blogs and
Wikis: An Exploratory Study, Journal IAALT, 2011, pp. 1-26 35
Ben Curran, How Blogging can Improve Students Writing, 2012,
(http://www.edweek.org/tm/articles/2012/11/28/tln_curran.html)
18
teacher also remind the students that blogs offer readers a chance to
see their best work—work that has been drafted, edited, and revised.
Leaving comments and responding to them are important parts of the
blogging experience, so the teacher should be sure to practice this kind
of dialogue.
4. Take it public; Receive comments from readers outside of the
classroom can be a powerful experience for students.
D. Relevant Studies
Some students of university had conducted the similar research about
teaching writing using blog. Daniel A Castaneda, Terence C Ahern, Sebastian R
Diaz had conducted the research by the title ―Teaching & Learning the Spanish
Aspect Using Blogs and Wikis: An Exploratory Study‖.36
This study investigated
the influence of asynchronous computer text based technologies on the students‘
performance when learning the preterite and the imperfect aspects in Spanish. The
study was conducted in two classes with a total of 52 undergraduate students of
intermediate Spanish 2 taught by one of the researchers at the Department of
Foreign Languages in a major Mid-Atlantic University. There were originally 27
students in the blog group and 25 in the wiki group. The pre-test and post-test
measured the students‘ learning performance with regards to the target structure.
This test had a recognition (reading) and production (written) component. The
participants were provided with a text that described a famous fairy tale. The story
was entirely in Spanish and each verb was inflected in the preterite and imperfect
form. These verbs were in parentheses and the participants had to recognize the
appropriate form of the verb. For the production component, the participants were
asked to write a fairy tale they were familiar with using the preterite and imperfect
in narrative discourse. This test was administered to each student individually by
an instructor other than the researchers before and after the intervention. The
results indicated that there were not significant differences between students who
36
Daniel A. Castaneda, Terence C. Ahern and Sebastián R. Díaz, Teaching & Learning
the Spanish Aspect Using Blogs and Wikis: An Exploratory Study, The IAALT Journal, 2011, pp.
1-26
19
used blog or wiki technologies on performance levels when controlling for pre-
existing knowledge. Results also indicated that there were not significant
differences in satisfaction levels between those students using a wiki and those
using a blog. These results suggest that wikis and blogs were good potential tools
that may facilitate the teaching and learning of problematic grammar structures in
a narrative context.
The next previous study that the writer found is ―The Effectiveness of
Using Blog to Improve Students‘ Ability in Writing Recount Text‖37
conducted
by Intan Kusumawardhani. This study aimed to know the effectiveness of using
weblog to improve students‘ ability in writing recount texts. The population in this
study is Grade VIII students of junior high school. The samples were two classes
of Grade VIII at SMP Negeri 5 Malang. They were classes 8.1 and 8.2. These
classes were chosen by the school principal randomly. This study used quasi-
experimental method employing the pre and posttests to the experimental and
control groups. The researcher manipulated the experimental group by using a
particular treatment which was the use of weblog, while the control group did not
use it. Finally, the researcher measured the dependent variables‘ effect after the
treatments were completely given by using statistical analysis. The data were
analyzed using ANCOVA and the result showed that the mean difference of both
scores was at .004 less than the level of significance of .05 which meant that the
null hypothesis was rejected. Therefore, weblog was effective to improve
students‘ ability in writing recount texts.
The last previous study that the writer found is ―Blogging a Journal:
Chancing Students‘ Writing Skills and Perception‖38
was conducted by Ming
Huei Lin, Ji-Jhen Li, Po Yi Hung, and Hui-Wen Huang. This article investigates
the effects of blogging as an approach to journal writing in the EFL writing
classroom by means of a 16-week comparative experiment involving two groups
37
Intan Kusumawardhani, ―The Effectiveness of Using Blog to Improve Students’ Ability
in Writing Recount Text”, the Skripsi on State University of Malang, pp. 1-9, unpublished 38
Ming Huei Lin, Ji-Jhen Li, Po Yi Hung, and Hui-Wen Huang, Blogging a Journal:
Chancing Students‘ Writing Skills and Perception, ELT Journal Advance Access, June 24, 2014,
pp. 1-10
20
of EFL college students. The experimental group (EG) was required to blog daily
while the control group (CG) was asked to do so using traditional pen-and-paper
methods. The writing performance and general attitudes to and perceptions of
journal writing in both groups were evaluated through a writing test and a semi-
structured survey. The research results show that blogging a journal helped the
students to achieve a greater improvement in their writing than did the regular pen
and- paper treatment. Additionally, although both groups developed similar
learning attitudes in general, the EG experienced significantly less anxiety in
writing than the CG did. This suggests that the blogging approach is an effective
approach for students in developing both writing skills and learning attitudes.
Comparing with the first study, the similarities between all relevant studies
and this research are the variable about teaching writing, the method of the
research which include in quasi experimental study, and the purpose of the
research is to see the effectiveness of using blog in teaching writing. In contrast,
the difference is the population, and the sample of the study. In the first study
concern on using blog and using wiki and this study concern on using blog only.
Next, the similarity with the second study is the variable of using blog, the method
of study that using quasi experimental study; the difference is the variable on
students‘ recount text, the population and the sample of study. When the writer
compares with the third study, the similarity is the media of using blog and the
method of study; the difference are the kind of writing, the population and the
sample of the study.
E. Thinking Framework
When students write, they need to think hard to produce some words,
sentences, and paragraph at the same time. Not only do students need to think
hard, but they also need to spell words in right spelling and properly punctuate the
sentences. Therefore, the students have to master all aspects related to writing and
its component, also do more practices if they want to be good writers. Some of the
problems faced by students are that they are still confused in using the grammar
because there is less systematic rule in Indonesian Language Writing.
21
Blog is very highly recommended in teaching writing. There are many
advantages using the blog such as the students write blog about something
meaningful, and that they are interested in, will inspire them to write more, and
write better. They are trained to master an accuracy and complexity in writing
skill through using blog. Teaching writing by only giving a topic or theme and
giving a theory about writing without any treatment is the old method which
causes the students lazy to improve their grammatical or accuracy and complexity
in writing. By using blog, students will be more active and improve their critical
thinking.
Hence, the use of blog can encourage students actively participate in the
class. Besides, the students can learn by teamwork to accomplish their writing
task when they have difficulties of grammar in writing. Furthermore, the
technique will effect the students‘ accuracy and complexity in narrative writing
text and the most important thing is the students are more interested in writing of
text if the teacher uses this technique in the class.
In conclusion, blog is needed to increase students‘ accuracy and
complexity in narrative writing text. These steps help students have successful
writing experiences by using blog: choose a purpose, decide on a format and an
online platform, prepare and practice and the last take it public.
F. Research Hypotheses
The writer determined the hypotheses as follow:
The Alternative Hypotheses (Ha): the use of blog is effective to students‘
accuracy and complexity in writing.
The Null Hypotheses (Ho): the use of blog is not effective to students‘
accuracy and complexity in writing.
23
CHAPTER III
RESEARCH METHODOLOGY
This research specifically depicts the method and the design, the place and
the time, population and sample, research instrument including validity of the
instrument, technique of data collection, technique of data analyzing including
the test of normality and homogeneity and test of hypothesis, and statistical
hypothesis.
A. Place and Time of the Research
This study was conducted at SMA Daar El-Qolam Gintung Jayanti
Tangerang which located at Jalan Raya Serang KM. 35 Desa Pasir Gintung,
Jayanti Tangerang, Banten 15610. The research was conducted from November
2014 to Maret 2015.
B. Method and Research Design
The research method used in this research was a quantitative method, namely
quasi-experiment. The reason why the writer used experiment method was
because the writer only wanted to know whether an idea (test or procedure) as
independent variable affects an outcome or dependent variables.1 Particularly in
this research, the writer wanted to know whether using blog affect students’
outcome namely, their accuracy and complexity in writing.
In quasi experimental research, the writer did not give a random assignment
as in the true experimental research because randomly assigning will disrupt the
classroom learning.2 There were at least two variables in this research, namely
independent variable and dependent variables. Independent in this research was
referred to as experimental variable (the treatment). The writer would have two
groups as a control class which did not receive treatment and as an experiment
class which received treatment. The research would have pre-test and post-test to
1John W. Creswell, Educational Research Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, (New Jersey: Pearson Education, Inc.,2008), p 299.
2 Ibid, p.309
24
measures whether blog was effective towards accuracy and complexity in
writing.
The design of the study assigned the participants with pre- and posttest
design followed the pattern at Table 3.1, as follows:
Figure 3.1 The Diagram of Experimental
There was a different treatment between experimental and controlled class. In
experimental class, students would have been treated by certain treatment, - by
using blog to students accuracy and complexity in writing – whereas in
controlled class students taught without using blog.
C. Population and Sample
The population of research was the students of SMA (Islamic Boarding
School) Daar El-Qolam Tangerang. The sample was XI grade students. The
writer took two classes (XI IPA A and XI IPA B) as the object of the study. The
XI IPA A class was as an experimental class, while the XI IPA B was as a
control class. Each class had 20 students, so the total numbers were 40 students.
The writer gave treatment accuracy and complexity in writing with blog in class
XI IPA A as experiment class and write without blog in class XI IPA B as a
control class.
Target
Population
Selection Random
Asignment
ent
Pre-test
Experiment
Class
Pre-test
Controlled
Class
Treatment
No Treatment
(X)
Post-test
Post-test
25
Sample is a selected group of subjects for a study where the individuals
represent the larger group.3 The strategy of sampling was Non-probability
Sampling; it means that this kind of sampling does not equally give the
opportunity for every population to be selected as the sample.4 The technique of
the sample was total sampling; where all population became the main sample.
The sample of this research was; the A class with 20 students as the experimental
class and B class with 20 students as controlled class.
D. Instrument of The Study
The instrument that used for collecting the data was test, exactly a written
test. It was divided into two tests, pre-test and post-test. A pre-test was given to
the students before the treatments and post-test was given after treatment. The
test was a subjective test which asked the students to write in form of paragraph.
The topic of the writing task was about “ Study at Pesantren”. In pretest the
writer asked students to write at least 150 words into paragraph their arguments
and opinions about their best moment when they study at Pesantren, write with
complex, compound and compound complex sentences. The prompt was
“Describe your best moment when studying at Pesantren. Write in at least 150
words and make sure you use in complex, compound and compound complex
sentences in your writing.” The writer expected students will write text with
complexity and accuracy.
While in posttest the writer asked students to write at least 150 words into
paragraph. The topic of the posttest is about sex education for teenager. The
prompt was “Describe your opinion about sex education for teenager. Write in at
least 150 words and make sure you use in complex, compound and compound
complex sentences in your writing.” Finally the writer will see the students’
grammatical errors and number of subordination in writing.
3 L. R. Gay, Educational Research: Competencies for Analysis and Application, Third
Edition, (Colombus, Ohio: Merril Publishing Company, 1987),p. 101 4 Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan R&D,
(Bandung: Alfabeta, 2010), p. 117
26
Validity and Reliability of the Instrument
An instrument which is going to be tested to students should have validity.
Heaton defined the validity as “the extent to which it measures it is supposed
to measure”.5 The test used as the instruments of this research are based on the
content of English syllabus, “Memahami makna dalam teks tulis fungsional
pendek dan berbentuk narrative, spoof dan hortatory exposition dalam
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan”. The
students should attain those objectives of learning narrative and hortatory
exposition, therefore, to construct the test or instrument and the objective can
be reached, it should be guided on its content and it is known as content
validity.
Content validity is a kind of validity that depends on the analysis of the
language which is being tested and the course objective.6 Before conducting
the test, the writer did the consultation to the advisor about the instrument in
order to make it is compatible and appropriate with the syllabus. The
instrument of this research has to be appropriate with the objective of learning
writing narrative and hortatory exposition with accuracy and complexity itself,
the indicator of learning narrative text and hortatory exposition and instruction
given to students so that there is the appropriateness with the content of the
syllabus and the writing material which is tested to the students and the
objective of teaching and learning can be achieved.
In addition, to obtain reliability of the instrument the researcher used Sara
Cushing Weigle’s for complexity and Rod Ellis’s measure for accuracy. Sara
Weigle scored the complexity in writing by counting the number of longer
clauses and subordinators, while Rod Ellis scored the accuracy in writing by
calculating the number of grammatical errors per total number of t-units.
5 J.B. Heaton, Writing English Language Test, (New York: Longman inc., 1988), p. 159
6 Ibid, p.160
27
E. Technique of Collecting the Data
In collecting the data, the writer used a written test as the primary instrument.
There are two types of tests; pretest and posttest. Pretest is a measure that the
researcher assesses for the participant in an experiment before receive a
treatment. Posttest is a measure that the researcher assesses for the participants
after receive a treatment.7
The design used in this quantitative research was a quasi-experimental study
which involved two classes (experimental class and controlled class). This kind
of study allows the researcher to look at the effect of at least one independent
variable and one or more dependent variables. Independent variable in
experimental research is also frequently referred to the experimental or the
treatment variable. In this research, the researcher wanted to see whether the
treatment made a difference or not. As the final, the result of pre-test and post-
test are collected and compared. Some techniques used in collecting data in
research are:
1. Pre-test
The writer gave the students pre-test for both experimental class and
controlled class before the lesson to know the students accuracy and
complexity in writing. The pre-test was written test which they must write
about Study at Pesantren.
2. Treatment
The writer taught Hortatory Exposition and it was included the language
feature that were compound and complex or compound complex sentence in
the experimental class and controlled class. She gave both classes the same
materials but with different media or technique in doing some assignments.
The writer held four times for doing treatment in experimental class and four
times in controlled class. The experimental class students used blog in study
hortatory exposition include compound and complex sentence in writing
which they had to write, upload, give comments, and interact with the teacher
7 John W. Creswell, op.cit., p. 297
28
and the other students. Meanwhile, the controlled class students only wrote
and gave feedback or comments in their book or whiteboard and interacted
with the teachers and students only in the classroom.
3. Post-test
The post-test was done by using the same text and topic. The texts used
for post-test was about Sex Education for Teenager. The prompt was
“Describe your opinion about sex education for teenager. Write in at least
150 words and make sure you use in complex, compound and compound
complex sentences in your writing.”After the post-test was conducted, the
researcher gave the score of pre-test and post-test score. The results of pre-
test and post-test was collected and compared to know the effectiveness of
using blog on students’ accuracy and complexity in writing.
F. Data Analysis Technique
The complexity in writing is scored with counting the number of longer
clauses and subordinators.8 The researcher assessed and looked the complexity in
writing by relating how much subordination is used per t-units or c- units. It
includes one main clause with all sub ordinate clauses attached to it. It cannot be
further divided without the disappearance of its essential meaning. To measure
the aspect of complexity, the t-unit was selected as the rating scale. The raters
were supposed to count every clause which was attached to a t-unit (an
independent clause).
So, the accuracy in writing will be scored by calculating the number of
grammatical errors per total number of t-units.9 In order to measure the aspect of
accuracy in writing performance of participant, the researcher counted the
number of grammar errors in every 100 words. This would indicate how learners
were accurate in their writing performance.
8 Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing writing,
(Cambridge: Cambridge University Press, 2002), p.16 9 Rod Ellis, The Differential Effects of Three Types of Task Planning on the Fluency,
Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009, pp. 1-36
29
After getting score of pre-test and post-test, the next thing to do is analyze
data. However, before analyzing the data by using t-test formulation, the
researcher did a test of normality and a test of homogeneity.
1. Test of Normality and Test of Homogeneity
Test of normality and homogeneity in this research were conducted
through SPSS (Special Package for the Social Sciences) 20 version. Test of
normality was conducted in order to know whether the distribution from the
two classes were normal or not. The test of normality was using Kolmogorov-
Smirnov and Shapiro-Wilk table. Sig. score in Kolmogorov-Smirnov and
Shapiro-Wilk table should be above 0.05 in order to have normal distribution
data.
In similar to the test of normality, the test of homogeneity in this research
was also conducted through SPSS 20. Test of homogeneity was conducted to
know whether the data from two classes had the same or different variant. The
test of homogeneity was using Levene table. Sig. score in Levene table should
be above 0.05 in order to have homogeny distribution data. These two kind of
tests are conducted to pre-test score and post-test score. To compute data, the
steps are needed as follows.
a. Open SPSS program
b. Go to variable view and fill in the columns as follows.
a) Name: write Class in first row. This is to indicate and
differentiate between experimental class and controlled
class. Write score in second row.
b) Typecolumn was numeric
c) Width column is filled 8
d) Decimal change this row from 2 to 0
e) Label column was left blank
f) Value column none
g) Missing column is none
h) Columns is 8
i) Align column is right
30
j) Measure column was unknown
k) Role column is filled with input
In calculating homogeneity and normality, column name and column
decimal are needed to pay attention to.
c. Click data view, in score column, compute 1 as the symbol of
experimental class and 2 as the symbol of controlled class.
d. In score column, compute score of each class
e. Click analyze >> data descriptive >> explore
f. Put score variable in dependent list, while class variable in factor
list
g. Click plots >> tick histogram, normality plots with test and power
estimation
h. Click continue
i. Click Ok
j. Data of normality and homogeneity would appear in a box.
Here are the examples of data served in table.
Tests of Normality
class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Score 1 .145 34 .067 .946 34 .094
a. Lilliefors Significance Correction
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
score
Based on Mean .057 1 66 .811
Based on Median .058 1 66 .810
Based on Median and with
adjusted df .058 1 65.840 .810
Based on trimmed mean .056 1 66 .814
In test of normality, sig. score is needed to be above 0.05 to be considered
that data is normal distributed. Meanwhile in test of homogeneity, sig. score in
31
based on mean column is needed to be above 0.05 to be considered that data is
homogeny.
2. Test of Hypothesis
To find out the differences score in using blog on accuracy and complexity
in writing, the writer used pre-test and post-test. After getting data from pre-
test and post-test, they were analyzed by using SPSS 20. After getting the
result that the data were both homogeny and normal, t-test could be conducted
through Paired-Samples t-test. Paired-Samples t-test was used because it was a
pre-post design test to know whether the different mean from two subjects that
were accuracy and complexity in both experimental class and controlled class
was meant between two ratio-scale classes. To compute data, the steps were
needed as follow.
a. Open SPSS program
b. Go to variable view and fill in the columns as follows.
a) Name: write pre-test in first row and post test in second
row, write pre test again in third row so post test in forth
row. These are to indicate and differentiate between
experimental class and controlled class from one subject.
b) Type column was numeric
c) Width column is filled 8
d) Label column was left blank
e) Value column none
f) Missing column is none
g) Columns is 8
h) Align column is right
i) Measure column was unknown
j) Role column is filled with input
In calculating homogeneity and normality, column name and column
decimal are needed to pay attention to.
c. Click data view, in score columns, compute 1 and 2 as the symbol
of experimental class and 3 and 4 as the symbol of controlled class.
32
d. In score column, compute score of each class
e. Click analyze >> compare means >> Paired-sample t-test
f. Put score in test variable, and class in grouping variable
g. Click define groups >>use specified values
h. Fill group 1 with 1, and group 2, with 2 >> click continue
i. Click ok.
Based on boxes above, it showed that mean of experimental class was 6.75
while mean of controlled class was 11.00. Ha was accepted if sig. 2 tailed was
smaller than 0.05, while H0 was accepted if sig 2.tailed was bigger than 0.05
Paired Samples Test
Paired Differences t df Sig. (2-tailed)
Mean Std.
Deviation
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
P
a
i
r
1
precomp -
postcomp -4.25000 5.95487 1.33155 -7.03697 -1.46303 -3.192 19 .005
P
a
i
r
2
precom -
postcom -9.05000 8.66010 1.93646
-
13.10305 -4.99695 -4.673 19 .000
33
G. Statistical Hypothesis
The statistical hypotheses of this research are:
1. H0 = X1< X2 ( the mean score of the experimental class post-test is
smaller than the mean score of the controlled class post-test; there is
not a positive effect of using blog on students’ accuracy and
complexity in writing).
2. Ha = X1> X2 ( the mean score of the experimental class post-test is
bigger than the mean score of the controlled class post-test; there is a
positive effect of using blog on students’ accuracy and complexity in
writing ).
34
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter presents the data description which consists of the score of pre-
test and post-test of the experimental class and the controlled class for complexity
and accuracy. Furthermore, the description will be followed by the discussion of
the research finding.
A. Data Description
In the following description, it would be presented research finding. The
finding was obtained from students’ pre-test and post-test score. But, the
scores are divided by students’ complexity and accuracy.
1. Complexity
The complexity in writing is scored by counting the number of longer
clauses and subordinators.1 The example below how the writer counted the
number of subordinate to get the complexity score;
“because it is expensive.” This is counted one subordinate
clause.
a. Complexity in Experimental Class
The experimental class in this research was a class of students in
XI IPA A at SMA Daar El-Qolam Tangerang. This class consisted of
20 students.
Based on the test given to experimental class, the complexity pre-
test mean score (X) was 5.80. In addition, the lowest score in pre-test
was 1, while the highest score in pre-test was 11. After the treatment,
which was using blog in writing, mean score (X) of students was
increased to 14.85. In addition, the lowest score in post-test was 4,
while the highest score in post-test was 29. The finding showed that
students’ post test scores were higher than students’ pre-test score. The
1 Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing writing,
(Cambridge: Cambridge University Press, 2002), p.16
35
range between pre-test mean score and post-test mean score was 9.05
points. It meant that the increasing score between pre-test and post-test
for complexity was quiet significant. The pre-test and the post test
score of the students can be seen in table 4.1
Table 4.1 The Summary Table of Complexity Pre-test and Post test
Experimental Class
Pre-test Post test
Mean 5,80 14,85
Median 5,00 14,00
Modus 4 21
Minimum 1 4
Maximum 11 29
Sum 116 298
b. Complexity in Controlled Class
The experimental class in this research was a class of students in
XI IPA B at SMA Daar El-Qolam Tangerang. This class consisted of
20 students.
Based on the test given to controlled class, the complexity of pre-
test mean score (X) was 6,70. In addition, the lowest score in pre-test
was 3, while the highest score in pre-test was 11. In controlled class,
even though students learned to write without using blog, mean score
(X) of students was increased to 11.00. The lowest score in post-test
was 4, while the highest score in post-test was 20. The finding showed
that students’ post test scores were higher than students’ pre-test score.
The range between pre-test mean score and post-test mean score was
4.3 points. It meant that the increasing point between pre-test and post-
test was not significant and the increasing point of controlled class is
lower than the increasing point of experimental class. The pre-test and
the post test score of the students can be seen in table 4.2
36
Table 4.2 The Summary Table of Complexity in Controlled Class
In order to provide more detailed data of result in this study, the
summary box plot below contained students’ pre-test and post test score in
experimental class and controlled class for complexity.
Table 4.3 Box Plot of Pre Test of Complexity
Number 1 was experimental class and number 2 was controlled class.
Controlled Class
Pre-test Post-test
Mean 6,70 11,00
Median 6,50 10,50
Modus 6 17
Minimum 3 4
Maximum 11 20
Sum 135 228
37
Table 4.4 Box Plot of Post Test of Complexity
Number 1 was experimental class and number 2 was controlled class.
2. Accuracy
The accuracy in writing will be scored by calculating the number of
grammatical errors per total number of t-units.2 Then the researcher
counted the number of grammar errors in 100 words. The example below
how the writer counted the number of grammar error to get the accuracy
score;
Now that the semester is over, I’m going to rest a few days and
then take a trip. This is counted as one grammar.
Because I felt so sleepy, I went to bed earlier. This is counted
as one grammar.
I went swimming although the weather is cold. This is counted
as one grammar.
2 Rod Ellis, The Differential Effects of Three Types of Task Planning on the Fluency,
Complexity, and Accuracy in L2 Oral Production: Applied Linguistic, 30, 2009, pp. 1-36
38
a. Accuracy in Experimental Class
The experimental class in this research was a class of students in
XI IPA A at SMA Daar El-Qolam Tangerang. This class consisted of
20 students.
Based on the test given to experimental class, the accuracy pre-test
mean score (X) was 4.80. In addition, the lowest score in pre-test was
0, while the highest score in pre-test was 9. After the treatment, which
was using blog in writing, mean score (X) of students was increased to
15.75. In addition, the lowest score in post-test was 2, while the
highest score in post-test was 26. The finding showed that students’
post test scores were higher than students’ pre-test score. The range
between pre-test mean score and post-test mean score was 10,95
points. It meant that the increasing score between pre-test and post-test
for complexity was quiet significant. The pre-test and the post test
score of the students can be seen in table 4.5
Table 4.5 The Summary Table of Accuracy in Experimental Class
Experimental Class
Pre-test Post test
Mean 4,80 15,75
Median 5,00 15,50
Modus 5 15
Minimum 0 2
Maximum 9 26
Sum 96 315
b. Accuracy in Controlled Class
The controlled class in this research was a class of students in XI
IPA B at SMA Daar El-Qolam Tangerang. This class consisted of 20
students.
39
Based on the test given to controlled class, the accuracy of pre-test
mean score (X) was 7,40. In addition, the lowest score in pre-test was
4, while the highest score in pre-test was 17. In controlled class, even
though students learned to write without using blog, mean score (X) of
students was increased to 12.05. The lowest score in post-test was 5,
while the highest score in post-test was 25. The finding showed that
students’ post test scores were higher than students’ pre-test score. The
range between pre-test mean score and post-test mean score was 4.65
points. It meant that the increasing point between pre-test and post-test
was not significant and the increasing point of controlled class is lower
than the increasing point of experimental class. The pre-test and the
post test score of the students can be seen in table 4.6
Table 4.6 The Summary Table of Accuracy Pre-test and Post test
In order to provide more detailed data of result in this study, the
summary box plot below contained students’ pre-test and post test score in
experimental class and controlled class for accuracy.
Controlled Class
Pre-test Post-test
Mean 7,40 12,05
Median 7,50 11,00
Modus 5 9
Minimum 4 5
Maximum 17 25
Sum 148 241
40
Table 4.7 Box Plot of Pre Test of Accuracy
Number 1 was experimental class and number 2 was controlled class.
Table 4.8 Box Plot of Post Test of Accuracy
Number 1 was experimental class and number 2 was controlled class.
41
Table above showed that both class increased their score of complexity
and accuracy. However, the score in experimental class increased significantly
compared to score in controlled class.
B. Analysis of Data
In analysis of data, there were two things that were needed to analyze
before calculating statistical hypothesis; test of homogeneity and test of
normality.
1. Test of Normality
Test of normality was calculated in both of pre-test and post-test.
These tests were conducted through SPSS 20. Test of normality was
calculated using Kolmogorov-Smirnov and Saphiro-Wilk. The following
tables contained the result of test of normality of experimental class.
Table 4.9 The Result of Normality Test of Pre-Test of Complexity
Test of Normality
class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
score 1 .167 20 .146 .926 20 .130
2 .128 20 .200* .946 20 .312
Table 4.10 The Result of Normality Test of Pre-Test of Accuracy
Test of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
score 1 .129 20 .200
* .953 20 .410
2 .156 20 .200* .928 20 .139
In test of normality, data are stated as distributed normal when sig. score
was above 0.05. In the table above, number 1 was a symbol of experimental class,
while number 2 was a symbol of controlled class. In Kolmogorov-Smirnov
42
column, it showed that both experimental class and controlled class had normal
distribution data. The sig. score of experimental class for complexity was 0.146,
while the sig. score of controlled class was 0.200. Meanwhile the sig. score of
experimental class for accuracy was 0.200, while the sig. score of controlled class
was 0.200.
In Shapiro-Wilk column, it showed that both experimental class and
controlled class also had normal distribution data. The sig. score of experimental
class for accuracy complexity was 0.130, while the sig. score of controlled class
was 0.312. Meanwhile, the sig. score of controlled class for accuracy was 0.410,
while the sig. score of controlled class was 0.139
Thus, it could be concluded that pre-test score in both experimental class
and controlled class had normal distribution data calculated by Kolmogorov-
Smirnov and Shapiro-Wilk.
Table 4.11 The Result of Normality Test of Post Test of Complexity
Tests of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Score 1 .088 20 .200
* .959 20 .524
2 .111 20 .200* .968 20 .707
Table 4.12 The Result of Normality Test of Post Test of Accuracy
Tests of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Score 1 .105 20 .200
* .969 20 .742
2 .177 20 .101 .920 20 .101
In test of normality, data are stated as distributed normal when sig. score
was above 0.05. In the table above, number 1 was a symbol of experimental class,
while number 2 was a symbol of controlled class. In Kolmogorov-Smirnov
column, it showed that both experimental class and controlled class had normal
distribution data. The sig. score of complexity of experimental class was 0.200,
43
while the sig. score of controlled class was 0.200. Meanwhile the sig. score of
experimental class for accuracy was 0.200, while the sig. score of controlled class
was 0.101.
In Shapiro-Wilk column, it showed that both experimental class and
controlled class also had normal distribution data. The sig. score of complexity of
experimental class was 0.527, while the sig. score of controlled class was 0.707.
Meanwhile the sig. score of experimental class for accuracy was 0.742, while the
sig. score of controlled class was 0.101. Thus, it could be concluded that post test
score in both experimental class and controlled class had normal distribution data
calculated by Kolmogorov-Smirnov and Shapiro-Wilk.
2. Test of homogeneity
Test of homogeneity of complexity and accuracy was calculated in
both of pre-test and post-test. These tests were conducted through SPSS
20. Test of homogeneity was calculated using Levine. The following
tables contained the result of test of homogeneity of experimental class.
Table 4.13 The Result of Homogeneity Test of Pre-Test of Complexity
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Score
Based on Mean 3.566 1 38 .067
Based on Median 2.135 1 38 .152
Based on Median and with
adjusted df 2.135 1 35.879 .153
Based on trimmed mean 3.531 1 38 .068
Table 4.14 The Result of Homogeneity Test of Pre-Test of Accuracy
Levene Statistic df1 df2 Sig.
Score
Based on Mean .539 1 38 .467
Based on Median .398 1 38 .532
Based on Median and with
adjusted df .398 1 37.901 .532
Based on trimmed mean .513 1 38 .478
44
In test of homogeneity, data are stated as homogeny distribution
when sig. score is above 0.05. Although there were many score in each
row and column, based on mean column was needed to pay attention to.
Sig. score in these columns are 0.065. and 0.467 these are bigger than 0.05
which meant that these data had homogeny distribution data. Thus, it could
be concluded that pre-test score in both experimental class and controlled
class for complexity and accuracy had homogeny distribution data
calculated by Levene.
Table 4.15 The Result of Homogeneity Test of Post-Test for Complexity
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Score
Based on Mean 2.948 1 38 .094
Based on Median 2.672 1 38 .110
Based on Median and with
adjusted df 2.672 1 36.091 .111
Based on trimmed mean 2.796 1 38 .103
Table 4.16 The Result of Homogeneity Test of Post-Test for Accuracy
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
Score
Based on Mean .804 1 38 .375
Based on Median .773 1 38 .385
Based on Median and with
adjusted df .773 1 35.375 .385
Based on trimmed mean .806 1 38 .375
In test of homogeneity, data are stated as homogeny distribution when
sig. score is above 0.05. Sig. score in based on mean column are 0.094.
and 0.375. those are bigger than 0.05 which meant those data had
homogeny distribution data. Thus, it could be concluded that post test
score in both experimental class and controlled class had homogeny
distribution data calculated by Levene.
45
3. Test of Hypothesis
Test of hypothesis in this research conducted by using SPSS 20. The
following tables contained the result of t-test calculation.
Table 4.17 The Result of T-test Calculation of Complexity
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 Precomp 6.7500 20 2.40340 .53742
postcomp 11.0000 20 5.42897 1.21395
Pair 2 Precom 5.8000 20 3.13889 .70188
Postcom 14.8500 20 7.86916 1.75960
Paired Samples Correlations
N Correlation Sig.
Pair 1 precomp & postcomp 20 -.008 .973
Pair 2 precom & postcom 20 -.065 .785
Paired Samples Test
Paired Differences t df Sig. (2-tailed)
Mean Std.
Deviation
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
P
a
i
r
1
precomp –
postcomp -4.25000 5.95487 1.33155 -7.03697 -1.46303 -3.192 19 .005
P
a
i
r
2
precom –
postcom -9.05000 8.66010 1.93646
-
13.10305 -4.99695 -4.673 19 .000
46
Table 4.18 The Result of T-test Calculation of Accuracy
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 preaccuracy 7.4000 20 2.43656 .54483
postaccuracy 12.0500 20 5.05210 1.12968
Pair 2 preacc 4.8000 20 2.72609 .60957
postacc 15.7500 20 6.57647 1.47054
Paired Samples Correlations
N Correlation Sig.
Pair 1 preaccuracy & postaccuracy 20 .272 .246
Pair 2 preacc & postacc 20 .264 .260
Paired Samples Test
Paired Differences t df Sig. (2-tailed)
Mean Std.
Deviation
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
P
a
i
r
1
preaccuracy -
postaccuracy -4.65000 4.97652 1.11278 -6.97908 -2.32092 -4.179 19 .001
P
a
i
r
2
preacc - postacc
-
10.9500
0
6.41934 1.43541 -
13.95434 -7.94566 -7.628 19 .000
47
Based on the tables above, it is shown that the complexity mean score at
post test in experimental class was 14.85. On the contrary, the complexity
mean score at post test in controlled class was 11.00. It suggests that the
complexity mean score at post test in experimental class was higher than the
mean score at post test in controlled class. It is indicated that there was
positive effect of using blog on students’ complexity, since students in
experimental class experienced writing with using blog while the controlled
class did not. Meanwhile, based on the tables above too, it is shown that the
accuracy mean score at post test in experimental class was 15.75. On the
contrary, the complexity mean score at post test in controlled class was 12.05.
It suggests that the accuracy mean score post test in experimental class was
higher than the mean score at post test in controlled class. It indicateds that
there was positive effect of using blog on students’ accuracy, since students in
experimental class experienced writing with using blog while the controlled
class did not.
In addition, the second tables contained sig. 2 tailed values which was
0.005 for complexity and 0.001 for accuracy. The criteria mentioned that if
sig. 2 tailed values < α, it meant that H0 was rejected and Ha was accepted.
However, if sig. 2 tailed values > α, it meant that H0 was accepted and Ha was
rejected. As result of SPSS calculation of this study, sig. 2 tailed values was
0.005 and 0.003. It meant that sig. 2 tailed values was smaller than α which
was 0.05. It indicated that H0 was rejected and Ha was accepted. In the other
word, there was significant effect of blog toward students’ accuracy and
complexity in narrative writing text.
C. Data Interpretation
By seeing the result above, it can be concluded that using blog in writing
affect students’ accuracy and complexity. Students who wrote on blog had
significant different from those who did not write blog on accuracy and
complexity. In other words, blog can be a useful media in increasing
48
complexity and accuracy in writing. According to the research, writing with
blog is more effective than without blog.
Based on data analyzed, both experiment class and controlled class on
students’ accuracy and complexity in writing increased their post test score. It
can be seen from the improvement of their mean score from pre-test and post
test score of complexity and accuracy. The mean post test score of complexity
of experimental class was 14.85 and accuracy was 15.75, while the mean post
test score of complexity of controlled class was 11.00 and accuracy was 12.05.
Even though both experimental class and controlled class mean post test score
was increased, the mean post test score of experimental class was higher
compared to the mean post test score of controlled class. The mean score of
experimental class of complexity is increased 9.05 points, where its mean pre-
test score was 5.80 is increased to 14.85. So, the mean score of accuracy is
increased 10.95 points, where its mean pre test score was 4.80 is increased to
15.75. While the mean score of controlled of complexity class is increased 4.3
points, where its mean pre-test score was 6.70 is increased to 11.00. Thus, it
meant that experimental class had significance increasing score compared to
controlled class.
In addition, the second tables contained sig. 2 tailed values which was
0.005 for complexity and 0.001 for accuracy. The criteria mentioned that if
sig. 2 tailed values < α, it meant that H0 was rejected and Ha was accepted.
However, if sig. 2 tailed values > α, it meant that H0 was accepted and Ha was
rejected. As result of SPSS calculation of this study, sig. 2 tailed values was
0.005 and 0.001. It meant that sig. 2 tailed values was smaller than α which
was 0.05. It indicated that H0 was rejected and Ha was accepted. In the other
word, there was significant effect of using blog on students’ accuracy and
complexity in writing.
49
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion of the research result. Besides, the
researcher also proposes several significant suggestions.
A. Conclusion
The result showed that the complexity mean score at post test in experimental
class was 14.85. On the contrary, the complexity mean score at post test in
controlled class was 11.00. It suggests that the complexity mean score at post test
in experimental class was higher than the mean score at post test in controlled
class.
Meanwhile, the accuracy mean score at post test in experimental class was
15.75. On the contrary, the complexity mean score at post test in controlled class
was 12.05. It suggests that the accuracy mean score post test in experimental class
was higher than the mean score at post test in controlled class.
The result of the study showed that sig. 2 tailed (p) values which was 0.005
for complexity and 0.001 for accuracy. In other words, p < α. It meant that the H0
(Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. It
proved that using blog in writing was effective. In other words, there was an
effect of blog toward students’ accuracy and complexity in writing narrative text
at eleven grade of SMA Daar El - Qolam Excelent Class.
B. Suggestion
Based on the research, the writer would like to give suggestions as follow
1. For teachers
a. The teacher should use blog as one of media in teaching writing in class.
In addition, the advantages of blog on accuracy and complexity in
narrative writing text have been experimentally studied in this study.
50
b. Teachers should encourage students to learn English, especially writing, in
more fun way. By using blog, they will not be burdened with the text they
are going to write. It is important for students to experience writing for
pleasure in the class because it will motivate students for writing. It also
will make the situation in the class livelier; since students will do
something fun in class.
c. Teachers should be the facilitator. It means that even though students have
already had blog as media in writing text, it does not mean that students
learn by themselves uncontrolled. Teachers should give them highlight of
how accurate and complex text is.
2. For students:
Students are intended to pay attention to details in writing with accuracy
and complexity.
3. For further research
a. This study, of course, is needed to be completed. It is only one of study
that proves that blog can be a useful media in writing text to improve the
complexity and accuracy. In addition, the writer hopes that this study can
be added and completed from different perspective, ideas and views in
order to give more contribution in different perspective.
b. The title of this study is the effect of blog towards accuracy and
complexity in writing, but unfortunately the kind of writing used in this
study, due to several reasons, is hortatory exposition. Further research
perhaps can conduct the research with other varied genres of text.
c. The further research perhaps can improve the reliability of the result of
test by using at least 2 raters in assessing students writing.
51
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52
L. R. Gay, Educational Research: Competencies for Analysis and Application,
Third Edition, (Colombus, Ohio: Merril Publishing Company, 1987
Ministry of Education, Language Enhancing the Achievement of Pasifika,
Fluency, Accuracy, and Complexity in language, 2003.
Ming Huei Lin, Ji-Jhen Li, Po Yi Hung, and Hui-Wen Huang, Blogging a Journal:
Chancing Students’ Writing Skills and Perception, ELT Journal Advance
Access, June 24, 2014
M.M Abdel Latif, What Do We Mean by Writing Fluency? Proposing a New
Measure for Assessing Fluent Written Language Production, Institute of
Educational Studies, Cairo University, Egypt, 2008.
Morris, How Blogging Can Improve Pupils’ Writing Skills and More, 2013,
http://www.learnerjourney.com/blog/2013/05/09/how-blogging-can-
improve-pupils-writing-skills-and-more/.
Natasha Pourdana and Sayyed Mohammad Karimi Behbahani, Task Types in EFL
Context: Accuracy, Fluency, and Complexity in Assessing Writing
Performance, Islamic Azad University, Karaj Branch, Iran, 2011
Pardiyono, PastiBisa! Teaching Genre-based Writing, (Yogyakarta: PenerbitAndi,
2007
Purdue Owl, The Writing Process, 2015, (https://owl.english.purdue.edu).
Reji Stephenson. 25 advantages of blogging for inspiration, 2014.
Digitaldimensions4u.com.
Richard Nordquist, Grammar and Composition Expert, 2015.
http://grammar.about.com/od/tz/g/T-Unit.htm)
Robert M. Gorrel and Charlton Laird. Modern English Handbook. New Jersey:
Eaglewood liffs N.J., 1962.
Rod Ellis. The Differential Effects of Three Types of Task Planning on the
Fluency, Complexity, and Accuracy in L2 Oral Production: Applied
Linguistic, 30, 2009.
SALT Software LLC, Segmenting Utterance into C-Unit.
http://cdswebserver.med.buffalo.edu/drupal/files/C%20-
%20unit%20Segmentation.pdf.
Sara Cushing Weigle, Cambridge Language Assessment Series: Assessing
writing, Cambridge: Cambridge University Press, 2002.
53
Sarah Prentice, Improving Writing through Blogging,
http://www.nate.org.uk/cmsfiles/classroom/18/NATE%20Classroom%201
8%2024-26.pdf.
Starr Sackstein, Blogging can Improve Students’ Writing, 2014,
http://www.uft.org/teacher-teacher/blogging-can-improve-students-
writing.
Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan
R&D, Bandung: Alfabeta, 2010
Vincent Ryan Ruggiero, The Art of Writing, California: Alfred Publishing Co.
Inc., 1981
54
APPENDIX I
ELICITING A VALID SAMPLE OF WRITING ABILITY
WRITING TEST
Narrative Text (2) type of text
(4) topics
Choose one of the following options:
1. Write a story about your best moment when studying at Pesantren.
2. Narrate the plot of your daily activity (it is may an opinion essay).
3. Use in complex, compound and compound complex sentences in your writing.
in language testing it is not normally interesting in knowing whether students are creative,
imaginative, or even intelligent, have wide general knowledge, or have good reasons for the
opinions they happen to hold1, therefore, the researcher here gives some themes to not to limit
students’ ideas or not to benefit only some of them
Tips for writing narratives:
Use all generic structures of narrative text (orientation, complication, sequence of event,
resolution, coda).
Use different verbal tenses (past simple, past continuous, past perfect).
Use time expressions (while, until, by the time, as soon as, etc.).
Use adverbs and adjectives (amazingly, sadly, luckily, happy, surprised, curious, etc.).
Describe atmosphere and feelings as well as what happened (thrilled, sympathetic, etc.).
Write at least 150 words.
the task must be representative in which five elements are included: operations, types of text,
addressees of texts, topics, dialect and lenghth of texts2
(1) operations
(5) dialect and length of texts
(6) addressees of texts: the addressee here is for the teacher or the researcher of the course.
1 Arthur Huges, Testing for Language Teachers (2
nd Ed.), UK: Cambridge University Press (2008), p. 90.
2Ibid, pp. 84-85.
55
APPENDIX 2
INSTRUMENT OF PRE-TEST
Describe your best moment when studying at Pesantren. Write in at least 150 words and make
sure you use in complex, compound and compound complex sentences in your writing.
Tips for writing narratives:
Use all generic structures of narrative text (orientation, complication, sequence of event,
resolution, coda).
Use different verbal tenses (past simple, past continuous, past perfect).
Use time expressions (while, until, by the time, as soon as, etc.).
Use adverbs and adjectives (amazingly, sadly, luckily, happy, surprised, curious, etc.).
Describe atmosphere and feelings as well as what happened (thrilled, sympathetic, etc.)
56
APPENDIX 3
INSTRUMENT OF POST-TEST
Describe your opinion about your daily life at Pesantren. Write in at least 150 words and make
sure you use in complex, compound and compound complex sentences in your writing.
Tips for writing narratives:
Use all generic structures of narrative text (orientation, complication, sequence of event,
resolution, coda).
Use different verbal tenses (past simple, past continuous, past perfect).
Use time expressions (while, until, by the time, as soon as, etc.).
Use adverbs and adjectives (amazingly, sadly, luckily, happy, surprised, curious, etc.).
Describe atmosphere and feelings as well as what happened (thrilled, sympathetic, etc.).
57
APPENDIX 4
ACCURACY AND COMPLEXITY’S MEASUREMENT
Criteria Accuracy Complexity
The accuracy in writing will
be scored by calculating the
number of grammatical
errors per total number of t-
units.
In order to measure the
aspect of accuracy in writing
performance of participant,
the researcher counted the
number of grammar errors at
least in 150 words.
This would indicate how
learners were accurate in
their writing performance.
The complexity in writing is
scored with counting the
number of longer clauses and
subordinators.
The researcher assessed and
looked the complexity in
writing by relating how much
subordination is used per t-units
or c- units.
It includes one main clause with
all sub ordinate clauses attached
to it.
58
APPENDIX 5
RPP I (Kelas Experimen)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Daar El-Qolam
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/ 2
Alokasi Waktu : 2 x 40menit (1 Pertemuan)
Standar Kompetensi :
1. Memahami makna dalam teks tulis fungsional pendek dan
berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
2. Mengungkapkan makna dalam teks monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar :
1. Merespon makna dan langkah-langkah retorika dalam teks
monolog sederhana yang menggunakan ragam bahasa tulisan
secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks
berbentuk hortatory exposition.
2. Mengungkapkan makna dalam teks monolog sederhana yang
menggunakan ragam bahasa tulisan secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk hortatory
exposition.
59
Indikator :
1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam
teks yang dibaca.
2. Mengidentifikasi tujuan isi teks yang dibaca.
3. Mengidentifikasi hortatory exposition dalam suatu paragraf.
4. Membuat hortatory exposition teks.
1. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat:
a. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca.
b. Mengidentifikasi tujuan isi teks yang dibaca.
c. Mengidentifikasi hortatory exposition dalam suatu paragraf.
d. Membuat hortatory exposition teks.
2. Karakter Siswa yang Diharapkan:
a. Kreatif (Creative)
b. PercayaDiri (Confidence)
c. Komunikatif (Communicative)
3. Materi Pembelajaran
- Contoh teks hortatory exposition:
Watch your Kids While Watching TV
Television becomes one of the most important devices which takes place in almost houses.
It can unite all members of the family as well as separate them. However, is it important to
know what your kids are watching? The answer is, of course, absolutely "Yes" and that should
be done by all parents. Television can expose things you have tried to protect the children from,
especially violence, pornography, consumerism and so on.
Recently, a study demonstrated that spending too much time on watching TV during the
day or at bedtime often cause bed-time disruption, stress, and short sleep duration.
Another research found that there is a significant relationship between the amount of time
spent for watching television during adolescence and early adulthood, and the possibility of
being aggressive.
Comment [SF1]: THESIS
60
Meanwhile, many studies have identified a relationship between kids who watch TV a lot
and being inactive and overweight.
Considering some facts mentioning above, protect your children with the following tips:
• Limit television viewing to one-two hours each day
• Do not allow your children to have a TV set in their own bedrooms
• Review the rating of TV shows which your children watch
•Watch television with your children and discuss what is happening in the show
- Penjelasan tentang hortatory exposition Text:
Hortatory Exposition Text
Hortatory exposition is a type of English text that belongs to the class of
argumentation. Its text influences the reader to do something or act in a
certain way. The purpose of hortatory text is to analyze and try to convince the
readers or listener that something should be so, and should not be the case.
Generic structure of the text
There are 3 parts:
a. Thesis
It introduces a topic, outlines main ideas or point of view to be presented.
b. Argument
Reasons for concern, leading to a recommendation.
c. Recommendation
Contains a recommendation or solicitation writer to the reader.
Language features of hortatory text.
a. Use of simple present tense.
b. Use of connectives which link arguments.
c. Use of evaluative language.
d. Use of actions verb and linking verbs.
e. Use of compound and complex sentence.
The distinction between analytical exposition and hortatory exposition text is the
last part of both texts. In the closing part, hortatory exposition presents the
recommendation which persuade the readers to do something but in analytical
exposition text, the last part presents Reiteration or rewriting the main idea of the
text without persuade the readers to do something.
Comment [SF2]: ARGUMENT
Comment [SF3]: RECOMMENDATION
61
4. Metode Pembelajaran/ Teknik : Using Blog
5. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
- Guru membuka pertemuan dan memeriksa kehadiran siswa.
- Guru melakukan kegiatan pembuka dengan menanyakan kabar dan mengadakan
ice breaking berupa memecahkan puzzle dalam kalimat hortatory exposition.
- Guru menyampaikan tujuan pembelajaran kepada siswa.
Kegiatan Inti (60’)
a. Eksplorasi
- Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang
akan dipelajari hortatory exposition.
- Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau
mempresentasikan mengenai hortatory exposition.
b. Elaborasi
- Guru meminta siswa untuk mencari pasangan.
- Guru menggunakan tehnik blog dalam membahas hortatory exposition dengan
pasangan yang telah dipilih.
- Setiap siswa berpasangan dan membahas topik yang sudah ditentukan dalam blog
guru.
- Siswa yang berpasangan membuat blog bersama kemudian diskusi kembali
menggunakan kolom comment yang ada dalam blog.
- Setiap satu dari pasangan siswa, menjelaskan pemahaman mereka mengenai materi
yang dibahas apabila ada salah dari mereka yang belum memahami materi.
- Guru meminta beberapa siswa untuk menjelaskan materi hortatory text yang
mereka pahami dari hasil diskusi dengan teman.
- Guru bersama siswa membahas materi yang tadi mereka diskusikan.
- Guru memberikan contoh hortatory exposition kepada siswa.
62
- Guru meminta siswa untuk mengidentifikasi generic structure dari teks tersebut
(hortatory exposition).
c. Konfirmasi
- Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang
tujuan komunikasi dari teks hortatory exposition beserta langkah-langkah retorika
dalam teks hortatory exposition.
- Guru meminta siswa untuk membuat hortatory exposition secara individu dalam
blog.
Kegiatan Akhir (10’)
- Guru menyampaikan recana pembelajaran pada pertemuan berikutnya.
- Guru menutup pertemuan kelas.
6. Sumber Belajar
- Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High
School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh
Piranti Darma Kalokatama pada tahun 2011.
- Slide
- Kamus
- Komputer
- In focus
7. Penilaian/ Evaluasi berdasarkan:
- Teknik : Performance Assessment.
- Bentuk : Tanya Jawab dan Essay
Score untuk performance Tanya Jawab
Score Criteria
90
85
80
75
70
- Kerjasama sangat baik, presentasi lancer dan jelas.
- Kerjasama baik, presentasi cukup lancer dan jelas.
- Kerjasama baik, presentasi cukup lancer dan cukup jelas.
- Kerjasamacukup baik, presentasi kurang lancer dan kurang jelas.
- Kerjasama kurangbaik, presentasi kurang lancer dan kurang jelas.
63
Score untuk Essay
Criteria Accuracy Complexity
The accuracy in writing will
be scored by calculating the
number of grammatical
errors per total number of t-
units. In order to measure the
aspect of accuracy in writing
performance of participant,
the researcher counted the
number of grammar errors in
every 100 words. This would
indicate how learners were
accurate in their writing
performance.
The complexity in writing is
scored with counting the
number of longer clauses and
subordinators. The researcher
assessed and looked the
complexity in writing by
relating how much
subordination is used per t-units
or c- units. It includes one main
clause with all sub ordinate
clauses attached to it.
Contoh Instrument Essay
Nama:
Class:
Write your argument about “Sleeping after Subuh Prayer”. Write in 100 words
and make sure you use in hortatory exposition.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
64
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………………………..
Tangerang, 25 Februari 2015
Guru Praktikan ,
Iin Kurnia
65
APPENDIX 6
RPP I (Kelas Kontrol)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Daar El-Qolam
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/ 2
Alokasi Waktu : 4 x 40menit
Standar Kompetensi :
1. Memahami makna dalam teks tulis fungsional pendek dan
berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
2. Mengungkapkan makna dalam teks monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar :
1. Merespon makna dan langkah-langkah retorika dalam teks
monolog sederhana yang menggunakan ragam bahasa tulisan
secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks
berbentuk hortatory exposition.
2. Mengungkapkan makna dalam teks monolog sederhana yang
menggunakan ragam bahasa tulisan secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk hortatory
exposition.
66
Indikator :
1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam
teks yang dibaca.
2. Mengidentifikasi tujuan isi teks yang dibaca.
3. Mengidentifikasi hortatory exposition dalam suatu paragraf.
4. Membuat hortatory exposition teks.
1. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat:
a. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca.
b. Mengidentifikasi tujuan isi teks yang dibaca.
c. Mengidentifikasi hortatory exposition dalam suatu paragraf.
d. Membuat hortatory exposition teks.
2. Karakter Siswa yang Diharapkan:
a. Kreatif (Creative)
b. PercayaDiri (Confidence)
c. Komunikatif (Communicative)
3. Materi Pembelajaran
- Contoh teks hortatory exposition:
Watch your Kids While Watching TV
Television becomes one of the most important devices which takes place in almost houses.
It can unite all members of the family as well as separate them. However, is it important to
know what your kids are watching? The answer is, of course, absolutely "Yes" and that should
be done by all parents. Television can expose things you have tried to protect the children from,
especially violence, pornography, consumerism and so on.
Recently, a study demonstrated that spending too much time on watching TV during the
day or at bedtime often cause bed-time disruption, stress, and short sleep duration.
Another research found that there is a significant relationship between the amount of time
spent for watching television during adolescence and early adulthood, and the possibility of
being aggressive.
Comment [SF1]: THESIS
67
Meanwhile, many studies have identified a relationship between kids who watch TV a lot
and being inactive and overweight.
Considering some facts mentioning above, protect your children with the following tips:
• Limit television viewing to one-two hours each day
• Do not allow your children to have a TV set in their own bedrooms
• Review the rating of TV shows which your children watch
•Watch television with your children and discuss what is happening in the show
- Penjelasan tentang hortatory exposition Text:
Hortatory Exposition Text
Hortatory exposition is a type of English text that belongs to the class of
argumentation. Its text influences the reader to do something or act in a
certain way. The purpose of hortatory text is to analyze and try to convince the
readers or listener that something should be so, and should not be the case.
Generic structure of the text
There are 3 parts:
a. Thesis
It introduces a topic, outlines main ideas or point of view to be presented.
b. Argument
Reasons for concern, leading to a recommendation.
c. Recommendation
Contains a recommendation or solicitation writer to the reader.
Language features of hortatory text.
a. Use of simple present tense.
b. Use of connectives which link arguments.
c. Use of evaluative language.
d. Use of actions verb and linking verbs.
e. Use of compound and complex sentence.
The distinction between analytical exposition and hortatory exposition text is the
last part of both texts. In the closing part, hortatory exposition presents the
recommendation which persuade the readers to do something but in analytical
exposition text, the last part presents Reiteration or rewriting the main idea of the
text without persuade the readers to do something.
Comment [SF2]: ARGUMENT
Comment [SF3]: RECOMMENDATION
68
4. Metode Pembelajaran/ Teknik : Ceramah dan Diskusi
5. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
- Guru membuka pertemuan dan memeriksa kehadiran siswa.
- Guru melakukan kegiatan pembuka dengan menanyakan kabar dan mengadakan ice
breaking berupa memecahkan puzzle dalam kalimat hortatory exposition.
- Guru menyampaikan tujuan pembelajaran kepada siswa.
Kegiatan Inti (60’)
a. Eksplorasi
- Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang
akan dipelajari hortatory exposition.
- Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau
mempresentasikan mengenai hortatory exposition.
b. Elaborasi
- Guru menjelaskan apa itu hortatory exposition.
- Guru memberikan sebuah teks naratif berjudul “Watch your Kids While Watching
TV” kepada siswa
- Guru meminta siswa membaca dan mengidentifikasi teks tersebut
- Guru menanyakan vocabulary yang belum dimengerti siswa
- Guru menanyakan siswa satu persatu apa inti cerita teks yang mereka baca
- Guru menerangkan dan mengidentifikasi inti cerita teks tersebut
- Guru meminta siswa untuk menulis teks hortatory exposition.
- Guru meminta siswa untuk mengidentifikasi generic structure dari teks tersebut
(hortatory exposition).
c. Konfirmasi
- Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang
tujuan komunikasi dari teks hortatory exposition beserta langkah-langkah retorika
dalam teks hortatory exposition.
- Guru meminta siswa untuk membuat hortatory exposition.
69
Kegiatan Akhir (10’)
- Guru menyampaikan recana pembelajaran pada pertemuan berikutnya.
- Guru menutup pertemuan kelas.
6. Sumber Belajar
- Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High
School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh
Piranti Darma Kalokatama pada tahun 2011.
7. Penilaian/ Evaluasi berdasarkan:
- Teknik : Performance Assessment.
- Bentuk :Tanya Jawab dan Essay.
Score untuk performance Tanya jawab
Score Criteria
90
85
80
75
70
- Kerjasama sangat baik, presentasi lancer dan jelas.
- Kerjasama baik, presentasi cukup lancer dan jelas.
- Kerjasama baik, presentasi cukup lancer dan cukup jelas.
- Kerjasamacukup baik, presentasi kurang lancer dan kurang jelas.
- Kerjasama kurangbaik, presentasi kurang lancer dan kurang jelas.
Score untuk Essay
Criteria Accuracy Complexity
The accuracy in writing will
be scored by calculating the
number of grammatical
errors per total number of t-
units. In order to measure the
aspect of accuracy in writing
performance of participant,
the researcher counted the
number of grammar errors in
every 100 words. This would
indicate how learners were
The complexity in writing is
scored with counting the
number of longer clauses and
subordinators. The researcher
assessed and looked the
complexity in writing by
relating how much
subordination is used per t-units
or c- units. It includes one main
clause with all sub ordinate
clauses attached to it.
70
accurate in their writing
performance.
Contoh Instrument Essay
Nama:
Class:
Write your argument about “Sleeping after Subuh Prayer”. Write in 100 words
and make sure you use in hortatory exposition.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………………………..
Tangerang, 25 Februari 2015
Guru Praktikan ,
Iin Kurnia
71
APPENDIX 7
RPP II (Kelas Experimen)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Daar El-Qolam
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/ 2
Alokasi Waktu : 2 x 40menit (1 Pertemuan)
Standar Kompetensi :
1. Memahami makna dalam teks tulis fungsional pendek dan
berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
2. Mengungkapkan makna dalam teks monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar :
1. Merespon makna dan langkah-langkah retorika dalam teks
monolog sederhana yang menggunakan ragam bahasa tulisan
secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks
berbentuk hortatory exposition.
2. Mengungkapkan makna dalam teks monolog sederhana yang
menggunakan ragam bahasa tulisan secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk hortatory
exposition.
72
Indikator :
1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam
teks yang dibaca.
2. Mengidentifikasi tujuan isi teks yang dibaca.
3. Mengidentifikasi perbedaan antara hortatory exposition dan
analytical exposition dalam suatu paragraf.
4. Membuat analaytical exposition teks.
1. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat:
a. Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca.
b. Mengidentifikasi tujuan isi teks yang dibaca.
c. Mengidentifikasi perbedaan antara hortatory exposition dan analytical exposition
dalam suatu paragraf.
d. Membuat analytical exposition teks.
2. Karakter Siswa yang Diharapkan:
a. Kreatif (Creative)
b. Percaya Diri (Confidence)
c. Komunikatif (Communicative)
3. Materi Pembelajaran
- Contoh teks analytical exposition:
Langkah Retorika Contoh Teks
Thesis
Language is the mean of communication. Mostly groups
of society have their own languages. Some of them
appear the top global languages. Most people in the
world hear about English, Arabic, and Mandarin.
However English is the most global spoken language.
Then if a man wants to catch a global goal, he has to
master English.
Argument 1
Everyone recognize that English is an international
language. English is used in writing and speaking by
many people all over the world. It can be either as a first
or second language. We even hear British, American,
Australian, and even Singaporean English. Those various
names of English are used as the first language in those
countries. Futhermore, some countries have their own
73
languages as a mother language but also use English
mostly in daily comunication.
Argument 2
Besides usage in daily interaction, English is also used as
a key to open doors leading to scientific and technical
knowledge. No wonder we find manual guides and
instructions of many devices written in English. Even if
we have a pack of instant noodle, we will see the
cooking instruction also written in English. This transfer
of science and technic will include many countries in
economic, social and politics developement.
Argument 3 Finaly, the most easily seen in the importance of learning
English is that most top requirement in filling job
opportunities is the ability using English; active or
passive. Job applicants who master English are more
favourable than ones who do not.
Reiteration The above facts prove that everybody needs to learn
English if he likes to greet the global era.
- Penjelasan tentang hortatory exposition Text:
- Slide 1
Analytical exposition
74
Slide 2
Definition of Analytical Exposition
It is a kind of text type that
presents one side of an issue in a
form of arguments. The purpose of
analytical exposition is to persuade
the readers by presenting one side
of an argument. In other word, it
can be said that an analytical
exposition is used to argue point of
view or to persuade the audience to
do something. Analytical
exposition text can be found in
legal defenses, spoken arguments,
advertisement, announcement,
radio commercial and leaflet.
Analytical exposition also the text
that elaborates the writer‘s idea
about the phenomenon
surrounding. Its social function is
to show the readers that the idea is
the important matter.
- Slide 3
Thesis : Introducing the topic and indicatingthe writer’s position. It consists of the author’spoint of view (thesis), preview of the argumentsthat will follow in the next section, and aquestion or emotional statement to get audienceattention.
Arguments : Explaining the arguments tosupport the writer’s position. This part issignificant to support about the thesis. Therefore,it needs some requirements. They are explainedas follow;
•A new paragraph is used for each argument
•Each new paragraph begins with topic sentence
•After topic sentence comes the details tosupport the arguments
•Emotive words are used to persuade theaudience into believing the author.
Reiteration : Restating the writer’s position. Aconclusion summing up the arguments: In thisway, the author restates the author’s point ofview (thesis)/ reiteration. Furthermore, summaryof what has been stated in the section above maybe included here.
Topic sentence
- Slide 4
• Thesis : Introducing the topic and indicatingthe writer’s position. It consists of the author’spoint of view (thesis), preview of thearguments that will follow in the next section,and a question or emotional statement to getaudience attention.
• Example:
Cars should be banned in the city. Aswe all know, cars create pollution, andcause a lot of road deaths and otheraccidents.
75
- Slide 5 • Arguments : Explaining the arguments to support the writer’s
position. This part is significant to support about the thesis. Therefore, itneeds some requirements. They are explained as follow;
1. A new paragraph is used for each argument2. Each new paragraph begins with topic sentence3. After topic sentence comes the details to support the arguments4. Emotive words are used to persuade the audience into believing the author.For examples:• Argument 1
Firstly, cars, as we all know, give contribution to the most of the pollution in the world. Cars emit deadly gas that causes illness such as bronchitis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that people can die from them.
• Argument 2Secondly, the city is very busy. Pedestrians wander
everywhere and cars commonly hit pedestrians in the city, which causes them to die. Cars today are our roads biggest killers
• Argument 3• Thirdly, cars are very noisy. If you live in the city, you may find it
hard to sleep at night, or to concentrate on your homework, and especially when you talk to someone.
- Slide 6
• Reiteration : Restating the writer’s position. A conclusion summing up the arguments: In this way, the author restates the author’s point of view (thesis)/ reiteration. Furthermore, summary of what has been stated in the section above may be included here.
• For Example:
Reiteration
In conclusion, cars should be banned from the city for the reason listed.
Thesis Arguments Reinteration
- Slide 7
Find out
Find out
1.In the writer’s opinion what do cars
in a city couse?
2. What do cars emit?
3. who mostly are the victims in car
accidents?
4. which paragraph tells you that cars
also cause noise pollution?
5. what is the topic of the text
76
- Slide 8
Simple Present • How do we use the Present Simple Tense?We use the present simple tense when:• the action is general• the action happens all the time, or habitually, in the past, present and future• the action is not only happening now• the statement is always trueHow do we make the Present Simple Tense?
Subject+ auxiliary verb (do/does)+ Verb1 For adjective we add present to be (IS.Am,Are) and remove do/does then followed by adjectiveThere are three important exceptions:• For positive sentences, we do not normally use the auxiliary.• For the 3rd person singular (he, she, it), we add s to the main verb or es to the auxiliary.
Sheti- use auxiliary does theyweIyou- use auxiliary do
use to make negatif and introgrative sentences.
• For the verb to be, we do not use an auxiliary, even for questions and negatives. But we use ARAMIS-Are,Am,IS
Are=== theyweyul----------------- AM=== I-------------------------- IS===Sheti
- Slide 9
Is Smoking Good for Us?
Before we are going to smoke, it is better to look at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking.
Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than non smokers.
Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes.
Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else.
Provide the title and the conclusion for the text.
CONCLUSION
- Slide 10
Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants.
Analytical betuknya terdiri dari: thesis (hal yang mau dibahas atau hal yg mauPersuade_kan), argumement( pembuktian/reason/pendukung thesis ygbiasanya topic sentencenya langsung berada diawal paragraf, Paragraf inimuncul atau dapat ditemukan setelah thesis/paragraf1. Reinterationmerupakan reforcemenet (penguatan kembali yang dimana theis itu disebutkankembali dan semakin ditegaskan terletak di akhir aparagaf.
77
4. Metode Pembelajaran/ Teknik : Using Blog
5. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
- Guru memberikan salam / menyapa siswa pada awal masuk kelas.
- Guru mengecek kehadiran siswa.
- Guru menanyakan kepada siswa seberapa pentingkah penguasaan Bahasa Inggris.
- Guru menceritakan tentang banyaknya besasiswa baik dalam maupun luar negeri,
syaratnya selain akademik yaitu bahasa seperti TOEFL dll.
- Guru mengaitkan jawaban siswa dengan materi yang akan dibahas.
- Guru menanyakan tentang PR pertemuan sebelumnya dan meminta siswa
mengumpulkannya.
Kegiatan Inti (60’)
a. Eksplorasi
- Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang
akan dipelajari analytical exposition.
- Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau
mempresentasikan mengenai analytical exposition.
b. Elaborasi
- Guru menjelaskan materi analytical exposition menggunakan media power point
dilanjutkan diskusi menggunakan media blog.
- Guru meminta siswa untuk berkelompok.
- Setiap siswa berkelompok dan membahas topik yang sudah ditentukan dalam blog
guru.
- Siswa yang berkelompok diskusi menggunakan kolom comment yang ada dalam
blog.
- Setiap satu dari kelompok siswa menjelaskan pemahaman mengenai materi yang
dibahas apabila ada beberapa dari mereka yang belum memahami materi.
- Guru meminta beberapa siswa untuk menjelaskan materi analytical exposition text
yang mereka pahami dari hasil diskusi dengan teman.
78
- Guru bersama siswa membahas kembali materi yang tadi mereka diskusikan.
- Guru meminta siswa untuk membuat contoh teks analytical exposition dalam blog
masing-masing.
- Guru meminta siswa untuk mengidentifikasi generic structure dari teks tersebut
(analytical exposition).
c. Konfirmasi
- Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang
tujuan komunikasi analytical exposition.
- Guru meminta siswa untuk membuat analytical exposition secara individu dalam
blog.
Kegiatan Akhir (10’)
- Guru menyampaikan recana pembelajaran pada pertemuan berikutnya.
- Guru menutup pertemuan kelas.
6. Sumber Belajar
- Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High
School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh
Piranti Darma Kalokatama pada tahun 2011.
- Slide
- Komputer
- In focus
7. Penilaian/ Evaluasi berdasarkan:
Guru melakukan penilaian dengan ketentuan sebagai berikut :
a. Teknik Penilaian : tugas kelompok dan tugas individu
b. Bentuk Penilaian : tulis
Indikator
Penilaian
Teknik Bentuk Contoh
Instrumen
Mengidentifikasi topik dari teks
analytical exposition yang dibaca.
Mengidentifikasi informasi
Tes tulis
Menjawab
pertanyaan
Lihat contoh
79
tertentu dari teks fungsional
pendek Analytical exposition
Tes tulis
Menjawab
Pertanyaan
Lihat contoh
c. Instrumen Penelitian
Jumbled words
Complete the following text with suitable answer that provided!
Easy Information Desk Modern
Secondly Shopping Students
Laptop Because Study
Students Need Laptop Conventionally, 1 need book, pen, eraser, drawing book, ruler and such
other stuff. Additionally, in this multimedia era, students need more to reach their
progressive development. Students need mobile keyboards to record every presented
subject easily. Of course it will need more cost but it will deserve for its function.
First, 2 schools tend to apply fast transferring knowledge 3 the
school needs to catch the target of curriculum. Every subject will tend to be given in
demonstrative method. Consequently students need extra media cover the subject.
Since there is a laptop on every students' 4 , this method will help student to get
better understanding.
5 , finding an appropriate laptop is not difficult as it was. Recently there is an
online shop which provides comprehensive 6 . The best is that the shop has
service of online 7 . The students just need to brows that online shop, decide
which computer or laptop they need, then complete the transaction. After that the
8 will be delivered to the students' houses. That is really 9 and save time and
money.
From all of that, having mobile computer is absolutely useful for students who
want to catch the best result for their 10 . Buying laptop online is advisable
because it will cut the price. This online way is recommended since online shop also
provide several laptop types. Students just need to decide which type they really need.
Jumlah skor maksimal per siswa : 10
Nilai siswa diperoleh dengan cara mengkali jumlah nilai perolehan dengan 1.
Misal Andri dan Vina mendapat nilai perolehan : 8
Maka nilainya : 8 x 1 = 8
Contoh Instrument Essay
Nama:
Class:
Write your argument about “Sleeping after Subuh Prayer”. Write in 100 words
and make sure you use in hortatory exposition.
80
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………
Score untuk Essay
Criteria Accuracy Complexity
The accuracy in writing will
be scored by calculating the
number of grammatical
errors per total number of t-
units. In order to measure the
aspect of accuracy in writing
performance of participant,
the researcher counted the
number of grammar errors in
every 100 words. This would
indicate how learners were
accurate in their writing
performance.
The complexity in writing is
scored with counting the
number of longer clauses and
subordinators. The researcher
assessed and looked the
complexity in writing by
relating how much
subordination is used per t-units
or c- units. It includes one main
clause with all sub ordinate
clauses attached to it.
Tangerang, 25 Februari 2015
Guru Praktikan ,
Iin Kurnia
81
APPENDIX 8
RPP II (Kelas Kontrol)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Daar El-Qolam
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/ 2
Alokasi Waktu : 2 x 40menit (1 pertemuan)
Standar Kompetensi :
1. Memahami makna dalam teks tulis fungsional pendek dan
berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
2. Mengungkapkan makna dalam teks monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar :
1. Merespon makna dan langkah-langkah retorika dalam teks
monolog sederhana yang menggunakan ragam bahasa tulisan
secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengkases ilmu pengetahuan dalam teks
berbentuk hortatory exposition.
2. Mengungkapkan makna dalam teks monolog sederhana yang
menggunakan ragam bahasa tulisan secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk hortatory
exposition.
82
Indikator :
1. Mengidentifikasi kejadian dan langkah-langkah retorika dalam
teks yang dibaca.
2. Mengidentifikasi tujuan isi teks yang dibaca.
3. Mengidentifikasi perbedaan antara hortatory exposition dan
analytical exposition dalam suatu paragraf.
4. Membuat analaytical exposition teks.
1. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat:
a Mengidentifikasi kejadian dan langkah-langkah retorika dalam teks yang dibaca.
b. Mengidentifikasi tujuan isi teks yang dibaca.
c. Mengidentifikasi perbedaan antara hortatory exposition dan analytical exposition
dalam suatu paragraf.
d. Membuat analytical exposition teks.
2. Karakter Siswa yang Diharapkan:
a. Kreatif (Creative)
b. PercayaDiri (Confidence)
c. Komunikatif (Communicative)
3. Materi Pembelajaran
- Contoh teks analytical exposition:
Langkah Retorika Contoh Teks
Thesis
Language is the mean of communication. Mostly groups
of society have their own languages. Some of them
appear the top global languages. Most people in the
world hear about English, Arabic, and Mandarin.
However English is the most global spoken language.
Then if a man wants to catch a global goal, he has to
master English.
Argument 1
Everyone recognize that English is an international
language. English is used in writing and speaking by
many people all over the world. It can be either as a first
or second language. We even hear British, American,
Australian, and even Singaporean English. Those various
names of English are used as the first language in those
countries. Futhermore, some countries have their own
83
languages as a mother language but also use English
mostly in daily comunication.
Argument 2
Besides usage in daily interaction, English is also used as
a key to open doors leading to scientific and technical
knowledge. No wonder we find manual guides and
instructions of many devices written in English. Even if
we have a pack of instant noodle, we will see the
cooking instruction also written in English. This transfer
of science and technic will include many countries in
economic, social and politics developement.
Argument 3 Finaly, the most easily seen in the importance of learning
English is that most top requirement in filling job
opportunities is the ability using English; active or
passive. Job applicants who master English are more
favourable than ones who do not.
Reiteration The above facts prove that everybody needs to learn
English if he likes to greet the global era.
- Penjelasan tentang hortatory exposition Text:
- Slide 1
Analytical exposition
84
Slide 2
Definition of Analytical Exposition
It is a kind of text type that
presents one side of an issue in a
form of arguments. The purpose of
analytical exposition is to persuade
the readers by presenting one side
of an argument. In other word, it
can be said that an analytical
exposition is used to argue point of
view or to persuade the audience to
do something. Analytical
exposition text can be found in
legal defenses, spoken arguments,
advertisement, announcement,
radio commercial and leaflet.
Analytical exposition also the text
that elaborates the writer‘s idea
about the phenomenon
surrounding. Its social function is
to show the readers that the idea is
the important matter.
- Slide 3
Thesis : Introducing the topic and indicatingthe writer’s position. It consists of the author’spoint of view (thesis), preview of the argumentsthat will follow in the next section, and aquestion or emotional statement to get audienceattention.
Arguments : Explaining the arguments tosupport the writer’s position. This part issignificant to support about the thesis. Therefore,it needs some requirements. They are explainedas follow;
•A new paragraph is used for each argument
•Each new paragraph begins with topic sentence
•After topic sentence comes the details tosupport the arguments
•Emotive words are used to persuade theaudience into believing the author.
Reiteration : Restating the writer’s position. Aconclusion summing up the arguments: In thisway, the author restates the author’s point ofview (thesis)/ reiteration. Furthermore, summaryof what has been stated in the section above maybe included here.
Topic sentence
- Slide 4
• Thesis : Introducing the topic and indicatingthe writer’s position. It consists of the author’spoint of view (thesis), preview of thearguments that will follow in the next section,and a question or emotional statement to getaudience attention.
• Example:
Cars should be banned in the city. Aswe all know, cars create pollution, andcause a lot of road deaths and otheraccidents.
85
- Slide 5 • Arguments : Explaining the arguments to support the writer’s
position. This part is significant to support about the thesis. Therefore, itneeds some requirements. They are explained as follow;
1. A new paragraph is used for each argument2. Each new paragraph begins with topic sentence3. After topic sentence comes the details to support the arguments4. Emotive words are used to persuade the audience into believing the author.For examples:• Argument 1
Firstly, cars, as we all know, give contribution to the most of the pollution in the world. Cars emit deadly gas that causes illness such as bronchitis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that people can die from them.
• Argument 2Secondly, the city is very busy. Pedestrians wander
everywhere and cars commonly hit pedestrians in the city, which causes them to die. Cars today are our roads biggest killers
• Argument 3• Thirdly, cars are very noisy. If you live in the city, you may find it
hard to sleep at night, or to concentrate on your homework, and especially when you talk to someone.
- Slide 6
• Reiteration : Restating the writer’s position. A conclusion summing up the arguments: In this way, the author restates the author’s point of view (thesis)/ reiteration. Furthermore, summary of what has been stated in the section above may be included here.
• For Example:
Reiteration
In conclusion, cars should be banned from the city for the reason listed.
Thesis Arguments Reinteration
- Slide 7
Find out
Find out
1.In the writer’s opinion what do cars
in a city couse?
2. What do cars emit?
3. who mostly are the victims in car
accidents?
4. which paragraph tells you that cars
also cause noise pollution?
5. what is the topic of the text
86
- Slide 8
Simple Present • How do we use the Present Simple Tense?We use the present simple tense when:• the action is general• the action happens all the time, or habitually, in the past, present and future• the action is not only happening now• the statement is always trueHow do we make the Present Simple Tense?
Subject+ auxiliary verb (do/does)+ Verb1 For adjective we add present to be (IS.Am,Are) and remove do/does then followed by adjectiveThere are three important exceptions:• For positive sentences, we do not normally use the auxiliary.• For the 3rd person singular (he, she, it), we add s to the main verb or es to the auxiliary.
Sheti- use auxiliary does theyweIyou- use auxiliary do
use to make negatif and introgrative sentences.
• For the verb to be, we do not use an auxiliary, even for questions and negatives. But we use ARAMIS-Are,Am,IS
Are=== theyweyul----------------- AM=== I-------------------------- IS===Sheti
- Slide 9
Is Smoking Good for Us?
Before we are going to smoke, it is better to look at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking.
Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than non smokers.
Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes.
Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else.
Provide the title and the conclusion for the text.
CONCLUSION
- Slide 10
Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants.
Analytical betuknya terdiri dari: thesis (hal yang mau dibahas atau hal yg mauPersuade_kan), argumement( pembuktian/reason/pendukung thesis ygbiasanya topic sentencenya langsung berada diawal paragraf, Paragraf inimuncul atau dapat ditemukan setelah thesis/paragraf1. Reinterationmerupakan reforcemenet (penguatan kembali yang dimana theis itu disebutkankembali dan semakin ditegaskan terletak di akhir aparagaf.
87
4. Metode Pembelajaran/ Teknik : Ceramah dan Diskusi
5. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
Guru memberikan salam / menyapa siswa pada awal masuk kelas.
Guru mengecek kehadiran siswa.
Guru menanyakan kepada siswa seberapa pentingkah penguasaan Bahasa Inggris.
Guru menceritakan tentang banyaknya besasiswa baik dalam maupun luar negeri,
syaratnya selain akademik yaitu bahasa seperti TOEFL dll.
Guru mengaitkan jawaban siswa dengan materi yang akan dibahas.
Guru menanyakan tentang PR pertemuan sebelumnya dan meminta siswa
mengumpulkannya.
Kegiatan Inti (60’)
a. Eksplorasi
- Guru memberikan stimulus berupa pemberian materi pertanyaan terkait materi yang
akan dipelajari analytical exposition.
- Guru memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau
mempresentasikan mengenai analytical exposition.
b. Elaborasi
Memberikan contoh Teks Analytical Exposition.
- Menjelaskan tentang Teks Analytical Exposition tersebut.
- Menjelaskan langkah retorika teks Analytical Exposition tersebut.
- Menjelaskan isi dari contoh teks Analytical exposition tersebut.
- Membentuk siswa menjadi kelompok dimana 1 kelompok terdiri dari 3 siswa.
- Meminta siswa untuk mengerjakan soal jumble word secara kelompok.
- Membahasnya secara bersama-sama
- Meminta siswa mengerjakan soal True False secara berkelompok.
- Membahas soal secara bersama-sama.
- Memanggil satu dari tiap kelompok siswa untuk menyebutkan nilai yang mereka
peroleh setelah koreksi bersama.
88
c. Konfirmasi
- Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang
tujuan komunikasi dari teks analytical exposition beserta langkah-langkah retorika
dalam teks analytical exposition.
- Guru meminta siswa untuk membuat analytical exposition.
Kegiatan Akhir (10’)
- Guru menyampaikan recana pembelajaran pada pertemuan berikutnya.
- Guru menutup pertemuan kelas.
6. Sumber Belajar
- Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High
School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh
Piranti Darma Kalokatama pada tahun 2011.
7. Penilaian/ Evaluasi berdasarkan:
Guru melakukan penilaian dengan ketentuan sebagai berikut :
a. Teknik Penilaian : tugas kelompok dan tugas individu
b. Bentuk Penilaian : tulis
Indikator
Penilaian
Teknik Bentuk Contoh
Instrumen
Mengidentifikasi topik dari teks
analytical exposition yang dibaca.
Mengidentifikasi informasi
tertentu dari teks fungsional
pendek Analytical exposition
Tes tulis
Tes tulis
Menjawab
pertanyaan
Menjawab
Pertanyaan
Lihat contoh
Lihat contoh
c. Instrumen Penelitian
Jumbled words
Complete the following text with suitable answer that provided!
Easy Information Desk Modern
Secondly Shopping Students
89
Laptop Because Study
Students Need Laptop Conventionally, 1 need book, pen, eraser, drawing book, ruler and such other
stuff. Additionally, in this multimedia era, students need more to reach their progressive
development. Students need mobile keyboards to record every presented subject easily. Of
course it will need more cost but it will deserve for its function.
First, 2 schools tend to apply fast transferring knowledge 3 the school needs to
catch the target of curriculum. Every subject will tend to be given in demonstrative method.
Consequently students need extra media cover the subject. Since there is a laptop on every
students' 4 , this method will help student to get better understanding.
5 , finding an appropriate laptop is not difficult as it was. Recently there is an online
shop which provides comprehensive 6 . The best is that the shop has service of online
7 . The students just need to brows that online shop, decide which computer or laptop they
need, then complete the transaction. After that the 8 will be delivered to the students'
houses. That is really 9 and save time and money.
From all of that, having mobile computer is absolutely useful for students who want to catch
the best result for their 10 . Buying laptop online is advisable because it will cut the
price. This online way is recommended since online shop also provide several laptop types.
Students just need to decide which type they really need.
Rubrik Penilaian
Pedoman Penilaian
o Jumbled words
Jumlah skor maksimal per siswa : 10
Nilai siswa diperoleh dengan cara mengkali jumlah nilai perolehan dengan 1.
Misal Andri dan Vina mendapat nilai perolehan : 8
Maka nilainya : 8 x 1 = 8
Contoh Instrument Essay
Nama:
Class:
Write your argument about “Sleeping after Subuh Prayer”. Write in 100 words
Rubrik Penilaian
Bentuk Instrumen Aspek Skor
Jumbled words Jawaban benar
Jawaban salah
1
0
True False Jawaban benar
Jawaban salah
2
0
90
and make sure you use in hortatory exposition.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………
Score untuk Essay
Criteria Accuracy Complexity
The accuracy in writing will
be scored by calculating the
number of grammatical
errors per total number of t-
units. In order to measure the
aspect of accuracy in writing
performance of participant,
the researcher counted the
number of grammar errors in
every 100 words. This would
indicate how learners were
accurate in their writing
performance.
The complexity in writing is
scored with counting the
number of longer clauses and
subordinators. The researcher
assessed and looked the
complexity in writing by
relating how much
subordination is used per t-units
or c- units. It includes one main
clause with all sub ordinate
clauses attached to it.
Tangerang, 25 Februari 2015
Guru Praktikan ,
Iin Kurnia
91
APPENDIX 9
RPP III (Kelas Experimen)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Daar El-Qolam Tangerang
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/ 2
Alokasi Waktu : 4 x 40menit (2 pertemuan)
Standar Kompetensi :
1. Memahami makna dalam teks tulis fungsional pendek dan
berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
2. Mengungkapkan makna dalam teks monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar :
1. Merespon makna dalam isi teks fungsional pendek (misalnya banner,
poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
2. Merespon makna dan langkah retorika dalam esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
92
Indikator :
1. Mengidentifikasi pengertian compound and complex sentence.
2. Mengidentifikasi kalimat compound and complex di dalam sebuah
teks.
3. Membuat kalimat compound and complex secara benar dan
berterima.
1. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat:
a. Mengidentifikasi pengertian compound and complex sentence.
b. Mengidentifikasi kalimat compound and complex di dalam sebuah teks.
c. Membuat kalimat compound and complex secara benar dan berterima.
2. Karakter Siswa yang Diharapkan:
a. Kreatif (Creative)
b. Percaya Diri (Confidence)
c. Komunikatif (Communicative)
3. Materi Pembelajaran
- Contoh teks hortatory exposition:
Where should be after High School
The National examination result will be publicly announced in next short time.
Euphoria will flood for those who get success. In the other hand, It will be sorry to hear
that there are some of them do not succeed in their national final examination. For those
who succeed soon will think to decide; where will they be after graduating high school?
Actually it will be easy to decide for those has been arranged and thought earlier but for
those have not planed yet, it will be quite confusing.
Continuing study or looking for work is the primary choice among them. When
they think about continuing study, they will think hard about the time and cost. How
long the higher study will last? And how high is about the cost. In the same way, when
93
they think about straightly seeking job, what skill and competence they have got is a big
matter of questioning. So, doing both choices in the same time is an alternative.
Continuing study as well as seeking job is possibly done but it will be hard for
them. Conventionally studying in the university needs much time to spend especially in
the first year. It is true because they have to do and adapt a lot of things in their new
higher school. it will be very hard to looking for job. Therefore it should come to their
mind of continuing studying at higher school from their own home. As result, the
available time will be more flexible for them.
Then it will be very possible to seek job and get the appropriate one. This type of
studying is publicly known as distance learning.As the alternative method of studying,
besides the conventional studying which students and the lecturer have to meet in the
fixed time and place regularly, distance learning provides possibility to grow better.
Possibly working and studying surely will create high quality graduate. Distance
learning should appear as a considerable choice for them.
- Penjelasan tentang compound and complex sentence:
Compound sentence is a sentence containing two or more independent clauses joined
together using a semicolon or a comma and a coordinating conjunction.
coordinating conjunction of compound sentence are FUNBOYS (For, and, nor, but,
or, yet, so).
Complex sentence is a sentence that combines at least one independent clause with at
least one dependent clause.
subordinating conjunction of complex sentence are BISWA (because, if, since,
when, although).
4. Metode Pembelajaran/ Teknik : Using Blog
5. Langkah-langkah Kegiatan
a. Pendahuluan dan Eksplorasi (20’) (In 2 meetings)
- Guru membuka pertemuan dan memeriksa kehadiran siswa.
- Guru melakukan kegiatan pembuka dengan mengadakan ice breaking berupa
“mencari jodoh kata”
94
b. Elaborasi (120’) (In 2 meetings)
- Guru meminta peserta didik bekerja bersama pasangan atau in pair.
- Guru meminta peserta didik berdiskusi bersama teman sebangkunya tentang apa itu
kalimat compound dan complex.
- Guru menjelaskan kepada peserta didik tentang kalimat compound dan complex.
- Guru menunjukkan contoh hortatory exposition teks.
- Guru meminta peserta didik in pair dengan temannya untuk mengidentifikasi
kalimat compound dan complex yang terdapat di dalam teks hortatory exposition
pada blog.
- Guru meminta peserta didik menuliskan kalimat compound dan complex yang
mereka telah identifikasi di blog yang telah mereka buat sebelumnya.
- Guru meminta siswa yang lain untuk mengidentifikasi independent clause dan verb
dari kalimat tersebut.
- Guru mengajak peserta didik untuk membahas compound dan complex yang
mereka telah identifikasi.
- Guru meminta peserta didik untuk membuat mengerjakan worksheet compound
dan complex dalam blog.
c. Penutup dan Konfirmasi (20’) (In 2 meetings)
- Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang
tujuan komunikasi dari teks hortatory exposition beserta langkah-langkah retorika
dalam teks hortatory exposition.
- Guru menutup pertemuan kelas.
6. Sumber Belajar
- Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High
School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh
Piranti Darma Kalokatama pada tahun 2011.
- Buku Lembar Kegiatan Siswa/ Modul Bahasa Inggris Grade XI Term 2. Penerbit oleh
Media Adi Karya.
- Slide Power Point
- Computer
95
7. Penilaian/Evaluasiberdasarkan:
- Teknik : Performance Assessment.
- Bentuk : Mengidentifikasi kalimat dan Membuat kalimat
Tangerang, 25 Februari 2015
Guru Praktikan ,
Iin Kurnia
96
APPENDIX 10
RPP III (Kelas Kontrol)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Daar El-Qolam Tangerang
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/ 2
Alokasi Waktu : 4 x 40menit
Standar Kompetensi :
1. Memahami makna dalam teks tulis fungsional pendek dan
berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
2. Mengungkapkan makna dalam teks monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan.
Kompetensi Dasar :
1. Merespon makna dalam teks fungsional pendek (misalnya banner,
poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
2. Merespon makna dan langkah retorika dalam esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
97
Indikator :
1. Mengidentifikasi pengertian compound and complex sentence.
2. Mengidentifikasi kalimat compound and complex di dalam sebuah
teks.
3. Membuat kalimat compound and complex secara benar dan
berterima.
1. Tujuan Pembelajaran
Pada akhir pembelajaran, peserta didik dapat:
a. Mengidentifikasi pengertian compound and complex sentence.
b. Mengidentifikasi kalimat compound and complex di dalam sebuah teks.
c. Membuat kalimat compound and complex secara benar dan berterima.
2. Karakter Siswa yang Diharapkan:
a. Kreatif (Creative)
b. Percaya Diri (Confidence)
c. Komunikatif (Communicative)
3. Materi Pembelajaran
- Contoh teks hortatory exposition:
Where should be after High School
The National examination result will be publicly announced in next short time.
Euphoria will flood for those who get success. In the other hand, It will be sorry to hear
that there are some of them do not succeed in their national final examination. For those
who succeed soon will think to decide; where will they be after graduating high school?
Actually it will be easy to decide for those has been arranged and thought earlier but for
those have not planed yet, it will be quite confusing.
Continuing study or looking for work is the primary choice among them. When
they think about continuing study, they will think hard about the time and cost. How
long the higher study will last? And how high is about the cost. In the same way, when
98
they think about straightly seeking job, what skill and competence they have got is a big
matter of questioning. So, doing both choices in the same time is an alternative.
Continuing study as well as seeking job is possibly done but it will be hard for
them. Conventionally studying in the university needs much time to spend especially in
the first year. It is true because they have to do and adapt a lot of things in their new
higher school. it will be very hard to looking for job. Therefore it should come to their
mind of continuing studying at higher school from their own home. As result, the
available time will be more flexible for them.
Then it will be very possible to seek job and get the appropriate one. This type of
studying is publicly known as distance learning.As the alternative method of studying,
besides the conventional studying which students and the lecturer have to meet in the
fixed time and place regularly, distance learning provides possibility to grow better.
Possibly working and studying surely will create high quality graduate. Distance
learning should appear as a considerable choice for them.
- Penjelasan tentang compound and complex sentence:
Compound sentence is a sentence containing two or more independent clauses joined
together using a semicolon or a comma and a coordinating conjunction.
coordinating conjunction of compound sentence are FUNBOYS (For, and, nor, but,
or, yet, so).
Complex sentence is a sentence that combines at least one independent clause with at
least one dependent clause.
subordinating conjunction of complex sentence are BISWA (because, if, since,
when, although).
4. Metode Pembelajaran/ Teknik : Ceramah dan Diskusi
5. Langkah-langkah Kegiatan
a. Pendahuluan dan Eksplorasi (20’) (in 2 meetings)
- Guru membuka pertemuan dan memeriksa kehadiran siswa.
- Guru melakukan kegiatan pembuka dengan mengadakan ice breaking berupa
“mencari jodoh kata”.
99
b. Elaborasi (120’) (in 2 meetings)
- Guru menjelaskan kepada peserta didik tentang kalimat compound dan complex.
- Guru menunjukkan contoh hortatory exposition teks.
- Guru menjelaskan dan mengidentifikasi kalimat compound dan complex yang
terdapat di dalam teks hortatory exposition pada teks.
- Guru mengidentifikasi independent clause dan verb dari teks tersebut.
- Guru mengajak peserta didik untuk membahas compound dan complex yang
mereka telah identifikasi.
- Guru meminta peserta didik untuk membuat mengerjakan worksheet compound
dan complex.
c. Penutup dan Konfirmasi (20’) (in 2 meetings)
- Guru mengajak siswa untuk bersama-sama mengulas kembali pembahasan tentang
tujuan komunikasi dari teks hortatory exposition beserta langkah-langkah retorika
dalam teks hortatory exposition.
- Guru menutup pertemuan kelas.
6. Sumber Belajar
- Buku Teks Bahasa Inggris Dare to Change Unleashing Your English for Senior High
School (SMA/MA): Grade XI karya Fernando dan Arifiyanti Nugrahani. Penerbit oleh
Piranti Darma Kalokatama pada tahun 2011.
- Buku Lembar Kegiatan Siswa/ Modul Bahasa Inggris Grade XI Term 2. Penerbit oleh
Media Adi Karya.
7. Penilaian/Evaluasiberdasarkan:
- Teknik : Performance Assessment.
- Bentuk : Mengidentifikasi kalimat dan Membuat kalimat
Tangerang, 25 Februari 2015
Guru Praktikan ,
Iin Kurnia
100
APPENDIX 11
THE STUDENTS’ SCORE
SCORE OF PRETEST OF EXPERIMENTAL CLASS
NO PRE TEST
COMPLEXITY ACCURACY
1 11 6
2 9 3
3 3 2
4 7 9
5 2 5
6 4 7
7 3 4
8 4 6
9 11 9
10 8 2
11 5 7
12 8 5
13 1 3
14 4 8
15 9 0
16 9 2
17 2 0
18 3 5
19 5 7
20 8 6
SUM 116 96
MEAN 5,80 4,80
101
THE SCORE OF PRE TEST OF CONTROLLED CLASS
SCORE OF PRETEST OF CONTROLLED STUDENTS
NO PRE TEST
COMPLEXITY ACCURACY
1 10 8
2 6 5
3 7 9
4 3 5
5 9 7
6 9 9
7 5 6
8 5 8
9 11 13
10 6 7
11 7 9
12 7 5
13 3 5
14 8 8
15 5 4
16 6 7
17 3 8
18 9 4
19 10 12
20 6 9
SUM 135 148
MEAN 6,70 7,40
102
THE SCORE OF POST TEST OF EXPERIMENTAL CLASS
SCORE OF POST TEST OF EXPERIMENT CLASS
NO PRE TEST
COMPLEXITY ACCURACY
1 4 17
2 21 10
3 8 2
4 4 26
5 16 22
6 23 19
7 25 5
8 17 9
9 17 18
10 11 15
11 10 20
12 13 15
13 7 16
14 29 9
15 5 14
16 29 26
17 15 15
18 13 19
19 9 13
20 21 25
SUM 298 315
MEAN 14,85 15,75
103
THE SCORE OF POST TEST OF CONTROLLED CLASS
SCORE OF POST TEST OF CONTROLLED CLASS
NO PRE TEST
COMPLEXITY ACCURACY
1 4 13
2 17 10
3 6 5
4 4 15
5 11 13
6 18 9
7 19 7
8 14 8
9 14 15
10 7 12
11 7 18
12 8 15
13 10 9
14 20 7
15 4 8
16 15 `8
17 12 25
18 8 9
19 5 15
20 17 20
SUM 228 241
MEAN 11,00 12,05
104
APPENDIX 12
SAMPLE OF BLOG
105
100
Nomor : Un.01/F.1/KM.01.3/3076/2014 Jakarta, 19 Nov 2014 Lamp. : Outline/Proposal Hal : Permohonan Izin Penelitian
Kepada Yth. Kepala Sekolah SMA Daar El-Qolam di Tempat
Assalamu’alaikum wr.wb.
Dengan hormat kami sampaikan bahwa,
Nama : Iin Kurnia
NIM : 1110014000078
Jurusan : Pendidikan Bahasa Inggris
Semester : IX
Tahun Akademik : 2010/2011
Judul Skripsi : The Effectiveness of Using Blog on Students’ Accuracy and
Complexity in Writing. (AQuasi Experimental Research at the Second
Grade Students of SMA Daar El Qolam Gintung Jayanti, Tangerang
Banten) adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin. Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassalamu’alaikum wr.wb.
a.n. Dekan Kajur Pendidikan Bahasa Inggris
Drs. Syauki, M.Pd
NIP. 19641212 199103 1 002 Tembusan:
1. Dekan FITK 2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan